1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. SUMANTA KUMAR TRIPATHY
COMMUNICATION
FUNDAMENTALS OF LASER
ELECTRONICS
1ST YEAR UG STUDENTS IN ELECTRONICS AND COMMUNICATION ENGINEERING
GVP COLLEGE OF ENGINEERING (A), VISAKHAPATNAM (A)

3. 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
Understand what a LASER is and how it works (Understand Level)
Know the different process taking place to produce Laser (Understand Level)
Apply this knowledge in communication (Apply level)
Key Concept(s) to be covered
Introduction and Types of LASER
Characteristics of LASER
Working Principle
Applications

4. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO
DURATION (in min)
URL
Introduction and Types of LASER V1
10.08
Characteristics V2
3.46 V3
3.28
Working Principle V4
2.52 V5
5.57
TOTAL DURATION
24.91 min

5. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Understanding
Name the type of wave associated with Laser.
Write different types of Laser.
What do you understand by temporal coherent.
What are the process taking place in a laser system
Write uses of CO2 Laser 10
Watch V1 and then answer Q1,Q2 & Q5
Watch V2 and then answer Q3
Watch V4 and then answer Q4,

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Application
Is laser different than a light produced by a 60 watt bulb? Justify your answer.
How will you justify that laser is highly monochromatic?
Can you apply the radiations from a 100 watt bulb for laser action in Ruby Laser
What will happen if active medium is placed in an open space?
Is three level population inversion always required for laser action? 10
Watch V2 and then answer Q1
Watch V3 and then answer Q2
Watch V4 and then answer Q3
Watch V5 and then answer Q4, Q5

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Knowledge
What type of laser is used to read barcode in a shopping mall?
Have you heard the term Optical Music? What is it?
Band width of laser is more. True or False.
Is metastable state present in every material?
Why pumping is necessary for Laser action? 10
Watch V1 and then answer Q1
Watch V2 and then answer Q2
Watch V3 and then answer Q3,
Watch V4 then
answer Q4
Watch V5 then
answer Q5

8. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class student will able to know the concept of LASER and its working principle and its necessity in the present scenario.
Key Concept(s) to be covered
Implementation using real life animations.

9. 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

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose five multiple questions at the start of the class and provide summary of the
introduction to Laser.
Q.1.The frequency of the absorbed or emitted radiation is related to difference in
energy E between the higher energy state E2 and the lower energy state E1. State
what h stands for in the given equation? E =E2 – E1 = hf a) Gravitation constant b) Planck’s constant c) Permittivity d) Attenuation constant
In-class Activity Design -2

11. In-class Activity Design -2
Q.2. The radiation emission process in laser can occur in __________ ways a) Two b) Three c) Four d) One
Q.3. The lower energy level contains more atoms than upper level under the
conditions of ________________ a) Isothermal packaging b) Population inversion c) Thermal equilibrium d) Pumping
In-class Activity Design -2

12. In-class Activity Design -2
Q.4. Which process gives the laser its special properties as an optical source? a) Dispersion b) Stimulated absorption c) Spontaneous emission d) Stimulated emission
Q.5. __________________ in the laser occurs when photon colliding with an excited
atom causes the stimulated emission of a second photon a) Light amplification b) Attenuation c) Dispersion d) Population inversion
In-class Activity Design -2

13. 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.

14. In-class Activity Design -2
TPS Strategy-1 – What Instructor does
Shows video 1 and pause it at 6.13 minute and ask the students to guess the purpose of using laser there.
THINK (~2 minutes)- Instructor ask the students to think for two minutes individually and find the solution.
PAIR (~4 minutes)- Instructor ask to pair up with neighbour and compare with answers and agree for one answer after discussion among them selves
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Share (~6 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 with explanation.

15. In-class Activity Design -2
TPS Strategy -2– What Instructor does
Shows video 2 and pause it at 1.04 minute and ask the students to answer whether the source of light is coherent or not?
THINK (~2 minutes)- Instructor ask the students to think for two minutes individually and find the solution.
PAIR (~4 minutes)- Instructor ask to pair up with neighbour and compare with answers and agree for one answer after discussion among them selves
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Share (~6 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 with explanation.

16. In-class Activity Design -2
TPS Strategy -3– What Instructor does
Shows video 3 and pause it at 0.17 minute and ask the students to answer from which source the light is coming? What is its wave length?
THINK (~2 minutes)- Instructor ask the students to think for two minutes individually and find the solution.
PAIR (~4 minutes)- Instructor ask to pair up with neighbour and compare with answers and agree for one answer after discussion among them selves
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Share (~6 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 with explanation.

17. In-class Activity Design -2
The above activity is an active learning strategy. Justification- In both the above activities, students really involved physically and mentally by thinking deeply about the content. They storm their brain beyond mere listening and execution of prescribed steps and also are familiarised in out-of-class and do higher order thinking. Feedback- Feedback from students are collected through peer discussion which was par excellent in comparison with teacher centric education.