1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 7 19 32 ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 19
EVALUATION 32
COMMUNITY BUILDING

3. SAVEETHA ENGINEERING COLLEGE/ANNA UNIVERSITY
PHEBA CHERIAN
WORKING OF DC MOTOR
ELECTRICAL MACHINES
ELECTRICAL
STUDENTS:30/II YEAR EEE
SAVEETHA ENGINEERING COLLEGE/ANNA UNIVERSITY

4. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
At the End of watching the Video, Students should be able to understand how a DC motor works.
Will be able to construct a physical model of basic DC Motor.
Key Concept(s) to be covered
Fleming’s Left hand rule
DC Motor parts
Generation of Torque

5. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube Licence
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Application and Introduction of DC motor
0.00– 0.17
0.17
Basic working –Lorentz force using single coil
1.08
Multicoil motor and Types
2.98
TOTAL DURATION
4:49minutes

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Students should be able to understand how a DC motor works. Students should be able to understand how a DC motor works.
Construct a motor using a battery, a magnet and a coil
30 mins
Watch video from 0.00 to 0.17sec
Expected activity duration
30 mins

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Determine the Armature current
Q. A dc shunt motor drives an elevator load which requires a constant torque of 300 N.m. The motor is connected to a 600 V dc supply and the motor rotates at 1500 rpm. The armature resistance is 0.5 Ω. (a) Determine the armature current. (b) If the shunt field flux is reduced by 10 %, determine the armature current and the speed of the motor.
10 minutes
Watch
Expected activity duration
30 mins

8. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the End of watching the Video, Students should be able to understand how a DC motor works.
Key Concept(s) to be covered
Generation of Torque
Basic equations od Series and Shunt Motor

9. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Real world problem solving using.
Think-Pair-Share
Explain the strategy by giving details of
Give a real time problem
Think, Pair, Share
Justify why the above is an active learning strategy
Concept clarification using.
Peer Instruction

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Q 1: A series DC motor has combined armature and field resistance of RA+RS=1.2ΩRA+RS=1.2Ω. When connected to a supply of VT=48VVT=48V at standstill, the motor develops a torque of 1500Nm.
Calculate the armature current at standstill and combined motor constant kckc
Calculate the torque when the speed is 500 rpm
Calculate the output power and efficiency when operating at 500 rpm (neglect mechanical losses) . 
EXAMPLE

11. 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.
EXAMPLE

12. 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 how the armature current and torque can be found.
EXAMPLE

13. 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)
EXAMPLE