1. FLIPPED CLASSROOM ACTIVITY TABLETS QUALITY CONTROL TESTS

2. Table of Contents SECTION SLIDE # 5 10 17 About Me 3
Out-of-class Segment 5
In-class Segment 10
Evaluation 17
Community Building

3. About Me
Myself Dr. GSN Koteswara Rao, Associate Professor, Viswanadha Institute of Pharmaceutical Sciences, Visakhapatnam is hereby providing the flipped classroom activity for the selected topic – Tablets Quality Control Tests.
Evaluation of tablets is very important before releasing them into market and the results of these quality control tests define whether the manufactured batch of tablets are eligible for release into market or not.

4. Dr. GSN Koteswara Rao Tablets Quality Control Tests Pharmaceutics
B.Pharmacy
B.Pharm 3rd year students
Viswanadha Institute of Pharmaceutical Sciences

5. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
After watching the video, students should be able to
Know the types of quality control tests conducted for tablets (Recall level)
Understand the procedures for conduct of those quality control tests (Understand level)
Know the instruments used in evaluation of tablets (Understand level)
Know the conditions for performing the tests (Apply level)
Know the limits for test results (Apply level)
Key Concept(s) to be covered
Different quality control tests of tablets
Procedures & Limits of tablets evaluation
Industrial approach

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 ( min)
Types of tablets quality control tests
V1:
0.25
General appearance
V2:
0.58
Hardness
V3:
0.50
Friability
V4:
Weight variation
V5:
0.49
Content uniformity
V6:
0.44
Disintegration
V7:
1.07
Dissolution
V8:
0.53
Total
Video
Duration:
7.24 min

7. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration (min)
Additional Instructions
Know the types of quality control tests conducted for tablets
Q1. Mention the different types of Tablets QC tests
5 min
Watch V1 and answer Q1
2. Understand the procedures for conduct of those quality control tests
Q2. What parameters are measured under general appearance
Watch V2 and answer Q2
Q3. How friability test is conducted
Watch V4 and answer Q3

8. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration (min)
Additional Instructions
3. Know the instruments used in evaluation of tablets
Q4. What is the instrument used to measure
Hardness
Weight variation
Disintegration
10 min
Watch V3 and answer Q4(a)
Watch V5 and answer Q4(b)
Watch V7 and answer Q4(c)
4. Know the conditions for performing the tests
Q5. What is the temperature maintained for dissolution test
5 min
Watch V8 and answer Q5

9. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration (min)
Additional Instructions
5. Know the limits for test results
Q6. What are the limits of
Hardness test
Disintegration test
5 min
Watch V3 and answer Q6(a)
Watch V7 and answer Q6(b)
Expected activity duration: 35 min
NOTE: Submit the answers 2 hours before coming to class

10. In-class Activity Design -1
Learning Objective(s) of In-Class Activity
At the end of the class, students will be able to
Apply the calculations involved in testing of tablets (Apply level)
Check whether the tablets passed or failed a test based on results (Analyze level)
Key Concept(s) to be covered
Calculations
Test conditions based on the type of tablets
Decision making based on results

11. In-class Activity Design -2
Active Learning activities that you plan to do
Active Learning Strategies
Concept clarification using
Peer Instruction
Statements oriented knowledge assessment
Think-Pair-Share

12. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Ask the below two Peer Instruction questions at the start of the class and provide basic explanation.
Q 1: What will be the weight variation test result if the weights of ten individual tablets are 315, 325, 352, 336, 345, 344, 326, 351, 319 and 334 mg?
Whether the weight variation test result is pass or fail in this case as per USP?

13. In-class Activity Design -2
Peer Instruction Strategy – What Teacher Does
Q2: The initial total weight of 5 tablets is g and the final weight after friability test is found to be g. Determine the friability percentage and report whether the given data passed or failed with friability test.

14. In-class Activity Design -2
Peer Instruction Strategy – What Student Does
For each question they will first give answers individually.
Then they will be allowed to discuss with peers and come to consensus.
Listen to instructors guidelines to solve the questions and give explanation.

15. In-class Activity Design -2
TPS Strategy – What Instructor does
First provide a premise
A set of statements related to the tablets quality control tests are posed and TPS strategyis conducted:
Q. Identify the wrong statement(s) among the below. More than one is possible
(a) Temperature maintained in dissolution rate test apparatus is 37±2 C
(b) Pfizer apparatus is used to determine thickness of tablets
(c) Water can be used as medium for disintegration test
(d) The limit for friability test is not more than 0.1%
(e) As per USP, the %deviation allowed is ±10% if the tablets average weight is <130 mg

16. In-class Activity Design -2
TPS Strategy – What Instructor does
Think (~2 minutes)
Instruction: Recall the concepts learned from video and try to give your individual answers.

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.
The instructor guides them to recall the video concepts.

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 explains which statements are true and which are wrong as per the given video source.
In the pair phase we ask students to compare the answers.
In the share phase again the different answers are sought and allowed for justification of their answers.

19. In-class Activity Design -2
Justify why the above is an active learning strategy
Yes, in both the above strategies, active learning is done because, students are required to apply their mind by going 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.
Students are guided for proper application of learned skills in video.
There is also feedback provided (either through peer discussion or instructor summary)

20. THANK YOU