1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT
IDP in Educational Technology – IIT Bombay

2. Electronics and Communication Engg. Dept
ABOUT YOU 2
Prof. Mustafa Surti
Electronics and Communication Engg. Dept
SCET, RC ID: 1043

3. Mustafa Surti Topic: Boolean Expression Course: Digital Electronics3
Topic: Boolean Expression
Course: Digital Electronics
Domain:2nd yr Students of Electronics and Comm.
AFFILIATION:GTU, scet

4. OUT-OF-CLASS SEGMENT 4

5. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity: 5
At the end of watching the videos student should be able to,
1. Explain how Boolean expression are useful.
2. Understanding of Basic rules of Boolean expression .
3. Understanding of Boolean expression with practical example .
Key Concept(s) to be covered:
1. concept of Boolean expression 2. properties of Boolean expression 3. Rules of Boolean expression

6. Out-of-class Activity Design - 26
Main Video
Source URL 1.
License of Video:
Standard you tube licence
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
Basic laws of Boolean Algebra
V1 - 0:00 – 10:08
10.08 mins
Boolean Algebra: AND/OR/NOT
V2 – 0:00 – 06:11
06.11 mins
Boolean Algebra (SOP)
V – 04:55
4.55mins
TOTAL DURATION:
21.14 mins

7. Out-of-class Activity Design - 37
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Concept of Boolean Algebra
Q1 list importance of Boolean Algebra?
8mins
Watch V1 and then answer Q1 and Q2
Understanding laws of Boolean Algebra
Q2 List various laws pertaining to Boolean Algebra
7mins
Watch V2 and then answer Q3

8. Out-of-class Activity Design - 38
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Understanding of Boolean expression implementation
Q3 Minimize Boolean expression using laws & properties 5
Watch V3 and then answer Q4
Q4 Give example of practical digital circuit explaining Boolean Algebra. 10
Watch V3 and then answer Q5
Submit answers to all questions 3 hours before coming to class
Total activity duration 30 min

9. IN-CLASS SEGMENT 9
This section helps you design the in-class segment of Flipped Classroom Strategy

10. About In-Class Segment10
Make sure that In-Class segment contain activities for effective learning
In active learning student goes beyond listening, copying of notes, execution of prescribed procedures
Students are required to talk, write, reflect and express their thinking
Engage students in higher-order thinking (Analyze-Evaluate-Create)
Ensure that students get feedback on their work, either from peers or you.
Ensure to provide summary that connects Out-of-Class and In-Class activities

11. In-class Activity Design -111
Learning Objective(s) of In-Class Activity:
At the end of the class, students will be able to
Solve real-life scenario problems involving
simplification of Boolean Expression
Implement different Boolean Expression using Boolean Laws
Key Concept(s) to be covered:
1. Use Boolean Algebra to implement logical circuits
2. Implement concept of Boolean Expression

12. In-class Activity Design -112
Learning Objective(s) of In-Class Activity:
At the end of the class, students will be able to
Solve real-life scenario problems involving simplification of logical expressions (ANALYZE Level)
Implement logical expressions using Universal gates (NAND or NOR) (ANALYZE Level)
Key Concept(s) to be covered:
Use of Expression Simplification in Real World Problem Solving
Implementation using Boolean Expression
EXAMPLE

13. In-class Activity Design -213
Active Learning activity(ies) that you plan to do
Real world problem solving using
Think-Pair-Share
Concept clarification using
Peer Instruction
Explain the strategy by giving details of:
Teacher will demonstrate various types of Boolean Expression.
Students will find real time application based on Boolean Algebra .
Justify why the above is an active learning strategy
By verifying concept of Boolean Expression using Boolean Algebra one can
implement various logics using gates.

14. In-class Activity Design -214
Active Learning activity(ies) that you plan to do
Real world problem solving using
Think-Pair-Share
Concept clarification using truth table of various Boolean Expression.
Peer Instruction

15. In-class Activity Design -215
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Assuming that Temperature and Humidity of a station are two Boolean variables Tn and Hn (where n is the station number) as given in the fig,
Think individually and identify the scenario (boolean expression) in which a high output will occur from an area.
EXAMPLE

16. In-class Activity Design -216
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 assuming that two variables A and B, as shown in table, are used to select sensor output based on time, develop a Boolean expression to combine time selection and output selection.
i.e. A,B and output (T+H)
EXAMPLE

17. In-class Activity Design -217
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 minimizations using Boolean expressions play a major role in real life applications, like Multiplexer.
In the next iteration of TPS, in the Think Phase we ask students to convert the Boolean expression in the form of NAND only logic using DeMorgan’s Theorem and identities.
In the pair phase we ask students to compare the answers
In the share phase again the different answers are sought.
EXAMPLE

18. In-class Activity Design -218
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