1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. 3rd YEAR UG STUDENTS IN CIVIL ENGINEERING
Pallavi Uppala
COAGULATION
ENVIRONMENTAL ENGINEERING
CIVIL
3rd YEAR UG STUDENTS IN CIVIL ENGINEERING
RVR & JC CE, GUNTUR

3. Out-of-class Activity Design-1
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos……
Students will be able to understand the concept and need of coagulation, reactions and the process involved
They will be able to explain the mechanism of coagulation(Understand Level).
They can solve simple problems involving dosage of coagulant(Apply Level).
Key Concept(s) to be covered
Coagulation theory
Coagulants
Mechanisms in this process

4. Out-of-class Activity Design - 2
(From National repositories) - NPTEL
V1:
V2:
Duration of V1 is 57:40min & V2 is 57:25min
P1:
(From Internet)
V3:
V4:
License: Creative commons / you tube license
Duration of V3 is 03:25min & V4 is 17:39min
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Need of coagulation
V1 = ( 1:00 - 8:08 )
8:08
Mechanism
V1 = ( 24: :00)
V4 = (0: :46 )
24:41
Reaction involved
V1 = ( 3: :15 )
07:57
Process of coagulation
V2 = (35: :25 )
52:25
Jar Test
V3= ( 3:17 - 6:21 )
P1 (Pg No : 4)
03:04
Example problem
with
V4 = ( 7: :38 )
V2 = (52: :18 )
15:14

5. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
(This problem satisfies the learning objective 2 & 3)
Expected Duration
(in min)
Instructions
The problem can be solved using reactions involved with the alum
Q1. The design flow for a water treatment plant (WTP) is 1 MGD (3.8x103 m3 /d). The rapid mixing tank will have a mechanical mixer and the average alum dosage will be 30 mg/L. The quantity of alum needed on a daily basis in kg/d
8 to 10 min
watch V1 & V4
To answer Q1

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
(This problem satisfies the learning objective 2 & 3)
Expected Duration
(in min)
Instructions
The problem can be solved by using design considerations
Q2) Design a coagulation sedimentation tank to treat 10 million litres of water per day. Make suitable assumptions where necessary
10-15 min
Watch V4, V2
To answer Q2

7. Out-of-class Activity Design - 3
Instructions to do Out of Class Activity:
Timely submitted assignments will be given complete marks
Late submission of the assignments will affect the attendance and performance evaluation
It is suggested to avoid full video as the time durations are clearly mentioned
While solving the problem of coagulant dosage, remember that the equation has to be balanced when using molecular weights

8. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Solve problems on coagulant dosage
Understand the effect of other parameters like pH and alkalinity on coagulation process
Key Concept(s) to be covered
Mechanisms involved in coagulation process
Reactions involved with addition of alum or any other coagulant

9. In-class Activity Design -2
Active Learning strategy(ies) that I have planned to do
Peer Instruction :
For Concept clarification
Think-Pair-Share
For analyzing and understanding the concept of coagulation in Real life

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Ask some questions while introducing the topic
Gather students opinion on the same by any means like hand gestures or through some technology
let the students discuss among them
Finally explains how and why some of the options are valid for the asked questions

11. In-class Activity Design -2
Peer Instruction Strategy – QUESTIONS
Q1: Slow mixing of the chemicals with the water to assist in building up particles of flocwhat is Coagulation
Coagulation
Flash mixing
Flocculation
Filtration
Q2: pH and alkalinity affect the coagulant dose?
True
False

12. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
They present their answers for the given questions
Then they get a chance to discuss with the peers
They may come to a conclusion with a particular answer.
Then they listen to teacher’s explanation for the correct answer with a valid reason

13. In-class Activity Design -2
TPS Strategy – What Teacher Does
Think:
Students are asked to think about the problems and are asked to note down all the problems
Pair:
After they have done with writing all the points, they are asked to pair up with their neighbour and allowed to discuss each of their answers. Meanwhile as an instructor i have been monitoring all the students and encouraging them to participate actively.
Share:
After the discussion with their neighbour, the conclusions drawn by each pair was posed infront of all the classmates and the discussion was allowed with whole class. after this students came to a conclusion which includes key points from all the students or key points accepted by maximum no. of students were drawn .

14. In-class Activity Design -2
TPS Strategy – QUESTIONS
Q1: What are the factors affecting the process of coagulation and how?
Q2: For 40,000 m 3 /d wastewater, Calculate the volume of the flocculator tank, in which 42 mg/L alum dosage with flocculation at a Gt value of 4.32×104 that produces the optimal results and and the water temperature is 20◦C. Determine the requirment of alum in per week and volume of tank.
Think of these problems for 5 min.
Pair up with your neighbour, solve the problem for 20min & try to obtain the solution.
Then we will discuss the solution with the entire class.

15. In-class Activity Design -2
TPS Strategy – What Student Does
Thinks about the given problems/questions in the given time (10min)
They get pair up with peers & starts solving the problems with in the given time (20min)
Shares the solutions/answers with the entire class for another 10min.

16. In-class Activity Design -2
Justify why the above is an active learning strategy
The students
Use of technology
Development of team habits
Improving listening & thinking skills
Inculcating active participation
All the students will get the benefit including slow learners
Feedback is also provided at the end
(either through peer discussion or instructor summary)