1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. 2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING
Jayakrishnan M
BOOLEAN EXPRESSIONS
DIGITAL CIRCUITS
ELECTRICAL
2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING
IDP-ET, IIT BOMBAY
EXAMPLE

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
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

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 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

5. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Simplify expression using Boolean Identities
Q. Simplify the expressions
1) (A+A’).B
2) A.((B+C’).(A+B+C))
3) ((A+B)’.B).((A’+B’)+(A+B)’)
4) ((A+(A+B)’).(B+A)’)+B
10 minutes
Watch V1 and then answer Q1
Watch V2 and then answer Q2
Watch V3 and then answer Q3, Q4
EXAMPLE

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain DeMorgan’s theorem using Truth Tables and Logic Circuits
Q1.Using Proof by Perfect Induction, prove DeMorgan’s Theorem for 3 inputs.
Q2. Explain using DeMorgan’s theorem, how we can convert AND-OR Logic to NAND only or NOR only Logic?
10 minutes
Watch V4 and then answer Q1 and Q2
EXAMPLE

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Simplify logic circuits using Boolean Identities
Q. Simplify given logic circuit
10 minutes
Submit answers to all questions 3 hours before coming to class.
EXAMPLE
Total activity duration
30 minutes

8. 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

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
EXAMPLE

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification.
Q 1: What will happen to the output if one of the input to the logical AND gate is 1?
Output is always 1
Output is always 0
Output will be same as second input
Output will be complement of second input. 
EXAMPLE

11. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: Which of the Boolean expressions correctly represent a 3-input OR (A+B+C)?
(A.B)’. C’
A’. B’. C’
(A.B.C)’
(A’. B’. C’)’
EXAMPLE

12. 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

13. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
Four sensor circuits S1, S2, S3 and S4, located at four different directions of an agricultural land, are used to communicate weather information about excess Humidity and temperature to a central station located at a distant agricultural university. The circuits give a high output if the value of temperature and humidity exceeds prescribed limit in a 4 second cycle – i.e. first S1, then S3, then S2 and finally S4. The central station needs to know which area gave high output.
Assuming that each information is passed as digital signals through one digital circuit kept in the farm. S1 T1 H1 S2 T2 H2 S3 T3 H3 S4 T4 H4
EXAMPLE

14. In-class Activity Design -2
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

15. In-class Activity Design -2
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

16. 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 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

17. 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