Teacher Guide For Elements of Electronics

CURRICULUM REVISION PROJECT 2012
TEACHER GUIDE FOR
ELEMENTS OF ELECTRONICS
(17215) SCHEME - G (ELECTRONICS ENGINEERING GROUP) SECOND SEMESTER
DECEMBER 2012
MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION, Mumbai ISO 9001 : 2008
ELEMENTS OF ELECTRONICS (17215)
CURRICULUM DEVELOPMENT CELL, MSBTE, MUMBAI.

TEACHERS GUIDE AND SAMPLEQUESTION PAPER Designation Education Technology Consultant Team of Design Prof. D. M. Makone Prof. R.S.Mahashabde
Project Institution
Project Period
November 2012 December 2012
Chief Project Co-ordinator Project Co-coordinator
Subject Experts
Mr. R. R. Pagire M.E. (Electronics), L.M.I.S.T.E. Lecturer in E &Tc Dept. Amrutvahini Polytechnic, Sangamner,Dist-Ahmednagar, Maharashtra. Mr. Prashant N. Badgujar Ph.D (pursuing); M.B.A-IBM,HR; B.E.(Electronics) Lecturer in Electronics. Govt. Polytechnic,Ahmednagar, Maharashtra.
2012, Maharashtra State Board of Technical Education, 49, Kherwadi,Aliyawar Jung Road, Bandra (East), Mumbai-400051. Maharashtra State, India. No part of this Teacher Guide be reproduced in any form or by any means, without permission in writing from MSBTE Mumbai. FIRST PRINT, December 2012
2
1. 1.1
APPROACH TO CURRICULUM DESIGN

INTRODUCTION Maharashtra State Board of Technical Education is an autonomous organization since April 1999. The main activities of the board are to design the curricula of Diploma and post diploma courses and conduct examinations. Further the Board develops appropriate learning resources print and non-print to be used by the students. In order to ensure the quality of education, monitoring of institutions is carried out normally two times in a year. Teachers are the backbone of technical education system and hence efforts are made by the board to provide training opportunities to the teachers. Presently industrial training is arranged for the teachers through Maharashtra Economic Development Council (MEDC). Teachers and supporting staff are also deputed for training organized by National Institute of Technical Teachers Training and Research, Bhopal. During last five years there has been remarkable change in the industrial scenario. The expectations of present and future industries indicate the changed role of a diploma engineer. It is therefore necessary to redefine the job profile of diploma engineer. This revised job profile will be useful in revising the curriculum. The basic principle while designing or revising any curriculum is to identify needs of user industries. This data and its analysis help in deciding curriculum objectives and further enable to select appropriate subjects. Therefore Industry Survey to identify the present and future needs of industry was conducted in July 2011 by the committee appointed for curriculum revision. For the purpose of revising the curriculum Project Institutes were identified. A team of Coordinators, Core group members and Subject Experts was formed to execute the revision. The team members were identified from various Government, Government Aided and Private Polytechnics.
Training in Curriculum Development of faculty members involved at various levels was conducted. The core group members visited a number of industries to have first hand knowledge about the expectations of industries from diploma pass outs. Industry experts were involved at all the stages of curriculum revision and validation. The details related to curriculum philosophy, curriculum model, curriculum objectives, desired skills, link diagram, salient features and implementation strategy are given below
1.2
CURRICULUM PHILOSOPHY MSBTE has adopted systems approach while designing the scientific based curriculum since 1995. The same approach has been adopted while revising the curriculum in semester pattern. Fig. No. 1 shows the systems diagram. This diagram provides the holistic view for curriculum designing, development, implementation and evaluation The input to polytechnic education system is the students having 10+ qualifications. The teaching learning process occurs in the institution for six/eight semesters. The output of the system i. e. Diploma pass out is normally the input to industries. (Some students do go for higher education). While designing the curriculum the expectations of the industries play a major role. Due to globalization and competition the industries expect that pass outs have generic and technological skills along with right attitude.
REGULATING AGENCIES M.H.R.D., A.I.C.T.E.
5) MGT MOE DTE, DIIC, MSBTE POLYTECHNICS 3INPUT 1. Students 2. State level RO level Administrator Principals HODs Teachers Tech. Support Staff Ministerial Staff 3. Identified Resource, Persons 4. Identified Faculty (Trainers)
4) PROCESS State Planning
EDUCATIONAL PROCESSES Institutional Planning Curriculum Design & & Develop LRUC LRDC Instructional Design Students Learning
2) OUTPUT
1) CUSTOMER
Diploma Engineer with desired skills
External 1. Industries 2. Service Sector
ENABLING PROCESSES
I.I.I.State
Project Planning
I.I.I.
H.R.D.
`
Organisational Development
M.I.S
6) RESOURCES PHYSICAL HUMAN INFORMATION FINANCE TIME ENERGY
Manpower having knowledge, skills and attitudes required to use, operate, evaluate, update and maintain MIS
Internal Staff of: 1. MOE 2. DTE/ DIIC/ MSBTE & Regional Offices AND Faculty
Feed Back
Fig 1 Systems Approach
To fulfill the needs derived from systems approach following conceptual framework is considered:
Curriculum is an educational program designed and implemented to achieve specified educational objectives This definition takes into account the fact that Education is purposeful There is an organized plan of action contemplated Such a plan is translated into action through appropriate strategies of implementation.
Following are the key points in the philosophy: Job profile of middle scale industries is considered to design the curriculum including service industries Dimensions of curriculum revision are: Individual development Social development Technology development Continued learning Subjects for the course are classified as follows Basic sciences Engineering sciences Human sciences Core technology Technology Link diagram shows the relationship of various subjects at different categories which helps in deciding the appropriate contents of the subjects Practical focuses on development of cognitive skills and psychomotor skills
1.3
Curriculum Development Model: Following are the major steps used for designing the content and subsequent approval: Entry Behavior User need assessment Teacher Training for Curriculum Development Industry Involvement Validation
1.4
Curriculum goals 1. To develop confidence in students by providing more exposure to industry experience and world of work at global level. 2. To provide conceptual knowledge and develop analytical ability 3. To develop communication skill with good English by providing sufficient practice 4. To enhance latest technical knowledge industry interaction and media 5. To develop learning to learn skills and life skills to cope up with industrial culture 6. To impart managerial skills by providing appropriate theoretical inputs 7. To develop problem solving ability through technical projects.
DESIRED SKILLS Industries expect from the diploma engineer the abilities and skills of general nature and specific to the job performance. The curriculum aims at developing life skills and technological skills so that the diploma pass outs would be suitable for industry. The skills are listed below: Life Skills: Search information from various sources Develop communication ability Develop Presentation skill Work as a member of a team/group and as leader
7
Collect field data Develop Learning to learn Write report for given task/work/project Develop computer proficiency Develop observation skills Technological Skills: Diploma engineers should possess following Technological skills in order to satisfactorily perform duties assigned to them Diploma engineers should possess following Technological skills in order to satisfactorily perform duties assigned to them: Intellectual skill: 1. Interpret circuit diagrams and specifications of electronic systems in technical/ service manuals for installation, testing and commissioning. 2. Calibrate and test measuring instruments. 3. Locate faults in various instruments 4. Interpret test results 5. Use of appropriate software for electronic applications. 6. Prepare tender documents 7. Under concept of Technical management which includes technology/product Cycle, environment aspects, green technology 8. Concepts of wireless technology 2G/3G/4G/CDMA/WIMAX 9. Concept of the computer Architecture/Networking
Motor skills: 1. Installation of telecom systems 2. Troubleshoot various electronic systems 3. Develop soldering skills 4. Install hardware devices 5. Operate electronic equipments 6. Test proto type circuits using appropriate equipments
1.5 Salient Changes in the curriculum: For First Semester Basic Science is divided into two parts- Basic Physics and Basic Chemistry. Theory examination of both parts as well as practical examination of both parts will be conducted on separate days. Sum of theory marks of both parts shall be considered for passing theory examination of Basic Science. Similarly it is applicable to practical examination. It is mandatory to appear for theory and practical examination of both parts. Candidate remaining absent in any examination of any section will not be declared successful for that exam head. For second semester Applied Science is divided into two sections- Applied Physics and Applied Chemistry where the theory examination of 50 marks each and practical examination of 25 Marks each will be conducted separately and the minimum passing marks for Engineering Science will be the combination of both the sections. . It is mandatory to appear for theory and practical examination of both parts. Candidate remaining absent in any examination of any section will not be declared successful for that exam head. The components of Development of Life Skills were taught in two semesters. In Development of Life Skills I the topics related to personal development, such as Learning to Learn Skills, personality development, presentation skills etc. were included. In Development of Life Skills II the topics related to Team Building, Leadership, group behavior etc. were covered. In the revised curriculum the scope of development of life skills has been broaden to include behavioral science component. Therefore the subject Development of Life Skills II has been renamed and it is now included at 5th Semester in the revised curriculum under the title Behavioral Science. The subject of Professional Practices was introduced to integrate the skills acquired in Development of Life Skills, through technical subjects from second to sixth semester. The experience in implementing the contents of the subject shows that there are limited activities possible in second semester as the technical knowledge given to the students is very limited. Also at sixth semester the student are doing projects in which they are performing many activities included in the Professional Practices and therefore it is proposed that the subject of Professional Practices be prescribed only for three semesters vis. Third, fourth and fifth semesters.
Introduction of Environment Engineering at fourth Semester for all courses From the experience of implementation of Elective Subjects at V and VI semesters in last five years, it is proposed to have only one elective either at the fifth and sixth semesters for all courses. However the specialized courses like Medical Electronics, Electronics and Video Engineering will not have provision for electives. For elective, student will have to choose one from the given two/three subjects.
While revising the curriculum redundant /obsolete topics/sub topics are being replaced by new/advance technology topics/sub topics. In Mechanical Engineering Group CADD, 3D Modelling, CNC Machines, Engine Maintenance (AUTO) are introduced as independent subjects. In Civil Engineering Group CAD has been added as an independent subject. In Electronics Engineering Group simulation software has been introduced, weightage of Microprocessors is reduced and more weightage is given to Microcontrollers, topics on PLC and SCADA are added, contents of discrete circuits are reduced and emphasis is given on integrated circuits.
In Electrical Engineering new topic of LED lighting has been added in Illumination Engineering subject. Similarly introduction of residential solar lighting systems, topics like duties and responsibilities of Electrical Inspector, Commercial aspects of power utilities have also been added. Heating, Ventilation & Air-conditioning (HVAC) has been deleted from the revised curriculum. Subject of Power System Operation has been introduced at VI Semester Electrical Course also.
10
1.6LINK DIAGRAM for Electronics Engineering Group: Human Sciences

English Communication Skill Development of Life Skill Behavioral Science Professional Practices III to V Management Entrepreneurship Development
Core Technology
Principles of Digital Techniques Industrial Measurement Applied Electronics Linear Integrated Circuits Digital Techniques and Microprocessors Visual Basic Programming in C Electronic Instruments and Measurements Digital System Design
Engineering Sciences
Engineering Graphics Computer Fundamentals Basic Workshop practice Elements of Electronics Electronic Devices &circuits Electrical Engineering Electronics Engineering Workshop Environmental Engineering
Technology Industrial Electronics Computer Architecture and Networking Microcontrollers Industrial Project Control Systems& PLC Advanced Communication System Audio Video Engineering Digital Communication Embedded Systems Elective I Elective II Simulation Software
Analog Communication Curriculum Goals 1) Develop confidence in students by providing more exposure to industry experience 2) Provide conceptual knowledge and develop analytical ability Develop communication skill by providing sufficient practice 4) Update latest technical knowledge by arranging lectures of industry experts 5) Develop learning to learn skills and life skills to cope up with industrial culture 6) Develop managerial skills by providing appropriate theoretical inputs 7) Develop problem solving ability through technical projects.
Job Profile Supervisor in Electronics Goods Manufacturing Industry Electronic Maintenance in Engineering Industry Marketing Executive Design Assistant Entrepreneur Testing and Trouble shooting Installation of Electronics systems
Basic Sciences Basic Physics Basic Chemistry Basic Mathematics Applied Science Applied Mathematics Engineering Mathematics
11
2.
2.1
OBJECTIVES
Introduction Objectives are the statements which describe the expected learning outcome. Such statements enable teachers to plan instructional process with appropriate resources. These objectives also provide a direction to frame proper questions to assess the learning outcome. During last decade there has been research on cognitive approach in psychology. This approach is based on biological structure of brain and meta-cognitive knowledge dimension. Important elements of this approach which form basics of learning are explained below.
2.2
Basic Model of Learning The basic model of learning is as shown below:
GENERIC DIAG. Stimulus and Response
GENERIC DIAG.- STIMULUS & RESPONSE
STIMULUS Objects People Events Symbols

SR
COGNITIO
STM/ WM LTM
FEEDBACK
Learner COG. PHY. VERB.
Memory
SELF ACT. SELF ESTEEM SOC. BELONG. SECURITY BASIC NEEDS
RESPONSE
EMOTIONAL CENTRE
Fig. 2: Generic Diagram of Learners.
12
Stimulus: The information is received by senses from many things in surroundings. It activates senses for experience. It is called as stimulus. It. includes people, objects, events, symbols etc. For example: teachers, friends, instruments, drawings, text etc are stimulus for students. Cognition: Cognition is the act of knowing. It deals with mental activities of the learner. It is triggered due to stimulus. It involves memory, its components structure of knowledge in memory and various processes in memory. The study of the same is done to know how learning takes place. Emotional Centre: Stimulus may be pleasant or unpleasant feelings. It decides whether learner will approach to stimulus situation or avoid it. This is the effect of emotions of learners in emotion center. Response: When stimulus stimulate the learner reacts. This response may be mental response like reflection of face (cognition), physical movement (motor skills) or verbal response like communication. The response always aims at changing the stimulus situation. Feedback: When teacher asks the question, you answer it. Then based on the content of the answer, teacher says whether it is correct or wrong. This is feedback. Thus it may be the information about the changed stimulus situation provided after response by the learner. Feedback helps learner to compare changed stimulus to expected change in stimulus. Basic Concepts: Different forms used in the study of memory and its working are as below:
Memory: It is the ability to recall the information, which has been previously
learnt through experience. In context of memory structure, it is the location learned information is stored.
Storage: It is process of putting information in the memory. Encoding: In memory, the information is not stored in original form but in
numerical form, verbal form, visual images etc. Encoding is the process of modifying information from one form to another form. It helps to store information easily. It also stores new information to existing knowledge. Retrieval: It is the process to find the information that is previously stored in the memory so that it can be put to use.
13
Components of Memory: The most prevalent view of human memory states that memory has three distinct components viz. Sensory Register (SR) Working Memory (WM) or Short Term Memory (STM) Long Term Memory (LTM) Control Process: This is the process of movement of information from one memory component to another memory component. SR WM LTM
Perception: It is the final image formed in WM after processing the information from SR and LTM. The final image consists of visual image supported by elaboration and emotional content. 2.3 Domains of Learning: Learning is a process by which students develop relatively permanent change in mental associations through experience. This is how learning is defined by cognitive psychologists. Behavioral; psychologists define learning as a relatively permanent change in behavior. There are following domains of learning: A: B: C: Cognitive Domain relates to intellectual skills or abilities Affective Domain relates to emotions, feelings, likes, dislikes etc. Psychomotor Domain relates to manipulative skills of hands, legs. Eye-hand
coordination in Engineering & Technology courses, endeavor is made to design curriculum with a focus on development of cognitive skills through classroom teaching. Where as manipulative (psychomotor) skills are developed in workshops, laboratories & seminars where students work individually or in a group. Development of affective skills attitudes and value is supposed to be acquired through projects and co curricular activities. These are also developed from the work culture or institutions. How far a student has developed these abilities/skills especially from cognitive and psychomotor domains is assessed on the basis of suitable examinations. When classroom and laboratory teaching is viewed in this light, evaluation becomes an integral part of teaching learning process.
14
2.4
LEVELS OF LEARNING:
Question paper is a tool/ instrument designed to test the extent of learning of the student. Various questions set in a question paper should assess the abilities of students to respond to level of learning. Dr. Bloom a German educationist classified levels of learning in cognitive domain for the purpose of writing objectives and assessment. Dr. Blooms revised taxonomy is based on cognitive psychology and is two dimensional. First dimension is cognitive process dimension ad other is knowledge dimension. Details of these two dimensions are given below. 2.4.1 Cognitive Domain: Dr. Benjamin Bloom (1956) analysed questions asked in various examinations in American situation and proposed a hierarchical arrangement of instructional objectives (Intellectual abilities) tested by these questions. The lowest level of cognitive learning achieved by a student is demonstrated by the recall of information that the student retrieves from his long term memory. So, the storage and retrieval of specific facts, concepts, principles, laws, definitions, properties, procedures etc. directly from memory was classified as a knowledge level objective. Thus questions testing memory of students were treated as at the lowest level of the hierarchy of intellectual abilities. The other levels of hierarchy proposed by Dr. Bloom in 1956 relate to the degree of information processing required in the brain needed to provide answer to a question. The various levels in the cognitive hierarchy proposed by Dr. Bloom in 1956 and further revised in 2001 are given below in the diagrammatic form.
15
6
Create
5 4
(Analyse
Evaluate
3 2
Apply
Understand
Remember
Following are the details of each level which indicate the general and specific objectives. Further appropriate verbs are given which are useful in setting good questions. In this table only four levels are considered for diploma students. Description of the Major Levels in the Illustrative General Illustrative verbs cognitive Domain (Blooms Taxonomy) Instructional Objectives for stating specific learning outcomes Remember Knowledge is defined as the Knows common terms, Define, describe, remembering of previously learned specific facts, basic identify label, list, material. This may involve the recall of a concepts, principles, match, name, wide range of material, from specific facts methods & procedures outline, to complete theories, but all that is required reproduce, select, to mind of the appropriate information. This state represents the lowest level of learning outcomes in the cognitive domain Understand This is defined as the ability Understands fact, Convert, to grasp the meaning of material. This may principles Interprets distinguish be shown by translating material from one verbal material, estimate, explain, form to another (words or numbers) by Interprets charts, tables, extend, generalize,
16
interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). Draw sketches these learning outcomes go one step beyond the simple remembering of material and represent the lowest level of understanding. Apply Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as concepts, principles, rules, methods, laws and theories. Learning outcomes in this area require a higher level of understanding than those under the level described earlier. Analyze Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than understand and apply because they require an understanding of both the content and the structural form of the material. 2.4.2 Categories of Knowledge Dimension
graphs. Translates verbal material to mathematical formula. Estimates consequences implied in data. Justifies methods & procedures. Applies principles to new situations. Applies theories to practical situations. Solves mathematical problem. Construct charts, graphs Demonstrates correct usage of a procedure Recognizes unstated assumptions and logical fallacies in reasoning. Distinguishes between facts and inferences. Evaluates relevance/ adequacy of data.
give examples; infer, paraphrase, predict, rewrite, summarize, draw labeled sketches.
Change, compile, demonstrate, discover manipulate, modify operate, predict, prepare, produce, show, solve, use. Breakdown, diagram, differentiate, discriminate, distinguish, identify illustrate, infer, outline, point out, relate, select, separate, subdivide.
After considering the various designations of knowledge types, especially developments in cognitive psychology that have taken place since the original framework of Blooms taxonomy, knowledge is categorised in 4 types Factual , Conceptual, Procedural and Meta-cognitive. Factual Knowledge (A) is knowledge of discrete, isolated content elements. It includes knowledge of terminology and knowledge of specific details and elements. In contrast, Conceptual Knowledge (B) is knowledge of more complex, organised knowledge form. It includes knowledge of classifications and categories, principles and generalizations and theories, models and structures. Procedural Knowledge (C) is knowledge of how to do something. It includes knowledge of skills and algorithms, techniques and methods, as well as knowledge of
17
criteria used to determine and/or justify when to do what within specific fields and disciplines. Meta-cognitive knowledge (D) is knowledge about cognition in general as well as awareness of and knowledge about ones own cognition. It encompasses strategic knowledge, knowledge about cognitive tasks, including contextual and conditional knowledge; and self-knowledge. Assessment is required to be done on the basis of categories of knowledge and levels of learning. Table below indicates the two dimensional grid based on Blooms Taxonomy for setting questions.
Knowledge Dimension A. Factual Knowledge B. Conceptual Knowledge C. Procedural Knowledge D. Metacognitive Knowledge 2.5
COGNITIVE PROCESS DIMENSION 1 Remember 2 Understand 3 Apply 4 Analyze
Components of Curriculum:
2.5.1 Rationale: It indicates the logical basis for the inclusion of the subject in the curriculum It also indicates the importance of the subject related to entire curriculum. Importance of the subject is on two counts: One the knowledge gained while studying the subject helps understand and develop further knowledge of the subject or understand and effectively learn the higher level subjects.
18
The other indicates how the knowledge gained can be used in the world of work to perform given tasks. Rationale tells the students the connection of subjects related to study of higher level subjects and also the us in their job/profession. 2.5.2 Objectives: Objectives indicate what the student will be to do/perform after he completes the study of the subject. It also in other words indicate the scope of the subject. Objectives indicate what is achievable and hence gives direction ot the student about how to study the subject, what important things are to be observed and performed during practicals. Just as rationale indicates the use of the knowledge gained while studing the subject, objectives indicate how efficiently and effectively one can work if the objectives are fulfilled while studying the subject. 2.5.3 Learning Structure: It graphically/pictorially indicates the content of the curriculum of the subject and what is to be learnt in the subject. As you know that in Cognitive Domain knowledge is divided in four components Factual, Conceptual, Procedural and Metacognitive. Of this Factual, Conceptual and Procedural knowledge components are identified in the curriculum of the subject along with the applications. Learning structure gives broad idea of these components for a subject. It indicates the scope of the subject. Normally we first decide what we want to achieve by studying the subject, which forms the application component. Based on this we decide what procedures are required for these applications. Facts, Concepts, Principles are used in developing procedures and applications. So these are given sequentially below procedure as Principles, Concepts and Facts in their order. Learning structure also provide an idea about how to develop the subject logically to achieve the objectives. 2.5.4 Contents: List of topics and subtopics to be included in the curriculum of the subject is given in the contents. This helps in achieving the rationale and objectives identified. Contents indicate the importance of the topics, sub topics in development of the subject and accordingly weightages in terms of Hours required to teach the subject components, so that the desired learning takes place. Marks to be allotted while testing the knowledge gained by the student are also indicated. One has to be careful in allotting the hours required to teach the topics looking at the importance of the topic for development of the subject. There fore it is necessary to provide sufficient time to teach concepts and principles so that they are well understood by the students as they form the basis for development of the subject.
19
2.5.5 Practicals: While designing the curriculum the objectives are identified. To achieve these objectives students have to develop certain intellectual and motor skills. These skills are developed through well designed Practicals. So in the curriculum the list of the skills to be developed through Practicals is given. The list of Practicals is so developed that after performing the Practicals identified skills will be developed. Here it is necessary that the teacher gives enough opportunity to all the students to perform the practical properly to develop the skills in each one of them. The skills will be developed if the students actually perform certain activities or tasks. Therefore it is necessary that any practical included in the curriculum necessarily involve some activities to be done by the students. So there should not be any study type experiment as it is nothing but repetition of what is taught in the theory class. So one has to think and innovate to modify the study experiments so that students will be asked to perform some activity. It could be in terms of identifying components, listing of materials used for manufacturing the components, stating importance of use of certain materials etc. So any curriculum of a subject is so designed that it achieves the objectives of that subject as well fulfill the objectives of the entire curriculum
20
3. 3.1
CONTENT ANALYSIS Components of Content Analysis:
As we have discussed earlier, any curriculum or syllabus of a SUBJECT given to the teacher is organised in terms of UNITS which include TOPICS or SUB-TOPICS as the case may be indicating the TIME in which it is expected to be taught to the students. Components of a topic or part thereof are analysed here at a micro level. Before we begin actual teaching of any topic (lesson), we must carefully and critically analyse it so that we can plan for teaching - select appropriate media, methods and techniques of teaching and arrange the suitable resources to be required. This analysis of the content of a Topic results in identification of the following components of the content: 1. 2. 3. 4. 5. 6. 7. Facts Concepts Principles (rules, laws, theories) Applications Procedures Skills (Psychomotor Skills), and Attitudes (underlying affective behaviors as quite often these are not specifically
mentioned in the curriculum, still they are to be developed lesson after lesson gradually). When we undertake the exercise of content analysis, we ourselves understand the subject fully well and at the same time we become clear as to what we are going to teach. It also gives us an idea as to which methods of teaching and media of instruction we should prepare and use and also what resources including time we will require. This analysis will also enable us to design assignments as well as how we are going to assess students learning. Since the nature of the components of content (1 to 7) differs from one another. These are learned by the students differently as different mental processes are involved in learning
21
these components. The immediate implication of this varying nature of components is that these need to be taught differently and assessed differently. For example, if you look at components I to 5 all of which belong to Cognitive Domain of Learning; Component 6 belongs to Psychomotor Domain and Component 7 belongs to Affective Domain (cannot be taught as these attitudes are caught), you will find that these differ from one another. The classification of human behaviors (activities) into the above three domains of learning entails the use of entirely different methods and media of instruction. Different locations of learning (classroom, laboratories, workshops, field visits) need to be selected. Now we will discuss these components in some detail and see how each one of these should be taught and assessed differently.
3.1.1
FACTS: These are universally accepted and commonly understood items about which
there cannot be much argument and discussion. These are required only to be informed. For example: The sun rises in east and sets in the west; names of scientists and the year in which their theories were propounded; the rules and regulations of admission and examination prescribed by the University are some of the examples of facts. Sometimes, they need not be emphasized in the class as the students already know them. But information can be passed on by word of mouth, if deemed necessary. 3.1.2 CONCEPTS: A concept is an abstraction or an idea that permits the learner to classify a variety of related phenomena into a convenient and meaningful category. Concept of something is like a picture formation of that thing which helps in conceptualizing it. Gagne says that concept learning produces a certain fundamental change in human performance that is independent of subject or content. Concepts can be divided into the following two categories: 1.Concrete Concepts: those which can be seen, touched and manipulated e.g. house, book, table, chair, cat, dog, any machine or apparatus, overhead projector, chalkboard and duster.
22
2. Abstract Concepts: those which cannot be seen and touched and handled but can only be imagined e.g. force, work, fractions, decimal, bending moment, moment of inertia, friction, heat, and induction. Teaching of concrete concepts is not that difficult because the teacher can show the object physically or its picture. On the contrary, teaching of an abstract concept offers difficulty to the teacher as well as for students to understand. These concepts can be learned by heart without understanding as children mug up Nursery Rhymes without understanding even a single word. But at the stage of higher tearing, this type of rote learning is not desirable. Adolescents (teenagers) and adults do not accept things without understanding.
3.1.3
Concept Attributes: We identify a concept and understand it, once we are told about its qualities
characteristics, and features. They are technically called concept attributes. While teaching a concept to our students we must spell out as many attributes as possible for better understanding of the concept. Example: The Concept of Friction Attributes: 1. 2. 3. 4. 5. Friction is a resistive force. Frictional force acts in the direction opposite to the direction of the applied force. Frictional force is more when the surfaces in contact are rough. Smooth surfaces (perfect) have zero friction. Frictional force is self-adjusting to a limit. Towards the end of this Theme Paper a number of examples of concept attributes are given for your guidance. The following questions pertaining to a concept (object or process) will be helpful in writing concept attributes: 1. 2. 3. 4. 5. What it is. What are its constituent parts. How it works. How it is similar to and different from other known concepts. What are its uses?
23
3.1.4 PRINCIPLES: A principle is a statement of relationship between two or more concepts. Principles are sometimes called rules, laws or generalizations. called a Principle. For Example: (related concepts are underlined) 1. 2. Actions and reactions are equal and opposite. Ohm's law I = V/R is a principle, where I (Current), V (Voltage), and R In others words, relationship between two or more concepts which is scientific and universally true is
(Resistance) are the concepts. While teaching a principle we must recall the concepts which it involves. These concepts might have been taught in the previous lesson. As you already know, concept learning is a prerequisite to Principle learning. Thus we recall the concepts of current, voltage and resistance by asking questions to the students. after that we must tell the relationship among these i.e. Ohm's Law. Only
3.1.5
APPLICATIONS:
Whatever principles, laws and theories have been learned are only academic exercises unless these are applied to solve a practical problem. In other words, we call this application transfer of learning to a new situation. If you recall, the process of learning dealt with in Theme Paper 2, you will appreciate that the litmus test of learning having occurred is its application in a new situation or solving a new problem. For example: 1. 2. 3. 4, Ohm's law can be applied to find out the unknown quantity (voltage, current, and resistance). Design of a structure can be made based on related principles and theories. Principles of learning and events of instruction can be applied in Designing a lesson Plan' and 'Presenting the lesson in the classroom". The above principles can also be applied while preparing textbooks, workbooks, learning packages and laboratory manuals to be used by the students. 3.1.6 PROCEDURES: While analysing the content of a topic you might come across certain standard procedures which are prescribed to perform an operation or a given task. These procedures should be clearly identified and taught accordingly not to be left to chance.
24
We should not pre-suppose that the students understand them. We cannot afford to take these things for granted. For Example: 1. 2. 3. Procedure of setting up of an apparatus. Procedure to start an engine. Procedure to operate a machine (a lathe).
3.1.7 SKILLS (PSYCHOMOTOR): A skill is an ability to perform a task expertly and well. The skilled performance; characteristics: 1. 2. 3. It represents a chain of motor responses; It involves the co-ordination of hand and eye movements, and It requires the organization of chains into complex response patterns. must meet a pre-specified standard of acceptable performance. A skill has the following three
Skills could be intellectual (thinking, understanding); interactive (communication skills) and social (socialising, mixing up with others) also. But normally when we use the word skills, it refers to psychomotor skills. For Example: 1. 2. 3. 4. Welding a butt joint, Setting a theodolite at a station, Making proper circuit connections, and Turning a job on a lathe machine.
Laboratories and workshops of Polytechnics are the locations where these skills are developed among the students under the guidance of expert instructors of operators. Drill and practice are the main methods of teaching and learning these skills through model demonstrations and careful observations thereof. Alongside developing these skills, desirable attitudes like cooperation, team work, leadership, safety, cost consciousness are also developed.
3.2
TEACHINGOFCONCEPTS
In order to teach concepts effectively the following steps have been suggested by De Cecco & Crawford (1974).
25
Steps Suggested: 1. 2. 3, 4.
5.
Describe the performance expected of the student after he has learned the concept. Reduce the number of attributes to be learned in complex concepts and make important attributes dominant. Provide the student with verbal indicators (explanation). Provide positive and negative examples (non-examples) of the concept.
Present the examples in close succession or simultaneously.
6. 7.
Provide occasions for student responses and the reinforcement of these responses Assess the learning of the concept.
3.3
TEACHINGOFPRINCIPLES:
De Cecco & Crawford (1974) has suggested the following steps for teaching principles effectively. Steps: 1. 2. 3. 4. 5.
6. 7.
Describe the performance expected of the student after he has learned the principle. Decide and indicate which concepts or principles the students must recall in learning the new principle. Assist the student in the recall of component concepts. Help the student in the recall of component concepts. Help the student to combine the concepts and put them in a proper order.
Provide for practice of the principle and for reinforcement of student responses. Assess the learning of the principle.
3.4
CONCLUSION:
To sum up, it can be said that. it is essential for the teachers to develop the skills of 'Content Analysis' of their subjects. It brings content clarity among teachers themselves. More importantly, Content Analysis will be a pre-requisite for writing Instructional Objectives of the topic to be taught. You will study Instructional Objectives in a separate Theme Paper in detail. Teaching and learning process is bound to be effective once these crucial academic activities are undertaken.
26
4. CURRICULUM G Scheme (w.e.f Academic year 2012-13) : Course Name : Electronics Engineering Group. Course Code : DE/ED/EI/EJ/EN/ET/EV/EX/IC/IE/IS/IU/MU Semester : Second
Subject Title : Elements of Electronics Subject Code : 17215 Teaching and Examination Scheme: Teaching Scheme TH 04 NOTE: Two tests each of 25 marks to be conducted as per the schedule given by MSBTE. Total of tests marks for all theory subjects are to be converted out of 50 and to be entered in mark sheet under the head Sessional Work. (SW) Rationale: The world of Electronics has encompassed day to day life of every individual with its glorious development and advancement in the technologies. Elements of Electronics subject is the foundation for all Electronics Engineering courses. It includes basic components used in Electronics Engineering. It also gives the conceptual part of active and passive components, diodes and its various types and applications. DC circuit and network theory is included as a part of fundamental electrical theory required for analysis of electronics subject. General Objectives: The students will be able to: 1) Identify types of components and understand construction, working principle, specifications and applications. 2) Realize the DC circuit applications by applying the fundamental electrical laws. 3) Apply various electrical theorems for different circuit which are the foundations for electronics subject. TU -PR 04 PAPER HRS 03 TH 100 Examination Scheme PR 50 # OR -TW 25@ TOTAL 175
27
ELEME ENTS OF ELECTRONICS (17215)
Learning Str ructure
28
Name of Topic and Contents Topic 1) Passive Components Specific Objectives : Students will be able to Differentiate active & Passive components by observation, specification & application Use various passive components as per requirements and applications 1.1 Resistor: (8) Classifications of resistors, material used for resistor. General specification of resistor- maximum voltage rating, power rating, temp. coefficient, ohmic ranges, operating temperature Classification and application of resistor Colour coding: with three, four & five bands LDR Working, Characteristics & application TDR- listing of its type. Potentiometer : linear and logarithmic, constructional diagram, specifications, applications of carbon and wire wound resistor 1.2 Capacitor : (6) Classification of capacitor, dielectric materials used in capacitor Capacitor specifications: working voltage, capacitive reactance, frequency characteristic Fixed capacitor : specifications & applications Aluminum Electrolytic capacitor: constructional diagram & working Variable capacitors: requirement of variable capacitor, construction, working, specification of air gang, PVC gang capacitor, trimmer capacitor Coding of capacitors using numerals, colour band system 1.3 Inductor: (6) Introduction of magnetic materials- Ferromagnetic &ferrimagnetic. B-H curve, hard & soft magnetic material, concept of Hysterisis, permeability, corecivity, reluctivity& losses in magnetic material. Faradays law of electromagnetic induction, self & mutual induced emf. Induction Definition & expression (with simple derivation) of self inductance, mutual inductance, coefficient of coupling, Q factor, inductive reactance. Constructional diagram & application of Air core, iron core & ferrite core, inductor frequency range for- AF, RF, IF torodial inductor. Working Principle of slug tuned inductor Colour coding of Inductor.
Hours
Marks
16
20
29
Topic 2) Semiconductor Diodes Specific Objectives : Draw symbol and constructional sketch of various types of semiconductor, optical diodes List diodes for the various applications Understand concepts of PN Junction diode, Zener diode, Special diodes, optical diodes with schematic symbols. 2.1 P.N. Junction Diodes Working principle & circuit diagram of characteristic of PN junction diode, Static & dynamic resistance, specification, forward voltage drop, maximum forward current power dissipation. 2.2 Zener diode Constructional diagram, symbol, circuit diagram and characteristics of Zener diode Specification: Zener voltage, power dissipation, dynamic resistance 2.3 Special Diodes Construction, symbol & applications of PIN diode, Schottky diode, Tunnel diode 2.4 Optical diodes Construction, symbol, operating principle & applications of LED, IRLED, Photodiode, Laser diode Topic 3) Rectifiers and Filters: Specific Objectives : Draw circuit of different types of rectifiers. Compare different types of rectifiers with respect to their parameters and applications Compare different types of filters 3.1 Rectifiers Need of rectifiers. Types of rectifiers: HWR,FWR (bridge and center tap) circuit operation I/O waveforms for voltage & current Parameters of rectifier ( without derivation) Average DC value of current & voltage, ripple factor, ripple frequency, PIV of diode, TUF, efficiency of rectifier Comparison of three types of rectifiers 3.2 Filters Need of filters Circuit diagrams, operation and input-output waveforms of following types of filters Shunt capacitor Series inductor LC filter filter Numerical examples based on parameters of rectifiers
16
24
10
16
30
Topic 4) Wave shaping Circuit Specific Objectives : Draw circuit of different types of wave shaping circuits Compare different types of wave shaping circuits with respect to the parameters and applications 4.1 Linear wave shaping circuit Need of wave shaping circuits, comparison between linear and non-linear wave shaping circuits Operations of wave shaping circuits Linear circuits: RC Integrator & differentiator 4.2 Non linear wave shaping circuits Circuit diagram, operation, waveforms of different types of clippers using diodes: series, shunt, (biased and unbiased) Circuit diagram, operation, waveforms of different types of clampers: positive and negative Topic 5) DC circuits and Network Theorems Specific Objectives : Able to use basic rules of electrical circuits with the view of solving problems on electrical circuits They will be able to use various theorems to determine unknown electrical quantities in the network 5.1 Fundamental of DC circuit Review of ohms law Concept of open &short circuit Kirchhoffs current and voltage law Maxwells loop current method 14 5.2 Node analysis Concept of ideal & practical current and voltage sources source conversion Star/Delta & Delta /Star conversion( no derivations) Network terminology- active, Passive, linear, non linear bilateral, unilateral network 5.3 Network theorem: Statement, explanation & applications of following Super position theorem Thevenins theorem Nortons theorem Maximum power transfer theorem Numerical examples on above topic. Total 24
08
16
64
31
100
Practical: Skills to be developed: Intellectual Skills: Identify various components and find their values. Interpret characteristics of various devices and components. Verification of network theorems. Motor Skills: Plot the characteristics of electronic devices and circuits. Testing of electronic devices and components. List of Practicals: 1) Compute values of resistors by multimeter and colour coding 2) Verify the performance of LDR and to draw its characteristics 3) Draw the characteristics of linear and logarithm potentiometer. 4) Identify & test fixed and variable capacitors. 5) Identify & test inductors 5 inductor of different types. 6) Identify & test ICs (analog & digital) 7) Plot VI characteristics of PN junction diode and find static & dynamic resistance 8) Plot VI characteristics of zener diode. Find the breakdown voltage of zener diode 9) Plot V-I characteristics of Tunnel diode 10) Plot the characteristics of photo diode 11) Draw the waveforms of a) H.W.R. b) F.W.R. from C.R.O. 12) Draw o/p wave forms of capacitor and inductor fitter using bridge rectifier. 13) Plot frequency response of RC integrator and differentiator circuits. 14) Draw outputs for positive, negative and combinational clippers from C.R.O. 15) Draw the outputs waveforms of positive and negative clampers from C.R.O. 16) Verify the Superposition theorem for DC circuit. 17) Verify Thevenins theorem. 18) Verify Nortons theorem. 19) Plot graph of power dissipation for different value of resistors and to find out the maximum power dissipation. 20) Find out the current through known resistors by Maxwells loop current method and verify it practically. Learning Resources: 1. Books: Sr. No. Title Electronics Device & 01 Circuit Theory Basic Electronics & 02 Linear Circuit 03 04 Electrical Technology Electronics Device & Circuit
Author Robert L. Boylestead Louis Neshelsky N.N.Bhargava S.C. Gupta B.L. Thereja David J. Bell
Publisher Pearson Tata McGraw Hill S.Chand Oxford
2. Websites www.nptel.com
32
5.
IMPLEMENTATION STRATEGY: 5.1 Planning of Lectures for a Semester with Content Detailing:
[The method used to explain the contents are just guide lines. Any relevant methods can be used for better understanding of students and effective teaching process] Topic 1 Name: Passive components Facts: Materials, Conductors, Insulators, Semiconductors, Passive components used in electronics system. Concepts: Passive components construction, Resistance, Capacitance, Inductance, Specifications, Color coding for passive components. Principles & Procedures: Testing of passive components. Color codes to find rating of passive components. Reference Material Books: 1) Basic Electronics and Linear Circuits By N NBhargava, D C Kulshreshtha, S C Gupta; Tata McGraw Hill Publishing Company Limited, New Delhi (pg1-17) 2) Basic Electronics: B.L. Thereja, S Chand Teaching Aids: Various electronic components such as Resistors, Capacitors, Inductors, Charts on color coding, Experimental set up, Laboratory Manual. PPT with Sample: PPT of types of passive components, Videos from internet. www.slideshare.net/ www.research.usf.edu/ www.studyvilla.com/ www.courses superconductor.ppt www.khanacademy.com Websites www.wikipedia.org www.kpsec.freeuk.com/components/ www.tekechild.com www.technologystudent.com/elect1/LDR www.nptel.com www.google.com/books www.mikroelecronikaa.co.yo/english.product/books/keu/ Lecture Topic/ Subtopic to be covered No. 1 Importance of electronics in engineering and everyday life including in communication, medical electronics, TV, information transmission.
33
Curriculum, Components of Curriculum, specific objectives, teaching scheme, examination scheme, lab manual: its components and its importance Learning structure: necessity and use. Introduction to different electronic components like active & passive components. Example of Passive components Resistor, Capacitor, Inductor. Example of Active components Diode, Transistor, Field Effect Transistor. Identify various active and passive components (Show various electronic component to the students and give at least one use)
34
Introduction to resistors. Classification of resistors. Materials used for resistors.
General specification of resistors including max. voltage rating, power rating, temp. coefficient, ohmic ranges, operating temperature Application of resistor such as radio receiver
35
Colour coding for resistors: with three, four & five bands (Use appropriate readymade charts / ppts)
Resistor Color Codes
36
Assignment (Give problems to the students on color coding as Home Work or as an assignment. Further problems can be given for practice in practical sessions is advisable) 3 4 Light Dependent Resistor (LDR) Working, Characteristics & application Temperature Dependent Resistor (TDR)- Working, Characteristics. TDR listing of its type. Definition of NTC / PTC / PT 100 TDR Application. Potentiometer : Types-linear and logarithmic, constructional diagram, specifications, Applications of carbon and wire wound resistor
37
6 7 8
Conc cept: Rate of f change, vol ltage, charge e, capacitanc ce, capacitors s. Class sification of capacitor, di ielectric mat terial used in n capacitor. Capacitor specification, work king voltage, , capacitive r reactance, fr requency cha aracteristic Fixed d capacitor: specification s n & applicati ion. Alum minum elec ctronic cap pacitor: Sy ymbol, con nstructional diagram, working,& & specifications Varia able capacit tor: Symbo ol, Requirem ment, cons structional d diagram, w working and d specifications. Air Gang G capac citor: Symb bol, Require ement, constructional diagram, w working and d specifications. PVC gang capa acitor: Symb bol, Requir rement, con nstructional diagram, w working and d specifications. mer capacito or: introduct tion, symbol l, Requireme ent, construc ctional diagra am, working g Trimm and specifications. Codin ng of capacitor using numerals colou ur band system Ce eramic Disc c Capacitor Marking
10
Assig gnment (Giv ve problems to the stud dents on color coding a as Home Wo ork or as an n assign nment. Furth her practice can be done e in practical l sessions is a advisable) Prope erties of ma agnetic materials Diag grammatic r representatio on of Ferro omagnetic & ferrom magnetic
3 38
11
12
13 14
Concept: BH curve, Hysteresis Differentiate between hard & soft magnetic material, Definition and expression of permeability, corecivity, reluctivity & losses in magnetic material. Methods to reduce losses in magnetic material Faradays law of electromagnetic inductions Statement, explanation, equation Self & mutual induced emf. Give various examples of self & mutually induced e.m.f. (ex. Transformermagnetically coupled but electrically insulated, current flowing through coil becomes magnetic etc.) Inductance: Definition, Expression with simple derivation of self inductance, mutual inductance. Coefficient of coupling, Q factor, inductive reactance: Definition, formula, simple numericals Inductor: definition, Specifications. Types of inductors. Constructional diagram & application of Air core, iron core & ferrite core, inductor. Frequency range for- AF, RF, IF torodial inductor. Slug tuned inductor: General information, Working Principle of slug tuned inductor Color coding of Inductor through available color coding charts Simple numerical for calculating inductor value using color coding.
Inductor Color Codes
15 16
Assignment: (Give problems to the students on color coding as Home Work or as an assignment. Further problems practice to be done in practical sessions is advisable) Additional numerical Color coding based Formula based Revision, Assessment, Assignment
39
Topi ic 2
Name: Semicondu uctor Diode ctor material l, Intrinsic Se emiconducto or, Extrinsic c Semicondu uctor Facts: Semiconduc P type semic conductor, N type semic conductor Concep pts: PN junc ction diode, Forward F bia as, Reverse B Bias, Depleti ion Layer Princip ple and Proc cedure: Wo orking princi iple of diode es, Character ristics of diodes Reference Materia al: Books: : 1) Basic El lectronics &L Linear Circu uits By N N Bhargava, D C Kulshres shtha,S C Gupta; Tata McGr raw Hill Publishing Com mpany Limite ed, New Del lhi (pg 50-81 1, 102-107) 2 ) Electron nic Devices and a Circuits, , Fifth Editio on,David A B Bell Oxford University U Press 5th Edit tion (pg 1-65 5) Teachi ing Aids: Various V type es of Diode es, Chart, D Data sheets, Experimen ntal Set up, Laboratory Manual l w Sample: : PPT with www.slides share.net/ www.resea arch.usf.edu/ / www.study yvilla.com/ www.cours ses supercon nductor.ppt www.khana academy.com m
Websit tes: http://en n.wikipedia.o org/wiki/ectr roniccompon nent www.ee.duke w e.edu www.cseattle w erobrtics.org g www.gthelzv w volt.com www.semico w onductormuseum.com **Note e: Use ppt, ch harts, anima ation and vid deos for teac ching this to opic Lectu ure Topic/ T Subto opic to be co overed No. 1 Conc cept of Fermi i level
4 40
Conc cept of dopin ng: Process of o adding ext ternal impur rity Deve elopment of P type & N type t semicon nductor thro ough doping
N typ pe doing
Conc cept of Hole Majority Ch harge carrier rs, minority c charge carrie ers
Conduction in n Semiconductors
Electro on moves t to fill hole e
Conc cept: P-N Jun nction, Addition of impu urities. Introd duction to co oncept of dio ode. Uses of f diode. Type es of semico onductor diodes. Materials used in n PN junction n diode
4 41
Form mation of dep pletion layer in PN juncti ion, Barrier Voltage
2 Work king of Unbi iased PN jun nction diode
42
J diod de Forward d Bias, Reve erse bias. Sym mbol Biasing the P-N Junction 3 Work king princip ple of PN junction j dio ode, VI ch haracteristics s(Forward a and Reverse e chara acteristics), Ideal I charact teristics
Static c and Dynam mic resistanc ce of a diode e: Definition n & calculati ion from grap ph. Diode e specificati ions: Knee voltage, v For rward voltag ge, Peak Inv verse voltage e, Maximum m Forw ward current, Reverse Sat turation Curr rent. Power dissipation; Meaning of f the terms Appli ications. Introd duction to ze ener diode. Symbol. Ap pplications Constructional di iagram of zener diode
Work king of zener r diode.
4 43
VI Ch haracteristics of Zener diode d (in forw ward and rev verse bias)
Zener r as a voltag ge regulator: (no mathem matical treatm ment)
Speci ification: Zener Z volta age, Breakd down volta age, power dissipation n, dynamic c resist tance: meani ing of the ter rms. Comparison of PN P junction n diode and zener diode e. Speci ial diodes. Types T Cons struction, sy ymbol, opera ating princip ple& applicat tions of PIN N diode,
4 44
Cons struction, sy ymbol, opera ating princip ple& applicat tions of Schottky diode,
10
Cons struction, sy ymbol, opera ating princip ple& applicat tions of Tun nnel diode.
4 45
11 12
Speci ifications of f special di iodes. Comp parative ana alysis of sp pecial diode es and other r semic conductor di iodes Optic cal diodes. Types T
Construction, sym mbol, operat ting principle e & applicat tions of LED D.
13
Construction, sym mbol, operat ting principle e & applicat tions of IRLE ED.
4 46
14 15
Construction, sym mbol, operat ting principle e & applicat tions of Phot todiode. Comp parison betw ween Photo diode d and LE ED Construction, sym mbol, operat ting principle e & applicat tions of Lase er diode
16 Topi ic no 03 0
Revis sion, Assignment on cha apter, Compa arisons betw ween various diodes. Name: Rectifiers and a Filters Facts: P type and N type Semic conductor, C Capacitor, In nductor Concep pts: PN junc ction diode, Ideal I AC/D DC, Pulsating g DC, Pure D DC Princip ple and Pr rocedure: Working p rinciple of diodes, C Capacitor an nd Inductor, Rectifie er and Filter al: Reference Materia : Books: cs and Linear r Circuits By y N N Bharg gava, D C Ku ulshreshtha, 1) Basic Electronic G Tata McGraw Hi ill Publishing g Company Limited,New w Delhi (pg 81-102) S C Gupta, 2) Electronic Devic ces and Circu uits, Fifth Ed dition,David d A Bell; Ox xford Univer rsity Press (pg 71-102) 7 Teachi ing Aids: Diodes, Transformers T s, Rectifiers s, Capacito ors, Inducto ors, Charts, Experim mental setup p, Laboratory y Manual PPT with w Sample: : PPTs on Re ectifier, Filte er www.sl lideshare.net/ www.re esearch.usf.e edu/ www.st tudyvilla.com m/ www.courses super rconductor.p ppt www.k khanacademy y.com
4 47
Websit tes: http://en n.wikipedia.o org/wiki/rect tifier http://en n.wikipedia.o org/wiki/Filt ter http://ww ww.electroni icproducts.co om www.pen nram.com Lectu ure No. 1 Topic/ T Subto opic to be co overed Co oncept of ide eal AC and DC D waveform ms.
Co oncept of Rec ctifier, Need d of Rectifier r Types of R Rectifier ,Hal lf wave Rect tifier circuit dia agram, opera ation/workin ng ,Input/outp tput wave for rms, Parame eters of Half f wave Re ectifier(With hout derivatio on)
4 48
Fu ull wave cent ter tapped Rectifier R circu uit diagram, , operation/w working ,Inp put/output wa ave forms, Pa arameters of f Full wave c center tapped d Rectifier(Without derivation)
Fu ull wave Brid dge Rectifier circuit diag gram, operat tion/working g ,Input/outp put wave for rms, Parameters of Full wave w Bridge e Rectifier(Without derivation)
Positiv ve Half Cycl le
Negativ ve Half Cyc cle
4 5
Co omparison of f three rectif fiers, Numeri ical Examples based on n parameters of rectifiers s Nu umerical Examples base ed on parame eters of recti ifiers
4 49
Ne eed of filters.
Dif fferent types s of filters , Shunt S Capac citor filter Ci ircuit diagra ams, operatio on with Half f wa ave rectifier, Full wave center c tapped d, Full wave bridge rect tifier,
Ex xpression for r output volta age (Withou ut derivation) ),Ripple Fac ctor(Without t derivation) Nu umerical Exa ample
Ser ries Inductor r filter Circu uit diagrams s, operation w with Half wa ave rectifier, Full wave cen nter tapped, Full wave bridge rectifi fier, Expressi ion for outpu ut voltage (W Without der rivation),Rip pple Factor(W Without deri ivation) Num merical Exam mple
5 50
LC C filter Circu uit diagrams, , operation w with Half wa ave rectifier, Full wave c center tap pped, Full wa ave bridge rectifier, r Exp pression for output volta age (Without t der rivation),Rip pple Factor(W Without deri ivation) Num merical Exam mple
Filter Circui it diagrams, operation w with Half wav ve rectifier, F Full wave ce enter tapped, Fu ull wave brid dge rectifier, , Expression n for output v voltage (Wit thout derivat tion),Ripple Fac ctor(Withou ut derivation) ) Numerical Example
10 Topi ic 4
Rev vision, Asse essment, Ass signment Name: Wave Shap ping Circuit t Facts: P-type P and N type semic conductor, R Resistor, Cap pacitor Concep pts: PN junc ction diode, RC R Integrato or, RC Diffe erentiator Princip ple and Proc cedure: Wo orking of PN N junction dio ode, Wave shaping circu uit al: Reference Materia Books: : 1) Electron nic Devices and a Circuits, , Fifth Editio on, David A Bell Oxford University U Press; 5th edit tion (pg 113-128) 2) Electroni ic Devices an nd Circuit T Theory By Ro ylestad,Louis s Nashelsky, obert L Boy Prentice Hall H of India a Private Lim mited, New D Delhi-11000 01; 6th edition (pg 78-89) ) Teachi ing Aids: : Diodes, Rec ctifiers, Cap pacitors, Ind ductors, Charts, Experim mental setup, Laboratory Manual l PPT with w Sample: : www.slideshare.net/
tes: . www.c circuitinnova ation.com Websit Lectu ure Topic/ T Subto opic to be co overed No. 1 Need of wave sh haping circui it. Definition n of wave s shape circuit ts Basic typ pes of wave e shapin ng circuits: Linear and Non linear r wave shap ping circuits s ,Types of linear wave e shapin ng circuits, Types T of non n linear wav ve shaping ci ircuits
5 51
Concept of integration, Concept of RC circuit, RC Time constant, Circuit diagram RC Integrator, operation/working principle, Condition for Integration, Input/Output wave form for different inputs such as sine wave, square wave , triangular wave, rectangular wave ,ramp wave, step input, Applications
52
53
Example
Solution
** Teacher can use other examples also. These simple numerical are given just for better understanding of students. Concept of differentiation, RC Differentiator: Circuit diagram, operation/working principle, Condition for differentiation , Input / Output wave form for different inputs such as sine wave, square wave , triangular wave, rectangular wave ,ramp wave, step input ,Applications
54
Example
55
Concept of clipping, Clipper circuit: Types of clipper circuit: Series clipper: Types of series clipper: Biased and Unbiased; Circuit of negative series clipper,operation/working of circuit, Sketch of input/out wave forms for inputs, Circuit of positive series clipper,: operation/working of circuit, sketch of input/output waveforms for different inputs; Biased series clippers; Applications of series clippers
56
Diode Clipping Circuit
Diode Negative Clipper
57
58
59
60
Types of shunt clippers, unbiased, biased, Positive shunt clipper, Negative shunt clipper,biased shunt clippers,circuit,operation/working,sketch of input/output waveforms for different types of input waveforms,Zener diode shunt clipper,Applications of shunt clippers
Types of Clamping circuit: unbiased and biased clamping circuit, Negative voltage clamping, Positive voltage clamping circuit, ,Circuit operation/working, sketch of input /output wave forms for different types of inputs, Applications of clamping circuits Biased clamping circuit, operation/working, Sketch of input/output waveforms for different types of input forms ,Applications of biased clamping circuits, Zener diode clamping circuit
61
8 Topic 5
Revision, Assessment, Assignment Name: DC Circuits and Network Theorems Facts: Current, Voltage, Power, Ohms Law and Kirchoffs Law Concepts: Fundamentals of DC Circuits. Principle and procedure: Network theorems and use of network theorems to reduce circuit components. To simplify the network.
62
Reference Material: Books: Electrical Technology, B LThereja, S.Chand; 1st edi. print 2010 (pg 18-27, chp 2) Teaching Aids: Charts, Experimental Set up, Laboratory Manual PPT with Sample: PPTs on DC circuit fundamentals and theorems Websites: : www.slideshare.net/ http://en.wikipedia.org/wiki/Power_electronics www.nptel.com http://hyperphysics.phy-astr.gsu.edu/hbase/electric electricaltheorem.blogspot.in Lecture No. 1 Review of ohms law. Topic/ Subtopic to be covered
Kirchoffs current and voltage law Statement and Numerical examples
63
KVL : It states th hat the total voltage v arou und a closed loop must b be zero. V = 0. Prefer r using loop method as i it is simple to o understand d and salve p problems
: At node I = 0 KCL:
3 4
Maxw wells loop current c metho od Conce ept of ideal l and practi ical current and voltag ge sources. Conversion of sources. Nume erical examp ples on conv version of v voltage sour rce in to cur rrent source e. Numerical examp ples on conv version of cu urrent source e in to voltag ge source. Star/D Delta and De elta/Star con nversion (no derivation) C Concept of s star network k. Concept of f delta network. Fo ormula to co onvert star ne etwork in to delta netwo ork. Formu ula to conv vert delta ne etwork into star netwo ork. Numeri ical examples based on n conve ersion Network termino ology-active, , passive, linear, nonli inear, bilate eral, unilater ral network. ew of networ rk componen nts. Exampl es of active and passive e components. Definition n Revie of net twork and ne etwork termi inology Super rposition the eorem Statem ment: It state es that the ef ffect of two o or more volt tage sources in a re esistor is equ ual to the sum m of the ind dividual effec cts of each s source taken separately, t circuits replac cing all the remaining r vo oltage source es with short
6 64
Expla anation and applications a .Steps to ap pply to super rposition theo orem to give en network. Nume erical examp ples
8 9
Nume erical examp ples based on n superpositi ion theorem Theve enins theore em Statemen nt .Explanati ion and appl lications. Steps to apply to Thevenins theorem to given netwo ork. Numeric cal examples s
10
Nume erical examp ples based on n Thevenins s theorem Refer r: http://hyp perphysics.p phy-astr.gsu. .edu/hbase/e electric for excellent demo on n nume erical Norto ons theorem m Statement .Explanation . n and applica ations .Steps s to apply to Norto ons theorem m to given ne etwork. Num merical exam mples
11
12
Nume erical examp ples based on n Nortons t theorem Refer r: http://hyp perphysics.p phy-astr.gsu. .edu/hbase/e electric for excellent demo on n nume erical
6 65
13 14 5.2
Maximum power transfer theorem Statement .Explanation and applications .Steps to apply to Maximum power transfer theorem to given network. Numerical examples Revision, Assessment, Assignment
Planning and Conduct of Test: Two class tests each of 25 marks to be conducted as per the schedule given in MSBTE academic calendar. Sr. No 1 Class Test Class Test 1 Marks 25 Topics 1 Passive Component 1.1 Resistor 1.2 Capacitor 1.3 Inductor 2 Semiconductor 2.1 P N Junction Diode 2.2 Zener Diode 2.3 Special Diodes 2.4 Optical Diodes 3 Rectifiers and Filters 3.1 Rectifiers 3 Rectifiers and Filters 3.2 Filters 4 Wave Shaping Circuit 4.1 Linear Wave Shaping Circuit 4.2 Non linear Wave Shaping Circuit 5 DC Circuits and Network Theorems 5.1 Fundamental of DC Circuits 5.2 Node Analysis 5.3 Network Theorems
Class Test 2
25
5.3 Details about conduct of assignments: After completion of each chapter one assignment based on all points of concerned chapter, sample question paper, old MSBTE question paper shall be given to students. It shall be assessed by subject teacher before giving next Assignment. However it is suggested that one or two, revision based on, interactive discussions about doubts in understanding subject will definitely give an added advantage to students. Assignment & its Evaluation may be done efficiently in practicals. [At the time of submission of Elements of Electronics, students should produce this Assignment Note book to Subject Teacher which will contain Five Assignment. Subject Teacher will review it for Five Assignment and return it to students for further study of MSBTE Exam. 5.4 Strategies for Conduct of Practical: 5.4.1 Approach for design of Manual:
66
Basic approach of lab manual is to develop better understanding of subjects and to develop intellectual skill and Motor skill the as per subject objectives. While designing the experiments, various activities are added in the experiments so that contents can be related to applications in the industry.
5.4.2 Suggestions for effective conduct of practical and assessment: Subject Teacher shall prepare Laboratory planning (D2) format in duplicate. One copy of laboratory planning (D2) shall be displayed on laboratory/departmental notice board for students information. Subject Teacher shall conduct practical as per planning and assess/check regularly Display the given data of each experiment in the laboratory. Display the charts of all instruments which are required to the practical of Elements of Electronics. At the beginning of the semester Lab Assistant and Subject Teacher should check and ensure that the equipment required to conduct practical are in proper working condition. They should calibrate all necessary equipment to conduct practical using standard calibrated instrument and maintain calibration register and maintenance register. Teacher should refer the guide lines given in laboratory manual. Teacher should make the students aware of instructions given in the laboratory manual. Teacher should motivate the students by taking activities on related contents in theory and practical. Teacher should ensure that at least one activity given in the Lab Manual is performed by the student and observations should be tabulated. There should be one revision practical after every three regular practical so that student can grasp the content deeply. Teacher should make the assessment report of student during the repletion round. Teacher should assess the students on the basis of his/her participation in a group and performance in a group during practical as per MSBTE rule. Teacher should give marks out of 10 for each practical. 5.4.3 Preparation for conduct of practical Experimental set up along with the sample readings (Expected result) should be available with the concerned teacher before the commencement of each experiment. Teacher should give the instruction regarding proper handling of instrument, precautions while performing the experiment while taking observations. 5.5 Additional guidelines to conduct course smoothly. Use of ICT based teaching-learning methods, PPTs, internet, CD/DVDs, readymade charts/graphs, video may help students to learn subject easily. Prefer use of recommended reference books for teaching / learning purpose. Preparation of subject notes will definitely be fruitful for students. However giving Xerox of notes instead of detecting notes will be more beneficial.
67
Overview of topics covered in last lecture at start of current lecture is expected. Assignments or home work based on last lecture or related to next lecture may be helpful for all students. Preparation and Circulation chapter wise question bank based on sample question paper, MSBTE old question papers will definitely give good idea to students about subject. Showing of components, portable electronic equipments, working models, simulations, project boards will definitely give brief idea about subject to understand electronic equipments to the student 6. Mode of assessment: 6.1 Class Test: There will be two tests each of 25 Marks. The tests will be conducted as per the MSBTE Schedule. Teacher should prepare model answer of class test question papers and display it on notice board after the class test for clear understanding of the subject by students. Teacher should show the answer paper of class test to the student and discuss about the mistakes in practicals or free time. Give appropriate suggestions. Teacher should maintain the record of class test as per MSBTE norms. 6.1.1 Guidelines for Setting Class Test Question Paper: Question No.1 Attempt any three out of four (3 X 3 = 9 Marks) Question No.2 Attempt any two out of three (2 X 4 = 8 Marks) Question No.1 Attempt any three out of four (2 X 4 = 8 Marks)
68

Teacher Guide For Elements of Electronics

Uploaded by

Copyright:

Available Formats

Teacher Guide For Elements of Electronics

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Teacher Guide For Elements of Electronics

Uploaded by

Copyright:

Available Formats

CURRICULUM REVISION PROJECT 2012

TEACHER GUIDE FOR

MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION, Mumbai ISO 9001 : 2008

ELEMENTS OF ELECTRONICS (17215)

CURRICULUM DEVELOPMENT CELL, MSBTE, MUMBAI.

November 2012 December 2012

Chief Project Co-ordinator Project Co-coordinator

ELEMENTS OF ELECTRONICS (17215)

APPROACH TO CURRICULUM DESIGN

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

REGULATING AGENCIES M.H.R.D., A.I.C.T.E.

4) PROCESS State Planning

Diploma Engineer with desired skills

External 1. Industries 2. Service Sector

6) RESOURCES PHYSICAL HUMAN INFORMATION FINANCE TIME ENERGY

Fig 1 Systems Approach

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

1.6LINK DIAGRAM for Electronics Engineering Group: Human Sciences

ELEMENTS OF ELECTRONICS (17215)

Basic Model of Learning The basic model of learning is as shown below:

GENERIC DIAG. Stimulus and Response

GENERIC DIAG.- STIMULUS & RESPONSE

STIMULUS Objects People Events Symbols

SELF ACT. SELF ESTEEM SOC. BELONG. SECURITY BASIC NEEDS

Fig. 2: Generic Diagram of Learners.

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

COGNITIVE PROCESS DIMENSION 1 Remember 2 Understand 3 Apply 4 Analyze

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

CONTENT ANALYSIS Components of Content Analysis:

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEME ENTS OF ELECTRONICS (17215)

Learning Str ructure

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

Publisher Pearson Tata McGraw Hill S.Chand Oxford

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

ELEMENTS OF ELECTRONICS (17215)

Introduction to resistors. Classification of resistors. Materials used for resistors.