1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT
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2. FCA, FDP201x, Mewar University
Table of Contents
SECTION
SLIDE #
ABOUT ME 2
OUT-OF-CLASS SEGMENT 4
IN-CLASS SEGMENT 7
FCA, FDP201x, Mewar University

3. Jitendra Vaswani, Assistant Professor, Department of E. C. E
Jitendra Vaswani, 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
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
PAUSE VIDEO at mentioned Time
DURATION (in min)
Inverting Summing Amplifier
Non-inverting Summing Amplifier
Adder Subtractor
V1 - 0:00 – 6:10
6.17
V2 - 6:11 – 10:22
4.18
V3 – 10:23 – 14:45
4.37
Op-Amp as Integrator
V4 – 0:00 – 7:06
7.10
Op-Amp as Differentiator
V5 – 7:10 – 11:59
4.82
Total duration of videos min
FCA, FDP201x, Mewar University

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective 1
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Based on Video 1, Summing of Voltage using Op-Amp
What will be the output of Op-Amp adder if the two inputs are 2Vpp and 3 Vpp?
2 min
Please go through to V1 and V2 on first Video, 5 Marks for Correct answer and submission before 10th Oct,2017, -1 for each day delay
Learning
Objective 2
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Based on Video 2, Integrator and Differentiator
What will be the output of Op-Amp differentiator if the inputs is square wave? Draw waveform.
5 min
Please go through to V5 on first Video, 5 Marks for Correct answer and submission before 10th Oct,2017, -1 for each day delay
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