FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR JIMI K J

2. JIMI K J THIN FILM ENGINEERING PHYSICS PHYSICS 1 SEM B.TECH STUDENTS IN CIVIL ENGINEERING APJ ABDUL KALAM TECHNOLOGICAL UNIVERSITY

3. 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 • Familiarize the importance of coherent Sources(Understand Level) • Illustrate the applications of interference (Apply Level) Key Concept(s) to be covered • Coherent Sources • Thin Film

4. Out-of-class Activity Design - 2 License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source TOTAL DURATION 12. 67min

5. Out-of-class Activity Design - 2 Main Video Source URL

6. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective

7. Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective • Total activity duration • 15 min

8. In-class Activity Design -1 • Learning Objective(s) of In-Class Activity • At the end of the class, students will be able to, • Solve real-life problems using the conditions of maxima's and minima's in thin film(ANALYZE Level) • Implement applications of interference in all real life experience. (ANALYZE Level) • Key Concept(s) to be covered • Use of Expressions in Problem Solving. • Implementation of the applications of interference.

9. In-class Activity Design -2 • Active Learning activity that you plan to do • Real world problem solving using. • Think-Pair-Share • Concept clarification using. • Peer Instruction

10. 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 interference and formation of interference pattern Q 1: Coherence is the property by which two waves with identical wavelengths maintain a constant ---------------- Path Difference Phase relationship Velocity Amplitude

11. In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q 2: What is the reason behind the colours of thin film? Reflection Interference Refraction Transmission

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

13. In-class Activity Design -2 TPS Strategy – What Instructor does A soap film of refractive index 4/3 and of thickness1.5*10-4 cm is illuminated by white light incident at an angle of 60°. The light reflected by it is examined by a spectroscope in which it is found a dark band corresponding to a wavelength of 589.3nm. Calculate the order of interference of the dark band..

14. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Think individually and identify the condition of interference and find out the order of interference band

15. 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 with relevant theory, discuss the applications of interference pattern .

16. 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 applications of interference .

17. In-class Activity Design -2 In both the above strategies, 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) Justify why the above is an active learning strategy