1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 7 19 32 ABOUT YOU 4
OUT-OF-CLASS SEGMENT 7
IN-CLASS SEGMENT 19
EVALUATION 32
COMMUNITY BUILDING

3. M.C.SASHIKKUMAR Concrete and Materials CIVIL ENGG.
Third Year B.E. Civil Engineering Students
ANNA UNIVERSITY, DINDIGUL CAMPUS
(A Constituent college of Anna University, Chennai)

4. 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
Learn about Concrete and the admixtures(Apply Level)
Materials used for concrete (Understand Level)
The performance of concrete – strength of concrete (Apply Level)
Key Concept(s) to be covered
Chemical and mineral admixtures.
Cement and Aggregates
Concrete performance by Indian standard code IS 456

5. Out-of-class Activity Design - 2
Video 1 :
Video 2 :
Main Video Source URL
License of Video
CC-BY-SA common you tube license details on NPTEL visit
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Concrete and its advantages and disadvantages V
8.50
Concrete performance V
8.40
TOTAL DURATION
39.00 min

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Merits and demerits of concrete
Q1.What are the merits of concrete
Q2. what is meant by high performance concrete
10 minutes
Watch V1 and then answer Q1 and Watch V2 and then answer Q2

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Performance of concrete
Q. Designation of normal strength of concrete
10 minutes
Submit answers to all questions 3 hours before coming to class.
Total activity duration
30 minutes

8. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Learn the composite materials of concrete like cement, sand, aggregate and admixtures (Understand Level)
How Strength of concrete affect the quality of concrete (Apply Level)
Key Concept(s) to be covered
Admixtures
Types of cement

9. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Real world problem solving using.
Latest construction materials
Whether admixtures helps in increasing the strength of concrete
Concept clarification using.
The strength of concrete can be obtained by
i. use the mix ratio with respect to design mix
ii. Proper manpower
iii. Use of quality material
iv. Proper supervision

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification.
Q 1: The quality of of concrete depends on,
A.single sized aggegates
B.two sized aggregate
C.graded aggregatese
D.coarse aggregates.

11. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: Long period of curing in concrete ensures better
A.volume stability
B.Strength
C.water resistance
D.water tightness and durability
E.all the above.

12. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
Individual response from the student are very theoretical for the questions
Discuss with peers and come to consensus :
After discussion students have vast knowledge with the aggregate and curing concept.
Instructors Explanation:
Normally the graded aggregates are used and the students will learn from the theory part itself as graded aggregates will properly bond between all other composite materials.
the answer all are similar and also all the answer option are correct volume stability, Strength water resistance, water tightness and durability.

13. In-class Activity Design -2
TPS Strategy – What Instructor does
For concreting the usage of Manufacturer-sand is advisable or river sand is the best one?
Whether the usage of admixture is advisable in workability of concrete?

14. In-class Activity Design -2
TPS Strategy – What Instructor does
Gave 2 minutes for think: Student have knowledge about the Manufactured sand and river sand. The workability of concrete.
Instruction:
Manufacturer sand used as a component for concrete and the

15. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 minutes)
The students are grouped in
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Now assuming that two variables A and B, as shown in table, are used to select sensor output based on time, develop a Boolean expression to combine time selection
and output selection.
i.e. A,B and output (T+H)

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Sharing ideas of students:
The students shared their ideas in workability and usage of M-sand in concrete
Students had different opinions in usage of M sand as it is not like natural river sand is it advisable to use in concrete.
Also the government also refer to use M-Sand. If the quality of the M sand is upto the mark like river sand we can use the M sand.
In workability the admixtures now play a major role as many of the concreting are done by Ready mix concrete so the admixtures can be used.
The percentage of admixtures used have to fixed by trial mix.

17. 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. They are required to think deeply about the content they were familiarized in out-of-class and dcco higher order thinking.
There is also feedback provided (either through peer discussion or instructor summary)
Instructor given a practical exposure related to the workability of concrete using slump cone test.