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Case Studies

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.

Method of Sections: Problem Solving I

Method of Sections: Problem Solving I

Consider a symmetrical roof truss structure, composed of vertical, diagonal, and horizontal members. The length of each horizontal member is 4 m. The lengths of the vertical members FB and HD are 4 m, while the length of member GC is 6 m. The loads acting at joints F, G, and H are 2 kN, while those at joints A and E are 1 kN.

Method of Sections: Problem Solving II

Method of Sections: Problem Solving II

Consider an arbitrary truss structure composed of diagonal, vertical, and horizontal members fixed to the wall. To calculate the force acting on members CB, GB, and GH, method of sections can be used. The loads and lengths of the horizontal and vertical members are known parameters, as shown in the figure.

Impact: Problem Solving

Impact: Problem Solving

In an experiment conducted during a Mars mission, a rover propels a projectile with an initial velocity, and the projectile rebounds after colliding with the Martian surface. To ascertain the maximum height attained by the projectile after this collision, the known restitution coefficient and acceleration due to gravity are employed.
By designating the launch point as the origin and utilizing kinematic equations, the vertical component of the projectile's velocity at the point of impact is...

Frames: Problem Solving II

Frames: Problem Solving II

Consider a hydraulic hoist supporting a load of 1 kN. Assuming a simplified schematic representation of this frame structure, the force acting on BD and BF members can be determined.

Principle of Moments: Problem Solving

Principle of Moments: Problem Solving

The principle of moments is a fundamental concept in physics and engineering. It refers to the balancing of forces and moments around a point or axis, also known as the pivot. This principle is used in many real-life scenarios, including construction, sports, and daily activities like opening doors and pushing objects.
One such scenario involves a pole placed in a three-dimensional system with a cable attached. When a tension is applied to the cable, the moment about the z-axis passing through...

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Related Experiment Video

Updated: Jun 1, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

From problem-based learning to interrupted lecture: Using case-based teaching in different class formats.

Linda C Hodges¹

¹McGraw Center for Teaching and Learning, Princeton University, Princeton, New Jersey 08544. lhodges@princeton.edu.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology

|June 4, 2011

Summary

This summary is machine-generated.

Problem-based learning and case studies enhance science education. This article explores their effective implementation across diverse teaching formats, offering insights for instructors to optimize learning outcomes.

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

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Published on: December 9, 2022

Area of Science:

Science Education
Biochemistry Education
Organic Chemistry Education

Background:

Problem-based learning (PBL) and case studies are established pedagogical tools in science education.
Educators require guidance on adapting these methods to various class sizes and settings.

Purpose of the Study:

To share practical experiences of implementing PBL and case studies in different course formats.
To analyze the benefits and drawbacks of these teaching strategies in diverse educational contexts.

Main Methods:

Case study: A small biochemistry survey course taught entirely with PBL.
Case study: A small organic chemistry class incorporating group-based case studies.
Case study: A large lecture-style biochemistry survey course utilizing cases for homework and in-class activities.

Main Results:

PBL in a small biochemistry course fostered deep engagement.
Collaborative case studies in organic chemistry promoted active learning.
Integrated case studies in large lectures offered flexible learning opportunities.

Conclusions:

The choice of PBL or case study implementation should align with specific teaching objectives and course constraints.
Adapting pedagogical strategies like PBL and case studies can enhance student learning in science.
Further inquiry is needed to refine best practices for case-based teaching in varied academic environments.