1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 5 10 16 ABOUT YOU 3
OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 10
EVALUATION 16

3. Dr. M.Amrita
I am Dr. M. Amrita, working as Associate Professor in Department of Mechanical engineering, Gayatri College of Engineering, Madhurwada, Visakhapatnam. I usually teach all Design subjects like Engineering Mechanics, Strength of Materials, Dynamics of Machinery, Finite element Analysis Topic for Flipped Classroom : Balancing of rotating and reciprocating masses

4. Dr. M. Amrita BALANCING OF ROTATING AND RECIPROCATING MASSES
DYNAMICS OF MACHINERY
MECHANICAL
3RD YEAR BTECH STUDENTS IN MECHANICAL ENGINEERING
GVPCE COLLEGE OF ENGINEERING

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
Understand what is balancing (Understand Level)
Explain different types of balancing (Understand Level)
Apply this knowledge in real time applications(Apply level)
Key Concept(s) to be covered
Concept of Balancing
Types of balancing
Application of balancing to a large impellor
Application of balancing to a motorbike tyre

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
CC-BY-SA (reuse allowed)
Mapping Concept to Video Source
CONCEPT
VIDEO
DURATION (in min)
URL
Concept of Balancing V1
1.56
Types of Balancing V2
10.22
Application of Balancing to a large impellor V3
2.52
Application of Balancing to a motor bike tyre V4
7.03
TOTAL DURATION
21.33 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)
Understanding
What is balancing?
What is centrifugal force?
What are different types of balancing?
What is passive balancing?
Give one example for active balancing. 10
Watch V1 and then answer Q1,Q2
Watch V2, pause after 2:00 min and then answer Q3, pause after 3.32 min and answer Q4
Complete watching V4 and V5 and then answer Q5.

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Application
Can balancing be achieved by drilling out excess mass?
Can balancing be achieved by adding masses?
What is the effect if balancing is not done?
Can balancing be achieved by any other method except active balancing?
At which location weights are is be attached for balancing. 10
Watch V1 and then answer Q1, Q2, Q3
Watch V2 and pause at 4:12 min and then answer Q4
Watch V3 and V4 completely and then answer Q5

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Knowledge
How static balancing is achieved?
What type balancing is used for V engines?
What type balancing is used for inline engines?
How reciprocating masses are balanced?
Can balancing be applied to rotating masses in practical method? 10
Watch V1, pause after 1:00 min and then answer Q1
Watch V2 and then answer Q2 ,Q3 and Q4.
Watch V3 and V4 completely and then answer Q5.
Total activity duration : 30 min, Date of Submission : 1 week from today
Submission of assignment intime : 10M, Late submission : 5M

10. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class student will able to know the concept of Balancing and its principle and its application in the real time problems.
Key Concept(s) to be covered
Active and Passive Balancing of masses

11. In-class Activity Design -2
Active Learning activities 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
Gives five multiple questions at the start of the class and provide summary on the Introduction to Balancing of masses
Q.1.Balancing achieved by adding/ subtracting a mass from a given system is called
a) Active Balancing b) Passive Balancing c) Balancing in different planes
d) Dynamic Balancing
In-class Activity Design -2

13. In-class Activity Design -2
Q.2. How static balancing is achieved? a) By zeroing centrifugal force b) By attaching a mass in one plane c) By attaching two masses in two different planes d) By zeroing externally applied force
Q.3. Which balancing is more popular?
a) Active balancing
b) Passive Balancing
In-class Activity Design -2

14. In-class Activity Design -2
Q.4. Balancing of impeller is an example of _____________ balancing? a) Active Balancing
b) Passive Balancing
Q.5. Balancing of a bike tyre is an example of _____________ balancing? a) Active Balancing
In-class Activity Design -2

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.
Listen to instructors explanation.

16. In-class Activity Design -2
TPS Strategy-1 – What Instructor does
Shows a video on “Balancing of crankshaft” and pause it at 4:00 minute and ask the students to guess the method used to balance crankshaft.
THINK (~2 minutes)- Instructor ask the students to think for two minutes individually and find the solution.
PAIR (~4 minutes)- Instructor ask to pair up with neighbour and compare with answers and agree for one answer after discussion among them selves
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Share (~6 minutes)- Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor resumes the video to let students understand how crankshaft is balanced.

17. In-class Activity Design -2
TPS Strategy -2– What Instructor does
Shows video 2 on “Balancing of a ceiling fan” and pause it at 3.00 minute and ask the students to answer whether the method used for its balancing?
THINK (~2 minutes)- Instructor ask the students to think for two minutes individually and find the solution.
PAIR (~4 minutes)- Instructor ask to pair up with neighbour and compare with answers and agree for one answer after discussion among them selves
While students are pairing and discussing, instructor goes to 2~3 sections to see
what they are doing.
Share (~6 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 with explanation.

18. In-class Activity Design -2
The above activity is an active learning strategy. Justification- In the above activities, students are not at all merely listing and writing the notes. The concept is already known to the students and now they are involved physically and mentally by thinking deeply about the content. They are now involved in higher order thinking. Feedback- Feedback from students are collected through peer discussion which showed excellent feedback compared to regular method of teaching.