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Flipped class design for cad rca2 s.dharani kumar

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S.DHARANI KUMAR
S.DHARANI KUMAR

regarding flipped class room design

Education
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1 My self S.Dharani Kumar ,M.E (CAD/CAM) ., (PhD) Assistant Professor ,Department of Mechanical Engineering ,Sri Eshwar College of Engineering ,Coimbatore. My area of interest is Computer Aided Design ,Finite element analysis ,Strength Of Materials ,Engineering Materials And Metallurgy .I had one year industrial experience and two years teaching experience . About you
2 SOLID MODELING Dharani Kumar .S COMPUTER AIDED DESIGN MECHANICAL 3nd YEAR UG STUDENTS IN MECHANICAL ENGINEERING SRI ESHWAR COLLEGE OF ENGINEERING COLLEGE,(ANNA UNIVERSITY ,CHENNAI) COIMBATORE
3 Out-of-class Activity Design -1 1. Students will able to explain solid modeling representation schemes used in CAD software’s. Learning Objective(s) of Out-of-Class Activity 1. Boundary representation and Constructive solid representation scheme Key Concept(s) to be covered
4 Out-of-class Activity Design-1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos you should be able to  Simplify expressions using boundary representation (Euler's equations ) and constructive solid representation (Boolean operation) (Apply Level)  Explain the difference between the Boundary representation and Constructive solid representation schemes (Understand Level)  Simplify solid model , able to proof the Euler's equations (Apply Level) Key Concept(s) to be covered  Boundary representation schemes with Euler’s equations.  Constructive solid representation schemes with Boolean operations.  Applying two techniques to solid model in CAD.
IDP in Educational Technology, IIT Bombay 5 Out-of-class Activity Design - 2 YOUTUBE (reuse allowed) CONCEPT VIDEO SEGMENT DURATION (in min) BOUNDARY REPRESENTATION AND CONSTRUCTIVE SOLID REPRESENTATION SCHEME V1 - 0:00 –1.54 1.54 V2 – 0:00 – 1.24 1.24 BOUNDARY REPRESENTATION – EULERS V3 – 0:00 – 2:31 2.31 CONSTRUCTIVE SOLID REPRESENTATION SCHEME- BOOLEAN OPERATION V4 – 0:00 – 4:27 4.27 TOTAL DURATION 9.36 min Main Video Source URL License of Video Mapping Concept to Video Source https://www.youtube.com/watch?v=gHFGfFTngA,https://www.youtube.com/watch?v=g6wHV 09nNFk, https://www.youtube.com/watch?v=Cxdyh7A4-Ho, https://www.youtube.com/watch?v=AVQrl5srCXw
IDP in Educational Technology, IIT Bombay 6 Out-of-class Activity Design - 3 Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Simplify expression using boundary representation and constructive solid representation Q1. Explain what you understand about boundary representation and constructive solid representation in solid modeling . Q2.what are the operation involved in constructive solid representation in solid modeling . 8 minutes Watch V1 and then answer Q1 Watch V2 and then answer Q2 Aligning Assessment with Learning Objective
IDP in Educational Technology, IIT Bombay 7 Out-of-class Activity Design - 3 Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Explain the difference between the Boundary representation and Constructive solid representation schemes Q1: On what bases you will differentiate two types solid modeling . Q2:what formulas will be used for two solid modeling techniques . 8 minutes Watch V1 ,V2 and then answer Q1 Watch V3,V4 and then answer Q2 Aligning Assessment with Learning Objective
IDP in Educational Technology, IIT Bombay 8 Out-of-class Activity Design - 3 Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Simplify solid model , able to proof the Euler's equations Q. Simplify given Drawing using Euler's equations 14 minutes Submit answers to all questions 2 hours before coming to class. Aligning Assessment with Learning Objective Total activity duration 30 minutes
IDP in Educational Technology, IIT Bombay 9 In-class Segment This section helps you design the in-class segment of Flipped Classroom Strategy.
IDP in Educational Technology, IIT Bombay 10 In-class Activity Design -1 1. Solve real constructive solid modeling problem involving the Boolean operations . (ANALYZE Level) 2. Implement of Euler's equation for solving Boundary representation modeling .(ANALYZE Level) Learning Objective(s) of In - Class Activity 1. Implementation of Boolean operations. 2. Implementation of Euler's equations Key Concept(s) to be covered
IDP in Educational Technology, IIT Bombay 11 In-class Activity Design -2 Active Learning activity(ies) that you plan to do 1. Problem solving using Think-pair-share activity Explain the strategy by giving details of 1. Teacher plan two questions related two schemes of solid modelling 2. Students has discusses the problem with peer instruction or with a teacher Justify why the above is an active learning strategy 1. By using Think –pair –share activity student directly engaging the class ,students able to differentiae the two solid modeling techniques and problem solving method
IDP in Educational Technology, IIT Bombay 12 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 two solid modeling techniques Q 1: what is equation Euler's equation will use if the hole is provide in boundary representation solid modeling technique ? a. F-E+V-L =2 (B-G) b .F-E+V = 2 c.F-E+V-H+2P=2B d. Both a and c
IDP in Educational Technology, IIT Bombay 13 In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q 2: Which of the sequence of operation used for joining two solid model and form hole in the solid model ? a. A union B b. A union B ,B union C , B subtraction C c. A union B ,B union C , d. B union C , B subtraction C e. A union B , B subtraction C
IDP in Educational Technology, IIT Bombay 14 In-class Activity Design -2 Peer Instruction Strategy – What Student Does  For each question you have vote individually.  You have to discuss with peers and come to consensus.  Listen to my explanation.
IDP in Educational Technology, IIT Bombay 15 In-class Activity Design -2 TPS Strategy – What Instructor does First provide a premise From the figure shows different primitives ,using this primitives the solid model has been created .solid modelling can be created by both Boundary representation And constructive solid geometry techniques .
IDP in Educational Technology, IIT Bombay 16 In-class Activity Design -2 TPS Strategy – What Instructor does Think (~5 minutes) Instruction: you have to use two solid modelling approach Think individually and identify the formulas and logics for the boundary and constructive solid modelling technique . Identify the values related to the given figure which is mentioned in question.
IDP in Educational Technology, IIT Bombay 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. Now you to apply the values such’s vertices ,faces and edges ,Boolean operations to the formulae . Discuses with neighbours answer and agree on the class declarations ,find the soultions.
IDP in Educational Technology, IIT Bombay 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. For the boundary representation scheme and constructive representation scheme. Constructive representation scheme : union, intersection and subtraction Boundary representation scheme :F-E+V-H+2P=2B In the pair phase students to compare the answers. In the share phase again the different answers are sought.
IDP in Educational Technology, IIT Bombay 19 In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students learned to go clear conceptual difference between two solid modelling technique and how to solve the problems using Euler's and Boolean operations . They are required to think deeply about the difference between two solid modelling techniques ,content will give familiarized in the formulae in out –of-class and they can be apply to the real CAD application problems and their higher order thinking will improve.

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Flipped class design for cad rca2 s.dharani kumar

  • 1. 1 My self S.Dharani Kumar ,M.E (CAD/CAM) ., (PhD) Assistant Professor ,Department of Mechanical Engineering ,Sri Eshwar College of Engineering ,Coimbatore. My area of interest is Computer Aided Design ,Finite element analysis ,Strength Of Materials ,Engineering Materials And Metallurgy .I had one year industrial experience and two years teaching experience . About you
  • 2. 2 SOLID MODELING Dharani Kumar .S COMPUTER AIDED DESIGN MECHANICAL 3nd YEAR UG STUDENTS IN MECHANICAL ENGINEERING SRI ESHWAR COLLEGE OF ENGINEERING COLLEGE,(ANNA UNIVERSITY ,CHENNAI) COIMBATORE
  • 3. 3 Out-of-class Activity Design -1 1. Students will able to explain solid modeling representation schemes used in CAD software’s. Learning Objective(s) of Out-of-Class Activity 1. Boundary representation and Constructive solid representation scheme Key Concept(s) to be covered
  • 4. 4 Out-of-class Activity Design-1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos you should be able to  Simplify expressions using boundary representation (Euler's equations ) and constructive solid representation (Boolean operation) (Apply Level)  Explain the difference between the Boundary representation and Constructive solid representation schemes (Understand Level)  Simplify solid model , able to proof the Euler's equations (Apply Level) Key Concept(s) to be covered  Boundary representation schemes with Euler’s equations.  Constructive solid representation schemes with Boolean operations.  Applying two techniques to solid model in CAD.
  • 5. IDP in Educational Technology, IIT Bombay 5 Out-of-class Activity Design - 2 YOUTUBE (reuse allowed) CONCEPT VIDEO SEGMENT DURATION (in min) BOUNDARY REPRESENTATION AND CONSTRUCTIVE SOLID REPRESENTATION SCHEME V1 - 0:00 –1.54 1.54 V2 – 0:00 – 1.24 1.24 BOUNDARY REPRESENTATION – EULERS V3 – 0:00 – 2:31 2.31 CONSTRUCTIVE SOLID REPRESENTATION SCHEME- BOOLEAN OPERATION V4 – 0:00 – 4:27 4.27 TOTAL DURATION 9.36 min Main Video Source URL License of Video Mapping Concept to Video Source https://www.youtube.com/watch?v=gHFGfFTngA,https://www.youtube.com/watch?v=g6wHV 09nNFk, https://www.youtube.com/watch?v=Cxdyh7A4-Ho, https://www.youtube.com/watch?v=AVQrl5srCXw
  • 6. IDP in Educational Technology, IIT Bombay 6 Out-of-class Activity Design - 3 Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Simplify expression using boundary representation and constructive solid representation Q1. Explain what you understand about boundary representation and constructive solid representation in solid modeling . Q2.what are the operation involved in constructive solid representation in solid modeling . 8 minutes Watch V1 and then answer Q1 Watch V2 and then answer Q2 Aligning Assessment with Learning Objective
  • 7. IDP in Educational Technology, IIT Bombay 7 Out-of-class Activity Design - 3 Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Explain the difference between the Boundary representation and Constructive solid representation schemes Q1: On what bases you will differentiate two types solid modeling . Q2:what formulas will be used for two solid modeling techniques . 8 minutes Watch V1 ,V2 and then answer Q1 Watch V3,V4 and then answer Q2 Aligning Assessment with Learning Objective
  • 8. IDP in Educational Technology, IIT Bombay 8 Out-of-class Activity Design - 3 Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Simplify solid model , able to proof the Euler's equations Q. Simplify given Drawing using Euler's equations 14 minutes Submit answers to all questions 2 hours before coming to class. Aligning Assessment with Learning Objective Total activity duration 30 minutes
  • 9. IDP in Educational Technology, IIT Bombay 9 In-class Segment This section helps you design the in-class segment of Flipped Classroom Strategy.
  • 10. IDP in Educational Technology, IIT Bombay 10 In-class Activity Design -1 1. Solve real constructive solid modeling problem involving the Boolean operations . (ANALYZE Level) 2. Implement of Euler's equation for solving Boundary representation modeling .(ANALYZE Level) Learning Objective(s) of In - Class Activity 1. Implementation of Boolean operations. 2. Implementation of Euler's equations Key Concept(s) to be covered
  • 11. IDP in Educational Technology, IIT Bombay 11 In-class Activity Design -2 Active Learning activity(ies) that you plan to do 1. Problem solving using Think-pair-share activity Explain the strategy by giving details of 1. Teacher plan two questions related two schemes of solid modelling 2. Students has discusses the problem with peer instruction or with a teacher Justify why the above is an active learning strategy 1. By using Think –pair –share activity student directly engaging the class ,students able to differentiae the two solid modeling techniques and problem solving method
  • 12. IDP in Educational Technology, IIT Bombay 12 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 two solid modeling techniques Q 1: what is equation Euler's equation will use if the hole is provide in boundary representation solid modeling technique ? a. F-E+V-L =2 (B-G) b .F-E+V = 2 c.F-E+V-H+2P=2B d. Both a and c
  • 13. IDP in Educational Technology, IIT Bombay 13 In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q 2: Which of the sequence of operation used for joining two solid model and form hole in the solid model ? a. A union B b. A union B ,B union C , B subtraction C c. A union B ,B union C , d. B union C , B subtraction C e. A union B , B subtraction C
  • 14. IDP in Educational Technology, IIT Bombay 14 In-class Activity Design -2 Peer Instruction Strategy – What Student Does  For each question you have vote individually.  You have to discuss with peers and come to consensus.  Listen to my explanation.
  • 15. IDP in Educational Technology, IIT Bombay 15 In-class Activity Design -2 TPS Strategy – What Instructor does First provide a premise From the figure shows different primitives ,using this primitives the solid model has been created .solid modelling can be created by both Boundary representation And constructive solid geometry techniques .
  • 16. IDP in Educational Technology, IIT Bombay 16 In-class Activity Design -2 TPS Strategy – What Instructor does Think (~5 minutes) Instruction: you have to use two solid modelling approach Think individually and identify the formulas and logics for the boundary and constructive solid modelling technique . Identify the values related to the given figure which is mentioned in question.
  • 17. IDP in Educational Technology, IIT Bombay 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. Now you to apply the values such’s vertices ,faces and edges ,Boolean operations to the formulae . Discuses with neighbours answer and agree on the class declarations ,find the soultions.
  • 18. IDP in Educational Technology, IIT Bombay 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. For the boundary representation scheme and constructive representation scheme. Constructive representation scheme : union, intersection and subtraction Boundary representation scheme :F-E+V-H+2P=2B In the pair phase students to compare the answers. In the share phase again the different answers are sought.
  • 19. IDP in Educational Technology, IIT Bombay 19 In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students learned to go clear conceptual difference between two solid modelling technique and how to solve the problems using Euler's and Boolean operations . They are required to think deeply about the difference between two solid modelling techniques ,content will give familiarized in the formulae in out –of-class and they can be apply to the real CAD application problems and their higher order thinking will improve.