1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – STACK ADT

2. Table of Contents SECTION SLIDE # 5 10 18 ABOUT ME 3
OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 10
EVALUATION 18
COMMUNITY BUILDING

3. About Me
Ms.S.Uma Maheswari, Assistant Professor, CSE Department, Kumaraguru College of Technology, Coimbatore. The course selected for Flipped classroom is “Data Structures”

4. II YEAR CSE/IT STUDENTS
Francis Jency
STACK
DATA STRUCTURES
COMPUTER SCIENCE
II YEAR CSE/IT STUDENTS
ANNA UNIVERSITY

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
Identify the appropriate data structure for a given problem.
Explain stack and its operations.
Explain the applications of stack.
Key Concept(s) to be covered
Operations and Applications

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Youtube Channel:Learn Programming In Animated Way
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Introduction
0.0 – 0.48
0.48
Stack
0.53
Operations
1.58
Applications
2.13
TOTAL DURATION
5.55

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Identify the appropriate data structure for a given problem.
How can you check whether the parenthesis in the given expression is balanced.
Identify appropriate data structure to perform it.
(a+b)((c/g)*(w+e))
5 min
Submission Date is on or before:
Submission on or before due date will receive bonus Marks of 2.

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Explain stack and its operations
Perform 3 push, followed by 2 pop, followed by 2 pop. IS it possible to perform all operations smoothly
5 min
Watch the video from to answer.
Submission Date is on or before:
Submission on or before due date will receive bonus Marks of 2.

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Explain the applications of stack
Reverse the arrays which contains numbers from 1 to 10 using stack
10 min
Watch the video from to answer q.no 1
Submission Date is on or before:
Submission on or before due date will receive bonus Marks of 2.
Total out-of –class Activity duration: 15 min

10. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
At the end of the class, students will be able to,
Perform evaluation of postfix expression
Convert infix expression to postfix expression
Key Concept(s) to be covered
Real time applications of stack

11. In-class Activity Design -2
Active Learning activity(ies) 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
Post two infix expression and ask the students to convert them to corresponding postfix expression
a+b*(c/d)
A*(b/d)/f

13. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Post two postfix expression to evaluate
5 4 6 * +
4 3 4* 6 / +

14. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each of the question, the students will work individually
Then they will discuss with peers and come to consensus.
Listen to instructors explanation.

15. In-class Activity Design -2
Write a program which takes a string as input and prints the longest prefix of the string whose reverse is a valid suffix of the string. For example, if "notation" is given as input, the prefix "no" is the longest prefix that has a matching valid suffix (namely "on") at the end. If a string is a palindrome (i.e. if the string is the same as its reverse), then the prefix is the whole string itself. For example, if input is "civic", then the longest prefix is "civic" itself. If the string has no valid prefix, print 0. For example, if the input string is "bird", there is a mismatch at the first character itself and there is no valid prefix. The symbols in the string will only be from the set {A-Z,a-z}. The symbols are case sensitive. i.e. ‘A’ and ‘a’ are considered to be different.   INPUT: Input is a string of length N composed of symbols only from the set {A-Za,z}. OUTPUT: The longest prefix that has a corresponding matching suffix and 0 if such a prefix does not exist. CONSTRAINTS: The inputs will satisfy the following properties. It is not necessary to validate the inputs. 1<=N<=99
TPS Strategy – What Instructor does

16. In-class Activity Design -2
Think (~10 minutes)
Instruction: Reversing of the array content is the major process involved.
Think individually and arrive at the logic of how the problem can be solved
TPS Strategy – What Instructor does

17. In-class Activity Design -2
Pair (~10 minutes)
Now pair up and compare your answers. Agree on one final answer.
Instruction: After reversing the array, the individual characters must be checked for equality.
TPS Strategy – What Instructor does

18. In-class Activity Design -2
Share (~12 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 reversing and comparison be done
TPS Strategy – What Instructor does

19. In-class Activity Design -2
Justify why the above is an active learning strategy
In the above strategies, students are required to think well on the concepts they learned and go beyond mere listening and execution of prescribed steps.