RAMCO INSTITUTE OF TECHNOLOGY€¦ · Members per team: 4 members per team (12 teams) and one team...

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RAMCO INSTITUTE OF TECHNOLOGY

Department of Electronics and Communication Engineering

Academic Year: 2019 – 2020 (Odd Semester)

Degree, Semester & Branch: V Semester B.E. ECE B

Course Code & Title: EC8553 Discrete Time Signal Processing

Name of the Faculty member: Dr.S.Periyanayagi

***************************************************************************

ACTIVITY

Topic: Fast computation of DFT

Goal (Learning Outcome):

The students will be able to compute 4 point DIT FFT algorithm

The students will be able to compare DFT and FFT – (To achieve this learning

outcome the activity was chosen)

Use of appropriate methods:

Activity Chosen: Think Pair Share

Justification for Choosing the Activity for the topic:

1. Differentiate DFT and FFT

The topic Discrete Fourier transform and Fast Fourier transform are used for the same

purpose. Since Fast Fourier transform is derived from Discrete Fourier Transform

with minimum number of computations. After teaching the concept, I thought of

conducting this activity for making the students to give the difference between the

two concepts which enhance the learning level and as a teacher I can judge the

understanding level of the students.

Time Allotted for the Activity: 6 Minutes

Effective presentation:

Details of the Implementation:

After teaching the concept of Fast Fourier Transform, the students were made to pair with

their neighbours (i.e) In a Class; two students will be seated in a desk.

Total Strength is 51, Number of Pairs – 25

Photographer: one student - Mr.P.Praveen (interested in photography)

Reporter: Myself

At the end the Class (Last 6 minutes)

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I asked the students to think about Discrete Fourier Transform (DFT) and Fast

Fourier Transform (FFT) concept for 2 minute.

Then I told them to Pair with their neighbours and discuss about the difference

between DFT and FFT for another 1 minute.

Finally, I selected on Pair from each column randomly and ask them to share one

difference between DFT and FFT. (3 miuntes)

5 Column: 5 Pairs gave one difference.

When each pair told the points simultaneously, I wrote the points on the board.

Finally, I summarized the points and I told one missed point to all the students.

With the help of PPT prepared (first slide- Activity name, Second slide-Topic for

Think-pair-share, Third slide - answer) the answers were be projected to the students.

After completion of the class I uploaded the PPT in the course website (Canvas)

A view of implementation of the Activity while the students are sharing the points

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Significance of Results:

Assessment of Effectiveness/Success of the Activity:

The assessment of effectiveness of the activity was felt when told most of the points.

While conducting the activity, I understood that one point was missed with respect to

method of computation and finally I insisted the point they missed to tell.

The success of the activity was evaluated by asking the same question in Internal

Assessment test I – Around 80% of students answered correctly.

Reflective Critique:

1. Pre-implementation Reflection:

The First unit of the course deals with DFT (Discrete Fourier Transform) and

FFT (Fast Fourier Transform). While completing the topic Fast computation of DFT

to understand the learning level in the topic, I preferred this Activity because they

have learnt DFT and FFT separately.

Challenges anticipated:

Since I had handled the subject for many times usually the students will

confuse with the computation formula of DFT and FFT.

In the class mostly boys hastate to answer to the questions.

Time utilization for conducting activity.

Steps taken:

While using this activity, the students will get clarity in the computation

formula.

The boys are sitting in 2 columns – I planned to choose more pairs from boys

to involve them in the activity.

Prepared a PPT before going to class with the answer for the topic (first

slide- Activity name, second slide-Topic for Think-pair-share, Third slide

with answer).

2. Post implementation Reflection:

Worked well

When I planned initially I taught whether the activity will work for

problematic papers, but after implementation I had a satisfaction that the

students are able to answer to the topic.

Usually the boys will not answer for the questions if we ask to the whole

class, but while randomly chosen they gave their points nicely.

I was able to maintain the timing of the activity – as I prepared PPT with

Answers.

While implementing, the pairs is chosen randomly for sharing the points –

The students were ready with the answers.

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What did not work?

As anticipated, the student missed the point related to Computation of DFT

and FFT.

Modification for future implementation:

While implementing for the next time, I will try with comparing a topic dealt

in this course and linking topic in prerequisite course. (eg. Analog filters and

digital filters)

References:

1. http://www.readwritethink.org/professional-development/strategy-guides/using-think-

pair-share-30626.html

2. https://in.video.search.yahoo.com – Think pair share

3. John G. Proakis and D.G. Manolakis, ‘Digital Signal Processing Principles,

Algorithmsand Applications’, Pearson Education, New Delhi, PHI. 2003.

4. Tarun Kumar Rawat, ‘Digital Signal Processing’, Oxford.

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

CO1 2 2 3 - 3 - - 1 2 2 - -

http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html

http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html

https://in.video.search.yahoo.com/

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Topic: Decimation in Frequency using Radix 2 FFT – Algorithm

Goal (Learning Outcome):

The students will be able to understand the concept of In-place Computation in DIF

FFT.

The student will be able to explain the advantage of Fast Fourier Transform over

Discrete Fourier Transform.

Use of appropriate methods:

Activity: Brainstorming

Justification of Choosing the topic:

This Activity is chosen for the topic computation of Decimation in Time and

Decimation in frequency to have clarity in the concept of In-Place computation. After

teaching the topic DFT and FFT, the students will be able to explain the advantage of FFT

over DFT in 2 ascepts

Computation speed

Memory reqiurement

Using this activity the students can easily understand the concept of In-place computation.

Details of Implementation:

Time Duration: 5 Minutes

The students were made to group with their neighbours (4 members per team). The

question was projected to brainstorm about the concept among their friends for 3 minutes

relating the advantage of FFT. Two or three teams were made to explain what is In-place

Computation in DIT and DIF computation for 2 minutes. This activity helps to know the

conceptual understanding level of the students.

After summarizing the points, the answer was displayed in the presentation to the

students.

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A view of implementation of the Activity while the students are sharing the points


Benefits:

The students involved activity in the activity and discussed with their neighbours.

The understanding level of the concept can be identified, while the students are

sharing their view.

The question was asked in the Assessment test, most of the students answered

correctly.

Challenges:

Making all the students to share the view was not possible due to time constrain.

While randomly choosing the group few members struggle to answer the question.

CO-PO Mapping for the Activity:


CO1 3 2 1 - - - 1 - 2 2 - -

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***************************************************************************

Collaborative Learning

Planning Document –

Team Assisted Individualization (TAI) Course Code & Title: EC8553 Discrete Time Signal Processing


Class Strength: 51 students

Topic chosen: Design of Digital Chebyshev Infinite Impulse Response filter using Bilinear

Transformation

Justification for Choosing the Topic using collaborative learning:

Team Assisted Individualization (TAI) is a most suited collaborative learning model for

problematic courses. The course Discrete time signal processing is a problematic paper, I have

chosen TAI among the three learning model (STAD, TGT, TAI) suggested. The digital filter

design procedure involves many steps which are related to one another i.e. based on value

calculated in previous step, next steps will be proceded.

Design of digital IIR filters involves

a. Analog Butterworth IIR filter design for

Low Pass Filter (LPF)

High Pass Filter (HPF)

Band Pass Filter (BPF)

Band Stop Filter (BSF)

b. Analog Chebyshev IIR filter design for LPF, HPF, BPF, BSF

c. Digital Butterworth filter design using

Approximation of derivative

Bilinear transformation

Impulse Invariant Transformation

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d. Digital Chebyshev filter design using

Approximation of derivative

Bilinear transformation

Impulse Invariant Transformation

The design procedure for each topic given above should be followed carefully. Among

the topics listed the students were confused in Design of digital Butterworth IIR filter using

bilinear transformation which was analyzed from the results of Internal Assessment Test - II.

In that few observations like missing the prewarping step, writing wrong formulas, Calculator

mode usage etc.

I usually prepare a formula paper which involves the design steps for each of the topics

listed above and distribute to the students for reference while teaching this unit. But I found that,

this batch of students is not interested in following this formula paper. So I am planning Team

Assisted Individualization (TAI) learning model for this topic Design of digital Chebyshev

IIR filter using bilinear transformation through collaborative learning the students will be able

to clarify the doubts with the team members, which they hesitate to ask to the teacher and helps

improve the performance in Internal Assessment Test III.

Objectives of the Collaborative Activity:

The students will be able to

1. Design IIR digital Chebyshev filters using Bilinear Transformation.

2. Explain the S-plane and Z-plane mapping.

3. Realize the filter using Direct form II and Cascade form realization.

4. Simulate the designed filter using Matlab simulation tool for LPF, HPF, BPF and BSP.

5. Participate actively in the filter design learning process.

6. Discuss the concepts, convey ideas, share and verify the solutions, correct the mistakes

and expertise to really understand the design procedure.

7. Eliminate the feelings of isolation or panic and build the confidence in designing the filter

through this activity.

8. Communicate effectively by sharing their views among the teammates

Strategy for team formation:

Members per team: 4 members per team (12 teams) and one team with 3 members

Number of teams: 13 teams (51 students)

Based on the Internal Assessment Test performance II and a pre-testfor 10 marks on the

topic Analog IIR filter design and Digital Butterworth IIR filter design will be

conducted on the laboratory class for 10 minutes. (i.e. Laboratory classes will be for a

duration of 4 periods - Last 10 minutes will be utilized for conducting the pretest)

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Based on the performance in the IAT-II &pre-test the homogeneous group (Girls & Boys

separately) will be formed with four members (Member A, Member B, Member C and

Member D).

First 13 students with good performance will be chosen and each one will be member A

and allotted a group and then another 13 students who struggles to do problems (Slow

learner) will be chosen and assigned as Member B and allotted a group.

The remaining students (Average learners) will be divided into 2 and assigned as

Member C and Member D respectively. Then these two members will be allotted a group.

Thus, 12 groups will have Member A, Member B, Member C & Member D and one

group will have Member A, Member B, Member C.

o Member A – Students who scored above 80% in IAT II and Pre-test

o Member B – Students who Scored less than 45% in IAT II and Pre-test

o Member C & Member D – Students who scores between 45% – 80% in IAT II

and Pre-test.

Each Group will be given a group name with signals for easy identification like

o Analog Signal Group

o Digital Signal Group

o Impulse Signal Group

o Ramp Signal Group

o Step Signal Group

o Real Exponential Signal Group

o Complex Exponential Signal Group

o Random Signal Group

o Sinusoidal signal Group

o Triangular Signal Group

o Rectangular Signal Group

o Trapezoidal Signal Group

o Pulse Signal Group

A random name picker is created using class tool website.

The formation of group with group members will be posted in the course website

before the conduct of activity.

Time Allotted for collaborative activity: 2 periods (50 minutes each)

Justification:

1 Period: (50 Minutes)

The group name will be selected based on the Random name picker created using class

tools website shown in the link

https://www.classtools.net/random-name-picker/55_X5NiQP

https://www.classtools.net/random-name-picker/55_X5NiQP

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One students from each group will come and spin for selecting the group name once the

name is selected it will be removed and seating arrangement will be made in the first 5

minutes.

Then in next 5 minutes, TAI activity will be elaborated to the students with the learning

objective and outcomes of the activity. The ground rules for the group interaction will be

clearly told.

Handouts with materials, Problem to be solved, ground rules and assessment rubrics will

be distributed to the group in the next 3 minutes.

Problem:

PART A:

Design a digital Chebyshev IIR filter using bilinear transformation for the specifications

given in the figure. Realize the filter using direct form-II and cascade form Structure.

The Part A is divided into four modules

Module 1: Calculation of Order of the Filter

Module 2: Find the Analog Transfer function

Module 3: Find the Digital Transfer function using Bilinear Transformation

Module 4: Realization of Filter using direct form II and cascade form structure.

PART B:

Simulate the digital Chebyshev IIR filter using bilinear transformation using Matlab for

LPF, HPF, BPF, BSF.

Ground rules for Group Interaction: (Reading - 2 minutes)

1. Each member of the group should first discuss the procedure for solving the problem.

2. The group members should be responsible in completing the task – don’t waste time by

simply chatting.

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3. Solve the first module of the problem individually and verify the answers. The members

of the group can proceed to next module once all the members of the group complete the

module.

4. The doubts of group member should be clarified and make them to complete the task.

5. After completion of the task, the team members should prepare a chart with the Answers

of each module, the part you felt to be difficult while designing the filter, Rate your team

coordination and contribution by each member.

6. Any one member from the group should present in front of other members.

Opening activity: (5 minutes)

In order to test the critical thinking of the students initially students will be made to find

the specifications from the figure.

Specification Value Unit

ε-Parameter related to Pass band ripple

λ-Parameter related to Stop band ripple

ωp– Pass band cutoff frequency

ωs– Stop band cutoff frequency

Since,the characteristics of the filter are taught separately and the sample problems are solved

with specifications directly given. This opening activity will help how far the students are able

to link the concept.

Solving the First Module 1, Module 2 and Module 3 for 20 minutes

Conducting Interim Quiz with Multiple Choice Questions – Using Visual Quiz for

6 minutes

Concluding the Module 1, Module 2 and Module 3 by discussing the answers for

4 minutes

2 Period: (50 Minutes)

The students will perform Module 4 for 8 minutes

Implementing the Digital IIR Chebyshev filter using bilinear transformation for LPF,

HPF, BPF and BSF using MATLAB Simulation tool for 20 minutes

Presentation by each group for 20 minutes (13 x 1.5 minutes)

o Completion of module

o The module you felt to be difficult while designing the filter

o Rate your team coordination

o contribution by each member

Concluding the activity by collecting the feedback from the individual members for 2

minutes

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Conduct of online Quiz through course website – for Post Assessment of Individual

Member

First Period (50 minutes)

Team Name and seating arrangement 5 Minutes

Explaining TAI Activity 5 Minutes

Distribution of Handouts 3 Minutes

Reading the ground rules 2 Minutes

Opening Activity 5 Minutes

Solving Module 1 , 2 & 3 20 Minutes

Visual Quiz 6 Minutes

Conclusion – Discussing the answers 4 Minutes

Total 50 Minutes

Second Period (50 Minutes)

Solving Module 4 8 Minutes

Simulating the digital filter using Matlab 20 Minutes

Presentation by each group 20 Minutes

Concluding the activity by collecting the

feedback from the individual members

2 Minutes

Total 50 Minutes

Conduct of online Quiz through course website after

completion of activity

Thus the TAI collaborative activity will be conducted for 2 periods using Online

countdown timer in class tool website.

Process of evaluation of the performance:

1. Individual

Formative Assessment (X=10) o Interim peer evaluation on each module (4 Marks) – Based on the individual

contribution to the team by using ‘Four Corner Four Question’ activity

Students will be provided with a paper along with Handouts – Four questions will be

shown in Power point presentation related to each module. The students will fold the

paper into 4 quadrants and write the answer for 4 questions and submit at the end of the

collaborative activity.

o Observation by the instructor will solving the problem (6 Marks) – Based on the

observation during the task execution by the individual

Member Criteria Mark

Member A Supporting the peers and

leading the team 0 – 1

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Member B Involving Actively in

Executing the task 0 – 1

Member C Supporting and discussing

with peers 0 – 1

Member D Supporting and discussing

with peers 0 – 1

All the

members

Completing the open

Activity correctly 0 – 2

o Summative Assessment (Y=10) Individual reflection (5 Marks) – Finding correct answers for each module

From the worksheets collected from the students

Listing the errors(2 Marks) – Made by the individual member

Number of errors made – 1 mark

Number of errors corrected – 1 mark

Testing the program output of each member (3 Marks) - Based on the output of

simulation

Simulated for all the filter

with correct response

3 to > 2 marks

Simulated for all the filter with

partially correct response

2 to > 1 Marks

Simulated but wrong

answer

1 to > 0 Mark

2. Collective

Formative Assessment (Z=10) o Group Quiz (Visual Quiz) during First hour (5 Marks) – In each team one member

will be allotted to evaluate the Quiz score (Self-Assessment), Finally each team score can

be summarized at the end.

o Observation by the Instructor based on the discussion within the group (5 marks) –

Based on the observation made during the discussion within the team members.

Criteria Ratings Mark

Reading the ground rules Read (1)/ Partially Read(0.5)/

Not Read (0) 0 - 1

Completing the task in time All (1) / two or three

members(0.5)/ None (0) 0 - 1

Helping the team members to

complete the module

Assisting (1) /

Not Assisting (0) 0 - 1

Interest and enthusiasm in

executing the task

High (1)/Medium (0.5)/ Low

(0) 0 – 1

Cooperation within the team High (1)/Medium (0.5)/ Low

(0) 0 - 1

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o Summative Assessment (T=10) Overall achievement of learning outcome (5 Marks) – Design of Digital

Chebyshev IIR filter using Bilinear transformation manually and simulating the same

using Matlab. The overall learning outcome will be assessed using online quiz

performance.

Presentation/ Lessons learnt through this collaborative task (5 Marks) – Based

on the communication skills, completion of task and problems faced during the

implementation of the task.

Good Presentation Skills

(5 to >4 marks)

Average Presentation Skills

(4 to > 2 marks)

Poor Presentation Skills

(2 to > 0 marks)

W1=10, W2=15, W3=10,W4=15

Individual Score: W1X+W2Y+W3Z+W4T = 10X+15Y+10Z+15T

Group Score: 4 × Individual Score

Implementation Document –

Team Assisted Individualization (TAI) Date of Implementation of the task:

Collaborative learning was conducted on 24.10.2019 in 2nd Hour (9.50 A.M to 10.40 A.M) &

3rd Hour (10.55 A.M to 11.45A.M) with a break of 15 minutes (10.40 A.M to 10.55 A.M)

Feedback Questionnaire:

Students Feedback: Collaborative learning

1. How do you rate the activity for learning the concept during collaboration?

Excellent Good satisfactory Poor

2. How do you rate the team work during collaboration?


3. Share your experience in doing this collaborative activity

------------------------------------------------------------------------------------------------------------

4. Have you enjoyed the activity? Yes/ No

5. Give 2 benefits and 2 challenge you faced during collaboration.

Benefits: 1. -----------------------------------------------------------------------------------------

2.-----------------------------------------------------------------------------------------

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Challenges:1. -------------------------------------------------------------------------------------

2. --------------------------------------------------------------------------------------

Name & Signature of the Student with date

Team-wise Score of the class in a tabular form:

The team wise score was calculated based on the formative and summative assessment as per the

planning document. The calculation is done in excel sheet for each team and attached in the

attachments.

The scores are calculated as per the formula

X=10, Y=10, Z=10, T=10

W1=10, W2=15, W3=10, W4=15

Individual Score: W1X+W2Y+W3Z+W4T = 10X+15Y+10Z+15T

Individual Scores are Calculated for 500 and Reduced to 50

Team Score: Sum of Individual Scores out of 200 was calculated.

Median Score: 176.75

Team

No. 12 13 11 10 1 4 3 6 7 5 8 2 9

Score 78 111 115 140.5 159.5 170 176.75 178.25 179 180 186 188 190

Team Number

Number

of

Students

Team Score

(Median

Score= )

Team

Performed

less than

median

score

(Yes/No)

One most Important reason for

teams performance

1

(Impulse Signal) 4

159.5

(Median

Score =

176.75)

Yes

Though the team has team

coordination, while evaluating the

performance the calculation

mistakes was not verified within

the team members.

(Missing of Individual

Accountability)

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2

(Rectangular

Signal)

4

188

(Median

Score =

176.75)

No

The objective of this collaborative

activity of making the slow

learners to complete the task with the support of team members

was achieved. It was proved from

the performance.

(Appropriate Use of

Collaborative skills)

3

(Analog Signal) 4

176.75

(Median

Score =

176.75)

No

The members of the team spitted

into two and executed the task for

verification of answers

(Team Coordination)

4

(Real Exponential

Signal)

4

170

(Median

Score =

176.75)

Yes

The team made mistake in

opening activity and rectified the

mistake after completing module

2. Which took more time for

completing the task.

(Group Progress was missing)

5

(Digital Signal) 4

180

(Median

Score =

176.75)

No

The members of the team verified

the answers of each step before

executing the next step, which

helped them to avoid mistakes.

Individual responsibility was

more

(Group Processing& Use of

Collaborative skills)

6

(Trapezoidal

Signal)

4

178.25

(Median

Score =

176.75)

No

The team members equally

contributed.

(Positive Interdependence&

Individual Accountability)

7

(Triangular Signal) 4

179

(Median

Score =

176.75)

No

Comfortable with the teammates which helped to complete the task

efficiently.

(Positive Interdependence)

8

(Sinusoidal Signal) 4

186

(Median

Score =

176.75)

No

Discussed effectively within the

team.

(Positive Interdependence&

Group Processing)

9

(Step Signal) 4

190

(Median

Score =

176.75)

No

All the members first discussed the

task and then executed properly

Team coordination and

individual Interest

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10

(Pulse Signal) 4

140.5

(Median

Score =

176.75)

Yes

One uncooperative member was present in the team

compared to others.

Initially they missed to do Pre-

warping concept which made

the whole problem to be wrong.

(Use of Collaborative skill was

missing)

11

(Ramp Signal) 4

115

(Median

Score =

176.75)

Yes

Interest in doing the collaborating

activity was lagging.

(Appropriate use of

Collaborative skills were

missing)

12 (Random Signal)

3

78

(Median

Score =

176.75)

Yes

The task was not completed by any

one member also, because One

person in the team was lagging

in completing the task in time.

(Individual Accountability was

Missing)

13

(Complex

Exponential

Signal)

3

111

(Median

Score =

176.75)

Yes

One person (Member B) in team

doesn’t involve executing the

task, only other two discussed but

mistake done by the two members

was highlighted by the Member

B.

(Use of Collaborative skill was

missing)

Note: Most Important reason for team’s performance was written based on observation

during the activity, Through the presentation by the students and from the feedback collected.

Reflective Report:

Modification Made on original document:

In the planning document, the number of groups was 13 in which 12 groups with 4

members and one group with 3 members were planned based on the class strength. Since

one student was absent on that day, same 13 groups was maintained in which 11 groups

with 4 members and 2 groups with 3 members was finalized.

In the planning document for presentation- Any one member from the group should

present in front of other members was planned but while executing I taught of making

all the members to come to stage and present the points to avoid stage fear.

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Number of Students Participated in Collaborative activity: 50 Students

(Class strength: 51 - 1 absent). The percentage of students actively participated in the

collaborative activity is 85% and 15% doesn’t have interest to participate based on the

observation.

Team Format Chosen: Heterogeneous Grouping

Strategy for team formation:

Members per team: 4 members per team (12 teams) and one team with 3 members

Number of teams: 13 teams (51 students)

List of group with members and group name are



Academic Year: 2019- 2020 (Odd Semester)

Collaborative Learning

Degree, Semester& Branch: V Semester B.E. ECE B



Group

No. Group Name

Register

Number Name of the Student Member

1 Impulse Signal

953617106071 RAMYA P A

953617106097 VAISHNAV ARUNDHATI A B

953617106061 POOJA A C

953617106085 SIVAPRIYA V D

2 Rectangular

Signal

953617106083 SINDHUJA C S A

953617106102 VEERALAKSHMI V B

953617106088 SRI GOWSALYA V C

953617106073 SAKTHI RAMYA V D

3 Analog Signal

953617106067 PRIYADHARSHINI R A

953617106068 PRIYADHARSHINI S B

953617106069 PRIYANKA M C

953617106084 SINDHUJA V D

4

Real

Exponential

Signal

953617106057 NANDHINI DEVI G A

953617106074 SANGAVI K B

953617106054 MANJU A C

953617106078 SELVA DHARSHINI S D

5 Digital Signal 953617106091 SUGIRTHA SHALINI K A

953617106086 SIVASAKTHI R B

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953617106077 SANTHIYA M C

953617106093 SWETHA S D

6 Trapezoidal

Signal

953617106104 YOGESHWARI V A

953617106099 VARSHA C B

953617106055 MOUNICA K C

953617106059 PONSHEELA M D

7 Triangular

Signal

953617106079 SHAINA DAVITA J A

953617106058 NISHANTHI G B

953617106063 PRADEEPA S C

953617106081 SHUNMUGAPRIYA M D

8 Sinusoidal

Signal

953617106087 SRI DEEPIKA S A

953617106090 SUGANYA S B

953617106089 SUBHA SHREE M C

953617106082 SIBA JASMINE S D

9 Step Signal

953617106066 PRIYA V A

953617106098 VAISHNAVI M B

953617106095 UDHAYA S G C

953617106100 VARSHINI R D

10 Pulse Signal

953617106065 PRAVEEN R A

953617106070 RAMAKRISHNAN M B

953617106053 MANIKANDAN A C

953617106092 SUMANTH S V D

11 Ramp Signal

953617106076 SANKARA NARAYANAN S A

953617106103 VIJAY PRAMOTH P B

953617106094 TAMILSELVAN T C

953617106075 SANKAR M D

12 Random Signal

953617106101 VASANTHAKUMAR V A

953617106064 PRAVEEN P B

953617106062 PRADEEP R C

13 Complex

Exponential

953617106056 MUTHUKRISHNAN M A

953617106060 PONSUKIVARMAN G B

953617106072 SAI NANDHA KISHORE S C

Reason for team formation strategy:

Since it’s a problematic paper and topic chosen is Design of Chebyshev IIR filter using

Bilinear Transformation involves 4 modules with design procedure, the formation of

group with one Advance learner, slow learner and two average learners will be effective

while performing the task.

This type of team formation helped the slow learners to perform the task in time.

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It helped the team members to correct the mistakes then and there ie. In this task, if a

mistake is done in one module it will be propagated to other modules.

Strategy used to keep the discussion going on among team members of a group

Conducted an opening activity: In order to test the critical thinking of the students

initially students were made to find the specifications from the figure given in the

question.

Specification Value Unit

ε-Parameter related to Pass band ripple

λ-Parameter related to Stop band ripple

ωp– Pass band cutoff frequency

ωs– Stop band cutoff frequency

Since, the characteristics of the filter are taught separately and the sample problems

are solved with specifications directly given. This opening activity helped the students

to discuss among the team mates.

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Introduced ‘Four corner Four Question Task’: In which the team mates discuss the

answers for each questions.

A view of Power point presentation for Four Corner Four Question

A view of students Answered for four corner four question

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Designed Ground rules for Group Interaction:

1. Each member of the group should first discuss the procedure for solving the

problem.

2. The group members should be responsible in completing the task – don’t waste

time by simply chatting.

3. Solve the first module of the problem individually and verify the answers. The

members of the group can proceed to next module once all the members of the

group complete the module.

4. The doubts of group member should be clarified and make them to complete the

task.

5. After completion of the task, the team members should prepare a chart with the

Answers of each module, the part you felt to be difficult while designing the

filter, Rate your team coordination and contribution by each member.

Conducted Visual Quiz based on the concept related to IIR Filter design

A view of Visual Quiz Activity

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Each team presented the experience through this activity

A view of teams presenting the experience about the collaborative learning

Strategy used to motivate non-participating members in the student group:

Before starting the activity, the students were informed about the Assessment strategy –

through which best three teams will be rewarded. (ie. Each member will know the

importance of participating in the activity)

While monitoring the collaborative activity, the non-participative members were

identified and gave guidelines to do the task.

One group of students struggled while executing the task and I helped them to resolve the

error that they made during solving the problem.

Initially while choosing the group name I called the non-participative member to click

which stimulated to participate in the activity.

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Strategy used to open a deadlock while the activity is going on in the class:

Once I informed about the collaborative activity, most of the students were eagerly

waiting and started asking about the activity. Few students in the class didn’t show any interest

in the activity especially boys.

Possibilities of deadlock

because of few students with lack of interest

Figuring out the specifications from the diagram (new experience), because if the

students make mistake in finding the specification whole problem will be

executed wrongly.

While solving Part B simulating using Matlab – Input should be given by

applying unit conversion.

Making the students to present their experience about the collaborative learning

activity.

Strategy Adopted to open a deadlock:

Asked the less interest students to give answers for modules whether it’s correct

or wrong

Used the opening activity for finding the specifications correctly, so that they

proceeded with problem without mistake in the first stage.

Few students raised the error comment is raising while executing the simulation

about the input range – Then I gave tips to unit conversion. The students

completed the 4 module.

While presenting one or two students of the group only talked, but I insisted each

and every one of the group member should tell atleast one point about your

experience.

Changes for next collaborative activity:

Planning to implement the collaborative activity with homogeneous grouping

Next Collaborative activity will be planned with Student Team Achievement

Division(STAD) and Teams Games Tournament(TGT)

The team formation has been done based on the performance of Internal Assessment test

II and Pretest. But in few groups based on the team score and from the observation made

during the activity in the class, few students didn’t involve with the team members in

execution of the activity. In future the groups should be formed based on the interest of

the students by giving the list of Member A’s, Members B’s, Member C’s and Members

D’s.

I implemented the TAI activity for one topic in the unit, but in future I am planning to do

for atleast 3 topics which the students need collaboration using TAI, STAD and TGT

(ie. each topic each activity).

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A samples of Feedback collected from the students:

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Reference:

1. AnnisaRidaSelvitry et.al., ‘The Influence of Team Assisted Individualization (TAI)

Approach on Students’ Mathematical Communication Ability’, 1st International

Conference of Innovation in Education (ICoIE 2018), Advances in Social Science,

Education and Humanities Research, volume 178,pp. 323-326.

2. La Rudi, ‘Application of Teaching Model of Team Assisted Individualization (TAI) In

Basic Chemistry Courses in Students of Forestry and Science of Environmental

UniverstiasHalu Oleo’, International Journal of Education and Research,Vol. 5 No. 11

November 2017, pp 69-76.

3. Robert E. Slavin Johns, ‘Instruction Based on Cooperative Learning’- Article from

research gate, Jan 2011.

4. BaiqLaelaPuspitasari, ‘Effect Of Cooperative Learning Model Of Team Assisted

Individualization On Critical Thinking Abilityi’, IOSR Journal of Research &

Method in Education (IOSR-JRME) , Vol. 8, No. 1,2018, pp. 79-82.

5. I ISiregar et.al., ‘Team Assisted Individualization (TAI) in Mathematics Learning

Viewed from Multiple Intelligences’,IOP Journal of Physics: Conference Series

1108(2018) 012073, DOI :10.1088/1742-6596/1108/1/012073.

6. ‘Formative Assessment: Empowering Learning in the Classroom - Examples of formative

assessments, explanations of each, and links to resources’, by Debbi

CO-PO mapping for the Activity:


CO2 2 2 3 - 3 - - 1 3 3 - 1

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Simulation Laboratory

Design and analyze the performance of Finite

Impulse Response(FIR) Filter using Simulation

Tool

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***************************************************************************

ACTIVITY

Topic: FIR filter Design

Name of the Laboratory: Digital Signal Processing Laboratory

Simulation Tool: Matlab 2014a (Licensed Version)

DESIGN AND ANALYSIS OF FIR FILTERS

AIM:

To design and analyze the performance of Finite Impulse Response (FIR) filter using

MATLAB simulation tool.

PURPOSE:

To design and analyze the performance of FIR filters using magnitude response,

phase response, Pole-zero plot, Impulse response, step response and find the implementation

cost of the designed Finite impulse response (FIR) filter.

Learning Outcome:

The students will be able to design a Low pass, High Pass, Band Pass and Band Stop

FIR filter using ‘filterbuilder’ command.

The students will be able to analyze the performance of the filter.

The students will be able to find the implementation cost of the designed filter.

BRIEF SUMMARY OF THE LAB OBJECTIVE:

This Laboratory experiment will make the design of FIR filter made easy by using

‘filterbuilder’ command instead of writing the Matlab code with 20 lines of code. Once this

command is executed, automatically the Matlab code or simulink block or HDL code can be

generated using code converter option.

The students will be exposed to the different option available in Matlab, which will be

useful for their placements and projects.

This experiment is designed with following objectives.

To expose the students to have hands on experience in designing FIR filter.

To Design FIR filters using a ‘filterbuilder’ command in the Matlab 2014a.

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The students will be able to analyze the performance of the filters (LPF, HPF, BPF,

and BSF) for various specifications.

To visualize the magnitude response, phase response, Pole zero plot, frequency

response, Impulse response and step response of the designed filter.

The students will find the implementation cost of the designed filter.

Link to online resource:

1. https://in.mathworks.com/academia.html?s_tid=gn_acad

Other Online resources for reference:

1. http://vlabs.iitkgp.ernet.in/dsp/exp8/index.html#

2. https://www.youtube.com/watch?v=P_rz5yPRDEc

3. https://www.youtube.com/watch?v=nAUhJ6Bi4Cg

Textbook References:

For more information regarding design of FIR filter refer textbook 2 – Page No:552-559.

Theory:

The filters are frequency selective devices. An LTI system performs filtering among

the various frequency components as its input. In general, digital filters is classified based on

impulse response and frequency response

Impulse response:

a. IIR filters (Infinite impulse response filter)

b. FIR filters (Finite impulse response filters)

Figure – Magnitude characteristics of physically realizable filters

- Taken from ‘Digital signal processing – John G. Proakis& Dimitris G. Manolakis, Fouth edition book’

Frequency response:

a. Low Pass Filters (LPF)

b. High Pass Filters(HPF)

c. Band Pass Filters(BPF)

d. Band stop Filters(BSF)

https://in.mathworks.com/academia.html?s_tid=gn_acad

http://vlabs.iitkgp.ernet.in/dsp/exp8/index.html

https://www.youtube.com/watch?v=P_rz5yPRDEc

https://www.youtube.com/watch?v=nAUhJ6Bi4Cg

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The filters designed by using finite samples of impulse response are called FIR filters.

The FIR filters are stable filters, which has linear phase response. The FIR filters can be

designed from finite samples of impulse response and the direct design of FIR filters is

possible in which the transfer function of the filter is obtained by taking Z transform of

impulse response.

Methods of designing FIR filter

a. Fourier series Method

b. Windowing Technique

c. Frequency sampling Method

The transfer function of FIR filters is

1N

0n

nZ)n(h)Z(H

)1N(21 Z)1N(h........Z)2(hZ)1(h)0(h)z(H

h(n) – Impulse Response

N - Length of the sequence

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PROCEDURE:

Step 1: Open the Mathworks website www.mathworks.com and click Academia menu.

Step 2:In the Academia menu click ‘Discover’displayed at the bottom as depicted in Figure

1.

Figure1:Mathworks Academia menu

Step 3: In the discover menu – under the Signal Processing and Communicationselect

Filter Design option.

Figure 2:How to solve your computational problem using Matlab

http://www.mathworks.com/

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Step 4: In filter design using Matlab – select Interactive Filter design with filter builder

option in examples and How to as shown in Figure 3.

Figure 3:Filter design using Matlab

Step 5:A window with Filter Builder Process – which gives the detail procedure for design

process. Carefully read the instruction in the window.

Figure 4:Filter Builder Design Process

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Step 6: Open the Matlab R2014a (licensed version) – In the command window,

type‘filterbuilder’(without space) and press enter.

Figure 5: Matlab2014a window

Step 7: A Response SelectionDialog box appears as shown in the Figure 6 - which has

options for selecting Low pass, High pass, Band pass , Band stop, Notch, comb filters etc. In

which select any one type of Filter Low Pass/ High pass/ Band Pass/ Band Stopof your

choice and click OK.

Figure 6: Response selection Dialog box

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Step 8: The Figure 7 shows a dialog box containing a Main pane, a Data Typespane and a

Code Generationpane in which

Main Pane– contains details of specifications of the filter

Data type Pane- provides settings for precision and data types

Code generation Pane- contains options for various implementations of the

completed filter design like HDL code, Matlab code, Simulink block etc.

In the main Pane, give the filter specification by choosing the following options

1. Impulse response – FIR

2. Order mode – Minimum

3. Filter type – Single rate

4. Frequency specifications –Stop band frequency, Pass band frequency,

Sampling frequency depending on the filter

Figure 7: Dialog box for specifications

Step 9: For frequency specifications first choose the frequency unit type in Hertz (Hz) and

then enter the specifications as given

1. Input sample rate – 48000 Hz

2. Frequency Range

Low Pass Filter:

a. Pass Band Frequency:1 – 10000 (Hz)

b. Stop band Frequency:12000 – 24000 (Hz)

High Pass Filter:

a. Pass Band Frequency:12000 – 24000 (Hz)

b. Stop band Frequency:1 – 10000 (Hz)

Band Pass Filter:

a. Pass Band Frequency 1: 4000 – 10000 (Hz)

b. Pass Band Frequency 2: 12000 – 20000(Hz)

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c. Stop band Frequency 1: 1 – 4000(Hz)

d. Stop band Frequency 2: 20000 – 24000 (Hz)

Band Stop Filter:

a. Stop Band Frequency 1: 4000 – 10000 (Hz)

b. Stop Band Frequency 2: 12000 – 20000 (Hz)

c. Pass band Frequency 1: 1 – 4000 (Hz)

d. Pass band Frequency 2: 20000 – 24000 (Hz)

3. Magnitude specification: default values in dB

4. Algorithm – Design Method: Equiripple

5. Filter Implementation – structure:Direct Form

Figure 8: Sample data entered dialog box

Step 9: Click Apply andclick on the View Filter Responsebutton. The Filter Visualization

Tool opens displaying the magnitude plot of the filter response with which analysis of

performance of the designed filter can be performed.

The filter visualization tool contains the following options for analysis of the

performance by clicking the options in the tool bar.

Magnitude response

Phase response

Group delay

Phase delay

Pole zero plot

Impulse response

Step response

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Figure 9: Magnitude response of the filter

Step 10: By clicking, the button in the tool bar filter implementation cost can be

calculated as shown in the Figure 10.

Figure 10. Filter implementation

Step 11: click the data type in the dialog box, choose fixed point, and view the filter response

after quantization as shown in the Figure 11.

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Figure 11. Dialog box with data type pane

Figure 12. Filter magnitude response with quantizer

Step 12: Using the code convertor pane, generate Matlab code and Simulinkblock for the

designed filter

Step 13: End

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INFERENCE AND CONCLUSION:

Inference:

Design and analyze the performance of any one type of filter (LPF,HPF,BPF,BSF) of

your choice based on the procedure.

1. Plot the Magnitude response of any one type of filter, identify the pass band ripple,

and stop band ripple from the response.

Pass Band Ripple: ……………….

Stop Band Ripple: ………………..

2. Plot the Phase response, Impulse response, step response and Pole zero plot

3. Implement the filter and give the implementation cost for the designed filter.

Implementation Cost

a. Number of Multipliers: --------

b. Number of Adders: -------

c. Number of Delay elements: -------

d. Additions per input sample: -------

e. Multiplications per input sample: --------

Conclusion:

On completion of this simulation lab

The FIR filter is designed using ‘filterbuilder’ command in the Matlab for any

type of Filter (LPF, HPF, BPF, BSF).

The performance of the designed filter is analyzed using the Magnitude response,

phase response, pole-zero plot, impulse response and step response.

The implementation cost of the designed filter is found for direct form structure.

Using code converter button the Matlab code and Simulink block is created.

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APPLICATIONS OF FIR FILTERS:

1. Radar system

2. Used in Digital communication

3. Speech processing

4. Image processing

VIVA QUESTIONS: (Addressing the Learning Outcome)

1. What are the different types of filters designed using ‘filterbuilder’ command?

2. Which parameter influences the implementation cost of the FIR filter?

3. Give the purpose of Pole zero plots for a filter.

4. For a fixed-point representation in data type pane, what is the word length and

fractional length of the processor?

REFERENCE:


Algorithms and Applications’, Pearson Education, New Delhi, PHI. 2003.

2. Sanjit K. Mitra, “Digital Signal Processing – A Computer Based Approach”, Tata Mc

Graw Hill, 2007.

3. www.Mathworks.com

Note:

1. Figure 1, 2 3 and 4 are Screen shots taken from Mathworks website.

2. Figure 5 – 10 are screen shots of simulation procedure implemented in Matlab

R2014a (licensed version) available at our Institution.

Answers for the viva Questions:

1. What are the different types of filters designed using ‘filterbuilder’ command?

The types of filters designed using filterbuilder command are

a. Low Pass Filter

b. High Pass Filter

c. Band Pass Filter

d. Band Stop Filter

e. Notch filter

f. Comb filter

g. Octave filter

h. Ideal Differentiator

i. Hilbert Transform

Performance 25

Viva voce 5

Total 30

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2. Which parameter influences the implementation cost of the FIR filter?

The parameter influences the implementation cost is the structure of the filter

3. Give the purpose of Pole zero plots for a filter.

The pole-zero plot is used to find the stability of the filter. Based on the location of

poles and zeros stability of the filter can be identified.

4. For a fixed-point representation in data type pane, what is the word length and

fractional length of the processor?

The word length is 16 bits and fractional length is 16-1 = 15 bits.

REFLECTIVE CRITIQUE:

Student Experience:

The laboratory instruction was posted one day before the execution of task in the

course website.

The students were made to execute the task during the laboratory class based on the

procedure given.

The students felt a different experience of designing the filter in easy way using a

single command instead of writing the program with 20 lines.

The students asked for such command for other concepts dealt in theory.

The students felt ‘it is very good to do this work. And useful to get knowledge about

other commands in Matlab.

The student felt ‘Its time saving one when compared to regular lab and easy method

to execute’.

Benefits of Simulation experiment:

After implementing the task, the students were able to analyze the performance of the

FIR filter using various plots like Magnitude response, phase response, pole-zero plot,

frequency response, impulse response, step response.

The students got a clear idea about the implementation cost related with number of

multipliers and adders, which is not possible through normal Matlab code.

Since it was interesting, bright students performed the task for all type of filters (LPF,

HPF, BPF, BSF) and compared the implementation cost of the filters.

From the feedback collected from the students – They have stated that “This is the

first time having such experience and I enjoyed a lot”

These type of simulation task increases the Professional skills and conceptual

understanding of the students as stated in ‘Hands-on, simulated and remote

laboratories: a comparative literature review’ learning material.

Limitations or problems of Simulation experiment:

Few students initially struggled for finding the location of the command in

Mathworks website, I helped the students and finally they completed the task.

The students struck on apply the command in the Matlab.

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Slow learners felt difficult in finding the pass band ripple and stop band ripples from

the response. Then I helped them to find the values.

Since its original licence software at time only 40 students were able to access and 10

students waited for a while and then completed the task.

Change to be adopted in future:

I posted the task one day before; some students gave comments that “no time for

reading”. So I thought next time I have to post at least three days before executing the

task.

I should conduct the simulation in 2 phases, each with 25 Students so that the user

licences problem can be avoided.

A view while executing the task by the students

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After executing the simulation experiment – The report submitted by the students

INFERENCE AND CONCLUSION:

Design and analyze the performance of any one type of filter (LPF, HPF, BPF, BSF) of

your choice based on the procedure.

4. Plot the Magnitude response of any one type of filter, identify the pass band ripple,

and stop band ripple from the response.

Pass Band Ripple: 1

Stop Band Ripple: 60

5. Plot the Phase response, Impulse response, step response and Pole zero plot

PHASE RESPONSE:

IMPULSE RESPONSE:

0 5 10 15 20

-70

-60

-50

-40

-30

-20

-10

0

Frequency (kHz)

Magnitude (

dB

)

Magnitude Response (dB)

0 5 10 15 20

-40

-35

-30

-25

-20

-15

-10

-5

0

Frequency (kHz)

Phase (

radia

ns)

Phase Response

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

-0.1

0

0.1

0.2

0.3

0.4

Time (mseconds)

Am

plitu

de

Impulse Response

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STEP RESPONSE:

POLE ZERO PLOT:

6. Implement the filter and give the implementation cost for the designed filter.

Implementation Cost

f. Number of Multipliers: 51

g. Number of Adders: 50

h. Number of Delay elements: 50

i. Additions per input sample: 51

j. Multiplications per input sample: 50

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

0

0.2

0.4

0.6

0.8

1

Time (mseconds)

Am

plitude

Step Response

-1 -0.5 0 0.5 1 1.5 2 2.5 3 3.5

-1

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

Real Part

Imagin

ary

Part

50

Pole/Zero Plot

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Sample Students Feedback about the Simulation Lab

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CO-PO mapping for the activity:


CO3 2 2 3 - 3 - - 2 3 - - 2



Academic Year: 2019 - 2020 (odd Semester)




Topic: Fixed Point and Floating Point Number Representation

Date: 05.09.2019

Learning Outcomes:

The students will be able to

Represent a number in fixed point and floating point representation.

Differentiate fixed point and floating point representation.

Participate actively in the learning process.

Discuss the concepts, convey ideas, share the views to really understand the Fixed and

floating point representation.

Communicate effectively by sharing their views among the teammates.

Justification for choosing the topic for the activity:

The concept of number system – Binary to decimal, Decimal to binary, one’s

complement and twos complement are already learnt in Digital electronics course. This topic

is related to the same concepts and easy to understand. The activity ‘JIGSAW’ is used to recall

the concepts learnt and enhance the learning through this collaboration.

Plan for Implementation:

The material related to the topic, video will be posted 1 week before the conduct of

activity.

Activity: JIGSAW- The Class Strength is divided into 7 Shapes Groups with 7

members as shown below using Random Lot System.

Each group is allotted with a shape and its known as Home group as shown below.

7 Shapes are named 1,2,3,4,5,6,7. All the 1’s in different Shapes are made to form

Expert group.

Each Expert group is allotted with one topic

Number System – Binary and Decimal

Addition and Multiplication in Decimal and Binary Number system

Fixed Point Representation Sign magnitude

Fixed Point representation One’s Complement

Fixed Point Representation Two’s Complement

Floating Point Representation

Fixed point representation Addition and Multiplication.

The expert group members discuss the topic in detail for 20 minutes with the

learning materials already posted in the course website – canvas.

The Expert group members should go to their original shape group and discuss the

points (30 Minutes) to the other members.

All the members in home group learnt about all the topics through expert group

members.

Finally, one or two members from each shape group should summarize the points of

the topic Fixed and Floating point representation to the class (20 Minutes).

Review of points and conclusion of the activity (5 minutes)

Thus the concept of fixed point and floating point representation is known to all by

involving the students actively.

Home Group formation:

1 2 3 4

5 6 7

1 2 3 4

5 6 7

1 2 3 4

5 6 7

1 2 3 4

5 6 7

1 2 3 4

5 6 7

1

2

3

4

5

6

7

1 2 3 4

5 6 7

Expert group consist of members from each shape and assigned with a topic for

discussion (10 Minutes) which has been already learnt in III Semester subject.

2

2

2

2 2

2

2

3

3

3

3 3

3

3

1

1

1

1 1

1

1

4

4

4

4 4

4

4

GROUP 1 Topic: Number System – Binary

and Decimal

GROUP 2 Topic: Addition and

Multiplication in Decimal and

Binary Number system

GROUP 3 Topic: Fixed Point representation

Sign magnitude


One’s Complement

References:

Kindly refer the following materials before coming to the Class

1. https://www.slideshare.net/PeriyanayagiS/finite-word-length-effects?qid=7a71a772-

7b18-46bc-a2e7-6d6191058a97&v=&b=&from_search=1


Algorithms and Applications’, Pearson Education, New Delhi, PHI. 2003.

3. Tarun Kumar Rawat, ‘Digital Signal Processing’, Oxford. (Page No: 812-818)

5

5

5

5 5

5

5

6

6

6

6 6

6

6

7

7

7

7 7

7

7

GROUP 7 Topic: Fixed point representation

Addition and Multiplication.

GROUP 6 Topic: Floating Point

representation


Two’s Complement

https://www.slideshare.net/PeriyanayagiS/finite-word-length-effects?qid=7a71a772-7b18-46bc-a2e7-6d6191058a97&v=&b=&from_search=1

https://www.slideshare.net/PeriyanayagiS/finite-word-length-effects?qid=7a71a772-7b18-46bc-a2e7-6d6191058a97&v=&b=&from_search=1

A View of Expert groups discussion

A view of Shape Groups Discussion

A view of Presentation form each Shape Group

REFLECTIVE CRITIQUE:

Students Experience:

Based on the feedback collected from the students,

Most of the students enjoyed the activity because this is the first time experience.

They felt that the self-learning skills improved due to this type of activity.

These type of activities are interesting which involve us to learn and teach the

concepts to our group members.

It helps them to improve the communication skills i.e interacting effectively with the

group and summarizing the concept.

Challenges:

Time management: while discussing the concepts and teaching to the other group

members the time allotted was not enough.

Making all the students to read the material before doing the activity. Only a day

before the activity they start learning the material.

Sample Feedback:



CO4 2 2 2 - 3 - - 2 3 3 - 1

of 19







***************************************************************************

ACTIVITY

Planning Document – Flipped Class Class Strength: 51 students

Topic chosen: Application of Digital Signal Processors (Any one)

Justification for Choosing the Topic using Flipped Class

The topic was chosen for flipped class is there are many applications for Digital Signal

Processors. The Unit 5 deals with the details of digital signal processor architecture,

functionalities, fixed and floating point processors, instruction sets, programming and finally

application examples. Since the students are exposed to the details of processor, I taught of

giving the topic ‘Application of Digital Signal Processors’ for flipped class. This topic can be

learnt in self-learning mode.

As there are many applications of Digital signal processors, only 10 applications in

various domains were discussed in their prescribed text book. If this flipped class is used

for the topic apart from the learning materials given by the faculty, students have chance

to browse and find more information related to specific application. Thus 10 applications

of Digital Signal Processor will be covered in 2 periods through this activity which is not

possible in traditional teaching. This is the reason for choosing this topic for flipped class

activity.

Goal (Learning Objective):

Objective: To explain the application of digital signal processor in various fields like medical,

signal and image processing, communication systems.

Outcome:

At the end of the flipped class activity,

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The students will be able to explain the various applications of DSP Processors with real

time examples in the areas of medical, signal & image processing, communication

systems.

The self learning skill and team work skills will be enhanced.

Learning Material:

The learning material for applications of digital signal processors will be book chapter and video

lectures

1. Book Chapter:

Book Title - Digital Signal Processing

Author - S.Salivahanan

Publisher - McGraw Hill

Edition - Fourth

Chapter Title - Applications of Digital Signal Processing

Chapter Number - 15

Page Number - 697 – 733

2. Book Chapter:

Book Title - Digital Signal Processing, A Practical approach

Author - Emmanuel C Ifeachor

Publisher - Pearson

Chapter Title - Applications and case studies

Chapter Number - 12

Page Number - 679 – 722

3. MIT Open courseware:

Title - Digital Signal Processing

Professor - Prof. Alan V. Oppenheim

Topics covered - Introduction, applications, Enhancement, processing

Web link - https://ocw.mit.edu/resources/res-6-008-digital-signal-processing-

spring-2011/video-lectures/lecture-1-introduction

Time Duration - 17 Minutes

4. NPTEL Video:

Title - Digital Signal Processor

Lecture series - 8

Course name - Embedded systems

https://ocw.mit.edu/resources/res-6-008-digital-signal-processing-spring-2011/video-lectures/lecture-1-introduction

https://ocw.mit.edu/resources/res-6-008-digital-signal-processing-spring-2011/video-lectures/lecture-1-introduction

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Professor - Dr.Santanu Chaudhury

Web link - https://www.youtube.com/watch?v=SKuywStjBLY

Time Duration - 55 Minutes

The book chapters will be shared to the students as materials and video like from NPTEL and

MIT open courseware will be posted related application of digital signal processors in the course

website.

The learning material of book chapters consist of details for 10 applications such as

1. Application of DSP-EEG

2. Application of DSP in Biomedical

3. Role of DSP in Moderns

4. Fetal Heart Beats

5. Equalization of Audio Signal

6. DSP Application Radar Signal Processing

7. Hearing Aids

8. Speech Processing

9. Image processing

10. Wireless communication

The NPTEL video discusses about digital signal processor in detail and MIT open courseware

video shows the real time application with demonstration of DSP.

Creating a script:

The script will be created with the audio of 2 minutes for the instructions to the students about

the reasons and portions for special attention.

Script:

Dear Students,

I hope you will have a new experience of flipped class for the topic applications of digital

signal processors as discussed already. The objective of the activity is flip of traditional

classroom where learning will happen outside the class and working, homework’s etc will

happen in the class. As narrated earlier, the learning materials are posted in the course website

and the portions to be concentrated will preparing the presentations are

The book chapter learning material for the applications of digital signal processors

consist of all the details of each application. In which the first book chapter 15 consist of

https://www.youtube.com/watch?v=SKuywStjBLY

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Applications of EEG, Speech processing, wireless communication, Applications of radar, Image

processing and other applications are covered in book chapter 12.

The MIT open courseware: Video lecture of 17 minutes gives the detail demonstration

of real time application which gives an idea of how the DSP processors are used.

The NPTEL video gives the detailed presentation of Digital Signal Processors, if

required to know about the peripherals used for certain application are dealt in detail. Kindly

make use of book chapters for preparing the presentations and apart from the details any other

information regarding the applications can also be added from other online resources with proper

citations.

Prepare a presentation for 10 minutes containing the

Introduction

How DSP play a role in the application related to your group

Block diagram

Technical Information’s

Type of DSP processor used

Advantages and Disadvantages

Submit the handouts of the presentation on the day of activity. Hope you will enjoy the flipped

class!

Thank you students.

Formation of the groups and Justification:

The formation of group for flipped class will be given to student’s choice.

Number of Applications (topics): 10

Number of groups: 10

Class Strength: 51

Members per group: 5 (9 groups) and 6 (1 group)

The choice of the group type is heterogeneous grouping, the condition of the grouping

will informed to the students. ie. A group should be mixer of advance learners, average learners

and slow learners. The students group was given the students choices with the above said

conditions because the students should learn about applications of Digital Signal Processing and

prepare a presentation about the topic. Since a detailed presentation should be made by each

group, if the choice is given to the student’s only successful learning will happen. The list of

group is shown in the evaluation table for flipped class given below.

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Plan for implementing this activity:

Outside class activity:

Reading of learning material: 10 days time duration

Preparation of presentation: 4 days time duration

Discussions and clarification of doubts : Any time within the 2 weeks time for discussion

within the group mates and any clarification regarding the flipped class

Inside class activity:

Presenting the topic assigned by each group – 10 minutes duration

Question & Answering, oral feedback – 3 minutes duration

Implementation process:

The students were informed about the flipped class activity atleast 2 weeks before the

implementation of the activity.

The materials like documents, videos related to the topic will be posted in the course

website - Canvas.

The grouping of students will also be done well in advance and each group is allotted

with one topic of application of their choice among the 10 applications listed. (2 weeks

before implementation)

An announcement will be posted once in two days about the activity as reminder.

A Discussion forum will be opened for flipped class, in which the group members can

use for discussion outside class. Using the ‘your questions about flipped class’ – doubts

of the students can be posted and the instructor will clarify within the 8 hours of post.

A whatsapp group will be created for flipped class activity to clarify the doubts and

discussions.

The students have to prepare a presentation for 10 minutes with the concept learnt and

3 minutes for Question & answering and tell about the contribution of each member.

The inside class activity: presentation will be planned for 2 periods. In which each group

has to present their topic chosen and others will also listen to the presentation.

The applications of digital signal processors are covered to the whole class and the

handouts prepared on the topic will be shared within the group members.

Each group will be assessed through the content of presentation, communication skills,

Q& A, contribution by each member as shown in the table below. Both formative and

summative assessment will be made.

Content of presentation (20 Marks)

Communication skills (10 Marks)

Q & A(10 Marks)

Contribution (10 Marks)

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The main objective of the flipped class activity is each group will learn one application

and presentation helps the other members also to know about all the application topics.

Thus, 10 applications of Digital Signal Processor will be covered in 2 periods through

this activity.

After completion of presentation, both oral and written feedbacks will be collected about

the flipped class from the students.

The evaluation on the flipped class is done finally and will be assessed based on the

following parameters. The marks will be considered for final internal mark calculation.

Expected Difficulties:

Lack of preparation: Making the students to learn the materials is the challenging task.

Each student has to read the material posted in the course website.

Non participation in the activity: All the students should be made involve in the activity

Time management: The flipped class activity should be able to complete in the planned

duration.

Plan for preventing these difficulties:

Making each student accountable by making formative and summative assessment for

individual and group performance.

Including the assessment mark for final internal mark calculation makes each student to

participate actively in the flipped class activity.

Each student contribution mark in the assessment will be based on the discussions in the

course website and whatsapp group through which all the students will participate in the

activity.

Posting announcements periodically for learning and preparing the presentation.

The Time management will be avoided by using timer clock for 10 minutes duration.

Hope by conducting this flipped class the students will have different experience compared to

traditional class teaching. This activity helps them to enhance the self learning skills and team

work.

Student Feedback to access the success of the flipped class:

The feedback about the success of the flipped class will be collected in two modes

Oral feedback

Written Feedback

Oral Feedback:

The oral feedback will be collected at the end of the presentation by the students about

Experience in doing this flipped class

Contribution by each member of the group.

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What was the learning outcome of such activity?

What is the difference you felt between traditional teaching and flipped class?

Written Feedback:

A written feedback will be collected with the following questionnaire at the end of

completing the activity.

Students Feedback: Flipped Class Room Activity

1. How do you rate the activity for learning the concept of Application Examples of DSP

Processors?


2. How do you rate the reference material provided related to the topic?


3. Share your experience in doing this activity

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

4. Have you enjoyed the activity? Yes/ No

5. State 2 benefits and 2 challenge you faced during preparation.

Benefits: ------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

Challenges: ---------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

Name & Signature of the Student with date

Based on the feedback collected, the success of the activity can be assessed and from the

challenges faced during preparation the problems can be identified and rectified in the future

flipped class activities.

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Post Implementation

Extent of set objective achieved:

The main objective of flipped class was

At the end of the flipped class activity,

The students will be able to explain the various applications of DSP Processors with real

time examples in the areas of medical, signal & image processing, communication

systems.

The self-learning skill and team work skills will be enhanced.

The students in each team gave a clear presentation about any one application of Digital

Signal Processor. The self-learning skill and team work was assessed in the class during the

presentation. Thus the main objective of conducting the flipped class was achieved.

Success of Planning:

The activity was successfully executed as per the planning document.

Since the formation of group was given to the students’ choice with basic guidelines

and time allotted for outside class activity was 10 days, the students interacted with

their group members in WhatsApp. These parameters helped the students to do outside

class activity effectively.

A discussion thread was created to clarify any doubts regarding the material, concept

or any other clarification. The students utilized for discussion thread, which enhanced

the peer learning, conceptual understanding and critical thinking. (Since the

Discussion was graded and included in contribution column [10 marks] in the

assessment, all the students participated)

The audio of 2 minutes for the instructions to the students about the reasons and

portions for special attention helped the students to prepare the presentation

effectively.

Based on the content of presentation, the success of planning was effective.

Success of In-class Activity:

The success of In-class Activity was measured based on the Content of presentation,

Question & Answer module and communication skill.

The creativity in presentation among different groups was nice.

In the content of presentation – Videos was included related to the topic in few groups

and one group - introduced an active learning strategy ‘class poll’ for testing the

listening skill of other group members.

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Each group made the presentation on ‘Application of Digital Signal Processor’ and

Individual Assessment was made for – Question & Answer and Communication skill

while presenting their portion.

Formative Assessment was made – Content of Presentation and Contribution

The other group members listened to the presentation and raised their question

regarding the topic. With which the conceptual understanding can be observed.

Q&A Module (10 Marks) –7 Marks for answering the Questions asked by the

evaluator and peers

3 Marks–for rising question to other group members.

Thus interaction between the others groups helps to involve all the students in the

activity and learn all the applications.

The Flipped Class Activity was successful due to involvement of all the students and

each one performed nicely. Since the assessment was included for final Internal Mark

Calculation. The view of implementation of the activity inside the class and assessment

made is shown below.

A View of Students presentation and Q& A Session

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Academic Year: 2019- 2020 (Odd Semester)

Evaluation of Flipped Classroom

Degree, Semester& Branch: V Semester B.E. ECE B



Group Register

Number Name of the Student

Application

Example

Content of

Presentation

(20)

Communication

Skill (10)

Q&A

(10)

Contribution

(Based on

Discussion)

(10)

Total

(50)

1

953617106054 MANJU A

Application

of DSP-EEG 20

8 10 10 48

953617106069 PRIYANKA M 9 10 10 49

953617106073 SAKTHI RAMYA V 6 8 10 44

953617106078 SELVA DHARSHINI S 9 10 10 49

953617106081 SHUNMUGAPRIYA M 6 9 10 45

953617106098 VAISHNAVI M 7 9 9 45

2

953617106057 NANDHINI DEVI G

Application

of DSP in

Biomedical

20

10 10 10 50

953617106063 PRADEEPA S 7 10 10 47

953617106083 SINDHUJA C S 9 9 10 48

953617106099 VARSHA C 7 8 10 45

953617106104 YOGESHWARI V 8 10 10 48

3 953617106059 PONSHEELA M Role of DSP

in Moderns 17

7 10 10 44

953617106074 SANGAVI K 7 10 10 44

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Group Register


Application

Example

Content of

Presentation

(20)

Communication

Skill (10)

Q&A

(10)

Contribution

(Based on

Discussion)

(10)

Total

(50)

953617106079 SHAINA DAVITA J 10 10 10 47

953617106084 SINDHUJA V 5 8 8 38

953617106089 SUBHA SHREE M 9 9 10 45

4

953617106067 PRIYADHARSHINI R

Fetal Heart

Beats 20

10 10 10 50

953617106077 SANTHIYA M 9 10 10 49

953617106085 SIVAPRIYA V 8 9 8 45

953617106086 SIVASAKTHI R 9 8 10 47

953617106088 SRI GOWSALYA V 9 10 10 49

5

953617106066 PRIYA V

Equalization

of Audio

Signal

20

10 10 10 50

953617106071 RAMYA P 10 9 10 49

953617106082 SIBA JASMINE S 10 10 10 50

953617106091 SUGIRTHA SHALINI K 9 9 10 48

953617106095 UDHAYA S G 10 10 10 50

6

953617106055 MOUNICA K

DSP

Application

Radar Signal

Processing

20

10 10 10 50

953617106058 NISHANTHI G 8 8 10 46

953617106068 PRIYADHARSHINI S 7 6 7 40

953617106090 SUGANYA S 10 10 10 50

953617106097 VAISHNAV ARUNDHATI A 9 7 10 46

7 953617106061 POOJA A

Hearing Aids 20 9 10 10 49

953617106087 SRI DEEPIKA S 10 10 10 50

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Group Register


Application

Example

Content of

Presentation

(20)

Communication

Skill (10)

Q&A

(10)

Contribution

(Based on

Discussion)

(10)

Total

(50)

953617106093 SWETHA S 8 8 10 46

953617106100 VARSHINI R 10 9 10 49

953617106102 VEERALAKSHMI V 9 10 10 49

8

953617106053 MANIKANDAN A

Speech

Processing 20

8 9 7 44

953617106056 MUTHUKRISHNAN M 10 10 10 50

953617106070 RAMAKRISHNAN M 6 7 6 39

953617106075 SANKAR M 7 5 5 37

953617106101 VASANTHAKUMAR V 8 9 10 47

9

953617106060 PONSUKIVARMAN G

Image

Processing 17

4 5 4 30

953617106062 PRADEEP R 7 9 10 43

953617106065 PRAVEEN R 8 9 10 44

953617106072 SAI NANDHA

KISHORE S 8 8 7 40

953617106076 SANKARA

NARAYANAN S 7 9 10 43

10

953617106064 PRAVEEN P

Wireless

Communicat

ion

20

7 5 3 35

953617106092 SUMANTH S V 9 8 8 45

953617106094 TAMILSELVAN T 6 8 10 44

953617106096 VAIRAMUTHU G M 9 10 10 49

953617106103 VIJAY PRAMOTH P 7 9 10 46

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Main Challenges and the steps for addressing the challenges:

The main challenges in flipped class activity was

While choosing the application topic for their group, ie. two or three groups opted for

same application topic.

Making all the students to involve in discussion thread initially.

Time management – Since few group of students made lengthy presentation, it was

difficult to complete in 10 minutes.

In Q& A module – few students struggled to answer the questions and ask question to the

peers.

The group members were mixer of hostellers and day scholars – though they

communicated through WhatsApp, had difficulty while preparing for presentation.

Few students had stage fear while presentation.

Steps for addressing the challenges:

Choosing the topic – when two or three groups opted for the same topic a lot system

technique was used to solve the problem

Involving in discussion – Initially when the discussion thread was opened only few

members in the group participated, so I posted an announcement that “based on the

participation in discussion thread for contribution (10 marks) will be awarded”. Most of

the students started discussing only few students did that for namesake.

Time management – Though the presentation guideline was given, the students of some

group prepared a detailed presentation. Since it’s for the first time I could not stop them

based on timing. The time management was difficult while executing the task.

Q&A – Few students struggled for answering the questions I told them to take the help of

their group mates.

Mixing of Hostellers and Dayscholars students - They communicated through mobile

phone and social media for discussion about the clarification, preparing presentation etc.

Stage fear: Few students had stage fear while presenting, I motivated them to present

and made the group members to stand on the stage.

Modifications for future flipped class activity:

Each group was allotted with different topic of application but in future, I am thinking

giving the same topic to all groups for flipped class.

In each group, a mixture of Hostellers and Dayscholars are present. While collecting oral

feedback the students told about the problem. In future I had planned to give time for

discussion about the activity during the 10 days time in the college.

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Since this is first time, outside class activity monitoring was less but in future some more

activities like office hours, planning for execution of outside class activity will be

collected from the students.

Next time the assessment strategy like online Quiz, Class test on the topic will be

planned.

The group formation was given to student’s choice this time but in future homogeneous

grouping will be planned and executed.

Students Experience and Feedback:

Based on the Question in the Feedback “Share your Experience in doing this activity”:

Students Experience

The students had good experience of learning a topic out the class and presentation in the

class.

Since the topic is related to application, they felt very interesting to know the real time

applications of Digital Signal Processors.

The Activity was conducted for groups, Interactions and discussionswhich

collaborations made them to learn more information.

“The New strategy for self-learning using flipped class was Nice” – comment from a

student.

The students felt a new experience and it helped to know how to make good

presentation and avoid stage fear.

It was a different experience compared to traditional classroom.

Each group was allotted with one application, Made the students to learn in detail about

the topic and by listening to other presentation all the applications of Digital Signal

Processor were covered.

Student Feedback:

The feedback was collected orally and written feedback with Questionnaire as given planning

document.

Oral Feedback:

Since the material and guidelines about the activity was given at least 2 weeks before the

conduct of activity helped us to manage our time in reading and preparing for

presentation.

A guideline for using the learning material helped us to concentrate on the important

concepts.

Written Feedback:

A written feedback was collected from each student about the activity, the analysis of feedback

are given below.

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The feedback analysis for Questions 1,2 and 4.

Excellent Good Satisfactory Poor

No. of Students 28 16 6 1

0

5

10

15

20

25

30

How do you rate the activity for

learning the concept?

yes

92%

No

8%

Have you Enjoyed the activity? Yes/No

Excellent Good Satisfactory Poor

No. of Students 31 14 5 1

0

5

10

15

20

25

30

35

How do you rate the reference material

provided related to the topic?

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A Sample Students Feedback Collected:

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References:

1. https://facultyinnovate.utexas.edu/flipped-classroom

2. https://www.panopto.com/blog/7-unique-flipped-classroom-models-right/ - 7 unique

flipped classroom models

3. www.teachertrainingvideos.com

4. Learning materials posted in course website in IIEECP for course design

5. https://ocw.mit.edu/resources/res-6-008-digital-signal-processing

6. Robert Talbert, Four Assessment Strategies for the Flipped Learning Environment, An

Article in faculty focus, August 2015.https://www.facultyfocus.com/articles/blended-

flipped-learning/four-assessment-strategies-for-the-flipped-learning-environment/.

7. Bates, J. E., Almekdash, H., & Gilchrest-Dunnam, M. J., The Flipped Classroom: A

Brief, Brief History (2016).

8. An Article about teaching tips from University of Waterloo, ‘Online Activities and

Assessment for the Flipped classroom’ Center for teaching excellence.



CO5 2 2 2 - 3 - - 2 3 3 - 1

https://link.springer.com/chapter/10.1007/978-3-319-41855-1_1

https://link.springer.com/chapter/10.1007/978-3-319-41855-1_1

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