Teacher/Instructor: Mr.D. Ravi Kiran
Department of Electrical & Electronics Engineering
Assistant Professor of EEE
Lesson Plan for
a Day
Term/Semester/Year: Sem- I- Syllabus 2020 -21
MICRO LESSON PLAN
(ACCORDING TO BLOOMS DIGITAL TAXONOMY)
Programme |
B.Tech, Electrical & Electronics
Engineering |
Semester |
IV Year - I Semester |
Subject Title |
Instrumentation |
Subject Code |
R164102D |
Class Hours |
5 |
Total Hours |
70 |
Credits |
3 |
Max Marks |
100 |
Unit & Title |
Unit-II: Transducers |
Teaching and Learning Tools |
Black Board/ Power Point
Presentation/Videos, E-material. |
Detailed
– Lesson 2 Transducers Lesson
Objectives: |
|
Factual |
Students will
be able to learn definitions, advantages and
classification of transducer |
Conceptual |
Students will be able
to learn inductive, resistive and capacitive type transducers |
Procedural |
Students will be able
to Analyze strain gauge and gauge factor |
Applied |
Students will be able
to apply the requirement of transducers in industries and process plants |
Taxonomy of
Objectives:
Taxonomy
of Objectives |
||||||
Knowledge Dimension |
The Cognitive Process
Dimension |
|||||
Remember |
Understand |
Apply |
Analyze |
Evaluate |
Create |
|
Factual Knowledge |
1 |
|
|
|
|
|
Conceptual Knowledge |
|
2, 3 |
|
|
|
|
Procedural Knowledge |
|
|
4 |
|
|
|
Meta Cognitive Knowledge |
|
|
|
|
|
|
Prerequisite Knowledge:
Sensors,
voltage measurement, digital displays, transducer, energy form conversion.
Micro Lesson
Plan: Day-7: Linear Variable Differential Transducer
1.
Pre-task Activity- Introducing the Transducer and LVDT
In
pre-task, I planned to give introduction about the sensors, transducers and
recall the basic definitions.
Video
Link: https://youtu.be/nSeW3R2hr1A
Fig.2 Practical LVDT Construction
Fig.3 Key Parts of LVDT
Fig.4 Illustration of LVDT's core is in different axial positions.
The LVDT's primary winding, P, is energized by a
constant amplitude AC source. The magnetic flux thus developed is coupled by
the core to the adjacent secondary windings, S1 and S2. If the core is located
midway between S1 and S2, equal flux is coupled to each secondary so the
voltages, E1 and E2, induced in windings S1 and S2 respectively, are equal. At
this reference midway core position, known as the null point, the differential
voltage output, (E1 - E2), is essentially zero. As shown in Figure 3, if the
core is moved closer to S1 than to S2, more flux is coupled to S1 and less to
S2, so the induced voltage E1 is increased while E2 is decreased, resulting in
the differential voltage (E1 - E2). Conversely, if the core is moved closer to
S2, more flux is coupled to S2 and less to S1, so E2 is increased as E1 is
decreased, resulting in the differential voltage (E2 - E1).
3. Post – task Activity:
In
Post task activity revising the class, clarifying the doubts and asking
questions to know the response.
Que.1 Full form of LVDT is
- Linear
Variable Differential Transducer
- Line
Voltage Differential Transformer
- Linear Variable Differential
Transformer
- Line
Voltage Differential Transducer
Que.2 Which of the following quantity can be
directly measured by LVDT?
- Displacement
- Force
- Pressure
- Weight
Que.3 LVDT is ______ type of transducer.
- Resistive
- Capacitive
- Inductive
- Optical
4.
Discussion
·
Students will be able
to remember the operation of LVDT
·
The pre-task activity
material will give them a conceptual knowledge about LVDT
5.
Summary
v LVDT is an acronym for Linear Variable Differential Transformer.
v It is a common type of electromechanical
transducer that can convert the rectilinear motion of an object to which it is
coupled mechanically into a corresponding electrical signal.
v The transformer's internal structure consists
of a primary winding centered between a pair of identically wound secondary
windings, symmetrically spaced about the primary.
6.
References
1. Electronic Instrumentation–by H.S.Kalsi Tata
MCGraw–Hill Edition, 1995.
2. A course in Electrical and Electronic
Measurements and Instrumentation, A.K.Sawhney, Dhanpatrai& Co.
Taxonomy of Objectives –Specific
Objectives |
||||||
Knowledge
Dimension |
The Cognitive Process
Dimension |
|||||
Remember |
Understand |
Apply |
Analyze |
Evaluate |
Create |
|
A. Factual Knowledge |
SO-1,2 |
SO,-1,2,3 |
SO-1,2,3 |
|
|
|
B. Conceptual Knowledge |
SO-1,2 |
SO-1,2,3 |
SO-1,2,3 |
|
|
|
C. Procedural Knowledge |
SO,-1,2 |
SO-1,2,3 |
SO-1,2,3 |
|
|
|
D. Meta Cognitive
Knowledge |
|
|
|
|
|
|
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