1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 4 9 16 ABOUT ME 3
OUT-OF-CLASS SEGMENT 4
IN-CLASS SEGMENT 9
JUSTIFICATION 16

3. GOUTHAMI E Programming in microcontroller 8051
Microprocessors and its interfacing Devices
Electrical
3 year B.Tech students in EEE
GNITS
JNTUH, Hyderabad

4. Out-of-class Activity Design -1
Learning Objectives of Out - of Class Activity:
After watching this videos students should be able to
Understand the various instructions available in 8051 (knowledge Level)
Use the appropriate instructions in writing the assembly language programming using the 8051 instructions (Apply Level)
Calculate the total time taken to execute the program. (Apply Level)
Key Concept(s) to be covered:
Instruction Set, Data Transfer , Logical, Arithmetic, Control Transfer, Subroutine call and Jump, Bit Manipulation instructions

5. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-By-SA

6. Out-of-class Activity Design - 2
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION (in min)
Introduction to Instruction Set
V1-1:00 to 1:45
0.45
Data transfer instructions
V2-1:45 to 8:35
6:50
Logical Instructions
V3-8:36 to 17:11
8:35
Arithmetic instructions (two operand)
V4-17:15 to 22:57
5:42
Arithmetic instructions (one operand)
V5-22:58 to 31:14
8:56
TOTAL DURATION : :28 Min

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Calculate the total time taken to execute the program.
Q) Calculate the number of machine cycles required to execute each given program.
i) ORG 00H
MOV R0,#30H
MOV R1,#40H
MOV A,R0
MOV B,R1
END
ii) ORG 00H
MOV R0,#70h
MOV A,00h
ANL A,R0
ORL B,R0
3 minutes
Watch the video segments V2,V3 to answer the sub parts i and ii respectively.

8. Out-of-class Activity Design - 3
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Calculate the total time taken to execute the program.
iii) ORG 00H
MOV A,#30H
MOV B,#57H
ADD A,B
MUL AB
END iv) ORG 00H
MOV R0,#70h
MOV A,00h
INC A
DEC R0
END
3 minutes
Watch the video segments V4,V5 to answer the sub parts iii and iv respectively.
Note: submit the answers an hour before the class.
Expected activity duration : 12 Minutes

9. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class students will be able to
Identify the different instructions
Apply the instructions in the assembly programming for the various applications.
Write the program for the real time applications
Write the program to do all arithmetic operations using 8051.
Write the program to do the BCD addition of two 8-bit numbers using 8051.
Key Concept(s) to be covered

10. In-class Activity Design -2 Active Learning activity that I planned to do Assembly language based program writing using Active Learning Strategy : Think-Pair-Share Concept clarification using. Peer Instruction

11. In-class Activity Design -2
Peer Instruction Strategy: What Teacher Does?
The Questions related to the concept available in Videos will be asked to the students and proceed to the In-Class Activity.
Students: Answer the relevant answers for the questions asked.
Teacher : consolidate the answers and give the explanation for the correct answers.
Q1. Which register is mainly used for Arithmetic operations?
B Register
A Register
R0 –R7 Registers
DPTR Register

12. In-class Activity Design -2
Peer Instruction Strategy: What Teacher Does?
Q2. Which instructions are considered to do Arithmetic operations using 8051?
MOV,ADD,SUB
ANL
AND,OR
ADD,MUL,SBB
Q3. Identify the instructions which are not possible from the following.
MOV A,B
MUL A,B
MUL AB
MOV R0,R1
MOV
INC A,4

13. In-class Activity Design -2
TPS Strategy – What Instructor does
Write a program to do Arithmetic operations for the numbers available in the RAM memory 20H,21H and store the result of Addition in RAM memory 30H, Subtraction in 40h, Multiplication in 50H,51H and Division in 60h,61h.
Think Phase: (~5- Min)
Teacher does: Gives the instructions to the students about the task and also give a task in such a way that most of the students can participate and do the activity.
Think individually and identify the related instructions from the instruction set. And also write the pseudo code to do all the arithmetic operations using a single program.
Student does: Start writing about the arithmetic instructions which were already known from the Videos. Write the possible pseudo code to do all the arithmetic operations.

14. In-class Activity Design -2
Pair Phase: (~ 10 Min) Teacher does: gives the guide lines to the students to form as pairs or as small groups as each group consists of 2 to 4 members. In the Pair Phase check the identified instructions by the members and come to the conclusion to choose the suitable pseudo code and develop the correct assembly language code for execution using Students does: Students share the codes written individually, discuss the most suitable and possible code for writing the program and complete writing the assembly language code. Teacher : The teacher go around the class and motivate the groups to go along in the correct method and also give some guidance for the weak pairs which help them also to complete the given task successfully.

15. In-class Activity Design -2
Share Phase: (~10 Min)
Teacher Does: Instructs the students to share the number of machine cycles by each group. And select the program which took less number of machine cycles verify them weather that code is correct.
Students does: students share their codes and come to the conclusion with the correct and effective code.

16. Justification
It is justified that by using the Flipping classroom activity the involvement of the students in the classroom improved a lot. This method helped the students to develop the program on their own.
The time taken to complete the tasks is also faster comparing to the traditional classroom teaching process.

17. End of the constructor