As a result many students became lethargic when left in the dark too long. As a result I developed a habit of running the lecture for a few minutes, and then finding an excuse to turn on the lights and draw a figure or solve a problem. Inadvertently this rhythm kept the students more involved. When it was not possible to turn on the lights I would circulate and ask questions to stimulate the drowsy. The general flow of the course seemed to arise from the topic sequence.
Statics is well suited to topical modules.
For each module the general sequence was, Present material for a new topic with discussion elements and practical examples. This would often make use of the computer to present lecture notes, photographs, and simulations with Working Model. Present a simple example problem and solution. Present a complex problem in the notes. Turn on the lights and have the students try a more complex problem in the notes.