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FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT.

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FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

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  1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

  2. Table of Contents FCA, FDP201x, Mewar University

  3. JitendraVaswani, Assistant Professor, Department of E.C.E., Mewar University. Mathematical Operations using Op-Amp LIC Applications E.C.E. Students of B. Tech. V Sem. ECE Dept. of E.C.E., Mewar University, Chittorgarh FCA, FDP201x, Mewar University

  4. 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 Understand the application of Op-Amp in mathematical operation on electrical signal. Implement the mathematical operation for real life applications Key Concept(s) to be covered Feedback elements in op-amp Proof of Mathematical operation performed by Op-Amp Waveform Drawing for input and output FCA, FDP201x, Mewar University

  5. Out-of-class Activity Design - 2 https://www.youtube.com/watch?v=LLDsJgicGXI https://www.youtube.com/watch?v=3tfgUEMsWfY Main Video Source URL License of Video Standard YouTube License Mapping Concept to Video Source Total duration of videos 26.34 min FCA, FDP201x, Mewar University

  6. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective FCA, FDP201x, Mewar University

  7. In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will Know the real life implementation of Op-Amp mathematical operations. Able to modify the circuit as per the requirements of the practical scenario Key Concept(s) to be covered Use of Op-amp in Real World Problem Solving Use combination of the Op-amp operation for complex functions FCA, FDP201x, Mewar University

  8. In-class Activity Design -2 Active Learning activity(ies) that I plan to do Peer Instruction Think-Pair-Share FCA, FDP201x, Mewar University

  9. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide brief overview of Op-Amp Applications. Q 1: What will happen to the output if value of Capacitor is increase to twice the current value? Output will be same Output will be doubled Output will be halfed FCA, FDP201x, Mewar University

  10. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: What will happen if the value of resistances used in Op-Amp Subtraction circuit are halved to the previous value? Output will be same Output will be doubled Output will be halfed FCA, FDP201x, Mewar University

  11. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 3: What will happen if the integrator is cascaded with the differentiator? Input will be differentiated Input will be integrated Input and output will be same FCA, FDP201x, Mewar University

  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 some common agreement. Complete class discussion to get common answer Listen to facilitator’s explanation. FCA, FDP201x, Mewar University

  13. In-class Activity Design -2 TPS Strategy – What Instructor does First take them to the lab where Op-Amp kits and various passive components are available. Students are required to design a circuit to perform a mathematical operation of Z(t)= d/dt{w(t) + x(t) - y(t)} FCA, FDP201x, Mewar University

  14. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~3 minutes) Instruction: Use BODMAS for solving the expression. Think individually and identify which operation will be implemented first and then the sequence of these operations. FCA, FDP201x, Mewar University

  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 circuit. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. FCA, FDP201x, Mewar University

  16. In-class Activity Design -2 TPS Strategy – What Instructor does Share (~10 minutes) Instructor asks a group to share their circuit with class and see whether there are different circuits. After sharing is done, instructor gives feedback on the correct solution and how BODMAS and op-amp operation can be used for solving the expression. FCA, FDP201x, Mewar University

  17. In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students have to be in active mode for thinking and discussing the solution with the peers and finally to instructor. They have to finally implement the circuit and observe the waveforms also. FCA, FDP201x, Mewar University

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