teaching portfolio - | improving engineering education · pdf file · 2016-05-281.2...

TEACHING PORTFOLIO

Submitted by

CH.RAJENDRA PRASAD Assistant Professor

Department of Electronics and Communication Engineering

SR Engineering College

Warangal

CONTENTS MODULE 1

1.1 Teaching Philosophy Statement

1.2 Integrating ARCS Model into a Lesson Plan

MODULE 2 2.1 Learning Styles

2.2 Course Learning Outcomes

2.3 Backward Design

MODULE 3 3.1 Learning Styles

3.2 Active Learning

MODULE 4 4.1 Collaborative Learning I

4.2 Collaborative Learning II

4.3 Discussion question set activity

4.4 Dynamic Classroom Practicum

MODULE 5 5.1 Integrating technology

5.2 Flipped Class

MODULE 6 6.1 Practicum Effective Assessment I

6.2 Practicum Effective Assessment II

MODULE 7 7.1 Fundamentals of Course Design

7.2 Faculty Development Programme

MODULE 1

1.1 Teaching Philosophy Statement

Teaching involves transformation of individuals into holistic beings. It is not mere

transfer of information, but conveying conceptual knowledge and instilling skills for personal as

well as professional development.

Presently I am dealing with Microprocessors and Microcontrollers subject for the III B.

Tech. Electronics and Communication Engineering students. This course gives them a clear idea

about architecture, programming of Microprocessors and Microcontrollers and interfacing

memory and I/O devices.

There are so many factors that cause deviation while in the class room and as teacher I

make myself ready to handle such shortcomings and take control of the situation for knowledge

transfer. In my view this skill drags the student’s attention and brings them close to me. The

students once they understand can freely express their thoughts and ideas that help in

emphasizing the conceptual skill. In between the sessions I instigate the students in raising

questions to create interest and critical thinking. And this helps the student assess the concepts

they have learnt.

Success of the student is assessed by the level of understanding the concepts and their

application in the real world. The evaluation process involves tests, assignments, seminars,

quizzes and some feedbacks of the topics covered. In the practical sessions, the performance is

measured in terms of skill with which they perform a given task. Student’s ability to design,

develop a product that can modify the existing one is considered for evaluation.

The instruction methodology is completely based on the students who are the stake

holders. Their performance is the feedback for me and a guide for updating myself to meet the

objectives. The pitfalls are discussed with the senior faculty. I take the help of online material,

training programs as a part of continuous learning process, as a teacher is a life-long learner.

1.2 Integrating ARCS Model into a Lesson Plan

1. Title of the Lesson: Microcontrollers

2. Name of the Course: Embedded systems

3. Level: Graduate

Objective Strategy Example Attention To focus learner’s

attention to learn microcontroller

Perceptual Arousal (Concreteness) – central processing Unit (CPU) on a single chip is known as a microcontroller. Microcontroller is the heart of the embedded systems. Ex: 8051, Advanced RISC Machines (ARM), Motorola, Dallas families. Arousal (Participation): By using role play pick up two students. 1st student role is Hardware and 2nd student role. Let us assume these two students are dedicated to perform a task. The task here is write one sentence on board. Here hardware designed to write something on the board based on instructions from the software.

Did You Know: Embedded systems are playing important roles in our lives every day, even though they might not necessarily be visible. In fact, recent poll data shows that embedded computer systems currently outnumber humans in the USA. Embedded systems is a rapidly growing industry where growth opportunities are numerous. Inside all these Embedded systems will contain microcontroller for controlling.

Relevance To show learners the importance of learning to microcontroller for an effective embedded designer.

Goal Orientation (Future Usefulness) – learning the different controllers architectures are important for an embedded engineer. Embedded systems offer a breadth of opportunity for their practitioners ranging from chip designing to system architecture and formulating testing strategy for the chips. Familiarity (Modeling) – Some of your seniors got selected in Robert Bose based on the knowledge of microcontrollers

Understanding of microcontrollers architectures is key issue for an embedded engineer. Bring in persons from a variety of embedded system companies to give importance of controllers by showing their products. How these products are controlled by the controllers.

Confidence To help build confidence in the using the controllers for designing embedded systems

Learning Requirements- Learners should be provided with learning of microcontroller architectures and their programming. Rubric for 10 points

1. Understanding of controllers (3)

2. Programming of controllers (3)

3. Choosing for specific application(4)

Opportunities –Learners should be given the opportunity to give idea to use particular controller for specific application that should be low cost as well.

By the end of the training, you will be required to design an embedded module using the provided rubric. Students will learn to develop modules based on their confidence.

Satisfaction To reward students for learning new embedded system design skills.

Extrinsic Rewards – If they are designed simple module by giving positive reinforcement and motivational feedback students are ready to develop complex modules. Equity – maintain consistent standards and consequences for success.

Provide positive feedback for each section of the module. As long as the students follow the “Effective design techniques” then they will get a certificate for passing the class.

MODULE 2

2.1 LEARNING STYLES

Name: CH. Rajendra Prasad

Discipline: Electronics and Communication Engineering (UG)

Example (1) : Optical fiber communication

Topic : Total Internal Reflection

In The above problem:

Ø Compute relationship between incident and reflected ray (Intuitive, verbal)

Ø Find critical angle of incidence (Intuitive, verbal)

Ø Sketch total internal reflection (Visual, verbal , Sensing, active)

Ø Practice angles to provide total internal reflection. (active)

Proposed Modifications:

Ø In a team, Sketch total internal reflection by considering two material boundaries (Sensing,

Visual, active, verbal)

Ø What is relationship between incident and reflected ray? (Reflective, active)

Ø Why critical angle of incidence important for total internal reflection? (Reflective, active)

Ø Match the predicted ray with the computed angle (Visual, verbal , Sensing, active)

Example (2): Microwave Engineering

Topic : Condition for oscillations in reflex klystron


Ø Compute electronic admittance (Intuitive, verbal)

Ø Convert to it to rectangular form. (Intuitive, verbal)

Ø Sketch electronic admittance spiral (Visual)

Ø Practice find the condition for oscillations to be sustained (active)


Ø In a team, what is condition for oscillations to be sustained? (Reflective, active)

Ø Sketch admittance spiral by varying the repeller voltage(Sensing, Visual, active, verbal)

Ø Why this admittance spiral is important? (Reflective, active)

Ø verify the relationship between gab transit angle and repeller voltage (Visual, verbal , Sensing,

active) Contd…

Example (3): Microwave Engineering

Topic: Magic T junction


Ø Draw the magic T junction (Visual)

Ø What is the function of E arm and H arm (Reflective, active)

Ø Derive scattering matrix (Visual)

Ø Practice Prove the properties of magic T junction (active)


Ø In a team, what is magic behind the magic T junction? (Visual, verbal , Sensing, active)

Ø Why E arm and H arm are isolated? (Reflective, active)

Ø Prove that Port 1 and Port 2 are isolated (Sensing, , active, verbal)

Ø verify the properties with scattering parameters (Visual, verbal , Sensing, active)

2.2 COURSE LEARNING OUTCOMES

Name: Ch.Rajendra Prasad

Subject: Optical fiber communications


Relationship of Learning Outcomes to program outcomes:

Microwave Engineering

Learning Outcomes

Program Outcomes

a b c d e f g h i j k

a) Define the basic light propagation mechanism through an optical fiber.

√ √ - - √ - - √ √ -

b) Distinguish light propagation through different optical fibers

√ - √ √ - - - - - - -

c) Develop the knowledge on light generation mechanisms in semiconductor diodes

√ √ - √ √ - √ - - - √

d) Analyze performance of optical fiber by considering attenuation and dispersion.

√ √ - - - - √ √ - - -

e) Describe the multiplexing techniques for transmission of several messages on a single optical fiber

√ √ - √ - - - - - √ -

f) Design the analog and digital fiber optical links.

√ √ - √ - √ - - √ √ -

Program Outcomes

a ) an ability to apply knowledge of mathematics, science, and engineering

(b) an ability to design and conduct experiments, as well as to analyze and interpret data

(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary teams

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility

(g) an ability to communicate effectively

(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context

(i) a recognition of the need for, and an ability to engage in life-long learning

(j) a knowledge of contemporary issues

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Mapping of various Blooms’ Taxonomy levels to the Learning Outcomes:

a) Define the basic light propagation mechanism through an optical fiber. ( Remember , Comprehend )

b) Distinguish light propagation through different optical fibers by considering ray theory approach. ( Comprehend , Apply, Synthesize )

c) Develop the knowledge on light generation mechanisms in semiconductor diodes ( Remember,

Apply, Analyze)

d) Analyze performance of optical fiber by considering attenuation and dispersion. (Comprehend, Apply, Analyze )

e) Describe the multiplexing techniques for transmission of several messages on a single optical

fiber (Apply, Synthesize, Evaluate )

f) Design the analog and digital fiber optical links to transfer real world information. ( Apply, Synthesize, Evaluate )

Blooms’ Taxonomy Level

Microwave Engineering

Learning Outcomes

a b c d e f

Remember √ - √ - -

Comprehend √ √ - √ - -

Apply - √ √ √ √ √

Analyze - - √ √ - -

Synthesize √ √ - - √ √

Evaluate - - - - √ √

2.3 BACKWARD DESIGN

Name: CH. Rajendra Prasad

Course: Optical Fiber communication.


LEARNING GOALS

Learning goals

Be able to describe propagation of information on digital optical fiber link.

Learning Objectives

Predict the performance of optical fiber subjected to different attenuation and dispersion

mechanisms.

ASSESSMENT

A broad band service provider wants to provide communication between two metropolitan

cities with a distance of 2000Km. As a communication engineer what type of optical fiber

will you recommend to the service provider? Justify your recommendations.

IMPLEMENTATION

• Referring to text books.

• Referring the online resources like PPTs, Videos

• Doing experiments on different optical fibers in laboratory

• Visiting the nearby broad band stations

ALIGNMENT

Everything is in alignment here. This is because, after assessment, Instructor will be knowing

the learning goals were met or not. And also, the implementation process is directly helping

the student to achieve the learning goals. So everything is aligned here with one another.

MODULE 3

3.1 LEARNING STYLES

1. Learning Activity

COURSE : Microwave Engineering Course topic or subject topic

Strategy that you will use (from 13 tips)

Describe how the strategy will be used

Learning styles

addressed

Magic T Junction #2 Concrete information

By providing concrete information and abstract properties of this junction.

Sensing, Intuitive

#6 (Demo)

Do a demo using magic T by applying powers at every port. Have student make predictions.

Sensing, Sequential, visual active

Creative exercise- how this magic T used for measuring unknown Impedance.

Intuitive, global

#8(allow time for reflection)

Time for reflection Reflective

#9 (Brainstorming) Make a group discussion on magic involved in this junction and where this magic can be utilized.

Active, Reflective, global

GOALS: From this activity my goals are student should understand properties of

magic T junction. Based on the Brainstorming students able to use this

component as duplexers, mixer, measuring unknown impedance etc..

CONCERNS: The challenges are student interest span, coordination between

the students. I will deal these challenges by continuously interacting

with all the students and by engaging them with group activity.

2. Learning Activity

COURSE : Microwave EngineeringCourse topic or subject topic



Learning styles addressed

Reflex

Klystron

#5(concrete examples)

Begin with examples of Microwaves Sources – Klystrons, magnetrons, gunn diode, TRAPATT and IMPATT etc..

Sensing, visual

Requirements for oscillations to be sustained in reflex klystron.

Global, Active, verbal, sequential, Reflective

#6 Demo

Explain the principle of working using animated applegate diagram Conducting role play for demonstrating how velocity modulation bunching in reflex klystron.

Visual, verbal, Active Sensing, visual, active, Sequential

#10(drills for practice)

Analyze performance characteristics by assignment.

intuitive, reflective, global

GOALS: From this activity my goals are student should be aware velocity

modulation and understand the bunching. How these bunch impart the energy to the

oscillations. Finally should understand how microwave frequencies are generated

from the reflex klystron and how these oscillations are different from low

frequencies.

CONCERNS: The challenges are student must have knowledge on oscillation

mechanism. Oscillation mechanism can be explained by providing role play in the

class. After completion of the class, a session must be carried out whether the

students understood all the concepts or not.

3.2 ACTIVE LEARNING

COURSE : Microwave Engineering Class topic / subtopic

Activity (from list of 7)

Specific question you will ask

Details of implementation.

Time allotted

1. Microwave transmission lines/ Rectangular waveguides

Think aloud pair problem solving (TAPPS) – Writing Assignments

What is waveguide? How rectangular waveguide acting as high pass filter.

Topic will be given. Recorders will be chosen. Students pair up and try to explain the topic. Summarize the filter action of the rectangular waveguide In these activities, We can expect some basic concepts rectangular waveguide like cut frequency and cut off wave length.

1 min. list 2 min.

3 min. share

GOALS: My goals are, students should know the basics definitions related to the

waveguides. Based on the definitions students will understand filtering action of

the waveguides. The assessment will be based on some short answer questions

and some quiz sessions. Finally we will be known whether students have learnt

or not from the activities.

CHALLENGES: The challenge will be prerequisite for this topic is Electromagnetic

Theory. So students are not interested. Before these activities, I create

interest by providing simple activity by taking two mirrors in parallel and

incident light on one mirror at different angles. Based on this observation

every student will analyze operation of a waveguide.

COURSE : Microwave Engineering Class topic / subtopic




Time allotted

2. Microwave measurements / Voltage Standing Wave Ratio measurement

In-class teams – brainstorming

List as many ways as you can measure VSWR of a given load at microwave frequencies.

Teams of 3 Recorders will be chosen.

Every team shares one response with class

In both these activities students will list out the measurement of VSWR at microwave frequencies

2 min. list 1 min. share

GOALS: My goals are students should list the measurement techniques of Voltage

Standing Wave Ratio at microwave frequencies.

CHALLENGES: The challenge will be students must aware about microwave bench

setup. Before this class I will give material on VSWR meter with in

the microwave bench setup

MODULE 4

4.1 Collaborative Learning

While distributed cognition treats the group as a single cognitive system, one may

reciprocally view the individual as a distributed system.

While distributed cognition treats the group as a single cognitive system, one may

reciprocally view the individual as a distributed system. This perspective develops the scale

concern, now including groups inside a single agent. This means roles of the group is very

important in collaborative learning. The distributed cognition reduces cognitive overload on

group members. Although it may talk about collaboration with oneself, it common to talk about

conflict with oneself. This will gives Learning by explaining to oneself expected a great

consideration in cognitive science. It differentiate two models like explanation based learning

and self-explanation effect. Explanation based learning is machine learning and machine learning

is cognitive modelling.Machine-learning leads to model individual learning and self-explanation

effect leads to model collaborative learning.

a) The first and foremost condition to start collaboration is to set up a common goal.

“Yes”, the first and foremost condition to start collaboration is to set up a common goal. Because

Collaborative learning a process of constructing knowledge through interaction with others.

Ex: I am introduced collaborative learning for my students for developing “product design” as a

part of Introduction to Engineering. For this all are working with common goal.

b) Synchronous communication is essential to collaborative learning.

“Yes”, synchronous communication is essential to collaborative learning.

Ex: I am mentoring for seven batches for final presentation. As a first year level I am giving

suggestions like how to present, how to prepare PPTs etc,. In my sense interaction between

group members and faculty is very important. Hence synchronous communication is

essential to collaborative learning.

c) Defining roles in collaborative Learning situations could be detrimental to negotiations

– an important ingredient to collaborative learning.

“No”, Interactivity denotes to the level to which teamwork influence members thinking.

Negotiability discusses the extent to which no single group member can enforce his view

unilaterally on all others, but rather all group members must work toward common

understanding. Defining roles in collaborative Learning handles flowing situations.

Ø Trivial, obvious, and unambiguous tasks provide few openings to observe negotiation

because there is nothing about which to disagree.

Ø Furthermore, misunderstandings may actually be essential from a learning viewpoint;

they force members to construct explanations, give reasons, and justify their positions.

d) All collaborative processes are ‘cognitively overloading’ on learners.

“No”. Cognitive overload is reduced in collaborative learning.

Ex: Collaborative learning a process of constructing knowledge through interaction with others.

Cognitive overload is nothing but more amount of information causes more stress. This

stress can be distributed in all collaborative processes. Hence Cognitive overload is reduced

in collaborative learning.

4.2 Collaborative Learning

1. (A) List the outcomes of the course, in which you are going to conduct the collaborative activity.

Course: Microprocessors and Microcontrollers

The students will be able to:

1. list features 8086 microprocessor and 8051 microcontroller.(remember)

2. explain architectures of 8086 microprocessor and 8051 microcontroller. (understand)

3. develop assembly language programs on 8086 microprocessor and 8051 microcontroller.

(apply).

4. analyze interfacing of peripheral devices with 8086.( analyze)

5. test operation of timers/counters, serial/parallel ports, interrupts using 8051. (evaluate)

6. design simple embedded systems. (create)

(B) Which collaborative activity (out of STAD, TGT, TAI and JIGSAW) are you going to conduct?

Student-Team- Achievement-Divisions (STAD) is most appropriate for teaching well-

defined objectives. It is best suitable for microprocessor and microcontroller course.

2. To which outcome(s) of the course this collaborative activity is associated?

This collaborative activity is associated with following outcomes of the course

1. list features 8051 microcontroller.(remember)

2. explain architectures of 8051 microcontroller. (understand)

3. develop assembly language programs on 8051 microcontroller. (apply).

5. test operation of timers/counters, serial/parallel ports, interrupts using 8051.

(evaluate)

3. List the objectives of the collaborative activity.

Objectives of the Student-Team- Achievement-Divisions

a) List timers/counters in 8051. b) Explain operation of times/counters. c) Develop as assembly language programs to provide delays and to count external

events.

4. What topics of the syllabus are covered while doing this activity?

Topics of the syllabus are covered while doing this activity is

Unit V: Timers/counters of 8051

5. Give a step-by-step account of how you plan to conduct this activity.

Step 1: Explain the operation of timers/Counters. (one hours)

Step 2: Quiz questions, analyze individual performance and formation of groups (one hour).

Step 3: Group discussions. (one hours).

Step 4: students take individual quizzes on the timers/counters and evaluation of

individual performance after group activity. (one hour).

6. Identify potential challenge areas for conducting this collaborative activity and list them.

Potential challenge areas for conducting Student-Team- Achievement-Divisions activity are

1. Creating groups. 2. Time management 3. Assessment of individuals.

7. Create an assessment rubric for this collaborative activity.

Assessment rubric for Student-Team- Achievement-Divisions activity

Excellent Good Fair Poor Points Quiz Asking

difficult questions

Asking questions Hesitate to ask questions

No questions 5

Individual reflection

Excellent reflections

Good reflections Fair reflections No reflections

5

Group discussions

Always ready to participate effectively

Ready to participate

Partial participation

No participation

5

Individual Quiz

Excellent improvement

Good improvement

Fair improvement

No improvement

5

Total points 20

4.3 Discussion question set activity 1. The underlying assumption in Jigsaw, STAD, TGT and TAI was that the teams were

heterogeneous. Give an account of how you formed such teams in the class. What strategy did

you follow and why?

o Student-Team- Achievement-Divisions (STAD) is most appropriate for teaching well-

defined objectives. It is best suitable for microprocessor and microcontroller course.

o Students are assigned to form learning teams based on following factors.

Ø Mixed in performance level( based on performance)

Ø Sex (2 boys + 2 girls)

Ø Ethnicity.

o This strategy is followed to improve performance and to provide interaction.

2. While collaborative work was going on what specific steps did you take to:

a) Keep the discussion going amongst the team members

I will allot the time for discussions. After time up I will stop the discussions.

b) Motivate non-participating members.

I will monitor the every member in a team and motivate them to participate in the

discussion

c) Open a deadlock

If any point of discussion is stacked, I will go to that team give some suggestions to them.

3.

a) Give a team-wise score of the class in a tabular form.

b) What was the median score?

c) Since the teams were heterogeneous, ideally all the teams should have secured a score

equal to the median score. This does not happen however. Can you give one most

important reason for each team scoring less than the median score of the class and one

most important reason why some teams outperformed?

Team

Number

Number

of

students

Team Score

(Median

Score = )

Team Performed

less than median

score (yes/no)

One most important reason

for team’s performance

1 4 18 NOAll team members are actively

involved

2 4 15 NOSome sort of coordination is

missing


missing

4 4 12 NO Average performance


involved

6 4 14 NO Average performance


missing


involved

9 4 17 NO All team members are actively

involved


involved

11 4 10 YES Poor coordination


involved 13 4 13 NO Average performance


missing

4. Based on the challenges you listed and your own experience (of practicing in-class

collaborative activity), can you now give two most important suggestions / comments for

improving this activity next time you perform collaborative activity in the class.

o Pre-planning is required. That plan sheet must be given to students in advance to prepare

for this activity.

o Motivation of non-participating students is challenging task while implementing this

activity.

4.4 Dynamic Classroom Practicum

1. Original activity designs using supplied templates

COURSE : Cognitive Engineering Course topic or subject topic



Learning styles

addressed

Six Hat Thinking #2 Concrete information

By providing concrete information and abstract different thinking hats

Sensing, Intuitive

#6 (Demo)

Do a demo using magic T by applying six hat thinking to solve complex problems.

Sensing, Sequential, visual active

Creative exercise- how parallel thinking useful for

Intuitive, global

their chosen situation.

#8(allow time for reflection)

Time for reflection Reflective

#9 (Brainstorming) Make a group discussion on different problems.

Active, Reflective, global

2. Links to your own 4 videos

https://youtu.be/HOOaUPHxPqc https://youtu.be/PJOvgJBFgWA https://youtu.be/QIHxxU0Ves4 https://youtu.be/aQ363TKYur0 https://www.youtube.com/watch?v=C9Z7x-zL540

3. Answers to questions 6-10 for your own activities 6. Did the implementation go as planned? Discuss any differences between your plan and the

actual implementation. Yes, the implementation goes as planned. This is my first video lecture so during starting of the activity I have some fear. After five minutes activity goes according to my plan. 7. Describe the positive aspects of doing this activity in class. What went well?

Ø Student participation. Ø Interaction very good. Ø Student presentations(see on videos)

8. What challenges were encountered during the implementation of the activity, and how were these addressed? First challenge is my fear only, this is somewhat I am improved in next video lecture. Second challenge is time management. To conduct this activity I am taken 3 lecture hours. 9. Was the activity successful and effective? How do you know– what observations support this? Yes, the activity successful and effective. This activity conducted during 3 lecture hours.

The theory on six hat thinking explained before the activity. Groups are formed (5-6 members). Discussion on chosen problem on 1st day of the activity. Students presented chosen statements by using charts on 2nd day. (See on last videos).

10. What changes would you make/suggest in order to improve the activity next time?

Ø While implementing this type of activity assistance of one more faculty is required.

1. Original activity designs using supplied templates

COURSE : Microprocessors and microcontrollers Class topic / subtopic




Time allotted

Serial communication modes in 8051microcontroller

Think aloud pair problem solving (TAPPS) –

What are serial communication modes in 8051? How 8051will transmit/receive data using serial port

Topic will be given. Recorders will be chosen. Students pair up and try to explain the topic. Summarize the serial port operation of 8051

1 min. list 2 min.

3 min. share

2. Links to your own 4 videos

https://youtu.be/MITV45Xq8sE https://youtu.be/w0UOUulOa04 https://youtu.be/FfioR3rxovI

3. Answers to questions 6-10 for your own activities 6. Did the implementation go as planned? Discuss any differences between your plan and the

actual implementation. No, actually I given lecture. I am not formed any groups. but raises questions while doing the lecture and students responded. 7. Describe the positive aspects of doing this activity in class. What went well?

Ø Students are listening carefully and with well discipline. Ø During this lecture my self-tested for overcoming of fear. Ø Actually I am improved from comparing with previous video.

8. What challenges were encountered during the implementation of the activity, and how were these addressed? Second challenge is time management. 9. Was the activity successful and effective? How do you know– what observations support this? No, my plan is for to implement Think aloud pair problem solving. But I am given lecture (see on videos). 10. What changes would you make/suggest in order to improve the activity next time?

Ø Preplanning and one or more refinements of plan are required before implementing the activity.

Ø While implementing this type of activity assistance of one more faculty is required.

MODULE 5

5.1 Integrating technology

In electromagnetic waves electric and magnetic fields are perpendicular to each other and are in time phase.

Explaining of electromagnetic propagation along wave guides is very difficult.

§ Integrating technology into the course.

§ propagation of TEmn mode along Rectangular Waveguides.

§ using 3D animated videos.

§ using HFSS software.

Figure 7.1 shows propagation of TM waves along rectangular waveguide and how EM wave splits at the junction.

5.1.1Student experiences

§ Average experience with other lectures

a. more satisfied 44% b. equally satisfied 23% c. Less satisfied 10% d. I wasn’t present 4% e. Other 10% f. No answer 13%

§ Experience

Ø Better understanding compared with previous lectures.

Ø Actual feel is experienced.

Ø We are clearly analyzed time phase of EM waves.

§ This is consolidated report after student experience.

5.2 Flipped Class

Step by step procedure to implement this activity.

§ First I will suitable topics for flipped class

§ Prepare material and recourses required for students.

§ Announce dates for this activates in my lesion plan.

§ Before this activity they can contact during the free hour.

§ Then students have explain the topic

Course : Microprocessors and microcontrollers

1. Topics suitable for flipped class.

Ø Physical address calculation

Ø DMA data transfer.

Ø interrupt response of 8086.

Ø addressing modes of 8051.

Ø memory organization of 8051.

2. Prepared material given to students.

5.2.1 Resources used for flipping

1. Prepared material and video links related to chosen topics are posted on “EDMODO”.

2. Books for reference:

• Brey, Advanced Microprocessors, Prentice Hall of India, New Delhi

• Kennet Auala, The Microcontroller Architecture, Programming and

Applications, Penram Publications, Bombay.

• Muhammed Ali Mazidi, The 8051 Microcontrollers and Embedded Systems,

Pearson, New Delhi.

• D.V. Hall, Microprocessors and Interfacing, TMGH 2nd Edition 2006,

5.1.2 Student experiences

§ Average experience with other lectures

Ø more satisfied 65%

Ø equally satisfied 13%

Ø Less satisfied 12%

Ø Others 10%

§ Students understand these two topics clearly.

§ Every student is studied the topic well before the flipped class.

§ Students are experienced Actual feel of self learning.

§ For flipped class selecting topic is very important because we can not handle every topic

with this.

§ Motivation is also import for flipped class.

5.1.3 Summary of Experience

Based on my observation to implement this activity we need to

Ø spent extra time.

Ø motivation the students.

Ø exact planning.

MODULE 6

6.1 Practicum Effective Assessment

Course: Microprocessors and Microcontrollers

III B.Tech II semester

The actual assessment item given to the students

1. Bring out the differences between a microprocessor and microcontroller.

2. Draw the flag register format of 8086.

3. Write advantages of memory segmentation in 8086?

4. How does pipeline architecture improve the performance of 8086?

5. Explain the purpose SEGMENT and DB assembler directives.

6. What is an interrupt? List interrupts of 8086

7. If CS = 7040H; DS = 4370H; SS = 7A32H; IP = 1000H; BX = 561EH; SP = 0028H, find

the physical addresses of each segment.

8. Distinguish between I/O mapped I/O and Memory Mapped I/O.

9. Explain the contents in the register A after execution of each instruction

10. State the significance of interrupt flag (IF) and trap flag (TF) in interrupt request

handling?

Solution of the assessment item

1. Bring out the differences between a microprocessor and microcontroller.

S.No. Microprocessor Microcontroller

1 CPU on a single chip Total computer system on a single chip

2 Separate chips for input output devices, serial interface, timer, memory etc. required

The Microcontroller includes a CPU, RAM, ROM, I/O ports, and timers.

3 Process Data. Control - Decision base action.

4 General purpose processor. Application specific single chip solution.

2. Write advantages of memory segmentation in 8086 ?

Ø The main advantages of the segmented memory scheme are as follows: Allows the memory

capacity to be 1 Mbyte although the actual addresses to be handled are of 16-bit size

Ø Allows the placing of code data and stack portions of the same program in different parts

(segments) of memory, for data and code protection.

Ø Permits a program and/ or its data to be put into different areas of memory each time

program is executed, i.e, provision for relocation may be done.

3. Draw the flag register format of 8086.

4. How does pipeline architecture improve the performance of 8086?

The 8086 processor architecture basically divided into two parts

Ø Bus Interface Unit(BIU)

Ø Execution Unit (EU)

While the EU is busy decoding or executing certain instructions which do not need the

buses, the BIU fetches next six instruction bytes and stores them in a first-in-first-out

(FIFO) register set called queue. The processor doesn't have to wait for the next

instruction to be fetched as it is already made available in the queue registers. Thus, the

speed of operation is enhanced.

5. Explain the purpose SEGMENT and DB assembler directives.

SEGMENT is used to mark the beginning a particular segment.

Syntax: segment_name SEGMENT DB - DB directive is used to declare a byte type variable or to store a byte in memory location.

Example: PRICE DB 49h, 98h, 29h; Declare an array of 3bytes, named as PRICE and initialize. 6. What is an interrupt? List interrupts of 8086

Interrupt is an internal or external event that informs to the CPU that a device require the

service of it. 8086 supports 256 interrupt sources.

Ø First five are dedicated.

Ø Next 27 are reserved for feature use

Ø Remaining are available for the user.

7. If CS = 7040H; DS = 4370H; SS = 7A32H; IP = 1000H; BX = 561EH; SP = 0028H,

find the physical addresses of each segment.

Physical addresses of Code Segment: CS X 10H + IP =7040H X 10H + 1000H = 71400H

Physical addresses of Data Segment: DS X 10H + BX = 4370H X 10H + 561EH = 48D1EH

Physical addresses of Stack Segment: SS X 10H + SP = 7A32H X 10H + 0028H = 7A348H

8. Distinguish between I/O mapped I/O and Memory Mapped I/O.

Memory mapped I/O means I/O devices addresses are mapped to memory i.e. these I/O

can be accessed like memory and all instructions related to memory can be used with these

devices. I/O mapped I/O have unique addresses and are called port. I/O mapped I/O uses only

two instructions viz. IN and OUT

9. State the significance of interrupt flag (IF) and trap flag (TF) in interrupt request

handling?

Interrupt flag (IF) and Trap flag (TF) are user defined flags.

If we set TF=1 single step operation otherwise normal operation.

If we set IF=1 All the interrupts are enabled otherwise all are disabled

10. Explain the contents in the register A after execution of each instruction

MOV A,#23H ; A=23H

ADD A,#45H ; A=68H

DA A ; A=68H

ADD A,#3AH ; A=A2H

DA A ; A=08H

ADDC A,#57H ; A=60H

DA A ; A=66H

How you constructed the grading rubric This test is to assess understanding levels of my students. Here I am prepared different set of

questions based on increased level of difficulty.

Grading rubric Level /

Relevance

Poor Average Good Excellent

Level I

Level II

Level III

Level IV

Difficulty level order:

Level I

Level II

Level III

Level IV

Relevance of answer to the Question based on the order

Poor

Average

Good

Excellent

Feedback given to the students After conducting test the assessment results given to the students.

Total no. of students =56

Level I crossed students = 08

Level II crossed students = 14

Level III crossed students = 25

Level III crossed students = 09

Ø Appreciated the students for attending the test.

Ø Motivated the students to improve their learning skills.

Ø Solutions also given to the students.

Student response

The student response on overall course is as follows

a. More satisfied 65%

b. Equally satisfied 13%

c. Less satisfied 12%

d. Others 10%

Changes that you will make next time you teach the course Ø Review on computer architecture and organization. This is the prerequisite for this

course.

Ø Need more Interaction to reduce effective filter in the class.

Ø This test is conducted end of the semester but this should be conduct at the end of every

unit to improve performance levels of the students.

Ø Identify weaker students and guide them properly.

6.2 Practicum Effective Assessment

ASSESSMENT

ACTIVITY: Implementation of Digital Error Correction for Pipelined ADCs at Video Rates

Group Members: 04

Criteria Possible Points Points Awarded Percentage Remarks

Cooperation

25 20 80% Need more

coordination

Organization

20 17 85%

coaxed into meeting with other partners

Technical details

20 19 95%

Very good

Member Responsibility

25 22 88%

Encouragement for respects team members is required

Presentation

10 8 80% During presentation Everyone must involved

Totals 100 86 86%

Comments: Accepted

MODULE 7

7.1 Fundamentals of Course Design

1. Reflective report on the experimental course completed last semester. Please prepare a brief report explaining in three paragraphs –

a) Were you able to or not complete the course in time – if not why? In this semester I am dealing Microprocessors and microcontrollers. As per my lesion plan I need to complete half of the syllabus before I mid-term examinations (02-02-2016 To 04-02-2016), but I am unable to complete because of following reasons i. After one week I am taking feedback from the students. Based on their

feedback I am identified that students lacking of Prerequisite of the Couse. Hence for review of some important topics I was spent 4 lecture hours.

ii. Time table (Saturday I am having two hours) From the starting of the course 2 second Saturdays. And I applied one casual leave. After I mid-term examinations I met my time table in-charge changed my

time table. Now hoping that I will complete total syllabus before end semester examinations (28-03-2016)

b) How did new strategies implemented effect the students? During this semester only I am implemented two activities i. Think-Pair-Share ii. Jigsaw

• Students more interested in participating activities. • Due to these two activities first effective filter is lowered. • Then students are responding for every topic by asking questions and

comments in every class. • Now not only discuss with me they first discuss with their friends

c) What were some of the constraints felt in implementing the new strategies? i. Involvement of every student.

ii. Management of time.

iii. Selection of topic.

iv. Assessment of individuals.

2. For one of the courses you are teaching this semester, submit a document containing a) Course Objectives

1. Outline importance of microprocessors and microcontrollers 2. Describe the architecture of 8086 microprocessor & 8051 microcontroller

3. Develop assembly level programs for microprocessor and microcontroller 4. Interface memory, I/O devices to microprocessor and microcontroller 5. Compare differences between microprocessors and microcontrollers 6. Design and implement embedded systems using microcontrollers.

b) The Course Description Sheet that you circulated on the first day of class

(13EC318) MICROPROCESSORS AND MICROCONTROLLERS Name of the Faculty : Ch. Rajendra Prasad Academic Year : 2015- 2016 Course Number :13EC318 Course Name : MPMC Program : B.Tech Branch : ECE Year/Semester : III/ II Section : B Course Description

This course is intended as a primary level course for microcomputer and embedded system design. Designer of an embedded system must have a thorough understanding of hardware, software and system integration. In view of this, various aspects of hardware design, such as interfacing of memory and different types of I/O devices, will be covered in details. As it is customary to write software in machine or assembly language for embedded system applications, laboratory assignments will be on assembly language programming of 8086 and 8051. The students will also learn to use development aids, such as a MASM and Keil to perform software development, hardware development and hardware-software integration. Finally, each batch of students will implement a complete microcontroller-based system as part of the lab assignment. Prerequisite The students should have good background on following courses

1. Switching theory and Logic Design 2. Computer architecture and organization

Course Objectives

1. Outline importance of microprocessors and microcontrollers 2. Describe the architecture of 8086 microprocessor & 8051 microcontroller 3. Develop assembly level programs for microprocessor and microcontroller 4. Interface memory, I/O devices to microprocessor and microcontroller 5. Compare differences between microprocessors and microcontrollers 6. Design and implement embedded systems using microcontrollers. Course outcomes

At the end of the course the students will be able to 1. Retrieve the history of microprocessors (Remember) 2. Describe the architecture of 8085 and 8086 microprocessors (Understand) 3. Apply the principles of top down design to microprocessor software Development

(Apply)

4. Distinguish between the different modes of operations of microprocessor (Analyze) 5. Develop assembly level programs for interfacing various devices to microprocessor and

microcontroller (Apply) 6. Compare between microprocessors and microcontrollers (Analyze) 7. Evaluate the appropriateness of a memory expansion interface based on the address

reference mix of a particular application (Evaluate) 8. Design and implement microcontroller-based embedded system (Create)

Evaluation: CIE : 30 Martks ESE: 70Martks Total : 100Marks Continuous Intenal Evaluation(CIE)

CIE 1(30M) CIE 2(30M) CIE

Mid- I (20M)

Attendance (5M)

Assignments (5M)

Mid-II (20M)

Attendance (5M)

Assignments (5M)

Total=25% of least +75% best one of CIEs

Syllabus UNIT – I Evolution of Microprocessors, 8085 MPU Architecture. 8086 Family Architecture: Organization of 8086 CPU, Concept of Memory Segmentation, Segment registers, Physical and logical addressing, Instruction set, Addressing Modes. UNIT – II: Assembly Language Programming: Assemble directives, simple Programming of 8086 Implementation of structures, time delays, strings, procedures, macros, pin configuration, Min/Max modes, timing diagrams. UNIT – III: Interfacing with 8086: ADC, DAC interfacing, Interfacing of switches, Keyboards, LEDs Stepper motor; interfacing through 8255. Communication interface: serial communication standards, serial data transfer schemes, 8251 USART architecture and interfacing UNIT – IV: Interfacing with advanced devices: memory interfacing to 8086, interrupt structure of 8086, vector interrupt table, interrupt service routine, introduction of DOS and BIOS interrupts, interfacing interrupts controller 8259 DMA Controller 8257 to 8086. UNIT – V:

8051 Microcontroller: Architecture, Instruction set, addressing modes, Assembly language Programming timers I/O Ports, Interrupts, serial ports, interfacing with LEDS Switches & Stepper Motor Real Time Clock. TEXT BOOKS: 1. D.V. Hall, Microprocessors and Interfacing, TMGH 2nd Edition 2006, 2. Muhammed Ali Mazidi, The 8051 Microcontrollers and Embedded Systems, Pearson,

New Delhi. REFERENCE BOOKS: 1. Kennet Ayala, 8086 Microprocessor: Programming & Interfacing with PC, Penram

Publications, Bombay 2. Brey, Advanced Microprocessors, Prentice Hall of India, New Delhi

3. Design a Lesson plan for one lecture of 50-60 minutes including one activity for

students’ engagement. Describe the activity in detail.

Collaborative Activity Think-Pair-Share: Announcement of Activity: on 06-02-2016 Schedule: Tutorial hour on 13-02-2016 Duration: 60(Minutes)

i. I will poses question to class( 5 minutes) ii. Students write a response ( 1-3 minutes) iii. Students pair up with another student nearby(2 minutes) iv. Each student explains his/her response to the other(5 minutes) v. Each student explains his/her response to total class (15 -25

minutes) vi. Target key concepts for review (10 minutes) vii. Student responses are feedback to the instructor about how they are

making sense of the material (3minutes) viii. Collecting of feedback forms(2 minutes) ix. Attendance (2 minutes)

4. Design a form to collect the students feedback on the effectiveness of diverse aspects of your course

STUDENT FEEDBACK FORM

Name of the Student:

H.T.No. :

Course:

Attendance: 90%+ 80%+ 70%+ 60%+ < 60%

Status of Participation:

i) Successfully Completed the Course ii) Partially Completed the Course

To what extent the course helped in:

Aspect Excellent Very Good

Fairly Good

No Impact

Understanding of the concept Motivating to learn more about the concept Encouraging participation in class Building confidence Contributing to the joy of learning

7.2 FACULTY DEVELOPMENT PROGRAMME

Date: 16-04-2016

Warangal.

To,

The Principal

SR Engineering College

Warangal.

(Through proper channel)

Respected Sir,

Sub: Request for Approval of A One Week Faculty Development Programme on “PLC Progamming”. – Submission of Application Regarding.

The Department of Electronics and Communication Engineering (ECE), our college is

planning to organize a One Week Faculty Development Programme(FDP) on “PLC Progamming”

from 01-06-2016 to 07-06-2016. We are herewith enclosing application requesting for approval and

financial support for this FDP.

Looking forward to favorable consideration and approval of financial assistance.

Thanking you sir,

Yours Faithfully,

(Ch.Rajendra Prasad)

Asst.Professor

Dept. of ECE

A ONE WEEK FACULTY DEVELOPMENT PROGRAMME ON PLC PROGAMMING

Title of proposal: PLC Progamming Techniques Based on Siemens S7-300

Technical Field of proposal: EMBEDDED SYSTEMS

Dates: 1st - 7th June 2016

Need for a FDM at your institution Faculty Development Programme (FDP) is designed to

• enhance their teaching and other skills

• make them aware about modern teaching tools and methodologies

• acquire knowledge about current technological developments in relevant fields.

• impart professional practices relevant to technical education

• achieve competitive teaching and learning environment and

• channelize development with respect to academic qualifications and personal matters

Define your FDM -Examples of such models from other institutions

Programmable logic controllers (PLCs) are considered today as a principal item of automation.

With these controllers, most diverse tasks of automation can be implemented depending on the definition

of the problem. The controller has the task of leading single operations of a machine or a machine plant

that depend on sensor signals after a given function execution.

This course builds skills with Siemens STEP 7 software. Advanced programming tools,

techniques, functions, data management and diagnostics are the focus of this course. This course takes a

systems approach addressing the S7300 / 400 PLCs, plus basic connectivity and functionality of an HMI

and Drive system on a PROFIBUS network. This programming course is designed to help the participant

understand the techniques and benefits of structured programming. Participants will also learn to leverage

the efficiencies and power of Siemens program editors (LAD, STL, FBD), block and function libraries.

Managing and manipulating data is a key focus in this course.

In the automation solution for process industries, small and ruggedized “MICRO PLCs” are

gradually replacing the order versions of PLCs. A typical example for micro PLC is Siemens S-7 range.

Proposed structure of the Entity responsible for the FDM

Date Time Activity

Day 1 01-06-2016 10.00 am to 10.30 am Inaugural function of FDP

01-06-2016 10.30 am to 11.30 am Basics of PLC Architecture

01-06-2016 11.45 am to 1.00 pm PLC Operation

01-06-2016 2.00 pm to 4.00 pm PLC Specifications

Day 2 02-06-2016 10.00 am to 11.30 am Installation guidelines

02-06-2016 11.45 am to 1.00 pm Introduction to STEP-7

02-06-2016 2.00 pm to 4.00 pm programming package

Day 3 03-06-2016 10.00 am to 11.30 am Programming of logic gates

03-06-2016 11.45 am to 1.00 pm flip flops

03-06-2016 2.00 pm to 4.00 pm timers, counters

Day 4 04-06-2016 10.00 am to 11.30 am

Accumulators, load and transfer function,

04-06-2016 11.45 am to 1.00 pm comparison, mathematical functions

04-06-2016 2.00 pm to 4.00 pm Functions and Function block,

Day 5 06-06-2016 10.00 am to 11.30 am Data blocks.

06-06-2016 11.45 am to 1.00 pm Analog I/O Processing using special

block

06-06-2016 2.00 pm to 4.00 pm Start of organisation blocks

Day 6 07-06-2016 10.00 am to 1.00 pm

Troubleshooting with software utilities

07-06-2016 2.00 pm 3.00 pm Troubleshooting with software

utilities

07-06-2016 3.30 pm to 4.30 pm Valedictory Function – Address by

Chief Guest

Key responsibilities of Entity and Faculty

Organizing Committee Coordinators:

1. Dr. Syed Mushak Ahmed, Dean Academics

2. Mr. M. Sampath Reddy, HOD (ECE)

3. Mr. Ch. Rajendra Prasad, Asst.Professor.

Members:

1. Dr. A. Subba Rao, Assoc. Professor

2. Mr. K. Rajkumar, Assoc. Professor

3. Mr. S. Umamaheshwar, Assoc. Professor

4. Mr. J. Ravichander, Sr. Asst. Professor

5. Ms. P. Anuradha, Sr. Asst. Professor

6. Ms.G. Renuka, Asst.Professor

Examples of training workshops that will be done

S.No. Title of the activity Subject Schedules

1 Faculty Development Programme

Latest teaching and learning practices (WIPRO Mission 10X)

17th- 21st Jan – 2011.

3 Staff Development Programme

Micro Grid and Distributed Generation 20-06-2011 to 02-07-2011

4 Staff Development Programme

Advances in Power Electronics and Power Quality Issues

19-11-2012 to 01-12-2012

Goal of the activity: (To create an institutional entity responsible for providing required support for enabling / updating faculty to use appropriate technology in teaching and learning.) Objective

This one week work is specially designed for the faculty of Engineering Colleges to get exposure

of present emerging trends in PLC programming and installation this workshop aims at importing

knowledge and skill in programming of S7-300 PLCs as well as basic level troubleshooting.

Expected outcome

On completing of this course,

Ø a participant will be able to select, install, program and troubleshoot Siemens S7 range of

PLCs.

Ø impart professional practices relevant to technical education

Ø achieve competitive teaching and learning environment

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