FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

MAHALAKSHMI K Aerodynamics Forces Aerodynamics Aeronautical Engineering UG students in Aeronautical Engineering 1236-Excel Engineering College, Komarapalayam,Tamilnadu-637303

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos, student should be able to An ability to apply the concepts of aerodynamics to the design of aerospace systems. An exposure to recent developments in aerodynamics, with application to aerospace systems. Able to understand low speed aerodynamics Key Concept(s) to be covered Thrust and drag Control Surfaces Roll, Pitch & Yaw Lift

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=JSIPr9kcxdA License of Video https://www.patreon.com/EugeneK Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Thrust and Drag force V1- 0.00 – 0.29 0.29 Min Control surfaces V2- 0.29-2.26 1.57 Min Roll, Pitch and Yaw V3- 2.26-3.19 1.07 Min Lift V4- 3.19-8.35 5.26 Min TOTAL DURATION 8.35 Min

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Aerodynamic forces and controls 1) What do you meant by thrust? 2) Define: Drag. 3) Write down the various controls of aircraft. 4)Name of the attitudes of aircraft? 3.26 minutes Watch V1 and then answer Q1 & Q2, Watch V2 and then answer Q3 Watch V3 and then answer Q4

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Roll, Pitch and Yaw due to differential lift Q1. How lift of an aircraft changes the direction of aircraft? Q2. When does the aircraft’s elevation increase? 4.26 minutes Watch V4 and then answer Q1 and Q2

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) High lifting devices Q.1. How the augmentation in lift is achieved by flaps? Q.2. Do flaps help in landing the aircraft smoothly? Q.3. Why the take off into the preferred for an aircraft? 5 minutes Think and form a peer group then answer all the three questions Total activity duration 13.02 minutes

In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, apply principles of gas dynamics to solve compressible flow problems.(ANALYZE Level)  to analyze and optimize aircrafts’ performance by designing new wing configuration (CREATE Level) Key Concept(s) to be covered Easy of identifying the compressibility of air particles. Characterising the flow at various attitudes of aircraft.

In-class Activity Design -2 Active Learning activity(ies) that plan to do Think-Pair-Share Peer Discussion Finding solution using demo of paper planes

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q 1: What is Aerodynamics? Dynamics of air Water flow Dynamics of hot gases Statics of air

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: Does aerodynamics play a major role in designing of aircraft? If yes, comment. yes. Comment_____ No. Comment_____

In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will think about the basic physics or nature. Then they will discuss with peers and come to conclusion. Listen to instructors explanation and answer by viewing the OERs.

In-class Activity Design -2 TPS Strategy – What Instructor does Students are asked to form a group and answer the following questions and feedbacks are collected. Example: Do flaps are required for landing? Is there any other control surfaces attached to aircraft to roll it? Why the lift is generated due to difference in pressure? Can anyone tell the basic sources of aerodynamic forces?

In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps using existing videos(OERs). 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)