Displaying results 211 - 240 of 409 in total
- Conference Session
- Evaluation of Teaching Methods for Mechanics Courses
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Somnath Chattopadhyay, Georgia Southern University
- Tagged Divisions
- Mechanics
circle) to assist withthis process [Mohr, 1882]. In this paper the transformation of stresses is not specificallyaddressed, but the principal stresses and the associated principal directions are obtained for thefour biaxial stress situations identified above. Mohr’s circle is one of the most difficult topics in Mechanics of Materials course. A numberof issues appear in the area of student learning on Mohr’s circle, namely, (a) Identification of the relationship of the load on a member and the state of stress at a point. (b) Confusion between the stress axes and the spatial coordinate axes (c) Inability to perceive rotation of the principal axes. (d) Relevance of Mohr’s circle without reference to yield and fracture criteria. (e
- Conference Session
- Mechanics Division Technical Session 6
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Phillip Cornwell, Rose-Hulman Institute of Technology; Amir H Danesh-Yazdi, Rose-Hulman Institute of Technology
- Tagged Divisions
- Mechanics
dynamic setting and should bediscouraged at the introductory level. Examples of this poor habit were found in each of theStatics books. One example is shown below (Sample Problem 3/2 from Meriam and Kraige[14]). Example: Calculate the tension T in the cable which supports the 1000-lb load with the pulley arrangement shown in Figure 1(a). Each pulley is free to rotate about its bearing, and the weights of all parts are small compared with the load. Figure 1. (a) Problem statement figure, (b) Meriam and Kraige’s FBDs, (c) Better FBDsMeriam and Kraige’s FBDs for this problem are shown in Figure 1(b). Note that the 1000-lbforce is the tension in the cable AD. In Figure 1(c), which includes a better FBD, the pulley A,the cable and the load
- Conference Session
- Simple Classroom Demonstrations for Mechanics
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Tanya Kunberger; Kristine Csavina; Robert O'Neill
- Tagged Divisions
- Mechanics
, introduction of thetheory and equations is linked with example problems presented on worksheets. For thisparticular concept, the worksheet problem is based on a ferris wheel. Figure 1 presents both theworksheet problem, as well as the associated diagram. Problem 4: The ferris wheel shown rotates counterclockwise about point O such that at a given instant the acceleration of point A is aA = - 80i - 60j fps2. At this instant, what are the tangential and normal components of the acceleration of point B? What is the velocity of point B?Figure 1: Worksheet Problem Statement and Diagram for Rotation About a Fixed AxisThe motion for this particular problem is not complicated, and the diagram alone or incombination with
- Conference Session
- Measuring Learning in Statics & Dynamics
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Meera NK Singh P.Eng, University of Calgary; Leszek Sudak P.Eng., University of Calgary; Philip Egberts P.Eng., University of Calgary
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics
profile of the class and instructors is then constructed and correlations are madewith the key demographics and student success. Finally, this data is used to address the mismatchbetween the conventional dynamics teaching and evaluation methods used by the faculty, and thelearning styles of the students in the classroom. Based on the results of the study, Section 4 Table 1: University of Calgary Grade Point Average – Letter Grade Conversion Chart. Letter Grade A+, A A- B+ B B- C+ C C- D+ D F GPA 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0 Table 2: Grade Distribution in the 2015 Dynamics Class. Program Number Percent Average Average Overall
- Conference Session
- Statics Online
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Devin R. Berg, University of Wisconsin, Stout
- Tagged Divisions
- Mechanics
surroundings? (a) I am not sure how the statics and dynamics principles discussed in this class relate to real life. (b) I can understand the application of statics and dynamics to a real life example when shown an example. (c) I can identify the statics and dynamics principles discussed in this class when I see them. (d) I can analyze the statics and dynamics principles relevant to a situation that I observe. 2. How prepared are you to discuss engineering mechanics with others? (a) I do not think that I could carry on a conversation about engineering mechanics with others. (b) I could describe simple engineering mechanics ideas with someone but not in detail. (c) I
- Conference Session
- Teaching Mechanics of Materials & General Mechanics
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Robert Freeman, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Martin Knecht, South Texas College; Taylor Martin, Univ of Texas at Austin; Arturo Fuentes, University of Texas, Pan American; Joan Walker, Long Island University; Araceli Ortiz, Tufts University
- Tagged Divisions
- Mechanics
might be required to determinea solution. Answer the following: a. How can you model this support system? b. What factors affect cable loads? c. In terms of design, how can you reduce cable loads to prevent failure? d. Write down a list of questions you might have about the challenge. Page 15.397.9 For questions 8 – 11 refer to the figure shown below. A man shown in the figure pulls on the cord with a force of 70 lb. 1) Determine the position vector r along the length of the cord going from point A towards point B. a. rAB ={–12i – 8j + 24k} ft
Work in Progress: Developing Mechanics of Materials Skills through an Integrated Prototyping Project
- Conference Session
- Learning Mechanics Through Experimentation
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ethan Hilton, Louisiana Tech University
- Tagged Divisions
- Mechanics
and at various speeds. The students then develop acode that uses the tactile buttons to turn the motor in each direction. In the next assignment, thestudents create different “modes” for the motor. In “Jog Mode,” pressing one button (Button A)causes the motor to turn quickly. In “Test Mode,” pressing Button A causes the motor to movemore slowly. The other button (Button B) is used to toggle between Jog Mode and Test Mode. Figure 1. Individual Kit Assembly After learning to use the tactile buttons to turn the motor in various ways, the students thencreate a code to track the angular position of the stepper motor. This is achieved by including acounter in their code that adds or subtracts to the current
- Conference Session
- Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Jacob Preston Moore, Pennsylvania State University, Mont Alto; Chris Venters, East Carolina University; Tracey Carbonetto, Penn State University, Lehigh Valley
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics
related tothe subject matter taught in statics, which the students would have taken previously. This waspurposefully done to examine the long-term retention of the content. Students were also asked toself-report their instructor from statics.Instructor A at University A began each lecture in statics by presenting a concept map ofconcepts relevant to that day’s lecture, highlighting how the new information would fit intoprevious content. This serves as an experimental group with regular exposure to concept maps asadvance organizers. Instructors at Universities B and C did not use concept maps as advanceorganizers and serve as a control group for comparison.Table 1: Overview of Research Participants
- Conference Session
- Technology in Mechanics Education
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Franco Capaldi, Merrimack College
- Tagged Divisions
- Mechanics
pressing enter produces the result 50 .However, this option may be disabled if the professor wants to ensure the student is carrying outthe unit conversions by hand.Figure 1. (a) An example problem asking for the component of a vector along the directiongiven by . (b) The solution entry window.a)b)Objective 2: Free body diagrams.The ability to create valid free body diagrams is also integrated into the software. A free bodydiagram tool allows the user to select parts of the system and to place vector representations ofthe reaction forces, external forces, or internal loads where needed. For example, in Figure 2, thestudent is asked for the reaction forces at point A and B. The first step is to insert
- Conference Session
- Mechanics Concepts II
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Xiaobin Le P.E., Wentworth Institute of Technology ; Richard L. Roberts, Wentworth Institute of Technology; Ali Reza Moazed, Wentworth Institute of Technology; Anthony William Duva, Wentworth Institute of Technology
- Tagged Divisions
- Mechanics
Page 25.199.3lengths or circle diameters, or geometric parameters, such as tangent, parallel, concentric, 2horizontal or vertical, etc. Numeric parameters can be associated with each other through the useof relations, which allow them to capture design intent. An example, shown in figure 1, is used to explain the “Parameters” in 2D sketcher ofSolidWorks. In figure 1-a, a generic triangle is sketched in SolidWorks 2D sketcher. In figure1-b, the side ab is then specified as the length of 2” and a horizontal line. The bc side isspecified as the length of 3” and the angle 800 with respect to horizontal line. It is noted thatwhen the “parameters” of the side ab and bc are changed, the geometric
- Conference Session
- Mechanics Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Andrew R. Sloboda, Bucknell University
- Tagged Divisions
- Mechanics
2 ft statement and y any accompanying figures for 1.5 ft BuAC = a r AC each problem. b = - 0.1218i + 0.6910 j - 0.7125 k Figure 1 shows the arrangement 3 ft of the prompts and the
- Conference Session
- Concept Inventories in Mechanics
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Phillip Cornwell, Rose-Hulman Institute of Technology; Brian P. Self, California Polytechnic State University, San Luis Obispo
- Tagged Divisions
- Mechanics
modified Delphi process to identify concepts in dynamicsthat (a) were important and (b) that students find difficult. Twenty-five experiencedinstructors in dynamics were asked to “describe the concepts in dynamics that your studentsfind difficult to understand.” A total of 24 different concepts were identified from this process,and then the faculty members were asked to rank each of these in terms of importance anddifficulty. Based on this feedback, 29 multiple-choice questions were developed that focus on11 concepts. Initial testing of the questions took place at three universities and involvedhaving students answer open-ended questions. Their answers were used to help developplausible distractors. Focus groups were held on the DCI to refine the
- Conference Session
- Anything New in Dynamics?
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Geoff Rideout, Memorial University of Newfoundland
- Tagged Divisions
- Mechanics
orientations of parasitic elements, for which parameters are chosen to be the same in the xand y directions at each point. The links are drawn, where possible, so that all quantities(including angles) have positive values. In Figure 4, angle s3 is instantaneously negative.Drawing link 3 as in Figure 5 makes it clear that y B 3 ? y G 3 / A3 G3 sin 3 . A common student Page 13.1168.6error would be to examine Figure 4 and state that y B 3 ? y G 3 - A3 G3 sin 3 . The positiveorientation of Figure 5 also facilitates consistent definition of spring displacements as positive intension, and assignment of the correct algebraic sign to resulting constraint forces
- Conference Session
- Using Technology to Support Learning in Mechanics
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ning Fang, Utah State University
- Tagged Divisions
- Mechanics
lectures in engineering dynamics. A radio-frequency wireless technologycalled Classroom Response System (CRS) [12] or Audience Response System [13] wasemployed. The CRS consists of transmitters (nicknamed clickers) and a base. A clicker oftenhas five buttons labeled as A, B, C, D, and E.During a lecture, each student pushes a button (A, B, C, D, or E) on their clicker to respond tomultiple-choice questions the instructor poses and displays on a projector screen in theclassroom. The collective response from all students is immediately displayed on the projectorscreen. The students and the instructor can see the number or percentage of students who chooseA, B, C, D, and E, respectively. The clickers provide immediate feedback and real
- Conference Session
- Teaching Statics
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Andrea Brose, Hamburg University of Technology; Christian H. Kautz, Hamburg University of Technology
- Tagged Divisions
- Mechanics
student misunderstanding thatforces and moments are interchangeable. b Although we refer to the intervieews collectively, and hence the students in plural, the interviews were conductedin serial, i.e., the procedure was repeated for each student in turn. Page 22.792.5Figure 2: At the conclusion of the interview students were given the opportunity to holdthe imagined slider-and-beam to test their understanding of the concepts explored in thethought-experiment part of the interview. A 60 Nm couple acting clockwise keeps the member in equilibrium while it is subjected to other forces acting in the plane shown schematically
- Conference Session
- Teaching & Learning Statics and Mechanics of Materials
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Somnath Chattopadhyay, University at Buffalo, SUNY
- Tagged Divisions
- Mechanics
cylindrical or prismatic bar of constant cross section which is twisted and held inequilibrium by twisting moments applied at its ends. The bar is considered to be composed of anisotropic material possessing the idealized stress-strain relationship for an elastic, perfectlyplastic material shown in Figure 1. Increasing torque causes the material to pass from the elasticregion (line AB, Figure 1) into the perfectly plastic range (line BC, Figure 1). After a point in thecross section reaches the yield stress in shear (point B), this maximum shearing stress remains aconstant value k as increasing torque causes an increase in the plastic region of the bar. Beforeexamining the plastic behavior of the prismatic cross section, we will consider the
- Conference Session
- Dynamics - Wow! They accelerate
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Brian P. Self, California Polytechnic State University; James M Widmann, California Polytechnic State University; Michael J. Prince, Bucknell University; Jeffrey Georgette
- Tagged Divisions
- Mechanics
’ conceptualunderstanding of basic physics concepts (taken from Laws et al.,1). Page 23.761.4Although the exact definition of inquiry-based instruction varies somewhat between differentinvestigators, we will use the defining features offered by Laws et al.1 and highlighted by Princeand Vigeant17 and summarized in Table 2.Table 2: Elements of Inquiry-Based Activity Modules (a) Use peer instruction and collaborative work (b) Use activity-based guided-inquiry curricular materials (c) Use a learning cycle beginning with predictions (d) Emphasize conceptual understanding (e) Let the physical world be
- Conference Session
- MASS: Mastery, Assessment and Success of Students
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Edward Fritz Hillman, University of Puerto Rico, Mayaguez Campus; Gerald Luciano Figueroa, University of Puerto Rico, Mayaguez Campus; Isamarie Vega Morales, University of Puerto Rico, Mayaguez Campus
- Tagged Divisions
- Mechanics
form of breakout rooms or smallgroups in which students can explain their reasoning to each other).3. Course Structure and Management of Learning CyclesDuring the Fall 2020 semester, the principal course instructor used the Master Based Learningmethod for the first time, using his section of Statics with a total enrollment of 49 students (39male, 10 female). The course was divided into 15 topics or “modules”, but some were combinedfor testing purposes, yielding 13 Mastery Test Levels. In order to earn a given letter grade (A, B,C, D; the institution does not use +/-), the student is required to pass each test corresponding tothe grade level, as well as all tests corresponding to the lower grade levels. Approximately onenew module is delivered
- Conference Session
- Making Mechanics Courses Fun and More Effective
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University; Lee W. Singleton, Whatcom Community College
- Tagged Divisions
- Mechanics
Concept Warehousewebsite [21] and at www.handsonmechanics.com. Figure 1. Introduction to free-body diagrams activity. Photos (a) and (b) of models and manipulative representing statics problem figures shown in (c) and (d).Activity 1: Introduction to Free Body DiagramsWe do not lecture or assign reading to prepare students for this first activity and devote a full 85-minute class session. This activity marks their first exposure to this topic unless they read ahead.The activity introduces free-body diagrams of rigid bodies through consideration of the twostatics problems and associated models shown in Figure 1. We also provide students with secondcopies of the grey beam model and the gray curved post model (see Figure 1b) in addition
- Conference Session
- Teaching Statics
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Devin R. Berg, University of Wisconsin - Stout
- Tagged Divisions
- Mechanics
Page 24.550.4some creativity) was used (Fig. 1b) to highlight key features of the bridge truss shown and aid inrelating the photograph to course material. (a) (b)Figure 1: Student submitted photographs of a bridge truss both (a) without and (b) with annotation. Page 24.550.5Other student submissions, such as shown in Fig. 2, included self-constructed free body diagramsto help explain the subject of the submitted photograph. The inclusion of this additionalinformation suggested that the student was thinking critically about the situation depicted in
- Conference Session
- Mechanics Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Josue Njock Libii, Purdue University Fort Wayne
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics
quantities of rug pads. You are given a piece of material that is purported to prevent slippage. Test and evaluate the claim that the material of which the rug pads are made prevents slipping. B. Design three tests: Test 1. Test the carpet, or some other material, without the pad under it. Test 2. Test the same materials (rugs, or others) with pads under them but without other loads on the pad than the weight of the “rug”. Test 3. This test is similar to test 2, except that there is a load on the carpet. Test at least five different magnitudes of loads. C. Collection of data. Determine and collect the data that you need in each test. D. Interpretation of data. Interpret the data that you collected. E. Evaluation of
- Conference Session
- Building Success in the Online Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Anu Osta, Rowan University; Jennifer Kadlowec, Baldwin Wallace University; Melanie Amadoro, Rowan University
- Tagged Divisions
- Mechanics
regarding the mode of instruction being used for this course? I would like it to be kept online with weekly online meetings I would like it to be kept online with weekly in-person meetings I would like it to be entirely in-person 4. How well is the online mode of instruction working out for you? Able to follow, no major issues Able to follow but major difficulties/issues. Unable to follow, need in-person instruction (a) (b) (c) (d)Figure 1. Results of the initial poll related to (a) residence (b) enrollments (c) preferences regarding modeof instruction
- Conference Session
- Teaching Statics
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Christopher Papadopoulos, University of Puerto Rico, Mayagüez; Aidsa Santiago Roman, University of Puerto Rico, Mayagüez
- Tagged Divisions
- Mechanics
F F = = B A B A F section of cable, F F F F
- Conference Session
- Teaching Statics, Dynamics, and Mechanics of Materials
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Somnath Chattopadhyay, University at Buffalo, SUNY; Jerry Qu, University at Buffalo ; Adres Nuri, University at Buffalo ; Syed Ali Hasan, University at Buffalo; Nilanjan Kundu, University at Buffalo
- Tagged Divisions
- Mechanics
of the shear stress must occur somewhere on the boundary. Consider a cylindrical or prismatic bar of constant cross section which is twisted and heldin equilibrium by twisting moments applied at its ends. The bar is considered to be composed ofan isotropic material possessing the idealized stress-strain relationship for an elastic, perfectlyplastic material shown in Figure 1. Increasing torque causes the material to pass from the elasticregion (line AB, Figure 1) into the perfectly plastic range (line BC, Figure 1). After a point in thecross section reaches the yield stress in shear (point B), this maximum shearing stress remains aconstant value k as increasing torque causes an increase in the plastic region of the bar
- Conference Session
- Dynamic Pedagogies for Engineering Dynamics
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Phillip Cornwell, Rose-Hulman Institute of Technology; Kent Ralph Jensen, USAF; Kwangjin Yang, United States Air Force Academy
- Tagged Divisions
- Mechanics
-concept dynamics problems. We were not able toduplicate the results from a previous study where the reordering was part of a larger integratedcurriculum. The sample size was quite small in this study, so there may be benefit in repeatingthis study with a larger number of students, but based on the lack of obvious improvements onthe common exam problems, we do not recommend implementing the reordered syllabus withoutadditional study.References:[1] Hibbeler, R.C., Engineering Mechanics: Dynamics, 14th Edition, Prentice-Hall, Inc., 2015.[2] Boresi, A.P., R.J. Schmidt, Engineering Mechanics: Dynamics, Brooks/Cole, 2000.[3] Beer, P.B., E.R. Johnston, P.J. Cornwell, and B. Self, Vector Mechanics for Engineers:Dynamics, 11th edition, McGraw-Hill, 2015
- Conference Session
- Innovative Teaching Techniques in Mechanics
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Christopher Papadopoulos; Josh Bostwick, Cornell University; Andrew Dressel, University of Wisconsin-Milwaukee
- Tagged Divisions
- Mechanics
we believe is important in developing student problem-solving skillsis the systematic organization of equations. In traditional problems in undergraduateStatics and Dynamics, the basic governing equations (  F ? ma CM and  M / O ? H % ) /Ogenerally yield a system of linear equations. State variables such as reactions, internalforces, and accelerations at particular instants can appear in various combinations asgiven or unknown quantities. Depending on what is given and what is unknown, directtranscription of the governing equations in the standard “Newton” form does notnecessarily yield the standard linear form Ax = b, in which all of the unknown
- Conference Session
- Mechanics Division Technical Session 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Bidhan C. Roy, University of Wisconsin, Platteville
- Tagged Divisions
- Mechanics
activities undertaken by the student.Unfortunately, in recent years, extensive use of solution manuals and replication of answers fromthe solution manual without any understanding has been a major hurdle in the learning process ofthe students. Blind faith in the solution manual rather their own abilities to solve problemsnegatively impacts a student’s conceptual understanding of the principles of Dynamics andtherefore impedes their critical thinking ability. This is a nationwide phenomenon [1], [2], [3]and some important reasons has been traced to – (a) students who are employed outside schoolfind less time in their studies, (b) lack of mathematical and analytical skills discourages studentsfrom trying on their own, and (c) instant gratification of
- Conference Session
- Teaching Dynamics
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Brian Self, California Polytechnic State University; James Widmann, California Polytechnic State University
- Tagged Divisions
- Mechanics
education (Streveler, et al., 2008).Many have included these in different presentations, and one of the authors helped to develop theDynamics Concept Inventory (Gray, et al., 2004). Multiple choice type questions can bepresented where students think about questions individually and/or discuss them in small groups.Team Homework ProblemsAt the beginning of the quarter, each student was assigned a letter A through D. Each week,each letter is assigned a specific homework-style problem to work out. Their solution shouldinclude guidance and explanation for their classmates, similar to a textbook example problem.On Mondays, pre-assigned teams (each with one A, B, C, and D member) met in groups andeach member presented their solution to their team. By
- Conference Session
- Alternative Methods of Teaching and Learning Mechanics
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida
- Tagged Divisions
- Mechanics
. Furthermore, they will have a solid understanding of how the pieces of thetheory fit together and how the tools of mathematics support the problem-solving process. Themastery objectives for dynamics are given in Table 1. Table 1. Dynamics Mastery Objectives. This table give a brief description of the 16 mastery objectives for Dynamics. The objectives are the common strands that form the problem-solving approach for all dynamics problems. A.1. Geometry and problem setup F.1. Vector algebra and calculus A.2. Initial conditions F.2. Integrate over spatial domain A.3. Modeling and constraints G. Conservation of momentum B. Describe
- Conference Session
- The 'Strengths' of Mechanics
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Casey Daniel Kidd, Louisiana Tech University; Ethan Clark Hilton, Louisiana Tech University
- Tagged Divisions
- Mechanics
. Hilton, "Work in Progress: Developing Mechanics of Materials Skills through an Integrated Prototyping Project". 2020 ASEE Virtual Annual Conference Content Access, Virtual On-line, June 2020. ASEE Conferences, 2021[2] L. W. Anderson and B. S. Bloom. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman, 2001.[3] C. M. Halupa, and B. W. Caldwell., "A Comparison of a Traditional Lecture-Based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class." International Journal of Higher Education, vol 4, no. 1, pp. 232-240, 2015[4] G. B. Wright, "Student-centered learning in higher education." International Journal of Teaching and