1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT
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2. Renuka.N Non-linear wave shaping circuits Pulse circuits Electronics
III rd YEAR UG STUDENTS IN Electronics & Communications Engineering
RVR & JC CE, GUNTUR

3. Out-of-class Activity Design-1
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos……
Students will be able to become familiar with the function and operation of clippers.
They will be able to explain the concept involved in analysing a clipper circuit (Understand Level).
They can solve simple problems series, shunt and biased clippers (Apply Level).
To design wave shapes that meet different circuits needs. (Apply Level).
Key Concept(s) to be covered
Multi diode clippers analysis
Multi level clipping circuits design
Solving problems involved with the above concepts

4. Out-of-class Activity Design - 2
(From National repositories) - NPTEL
V1:
Duration of V1 is 3:04 min
(From International repositories)
V2:
V3:
Duration of V2 is 13:10 min
Duration of V3 is 19:48 min
(From Internet)
V4:
Duration of V2 is 9:45min
V5:
Duration of V2 is 9:02 min
License: Creative commons / you tube license

5. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Strategy
(This problem satisAssessment fies the learning objective 2 & 3)
Expected Duration
(in min)
Instructions
Solve the problem based on concept involved in analysing a clipper circuit
Q1. Find the resonse of the circuit with a sinusoidal input of peak-to-peak vlotage of 10V applied.
5 to 8 min
watch V1 & V4
To answer Q1

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
(This problem satisfies the learning objective 2 & 3)
Expected Duration
(in min)
Instructions
Solve the problem based on concept involved in analysing a clipper circuit
Q2:Determine the output of the circuit as shown in figure.
7 min
Watch V5, V2
To answer Q2

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
(This problem satisfies the learning objective 2 & 3)
Expected Duration
(in min)
Instructions
Solve the problem based on concept involved in analysing a clipper circuit
Q3. Determine the output of the circuit as shown in figure.
8 min
Solve these 3 problems & submit them before coming to class.

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
(This problem satisfies the learning objective 2 & 3)
Expected Duration
(in min)
Instructions
Solve the problem based on concept involved in analysing a clipper circuit
Q2: Determine the output of the circuit as shown in figure
10 min
Watch V5, V1
To answer Q2

9. Out-of-class Activity Design - 3
Instructions to do Out of Class Activity:
Timely submitted assignments will be given 10 marks
Late submission of the assignments should be rewarded less.
Preferably try to watch the video in breaks. You are given the specific number for the video to watch to solve the given problems.
In each problem, draw the equivalent circuit diagram replacing the diode for different regions of input.
Mark the state of the diode in different regions of the input and replace it with corresponding output.

10. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Solve problems based on the clipping principle , involved with series diodes, shunt diodes etc., (ANALYZE Level)
Knows about the response of the clipping circuits in different applications in real life problems. (ANALYZE Level)
To design wave shapes that meet different circuits needs. (Apply Level).
Key Concept(s) to be covered
Multiple diode clipping circuits.
Multiple level clipping circuits.

11. In-class Activity Design -2
Active Learning activity(ies) that I have planned to do
Concept clarification using…
Peer Instruction
Real life problem solving using…
Think-Pair-Share

12. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Poses PI questions at the start of the class and allow them to think for a sufficient time.
Commented on an answer and Finding another 'student' who had a different answer and discussed the thinking behind each answer. 
collect voting from the students (voting takes place either by hand gestures (or) with the use of collecting answers written on a piece of paper.
Allowed the students to discuss with each other.
Finally explained why a particular option is suitable for the given PI
question.

13. In-class Activity Design -2
Peer Instruction Strategy – QUESTIONS Q1: Predict how the operation of this clipper circuit will be affected as a result of the following faults. Consider each fault independently • Diode D1 fails open: • Diode D1 fails shorted: • Resistor R1 fails open: • Resistor R1 fails shorted: Q2: Design a clipper circuit that clips any portion of the input AC waveform below +4 volts:

14. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
Think silently about the question
Commit to an answer
Find another 'student' who had a different answer and discuss the thinking behind each answer 
Answer the question again.

15. In-class Activity Design -2
TPS Strategy – What instructor does
In the THINK phase, instructor gives a question to the students, asks the students to think about the question for some time & respond to the question through their answers.
In the In the PAIR phase, instructor allows the students to pair up & instructs them to discuss their answers.
Teacher performs the role of a facilitator - monitoring the students to find
whether they are participating in the activity or not.
SHARE phase, teacher instructs all the pairs to discuss with one another . Then instructor will listen to the concluded answer accepted by all the students as the best one & gives final conclusion to the
given problem/question.

16. In-class Activity Design -2
TPS Strategy – QUESTIONS
Q1: Determine the output of the circuit as shown in figure and draw the transfer characteristics.
Q2: Determine the output of the circuit as shown in figure and draw the transfer characteristics.
Instructions:
Think of these problems for 10min.
Pair up with your neighbour, solve the problem for 20min & try to obtain the solution.
Then we will discuss the solution with the entire class.

17. In-class Activity Design -2
TPS Strategy – What Student Does
Thinks about the given problems/questions for the given time (10min)
They get paired up with peers & starts solving the problems with in the given time (20min)
Shares the solutions/answers with the entire class for another 10min.

18. In-class Activity Design -2
Justify why the above is an active learning strategy
The students are
The learner take a minute to ponder the previous lesson, later to discuss it with one or more of their peers.
Keeps students prepared, helps students to get more involved in class discussion and participation and provide cumulative assessment of student progress.
useful for teachers to hear from all students even those who are quiet in class. This method functions as a great way for all the students in the class to get involved and learn to work together and feel comfortable sharing ideas.
exercise is useful where learners can identify and relate, so preparation is
key.