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Teaching Portfolio
MR. ROHIT MATHUR DEPT. OF E&CE.
MANIPAL UNIV. JAIPUR. RAJ.
Content
v My Teaching Philosophy. v Experimental Course – Details. v Activity Based Learning. v Technology Use. v Course Assessment. v Research Paper. v Conclusion.
My Teaching Philosophy
v “Give a man a fish, and he eats for a day; teach him how to fish, and he eats for a lifetime.” – Anonymous.
v Learn.
v Current Aim: Enroll for a PhD. program.
Experimental Course - Details
Details of the course taught during the program (title, level). What changes were made based on the theory and practices learned during the course. What strategies were used to connect with the students - data from student feedback • Title of the Course: BASIC ELECTRONICS - EC1101. • Level: First year. • Credits: Four (4). • Status of the Course (Core or Elective): Core. • Semester Dates: January 5th, 2015 till May 4th, 2015. • Weekly Schedule: Four lectures per week each of one hour duration.
SIFTED CONTENT Core Concepts – In-depth study Portions important for the final
exam/achieving a good grade Portions student can study on their own
v V-I Characteristics of PN junction diode
v Clippers & Clamper circuits. v BJT: Characteristic. v Transistor biasing. v Designing combinational circuits. v K-map. v Flip-Flop characteristic table. v Counter design. v AM transmitters & detectors: SSB,
DSB. v FM transmitters & detectors.
v Diode equation. v Fixed bias. v Clippers: Series. v Negative clampers. v Fixed bias. v Logic function representation. v JK and D flip-flops. v Up/down counters. v AM block diagram, modulation
equation. v FM block diagram, modulation
equations.
v Semiconductor Physics (studied in XII).
v Introduction to PN junction diode. v Introduction to Zener Diode. v Transistor as an amplifier. v Boolean algebra. v Introduction to Logic gates. v Introduction to Flip-flops. v Introduction to Counters & their
operation. v Introduction to communication. v Transmission media.
Activity Based Learning S. No.
Activity Topic Reflection
1. Think-Pair-Share activity Application of operational amplifier as integrator, differentiator. Boolean algebra – function minimization.
Went well.
2. Think-Aloud Pair Problem Solving (TAPPS)
Boolean function minimization using K-map.
Satisfied. Noisy.
3. Stump your partner Flip-Flop. Enjoyed. 4. Student-Team-
Achievement-Division (STAD)
Counter Designing. Lost track in between.
Active Learning
Topic: Application of operational amplifier . Activity: Think – Pair – Share. Question: Q1) Analyze the Op-Amp and synthesize its output waveform.
Collaborative learning project/activity Topic: Counter Designing. Activity: STAD. Class sessions required: 3. Question: Q1) Design a synchronous MOD – 3 counter.
Team Number
Number of students
Team Score (Median Score=7.75)
Team Performed less than median score (yes/no)
1 4 7.5 Y 2 3 8.7 N 3 4 9.0 N 4 3 8.7 N 5 3 8.3 N 6 4 7.5 Y 7 4 8.5 N 8 4 7.3 Y 9 4 6.8 Y 10 4 7.3 Y 11 4 8.0 N 12 5 7.4 Y
Collaborative learning project/activity
Technology incorporated v Power Point. v Flipped Class. v College AMS system. v Self-Assesment ppts (to be implemented).
Course Assessment v Assignment Design & Evaluation. v Rubric v Change in method: Video submission / Assignment
Course Assessment 1. Prove the following expressions using Boolean
Algebra : Rubric
(i) A'B(D' + C'D) + B(A + A'CD) = B. [3] A'B(D' + C'D) + B(A + A'CD) = B(A'D' + A'C'D + A + A'CD) [1] = B(A'D' + A + A'D(C + C') [0.5] = B(A + A'(D' + D)) [0.5] = B(A + A') [0.5] = B [0.5]
(i) (X + Y' + Z')(X' + Z') = Z' + X'Y'. [3] (X + Y' + Z')(X' + Z') = XX' + XZ' + X'Y' + Y'Z' + X'Z' + Z'Z' [1] = Z' + Y'(X' + Z') [1] = Z' + X'Y' [1]
2 Simplify the following expression using the K-‐map method: Y = ∑ m (7,9,10,11,12,13,14,15) + d(2,8,5)
[4] a) Drawing conclusion on-‐ what number of variable K-‐map is to be drawn & no. each block. [1]
b) Filling all min-‐terms correctly. [0.5] c) Filling all don’t care condi\ons correctly. [0.5] d) Making all proper groupings. [1] e) Wri\ng the final answer considering all the min-‐term
groupings correctly. [1]
Research /Communication Paper
Grades achieved by the students
Result analysis of secQon-‐M (Class where acQve learning was
adopted)
Result analysis of secQon-‐N (Class where acQve learning was not
adopted) % of students a c h i e v i n g par\cular grade in 1st term exam
% of students a c h i e v i n g par\cular grade in 2nd term exam
% of students a c h i e v i n g par\cular grade in 1st term exam
% of students a c h i e v i n g par\cular grade in 2nd term exam
A+ 15 34 12 10 A 17 17 12 10 B 09 17 29 25 C 26 15 12 21 D 04 04 06 10 E 11 02 08 04 F 19 11 23 21
Result analysis of Basic Electronics Course
Research /Communication Paper
% 1st Term Sec - M
% 2nd Term Sec - M
0
5
10
15
20
25
30
35
A+ A B C D E F
Bar chart 1. Comparision of the result of the 1st and 2nd mid-terms of section M
% 1st Term Sec - M % 2nd Term Sec - M
Thank you… QUESTIONS PLEASE……