1. The document outlines the design of a flipped classroom activity on digital multimeters for electronics engineering students. 2. The out-of-class segment involves students watching two videos totaling 13 minutes that cover electronic instruments and the blocks of a DMM. Students are assessed through two questions to be completed in 25 minutes. 3. The in-class segment focuses on drawing and understanding the DMM block diagram, listing specifications, and solving problems using think-pair-share and peer instruction activities over 27 minutes.

1. FLIPPED CLASSROOM :
ACTIVITY CONSTRUCTOR –
USING EXISTING CONTENT
LECTURE – 1 (L1)
IDP in Educational Technology – IIT
Bombay

2. Provide basic information about yourself
and the topic in which you want to design a
flipped classroom
ABOUT YOU
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3. Pradeep Patil – OER
Flipped Classroom(L1)
DOMAIN : Second
Year
TOPIC : Electronic Instrument – Digital Multimeter (DMM)
COURSE : Electronic Instruments and Measurement
AFFILIATION : Walchand College of Engineering , Sangli
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TARGET AUDIENCE : Second
Year
Electronics
Engg
students

4. This section helps you design the Out-of-
Class segment of Flipped Classroom
Strategy
OUT-OF-CLASS SEGMENT
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5. Out-of-class Activity Design –
L1
At the end of watching the videos student should be able
to,
1. List or write need and advantages of electronic &
digital instruments (Recall / Understand Level)
2. Think of blocks required for DMM .
3. Write specifications of digital instruments (Apply
Level)
1. Electronic instrument / measurement
2. Analog instruments
3. Digital Instruments
Learning Objective(s) of Out-of-Class Activity:
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Key Concept(s) to be covered:

6. Out-of-class Activity Design - 2
Mapping Concept to Video Source
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CONCEPT VIDEO SEGMENT DURATION
(in min)
Electronic Instrument
& Digital Instruments
V1 0:00 – 5:32 5.32
Blocks in block-
diagram requirement
of DMM
V2 - 0:00 – 7:48 7.48
Main Video Source URL
License of Video Creative commons
TOTAL DURATION 13.20 min
https://youtu.be/gwYYwaS8ulk -
V2
https://youtu.be/fYDKy8mU8YY -
V1

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
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Learning
Objective
Assessmen
t Strategy
Expected
duration
(in min)
Additional
Instructions
(if any)
Learning
Objective
Assessment
Strategy
Instructions
Expected activity durationProvide expected duration of activity here**
** It is recommended that total duration of activity and video should not be greater than
one lecture duration

8. Out-of-class Activity Design – 3
(L1)
Aligning Assessment with Learning Objective
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Learning
Objective
Assessment Strategy Expected
Duration
(in min)
Additional
Instructions (if
any)
Write
advantages of
electronic /
digital
instruments
Q-1. Recall - list the need and
advantages of electronic
digital instruments over
mechanical / pneumatic /analog
instruments.
10minutes
Watch V1 and
then answer Q1
1. Think of
block diagram
of it
2. Write
specifications
of it
Q-1. Which blocks are
required in the block
diagram of DMM
Q.-2. Write / list the
specifications of digital
instruments , comparing
with analog instruments.
15minutes
5 minutes
Watch V2 and
then answer Q1
and Q2

9. This section helps you design the in-class
segment of Flipped Classroom Strategy
IN-CLASS SEGMENT
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10. In-class Activity Design -1 (L1)
1. Recall the need of electronic / digital instrument.
2. To draw the Block diagram of Digital MMM and
understand the working of each block and solve the
resolution problem.
3. List / write the specifications of DMM.
1. Electronic / Digital instruments & its blocks in block-diagra
2. Digital Multimeter (DMM)
3. Specifications of DMM
Learning Objective(s) of In-Class Activity:
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Key Concept(s) to be covered:

11. In-class Activity Design -2 (L1)
1. Think-Pair-Share ( 10 , 10 , 7 minutes)
1. Concept / working clarification.
Active Learning activity(ies) that you plan to do
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Justify why the above is an active learning strategy
Explain the strategy by giving details of:
1. What Teacher will do? : 1) Recalling the video contents.
2) Using Think-pair-share , asked to draw the block
diagram
& write answer of the given question & compare it.
1. What Students will do? : After watching videos , recall /
understand & draw block diagram of DMM , solve the
problem on resolution & write the specification with
discussion / tally the answer.

12. In-class Activity Design -2
1. writing / listing the specifications and problem solving.
1. Enter Justification here
Active Learning activity(ies) that you plan to do
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Justify why the above is an active learning strategy
Explain the strategy by giving details of:
1. Students will be guided for writing / listing out
specifications inside the classroom.
2. They will then be required to solve 1 problems on their own.
3. Instructor will then summarize the pros and cons of using
substitution method

13. In-class Activity Design -2
The students are involved in –
1) thinking (imagining) specifications of instrument.
2) problem solving for some time during the class.
During this time they go beyond listening to lecture or copying no
(Analyzing & Creation).
They are active and are applying whatever they learnt.
The instructor provides sufficient examples for students to follow
and then explains .
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Justify why the above is an active learning strategy

14. In-class Activity Design -2
Real world problem solving using
1. Think-Pair-Share
Concept clarification using
1. Peer Instruction
Active Learning activity(ies) that you plan to do
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15. Additional Slides for In-Class
Design
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16. Additional Slides for In-Class Activity
Design
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17. Additional Slides for In-Class Activity
Design
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Accuracy of DMM
Indicate as ± (% of reading + No. of digits)
Ex. ± (0.5% of rdg + 1 digits) sometimes simplify as ± (0.5 +
1)
Ex. For an accuracy of ± (0.5 + 1) , calculate the maximum
error of in the 1.800 V reading
Sol.
error = ± (0.5% of 1.800 + 0.001 V)
= ± (0.009 + 0.001 V)
= ± 0.01 V or ± 0.56% of reading

18. Additional Slides for In-Class Activity
Design
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Ex .
A 20 V dc voltage is measured by analog and
digital multimeters. The analog instrument is on its
25 V range , and its specified accuracy is ± 2%.
The digital meter has 3 ½ digit display and an
accuracy of ±(0.6+1). Determine the
measurement accuracy in each case.

19. Additional Slides for In-Class Activity
Design
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Solution -

20. Evaluation :
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 Compare block diagram , specifications with
other groups and answers from teacher
slides / books.