Teaching Portfolio

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by Mr A Appa Rao

Associate Professor Department of EEE

K L University Vaddeswaram

Table of contents }  Acknowledgements }  Teaching Philosophy Statement }  Course Details }  Fundamental of course design }  Active Learning Module }  Collaborative Learning Module }  Technology Incorporated }  Effective Assessment }  Research Communication Paper }  Conclusion }  Queries

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Acknowledgements

Express my sincere gratitude to q Dr. Vedula Krishna, Executive Director, IUCEE q Dr. Veena Kumar q Dr. Stephanie Farrell q Prof. Neeraj Buch, q Prof. Subramaniam D. Rajan q Dr. Archana Mantri q Dr. Vinod Lohani q Dr L S S Reddy Hon’ble Vice Chancellor,KLU q Dr O Chandrasekhar HOD EEE KLU q Other Faculty

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Teaching Philosophy statement

Main Reason to be associated with Academia q  The opportunity to work with future generations

As a University faculty member, my role is Ø  to foster critical thinking skills; Ø  to facilitate the acquisition of lifelong learning skills; Ø  to help students develop evidence-based problem-solving strategies; Ø  to prepare students to function as highly skilled personnel competing with

peer on global stages.

According to My Hon’ble Vice chancellor q  Student is the most important stakeholder to care for q  No concern for the student- unfit to be a teacher

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Challenges..

With Students: q  Rural Background q  Own Learning Styles q  Diversified knowledge levels q  Lack of Motivation q  Students Differences q  Managing the large classes q  Uniform delivery of course contents q  Assessment and evaluation

With Faculty members: q  Lack of appetite to learn new teaching learning methods q  Lack of expertise with latest simulation tools

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Course details S No Name of the

course Year Semester Sections Strength

1 Electrical Power Transmission

III I 3 169

2 Network Theory

II 1 15 1350

3 Power system Analysis

III II 3 169

4 Fields and Networks

I II 19 1650

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Experimental courses Course Details during theory phase }  Name of the course : Electrical Power Transmission }  Course Structure : 3-0-2 }  Credits : 4 }  Academic Year : 2015-2016 }  Year of Study : 3rd }  Semester : I }  Branch : Electrical and Electronics Engineering }  Registrations : 169 }  Number of Sections : 3(58*2+53)

Course Details during Practicum phase }  Name of the course : Power System Analysis }  Course Structure : 3-0-2 }  Credits : 4 }  Academic Year : 2015-2016 }  Year of Study : 3rd }  Semester : II }  Branch : Electrical and Electronics Engineering }  Registrations : 169 }  Number of Sections : 3(58*2+53)

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Fundamental of Course Design Course Details during theory phase }  Name of the course : Electrical Power Transmission }  Course Structure : 3-0-2 }  Credits : 4 }  Academic Year : 2015-2016 }  Year of Study : 3rd }  Semester : I }  Branch : Electrical and Electronics Engineering }  Registrations : 169 }  Number of Sections : 3(58*2+53)

Course Details during Practicum phase }  Name of the course : Power System Analysis }  Course Structure : 3-0-2 }  Credits : 4 }  Academic Year : 2015-2016 }  Year of Study : 3rd }  Semester : II }  Branch : Electrical and Electronics Engineering }  Registrations : 169 }  Number of Sections : 3(58*2+53)

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Fundamental of Course Design contd.. q  what is tested in these courses

q GATE, IES and Competitive Tests conducted by PSU’s q  what skill set is expected from my students

q Onetonline.org(http://www.onetonline.org/link/summary/17-2071.00#Skills) q  Skill set requirements companies like ABB,L&T, Hitachi, Kirloskar,

Powergrid, NTPC etc q  Common skill set required

Backward design-àAssessment & Evaluationà course objective à course outcomeà syllabusà Handout. Old Course Handout for EPTàE P T Course Handout (12-12-2012).doc

Modified Course HandoutàCourse handout EPT_11EE205.docx Modified Course Handout for PSAà

2015-16 II Sem course handout PSA.docx

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Active learning module

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1.  Active Learning in Your Course

Class topic / subtopic

Activity (from list of 7)

Specific question you will ask

Details of implementation.

Time allotted

Resistance of transmission line

Think Pair Share

How to find the resistance of the ACSR conductor used in the transmission lines             Resistance of solid conductor vs stranded conductor      

Students work in pairs (Think)   Students think about the topic and discuss among themselves(Pair)   Allow each to share their idea to the whole class   Recorder may be picked from the students

3 min list       2 min share         10 min

Active learning module (contd..)

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1.  Active Learning in Your Course Class topic / subtopic

Activity (from list of 7)

Specific question you will ask

Details of implementation.

Time allotted

Recent trends in transmission line design

In class teams   Brainstorming  

List all the part of a typical transmission line.     Compare various types of transmission lines  

Students work in groups of 3-4   Students think about the topic and discuss among themselves   Allow each to share their idea to the group   Instructor can act as recorder   Finally each group has to discuss about their design to the whole class

3 min list       2 min share     10 min

Active learning module (contd..)

Lab – Taken to – Class (LTC) This is an activity where student is supposed to do lab component with respect the topic which will be covered during first one hour of the class and remaining 40 minutes work on the tool (We used POWERWORLD simulator, PSCAD, MATLAB software )

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Collaborative learning

STAD Activity(VARIENT): Assessment Item: Design Project }  Step1:-Teacher presents the Design Project and sets the goal of the activity }  Step2:-Students are divided into small heterogeneous groups with 4 students. }  Step3:-Each student collects the information by referring to text books,

reference books, internet resources etc.. }  Step4:- During discussion phase each student is allowed to exchange the

knowledge among their group members. }  Step 5:- At the end of this phase, each group is expected to submit an

objective type quiz with 10 questions such that it satisfies the below criteria }  A) The questions must be confined to the topic under discussion }  B) The questions must be selected such that the others shall feel it

difficult to answer the quiz. }  Step 6:- The questionnaire submitted by all the groups are collected and

randomly exchanged with other group members with a copy of questionnaire to each member in that group.

}  Step7:-Intheendallthegroupmemberspresenttheirdesign

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Collaborative learning

potential challenge areas for conducting this collaborative activity   }  Data availability for the topic is of utmost important.

Since many companies in India never keep the data in their web sites, the student themselves have to gather the data for presentation.

}  Require a longer time for the students, so it is difficult to achieve the target curriculum.

}  Biased setting of questions in quiz must be taken care of and such groups must be penalized in terms of the marks.

}  One or two students falling behind from the objective of the group must be penalized.

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Collaborative learning }  Evaluation of Quiz: }  Each student in a group gets marks in two ways i) Marks For Individual performance ii) Marks

for Group performance }  Marks for Individual Performance:- This is the score a student got by correctly answering

the quiz exam set by the other group. The marks corresponding to unanswered or wrongly answered by the student will be awarded to the group average that originally set the quiz exam.

}  For example, say a group is formed with 4 members and set the question paper. All such groups also set the question paper on the same topic and submit to the teacher. After random selection let us say, paper set by group ‘A’ is given to Group ‘B’. All the members of group scored 5 marks out of 10 which mean each student in group A scores 5 marks but looses 20 marks to the average of team B.

}  Marks for Group Performance:- Likewise the members of Team B gets marks for individual performance and also an additional marks in the form of average marks forwarded by unanswered or wrongly answered question of team ‘A’.

}  Also the group will get marks for the case study presentation. }  This form of evaluation rubric not only encourages the students to learn the things which are

not learned by the other groups. And also each group member maintain secrecy and do not reveal any questions to his or her friend in fear off reduced average marks, eliminates the biasing in the quiz.

}  So the marks obtained by each student= no of correct answers in the test+ Average marks obtained from other teams+ marks for Presentation + marks for the design project

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Collaborative learning

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Marks to be awarded 5M 3M 1MI d e n t i f i e s a n d s u m m a r i z e s t h e problem at issue and reaches a conclusion.

Accurately identifies the problem, effective in assessing and reaching a convincing conclusion.

Identifies the problem but provides a poor assessment or reaches an inappropriate conclusion.

Does not identify the problem at all nor provides a effective a s se s sment or a definitive solution.

Createanassessmentrubricforthiscollaborativeactivity.RUBRICforPresentationofcasestudy:

Collaborative learning

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Category Rating 4 (Exemplary) Rating 3 (Accomplished) Rating 2 (Developing)  

Rating 1 (Beginning)

Design procedure used

The design procedure incorporated the parabolic equation for sag tension calculation and made correct assumption with valid justification.

The design procedure incorporated the parabolic equation for sag tension calculation and made correct assumption without justification

The design procedure incorporated the parabolic equation for sag tension calculation but made unrealistic assumption without justification

The design procedure not incorporated the parabolic equation for sag tension calculation

Configuration of towers, cost optimization, novelty of design

The tower configuration is done as per the standards applicable with no weakness in the design, applies the optimization and innovation  

The tower configuration is done as per the standards applicable with no weakness in the design and seems to be novel and involves no optimization in the design  

The tower configuration is done as per the standards applicable with no weakness in the design but lacks novelty and involves no optimization in the design  

The tower configuration is done as per the standards applicable but lots of weak joints are identified in the design  

Consideration of Wind load, wind pressure and earth quakes

The initial design has considered the wind load or wind pressure and ground condition without any flaws in the design

The initial design has considered the wind load or wind pressure and ground condition but with minor flaws in the conditions considered

The initial design has considered the wind load or wind pressure and ground condition but with major flaws in the conditions considered

The initial design has not considered the wind load or wind pressure and ground condition

Economy of the solution

The design met all the conditions and the cost of the design is much less than the best solution

The design met all the conditions but the cost is more or less the same as the best solution

The design met all the conditions but the cost is higher than the best solution

The design did not meet one or more specifications and hence is not acceptable.

EvaluationRubricforDesignProject:

collaborative learning (contd..)

Results & Feedback }  All the 13 batches and their score is analyzed }  Out of 13 batches 3 batches performance was not up to

the mark because of their level of questions set for other batches

}  The remaining batches performed well and their score is good

}  The feedback given by the student community is encouraging to conduct the activity again

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collaborative learning (contd..)

FLIPPED CLASS ACTIVITY: Course Outcome Indicator: YBUS Formation Step-1: Material for flipped class activity is uploaded in the college ERP. Step-2: Tutorial Problems are also uploaded in the college ERP. Step-3:Students are encouraged to solve problem at home after reading the flipped class material Potential Challenges: q Students come to the class without reviewing the material( to

avoid difficulty the content in the material is quickely reviewed for 10-15 min)

q Students may copy from the NOTES of the students already solved it(to avoid this the data of the problem is linked to the student roll number)

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collaborative learning (contd..)

Results & Feedback }  Students felt happy to solve problems in the class as many

of them found difficulty solving it on their own. }  The feedback given by the student community is

encouraging to conduct the activity again

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Technology Incorporated

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Technology Incorporated

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q  EDMODO q KLU ERP q NPTEL q YOUTUBE q GOOGLE DOC’s q Whatsapp q  Simulators(POWERWORLD, PSCAD) q  Software tools(MATLAB)

Effective Assessment

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OldTestPaperKLUniversity

DepartmentofElectrical&ElectronicsEngineeringClass:IIIB.Tech Semester:V Exam:Test:1 A.Y:2015-2016

SubjectCode&Name:11EE205ElectricalPowerTransmission Date:08-06-2015NameoftheCoordinator:MrAAppaRao Max.Marks:20 Duration:90min AnsweralltheQuestionsinSection–IandAnytwofromSection–IIQ.No Section-1Questions Cognitive

levelCourseOutcome

Marks

1.a ListouttheadvantagesofBundledconductor Understand

C1 1

b Givetherelationforinductanceofacompositeconductor.

Understand

C1 1

c Athreephase50Hztransposedlinehasaflathorizontalconfiguration.Thelinereactanceis0.405Ωperkilometer.Theconductorradiusis2.568cm.CalculatethephasespacingD.

Apply C1 1

D Differentiatebetweenmediumandlongtransmissionlines?

Understand

C2 1

E GivetherelationsforABCDparametersofshorttransmissionline.

Understand

C2 1

F DistinguishbetweennominalΠandnominalTmodels

Apply C2 1

Q.No Section–II Cognitivelevel

CourseOutcome

Marks

2.

Theabovefigureshowsadoublecircuitthreephasetransmissionline.Diameterofeachconductoris4cm.Determinetheinductanceperkmperphase.

Analyze

C1

7

3.

Determinethevoltage,currentandpowerfactoratthesendingendofa3phase,50Hz,overheadline160KMlongdeliveringaloadof100MVAat0.8pflaggingand132KVtoabalancedload.Resistanceperkmis0.16Ω,inductanceperkmis1.2mHandcapacitanceperkmperconductoris0.0082µF.UsenominalΠmethod.

Analyze

C2 7

4. Alongtransmissionlinedeliversaloadof60MVAat124KV,50Hzat0.8powerfactorlagging.Resistance,

Analyze

C2 7

Effective Assessment

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RevisedTestPaper

KLUniversityDepartmentofElectrical&ElectronicsEngineering

Class:IIIB.Tech Semester:V Exam:Test:1 A.Y:2015-2016SubjectCode&Name:11EE205ElectricalPowerTransmission Date:08-06-2015NameoftheCoordinator:MrAAppaRao Max.Marks:20 Duration:90min AnsweralltheQuestionsinSection–IandAnytwofromSection–IIQ.No Section-1Questions Cognitive

levelCourseOutcome

Marks

1.a ListouttheadvantagesofBundledconductor Understand

C1 1

B Givetherelationforinductanceofacompositeconductor.

Understand

C1 1

C Athreephase50Hztransposedlinehasaflathorizontalconfiguration.Thelinereactanceis0.405Ωperkilometer.Theconductorradiusis2.568cm.CalculatethephasespacingD.

Apply C1 1

D Differentiatebetweenmediumandlongtransmissionlines?

Understand

C2 1

E GivetherelationsforABCDparametersofshorttransmissionline.

Understand

C2 1

F DistinguishbetweennominalΠandnominalTmodels

Apply C2 1

Q.No Section–II Cognitivelevel

CourseOutcome

Marks

2.

Theabovefigureshowsathreephasetransmissionline.Diameterofeachconductoris4cm.a)Identifythetypeoftransmissionline(1M)b)CalculatetheGMDbetweenPhase‘a’andphase‘b’(1M)c)CalculatetheGMRofPhasegroup‘a’(1M)d)Determinetheinductanceperkmperphase.(2M)e)suggestsuitablemethodtoimprovetheinductanceperphaseoftheline

Analyze

C1

7M

Effective Assessment

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352374833170

1673

170

TotalNoofStudents

TotalNumberofStudentPresentTotalNumberofStudentAbsent

TotalNumberofStudentRegistered

NoStudentsabsentNoStudentwhosecuredlessthan40%+Absentees

NoofStudentwhosecuredbetween40%-60%NoofStudentwhosecuredbetween60%-80%

NoofstudentswhosecuredMorethan80%

K L UNIVERSITYDEPARTMENTOFEEE

PERFORMANCEANALYSISOFTest-1Coursename:ELECTRICALPOWERTRANSMISSION(11EE205)

YEAR:IIIBTECHISEMCourseCoordinator:MrAAppaRao

Effective Assessment

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COI1 COI2 COI3 CO1: 5 5 5 5: 72 60 49 59: 50 26 38 53: 9 34 26 38: 38 49 56 19: 169 169 169 169Totalno.ofstudents

ALLSECTIIONSTotalno.ofstudentsAbsentTotalno.ofstudentswhohavelessthan40%+ABSENTEESTotalno.ofstudentswhohavebetween40%and60%Totalno.ofstudentswhohavebetween60%and80%Totalno.ofstudentswhohavemorethan80%

K L UNIVERSITYDepartment Of Electrical and Electronics Engineering

TEST-1 RESULT ANALYSISCourseCode:11-EE302COURSETITLE:POWERSYSTEMANALYSISCourseCoordinator:MrAAppaRaoNameOfTheCourseInstructor:DRPLINGAREDDY,MRSKSARADA

Effective Assessment

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COI1 COI2 CO1: 3 3 3: 51 27 31: 43 55 67: 48 71 59: 27 16 12: 169 169 169

Totalno.ofstudentswhohavemorethan80%Totalno.ofstudents

ALLSECTIIONSTotalno.ofstudentsAbsentTotalno.ofstudentswhohavelessthan40%+ABSENTEESTotalno.ofstudentswhohavebetween40%and60%Totalno.ofstudentswhohavebetween60%and80%

K L UNIVERSITYDepartment Of Electrical and Electronics Engineering

TEST-2 RESULT ANALYSISCourseCode:11-EE302COURSETITLE:POWERSYSTEMANALYSISCourseCoordinator:MrAAppaRaoNameOfTheCourseInstructor:DRPLINGAREDDY,MRSKSARADA

Research communication paper }  Title: Dynamic Economic Dispatch Problem Using Meta-Heuristic Algorithm

}  Changed Title: Reactive Power Constrained Locational Marginal Pricing using Matrix Loss Distribution

}  Abstract: }  Now-a-days, restructuring of power industry is a result in creation of so many new

markets for the trade of electrical energy. The main goal of this paper is to obtain LMP with constrained reactive power by using optimal power flows. The optimal power flow models are employed for market clearing either with or without infinite reactive power load. Operating a power system in a best way is the main objective of an optimal power flow. Locational marginal pricing calculation is based on objective function of minimizing the total system cost and subject to power balance equations. LMP vary by location when transmission congestion exists. In markets LMP commonly spitted into three price components: system energy, losses, and congestion. To obtain locational marginal pricing one of the method used in this paper is loss distribution matrix. In this paper, by constraining reactive power to matrix loss distribution methodology we obtain LMP. The benefit of matrix loss distribution is illustrated through the case study IEEE 14 bus system and a numerical example on 5 Bus system has been discussed in detail.

}  Paper submitted for JEE and is currently under review

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Students feedback on PBL }  Too much pressure on them as all the core courses are

having Project based Labs during each semester of their degree

}  They felt only few of the course are being used for Project based Labs

}  They prefer to have their choice of projects and not by the departments and the respective committee

}  They prefer to have a Mini project for each semester instead of Projects for each core course, so that they can visualize the integration of multiple courses in to single platform and implementing the project using any programming language they are comfortable with

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conclusion }  IIEECP certification program has provided me an

opportunity to know more teaching methodologies which were practised by means of numerous ways by our predecessors. But those practices can be conducted by systematic way to the millennium generation using the power of technology, innovative & diversified delivery mechanisms. I am sure that IIEECP course will enhance the skills of any faculty member and allows them to move with generation & technology. I agree that we can able to see methodical change in teaching learning process and life cycle using the above mentioned certifications conducted for faculty community in India.

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Thank you

?

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