FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR

1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR

2. Table of Contents

3. About me NAME& OCCUPATION: MS.V.KAVITHA,ASST.PROF (S.G), DEPARTMENT OF MATHEMATICS, SAVEETHA ENGINEERING COLLEGE, CHENNAI TOPIC: FOURIER TRANSFORM

4. MS.V.KAVITHA TOPIC (FOURIER TRANSFORM) COURSE (TRANSFORMS AND PATIAL DIFFERENTIAL EQUATION) MATHEMATICS II YEAR B.E (ECE) AFFILIATION (ANNA UNIVERSITY/SAVEETHA ENGINEERING COLLEGE)

5. Out-of-class Segment This section helps you design the Out-of-Class segment of Flipped Classroom Strategy.

6. Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity 1.Applying the principles of Fourier transform analysis to describe the frequency characteristics of discrete-time signals and systems 2.Fourier Transform helps to take a very complex interference pattern and break it down into individual processional frequencies. Key Concept(s) to be covered • Fourier transform and its properties • Real time example of Fourier Transform ( showing small-angle scattering patterns for some structures)

7. Out-of-class Activity Design - 2 Main Video Source URL V2-https://www.youtube.com/watch?v=ym42jYPM34Y V3- https://www.youtube.com/watch?v=aiKrrGR57aI V1-https://www.youtube.com/watch?v=LMVMQZTmBhg License of Video Mapping Concept to Video Source TOTAL DURATION: 13.00

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

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

10. In-class Segment This section helps you design the in-class segment of Flipped Classroom Strategy.

11. In-class Activity Design -1 Learning Objective(s) of In - Class Activity • Solve real-life scenario problems involving simplification of Fourier transform - (ANALYZE Level) Key Concept(s) to be covered Solving problems in Real World examples

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 Q . Find the Fourier Transform for the function F(x)= x, mod x < 1 and zero otherwise.

14. In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Use the formula for Fourier transform . Think individually and identify the solution of the above problem using integration.

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 and discussing, instructor goes to 2~3 sections to see what they are doing. Now find the solution for two variables function where f(x)= x in 0<x<2, 2-x in 2<x<4 and zero otherwise, now find the solution for this using Fourier transform formula.

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 how Fourier transform gives major role in real life applications, like image processing.

17. Evaluation Justification for the above is an active learning strategy Our activity is an active learning. Since our goal is to engage with the specific activities that get the students to talk, write , reflect and express their thinking.. There is also feedback provided (either through peer discussion or instructor summary)