Nathan Balasubramanian Framing the Learning Outcomes for the "Filter Project"
using a Medals Podium Analogy

THE
KNOWLEDGE
DIMENSION
LEVELS OF THINKING
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE

T
Y
P
E
S

O
F

K
N
O
W
I
N
G

A.
FACTUAL
KNOWLEDGE

Terminology

Specific details
and elements

– What are the three major types of hazardous material? (GVC 2.1.2/M)

– Can you name the local reservoirs that supply water to Aurora's water treatment plant?

– Can you recognize different types of commonly used acids & bases? (GVC 2.1.3.5 /M)

– Why is it important to kill giardia in drinking water? (GVC 3/M)

– Can you identify & recognize the materials used in filters in a water treatment plant? (GVC 1.5.7/M)

– How can you illustrate the size of micron by comparing it with the thickness of human hair? (GVC 1.8.1/M)

– Can you identify and interpret an illustration of the hydrologic cycle (h. c.) and explain it as a system?
(GVC 6.5/M)

 

– What are the appropriate metric & standard English units for your water treatment tests? (GVC 1.8.1/M)

– Can you determine the backup storage, if you know the total storage capacity and seasonal usage? (GVC 1.8.1/M)

– Can you find the similaritiesbetween water treatment plant fiters and the test filters designed in class? (GVC 6.4/M)

– Can you analyze the sources of water available for our use and consumption? (GVC 5.1/M)

– What inferences can you make about the groundwater situation when there is an excess or deficiency in precipitation (Hint: use your understanding of the h. c.)? (GVC 6.4/M)

 

– Can you generate a list of jobs available for you based on your personal career choices using Monster’s website? (GVC 5.4/M)

B.
PROCEDURAL
KNOWLEDGE

Subject-specific skills and algorithms

Subject-specific techniques and methods

– Can you identify the
processes used to kill cryptosporidiumduring water treatment? (GVC 3/M)

– How will you identify experimentally the
pH of commonly used substances?
(GVC 1.6.4/M, GVC 2.1.3.6/M)

– Can you classify the different materials used in filters, in terms of their function(s)? (GVC 2.1.2/M)



– How will you measure flow rate using a graduated cylinder and stop-watch? (GVC 2.1.1e/M, GVC 1.5.3/M)

– What are the appropriate metric & standard English units to calculate flow rates of your test-filters? (GVC 1.8.1/M)
– Can you organize the different materials used in filters at water treatment plants (Hint: Use your understanding of density)? (GVC 2.1.2/M)

– What are appropriate steps you might take as a water plant operator during emergencies? (GVC 5.3/M)
  – Can you design your filter using only the four materials provided? (GVC 1.3.1/M)
C.
CONCEPTUAL
KNOWLEDGE

Classifications and categories

Principles and generalizations

Theories, models, and structures

Specific details
and elements
 

– Can you compare and contrast your filter (design and materials) with those used at the water treatment plant? (GVC 6.4/M)

– Can you paraphrase what you have learned from the “Filtration Project ”? (GVC 1.7/M)

– Can you predict the settling order of the different layers (based on densities) in water treatment plant filters? (GVC 1.8.1/M)

– Describe how you will use appropriate tools (graduated cylinder, stop-watch, pH paper, probes, laser) to test the quality of your filtered water? (GVC 2.1.1e/M, GVC 2.1.3.6 /M)

– Can you use your knowledge of living things and apply it to reservoirs that supply water to water treatment plants? (GVC 3/M)

– Can you distinguish between water treatment plant fiters and the test filters designed in class? (GVC 6.4/M)

– How will you evaluate the performance of your filters on the four tests? (GVC 1.5.6/M, GVC 1.6/M)

 

– Can you generate appropriate designs for filters using only 4 materials (constraints)? (GVC 1.3/M)

– Can you construct an improved design of filters after testing out their initial designs (feedback)? (GVC 1.3.1/M)

D.
META-
COGNITIVE

KNOWLEDGE

Strategic knowledge

Cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge
 

– Can you explain your design of test-filters in terms of systems, trade-offs, constraints, & feedback? (GVC 5.2/M)

– How will you summarize your learning experience in the "Filtration Project "? (GVC 1.3.1/M)

– How will you use your a) knowledge and understanding of water contaminants and b) material properties to design your test-filters? (GVC 5.3/M)

– Can you deconstruct the Benchmarks from “failure, lines of reasoning, and interacting parts” using examples from your own experimentation? (GVC 1.3.1/M, GVC 1.3.2/M)

– Can you generate questions after your investigations based on the results obtained with your test-filters? (GVC 1.9.1/M)

– Can you judge your own and your peers work - based on five criteria - design, creativity, explanation, cost efficiency, and test-endurance? (GVC 1.3.2/M) – Can you design an experiment to answer questions that you generate after your investigations? (GVC 1.9.2/M)

Adapted from Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives . New York: Longman.