1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

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

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

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
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

5. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source Total Duration 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

6. 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

7. 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

8. 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

9. 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.

10. 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

11. 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.

12. 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.

13. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Q 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

14. 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

15. 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.

16. 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.

17. 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.

18. 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.

19. 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.
  .

20. 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.

21. 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.