ICT method using GitHub repositories
Course: Robot Operating System Lab(20RBL303)
Faculty: Dr.Harinarayanan Nampoothiri M G, Er. Chinn Mohanan
Goals
The Robotics Operating System (ROS) Lab aims to provide students with a hands-on learning experience through practical coding, real-world challenges, and peer collaboration. Using GitHub repositories, students are provided with organized learning materials, codebases, and interactive experiments. The goal is to close the gap between theory and practice, promoting innovation and problem-solving in Robotics and Automation.
Methods
To achieve these goals, faculty members have adopted experiential learning, integrating modern teaching methods:
1. GitHub-Based Learning:
Dr. Harinarayanan N M G initially introduced GitHub repositories (https://github.com/harinnmg) as a structured resource-sharing platform. His repositories cover topics such as the Robot Operating System (ROS) and data-driven control systems, equipping students with industry-relevant knowledge.
Er. Chinn Mohanan later enhanced the methodology(https://github.com/chinnmohanan ) by incorporating experiential learning techniques. He introduced hands-on experimentation and real-world applications, encouraging students to actively engage with robotic algorithms and embedded systems through GitHub-based projects.
1. Flipped Classroom Approach:
Pre-Lab: Students watch tutorials and GitHub resources prior to lab sessions.
In-Lab: They execute coding exercises under faculty supervision, facilitating a better understanding of ROS concepts.
Post-Lab: Students analyze their experiments, record their results, and share ideas for improvement.
2. Challenge-Based Learning:
Students are given real-world robotic challenges where they must develop solutions using ROS and automation technologies. Assessments are conducted based onperformance in debugging, optimizing code, and integrating ROS modules into robotic systems.
Significance of Results
The implementation of these innovative teaching methods has led to:
i) Improved engagement and comprehension of ROS concepts.
ii) A higher rate of project completion and successful real-world applications.
iii) Increased student participation in research and industry collaborations.
iv) Enhanced technical proficiency in programming, debugging, and robotic system design.
Effective Presentation
The ROS Lab learning experience is systematically documented through:
i) GitHub repositories that serve as a structured resource bank.
ii) Project demonstrations and hands-on assessments.
iii) Publications and presentations at academic and industry events.
iv) Integration of student feedback to refine and enhance teaching methodologies.
By taking advantage of GitHub and experiential learning, the ROS Lab keeps pushing the
boundaries and enabling students with the right skills to thrive in Robotics and
Automation.
Inquiry-Based Learning (IBL)
Course: Microcontrollers and Embedded Systems
Lab(20RBL204)
Faculty: Er. Ancy Varghese
Goals:
The Microcontroller and Embedded Systems Lab is designed to provide students with
hands-on experience in embedded programming, circuit interfacing and real-time application
development. Under the guidance of Ancy Varghese, Inquiry-Based Learning (IBL) has been introduced
to encourage critical thinking, exploration, and problem-solving.
The primary objectives of this innovative approach are:
1)To engage students in active learning through structured and extended
experiments.
2) To develop practical problem-solving skills by encouraging students to explore
beyond predefined tasks.
3) To bridge the gap between theory and real-world applications by allowing students to create a real time application by extending main lab experiments and showcase it in the National level project exhibition SRISHTI.
Method
Inquiry-based learning is a powerful teaching method that actively engages students, fosters critical thinking, and connects classroom learning to real-world situations. By implementing the strategies and models discussed, educators can create a dynamic and stimulating learning environment that encourages exploration and deep understanding.
Implementation
1) Students will be given extended tasks(programs) for each program(experiment) they are supposed to do in the regular lab session.
2) All main programs(experiments) are to be implemented compulsorily.
3) Questions for the extended tasks will be given to the students before the lab
sessions.
4) Students can attempt any number of extended programs from the given three
sets.
5) They have to come up with appropriate design and programs for the implementation and demonstrate it during the lab session.
Significance of Results
The implementation of this method has led to:
1) Improved level of engagement and understanding of concepts.
2) Increased student participation in successful real-world applications.
3) Enhanced technical proficiency in design, programming, and debugging.
Effective Presentation
1) Documented though lab records.
2) Presentations in technical events.
3) Publications as part of technical competitions.
Experiment 1: LED Interfacing with Arduino
Main program (A)
A. To control the toggle of an LED using a switch
Extended programs A: (Do at least one program from the list)
A1. Write an Arduino sketch to blink two LEDs alternately. How can the delay between
blinks be dynamically controlled using a potentiometer?
A2. Design a traffic light system simulation using LEDs connected to an Arduino.
A3. Implement a fade effect for an LED using PWM. Why is PWM necessary, and how does it simulate analog behavior?
Experiment 2: Relay Interfacing
Main program (B)
B. Interface a relay module with Arduino to control a high-power load (like an LED or bulb). Extended program B: (Do at least one program from the list)
B1. Add a manual control button to toggle the relay state (e.g., ON/OFF) whenever the button is pressed.
B2. Design a relay control system using an Arduino, where time-based automation is employed to automatically turn a relay ON and OFF at defined intervals. Incorporate a real-life example, such as controlling a garden irrigation system that switches ON the water pump for 3 seconds every 10 seconds.
B3. How can the Arduino’s internal pull-up resistors be used for switch interfacing? Compare the working of a switch with and without internal pull-up resistors. Demonstrate this. What is the significance of internal pull up resistor.
Experiment 3: Serial communication program with Arduino
Main program (C): To print the distance of an obstacle in the serial monitor using ultrasonic sensor
Experiment 4: Motor Control with Arduino
Main program (C): Control DC motors using the Arduino.
Experiment 5: Interfacing seven segment display with Arduino
Main program (C): C. To Interface a 7-segment common cathode LED display with the Arduino and display
numbers from 0 to 9.
Experiment 6: Verify ADC operation of Arduino
Main program (C):
Verify the operation of ADC in Arduino using potentiometer.
Extended program C (for Experiment 3,4,5 and 6): (Do at least one program from the list)
C1. Combine the functionality of controlling DC motors with an ultrasonic sensor to create an automated obstacle detection robot. This robot can move straight through a path. While detecting obstacles, stopping based on the distance measured.
C2. Create a signal generator circuit with Arduino where a potentiometer is used to adjust either the frequency or the amplitude of the signal output.
C3. Write a program to read LM35 sensor data and display the temperature on a 7- segment LED.
Case-Based Learning through Individual Assignments
Course: Disaster Management (20MCN301)
Faculty: Dr. Starlet Ben Alex
Goals
The Disaster Management course aims to provide students with a comprehensive understanding of disaster preparedness, response, and mitigation strategies. The objective is to equip students with the knowledge to analyze real-world disasters, assess their impact, and understand the vulnerabilities associated with different hazards. Case-Based Learning through Individual Assignments To bridge theoretical concepts with practical application, an individual assignment was introduced. This assignment assesses students’ ability to identify hazards, evaluate their impacts, and classify vulnerabilities using real-world disaster case studies.
Implementation
1. This is an individual assignment designed to evaluate students’ understanding of disaster management principles through real-world disaster analysis.
2. The task requires students to utilize mass communication sources (news reports, documentaries, social media, or official disaster response reports) to identify and analyze a disaster.
Assignment Questions:
Students were required to:
- Identify the type of hazard (e.g., natural or man-made, earthquake, flood, industrial disaster, etc.).
- Describe the impact created by the hazard (human casualties, environmental damage, economic loss, etc.).
- Analyze the type of vulnerability involved (physical, social, economic, or environmental factors contributing to the disaster’s severity).
- Include a picture of the hazard to support the analysis.
Mapping to Course Outcomes (COs):
Course Outcome Learning Outcome from Assignment
CO1: Define and use various terminologies in disaster management and organize these in relation to the disaster management cycle. Students learned to identify key disaster management terminologies (hazard,
vulnerability, risk, impact) and categorize them within the disaster management cycle (preparedness, response, recovery, mitigation).
CO2: Distinguish between different hazard types and vulnerability types and perform a
vulnerability assessment.
Students classified hazards (natural, technological, human-induced) and assessed vulnerabilities (social, economic, environmental) based on real-world disaster scenarios.
Significance of the Approach
1) Real-World Application: Enables students to apply disaster classification and vulnerability assessment techniques to actual events.
2) Critical Thinking & Research: Encourages independent exploration and in- depth analysis of disaster impacts.
3) Mass Communication Awareness: Helps students evaluate how disasters are reported and communicated to the public.
4) Engagement & Visual Learning: Including images enhances comprehension by providing a visual representation of disasters.
Effective Presentation & Learning Outcomes
Through this assignment, students:
1) Gained a structured approach to analyzing disasters.
2) Understood the disaster management cycle and the role of hazard identification
in disaster mitigation.
Enhanced their research skills by sourcing and evaluating disaster information
from mass communication channels.
Developed communication skills by effectively presenting disaster case studies.
By integrating case-based learning, this approach ensures that students actively
engage with disaster management concepts, making their learning experience practical
and impactful.
Active Learning
Course: Logic Circuit Design
Faculty: Dr. Pradeep C.
Active learning is a student-cantered instructional method that involves students learning through hands-on activities and problem-solving tasks. By incorporating hands-on tools like Xilinx Vivado Design Suite/Intel Quartus II , students gain real-world experience, developing the skills needed for the Fourth
Industrial Revolution. This approach enables students to engage directly with the material, applying theoretical knowledge through practical, technology-driven projects. In electronics engineering, this includes designing, simulating, and testing digital circuits using tools like Xilinx Vivado/Quartus II. By actively engaging with the material, students develop a deeper understanding and retain
knowledge better than with passive learning methods.
Learning Objectives:
- To Develop Technical Proficiency: Equip students with the practical
skills required for FPGA design and simulation using Xilinx Vivado/Quartus
II, a powerful tool in digital electronics design. - To Foster Innovation and Critical Thinking: Encourage students to
think creatively by solving real-world problems through FPGA design and
embedded system development. - To Enhance Collaboration and Problem-Solving Skills: Promote
teamwork, collaboration, and hands-on learning, enabling students to
tackle complex projects, integrate hardware and software, and optimize
their designs. - To Prepare Students for Future Careers: Provide students with
experience in cutting-edge technologies like FPGA design, embedded
systems, and simulation tools, ensuring their readiness for careers in
electronics engineering.
Learning Outcomes:
By the end of this active learning experience, students will be able to: - Design and Simulate Digital Systems Using Xilinx Vivado/Quartus
II: Students will gain hands-on experience in designing, simulating, and
optimizing FPGA-based digital circuits using the Vivado toolchain. - Apply FPGA and Embedded System Design Concepts: Students will
be able to apply theoretical concepts in FPGA architecture, HDL
programming, and embedded systems to real-world projects, reinforcing
their understanding of electronics engineering principles. - Demonstrate Problem-Solving and Critical Thinking: Students will
develop strong problem-solving abilities by identifying design issues,
troubleshooting simulations, and optimizing digital systems in a real-world
context. - Collaborate Effectively on Engineering Projects: Students will work in
teams to design and implement electronic systems, learning how to
communicate technical concepts, share tasks, and produce collaborative
solutions.
Learning Outcomes
Program Outcomes (POs) Mapping
Justification
- Design and Simulate Digital Circuits Using Xilinx Vivado
PO1
(Engineering Knowledge) Students apply engineering knowledge in FPGA design and simulation, demonstrating their understanding of digital circuits, HDL (Hardware Description Language), and tools like Vivado/Quartus II. The ability to design and simulate
PO2 (Problem
Analysis)
adder circuits using Xilinx
Vivado/Quartus II requires analytical
skills to break down problems (e.g.,
optimizing for speed, area,
and power).
PO5 (Modern
Tool Usage)
The use of Vivado/Quartus II, a
modern FPGA design tool, prepares
students to proficiently use industry-
standard software for circuit
simulation and optimization.
PO6 (The
Engineer and
Society)
The designs and simulations
students conduct may have real-
world applications, enabling them to
understand the social and
environmental impact of engineering
systems.
- Analyze and
Compare the
Performance of
Different Adder
Architectures
PO1
(Engineering
Knowledge)
Analyzing and comparing the
performance of various adders
involves applying engineering
principles in digital systems and
using performance metrics to
inform
decisions.
PO2 (Problem
Analysis)
Students assess different designs by
evaluating parameters like speed,
power, and area, thus applying
analytical problem-
solving skills to compare digital
circuits.
PO4 (Conduct
Investigations
of Complex
Problems)
Evaluating and comparing various
adder architectures requires
experimental setup, data collection,
and analysis, which
involves investigative methods.
PO5 (Modern
Tool Usage)
Students use advanced tools such as
Vivado/Quartus II for simulation and
performance analysis, aligning with
PO5 on
modern tool usage.
- Apply FPGA
Design Concepts
in Real-World
Projects
PO3
(Design/Develo
pm ent of
Solutions)
Designing FPGA-based systems like
adders for real-world applications
demonstrates students’ ability to
develop solutions by integrating
engineering principles.
PO7
(Environment
and
Sustainability)
The ability to design efficient, low-
power FPGA systems helps students
recognize the environmental and
sustainability impacts of electronic
designs.
PO8 (Ethics)
While designing systems, students
are encouraged to follow ethical
guidelines in terms of design
efficiency, power
consumption, and societal impacts.
- Work
Effectively in
Teams to Solve
Engineering
Problems
PO9
(Individual and
Team Work)
Collaboration in teams to design,
simulate, and optimize adder
architectures helps students
develop teamwork,
communication, and leadership skills
essential for professional success.
PO10
(Communicatio
n)
Students communicate
complex engineering concepts
in teams, presenting and justifying
their designs and performance
comparisons to peers,
enhancing their communication
skills.
PO12 (Life-
Long Learning)
Active participation in team-based
projects fosters continuous learning
and adaptation, encouraging
students to stay updated with
emerging technologies in FPGA
design.
Benefits of Active Learning with Xilinx Vivado in Electronics Engineering
Active learning, particularly when paired with Xilinx Vivado, offers numerous
benefits for electronics engineering students:
Increased Engagement: Students work on practical projects such as
FPGA design and digital circuit simulation, maintaining active engagement
with the material.
Development of Technical Expertise: Through the use of Vivado,
students learn the technical intricacies of FPGA design, simulation, and
embedded systems, which are crucial for their future careers in electronics
engineering.
Innovation and Critical Thinking: By designing custom systems and
solving engineering problems, students develop their creativity and critical
thinking skills. Using Vivado, students apply their knowledge to innovative
projects that challenge their abilities.
Career Readiness: The hands-on experience with Vivado prepares
students for the tools and technologies they will encounter in their future
careers, making them well-prepared to enter the electronics industry.
Active Learning Process with Xilinx Vivado in Electronics Engineering
Incorporating Xilinx Vivado into the curriculum enhances the active learning
process by providing students with the tools to engage directly in the design and
simulation of electronic systems. Here’s how active learning unfolds:
- Introduction to Xilinx Vivado/Quartus II: Students are introduced to
Vivado/Quartus II, learning how to use the software for designing and
simulating digital systems. This foundational knowledge is essential for
completing advanced projects later on. - Hands-On FPGA Design Projects: Students work on practical FPGA design projects where they use Vivado/Quartus II to create, simulate, and test digital systems such as processors, communication systems, or signal processing units.
- Embedded Systems Design: Students apply Vivado’s/Quartus II capabilities to design and simulate embedded systems, combining hardware (FPGA) and software elements. They gain experience in system- level design, debugging, and optimization.
- Collaborative Teamwork: Students work in teams to design complex systems, allowing them to learn how to communicate technical ideas, divide tasks, and integrate their work into cohesive projects.
- Simulation and Debugging: Using Vivado’s/Quartus II simulation tools, students test their designs in a virtual environment. They troubleshoot, optimize, and refine their work, gaining valuable insights into system behaviour and performance.
- Real-World Application: The final stage involves students applying their designs to real-world scenarios. They demonstrate how their FPGA systems and embedded designs can solve practical engineering problems.
Technologies That Support Active Learning in Electronics Engineering
For active learning to be effective in electronics engineering, students must have
access to the right tools and technologies, including Xilinx Vivado. These tools
help students bridge the gap between theoretical knowledge and real-world
engineering applications.
FPGA Development Boards: To complement their learning with
Vivado/Quartus II, students should have access to FPGA development
boards. These boards allow them to implement and test their designs on
actual hardware, providing invaluable hands-on experience.
Smart Classrooms: Classrooms equipped with computers running Vivado
and other relevant software create an optimal learning environment.
These smart classrooms enable teachers to guide students through
exercises and projects while ensuring that students have the tools they
need for successful learning.
Preparing the Right Technology for Active Learning
To ensure that active learning is effective, the right technology must be available
to students. This includes both the software tools like Xilinx Vivado/Quartus II
and the hardware such as FPGA boards.
Device Selection: The computers used by students should be capable of
running Vivado and Quartus II efficiently. These systems need to be
equipped with sufficient processing power and memory to handle complex
simulations and designs.
Scalability: As students advance in their education, they will need to
tackle more complex projects. Devices and software should be scalable,
providing the necessary resources to handle more sophisticated
simulations and designs.
Conclusion
Active learning, combined with powerful tools like Xilinx Vivado, offers
electronics engineering students a dynamic and engaging way to learn the
technical skills necessary for their careers. By incorporating hands-on projects,
real-world applications, and collaborative teamwork, students gain valuable
experience in FPGA design, embedded systems, and simulation.
The learning objectives and outcomes of this approach ensure that students not
only understand the theoretical aspects of electronics engineering but also
develop the practical skills required for future success. With active learning,
students are well- prepared to enter the workforce as innovative, skilled
engineers capable of tackling the challenges of the Fourth Industrial Revolution.
Sample Assignment Questions Given
Course: Logic Circuit Design (23ERT201)
Qn: Design a 32-bit Ripple Carry Adder using Verilog HDL. Simulate and
synthesize the design using an FPGA design tool and obtain various results in
connection with simulation and synthesis.
Submit code, output waveform, RTL Schematic, Technology schematic and Device
utilization summary as a pdf file.
Course: VLSI Circuit Design (20ECT304)
Qn: Compare the performance (Area, Speed, and Power) of 32-bit Ripple Carry
Adder and 32 bit Carry Skip Adder implemented in an Intel Max 10 FPGA.
Support Links
Installation of Intel Quartus II Software
https://www.intel.com/content/www/us/en/software-kit/665990/intel-quartus-
prime-lite- edition-design-software-version-18-1-for-windows.html
Installation and Simulation Tutorial link
https://www.youtube.com/watch?v=HFWd7QPibMY
https://www.youtube.com/watch?v=upkxuxRwxbg&t=2454s
https://www.youtube.com/watch?v=H7icdlufX50&list=PLXHMvqUANAFPO4id07GQgg
l64FS06TYWN&index=28
Synthesis Tutorials link
https://www.youtube.com/watch?v=xGdK4d-
OSoo&list=PLXHMvqUANAFPO4id07GQggl64FS06TYWN&index=30
https://www.youtube.com/watch?v=gi0COhbVTp4&t=74s
YouTube Channel: Er. Nishanth P R Launches
YouTube Channel for C Programming Tutorials
Er. Nishanth P R has taken a significant step in enhancing students’ learning experience
by launching a dedicated YouTube channel for C programming. This platform serves as
an accessible and comprehensive resource, offering high-quality tutorials and practical
demonstrations. Designed to simplify complex programming concepts, the channel aims
to support students in developing a strong foundation in C programming. With clear
explanations and hands-on examples, this initiative is set to benefit learners at all levels,
making programming more engaging and easier to grasp.
Website for Learning Resources: Dr. Anish Thomas
has developed a website to share learning materials,
making them accessible to students anytime.
Dr. Anish Thomas has taken a significant step in enhancing student learning by
developing a dedicated website that provides easy access to educational resources. This
platform serves as a comprehensive hub for lecture notes, tutorials, and project
guidelines, enabling students to engage with course materials beyond the classroom.
With a strong background in Applied Electronics and Instrumentation, and extensive
experience in academia and industry, Dr. Thomas understands the importance of
accessible learning tools. By integrating technology into education, this initiative fosters
independent learning, supports academic excellence, and empowers students to take
charge of their studies anytime, anywhere.