1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 4 12 16 ABOUT YOU 2
OUT-OF-CLASS SEGMENT 4
IN-CLASS SEGMENT 12
EVALUATION 16
COMMUNITY BUILDING

3. Dr. Atul Patil
Associate Professor in Mechanical Engineering, Dr. D Y Patil Institute of Technology, Pimpri, Pune Topic Theory of Machine

4. Atul Patil TOPIC: Gear Types and Terminology COURSE :Theory of Machine
Second Year Mechanical Engineering Students
Mechanical Engineering
AFFILIATION (SPPU UNIVERSITY /Dr. D. Y. Patil Institute of Technology, Pimpri,Pune)

5. Atul Patil Classification of Gear, Gear Terminology
Gear Types and Terminology
MECHANICAL
2nd YEAR UG STUDENTS IN MECHANICAL ENGINEERING
Dr. D. Y. Patil Institute of Technology, Pimpri,Pune

6. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
Basic information about Gears.
Classifications of Gear
Meshing of Gears
Key Concept(s) to be covered
Basic Terminology of Gear

7. 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 SEGMENT
DURATION
(in min)
Classification of Gear
V1 - 0:00 – 1:00
1.00
Terminology of Gear
V2 - 1:00 – 2:57
1.57
Calculation of Gear
V3 - 2:57 – 4:52
1.55
Assembly of Gear
V4 - 4: 52– 6:06
1.14
TOTAL DURATION
6.06 min

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Types of Gear
Q.1. What is classification of gear?
Q.2. Give the terms used in Gear?
Q.3.How to calculate Spur Gear?
Q.4. Explain Meshing of Gear?
15 minutes
Watch V1 and then answer Q1
Watch V2 and then answer Q2
Watch V3 and then answer Q3, Watch V4 and then answer Q4

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Gear Terminology
Q.1. The size of gear is usually specified by which term?
Q.2.What is pitch circle diameter?
15 minutes
Watch V2 and then answer Q1 and Q2

10. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning Objective
Assessment Strategy
Expected Duration
(in min)
Additional Instructions (if any)
Assembly of Gear
Q. 1. what is the Gear?
Q.2.How to calculate Module?
15 minutes
Submit answers to all questions 3 hours before coming to class.
Total activity duration
30 minutes

11. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to,
Solve real-life scenario problems involving simplification of Boolean expressions (ANALYZE Level)
Implement logical expressions using Universal gates (NAND or NOR)
(ANALYZE Level)
Key Concept(s) to be covered
Use of Expression Simplification in Real World Problem Solving.
Implementation using Universal Gates.

12. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification.
Q 1:Explain Circular Pitch?

13. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2:The module is the reciprocal of
Diameteral pitch
Circular pitch
Pitch Diameter
None of these

14. 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.

15. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
What is Gear?
The slipping of a belt or rope is a common phenomenon, in the transmission of motion or power between two shafts. The effect of slipping is to reduce the velocity ratio of the system. In precision machines, in which a definite velocity ratio is of importance (as in watch mechanism), the only positive drive is by means of gears or toothed wheels. A gear drive is also provided, when the distance between the driver and the follower is very small.

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Explain Classification of Toothed Wheels ?
Classification of Toothed Wheels
The gears or toothed wheels may be classified as follows :
According to the position of axes of the shafts. The axes of the two shafts between which the motion is to be transmitted, may be
(a) Parallel, (b) Intersecting, and (c) Non-intersecting and non-parallel.
The two parallel and co-planar shafts connected by the gears .Thesegears are called spur gears and the arrangement is known as spur gearing. These gears have teeth parallel to the axis of the wheel. Another name given to the spur gearing is helical gearing, in which the teeth are inclined to the axis. A pair of spur gears are kinematically equivalent to a pair of cylindricaldiscs, keyed to parallel shafts and having a line contact. The two non-parallel or intersecting, but coplanar shafts connected by gears. These gears are called bevel gears and the arrangement is known as bevel gearing.

17. In-class Activity Design -2
TPS Strategy – What Instructor does
Pair (~5 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 to see
what they are doing.

18. In-class Activity Design -2
TPS Strategy – What Instructor does
Share (~8 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 Gear Terminology play a major role in real life applications, like Design of Different types of Gear.
In the next iteration of TPS, in the Think Phase we ask students to Calculate the dimensions of Gear.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

19. 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. 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)