| A | B |
|---|
| The participant lists the three phases of matter | Cognitive (knowledge) |
| A student distinguishes between metals and non-metals | Cognitive (comprehension) |
| A student prepares a standardized solution | Cognitive (application) |
| A student breaks down compounds into their different elements based on their properties | Cognitive (analysis) |
| A student rewrites his hypothesis after obtaining results that were different from what he expected | Cognitive (synthesis) |
| After conducting an experiment the student expalins the significance of his results | Cognitive (evaluation) |
| Mary points to the location of the fire blanket in the laboratory when asked by the instructor | Affective (receiving) |
| Mary tells the rest of the class the purpose of a fire blanket. | Affective (responding to phenomena) |
| A student demonstrates how important it is to use the fire blanket correctly in case someone does catch their clothing on fire. | Affective (valuing) |
| A student arranges her time in the lab so she can finish her experiment on time while not compromising her safety by taking short cuts. | Affective (organization) |
| The student displays a willingness to work with her lab partner. | Affective (internalizing values) |
| The student adjusts the height of the flame so the solution will boil. | Psychomotor (perception) |
| The student proceeds through the steps to light a bunsen burner. | Psychomotor (set) |
| The student performs the experiment after a demonstration from the lab instructor | Psychomotor (guided response) |
| The student re-lights their bunsen burner after it goes out. | Psychomotor (mechanism) |
| The student calibrates the scales quickly before proceeding with measurements. | Psychomotor (complex response) |
| A student working on an experiemnt that seems to be taking too long so he increases the temperature to speed up the reaction. | Psychomotor (adaptation) |
| A student rearranges the elements in the periodic table so it is more efficient | Psychomotor (origination) |
