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Related Concept Videos

Distributed Loads: Problem Solving01:21

Distributed Loads: Problem Solving

Beams are structural elements commonly employed in engineering applications requiring different load-carrying capacities. The first step in analyzing a beam under a distributed load is to simplify the problem by dividing the load into smaller regions, which allows one to consider each region separately and calculate the magnitude of the equivalent resultant load acting on each portion of the beam. The magnitude of the equivalent resultant load for each region can be determined by calculating...
Equivalent Resistance01:16

Equivalent Resistance

In circuit analysis, situations often arise where resistors are neither in series nor parallel configurations. To tackle such scenarios, three-terminal equivalent networks like the wye (Y) (Figure 1 (a)) or tee (T) and delta (Δ) (Figure 1 (b)) or pi (π) networks come into play. These networks offer versatile solutions and are frequently encountered in various applications, including three-phase electrical systems, electrical filters, and matching networks.
Distributed Loads01:19

Distributed Loads

Distributed loads are a common type of load that engineers and scientists encounter in various practical situations. Distributed loads often refer to a type of load spread over a surface or a structure and can be modeled as continuous force per unit area.
For example, consider a bookshelf filled with books stacked vertically adjacent to each other. The weight of the books is evenly distributed over the length of the shelf. As a result, the pressure at different locations on the surface of the...
Distance Problem01:29

Distance Problem

When an object's velocity changes over time, the total distance traveled can be determined by summing small displacement intervals over short increments. This approach approximates the true distance through numerical summation and the use of integral calculus. An estimate of the total displacement can be obtained by measuring velocity at regular intervals and multiplying each value by the corresponding time step.If a runner accelerates over the first three seconds of a race, speed measurements...

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Related Experiment Video

Updated: Jun 20, 2026

Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering
04:12

Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering

Published on: June 23, 2023

Achieving equivalent academic performance between campuses using a distributed education model.

David S Fike1, Kenneth L McCall, Cynthia L Raehl

  • 1Texas Tech University Health Sciences Center. School of Pharmacy, Amarillo, TX 79106, USA. david.fike@ttuhsc.edu

American Journal of Pharmaceutical Education
|September 25, 2009
PubMed
Summary
This summary is machine-generated.

Students in competency-based anatomy and pharmaceutical calculations courses achieved similar learning outcomes regardless of whether they participated via distance education or face-to-face lectures. This indicates equitable educational opportunities across learning modalities.

Keywords:
Keller methodcompetencydistance educationdistributed education

Related Experiment Videos

Last Updated: Jun 20, 2026

Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering
04:12

Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering

Published on: June 23, 2023

Area of Science:

  • Medical Education
  • Pharmacy Education
  • Anatomy Education

Background:

  • Competency-based education models are increasingly adopted in health sciences.
  • Evaluating the effectiveness of distance education versus traditional face-to-face instruction is crucial for equitable learning.
  • Anatomy and pharmaceutical calculations are core subjects in pharmacy curricula.

Purpose of the Study:

  • To compare student performance in competency-based anatomy and pharmaceutical calculations courses.
  • To assess if learning outcomes differ between distance education and face-to-face lecture formats.
  • To determine the equity of educational opportunities provided by different course delivery methods.

Main Methods:

  • Collected and analyzed student outcomes data, including module examination scores and final course grades.
  • Compared performance metrics between students in remote (distance education) and lecture site (face-to-face) settings.
  • Utilized demographic data to ensure comparability between student groups.

Main Results:

  • No significant differences were observed in mean module examination final scores between remote and lecture site students.
  • Final course grades were comparable for students participating through distance education versus face-to-face lectures.
  • Demographic data indicated similar student profiles across both learning modalities.

Conclusions:

  • Competency-based anatomy and pharmaceutical calculations courses offer equitable learning opportunities.
  • Remote and face-to-face learning modalities yield equivalent learning outcomes in these courses.
  • Distance education is a viable and effective delivery method for core pharmacy subjects.