1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – Binary weighted Resistor Digital to Analog Converter By Dr. L. D. Malviya

2. Table of Contents SECTION SLIDE # 6 16 28 ABOUT Dr. L. D. Malviya 3
OUT-OF-CLASS SEGMENT 6
IN-CLASS SEGMENT 16
EVALUATION 21
COMMUNITY BUILDING 28

3. About Dr. L. D. Malviya and Topic
Hello Dear Friends, I am Dr. L. D. Malviya, Assistant Prof. (SL)., in Shri G. S. Institute of Technology and Science, Indore (M.P.). I am teaching basic electronics, analog electronics, electronic measurements here from year I am creating the flipped classroom activity on the Digital Electronics subject.

4. Dr. L. D. Malviya Binary weighted Resistor Digital to Analog Converter
Digital Electronics
Electronics and Telecommunication
Students
Shri G. S. Institute of Technology and Science, Indore (M.P.)

5. Dr. L. D. Malviya
What is Binary weighted Resistor Digital to Analog Converter
Characteristics of DAC
Electronics
2nd YEAR UG STUDENTS IN ELECTRONICS AND TC ENGG.
S.G.S.I.T.S, Indore (M.P.)

6. Out-of-class Segment
This section helps you design the Out-of-Class segment of
Flipped Classroom Strategy.

7. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
Binary Weighted Resistor Digital to Analog converter
Key Concept(s) to be covered
All the digital signals can be converted into the analog signal with the help of digital to analog converters.

8. 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
Simplify expression to find weights of each resistor and corresponding inputs.
Explain the role of Operational amplifier as a summing amplifier.
Simplify the expression of analog output with respect to the different sets of bit combinations.
Key Concept(s) to be covered
Weighted resistors
Operational amplifier
Digital to analog converter
Expression simplification with respect to bit combinations

9. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Binary weighted DAC
12.43
TOTAL DURATION
12.43 minutes**
* It is recommended to provide customized shortened URLs, as they are easier to remember for future use.
** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

10. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Concept of MSB/LSB
Binary weighted resistors
Inverting operational amplifier
V1 - 0:00 – 1.35
1.35
V2 –
1.19
V3 –
1.12
4. Analog output formula
V4 –
4.06
5. Output w.r.t bit combinations
V5 –
4.03
TOTAL DURATION
12.43min

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
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Binary weighted Resistor Digital to Analog Converter
Learning by doing 10
Read the basics of analog to digital converters
Expected activity duration
10**
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

13. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Design a binary weighted DAC for R, 2R, 4R, and 8 R resistor combinations
Q. Simplify the following questions:
1. How the LSB and MSB weight is assigned?
2. Explain the working of inverting operational amplifier with four inputs?
3. What is the resolution of considered DAC?
4. Derive the final expression of considered DAC?
17 minutes
1. Watch Video 1 for answer Q1, answer Q2, answer Q3, and answer Q4.
2. Read ADC topic from Op-Amps and Linear integrated circuits: R. A. Gayakwad (page no )., 4th edition.

14. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Flash type analog to digital converter (ADC)
Q1. Write the names of different types of ADCs?
Q2. What are the advantages and disadvantages of Flash type of ADC?
Q3. What is the conversion time of Flash type ADC
10 minutes
Watch the video on above link and then answer Q1 and Q2.
For question Q3 Op-Amps and Linear integrated circuits: R. A. Gayakwad (page no )., 4th edition.

15. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Explain the working of successive approximation ADC?
Q. Calculate the conversion time of the following circuit?
10 minutes
Submit the answers on the moodle link before coming in class.
Total activity duration
10 minutes

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

17. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
Find the necessary electric and non-electric signals to be converted into the digital form?
Key Concept(s) to be covered
To aware the learner about surrounding machines and their outputs.

18. 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 electrical/mechanical/electronic signals (ANALYZE Level)
Find the possible shape of those signals to be converted in analog/digital forms
(ANALYZE Level)
Key Concept(s) to be covered
Use of Expression Simplification in Real World Problem Solving.
Implementation using operational amplifiers.

19. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Group activity for ADC/DAC characteristics
Explain the strategy by giving details of
Teacher will describe different characteristics and formulas
Student will derive formulas for different ADCs/DACs based on above
Justify why the above is an active learning strategy
As student is already watched the video at home and he is coming to the class with the background of such things.

20. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Real world problem solving using.
Think-Pair-Share
Concept clarification using.
Peer Instruction

21. In-class Activity Design -2
Peer Instruction Strategy – Assignment questions to solve
Q 1: Sample-and-hold circuits in analog-to digital converters (ADCs) are designed to:
(a) sample and hold the D/A converter staircase waveform during the conversion process.
(b) sample and hold the output of the binary counter during the conversion process.
( c) stabilize the comparator's threshold voltage during the conversion process.
(d) stabilize the input analog signal during the conversion process

22. In-class Activity Design -2
Peer Instruction Strategy – Assignment questions to solve
 Q2. In a flash analog-to-digital converter, the output of each comparator is connected to an input of a:
(a) multiplexer
(b)  decoder
(c )  demultiplexer
(d)  priority encoder

23. 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.

24. In-class Activity Design -2
TPS Strategy
R-2R ladder type DAC is given for 4 bit combinations. Full scale analog voltage can be obtained when each input bit is set to high level. Weight of the LSB will be calculated based on the lowest weight in terms of output voltage, similarly, weight of MSB is considered on the basis of highest weight in output (Full scale voltage is different from the weight of MSB).
Q1. How the find the equivalent circuit of the given ladder network?
Q2. What will be the resolution of the given DAC?

25. In-class Activity Design -2
TPS Strategy
Think (~2 minutes)
Instruction: Assume the monotonically coming output with respect to the applied binary input.

26. In-class Activity Design -2
TPS Strategy Pair (~5 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Now assuming that four inputs are given in either low level (0) or high level (1). If high level is represented by 10 volt, then LSB will be 0 for all 0’s in input. Similarly, the outputs for other bit combinations can be obtained.
See the following table:

27. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~8 minutes)
Instructor asks a group to share their answers with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and how inverting operational amplifiers are the preferable choice for DAC/ADC converters?
In the next iteration of TPS, in the Think Phase we ask students to use non-inverting amplifier in place of inverting amplifier and check whether the output voltage equation is same/different.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

28. In-class Activity Design -2
Justification of above questions/problem:
As most of the books are showing the inverting operational amplifiers in ADC/DAC circuits. So, the student will go through the old lectures of the teacher and find the reason, why the non-inverting amplifier is not preferable in ADC/DAC circuits. The other way to understand the problem is to think over the BJT and FET circuits, why they are not considered in ADC/DAC circuits.