1. FLIPPED CLASSROOM ACTIVITY

2. About Me
Dr.K Chandra Sekhar, Professor & Head, R.V.R & J.C College of Engineering (A), Guntur – , Andhra Pradesh Areas of Interest: Electrical Machines Power Electronics Flexible AC Power Transmission Systems

3. TOPIC :Introduction to Synchronous Generator / AC Generator
Dr.K Chandra Sekhar
TOPIC :Introduction to Synchronous Generator / AC Generator
COURSE: Synchronous and Special Machines
Electrical Engineering
III B.Tec h (1st Semester)
R.V.R & J.C College of Engineering (Autonomous)
Affiliating to Acharya Nagarjuna University, Guntur, A.P.

4. Out-of-class Activity Design-1
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos student should be able to explain
The construction of Synchronous Generator
Principle of operation of Synchronous Generator
Applications of Synchronous Generator
Difference between DC generator and AC generator
Key Concept(s) to be covered
Construction of Synchronous Machine
Principle of Operation
Applications

5. Out-of-class Activity Design - 2
Main Video Source URL
[ International repository]
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Basics of Synchronous Generators and Applications
V - 0:00 – 2:00
2.00
Principle of Operation
V - 2:03 – 3:46
1.42
Construction of Synchronous Machine
V - 3:47 – 5:11
1.63
TOTAL DURATION
6.35 min

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Explain the operating principle of a Synchronous Generator) (Understand level)
Q.1 On which law, the working principle of Synchronous Generator depend?
Q 2. Explain the operating principle of Synchronous Generator
05 minutes
Watch Video and then answer Q1 & Q2

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Explain the
construction of
Synchronous Machine
(Understand Level)
Explain the operating principle of a Synchronous Generator) (Understand level)
Q1.Compare the AC Generator and DC Generator.
Q2. Explain why Armature winding is placed on stator.
Q3. Write down the different types of turbines used in the Synchronous Generators and where they are used.
15 minutes
Watch Video and then answer Q1
Q2 and Q3

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Induced EMF in Armature Winding (Analyse Level)
How do you determine the direction of Induced EMF in the armature winding?
5 minutes
Watch Video and then answer Q1 & Q2
Synchronous Generator advantages (Analyse Level)
Advantages of AC Generator over DC Generator
Total out of class activity duration : minutes

9. Out-of-class Activity Assessment
Submit the answers to questions as Assignment
– which carries 3 Marks – to be added into internal marks.
- Will be given 1 class attendance.

10. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Realize the importance of Synchronous Generator in Electrical Power System & identify the places (Analyze Level)
where we require Synchronous Generator in day to day life. (Knowledge Level)
To identify and label different parts of Synchronous Generator used in it. (Knowledge Level)
Key Concept(s) to be covered
Use and importance of Synchronous Generator in Real World scenario.
Identify the different parts of Synchronous Generator used in it.

11. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Use and importance of Synchronous Generator in Real World scenario..
Think-Pair-Share
Identification of the different parts of Synchronous Generator used in it..
Peer Instruction

12. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification.
Q 1: A Synchronous Generator is used to___________?
Generate AC power
Generate DC Power
Step up or step down dc voltages
Step up or step down ac voltages

13. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: ___________winding is placed on Stator & __________ winding is placed on Rotor ?
a. Field Winding & Armature winding
b. Armature Winding & Field Winding
c. No Winding & Armature Winding
d. Field Winding & No Winding

14. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question they will first vote individually.
Then they will discuss with peers and come to consensus.
Listen to instructors explanation.

15. In-class Activity Design -2
TPS Strategy – What Instructor does
The structure of the Synchronous Generator is shown in the fig. Identify and label the Armature Winding, Field winding and different parts of the Synchronous Generator.

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Recalling the construction and different parts in Synchronous Machine we
have studied label each and every part of the Synchronous Machine given in the fig,
Think individually and identify the each part and write the windings locations

17. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Now Recalling the construction used in Synchronous
Generator that we have studied we can label each and every
part of the Synchronous Machine.

18. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~8 minutes)
Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and give how power is produced using Synchronous Generators and play a major role in real life applications.
In the next iteration of TPS, in the Think Phase we ask students to find direction of induced EMF in armature winding using Fleming’s right hand rule.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

19. In-class Activity Design -2
Justify why the above is an active learning strategy
In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking.
There is also feedback provided (either through peer discussion or instructor summary)