1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. MAHALAKSHMI K Aerodynamics Forces Aerodynamics
Aeronautical Engineering
UG students in Aeronautical Engineering
1236-Excel Engineering College, Komarapalayam,Tamilnadu

3. 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
An ability to apply the concepts of aerodynamics to the design of aerospace systems.
An exposure to recent developments in aerodynamics, with application to aerospace systems.
Able to understand low speed aerodynamics
Key Concept(s) to be covered
Thrust and drag
Control Surfaces
Roll, Pitch & Yaw
Lift

4. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Thrust and Drag force
V – 0.29
0.29 Min
Control surfaces V
1.57 Min
Roll, Pitch and Yaw V
1.07 Min
Lift V
5.26 Min
TOTAL DURATION Min

5. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Aerodynamic forces and controls
1) What do you meant by thrust?
2) Define: Drag.
3) Write down the various controls of aircraft.
4)Name of the attitudes of aircraft?
3.26 minutes
Watch V1 and then answer
Q1 & Q2,
Watch V2 and then answer Q3
Watch V3 and then answer Q4

6. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Roll, Pitch and Yaw due to differential lift
Q1. How lift of an aircraft changes the direction of aircraft?
Q2. When does the aircraft’s elevation increase?
4.26 minutes
Watch V4 and then answer Q1 and 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)
High lifting devices
Q.1. How the augmentation in lift is achieved by flaps?
Q.2. Do flaps help in landing the aircraft smoothly?
Q.3. Why the take off into the preferred for an aircraft?
5 minutes
Think and form a peer group then answer all the three questions
Total activity duration
13.02 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,
apply principles of gas dynamics to solve compressible flow problems.(ANALYZE Level)
 to analyze and optimize aircrafts’ performance by designing new wing configuration (CREATE Level)
Key Concept(s) to be covered
Easy of identifying the compressibility of air particles.
Characterising the flow at various attitudes of aircraft.

9. In-class Activity Design -2
Active Learning activity(ies) that plan to do
Think-Pair-Share
Peer Discussion
Finding solution using demo of paper planes

10. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Q 1: What is Aerodynamics?
Dynamics of air
Water flow
Dynamics of hot gases
Statics of air

11. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: Does aerodynamics play a major role in designing of aircraft? If yes, comment.
yes. Comment_____
No. Comment_____

12. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question they will think about the basic physics or nature.
Then they will discuss with peers and come to conclusion.
Listen to instructors explanation and answer by viewing the OERs.

13. In-class Activity Design -2
TPS Strategy – What Instructor does
Students are asked to form a group and answer the following questions and feedbacks are collected.
Example:
Do flaps are required for landing?
Is there any other control surfaces attached to aircraft to roll it?
Why the lift is generated due to difference in pressure?
Can anyone tell the basic sources of aerodynamic forces?

14. 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 using existing videos(OERs). 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)