Objective Oriented Learning Process Format RBT (OLF)

Branch :M.E (PED)

Semester : I Sem

Subject code & Title : 15PE14 & Design and Analysis of Inverters
T-L tools : PPT, Black board

Unit/Lesson No :1/ 5

Faculty name : Dr.R.BharaniKumar

Prerequisite Knowledge:
Temperature, semi conductor devices , power loss, junction, junction temperature.
1. Topic for Learning through evocation:
Design of heat sinks.
2. Topic Introduction:
2.1. General Objective:
To understand design of heat sinks.
2.2. Specific Objectives: Include the STEM concept for each specific objective within brackets as (S) (T) (E) (M).
Students will be able to,
1. Recall heat sink. (S)
2. Differentiate thermal and electrical quantities. (E)
3. Enumerate about the temperature control in semiconductor devices.(E)
4. Illustrate how heat transfer is done in semiconductor devices.(S)
5. Summarize about thermal resistance and thermal model. (E)

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

2.3 Taxonomy of Objectives

Knowledge Dimension
The Cognitive Process Dimension
Remember Understand
Apply
Analyse Evaluate
Create
A. Factual Knowledge 1
B. Conceptual
5
3,4
2
Knowledge
C. Procedural
Knowledge
D. Meta
Cognitive
Knowledge
Explanatory Notes: (This is not the notes for the topic. It is an explanatory notes to remember the reason for doing

particular mapping in the table above)

A.Factual Knowledge: It is a knowledge that contains the basic elements students must know if they are to be acquainted with the discipline or to
solve any of the problems in it.

B. Conceptual Knowledge: It includes knowledge of categories and classifications and the relationships between and among them.
C.Procedural Knowledge: It is the knowledge that takes the form of series of logical steps to be followed. It is more skill oriented and can include
algorithms, techniques and methods.

D.Meta Cognitive Knowledge: It is the knowledge of ones own cognition.

2.4: Key words:

Conduction , convection , radiation, heat flow, ambient fluid, ambient temperature.

2.5: Key diagrams (if any):

3. Discussion:
The students will be asked to discuss the relevant topic among their team/other team/Faculty. The students
those who have not taken part will be noted and kindle them to do.

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

4. Mind Map: (It must revolve around the concept)

5. Summary:
Heat Sinks

Temperature control in semiconductor device

Heat Transfer
Thermal resistance and Thermal Model
Transient Thermal Impedance
Specifications

6. Assessment through Stimulating questions/Analogy/New ideas and Concepts:

Stimulating questions
What is the necessity of heat sink?
Specify the different types of heat sinks?
Why is it coated black?

7. References: (Books/Periodicals/Journals)
1.M.H. Rashid, Hand Book of Power Electronics: Circuits, Devices and Application, New Delhi,
Prentice Hall of India, 2007.
2.Ned

Mohan, Tore M.Undeland and William P.Robbins,

Power

Electronics:

Applications and Design, 3rd Edition, John Wiley and Sons, 2007.

To be used by teacher as a teaching learning process guideline for classrooms and laboratory

Converters,

Verified by Subject Expert:

Approved by HOD:

To be used by teacher as a teaching learning process guideline for classrooms and laboratory