Bloom's Taxonomy

Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that

commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular

levels, and if you can determine the levels of questions that will appear on your exams, you

will be able to study using appropriate strategies.

Level 1: Knowledge

exhibits previously learned material by recalling facts, terms, basic concepts and answers.

Key words:

who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list,

match, name, relate, tell, recall, select

• Knowledge • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter

• Question Cues:list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

• What is . . . ? How is . . . ? • Where is . . . ? • When did _______ happen? • How did ______ happen? • How would you explain . . . ? • Why did . . . ? • How would you describe . . . ? • When did . . . ? Can you recall . . . ? • How would you show . . . ? Can you select . . . ? • Who were the main . . . ? Can you list three . . . ? • Which one . . . ? Who was . . . ?

Questions:

Level 1: Knowledge

Which of the following statements about orbital in multi-electron atoms is CORRECT?

A) In the ground state of an atom all of the electrons will be in s orbital.

B) All electrons in s orbital will have the same energy.

C) The energy of an electron depends upon where it is located within an orbital.

D) The energy of an electron depends upon the principal quantum number and the type of orbital.

Which of the following atoms are isotopes given the following table of information?

Atom Mass

number Number of electrons

Atomic number

I 13 6 6

II 13 7 7

III 14 8 8

IV 14 7 7

A)       II & IV B) I & II C) III & IV D) II & III

Level 2: Comprehension demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting,

giving descriptions and stating main ideas.

Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify

• Comprehension• understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group, infer causes • predict consequences

• Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

• How would you classify the type of . . . ? • How would you compare . . . ? contrast . . . ? • Will you state or interpret in your own words . .. ? • How would you rephrase the meaning . . . ? • What facts or ideas show . . . ? • What is the main idea of . . . ? • Which statements support . . . ? • Can you explain what is happening . . . what is meant . . .? • What can you say about . . . ? • Which is the best answer . . . ? • How would you summarize . . . ?

Questions:

Level 2: Comprehension

Explain how a bright-line spectrum is produced, in terms of excited state, energy transitions, and ground state.

Pictured below is a schematic of the Rutherford experiment. Which scattered alpha particle gives the best evidence for the nuclear atom?

a b

c

de

A) a B) b C) c D) d E) e

The naturally occurring isotopes of iron are Fe-54, Fe-55, Fe-56, and Fe-58. If the atomic mass for iron is 55.847 amu, which isotope makes up 91.66% of all naturally occurring iron?

A) Fe-56

B) Fe-57

C) Fe-55

D) Fe-54

solving problems by applying acquired knowledge,

facts, techniques and rules in a different way.

Key words: apply, build, choose, construct, develop, interview,

make use of, organize, experiment with, plan,

select, solve, utilize, model, identify

Level 3: Application

• Application• use information • use methods, concepts, theories in new

situations • solve problems using required skills or

knowledge

• Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

• How would you use . . . ? • What examples can you find to . . . ? • How would you solve _______ using what you have

learned . . . ? • How would you organize _______ to show . . . ? • How would you show your understanding of . . ? • What approach would you use to . . . ?

Questions:

Level 3: Application

• What other way would you plan to . . . ? • What would result if . . . ? • Can you make use of the facts to . . . ? • What elements would you choose to change . . .?• What facts would you select to show . . . ? • How would you apply what you learned to• What questions would you ask in an interview with. . . ?

Questions:

Level 3: Application

Suppose that there are three isotopes of element A. The percent abundances and masses of two of the isotopes are as follows:

Isotope 1 (30.0%, Mass = 41.0 amu);

Isotope 2 (20.0%, Mass = 43.0 amu).

If the atomic weight of element A is 44.4 amu, calculate the percent abundance and mass of the third isotope. Show all of your work.

Base your answer on the diagram below, which shows bright-line spectra of selected elements.

1. Identify the two elements in the unknown spectrum. Show your reasoning.

examining and breaking information into parts by identifying motives or causes; making inferences and

finding evidence to support generalizations.

Key words: analyze, categorize, classify, compare, contrast,

discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction,

theme, relationships, function, motive, inference, assumption, conclusion

Level 4: Analysis

• Analysis• seeing patterns • organization of parts • recognition of hidden meanings • identification of components

• Question Cues:analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Level 4: Analysis

Questions:

•What changes would you make to solve . . . ? •How would you improve . . . ? •What would happen if . . . ? •Can you elaborate on the reason . . . ? •Can you propose an alternative . . . ? •Can you invent . . . ? •How would you adapt ________ to create a different . . . ? •How could you change (modify) the plot (plan) . . . ?

Level 4: Analysis

Questions:

What could be done to minimize (maximize) . . . ? What way would you design . . . ? What could be combined to improve (change) . . . ? Suppose you could _______ what would you do . . . ? How would you test . . . ? Can you formulate a theory for . . . ?

•Can you predict the outcome if . . . ? •How would you estimate the results for . . . ? •What facts can you compile . . . ? •Can you construct a model that would change . . . ? •Can you think of an original way for the . . . ? 

Level 4: Analysis

Questions:

compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change

Level 5: Synthesis

• Synthesis• use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions

• Question Cues:combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

• What changes would you make to solve . . . ? • How would you improve . . . ? • What would happen if . . . ? • Can you elaborate on the reason . . . ? • Can you propose an alternative . . . ? • Can you invent . . . ? • How would you adapt ________ to create a different . . . ? • How could you change (modify) the plot (plan) . . .?

Questions:

Level 5: Synthesis

Suppose you could _______ what would you do . . . ? How would you test . . . ? Can you formulate a theory for . . . ? Can you predict the outcome if . . . ? How would you estimate the results for . . . ? What facts can you compile . . . ? Can you construct a model that would change . . ?

Level 5: Synthesis

Questions:

presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct

Level 6: Evaluation

• Evaluation• compare and discriminate between ideas • assess value of theories, presentations • make choices based on reasoned argument • verify value of evidence • recognize subjectivity

• Question Cuesassess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Suppose that the Pauli Principle indicated that an orbital could hold up to three electrons. Assuming that the number of orbitals in each atom and their order of filling remain unchanged,and that,instead of electron pairs, electron triplets are the favoured arrangement in at least heavier atom involved each bond,

Write the formula for

a) Hydrogen molecule.

b) Water molecule.

• Rutherford bombarded a thin metal foil with positively charged alpha particles and deduced that the protons of the atoms of the metal must all be concentrated into a dense central core.

• Suggest what might have happened if the electrons were in the nucleus and protons located in the outer shells?

Suppose you read in this morning’s newspaper of the discovery of a new element whose atomic mass was intermediate between those of oxygen and nitrogen .

Would you believe the statement? Explain your answer.

Level 6: Evaluation

• Do you agree with the actions . . . ? with the outcomes . . . ? • What is your opinion of . . . ? • How would you prove . . . ? disprove . . . ? • Can you assess the value or importance of . . .? • Would it be better if . . . ? • Why did they (the character) choose . . . ? • What would you recommend . . . ? • How would you rate the . . . ?

Questions:

• What would you cite to defend the actions . . . ? • How would you evaluate . . . ? • How could you determine . . . ? • What choice would you have made . . . ? • What would you select . . . ? • How would you prioritize . . . ? • What judgment would you make about . . . ? • Based on what you know, how would you explain . ..?

Level 6: Evaluation

Questions:

• What information would you use to support the view ... ?

• How would you justify . . . ?

• What data was used to make the conclusion . . .?

• Why was it better that . . . ?

• How would you prioritize the facts . . . ?

• How would you compare the ideas . . . ? people . . .? 

Level 6: Evaluation

Questions:

Two hypothetical gases Amirine and kamygen at the same temperature, effuse into a glass tube 120 cm long. (See above.) Amirine (MW = 9.00) enters at the end marked 0 cm. Kamygen (MW = 25.0) enters at the end marked 120. The point at which the gases meet is marked by a white deposit.

How far from the end marked 0 cm is the deposit located?

The pressure of gas A equals to 64 mmHg and the difference height of the two levels of mercury 27 mm. List two ways you could manipulate the gas in B to

make difference in height = 0 mm. (Your answers should not include increasing or decreasing the pressure.)

The emprical formula of a compound which

is composed of X , Y and Z is known.

Which of the following statement is necessary to find the molecular formula of the compound?

A) Atomic masses of X , Y and Z.

B) Molecular mass of the compound.

C) Number of Y atoms in 1 mole of compound.

D) Mass percentage of the elements.

Figure 1 below shows a certain amount of gas molecules of a gas in acylinder with a movable piston at a certain temperature and pressure. The speeds of the particles are indicated by ‘”tails.”

Figure 2 shows a graph of the distribution of the speeds of the same amount of gas molecules shown in Figure 1.

Figure 1 Figure 2

a) Draw a picture in the space below Figure 1 to show any changes that might occur if the temperature of the system were decreased.

b) Draw a sketch of in the space below Figure 2 to show any changes that might occur if the temperature of the system were decreased.

. Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I,

cognitive domain. New York ; Toronto: Longmans, Green.

. Quick Flip Questions for Critical Thinking, based on Bloom's Taxonomy and developed by Linda G. Barton

Back in Print and available from : http://www.barbsbooks.com/logic.htm