1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING Linear Power Supply

2. About this constructor
This activity constructor document is aimed at assisting teachers in
designing Flipped Classroom Activity in their own course using existing content.
This guide will deal with Open Education Resources (OER’s) or those
licensed under Creative Commons.
The slides with white background are information sheets.
The slides with Pale-yellow background require you to provide inputs.
Replace the text written in BLUE with your input.
This will be followed by an example input.

3. Table of Contents SECTION SLIDE # 7 19 32 ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 19
EVALUATION 32
COMMUNITY BUILDING

4. Ms. Kirti Adoni
Received her BE and MTech degrees in 1994 and 2010 respectively from Amravati University and Pune University, pursuing the Ph.D. in the area of wireless communication. Presently serving as a faculty in Department of Electronics and Telecommunication, PES’s Modern College of Engineering,Pune. She taught several subjects in Electronics and Telecommunication. From last 14 semesters she has been teaching Electronics System design, mobile communication, Research methodology etc.

5. About Topic
In the Electronics System Design subject, design, simulation and implementation has to be carried out for different Electronics Systems. The steps to be followed are interpretation of data sheets, select appropriate network topology and different components, ICs, validate the performance using EDA tool, implement the hardware, both S/W and H/W testing and debugging followed by documenting the report for the design.
The present topic introduces different power supplies used for electronic instruments. The Linear Power Supply(LPS), how to convert 230V to 5V with the help of transformer, bridge rectifier, capacitor filter and regulator IC. The another type is Switched Mode Power Supply (SMPS) is also included. The comparison between LPS and SMPS is also discussed.
SKANI101x | Lighting

6. Replace Header with your Name
LINEAR POWER SUPPLY
Electronics System Design
E & TC
Third Year UG Students
PES MCOE Pune SPPU

7. Out-of-class Segment Instructions
In this section I have designed the out-of class segment of flipped Classroom Strategy for ESD course.
All of you watch/observe video carefully and submit the assessment on time.
Questions contain theory topic. Solve this on paper or make soft copy of same and submit.
Marks are specified for questions. This on time submission will be linked to attendance consideration (10% increase), hence to be submitted it on time.

8. About Out-of-Class Segment
Meant mainly for Information-Transmission to student.
Mostly help achieve lower-order cognitive levels (Recall-Understand-Apply)
Teacher takes time to search and locate videos.
Out-of-Class activity should not be too lengthy,
(ideally think of 1 lecture being transferred outside)

9. 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 the working of LPS using transformer, bridge rectifier, capacitor filter and regulator (Understand Level)
Identify the topology used for LPS for various voltages using regulator ICs (Apply Level)
Build an LPS using components and breadboard with readings (Apply Level)
Key Concept(s) to be covered
LPS, Linear Power Supply
Components like Transformer, Rectifier, Filter and Regulator
SMPS, Switched Mode Power Supply
Different LPS design using Fixed positive regulators, LDO and protection

10. Out-of-class Activity Design - 2
Out-of-class Activity Design - 2
V1.
V2.
V3.
V4.
Main Video Sources URL
License: Standard Youtube Video
Mapping Concept to Video Source : TOTAL DURATION :
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
LPS and components
V1- 00:00 – 07:52
7:52
Various 78XX Regulators
V2- 00:00 – 06:27
6:27
LDO, power dissipation & protection
V3- 00:00 – 6:35
6:35
Breadboard implement , readings
V4- 07:17 – 10:23
3:06

11. Guideline for Designing Assessments
It is recommended to provide few assessment with each video resource.
The assessment has to be at lower cognitive levels (Recall – Apply), aligned to the learning objectives.
It is recommended that you evaluate these assessments before the in-class to understand the level of students.

12. Out-of-class Activity Design - 3
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain the working of LPS, transformer, bridge rectifier, capacitor filter, regulator(Understand Level)
Q.1 What is the necessity of step down transformer?
(2 marks)
Q. 2 Explain the working of Bridge rectifier and filter?
10 minutes
Watch V1 and then answer Q1, Q2
On time submission will be linked to attendance consideration (10% increase).

13. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Identify the topology used for LPS for various voltages using regulator ICs (Apply Level)
Q.3 How to select appropriate transformer, rectifier and filter for LPS.
(3 marks)
Q.4 How the regulator IC will change if the specification changes.
10 minutes
Watch V2 and V3 and then answer Q3 and Q4
On time submission will be linked to attendance consideration (10% increase).

14. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Build an LPS.(Apply Level)
Q.5 Design 9V Linear Power supply. (5 marks)
15 minutes
Watch V4 and then answer Q5
On time submission will be linked to attendance consideration (10% increase).
Total activity duration
35 minutes

15. In-class Segment
This section helps you design the in-class segment of Flipped Classroom Strategy.

16. About In-Class Segment
Make sure that In-Class segment contain activities for effective learning
In active learning student goes beyond listening, copying of notes.
Execution of prescribed procedures.
Students are required to talk, write, reflect and express their thinking.
Engage students in higher-order thinking (Analyze-Evaluate-Create).
Ensure that students get feedback on their work, either from peers or you.
Ensure to provide summary that connects Out-of-Class and In-Class activities.

17. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to:
Analyze the design of LPS using regulators (Analyze Level)
Simulate and implement the LPS using breadboard(Create Level)
Key Concept(s) to be covered
Application of LPS in Real World.
Protection, heat sink and thermal shutdown

18. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Real world problem/case study solving using.
Think-Pair-Share (Details in following slides)
Explain the strategy by giving details of
Teacher will put PI questions with real world problem
Student will do Peer Interactions
(Details are mentioned in following slides)
Justify why the above is an active learning strategy
Students are continuously busy in doing things/task along with thinking (Details in following slides)

19. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
I have pose the two PI questions at the start of the class and provide summary of basic concepts/notations and problem solving.
Q 1: What are the required changes if instead of 5V, one need 12V LPS.

20. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
  Q 2: For computer or laptops which power supply is used?
Q3: For mobile charger which power supply is used ?

21. 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 consensus.
Listen to instructors explanation.

22. In-class Activity Design -2
TPS Strategy – What Instructor does
I have given one problem statement (Case study) for design of LPS
Design Linear Power Supply to generate 24V?
Use correct notations/symbols for drawing the circuit diagram.

23. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~5 minutes)
Students needs to find components of LPS like tranformer, rectifier, filter and regulator IC
Find the turns ratio of tranformer, capacitor value in filter and name of regulator IC .
Think individually and analyze the design problem.

24. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Now pair up and compare your design. Agree on one final design.
While students are pairing and discussing, I will take a round in the class and observed randomly 2 -3 groups, what they are doing exactly.
Now after pairing try to find out the design, which components they have used. Then compare voltage and current ratings.

25. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~10 minutes)
Here I ask them to share their answer with class and see whether there are different answers. After sharing is done, I give feedback on the correct solution and how to identify various regulators for positive and negative power supply, different diodes for various current ratings, how to calculate turns ratio for transformer.
In the next iteration of TPS, in the Think Phase I ask students to convert the design into implementation like designing dual power supply.
In the pair phase I ask students to compare the answers.
In the share phase again the different answers are sought.

26. In-class Activity Design -2
Justification about why the above is an active learning strategy
In both the above strategies, students go beyond just listening and execution of prescribed steps. They are required to think about the content they were familiarized in out-of-class and do higher order thinking.
Students are continuously busy in doing things and task that are required .
In this they, students could also understand the concepts of LPS with used components’ analysis.