Teaching Learning Centre Indian Institute of Technology Hyderabad (Under PMMMNMTT, MHRD)

Teaching Repository

Faculty initiatives under the Teaching learning centre

Faculty: Dr. G.V.V. Sharma.

Department: Electrical Engineering.

1.Generic

P1: Digital Design Through Arduino.

Description:

The whole idea of the workshop was to shift the teaching of Digital Design away from the blackboard to the breadboard. The workshop was concieved by Dr. G V V Sharma after having taught the Digital Design course at IIT Hyderabad through Arduino for two semesters. As part of the training program, the participants have to perform a series of simple experiments on a breadboard using an arduino, seven segment display and the corresponding decoder IC.These experiments are so simple when executed in a sequence that non-technical students can also be trained with a little effort.

In fact, the workshop can be conducted as a short course over one or two months for first semester engineering (all disciplines) students. Such a course can be used for introducing students to Elementary C programming, Digital Logic Design and Electrical Engineering Lab.

P2:Arduino for School.

Description:

This manual introduces a beginner to electronics, computers as well as programming at the same time. School teachers can use it to teach computers to students.

P3:PI for Everyone.

Description:

This manual uses Android Device as Raspberry Pi Display which enable the user to install and use the raspberry pi. Open source package installation instructions are classified according to user requirements, viz. Mathematicians, Electrical Engineers, Computer Engineers and generic users.

P4:Digital Design through Pi.

Description:

The Raspberry Pi 3 has 40 GPIO pins, that can be used for digital I/O. Using these pins,a series of simple experiments are performed on a breadboard using a seven segment display and the corresponding decoder IC. The objective of the workshop is to build a software decade counter and introduce the learner to the basics of boolean logic, programming and combinational and sequential logic.

P5:Geometry through Trigonometry.

Book Description:

This book aims to introduce students to high school geometry, through a trigonometric approach. Trigonometry allows various relations in geometry to be expressed as simple equations that can be solved easily. The proofs of major results are obtained through a series of easy problems. Hopefully, this approach will make geometry easier for students.

P6:Geometry through Coordinates.

Description:

The focus of this text is on investigating the properties of triangles and circles through coordinate geometry. An early exposure to coordinate geometry allows students to use computers for mathematical visualizations and computing. This book provides an alternative ap- proach to geometry which may be useful to those having difficulties with traditional methods. In the process, almost all the basic concepts of coordinate geometry are covered. Instead of teaching geometry and coordinate geometry as separate subjects in high school, this textbook shows how to develop a holistic approach for teaching math.

P7:Octave For Mathematics.

Description:

The manual has a list of problems in Mathematics suitably adapted from the JEE 2016 mains paper. Octave can be used as a companion graphics tool for visualising the underlying concepts. In some cases, it can be used as a numerical verification tool as well. The objective of this manual is to introduce high school students as well as first year degree/engineering students to math programming. In the process, students will learn elementary programming concepts like functions, arrays, loops as well as condition statements like if/else.

P8:Data Structures Through C.

Description:

These set of exercises are sufficient to familiarize an engineering student with Data Structures programming in C. The best way to use this manual is by getting a student in a class to write the code and another student to debug the code in the lab and execute it. Through this approach, students will learn how to write, read and debug code. This is a simple but extremely effective way to introduce students to data structures.

P9:Python for Math Computing.

Description:

The manuals has a list of problems in Mathematics suitably adapted from the JEE mains paper. Python can be used as a companion graphics tool for visualising the underlying concepts. In some cases, it can be used as a numerical verification tool as well. The objective of this manual is to introduce high school students as well as first year degree/engineering students to math programming. In the process, students will learn elementary programming concepts like functions, arrays, loops as well as condition statements like if/else.

P10:C Programming through Arduino.

Description:

This manual provides an introduction to the basics of C programming by controlling a seven segment display using an Arduino.Conditional statements, loops, functions and arrays are covered in this manuscript.

P11:C and Python.

Description:

This manual starts with a Python script for mathematical computing/plotting and provides an equivalent C program for the computatonal part. Since Python is a high level scripting language, it may be easier to practice C programming by translating python scripts to C.

P12:C Programming through Arduino AVR-GCC.

Description:

The objective of this manual is to introduce to the student to the art of programming the arduino using pure C instead of the arduino IDE. This will allow the student to become familiar with the avr-gcc cross compiler and avrdude. The instructions in the manual should work for any linux system.

2.Electronics

P1:Digital System Design.

Description:

This manual is a question bank of selected problems from the GATE examination papers in EE,EC and CS. These problems cover the entire breadth of digital design: from boolean logic to state machines. By solving problems in this manual in a classroom, students will be quickly exposed to various aspects of digital design in an simple manner, since the theoretical aspects of digital design will be a byproduct of these problems. All these problems can be simulated in arduino as well, resulting in a completely hands on approach to digital system design.

P2:Signals and Circuits.

Description:

This manual provides a simple introduction to the Fourier series and Linear Filtering through an R-C circuit and python scripts. In the process, several circuit analysis problems are also framed.

P3:Python for Signals and Systems.

Description:

Description: This manual provides an introduction to signals and systems through simple python scripts. Examples for time invariance, causality, convolution and correlation are provided.

P4:Assembly Programming through Arduino.

Description:

Through this manual, a decade counter is implemented by programming an Arduino using the Assembly language instructions for the ATMEGA 328P IC. This manual will be extremely useful for those interested in learning microcontroller architecture and assembly language.

P5:Analog Operations through Arduino.

Description:

Through this manual, we explain the process of find the value of an unknown resistance and displaying it on a 16x2 LCD. The object of this exercise is to introduce the student to the analog pins of the Arduino. A major application of the analog I/O in Arduino is in aggregating data from sensors into a computer.

P6:Random Variables in Python.

Description:

The TLC at IIT Hyderabad conducted the workshop titled "Random Variables in Python" at Anurag Group of Institutions, Ghatkesar on October 1, 2016. This workshop was conducted for the ECE department faculty at CVSR college. A unique feature of this workshop is that Raspberry Pis were used by the TLC as the computing platform. A Raspberry Pi kit has been assembled by the TLC with a custom Raspbian OS pre-loaded with open softwares commonly used in engineering.

P7:Covex Optimization in Python.

Description:

This manual provides a simple introduction to convex optimization through graphical and numerical computation using python libraries. The Karuch-Kuhn-Tucker (KKT) conditions are explained through examples. Linear Programming (LP) and Semi Defininte Programming (SDP) problems are also introduced and shown to be convex optimization problems through examples. Further, the freely available CVXOPT python library is used for solving LP and SDP problems.

P8:Digital clock through Arduino.

Description:

This manual is a simple exercise in building a digital clock through the arduino. The arduino is programmed to multiplex 6 seven segment displays to create a digital clock. The ATMEGA 328P IC in the arduino can then be taken out of the board and soldered appropriately along with the 6 displays powered by a battery to create a stand alone clock module.

P9:Bluetooth Based IOT through Arduino.

Description:

This modules provides a set of simple instructions for measuring an unknown resistance using an arduino-bluetooth interface and an android application. The android app is built using MIT App Inventor. This manual provides is a basic starting guide for building IoT applications.

P10Infra Red Sensing through Arduino.

Description:

Through this manual, a student can quickly understand the function of a television remote based on infrared. A set of LEDs connected to an arduino are controlled by an IR remote.

P11:Toy Car using Arduino.

Description:

This manual provides a set of simple steps to build a toycar and control its motion using Arduino and infrared sensors. The exercise exposes the student to robotics, power electronics and sensors.

P12:Decade Counter through Odroid-C2 GPIO.

Description:

This manual provides a simple introduction on how to use the GPIO pins in the ODROID-C2 using the WiringPi utility. A decade counter is implemented through C programming.

P13:I2C Interfacing through Odroid-C2 and Arduino.

Description:

This manual provides a simple introduction to the i2c interface of the odroid-c2. Multiple arduinos are configured as i2c slaves controlled by an odroid master. The built in LEDs in the arduinos are turned on and off by sending signals from the odroid to the arduinos on the i2c bus. The i2c interface allows for connecting various sensors over a common bus. This is extremely useful in industrial applications for sensor monitoring and analysis.

P14:Standalone ATMEGA328P from Arduino.

Description:

This manual describes the process of the using the ATMEGA328P as a standalone controller for a decade counter. This allows the student to design embedded boards for various applications. The Arduino is used only to program the ATMEGA328P.

P15:RS-485 Interfacing through Odroid-C2 and Arduino.

Description:

This manual is a starting guide for sensing data over the RS-485 interface. A MAX 485 module is used for the RS-485 interface for Arduino as a slave. A two line USB-RS485 dongle is used as the interface for the Odroid as a master. A Raspberry Pi can also be used instead of the Odroid as the master.

P16:I2C Interfacing through RaspberryPi and Arduino.

Description:

This manual provides a simple introduction to the i2c interface of the RPI. Multiple arduinos are configured as i2c slaves controlled by an RPI master. The built in LEDs in the arduinos are turned on and off by sending signals from the RPI to the arduinos on the i2c bus. The i2c interface allows for connecting various sensors over a common bus. This is extremely useful in industrial applications for sensor monitoring and analysis.

P17:Interfacing LCD with Arduino.

Description:

Through this manual, we learn how to measure an unknown resistance through arduino and display it on an LCD.

P18:Programing FPGA using Vivado.

Description:

Through this manual, we learn how to program FPGA using Vivado software.

3.Manuals For Higher Mathematics

P1:Matrix Analysis Through Octave.

  1. Octave Software.
  2. Finding Psuedo Inverse of the Matrix.
  3. Finding Least Square Solution.
  4. Plots the least squares metric for the given range of vectors.
  5. Finds the theoretical least squares solution using SVD.
  6. Finds the SVD for the matrix A.
  7. Plots the quadratic form for a range of vectors.

P2:Applied Probability.

Faculty: Dr. G.V.V. Sharma.

Description:

Probabilities of various combinations of random variables are first computed through simulations. The same results are obtained by intelligently computing these probabilites using the PDF,CDF, MGF, Expectation operator, etc.. demonstrating their utility in probability applications.

P3:Complex Analysis in Probability.

Description:

Through this document, complex analysis can be easily introduced to the reader familiar with probability and random variables. Analytic Functions, Cauchy's Integral Formula, Contour Integration and Residue Calculus can be introduced to the student in a simple fashion. This will prepare the student for a more rigorous course on Complex Analysis with emphasis on theorems.

P4:Matrix Analysis through Python.

Description:

This manual covers all basic concepts in Matrix Analysis at the college level by considering the problem of least squares.

Faculty:Dr. Sumohana Chennnappaya.

Department: Electrical Engineering

Topic:Advanced DSP.

Description:

The objective of this module is to introduce readers to the following topics in Digital Signal Processing in a simple manner.

  1. Multirate signal processing using filter banks.
  2. Wavelet analysis.
  3. Compressed sensing.
  4. Linear prediction.

This module is a summary of the following courses taught at IIT Hyderabad:

  1. EE5300: Digital Signal Processing
  2. EE6310: Image and Video Processing

Faculty:Dr. Abhinav Kumar.

Department: Electrical Engineering

Topic:Development of a step by step guide for continuous evaluation through self evaluating Web based examinations.

Department:Civil Engineering.

Faculty:Dr. Riddhi Singh.

Topic:Enhancing undergraduate hydrology curriculum in India: updating the database of national standards on measurement techniques and local case studies.

The science and engineering of hydrology and irrigation engineering have advanced significantly in the past decades and this change is reflected in updated texts for undergraduate hydrology across the world (Shaw et al. 2011; Viessman and Lewis, 2003). As there is no standard curriculum of undergraduate hydrology education in India, efforts to update content are mainly taken up by individuals who do this based on their subject expertise. Most authors of commonly used textbooks do add new topics in recent editions such as impact of climate change on water resources, remote sensing, etc. (Subramanya, 2013). However, a key element that has evolved significantly in the past decades are techniques for measurement of hydro-climatic fluxes. In addition, online databases such as the Water Resources Information System (India-WRIS, http://www.india- wris.nrsc.gov.in/wris.html) have been launched, that assimilate different datasets on a standalone platform. These developments leave a significant gap between hydrology taught in classes today and the developments happening in research as well as industry.

Another aspect that has seen a significant change in the past has been the emergence if the inter-disciplinary nature of hydrology. Today, hydrologists are no more confined to mere science and engineering disciplines but are also interfacing with social scientists to understand the broader dimensions of water resources problems in India (Sivapalan, 2011). While it is not possible to expose students at undergraduate level to the full intricacies of our current water problems, it is pertinent to give them a flavor of the real world issues that they are likely to find themselves in as they graduate. The goal of this project is to reduce this gap between:

  1. State-of-the-art on hydrology measurementsin India and techniques taught at undergraduate level.
  2. Emerging inter-disciplinary nature of hydrology and its confinement to an engineering oriented subject at undergraduate level.

The project aims to reduce these gaps by:

  1. Developing a database of measurement standards followed by major organizations that collect hydrologic information in India (such as the Indian Meteorological Department, Central Water Commission, National Institute of Hydrology at Roorkee, etc.).
  2. Develop a case studies of urban and rural water supply issues in Telangana. These case studies will be used to sensitize the students about local water related issues (for example, where does the water in their hostel taps come from?) and will be tied to assignments that they will be graded on.

Department: Design Engineering

Faculty: Dr. Prasad Onkar.

Topic: Project Eye See.

Handling Students: Fabin, Marisha, Ambreesh, Teekshana.

The instructions for installation and use of the app is as follows:

  1. Download the FannyWorld apk and files from this Link.
  2. Copy the "Fanny World" folder into the "sdcard" folder of the phone's internal memory. Please note that this is not your external memory card, but the sdcard folder inside your phone's internal memory.
  3. Go to settings-security-device administration tab. Here switch on the option "unknown sources(allow installation of apps from sources other than play store)".
  4. Copy the fannyworld.apk to any folder and open and install it.
  5. Wear headphones plugged into the phone.
  6. Put the phone in the Google Cardboard.
  7. Start the app and select "Fanny glass" and then close the flap of the Google Cardboard. Wear the Google Cardboard.
  8. You can move to the next place within the app by quickly pulling and releasing the trigger on the side of the Google Cardboard.

Please note: the phone should have a gyrometer and accelerometer sensor for the app to work. A good performing phone would be smoother to view. It's advisable to keep the viewing time within 15 minutes continuous to reduce eye-strain.

Department:Civil Engineering.

Faculty:Dr. Riddhi Singh.

Topic:Enhancing undergraduate hydrology curriculum in India: updating the database of national standards on measurement techniques and local case studies.

The science and engineering of hydrology and irrigation engineering have advanced significantly in the past decades and this change is reflected in updated texts for undergraduate hydrology across the world (Shaw et al. 2011; Viessman and Lewis, 2003). As there is no standard curriculum of undergraduate hydrology education in India, efforts to update content are mainly taken up by individuals who do this based on their subject expertise. Most authors of commonly used textbooks do add new topics in recent editions such as impact of climate change on water resources, remote sensing, etc. (Subramanya, 2013). However, a key element that has evolved significantly in the past decades are techniques for measurement of hydro-climatic fluxes. In addition, online databases such as the Water Resources Information System (India-WRIS, http://www.india- wris.nrsc.gov.in/wris.html) have been launched, that assimilate different datasets on a standalone platform. These developments leave a significant gap between hydrology taught in classes today and the developments happening in research as well as industry.

Another aspect that has seen a significant change in the past has been the emergence if the inter-disciplinary nature of hydrology. Today, hydrologists are no more confined to mere science and engineering disciplines but are also interfacing with social scientists to understand the broader dimensions of water resources problems in India (Sivapalan, 2011). While it is not possible to expose students at undergraduate level to the full intricacies of our current water problems, it is pertinent to give them a flavor of the real world issues that they are likely to find themselves in as they graduate. The goal of this project is to reduce this gap between:

  1. State-of-the-art on hydrology measurementsin India and techniques taught at undergraduate level.
  2. Emerging inter-disciplinary nature of hydrology and its confinement to an engineering oriented subject at undergraduate level.

The project aims to reduce these gaps by:

  1. Developing a database of measurement standards followed by major organizations that collect hydrologic information in India (such as the Indian Meteorological Department, Central Water Commission, National Institute of Hydrology at Roorkee, etc.).
  2. Develop a case studies of urban and rural water supply issues in Telangana. These case studies will be used to sensitize the students about local water related issues (for example, where does the water in their hostel taps come from?) and will be tied to assignments that they will be graded on.

Department:Chemical Engineering.

Faculty:Dr. Satyavrata Samavedi.

Topic:A strong case for OneNote in the classroom: an integrative teaching tool in engineering.

With the advent of technology, pedagogy has undergone major revisions in the conventional classroom setting. These changes have resulted in the development of newer teaching tools that have changed the way instructors and students interact. The engineering community has particularly made good use of newer, technically advanced teaching tools, given the heavy mathematical content of the discipline. However, the chalkboard and PowerPoint presentations (PPTs) continue to remain the most common modes of teaching. While the chalkboard has distinct advantages, it also suffers from several limitations. For example, it poses severe restrictions on the time available for teaching, as the instructor has to necessarily write everything, thus potentially not leaving him/her enough time to explain concepts. In the process, students may end up morphing into passive note-takers, while failing to apply and actively learn while they are being taught. Also, lecture notes not being available outside the class can affect students who are not able to attend class for genuine reasons. While some of these limitations are overcome by the use of PPTs, in-class presentations come with their share of demerits. For example, instructors can end up reading from their slides, thus essentially voiding the "teaching" component. One of the reasons for this pitfall is that instructors often cram their slides with much more information than they should. In due course, students end up getting bored and end up not attending classes. Since presentations are made available outside the class, students feel that they can learn as much by going over the presentations themselves as they do by attending the class. PPTs are also not fully conducive for deriving equations and solving problems. There is an increasing need to move away from conventional modes towards integrative teaching tools that cater to the needs and aspirations of the 21st century learner. In this context, Microsoft OneNote is an application that is fast gaining traction in classrooms as a teaching tool throughout the world. When linked to a touch-screen device with a stylus, OneNote has the potential to revolutionize contemporary pedagogy. Instructors have the distinct advantage of writing skeleton notes in advance and filling them out in the classroom as the notes are projected on a screen. Not having to write everything in class allows instructors to spend enough time explaining concepts. While ensuring student engagement in the form of note-writing, OneNote also facilitates in-class learning because the students are not busy taking down notes all the time. The instructor also has the option of making the presentation visually attractive by adding pictures, animations and perhaps even videos relevant to the subject, in addition to using different ink colors. OneNote also allows for free-form information gathering and multi-user collaboration over the internet or a network. Most importantly, it gives instructors a sense of organization and order in terms of content arrangement, time management and material presentation. Specifically, instructors can navigate pages, make in situ changes in the notes and tie together information from several different pages all at the same time, thus making OneNote invaluable while teaching lengthy derivations, proofs and flow charts. From a practical standpoint, instructors will only need to update their notes from one year to another, as opposed to re-writing their lectures or preparing their notes from scratch. Thus, OneNote is an integrative tool that combines the merits of existing teaching tools, while concurrently overcoming their limitations.

Faculty:Dr. Anurag Tripathi.

Topic:Video lectures on Mathematics.

I Intend to create initially 10 video lectures on Mathematics each of half an hour duration; these lectures would be suitable for students in the age group 16-18 years. To produce final product we would need a person to edit the videos and to merge the clips produced from the above mentioned two cameras. He/she would also act as a cameraman to adjust the camera according to the movements of the lecturer. Recording one lecture would take roughly 2 hours and editing would require at least 3 hours summing up to 5 hours per video. With the experience gained with this project, the next phase can be planned with appropriate modifications.

Department:Physics.

Topic:Enhancing Physics teaching.

Faculty: Dr. J. Mohanty (Physics).

Department:Mechanical and Aerospace Engineering.

Faculty: Dr. Ashok Kumar Pandey.

Topic:Development of online courses.

Introduction and objectives:

To bring education to many people free of cost, many top universities have started offering online courses. However, most of these online courses contain long video lecture hours which make the learning process little difficult. In this proposal, we plan to develop online courses with following specific objectives:

  1. Development of short module of a given course.
  2. Recording of short videos for each module.
  3. Development online questions bank of fundamental problems for self-certification.
  4. Development of online portal for the subject.

To start with the above module, we plan to work on engineering statics course. Later, we will cover more courses like Vehicle Dynamics, etc.