Department of Electronics and Communication Engineering

COURSE HANDOUT

A.Y.2024-2025, EVEN Semester

Course Title :Physics

Course Code :
L-T-P Structure :
L T P
4 0 0

Credits :
Pre-requisite : EDC
Course Coordinator : Dr. T V Rama Krishna
Team of Instructors : Dr. T V Rama Krishna
Course Type : PC
Course Objective : This course will enable students to

1. To analyze and understand the high-frequency behavior of BJT and FET amplifiers using
Hybrid-π\piπ models, emphasizing their frequency response and gain-bandwidth
product.
2. To study and evaluate the design and performance of RC coupled and cascaded
amplifiers for BJT and FET, focusing on their bandwidth and gain characteristics.
3. To understand the principles of feedback, its impact on amplifier characteristics, and
analyze various feedback topologies such as voltage series, current series, voltage shunt,
and current shunt.
4. To examine the conditions for oscillation and design various LC and RC oscillators like
Hartley, Colpitts, Clapp, Crystal, and Wein Bridge Oscillators. Emphasis is placed on
frequency and amplitude stability.
5. To analyze the performance of single, stagger, and double-tuned amplifiers,
understanding their bandwidth calculations and applications.
6. To study different classes of power amplifiers (Class A, Class B, and Class AB),
understand cross-over distortion, and design transformer-coupled and push-pull
configurations with appropriate heat sinks.
Vision: To become a leading Technical Institute of academic excellence by imparting high
pattern discipline through Innovative Programs of global standards which makes the students
technically superior and ethically strong.
Mission:
 To provide the quality education and to prepare nationally competitive undergraduate
Students for a successful carrier in relevant Engineering field.
 To develop the habit of continuous learning, Team Work and fulfill the social needs.
 To enable the students to analyze and apply mathematical and Scientific Techniques in
Engineering Technology.
Program Outcomes (PO)
PO1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization to the solution of complex engineering
problems.
PO2. Problem analysis: Identify, formulate, research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
PO3. Design/development of solutions: Design solutions for complex engineering problems
and design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.
PO4. Conduct investigations of complex problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of data,
and synthesis of the information to provide valid conclusions.
PO5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modelling to complex engineering
activities with an understanding of the limitations.
PO6. The engineer and society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering practice.
PO7. Environment and sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of, and need
for sustainable development.
PO8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of the engineering practice.
PO9. Individual and team work: Function effectively as an individual, and as a member or
leader in diverse teams, and in multidisciplinary settings.
PO10. Communication: Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as, being able to comprehend and write
effective reports and design documentation, make effective presentations, and give and receive
clear instructions.
PO11. Project management and finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a member and
leader in a team, to manage projects and in multidisciplinary environments
 PO12. Life-long learning: Recognize the need for, and have the preparation and ability to engage
in independent and life-long learning in the broadest context of technological change.

COURSE OUTCOMES (COs)

Bloom's
CO Mapped
Course Outcome (CO) Taxonomy
No PO/PSO
Level (BTL)
Analyze and model small signal high-frequency transistor PO1, PO2, BTL-4
CO1
amplifiers for performance evaluation. PSO1 (Analyzing)
Design and analyze multistage amplifiers for improved gain and
PO1, PO3, BTL-6
CO2
bandwidth. PSO2 (Creating)
Understand and evaluate the design and working of BJT/FET PO2, PO4, BTL-5
CO3
feedback amplifiers and their stability. PSO2 (Evaluating)
Understand and analyze the design and functionality of BJT/FET
PO1, PO3, BTL-4
CO4
oscillators for frequency generation. PSO1 (Analyzing)
Analyze tuned voltage amplifiers for their frequency responsePO2, PO4, BTL-4
CO5
and applications in communication systems. PSO3 (Analyzing)
Design and develop power amplifiers to meet high-power PO3, PO5, BTL-6
CO6
requirements in practical applications. PSO2 (Creating)
Course Outcomes to Program Outcomes (POs) and Program Specific Outcomes (PSOs)
Mapping for Electronic Circuit Analysis
CO PO PO PO PO PO PO PO PO PO PO PO PO PS PS PS
1 2 3 4 5 6 7 8 9 10 11 12 O1 O2 O3
CO1 3 3 2 2 2 1 3 2 2
CO2 3 2 3 3 2 1 3 3 2
CO3 3 2 3 3 2 1 3 3 3
CO4 3 3 3 3 3 1 3 3 3
CO5 3 2 3 3 3 1 3 3 3
CO6 3 3 3 3 2 1 1 3 3 3
Avera3 3 3 3 2 1 1 3 3 3
ge CO
SYLLABUS
CO No Topics No of
Sessions
CO-1 Small Signal High Frequency Transistor Amplifier models: BJT: Transistor at 8
high frequencies, Hybrid- common emitter transistor model, Hybrid-
conductance’s, Hybrid- capacitances, validity of Hybrid- model,
determination of high frequency parameters in terms of low frequency
parameters, CE short circuit current gain, current gain with resistive load,
cut-off frequencies, frequency response and gain bandwidth product. FET:
Analysis of common source and common drain amplifier circuits at high
frequencies
 CO-2 Multistage Amplifiers: BJT and FET RC Coupled Amplifiers – Frequency 8
Response. Cascaded Amplifiers. Calculation of Band Width of Single and
Multistage Amplifiers. Concept of Gain Bandwidth Product.
CO-3 Feedback Amplifiers: Concept of Feedback Amplifiers – Effect of Negative 8
feedback on the amplifier Characteristics. Four Feedback Amplifier
Topologies. Method of Analysis of Voltage Series, Current Series, Voltage
Shunt and Current Shunt feedback Amplifiers.
CO-4 Sinusoidal Oscillators: Condition for oscillations –LC Oscillators – Hartley, 8
Colpitts, Clapp and Tuned Collector Oscillators, Frequency and amplitude
Stability of Oscillators – Crystal Oscillators – RC Oscillators — RC Phase
Shift and Wein bridge Oscillators (BJT and JFET models)
CO-5 Tuned Voltage Amplifiers Single Tuned and Stag-ger Tuned Amplifiers – 8
Analysis, Double Tuned Amplifier, Bandwidth Calculation.
CO-6 Classification of Power Amplifiers – Class A, Class B and Class AB power 8
Amplifiers. Series Fed, Single Ended Transformer Coupled and Push Pull
Class A and Class B Power Amplifiers. Cross-over Distortion in Pure Class
B Power Amplifier, Class AB Power Amplifier – Complementary Push
Pull
Amplifier, Derating Factor – Heat Sinks
Total 48
TEXT BOOKS
T1 Integrated Electronics, Analog Digital Circuits and systems, Jacob Millman and D. Halkias,
McGraw Hill
https://drive.google.com/file/d/1AK3v8OAy35VrhoU5DcRfN7Eg5MM7Yyoe/view?usp=
drive_link
T2 Electronic Devices , G.S.N. Raju, IK International Publications, New Delhi
T3 Adel S. Sedra, Kenneth C. Smith, Arun N. Chandorkar, Microelectronic Circuits, 6/e,
Oxford University Press
https://drive.google.com/file/d/1KSi4DWPyGxex1KckgY7HdjwN-
2rdl08p/view?usp=drive_link
REFERENCE BOOKS
R1 Electronic Circuit Analysis, B.V.Rao, K. RajaRajeswari et.al, Pearson Publishers.
https://drive.google.com/file/d/1tQjSRqVrlZoN-
oQ0cHdaFjX898znuE4T/view?usp=drive_link
R2 Electronic Devices and Circuits by Salivahanan, N.Suresh Kumar and A.Vallava Raj TMH,
2nd Edition
https://drive.google.com/file/d/1jLhbKyAPMPaB-onjyD_8ENHB6bqn- 8F7/view?
usp=drive_link
R3 Electronic Devices and Circuits – G.K.Mithal, Khanna Publishers, 23rd Edition
SIMULATION BOOKS
Farzin Asadi ,’Essential Circuit Analysis using NI Multisim™ and MATLAB®, Springer
 S https://drive.google.com/file/d/1Vm5I4cBhoI-
1 d1an7uwKcf6nSxuQezXuj/view?usp=drive_link
S Pooja Mohindru, ELECTRONIC CIRCUIT ANALYSIS USING LTSPICE XVII SIMULATOR A
2 Practical Guide for Beginners, CRC press
https://drive.google.com/file/d/1hnzPoff8f8wXmAxDDu3npaX_duTBe-
KO/view?usp=drive_link
S John Okyere Attia,’Electronics and Circuit Analysis Using MATLAB’,CRC Press
3 https://drive.google.com/file/d/1kucpzreStoJeNJqZpZaB5nLmdSLuHd5H/view?usp=drive
_link
S John Okyere Attia,’PSPICE and MATLAB for electronics an integrated approach, ’CRC
4 Press
https://drive.google.com/file/d/1PY5lmQM- ExnkLw1rzgINaTJuWdYNT1b6/view?
usp=drive_link
S Farzin Asadi,’ Essential Circuit Analysis using LTspice®‘,Springer
5 https://drive.google.com/file/d/1xGoUZwE-fZge-
n1Cy6H5stmw2s2IEOXr/view?usp=drive_link
S David Báez-López, Félix E. Guerrero-Castro,’ Circuit Analysis with Multisim, ’Morgan and
6 Claypool Publishers
https://drive.google.com/file/d/1B6cA4euvJkWDhZR3t-
boTDEq0xve3N_t/view?usp=drive_link
S Colin Percy May,’ Passive Circuit Analysis with LTspice® An Interactive Approach-Springer
7 https://drive.google.com/file/d/1qzVi62bMmwOwtbLlvuq3B4mA_NwMseQb/view?usp=
drive_link
MANUALS
M1 Farzin Asadi,’ Analog Electronic Circuits Laboratory Manual, ’Springer
https://drive.google.com/file/d/1Bli0JFgtt5-
jkvOAg9olTWfDozLVoQ_5/view?usp=drive_link
M2 Farzin Asadi ,’ Electric Circuits Laboratory Manual, ’Springer
https://drive.google.com/file/d/1nX0OqNMJEQAqBqxxv-
qA9WAtBq8l2zYH/view?usp=drive_link
Software
S1 NI Multsim V 14
https://drive.google.com/file/d/1rI1XnPaF8hgnTbYTXXzpn-
wItzeWP7kD/view?usp=drive_link

WEB REFERNCES/MOOCS VIDEO COURSES

W1 Analog Electronic Circuits - IITM
https://archive.nptel.ac.in/courses/108/106/108106188/
W Circuit Analysis for Analog Designers
2 https://archive.nptel.ac.in/courses/117/106/117106148/
W3 Analog Electronic Circuits
https://archive.nptel.ac.in/courses/108/105/108105158/
W4 Analog Electronic Circuits
 https://archive.nptel.ac.in/courses/108/102/108102112/
W5 Analog Circuits and Systems through SPICE Simulation
https://archive.nptel.ac.in/courses/117/105/117105147/
W6 ANALOG ELECTRONIC CIRCUITS
https://archive.nptel.ac.in/courses/108/102/108102095/
W7 Analog Circuits
https://archive.nptel.ac.in/courses/108/101/108101094/
W8 Semiconductor Devices and Circuits
https://archive.nptel.ac.in/courses/108/108/108108112/
W9 https://www.coursera.org/learn/electronics
W1 NI Multsim V 11
0 https://drive.google.com/drive/folders/1dMZohmDtUB5sqTBUITVd2EUEMMozzrgN?us
p=drive_link
W1 https://github.com/jazzofizia/Circuit-Analysis-II-with-Multisim
1
COURSE DELIVERY PLAN
Boo Propose Faculty Student
k No Teachin d Date approach approac
Sess [CH g- Evaluation h
C
. Topic (s) No, Learning Componen
O
No. Pag Method ts
e s
No]
Introduction Explanatio Listen
Chalk
1 1 to course - n and
&Talk
handout Practice
Transistor at Explanatio Listen
Chalk Mid-1, HA-
2 1 high n and
&Talk 1, SEE
frequencies, Practice
Hybrid- Explanatio Listen
common n and
Chalk Mid-1, HA-
3 1 emitter Practice
&Talk 1, SEE
transistor
model
Hybrid- Explanatio Listen
Chalk Mid-1, HA-
4 1 conductance’ n and
&Talk 1, SEE
s Practice
Explanatio Listen
Hybrid- Chalk Mid-1, HA-
5 1 n and
capacitances &Talk 1, SEE
Practice
determinatio Explanatio Listen
Chalk Mid-1, HA-
6 1 n of high n and
&Talk 1, SEE
frequency Practice
 parameters in
terms of low
frequency
parameters
CE short Explanatio Listen
Chalk
7 1 circuit current Mid-1,SEE n and
&Talk
gain Practice
current gain Explanatio Listen
Chalk Mid-1, HA-
8 1 with resistive n and
&Talk 1, SEE
load, Practice
Explanatio Listen
cut-off Chalk Mid-1, HA-
9 1 n and
frequencies &Talk 1, SEE
Practice
Explanatio Listen
frequency Chalk Mid-1, HA-
10 1 n and
response &Talk 1, SEE
Practice
The Gain- Explanatio Listen
Bandwidth Chalk Mid-1, HA- n and
11 1
Product &Talk 1, SEE Practice

frequency Explanatio Listen

response and n and
Chalk Mid-1, HA-
12 1 gain Practice
&Talk 1, SEE
bandwidth
product
The Common- Explanatio Listen
Source n and
Chalk Mid-1, HA-
13 1 Amplifier at Practice
&Talk 1, SEE
High
Frequencies
common Explanatio Listen
drain n and
amplifier Chalk Mid-1, HA- Practice
14 1
circuits at &Talk 1, SEE
high
frequencies
Concepts of Explanatio Listen
Cascaded Chalk Mid-1, HA- n and
15 2
(Multistage) &Talk 1, SEE Practice
Amplifiers
N-Stage Chalk Mid-1, HA- Explanatio Listen
16 2 Cascaded &Talk 1, SEE n and
Amplifier Practice
 Explanatio Listen
RC coupled Chalk Mid-1, HA-
17 2 n and
amplifier &Talk 1, SEE
Practice
Concept of Explanatio Listen
Gain Chalk Mid-1, HA- n and
18 2
Bandwidth &Talk 1, SEE Practice
Product.
Concepts of Explanatio Listen
Feedback Chalk Mid-1, HA- n and
19 3
Amplifier &Talk 1, SEE Practice
Circuits,
Classification Explanatio Listen
of Negative Chalk Mid-1, HA- n and
20 3
Feedback &Talk 1, SEE Practice
Amplifier
Current Series Explanatio Listen
Chalk Mid-1, HA-
21 3 feedback n and
&Talk 1, SEE
Amplifiers Practice
Voltage Shunt Explanatio Listen
Chalk Mid-1, HA-
22 3 feedback n and
&Talk 1, SEE
Amplifiers Practice
Voltage Explanatio Listen
Series, Chalk Mid-1, HA- n and
23 3
feedback &Talk 1, SEE Practice
Amplifiers
Current Shunt Explanatio Listen
Chalk Mid-1, HA-
24 3 feedback
&Talk 1, SEE
n and
Amplifiers Practice
Explanatio Listen
Condition for Chalk Mid-2, HA-
25 4 n and
oscillations &Talk 2, SEE
Practice
Explanatio Listen
Colpitts Chalk Mid-2, HA-
26 4 n and
Oscillators &Talk 2, SEE
Practice
Explanatio Listen
Hartley Chalk Mid-2, HA-
27 4 n and
Oscillators &Talk 2, SEE
Practice
Frequency of Explanatio Listen
oscillations Chalk Mid-2, HA- n and
28 4
Colpitts &Talk 2, HA-2, SEE Practice
Oscillators
 Frequency of Explanatio Listen
oscillations Chalk Mid-2, HA- n and
29 4
Hartley &Talk 2, SEE Practice
Oscillators
Clapp and Chalk Explanatio Listen
Tuned &Talk Mid-2, HA- n and
30 4
Collector 2, SEE Practice
Oscillators
Frequency Chalk Explanatio Listen
and &Talk n and
Mid-2, HA-
31 4 amplitude Practice
2, SEE
Stability of
Oscillators
Chalk Explanatio Listen
Crystal Mid-2, HA-
32 4 &Talk n and
Oscillators 2, SEE
Practice
RC Phase Shift Chalk Explanatio Listen
Mid-2, HA-
33 4 and &Talk n and
2, SEE
Oscillators Practice
Frequency of Chalk Explanatio Listen
oscillations RC &Talk Mid-2, HA- n and
34 4
Phase Shift 2, SEE Practice
oscillators
Chalk Explanatio Listen
Wein bridge Mid-2, HA-
35 4 &Talk n and
oscillators 2, SEE
Practice
Frequency of Explanatio Listen
oscillations Chalk Mid-2, HA- n and
36 4
Wein bridge &Talk 2, SEE Practice
oscillators
Chalk Explanatio Listen
Single Tuned Mid-2, HA-
37 5 &Talk n and
Amplifier 2, SEE
Practice
Stag-ger Chalk Explanatio Listen
Mid-2, HA-
38 5 Tuned &Talk n and
2, SEE
Amplifiers Practice
Chalk Explanatio Listen
Double Tuned Mid-2, HA-
39 5 &Talk n and
Amplifier 2, SEE
Practice
Chalk Explanatio Listen
Bandwidth Mid-2, HA-
40 5 &Talk n and
Calculation 2,SEE
Practice
 Class A, Class Chalk Explanatio Listen
B and Class &Talk n and
Mid-2, HA-
41 6 AB power Practice
2, SEE
Amplifiers.
Series Fed
Single Ended Chalk Explanatio Listen
Mid-2, HA-
42 6 Transformer &Talk n and
2, SEE
Coupled Practice
Chalk Explanatio Listen
Push Pull Mid-2, HA-
43 6 &Talk n and
Class A 2, SEE
Practice
Chalk Explanatio Listen
Class B Power Mid-2, HA-
44 6 &Talk n and
Amplifiers 2, SEE
Practice
Cross-over Chalk Mid-2, HA- Explanatio Listen
Distortion in &Talk 2, SEE n and
45 6 Pure Class B Practice
Power
Amplifier
Class AB Mid-2, HA- Explanatio Listen
Chalk
46 6 Power 2, SEE n and
&Talk
Amplifier Practice
Chalk Mid-2, HA- Explanatio Listen
Crossover
47 6 &Talk 2, SEE n and
Distortion
Practice
Complimenta Chalk Mid-2, HA- Explanatio Listen
48 6 ry Symmetry &Talk 2, SEE n and
Circuits Practice
SESSION WISE TEACHING – LEARNING PLAN
SESSION NUMBER: 01
Session Outcomes: Introduction to course handout
Teaching - Active Learning Methods
Time Topic BTL Learning
(min) Methods
5 Introduction to course handout 1 Talk -NOT APPLICABLE-
20 1 Talk Leading Question
20 Teaching learning and Evaluation 1 Talk Leading Question
modalities -NOT APPLICABLE-
5 1 Talk
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 02
Session Outcome: By the end of this session, students will be able to:
 1. Explain the characteristics and differences among the three configurations of BJT
amplifiers and their applications. (BTL 2)
2. Discuss the operation of single-stage JFET amplifiers in CD, CS, and CG configurations,
emphasizing their advantages and limitations. (BTL 2)
Teaching - Active
Time Topic BTL Learning Learning
(min) Methods Methods
Attendance/Recap/Poll/Pop -NOT
5 1 Talk
Questions/Recap APPLICABLE-
Single stage amplifiers in the three Think/
20 2 Chalk &Talk
configurations of C.E, C.B, C.C pair/share
Single stage JFET amplifiers in C.D, C.S and Fish Bowl
20 2 Chalk &Talk
C.G configurations
Summarize session content, address -NOT
5 student doubts, and reinforce 1 Talk APPLICABLE-
understanding through active engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 03
Session Outcome: By the end of this session, students will be able to:
1. Illustrate the hybrid-π equivalent circuit for a CE BJT model and identify its key
components. (BTL 2)
2. Explain the significance and roles of the parameters used in the hybrid-π model, such as
transconductance and input/output resistances. (BTL 2)
Teaching - Active
Time Topic BTL Learning Learning
(min) Methods Methods
Attendance/Recap/Poll/Pop -NOT
5 1 Talk
Questions/Recap APPLICABLE-
Chalk &Talk & Think/
20 Draw the Hybrid -Pi C.E BJT Model 2 PPT, flipped pair/share

Chalk &Talk & Think/

20 Know about the Hybrid - Pi Parameter 2
PPT, flipped pair/share
-NOT
5 Doubts and Summary 1 Talk
APPLICABLE-
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1AORSjXhw3GEgj3sYYDb1yuOIPRCao3Go/view?
usp=drive_li nk
SESSION NUMBER: 4
Session Outcome: By the end of this session, students will be able to:
 1.
Explanation of Transconductance or Mutual Conductance (gm) (BTL 2)
2.
Derivation of Transconductance or Mutual Conductance (gm) (BTL 4)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/ Recap
Transconductance or Mutual Chalk &Talk Fish Bowl
20 Conductance (gm) 2 & PPT,
flipped
Derivation of Transconductance or Chalk &Talk Think/ pair/share
20 Mutual Conductance (gm) 4
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 5
Session Outcome: By the end of this session, students will be able to:
1. Explain the concept of feedback conductance gb′c and its influence on transistor
behavior. (BTL 2)
2. Derive the mathematical expression for feedback conductance gb′c using relevant
circuit models and assumptions. (BTL 4)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/ Recap
Explanation of Input Conductance Chalk &Talk , Fish Bowl
20 2
gb’e flipped
Derivation of Input Conductance gb’e Chalk &Talk, Think/ pair/share
20 4
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1AORSjXhw3GEgj3sYYDb1yuOIPRCao3Go/view?usp=drive_li
nk
SESSION NUMBER: 6
Session Outcome: By the end of this session, students will be able to:
1. Explain the concept and significance of feedback conductance gb′c. (BTL 2)
2. Derive the expression for gb′c in the context of high-frequency transistor models. (BTL
4)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/ Recap
Explanation of Feedback conductance Chalk &Talk Fish Bowl
20 gb'c 2 & PPT,
flipped
Derivation of Feedback Conductance Chalk &Talk Think/ pair/share
20 gb'c 4 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1AORSjXhw3GEgj3sYYDb1yuOIPRCao3Go/view?usp=drive_li
nk
Flipped link: https://www.youtube.com/watch?v=cgTQ3J9IppI
SESSION NUMBER: 7
Session Outcome: By the end of this session, students will be able to:
1. Explanation of the Base-spreading Resistance rbb'
2. Derivation of the Base-spreading Resistance rbb'
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the Base-spreading Chalk &Talk Fish Bowl
20 Resistance rbb' 2 & PPT,
flipped
Derivation of the Base-spreading Chalk &Talk Think/ pair/share
20 Resistance rbb' 4 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
5 1 Talk
student doubts, and reinforce
 understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1AORSjXhw3GEgj3sYYDb1yuOIPRCao3Go/view?
usp=drive_li nk
Flipped video link: https://www.youtube.com/watch?v=iLCQUHJkFM8
SESSION NUMBER: 8
Session Outcome: By the end of this session, students will be able to:
1. Describe the physical significance and behavior of gce in the hybrid-π model. (BTL 2)
2. Derive the mathematical expression for the output conductance (gce) in terms of circuit
parameters. (BTL 4)
Teaching - Active Learning
Time
Topic BTL Learning Methods
(min)
Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the Output Chalk &Talk Fish Bowl
20 Conductance gce 2 & PPT,
flipped
Derivation of the Output Chalk &Talk Think/ pair/share
20 Conductance gce 4 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1AORSjXhw3GEgj3sYYDb1yuOIPRCao3Go/view?
usp=drive_li nk
Flipped video link: https://www.youtube.com/watch?
v=GVIaz5Qwhgc SESSION NUMBER: 9
Session Outcome: By the end of this session, students will be able to:
1. Explain the physical meaning and importance of diffusion capacitance in semiconductor
devices. (BTL 2)
2. Derive the mathematical expression for diffusion capacitance in the context of BJT
operation. (BTL 4)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
 Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the The Diffusion Chalk &Talk Fish Bowl
20 2
Capacitance & PPT
Derivation of Diffusion Capacitance Chalk &Talk Think/ pair/share
20 4
& PPT
5 Doubts and Summary 1 Talk -NOT APPLICABLE-
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 10
Session Outcome: By the end of this session, students will be able to:
1. Explain the influence of IC, VCE, and T on hybrid parameters. (BTL 2)
2. Analyze variations in hybrid parameters and their impact on circuit performance. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Variation of Hybrid Parameters with Chalk &Talk Fish Bowl
20 IICI, IVCEI and T 2 & PPT,
flipped
Chalk &Talk Think/ pair/share
20 2
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 11
Session Outcome: By the end of this session, students will be able to:
1. Apply the knowledge of transistor models to draw the Hybrid-pi equivalent circuit. (BTL
2)
2. Analyze and derive the bandwidth of the circuit considering the frequency response and
gain characteristics. (BTL 4)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Draw the Hybrid - pi equivalent Chalk &Talk Fish Bowl
20 2
circuit in C E configuration & PPT
 Derive the Bandwidth of the circuit. Chalk &Talk Think/ pair/share
20 4
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 12
Session Outcome: By the end of this session, students will be able to:
1.
Explain the importance of fT and its role in determining the frequency response of
amplifiers. (BTL 2)
2.
Derive the expression for fT by analyzing the transistor's high-frequency model and
parameters. (BTL 4)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Important of the Parameter fT Chalk &Talk Fish Bowl
20 2
& PPT
Derive the Parameter fT Chalk &Talk Think/ pair/share
20 4
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 13
Session Outcome: By the end of this session, students will be able to:
1. Introduce the Current Gain with Resistive Load concept, explaining its importance in
amplifier circuits
2. Discuss the Equivalent Circuit of Current Gain with Resistive Load, providing detailed
explanations and showing its derivation.
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Current Gain with Resistive Load Chalk &Talk Fish Bowl
20 2
& PPT
 Equivalent circuit of Current Gain Chalk &Talk Think/ pair/share
20 2
With Resistive Load & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 14
Session Outcome: By the end of this session, students will be able to:
1. Explain The Gain-Bandwidth Product (BTL 2)
2. Discuss the Importance of the Gain-Bandwidth Product and its relevance in amplifier
circuits, helping students make connections to real-world applications. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
The Gain-Bandwidth Product Chalk &Talk Fish Bowl
20 2 & PPT,
flipped
Importance of The Gain-Bandwidth Chalk &Talk Think/ pair/share
20 2
Product & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Flipped Video Link:
SESSION NUMBER: 15
Session Outcome: By the end of this session, students will be able to:
1. Understand and explain the behavior of a Common-Drain Amplifier at high frequencies,
focusing on its operation and significance. (BTL 2)
2. Analyze and derive the voltage gain and input admittance of the Common-Drain
Amplifier, enhancing problem-solving and analytical skills. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
 Explanation of Common-Drain Chalk &Talk Fish Bowl
20 Amplifier at High Frequencies 2 & PPT,
flipped
Derive the Voltage Gain, Input Admi Chalk &Talk Think/ pair/share
20 ance, 2 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1UHdSnPNVHI3gieB46ZddQTIpa20H0H5h/view?
usp=drive_li nk
SESSION NUMBER: 16
Session Outcome: By the end of this session, students will be able to:
1. Understand and explain the operational principles of a Common-Source Amplifier at
high frequencies, focusing on its characteristics and applications. (BTL 2)
2. Analyze and derive the voltage gain and input admittance for the Common-Source
Amplifier, fostering analytical and derivational skills. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of Common-Source Chalk &Talk Fish Bowl
20 2
Amplifier At High Frequencies & PPT
Derive the Voltage Gain, Input Admi Chalk &Talk Think/ pair/share
20 2
ance & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1
-
RR9s6CPn_C1hrt1my5TJVfPImyvednn/view?usp=drive_link
SESSION NUMBER: 17
Session Outcome: By the end of this session, students will be able to:
1. Explain the Concepts of Cascaded (Multistage) Amplifiers
 2. Provide an explanation on the Classification of Multistage Amplifiers, helping students
categorize different types
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Concepts of Cascaded (Multistage) Chalk &Talk Fish Bowl
20 Amplifiers 2 & PPT,
flipped
Classification Of Multistage Chalk &Talk Think/ pair/share
20 2
Amplifiers & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1jnF0T81ZC8VS0xgvZoYXqlMKh-
mqsKKi/view?usp=drive_link
SESSION NUMBER: 18
Session Outcome: By the end of this session, students will be able to:
1. Explain the Gain Calculations of N-stage Cascaded Amplifier
2. Introduce Different Coupling Schemes Used in Amplifiers, explaining the various
methods and their applications.
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Gain calculations of N-stage cascaded Chalk &Talk Fish Bowl
20 Amplifier 2 & PPT,
flipped
Different Coupling Schemes Chalk &Talk Think/ pair/share
20 Used In Amplifiers 2 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
 https://drive.google.com/file/d/1DCxAC7DVFmSUivGrHTTScktg5VfuZCOz/view?usp=drive_li
nk
Flipped link: https://www.youtube.com/watch?v=qtoHHg-gUnU
SESSION NUMBER: 19
Session Outcome: By the end of this session, students will be able to:
1. Describe the working principle of an RC-coupled amplifier. (BTL 2)
2. Analyze the design considerations of an RC-coupled amplifier. (BTL 2)
3. Apply the design concepts to solve problems involving RC-coupled amplifiers. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the RC coupled Chalk &Talk Fish Bowl
20 2
amplifier & PPT
Design of RC coupled amplifier Chalk &Talk Think/ pair/share
20 2
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 20
Session Outcome: By the end of this session, students will be able to:
1. Explain the Frequency Response of an Amplifier
2. Discuss the Effect of an Emitter Bypass Capacitor on Low-Frequency Response
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Frequency Response of an Amplifier Chalk &Talk Fish Bowl
20 2
& PPT
Effect of an Emitter Bypass Capacitor Chalk &Talk Think/ pair/share
20 2
On Low-Frequency Response & PPT
5 Doubts and Summary 1 Talk -NOT APPLICABLE-
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 21
Session Outcome: By the end of this session, students will be able to:
1. Understand and explain the basic concepts of feedback amplifier circuits, including
types and their significance. (BTL 2)
 2. Analyze and articulate the need for feedback in amplifier circuits, highlighting its impact
on gain stability, bandwidth, and distortion reduction. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Concepts of Feedback Amplifier Chalk &TalkFish Bowl
20 2
Circuits & PPT
Need for feedback Chalk &TalkThink/ pair/share
20 2
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Flipped video link: https://www.youtube.com/watch?
v=Oetg_4ypuvI https://www.youtube.com/watch?
v=Cqouhsl4Yx0
SESSION NUMBER: 22
Session Outcome: By the end of this session, students will be able to:
1. Understand the classification of negative feedback amplifiers, including the four basic
types (voltage series, voltage shunt, current series, current shunt), and their working
principles
2. Analyze the advantages of negative feedback in amplifiers, such as improved stability,
reduced distortion, extended bandwidth, and controlled gain.
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Classification of Negative Feedback Chalk &TalkFish Bowl
20 2
Amplifier & PPT,flipped
Advantages of Negative Feedback Chalk &TalkThink/ pair/share
20 2 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
 Google drive link:
https://drive.google.com/file/d/1UcGI1MgUvbeATYu6UVuEVMQ3LIIkq-
0Q/view?usp=drive_link
Flipped video link: https://www.youtube.com/watch?v=Oetg_4ypuvI
https://www.youtube.com/watch?v=0K6vyowDAKM
SESSION NUMBER: 23
Session Outcome: By the end of this session, students will be able to:
1. Understand the advantages of negative feedback amplifiers, such as gain stability,
bandwidth extension, noise reduction, and linearity improvement.
2. Explain the structure and functionality of different negative feedback networks,
including their role in achieving desired amplifier characteristics.
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Advantages of Negative Feedback Chalk &Talk Fish Bowl
20 Amplifiers 2 & PPT,
flipped
Explain the different Negative Chalk &Talk Think/ pair/share
20 2
Feedback networks & PPT
5 Doubts and Summary 1 Talk -NOT APPLICABLE-
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/13jJhSKPOOE8j6HPWGXC3XxsY-IkinT6X/view?usp=drive_link
Flipped video link: https://www.youtube.com/watch?v=Sr-Sm_d3oVE
SESSION NUMBER: 24
Session Outcome: By the end of this session, students will be able to:
1. Understand the concept and working principle of the voltage series feedback amplifier.
(BTL 2)
2. Analyze and explain the circuit diagram of the voltage series feedback amplifier. (BTL 2)
3. Engage in collaborative learning by discussing and solving problems related to the
voltage series feedback amplifier. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the concept of Voltage Series Chalk &Talk Fish Bowl
20 Feedback Amplifier 2 & PPT,
flipped
 Explain the circuit diagram of Voltage Chalk &Talk Think/ pair/share
20 Series Feedback Amplifier 2 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1h8y0ggKfKt8CzwG0X7kIvGsD12JPFU4E/view?
usp=drive_lin k
https://drive.google.com/file/d/1XjE70OWaKUC-rk5s_Pjrs4lYh9qJafuw/view?usp=drive_link
SESSION NUMBER: 25
Session Outcome: By the end of this session, students will be able to:
1. Understand the concept and working principle of the voltage shunt feedback amplifier.
(BTL 2)
2. Analyze and explain the circuit diagram of the voltage shunt feedback amplifier. (BTL 2)
3. Engage in collaborative learning by discussing and solving problems related to the
voltage shunt feedback amplifier. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the concept of Voltage Shunt Chalk &Talk Fish Bowl
20 2
Feedback Amplifier & PPT
Explain the circuit diagram of Voltage Chalk &Talk Think/ pair/share
20 3
Shunt Feedback Amplifier & PPT
5 Doubts and Summary 1 Talk -NOT APPLICABLE-
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 26
Session Outcome: By the end of this session, students will be able to:
1. Understand the concept and working principle of the current series feedback amplifier.
(BTL 2)
2. Analyze and explain the circuit diagram of a current series feedback amplifier. (BTL 2)
3. Collaborate with peers to discuss and solve problems related to current series feedback
amplifiers. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
 Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the concept of Current Series Chalk &Talk Fish Bowl
20 Feedback Amplifier 2 & PPT,
flipped
Explain the circuit diagram of Current Chalk &Talk Think/ pair/share
20 Current Series Feedback Amplifier 2 & PPT,
flipped
5 Doubts and Summary 1 Talk -NOT APPLICABLE-
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1CN--
iGDS0uQlMUQZJxRMkYzyOOg8oYCU/view?usp=drive_link
SESSION NUMBER: 27
Session Outcome: By the end of this session, students will be able to:
1. Understand the basic concept and working principle of a current shunt feedback
amplifier. (BTL 2)
2. Analyze and explain the circuit diagram of the current shunt feedback amplifier,
identifying all key components and their roles. (BTL 2)
3. Collaborate with peers to discuss and solve problems related to current shunt feedback
amplifiers through Think/Pair/Share. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the concept of Current Shunt Chalk &Talk Fish Bowl
20 Feedback Amplifier 2 & PPT,
flipped
Explain the circuit diagram of Current Chalk &Talk Think/ pair/share
20 Shunt Feedback Amplifier 2 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
 Google drive link:
https://drive.google.com/file/d/1aGyLSNf7QAPBqXiaV4tUyg8L9F20cn35/view?
usp=drive_lin k
Flipped video link: https://www.youtube.com/watch?v=0rlq4EREAJ0
SESSION NUMBER: 28
Session Outcome: By the end of this session, students will be able to:
1. Understand and explain the working principle of sinusoidal oscillators, including types
such as LC and RC oscillators. (BTL 2)
2. Comprehend and apply the Barkhausen conditions for oscillations, and explain their
relevance in oscillator design. (BTL 2)
3. Collaborate with peers to reinforce the concepts through discussion and problem-
solving. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the Concepts of Sinusoidal Chalk &Talk Fish Bowl
20 Oscillators 2 & PPT,
flipped
Explain the Bharkhausen Conditions Chalk &Talk Think/ pair/share
20 for Oscillations 2 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/14AyymBS5ZfHnl2fb1uiEC-PcQ5r3pZ71/view?usp=drive_link
Flipped video link: https://www.youtube.com/watch?v=Pe6BmuAc2OY
SESSION NUMBER: 29
Session Outcome: By the end of this session, students will be able to:
1. Explain the working principle and components of the RC Phase-Shift Oscillator. (BTL 2)
2. Derive the frequency of oscillations for the RC Phase-Shift Oscillator and understand the
role of each component in the frequency equation. (BTL 2)
3. Engage in collaborative problem-solving and peer discussions to reinforce the concepts.
(BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
 Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the RC Phase-Shift Chalk &Talk Fish Bowl
20 2
Oscillator & PPT
Derive the frequency of oscillations Chalk &Talk Think/ pair/share
20 2
of RC Phase-Shift Oscillator Circuit & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 30
Session Outcome: By the end of this session, students will be able to:
1. Explain the working principle and operation of the FET–RC Phase-Shift Oscillator circuit.
(BTL 2)
2. Derive the frequency of oscillations for the FET–RC Phase-Shift Oscillator and explain the
parameters involved. (BTL 2)
3. Engage in problem-solving regarding the frequency of oscillations. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the FET–RC Phase-Shift Chalk &Talk Fish Bowl
20 2
Oscillator circuit & PPT
Derive the frequency of oscillations of Chalk &Talk Think/ pair/share
20 2
FET–RC Phase-Shift Oscillator Circuit & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1qLfFx92WhVj3x8WW6n3JRQbSWcb7U44p/view?usp=drive
_link
SESSION NUMBER: 31
Session Outcome: By the end of this session, students will be able to:
1. Describe the working principle of the Wien Bridge Oscillator. (BTL 2)
2. Derive the expression for the frequency of oscillations of the Wien Bridge Oscillator.
(BTL 4)
 3. Apply the frequency formula to calculate the frequency of oscillations for different
circuit components. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/ Recap
Explanation of the Wien Bridge Chalk &Talk Fish Bowl
20 Oscillator Circuit 2 & PPT,
flipped
Derive the frequency of oscillations of Chalk &Talk Think/ pair/share
20 Wien Bridge Oscillator Circuit 4 & PPT,
flipped
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Google drive link:
https://drive.google.com/file/d/1-Fsh2AnQtr_nvJBRFTf6eC47RDEdjVIb/view?usp=drive_link
SESSION NUMBER: 32
Session Outcome: By the end of this session, students will be able to:
1. Explain the working principle and operation of the LC Oscillator circuit. (BTL 2)
2. Derive the frequency of oscillations for the LC Oscillator and explain the parameters
involved. (BTL 2)
3. Engage in problem-solving and discuss the derivation of the frequency of oscillations.
(BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the LC Oscillators Chalk &Talk Fish Bowl
20 Circuit 2 & PPT,
flipped
Derive the frequency of oscillations of Chalk &Talk Think/ pair/share
20 2
LC Oscillators Circuit & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
 45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 33
Session Outcome: By the end of this session, students will be able to:
1. Describe the operation of the Colpitts Oscillator using FET and identify its components.
(BTL 2)
2. Derive the frequency of oscillations for the Colpitts Oscillator and understand the
significance of each parameter in the equation. (BTL 2)
3. Participate in problem-solving and peer discussions to solidify understanding of the
Colpitts Oscillator's operation. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the Colpitts Oscillator Chalk &Talk Fish Bowl
20 Using FET 2 & PPT,
flipped
Derive the frequency of oscillations Chalk &Talk Think/ pair/share
20 3
of Colpitts Oscillator Using FET & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 34
Session Outcome: By the end of this session, students will be able to:
1. Understand the working principle of the Clapp Oscillator. (BTL 2)
2. Derive the circuit diagram and explain its operation. (BTL 2)
3. Evaluate the importance and applications of the Clapp Oscillator. (BTL 4)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the Clapp Oscillator Chalk &Talk Fish Bowl
20 2
with circuit diagram & PPT
Explain the importance of Clapp Chalk &Talk Think/ pair/share
20 2
Oscillator & PPT
Summarize session content, address -NOT APPLICABLE-
5 1 Talk
student doubts, and reinforce
 understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 35
Session Outcome: By the end of this session, students will be able to:
1. Understand the working principle of the Hartley Oscillator and explain its
circuit operation. (BTL 2)
2. Derive the frequency of oscillations formula for the Hartley Oscillator and explain the
significance of each parameter. (BTL 2)
3. Engage in problem-solving related to oscillation frequency. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the Hartley Oscillator Chalk &TalkFish Bowl
20 2
Circuit & PPT
Derive the frequency of oscillations Chalk &TalkThink/ pair/share
20 3
of Hartley Oscillator Circuit & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 36
Session Outcome: By the end of this session, students will be able to:
1. Explain the working principle and components of the Tuned Collector Oscillator. (BTL 2)
2. Derive the frequency of oscillations for the Tuned Collector Oscillator and understand
the role of each component in the frequency equation. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explanation of the Tuned Collector Chalk &TalkFish Bowl
20 2
Oscillator & PPT
Derive the frequency of oscillations Chalk &TalkThink/ pair/share
20 2
of Tuned Collector Oscillator & PPT
Summarize session content, address -NOT APPLICABLE-
5 1 Talk
student doubts, and reinforce
 understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 37
Session Outcome: By the end of this session, students will be able to:
1. Understand the concept of the Tuned Collector Oscillator, including its significance in
generating sinusoidal oscillations using a tuned circuit. (BTL 2)
2. Explain the working and design of the Tuned Collector Oscillator circuit, covering key
components and their roles in frequency determination. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Concept of Tuned Collector Oscillator Chalk &TalkFish Bowl
20 2
& PPT
Explain the circuit of Tuned Collector Chalk &TalkThink/ pair/share
20 2
Oscillator & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 38
Session Outcome: By the end of this session, students will be able to:
1. Understand the concept of Crystal Oscillators and their significance in achieving stable
and precise frequency generation. (BTL 2)
2. Explain the working principle and circuit configuration of a Crystal Oscillator using a BJT,
emphasizing its key components and operational characteristics. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Concept of Crystal Oscillator Chalk &TalkFish Bowl
20 2
& PPT
Crystal Oscillator using the BJT Chalk &TalkThink/ pair/share
20 2
& PPT
Summarize session content, address -NOT APPLICABLE-
5 1 Talk
student doubts, and reinforce
 understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 39
Session Outcome: By the end of this session, students will be able to:
1. Explain the Basic Concepts of Tuned Amplifiers(BTL 2)
2. Illustrate the Importance of Tuned Amplifiers in electronics, emphasizing their role and
applications. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Basic Concepts of Tuned Amplifiers Chalk &Talk Fish Bowl
20 2
& PPT
Importance of Tuned Amplifiers Chalk &Talk Think/ pair/share
20 2
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Flipped video link: https://www.youtube.com/watch?
v=uPvziWVaEDY SESSION NUMBER: 41
Session Outcome: By the end of this session, students will be able to:
1. Understand the principle and working of the single-tuned amplifier. (BTL 2)
2. Explain the frequency response of the single-tuned amplifier and how tuning affects its
performance. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/ Recap
Explain the Single tuned amplifier Chalk &Talk Fish Bowl
20 2
& PPT
Explain the frequency response of Chalk &Talk Think/ pair/share
20 3
Single tuned amplifier & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
 45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 42
Session Outcome: By the end of this session, students will be able to:
1. Understand the principle and working of the double-tuned amplifier. (BTL 2)
2. Explain the frequency response of the double-tuned amplifier and the impact of
frequency on its performance. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the Double tuned Amplifier Chalk &Talk Fish Bowl
20 2
& PPT
Explain the frequency response of Chalk &Talk Think/ pair/share
20 3
Double tuned Amplifier & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 43
Session Outcome: By the end of this session, students will be able to:
1. Understand the frequency response and working of a stagger-tuned amplifier. (BTL 2)
2. Analyze the performance characteristics of stagger-tuned amplifiers, including its
applications. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the response of Stagger- Chalk &Talk Fish Bowl
20 2
Tuned Amplifier & PPT
Analysis of Stagger-Tuned Amplifier Chalk &Talk Think/ pair/share
20 3
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 44
Session Outcome: By the end of this session, students will be able to:
1. Explain the working principle, components, and functionality of the Class A Amplifier
2. Discuss the Class B Amplifier, reinforcing key differences between Class A and Class B
amplifiers
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Class A amplifier Chalk &Talk Fish Bowl
20 2 & PPT,
flipped
Class B amplifier Chalk &Talk Think/ pair/share
20 2
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Flipped Video Link: https://www.youtube.com/watch?v=j0vC_Ig5YTs
SESSION NUMBER: 45
Session Outcome: By the end of this session, students will be able to:
1. Understand the working principle of the Class-A Power Amplifier by explaining its circuit
diagram, components, and functionality.
2. Calculate the output power and circuit efficiency of the Class-A Amplifier, applying
theoretical concepts to real-world circuit analysis.
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the circuit diagram of Class-A Chalk &Talk Fish Bowl
20 2
Power Amplifier & PPT
Calculations for output power and Chalk &Talk Think/ pair/share
20 output circuit efficiency of Class-A 2 & PPT
Amplifier
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
 Flipped video Link: https://www.youtube.com/watch?
v=CJeNzu71uTo SESSION NUMBER: 46
Session Outcome: By the end of this session, students will be able to:
1. Understand the operation and circuit diagram of the Class-A Push-Pull amplifier. (BTL 2)
2. Derive and calculate the output power and efficiency of the amplifier. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the circuit diagram of Class-A Chalk &Talk Fish Bowl
20 2
Push-Pull Amplifier & PPT
Calculations for output power and Chalk &Talk Think/ pair/share
20 output circuit efficiency of Class-A 3
Push-Pull Amplifier
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Flipped video link: https://www.youtube.com/watch?v=SpvmeG1hs7k
SESSION NUMBER: 46
Session Outcome: By the end of this session, students will be able to:
1. Understand the operation and circuit diagram of the Class-B Push-Pull amplifier. (BTL 2)
2. Derive and calculate the output power and efficiency of the amplifier. (BTL 3)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the circuit diagram of Class-B Chalk &Talk Fish Bowl
20 2
Push-Pull Amplifier & PPT
Calculations for output power and Chalk &Talk Think/ pair/share
20 output circuit efficiency of Class-B 3
Push-Pull Amplifier
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
SESSION NUMBER: 47
Session Outcome: By the end of this session, students will be able to:
1. Understand the concept of crossover distortion in amplifiers, identifying its causes and
effects on amplifier performance. (BTL 2)
2. Analyze methods for eliminating crossover distortion, with a focus on practical
techniques and their implementation in circuits. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Concept of Crossover Distortion Chalk &Talk Fish Bowl
20 2
& PPT
Elimination of Crossover Distortion Chalk &Talk Think/ pair/share
20 2
& PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
Flipped video link: https://www.youtube.com/watch?
v=Lk8SkiWv8yg SESSION NUMBER: 48
Session Outcome: By the end of this session, students will be able to:
1. Understand the concept and significance of Complementary Symmetry Circuits, focusing
on their application in amplifier design. (BTL 2)
2. Illustrate and explain the circuit diagram of Complementary Symmetry Circuits,
highlighting the operation and role of components in achieving symmetry. (BTL 2)
Teaching - Active Learning
Time Topic BTL Learning Methods
(min) Methods
Attendance/Recap/Poll/Pop -NOT APPLICABLE-
5 1 Talk
Questions/Recap
Explain the Complimentary Symmetry Chalk &Talk Fish Bowl
20 2
Circuits & PPT
Circuit diagram of Complimentary Chalk &Talk Think/ pair/share
20 2
Symmetry Circuits & PPT
Summarize session content, address -NOT APPLICABLE-
student doubts, and reinforce
5 1 Talk
understanding through active
engagement.
45 minutes Total Contact Session + 5 minutes for Attendance and Transition activities = 50
Minutes
List of Experiments
Lab Mar
CO-
sessi ks
List of Experiments Mapp
on
ing
no
Current series feedback Amplifier CO3 10
1 https://drive.google.com/file/d/1FiqkeLVeNmX0ZOLUZisDxqgsKh9_Du
Yr/view?usp=drive_link
2 Voltage Shunt feedback amplifier CO3 10
Voltage series feedback Amplifier
https://drive.google.com/file/d/1HgN-
3 j5_DwLgT_lMIWYTcl7wlyKW9WZ-j/view?usp=drive_link
https://drive.google.com/drive/folders/1Md4J5t22W5gjmlFKz93sc4ve
kdq5wOjJ?usp=drive_link
Colpitts oscillator CO4 10
https://drive.google.com/file/d/1LaxYtuI7YR4ivPhpdV_Pp2uU6ESIXVlS
/view?usp=drive_links
4 https://drive.google.com/drive/folders/1KgA3u-1Jqw8oNAwef-
lDo4h5FUIo_mYf?usp=drive_link
https://drive.google.com/file/d/1nMzBDU1n_aqjr6fAUB-
OrCDl1MZnRXqN/view?usp=drive_link
RC-Phase shift oscillator CO4 10
https://drive.google.com/file/d/1go3CGemCm2j2TpdP0MwpvIIUfKWs
5 0MDo/view?usp=drive_link
https://drive.google.com/drive/folders/1Xha9BD3R1cwe3yu9OGfYqW
ZKG8KgP736?usp=drive_link
Wein bridge oscillator CO4 10
https://drive.google.com/file/d/1LcViVeaYSBehK2uNHp97IwMOuZiET
6 9af/view?usp=drive_link
https://drive.google.com/file/d/11htPbLdoqXqpxosAIDSUwOJ6bOcHL
_hq/view?usp=drive_link
Hartley Oscillator CO4 10
https://drive.google.com/file/d/15sqwH2_-
7 eiKuXf3wCL2EMRucMmlV2OJm/view?usp=drive_link
https://drive.google.com/drive/folders/1DZj5-
qPUzgXPLC0vPTNn2iiBuzz0DTfZ?usp=drive_link
JFET Common source Amplifier CO1 10
8 https://drive.google.com/file/d/1vjPdesS_lE-
bZdM_YDWB6u6ymHV4jePa/view?usp=drive_link
 https://drive.google.com/drive/folders/1fRdQJ7rrDnnWPcra5oBjlrbpD
IDKeOdl?usp=drive_link
Two stage RC-Coupled Amplifier CO1 10
https://drive.google.com/file/d/1MpJw4QOGi4VlWPUAZNAs9O3Ymw
9 x7SQQN/view?usp=drive_link
https://drive.google.com/drive/folders/1ivBOuo7-
_ev2d6YKs8QqoyRCuoN7WDCL?usp=drive_link
JFET two stage amplifier CO1 10
10 https://drive.google.com/file/d/1rOWzL3YXzqCNeEqPuZCRQ8IR5rrIz0J
q/view?usp=drive_link
Class A power amplifier. 10
11 https://drive.google.com/file/d/13tTpRCvFkiH0T79- CO6
hwkjTKb27rxvPpfz/view?usp=drive_link
Class-B Push pull Amplifier CO6 10
12 https://drive.google.com/file/d/1m-
Usy7tEAWrCrnsOMon72o1Wx9mhPxsu/view?usp=drive_link

Extra list of Experiments supposed to finish in Open Lab Sessions

Lab CO-
sessi List of Experiments Mappi
on no ng
Class AB Power Amplifier CO6
1 https://drive.google.com/file/d/1BgvEVAaRPPIv7TSIL7q5ZifTWi4i0WzQ/vie
w?usp=drive_link
Cascode connection CO2
2 https://drive.google.com/file/d/13BpiLFH8TI7htf86wVqQT7mg1FRojoLr/vie
w?usp=drive_link

WEEKLY HOMEWORK ASSIGNMENTS/ PROBLEM SETS/OPEN ENDEDED PROBLEM-SOLVING

EXERCISES ETC.
Tutorial Marks
CO-
Session Topics
Mapping
No
Draw HF equivalent circuit of a Transistor using hybrid- π CO1 10
1 model and discuss the significance of each component in
the circuit.
Derive expressions for feedback capacitance and Base- 10
2 spreading resistance of CE Transistor amplifier using hybrid- CO1
π model
 Draw the circuit diagram of two stages RC-coupled 10
3 Amplifier using FET and its equivalent circuit. Derive the CO2
expression
for its overall voltage gain

Draw the circuit diagram of two stages RC-coupled 10

4 Amplifier using BJT and its equivalent circuit. Derive the CO2
expression
for its overall voltage gain
Draw the block diagrams for the four types of negative 10
5 feedback amplifiers illustrating the sampling of signals at CO3
the output port and mixing of signals at the input port
Draw the Current Shunt Feedback Amplifier circuit. 10
Substantiate the method of sampling and the nature of
6 CO3
feedback. Derive the expressions for voltage gain, current
gain, input impedance and output impedance of the circuit
Draw the diagram of RC Phase-shift oscillator using BJT and 10
explain its operation and obtain the expression for
7 frequency of oscillation and minimum value of hfe required CO4
for BJT to oscillate. Discuss the various types of feedbacks
in the circuit
Draw the circuit diagram of ‘Hartley oscillator’. Identify the 10
8 various components for producing oscillations and CO4
maintaining stable output signal.
Derive the expression for 3-dB bandwidth of a capacitance- 10
9 CO5
coupled single-tuned Amplifier
Explain the principle of stabilising the Double-Tuned 10
10 transformer-coupled Amplifier response against the CO5
internal feedback
Draw the circuit diagram of series-fed Class-A Power 10
11 Amplifier. Explain the circuit operation with necessary CO6
details
Draw the circuit diagram of CLASS-AB POWER 10
12 AMPLIFIER. Explain the circuit operation with necessary CO6
details

List of Tutorials
Week Tutorial Topic CO
No
2 T01
3 T02
4 T03
5 T04
6 T05
7 T06
COURSE TIME TABLE
Course Conduct
Theory 4 Sections | 72 Students each | 3/4 Lectures per week
Lecture Class Room | Course
Coordinator
Practical 4 Sections | 72 Students each | 2 1 P per week | each 2 hrs.
Batches | 2 Instructors | 77 70 minutes Experiment |
Computers 30 minutes Evaluation for 25 students per
instructor
Hour 1 2 3 4 5 6 7
Da Compon 9:10- 10.05- 11:00- 11:55- Bre 1:30- 2:25- 3:40-
y ent 10.00 10.55 11:50 12:45 ak 2:20 3:35 4:10
M Theory
on Lab
Tu Theory
e Lab
W Theory
ed Lab
Th Theory
u Lab
Theory
Fri Lab
Theory
Sat Lab

REMEDIAL CLASSES:
Supplement course handout, which may perhaps include special lectures and discussions that
would be planned, and schedule notified accordingly.

SELF-LEARNING:
Assignments to promote self-learning, survey of contents from multiple sources.
S.No Topics CO ALM References/MOOCS
1
2
3
4

DELIVERY DETAILS OF CONTENT BEYOND SYLLABUS

Content beyond syllabus covered (if any) should be delivered to all students that would be
planned, and schedule notified accordingly.
S.No Advanced Topics, Additional CO POs & ALM References/MOOCS
Reading, Research papers and any PSOs
1
Assessment and Evaluation
Theory Course
Evaluatio Evaluation Duratio
Weightage/Mark Assessmen CO CO CO CO CO CO
n Componen n
s t Dates 1 2 3 4 5 6
Type t (Hours)
In- Weightag 6.6 6.6 6.6 - -
20% -
Semester e 90 7 7 7
Mid-1
Summativ Max min - -
30M 10 10 -
e Marks 10
Evaluation Weightag - - 6.6 6.6 6.6
20% -
Total = e 90 7 7 7
20% Mid-2
Max min - - 10 10
30M - 10
Marks
Assignmen Weighta 3.3 3.3 3.3
10% - - -
t -1 ge 3 3 3
In- (6 Max
Semester 30M 10 10 10 - - -
questions) Marks
Formative
Assignmen Weightag 3.3 3.3 3.3
Evaluation 10% - - -
t -2 e 3 3 3
Total=10%
(6 Max 10 10
30M - - - 10
questions) Marks
End- Weightag 11. 11. 11. 11. 11. 11.
70%
Semester e 6 6 6 6 6 6
Summativ
e SEE 3h
Max
Evaluation 60M 10 10 10 10 10 10
Marks
Total = 70
%
Theory Course Evaluation= Maximum ((Mid-1+ Assignment -1), (Mid-2+ Assignment -2))
Lab Course
Evaluatio CO2 CO3 CO4 CO5 CO6
Evaluatio Duratio
n Weightage/Mar Assessme CO
n n
Compone ks nt Dates 1
Type (Hours)
nt
In- Lab In- Weightag 5 5 - - -
15% Lab In-Sem
Semester Sem e 5
Exam 1½
Summati Exam-1(6 Max 10 10 10 - - -
30M Dates
ve Exp) Marks
Evaluatio Lab In- Weightag - - 5 5 5
n 15% -
Sem e Lab In-Sem
Total = 30 Exam-2(6 Exam 1½ - - 10 10 10
% Max
Exp) 30M Dates -
Marks
In- Weightag 1 1 1 1
Lab 6% 1 1
Semester e Continuous
Record
Formativ Max evaluation 10 10 10 10 10
60M 10
e Marks
 Evaluatio Lab Weightag 1.6 1.66 1.66 1.66 1.66 1.66
10%
n Continuou e Continuous 6 6 6 6 6 6
Total = 20 s Max evaluation 10 10 10 10 10
% 60M 10
Evaluation Marks
End- Max 8.3 8.33 8.33 8.33 8.33 8.33
50%
Semester Marks 3
Summati 10 10 10 10 10
ve SE Lab
3h
Evaluatio Expt. Max
60M 10
n Marks
Total = 50
%
Attendance Requirements
Ideally every student is expected to attend all classes of all the courses and earn 100%
attendance in each and every course
1. A student shall maintain not less than 75% (rounded off to the nearest higher integer) of
attendance in each course of that semester and put in a minimum average attendance
of 75% (rounded off to the nearest higher integer) in aggregate of all the Courses of that
semester. If a student fails to maintain 75% attendance in a course he/she will be
awarded with NA Report in that course.
2. Attendance for all eligible/mentioned credit courses shall be considered for calculation
of aggregate attendance of that semester.
3. Attendance for Mandatory courses (Non-Credit Courses) shall also be considered for
calculation of aggregate attendance of that semester.
4. Condonation in shortage of attendance may be recommend by College Academic
Committee (CAC) on the specific recommendation of the HoD and the student may be
allowed to write the SEE if the student secures an overall average attendance between
65% and 74% (rounded off to the nearest higher integer) under the following conditions
provided the principal is satisfied with the genuineness of the reasons.
a. Medical Reasons (Hospitalization/accident/specific illness). Medical certificate,
case file and discharge summary are to be submitted as proof of evidence for the
reason claimed.
b. Application for medical leave, supported by medical certificate from a registered
medical officer, shall reach the HoD with recommendations from Faculty
Advisor/Mentor, within five instructional days after returning from leave.
Certificates submitted afterwards shall not be entertained on any count.
Application for Medical Leave will be considered only in cases where the student
is not in a position to attend any of the classes during the period mentioned in
the Medical Certificate. This concession can be availed only for any two
semesters during the entire course of the study.
5. Shortage of Attendance below 65% in aggregate shall in NO CASE be condoned.
6. A student availing Condonation shall pay the stipulated fee as prescribed by the college
7. A student suspended on disciplinary action for some period, that period will be treated
as absent and attendance will not be considered for condonation
8. In case of the students having overall attendance less than 65% shall be declared
detained and has to repeat semester again. He / she shall not be allowed to write the
SEE, shall be detained in that semester and his / her registration for that semester shall
stand cancelled. He / she shall not be promoted to the next semester unless he / she
satisfy the attendance requirements of the current semester. They may seek
readmission for that semester when offered next.
9. A detained student shall seek readmission and repeat the incomplete semester in the
next academic year. Academic regulations applicable to the semester in which
readmission is sought shall be applicable to the re-admitted student as per the norms of
the institute.
10. Every member of the faculty handling a class shall record attendance on all hours of
instruction. The course faculty of the course is required to finalize the attendance on the
last instructional day of the course in the semester.
11. For readmitted students attendance shall be calculated from the date of
commencement of semester as prescribed in the academic calendar.
12. For new admissions / Lateral entry / transferred students, attendance shall be
considered from the date of admission of the student.
13. Application for condonation recommended by the Faculty Advisor/Mentor and
concerned Faculty is to be submitted to the HoD on or before the last instructional day
of the semester/or on a date indicated by the department. The application for
condonation should be accompanied by the copies of proofs of certificates of leave
(obtained within the stipulated time and submitted to HoD).
a) However, some relaxation to this rule is possible in the case of students participating in
extracurricular activities as identified below:
a. One week for state level competitions
b. Two weeks for National Level Competitions and
c. Three weeks for international events
Subjected to a maximum of two such participations in a Semester.
14. This is also applicable in those cases who have attended for conferences, paper
presentations and sports with permission from the authorities where the student has
valid reason for absence.
15. In such cases the student can approach the course coordinator/instructor for the
makeup test or assignment immediately on rejoining.
16. No makeup examination will be conducted for SEE under any circumstances.
17. If the period of absence is likely to exceed one week, a prior application for grant of
leave should be submitted to the Head of the Department in all the cases.
18. The students shall be informed about their attendance position periodically by the
college so that the students can strive to makeup the shortage. However, non- receipt of
such information from the college will not be considered as valid reason for exemption
from the attendance requirements.
19. The principal may relax above rules in special situations which arise due to extraordinary
circumstances.
PLAGIARISM POLICY
To maintain academic integrity, all Academics/thesis/project/dissertation submissions will
undergo a mandatory plagiarism check. The following guidelines must be adhered to:
1. Permitted Similarity: Submissions will only be accepted for evaluation if
the plagiarism report shows a similarity index of 30% or less.
2. Revisions for Moderate Plagiarism:
o If the similarity index is more than 30% but less than or equal to 45%, the
submission will be returned to the student for revision. The student must reduce
the similarity to the acceptable level before resubmission.
3. Rejection for High Plagiarism:
o If the similarity index exceeds 45%, the thesis/project/dissertation will
be rejected. Additionally, in severe cases:
 B.Tech/M.Tech/MBA/MCA registrations may be cancelled by an official
order of the Principal.
 Disciplinary action may be initiated against the Supervisor if they are
found complicit in the plagiarism offense.
This policy ensures that all academic submissions meet the standards of originality and ethical
research practices.
COURSE TEAM MEMBERS, CHAMBER CONSULTATION HOURS AND CHAMBER VENUE DETAILS:
Each instructor will specify his / her chamber consultation hours during which the student can
contact him / her in his / her chamber for consultation.

Chamber
Chamber Chamber Signature of
Name of Consultation
S.No. Consultation Consultation Course
Faculty Timings for each
Day (s) Room No: faculty
day
Dr. T V Rama
Saturday
Krishna

GENERAL INSTRUCTIONS
Students should come prepared for classes and carry the text book(s) or material(s) as
prescribed by the Course Faculty to the class.

NOTICES
Most of the notices are available on the LMS (Moodle)&Google classroom platform.
All notices will be communicated through the institution email only.
All notices concerning the course will be displayed on the respective Notice Boards.

Signature of COURSE COORDINATOR:

Signature of Department In-charge Academics

Signature of Vetting Team Member

Signature of the HOD

Signature of the Principal