1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License for Syed TabraizUllah Hussaini. To view a copy of this license, visit or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

2. Table of Contents SECTION SLIDE # 5 8 ABOUT ME 3 OUT-OF-CLASS SEGMENT
IN-CLASS SEGMENT 8

3. Syed TabraizUllah Hussaini
About Me
Syed TabraizUllah Hussaini
M.Pharm.
Assistant Professor,
Deccan School of Pharmacy
TOPIC : GAS CHROMATOGRAPHY

4. Syed TabraizUllah Hussaini
GAS CHROMATOGRAPHY
B.Pharmacy
Pharmaceutical Analysis
PHARMACY STUDENTS
DECCAN SCHOOL OF PHARMACY(OSMANIA UNIVERSITY)

5. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
At the end of watching the videos the student should be able to
1. Block Diagram of Gas Chromatography Instrument
2.Different parts of Gas Chromatography Instrument.
3.How Injector works
4.How column works
5.How detector works
Key Concept(s) to be covered
1.Parts of GC Instrument
2.Injector
3.Column
4.Detector
5.Chromatogram

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard Youtube Licence
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Gas Chromatography
0 – 9.39
9.39 minutes
TOTAL DURATION
9.39 minutes

7. Out-of-class Activity Design - 3
Assessment for students
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Describe the Gas Chromatography Parts their uses,
And how it function
Draw the block diagram of GC and mention the functions of each part in it. 10
Watch video completely before doing assessment activity
And submit the Documents Before next lecture.
Total activity duration – 20 min
***If the students are submitting the documents after the activity I will provide with 10marks out of main exam marks****

8. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students should be able to,
Know the parts of GC instrument
How the sample is injected in the injector port
How sample travels to the column and how it get resolved
Which detector is used in the GC instrument
How quantity of sample is founded by seeing chromatograms and how to detect impurities
Key Concept(s) to be covered
Sample analysis using Gas Chromatography
What samples are analysed in it
functions of GC Instrument

9. In-class Activity Design -2
Active Learning activity(ies)
Think-pair-share
Details of strategy
Question the students
Students should think individualy then discuss opinions in pair then share it with lecturer
Justification that why the above is an active learning strategys
Think pair Share helps student to develop communication skills and he can increase his knowledge while discussing in pair, Its an higher order thinking

10. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
Prepare a blood sample to be analysed in the GC instrument
And provide it to the students for analysing it using the instrument by adding some impurities in it ,and tell them to inject in injector port, after the instrument get worked on the blood sample, the chromatogram which is obtained shows some extra peaks apart from the amino acids to be detected in blood sample ,then why these extra peaks occurred in the chromatogram .

11. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~5 minutes)
Instruction : See the chromatogram and find out the extra peaks by comparing with standard chromatogram of amino acids
Think individually Why the extra peaks arose in chromatogram while analysing amino acids in blood sample

12. In-class Activity Design -2
TPS Strategy – What Instructor does
pair (~6 minutes)
Instruction: Now pair up and compare your answers. Agree on one final answer.
While students are pairing and discussing, instructor goes to 2~3 sections / groups to see what students are doing. This is done because the students will engage themselves in pair discussion and sharing of answers.
Now ask the paired up students to come to a concluding answer which they achieved by mutual discussion.

13. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~7 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 and how the chromatogram play an important role in revealing the compounds in the sample and how impurities will effect the chromatogram.
In the next iteration of TPS ,in the think phase we ask how to remove the impurities from the sample, please identify some steps to reduce irrelevant results because of impure sample.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

14. In-class Activity Design -2
Justification why the above (TPS) is an active learning strategy
In the above strategy, students are required to go beyond mere listening and execution of prescribed steps. 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)