1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # ABOUT YOU 3 OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 11

3. Dr. N. Swathi
I have been working as Associate Professor in the Department of Pharmaceutical Chemistry at Gokaraju Rangaraju College of Pharmacy, Hyderabad. The topic selected for Flipped Classroom activity is Oxidation of alcohols for B. Pharmacy I yr I sem students.

4. Dr. N. Swathi Oxidation of alcohols Chemistry of alcohols
Bioscience and allied
B. Pharmacy I Yr II Sem students
Gokaraju Rangaraju College of Pharmacy,
Osmania University, Hyderabad

5. 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
Explain the basic structural differences among 1°, 2° & 3° alcohols (Recall Level)
Explain the reagents required and products formed in the oxidation of various types of alcohols(Understand Level)
Differentiate the reactivity of alcohols (Apply Level)
Key Concept(s) to be covered
Classification of alcohols.
Oxidation of various alcohols & reaction conditions.
Reactivity of alcohols for oxidation.

6. Guidelines for Video Selection - 1
Internet Video Repositories: (filtered for Creative Commons License)

7. 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 (S)
VIDEO SEGMENT
DURATION (in min)
Classification, oxidation and reactivity of alcohols
0:00– 7:02
7.02
TOTAL DURATION:
7.02 min

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions* (if any)
LO-1: Explain the basic structural differences among 1°, 2° & 3° alcohols (Recall Level)
Q1. Classify alcohols with suitable examples.
5 minutes
Watch Video and then answer Q1. Note: Write answers for Q1 to Q4 on A4 sheets and submit in a stick file at teacher’s desk before next class.
* All the in time submissions will be credited 5 Marks as incentive.

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions* (if any)
LO-2: Explain the reagents required and products formed in the oxidation of various types of alcohols (Understand Level)
Q2: Enlist the reagents used for the oxidation of alcohols.
Q3: List out the oxidative products each for 1°, 2° & 3° alcohols
10 minutes
Watch Video and then answer Q2 & Q3. Note: Write answers for Q1 to Q4 on A4 sheets and submit in a stick file at teacher’s desk before next class.
* All the in time submissions will be credited 5 Marks as incentive.

10. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions *(if any)
LO-3: Differentiate the reactivity of alcohols (Apply Level)
Q4: How will you differentiate the alcohols based on their oxidation reactions?
10 minutes
Watch Video and then answer Q4. Note: Write answers for Q1 to Q4 on A4 sheets and submit in a stick file at teacher’s desk before next class.
* All the in time submissions will be credited 5 Marks as incentive.
Total activity duration:
25 minutes

11. 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 time oxidation reaction reactions (analyze level).
Adopt the concept of oxidation in the synthesis of desired organic compounds, such as carboxylic acids & aldehydes (Create level).
Key Concept(s) to be covered
Use of oxidation of alcohols in real time problem solving.
Implementation of reaction conditions to get the expected products.

12. In-class Activity Design -2
Active Learning activity that were planned to do
Real world problem solving using.
Think-Pair-Share (21 min)
Concept clarification using.
Peer Instruction (10 min)

13. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does (Duration: 10 min)
The students gained basic knowledge about oxidation of alcohols after watching video and submitting assessment questions. Now the following questions were posed to the students.
Q 1: What will the product, if iso-butylalcohol is oxidized in the presence of Jones reagent?
Butanoic acid
2-Methyl-propionic acid
2-Methyl-propanaldehyde

14. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: Which of the following is an oxidative product of t-butylalcohol?
Butanal
Butanoic acid
No oxidation of 3° alcohols

15. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question they will first vote individually.
Then they will discuss with peers and come to consensus.
Then they will revote.
Listen to instructors explanation.

16. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise:
A mixture of propanol, isobutyl alcohol and t-butylalcohol are present in a round bottom flask. Assume that excess of pyridinium chlorochromate (PCC) is added to it. After specified time, the reaction mixture in RBF is analysed. Write which of the alcohol (s) will be reacting faster and why it so, and the product expected.

17. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (5 minutes)
Instruction:
First all the students were instructed to write the structures of propanol, isobutyl alcohol and t-butylalcohol.
Then look in to the structures where there will be possibility for the oxidation.
Think individually and write the answer in their books.

18. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair ( 8 minutes)
Instruction:
Now pair up with your peer and compare your answers. Come to a common answer after discussion.
During this phase, teacher goes to all the groups in the class and ensures whether the discussion is going on or not.
Now, after identifying the possibilities based on their stuctures, predict the expected product (s).

19. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (8 minutes)
Instructor asks a group to share their answer with class and see whether there are different answers.
After sharing is done, instructor gives feedback on the correct solution.
Explains why t-butylalcohol and iso-butyl alcohol do not participate in the reaction.

20. In-class Activity Design -2
Justify why the above is an active learning strategy
In the classroom strategies (TPS & PI), students are required to go beyond mere listening and execution of prescribed steps.
In the out of class activity, transfer of content will be done and which will be assessed with assessment strategy (recall-understand-apply).
Now they are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking in the classroom.
So the concept (learned) was expected to be implemented for different types of alcohols and check the possibility of reaction and product (s) expected.
Finally feedback will be provided by the teacher.

21. Thank you