FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

Table of Contents SECTION SLIDE # 4 9 14 ABOUT YOU 3 OUT-OF-CLASS SEGMENT 4 IN-CLASS SEGMENT 9 EVALUATION 14 COMMUNITY BUILDING

Dr. Rupa Sunil Bindu VISCOSITY OF FLUIDS FLUID MECHANICS MECHANICAL ENGINEERING SECOND YEAR UG MECH. STUDENTS SAVITRIBAI PHULE PUNE UNIVERSITY/ DR D Y PATIL INSTITUTE OF TECHNOLOGY PIMPRI PUNE

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity At the end of watching the video, the students should be able to : 1)Understand , Define & Derive expression for the fluid property ” Dynamic Viscosity” using stress-strain relationship 2) Derive S I units of Dynamic Viscosity using Newton’s law of viscosity 3) Know about the classification of fluids based on viscosity Key Concept(s) to be covered Viscosity as a fluid property Deriving S I units of Dynamic Viscosity Classification of fluids based on viscosity

Out-of-class Activity Design - 2 Main Video Source URL https://youtu.be/RYw0ZY8cZP0 License of Video Creative Commons Attribution License (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Concept & Definition & Deriving expression of Dynamic Viscosity V1 :00.00 – 08.00 08.00 Deriving S I units of Dynamic Viscosity V2:08.01 – 09.53 01.53 Classifying fluids based on Viscosity V3: 09.54—10.48 00.55 TOTAL DURATION: 10.48 minutes

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) 1) Understand, Define & Derive expression for the fluid property ” Dynamic Viscosity” using stress-strain relationship Q1 Define shear stress Q2 Define Shear Strain Q3 Diffentiate between a solid & fluid based on shear stress & rate of angular deformation Q4 Derive the expression for Dynamic viscosity 12 minutes Watch Video Segment V1 , pause it at 08.00 minutes and then answer questions Q1, Q2 & Q3,Q4 Submit answers to all questions 3 hours before coming to class 10 % of term -work marks are reserved for timely submission 5% of term -work marks are reserved for full attendance Expected activity duration: 12 minutes

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) 2) Derive S I units of Dynamic Viscosity Q1 Derive SI units of Dynamic viscosity Q2 Show that 1 Pa-s = 1 kg/ms 12 minutes Watch Video Segment V2 , pause it at 09.53 minutes and then answer questions Q1, Q2 Submit answers to all questions 3 hours before coming to class 10 % of term -work marks are reserved for timely submission 5% of term -work marks are reserved for full attendance Expected activity duration: 12 minutes

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) 3) Know about the classification of fluids based on viscosity Q1 With the help of expressions, explain the behavior of Newtonian & Non -Newtonian Fluids Q2 Which of the following fluids are Newtonian? Water, air, crude oil, honey, paint, alcohol, mayonnaise 12 minutes Watch Video Segment V1 , pause it at 02.36 minutes Watch Video Segment V3 pause it at 10.48 minutes and then answer questions Q1, Q2 Submit answers to all 8 questions 3 hours before coming to class 10 % of term -work marks are reserved for timely submission 5% of term -work marks are reserved for full attendance Total activity duration: 36 minutes

In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to: Solve real-life scenario problems involving Viscous Forces arising due to viscosity (ANALYZE Level) Classify the fluids as Newtonian or Non-newtonian based the relationship between shear stress & shear strain (ANALYZE Level) Key Concept(s) to be covered: Use of an appropriate expression based on the type of fluid to calculate it’s Dynamic viscosity Implementation of Newton’s Law of viscosity

In-class Activity Design -2 Real world problem solving using: Think Pair Share Explain the strategy by giving details of What Teacher will do? What Student will do? Justify why the above is an active learning strategy Enter Justification Here

1. What Teacher will do? (TPS Activity) Prepares number of cards equal to number of students On each card writes / pastes one name of a fluid & typical values of shear stress & shear strain for that fluid Care should be taken to choose names of the fluids having large variation in their viscosity Distributes these cards one card per student Puts before the students Think Phase Question: (5 minutes) Think about the fluid property “ Viscosity” and arrange yourselves in a line from Fluid of highest viscosity to lowest viscosity

2. What Student will do? (TPS Activity) Students: • Receive a card with the name of a Fluid on it. Calculate the Dynamic viscosity & writes on the card in S I units • Arrange themselves in a line in order of thickest to thinnest Fluids based solely on their prior knowledge Pair–Phase Activity:( 10 minutes) • Discuss with classmates on either side of them why they placed themselves at that spot

2. What Student will do? (TPS Activity) Share–Phase Activity:(15 minutes) Summarize their discussion to share with the class if called upon Pairs of students at each end of the line and in the middle of the line share the reasons why they chose that position. Instructor also stresses & summarizes the concept of viscosity again before the students Provide students with a piece of tape to affix their word card to the wall in the order that they have chosen.

In-class Activity Design -2 Justify why TPS is an active learning strategy In above strategy, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking. There is also feedback provided (either through peer discussion or instructor summary) Establishing a positive learning environment Connecting to prior learning and/or experiences Setting the context for learning Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided independent) Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection