1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT IN FRICTION & ITS APPLICATIONS

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

3. About Me
I am B.SIDDESWARA RAO, working as an Associate Professor in the department of Mechanical Engineering in Siddharth Institute of Engineering & Technology, Puttur, Chittor (Dt). A.P. My research interest is to optimize the expenses by using operations Research Methods.

4. B.SIDDESWARA RAO OPERATIONS RESEARCH SIMULATION MECHANICAL ENGINEERING
IV B.Tech Engineering students
JNT University, Ananthapuramu

5. Out-of-class Activity Design -1
Learning Objectives of Out-of-Class Activity
Facility with mathematical and computational modeling of real decision-making problems, including the use of modeling tools and computational tools, as well as analytic skills to evaluate the problems.,
Facility with the design, implementation, and analysis of computational experiments.
Proficiency with tools from optimization, probability, statistics, simulation, and engineering economic analysis, including fundamental applications of those tools in industry and the public sector in contexts involving uncertainty and scarce or expensive resources

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
CONCEPT 1-4
1.What is Simulation
2.Applications
3.Modelling
4.Benefites
1min 27sec
1Min 56sec
6min 17sec
3min 02sec
TOTAL DURATION = 12 mins 42 secs

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Define of Simulation & basic concepts
Define Simulation
9 mins
Watch video-1
Where is Simulation used
By using the Simulation optimize the Time
10 mins
Watch video-2
types of Simulation
Advantages of Simulation
8mins
Watch video 3 & 4
Expected activity duration : 25 mins

8. In-class Activity Design -1
Learning Objective of In - Class Activity
At the end of the class, students will be able to Identify and develop SIMULATION models from the verbal description of the real system
Key Concept to be covered
Use of Simulation effect in real life

9. In-class Activity Design -2
Active Learning activity
Real world problem solving using,
Think-Pair-Share
Concept clarification using.
Peer Instruction
Teacher poses a real world problem and asks students to think a while , then asks students to draw free body diagram & discuss among students and then finally shares the whole idea.

10. 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: Which of the following are advantages of simulation?
Simulation allows "what-if?" type of questions
Simulation can usually be performed by hand or using a small calculator.
Simulation does not interfere with the real-world system
All the above

11. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
 Q 2: The first step in simulation is to
set up possible courses of action for testing.
construct a numerical model.
validate the model.
define the problem.

12. 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.

13. In-class Activity Design -2
TPS Strategy – What Instructor does
Three types of newsdays: ‘good’, ‘fair’, and ‘poor’, with probabilities of 0.35, 0.45 and 0.20, respectively. Find Demand and the random digit assignment

14. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Think individually how probabilities will calculate?

15. 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.
Now teacher asks students to draw the free body diagram of the above given situation.
He allows students to discuss among themselves, so that they can able to identify all the forces acting in the given situation.

16. In-class Activity Design -2
Demandandtherandomdigitassignmentisasfollows:

17. 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 the frictional force alone determines the winning of the game.
Because all the weight force cancel with the normal reaction and the only determining factor of this game will be the frictional force.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought.

18. 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)