1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. About this constructor
This activity constructor document is aimed at assisting teachers in
designing Flipped Classroom Activity in their own course using existing content.
This guide will deal with Open Education Resources (OER’s) or those
licensed under Creative Commons.
The slides with white background are information sheets.
The slides with Pale-yellow background require you to provide inputs.
Replace the text written in BLUE with your input.
This will be followed by an example input.

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

4. About you
I am Prabu working as a Associate Professor in Department of EEE, Nandha Engineering College, Erode, Tamilnadu. I am willing to design flipped classroom topic on “Transmission Line Parameter” form Transmission and Distribution subject for II year EEE undergraduate students

5. KRISHNA GANDHI TRANSMISSION LINE PARAMETERS
TRANSMISSION AND DISTRIBUTION
ELECTRICAL
II - YEAR UG STUDENTS IN ELECTRICAL ENGINEERING
NANDHA ENGINEERING COLLEGE

6. Out-of-class Segment
This section helps you design the Out-of-Class segment of
Flipped Classroom Strategy.

7. About Out-of-Class Segment
Meant mainly for Information-Transmission to student.
Mostly help achieve lower-order cognitive levels (Recall-Understand-Apply)
Teacher takes time to search and locate videos.
Out-of-Class activity should not be too lengthy,
(ideally think of 1 lecture being transferred outside)

8. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos student will be able to
Design the tower structures using conductors
Develop the expressions for internal and external flux linkages of inductance in transmission line
Deduce the expression for flux linkages of composite conductor on transmission line
Key Concept(s) to be covered
Different conductor types and tower structures
Computations of internal and external flux linkages
Computation of composite conductor

9. 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
Simplify expressions using Boolean identities (Apply Level)
Explain the DeMorgan’s theorem using Truth Tables and Logic
Circuits (Understand Level)
Simplify Logic Circuits, with at most 3 inputs, using identities(Apply Level)
Key Concept(s) to be covered
Boolean Identities.
Proofs of Identities.
Expression Simplification.
EXAMPLE

10. Guidelines for Video Selection - 1
First check in National Repositories
NPTEL Videos (
NPTEL Youtube Channel (
Second Look in International Repositories
OER Commons (
OCW Consortium (
Open Learing Initiative (

11. Guidelines for Video Selection - 1
Third Look in Internet Video Repositories (filter for Creative Commons License)
Youtube (
Vimeo (
Please note that Repository List is not exclusive and there are many more in the web. Please check this link from Edutopia for more information.

12. Guidelines for Video Selection - 2
Keep the length of video short (not more than10 minutes).This is because
it has been found that shorter videos are more engaging[1].
If the topic is too big for a single 10 min video, split the topic into
multiple videos and give instructions to pause.(E.g. Pause at 4:30 sec)
Select videos that have both text and audio narration.This will help
in assimilation of content easier[2].
Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on scale conference (pp ). ACM.
Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8),

13. 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 SEGMENT
DURATION(in min)
Recap Last Lesson & Line Parameters
V1 - 0:00 – 5:23
5.023
Conductor types and Tower Structures
V2 - 5:24 – 18:47
13.24
Electrical Parameters
V3 - 18:48 – 29:45
10.98
Internal and External Flux Linkages
V4 - 29:46 – 41.06
11.61
Composite Conductor
V5 - 41:07 – 54.53
13.37
Summarize
V6 - 54:54 – 59.41
4.98
TOTAL DURATION
59.41

14. 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 SEGMENT
DURATION
(in min)
BOOLEAN IDENTITIES
V1 - 0:00 – 6:45
6.75
V2 - 6:47 – 13:25
6.63
V3 - 13:27 – 19:46
6.32
PROOFS
V4 - 19:47 – 25:56
6.15
SIMPLIFICATION
V5 - 25:57 – 31:42
5.75
EXAMPLE
TOTAL DURATION
31.6 min

15. Guideline for Designing Assessments
It is recommended to provide few assessment with each video resource.
The assessment has to be at lower cognitive levels (Recall – Apply), aligned to the learning objectives.
It is recommended that you evaluate these assessments before the in-class to understand the level of students.

16. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Design the tower structures using conductors
Q1: The cost of transmission line conductor at 110 KV is Rs.100/m. At 200 KV, the cost per metre will be
Q2: With increase in values of voltage and power factor, cost of transmission line conductor
10 minutes
Watch V2 and then answer Q1
30 minutes
Expected activity duration

17. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Develop the expressions for internal and external flux linkages of inductance in transmission line
Q1.A single phase has two parallel conductor 1 m apart. The radius of each conductor is 0.5 cm. Calculate loop inductance per km of the line
10 minutes
Watch V4 and then answer Q1 and Q2
30 minutes
Expected activity duration

18. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Deduce the expression for flux linkages of composite conductor on transmission line
10 minutes
Submit answers to all questions 3 hours before coming to class
30 minutes
Expected activity duration

19. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Design the tower structures using conductors
Q1: The cost of transmission line conductor at 110 KV is Rs.100/m. At 200 KV, the cost per metre will be
Q2: With increase in values of voltage and power factor, cost of transmission line conductor
10 minutes
Watch V2 and then answer Q1
EXAMPLE

20. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Develop the expressions for internal and external flux linkages of inductance in transmission line
Q1.A single phase has two parallel conductor 1 m apart. The radius of each conductor is 0.5 cm. Calculate loop inductance per km of the line
10 minutes
Watch V4 and then answer Q1
EXAMPLE

21. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Deduce the expression for flux linkages of composite conductor on transmission line
Q. Calculate the inductance per phase per metre for a 3-phase double line circuit whose phase conductor have a radius of 5.3 cm with horizontal arrangement equally 8 m distance
10 minutes
Submit answers to all questions 3 hours before coming to class.
EXAMPLE
Total activity duration
30 minutes

22. In-class Segment
This section helps you design the in-class segment of Flipped Classroom Strategy.

23. About In-Class Segment
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.

24. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
Give optimal solution for cost of conductor and tower structure in transmission system
Solve the inductance value of conductor using flux linkages
Key Concept(s) to be covered
Use of conductor and tower structures in tranmission network
Apply the computation inductance expression on tranmission line

25. In-class Activity Design -1
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 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 Universal Gates.
EXAMPLE

26. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Peer Instruction
Think Pair Share
Explain the strategy by giving details of
What Teacher will do? TPS strategy and Peer instruction strategy
What Student will do? For each question, vote individually.
discuss with peers , Listen to instructors
Justify why the above is an active learning strategy
In both the above strategies, students are need to attention for listening and execution manner. They are required to think more on content so familiarized in out-of-class and do higher order thinking. Valuable feedback

27. 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
EXAMPLE

28. In-class Activity Design -2
Peer Instruction Strategy –
Q 1: What type of conductors are used for overhead transmission line ?
Copper
ACSR
AAC
ACAR
Expanded ACSR
EXAMPLE

29. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: Which of the most dominant parameter in transmission line ?
Resistance
Inductance
Capacitance
None
EXAMPLE

30. 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

31. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
A three phase, 60 Hz transposed transmission line has a flat horizontal configuration as shown in figure below. The line reactance is ohm per kilometer. The conductor geometric mean radius is 2.o cm. Determine the phase spacing D in metres.
EXAMPLE

32. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: A 2-conductor cable 1 km long is required to supply a constant current of 200 A throughout the year. The cost of cable including installation is Rs (20a+20) per metre where a is the area of cross-section of the conductor in cm square. The cost of energy is 5P per KWh and interest and depreciation amount to 10%. The resistivity of the conductor material is 1.73 micro-ohm cm. What is the resistance of one conductor?
Think individually and identify the value of resistance of one conductor.
EXAMPLE

33. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Instruction: Calculate the inductance of each conductor in a 3 phase, 3-wire system when the conductors are arranged in a horizontal plane spacing such that in a horizontal plane spacing such that D31= 4 m; D12=D23= 2m. The conductors are transposed and have a diameter of 2.5 cm.
EXAMPLE

34. 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 effect of earth return current is taken into account in inductance calculation using flux linkage equations.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.
EXAMPLE

35. 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