FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

Table of Contents SECTION SLIDE # 11 19 ABOUT YOU 3 OUT-OF-CLASS SEGMENT 4 IN-CLASS SEGMENT 11 EVALUATION 19 COMMUNITY BUILDING 21

Aruna S. Nayak DIGITAL CIRCUITS ELECTRONICS MULTIPLEXOR/DEMULTIPLEXOR DIGITAL CIRCUITS ELECTRONICS 2nd Year UG Students in Computer Science BVB College of Engineering & Technology

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 operational basics of a Multiplexer (Understand Level) Explain operational basics of demultiplexers and decoders (Understand Level) Understand the need for tristate buffers (Understand Level) Implement Boolean functions with multiplexers (Apply Level) Implement Boolean functions with Decoders (Apply Level) Key Concept(s) to be covered Multiplexers/Demultiplexers/decoders as basic building blocks in electronic circuits. Need for tristate buffers Design of 2n:1 multiplexer with n select lines Design of 1:2n decoder

Out-of-class Activity Design - 2 Main Video Source URL http://bit.ly/mux_demux License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source Total Duration 25.51 min CONCEPT VIDEO SEGMENT DURATION (in min) Multiplexers/Demultiplexers/decoders as basic building blocks in electronic circuits. V1 - 0:00 – 9:56 9. 56 V2 - 9:57 – 10:30 1.27 V3 - 10:31 – 16:00 5.29 Need for tristate buffers V4 - 16:01 – 20:30 4.29 Design of 2n:1 multiplexer with n select lines V5 - 20:31 – 23:41 3.10 Design of 1:2n decoder V6- 23:42 – 25:51 2.09

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Explain operational basics of a Multiplexer What is a multiplexer? Using AND & OR gates draw the circuit diagram of a 2:1 MUX and write it’s truth table. 5 minutes Watch V1 and then answer this question

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Explain operational basics of a demultiplexers and decoders Q1. What is a demultiplexer? Q2. Write the truth table for a 2-to-4 line decoder with enable input. 10 minutes Watch V2 and then answer Q1 Watch V3 and then answer Q2

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Understand the need for tristate buffers Why do we use tri state buffers? 5 minutes Watch V4 and then answer this question

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Implement Boolean functions with multiplexers Using A and D as inputs & B and C as selection lines implement the Boolean function F(A,B,C,D) = Σm(0,1,3,4,6,7,11,12,14,15) using Multiplexer. 10 minutes Watch V5 and then answer this question.

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Implement Boolean functions with Decoders Implement a Full adder circuit using a 3-to-8 line decoder. 10 minutes Watch V6 and then answer this question. Total activity duration 40 minutes

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 Multiplexers (ANALYZE Level) Solve real-life scenario problems involving Decoders (ANALYZE Level) Key Concept(s) to be covered Use of Multiplexers in Real World Problem Solving. Use of Decoders in Real World Problem Solving.

In-class Activity Design -2 Active Learning activity(ies) that you plan to do All students are given Multiple choice questions in class. They are allowed to discuss among themselves and arrive at the correct answers. Once they are confident, they are expected to solve a given real world problem by applying the concept they have learnt after watching the video. Think-Pair-Share is the active learning strategy used here. A summary of the whole concept along with it’s application is then given by the course instructor.

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q.1. 4 to 1 mux would have 2inputs 3inputs 4inputs 5inputs Q.2.Two input multiplexer would have 1 select line 2 select lines 4 select lines 3 select lines Q.3.Multiplexing means transmitting a large number of information units over 1 channel 1 line many channels both a and b

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q.1. Decoder is a combinational circuit sequential circuit complex circuit gate Q.2. Why is a demultiplexer called a data distributor? a. The input will be distributed to one of the outputs b. One of the inputs will be selected for the output c. The output will be distributed to one of the inputs d. None of the Mentioned Q.3. To avoid loading during read operation, the device used is latch flip flop buffer tristate buffer

In-class Activity Design -2 Peer Instruction Strategy – What Student Does Each of the questions is individually answered by the students based on their conceptual understanding of video topics. All of them then discuss amongst themselves and arrive at a common consensus. Students clarify doubts from teacher.

In-class Activity Design -2 TPS Strategy – What Instructor does TPS Question Suppose you have 8 sources of serial data and you have to perform TDM (time division multiplexing) of those 8 sources. i.e. First frame should contain 1st bit from each source, second frame should contain 2nd bit from each source and so on. Design a suitable circuit to achieve this.

In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Assuming that you connect the 8 sources to the 8 data lines of the multiplexer in the order in which you want to multiplex them. Suppose, the bit rate of each source is R bits/second (bit period, say, T) Think individually and identify how you can generate (using the Select lines of MUX) the TDM signal such that the 8 data bits are serially output from the multiplexer every T seconds.

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. Now assuming that a majority of students have correctly identified that a 8:1 Multiplexer has to be used, the instructor helps students design a 3-bit UP counter to be connected to the 3 select lines to generate a clock period of T/8.

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 multiplexers play an important role when you want to switch one of several sources of data to a destination.  For instance On a memory bus, you need to switch the address and data buses from the CPU to say a video card so the video card can directly read and write to memory.  In a telephone exchange, as much as 24 phone calls can be muxed on a single line in the form of Pulse code modulation, resulting in optimum available resource optimization due to this compression. Multiplexer allow the process of transmitting different type of data such as audio, video at the same time using a single transmission line.   .

In-class Activity Design -2 Justify why the above is an active learning strategy The above TPS is an active learning strategy because it has provided students with an opportunity to Appreciate the role of multiplexer/demultiplexer as a basic building in digital electronics. Observe what others do and have a conversation/dialogue with others and themselves will help them. To critically think and apply concepts taught in class to real life situations.

Community building We, a group of 6 faculty from BVB College of Engineering & Technology (RCID 1301) have formed a team among ourselves and use the knowledge acquired through this workshop in our respective courses. We also hope to create awareness about use of ICT in teaching /learning among other colleagues.