 Hello, I am Professor Steven Nesheva, and this is a video in order to introduce myself to you and to sort of develop what the structure of a flipped classroom, a day in a flipped classroom might look like. So if we're just thinking about one day, then we could think of that one day as being divided into three parts. And the three parts are a pre-class part, an in-class part, and a post-class. The pre-class part, that's where you would deliver some information to students by a video. And that video, it has to accomplish certain important things. If there's, it needs to introduce the topic or the question at hand. If there's some theory associated with that problem, you need to develop that theory. Probably some context or some motivation would be appropriate for that part. Once you get in class, that's the second part of this, this is where students are going to actually solve the problem with your help. And that's really the meat, that's the centerpiece of this whole approach. It's students solving a problem with your help. The third part of this is of the post-clab class engagement. And this is where typically students will reflect on something that, you know, what they've done in class. I have students do that reflection in a notebook like this, and in there, that's, it's an important part because students will sort of develop the vocabulary of whatever it was that they were, that they were engaged in. They might write definitions of, of things that they wrote or worked with. They might annotate graphs. They, they might explore some cause and effect and, or develop some what if scenarios. So this day of a flipped classroom is a video beforehand, engagement, problem solving during, and a reflection afterward. I just thought I would give you a couple of examples. So one example that I've been working with recently is carbonate chemistry. And the question is, the question is why do oceans have the pH that they, they do? Why do they have the acidity they do? And it turns out that the answer to that all lies in the, in what's called carbonate chemistry. So the pre-class part of this video, what I would need to do is I would need to lay out what are the chemical equations that are relevant. I would need to lay out what sort of equations need to be solved. Turns out there are some simultaneous algebraic equations that you need to solve. One would also lay out why one might be interested in doing this. Well, I mean, perhaps that the context is global warming and we have increases in atmosphere carbon dioxide that, that will affect the chemistry of the oceans. Once we get in class, then students will be now working on solving those equations, the theory that was laid out in the video, trying to work out the answer to the problem, which in this case would be, what is the pH of the ocean based on, on that chemistry? There, that engages you as the teacher, you know, quite a lot because students are solving problems and your job is actually to help them solve those problems, maybe offer some strategies for, for problem solving and engage in some maybe remediation or, or discussion. So the third part of this would be the post-class engagement. This is where students will write down some definitions. They might define what pH is or what carbonate chemistry is. Develop some, some graphics. Maybe they would graph the carbonate or the pH concentration over time. Explore some, what are the scenarios? What if the concentration of carbon dioxide in the air doubled? What would happen to the pH of the ocean? Three parts. Just one more example. Maybe the question is, the topic is a traveling salesman problem and the question is, of course, what is the best route that a salesman ought to take to a set of series? Once again, you will lay out the theory in a video, whatever equations or, or whatever theory is required and, and motivation. Why, why would you want to, to solve such a problem? During class, students engage in the actual hard work of solving sales, a traveling salesman problem. Afterwards, they would write definitions and explore what if scenarios. So in both of these cases, it's a one-day flipped classroom and it comes in three parts. Pre-class, video, in-class work, post-class reflection.