Institutional Quality Assurance

Cell (IQAC)
Workshop
on
BLOOMS TAXONOMY
15.06.2017
 What is Blooms Taxonomy?
• Bloom's taxonomy is a set of hierarchical models used to classify
educational learning objectives into levels of complexity and
specificity.

• Bloom’s taxonomy is a system used to define and distinguish different

levels of human cognition—i.e., thinking, learning, and
understanding.
Taxonomy = Classification

Classification of thinking

Six cognitive levels 
of complexity
Different Cognitive Level
Cognitive Level Notation Used
Create K6

Evaluate K5

Analyze K4

Apply K3

Understand K2

Remember K1
 Remembering
The learner is able to recall, restate and remember learned information

• Describing • Retrieving
• Finding
• Identifying • Naming
• Listing • Locating
• Recognizing

Can students recall information?
 Understanding
Student grasps meaning of information by interpreting and 
translating what has been learned
• Classifying • Inferring
• Comparing • Interpreting
• Exemplifying • Paraphrasing
• Explaining • Summarizing

Can students explain ideas or concepts?
 Applying
Student makes use of information in a context different from the 
one in which it was learned
• Implementing • Using
• Carrying out c = • Executing

Can students use the information in another familiar 
situation?
 Analyzing
Student breaks learned information into its parts to best understand
that information
• Attributing  • Integrating 
• Comparing • Organizing
• Deconstructing • Outlining
• Finding • Structuring

an students break information into parts to explore 
nderstandings and relationships? 
 Evaluating
Student makes decisions based on in‐depth reflection, criticism and
assessment
• Checking • Hypothesising
• Critiquing • Judging
• Detecting  • Monitoring
• Experimenting • Testing

Can students justify a decision or a course of action?
 Creating
Student creates new ideas and information using what previously has
been learned
• Constructing • Making 
• Designing • Planning
• Devising • Producing
• Inventing

an students generate new products, ideas, or ways of viewing 
hings?
 Where we apply
REMEMBERING

POTENTIAL ACTIVITIES AND

USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS
· Tell · What happened after...?
· Make a list of the main events..
· List · How many...?
· Make a timeline of events.
· Describe · Who was it that...?
· Make a facts chart.
· Relate · Name the...
· Write a list of any pieces of information
· Locate · Describe what happened at...?
you can remember.
· Write · Who spoke to...?
· List all the .... in the story/article/reading
· Find · Find the meaning of...?
piece.
· State · What is...?
· Make a chart showing...
· Name · Which is true or false...?
 UNDERSTANDING
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
Explain ∙ Write in your own words... ∙ Cut out or draw pictures to show a 
Interpret ∙ Write a brief outline... particular event.
Outline ∙ What do you think could of happened  ∙ Illustrate what you think the main idea was
Discuss next...? ∙ Make a cartoon strip showing the sequence
Distinguish ∙ Who do you think...? of events.
Predict ∙ What was the main idea...? ∙ Write and perform a play based on the 
Restate ∙ Who was the key character...? story.
Translate ∙ Distinguish between... ∙ Retell the story in your words.
Compare ∙ What differences exist between...? . Paint a picture of some aspect you like.
Describe ∙ Provide an example of what you mean... ∙ Write a summary report of an event.
∙ Provide a definition for... ∙ Prepare a flow chart to illustrate the 
sequence of events.
∙ Make a colouring book.
 APPLYING

USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS

∙ Solve ∙ Do you know another instance  ∙ Construct a model to demonstrate how it will 
∙ Show where...? work.
∙ Use ∙ Could this have happened in...? ∙ Make a scrapbook about the areas of study.
∙ Illustrate ∙ Group by characteristics  ∙ Take a collection of photographs to 
∙ Construct such as...? demonstrate a particular point.
∙ Complete . What factors would you change if...? ∙ Make up a puzzle game suing the ideas from 
∙ Examine ∙ Apply the method used to  the study area.
∙ Classify some experience of your own...? ∙ Make a clay model of an item in the material.
∙ What questions would you ask of...? ∙ Design a market strategy for your product 
∙ From the information given,  using a known strategy as a model.
develop a set of instructions  ∙ Paint a mural using the same materials.
about...? ∙ Write a textbook about... for others.
∙ Would this information be useful if 
you had a ...?
 ANALYSIS
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
Analyse · Which events could have happened...? · Design a questionnaire to gather information.
Distinguish · I ... happened, what might the ending · Write a commercial to sell a new product.
Examine have been? · Conduct an investigation to produce
Compare · How was this similar to...? information to support a view.
Contrast · What was the underlying theme of...? · Make a flow chart to show the critical stages.
Investigate · What do you see as other possible · Construct a graph to illustrate selected
Categorise outcomes? information.
Identify · Why did ... changes occur? · Make a family tree showing relationships.
Explain · Compare your ... with that · Put on a play about the study area.
Separate presented in...? · Write a biography of the study person.
Advertise · Explain what must have · Prepare a report about the area of study.
happened when...? · Arrange a party. Make all the arrangements
· How is ... similar to ...? and record the steps needed.
· What are some of the problems of...? · Review a work of art in terms of form, colour
· Distinguish between...? and texture.
· What were some of the motives · Review a film
behind...?
· What was the turning point in the
game?
· What was the problem with...?
 CREATING
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
Create ∙ Design a ... to ...? ∙ Invent a machine to do a specific task.
nvent ∙ Compose a song about...? ∙ Design a building to house your study.
Compose ∙ Suggest a possible solution to... ∙ Create a new product. Give it a name and plan a 
Predict ∙ If you had access to all resources how  marketing campaign.
Plan would you deal with...? ∙ Write about your feelings in relation to...
Construct ∙ Why don't you devise your own way ∙ Write a TV show, play, puppet show, role play, so
Design ∙ to deal with...? or pantomime about...?
magine ∙ What would happen if...? ∙ Design a record, book, or magazine cover for...?
Propose ∙ How many ways can you...? ∙ Make up a new language code and write materia
Devise ∙ Create new and unusual uses for... using it.
Formulate ∙ Write a new recipe for a tasty dish? ∙ Sell an idea.
∙ Develop a proposal which would... ∙ Devise a way to...
∙ Compose a rhythm or put new words to a known
melody.
 EVALUATING
USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS
∙ Judge ∙ Is there a better solution to... ∙ Prepare a list of criteria to judge a ... show. 
∙ Select ∙ Judge the value of... Indicate priority and ratings.
∙ Choose ∙ Defend your position about...? ∙ Conduct a debate about an issue of special 
∙ Decide ∙ Do you think ... is a good or a bad  interest.
∙ Justify thing? ∙ Make a booklet about 5 rules you see as 
∙ Debate ∙ How would you have handled...? important. Convince others.
∙ Verify ∙ What changes to ... would you  ∙ Form a panel to discuss views, e.g. 
∙ Argue recommend? "Learning at School.".
∙ Recommend ∙ Do you believe? ∙ Write a letter to ... advising on changes 
∙ Assess ∙ Are you a ... person? needed at...
∙ Discuss ∙ How would you feel if...? ∙ Write a report.
∙ Rate ∙ How effective are...? ∙ Prepare a case to present your view 
∙ Prioritise ∙ What do you think about...? about...
∙ Determine
COGNITIVE LEVEL Vs PO
Cognitive Level Program Outcomes (POs)
Remember (K1)
Understand (K2)
Apply (K3) Apply Knowledge
Analyze (K4) Problem Analysis
Evaluate (K5) Design/Development of Solutions
Create (K6) Conduct Investigations
 15LC08 / 15TC08 / 15EC08 / 15NC08 ELECTRONIC DEVICES
CTIVES: 3 0
study the characteristics, important parameters and equivalent circuits of PN junction and Zener diodes
understand the operation, biasing methods and characteristics of Bipolar Junction Transistors
study the characteristics and biasing methods of JFET devices
know the construction and characteristics of Thyristor devices
study the construction, operation of opto electronic devices such as LEDs, photo diodes, LASERS and special devices such as varactor diodes, Tunnel diodes et
OMES:
ers should be able to

erpret the parameters and characteristics of PN junction diodes and Zener diodes and select the device as per the required application
alyze as well design biasing circuits for Bipolar Junction Transistors
alyze and design biasing circuit for JFET devices
plain the operation of Thyrister devices and interpret their parameters
plain the operation of special and opto electronic devices.
LE I
onductor Diodes: PN Junction diode – Characteristics and parameters – Diode approximations – DC Load line analysis – Temperature effects – AC Models –
cations – Zener diodes.
LE II
r junction transistors and biasing : BJT operation – BJT voltages and currents – BJT amplification – BJT Switching – Common base characteristics – Common E
teristics – Common Collector characteristics. DC load line and Bias point – Base bias – Collector to base bias – Voltage divider bias – Comparison of bias circ
rcuit Design – Additional bias circuits – Thermal stability of bias circuits – Biasing BJT Switching circuits - FET and FET Biasing : Junction Field Effect Transis
characteristics – JFET Data sheet and parameters – FET amplification and switching – MOSFETS – DC Load line and Bias point – Gate bias – Self bias – Voltage d
Comparison of biasing circuits – JFET bias circuit Design – Additional JFET bias circuits – MOSFET biasing – Biasing FET switching circuits.
LE III
tors : Introduction to thyristors - Four layer semiconductor operation – Silicon Controlled Rectifier(SCR) – SCR applications – TRIAC and DIAC – Triggering dev
nction Transistor (UJT) – Programmable UniJunction Transistor(PUT) - Opto electronic devices and special devices : Light Emitting Diodes(LED) – Seven Seg
ys – Photo conductive cells – Photo diodes and Solar cells – Photo Transistors – Opto couplers – Photo multiplier tube – Charge Coupled Devices – LASER dio
e variable capacitor diodes – Thermistors – Tunnel diodes – Schottky, PIN and Current Limiting Diode
MODULE I
Semiconductor Diodes: PN Junction diode – Characteristics and
arameters – Diode approximations – DC Load line analysis – Temperature
ffects – AC Models – Diode Specifications – Zener diodes.

CO1: Interpret the parameters and characteristics of PN junction

diodes and Zener diodes and select the device as per the required
pplication
ODULE II
polar junction transistors and biasing : BJT operation – BJT voltages and currents – BJT amplification – BJT
itching – Common base characteristics – Common Emitter characteristics – Common Collector
aracteristics. DC load line and Bias point – Base bias – Collector to base bias – Voltage divider bias –
mparison of bias circuits – Bias circuit Design – Additional bias circuits – Thermal stability of bias circuits –
sing BJT Switching circuits - FET and FET Biasing : Junction Field Effect Transistors – JFET characteristics –
ET Data sheet and parameters – FET amplification and switching – MOSFETS – DC Load line and Bias point –
te bias – Self bias – Voltage divider bias - Comparison of biasing circuits – JFET bias circuit Design –
ditional JFET bias circuits – MOSFET biasing – Biasing FET switching circuits.

O2 :Analyze as well design biasing circuits for Bipolar Junction Transistors

O3: Analyze and design biasing circuit for JFET devices

MODULE III
Thyristors : Introduction to thyristors - Four layer semiconductor operation – Silicon Controlled
Rectifier(SCR) – SCR applications – TRIAC and DIAC – Triggering devices – Uni Junction
Transistor (UJT) – Programmable UniJunction Transistor(PUT) - Opto electronic devices and
pecial devices : Light Emitting Diodes(LED) – Seven Segment Displays – Photo conductive
ells – Photo diodes and Solar cells – Photo Transistors – Opto couplers – Photo multiplier
ube – Charge Coupled Devices – LASER diodes – Voltage variable capacitor diodes –
Thermistors – Tunnel diodes – Schottky, PIN and Current Limiting Diode

CO4: Explain the operation of Thyrister devices and interpret their parameters

CO5: Explain the operation of special and opto electronic devices.

 CO Vs Cognitive Level
(15LC08 / 15TC08 / 15EC08 / 15NC08 ELECTRONIC DEVICES)

CO Number CO Description Cognitive Level

Interpret the parameters  and characteristics of PN 
1 junction diodes and Zener diodes  and select the  K6
device as per the required application
2 Analyze as well design biasing circuits for Bipolar  K4
Junction Transistors
3 Analyze and design biasing circuit for JFET K4
devices
4 Explain the operation of Thyrister devices  and  K4
interpret their parameters
5 Explain the operation of special and opto electronic 
devices. K3
 Assessment Pattern
(15LC08 / 15TC08 / 15EC08 / 15NC08 ELECTRONIC DEVICES)

Unit Test II
Unit Test I
Cognitive  CIA I CIA II (First Half of  CIA III
(First Half of  ESE
Level (Module I) (Module II) Module III) (Module III)
Module II)

K1 20 % 20 % 15 % 30 % 30 % 20 %

K2 20 % 30 % 20 % 20 % 20 % 20 %
K3 20 % 30 % 25 % 30 % 50 % 15 %
K4 20 % 20 % 40 % 20 % 15 %
K5 10 % 20 %
K6 10 % 10 %
Transistors
BJT, JFET, MOSFET- structure, operation, characteristics and Biasing, RC Coupled Amplifier, UJT, Thyristo
nd IGBT - Structure and characteristics.

Remembering:
How does a transistor act as a switch?

Understanding:
1. Compare BJT and FET; 2. “MOSFET is a Voltage operated device”. Justify

Analyzing:
Discuss the effect of Temperature on the Opearting Point of a BJT.
• Applying:
How to eliminate the DC Component present at the input of the RC Coupled Amplifier?

• Evaluating:
In a n channel JFET IDSS=20 mA and VP= -6V. Estimate the drain current when VGS= -3V.

• Create:
Design an RC Coupled Amplifier for the following Specifications:………