FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents

3. UMA G PERIODIC FUNCTION FOURIER SERIES MATHS SECOND YEAR B.E. STUDENTS UNIVERSITY COLLEGE OF ENGINEERING, DINDIGUL

4. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity Refer the next slide Key Concept(s) to be covered Refer the next slide

5. Out-of-class Activity Design-1 Learning Objectives of Out-of-Class Activity At the end of watching the videos student should be able to Know about periodic function. Define the periodicity. Identify the nonperiodic function. Key Concept(s) to be covered Mathematical definition of periodic function. Sine and cosine curves. Prerequisite on Fourier series.

6. Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=VsMzL_Wkx4M License of Video NPTEL Mapping Concept to Video Source TOTAL DURATION 10.40

7. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective 10 min Expected activity duration

8. In-class Activity Design -1 Learning Objective(s) of In - Class Activity Identifying the periodic functions. Key Concept(s) to be covered Periodic function for Fourier series

9. In-class Activity Design -2 Active Learning activity(ies) that you plan to do Think-pair-share Peer Instriction Explain the strategy by giving details of Refer the following slides Justify why the above is an active learning strategy Refer the following slides

10. In-class Activity Design -2 Active Learning activities implemented Think-Pair-Share Peer Instruction

11. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Identify the periodic and non periodic functions. Tanx Exp(x) X+2

12. In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they find answers individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation.

13. In-class Activity Design -2 TPS Strategy Think (5 minutes) Ask the students to identify some give real time example of periodic function. Pair(10 minutes) Students tried out various examples and discussed why and why not of periodicity. Share (15 minutes) Discussion on importance of sinusoidal expression and hence the necessity of periodic function in Fourier Series

14. In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students are actively participated. They think and analyze the concepts. Moreover they checked their results and views with their peers which sharpen their learning skills. Also, by polling or by quiz the instructor can get the feedback from the students