FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR USING EXISTING CONTENT This

FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT This work is licensed under the Creative Commons Attribution-Non. Commercial-Share. Alike 4. 0 International License for Syed Tabraiz. Ullah Hussaini. To view a copy of this license, visit http: //creativecommons. org/licenses/by-nc-sa/4. 0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. IDP in Educational Technology, IIT Bombay

Table of Contents SECTION SLIDE # ABOUT ME 3 OUT-OF-CLASS SEGMENT 5 IN-CLASS SEGMENT 8 IDP in Educational Technology, IIT Bombay 2

About Me Syed Tabraiz. Ullah Hussaini M. Pharm. Assistant Professor, Deccan School of Pharmacy TOPIC : GAS CHROMATOGRAPHY IDP in Educational Technology, IIT Bombay 3

Syed Tabraiz. Ullah Hussaini GAS CHROMATOGRAPHY B. Pharmacy Pharmaceutical Analysis PHARMACY STUDENTS DECCAN SCHOOL OF PHARMACY(OSMANIA UNIVERSITY) IDP in Educational Technology, IIT Bombay 4

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 IDP in Educational Technology, IIT Bombay 5

Out-of-class Activity Design - 2 https: //youtu. be/dffei. Lge. Kx 8 Main Video Source URL Standard Youtube Licence License of Video Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Gas Chromatography 0 – 9. 39 minutes TOTAL DURATION 9. 39 minutes IDP in Educational Technology, IIT Bombay 6

Out-of-class Activity Design - 3 Assessment for students Learning Objective Describe the Gas Chromatography Parts their uses, And how it function Assessment Strategy Draw the block diagram of GC and mention the functions of each part in it. Expected duration (in min) 10 Additional Instructions (if any) • 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 10 marks out of main exam marks**** IDP in Educational Technology, IIT Bombay 7

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 § IDP in Educational Technology, IIT Bombay 8

In-class Activity Design -2 Active Learning activity(ies) Think-pair-share Details of strategy 1. Question the students 2. 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 IDP in Educational Technology, IIT Bombay 9

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. IDP in Educational Technology, IIT Bombay 10

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 IDP in Educational Technology, IIT Bombay 11

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. IDP in Educational Technology, IIT Bombay 12

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 whethere 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. IDP in Educational Technology, IIT Bombay 13

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) IDP in Educational Technology, IIT Bombay 14