FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR - PowerPoint Presentation

FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR Power System Analysis-GRIET-EEE Dept

J Praveen, Professor & V Vijaya Rama RajuElectrical and Electronics Engineering Gokaraju Rangaraju Institute of Engineering and Technology-HyderabadTopic : Admittance matrix, Course : Power System Analysis ABOUT YOU 2

J.Praveen & V Vijaya Ramaraju DOMAIN: Electrical Engineering TOPIC: Admittance Matrix COURSE: Power System Analysis AFFILIATION: Gokaraju Rangaraju Institute of Engineering and Technology 3 TARGET AUDIENCE: 3 rd Year B. Tech. Electrical and Electronics Engineering Students

Out-of-class Activity Design -1 At the end of watching the videos student should be able to, Explain why admittance matrix is important (Understand) Explain construction of admittance matrix (Apply) Develop basic relation between voltages to currents and impedances (recall) Find admittance matrix of a given circuit (Understand) Formulation of nodes, branches, network Construction of Admittance matrix Relation between output voltages, impedances, currents in network through nodal analysis, mesh analysis Learning Objective(s) of Out-of-Class Activity: 4 Key Concept(s) to be covered:

Out-of-class Activity Design - 2 5 Uploaded Video URL https://youtu.be/NJHqyIVLh0U https://youtu.be/MH07fIzytpk License of Video Creative Commons Attribution license Duration of Screencast: 7 and 10 minutes

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 6 Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Construction of Admittance matrix Q.1 Problem is given in next slide . 7 min Watch Video 2 and then answer Q1 Expected activity duration 10 min

Find Nodal Admittance Matrix of the network in in below figure  

In-class Activity Design -1 Enter Learning Objective(s) 1. Express construction of nodal admittance matrix 2.Express nodal and mess analysis for given network 4.Write relation between voltages, currents, impedances in a given network Cognitive Level : L1:apply, L2: Recall , L3: Understand Enter Key Concept(s) Nodal Admittance matrix Mesh analysis and Nodal analysis Writing expression between voltages, currents, impedances Equivalent circuits Learning Objective(s) of In-Class Activity: 8

In-class Activity Design -2 Active Learning Strategy Enter Justification here Active Learning activity( ies ) that you plan to do 9 Justify why the above is an active learning strategy Explain the strategy by giving details of: (You may use additional slides that are provided for detailing) What Teacher will do? What Students will do? Peer Instruction Team-Pair-Solo Think-Pair-Share

Your Resource Creation Assignment 1 At the end of TPS activity student should be able to, Explain what is nodal admittance matrix Explain how to construct nodal admittance matrix Develop basic relation between voltages, currents, impedances Write mess equations, nodal equations Here I am going to prepare a video related to learning objective mentioned in the TPS activity 10

Students have to understand how to construct nodal admittance matrix Q: Which of the following is easy to use in power system analysis Admittance Matrix Impedance matrix Cut-set matrix What Instructor does : Poses Question, Let students pair and discuss, see if misconception exists and finally summarizes What student does : Vote for question, Discuss with neighbor, Come to consensus, Listens to summary by instructor Additional Slides for In-Class Activity Design11Peer Instruction Duration : 10 min

Additional Slides for In-Class Activity Design 12 Premise: Team-Pair-Solo Find Nodal Admittance Matrix of the network in in below figure

Additional Slides for In-Class Activity Design 13 Team Phase: [5 min] As a team come up with all the equations required for solving this problem. Try to arrive at common solution Instructor: Poses questions, divides the students into Five teams of 6 members each, ensures cross-talk between students Student: Writes the equation in their notebook and discusses with team members about correct solution possibilities. Team – Pair - Solo

Additional Slides for In-Class Activity Design 14 Pair Phase: [5 min] Instructor: Compare answer with other and checks how many teams arrived to correct answer. Asks students to pair up and compare their answer with instructors solution. And then instructs them to solve it in a pair.Student: Pairs within the team. Compares instructor’s solution with team’s solution. Proceeds to solve the problem, that they were already familiarized through out-of-class activities.Team – Pair - Solo

Additional Slides for In-Class Activity Design 15 Solo Phase: Write Mathematical equations to get admittance matrix along with voltage and current matrices [8 min] Team – Pair - Solo Total Duration : 18 min

Additional Slides for In-Class Activity Design 16 Think Phase: [1 min] Student will write equations Pair Phase: [4 min] Compare your answer with your neighbour and see who has same result. Together identify solution. Check why different answer if Any Share Phase: [10 min] Share your answer with class and identify the correct solution and discuss can this used any where in industry ? Think – Pair - ShareTotal Duration : 15 min

Additional Slides for In-Class Activity Design 17 The TPS is then followed by a 10 minute summary and extension by the teacher, where the pros and cons are explained in detail and the how to formulate admittance matrix. Teacher can discuss effect of shunt elements on the Y bus i.e admittance matrix. End of class summary and an extension

Additional Slides for In-Class Activity Design 18 Justify why the above are active learning strategies By using Peer Instruction, the misconceptions about the formulation of y bus clarified . many students usually feel that formulating Z-bus is easy but discussion about why to use Y bus . Students think about the question posed and then discusses with each other which will elicit misconceptions that can then be addressed using teacher summary .

Additional Slides for In-Class Activity Design 19 Justify why the above are active learning strategies Team-Pair-Solo is a cooperative strategy that will help students to practice difficult tasks first as a group and then as an individual. In the current example, the students solve a problem in the Team-Pair phase. this is then followed by a Solo phase where they attempt the problem individually. During all these students are going beyond mere listening or copying notes. They are actually involved in problem solving and collaboration with their peers.

Additional Slides for In-Class Activity Design 20 Justify why the above are active learning strategies Think- Pair- Share is an example of an active learning strategy that is found beneficial for open-ended problems or eliciting multiple views In the current example, the students progressively realizes working of three different diode and which one is used in industry and why. And they also are forced to think into various advantages and limitations of this method in the share phase.

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