FLIPPED CLASSROOM ACTIVITY

CONSTRUCTOR USING EXISTING CONTENT

Prema V.

IDP in Educational Technology, IIT Bombay

About you
Brief Profile
Assistant Professor , in Department of Electrical & Electronics Engineering,
R.V. College of Engineering, Bangalore
Research areas Renewable Energy, Forecasting, Signal Processing,
Electronics
Interested in teaching pedagogy and use of technology to enhance
learning experience of students.
Flipped Class
Used for fundamentals of Operational Amplifier

IDP in Educational Technology, IIT Bombay 2

Prema V.

Ideal Op-Amp

Analog Electronic Circuits

Electrical 3th sem UG students

Engg (75)

R.V. College of Engineering, Bangalore

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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 characteristics of Ideal Op-Amp (Understand level)
Identify the properties of ideal op-amp
Analyze inverting and non-inverting op-amp circuits
Key Concept(s) to be covered
Study the characteristics of ideal op-amp
Analyse and model ideal op-amp
Practical op-amp circuits-inverting and non-inverting amplifier

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Out-of-class Activity Design - 2
V1 : https://youtu.be/X6fxkND2kZU
Main Video Source URL V2 : https://youtu.be/zVKF7JIMjc0
V3 : https://youtu.be/Ps71G00lccM
V4 : https://youtu.be/pPjHl9GC34Q
License of Video CC-BY-SA (The original video from NPTEL is 1hour duration. So it
was cut into relevant videos using Movie Maker)
Mapping Concept to Video Source
DURATION
CONCEPT VIDEO SEGMENT (in min)
Characteristics of Ideal op-
V1 - 0:00 10:36 10.36
amp
Properties of Ideal op-amp V1 0:00-7:53 7.53
Analysis of ideal op-amp V2 0:00-3:00 3.00
Practical op-amp circuits V3 0:00-5.13 5.13
TOTAL 26: 42
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Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Expected Additional
Learning
Assessment Strategy Duration Instructions (if
Objective
(in min) any)
1. Explain Determine the output voltage of
characteristic an op-amp for input voltages of
s of Ideal Op- Vi1=150V, Vi2=140V. The Watch V1 and
Amp amplifier has a differential gain of 10 minutes Answer the
Ad=4000 and the value of CMRR is question.
100.

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Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Expected Additional
Learning
Assessment Strategy Duration Instructions (if
Objective
(in min) any)
2. Identify Draw the equivalent diagram of
the an op-amp and identify the
Watch V2 and V3
properties of significance of each component. 10 minutes
and answer.
ideal op-amp

IDP in Educational Technology, IIT Bombay 7

Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Expected Additional
Learning
Assessment Strategy Duration Instructions (if
Objective
(in min) any)
3. Analyze If the gain of a closed-loop Watch V4 and answer.
Submit answers to all
inverting and inverting amplifier is 3.9, with an questions before 9 pm.
non-inverting input resistor value of 1.6 The questions are
op-amp kilohms, what value of feedback evaluated for 10M as
circuits resistor is necessary? 10 minutes follows:
Each question
carries 2.5 Marks
Timely submission
Total activity duration 30 minutes will be given 2.5
marks.
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In-class Activity Design -1
Active Learning activities planned
1. Concept clarification using
Peer Instruction ( 8 min)
2. Real world problem solving using
Think-Pair-Share (20 min)

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In-class Activity Design -1
Peer Instruction Strategy What Teacher Does
Peer instruction strategy was used to test the concepts of the students.
Two questions were posed to test the concepts of ideal op-amp.
Q1. The input stage of an Op-amp is usually a .
i. Differential Amplifier
ii. Inverting amplifier
iii. No-inverting amplifier

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In-class Activity Design -1
Q2 : Op-amp is a ______ controlled _________ source
i. Current, voltage
ii. Voltage, voltage
iii. Current, current
iv. Voltage, current

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In-class Activity Design -2
Peer Instruction Strategy What Student Does
Students were asked to vote individually for each question. They were given foldable
placards and asked to show their choice.
Then discussion among peers was held. Students were asked to justify their choice and
reason out.
The teacher then finally discussed the answers with proper justification.
Feedback : Students said the discussion clarified a few misconceptions held by some of
them.

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In-class Activity Design -2
TPS Strategy What Instructor does
The instructor first posed a real-world problem as described below.

Problem : A transducer produces a voltage signal of Vs=100mVwith an internal resistance

of Rs=2kohm. Design the inverting amplifier by determining the values of R1, Rf and Rx. The
output voltage be Vo=-8V. The current drawn from the transducer should not be more
than 10A. Assume an ideal op-amp. VCC=15V

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In-class Activity Design -2
TPS ACTIVITY : Step 1 Think Phase (~4 minutes)
Instruction: For the problem on hand, think individually and decide on how to calculate
Input resistance
Feed back resistance
Compensating resistance
Students were asked calculate the values individually.

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In-class Activity Design -2
TPS ACTIVITY Step 2 Pair Phase (~6 minutes)
Instruction: Pair up with your neighbour and compare your answers. Discuss amongst
yourselves and come up with the best answer.

The instructor, Prema V., went around the class and observed how the students are
discussing in the pair phase.

IDP in Educational Technology, IIT Bombay 15

In-class Activity Design -2
TPS ACTIVITY Step 3 Share Phase (~10 minutes)
This phase was conducted as follows
1. One pair of students were asked to share their answers with the class.
2. Another pair with a different set of answers were asked to share theirs.
3. In this way, four different sets of answers came up.
4. The instructor then helped the class analyse the reason for different answers, and
come up with the correct answer

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In-class Activity
Justify why the above is an active learning strategy
1. In Peer Instruction strategy, the class was very attentive and were eager to answer.
There was reinforcement of their learning from the videos. The discussions by the
instructor at the end of the class was very much appreciated by the students.
2. In TPS, every student was forced to think of a solution. Further, the problem was on a
real-world situation, which forced them to connect the concepts to the problem on
hand. In the pair phase it was observed that every group had heated discussions.
Since they were asked to come up with the best answer, every pair analysed in detail,
the answers of the two students involved. The share phase, enlightened the students
to the nuances in solving real-world problems with electronic circuits. As an
encouragement, the students were asked to rate their peers to choose the correct
answer.
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Feedback by students
The 65 students in the class were given 5 questions and asked to
grade them from 1(lowest) to 5 (highest). The points were
aggregated and average taken. The feedback is as follows
1. Did you think the videos were simple and useful 82%
2. Did you think the out-of-class activities helped you to reinforce your concepts 89%
3. Was the time sufficient for the activities 86%
4. Do you think Peer Instruction is good 92%
5. Did you involve yourself in the think phase of the TPS activity 81%
6. Did the pair phase help you to analyze your answer with your pair 87%
7. Did the share phase enlighten you further on the topics 93%
8. Was the instructor useful and did she facilitate your learning 87%
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General Observations about the activity
The activities discussed were given on Oct 3rd. Some observations
made are as follows:
Around 90% of the students were involved in the class. Normally
during regular lectures, only about 70% of students are
attentive.
93% of students submitted answers on time.
Students thoroughly enjoyed the In-class activities, especially
TPS .
This experience has motivated to use these strategies more in
regular class room teaching.
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