1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # ABOUT Mr. Amit Naik 3
OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 8
EVALUATION 18
COMMUNITY BUILDING 21

3. About you
I am Amit Naik, Assistant Prof. (SL), in Shri G. S. Institute of Technology and Science, Indore (M.P.). I am teaching Basic Electronics, Analog Electronics, here from year I am creating the flipped classroom activity on the Basic Electronics subject. - Mob

4. Amit Naik Overview of Rectifiers Types of Rectifiers Electronics
2nd year UG Students III sem. In Electronics and TC Engineering
S.G.S.I.T.S Indore (M.P.)

5. 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  working of Rectifiers using 2 diodes , 4 diodes and use of filters such as capacitor , inductor ,LC and CLC in output port.
Students will be able to compare different types of rectifiers (Half wave ,center tap full wave rectifier , bridge wave full wave rectifier.
To Analyze the impact of different types of rectifiers on output waveforms.
Key Concept(s) to be covered
Calculation of Average load current and voltage at no load and full load.
To understand Rectification efficiency and percentage load regulation.
Peak inverse voltage of each diode.
Circuit Simplification.

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
This work is licensed under a 
Creative Commons Attribution 4.0 International License.*
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Working and circuit design of half and full wave rectifier.
To understand ripple factor ,AC and DC value and rms calculation in rectifiers.
0.00 – 9.36
9.36
TOTAL DURATION Minute

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
To Study Application of Rectifiers
To Analyze the impact of capacitor filters in practical hardware Implementation.
1.What do you mean by efficiency, PIV and TUF
2. Describe various methods of filtering waveform.
5.00 min.
(i) watch the video and answer assessment questions.
(ii) Pause the video at and attempt assessment question 2.
(iii)+2 marks for submitting assignment on time.
(iv) linking assessment submission to extra attendance of one class.
Expected activity duration
10 minutes

8. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to, Solve problems involving design of half wave , center tap and bridge wave rectifier using CLC or pi filters. implementation Using diode number IN 4007C.
Key Concept(s) to be covered
Students will learn how he can measure performance, able to analyze the DC power supply design problems, can be able to design hardware like diode ,transformer , capacitor and AC source.

9. In-class Activity Design -1
Active Learning activity (ies) that you plan to do
Concept clarification using.
Peer Instruction

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Q 1:Based on the description provided in the video, design the regulated power supply with bridge wave rectifier and capacitor filter ?

11. In-class Activity Design -1
Peer Instruction Strategy – What Teacher Does
 Q 2 Explain the best rectifier design and measure the performance of bridge wave rectifier on the basis of (i)Average load current (ii)Average load voltage at no load.(iii)percentage load regulation (iv) Rectification efficiency on the basis of hardware implementation?

12. In-class Activity Design -1
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.

13. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Real world problem solving using.
Think-Pair-Share
Concept clarification using.
Peer Instruction

14. In-class Activity Design -2
Peer Instruction Strategy – Assignment questions to solve
Q 1:  Peak inverse voltage for a diode is the
(A) voltage corresponding to rated maximum voltage
(B) maximum voltage that can be applied across the diode in the conducting direction
(C) maximum voltage that can be applied across the diode in the non-conducting direction
(D) none of the above.

15. In-class Activity Design -2
Peer Instruction Strategy – Assignment questions to solve
 Q2. When voltage applied to a diode is more than PIV, it is likely to result in
(A) More distortion on output side
(B) Poor regulation
(C) Conduction in both direction
(D) Breakdown at the junction.

16. 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.

17. In-class Activity Design -2
TPS Strategy
In the rectifier shown in the following figure 1 assume VS = 220V , 50Hz, L = 10mH and Ed = 170V . Calculate and plot the current an the diode voltage drop along with supply voltage, vs .

18. In-class Activity Design -2
TPS Strategy
Think (~2 minutes)
Instruction: Assume the DC coming output with respect to the applied AC input.

19. In-class Activity Design -2
TPS Strategy Pair (~5 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
inputs are given AC voltages and the outputs for the circuit is DC output voltage can be obtained.
See the following waveform:

20. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~8 minutes)
Instructor asks a group to share their answers with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and how bridge wave rectifier are the preferable choic for circuit designers.
In the next iteration of TPS, in the Think Phase we ask students to use Centre tapped rectifier in place of bridge wave rectifier and compare the output result with previously obtained result.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

21. In-class Activity Design -2
Justify why the above is an active learning strategy
In above strategies, students are required to go beyond mere listening and watching videos. They are required to think deeply about the topic and have to discuss with group members for possible circuit designs.
There is also feedback provided (either through peer discussion or instructor summary)