BLOOMS TAXONOMY IN ENGINEERING EDUCATION

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BLOOMS TAXONOMY IN ENGINEERING EDUCATION

• Siti Rozaimah Sheikh Abdullah
• Jabatan Kejuruteraan Kimia dan Proses
• Fakulti Kejuruteraan dan Alam Bina

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BLOOMS TAXONOMY

• More than one type of learning3 domains
• Cognitive development of intellectual skills.
• Affective manner in which we deal with things
  emotionally (feelings, values, attitudes).
• Psychomotor physical movement, coordination,
  motor-skill areas.
• Bloom developed taxonomy (hierarchy) of Cognitive
  learning skills
• Allows educators to evaluate learning of
  students systematically

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Blooms Taxonomyof Cognitive Learning Skills
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5
4
3
2
1
4
Details on Blooms Taxonomy

• Knowledge - repeating verbatim
• List
• State
• Comprehension - demonstrating understanding of
  terms and concepts
• Explain in your own words
• Interpret
• Application - applying learned information to
  solve a problem
• Calculate
• Solve

Higher thought processes
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Details on Blooms Taxonomy

• Analysis - breaking things down into their
  elements, formulating theoretical explanations or
  mathematical or logical models for observed
  phenomena
• Derive
• Explain
• Synthesis - creating something, combining
  elements in novel ways
• Formulate
• Make up
• Design

Higher thought processes
6
Details on Blooms Taxonomy

• Evaluation - making and justifying value,
  judgments or selections from among alternatives
• Determine
• Select
• Critique

Higher thought processes
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Application in Engineering Education

• Creativity is very important for the engineering
  profession.
• Creativity requires higher thought processes
  (Bloom items 4-6 Analysis, Synthesis,
  Evaluation).
• In many cases lectures and homework assignments
  focus exclusively on Bloom item 3 Application.
• Then, if they put a high-level question on exam
  and the students do poorly on it, they blame the
  students lack of ability or poor study habits.
• Need to include high-level tasks in learning
  outcomes.

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Application in Engineering Education

• Need to develop high level tasks
• Include high-level tasks in learning outcomes
• Share them with students
• Practice them in class
• Practice via assignments
• Test on examination

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COURSE OUTCOMES

• Need to identify relevant COs according to
  Blooms Taxonomy.
• Eg. of COs for KF1084 Introduction to Engineering
  Thermodynamics
• understand the basic concepts of thermodynamics
  such as temperature, pressure, system,
  properties, process, state, cycles and
  equilibrium.
• conduct experiments regarding the measurement and
  calibration of temperatures and pressures in
  groups.
• identify the properties of substances on property
  diagrams and obtain the data from property
  tables.
• understand the energy transfer through mass, heat
  and work for closed and control volume systems.
• apply the first Law of Thermodynamics on closed
  and control volume systems.
• apply Second Law of Thermodynamics and entropy
  concepts in analyzing the thermal efficiencies of
  heat engines such as Carnot and Rankine cycles
  and the coefficients of performance for
  refrigerators.
• apply basics of heat transfer through steady
  state conduction, natural and forced convection
  and radiations.

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LEARNING OUTCOMES

• Should elaborate the learning outcomes in the
  beginning of a topic.
• Students should know what are the expectation of
  the lecturer from them.
• Eg. of 1st Year learning outcomes
• understand the concept of a pure substance.
• describe the physics of phase-change processes
  and illustrate on property figures such as P-v
  and T-v diagrams.
• determine thermodynamic properties of pure
  substances from tables of property data.
• understand the hypothetical substance ideal gas
  and apply the ideal-gas equations of state and
  the compressibility factor that accounts for the
  deviation of real gases from ideal-gas behavior.
• Understand the concepts of specific heat,
  internal energy and enthalpy.

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EXAMINATION QUESTIONS

• 1st Year Course
• Figure 3 shows a refrigerator in which R-134a
  acts as the working fluid. The refrigerator
  operates in an ideal vapour-compression
  refrigeration cycle between 0.14 and 0.8 MPa.
• a. State the reasons why the vapour-compression
  refrigeration cycle cannot be classified as an
  internally reversible cycle.
  (4 marks)
• b. Show the refrigeration cycle on a T-s diagram
  using symbols as shown in the figure.
• 
  
  (2 marks)
• c. If the mass flow rate for the refrigerant is
  0.05 kg/s, determine
• i. the heat removal from the cold space and the
  required power input to the compressor,
  
  (6 marks)
• ii. the heat removal to the surroundings,
  (4 marks)
• iii. COP for the above refrigeration cycle,
  (4 marks)
• iv. COP for the cycle if the expansion valve is
  replaced by an isentropic turbine. Is this value
  larger or smaller than that of part (iii)? Give
  reasons.
• 
  
  (5 marks)

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LEARNING OUTCOMES

• Eg. of 2nd Year learning outcomes
• understand and know how to derive and apply
  Maxwell equation.
• apply Clausius/Clayperon in two-phase systems.
• apply equations of state (EOS) such as Peng
  Robinson (PR), Redlich-Kwong (RK),
  Soave-Redlich-Kwong (SRK), Van der Waals (VdW)
  and virial equations in order to determine the
  properties of liquids and gases.
• determine residual properties of gases and
  liquids.

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EXAMINATION QUESTIONS

• 2nd Year Course

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COURSE OUTCOMES

• Eg. of 3rd Year course outcomes
• Understandings on basic concepts of mechanical
  design of pressure vessels.
• Able to relate the principles of stress, strain,
  in designing domed ends.
• Knowledge on design parameters of process
  equipment construction design pressure and
  temperature, materials selections, failure
  theories, corrosion loads, design loads,
  corrosion allowance.
• Able to determine minimum practical wall
  thickness of pressure vessels (spherical or
  cylindrical) and head and closures
  (hemispherical, torispherical, ellipsoidal, cone,
  torus) under internal and external pressure
  according to ASME codes.
• Able to design pressure vessels under loadings of
  dead weight, winds, earthquake, torque according
  to ASME codes.
• Able to design vessel supports under combined
  loadings and bolted flanged joints based on ASME
  codes.
• Able to prepare engineering graphics of
  mechanical design of pressure vessels.

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EXAMINATION QUESTIONS

• 3rd Year Course

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REFERENCES

• S. Goel and N. Sharda, What do engineers want?
  Examining engineering education through Blooms
  Taxonomy, 15th Annual Conference for the
  Australian Association for Engineering Education,
  AaeE2004, Sep 2004, Toowoomba, Queensland
  Australia.
• S. Goel, What is High About Higher Education?
  The National Teaching and Learning Forum, Volume
  13, Number 4, 2004.
• R.M. Felder, R. Brent, The ABCs of Engineering
  Education ABET, Blooms Taxonomy, Cooperative
  Learning, and So On, Session 1375, Proceedings
  of the 2004 American Society for Engineering
  Education Conference and Exposition, Salt Lake
  City, UT, June 2004.
• Benjamin S. Bloom in Blooms Taxonomy A
  Forty-Year Retrospective, edited by L.W.
  Anderson, University of Chicago Press, 1994.