Taxonomy of Teaching Learning Assessing Content

Taxonomy of Teaching, Learning and Assessing
Dr.N.Asokan, 9445191369, ntvasokan@gmail.com 1
OBJECTIVES:
To expand the capacity of individual and an institution for
Best Performance
Teachers to Teach
Learners to Learn
Assessors to Assess
On completion of this lesson the learner will be able
To develop objectives for the subject (s) he is teaching
 To distinguish between ‘Instruction’ and ‘Teaching’
 To define the term ‘Specific Instructional Objective’
 To state the three reasons for stating objectives of the syllabus
 To distinguish between general and specific objectives
 To write general objectives for the subject (s) he is teaching
 To write a sample of specific objectives describing each of the
general objectives
To use the Taxonomy of Educational Objectives
 To illustrate the hierarchical order of the two domains in the
Taxonomy of Educational Objectives
 To list the taxonomical categories in knowledge domain and
cognitive process domain.
 To classify a given objective into the appropriate taxonomical
category

ADVANTAGES OF SPECIFIC INSTRUCTIONAL OBJECTIVES
• Specifies what the students should learn to do
• Serves as sign post to the students.
• Provides direction to the teacher in the teaching learning process to
attain the stated objectives.
• Provides guidance to the question paper setter for evaluating students
achievements.
• Provides integral relationship between knowledge and cognitive
process.
• Provides consistency, or lack of it, among the stated objectives for a
unit, the way it was taught, and how learning was assessed.
• Makes better sense of the wide variety of terms.
• Increases students level of precision for better communication.
Makes life easier.
INSTRUCTION AND TEACHING
Information vs. Instruction:
Information: The aim of information is to formally tell someone
something
Instruction: The aim of instruction is to initiate a change in behaviour of a
person. Instruction facilitates learning.
Interaction is necessary for instruction. Interaction involves a two-
way communication.
Teacher or Media Student
Interaction emphasizes the following aspects:
1. Active responding / practicing
2. Confirmation and Feedback

Various Modes of Instruction:
 Audio tutorial instruction
 Instructional Television
 Computer Assisted Instruction
 Teaching
Instruction refers to all modes of facilitating learning. Teaching is a
sub-category of instruction. Teaching involves live human interaction
between a teacher and one or more learners.
DEFINITION OF INSTRUCTIONAL OBJECTIVES
Instructional objectives are statements, which communicate in
behavioural terms the expected performance of the students at the end of
instruction.
Learning should result in a change in the behaviour. Behaviour refers
to any observable activity displayed by a learner.
Instructional objectives are written in behavioural terms and
therefore these are known as “Behavioural Objectives”. They should specify
what the learner will be able to do on completion of the learning. So,
objectives must be stated in terms of learner’s terminal
behaviour.
Need for Instructional Objectives
Objectives specify clearly the goals of instruction. The first step in
planning for instruction is the statement of objectives.
Objectives serve as a reference point to the whole instructional
system. The block diagram of instructional system is show in Figure 1.
Figure 1: Block Diagram of Instructional System
The block diagram clearly illustrates how objectives serve as a
“Reference Point” to the learner, teacher and examiner.
INSTRUCTIONAL
PROCESS
Student input Student output
Entering Behaviour Terminal Behaviour

Objectives should be written for each subject of the syllabus because
they:
(i) Specify what the students should learn to do. Thus
objectives serve as sign posts to the student.
(ii) Provide direction to the teacher in the selection of the most
effective instructional methods, and media and resource
materials to be used during instruction in order to attain the
stated objectives.
(iii) Provide guidance to the question paper setter for
evaluating students’ achievement.
GENERAL OBJECTIVES AND SPECIFIC OBJECTIVES
There are two types of objectives:
(i) General Objectives (G.O.)
(ii) Specific Objectives (S.O.)
General Objectives:
These are very general statements, which describe in implicit terms
the overall aims of the total educational process.
Examples:
On completion of the study the student will be able:
1. To understand the concept of Data Flow Diagram
2. To appreciate the difference between System flow chart and
Program flow chart
3. To comprehend the use of a scanner
General Objectives are used by Curriculum Planners to indicate
very broadly what the programme intends to achieve.
General Objectives are not explicit. It is stated in broad term to
encompass a class or domain of student performance. It is the job of the
teacher to convert these General Educational Objectives into Specific
Instructional Objectives, which will be more meaningful to him and help him
to plan the learning strategy.

Specific Objectives:
• Specific objectives are expressed in behavioural terms and identify the
end product of instruction in terms of observable performance of
students. Indicate a very specific learning outcome which can be easily
be tested for achievement.
Definition:
• Objectives must be stated in terms of student’s terminal cognitive
process/behavior.
• Specify what the student will be able to do on completion of learning.
• Emphasis on
– Student oriented
– Learning-based
– Explicit
Assessable statements of intended cognitive outcomes.
METHODS OF STATING OBJECTIVES
The most useful form of stating objectives is to express them in terms which
identify both the kind of cognitive process/behavior to be developed in the
student and the knowledge/content … in which this behavior is to operate.
• The students will be able to, (verb) or learn to, (noun).
• Verb indicates the cognitive process
• Noun indicates the knowledge / content
In this method, the list of specific behaviours which the students are
to exhibit at the end of instruction is prepared.
Examples:
On completion of the study the student will be able:
(i) To list the six levels of a Data Flow Diagram used in an
application system
(ii) To draw a system flow chart for a given application system
(iii) To scan a given picture and transfer it to the appropriate
module of application
Specific Objectives indicate a very specific learning outcome which
can easily be tested for achievement.

There are three criteria which every specific objective must satisfy:
(i) Specific terminal performance of the student.
(ii) Conditions under which the performance is expected to occur.
(iii) Standards of minimum acceptable performance.
Example:
The student will be able to determine the diameter of a copper wire,
given a suitable screw gauze, to an accuracy of 0.05 m.m.
Issues and Concerns of Teachers
1. What is important for students to learn in the limited classroom time
available?
2. How does one plan and deliver instruction that will result in high
levels of learning for large number of students?
3. How does one select or design assessment instruments and
procedures that provide accurate information about how well students
are learning?
4. How does one ensure that objectives, instruction, and assessment are
consistent with one another?

TEACHING AND TESTING AT THE MINIMUM LEVEL
TEACHING AND TESTING AT THE DEVELOPMENT LEVEL
STATE THE SEPCIFIC
BEHAVIOUR
TEACH THE SEPCIFIC
BEHAVIOUR
TEST THE SEPCIFIC
BEHAVIOUR
STATE THE GENERAL
OBJECTIVE AND A
SAMPLE OF SEPCIFIC
BEHAVIOUR
DIRECT TEACHING
TOWARD THE GENERAL
OBJECTIVE (i.e. the total
class of behaviour)
BASE TEST QUESTIONS
ON THE SAMPLE OF
SPECIFIC BEHAVIOUR

GENERAL RULES FOR STATING SPECIFIC INSTRUCTIONAL
OBJECTIVES
Rule 1: Instructional Objectives should be stated in terms of
learner’s performance and not teacher’s performance
The Objective should specify what the learner will be able to do at the
end of the lesson and not what the teacher had intended to do.
Non-example:
To teach Java Remote Method Invocation
Example:
The student will be able to distinguish between “Remote Method
Invocation and “Remote Procedure calls”
Rule 2: The mere description of subject matter should be avoided
An objective should specify both the kind of behaviour expected and
the subject or context to which that behaviour applies.
Non-example:
Multithreading technique
Example:
The student will be able to write a Java program to show Indian
Standard Time using Indian thread by applying multithreading
technique
Rule 3: Use Action Verbs
Use verbs that refer to any observable activity displayed by a learner.
Non-example:
The student will be able to know the network hardware
Example:
The student will be able to state the functions of the four types of
connectivity hardware
Illustrative verbs for stating Specific objectives are given in Appendix – 1.

Rule 4: State in terms of learning outcome instead of the learning
process
Describe in detail the final outcome of learning (end product) and not
the process of learning itself.
Non-example:
The student gains knowledge of Compiler
Example:
The student will be able to draw the structure of seven phases of a
compiler
Rule 5: Specify the standards of minimum acceptable
performance
The standards of minimum acceptable performance must be specified
in terms of (a) the number of points / examples / differences etc. incase of
theory subjects (b) the accuracy of results and speed of performance in the
case of practical / laboratory work.
Non-example:
1. The student will be able to distinguish between metals and
non-metals
2. The student will be able to determine the diameter of a given rod
Example:
The student will be able:
1. To list any six differences between metals and non-metals
2. To determine the diameter of a given rod using a suitable screw
gauge to an accuracy of 0.05 m.m within 10 minutes
Rule 6: An objective should not consist of more than one learning
outcome
Non-example:
The student will be able to explain the need for networking and list
the types of networking.
Example:
The student will be able:
1. To explain why networks are needed
2. To list the two types of networking

TAXONOMY OF EDUCATIONAL OBJECTIVES
Advantages:
• Helps to organize the knowledge which helps subconscious mind for
faster retrieval.
• Lead to better IQ and better “First thing first”
• Provides a common way of thinking about and a common vocabulary
that enhances communication among engineers.
• Makes working environment and life easier
Taxonomy for learning can be represented in a two dimensions, namely
Knowledge dimension and Cognitive Process dimension.
Definitions:
Knowledge: “Historically shared knowledge” that defines the subject
matter of a particular discipline.. It is not static; Changes are made as new
ideas and evidence are accepted by the scholarly community. The term
Knowledge to reflect our belief that disciplines are constantly changing and
evolving in terms of the knowledge that shares a consensus of acceptance
within discipline.
Four categories of Knowledge dimension:
1. Factual Knowledge: Knowledge of discrete, isolated content
elements- “bits of information”. It includes knowledge of Terminology
and knowledge of Specific details and Elements.
2. Conceptual Knowledge: Knowledge of more complex, organized
knowledge forms” It includes knowledge of Classification and
categories, Principles and generalizations, and Theories, models and
structures.
3. Procedural Knowledge: “Knowledge of how to do something” It
include Knowledge of Skills and Algorithms, Techniques and models,
as well as knowledge of criteria used to determine and /or justify
“when to do what” within specific domains and disciplines.
4. Metagognitive knowledge: “Knowledge about cognition in general
as well as awareness of and knowledge about one’s own cognition” It
encompasses Strategic knowledge; knowledge about cognitive tasks,
including contextual and conditional knowledge; and self-knowledge.
Of course, certain aspects of metacognitive knowledge are not the
same as knowledge that is defined consensually by experts.

Six categories of Cognitive Process Dimension:
1. Remember: It means to retrieve relevant knowledge from long-term
memory. It includes Recognizing and Recalling.
2. Understand: It is defines as constructing the meaning of
instructional messages, including oral, written and graphic
communication. It includes Interpreting, Exemplifying, Classifying,
Summarizing, Inferring, Comparing and Explaining.
3. Apply: Apply means carrying out or using a procedure in a given
situation. It includes Executing and Implementing.
4. Analyze: It is breaking material into its constituent parts and
determine how the parts are related to one another as well as to an
overall structure or purpose. It includes Differentiating, Organizing
and Attributing.
5. Evaluate: Evaluate means making judgements based on criteria and
/ or standards. It includes Checking and Critiquing.
6. Create: Create is putting elements together to form a novel, coherent
whole or to make an original product. It includes Generating,
Planning and Producing.

Appendix – 1
ILLUSTRATIVE VERBS FOR TESTING ACHIEVEMENT OF
OBJECTIVES
IN THE COGNITIVE DOMAIN
Remember
Define List Reproduce
Identify Match Select
Label Name State
Understand
Convert Estimate Give examples
Defend Explain why/how Illustrate
Describe (a
procedure)
Extend Infer
Distinguish Generalize Summarize
Apply
Change Manipulate Produce
Compute Modify Relate
Demonstrate Predict Show
Deduce Prepare Solve
Bend Feed Move precisely Set
Calibrate File Operate Straighten
Conduct Grow Paint Strengthen
Connect Handle Perform skillfully Time
Convert Increase Prepare Transfer
Decrease Insert Remove Type
Demonstrate Keep Replace Weigh
Dissect Lengthen Report
Draw Limit Reset
Extend Manipulate Run

Analaze
Breakdown Discriminate Separate
Differentiate Distinguish Subdivide
Create
Categorize Create Organize Reorganize
Combine Devise Plan Revise
Compile Design Rearrange
Compose Generate Reconstruct
Evaluate
Appraise Criticize
Compare Justify
Conclude Interpret
Contrast Support
EXERCISE ON DEVELOPING INSTRUCTIONAL OBJECTIVES
1. Choose a Subject you are teaching presently. Select a Unit (cluster of
related topics) in the subject.
2. Write a sample of Specific instructional objectives for each topic of the
syllabus
3. Classify each Specific instructional objective into the appropriate
category as per Taxonomy
Name of the subject:
______________________________________
Title of the Unit:
__________________________________________
On completion of the study of this Unit the student will be able:



EXAMPLES OF OBJECTIVES
EXAMPLE 1:
Name of the Unit: SEMICONDUCTORS
On completion of the study of this Unit the learner will be able
1.0 To understand the concept of semiconductor and its types
1.1 To define a “semi conductor” (K)
1.2 To distinguish between intrinsic and extrinsic semiconductors by
stating the four differences between them (C)
1.3 To derive the carrier concentration of intrinsic and extrinsic
semiconductors (C)
1.4 To explain how a p-n junction is formed (C)
1.5 To describe the characteristic behaviour of a p-n junction, when biased
forward and reverse (C)
EXAMPLE 2:
Name of the Unit: DATABASE MANAGEMENT SYSTEM
1.0 To understand the concept of DBMS
1.1. To define DBMS (K)
1.2. To list any three characteristic features of DBMS (K)
1.3. To distinguish between DBMS and RDBMS by stating any three
differences between them (C)
1.4. To describe the structure of DBMS (C)
2.0 To understand various SQL commands
1.1 To name the three types of SQL commands (K)
1.2 To write any three differences between DDL and DML (C)
1.3 To write a command to create an employee table with fields like Name,
Sex, Emp.Id, Dept., Designation and Salary (Ap)

EXAMPLE 3:
Name of the Unit: VIRAL DISEASES
1.0 To comprehend the nature of Viral diseases and methods of
preventing them
1.1 To define Virus (K)
1.2 To explain the origin of Viruses on the basis of “Regressive theory” (C)
1.3 To list the four characteristic features of Viruses (K)
1.4 To define virulent cycle (K)
1.5 To give an example for (i) Spherical virus and (ii) Tadpole shaped
Virus (C)
1.6 To describe the shape and general structure of Viruses (C)
1.7 To name three Viral diseases in plants (K)
1.8 To describe the structure of HIV (C)
1.9 To explain the multiplication of T4 bacteriophage with labeled
sketches (C&Sk)
1.10 To describe any three Viral diseases in Human beings and methods of
preventing them (C)

Ohm’s Law
Interrupting
Factual Knowledge
Students should be able to define key terms (e.g.
,Resistance) in their own words
Explaining
Conceptual Knowledge
To explain what happens to the rate of current in an
electrical circuit when changes are made in the system (
e.g., two batteries that were connected in serial OR
connected in parallel)
Executing
Procedural Knowledge
To use Ohm’s law to compute the voltage when given the
current (in amperes) and the resistance (in ohms)
Differentiating
To determine which information in words problems
involving Ohm’s law (e.g., wattage of light bulb,
thickness of wire, voltage of battery) is needed to
determine the resistance.
Interrupting
Factual Knowledge
Students should be able to define key terms (e.g.
,Resistance) in their own words
Checking
Procedural Knowledge
To determine whether a worked-out problem solution to
a problem involving Ohm’s law is likely to be effective in
solving it.
Critiquing
Metacognitive
Knowledge
To choose a plan solve problem involving Ohm’s law that
is most consistent with his or her current level of
understanding.
Generating
To generate alternate ways of increasing the brightness
of the light in a circuit without changing the battery
To solve a mathematical word problem
Interpreting To understand each sentence in the problem
Recalling To retrieve the relevant Factual Knowledge needed to solve
the problem
Organizing To build a coherent representation of the key information in
the problem (Conceptual Knowledge)
Planning To devise a solution plan
Producing To carry out the plan (Procedural Knowledge)
To write an Essay
Recalling To retrieve the relevant information needed to include in the essay.
Planning To decide what to include in the essay, determine what to say, and
how to say.
Producing To create a written product
Critiquing To make sure the written essay “make sense”

A suggestive list of skills/ competencies to be demonstrated at each of the
Revised Bloom’s level and corresponding cues/ verbs for the examination/
test questions are given below:
Level
Skill Demonstrated
Question / Verbs
for tests
1. Remember
• Ability to recall of information like, facts,
conventions, definitions, jargon, technical
terms, classifications, categories, and criteria
ability to recall methodology and procedures,
abstractions, principles, and theories in the
field
• knowledge of dates, events, places
• mastery of subject matter
list, define, tell,
describe, recite, recall,
identify, show,
label, tabulate, quote,
name, who, when,
where, etc.
2. Understand
• understanding information
• grasp meaning
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
describe, explain,
paraphrase, restate,
associate, contrast,
summarize,
differentiate interpret,
discuss
3. Apply
• use information
• use methods, concepts, laws, theories in new
situations
• solve problems using required skills or
knowledge
• Demonstrating correct usage of a method or
procedure
calculate, predict, apply,
solve, illustrate, use,
demonstrate,
determine, model,
experiment, show,
examine, modify
4. Analyse
break down a complex problem into parts.
Identify the relationships and interaction between
the different parts of complex problem.
identify the missing information, sometimes the
redundant information and the contradictory
information, if any.
classify, outline, break
down, categorize,
analyze, diagram,
illustrate, infer, select
5. Evaluate
compare and discriminate between ideas
assess value of theories, presentations make
choices based on reasoned argument
verify value of evidence
recognize subjectivity
use of definite criteria for judgments
assess, decide, choose,
rank, grade, test,
measure, defend,
recommend, convince,
select, judge, support,
conclude, argue, justify,
compare, summarize,
evaluate
6. Create
use old ideas to create new ones
combine parts to make (new) whole,
generalize from given facts
relate knowledge from several areas predict, draw
conclusions
design, formulate,
build, invent, create,
compose, generate,
derive, modify, develop,
integrate
It may be noted that some of the verbs in the above table are associated with
multiple Revised Bloom’s Taxonomy level. These verbs are actions that could
apply to different activities. We need to keep in mind that it’s the skill, action
or activity we need our students to demonstrate that will determine the
contextual meaning of the verb used in the assessment question.

KnowledgeDimension
Revised Taxonomy of Educational Objectives*
Cognitive Process Dimension
This revised Bloom’s Taxonomy will assist you as
you work to improve instruction to ensure that
 Standards, lessons, and assessments are
aligned.
 Lessons are cognitively rich.
 Instructional opportunities are not missed.
1.Remember:
retrieving relevant
knowledge from long
term memory
1. Recognizing
2. Recalling
2. Understand:
determining the meaning
of instructional messages
1. Interpreting
2. Exemplifying
3. Classifying
4. Summarizing
5. Inferring
6. Comparing
7. Explaining
3. Apply:
carrying out or using a
procedure in a given
situation
1. Executing
2. Implementing
4. Analyze:
breaking material into
its constituent parts
and detecting how the
parts relate to one
another and to an
overall structure or
purpose
1. Differentiating
2. 2. Organizing
3. Attributing
5. Evaluate:
making judgments
based on criteria and
standards
1. Checking
2. Critiquing
6. Create:
putting elements
together to form a
novel, coherent
whole or make an
original product
1. Generating
2. Planning
3. Producing
A. Factual Knowledge: basic elements that
students must know to be acquainted with a
discipline or solve a problem in it.
a. Knowledge of terminology
b. Knowledge of specific details and
elements
B. Conceptual knowledge: the
interrelationships among the basic elements
within a larger structure that enable them to
function together
a. Knowledge of classification
b. Knowledge of principles and
generalizations
c. Knowledge of theories, models and
structures
C. Procedural knowledge:
How to do something: methods of inquiry,
and criteria for using skills, algorithms,
techniques and methods
a. Knowledge of subject specific skills
and algorithms
b. Knowledge of techniques and methods
c. Knowledge of criteria for determining
when to use appropriate procedures
D. Metacognitive knowledge: knowledge of
cognition in general as well as awareness of
one’s own cognition
a. Strategic knowledge
b. Cognitive tasks, including appropriate
contextual and conditional knowledge
c. Self-knowledge

Bloom’s Revised Taxonomy Planning FrameworkHigher-orderthinking
Actions Products Learning Activities
Creating
(Putting together ideas or
elements to develop an
original idea or engage in
creative thinking).
Designing Constructing
Planning Producing
Inventing Devising
Making
Film, Story Project Plan, New
game Song Media product
Advertisement Painting
Evaluating
(Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria).
Checking Hypothesising
Critiquing
Experimenting
Judging Testing
Detecting Monitoring
Debate Panel Report
Evaluation Investigation
Verdict Conclusion Persuasive
speech
Analysing
(Breaking information
down into its component
elements).
Comparing Organising
Deconstructing
Attributing Outlining
Structuring Integrating
Survey Database Mobile
Abstract Report Graph
Spreadsheet Checklist Chart
Outline
Lower-orderthinking
Applying
(Using strategies,
concepts, principles and
theories in new
situations).
Implementing Carrying
out Using Executing
Illustration Simulation
Sculpture Demonstration
Presentation Interview
Performance Diary Journal
Understanding
(Understanding of given
information).
Interpreting
Exemplifying
Summarising Inferring
Paraphrasing Classifying
Comparing Explaining
Recitation Summary Collection
Explanation Show and tell
Example Quiz List Label
Outline
Remembering
(Recall or recognition of
specific information).
Recognising Listing
Describing Identifying
Retrieving Naming
Locating Finding
Quiz, Definition Fact, orksheet
Test Label List Workbook
Reproduction

No People (Student/Institutions/Society)
can arise above the level of its Teachers - Cicero
Monday, July 1,2019
Staff Structured Syllabus
EC 8353 ELECTRON DEVICES AND CIRCUITS L T P C 3 0 0 3
AIM
To make the students to understand the operation, characteristics and
applications of electronic devices and circuits.
COURSE OBJECTIVES
 To understand the structure of basic electronic devices.
o To discuss about semiconductors, conductors and insulators.
o To discuss covalent bonding in Silicon
o To describe the properties of n type and p type semiconductors
o To describe pn junction and its formation.
o To discuss the bias of a pn junction
o To analyze the current-voltage characteristic curve of a pn
junction
o To discuss the operation of diodes
o To discuss the applications of diode
o To discuss the types of diode.
 To be exposed to active and passive circuit elements.
 To understand the operation and applications of transistor like BJT
and FET.
 To explore the characteristics of amplifier gain and frequency
response.
 To learn the required functionality of positive and negative feedback
systems
PREREQUISITE KNOWLEDGE
 To discuss about semiconductors, conductors and
insulators.
o To define the core of an atom
o To describe the atomic structure of Copper, Silicon, Germanium,
Carbon.

o To list four Conductors
o To list four semiconductors
o To discuss the difference between conductors and semiconductors
o To discuss the difference between Silicon and Germanium.
o To explain why Silicon is widely used than germanium.
 To discuss covalent bonding in Silicon
o To define conduction electron.
o To define hole.
o To define recombination
o To define hole current(apr18)L1
o To explain difference between electron current and hole current.
 To describe the properties of n type and p type
semiconductors.
o To define intrinsic
o To define extrinsic
o To define doping
o To explain how n type semiconductors are formed.
o To explain how p type semiconductors are formed
o To define majority carriers.
o To define minority carriers.
UNIT I PN JUNCTION DEVICES 9
PN junction diode –structure, operation and V-I characteristics, diffusion
and transition capacitance -Rectifiers – Half Wave and Full Wave Rectifier,–
Display devices- LED, Laser diodes, Zener diode characteristics- Zener
Reverse characteristics – Zener as regulator.
 To describe pn junction and its formation.
o To explain the construction of pn junction diode(Nov14)L2
o To explain diffusion across a pn junction
o To explain the formation of depletion region.
o To define barrier potential.
o To state the values of barrier potential in Silicon and Germanium.
 To discuss the bias of a pn junction
o To define forward bias

o To discuss the effect of barrier potential on forward
bias(Nov18,L2)
o To deduce expression for total current density(Nov18,L1)
o To define reverse bias
o To explain reverse current
o To explain reverse breakdown of a pn junction.
 To analyze the current-voltage characteristic curve of a pn
junction
o To explain the forward bias portion of the I-V characteristic
curve.(Nov14,Nov15)L2
o To explain the reverse bias portion of the I-V characteristic curve.
(Nov14,Nov15)L2
o To identify the barrier potential
o To identify the breakdown voltage.
o To find current through diode(Nov17)L3
o To discuss temperature effects on a pn junction.
o To list advantages of diode. (Nov14)L1
o To list disadvantages of diode(Nov14)L1
o To list the applications of diode(Nov14)L1
 To discuss the operation of diodes
o To explain the relations(operation)of the pn junction to a
diode(Nov14,L2)
o To recognize a diode symbol
o To identify the diode terminals
o To explain the ideal diode model
o To explain the practical model.
o To explain the complex diode model.
o To calculate dynamic resistance(Nov18 L3)
o To define diffusion capacitance(apr18,Nov14,apr15,Nov17)L1
o To explain diffusion capacitance
o To derive diffusion capacitance(apr17)L6
o To calculate diffusion capacitance(Nov16,L3)
o To define transition capacitance(Nov17,Nov 14)L1
o To explain transition capacitance
o To derive space charge/transition capacitance. (Nov16)L6

 To discuss the applications of diode
o To write the applications of diode(Nov14,L1)
o To write advantages of diode(Nov14,L1)
o To write disadvantages of diode(Nov14,L1)
o To explain the operation of rectifier.
o To define rectification
o To define rectifier(apr15)L1
o To list the types of rectifier(apr15)L1
o To explain the operation of half wave rectifier(Nov16,Nov15)L2,
 To describe basic DC power supply and half wave
rectification
 To determine the average value of a half wave rectified
voltage.
 To discuss the effect of n barrier potential on a half wave
rectifier output.
 To define peak inverse voltage(PIV)
o To explain the operation of full wave rectifier(Apr17,L2)
 To discuss the difference between half wave rectifier and full
wave rectifier
 To determine the average value of a full wave rectified
voltage.
 To explain the operation of FWR. (apr18)L2
 To define ripple factor
 To define TUF
 To derive expression for Ripple factor, current,
efficiency,PIV, Transfromer utilization factor.
(apr18,Nov14,Apr17,)L2
 To determine PIV.
 To describe the operation of full wave bridge
rectifier.(Nov17,Nov14)L2
 To derive expression for Ripple factor, current,
efficiency,PIV, Transfromer utilization factor. (Nov14)L6
 To compare the centre tapped rectifier and the bridge
rectifier.
o To define display devices
o To discuss about display devices
 To identify LED.

 To explain the operation of LED. (Nov17,APR18,Nov17)L2
 To list applications of LED(Nov17)L1
 To determine the current through LED. (Nov17)L3
 To define radiant intensity.
 To define irradiance.
 To define laser.
 To discuss the operation of laser diode. (apr18)L2
 To differentiate between LED and Laser diode(Nov18 L2)
 To discuss the difference between coherent and incoherent
light.
 To write applications of zener diode. (apr18)L1,
 To discuss the types of diode.
o To describe the characteristics of a zener diode
 To identify a zener diode
 To discuss avalanche breakdown
 To explain zener breakdown(Nov18,L2)
 To differentiate between avalanche breakdown and zener
breakdown. (apr17,Nov15)L2
 To explain the operation of zener diode(Nov15,L2)
 To analyze the characteristics curve of a zener diode.
 To draw zener equivalent circuit
 To explain zener equivalent circuit.
 To discuss power dissipation in a zener diode.
 To discuss the application of Zener diode. (Nov16)L3
 To define line regulation
 To define load regulation.
 To explain the zener diode regulator with varying input
voltage. (apr17)L2
 To explain the construction of zener voltage regulator with
neat circuit diagram. (Nov18)L2
 To derive average output current and ripple factor.
(apr17)L6
 To explain zener diode regulator with varying load.
 To explain zener wave form limiting circuits.
 To determine the input voltage in a zener voltage
regulator(Nov17)L3
 To design the regulator circuit ,by choosing an appropriate
device . (Nov17)L6

 To draw symbols of PN dide, zener diode,
LED,UJT(Nov15,L1)
 To explain how voltage is regulated by using ZENER
diode.(Nov17,L6)
UNIT II TRANSISTORS AND THYRISTORS
BJT, JFET, MOSFET- structure, operation, characteristics and Biasing UJT,
Thyristors and IGBT -Structure and characteristics.
 To study the structure of BJT.
o To explain the difference between the structure of an npn and
pnp transistor
o To identify the symbols for npn and pnp transisitors
o To name three regions of a BJT and their labels.
o To explain the construction of NPN transistor.(Nov14,L2)
 To study the operation of BJT.
o To explain the operation of NPN transistor(Nov14,L2)
o To describe forward-reverse bias.
o To explain emitter bias method used in amplifier
circuits.(Nov17,L2)
o To define early effect(Nov16,L1)
o To state the formula relating the collector, emitter and base
currents in a transistor.
o To calculate IE and Ic.(Nov15,Apr17,L3)
o To calculate Ib(Nov16,Nov17,Apr17,L3)
 To study the characteristics of BJT.
o To explain the operation of NPN transistor.(Nov14,L2)
o To define Transport factor βdc(Nov18)L1
o To define αdc
o To state the mathematical relationship between βdc and αdc.
o To analyze basic transistor dc circuit.
o To interpret collector characteristics curve.

 To study the biasing of BJT.
o To define operating point.
o To explain selection of Q point for a transistor.(Nov 15,L2)
o To calculate Q factor(Apr17,L3)
 To study the structure of FET( voltage controlled
resistor)(Nov18,L6)
o To compare BJT and FET(Nov14,Nov17,Apr18,L1)
o To list two types of FET.
 To study the operation of JFET.
 To explain the characteristics of JFET./voltage controlled
resistor(Nov18,L6)
o To analyze aJFET transfer characteristics.
o To calculate drain current
o To determine input resistance and capacitance.
o To determine drain to source resistance.
o To define pinch off voltage
o To define transconductance.(Nov17,L1)
 To study the structure of MOSFET.
o To explain the structure of N channel D MOSFET.(Nov18,L2)
o To describe the structural between an n-channel and p-channel
D MOSFET.
o To describe the structural between an n-channel and p-channel
D MOSFET
 To explain the operation of depletion mode.
 To explain the operation of N channel D MOSFET.(Nov18,Apr18,L2)
 To explain the operation of enhancement mode.
 To explain the N channel E MOSFET operartion(Nov15,Apr18,L2)
 To study the characteristics(drain & transfer) of
MOSFET(Apr18,Apr17,L2)./ voltage controlled
resistor(Nov18,L6)
o To analyze a D MOSFET transfer characteristics.(Nov17,L2)
o To explain the characteristics of N channel D
MOSFET.(Nov18,L2)

o To calculate drain current.
o To analyze an E-MOSFET transfer characteristics.
o To calculate drain current.
 To study the biasing of D-MOSFET.
 To study the biasing of E-MOSFET
 To study the structure of SCR.(Nov14,L2)
 To draw equivalent circuit of SCR(Apr17,L1)
 To explain the operation of SCR.(Nov14,Nov16,Nov17
,Apr18,Apr17,L2)
 To explain pulse triggering of SCR(Nov15,L1)
 To define break over voltage of SCR.(Apr18,L1)
 To explain the characteristics curve of SCR.(Nov14,Nov 16,Apr18,L2)
 To explain the construction of UJT(Nov15,L2)
 To draw structure of UJT(Nov15,Apr17,L1)
 To explain the operation of UJT.(Nov15,L2)
o To define stand off ratio.
o To calculate intrinsic stand off ratio(Nov18,Apr17,)L3
o To explain the operation of a UJT as a relaxation
oscillator.(Nov16,L2)
o To derive frequency of oscillation(nov16,L1)
 To study the structure of n channel IGBT.(Nov18,L2)
 To explain the operation of n channel IGBT.(Nov18,Apr17,L2)
 To explain the characteristics of n channel IGBT.(Nov18,L2)
UNIT III AMPLIFIERS 9
BJT small signal model – Analysis of CE, CB, CC amplifiers- Gain and
frequency response –MOSFET small signal model– Analysis of CS and
Source follower – Gain and frequency response- High frequency analysis.
 To study the small signal amplifier operation.
o To explain the need of coupling capacitors in amplifier
design.(Nov15,L1)
o To explain the operation of CE amplifier.(Nov18,Nov17,L2)
o To derive expressions for input impedance, current gain,
voltage gain and output impedance(Nov18,L1)

o To calculate Ri,Rload,Av,Vo of CE amplifier(Apr17,L3)
o To discuss the factors involved in selection of Ic,Rc Re for Ce
amplifier.(Nov15,L2)
o To explain the operation of CB amplifier.
o To draw hybrid small signal model of CB
configuration.(Nov16,L1)
o To state Millers theorem(Nov16,L1)
o To calculate current gain(Nov18,Nov14 L3)
o To explain the operation of CC amplifier.
o To calculate rin and Av(Nov15,L3)
o To define source follower(Apr18,L1)
o To compare the characteristics of CE,CB,CC
amplifier(Nov17,Apr18,Apr17,L2)
 To study the small signal operation of FET.
o To explain the operation of JFET CS amplifier
o To draw small signal equivalent circuit of CS JFET.(Nov15,L1)
o To explain the operation of DMOSFET CS
amplifier(Nov18,Nov14,L2)
o To calculate gm,rd,Z1,Z0,Av.(Nov14,Nov15,L3)
o To calculate drain current(Nov17,L3)
o To explain the operation of EMOSFET CS amplifier.(Nov18,L2)
o To explain the operation of CD MOSFET
amplifier.(Nov16,Apr17,L2)
o To derive Zi,Zo and Av.(Nov16,L3)
o To explain the operation of CG amplifier
 To study the low frequency response of BJT amplifier.
 To study the high frequency response of BJT amplifier.
 To draw h parameter equivalent circuit of CE
amplifier.(Nov14,Nov16,Apr18,L1)
 To draw h parameter equivalent circuit of CB amplifier(Apr18,L1)
 To derive Ai,Ri,Av,R0.(Nov14,Nov16,Apr18,L1)
 To define four h parameters.(Nov14,L1)
 To study the low frequency response of FET amplifier
 To study the high frequency response of FET amplifier
 To analyze high frequency of a CS amplifier(Nov17,L3)

UNIT IV MULTISTAGE AMPLIFIERS AND DIFFERENTIAL
AMPLIFIER 9
BIMOS cascade amplifier, Differential amplifier – Common mode and
Difference mode analysis – FET input stages – Single tuned amplifiers –
Gain and frequency response – Neutralization methods, power amplifiers –
Types (Qualitative analysis).
 To study the operation of differential amplifier.(Nov17,L2)
 To draw differential amplifier.(Nov14,L1)
 To draw ac equivalent circuit.(Nov14,L1)
 To illustrate the operation of emitter coupled differential
amplifier(Nov18,Apr18,Nov 15,L2)
 To derive Ac,Ad and CMRR.(Nov15,L1)
 To define CMRR(Nov14,Nov15,Apr18,Apr17,L1)
 To write ideal value of CMRR.(Nov15,L1)
 To explain the methods for improving CMRR(Nov14,L1)
 To calculate CMRR(Nov18 ,Nov16,Apr17,L3)
 To explain the common mode operation.(Nov16,L2)
 To deduce expression for common mode gain(Nov18,Nov14,Apr18,L1)
 To study the operation of differential amplifier using FET(APR17,L2)
 To explain the differential mode operation(Nov16,L2)
 To deduce expression for differential mode
gain(Nov18,Nov14,Apr18L1).
 To calculate operating point,Ac,CMRR,A0 of differential
amplifier(Nov16,L3)
 To study the operation of BIMOS cascade amplifier.
 To explain the need for cascading the amplifiers(Nov14,L1)
 To explain two stage cascaded amplifier.(Nov14,L2)
 To derive Av,At,Ri,Ro.(Nov14,L1)
 To determine Av,At,Ri,Ro.(Nov16,L3)
 To calculate gain(Nov17,L3)
 To define thermal runaway(Nov17,L1)
 To explain the operation of single tuned amplifier.(Nov15,L2)
 To derive gain and bandwidth of single tuned amplifier.(Nov15,L1)
 To define the neutralization technique(Nov16,Apr18,L1)
 To explain the neutralization technique
 To explain the need for neutralization technique.(Nov18,Nov15, L1)
 To list three neutralization methods.

 To explain two neutralization methods(Nov16,Apr18,L2)
 To study the operation of power amplifier.
o To explain cross over distortion (Nov18,Apr18,L2)
o To list four types of power amplifier.
o To explain the operation of class A amplifier.(Apr17,L2)
o To explain the operation of class B amplifier (Nov18,Nov15,L2)
o To explain the operation of class C amplifier (Nov17,Apr17,L2)
o To explain the operation of class D amplifier.
o To compare three types of power amplifier.(Nov17,L2)
o To write the advantages of push pull amplifier(Apr18,L1)
o To define conversion efficiency of power amplifier.(Nov16,L1)
o To compare voltage and power amplifier(Nov17,L2)
UNIT V FEEDBACK AMPLIFIERS AND OSCILLATORS 9
Advantages of negative feedback – voltage / current, series , Shunt feedback
–positive feedback –Condition for oscillations, phase shift – Wien bridge,
Hartley, Colpitts and Crystal oscillators.
 To study the feedback.
o To explain the feedback(Nov17,L2)
o To list two types of feedback.
o To explain the advantages of negative
feedback.(Nov15,Nov17,L1)
o To write type of feedback which increase the gain of
amplifier.(Apr18,L!)
o To explain the most commonly used feedback(Nov14,L1)
o To calculate bandwidth(Nov18,Nov17,L3)
o To calculate Zi(Nov17,L3)
o To explain the four types of feedback connections.
o To explain operation of voltage series feedback
amplifier(Nov18,Nov16,Apr17,L1)
o To draw circuit diagram of a two stage capacitor coupled BJT
o To explain series negative feedback works with two stage
BJT(Nov15,L2)
o To explain operation of voltage shunt feedback
amplifier(Nov14,L2)

o To explain operation of current series feedback
amplifier(Nov14,L2)
o To explain operation of current shunt feedback
amplifier(Apr17,L2)
o To determine Ro,Rof,Av and Avf(Nov14,L3)
o To discuss the conditions for oscillations.
o To write essential blocks in oscillator(Nov17,L1)
o To differentiate oscillator and amplifier.(Nov16,L1)
o To calculate Bandwidth(Apr17,L3)
o To write Barkhusion criterion for an
oscillator.(Nov14,Nov16,Apr17,L1)
 To explain the operation of oscillator.
o To explain the operation of RC phase shift
oscillator.(Nov14,Nov17,L2)
o To write the expression for frequency.(Apr18,L1)
o To design RC phase shift oscillator(Nov16,L6)
o To explain the operation of Wien bridge oscillator
(Nov16,Nov15,Nov17L2)
o To design Wien bridge Oscillator(Nov15,L6)
o To design Colpitts Oscillator(Nov17,L6)
o To explain the operation of Crystal oscillator (Nov15,L2)
o To calculate series resonant frequency(Nov18L3)
o To explain the operation of Hartley
oscillator.(Nov14,Apr18,Apr17,L2)
o To explain the operation of Colpitts
oscillator.(Nov18,Apr18,L2)
o To calculate C and L of Colpitts Oscillator.(Apr18,L3)
o To compare Colpitts oscillator and phase shift
oscillator.(Nov15,L2)
o To design an electronic oscillator with piezo electric
effect(Nov18,L6)
o To design an oscillator as an audio signal
generator(Apr17,L6)

No People (Student/Institutions/Society) can arise above the
level of its Teachers - Cicero
Monday, July 1,2019
Course Plan-Seventh Semester
Name of the staff : Mrs G.Sivapriya Department:EEE
Name of the subject: EC 8353 ELECTRON DEVICES AND
CIRCUITS Class:III SEM EEE
Date
No of
periods
Specific instructional Objective
01.07.2019 06.07.2019
1
UNIT I
2
PREREQUISITE KNOWLEDGE
To discuss about semiconductors,
conductors and insulators
To discuss covalent bonding in
Silicon
To describe the properties of n type
and p type semiconductors.
PN JUNCTION DEVICES
To describe pn junction and its
formation
To explain the construction of pn
junction diode
To explain diffusion across a pn
junction
To explain the formation of
depletion region.
To define barrier potential.
To state the values of barrier
potential in Silicon and
Germanium.
3 To discuss the bias of a pn junction
To define forward bias
To discuss the effect of barrier
potential on forward bias
To deduce expression for total
current density
To define reverse bias
To explain reverse current
To explain reverse breakdown of a
pn junction

Date
No of
periods
4 To analyze the current-voltage
characteristic curve of a pn junction
To explain the forward bias portion
of the I-V characteristic
curve.(Nov14,Nov15)L2
To explain the reverse bias portion
of the I-V characteristic curve.
(Nov14,Nov15)L2
To identify the barrier potential
To identify the breakdown voltage.
To find current through
diode(Nov17)L3
To discuss temperature effects on a
pn junction.
To list advantages of diode.
(Nov14)L1
To list disadvantages of
diode(Nov14)L1
To list the applications of
diode(Nov14)L1
5 To discuss the operation of diodes
To explain the
relations(operation)of the pn
junction to a diode
To recognize a diode symbol
To identify the diode terminals
To explain the ideal diode model
To explain the practical model.
To explain the complex diode
model.
To calculate dynamic resistance
To define diffusion capacitance
To explain diffusion capacitance
To derive diffusion capacitance
To calculate diffusion capacitance
To define transition capacitance
To explain transition capacitance
To derive space charge/transition
capacitance.

Date
No of
periods
08.07.2019` 13.07.2019
6 To discuss the applications of diode
To write the applications of diode
To write advantages of diode
To write disadvantages of diode
To explain the operation of rectifier.
To define rectification
To define rectifier
To list the types of rectifier
To explain the operation of half
wave rectifier
To describe basic DC power supply
and half wave rectification
To determine the average value of a
half wave rectified voltage.
To discuss the effect of n barrier
potential on a half wave rectifier
output.
To define peak inverse voltage(PIV)
7
8
Drill test
To explain the operation of full
wave rectifier
To discuss the difference between
half wave rectifier and full wave
rectifier
To determine the average value of a
full wave rectified voltage.
To explain the operation of FWR.
To define ripple factor
To define TUF
To derive expression for Ripple
factor, current, efficiency,PIV,
Transfromer utilization factor.
To determine PIV.
To describe the operation of full
wave bridge rectifier.
To derive expression for Ripple
factor, current, efficiency,PIV,
Transfromer utilization factor.
To compare the centre tapped
rectifier and the bridge rectifier

Date
No of
periods
9
10
To define display devices
To discuss about display devices
To identify LED.
To explain the operation of LED.
To list applications of LED
To determine the current through
LED.
To define radiant intensity.
To define irradiance.
To define laser.
To discuss the operation of laser
diode.
To differentiate between LED and
Laser diode
To discuss the difference between
coherent and incoherent light.
To write applications of zener diode.
15.07.2019 20.07.2019 Unit test I
22.07.2019 27.07.2019
11
12
13
To discuss the types of diode.
To describe the characteristics of a
zener diode
To identify a zener diode
To discuss avalanche breakdown
To explain zener breakdown
To differentiate between avalanche
breakdown and zener breakdown.
To explain the operation of zener
diode
To analyze the characteristics curve
of a zener diode.
To draw zener equivalent circuit
To explain zener equivalent circuit.
To discuss power dissipation in a
zener diode.
To discuss the application of Zener
diode.
To define line regulation
To define load regulation.
To explain the zener diode regulator

Date
No of
periods
with varying input voltage.
To explain the construction of zener
voltage regulator with neat circuit
diagram.
To derive average output current
and ripple factor.
To explain zener diode regulator
with varying load.
To explain zener wave form limiting
circuits.
To determine the input voltage in a
zener voltage regulator
To design the regulator circuit ,by
choosing an appropriate device .
To draw symbols of PN dide, zener
diode, LED,UJT.
To explain how voltage is regulated
by using ZENER diode.
To Revise Unit I
To clarify doubts
UNIT
II
14
15
TRANSISTORS AND
THYRISTORS
To study the structure of BJT.
To explain the difference between
the structure of an npn and pnp
transistor
To identify the symbols for npn and
pnp transistors
To name three regions of a BJT and
their labels.
To explain the construction of NPN
transistor.
To study the operation of BJT.
To explain the operation of NPN
transistor
To describe forward-reverse bias.
To explain emitter bias method
used in amplifier circuits.
To define early effect
To state the formula relating the
collector, emitter and base currents

Date
No of
periods
in a transistor.
To calculate IE and Ic.
To calculate Ib
To study the characteristics of BJT.
To explain the operation of NPN
transistor.
To define Transport factor βdc
To define αdc
To state the mathematical
relationship between βdc and αdc.
To analyze basic transistor dc
circuit.
To interpret collector characteristics
curve.
16
17
To study the biasing of BJT.
To define operating point.
To explain selection of Q point for a
transistor.
To calculate Q factor
To study the structure of FET(
voltage controlled resistor)
To compare BJT and FET
To list two types of FET.
To study the operation of JFET.
To explain the characteristics of
JFET./voltage controlled
resistor
To analyze aJFET transfer
characteristics.
To calculate drain current
To determine input resistance and
capacitance.
To determine drain to source
resistance.
To define pinch off voltage
To define transconductance.
29.07.2019 31.07.2019 18 To study the structure of MOSFET.
To explain the structure of N
channel D MOSFET.(Nov18,L2)
To describe the structural between

Date
No of
periods
19
an n-channel and p-channel D
MOSFET.
To describe the structural between
an n-channel and p-channel D
MOSFET
To explain the operation of
depletion mode.
To explain the operation of N
channel D
MOSFET.(Nov18,Apr18,L2)
enhancement mode.
To explain the N channel E
MOSFET
operartion(Nov15,Apr18,L2)
To study the characteristics(drain &
transfer) of
MOSFET(Apr18,Apr17,L2)./
voltage controlled
resistor(Nov18,L6)
To analyze a D MOSFET transfer
characteristics.(Nov17,L2)
To explain the characteristics of N
channel D MOSFET.(Nov18,L2)
To calculate drain current.
To analyze an E-MOSFET transfer
characteristics.
To calculate drain current.
To study the biasing of D-MOSFET.
To study the biasing of E-MOSFET
20 To study the structure of SCR.
To draw equivalent circuit of SCR
To explain the operation of SCR.
To explain pulse triggering of SCR
To define break over voltage of SCR.
To explain the characteristics curve
of SCR.
To explain the construction of UJT
To draw structure of UJT
To explain the operation of UJT.
To define stand off ratio.

Date
No of
periods
21
To calculate intrinsic stand off ratio
To explain the operation of a UJT as
a relaxation oscillator
22
23
To derive frequency of oscillation
To study the structure of n channel
IGBT.
To explain the operation of n
channel IGBT.
To explain the characteristics of n
channel IGBT.
To Revise Unit II
To clarify doubts
UNIT
III
24
25
AMPLIFIERS
To study the small signal
amplifier operation.
To explain the need of coupling
capacitors in amplifier design.
To explain the operation of CE
amplifier.
To derive expressions for input
impedance, current gain, voltage
gain and output impedance
To calculate Ri,Rload,Av,Vo of CE
amplifier
To discuss the factors involved in
selection of Ic,Rc Re for CE
amplifier.
01.08.2019 03.08.2019 26 To explain the operation of CB
amplifier.
To draw hybrid small signal model
of CB configuration.
To state Millers theorem.
To calculate current gain
27
28,29
To explain the operation of CC
amplifier.
To calculate rin and Av
To define source follower
To compare the characteristics of
CE,CB,CC amplifier

Date
No of
periods
30
To study the small signal operation
of FET.
To explain the operation of JFET CS
amplifier
To draw small signal equivalent
circuit of CS JFET.
DMOSFET CS amplifier
To calculate gm,rd,Z1,Z0,Av.
To calculate drain current
EMOSFET CS amplifier.
To explain the operation of CD
MOSFET amplifier.
To derive Zi,Zo and Av.
To explain the operation of CG
amplifier
To study the low frequency
response of BJT amplifier.
05.08.2019 10.08.2019 Unit test II
13.08.2019
14.08.2019
31
32
To study the high frequency
response of BJT amplifier.
To draw h parameter equivalent
circuit of CE amplifier.
To draw h parameter equivalent
circuit of CB amplifier
To derive Ai,Ri,Av,R0.
To define four h parameters.
33
34
To study the low frequency
response of FET amplifier
To study the high frequency
response of FET amplifier
To analyze high frequency of a CS
amplifier
To Revise Unit III
To clarify doubts

Date
No of
periods
16.08.2019 17.08.2019 UNIT IV
35
36
37
MULTISTAGE AMPLIFIERS AND
DIFFERENTIAL AMPLIFIER
To study the operation of
differential amplifier.
To draw differential amplifier.
To draw ac equivalent circuit.
To illustrate the operation of
emitter coupled differential
amplifier
To derive Ac,Ad and CMRR.
To define CMRR
To write ideal value of CMRR.
To explain the methods for
improving CMRR
To calculate CMRR.
To explain the common mode
operation.
To deduce expression for common
mode gain
To study the operation of
differential amplifier using FET
To explain the differential mode
operation
To deduce expression for
differential mode gain
To calculate operating
point,Ac,CMRR,A0 of differential
amplifier
19.08.2019 24.08.2019
Drill Test
38
39
To study the operation of BIMOS
cascade amplifier.
To explain the need for cascading
the amplifiers
To explain two stage cascaded
amplifier.
To derive Av,At,Ri,Ro.
To determine Av,At,Ri,Ro.
To calculate gain
40 To define thermal runaway
To explain the operation of single

Date
No of
periods
41
tuned amplifier.
To derive gain and bandwidth of
single tuned amplifier
To define the neutralization
technique
To explain the neutralization
technique
To explain the need for
neutralization technique.
To list three neutralization
methods.
To explain two neutralization
methods
42
43
44
To study the operation of power
amplifier.
To explain cross over distortion
To list four types of power amplifier.
To explain the operation of class A
amplifier.
To explain the operation of class B
amplifier
To explain the operation of class C
amplifier
To explain the operation of class D
amplifier.
To compare three types of power
amplifier.
To write the advantages of push pull
amplifier
To define conversion efficiency of
power amplifier.
To compare voltage and power
amplifier
To Revise Unit IV
To clarify doubts
26.08.2019 31.08.2019 Unit Test III

Date
No of
periods
UNIT V
45
46
FEEDBACK AMPLIFIERS AND
OSCILLATORS
To study the feedback.
To explain the feedback(Nov17,L2)
To list two types of feedback.
To explain the advantages of
negative feedback.(Nov15,Nov17,L1)
To write type of feedback which
increase the gain of
amplifier.(Apr18,L!)
To explain the most commonly used
feedback(Nov14,L1)
To calculate
bandwidth(Nov18,Nov17,L3)
To calculate Zi(Nov17,L3)
To explain the four types of
feedback connections.
To explain operation of voltage
series feedback
amplifier(Nov18,Nov16,Apr17,L1)
To draw circuit diagram of a two
stage capacitor coupled BJT
03.09.2019
07.09.2019
47
48
49
To explain series negative feedback
works with two stage BJT
To explain operation of voltage
shunt feedback amplifier
To explain operation of current
series feedback amplifier.
To explain operation of current
shunt feedback amplifier.
To determine Ro,Rof,Av and Avf.
To discuss the conditions for
oscillations.
To write essential blocks in
oscillator
To differentiate oscillator and
amplifier.
To calculate Bandwidth.
To write Barkhusion criterion for an
oscillator.

Date
No of
periods
49
50
51
oscillator.
To explain the operation of RC
phase shift
oscillator.(Nov14,Nov17,L2)
To write the expression for
frequency.(Apr18,L1)
To design RC phase shift
oscillator(Nov16,L6)
To explain the operation of Wien
bridge oscillator
(Nov16,Nov15,Nov17L2)
To design Wien bridge
Oscillator(Nov15,L
09.09.2019
16.09.2019
14.09.2019
21.09.2019
Drill Test
52
53
54
To design Colpitts
Oscillator(Nov17,L6)
To explain the operation of Crystal
oscillator (Nov15,L2)
To calculate series resonant
frequency(Nov18L3)
To design an electronic oscillator
with piezo electric effect(Nov18,L6)
To design an oscillator as an audio
signal generator(Apr17,L6)
55
56
To explain the operation of Hartley
oscillator.
Colpitts oscillator.
To calculate C and L of Colpitts
Oscillator.
To compare Colpitts oscillator and
phase shift oscillator.
To Revise Unit V
To Clarify doubts
57 To Revise all Units &To Clarify
doubts
23.09.2019 28.09.2019 Model Exam
30.09.2019 University Examinations

Sample Question Paper setting
End Term Exam: Business Environment II
Points to remembers:
1. Prepare a session plan with Course outcome.
2. While preparing session plan use RBT-Revised Blooms Taxonomy action
verbs.
3. While setting questions , use RBT action verbs (refer sample copy of
Question paper- marked in yellow-Action verbs).
4. Map questions with RBT and CO (refer column 1 /2 )
Time: 2 hour Max. Marks: 50
Section 1 – Max 15 marks; Choice - 3 out of 4 (Each question is of 5
Marks)
RBT
Level
Course
Outcome
Question
L - 1 & 2 3 1. Define MSME. Government of India announced
various schemes to improve the MSME sector in the
recent past, Justify your answer.
L- 3 1 2. Discuss role of information technology in business.
L-4 5 3. Differentiate between Forward and Future
derivatives.
L-1 & 2 2 4. Define Globalisation. Summarize the indicators of
globalization.
Section 2 – Max 20 marks; Choice - 2 out of 3 (Each question is of 10
Marks)
L-1 &5 3 1. Define privatization. Evaluate the reasons and
problems of privatization.
L- 2 &3 4 2. Modern Banking Industry disrupted due to change
in Information Technology, Justify your answer with
suitable illustration.
L- 4 & 5 5 3. Discuss and evaluate the application of Foreign
Exchange Management act
Section 3 – Max 15 marks
Case study: Social Environment:
Social sector is viewed as one of the most important in
the developing economies of world. It involves
various programs and policies of the government
which are aimed at improving the standard of living of
the citizens of that country through better availability
of public services. United Nations development

program coined various tools to measure the
economic achievements of nation in combining
economic growth and social welfare. UNDP
introduced 3 major tools to measure the development
which includes Human development index, Gender
development index and human poverty index.
The Division for Social Policy and Development
(DSPD) is part of the Department of Economic and
Social Affairs (DESA) of the United Nations
Secretariat. The Division seeks to strengthen
international cooperation for social development,
particularly in the areas of poverty
eradication, productive employment and decent work
and the social inclusion of older persons, youth,
family, persons with disabilities, indigenous peoples,
persons marginalized from society and development.
DSPD monitors national and global socio-economic
trends, identifies emerging issues, and assesses their
implications for social policy at the national and
international levels which includes: Promotes
common norms and develops policies, programmes
and cooperative actions to facilitate the
implementation of the Internationally Agreed
Development Goals. Provides support and servicing to
intergovernmental processes by facilitating agreement
on resolutions, strategies and international standards
and norms through the Commission for Social
Development, the Economic and Social Council, the
General Assembly and other intergovernmental
forums, such as the Conference of State Parties to the
Convention on the Rights of Persons with Disabilities.
Undertakes global comparative studies on policy and
programme design, implementation, monitoring and
evaluation as well as on issues and social groups
related to the work of the Division. Assists developing
countries and countries with economies in transition,
at their request, to strengthen their capacity to plan
and manage their socio-economic development
through advisory services and field projects. Stresses
the promotion of full, productive, appropriately and
adequately remunerated and freely chosen
employment as a central objective of economic and
social policies.

L-4
L- 3
L-6
6
6
6
The following data available.
Life expectancy at birth (years) 80.2
Mean years of schooling 11.6
Expected years of schooling 14.0
Gross national income per capita (PPP 2011 $) 28,633
Questions:
1. Differentiate Human development index and
gender development index.
2. Discuss the role and objectives of DSPD in
social policy development at the national and
international levels.
3. Construct HDI using the available information.
RBT L-1 6 Marks CO-1 5 Marks
Total 65 Marks 65 Marks
Annexure1: Illustrative Session Plan:
BUSINESS ENVIRONMENT II
FACULTY: TERM: III
COURSE SUMMARY:
Economic reforms implemented in the form of liberalization, privatization
and globalization have brought about a wide array of changes in external and
internal environment. Understanding of the various business environment is
very essential for management executives. Business environment covers:
nature and dynamics of business environment, economic system,
globalization, privatization, MSME, Technological, Investment and social
environment

COURSE OBJECTIVES:
At the end of course student will be able to:
CO1: discuss the nature of business environment, impact of US subprime
crisis and differentiate various economic system.
CO2: discuss the various factors affecting globalization, WTO and evaluate
Indian economy (GST and proposed direct taxation reforms)
CO3: discuss the MSME, privatization, disinvestment and contrast the
Indian MSME sector.
CO4: evaluate the role of technology in banking environment and digital
banking.
CO5: summarize investment environment and illustrate the use of
derivatives and application of FEMA
CO6: discuss the social environment and differentiate measuring social
environment using HDI, HPI and gender related index.
CLASS SESSIONS:
Total number of sessions: 16. (8 × 2). Each session is of one hour and fifteen
minutes’ duration.
DETAILED COURSE STRUCTURE:
Session Module & Content
Exercises/
Comprehension
Reading
1
Nature and Dynamics of
Business Environment:
introduction, history of global
capitalism, pros and cons of
capital account convertibility, US
subprime crisis and role of
developing countries. Indian
Economy radical changes.
Discussion/Video
Anchor Book,
Chapter 1
2
Economic system:
meaning of system, economic
system, history of economic
thought and economic systems,
Market economy or capitalism,
planned economy or command
economy, mixed economy
Discussion/ Video
Anchor Book,
Chapter 2

Session Module & Content
Exercises/
Comprehension
Reading
3
Economic growth and
development:
introduction, 4 versions of
national income, SWOT analysis
of Indian economy- GST and
proposed direct taxation reforms.
Discussion/ panel
discussion
Anchor Book,
Chapter 3 & 4
4
Globalization and FEMA:
meaning, factor affecting
globalization, WTO and GATT,
Removal of QR, FEMA-
introduction
Discussion/ Video
Anchor Book,
Chapter 5, 16
17 & 18
5
Privatization and MSME:
meaning, modes of privatization,
reasons and problems of
privatization, disinvestment-
introduction, Industrial policy
and MSME
Article Review
Anchor Book,
Chapter 9 & 6
6
Technological environment:
introduction, role of information
technology, technology and
banking: digital banking.
Case study
Anchor Book,
Chapter 12
7
Investment environment:
capital market, institutions and
regulatory, major stock
exchanges, introduction to
derivatives
Discussion/Exercise
Anchor Book,
Chapter 13
8
Social environment:
introduction, factors of social
environment, Measuring
development- Human
development index, Human
poverty index, gender related
development index
Case discussion
Anchor Book,
Chapter 3 &
21

EVALUATION METHODOLOGY
# ASSIGNMENT / EXAMINATION WEIGHTAGE %
1 Class Participation and Attendance 10
2 Assignment 20
3 Mid Term Internal 20
4 Term Examination 50
TOTAL 100
ANCHOR BOOK:
Business Environment, Justin Paul, 3rd Edition, McGraw-Hill Education,
2010
Reference Materials
Trading economics website, Economic Times daily newspaper, Business Line
daily newspaper.

Exercise on Classification of Objectives
as per Revised Bloom’s Taxonomy
Direction: Classify each of the following objectives into the appropriate
category of (i) Knowledge dimension ; Factual, Concept, Procedure, Meta-
Cognitive (ii) Cognitive dimension : Remember, Understand, Apply,
Analyze, Evaluate, Create, and write the name of specific category in the
appropriate cell.
SPECIFIC OBJECTIVE
Knowledge
dimension
Cognitive
process
dimension
1. Define echo
2. Define demand
3. Define e-marketing
4. Define fable
5. State Henry’s law
6. State first law of thermodynamics
7. Classify sound into three categories
on the basis of frequency
8. Message conveyed in the poem…..
9. Write the Arabic equivalents of the
following…..
10. Critical analysis of the poem The
Tyger (2marks)
11. Divide 787 by 15
12. Covert Decimal number into
hexadecimal number
13. Calculate the Income Tax for current
financial year.
14. Prove De-Morgan’s theorem
15. Evaluate the Project Report of the
students
16. Investigate the maxima of the
function f (x)
17. Explain how Ultrasonic Waves are
generated by using Piezoelectric
effect.

SPECIFIC OBJECTIVE
Knowledge
dimension
Cognitive
process
dimension
18. Explain why does the demand curve
slope downs from left to right
19. Compare the seven types of crystal
systems using appropriate examples.
20.Rewrite the following sentence
correctly
21. Differentiate between society and
community
22.Difference between micro economics
and macro economics
23.Differentiate between poisonous and
non-poisonous snakes
24.Describe the results of Alexander’s
invasion on India
25.Analyze the results of Alexander’s
invasion on India
26.Evaluate the results of Alexander’s
invasion on India
27. Illustrate the usefulness of Plank’s
quantum theory of black body
radiation
28.List any five applications of
Photoelectric effect
29.List the economic importance of algae
30.Derive time dependent Schroedinger
wave equation
31. Read the passage and answer the
questions
32.Describe the four characteristics of
laser radiation
33.Translate into Arabic / Hindi/
English
34.Develop a small size USB 2.0 / 3.0
CMOS camera system which can be
used for industrial inspection,
medical applications, microscopy, etc.

SPECIFIC OBJECTIVE
Knowledge
dimension
Cognitive
process
dimension
The system should be able to capture
the image quickly and be able to
process the captured image and then
store it also.
35. Explain Vedic Education System
36.Analyze divorce among Christians
37. Evaluate caste on Indian politics
38.Describe the role of banks in the
economic development
39.Elucidate Lyric poetry
40.State the rules for double entry
system
41. Prepare bank reconciliation
statement as on 31st March 2018
42.Draw the voltage and current wave
forms of single phase half wave
controlled Zectification with R load
43.Draw a pie diagram of the given data
relating to area under different crops
44.Compare half wave controlled and
full wave controlled rectifier.
45.Outline the Bentham and Hooker’s
system of classification
46.A Biotech industry needs automation
for filling its product into 20 ltr
bottles. Design a system to meter the
flow into the bottles so that each
bottle has 20 ltr of the liquid. There
will be more than one filling station
and the system has to monitor all the
filling stations as well as keep count
of the total production on a daily
basis.
47. Discuss and evaluate the application of
Foreign Exchange Management act

SPECIFIC OBJECTIVE
Knowledge
dimension
Cognitive
process
dimension
48.Evaluate the reasons and problems of
privatization.
49.Analyze the various settlement
mechanism of industrial disputes
50.Calculate the arithmetic mean
51. Explain animation, video and digital
movie tools
52. Calculate Quartile deviation and Co-
efficient of Quartile deviation for the
following data
53. Write an algorithm to implement a
stack using queue.
54. Calculate the work done in twisting a
wire
55. Find the distance between two
successive planes
Give an account of
Write an account on
Explain in detail
Explain in brief
Write an essay
Define/Explain of the following
Write a brief account on
Give a detailed account on
Bring out
Write about
Briefly write about
Narrate briefly
Comment on
Write short notes on
What do you mean by
What is your understanding about
Motivation Budget
Genes Neuron
Vectors J K effect

Conclusions:
 Is assessment tasks are to be tap higher order cognitive processes,
they must require that students cannot answer them correctly by
relying on memory alone.
 A person who Understands a communication may not be able to
Analyze it well.
 Similarly, some one who is skillful in Analyzing a communication may
Evaluate it poorly.
 Two of the cognitive processes help to promote Retention.
(Recognizing and Recalling)
 17 of cognitive processes help to foster Transfer of Learning
 Problem Solving: It occurs when a student devises a way of achieving
a goal that he or she has never previously achieved, that is, figuring
out how to change a situation from its given state into a goal state.
 Problem representation: in which a student builds a mental
representation of the problem.
 Problem Solution: in which a student devices and carries out a plan
for solving the problem.
Categorization of knowledge within the taxonomy framework
 Permits educators to examine objectives from the learner’s point of
view.
 Helps educators see the integral relationship between knowledge and
cognitive processes inherent in objectives.
 Helps educators consider the panorama of possibilities in education
 Makes life easier
For learning purposes, subject matter content must be “packaged” in some
way. Examples of packaging include textbooks, courses and, increasingly,
multimedia packages. Packaging involves selecting and organizing content so
it can be presented in “forms that are pedagogically powerful and yet
adaptive to the variations in ability and background presented by the
learners.

Taxonomy of Teaching Learning Assessing Content

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