1. FLIPPED CLASSROOM ACTIVITY Heat Transfer - One dimensional heat conduction

2. By, Dr. Sonali M Mhatre Department of Petrochemical Engineering Dr
By, Dr. Sonali M Mhatre Department of Petrochemical Engineering Dr. Babasaheb Ambedkar technological University, Lonere

3. Sonali M Mhatre One dimensional heat conduction analysis
COURSE: Heat Transfer
Domain: Chemical Engineering
Target Audience: UG Students
Dr. Babasaheb Ambedkar Technological Engineering, Lonere- Raigad
and
It’s affiliated colleges

4. Out-of-class Activity
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos student should be able to
Recall the concept of heat conduction (Recall Level)
Derive heat conduction equation from Fouriers law (Apply Level)
Understand the 1D heat conduction through plane wall, cylinder and sphere (Understand Level)
Can solve the numerical based on this knowledge (Apply level)
Key Concept(s) to be covered
Heat Conduction Analysis
Heat conduction equation across plane wall
Heat conduction equation acrros cylinder and sphere.

5. Video for Out of Class Activity
Watch Video in Youtube on One dimensional conduction equation
Published on Sep 8, 2015 By Ron Hugo
Under the Category Education
License Creative Commons Attribution license (reuse allowed)

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Creative Commons Attribution-ShareAlike 4.0 International License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Conduction analysis methods
V – 2.00
2 min
Fourier's Low method
V2 – 2.00 – 4.28
2.28 min
Heat conduction across Plane wall
V3 – 4.28 – 5.30
41 Sec
Heat conduction across Cylinder
V4 – 5.30 – 7.17
1.03 min
Heat conduction across Sphere
V5 – 7.17 – 9.34
22 Sec
TOTAL DURATION
9.34 min

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Identify methods of analysis of 1D heat conduction and HCE for various surfaces
1. What are different methods of 1D heat conduction analysis
Q.2. Explaim alternative Fourier’s law method.
Q.3. Write 1D heat conduction equation for plane wall and cylinder.
15 minutes
Watch V1 and V2
For Answer Q1
Watch V3 and V4 then answer Q2 and Q3

8. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
1. Understand 1D heat conduction across various surfaces
2. Design and solve problem based on 1DHC
3. Apply the knowledge to find Heat conduction across composite system (multilayer)
Key Concept(s) to be covered
One dimensional heat conduction, Multilayer heat conduction

9. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Students will be able to solve the problem based on 1D heavy conduction
Derive equation for multilayer system
(ANALYSIS Level)
Key Concept(s) to be covered
One dimensional heat conduction numerical
heat conduction equation across composite surfaces

10. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Active Learning Strategy: 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
Maximize involvement of students and facilitator

11. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Real world problem solving using.
Think-Pair-Share
Concept clarification using.
Peer Instruction

12. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Q : At steady state condition the temperature distribution in a thin large plate with uniform surface temperature will be
a) Logarithmic
b)Hyperbolic
c) parabolic
d) Linear

13. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
Polling: Students will first vote individually.
Peer reviewing: Then they will discuss with peers and come to consensus.
Instructor view: Listen to instructors explanation.

14. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (5 minutes)
Instruction: If we increase the thickness of insulation of a circular rod, heat loss to surrounding is due to which conditions?
Think individually and identify the modes of heat transfer in this situation.

15. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (8 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor moves in the class to ensure each group is working.

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (10 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, here is ‘increasing convection and decreasing conduction’
3. In the share phase again the different answers are sought.

17. In-class Activity Design -2
Justify why the above is an active learning strategy
In both the above strategies,
student concentration improves as they are required to go beyond mere listening.
They are required to think deeply and critically and do higher order thinking.
Motivation to students by providing feedback.