K. S. BhavsarIntroduction about me:- Hello friends, my name is K. S. Bhavsar working as a assistant professor in the department of chemistry at MGSM’s Arts, Science and Commerce College, Chopda. Dist Jalgaon (M.S.). I am teaching chemistry subjects for last few years. My area of specialisation is Organic Chemistry. But for this flipped classroom activity I choose a topic related to Bio-chemistry, an interdisciplinary topic which covers both biological and chemical aspects of Biomolecule. In this flipped classroom activity I plan to teach topic Protein and its structure. A main video of 18 min length is selected for out class segment. Since the video length is more the same video is split into three parts the url of each part is given separately. Student watch these video one by one, out class assignment is given to make it cleat for what they will be assessed on and at what level. In class segment consist of active learning strategy with the help of Think pair share activity and Peer Instruction Strategyone after another. In peer instruction strategy students get feedback on their work, either from peers or you. While in think pair share activity higher order thinking has to expected by analyzing the various structural points of difference in between four structural level of proteins. At the last teacher collects the summery of out of class and in class activities and connects these summery with the help of students to understand the concepts.

K. S. Bhavsar PROEIN AND IT’S STRUCTURE Bio-chemistry Chemistry Under graduate students MGSM’S Arts, Science and Commerce college Chopda. Dist. Jalgaon (Maharashtra)

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity • By the end of this section, you will be able to: • Discuss the relationship between amino acids and proteins • Name the four levels of protein organization • Explain the process of Denaturation of proteins. • Students can draw various structure of protein with neat labeling indicating types of bonding present in the structure. • Students now can predicts whether the given protein has alpha helix or beta –pleated sheet like structure. Key Concept(s) to be covered Biological Molecules, Amino Acid, Peptide Bond, Primary Structure, Alpha-helix Structure, Beta-pleated Sheet, Protein Folding, Protein Shape, Secondary Structure, Tertiary Structure, Quaternary Structure, , Denaturation .

Out-of-class Activity Design - 2 Main Video Source URL https://youtu.be/Y2yec9T5Kno As the original video is of 18 min, For convenience the same video is splitted into three parts, just click on the following hyperlink and watch the video. The main video is split into three parts as- 01. protein 01 just click on protein 01 and see the video. 02. protein 02 03. protein 03 students should watch these video one by one in given sequence. Total duration of all video = 18 min. Creative Commons Attribution-Share Alike 4.0 International License. License of Video CC-BY-SA (reuse allowed)

Instructions to students for doing out of class activity Instructions The original video is of 18 min length so it is advise you to instead of watching the original video watch the three splitted video namely protein01, protein02 and protein 03 serially. In slide 06 just click on the video hyperlink and then the video will start viewing. After watching the videos try to solve the given assignment/ question in slides 09-11. If you unable to solve a particular question, watch the video again. For your convince each question and his answer related video segment information is provided in slide 08, this will help you in solving the assignment. All the assignment are compulsory and you have to submit the assignment in written form before the 3 hours of in class segment. Those student has successfully completed the assignment will get 05marks which will be added in their internal marks. And it is also equivalent to one classroom attendance. After completion of assignment try to write 250 words summary of your out class segment, what you learn from these video and also write down the points that you are unable to understand.

Out-of-class Activity Design – 2Mapping Concept to Video Source Provide total duration of video here**

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

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Activity duration video =18 and assignment =30, so total duration of activity is 48 which is not more than one lecture being transferred outside.

In-class Activity Design -1Learning Objective(s) of In - Class Activity At the end of the In-class activity, students will be able to, Student will able to explain how protein are form from amino acid. Student also able how the peptide bond is form and also the term polypeptide. Student will understand the factors which can responsible for Denaturation of proteins. Student will be able to classify the given protein in functional and structural protein categories. Differentiate between alpha helical and B pleated sheet like structure. Student will able to explain the various types of bonding which stabilizes the protein structure. Student can draw the structural levels of proteins. Key Concept(s) to be covered • Primary, Secondary, Tertiary, Quaternary level of proteins. • Alpha helical and B pleated sheet like structure. • Formation of peptide bond and polypeptide. • Denaturation

In-class Activity Design -2 TPS Strategy Active Learning activity(ies) that you plan to do Explain the strategy by giving details of Instructor asked a question for all class as What will happen if instead of four levels of arrangement, there are only three level of protein arrangement ? In think phase each student individually think what will happen if protein have only three level of arrangement. What is effect of such arrangement on the folding and shape of the protein molecule. This activity will take 5 minutes. In pair phase, student will discuss with its neighboring peer member exchange its idea with peers. They share their views on, what are the possible effect if there are only three levels of structural arrangement. During this pair phase instructor gives some hint questions like during quaternary structure formation is the level of bonding increases or not, if increase what will be the effect of this on folding and shape of the protein molecule.This activity will take 10 minutes.

In-class Activity Design -2 TPS Strategy continues --- Active Learning activity(ies) that you plan to do In share phase, teacher ask one on the peer group member to come on the front of the whole class room and share their discussion on the topic. While they share their discussion student asks some frequent question to the student which will bring the student towards the right answer of the question. If student have some difficulties with the solution that come finally they asks the teacher, and teacher will give answer with the help of students. This will take another 10 minutes. The TPS is then followed by a 10 minute summary and extension by the teacher, on the pros and cons of What will be happen if the protein structure is limited to tertiary level.

In-class Activity Design -2Justify why the above is an active learning strategy In TPS activity, 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. Finally when teacher come to the final solution they realize what was the actual concept, what they actually thinks, what correct and what incorrect and where they have to improve their knowledge or thinking direction. There is also feedback provided (either through peer discussion or instructor summary) Think-Pair-Share is an example of an active learning strategy that is found beneficial for eliciting multiple views Kothiyal, Murthy & Iyer, 2014]. Kothiyal, A., Murthy, S., & Iyer, S. (2014, June). Think-pair-share in a large CS1 class: does learning really happen?. In Proceedings of the 2014 conference on Innovation & technology in computer science education (pp. 51-56). ACM.

In-class Activity Design -2 Peer instructions Active Learning activity(ies) that you plan to do Explain the strategy by giving details of • What Teacher will do? • Pose some PI questions which having multiple answer, then teacher conduct a pole. Depending upon the result of pole teacher will again raise some follow up question and teacher now allow to discuss student in the form of peers/ group. • What Student will do? • At the start student will think and give answer to the first PI question on their own knowledge, thenstudent will discuss into groups of three to four peers and where they try to understand each justification and come to final solution • 2. What Teacher will do? • teacher now tell one of the peer group to share its discussion, then teacher will take some follow up question and try to find out the correct solution with the help of all student present in the classroom. • What Student will do? • student take active participation in the discussion while teacher asks follow up questions, they put their view again if there are some mistake with the help of teacher they get back to correct solution. • 3. What Teacher will do? • teacher again a pose new question which having multiple answer, then teacher conduct a pole. Depending upon the result of pole teacher will again raise some follow up question and teacher now allow to discuss student in the form of peers/ group • .

In-class Activity Design -2 Peer instructions- continues….. Active Learning activity(ies) that you plan to do Justify why the above is an active learning strategy First of all student are already learn some basics by watching the videos provided by the teacher. When teacher poses peer instruction question they form the groups and share what they learn by watching the videos. Obliviously all students are not watch the whole video seriously but when they works In peer they exchange the content what they see or understand. Also on the same topic they may have different view but in group they have to provide the justifiable solution, where the actually they recall and link their knowledge in the form of concepts and information. Secondly when teacher some group solution in front of all they again think what the new things are come in the solutions, whether they are correct or incorrect they try to compare their answer with the solution of other. Finally when teacher come to the final solution they realize what was the actual concept, what they actually thinks, what correct and what incorrect and where they have to improve their knowledge or thinking direction.

In-class Activity Design -2Summary At the end of In class activity instructor summarise both out class activities and In class activity summery from the information that collected during the both process. Instructor also provide the more details and correct information related to the topics. Instructor provide summary that connects Out-of-Class and In-Class activities.

In-class Activity Design -2Evaluations Instructor set a assignment at the end of the class which consist of number of multiple choice questions, which check whether the learning objectives of the topics are achieved or not or at what level the objectives are achieved. The details of the multiple choice questions is at the following hyperlink, just right click and select open hyperlink option- Evaluation

In-class Activity Design -2feedback Feed back form:- Finally instructor distribute the feed back form which student have to fill, and instructor will evaluate whether the learning objectives are achieved or not or what level they achieve. It also help instructor to design the future such flipped classroom activity. The details of the feedback form is available at the following hyperlink- feed back form

Community Building The following member of our RC1108 has are agreed to build a community on the topic of Biochemistry. The name and email id are as follows. 1] vishal shinde- vishalshinde1001@gmail.com 2]sandeep nandre- sandeep.nandre11@gmail.com

Thank you.

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