MxLA Activity Box

Towards Active Learning

WM05 Ver 1.0

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Brain-storming Analogy Demonstration

Role Re-calling Keywords Mnemonics

Play
Quiz Combination of Puzzles
Activities

Games Group Discussion Story-

telling
Case Study Animation Other Innovations
All the activities listed here are the intellectual properties of the faculties who designed it.

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 Analogy

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 Suggested by:
Prof. T. Anitha
Kalasalingam University

Session Input: Introduction to Interrupts in 8051 MC

[Electronics and Communication Engineering]

Suggested Activity:  Analogy

In a home, a mother is washing clothes. At that time, her one year old baby starts
crying for food. Then, the mother suddenly stops washing and provides food for the
child. Once the child is fed and stops crying, she goes to wash the clothes.

Compare this Analogy with the concept of Interrupts. While the microcontroller is
executing the main program, whenever an interrupt is raised, it stops executing the
main program, and responds to the interrupt immediately. After the interrupt service
routine is executed, control returns to the main program and the microcontroller
resumes execution from the place where it stopped.

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 From:
Prof. A. B. Vennela
Science and Humanities Department
SKCET, Coimbatore

Session Input: Introduction to Working of a Light-emitting Diode

Suggested Activity:  Analogy

A fountain-emitting one-way valve is shown above. This one-way valve allows water to
flow through it only in one direction. When water flows through the valve, the fountain is
formed.

Similarly, the light emitting diode conducts and emits light only when forward biased. It
does not conduct when reverse biased.
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 Brain-storming

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 From:
Prof. R. S. Bharsakade
Vishwakarma Institute of Technology, Pune

Session Input: Introduction to New Product Development

[Production Engineering]
Suggested Activity:  Brainstorming

The following questions can serve as sample questions for the activity:

•What do you mean by new product?

•What process does a company adopt in new product development?
•Why is new product development needed?

The responses of the learners can be noted down on the board. Incorrect/irrelevant
responses can be removed after explaining why they are so. From the remaining
responses, the topic can be introduced.

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 From:
Dr. Chandrani Mitra
Department of Engineering Sciences
Vishwakarma Institute of Technology, Pune

Session Input: Types of Random Variables

[Probability Distributions]

Suggested Activity:  Brainstorming

Learners can be asked to give as many examples of discrete and continuous random
variables as they can and we can ask the CR to list them down.

Possible answers are as follows:

Firing a gun and hitting a target, number of accidents occurring in a particular

crossing, time between consecutive arrivals at an ATM counter, time before a machine
breaks down, etc.

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 Demonstration

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 Demonstration -1

Suggested by:
Prof. Ashwini Karanagi
PDACEG , Gulbarga

Session Input: Operations on Stacks

[Data Structures]

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 Suggested Activity:  Demonstration

We can call three learners A, B and C. Learner A will be given red plate, Learner B will
be given blue plate, Learner C will be given green plate.  Now we can ask learner A to
keep the plate i.e. red plate on the table which will be considered as stack. Learner B can
place the blue on the top of the previous plate. Learner C can place the green plate on
the top of the previous plate i.e. blue plate. Now we can ask the other learner to observe
the order of the plates i.e. green plate is on the top, next is blue and red is at the bottom.
In the same way data is placed in the stack.
 
Delete Operation
Now we can call one learner to pick the plate from the table. Learner will pick the first
plate which is on the top i.e. Green plate. We can call other learners to pick the next
plate i.e. blue plate.
 
From this demonstration learners can observe that the element which is inserted at the
last will be deleted first.

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 Demonstration - 2

Suggested by:
Prof. Jagadale Amol Bhupal
S.V.E.R.I’s College of Engineering, Pandharpur

Session Input: Feng’s Classification of Computer Architecture

[Advanced Computer Architecture]

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 Suggested Activity:  Demonstration

The learners can be asked to sit in proper alignment as rows and columns. For example,
4 rows and 3 columns. The columns represent individual bits in memory. The rows
represent a memory word. Clocks can be indicated by a tick sound produced by the
instructor. Each learner can indicate bit processing by clapping over the head.
 
Each square below represents a learner and the number in the square indicates the
clapping sequence. Clapping is done in the specified sequence at the tick of the clock. At
the first tick, all learners representing 1 shall clap. At the second tick, all learners
representing 2 shall clap. So on and so forth.

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 Suggested Activity:  Demonstration (contd.)

For WSBS For WSBP

3 2 1 1 1 1
6 5 4 2 2 2
9 8 7 3 3 3
12 11 10 4 4 4

For WPBS For WPBP

3 2 1 1 1 1
3 2 1 1 1 1
3 2 1 1 1 1
3 2 1 1 1 1

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 Role Play

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 Role Play -1

Suggested by:
Prof. Sane Suneeta Shriram
Department of Mechanical Engineering
Vidhyarthi Griha'S College of Engineering and Technology, Pune

Session Input: Introduction to Critical Thickness of Insulation

[Thermal Conduction]

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 Suggested Activity:  Role Play

Two learners, preferably of different physique, will come in front of the class. A third
learner will measure the surface temperature of the two.
 
Learner 3:  Good! Both the systems are now at the required temperature of 500 degrees
Celsius. I have to ensure that this temperature is maintained for the next half an hour.
What can I do? Let me apply insulation.
 
He/she performs the following action:
 
•Wraps 2 rounds of sheet of paper to both.
•Puts a tag indicating T = 500 degrees Celsius to both the learners.
•Comes back with a friend after some time.

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 Suggested Activity:  Role Play (contd.)

Learner 3:  It is 11.30 now. Let me check the temperature. Measures the surface
temperature of the two.
How is it that the system I shows a temperature drop of 10 degrees when System II is
maintained at 500 degrees Celsius?
 
Learner 4: You must not have put proper insulation to this system.

Learner3: I’m 100% sure that I’ve applied the same insulating paper to both the
systems.

Learner 4: Then we will have to check the thickness of insulation.

 
Both of them confirm that the thickness is equal for both.
 
Learner3:  How is it possible? What must have been the reason? How is heat loss from
system increased despite insulation?

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 A brainstorming session can be conducted after this role-play, to find out the
possible reason(s) for the difference in temperature between the two systems.

The following are the conclusions that can be reached:

 
• The two systems are to be simplified as cylindrical systems with a difference in the
outer diameter.
• Both the systems are identical except for the outer radius of insulation.
• Total resistance with insulation comprises of (i) Conductive resistance of the
insulation and (ii) Convective resistance.
• R conduction is directly proportional to thickness i.e. outer radius of insulation
• R convection is inversely proportional to thickness i.e. outer radius of insulation

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 Role Play -2

Suggested by:
Prof. S. T. Nanaware
Computer Science Department
S.V.E.R.I’s College of Engineering, Pandharpur

Session Input: Need for Language Processors

[Formal Systems and Automata]

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 Suggested Activity:  Role Play
Randomly select six learners and form them into three different groups of 2 learners each. 
Group 1 understands only Marathi.
Group 2 understands only Kannada.
Group 3 understands both Marathi and Kannada.
 
The role play can be conducted as described below.
1.Group 2 shall speak a sentence in Kannada to Group 1. Group1 cannot understand it.
2.The faculty can then ask, ‘What is required for Group1 to understand the sentence?’
3.Group 2 shall then reply, ‘Translation’.
4.One leaner from Group 2 can speak the same sentence in Kannada to a learner in Group 3.
5.This learner can speak the same sentence in different words to the other learner in Group 3. The latter
can come up with the translation and explain the meaning of the sentence in Marathi to Group 1.
6.Now Group1 can understand what Group 2 had tried to say.
 
We can now ask other students what they understood from the role play and what the need for translation
is.

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 Re-calling
Keywords

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 Suggested by:
Prof. K. Phaniraj
MIT, Manipal

Conclusion: Deformation in Beams

[Civil Engineering]

Suggested Activity:  Key words

We can ask the learners to write and explain the keywords which they learned in this
session, one by one. The learners may come up with the following keywords:

Serviceability
Elastic Curve
Slope
Deflection
Boundary Condition

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 Suggested by:
Prof. Aradhana D.
BITM, Bellary

Conclusion: Concurrency Control

[Database Management System]
Suggested Activity:  Technical Anthakshari

We can divide the class into four groups and conduct the technical Anthakshari. The rules of the
game are very simple. We can provide the first group with a technical word. On their part, they
need to give a statement, which contains that word. The next group will have to identify another
technical word from that statement and formulate a statement of their own consisting of this
technical word. The process will thus continue.

The following example traces the pattern of the Anthakshari:

•We can assign the word "Transaction" to the first group.

Group 1: A Transaction is a logical unit of work, which takes the database from one consistent
state to another consistent state.

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 Suggested Activity:  Technical Anthakshari (contd.)

•Group 2 can choose the word "Database".

Group 2: A Database Management system is single user in nature if it supports one user at a time
and is multi-user, if many users can use the system at the same point of time.

•Group 3 can choose the word "Multi-user".

Group 3: When working on a Multi-user database, the actions of the users accessing the database
must be controlled. Otherwise, it leads to concurrency problems.

•Group 4 can choose the word "Concurrency".

Group 4: Concurrency can be controlled by the techniques like two-phase locking and time-
stamping.

•Group 1 can choose the word "Two-phase locking".

Group 1: The Two-phase locking technique contains two different locks, namely the shared lock
and the exclusive locks.

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 Suggested Activity:  Technical Anthakshari (contd.)

•Group 2 can choose the word "Shared".

Group 2: Resources can be locked either in the Shared mode for read operation or in the exclusive
mode for update, insert or delete operation.

•Group 3 can choose the word "Exclusive mode".

Group 3: When an item is locked in the Exclusive mode, no other transaction can read or write
that item.

•Group 4 can choose the word "Lock".

Group 4: A Deadlock is a situation that arises when one transaction is waiting for another to
release the resources it needs and vice versa.

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 Mnemonics

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 From:
Prof. P. Sevvel
Magna College of Engineering, Chennai

Session Input: Elements of (Total Quality Management)TQM, their Tools and Types
[Mechanical Engineering ]

Suggested Activity: Mnemonic Techniques

The names of Philosophical Elements of TQM can be easily memorized by the learners
by making use of the Pedagogic Technique of Mnemonic instruction – Acronyms. The
initial (first) letters of the names of Philosophical Elements of TQM can be taken out
separately and rearranged as shown below:
C, L, C, E, Q, D, M, P, Q, E --- QCD QP CE LME
The separated out initial letters of the names of the Philosophical Elements of TQM are
rearranged in a manner so as to get meaningful acronyms as shown below:
QCD – Quality Compactable Disc; QP – Quality Program;
CE – Computer Engineer; LME – Lecturer in Mechanical Engineering

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 Suggested Activity: Mnemonic Techniques (contd.)
Similarly, the initial letters of New Seven Management Tools can be separated out &
rearranged in a manner to get meaningful acronyms as shown below: A, R, T, M, A,
P, M.
AM – Anti Meridian; PM – Post Meridian; ATR – Any Time Run.

The names of Generic tools of TQM can be easily memorized by the learners by making
use of the Pedagogic Technique of Mnemonic instruction – Initial Letter Method. All
the initial letters of Generic Tools of TQM can be separated out and can be memorized
easily by forming a meaningful sentence (Initial Letter Method) out of it as shown below:
P, C, P, C, R, S, C
“Police Commissioner to Police Constable Rejected Supreme Court”.
 
When the learners memorize this sentence, they can very easily get the initial letters of
the Generic Tools of TQM, from which they can easily write down the names of the
Generic Tools.

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 From:
Prof. Savitha S. Desai
BVBCET, Hubli

Session Input: Classification of Enzymes in Enzyme Nomenclature

[Biotechnology]
Suggested Activity: Mnemonics – Initial Letter Method
Learners can be instructed to pick the first letter of every word in the list. Using these
letters, the learners can be asked to form words to make a meaningful or meaningless
(preferably funny) sentence. The words in order are :
Oxidoreductases
Transferases
Hydrolases
Lyases
Isomerases
Ligases
Initial letter of every word in the list: O, T, H, L,I  and L
The funny sentence may be: “Once Two Happy Lions Invented what is Love.”

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 Quiz

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 Quiz -1

Suggested by:
Prof. P. Bharani Rao
BITM, Bellary

Session Input: Introduction to the Basic Structure of Computers

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 Suggested Activity:  Who am I?

We can frame simple hints for this activity. Now, the class can be divided into 6 groups and each
group can be asked to identify the computer type from the hint assigned to them. The following
hints can be a part of this activity:

1. I am a computer which is widely used in homes, schools and business offices.

Answer: Desktop computers

2. I am small, thin and can fit in a briefcase.

Answer: Notebook computers

3. I have high resolution graphic capability.

Answer: Workstation

4. I am a very powerful computer.

Answer: Super computer

5. I am used for business data processing in medium to large corporations. I am bigger than a
workstation.
Answer: Mainframes
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 Quiz -2

Suggested by:
Prof. Rajan
SSIT, Tumkur

Session Input: Introduction to GPS

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 Suggested Activity:  Picture Quiz
We can ask the learners to look at the images and identify the applications of GPS.

(Likely Answer: Aviation - For aircraft to land at the exact destination, the pilot needs to identify the
exact landing location. Through GPS, he can identify and recognize the landing location.)

(Likely Answer: Mapping (Oil, gas, mining))

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 Suggested Activity:  Picture Quiz (contd.)

(Likely Answer: Military)

(Likely Answer: Scientific Research)

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 Puzzles

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 Puzzle -1

Suggested by:
Dr. Chandrani Mitra
Department of Engineering Sciences
Vishwakarma Institute of Technology, Pune

Session Input: Introduction to Practical Importance of Deformation of Beams

[Probability Distribution]

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 Suggested Activity:  Crossword Puzzle

With the help of a Crossword Puzzle, we can revise the concepts discussed in the class
and conclude the session.

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 Suggested Activity:  Crossword Puzzle (contd.)

Clues for solving the crossword puzzle:

 
ACROSS:
1. Experiments whose outcomes cannot be predicted
8. Any outcome of the experiment
10. An event which cannot occur
12. The set of events
15. This measures the spread of the distribution
DOWN:
2. One type of random variable
3. Events which cannot occur simultaneously
4. Ratio of favorable outcomes to total no. of outcomes
5. Events whose occurrence does not depend on each other
6. Events whose union implies the certain event
7. Any occurrence of the experiment
9. Set of values of a random Variable associated with the experiment.
11. Random variable which is not discrete
13. Measurement of Central Tendency
14. Distribution Function

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 Puzzle - 2

Suggested by:
Prof. Abhilasha P. S.
Vidya Academy of Science and Technology, Thrissur

Session Input: Compass Surveying

[Civil Engineering]

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 Suggested Activity: Jumbled Words

The various terms (probably twenty) related to compass surveying, which have been
covered till now, can be displayed in jumbled order. Learners can be asked to unscramble
them and write them down on a piece of paper within 1 minute. Each learner can then
exchange the paper with the learner sitting next to him/her.
 
The faculty can prompt the learners for the correct answers. Each correct answer can be
given five points and for each wrong answer, three points can be deducted. The learners
scoring maximum points can be declared winners.
 
Sample terms: ropitd for tripod, worras for arrows, eencngitr for centering, enav for vane,
riereabfong for forebearing, draquantal for quadrantal, smariptic for prismatic, etc.

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 Games

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 Game -1

Suggested by:
Prof. Ekta Upadhyay
Computer Science Department
RGIT, Mumbai

Session Input: Need for Error Detection

[Digital Logic Design and Applications]

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 Suggested Activity:  Passing the Message

1 learner can be the sender and another can be the receiver.

The entire class can be divided into 4 groups based on the seating arrangement: one
row as one group.

1st group can be the encoder and convert the message to 8-bit binary. A bit position
can be assigned to a column of learners (from first bench to last bench).

2nd group can be the channel that will just pass the 8-bits to the decoder.

3rd group can be the intruder who has the right to change any bit from the message
bits.

4th group can be the decoder who will convert the message bits to decimal and give it
to the receiver.

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 Suggested Activity:  Passing the Message (contd.)

E.g.: Sender: 256

1st row(Encoder) 2nd row(Channel) 3rd row(Intruder) 4th row(Decoder)

1 1 1 1
1 1 0 0
1 1 1 1
1 1 1 1
1 1 0 0
1 1 1 1
1 1 1 1
1 1 1 1

The decoder will decode the message i.e. 247 and send it to the receiver. Though there has been
an error, there is no way in which the decoder can understand that an error has occurred.

At the end of the activity, the learners will be able to appreciate the need for detection of error(s).

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 Game - 2

Suggested by:
Prof. Matilda S.
Information Technology Department
IFET College of Engineering and Technology, Villupuram

Session Input: IP Addresses

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 Suggested Activity:  IP Address Wheel

A wheel with twelve sectors is prepared and is held on a pivot such that it can rotate.
Each sector has a different colour and holds an IP address.

The class can be divided into 12 groups. (Each row can form a group). Each group can
be asked to choose their favourite colour. Once they have chosen, the wheel can be
rotated and then wait till it comes to rest. A particular colour will be pointed to by the
marker arrow. The group which has chosen the colour has to identify whether the
address is valid or invalid. If valid, the learners can be asked to find the type of address
in that sector(Class A, Class B, Class C, Class D, Private, LoopBack). If it is invalid,
the learners can be asked to give the reason as to why it is invalid.

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 Suggested Activity:  IP Address Wheel (contd.)

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 Group Discussion

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 Suggested by:
Prof. Shrinivas D. Desai
Vishwakarma Institute of Technology, Pune

Session Input: Network Topologies

[Computer Science and Engineering]

Suggested Activity:  Group Discussion

We can divide the learners into two groups, A and B, and float the question. Group A
can answer for mesh and star topologies and Group B can answer for bus and ring
topologies. The answers can be arrived at after discussion.

"What happens if one of the links is cut down in a mesh, star, bus and/or ring topology?“

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 Suggested by:
Prof. Sarita T. Sawale
Anuradha Engineering College, Chikhli

Conclusion: Data Encryption Standard

[Information Technology]

Suggested Activity:  Panel Discussion

We can ask 5 to 8 members from the class to volunteer to become panel members.
Topics/concepts such as DES structure, Key schedule, IP, IP-1, Left shift, Function F,
S Boxes related to DES algorithm can be given to the panel. Panel members can be
requested to discuss about the pros and cons of the DES. Other learners in the class can
be asked to observe the panel discussion. The faculty can play the role of the
moderator.

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 Story-telling

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 Story-1

Suggested by:
Prof. K. Phaniraj
MIT, Manipal

Session Input: Introduction to Practical Importance of Deformation in Beams

[Civil Engineering]

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 Suggested Activity:  Fictionalized Narrative
The narrator begins the activity by contextualizing the story to be told with the topic:
 

Narrator: Have a look at the seat part of the chair on which you sit. It has two
supports. Thus, the seat of a chair acts as a beam. When you sit on it, you are applying
a downward force on the beam.
 
  
 
 
 
 
 
  
Narrator: Well, this reminds me of the story of three chairs which I have in my house.
Let me tell you that story.

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 Suggested Activity:  Fictionalized Narrative (contd.)
STORY OF THREE CHAIRS

I have 3 chairs in my house. One is a regular easy chair with a cloth seating which is
MINE!

The second one is a regular wooden chair.

And the third one is a special chair of rubber wood. Its seating is straight when no one
sits on it. But attains this shape when some one sits on

it . That’s all! It has never broken down! But none of my friends sit on
the third one! They occupy the second one and if a second friend comes, she pulls me out
of MY easy chair and sits on that!

Learner C : ‘SHE’?!

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 Suggested Activity:  Fictionalized Narrative (contd.)
Narrator: Why? Can’t I have a lady as a friend? Well, let’s talk about that later. She pulls
me out of MY easy chair and sits on that! I sit on that special chair, wondering why none
of my friends want to sit on it!! DO YOU KNOW WHY?
 
Leaner D: May be because it curves when he/she sits.
 
Narrator: My easy chair is already curved before any one sits.
 
Learner E: This one was straight, but curves when one sits on it. They may feel unsafe
to sit on such a chair.
 
Narrator: But I sit on it and talk to them for hours. They know that it has never broken
and made me fall.
 
Learner E: That’s your chair and your fate…they say! (Classroom ruptures into
laughter).

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 Suggested Activity:  Fictionalized Narrative (contd.)
Narrator: Not so Funny! Well I have decided that they are dumb and cowards. But you
guys and girls are not. Are you?
 
Classroom in unison: NO!!!
 
Narrator: Well, now you are sitting in the second floor classroom. The same type of
classroom is there above yours in the 3rd floor. Now if as soon as a group of learners
occupy that room, and the ceiling of your classroom visibly curves down, what would
you do?
 
Classroom (In Multiple Voices): We will run out of the class!
 
Narrator: Why? I can stand under it for as long as you want and assure you that it will
not fall down. Come on you are all going to be Civil Engineers!

Learner J: We will stand out side and watch you! We are human beings first and Civil
Engineers afterwards. We care for our lives!

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 Suggested Activity:  Fictionalized Narrative (contd.)

Narrator: Well! Well! Then, what’s the moral of the story?

 
Learner K: Ki… Beam… should not bend… when force is applied on it.
 
Narrator: Boy! All beams should and will bend when applied with loads. Otherwise
they can’t take on the load!
 
Learner K: Mera matlab tha ki bending dikhna nahin chahiye…
 
Narrator: Boy! You have driven the nail on the head! That’s right!

DEFORMATIONS SHOULD NOT BE VISIBLE, to FEEL that the Beam is SAFE.

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 Story - 2

Suggested by:
Prof. R. Manjula
BITM, Bellary

Session Input: Introduction to Cryptography

[Computer Science and Engineering]

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 Suggested Activity:  Story telling

In the olden days, kingdoms were often at war with each other. Now, the prince and
princess of two warring kingdoms fell in love with each other. But their parents were,
predictably, against the match. So, they could not meet often; but wrote to each other
bundles of letters. Finally, desperate, they decided to run away from their kingdoms and
marry. But it so happened that every time they made a plan to meet somewhere, it was
foiled.

The intelligent prince understood that someone

was opening and reading his letters before
they were delivered to the princess. Now he
made a plan. He drew a picture and sent it to
the princess. It was a picture of a huge pond
with a single lotus in the middle of it.

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 Suggested Activity:  Story-telling

When the princess received the letter, she was surprised for a moment. But then she
quickly recollected that it probably was the picture of the lake of lotuses, on whose banks
they had met for the very first time. She felt nostalgic, and decided to visit that place once
more. Since the picture did not implicitly state any plans for escape, nobody from the
palace thought of stopping her.

On the banks of the river, lo and behold, the

prince was there, all alone. They quickly
made plans and escaped from their
feuding parents to live happily ever after.

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 Case Study

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 Caselet

Suggested by:
Prof. Praveen Y. Chitti
KLESCET, Belgaum

Session Input: Introduction to the Concept of Embedded Computing

[Computer Science and Engineering]

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 Suggested Activity:  Caselet

We can identify a relevant real-time application to introduce the topic.   

 
Here, we can present the following case study/scenario from Belgaum city:
 
The traffic at the busy traffic junction ‘Rani Chennama Circle’ was being managed by
a single policeman in the city of Belgaum for the last twenty years. The policeman
used to manage the traffic from all the four directions as shown in the below figure.     

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 Suggested Activity:  Caselet (contd.)

He faced many difficulties during the peak hours when the density of traffic was very
high.     
 
By the end of the day, he used to be drained of his energy and it was difficult for him
to discharge his duties well.        
  
The problem used to be further amplified during the rainy season when visibility is low
and violation of traffic rules became the order of the day.   
 
So the need for automation arose, which was taken care of by installing an embedded
system traffic controller, which helped the policeman in discharging his duties.     
  
Similarly, we can ask the learners to suggest some other case studies or examples to
explain the importance of embedded systems.   

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 Case Study

Suggested by:
Prof. Naveed M. Mulla
Martha Mandal Engineering College, Belgaum

Conclusion: Requirement Elicitation Process

[Computer Science and Engineering]

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 Suggested Activity:  Case Study
We can divide the learners into 4 groups and ask them to prepare a case study of an
ERP for an Aluminium Manufacturing Company. Each group can be asked to work on
a particular phase of the requirement elicitation process. We can read out the various
cases that happen during Requirements Discovery, Requirements Classification,
Requirements Prioritization and Negotiation, and Requirements Documentation.
 
Group A: Requirements Discovery
ERP (Enterprise Resource Planning) software is to be built for an Aluminium
Manufacturing Company. During the Requirements discovery phase, the requirement
engineers shall go to all the stake holders like,
The Accountants
The Data entry
The Inventory manager
The Security manager
The HR manager

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 Suggested Activity:  Case Study (contd.)

Requirements are collected.

Requirements like

R1. The ERP should maintain the list of all the Employees of the company with their
personal and Payment details
R2. The ERP should maintain the data of raw material and finished products.
R3. The ERP should have an option to give bonus to employees.
R4. The ERP should maintain Vendors’ and Customers’ accounts, and update them at
times of sales or purchase.
R5. The ERP should generate profit bills every month.
R6. The ERP should have options to add new employees and delete existing
employees.
R7. The bills generated should be on A4 size paper.

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 Suggested Activity:  Case Study (contd.)

Group B: Requirements Classification

After discovering the requirements, for classifying requirements, we can group them
into related groups, like as follows:
Accounts Module: R3,R4,R5,R7
HR Module: R1,R6
Inventory module: R2
 
Group C: Requirements Prioritization and Negotiation
After classification , the requirements should be given priority
Highest Priority:  R1,R2,R4
Medium Priority: R3,R6,R5
Low Priority: R7
 
Since there are no contradictory requirements, conflict resolution is not required.

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 Suggested Activity:  Case Study (contd.)

Group D: Requirements Documentation

At last, the requirements are documented in standard format, like
Req. No. Description Source Date and Time Dependencies

1.1 The ERP should Manager HR 12:30 12/10/2009 None

maintain the list of all
the Employees of the
company with their
personal and Payment
details

1.2 The ERP should have Manager Accounts 11:30 12/10/2009 None
an option to give
bonus to employees

Thus, the entire process starting from requirement discovery to classification,

prioritization and documentation in required form, reflects the process of requirement
elicitation.

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 Animation

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 Suggested by:
Prof. Satyadhyan Chickerur
MSRIT, Bangalore

Session Input: Introduction to Computer Graphics

[Computer Science and Engineering]

Suggested Activity:  Innovative Introduction

-Animation Movie

An animation movie can be played. The learners may be asked to write the important
and interesting aspects of the video.
 
Animated Movie:
http://www.mission10x.com/mission-10x/Documents/filling_bag.avi
 
&
 
http://www.mission10x.com/mission-10x/Documents/melt_ice.avi

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 Suggested by:
Prof. Sachin R. Gavali
Mechanical Engineering Department
S.V.E.R.I’s College of Engineering, Pandharpur

Session Input: Vapour Power Cycle

[Applied Thermodynamics]

Suggested Activity: 

Video clips/Animation can be downloaded from the internet, showing the operation of
Carnot cycle. This can be shown to the learners twice or thrice so that they can
comprehend the processes in the cycle clearly.
 
Animation Link:
http://galileoandeinstein.physics.virginia.edu/more_stuff/flashlets/carnot.htm

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 Other Innovations

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 Example - 1

Suggested by:
Prof. T. Meenakshi
IFET College of Engineering, Villupuram

Session Input: Recap: Basics of Rectifier and SCR

[Electronics and Communication Engineering]

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 Suggested Activity:  Innovative Fill in the Blanks

The class can be split into 2 teams and given the word “fdsfodali”. The learners can be informed
that when they rearrange the letters, they will get a flower’s name and each letter in that flower’s
name is the starting letter of the answer for one of the following questions.

1.___________ is a unidirectional device.

2.Rectifier converts ____________current into direct current.
3.When positive of supply is connected to anode and negative of supply is connected to cathode in
SCR, the junction 1 and 3 are ____________biased.
4.The full wave bridge rectifier has __________ number of diodes.
5.The half wave rectifier has ________ number of diodes.
6.__________layer is formed when P type and N type layers are joined together.
7.The pure form of semiconductor is called ___________ semiconductor.
8.SCR has _four _________.
9.In ___________, the gate current is used to control the load current and voltage.

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 Suggested Activity:  Innovative Fill in the Blanks
(contd.)

The answers for the above questions can be discussed by rearranging the clue.
 
When the learners rearrange the word, they get “DAFFODILS”. Now each letter of the word is the
first letter of the answer.
 
1.Diode is a unidirectional device.
2.Rectifier converts Alternating current into direct current.
3.When positive of supply is connected to anode and negative of supply is connected to cathode in
SCR, the junction 1 and 3 are Forward biased.
4.The full wave bridge rectifier has Four number of diodes.
5.The half wave rectifier has One number of diodes.
6.Depletion layer is formed when P type and N type layer are joined together.
7.The pure form of semiconductor is called Intrinsic semiconductor.
8.SCR has four Layers.
9.In SCR, the gate current is used to control the load current and voltage.

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 Example - 2

Suggested by:
Prof. Badrunnisa S.
Bellary Institute of Technology and Management, Bellary

Session Input: Recap of Cell Structure

[Biotechnology]

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 Suggested Activity: Model Making

We can brief the learners regarding this activity beforehand, so as to help them
complete the task within the stipulated period of time.
 
For the activity, we can divide the class strength into teams as per the number of rows
in the class and supply each team with playing dough of different colours. Now, we
can ask each team to prepare the cell structure of one organelle.
 
After completing the task, we can randomly select two learners and ask them to collect
the models of the organelles from each team and categorize them as plant and animal
cells.
 
Some examples of the prepared models are as shown below.

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 Suggested Activity:  Model Making (contd.)

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 Combination of
Activities

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 Suggested by:
Dr. (Mrs.) Anjali Lodha
MIT, Pune

Topic: Introduction to Polymers

[Polymer Engineering ]

Suggested Activity:  Demonstration of Analogy

A monomer is like a single bead. We can show the learners white, red, green, etc
colored beads of different sizes and shapes. We can explain that each single bead
represents a monomer. There are beads of different sizes and shapes. Similarly, there
are different types of monomers.

Then we can put a few beads in one thread to get a chain. A chain is an analogy for a
polymer. Polymer is a chain of monomers.

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 Suggested by:
Prof. Milind S. Patnakar
Cummins College of Engineering for Women, Pune

Session Input: Working of Rectifiers

[Electronics and Telecommunication Engineering]

Suggested Activity:  Role Play based on Analogy

The following are required for the role play:

 
One Learner (A): For playing the role of a worker packaging the finished
Product.
One Learner (B): For playing the role of a worker giving the packed product for
shipping.
Four Small Plastic boxes: Having a Wrapper.
Four Small Plastic boxes: Not Having a Wrapper.

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 Suggested Activity:  Role Play based on Analogy
(contd.)
The process for shipping finished products in a manufacturing company is enacted
through the role play:
 
Scene 1: If B receives the finished product wrapped in a wrapper, he/she ACCEPTS
it and sends it for shipping.
If he/she receives the finished product without a wrapper, he/she REJECTS it .
 
This is an Analogy for Half wave Rectifier’s working .
 
Scene 2: If B receives the finished product wrapped in a wrapper, he/she ACCEPTS it.
 
If he/she receives the finished product without a wrapper , he/she will WRAP it
and then send it for shipping .

This is an Analogy for Full wave Rectifier’s working .

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INNOVATE EDUCATE EXCEL

Wish you Good Luck! 

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