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IIEECP 2015-16

Teaching Portfolio

For the course of Engineering Physics

R.UMAMAHESWARA SINGH 5/23/2016

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Content

1. My Teaching Philosophy Statement 2. Course design 3. Active learning 4. Dynamic learning 5. Collaborative learning 6. Harnessing the Power of technology 7. Effective Assessment 8. Communication reviews 9. Research Paper

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MY TEACHING PHILOSOPHY STATEMENT

I BELIEVE THAT TEACHING IS THE BEST METHOD FOR LEARNING AS IT WILL HELP ME TO BRING TRANSFORMATION IN STUDENTS FROM STUDYING ENGINEERING TO DOING ENGINEERING

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COURSE DESIGN

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COURSE FILE

OF

R UMAMAHESWARA SINGH

ASSOC.PROF & BASIC SCIENCES AND HUMANITIES

FOR THE SUBJECT

(CURRICULUM: R13)ENGINEERING PHYSICS

FOR B TECH I YEARFOR THE ACADEMIC YEAR 2015-2016

THIS FILE CONTAINS:

(1) ESSENCE OF THE COURSE FILE

(2)TEACHING PLAN & ITS IMPLEMENTATION

(3)UNIT WISE LECTURE NOTES

(LISTING OF SUBTOPICS, GRAPHS, CHARACTERISTICS, LAWS, THEOREMS,

EQUATIONS, ETC.)

(4) SYLLABUS COPY

(5) PREVIOUS QUESTION PAPERS

(MINIMUM OF 4 SETS OF REGULAR EXAM AND 4 SETS OF SUPPLEMENTARY

EXAM)

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HYDERABAD INSTITUTE OF TECHNOLOGY AND MANAGEMENT

GOWDAVELLY, RR DIST,HYDERABAD– 501 401

ESSENCE OF THE COURSE FILE

(1) NAME OF THE FACULTY: R UMAMAHESWARA SINGH

(2) DESIGNATION & DEPARTMENT:ASST. PROF & BASIC SCIENCES AND

HUMANITIES

(3) SUBJECT AND ITS CODE:ENGINEERING PHYSICS

(4) SUBJECT FOR: B. TECH I YEAR FOR THE A. Y.-2015-16

(5) SUBJECT OBJECTIVE:

• PHYSICS IS THE MOTHER SUBJECT FOR ENGINEERING AND TECHNOLOGY

• CREATE THE AWARENESS ABOUT THE CHARACTERISTICS AND APPLICATIONS

OF VARIOUS ENGINEERING MATERIALS

• INCULCATE THE CONCEPTS OF ELECTRICITY, MAGNETISM, ELECTRONICS AND

X-RAY DIFFRACTION ETC.,

• TO MOTIVATE THE STUDENTS FOR FURTHER RESEARCH BASED ON ADVANCED

TECHNOLOGY LIKE NANOTECHNOLOGY, LASERS & FIBER OPTICS

• WHICH IS IMPROVE THE BASIC KNOWLEDGE OF STUDENT AND WHICH IS USEFUL

FOR THE REST OF THREE YEARS

• UNDERSTOOD THE SUBJECT ANALYTICALLY WHILE SOLVING THE PROBLEMS.

1) Subject schedule:

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Unit

Planned Executed From -To No. of

periods

From -To No. of periods

1 Crystallography, X ray diffraction and defects in crystals

3-8-2015 to 05-10-2015

18

2Quantum Mechanics, Statistical Mechanics & Electron theory of Solids

26-10-5015 to 24-11-2015

20

3 Dielectric Properties& Magnetic Properties & Superconducting Properties

01-12-2015 to 29-12-2015

14

4 Optics, Lasers & Fiber Optics

11-01-2015 to 06-02-2016

19

5 Semiconductor Physics Acoustic Quieting: Nanotechnology

15-02-2016 to 15-03-2016

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No. of periods planned: 85 No. of periods executed: Remarks, if any:

2) Target:

i) Pass percentage: 75%

ii) Percentage scoring 60% & above: 30

iii) On completion of this course, the student shall be able to:This course

covers the topics such as formation of bonds in solids , crystal structures,

waves and particles, elements of statistical mechanics, optics including laser

and fiber optics, classification of solids, band theory of solids, dielectric and

magnetic materials, transport properties of semiconductors, super

conducting materials, acoustics of buildings, nano materials and synthesis

of nano devices, all of which will be useful to students for enhance their

knowledge and skills.

iv) Pedagogy: Black board/ OHP/LCD: Black board, ppt, chart display

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v) Methods of evaluation:

Ø Assignments:8

Ø Periodic class room tests:8

Ø Periodic class room quizzes:5

Ø University quizzes:3

Ø University Mid exams:3

Ø Class room seminars: 6

vi) Reference Books: 1. Solid State Physics--- SO Pillai 2. Engineering physics--- V Rajendran 3. Physics for engineers-J Srinivasan 4. Engineering physics--- Hitendra K Malik & AK Singh and 5. Engineering physics--- PK Palaniswamy 6. Introduction to Nano technology-Charles P poole. Jr, Frank J. Owens 7. Introduction to Nano Science & Technology-K Chatopadhya, AN Benerjee

8).Guidelines to the students:

Ø Listen carefully entire class and make a note of important points

Ø Should follow above mentioned references for respective topics

Ø Prepare day to day class as well as made a notes and practice problems,

objective bits

Ø Develop conceptual study of subject

Ø Refer old question papers for examination purpose

Ø Participate actively in the class room interaction.

Signature with Date of faculty Signature with Date of HOD

II. TEACHING PLAN & ITS EXECUTION

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Unit-I (Objective):

Ø Recall the previous knowledge about various types of bonds in solids Ø Gives the basic concepts of crystalline materials and their characteristics Ø Knew the characterization methods of crystalline material based on x ray

diffraction Ø Comprehends variation of material properties studying the different imperfections

in crystalline materials.

(2) Planning of Lectures & Their Execution:

Crystallography

Sl. No.

Topics

Planned

Executed

No. of Period

s

Date

No. of Period

s

Ref.Book no.

Pedogogy

1 Introduction

Ionic Bond, Covalent Bond,

1

2 Metallic Bond,

Hydrogen Bond, Vander-Waal’s Bond

2

3

Calculation ofCohesive

Energy of diatomic molecule

2

4

Introduction Space Lattice,Unit Cell,

Lattice Parameters,

1

5

Crystal Systems, BravaisLattices,Atomic Radius, Co-ordination Number and Packing Factor of SC , BCC,

FCC,

2

6

Miller Indices, Crystal Planesand Directions, Inter planar Spacing of

Orthogonal Crystal Systems,

2

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7 Structure of Diamond

and NaCl 2

8 X-ray DiffractionBragg’s Law

1

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X-Ray diffraction methods: Laue Method, Powder Method

2

10

Point Defects: Vacancies,

Substitutional, Interstitial, Frenkel and

Schottky Defects

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11 line defects (Qualitative) &Burger’s Vector.

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(3)Assignment Questions: Given date: Submission date:

1.(a)Differentiate primary and secondary bonds. Explain them with suitable examples?

(b) Derive the expression for the cohesive energy of diatomic molecules?

2. (a) Explain the terms (i) Basis (ii) Space lattice (iii) Unit cell.

(b) What are the bravais lattices in 3-D ? Draw the Bravais lattices for unit cell of all the seven crystal systems

(c) What are Miller indices ?How are they obtained? Find the miller indices for a given plane which is intercepting X, Y, Z axes at a, 2b, 3c.

3. (a) What is packing factor? Prove that FCC is the Closest from BCC and SC

(b) Discuss the Bragg’s law of x ray diffraction. Describe the Laue and Powder methods to determine the crystal structure.

4. Discuss the Line and Ionic Defects in crystals. Define Burgers Vector through the edge and screw dislocations.

On completion this unit, the student shall be able to:

Ø Understood the concepts of various bonds formed in solids based on inter atomic forces.

Ø Differentiate crystalline and non- crystalline materials.

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Ø Aware about the characterization of crystalline materials by x-ray diffraction techniques

Ø Analyze the various types of imperfection of crystalline materials and how they are affecting the properties of materials

Unit-II (Objective): Ø Explain the concept of micro level particle behavior Ø Create awareness about the dual nature of particles through electron diffraction

methods Ø Explain the quantum behavior of a particle when it is passing through the

potential box Ø To explore the different statistics of particle distribution Ø To derive the expression for density of energy states. Ø To study the classification of materials based on energy bands Ø To understand the motion of particle in periodic potentials. Ø To calculate the effective mass of an electron and hole.

(2)Planning of Lectures&Their Execution:

Quantum Mechanics, Statistical Mechanics & Electron theory of Solids

Sl.No.

Topics Planned

Executed

No. of Period

s

Date No. of Periods

Ref. Bookno

Pedagogy

1QM

Introduction Waves and Particles

1

2 de Broglie Hypothesis , Matter Waves

1

3 Davisson and Germer’s Experiment, Heisenberg’s Uncertainty Principle

2

4 Schrödinger’s Time Independent Wave Equation -Physical Significance of the Wave Function

2

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5 Infinite square well potential extension to three dimensions

2

6 SM

Introduction Phase space, Ensembles, Micro Canonical , Canonical and Grand anonical Ensembles

2

7 Maxwell-Boltzmann, Bose- Einstein and Fermi-Dirac Statistics (Qualitative Treatment) Fermi Energy

2

8 Concept of Electron Gas, , Density of States,

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9 Electron in a periodic Potential, Bloch Theorem, Kronig-enny Model (Qualitative Treatment) , E-K curve

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10 Origin of Energy Band Formation in Solids, Classification of Materials into Conductors, Semi Conductors & Insulators.

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11 Concept of Effective Mass of an Electron

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(3)Assignment Questions: Given date: Submission date:

1. (a) Mention the ideas which prompted de Broglie to propose his concept of matterwaves. (b) Derive an expression for the de Broglie wavelength of an electron. (c) Describe the experimental verification of matter waves using Davisson- Germer experiment

2. (a) Explain the concept of dual nature of the light.

(b) Derive the Schrodinger's wave equation for the motion of an electron

(c) Write short notes on Heisenberg Uncertainty principle

3.(a) What is statistical mechanics? Write notes on Bose-Einstein statistics, Maxvel-boltzman statistics and Fermi-dirac statistics

(b) Calculate the energies that can be possessed by a particle of mass8.50*1031kg which is placed in an infinite potential box of width 109cm

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4. (a) What is effective mass of an electron? Derive an expression for the effective mass of an electron

(b)Show that the Kronig-Penney model leads to energy band structure in solids.

(c)What are Brillouin zones? Explain using E-K diagram. (d)What is a hole? List out the properties of a hole On completion of this unit student shall be able to:

Understand the dual nature of particle based on concept of debroglie hypothesis by experimental verification Knew the particle distribution based on various statistics Analyses how the materials are classified in to three types based on electronic energy bands Apply this knowledge for future studies in engineering and technology

(1) Unit-III (Objective): Ø To explain the dielectric nature of the material with basic definitions Ø To discuss the various types of polarizations Ø To derive the local field of dielectric material Ø To derive the clausius-mossotti relation for the dielectric material and discuss its

importance Ø To find some applications of dielectric materials

(2)Planning of Lectures&Their Execution:

Dielectric Properties& Magnetic Properties & Superconducting Properties

Sl.No.

Topics Planned

Executed

No. of Periods

Date No. of Period

s

Ref. Book no

Pedagogy

1 Introduction Electric Dipole, Dipole Moment, Dielectric Constant, Polarizability, Electric Susceptibility, Displacement Vector

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2 Electronic, Ionic and Orientation polarizations Calculation of Ionic and

2

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ElectronicPolarizabilities: 3 Internal Fields in Solids

2

4 Clausius -Mossotti Equation, Piezo -electricity and Ferro-electricity

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5 Introduction Permeability, Field Intensity, Magnetic Field Induction, Magnetization, Magnetic Susceptibility

1

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Origin of Magnetic Moment, Bohr-Magneton, Classification of Dia, Para andFerro Magnetic Materials on the basis of Magnetic Moment

2

7 Domain Theory of Ferro mag Hysteresis Curve

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8 Soft and Hard Magnetic Materials, Properties of Anti-Ferro and Ferry- Magnetic Materials and their Applications

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9 Superconductivity, Meissner Effect, Effect of Magnetic field, Type-I & TypeApplications of Superconductors

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(3)Assignment Questions: Given date: Submission date:

1. What is meant by polarization mechanism in dielectrics? Discuss the different polarization mechanisms in dielectrics. What is electronic polarization? Derive an expression for Electronic polarizability and Ionic polarizabilityin terms of the radius of the atom. Describe Lorentz method to calculate the internal field of a cubic structure

2. Define the terms:

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i. Magnetizing field, ii. Intensity of magnetization, iii. Magnetic susceptibility and iv. Magnetic induction.

Explain the origin of spontaneous magnetization in ferro-magnets on the basis Of spin-spin interaction. Explain magnetization curve on the basis of domain Movement

For a paramagnetic material the susceptibility at 340 K is 1.76 * 104. Calculate its susceptibility at 310 K

Explain, in detail, the characteristics of B-H curve of ferromagnetic material. What are hysteresis losses? Explain

3 What is Meissner effect? Explain, in detail.

(b) Distinguish a super-conductor and a normal metal, both maintained at same temperature.

(c) Write notes on magnetic levitation.

4. Describe the applications of superconducting materials.

On Completion of the course student shall be able to:

Understand the properties of dielectric, magnetic and super conducting properties of materials

Apply this knowledge in various fields of research & industries

(1) Unit-IV (Objective):

Ø To study the principle of interference pattern and polarization of light and their applications

Ø To study the mechanism of obtaining the interference pattern due to the air gap formation in between lens and mirror by doing the experiment.

Ø To study the role of Nicol prism in polarization Ø To understand the principle, theory, operations and applications of laser Ø To derive the Einstein expressions for stimulated emission of radiation Ø To study the different types of lasers and their applications Ø To understand the principle behind the fiber optic communication Ø To study the classification of optical fibers based on materials and refractive index Ø To study the application of optical fibers

(2)Planning of Lectures&their Execution:

Optics Lasers & Fiber Optics

Sl.No.

Topics Planned

Executed

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No. of Periods

Date No. of Period

s

Ref. Book no

Pedagogy

1 Interference-Interference in thin films(Reflected light),

1

2 Newton rings experiment-

1

3 Fraunhofer diffraction due to single slit, N-slits, Diffraction grating experiment

2

4 Introduction to polarization Double refraction-construction and working, Nicole’s Prism

2

5 Characteristics of Lasers, Spontaneous and Stimulated Emission of Radiation

1

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Einstein’s Coefficients and Relation between them

1

7 Population Inversion, Lasing Action, Ruby Laser

2

8 Helium-Neon Laser, Semiconductor Diode Laser

2

9 Applications of Lasers

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10 Principle of Optical Fiber, Construction of fiber

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11 Acceptance Angle and Acceptance Cone, Numerical Aperture,

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12 Types of Optical Fibers: Step Index and Graded Index Fibers

2

13 Attenuation in Optical Fibers, Application of Optical Fiber in communication systems

2

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(3)Assignment Questions: Given date: Submission date:

1Mention the conditions to produce the constructive and destructive interference in thin films

Explain the construction and working of Nicola prism. Enumerate the actions of a Nicola prism What are the limitations of a Nicola prism

Explain the construction and working phenomenon of double refraction 2. Explain the characteristics of a laser beam. Describe the construction of He-Ne laser and discuss with relevant ELD, the

working of He-Ne laser. What are the differences between a laser diode and an LED? Explain the various pumping mechanisms that are adopted in lasers. Explain the uses of lasers in industry and medical fields Distinguish between spontaneous emission and stimulated emission of radiation. Describe, in detail, the construction and working of ruby laser. Explain the purpose of an active medium in a gas laser 3. Derive the Einstein coefficients for stimulated emission, and hence explain the

existence of stimulated emission. 4.write a note on the following.i.Acceptance angleii.Numerical aperture

iii. Step index fiberiv. Graded index fiber Distinguish between optical fibers and conventional electrical cables used fortransmission of signals. (b) Draw the block diagram of fiber optic communication system and explain the functions of each block in the system

Explain the construction and working of fiber optic medical endoscope. On completion of the course the student shall be able to: Understand the formation of interference pattern due to theair films Acquire the knowledge about the diffraction and polarization phenomenon Aware about the basic principles of laser and working of various types of lasers Able to do the experiments using laser light Gain the knowledge on principle, construction and working of optical fibers Knew the importance of optical fibers (1) Unit-V (Objective):

Ø To study the properties of a solid material on the basis of band theory Ø To study the classification of semiconductors such as intrinsic and extrinsic

semiconductors Ø To study the principle behind the LED and LCD Ø To study the working of solar cell Ø To understand the various categories of sound waves Ø To derive Sabine’s formula for reverberation time

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Ø To discuss the principles behind the design of a good auditorium hall Ø To explore the knowledge on the preparation, properties and their

applications of nano materials Ø To analyze the material by characterizing through TEM

(2)Planning of Lectures&Their Execution:

Semiconductor Physics Acoustic Quieting: Nanotechnology

Sl.No.

Topics Planned

Executed

No. of Periods

Date No. of Period

s

Ref. Book no

Pedogogy

1 Introduction

1

2 Fermi Level in Intrinsic and Extrinsic Semiconductors,

1

3 Calculation of carrier concentration in Intrinsic & Extrinsic Semiconductors

2

4 Direct and Indirect Band gap semiconductors, Hall Effect

1

5 Formation of PN Junction, Open Circuit PN Junction, Energy Diagram of PN Diode, , I-V Characteristics of PN Junction diode

2

6

Diode Equation 1

7 Solar cell, LED & Photo Diodes.

1

8

Reverberation and Time of Reverberation, Sabine’s Formula for Reverberation Time,

1

9 Measurement of Absorption Coefficient of a Material,

2

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Factors Affecting The Architectural Acoustics and their Remedies

10

Origin of Nanotechnology, Nano Scale, Surface to Volume Ratio, Quantum Confinement

1

11 Bottom-up Fabrication: Sol-gel, Top-down Fabrication: Chemical Vapour Deposition

2

12 Characterization by TEM

1

(3)Assignment Questions Given date: Submission date:

1.Distinguish the Intrinsic and extrinsic Semiconductors. Derive an expression for the density of electrons and holes in valance band of an intrinsic-semiconductor 2.Write a note on “Liquid Crystal Display"Light emitting diode”“Solar cell”

3. Derive an expression for carrier concentration of n-type semiconductors.

(b) Explain Hall Effect and its importance. (c) Calculate the intrinsic carrier concentration for Ge at 270C. [forGe, Atomic Weight = 72.6, Density = 5400 kg/m3, Band gap = 0.70 eV]

4. Define: Reverberation, Reverberation time and Sound absorption coefficient of a material.

5. Explain how the reverberation time of hall is affected by The size of the hall, Nature of wall surfaces and Audience.

6. Write an essay on acoustics of buildings.

7. Describe any three processes by which nano materials are fabricated.

8. Describe the important applications of nanotechnology.

9. Write about:

Origin of nanotechnology and Nano-scale.

Discuss quantum confinement effect on nanoparticles.

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Explain how Transmission Electron Microscopy can be used to characterize Nanoparticles On completion the course student shall be able to: Understand the classification of semiconductors such as intrinsic and extrinsic semiconductors Classify the extrinsic semiconductors in to p and n types Able to calculate the electron and hole concentrations in intrinsic and extrinsic semiconductors Understand the formation of p-n junction diode and their characteristics Analyze the construction of good acoustic auditorium hall Have the idea about synthesis of nano materials and their applications

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

1. Were you able to or not complete the course in time – if not why? 2. How new strategies did implemented effect the students? 3. What were some of the constraints felt in implementing the new

strategies?

i. My institution is affiliated to university and I teach Engineering Physics for first year, which is year wise course (32 weeks). I have thought same course four times, at first time unable to complete the course in in-time after that manage the time by using ppts and videos. But from last two years onwards easy topics left to students (students will give the presentations), complicated and important portion I have thought to them. The same learned even in our training program.

ii. After completion of every unit implementing the Jigsaw method, by selecting important six or seven topics assign to six or seven groups in the class and these groups are called expert groups expert in given topics. Again these groups will teach same topic to their home group. The whole class will actively participate in Jigsaw method. Collaborative learning will happen between the groups.

iii. Jigsaw method is time comsumes. High knowledge or talented student wii not get benifitted. Proactive students will take advantage and take all roles in their hands. Slow learner will not get disappoint.Close monitoring is required.

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

a. Course Objectives and b. The Course Description Sheet that you circulated on the first day of

class

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a. Course :-I B.Tech Engineering Physics

Course Objectives:

At the end of this session, the learner will be able to:

• To the studnets basic understadig of bonding in solids,crystal stuctures and texhniques to characterize cystals.

• To understand the behavior of electron in solid and thereby one can determine the conductivity and specific heat values of the soids.

• To study applications in Engineering like memory devices,transformer core and Electromagnetic machinery.

• To help the student to design powerful light sources for various Engineering Applications and also enable them to develp communication systems using Fiber Technology.

• To understand the working of Electronic devices, how to design acoustic proof halls and understand the behavior of the materials at Nano scale.

b. Course Description Sheet

3. Design a Lesson plan for one lecture of 50-60 minutes including one activity for students’ engagement. Describe the activity in detail.

Course :-I B.Tech Engineering Physics

Sesion plan :- Optical fiber (Struture,Prinicple and Types of Optical fibers)

At the end of this session, the learner will be able to:

Explain the structure of optical fiber.

Explain the principle in Optical Fiber of data transport.

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List the various types of Optical fibers

Time (in

min) Content

Learning Aid and

Methodology

Faculty Approach

Typical Student Activity

Learning Outcomes (Blooms + Gardeners)

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Introduction to optical fiber

Analogy,

Think-pair-share

Narrates

Interacts

Introduces

Listen

Participates

Discuses

Remembering

Intrapersonal

Linguistic

Understanding

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Structure of optical fiber

Presentation

Ppt,

demonstration

Explains

Interacts

List

Identifies

Participates

listens

Understanding

Intrapersonal

Interpersonal

Knowledge

10 Principle

Board activity

Explains

Identifies

Observes

Takes notes

Remembering

Understanding

intrapersonal

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Classification of optical fiber

Presentation

Explains

Interacts

Listen

Identifies

Understanding

Intrapersonal

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List

05 Conclusion Q&A Facilitates

Answers

Recapitulates

Remembering

Interpersonal

Intrapersonal

In the introduction posing the question why we need to study the Optical Fiber? According to their knowledge all students individually think and noting the poins, after that each student pair up with neighbouring student.After that discuss amonge each other and noting the points, then randomly selecting one or two of the pair will share their points to all.

By understanding their knowledge faculty will start the actual subject.Demonstating the structure of the Optical fiber and explain the various types of Optical Fiber.

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

i)Primary trait analysis

Trait 5-Excellent

4-Good

3-Adequate

2-Weak 1-Poor

Introduction

Presentation

Material used

Voice

Conclusion

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ii) In edmodo.com asking the students participate in poll

How did you rate the perticular session?Or Give the feedback of on perticular session?

Option a) excellent b) very good c) good d) poor

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ReflectionsonCourseDesign:Ø Students like the course planning sheet which has given clarity before start the

course.

Ø I have informed the course plan and execution of course in the class rather than share the hard copy.

Ø After realising the importance of course design will share the hard copy in the coming acadamic year.

Feedback

0 20 40 60 80

Trainer,sra4ng

selfra4ng

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Active learning

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ARCS Objective Strategy Examples Attention To focus the

attentions on X-ray diffraction

Perceptual arousal –demonstrating the diffraction produced by the laser light (bring the grating equipment into the class) Variability –Derivations of Bragg’s law described by the presentation then divide the class into different groups to read experimental methods of X-ray diffraction.

By the demonstration students come to know that grating element is required to sustain diffraction pattern. Individual groups explain the how to get the X-ray diffraction pattern?

Relevance Importance of the X-ray diffraction

Goal orientation –Describing application of X-ray diffraction. Familiarities- providing the research papers.

To identify the nature of the solid material, the sample under goes to characteristic technique of X-ray diffraction. To determine the orientation, symmetry, grain size, solid mixture, size and crystal structure this method is very important. Different research papers will explains how this X-ray diffraction method is useful to study the above application.

Confidence Help the students to present presentation on the experimental procedure of X-ray diffraction.

Performance requirement- by creating the rubrics asses the learning. Success opportunities – giving the chance to the student present the presentation by groups.

In the end of learning, student able to explain the importance and applications of X-ray diffraction. Student confidence will develop by doing this work in group.

Satisfaction To reward the student for

Extrinsic rewards-motivational feedback

Providing the positive feedback on

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learning of X-ray diffraction

Equity –maintaining the consistence standards

presentation of X-ray diffraction. Success full presentation on X-ray diffraction will get the rewards as pass marks.

Chart Activity Based on a Group Discussion Different Types of Bonding in Solids: After explaining the different types of Bonding in Solids to the learners, we can prepare a table on a chart using inputs form the learners. The columns of the table can be: Types of Bonding in solids, sketch, Properties, examples of bonding. Divide the class into 5 groups and assign one type of bonding to each group. Group I can be given Ionic bond Group ii can be given Covalent bond Group iii can be given Metallic bond Group iv can be given Hydrogen bond and Group v can be given Vander Waals bond. Each group can be allowed to discuss among themselves five minutes about the type of bonding assigned to them. Then they can be asked to give the details with respect to the boding they represent. The table can be populated as follows. S.No Type of

bonding Sketch Definition Properties Examples

1. Ionic Bond

2. Covalent Bond

3. Metallic Bond

4. Hydrogen Bond

5. Vander Waals Bond

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Note: Different types of bonding populated a table which can serve as a quick reference. Innovative Quiz We can conclude the session by conducting a quiz. Two jars can be used for this activity. The first jar shall contain some chits of paper having roll numbers of the learners written on it. The second jar shall contain paper slips with a question written on each slip. One of the learners can be asked to pick one chit from the first jar and read the roll number written on it. The learner having this roll no. can be asked to pick one paper slip from the second jar and answer the question written on it. If he/she can answer the question ,then a chocolate Can be given. If not, then the question can be made open to the class any learner can answer it.

Same procedure can be followed till all the questions have been answered.

Example

I year B.Tech Course : Engineering Physics

Class topic / subtopic

Activity (from list of 7)

Specific question you will ask

Details of implementation.

Time allotted

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1.Example: Advantages of Fiber Optics

2.Example: Super Conductor

Think-Pair-Share

Writing Assignment

Describe the advantage of Optical Fiber in communication system.

What have you heard about Super Conductors? List at least one application of Super Conductor?

Individually student think about Optical fiber advantages

Then Paired- elaborately discuss the topic by share their views

Some pair ask to share their best advantages listed

Within the Class each student writes about their ideas on the topic.

2 min list 2 min share

2 min share

10 mins

1. What are your goals for each activity? How will you know if you have succeeded?

In the above first example my goal is student able to describe the importance of Optical Fiber in communication system. Once student identify the importance of Optical Fiber then he/she will involved in learning more about the topic. (Success)

In the second example my goal is to promote the knowledge of student on Super Conductor. If student will give the blank paper then my teaching starts from the basics and I come to know where to begin the topic. (Success)

2. What challenges do you anticipate and how will you address them?

Challenge is managing the large class involvement in the activity and time factor. By setting the ground rules set the anticipation.

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ReflectionsonActiveLearning:

Ø Students intially resist to participate in the activity , once they understood the importance /fun involved with curiosity in every activity conducted in the class room.

Ø Maintained the active filter low and well planned and executed the activity.

Ø Challege was time management.

Ø These activities helped to the students to rememmber the concepts for long time.

Feedback

0 20 40 60 80

SelfRa4ng

Trainer'sRa4ng

StudentRa4ng

33

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Dynamic class

Design Class Activities to Address Different Learning Styles

Course : I B.Tech Engineering Physics Course topic or sub topic covered

Strategy that you will use

How the strategy will be used

Learning styles addressed

Introduction of Nanotechnology

Think- Pair- Share

TPS activity on discussed topic (Introduction of Nanotechnology), Students individually Think about the topic and collect the points. Then collected points will discuss with the neighbor by pairing. After that comparing their points they summarize the topic by selecting best points. Then those points will share with entire class whenever they called randomly by the instructor.

Sensing/Sequential/Intuitive https://youtu.be/xx5NnUx3Yak https://youtu.be/jgdyQVE7Hyk

Applications of Nanotechnology

Think aloud pair problem solving

After giving the instruction of Strategy, I have given the time for preparation to collect various applications (problem) of Nanotechnology. Then randomly calling pairs in that one is questioner and another one is answerer. If for a particular question is not answered by the answerer then question will

Sensing/Active/Reflective/Intuitive

https://youtu.be/jlQL5bSfqV4-1492 https://youtu.be/62yPL1bBpXM-1489

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1. Did the implementation go as planned? Discuss any differences between your plan and actual implementation.

A) Yes it went well as I planned but time consumed little more than expected this in the beginning but for the remaining activities even time also managed. Good response, all the students are actively participated.

2. Describe the positive aspects of doing this activity in class. What went well? A) i. Active involvement

ii. Sharing the knowledge iii. Interaction among them/team efforts iv. Application level thinking v. Curiosity increased

3. What challenges were encountered during the implementation of the activity, and how were these addressed?

A) i. time management is challenging one it is well managed by setting ground rules ii. Slow learners and their Communication skills are challenging by motivation they come forward for sharing their views.

ask to the entire class. Like different pair will discuss/cover the various applications.

Architectural Acoustics:- factors effecting the building acoustics and their remedies

Video presentation

Giving the background information by showing videos (5 to 9 min length) asking the students to summarize the points what they learned by watching the video. Randomly calling students on basis of date of births celebrating on particular month to share the points on topic of visuals.

Sensing/Visual/Active https://youtu.be/gpra_LHkQls https://youtu.be/gpra_LHkQls https://youtu.be/yVL4nNb-5Nk

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4. Was the activity successful and effective? How do you know-What observations support this?

A) Yes, students have given good feedback and actively involved. Everyone has given good responses. I have seen they learn a lot about the topic and asked many question after the activity.

5. What changes would you make/suggest in order to improve the activity next time? A) Well planning with all recourses executing with in time limit. For that more

preparation needed.

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ReflectionsonDynamicclass:

Ø Students have given good feedback and actively involved. Everyone has given good responses. I have seen they learn a lot about the topic and asked many question after the activity.

Ø Well planning with all recourses executing with in time limit. For that more

preparation needed.

Feedback

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Collaborative Learning

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1. (A) List the outcomes of the course, in which you are going to conduct the collaborative activity. (B) Which collaborative activity (out of STAD, TGT, TAI and JIGSAW) are you going to conduct?

(A) On completion of the course the student shall be able to:

• Understand the formation of interference pattern due to the air films • Acquire the knowledge about the diffraction and polarization phenomenon • Aware about the basic principles of laser and working of various types of

lasers • Do the experiments using laser light • Gain the knowledge on principle, construction and working of optical fibers • Knew the importance of optical fibers

(B) I have chosen JIGSAW Method

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

• Aware about the basic principles of laser and working of various types of lasers

• Able to do the experiments using laser light

3. List the objectives of the collaborative activity

• All the members show mastery in understand the principle, theory, and operations of laser

• All the members show mastery in study the different types of lasers and their working process.

• To study the application of lasers

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

• Lasers principle, lasing action • Working of Types of lasers (Ruby laser, He-Ne laser,Co2 laser, Semi-

conductor laser) • Applications of lasers

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

a) Divide the class into small groups name it as “home group”. Group contains 5 to 6 students. Assign numbers like 1, 2,…, 6 to each student. b) Create "expert groups" that consist of students across "home groups" who will contain all 1’s one group, all 2’s one group so on.

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c) Then provide the reading material of above topics (6 topics notes) distribute to each group. d) Each “expert group” will prepare a chart for presentation by establishing collaboration between the team, all students to learn about their topics and become "experts". e) Give all students a framework for managing their time on the various parts of the jigsaw task. f) After completion of chart preparation within the allotted time (20 min) by the experts, again all expert team members will go to the home group. g) In home group each member expert in each one given topic. Teaching their area of expertise to the group members and learning the material being taught by the group members h) Then students that "home group" members are responsible to learn all content from one another. 6. Identify potential challenge areas for conducting this collaborative activity and list them.

• Involvement of the entire student in the activity • Strictly following the time • Managing the dominating student and slow learners • Noise in the class room

7. Create an assessment rubric for this collaborative activity.

Category Excellent

(5points)

Good

(4points)

Average

(3points)

Poor

(2 points)

Score (example

)

Note-Taking Students took notes in both expert and

home groups and involved

in contribution to add new

points.

Students took notes in both expert and

home groups.

Students took notes in only expert

groups.

Students did not take notes in

either expert or home groups.

5

Participation and Discussion

Students participated

Students participated

Students passively

Students did not

5

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by sharing their ideas

and contributed to

the group discussion.

by sharing their ideas

participated with limited

discussion in their groups.

participate or contribute to the group discussion

Attentiveness and Effort

Student was usually

attentive during the

jigsaw activity and/or the classroom discussion.

Student was usually

attentive during the

jigsaw activity

Student was somewhat attentive

during the jigsaw activity

and/or the classroom discussion.

Student was not attentive during the

jigsaw activity

and/or the classroom discussion.

5

Presentation Students fully meet all

requirements and the

presentation is a

representation of their learning.

Students meet all

requirements and the

presentation is a

representation of their learning.

Students meet some of

the requirement

s for the presentation and display

some evidence of learning.

Students did not meet the requirement

s for the presentation

and it did not display

their learning.

5

Total Marks: 20

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? (Max Marks: 2) Ans) As in earlier submitted assignment 3 I have chosen Jigsaw method. Now for the practicum also the same Jigsaw methodology applied. Total number of students were 49 divided them as 7 teams each team contains 7 members 2 female and 5 male based on the gender, performance in mid marks (categorized A, B, C and D) and learning styles. Marks obtain in mid exam >19- A, 15to19-B, 12to 14-C and <12 –D category.

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Based on the gender classification intrapersonal and communication a skill between the team members will develop and based on performance peer learning and cooperative learning (doubts clarification) will happens. Identified different learning styles students in the each team (Good hand writing, proactive, good communicator, and subject command). This (jigsaw) type of collaboration allows students to become “experts” in their assigned topic.

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

1. Keep the discussion going amongst the team members 2. Motivate non participating members 3. Open a deadlock (Max Marks: 6)

I have taken the following steps:

1. Initiating the discussion amongst the team members by defining the aim and goals of the each team. Knowledge is shared or transmitted among the learner as they work towards common goals.

And explain the importance of interaction among each member before start the task.

2. Involved all the participant to on enhance in problem solving by keep on changed the roles of each team member.

And motivated by explaining the importance of his role in team successes. In such a way prepared the assignment.

3. To enhance the critical thinking asking them to answer the surprise questions in the middle of the activity.

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3.

1. Give a team-wise score of the class in a tabular form. 2. What was the median score? 3. 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 = 7 )

Team Performed less than median score (yes/no)

One most important reason for team’s performance

1 7 6 Yes Task has completed but

not projected well

2 7 8 No Excellent team work and innovative method applied in resolving the problem

3 7 8 No Well projected the task in

time and good collaborative work

4 7 6 Yes Lack of subject command

5 7 7 No Good presentation

6 7 7 No Good presentation

7 7 5 Yes Task has not completed in time and poor performance

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.

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(Max Marks: 2)

One of the most important suggestions is well planning the time and execution of activity.

Second one is keeping on motivating and touch with the slow learners to involve in the activity.

In the formation of teams keep the male and female ratio same because large number gender avoiding the least number gender in team.

Some teams in my Jigsaw activity, 5 males were not interacted with 2 females.

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Reflectionsoncollborativelearning:

Ø One of the most important suggestions is well planning the time and execution of activity.

Ø Second one is keeping on motivating and touch with the slow learners to involve in the activity.

Ø In the formation of teams keep the male and female ratio same because large number gender avoiding the least number gender in team.

Ø Some teams in my Jigsaw activity, 5 males were not interacted with 2 females.

Feedback

92 94 96 98 100

studentra4ng

trainer'sra4ng

selfra4ng

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Harnessing the Power of Technology

To create an institutional entity responsible for providing required support for enabling / updating faculty to use appropriate technology in teaching and learning.

Need for a FDM at your institution

All the stakeholders know the importance of assessment of student learning in education sector. Assessment of student learning encourages involvement of student and provides feed-back to the student and the teacher. This study focuses on engineering education by introducing a technology tool which will support to the teaching community for assessing the student learning. A lot of time consumes for assessment of the student learning and it is not a continuous. It is not continuous because manual assessment takes a lot of time in traditional teaching. Now, there is need to transform our teaching towards student centric by introducing technology tool for continuous assessment. Assessment designed to facilitate improve student learning can offer a (Stassen, 1999) • clarifying their instructors expectations • understand the content knowledge • improve the self reflection • students know their strength and weakness Assessment benefit to the instructor

• know the gaps in teaching • know intended content whether reaching the students or not • improve the teaching and learning skills

Define your FDM -Examples of such models from other institutions

Edomodo is the proven successful tool for the continuous assessment of teaching and learning. Edmodo shows that it has proven positive influence on student’s academic performance and for instructors adds value to their teaching while saving the time in engage assessment process. There is evidence that edmodo assessment tool is effective in improving teaching and learning in the program.

Edmodo is a controlled social media platform for teachers, students and parents. It allows teachers to assign and grade homework on their mobile devices, students to connect with educators and classmates, and parents to stay up-to-date on what their wards are doing at college. (kandappan Balasubramanian, 2014)

Edmodo is a free and secure educational learning network used to provide a simple way for teachers to create and manage an online classroom community as well as enables students to connect and work with their classmates teachers anywhere and anytime.

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Teachers can use it to make the grading process easier, to assess student performance, or to complement their lesson plans. Student can engage with their classmates or other learners around the world. By making class work easily available a comprehensive setting for the online education experience and ensures that students remain safe and focused. The main purpose of engaging the student in edmodo is to encourage students to study regularly and at a pace that is consistent with course requirements.

Example of my teaching results for I year in the course of Engineering Physics. I have implemented edmodo as a continuous assessment tool.

From the last six months two mid examinations results improved, who regularly engaged with edmodo activities. By the activities of edmodo are intended to capture student’s attention regarding the concept thought in the class room and increase the participation. The following figures show the number of students attended the tests conducted in edmodo. In section cse-A 45 out of 60 students attempted atleast one test (out of eight tests) in edmodo, it means 75 % of the class attended edmodo tests. In section cse-B 34 out of 60 stdents attempted at least one test (out of seven tests) in edmodo, it means 56% of the class attended edmodo. Results shows more than 50% of the students are interested to take a test in edmodo using technology in the class room and their performance improved overall the academic year. Remaining students not attended because of some of them lack of internet, resources availability and some of them are not interested.

Proposed structure of the Entity responsible for the FDM

1. Our entire faculty shares the material, notes and lecture videos relevant to the syllabus by the edmodo.

2. All assignments, quizzes and tests conduct using edmodo. 3. Department wise monitoring the progress of using edmodo effectively.

Student highly appreciated the role of edmodo activities, helped to improve the knowledge of the subject, strengthened their performance in other activities, and had a very positive impact on academic outcomes. But participation of students has to improve.

Key responsibilities of Entity and Faculty

For instructor edmodo is the add value to their teaching while saving the time. Instructor can use edmodo in and out of the class room to enhance the student learning. The anonymity encourages participation, and their answers help the teacher know when further discussion is needed. We my colleague Mr.Naresh ,Assistan professor and myself have taken the domo on edmodo, how to use and implement in our teaching. We have implemented and

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experienced the effectiveness of using edmodo for continuous assessment of student learning. So we will take the responsibility to train our entire faculty by conducting workshop in our college. Please grant the permission for organize the workshop to train our faculty.

Bibliography Arawal, D. &. (2008). A quantive assessment of classroom teaching and learning education. European journal of Engineering Education, , 88-103.

Falcao, A. S. (2013). Assessment of Student Learning Outcomes in Engineering Education and Imapact in Teaching . ICEE/ICIT .

kandappan Balasubramanian, V. J. (2014). A Study on "Student Preference towards to Use of Edmodo as a Learning Platform to Create Responsible Learning Environment. Procedia-Social and Behavioral Sciences , 416-422.

Stassen, M. L. (1999). COURSE-Based Review and Assessment Methods for Understanding Student Learning. Massachusetts: Office of Academic Planning and Assessment (OAPA).

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HARNESSING THE POWER OF

TECHNOLOGY

ASSIGNMENT-PRACTICUM

Mr. R.Umamaheswara singh

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HARNESSING THE POWER OF

TECHNOLOGY

ASSIGNMENT-PRACTICUM

Mr. R.Umamaheswara singh

MR. R.UMAMAHESWARA SINGH

¢ Designation: Associate Professor

¢ Affiliation: Science and Humanities Department, Hitam College, Hyderabad, India- 501401.

¢ Specialization: Engineering Physics

¢ Teaching Experience: 6 years

¢ Subjects undertaken : UG Applied Physics,Engineering physics, Electronic Devices and Circuits.

¢ E-mail: umamaheshwars.humanities@hitam.org

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I B.TECH COURSE: ENGINEERING PHYSICS

TOPIC : SEMICONDUCTOR DEVICES

By the end of the class student will able to :-1. Understand the principle and working process of

Light Emitting Diode(LED)

2. Understand the principle and working process of Photo diode

3. Understand the working process and advantages of solar cell

4. Compare the difference between the LED and Photo Diode

USING TECHNOLOGY RESOURCES IN THE

COURSE

1. Presentation tube : ¢ This soft ware is used to recording the video's

and lecture’s.

¢ It is very comfortable to the faculty community

¢ Easy to operate /record

¢ Limited resources are required (laptop with recoding room)

¢ By using this software, video width of 10 min of each lecture share to the students as for their reference.

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2. EDOMODO.COM¢ By using this software we can interact the student

creating groups, we can conduct quizzes, share the material in the form of notes, we can give the assignments and conduct polls also.

¢ Not only that we can grade the student quizzes, assignments.

¢ We can store the material in library

¢ This data we can use for accreditation

¢ User friendly and three dimensional (students, teachers, parents) interactions also possible

¢ In this edomodo.com upload the lecture videos and share the material about LED, Photo Diode and Solar cell .

3.YOUTUBE

¢ Topic relevant URL are shared to the students and shared the videos from other university sites that will enrich the understanding of the topic.

¢ NPTEL video posted on YOUTUBE easy to access the video lecture any where and any time.

¢ Presentation tube helped to present the self videos

¢ Shared the Printed content related to the topic to be discussed in the class

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IMPLEMENTATION PLAN

¢ Students of the first year engineering were divided into six groups.

¢ Each group was assigned the above mentioned topics of the course.

¢ The group had to collect related learning from printed material, books ,websites, videos shared in edmodo.

¢ On the given target date the group had to present a poster or working model on the topic.

ASSESSMENT QUESTIONS

¢ Presentation of Poster or working model will cover the

1. Principle, Working process , Advantages and Applications of LED, Photo Diode and Solar cell (which cover).

2. Distinguish the difference between the LED and Photo Diode.

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ASSESSMENT RUBRICS FOR FLIPPED CLASSCategory Excellent

(5points)

Good

(4points)

Average

(3points)

Poor

(2 points)

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.

Labels are too small to view OR no important items were labeled.

Graphics -Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.

All graphics relate to the topic. One or two borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Grammar There are no grammatical/mechanical mistakes on the poster.

There are 1-2 grammatical/mechanical mistakes on the poster.

There are 3-4 grammatical/mechanical mistakes on the poster.

There are more than 4 grammatical/mechanical mistakes on the poster.

RESULTS

¢ Students collected lot of information/ material on the given topic.

¢ They have taken the help from the faculty to prepare the poster or model.

¢ Out of six groups only one team create model of LED and Photo Diode.

¢ Remaining all groups were prepared posters effectively.

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RESULTS

¢ A good team work and collaboration exhibited by the students.

¢ The performance of the students improved

¢ Students are initially reluctant do the poster.

¢ Students appreciated the learning methodology.

SUMMARY OF EXPERIENCE

¢ Content creation and sharing to the students is very important where student can easy to access

¢ Well planning the time ¢ Good resource facilities required ¢ Technology using support a lot¢ Software support for content creation and

assessment of the student knowledge¢ Faculty updates the knowledge continuously ¢ More interaction take place with students¢ Peer learning happens.¢ Collaborative learning in order to develop skills¢ Good experience to faculty too.

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Reflectionsonpoweroftechnology:

Ø A good team work and collaboration exhibited by the students.

Ø The performance of the students improved

Ø Students are initially reluctant do the poster

Ø Students appreciated the learning methodology

Feedback

65 70 75 80

studentra4ng

Trainer,sra4ng

selfra4ng

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Effective Assessment

General Rubric for Grading Laboratory Record

EXPERIMENT #: EXPERIMENT TITLE: DATE: NAME: SECTION: Objective (2 points): A concise statement that summarizes the objective of the experiment. All of the information (date, title, and experiment number) is presented neatly. Theory (3 points): Summarize the theory of the physics involved in the experiment (a couple of paragraphs). Explain any key terms you find in the lab manual. Equations present the key/working equations. Complete and well written theory; provides all necessary equations and variables with units. Procedure (3 points): Well written in paragraph format, all experimental details are covered. Calculations (5 points): All figures, graphs, tables are correctly drawn and calculated perfectly. Results & Conclusion (2 points): All important conclusions have been clearly made; results are good agreed with theory.

Category Excellent (4 points)

Good (3 points)

Fair (2 points)

Poor (1 point)

Score

1. Objective: A concise statement /Summary with date, title and experiment number.

All of the information (date, title, and experiment number) is presented neatly, and the objective of the experiment in concise statement.

Information presented neatly, but date, experiment number entry missing.

Some information is missing; date, experiment number is missing.

Objective of the experiment is not concise; title/date/ experiment is missing completely.

2

2. Theory: physics involved in experiment, Equations and variables with units.

Complete and well written theory; provides all necessary equations and variables with units.

Theory is nearly complete, provides necessary equations and missing variable units.(missing some minor points)

Theory is not complete, and equations missing with variables. (missing some major points)

Theory is not complete and incorrect equations.

3

3. Experimental procedure

Well written in paragraph format, all experimental details are covered.

Written in paragraph format, important experimental details are covered, some minor details

Written in paragraph format, still missing some important experimental details

Missing several important experimental details or not written in paragraph format

3

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missing

4. Calculations: data, figures, graphs, tables etc.

All figures, graphs, tables are correctly drawn and calculated perfectly.

All figures, graphs, tables are correctly drawn, but some have minor mistakes in calculations.

Most figures, graphs, tables OK, some major mistakes in calculation

Figures, graphs, tables contain errors and in calculations also.

5

5.Results & Conclusion

All important conclusions have been clearly made; results are good agreed with theory.

All important conclusions have been drawn; results are agreed with theory.

Conclusions regarding major points are drawn, but many are misstated, indicating a lack of understanding; results are not agreed with theory.

Conclusion missing/results is incorrect.

2

Total marks: 15

Option-1

Assessment Item:-

Presently our students were preparing for the pre-final examinations. So I have chosen Exam as the assessment item for the currently teaching course Engineering Physics to the first year engineering students. The course contains five units; I have taken the exam in all the five units by given the following assessment item.

S.NO

CHAPTER

V.S.A.Q ( 2M)

S.A.Q (3 M)

L.A.Q (10 M)

TOTAL MARKS

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1. UNIT-1 (BONDING IN SOLIDS)

2 3 10 15

2. UNIT-2 (QUANTUM MECHANICS)

2 3 10 15

3. UNIT-3 (DIELECTRONICS)

2 3 10 15

4. UNIT-4 (OPTICS)

2 3 10 15

5. UNIT-5 (SEMICONDUCTORS)

2 3 10 15

Out of 75 marks pass marks are 26 marks.

Constructed grading rubric: - Question Paper

Hyderabad Institute of Technology and Management

I B.Tech Pre-Final Examinations

Sub: Engineering Physics Branch: All I B.Tech Time :3 hours

PART-A

Answer all the following questions 25 marks

1. What are Miller indices? Find the miller indices for a given plane which is intercepting X, Y, Z axes at a, 2b, 3c. (2 marks)

2. Define Burgers Vector through the edge and screw dislocations. (3 marks)

3. Derive an expression for the de Broglie wavelength of an electron. (2 marks)

4. What are Brillouin zones? Explain using E-K diagram. (3 marks)

5. What is Meissner effect? Explain. (2 marks)

6. Define the terms: i. Magnetizing field, ii. Intensity of magnetization and iii. Magnetic susceptibility (3 marks)

7. The refractive indices of core and cladding materials of a step index fiber are 1.48 and 1.45 respectively. Calculate numerical aperture and acceptance angle. (2 marks) 8. Compare the difference between homo junction and hetero junction of semiconductor laser (3 marks)

9. Explain the principle of LED and Photo diode. (2 marks)

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10. Why the nano material properties are altering? (3 marks)

PART-B

Answer the following questions 5X10=50 marks

1. (a) What is packing factor? Prove that FCC is the closed packed structure. (6 marks)

(b) Derive the Bragg’s law of X ray diffraction. (4 marks)

<Or>

(C) Differentiate the ionic bond and covalent bond. (4 marks)

(d) Calculate the Cohesive energy of ionic solids. (6 marks)

2. a) Derive the Schrodinger's time independent wave equation for the motion of an electron. (4 marks)

b) Calculate the energy levels of a particle enclosed in a three dimensional potential well. (6 marks)

<Or>

c) What is Bloch theorem? (3 marks)

(d)Show that the Kronig-Penney model leads to energy band structure in solids. (7 marks)

3. a) Describe Lorentz method to calculate the internal field of a cubic structure. (10 marks)

<Or>

b) Explain, in detail, the characteristics of B-H curve of ferromagnetic material. What are hysteresis losses? Explain. (6 marks)

c) Compare the differences between soft and hard magnetic materials.

(4 marks)

4. a) How will you form the Newton’s Rings? Drive the expression for the experimental determination of radii of curvature of Plano convex lens by forming Newton’s Rings. (10 marks)

<Or>

b) Explain the terms i) Population inversion ii) Pumping process (3 marks)

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c) Explain the construction and working process of He-Ne laser with energy level diagram. (7 marks)

5. a) Derive an expression for carrier concentration of n-type semiconductors. (10 marks)

<Or>

b) Explain the various factors which affect architectural acoustics. What are their remedies? (7 marks) c) The average reverberation time of a hall is 1.5 second and the area of the interior surface is 3340 m2. If the volume of the hall is 12000 m 3, find the absorption coefficient. (3 marks) Graded the assessment item:- The answer scripts have evaluated as per the given marks (rubrics) in the question paper. The observations on evaluated answer scripts

1. Only 30% of the students qualified (>26 marks) 2. All questions in the part –A were not answered 3. The students have not prepared all the units

Student response:- They have prepared selective question in each unit. There was no proper time for preparation (students were busy with their lab external examinations) All the questions have covered in the discussed topics/syllabus and Sufficient time has given to answer in examination. Changes that you will make next time you teach the course: Will give the proper time for preparation Will schedule the exam in convenient time Will make the compulsion to answer the entire five units (no selective) If it makes the mandatory to score minimum marks from each unit then students will prepare/study the entire chapters given in the syllabus.

S.NO

CHAPTER

V.S.A.Q

S.A.Q

L.A.Q

TOTAL

Mandatory to score

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( 2M) (3 M) (10 M) MARKS minimum Marks

1. UNIT-1 (BONDING IN SOLIDS)

2 3 10 15 5

2. UNIT-2 (QUANTUM MECHANICS)

2 3 10 15 5

3. UNIT-3 (DIELECTRONICS)

2 3 10 15 5

4. UNIT-4 (OPTICS)

2 3 10 15 5

5. UNIT-5 (SEMICONDUCTORS)

2 3 10 15 5

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ReflectionsonEffectiveAssessment:

Ø They have prepared selective question in each unit.

Ø There was no proper time for preparation (students were busy with their lab external examinations)

Ø All the questions have covered in the discussed topics/syllabus and Sufficient time has given to answer in examination.

Ø If it makes the mandatory to score minimum marks from each unit then students will prepare/study the entire chapters given in the syllabus.

Feedback

65 70 75 80

studentra4ng

Trainer,sra4ng

selfra4ng

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Communication Review

IUCEE International Engineering Educator Certification Program

Communication Review 1.1 – Writing Numbers – Figures or words

This review has removed my confusion in the preparation of the documentation, paper presentation and yearly budget reports on numbers representation. Really I made so many mistakes earlier now I come to know how to represent numbers in text. I strongly believe that numbers provides precision to communication. This exercise has given the confidence to write the document with error free in writing numbers. It’s a good learning for me and good practice required for engineers.

Communication Review 1.2

Coming to the second review, I understood the importance of these ten words and enjoyed the practice by framing the sentences with these words. Not only knowing the meaning of these words I will implement in my communication. All these ten words have relevance to our student -faculty community. Yes I accept this exercise (every week ten words) will improve our vocabulary.

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ReflectionsonCommunicationreview:

Improved the pronunciation and writing skills by practicing the reviews and knowing the meanings of new words.

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Research Paper

Title: Improving Teaching and Learning in Engineering Education through Continuous Assessment Tool

Abstract All the stakeholders know the importance of assessment of student learning in education sector. Assessment provides the feedback of content delivery and student learning. It encourages the student centric teaching and learning process. This study focus on engineering education by introducing a technical tool in a course Engineering Physics offered in a private institution of higher education (HITAM) in Telangana, India. The Edmodo platform was used as a tool to support teaching and learning, specifically in the area of periodic quiz, assignment, notes sharing and polls conduction. The results of using Edmodo for entire academic year shows that it has proven positive influence on student’s academic performance and for instructor it added value to their teaching while saving the time in engage assessment process. This paper has given the evidence to improve the quality of teaching and learning in Engineering Education using Edmodo tool. Keywords: Teaching and Learning, Assessment, Edmodo, Engineering Education, Student Centric.

1. Introduction

The most commonly used method in engineering education is traditional teaching for transfer the knowledge in classroom, which should be continuously assessed at the time of content delivery (Arawal, 2008). It can help to overcome the problems of the student and teachers, if any, in learning and teaching process.

Edmodo assess the student learning and feedback of the content delivery at a time in a simple manner (Falcao, 2013). Edmodo is a controlled social media platform for teachers, students and parents. In Edmodo teachers can assign and grade the home work on their electronic devices. And it allows students to connect with the teacher and classmates. Parents can stay up-to-date on to know their ward daily activities and performance in assigned task (kandappan Balasubramanian, 2014).

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Edmodo is a free and secure educational learning network for teachers to create and manage an online class room in simple way. It’s a user friendly tool to connect and work with their classmates and instructors at anytime and anywhere.

For teachers the Edmodo made the grading process easier to assess student performance and to complete their teaching lessons. Students can interact with their classmates or other learners around the world. By making class work easily available a comprehensive setting through the online education and ensures that students will remain safe and focused. The main purpose of engaging the students in Edmodo is to encourage students regularly to learn the content delivered in the class room as per the course requirement.

2. Methodology

The Edmodo platform was used as a tool to support teaching and engage the student in learning. The instructor login to the Edmodo, create a group code and shared to the students. Then students joined into the class room with the shared group code. It’s a secured with password and once the student joined in the group, can interact with instructor, classmates and parent at any time.

Figure 1 : Home screen of a specific group

After completion of every lesson in the course, assigned the assignment and conducted the quiz using Edmodo. Edmodo has different option to assign the

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quiz in the form of MCQ, fill in the blanks, true or false and match the following. The teacher tests the student knowledge by selecting any one of the above mentioned option with due date and duration of test. After student has taken the test, student came know to the answers of the given questions and grades. And the instructor knew how many numbers of students had written the test.

Figure 2: Assignment Individual Scores

Pie charts display the question wise result, which informed to the instructor where the students failed to answer the question and needed to revise the topic.

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Figure 3: Question wise performance report

Apart from the test, instructor will shares the material, notes and instructions uploaded for student’s access.

Figure 4: Resources uploaded for open access

And the instructor gets the feedback on delivered topic by asking the students to participate in polls.

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Figure 5: Student Feedback Report Online

Assessment benefit to the Student (Stassen, 1999) • clarity their instructors expectations • understanding the content • improvement of self reflection • students know their strengths and weaknesses Assessment benefit to the instructor • knowing the gaps in teaching • knowing intended content whether reaching the students or not • improvement of teaching and learning

3. Results and discussion

After completion of every lesson students was engaged with the task given in Edmodo, it impacts the result of internal examinations. In the First year course students were having three mid examinations with consist of descriptive 10 marks, objective 10 marks and assignment 5 marks overall 25 marks for each mid exam. At the end of the academic year we have taken the average of the three mid examinations.

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For descriptive 10 marks, student prepared the notes and material shared in Edmodo and rest objective 10 marks covered from the quiz taken by the student in Edmodo

The following figures show the number of students attended the tests conducted in Edmodo. In section cse-A 45 out of 60 students attempted at least one test (out of eight tests) in Edmodo; it means 75 % of the class attended Edmodo tests. In section cse-B 34 out of 60 students attempted at least one test (out of seven tests) in Edmodo; it means 56% of the class attended Edmodo. Results shows more than 50% of the students are interested to take a test in Edmodo using technology in the class room and their performance improved overall the academic year.

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Figure-7

Rest of the students not attended due to lack of internet facilities, and non availability of resources. The activities of Edmodo have intended to capture student’s attention to improve the knowledge, learning skills and the active participation in class room activities.

The following figures have shown the individual student performance in three mids. These students were actively participated in all the tasks given in Edmodo and they have proven that their results were appreciated than none participants in Edmodo.

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Figure-8

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4. Conclusion

Students appreciated the role of Edmodo activities, helped to improve their learning of the subject, strengthened their performance in other activities, and had a very positive impact on academic outcomes. Participation of students is to be improved further. For instructor Edmodo adds value to their teaching in saving the assessment time. Instructor can use Edmodo in and out of the class room to improve the quality of the student learning and their participation in class room interaction.

Bibliography Arawal, D. &. (2008). A quantive assessment of classroom teaching and learning education. European journal of Engineering Education, , 88-103.

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Falcao, A. S. (2013). Assessment of Student Learning Outcomes in Engineering Education and Imapact in Teaching . ICEE/ICIT .

kandappan Balasubramanian, V. J. (2014). A Study on "Student Preference towards to Use of Edmodo as a Learning Platform to Create Responsible Learning Environment. Procedia-Social and Behavioral Sciences , 416-422.

Stassen, M. L. (1999). COURSE-Based Review and Assessment Methods for Understanding Student Learning. Massachusetts: Office of Academic Planning and Assessment (OAPA).

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