1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

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

3. 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

4. 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

5. Out-of-class Activity Design - 2
Main Video Source URL
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

6. 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 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

7. 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 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

8. 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 minutes
Watch Video Segment V3
pause it at 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

9. 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

10. 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

11. 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

12. 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

13. 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.

14. 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