Efficiently Assessing Hands-On Learning in Fluid Mechanics at Varied Bloom's Taxonomy Levels

The present study examines the effects of hands-on low-cost desktop learning modules (LCDLMs) in a fluid mechanics class consisting of 27 junior-level chemical engineering students. The LCDLM is a miniaturized venturi meter with standpipes that aid in visualizing pressure trends through the device. Pre- and post-assessment questions were administered to evaluate learning gains across different levels of Bloom's Taxonomy: remember, understand, assess, analyze, and evaluate. Findings show that the LCDLMs produce statistically significant pre/post effects at higher Bloom's level questions compared to the lecture group. Additionally, questions that incorporate the LCDLM design and associated experiments show higher significance in comprehension gain in comparison to questions that are not as closely related. These findings suggest that although the LCDLMs are effective in enhancing student performance at higher Bloom's levels, the design of the assessment questions and how they relate to the LCDLM is an important factor in properly assessing the effects of our novel teaching device on student performance in the fluid mechanics course. Theoretical and practical considerations for these findings and what they mean for future assessments of the LCDLMs are discussed in this manuscript.