2. TCET Mumbai https://swatitcet.wordpress.com/
Swati Abhang
TCET Mumbai

3. Swati Abhang COMBINATIONAL CIRCUITS LOGIC DESIGN ELECTRONICS
2nd YEAR UG STUDENTS IN INFORMATION TECHNOLOGY ENGINEERING
ELECTRONICS
Assistant Professor
TCET Mumbai

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 basics of combinational circuits
Understand basics and working of multiplexer
Understand basics and working of de-multiplexer
Key Concept(s) to be covered
Combinational circuits
Multiplexer
De-multiplexer

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
DURATION
(in min)
Basics of Combinational circuits
V1 - 0:00 – 7:54
7.54
Multiplexer
V2 – 0:00 – 12:26
12.26
Demultiplexer
V3 – 0:00 – 9:58
9.58
TOTAL DURATION
29.38 min

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Understand basics of combinational circuits
Q1. Write truth table for 3 input
AND gate
OR gate
Q2. Draw logic diagram for
AB’+A’B’C’+A’C
10 minutes
Watch V1 and then answer Q1 and Q2

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Basics of Multiplexers
Q3.State the relation Between select line and data input lines .
Q4. Draw a logic diagram for following function using 4:1 multiplexer
F1=∑m(0,2,3)
15 minutes
Watch V2 and then answer Q3 and Q4

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Basics of De-multiplexers
Q3.State the relation Between select line and output lines .
Q4. Draw a logic diagram for following function using 1:4 demultiplexer
F1=∑m(1,2,3)
15 minutes
Watch V3 and then answer Q4 and Q5
Total activity duration
30 minutes

9. 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 combinational circuits
(ANALYZE Level)
Implement logical expressions using multiplexers and demultiplexers
Key Concept(s) to be covered
Use of Expression Simplification and drawing logic diagram for Real World Problem Solving.
Implementation using mux and demux.

10. In-class Activity Design -2
Active Learning activity
Real world problem solving using.
Think-Pair-Share
Concept clarification using.
Peer Instruction

11. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Asked students should find real time application which involves combinational circuits

12. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
Make a group of 4-5 students and prepare a document which should consist of following
Application name
Use of gates
Diagram
Truth Table

13. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
Now pair up the groups and compare your answers. Agree on one final answer.
While students are pairing and discussing, i go to 2~3 sections to see
what they are doing.

14. In-class Activity Design -2
TPS Strategy – What Students does
Share (~8 minutes)
Group should explain their document created in think pair step among other students and ask or clear the queries.

15. In-class Activity Design -2
Justify why the above is an active learning strategy
In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking.
One difficulty faced is it takes more time compared to traditional teaching method that we had adopted .

16. Thank you…