1. FLIPPED CLASSROOM ACTIVITY Vipin Vibhute D. Y
FLIPPED CLASSROOM ACTIVITY Vipin Vibhute D.Y. Patil College of Engineering Akurdi, Pune. Maharashtra

2. Table of Contents SECTION SLIDE # ABOUT ME 3 OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 11
EVALUATION 16
COMMUNITY BUILDING

3. About Me
I am Vipin Vibhute, working as Assistant Professor in Department of Instrumentation & Control, D.Y. Patil College of Engineering, Akurdi, Pune. Topic of Flipped Classroom- Transistor Biasing

4. ELECTRICAL ENGINEERING AFFILIATION ( SAVITRIBAI PHULE PUNE UNIVERSITY)
Vipin Vibhute
TRANSISTOR BIASING
ELECTRICAL ENGINEERING
ELECTRICAL
SECOND YEAR STUDENTS
AFFILIATION ( SAVITRIBAI PHULE PUNE UNIVERSITY)

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 biasing of transistor by using different configurations. (Apply Level)
Find the values of base current using load line method. (Understand Level)
Calculate amplification of amplifier using different biasing current values. (Apply Level)
Key Concept(s) to be covered
Transistor biasing.
Load line.
RC coupled amplifier.

6. Videos for Out-of-class Activity
Video segments:
V1:
V2:
V3:
V4:
V5:
V6:
V7:

7. 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)
BASICS OF BAISING
V1: 0.00 – 5.30
5.44
EXAMPLE OF EMITTER CURRENT BAISING
V3: – 21.40
4.47
CALCULATION OF EMITTER CURRENT BAISING
V4: – 24.27
3.49
THERMAL STABILITY IN EMITTER CURRENT BAISING
V5: – 33.18
9.34
AMPLIFIER
V6: – 39.24
7.39
RC COUPLED AMPLIFIER
V7: – 47.40
8.36
SIMULATION OF RC COUPLED AMPLIFIER
V8: – 48.50
1.54
TOTAL DURATION
41.22 min

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Find the value of biasing current
Q. Find the value of emitter biasing current?
Given:
Vbe = 0.7V,
Rb = 1000 ohms,
Vin = 5V
10 minutes
Watch V2 and V3, then answer the question.
2 marks – each step
3 marks – correct value
1 mark – ontime submission

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Thermal Stability
Q1. On which two factors does thermal stability depend?
Q2. What is thermal runaway?
Q3. How is thermal stability assessed?
10 minutes
Watch V5 and then answer Q1, Q2 and Q3
3 marks – each answer
1 mark – ontime submission

10. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Calculating RC Coupled Amplifier output
Q. Calculate the
amplified output
value of circuit
given:
10 minutes
Watch V7 and V8 and answer
2 marks – each step
3 marks – correct value
1 mark – ontime submission
Total activity duration: 30 minutes

11. 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-industry scenario problems involving amplification (ANALYZE Level)
Calculate two stage amplification factor and thermal stability of RC coupled amplifier (EVALUATE Level)
Key Concept(s) to be covered
Use of calculations in Real Industry Problem Solving.
Two stage amplification.

12. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Think – Pair – Share using Real industry problem solving
2. Peer Instruction using concept clarification
Explain the strategy by giving details of
What Teacher will do?
Teacher pose the questions and solves queries of the students.
2. What Student will do?
Students think and discuss with peers and come to consensus. Listen to instructors explanation.
Justify why the above is an active learning strategy
Student are engaged in high order thinking( Analyze- Evaluate –Create).
Students discuss within their group and share it.

13. In-class Activity Design -2
Peer Instruction Strategy
Q 1: Vibration sound of a motor is very low, its audio signal level is 0.5 Vac. How would you increase the audio signal level of the motor vibration?
by using Transistor
by using Amplifier

14. In-class Activity Design -2
Think – Pair – Share (TPS) activity
 Q 2: An audio amplifier is used by a teacher for lecture in the classroom of 80 students and the students sitting on the last bench is unable to hear, in spite the volume of the audio amplifier is set to maximum. How can the volume be increased so as the last bench students can hear the lecture?
a) by using simple amplifier
b) by using two-stage RC coupled amplifier

15. In-class Activity Design -2
TPS Strategy – What Instructor does
1) Students are given 5 minutes to think individually.
2) Group of 4 students is formed in the classroom.
3) After group formation, all the groups were given 10 minutes to discussion within themselves.
4) Every group select the best solution from within themselves.
5) Each group is given 3 minutes to share their solution.
6) The best two solutions is discussed in detailed. .

16. 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.
Students are required to think deeply about the content and they do higher order thinking.