Internet Flow Jigsaw:
                            Balloon Manufacturing Project
                                Developed by Dr. Don Richards,
                                  Rose-Hulman Institute of Technology

Overview:
This lesson was designed to allow the students to work in teams to review class material. They will do this using the jigsaw approach, in which different teams take on different material. The class then comes together as a group at the end and shares the different information obtained. In this particular case, teams will be assigned to study (in given text sections) and answer questions on either laminar or turbulent flow.
To view video of Dr. Richards giving instructions and introducing the assignment, click here

Learning Objectives or Student Outcomes:
By the end of this lesson or activity, students will be able to
1.Work as a team and as a class to review laminar and turbulent flow regimes.

Length of Lesson:
One class period

Assignment(s) to Ensure Student Preparation:
There is no specific assignment to ensure student preparation for this task; however, the students will be using prior knowledge obtained in the course in order to complete this task.

Team Size/Composition:
Teams of 4 work best; if necessary, a few teams of 3 or 5 students may be formed.

How is positive interdependence ensured?
Each student is given a copy of the questions to complete; however, only one paper is to be submitted for the team grade. Since the one paper to be turned in is determined randomly, they do not know which one will be submitted until the end. This ensures that they all work together to make sure that each student’s paper is completed.

How is individual accountability ensured?
The only measure built into this lesson to ensure individual accountability is that if a student is selected to turn in his/her paper for the team but has not completed it, they will be held individually accountable. This is not a full-proof measure, however, as they may not be selected, and the instructor would not be aware that they had not done the work. Two other methods that might be employed are as follows: 1) Have each student turn in his/her paper; 2) Use a brief peer evaluation form to assess individual participation.

Components of Assessment:
Student teams will be assessed on the completion of the internal flow jigsaw questions. This is more a matter of done/not done, rather than an assessment on the correctness of the answers given. It is also expected that the answers to both types of flow are included in the paper turned in. This should be done during the whole class sharing that takes place after the teamwork.

Team Skills Needed for Success:
All team members must have the ability to communicate, cooperate and collaborate; they must also feel free to share their own ideas and to give and receive constructive feedback.

How Are These Skills Emphasized?
Team members are expected to be able to discuss study questions in an open-minded manner and to see perspectives other than those that have been self-formed.

Materials Needed by Students:
• Copy of the class text—at least one copy per group
• Internal Flow Jigsaw questions

Instruction to Students

Internal Flow Jigsaw Questions

NOTE: While the questions given are specific to this particular course and subject matter, it provides a good example of a jigsaw activity, which is a common active/cooperative learning technique. The jigsaw activity is a good way to review material for any course, in preparation for an exam, etc.

©2003, Don Richards                                                                                      
These materials may be duplicated for educational purposes if properly credited.