CA2670059A1 - The improved method of optimized educational delivery in science, engineering and technology - Google Patents

Abstract

A novel combination of six specific teaching elements for creating a superior Improved Method of Optimized Educational Delivery in Science, Engineering, Technology and High School Sciences is presented appropriate for University Science and Engineering, College and Polytechnic Institutes, and High Schools. Each of six separate elements is integrated with Bloom domain 's cognitive, affective and psychomotor hierarchy of steps and simultaneously also invokes both individual and group learning advantages and further actions are taken to improve Long Term Memory extension and thus Mastery Learning and, by the addition of specific Ebbinghaus strategies, and further improvements by addition of discipline specific research and engineering salable skill add-on hardware, software, and laboratory content to extend overall subject practical salable research and engineering skill content and enjoy further long term memory retention.

Description

Background and State of the Art.

Optimizing educational delivery is, and continues to be, one of education's greatest challenges and rightly so as it also holds the key to great success and this success has immense impact on every society, and all who undergo structured public or private education.
Optimizing educational delivery hinges upon three things;

- Deciding what to teach and hence what must be included and excluded in each subject within each discipline.

- Identifying and assembling of a method of delivery that really works and bears suitable salable research and engineering skills while also justly serving the entire varying student cohort.

- Developing a delivery method seen as worthy by all stakeholders because it creates and enables all of the perceived needed features allowing it to gain widespread acceptance that promotes unification of purpose and overall success that prevents or dissuades divisive rivalry that does more harm than the good the potential new method may offer to a society.

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Deciding what to teach and how to teach it.

In post secondary and high school education deciding what to teach has been considered a fait accompli for generations in terms of the wide spread acceptance of the topics to be taught. Major discipline content in undergraduate studies is only minimally under scrutiny each year and frequently the only acceptable substantive changes are in response to gigantic research strides forward such as relativity, solid state physics, quantum mechanics and laser devices in physics, and DNA techniques and cloning in biology and other allied sciences.
However, the major feature of both current post secondary and high school status in science, engineering and technology is the commonly accepted positive agreement about the need for change.

Other welcome changes than those of discipline content modernization are seen as an issue in finding better methods, with the current modernization versions including distance learning and computer based technology.

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The philosophy regarding subject content has high current institutional acceptability and social status despite many practitioners, observers, researchers on educational delivery and funding agencies being of the status quo persuasion. However a collective of critics with a range of factual flaws are evident at this time.

Don Dodge of Microsoft and Daniel E. Hastings Dean for Undergraduate Education MIT USA commenting about student surveys say USA engineering dropouts are as high as 50% because 'The first year of an engineering program is all foundational theory and they don't see the connection to a career in engineering'[65]. This is in fact an admission that the issue of what to teach should be pertinent and accepted for dealing with the dropout issue.

The conventional decision of `what to teach' is commonly about theory and is and has been the darling of the status quo institutions while also perhaps the flaws in this approach is identified as the single unifying cry among all these who disagree with the current post secondary status quo which on a larger scale than drop-outs is seen as lacking in three issues:

a) Lack of a successful wider diversity of personal teaching/learning strategies, which instead steadfastly holds Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

theory as left, right and center, causing identified imbalance and contributes to the creation of a student malaise and is contributing to excessive dropouts by ignition of student unrest and disappointment in their chosen and expensive post secondary studies that trouble Dodge and Hastings. In the USA
50% of engineering students become dropouts, in a Canadian research study at the University of Western Ontario Engineering only 30% complete in the standard four years, with a meager 57% finishing within six years of starting [66].

b) Lack of subject containment of massive quantities of salable research and engineering skills that can and would vividly portray in practical reality what the engineering or science will be about for students when omitted from programs is known as another shortcoming [9, 24]. The reformists lay bare the pervasive but distracting issue of theory, and more theory, with some reformists saying for at least a decade, that this leads to causing overly expensive discipline costs. With high dropouts programs starting with funding to accommodate one hundred in first year and onwards ultimately graduate fifty. Put more bluntly the institution is being funded for one hundred but graduating half that number.

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c) Another critical issue is the inhospitable husbanding of those known as `extroverted students' in what is otherwise a teaching milieu for solitary learners is regarded by many experts as appalling mismanagement of expensive educational programs but regarded by many incumbent faculty to be in good working order.

Any acceptable new method for delivery of science, engineering, and high school sciences must be a method developed in response to all concerns over the very substantial long standing deficiencies in college and university science, engineering, and technology and high school sciences [9, 17, and 24].

The US Boyer Foundation [24] tabled ten resolutions in the service of recommending adequate remediation directed to inadequate undergraduate science education in their 1998 report entitled `REINVENTING UNDERGRADUATE EDUCATION', which was followed by a US NSF committee on High School Science Laboratories [2007] who in summary listed at the top of their recommended inclusions for;
`Examples of Lab Experiences and physical manipulation of real world substances' which is to be fully included in any new method of 7 iPatent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

teaching delivery for science, engineering, technology and high school sciences.

The fact the Boyer report featured ten major recommendations tabled in their report indicates that the highly qualified reporting committee held a substantial number of issues as important. The pertinent recommendations for delivery were:

= Establish research based learning in undergraduate studies.
= Add Inquiry-based educational delivery links.

= Improve Communication skills within coursework.
= Include Capstone experiences (upon exit).

= Cultivate a sense of community.

Such recommendations, now in public view for years have been reviewed and understood with only sporadic response.

ALL of the Boyer report major recommendations are believed to be a major issue for students and their careers. Other major issues not mentioned include; suitable salable research and engineering skill development, strategies for extension of long term memory, and the comprehensive integration of any proposed new delivery that would provide the outcome known as Mastery Learning. Perhaps a delivery 8 Patent Material S01e Property of Gary A Brown 4005 Santa Anita Kelowna BC

method that exceeds any and all of the recommendations of the serious qualified and experienced individuals and agencies of the past two generations will or could be approved for widespread incorporation.

In their final recommendations, the Boyer Commission stated:
`Research universities are so complex, so multifaceted, and often so fragmented that, short of a major crisis, they can rarely focus their attention on a single agenda. We believe that the state of undergraduate education at research universities is such a crisis, an issue of such magnitude and volatility that universities must galvanize themselves to respond. Insofar as they have seen as their primary responsibility the creation and refinement of knowledge, America's research universities have been superbly successful; in ways innumerable and immeasurable they have been the wellsprings of national stature and achievement.

But in the education of undergraduates the record has been one of inadequacy, even failure. In a context of increasing stress-declining governmental support, increased costs, mounting outside criticism, and growing consumerism from students and their families-universities too often continue to behave with complacency, 9 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

indifference, or forgetfulness toward that constituency whose support is vital to the academic enterprise. Baccalaureate students are the second-class citizens who are allowed to pay taxes but are barred from voting, the guests at the banquet who pay their share of the tab but are given leftovers'.

In the succeeding years since the Boyer [24] report much has been written but less has been attempted. At the moment three species of institutional response have appeared consisting of; the majority status quo group whose opinion is they are as good as they have always been, a second proactive research group taking the position that they can research the needed solutions to a superior curriculum into place, and a third more urgently driven group that hold a wider spectrum of views and want faster changes as they are driven by a perceived lack of current curriculum justice and simultaneous scientific and engineering outrage over institutional foot dragging. This latter group, the most aggressive of the three, consists of more engineering oriented visionaries whose opinion is they already have enough research data that they should not be held back from immediate implementation of their investigative decade plus of findings and plans for change.

Roughly speaking it would seem that about 95% are in the first group [status quo], under 2 % in the second [research the way to Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

improvement] and under 2 % in the third [we already know the action needed].

Preliminary assessment of the two reform groups indicates the research driven activity is plagued by subjective results created by student questionnaires, and subjective interpretations by novice research assistants interpreting personal interview student data. Their evident long term double premise includes both support for user friendly faculty and more computer technology.

Despite poise and enthusiasm, the second reform action group fails to address the full gamut of mastery learning [10,15] by omission of a Mastery Learning vision asserting the need for a sufficient quantity of ongoing applied research and engineering salable skills, an improved Long Term Memory strategy and accompanying discipline approved hardware and software salable research and engineering skill nourishment embedded in each subject program, which should include all of the cited Boyer items.

Also missing from the two proactive groups is a reference to the brilliant former work of Hermann Ebbinghaus [1 ], on memory retention strategy, and the required Ebbinghaus need for creation of selected memory refreshment activities to adequately support Long Term Memory Extension dynamics. Also missing is any Benjamin 1 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Bloom, US educational giant from the University of Chicago who tabled research relating to cognitive learning and behavioral learning categories forming the basis of what later was dubbed Mastery Learning strategy as it deals with thinking and behaving [10, 15, and 18]. Without inclusion of Ebbinghaus' and Bloom's Cognitive and Action principles in its day to day operations, any educational delivery must be seen as a delivery package without content. Reference to any concern about student group teaching arrangements is also missing as is detailed concern for salable skills inclusion in within delivery.

In two-by-four language, Mastery Learning is that learning held and displayed by masters in a specific field; a master electrician, a brilliant researcher, a master chess player, a veteran winning quarterback, and skillful surgeons.

With the currently sustained status quo positioning on educational delivery being traditional, many faculty and administration members are aware of the serious situation but prefer to harbor only silent reservations and inaction.

The University of Washington Physics department, University of Colorado and Dr. Carl Wieman [US Nobel Prize Physics 2002] now at the University of British Columbia Canada, late of the University of Colorado Physics department, represents leadership of the `research 12 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

the way to better teaching' group. In Canada only this one of 80 institutions is showing any such initiative.

North Carolina State, Professor Emeritus Richard Felder, [PhD MIT]
School of Engineering, and Professor Edward Redish, of Maryland Department of Physics, and faculty in the University of Massachusetts, lead the vocal call-for-action oriented second reform group. This is the core combination of the more vocal reformists having to some extent appeared to have `out-researched' the research group by combining their efforts beginning in the 1 990s created a comprehensive record on polling students and further have had the courage to put much of their emphasis on reform behind the results of Myers-Briggs [5] personality surveys. This Myers-Briggs [MBTI]
psychology group has persevered using decades of data from personality surveys that support their work which is based upon the previous work of the famous Swiss psychiatrist Carl dung and begins with the concepts of introvert [I] and extrovert [E] learning types.

This Maryland, North Carolina State led group's contention is that, among the general population including science and engineering entry cohort learners, there exists for educational purposes two important types. The first of these types have categories either classified by MBTI
as introverts `I' or extroverts `E' which is no surprise as we all are 13 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

aware of these individual behaviors. Extrovert learners are known to blossom best in group learning scenarios. Introvert learners thrive on solitary scholastics, and have for decades.

The current concern for innovation and the commercialization of research developments also calls for entrepreneurial skills, which MBTI
identified as pertinent characteristics of `E' and `S' people [70]. The status quo emphasis upon solitary scholasticism effectively implies that such extroverted people have been marginalized for years by conventional post secondary science and engineering.

The Meyers-Briggs Type Index [commonly known as MBTI] based reform enthusiasts further hold that also important among learners there is an additional two MBTI designated types, one the 'N' type of intuitive thinkers/learners who are alleged to form the bulk of university professorial staff in sciences all sharing a passion for books, theory, chalk and talk. The other, the `S" type, thinkers/learners, the alternative to the `N' individual usually called the `S' type due to their favoring 'sensory' learning by; seeing, hearing and touching those things they encounter in life. S types are now appearing in science and engineering student bodies in increasing numbers reported by Chang and Chang [42]. They reported the increasing cohort showing a definite penchant for learning through their senses, mostly by visual 14 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

observation and hands on contact for which the descriptive social cliche describing these types of people is; 'Is he/she handy'?
Introverts are comfortable learning alone and obviously print material is a prime source, followed nowadays by Internet and distance learning. The fact follows from this reliance on print material that labs and hardware have proven as of secondary importance to them. In contrast to the `N' type, the 'S' type prefer real hardware, real materials, real experimental situations and an opportunity to lay their hands, and especially eyes, on objects and materials. The `S' type also harbor at the least mild disapproval of books and papers if they constitute the core of any curriculum which they see as bland substitutes for their need for actual `things and stuff' that portray `1000 word pictures' to them at every glance. In contrast to the perceived brilliance of `N' types the `S' types are the ones everyone wants when they are; having trouble on the highway, piloting your airplane, the person beside you in battle, and the one leaning over you in surgery. The two types are characterized as different in their personal learning preferences and in need of different learning experiences, especially with the `S' type, hands-on a group also wishing more salable research and engineering skills along with improved and expanded laboratory experience with `obviously popular 15 Patent Materia[ Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

real hardware' as compared to the current contrived lab setups that conventionally fail to support their preferred learning mode.

This strong inclusion of continuous and substantial hands-on interaction, on a group basis, is also a comfort zone for the extrovert learners. This hands-on think-as-you-go situation can be solved by featuring science and engineering apparatus and popular world hardware in a real-life scenario. `S' types look forward to and thrive with `down-to-earth' hands-to-hardware combined laboratory and theory academic experiences.

Further to this and referring back to the Introvert and Extrovert group, Brightman of Georgia State University [50] with his research evidence asserts `Extraverted students learn by explaining to others. They do not know if they understand the subject until they try to explain it to themselves or others'. In contrast the laboratories in science, engineering and to a lesser extent technology programs are usually experiencing laboratory reduction, both in the quantity and quality of the available hardware thus increasingly becoming `academized' and feature using push button lab apparatus, that teach no better than a pop machine. Labs also generally feature a minimum of lab sessions per semester as the first week of the year academic labs are inevitably 16 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

canceled, Thanksgiving week labs are canceled, and usually the end of semester sees further lab time cancellations.

The 'S" type learner is most fond of `things and stuff' and many are incessant tinkerers, as well as extroverts. Further to this it has been claimed the 'S' type consist of over 50% of the incoming engineering classes, and some assessments having been made as high as 75%, of engineering freshmen being of this 'S' type [42]. The immediate action group mentioned especially championed by Felder [4] and Redish [191 are dedicated to stem the tide of dropouts and failures that they earnestly see as caused by the books, theory, chalk and talk regimes.
In contrast, the 'N' learners are bright, passive and easy to please, as they are very adept at self-teaching through text and mathematical problem solving, and typically without great interest in hardware and laboratory appendage, often to their own disadvantage.

Many of the MBTI oriented engineering reformist faculty sources have gone on record as believing that the educational system is thusly biased against the 'S' student and in favor of the 'I/N' student. They therefore also comment that grades for 'I/N' are valid but in any ratio to the `E/N, I/S or E/S' learners the `N' grades are inflated. As a result reformist claims center around redressing the situation and creating a scenario of coursework and grading equally fair to all. This of course 17 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

implies that `S' motivated student have grade credit to be earned with their demonstrated ability to use and manipulate science and engineering lab and hardware apparatus that their `N' compatriots usually lack. It further implies that `E' must be allowed the continuous privilege of discussion groups in each and every subject that support the securing of subject mastery for 'E' learners who, as MBTI, Brightman and others will attest, must have the opportunity to discuss, in order to mentally secure their cognitive grasp of subject theory and relate it to discipline suitable theory, and salable research and engineering skills.

We all know about the light bulb `N' type who see issues when their mental light goes on and realize many of this type are university professors. We also know of the more practical `S' type who can replace the chain on a bicycle within but a few moments of getting a good look at it. There are hordes who dispute whether many a current university science professor can do that. This engineering oriented Maryland North Carolina based proactive change group have adequate data that 'S' learners will thrive better if the atmosphere shifts toward more emphasis on both group involvement in learning and; labs, labs, and better labs, with such a shift in emphasis harming no known learner types, but creating impressive science and engineering salable skills to pair with discipline theory.

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MBTI via Felder have some interesting commentary related to `N' and `S" learners. One of these is that current institutions are geared to the 'N' learner featuring; `books, paper, chalk, and talk' as the active media. However, Sensing persons [`S' type] under appropriate optimized delivery settings have developed to show superb `N' capability in handling theoretical issues. In reverse many `N' individuals become effective 'S' types especially when nurtured to develop what can be termed `good eyes', especially for hardware, materials, subassemblies and mechanism operational behavior.

A caution is in order here as no single MBTI typing is to be taken as totally correct, and is likely more fluid than fixed in stone, but a life-long trend is evident.

In the classic MBTI theory, people demonstrate preferences but observations show an ability to voluntarily switch between S/N
behaviors. In many individual cases, the S/N preferences are slight rather than severe. As such, it is not necessary to `type' individuals firmly. What is necessary is to realize and recognize that a given type is best supported by a special and specific teaching/learning milieu, and the conventional milieu for the `N' has been in place for hundreds of years, but has ended up facing disapproval of US and Canadian funding authorities, the mentioned reform groups, and far too many 19 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

saddened drop-outs. The long standing culture is then propagated by absentee faculty voters unable to vote or make their voices heard simply because they are not part of the traditional faculty. This is an atmosphere not by any means teetering on reform. Add to this the fact that most faculty are MBTI I/N, who themselves thrived in this arrangement and see the norm as the good and we have an embarrassing situation.

It remains to provide a better balance of theory and hands-on salable skills, with features supporting solitary and group learning orientation, for all learners, in all semesters and all undergraduate years and the issue will then be solved, and teaching and learning can go on to much better and more effective days.

These first two of the sequence of four letters MBTI designated characteristics, [I/E and N/S], that any person exhibits, are taken to be relevant and reliable for planning educational delivery and effective learning and hence have become the sentinels of immediate improvement in educational delivery.

The differences in these first two categories containing four distinct types are of major importance, E/I and S/N, whereas the last four of the entire eight letter MBTI designations may or may not be as relevant which future research may discover. It is also believed by the 20Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

MBTI reformists that who is, and who is not a certain MBTI type, is not as important as the obligation of every institution to develop and operate an effective, suitable combined educational offering suitable for each of these N and S categories; IN, EN and IS, ES.

Another important point is that the current established teaching delivery method is one of focus on lectures, preoccupation with problem solving and perceiving of laboratory experience as some `backup,' or another way to wrestle with theory and problem solving.
One typical faculty insider commenting about labs said that they are for `proving the theory being taught.' This laboratory focus (or lack of same) is believed by the proactive Maryland, Massachusetts, and North Carolina State researchers as to being a long term establishment of favoring the `N' types but inherently prejudicial to the 'S' learners. Some scholars [4,19] have held decades old conclusions that all school systems have always been operated in favor of the introverted `N' learner. We must keep in mind that many of these dissenting individuals were initially the product of traditional teaching processes in a prestige US institution [MIT] and other equivalent prestigious institutions, and hence they know on a first hand basis what they are criticizing.

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Those who dispute the current effectiveness of science and engineering delivery especially point out the massive drop-outs in engineering, by `S' students and comparative lack of such especially, despite low enrolments, among science 'N' students. This is even more startling in Physics, who already are in the worst struggle of all sciences to improve passing and graduating numbers, but traditionally small enrolments have somehow precluded real program introspection.
They seem unable to establish the link that they themselves may be the `worst case' perpetrators in Science teaching.

Myers-Briggs are not recognized by some professionals as being sufficiently scientific, with many claims of unrepeatable survey results, or surveys that, taken a second time by the same individual, yield a different result. In many cases the MBTI is such a surprise that prior to repeating the test many have `shifted their personal ground' due to startling revelations within the MBTI test structure applying to their own lives causing them to rethink and then change their answers on the second, and third, testing go-around. Not noticing this they then decry their test results as `inconsistent' which by this answer modification behavior they have been undisputedly and single handedly proven. Despite this, it is reasonably easy to conclude with confidence that the first two MBTI letter placements have great credibility. The introvert/extravert case has been common knowledge 22 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

for centuries. The `N' intuitive learner has as well. The solid common sense MBTI based Improved Method of Optimized Educational Delivery conclusion is that all four of these two group learner types [E/I and S/N] will thrive with a mainstream platform combining individual and group orientation.

Any new delivery venture must include very substantial improved group activity and a resulting `sense of community' [Boyer Commission] but must also show additional Bloom Cognitive and Action personal development [See Appendix A] linking communication with coursework, including research skills in each and every year and adding long term memory security as taught by Ebbinghaus[1 ]. Thus there will be an unprecedented increase in research skills, `community buddy groups' and memory security well beyond any such competing current programs. The memory extension benefits as well as laboratory, software and salable research and engineering skill teaching support must also be available throughout any new and better delivery, with all above being integrated effectively within the traditional delivery programming.

Despite those who allege the MBTI to be lacking in scientific certainty one point appears which is the common knowledge that science professors, who largely reject the MBTI methodology, are themselves 23 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

mostly introverts [I] and intuitive thinkers [N] almost perfectly fitting the MBTI category of IN characterization. It becomes rather comical when critiquing of MBTI is coming from persons who display every `I' and `N' characteristic MBTI hold to be true.

Dr. Richard Felder [Ph.D MIT, 4] of North Carolina State University, Professor of Emeritus Chemical Engineering, makes the following uncomplimentary summation after years of teaching and educational research into this very issue;

`Learning styles of most engineering students and teaching styles of most professors are incompatible in several dimensions.... These mismatches lead to poor student performance, professorial frustration, and a loss to society of many potentially excellent engineers'.

Professor Felder pulls no punches in his theme that many faculty personal teaching styles clash with up to two-thirds of the engineering student body learning styles.

The Felder claim is that the learner categories of INTUITIVES and SENSORS [Felder's shorthand terms] have different needs. Felder &
Silverman [4] cite the needs of the former [INTUITIVES], as having a predilection for theory and symbols, verbal communication, and conceptual mental schemes. They also cite the latter [SENSORS] as 2^ Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

preferring experimentation [reality hands-to-hardware], visual cues related to `seeing things happen' or even better, `making things happen,' including complete apparatus assembly and dismantling, in preference to verbal descriptions, and also prefer fact and experimental activity over reliance upon conceptual teaching schemes.
It is also worth noting that entrepreneurial skill and its importance in science discovery in commercialization and in engineering project management are most often found in the same `E' and `S' individuals [70].

A further observation that Felder and Silverman make:

`Most engineering courses other than laboratories emphasize concepts rather than facts and use primarily lectures and readings (words, symbols) to transmit information, and so favor intuitive learners.

Several studies show that most professors are themselves intuitors.
On the other hand, the majority of engineering students are sensors, as high as 8 of 10 suggesting a serious learning/teaching style mismatch in most engineering courses'.

The existence of the mismatch is substantiated by Felder in, "Reaching the Second Tier: Learning and Teaching Styles in College Science Education." [55]. Felder found that in both traditional chemical and 25 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

electrical engineering courses `intuitive students almost invariably got higher grades than sensing students'.

It must be stressed that Benjamin Bloom [2,3], US educational ICON, also believes in salable skill muscle as per his own research. His findings were distributed in three `Domains' of which the first, Cognitive, is clearly about mental processes and hence thinking. The second Bloom Domain entitled: `Affective' includes; solitary and group competence, awareness of surroundings as in both people and events, capable of independent problem solving and carrying personal beliefs that are inclusive of those held by society at large, such as justice and democracy. The third category Psychomotor is related to Action but more focus is shown for personal self-starting, the ability to handle emergencies, the ability to solve problems on their feet, all tenants of entrepreneurship are valued in commercialization of scientific discoveries and important skills in engineering project management.
The latter list are very difficult to accommodate without sufficient attentiveness to appropriate skills and the ability to actually `navigate' in the mediums of science, engineering and technology.

The research of Bloom in the Action [Psychomotor] domain was reworked in recent years and published by Stephen Covey, in his book;
The Seven Habits of Highly Effective People. The habits under 26 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

discussion are the largely drawn from Bloom's second and third Domains represents `If we want higher performance results, then we must develop and renew the necessary resources for increased performance capability'. Thus necessary re-focus in educational delivery in science and engineering can find no better location to establish and nurture this performance mandate than in conjunction with laboratory work and both engineering and research salable skill building activities, under Dual Bloom tutoring.

In the desire to combine the best of both learning worlds a reinvention, refashioning, refurbishing, and vast expansion of quality lab work are called for. This supports and improves the major experiences that effectively attend the Bloom Affective and Psychomotor Domains that may be referred to as an `Action' domain featuring on the part of the students; alertness, awareness of processes, prompt task application, ability to respond effectively, sharing team responsibility, and getting things done.

All this is can be accomplished within an atmosphere of limited direction, working with few detailed mind numbing instructions, gaining rich experience in a wide array of carefully chosen apparatus assembly/dismantling undertakings, obtaining research readings [however simple], improving student personal analytical skills in 27 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

reviewing of results, and the overall start-to-finish comprehension of the research factors in experimental processes. This highly skill related lab activity can build communication, practical comprehension of `ways and means', and a preliminary stage for the Boyer recommended Capstone research and engineering experiences and Inquiry based learning method inclusion.

Despite every day status quo institutional faculty confidence in their curriculum and its delivery a Canadian report from the second largest university in Canada, University of British Columbia in Vancouver BC, showed that barely 15% of all UBC science graduates work in science.
[Dr. John Sams [16], Associate Dean of Science UBC, personal communique 1991].

Short years later the Canadian Government [17] issued an urgent action recommendation for post-secondary education; four of their points were directed at [hands-on] skills and labor force entry requirements.

Further, shortly after moving to the University of British Columbia, Vancouver as director of a Canadian Research effort into improvement in undergraduate science education. Dr. Wieman [36, 37] working to repair science education after a Nobel Prize win in Physics at Colorado, the UBC CWSEI website declared:

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`Federal and provincial governments have expressed the concern that higher education is not equipping students with the skills which will help build the economy when they enter the job market' UBC Canada CWSEI web site 2007.

Months later upon administration of a widely approved concept test to UBC science students holding subject end of year grades in April of A
or B, Dr. Wieman announced tested students could only satisfy 30% of the content of the approved subject concept test applicable to a science subject just recently completed at UBC Vancouver [36].

In a 2007 report, the Canadian government announced, pertaining to Canadian national skill development [17]:

`More than 80 Canadian universities develop research and innovation talent and perform research. Scientists, clinical investigators, and other researchers are involved in health research at teaching hospitals and research institutes of regional health authorities. In addition, many of Canada's 1 50 community colleges and polytechnics located in over 1,000 communities across the country work with local business organizations to develop and adopt new scientific developments and technologies. In all cases, their greatest contribution lies in their important contribution toward training students in essential S&T skills' [171.

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This response to this interest in national skill development, improved laboratory research and engineering salable skill husbanding through Bloom Cognitive and Action, [Affective and Psychomotor] Domains could become an undertaking for undergraduate Science, Engineering, Technology and High School Sciences in United States and Canadian institutions.

In conjunction with the impetus to reform, the report of the US
National Academies, Advisors to the Nation on Science, Engineering and Medicine, in the report entitled America's Lab Report [9], Investigations in High School Science 2007, also came to some startling related conclusions. The most vivid of which is:
`Unfortunately, the quality of laboratory experience for most students in U.S. high schools is poor'.

Coupled with this is the fact that the teachers of such labs are graduates of U.S. Science undergraduate institutions and that most of the points of weakness in the report are equally transferrable to U.S.
and Canadian undergraduate programs in Science. No surprise then, when the high schools are suffering the same illness as the parent institutions providing them with teachers.

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The Laboratory Situation Conventional science and engineering laboratories are seen as a story in reverse progress. Instead of supporting a policy of expansion and improvement, they have followed instead a policy of studied diminishment and oversimplification, particularly in labs refashioned for the expressed purpose of simplicity in everyday operation. This is mostly true in the use of `modular' lab equipment designs commonly used for their advantage of quick setup and take-down. Modular labs are all inclusive collections of discrete simple hardware [pulleys weights, string, springs, thermometers, and metal containers], or cabinets and carts with connections to services [electric power, water and drain, pressurized air, heating elements mounted on pipes or tanks etc.] all with push buttons to start and stop and all with readouts for data display included.

Good labs are messy compared to lectures, textbooks and paper, and require a large amount of time to administrate and in typical university setting usually lab activities are not blessed with experienced hands-on supervision nor taught by permanent faculty, nor are they apparently institutionally `championed'. As a result they default to supervision and delivery by `teaching assistants' [TAs or in cases of lab assistants, LAs], who are graduate students seeking an advanced 3 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC
V1W 2z6 degree and are paid for this part time work and the balance of the TAs/LAs time being consumed by their personal graduate courses.
Hence there is pressure to develop labs that are not in need of extensive care and attention, a perhaps inadvertent movement to `distance' the department from the reality of labs. Some believe that in part this is to accommodate the lack of acumen on the part of the `N' learner turned graduate student who has all too suddenly turned into a University Teaching Assistant or Laboratory Assistant. Good labs are those that are real mirror images of actual lab and/or industrial experience, not a simplified mock-up of surroundings, using vendor supplied apparatus, and cook-books, expressly built to produce `numbers' that support what some faculty decry is the real purpose;
support of theory. This vendor modular apparatus is produced by to provide quick numerical results, and genuine lab research and engineering salable skills are never seen to be a worthy objective in this mix.

If Boyer emphasis on Inquiry learning is to be an objective these types of labs represent the most extreme distancing imaginable. It is impossible to conceive of any reform proponents postulating improved Inquiry learning and creating the Boyer recommended scientific research salable skills accepting this situation or believing it 32 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

as representative of any suitable emphasis. The current operational behavior in labs employs the three g's also known as; `get setup, get readings, get out'.

The current assessment by the reformists about labs is that, as Redish [19] asserts; their improper teaching content. Redish [19] persistently decries in his book: Teaching Physics with the Physics Suite Throw away the lab manual', as provided by the vendor and which are also often referred to within universities as `cook books'.

There are many good reasons to revisit the setting up of lab services for every science, engineering, technology and high school program in the light of these current cited criticisms and the simple observation that they can be done much better. Labs are typically operated by the institutions with a motive to get numbers to support student mathematic problem solving and creating graphed displays of numerical lab results. Some reform advocates suggest this action is too often to the student's despair and the `S' student is likely being the most severely disenfranchised. Another argument is that there exists within MBTI strong momentum for the conclusion that the `S' students, without the opportunity to grapple with real situations are educationally disenfranchised and rings alarm bells of the US `No child left behind' initiative creating a:

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`Too many aspiring engineers left behind' atmosphere.[4]
Scrutiny of the current laboratory situation will uncover the entire process is setup to provide minimum student-to-hardware contact to protect the lab hardware. Lab equipment is built by commercial vendors for a basis of nearly non-contact. Except for the humiliation of it, they are often no better than taping a set of experimental results outside a locked lab door and encouraging students to copy them down and return to their dorms and write the lab up for hand-in. As Redish [19] pointed out:

`Take away the lab manual. Having a step-by-step procedure may guarantee that most students complete the lab but undermines important learning goals. Pat Cooney at Millersville University has had success with simply writing the task on the board and having students figure out what they have to do'. Teaching Physics with the Physics Suite; Page: 163, Edward F. Redish, Department of Physics, University of Maryland.

In the same extreme, the Canadian University of Toronto, Aerospace engineering department, in Canada's largest university already advertises in their calendar that their engineer trainees can do their labs from their dorms over the Internet. Impressive, but assuming they are also attempting to graduate the type of engineer who can also build the apparatus and develop the control systems to enable these 341 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

remote control labs when will these dorm bound students learn to do that, which most engineering professionals would judge to be real engineering?

This minimum hardware contact lab venue insures that equipment will not be unduly damaged or tinkered with and this of course is a major disadvantage of the entire process as students that are at university to learn to do this very thing are in effect treated like pre-school children and not allowed to extend their experimentation and learn, `lest they damage something'. If the Boyer Capstone experiences including research skill development are a recommended reasonable goal then the undergraduate years of non-contact, non-inquiry labs culminating in no-Capstones -- seem an unusual approach.

Despite the chronic low student body numbers and massively high drop-out or failure in sciences, most notably physics, faculty dissatisfaction attention inevitably challenges the unacceptable quality of the incoming freshmen. High school preparation is normally diagnosed as the blame for this unfortunate circumstance. With this diagnosis, the status quo blames their own victim dropouts, even before they arrive and issue rallying cries to `raise entry standards'.
Such a move, of course, would ideally net them larger numbers of 3 C Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

incoming high grade carrying `N' students allowing the cycle to start over again.

The recent expansion of increased focus on promising laboratory computers, computation and display aids such as the animation incorporated in `Physlets' [13] is a futuristic wave and a promising and valuable pathway as an added insight to physical phenomena, but does not replace appropriate teaching and not bothering to create the valuable research salable skills that can be effectively included in practical lab work [Boyer 24].

Such appropriate research and engineering salable skill inclusion has benefits that many critics and those who have assumed it to be of no value when they have never had such experiences themselves. Most have yet to imagine the value and virtue of appropriate and discipline dedicated salable skill development, and have obviously never personally experienced such a happening. Among the benefits is the ability to include a Cognitive Bloom sliding scale learning with the teaching of each new discipline oriented hardware item. At that time Cognitive Bloom #3, #4, #5, and #6 [See Appendix A] and the Action domain using what could be termed `world popular hardware and salable skill awareness' can be featured and strengthened.

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Attendance to developing research and engineering salable skills via student eye skills in labs fashioned for this result, was vividly pointed out by the famous psychoanalyst Carl Jung [59] who made an issue of the value of vision which translates into a simpler term `getting good eyes', a saying engendered to point student attention to `learning to look, while looking to learn' as Jung put it. By continual visual inspection and analysis of appropriately important key discipline hardware both theory and related science and engineering hardware skills are advanced.

Improvement by better planning for inclusion of the student `S' learner personality that need hands-on with hardware, and group setting as a student support, just to `make sense' of the issues being dealt with improves student satisfaction for potentially 70% of students in some classes. Those who learn best with hands-on opportunity are obviously the most concerned and satisfied with improved salable engineering and research appearing more prominently in labs. Along with this their increasingly larger numbers are of important value to society in science, engineering and technology disciplines [42]. They are in fact part of the skills workforce the Canadian Federal government [1 7] and the Boyer report [24] are making reference to in concern for appropriate national research skills and their criticisms of the continental status quo.

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The opportunity to deal more effectively with hardware and real practical physical lab situations speaks to an elevation of institutional willingness to address the `skills needs' and build in salable engineering and research skills Boyer called for in the Capstone experiences everyone will agree would support future student careers.
Prior to becoming endangered, many potential dropouts and failures will thusly be allowed to experience and appreciate the value of;
`actually doing laboratory experiments in groups from scratch', and having many such experiments being made into examples of Inquiry based micro-Capstones.

A recent Canadian Globe and Mail [2 May 2009] special report on Canada's best young high school science minds as they approach graduation and in completing their newspaper report was the finding that only about 50% of those who competed senior subject sin science in high school anticipated science careers. In comparison other Canadian working science researchers reported the single reason for their becoming researchers was 'a teacher' who had built a special relationship with the now researcher when he or she was in high school. Thus the 2008-09 version of Canadian high school science delivery had failed to captivate interest as many were convinced as scientists they would spend their days in a lab coat literally `behind 38 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

closed doors, isolated from other humans and begging for funding'. In other words the excitement of science, usually found in discovery, was not evident to them as they departed high school. As a result of the working scientists citing a specific teacher as their motivation they have at the same time implied not endorsing the high school program they came through to get them where they currently are, in scientific research.

Assessment of this in the light of the following comment is even more meaningful, a comment by Dr. John Sams, PhD [16], Associate Dean of Science University of British Columbia commenting on a survey taken at UBC in 1991. 'We found there are less than 1 5% of our science graduates working in science'. If fewer than half the graduates of high school will pursue science and only 1 5% of science degree holders work in science do we have a problem?

Although not normally considered so by educators it happens that the elimination of substantial hands-on laboratory experience is seen as exactly the issue that has resulted in the identified need for extended training time requirement of engineers and science graduates in industry or on the other hand simply makes science graduates almost unemployable [4,7, 24, 30, 33]. Extended training times imply lack of suitable research and engineering salable skills at job entry.

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Many educators further profess awareness that science undergraduate training is designed as an entry to a Masters or PhD program [29], and not for Boyer; Inquiry, Capstones, Communication skills or creation of groups of buddies.

As such, the Globe & Mail results show that half of the best science high school graduates were uninterested in science. UBC
demonstrated of those that did and graduated successfully from a major Canadian University, only one fifth [fewer than 20%] either had insufficient skills to capture employment or were not enamored of the field of science enough to pursue the effort to obtain employment, or some combination of these two effects.

The University of Washington Physics Education Research [PER] group ably lead by Lillian McDermott [6,7], has admitted repeatedly over the past fifteen years that half the students completing a first course in Geometric Optics at U Washington with successful A or B standing were unable to answer simple verbal lens/image questions in an interview. The A or B grades speak to student ability to `do the problems' and that about 80-90 % of course grades are earned with this singular skill. This inability to communicate meaningfully verbally is a Bloom Cognitive and Action disability skill that remains undeveloped in too many instances in science and engineering thus Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

stands as a major identified weakness. Dr. McDermott also went on to conclude;

`Everyone who teaches physics thinks that being able to make connections to the real world is important. Many instructors assume that while students are studying the formalism of physics [as in concentrating on computations] they are also learning to make those connections. There is considerable evidence, however, that this is not the case'.

The temptation is to whole heartedly agree that a revision of teaching as needed will dramatically renew this situation whereby in the future students, year after year, may be heard to say on leaving at the end of every lab session;

`I can't believe how much I learn every time in this lab'.

In his book, Teaching Physics with the Physics Suite, Edward F. Redish Ph.D [19], concludes further that the finest tactic any lab instructor could use is to `throw away the lab manual', which consists of a step-by-step no fail instruction set provided by the equipment vendor to guaranty success in garnering experimental numbers. With his fine track-record and years of service and intense research into physics teaching it would seem that Redish has a point. This perspective is not 41 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

widely accepted by his large cohort of status quo peers [about 90% of total players] in schools of thought about university science delivery.
Dr. Redish also suggested, as a conclusion of his own, but reflecting McDermott, regarding flaws and their repercussions.. .students do not `really understand' the relationships and fundamental concepts of Physics. Now there exists the conundrum of a curriculum, lacking in scientific salable skills, not serving a major visible component of the student body and having students that McDermott claims are completing courses with an A or B grade are `unable to answer simple questions' and Redish claims they `do not really understand fundamental concepts in Physics'. It appears few have heard these clarion calls despite Redish's position as a major reform advocate and highly respected professor at the University of Maryland and a PhD
graduate in Physics from MIT, one of America's premier universities by ratings year after year.

On the other hand, some pragmatists among physics proponents in engineering faculties have another version. In a study of North Carolina freshman engineers Spurlin et al [8], quoting `The Creative Brain ` as asserting that rote problem-solving orientation of the current engineering curricula [a parallel with physics one might add]
made the observation that engineering curricula does not foster the 42 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

skills employers need in engineers [8]. Dr. Richard Felder at North Carolina State Chemical Engineering simply made the observation that traditional lecture oriented teaching that is the platform for the `problems curricula' leads to `lower performance, negative attitudes toward engineering, and decreased self-confidence of some students'.
In their initial attraction to engineering it can be proposed that such students create a mental image that engineering, as opposed to science, will give them a personal practical orientation to reality as one might imagine important in a discipline such as engineering. Even in senior years current university lab arrangements such as the mentioned University of Toronto students doing engineering labs from their dorms, creates a student emotional situation where without regard for their need for the physical presence of practical salable skill featured hardware and laboratory experience students are left continually doing paperwork and mathematics. This leads not only to insufficiency in discussion of technical physics but in dropouts and failure levels unwarranted in any institution. A personal experience on this matter was in a conversation with a young lady who was a Harvard Biomedical Engineering graduate student in her Master's program when she commented rather sadly; `I wish we could handle and learn more about all the prosthetic devices we only study mathematically' [68].

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Most reform proponents still argue rather successfully that the age old science and engineering concentration of the teaching conceptual theory and mathematical problem solving is mostly about intuitive thinker's preferences, and the lecture format is mostly about introverts, and hence curricula is said, in both sciences and general schooling, to be biased in their favor. Many argue that, outside of MBTI, common sense has held for years that the introverted intuitive `N' learners, also referred to as introverted book readers, academically flourish from middle school onwards. It is also successfully proven that theory concentration is NOT teaching that which is assumed learned as reported by McDermott and Redish, and more importantly that which is known to be important in the real world [McDermott, Redish, and Felder]. The research work of Ebbinghaus [1 ] also predicted that the forgetting rate for any material that was initially mastered will deteriorate to about 35% of the peak value in 21 days without further memory recall in between. The antidote is ongoing strategic memory refreshment which is further enabled by the initial use of diagrams and animation serving as `memory hooks' in the material first being mastered. Some intuitive approval of these criticisms is visible when the defense that should be forthcoming from the status quo institutions is only silence.

4^ Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Comparing the McDermott, Redish, Wieman, and Felder conclusions the action of ignoring the failures of substantive practical laboratory work in omitting much of the world's popular, widely used, dominant hardware, materials, and components, is a disservice. Indeed the issue is oftener more severe in that students, in some cases, will withdraw from learning the theory because of this omission, becoming candidates for complete withdrawal unless they become aware of and accept the value of practical but real research in science and engineering their applications [4].

Even more crippling for those who do go ahead and learn the theory material, McDermott, Redish, Felder, Gerace & Beatty[14] also contend that students mostly forget much of theory as it is not `pegged' to more meaningful entities that readily support long term memory development a desirable situation that Christina and Borjk [40] refer to as Semantic learning.

The utilization of more and varied actual hardware as a companion to theory teaching becomes a valuable case in point with regard to memory recall, long term memory and hence Mastery Learning. Initial learning having suitable recallable [Semantic] `memory hooks' facilitates development of memory that will provide superior long term recall service if it is initially formatted with the support of the actual 45 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

hardware's meaningful reality. This contention will improve further if supported by the appearance of continuous carefully selected quantities, types and forms of hardware and physical entities in educational undertakings as more meaningful when they are chosen from the popular and common version in each specific discipline than unlinked and unrelated theory alone.

Semantic memory is the term used by Christina and Borjk, as being an aspect of improving recall and long term memory that shows increased preservation of the `gist, the general significance', of a readily recallable learning experience. For Christina & Borjk it is important that the initial mental formatting be in Semantic meaning to best service any Long Term Memory storage [401.

In another vein, the argument goes on:

`The field of Physics Education Research has seen considerable growth over the last thirty years or so. Its practitioners have amassed a convincing array of evidence that traditional physics instruction, emphasizing derivations and problem solving, is widely held to be inefficient at achieving the desired objectives. The approach does help some students learn most of what we'd like as well as we'd like, and helps many students learn some of what we'd like to some degree, but in general it serves our students poorly and is not well matched to our 46 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

avowed goals' [14]. It is worth mention that these unachievable avowed goals are far less than those the Boyer Commission envisages.
Now, after the contribution of the above experts, reconsideration of the mentioned `canned laboratory' and its crippling effect on the desired outcome of Bloom comprehension, Bloom awareness that is crippled by the student `get in, get readings, get out' lab mentality that status quo labs invoke, all without available science and engineering salable skill preparation with common and popular hardware and techniques in research and industry brings a clear and sweeping `lack of Boyer status' to the current state of the art and its shortcomings.

What is most laden with potential is that a premium lab structure with full three Domain Bloom infrastructure and using world popular, common, valuable and important hardware to develop undergraduate research experience in some fashion in every semester so research and engineering salable skills can also act as a key ingredient to understanding physics in the terms of Gerace & Beatty [14]. The opposite of the conventional method, where `canned lab instructions' are stripped away and natural curiosity, with Capstone and Inquiry based learning skills can and should consistently appear in lab formatting . Day after day this can drive awakening and improved ----------- ------------- ------47 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

development of applied mental abstracts in the setting of actual practical, important and popular world-wide hardware, materials, subcomponents and software. More open extensive and reality rated lab activity will also function well as research based skills as they imply the student can function in research.

Gerace & Beatty [14] contend that the current method of almost total emphasis on problem solving in Physics is almost dysfunctional, in that learning occurs among those who thrive in it BUT it is short lived without some opportunity for real memory re-enforcement. What remained unstated was what occurred for those alternate students, the `sensors'. Reality labs serve as a major mental resource for the student cohort who prefer learning that is more concrete, more visible in reality, more touchable, while at the same time both theory and salable skills are more readily retainable and usable while having the virtue of representing the most common popular hardware in each specific discipline. As a point in passing; traditional Electronics Engineering programs do NOT have Radio, TV or VCR/DVD
player/recorders, conventional telephones or functioning Cell phones as lab activities.

All of this is demonstrating unwarranted lack of awareness and inappropriate academic administrative jurisprudence by the said 90%

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conventional institutions and disciplines regarding unwanted, unwarranted and unproductive tactics, inhibiting laboratory delivery and scientific salable skill development in status quo science, engineering, and technology.

Those who do not agree with Myers Briggs cite the lack of survey repeatability, a scientific no-no. Using this as an excuse to annually retrench in the status quo and thus fail to respond in anything other than token awareness to the cohort of `others' seeking more concrete learning situations is unacceptable. It further serves notice of failing to satisfy the earnest wishes of scholars such as Wieman, McDermott, Redish, Felder & Silverman, Stipek, Gerace, Arnold Arons, and the US
and Canadian federal authorities cited as well.

More up to date assessments in Canada In a 23 October 2008 publication of a Canadian publication by the Globe and Mail [Canada's national newspaper], in an annual report entitled `Canadian University Report', showed the following student assessed grades on key issues among Canada's top 16 institutions with the following BEST GRADES in a system being: A+, A, A- , 4" Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

followed by B+, B, B- etc. Four very significant results are pertinent for the largest Canadian universities:

Quality of Education .....................A
Quality of Teaching .......................A-Student Faculty Interaction............B+
Career Preparation ........................B+

In other words, career preparation and the apparent willingness of faculty to make their time available had failed to finish in the top three grading categories; A+, A, A- among the highest rated universities. It is also notable that in Career preparation the only B+ was assigned to the University of Waterloo which has for decades been the pioneer of co-op education in Canada and has received suited repeated Kudos on this accomplishment. Removal of this single B+ in career preparation from the list leaves the balance of 15 Canadian premier institutions at no better than an average B for Career Preparation in student minds, four notches from the top, by the testimony of their own students. It is also a safe bet that the polled students were being generous.

The result of a `B', or under, grading in career preparation speaks to an institutional disregard for Mastery Learning in all of the aspects beyond that required to secure conventional theory perhaps due to the 50 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

singular purpose of focus upon theory, [Felder[4], McDermott [6,7], Spurlin et al [8] , National Academies (US) [9], Stipek [111, Gerace &
Beatty [14], Government of Canada [1 7], Redish[l 9], Forest Mims III
[32], Silverman & Felder [33] ].

As a result the regarding of labs as quaint experiments to deliver results as numbers primarily to `support theory' puts an unnecessary handicap on research and engineering salable skill career preparation and is said to simultaneously increase the drop-out count especially among the 'S' student cohort. [Tobias, Sheila. They're Not Dumb, They're Just Different: Stalking the Second Tier; Research Corporation Tucson].

We have even seen engineering labs whereby the lab Teaching Assistants actually `do the lab' and the students witnessed the process, and copied down the results on their clip boards, standing as a group in their hard hats. With the institution willingly thereby to leap-frog the available research and engineering salable skill laboratory expertise in a rush to complete the experimental data gathering is seen as a key flaw in the conduct of university science, engineering and technology labs, and an off-the-rails version flying without Bloom, Ebbinghaus, MBTI, and the obvious Boyer available benefits.
Hence the omission of a superior educational delivery stands clearly in Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

the path of a better Career Preparation grade for all the premier Canadian universities.

What is required is a research and engineering salable skill laden Mastery Learning laboratory setting for the future, with complete integration of research and engineering experiences and theory fundamentals. True quality lab experience complete with a mosaic of add-on world popular hardware and key discipline software, components and materials would stand as a superior contributor to education, salable skills and Mastery Learning.

It is impossible not to conclude that the BSc exists mostly as a run-up to graduate schools with its focus on theory preparation for post-graduate studies is robbing too many students of the type of teaching they require, admire, and desire. Also for that matter they are joined by their tax and fee paying parents. A clear change to a full use of an improved method of educational delivery would not only be a major gratification and welcome outcome but under better educational leadership will improve the available pool of research salable skills in any nation. We refer again to the comments of Dr. John Sams University of British Columbia [16] discovery that only 1 5% of UBC
science graduates work in science. Why ?

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Few deny that a Mastery Learning [10,1 5,18] focus makes a MASSIVE
improvement in instructional effectiveness, [3,4,6,7,8,10,12,13,14]
and [15,19,23,27,32,33,34,and 36]. It does however call for additional laboratory time for many students, but this is easily obtained by simply extending each traditional three hour lab session by one hour [which are often abbreviated anyway, and in too many instances the lab is normally empty by half time, just about 2 hours]. Also splitting into two labs twice each week of two hour duration is more than twice the value of a single three hour lab, especially when the three hour lab is empty in two hours. University administrators will reply that there is no further time available without raising fees, already seen as too high.
It will however be lower than the cost of losing half the entering student body before graduation. The situation may readily and cost effectively be resolved by the use of a very few additional hours of LAB
time which only requires reversal of the recent trend of cutting down on LAB time.

Despite the Canadian large universities having the most lavish university financial resources, money has not purchased an excellent rating in delivery driven capability toward occupational readiness.
Decades of this being so have proven that the status quo being the 53 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

only avenue may well insure their continuance perhaps simply due to no visible delivery alternative being available.

A further issue evident that is apparently not seen as a 'do-able' in undergraduate programs is a missing ability to handle setup and operation of widely differing but ever increasing capability of electronic based data logging apparatus that can economically produce massive amounts of automated data for research and industry but currently only does so in rare cases, simply because of lack of expertise in current researchers.

Any improved educational delivery should create a suitable reparation of this issue in accord with ALL the interested parties including Boyer, and the National Academies [9] 2007 publication America's Lab Report, and said status quo and reform proponents by insuring acceptable and productive integration of PRACTICAL electronic hardware skills training via inclusion of test equipment, use and calibration, appropriate discipline based sensor technology and simple electronic based desktop and field type data logger applications.

Our Appendix B includes over 100 different applicable sensors. This teaching delivery is designed not to become bogged down in electronic network theory, and endless dysfunctional design calculations. As an example on this point one data logger company A Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

offers a four sensor channel data logger that can attach directly to a computer and log data on a typical desktop or laptop computer in real time, collecting up to four different sensor readings continuously, 24 hours a day. Amazingly this item is a mere $25 US [51,52, 53, and 66].
As examples of the wider electronics need, which has remained substantially unaddressed throughout North America, despite the steady emergence of commonly used traffic engineering hardware, systems and research advances the two copied recently appearing newspaper ads for technical personnel in Civil Technology, featuring electronics media which are NOT covered in Civil Technology or Civil Engineering. The two items are from the rapidly growing area of the Vancouver Regional District BC Canada, but are modern needs.

Coquitlam: City of Coquitlam, 3000 Guilford Way, Coquitlam.
`you are equipped with relevant experience/education in Transportation/Civil Engineering Technology ....considerable knowledge of the practices, methods and equipment used in traffic engineering operations'....

District of Maple Ridge 17 995 Haney Place, Maple Ridge BC V2X

`/n addition to a Civil Technology certificate... collect, summarize, analyze, and interpret data......You are adept at monitoring traffic operations, overseeing the maintenance, repair, and installation of traffic data collection systems, and inspecting the work of contractors for compliance...'.

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Beyond the laboratory... the skills issue.

The wider electronics need in post secondary, which has remained substantially un-addressed is related to the 1 12 Billion dollar a year [2008] in USA sales, down slightly from 129 Billion in 2007 for consumer electronics. This level of technology annual spent dollar value and the lack of any appropriate match in post secondary education of student hours per year of electronics instruction should have some common sense relationship. With a closely estimated teaching contact of 5% in all North American post secondary as a fraction of science, engineering and technology totals it is evident that commercial action is outdistancing any educational response.

Critical but modern electronic training such as is required to attend to these above two advertisements and much of the practical needs as expressed by Dr. Smol of Queens University [below], is reasonably straight forward, and can readily be taken even further with the mentioned data logger and Internet retrieval of research and engineering data, all at cost effective levels. This is also true for data logger applications in most fields of science and engineering endeavor.
Dr. John Smol, PhD, Queen's University Biology Professor, on his remarks at receiving a Killam Science award in Canada, one of the five 56 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

awarded and announced in the Canadian Globe and Mail newspaper,l2 May 2009. As a biologist Dr. Small made the comment that:

`One of the biggest problems in environmental research is we don't have long term monitoring data'.

This research and engineering salable skill electronics must be concerned primarily with sensors. The data logger advantage is to be able to make direct connections between the senor and he data logger.
In many cases this requires some additional software know as `curve fitting' software. It has the properties of being able to create a linear, or non-linear equation for calibrating any sensor with an appropriate data logger. To allow this needed data creating technology to grow one as part of the key ELEMENTs is very relevant in all science, engineering, technology and high school science curricula [See Appendix B]. The current available spectrum of miniature low power consumption electronic data loggers, with battery power sources and solar panel recharge capability have been a recent landslide of development for aid to researchers and engineering measurements.
They offer the provision of data that hitherto was not available in current massive quantities except by costly field party manual data gathering trips usually only frequented in the `off', or summer academic season because of the need to remain on site due to the manual data gathering methods being employed. Hence to date only 57 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

scattered bits of gathered data have been the norm in much scientific research, often leading to researcher hesitation about making appropriately cautious conclusions resulting from the limited data.
Other similar effective data logging hardware can monitor eight sensors simultaneously at a field location and transfer all eight readings wirelessly to a desktop or laptop computer at a distance of up to 1000 meters, as fast as one reading per second. This enables research in plots supervised by agriculture, forestry, and botany scientific researchers to monitor most field plots for about $800 per installation inclusive of most sensors [48]. Many desk top computers will accommodate up to three such systems simultaneously allowing 24 sensor readings at 60 readings per minute if desired and placed in the main computer memory each minute.

Expansion of scientific research databases in this way is critical in the decades ahead, and the exciting part is they are able to inject motivating and educational scientific research data gathering in institutional science, engineering and technology labs night and day.
In the search for research data and scientific experience recommended by the Boyer Commission for undergraduates such equipment would be a boon in a wide variety of diverse low cost data accumulation of bench-top and small apparatus including outdoors on campuses 58Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

everywhere. As sensors have never been in more wide availability and in very reasonable costs such research activity undertakings are able to be undertaken in a suitably rigorous research fashion in each and every semester for each and every undergraduate year. This allows micro, mini, and full Capstone projects to be embedded all the way in every undergraduate semester.

Other examples are available in weather research, medical applications, and geophysical prospecting needs. Most researchers without the skills to implement this type of data gathering have failed to acquire the needed expertise after graduation. Despite their recent appearance, cost-effective remote operating data logging is an almost legendary practical research resource for those seeking mastery this prominently rewarding research and engineering skill, unfortunately still limited in use by the practical electronic limitations found amongst most researchers. This limitation has nothing to do with electronics circuit design and is usually created by lack of practical electronic expertise among conventional disciplines; physics, chemistry, biology, agriculture, botany, forestry, and in engineering;
civil, mechanical, chemical, biological, petroleum, robotics, electric power, aerospace, biomedical, mechatronics, and automotive etc.

Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

The intention is to engage this and similar practical electronics science and engineering skills advantage [51,52,and 53] in early undergraduate years and complement traditional programs with this research and engineering data logger hardware computer linked capability in a wide knowledge of discipline centered sensors as one major keynote in any improved method of educational delivery.
Compared to the current equivalent post secondary program coverage this wider science and engineering research skill in data logging is offered by fewer than five percent of the undergraduate science and engineering programs on the continent.

Research and engineering salable skills in data logging can jump start massive improvements in engineering, technology and science by availing, on a cost effective basis, MASSIVE VOLUMES of DATA
RECORDS. In the future it will protect against lack of pertinent data about aquifer degeneration, pine beetle scourges, bridge and building impeding failures, and awareness of such things as the hair-raising decline of our ocean cod and salmon resources.

This contribution may be made for every science, engineering, technology and high school science program to remedy the defect that is referred to as electronic based underachievement. It will serve to allow introduction of science research and engineering data 60 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

monitoring in a vast array of applications that currently are almost completely ignored in science, engineering, technology and high school science programs.

This proposition stands as a sentinel amidst the stunning oversight in American and Canadian high schools whereby biology, chemistry and physics are commonplace but no electronics expertise is available.
Electronics, humankind's premier sophisticated technology deserves better representation, and early and competent scientific research capability with such powerful electronics expertise is a sufficient justification to immediate action.

Powerful support regarding the issue of electronics was received from an American electronics icon, Mr. Forrest Mims III [32], who has demonstrated a lifelong dedication to electronics, its exposition and its practical teaching, including US Presidential citation. So vivid and suitable for beginners to master were some of his early writings they were carried in the Radio Shack monograms entitled Engineer's Mini-Notebooks which were widely popular among practitioners in electronics and high school students. Now they have recently fallen from the sales shelf. This disappearance is a signal of the lack of popular interest in electronics mostly because of reduced the reduced 61 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

high school opportunity to gain any background. We also have no more of Electronics Today, and Popular Electronics, two, street-wise USA electronics magazine publications; Snowboarding and Quilting have taken their place. We shared a combined concern about the apparent disappearance of electronics from the popular domain in the American landscape agreeing that this specialty alone ranks as number one in training in a world full of potential for international wars of different sizes, and international health or other national security crises that may require a sudden huge increase in the number of available practically trained electronic personnel.

One of the most curious issues is the needed re-positioning of electronic expertise in those educational program locations whereby such omission is judged a serious mistake. One obvious issue here is the mentioned example on traffic engineering; another is about the electronics issue and national security. As the increase in electronics expertise is ever widening in third world countries among those manufacturing nations where North American labor costs make out-sourcing of electronics an attractive danger that may result by causing or contributing to the issue of a `national vanishing electronics expertise' has reared its head.

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One must agree that electronics, simply stated, is the most dominant and powerful technology in the world, is normally supportive of medical, civilian and business activity, military and emergency communication, and the communications and computing worlds. Rare is the continental Electronics Engineering undergraduate institution that has intention to offer courses in applied applications other than the current fashionable computer design. No radio, no television, no telecommunications, no military, no radar, no instrumentation and control for heavy industry; steel making, pulp and paper, refining, chemical production, no electric power generation by fossil or nuclear fuels, no mining automation, limited automotive engineering, and equally little aerospace engineering, no biomedical instrumentation.
Despite electronics sitting alone at the top in world appropriate coverage in current education is a near also ran.

It is common knowledge that high schools, who can comfortably offer Biology, Chemistry, and Physics are largely unable to offer practical electronics, thereby robbing those young learners yearning for `something of value', in perhaps the single most critical entrepreneurial technology imaginable. Participating in a subject whose national street economic value may dwarf that of any other single commodity in the world would itself be a satisfaction and a motivating factor. Imagine a high school student who has taken grade 63 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

12 chemistry developing an ability to balance chemical formulas afterwards turning their back on science would do if she/he could have taken a background in more lasting practical electronics in place of the chemistry theory that is proven as soon forgotten [Wieman, McDermott]. By practical electronics, we do not mean electronics for design, which takes years to bring to fruition, but electronics to `get things done' in the realm of electronic apparatus. When looking to our universities for leadership, we note the fashionable route is to ignore this issue.

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DESCRIPTION
The Improved Method of Optimized Educational Delivery [IMOED]
defines six ELEMENTS that constitute the method structure; Socratic Discourses, World Popular Hardware and Key Discipline Software add-ons, Draw & Explain student study files, Research and Engineering Salable Skill Electronics, Compound Research and Engineering Assignments, and Computer Based Long Term Memory Support each crafted with its own structure with features for group and individual learning.

Each of Bloom's Cognitive and Action hierarchy constructs are a major feature of every IMOED ELEMENT learning, which all include both theory and hardware, and the goal of restoring science, engineering technology and high school sciences to a newfound respectable status including as yet undiscovered and unused improvements in research and engineering salable skill inclusion, with full Ebbinghaus[1 ] based Long Term Memory Support and there after creating delivery quality culminating in Mastery Learning [10,1 5,18,40].

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The innovative issues within the method.

The Improved Method of Optimized Educational Delivery [IMOED] is an excellent delivery method providing all of Boyer [24] and The National Academies America's Lab Report [9] and beyond those recommendations capable of injection of inquiry learning and accommodating to creation of semester by semester Capstone research experiences through all EIGHT undergraduate semesters.
The Improved Method of Optimized Educational Delivery also contains full Bloom Cognitive and Action benefit factors for full delivery integrity and the aspiration of teaching methods of thinking about engineering and science and methods of behavior compatible with successful research and/or engineering in solitary or group environments. The Method further provides secondary benefits by elevation of student enthusiasm, and creating very substantial research and engineering salable skills that improve employability while also increasing student interest, increasing student enrolment, raising mastery learning achievement, while changing institutional delivery effectiveness and consequent reputation, all in positive directions.

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All these benefits arrive as substitutes to the currently assessed and widely recognized inadequate programs in science, engineering, technology and high schools. It is the only method known that combines and enhances the benefits from the leaders in current educational delivery research; Bloom [2, 3], Ebbinghaus [1 ], Felder [4,33], McDermott [6] Carroll [10], Redish [19], Gerace et al [22], Wieman [36,37], Christina & Borjk [40], Hockemeyer & Mori [41 ], Chang & Chang, [42], and concerns of the National Science Foundation [9] and Boyer Commission [24].

The Improved Method of Optimized Educational Delivery featuring Bloom, Ebbinghaus, continuous group learning and superior student retention, with Capstone research in every semester thereby provides the most innovative and comprehensive delivery program laden with student approval, research and engineering salable skills, and higher employability than ever before established, in a Mastery Learning [10,1 5,18,40] content and providing maximum increased Long Term Learning Memory extension using the six action ELEMENTS [38,40,41 ].
The Improved Method of Optimized Educational Delivery establishes the six teaching ELEMENTS each effectively solidifying both theory and research and engineering salable skill offerings while supporting 67 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

theory in a unique and complementary partnership with research and engineering salable skill levels of Mastery Learning. The addition of the feature, Long Term Memory extension and security, and consequent gratification for everyone involved as a result of the cumulative six ELEMENTS operating simultaneously becomes the only existing composite method that may function effectively to revitalize the status quo university programs in science, engineering technology and high school sciences.

Socratic questioning [Sod] are discourses led by faculty or teaching assistants for lectures but most successfully conducted in labs, is the first of the six ELEMENTS where questions are prepared by use of all six Bloom cognitive items and the Action Bloom (where the term Action Bloom is a composite of Affective and Psychomotor domains). The Bloom cognitive items initially employ simple basics in the beginning of the initial semester using Cognitive Bloom #1, #2, but later widening to include more advanced Bloom Cognitives #3, #4, #5 and #6. This Socratic delivery process also contains the Bloom Action items regarding student; awareness, alertness, personal response quality, reporting quality, interaction with peers, task completion, resourcefulness, team contribution, and leadership.

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World Popular Hardware and Key Discipline Software [WPH&KDS], see Appendix C, is the second of the six ELEMENTS containing hardware and software with apparatus, conducted in labs, employed and supported with Socratics, and tested in normal testing and examination. It is also within Draw and Explain, Research and Engineering Salable Skill Electronics, Compound Research and Engineering Assignments, and Computer Based Long Term Memory Support, all below. The introduction of this with the required coupled Socratic discourses is a huge add-on element of popular and important hardware and software in science, engineering, technology, and high school laboratories.

Draw and Explain [D&Es Example Figures 1 & 2] created by students out of class, tested in class in normal testing and examination. The third novel IMOED ELEMENT with amazing power is a collective of structured student prepared files describing subject theory and related hardware supporting drawings, separately maintained by each student in each subject. The file subject content topics are initially identified by the instructor[s], approved by departments and usually assigned in lectures, as the semester progresses, following their departmental identification and approval as appropriate D&E topics. The student prepared Draw and Explains 69 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

on any one topic include Cognitive Bloom construction initially using theory topic content names for Recall and a description for Comprehension. In more advanced stages Application, Analysis, judgment and Creative Inventiveness are added as thinking matures.
In essence it is itself a cognitive Bloom #1, #2, #3, #4, #5 rolled into the analysis of D&E topics.

Research and Engineering Salable Skill Electronics [ R&E SSE
See Appendix C], is the skill building electronics fourth of the six ELEMENTs, conducted in labs, having sources in Socratics, World Popular Hardware and Key Discipline Software, and Draw & Explain supports Inquiry learning and Capstone research and engineering with the assistance of the above mentioned other ELEMENTS as an activity for building two additional benefits; the development of electronic expertise at the operational level and the ability to create and become the platform for a large number of cost effective research projects that can be shown to yield massive quantities of appropriate scientific and engineering data. R&E SSEs are sensor/test meter/data logger laden lab arrangements later included in Compound Research Assignments [below], tested in normal testing and examination and in Draw and Explain, and Computer Based Long Term Memory Support [CB LTMS, below]. In the Improved Method of Optimized Educational Delivery 70 1Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

[IMOED] this is the fourth of the six ELEMENTS as another add-on emphasis particularly to allow early semester introduction of inquiry learning in science and engineering research and also to deliver volumes of data thereby illustrating the power inherent in data logging activities for researchers in all disciplines of science, engineering and technology. Entitled Research and Engineering Salable Skill Electronics [R&E SSEs] it has the task of teaching skills in research and engineering while also making science, engineering, technology and high school science students aware and competent in specifically chosen discipline oriented inquiry and research data generating projects while also demonstrating and delivering experiential hands-on time with data logging in these very research endeavors. Low cost sensor and data logging will be activated in such areas as; force, distance, diameter, stress, forestry growth, forest fire heat propagation (air-to-air, air-to-water, air-to-soil), soil temperature, water temperature, air temperature, solids temperature, fluid temperature, soil moisture, soil pH, humidity, wind speed, wind direction, wind velocity, boundary layer studies, tree growing girth, agricultural product growth (plant stalk growing girth, harvest crop growth girth, subsoil growth), building material moisture monitoring, highway and street road ripple monitoring, highway traffic counting by 7 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Infrared, liquid pressure, liquid flows, etc,...all employed separately or in conjunction with Compound Research Assignments [below].
Compound Research and Engineering Assignments; [R&E
CAs Appendix D], is a creation for Capstone insertion in each and every semester, in each and every year, growing in complexity as years progress while building expertise in salable skill research skills. R&E
CAs are conducted in student time, a practical research and inquiry undertaking where one or more topics are investigated and in many cases compound investigations are undertaken or prepared for undertaking such as the water quality study herein outlined.
Compound Research and Engineering Assignments [R&E CAs] with built-in salable research skills can be readily created demonstrating that skills and research can readily be taught and demonstrated in the same compound activity within a Research and Engineering Compound Assignment. Research skill emphasis mimicking major research undertakings can be as complex as pilot scale real projects and deliver much needed motivating real experience. Compound Research and Engineering Assignments imitate tasks new employees in science and engineering may be asked to perform making liberal use of vendor catalogs as an excellent science and engineering reference source is the fifth of the six ELEMENTS, with testing in normal testing and post assignment completion interview examinations [alone as a single 72 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

student] and again in Computer Based Long Term Memory Support [CB LTMS]. Compound Research Assignments are strategic discipline assignments containing salable research and engineering skills allowing normally traditional separate teaching topics such as heat and flow, pressure and temperature, flow and pressure, to be `compounded' or combined together in the creation of a practical assignment supporting both research and engineering within Mastery Learning.

Computer Based Long Term Memory Support [CB LTMS], conducted in student time, executed on institutional or personal computers using special delivery software [Appendix E] . This sixth and final element installment of the six ELEMENTS in the Improved Method of Optimized Educational Delivery based upon the scientific memory studies available from Ebbinghaus and modernized recently to introduce Semantic `memory hooks' to improve long term memory retention by strategic repetition. CB LTMS is not an attempt to serve grade production, but a testing strategy based on the Ebbinghaus research to service, enable and insure Long Term Memory retention [38, 40, and 411. It is also created with an inherent FULL Bloom cognitive question base, as well as having the natural group activity student gains that are available with the spontaneous formation of 73 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

study buddy groups. Employing Bloom Cognitive question methods the ELEMENT is a superstar in retention and student Mastery Learning.
Bloom Action items surface readily, especially in regard to group membership interaction, discussion and reporting levels of understanding, usually about Draw & Explains which become a chief source of CB LTMS questions. The `study buddy' group will become a big CB LTMS student strategy and the natural Bloom Action dynamics will play out around this key ELEMENT and its student responding to faculty test requests.

Combined together the six ELEMENTS have the capability to maximize institutional effectiveness by the securing or permanence of superior cognitive long term theory capability, impressive knowledge of research and engineering salable skills featuring popular real world hardware, software and materials, and having consequent positive Bloom personal Action improvement of students not featured in other academic schemes. The IMOED extensive use of Bloom Cognitive and Action delivery strategy further enhances by the inclusion of the traditionally ignored or at best ad hoc institutional position regarding advanced behavioral Bloom Action, [Affective and Psychomotor Domains].

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Student consequent behavior enhancement can and will help solve the poignant appeal raised by Felder [4] about the `engineers left behind' and McDermott [6,7] whose concern is about her extensively researched issues of minimal real learning in Physics and other sciences, recently repeated in Canada by Wieman [36,37].
Conventional science, engineering and technology delivery primarily limit Cognitive Bloom to the basic three items of the six item Bloom cognitive steps; #1) Knowledge, #2) Comprehension, and #3) Application, via limitation to theory and associated mathematical problem solving. Only on rare occasions do institutions consciously extend their efforts into Bloom #4) Analysis, Bloom #5) Judgment and Bloom #6) Creative inventiveness, a pathway to entrepreneur nurturing.
The Improved Method of Optimized Educational Delivery [IMOED] has integrated the FULL Bloom cognitive items; #1) Knowledge, #2) Comprehension, #3) Application, #4) Analysis, #5) Judgment and #6) Creativity in each and every of the six IMOED action ELEMENTS as appropriate to the ELEMENT and position in the undergraduate year(s);
Socratics, World Popular Hardware and Key Departmental Software, Draw and Explain, Research and Engineering Salable Skill Electronics, Compound Research and Engineering Assignments, and Computer Based Long Term Memory Support.

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IMOED also addresses the Action life skills (referring to Affective and Psychomotor as `Action') primarily by a new focus on refreshing and upgrading lab experiences toward a maximization of research and engineering skill building.

A resulting gratification in science, engineering, technology and high schools will appear by an additional initial move to obey the Redish cry of `throw away the lab instructions', thus allowing learners more personal responsibility toward team work and personal independence, and success with reliance upon developing `good eyes' where the motto is; `if you don't see, you don't understand'.

IMOED further adds learning memory extension support and research and engineering salable skills as major gratification for students such as knowing they know and; `what they are learning is of obvious practical value' satisfying the mentioned need to understand what the theory they are learning supports and how it is achieved in practical situations.

Simultaneously with the IMOED suggestion herein to create unparalleled combining of Ebbinghaus and Bloom reinforcement by use of Socratics, World Popular Hardware and Key Departmental Software, Draw & Explain, Research and Engineering Salable Skill Electronics and Compound Research and Engineering Assignments, Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

long term memory strategies are applied in all of the six IMOED
ELEMENTS, especially the memory superstar Computer Based Long Term Memory Support. The Improved Method of Optimized Educational Delivery stands as the only clearly defined, concrete and method based, Long Term Memory enhanced Mastery Learning capable of reaching and performing with science and engineering salable skills far beyond the conventional methods. IMOED is THE
improved version of educational delivery available in science, engineering, technology and high school sciences, which excels with the creation of remarkable long term memory support where the final touch is applied by utilization of the IMOED ELEMENT; Computer Based Long Term Memory Support, [CB LTMS]. What better final act than one fashioned to provide the best possible end point to improved learning... extended future memory of that very learning? This emphasis upon long-term memory development and subsequent Mastery Learning positioning also makes the observation that no one can use learned theory or practical expertise they can no longer effectively recall.

Programs without such memory refreshing methodology are already proven as deficient in recent research [6, 7, 33, 36, 40] as current status quo memory security is a limited art as research has discovered and reported in the prior undisputed research of Ebbinghaus, and the 77 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

dismal recall and mastery findings of more recent research of McDermott and Wieman.

The Ebbinghaus research not only delimited the horrifying rate of memory decline in learning [over 50% in a period of 21 days based upon 100% mastery in first time learning research] but IMOED

establishes the herein disclosed benefit of built-in and time-tabled refreshment creating a reduction in retentive material rate of decline each time a memory refreshment is re-enacted. CB LTMS has an indefinite capacity for such improvement, limited by time and student tolerances for repetition.

Robust integration of salable research and engineering skills as called for by Boyer and the NSF Report on America's Labs, are initially encouraged by Socratics followed methodically by tactical inclusion and positioning within World Popular Hardware and Key Departmental Software, Research and Engineering Salable Skill Electronics, and Compound Research and Engineering Assignments. ELEMENTS of IMOED ever combined with subject discipline traditional theory serves to better support Long Term Memory and consequently Mastery Learning by the addition of the above and including Semantic `memory hooks' by planned appearance in the combined IMOED curriculum of 7p Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

massive quantities of the `Semantic meaning'[41 in the form of associated diagrams and animation as available as sought for memory securing tools and also provided by obvious inclusion of popular and important subject discipline items in the terms of Christina and Borjk [40] and Albert et al, Memory, knowledge and e-learning(2006) [41 ].
This repeated emphasis upon Socratics in the coupling with Bloom Cognitive domain and the Action behavioral domain enables substantial personal development in student awareness, alertness, research and engineering apparatus use, assembly, and dismantling along with the additional learning of extracting creating and extracting research data thus reaping the larger benefits of data analysis in conjunction with an experiential recall of the entire data gathering process at Bloom levels well beyond that which `cook book' lab experiences can possibly deliver, and are planned and expected to be continually enabled, week after week, semester after semester and year after year in near relentless routine.

The Improved Method of Optimized Educational Delivery collection of the six separate but complementary and interlocked action ELEMENTS
arranges the six separate ELEMENTS to be combined and executed for each subject taught within any science, engineering, technology or high school science program, week after week, semester after 79 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC
ViW 2Z6 semester, and year after year, thereby qualifying as `best practices in research and engineering skills preparation ' for each and every subject discipline and program. The insistence of suitable rigorous practical, supporting and motivating laboratory activity including reinforcement through Socratics and World Popular Hardware and Key Discipline Software, is to be maintained in force along with the traditional conventional theory already in place in each conventional discipline subject, providing a collective of strong enhancements the IMOED planned program can activate.

The Improved Method of Optimized Educational Delivery shows unparallel superiority in educational delivery with the combination of the six separate elements as a major innovation; Socratic discourses [Soc], with Bloom cognitive, affective, and psychomotor constructs presented with World Popular Hardware and Key Discipline Software Add-ons [WPH&KDS], itself with Socratic discourses, with Draw and Explain [D&E] and its obvious retentive memory improvement as established by the research of Ebbinghaus [1 ] and Chandler & Sweller [38].

Inclusive FULL Bloom Cognitive items and Action monitoring of student behavior within occasions of Socratics coverage of theory, hardware and materials all combined, are also combined within ----------- -------- -------80 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Research and Engineering Salable Skill Electronics [R&E SSE] where each ELEMENT is delivered with Bloom; Full Cognitive [#1 to #6], and Action watchdog items such as; participation, awareness, working in groups but each having a solitary responsibility for mastery of assembly and dismantling of apparatus.

IMOED strives to elevate personal organization in the realm of practical electronics, sensors and data logging for enabling practical science and engineering research capability especially to gather data is featured by planned inclusion and having a departmental discipline subject emphasis approval.

The important inclusion of Compound Research and Engineering Assignments [R&E CAs], which is a departmentally approved series of research/industry equivalent assignments appropriately fashioned for the week and semester of a program is included in IMOED creating deliberate practical impact by having these assignments mirror the tasks similar to those assignments newly hired junior researchers or junior industrial personnel would be assigned. Compound Research and Engineering Assignments stand as Capstone initial student expertise development using; micro, mini, and full research projects embedded in all semesters which mature in complexity and scope as the undergraduate year's progress.

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Computer Based Long Term Memory Support [CB LTMS] completes the IMOED delivery process by use of remedial computer test questions designed for memory repetition to extend long term memory and NOT
designed simply to produce grades. Used in each and every semester the CB LTMS can operate effectively at any level of complexity and must support static diagrams and animation as institutional delivery technology progresses.

The Improved Method of Optimized Educational Delivery creates and sustains superior delivery by maintaining and securing long term memory, building increased memory retention and science and engineering salable skills by the existence of discipline oriented hardware in IMOED with use of ELEMENTs; Soc, WPH&KDS, D&E, R&E
SSE, and CREAs, and Computer Based Long Term Memory Support [CB
LTMS], all supportive of discipline core theory while simultaneously importing improved Bloom Cognitive, and Action factors with practical and appropriate research and engineering salable skill training all connected by the six IMOED action ELEMENTS within the delivery package that has adjustment for solitary and group learning preferences and produces a superior graduate in all sciences, engineering, technology and high school sciences.

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Teaching both Sensing [S] and Intuitive [N] students, and nurturing entrepreneurship;

Sensing students want detailed information to build their understanding, especially with visual contact provided by such lab oriented ELEMENTS as R&E SSE, with WPH hardware, material and components that allows and promotes advanced Bloom behavioral perception and awareness, better valuation of hardware advantages, will show enhanced problem solving ability as semesters progress, that allows them a `visually portraying' way to grasp and learn, and the opportunity to `handle' the objects and improve analysis of advantages and disadvantages of the accompanying hardware issues.
Sensor people look to concrete experiences to provide information, mostly by visual inspection. They want data and enough of it that guesswork is eliminated. They like tinkering, experimenting, and they do better without detailed step-by-step directions as it challenges them to think about what is happening and what they are doing, moment by moment .... a good basis for learning science and engineering salable skills ? They like to look toward creating a real world `vision version' of what they have chosen to do in their lives, to be compared with the preference of intuitive people who prefer theory concepts, symbols and mathematics.

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Intuitive student learners like the central theme; `tell me the theory, and I will put it into motion' is a motto. Intuitive students bore at details often including research data. They also like to guess or make conceptual leaps to conclusions, are not particularly interested in `apparatus or things', as they are seen as harboring annoying details.
They like ideas, and new concepts about them that expose the clarity and inner meaning to their mind. IMOED which includes Bloom Cognitives in the six action ELEMENTS and also contains the valuable Bloom Action behavioral skills which are of particular value to them as they are allowed to stretch their experiences by eye contact, followed by hands-on contact and much of the discomfort of real apparatus begins to fade if the advanced Bloom Action behavior skills are being mastered. This all adds to their cognitive and behavioral competence perhaps not previously well developed, and perhaps not previously perceived as valuable, all done in a supportive and developmental atmosphere.

IMOED wishes to avail the required delivery ELEMENTS and their beneficial components equally to both types; sensing and intuition individuals, along with introverted and extroverted types. For the intuitive individuals the challenge is to expose them to hardware to develop `good eyes' and foster an improved ability to take better quality mental faculties into the street, and the workday world.

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IMOED also wishes to allow the sensing student the same rightful access to good grades as the intuitors already own. This means they must be given marks and credit in subjects for their almost innate ability to use and facilitate hardware experimental setups and take downs, and understanding obtained by their visual awareness and their ability to obtain appropriate research and engineering results as a result of their ability, in timely fashion (another Bloom Action parameter).

The critical need for committed instruction aimed at creating more opportunity to experiment in laboratories has added benefits. One is that it is an entrepreneurial nurturing bonus. Most entrepreneurs are 'E' and `S' MBTI patterned and this level of IMOED support planned has an innate focus upon raising entrepreneurial curiosity [70], particularly with the Bloom Inventive curiosity, item [#6], use in Socratics, WHP
and Research and Engineering Salable Skill Electronics and Compound Research and Engineering Assignments. In support of such a commitment institutional teaching and delivery creating the suggested improved added facilities works for the students, and the future of any nation.

Teaching of sensor people and extravert people usually requires good group activity for the extraverts who thrive on discussion where they 85 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

both talk and listen to others, preferably peers. Sensing extraverts want and need real apparatus and hardware that clearly and realistically portrays the issues at hand. Using real hardware, components and systems are mandatory as compared to the traditional stripped down and crudely oversimplified `mock' lab apparatus which is already demonstrated as both inadequate and void of salable skills but curiously even our enthusiastic science reformists are not evidently offering any other suggestions beyond more software to `view' the phenomena at hand usually in the form of Physlets, (animated computer drawings), in lab situations.

A good look at a real lab demonstration is often acceptable but lacks the real Bloom behavioral impact of the Action Bloom domain for both Sensors (who must) and Intuitors who should want to experience as much as possible for themselves, the Sensor motto is; `let me do it...please', and additionally the extroverts cry is; `and let's talk it over while we do it all'.

Thus the Improved Method of Optimized Educational Delivery [IMOED]
goes further by elevating learning delivery to a more physical 3-D
basis and creates far better Bloom delivery throughout all the IMOED
recommended inclusions and categories, including handling theory combined with Bloom experiential experimental research and 86 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

engineering hardware, material and component capability, all the while building further salable skills.

IMOED's commitment to Mastery Learning activated by the correctly combined effect of all the six action ELEMENTS are deliverable in a laboratory setting and add experiences with FULL Bloom Cognitive AND Bloom Action items contained within each and every;

1) Soc, 2) WPH&KDS, 3) D&Es, 4) R&E SSEs, 5) R&E CAs and 6) CB LTMS.
The combined effect of an increase of a real hardware/equipment orientation tightly linked with traditional theory becomes a key innovation of The Improved Method of Optimized Educational Delivery's future improvement to education. The Improved Method of Optimized Educational Delivery develops learning expansion, memory retention improvement, AND research and engineering salable skills enhancement, which is a major foundation for all Bloom's Domains;
cognitive, affective and psychomotor and is more satisfying and less boring to students than current practices due to the inclusion of a high quantity of popular and common real world hardware and software. It is also interesting, by virtue of the inclusion of so much common [hence important] and popular world hardware, that above all, the Improved Method of Optimized Educational Delivery will engender improved pride in knowledge of research and engineering skills 87 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

gained instead of frustration at learning sets of academic principles that too often appear useless to students and by no means serve as a confidence builder for their futures [54].

Mastery Learning, Long Term Memory Development, and Research and Engineering Skills.

Practical, popular, widely valued components and hardware.
The Improved Method of Optimized Educational Delivery [IMOED] is an excellent and innovative method for raising learning achievement in part by increasing student gratification, by adding readily identified student practical research and engineering salable skills and elevating Long Term Memory retention and `Semantic memory hooks'[38], improving Mastery Learning [10,15,1 8].

This is accomplished by introducing a much higher content of research and engineering skills all functioning to the maximum Bloom expertise in all Bloom domains as time allows, and there after extending recallable memory by the creation of Semantic [38]
combinations of ideas and salable skill realities among science and engineering theory and the important and key physical objects in each discipline. IMOED furthers the improvement using the six interactive but separate ELEMENTS such that each contains strategic Ebbinghaus 88 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

memory refreshment interval exercises, and hence creates better memory retention with the combination being called Mastery Learning.
The Improved Method of Optimized Educational Delivery will elevate student enthusiasm, increase student enrolment and employer appeal, reduce student dropouts and failures caused by lack of interest in program disciplines employing as the feature delivery what approximately half the students view as reality free theory. With the use of included Bloom Cognitive, and Action (Affective and Psychomotor) aspects the curriculum strengthens especially with the important advantages of strong research and engineering salable skill inclusions. IMOED is evidently the only method with such superior defined, planned and comprehensive inclusions, with interlocked productive ELEMENTS, and superior memory retention husbandry.

The Improved Method of Optimized Educational Delivery with Long Term Memory [LTM] extension via inclusion of Ebbinghaus repetitive strategic re-test intervals within all six ELEMENTS but most pronounced in Draw & Explain and Computer Based Long Term Memory Support. By relying on and obtaining further improvement from the memory Semantic inclusions Mastery Learning [ML] is optimized by use of the composite and complete six IMOED action ELEMENTS interactively working in combination.

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Mastery Learning emphasis wit FULL Cognitive Bloom [#1 to#6] and further additions from Action [ #a to #j] Bloom items (Affective and Psychomotor domains) such support will be both a student success and gratification in one. This gratification increases the numbers of positive students now with improved enthusiasm, and in time, improved faculty willingness to persevere with more Mastery Learning thereby creating an increase in willingness of both parties to work at it with added enthusiasm. Soon almost all the students are a `success in their own terms' as opposed to those at UBC, Canada who had suitably passed physics courses with A and B grades in 2008 but were diagnosed after traditional end of year testing when surveyed that showed proficiency at the 30% level in the concepts taught. Professor Wieman [37,38] a Nobel Prize winner in Physics at Colorado now at UBC Vancouver Canada, determined this in his science teaching research on teaching and learning in science [CWSEI Web, UBC
Vancouverjune 2008].

On this point we note that in Bloom's terms Professor Wieman's testing of `conceptual learning' was evidently limited at cognitive comprehension, or thereabouts, [Bloom category #21. This means the survey reported amazingly substantial defects at a point at or below Bloom's THIRD level of the FULL Bloom Cognitive six item structure, said structure being, in increasing order of mental complexities;

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#1) Knowledge #2) Comprehension, #3) Application, #4) Analysis, #5) judgment and #6) Creating.

The six ELEMENTS of the Improved Method of Optimized Educational Delivery [IMOED] inclusions are consistently embedded with all six BLOOM Cognitive and ten Bloom Action items as appropriate without negatively impacting traditional progress. The inclusion of the world's most popular and useful hardware in sufficient quantity and diversity, materials, sensors and components is a major guaranty that the Mastery Learning, with focused collection of salable research and engineering skills added to the traditional comprehensive theory of any discipline with full Bloom support is both personal success and gratification on one hand and an improvement in any science and engineering disciplines on the other.

Conclusions of a National Research Council report on U.S. high school science labs read [9]:

`Researchers and educators do not agree on how to define high school science laboratories or on what their purpose is, hampering the accumulation of research on how to improve labs'.
IMOED Says: the mentioned definition should not only support theory but support the building of a wide range of practical 91 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

salable research and engineering skills many being personal behavior skills drawn from Bloom's domains, an important one being the ability to start and complete assignments in appropriate time in labs or otherwise without excessive `leading' instructions.

The National Research Council report goes on;

`Labs should be designed with clear outcomes in mind and sequenced into the flow of class instruction. They should cover science content and process, and foster student discussion'.
IMOED says: the number one ELEMENT for creating purposeful and effective research and engineering salable skill labs is Socratic student/faculty and discussion in a single or group arrangement. We agree strongly on the process item, especially one whereby the ability to conduct experimental activity in the future, or repeat formerly completed labs with fewer detailed written instructions, must be part of the Mastery Learning process, not a readily forgotten sidebar. Without attention to the Bloom Cognitive and Action items (Dual Bloom), continuous skillfully delivered Socratic discourse structures, and an admonition to abandon the `cook book' lab processes, or the 92 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

additions of WPH and KDS, available within the Bloom Action item benefits, lab processes have little capability of improving.

'The quality of lab experiences is poor for most students'.

IMOED says: as the proponent of the most active salable research and engineering skill Mastery Learning ELEMENT'S laboratory refashioning package known.. .yes sir!

'Improving high school teachers' capacity to lead labs is essential.
This would require major changes in undergraduate science education and more comprehensive support for teachers'.

IMOED says: Little else need be said about the need to act, and it is believed that the IMOED six ELEMENTS more than satisfy all aspects of the expressed need. What else may one expect from those who graduate from a flawed science curriculum, such as the North American B.Sc. A curriculum such as IMOED with real labs that support research and engineering salable skills, injects real life and excitement beginning and maintaining Dual Bloom fashioned Socratics with world popular and commonly used hardware and materials and then adding on fully developed experiences in Research and Engineering Salable Skill Electronics and appropriately crafted Compound Research and Engineering 93 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Assignments, and securing the package with Computer Based Long Term Memory Support.

`State science standards are often interpreted as requiring teachers to cover an extensive list of topics, which discourages them from devoting time on effective lab lessons'.

IMOED says: The integrated six ELEMENTs will support both teaching and learning on an improved plateau that will, once perfected by the teacher/instructor, support teaching better than ever to a level of mastery also better than ever by building into any program `effective lab sessions' with Bloom Cognitive and Action add-ons and effecting Long Term Memory Support and subsequent Mastery Learning. The test can simply be Ask high school exam candidates to produce full D&E of one or more laboratory exercises with probable results on a self made included graph(s).

`State science tests are often not designed to measure skills learned during labs'.

IMOED Says: the six ELEMENTS combine the conventional discipline theory subject content with the applied research and engineering salable skills applied teaching as dual parts of 9^ Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

students learning themselves how to conduct labs and what problems are encountered in experimental and engineering activities. The mastery of lab activity as an applied subject teaching topic can be achieved by the removal of false support crutches commonly called `cook book' labs where the cook-book is prepared by the lab hardware vendor or an appointee. Crafted without cook book instructions lab skills shine brightly often ending at nothing less than Bloom #6, Inventiveness, about new and better ways to complete lab and research tasks. With experience many high school teachers see the relative waste of time in labs and with the demands cited focus on better theory as the final assessment of student development will be on paper...

The Improved Method of Optimal Educational Delivery ELEMENTS, each designed to include the Dual Blooms, each item of the 16 total appropriately crafted for level of student expertise, and discipline content and semester, and thereby stands as an example of `best practice' in combining both discipline theory and science and industry salable research and engineering skills distributed appropriately throughout; Socratics, World Popular Hardware and Key Discipline Software, additionally including Draw and Explain, Research and Engineering Salable Skill Electronics, Compound Research and fPatent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

Engineering Assignments and Computer Based Long Term Memory Support weekly as a weekly or bi-weekly test refreshment strategy.
The entire six action ELEMENTS are embedded, throughout all semesters and in every year with appropriate adjustment to specific disciplines, in science, engineering, technology and high school sciences, again adjusted for both solitary and group basis learning to create a learning comfort zone for both learner types and individual learner achievement and overall learning delivery success.

As Isaac Newton sat alone and developed calculus as a full cognitive Bloom, so later did Albert Einstein develop the theory of relativity, in similar full cognitive Bloom.

A short time later when the US was in the hunt for space development as WWII concluded they reached out for help and, passing by the opportunity to seek a cognitive Bloomer, they tapped the man who became the kingpin of the US Space efforts, German rocket scientist Wernher von Braun, clearly a combined Cognitive and Action Bloomer, or in IMOED terms a product of Salable Research and Engineering Skill Mastery Learning. The recent experience gained on the A Bomb Manhattan project at the close of WWII was case in point as to what critical timing issues can and do exist in the domain of brilliant theorists as compared to the correctly estimated and later proven 96 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

value of the composite salable skill research and engineering Mastery Learning skill set of Von Braun.

This portrays the simple issue that there are times and circumstances that create situations wherein the conventional is by-passed and the unconventional is `grabbed by the horns'. In this case selection of a `can do individual' was warranted, clearly from the Bloom Action domain, not a limited cognitive theorist.

Another Bloom Action result appeared in the US National Research Council 2008 Research on Future Skill Demands [71]. One of the conclusions was almost stunning: a BLOOM ACTION item;

communication.
The initial description of the SIX Methods of Optimized Delivery Elements.

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All Blooms are referred to as Dual Blooms (Cognitive and Action). Each and every ELEMENT of the six ELEMENTS is supported by Bloom Cognitive, and Action (a contraction of Affective, and Psychomotor) domain activity. The latter two domains, or Action domain referred to here as the singular IMOED Action Bloom primarily active within the lab sessions where cognitive discussions can be crafted and where behavioral issues are more prevalent and much easier to gently influence and amend. Cognitive items are most visible in topic context whereas behavioral Action Bloom issues (from the Affective and Psychomotor domains) are more prevalent as behavior in lab activity, tutorial sessions and student work groups and everywhere science and engineering salable skill issues abound. In such student work groups there will be encouragement to; be aware, work alone or in groups, assist, provide explanations, ask questions of others doing the same task, provide answers to others, assign themselves personal responsibility and to experience skill improvement and improve their own scientific and engineering theory awareness by taking responsibility for apparatus assembly and data taking without excess written directions. All these encouraging personal development advantages are available and thusly of impact value for instructional delivery with positive learner behavior modification and subsequent student development. Current post secondary awaits graduate school Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

or lengthy career apprenticeships to include such science and engineering behavioral salable skills.

The lists of skills to be developed in the Action Bloom (Affective and Psychomotor Domain cases) are ten in number as below shown by letter designation. They are a list of personal attributes that will be improved by participation in any and all the IMOED envisioned six ELEMENTS and with new and enhanced laboratory fashioning and delivery, and enhanced software assignment improvements. All Bloom items are with a view to increasing student personal cognitive and behavioral expertise while also improving salable research and engineering skill task handling capability as program weeks, semesters and years progress.

To appropriately nurture Bloom behavioral growth in the Bloom Action realm [a combining of the original Bloom Affective and Psychomotor Domains re-fashioned for teaching and learning purposes] the host instructor must come to identify and support development and growth of some or all of the following behaviors [re-aligned for learning/teaching] and supportively provide corrective personal or group coaching to individuals and groups within instructional processes. Items #a to #d are elementary, and #e to #j are advanced skills.

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a) Increase attention, awareness and cognitive content harvesting.
b) Improve responsiveness to peers and instructors.

c) Confer effectively.
d) Improve Reporting.

e) Improve task completion quality and timing.
f) Display effective group participation.

g) Respect and safeguard apparatus and equipment.

h) Extend self-reliance, personal team skills and responsibility.
i) Improve readiness to react.

j) Respond well to unexpected occurrences.

The Bloom Cognitive [#1 to #6] and Action [#a to #j above] skills (where the term Action Bloom is a composite of the original Bloom Affective and Psychomotor domains) and combined Action and Cognitive are referred to as the `Dual Blooms', are encouraged by group participation initially within IMOED Socratic supervision of lab hardware and software. Salable research and engineering skills are held to be required as prominent with the inclusion and use of both ample and diverse hardware inventory and software of world popular common usage will show continuous student improvement all with increasing expertise and confidence as weeks, semesters and years of program progress.

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All the following ELEMENTS are prepared with FULL Bloom Cognitive items and with a mind to Action behavioral issues. ELEMENT topics are also subject to appropriate testing at `repetitive interval spacing' for improving the extension of long-term memory as in Ebbinghaus [I].

It is safer for the delivery effort to faze higher Bloom cognitive and behavioral issues in slowly, than to jeopardize the delivery by hurried pressures.

The Bloom [ #]to #6] and [#a to #j] items are goals to be present in all Socratics and Socratically included in: World Popular Hardware and Key Discipline Software, Draw & Explain file preparation, Research and Engineering Salable Skill Electronics and Compound Research and Engineering Assignments all discipline and semester adjusted.

1. Socratic [Soc] questioning discourses led by faculty or teaching assistants for lectures but most successfully conducted in labs. Socratic leader questions are prepared by use of all six Bloom cognitive items, and a comfortable awareness of the Action Bloom. The cognitive items would initially employ simple basics in the beginning weeks, using Cognitive Bloom #1, and #2 and Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

rudimentary #3 in the early delivery process. Active Bloom items similarly begin limited to basic issues such as in; #a, #b, #c, and #d.
The instructor must also be ready to encourage student improvement with support in both cognitive improvement and other aspects of behavior delivered in such a way as to develop a comfort zone for incoming students unused to this process. The extension to higher Blooms in both cases is to be done in the first semester, maturing as appropriate in each discipline, semester and year but creating a FULL spectrum by the end of 2nd semester.
Combined cognitive knowledge, improvement in behavior, and a research and engineering salable skill emphasis must be achieved with a combined merging within Socratics in the World Popular Hardware and Key Discipline Software. Socratic questioning proffered by either or both professors and lab instructors, with FULL Cognitive Bloom questioning complexity are to be further enabled in higher Bloom [#3,#4,#5,#6] cognitive items as soon as students adjust to the innovative method delivery presented herein.
Socratic support is achieved in the format of instructional `walk-arounds' and initialization of discourses. Such walk-arounds take the form of going from person to person OR group to group in lab 102 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

mply a non-walk around presentation of Socratic stion(s) to entire classes in lectures or labs. In the .,I true walk-arounds it is suggested employing the use of two readily answerable introductory Cognitive Bloom #1,#2, questions leading to later, in following week(s), expanded discussion to Cognitive Bloom #3,#4,#5 and #6. Questions are fashioned with the key words included in the specific six ELEMENT
section (below) as composition aids, initially the Socratic leader inquires about theory but also later supporting laboratory content by use of IMOED included popular, widely used and cost effective discipline hardware and software, and as students adapt more discourse effort may be shifted to include Bloom Action items.
Walk-round frequency depends on the topic(s) and the group sizing and the experience of the Socratic deliverer, but at least once per lab session with the minimum two or more questions at each stop is initially appropriate. A simple two question walk-around may take but a few minutes of the Socratic deliverer's time at each stop in a lab of 20 students working in groups of two. One tactic for delivery is to `leave uncertainty behind'. This refers to the process of leaving an individual or group when he/she or they are floundering so they can rethink and regenerate their grasp on the issue of the moment. This saves Socratic down-time as one must 103 Patent Material S01e Property of Gary A Brown 4005 Santa Anita Kelowna BC

simply wait so moving on and returning later is more productive.
The Socratic leader MUST remember to return and make sure that uncertainty has now become certainty.

Introductory Socratic walk-arounds may be more frequent and employ near trivial questions in the beginning of a subject until students develop a comfort zone and acclimatize to the activity, at which time the length of stop-time, the time where the Socratic deliverer remains in a discussion, will increase with movement toward higher order of any cognitive Bloom discourse topics. At this point Action Bloom encouragement should mature by suggestions such as; `talk things over better among your group'.
Continually moving Socratics up the Bloom cognitive ladder is done by an increased use of the higher cognitive numbers in the Bloom spectrum, a step or two a week. Similarly Action items may be taken from the following examples: to finish on time, get higher accuracy of readings in lab sessions, and talk over issue with other groups, as opposed to being limited to their own group, can also be bolstered with gently increasing persuasion. It is in effect building a `work ethic'.

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Folding the above recommendations into the Socratics builds improved instructional superiority in developing a combined ELEMENT synthesis of discipline theory and action provides in-depth understanding related to the available laboratory and said practical add-on of popular, widely used and cost effective discipline hardware and software. An eye to the Bloom Action (Affective plus Psychomotor) domain is also accomplished initially by the Socratic leader pointing out visual hardware features, thus building awareness and simultaneously recommending same to her/his listeners, and leads to heightened personal student alertness and improves the substance of Socratic questions in latter stages of salable research and engineering skill development with hardware items. Also any Socratic attendance to student personal behavior as arising by student attempts; to not answer, interrupt fellow students, or become argumentative, are important skills to gently extinguish with positive intervention within IMOED. Such Socratics, with hardware and software, also result in the furthering of research and engineering salable skills and thus improving Mastery Learning. Repeated use of review Socratic questions is needed in later continuing sessions to support improved memory retention. This action is also to be embedded in other of the Improved Method of Optimal Delivery ELEMENTS, particularly in the 105 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Draw and Explain, Research and Engineering Salable Skill Electronics , Compound Research and Engineering Assignments, and Computer Based Long Term Memory Support [all below]
improving the IMOED combined and interlocking of the ELEMENTs.
Use of Socratics will, through careful application, create improved memory recall using the recommended tactic of planned `repetitive interval spacing' for improving the known available extension of long term memory as in Ebbinghaus [I] and Semantic memory rescue tactics [40, 41 ]. All these memory improvements by Socratics need be composed of limited but present review questions. At maturity a typical Socratic in a walk-around would offer one review question with two or three new questions per stop.
Neither conventional post secondary programs including the said currently emerging reform groups cited has such Bloom supported ELEMENT with an improvement objective and inclusive salable research and engineering skill Socratic momentum.

2. World Popular Hardware and Key Discipline Software [WPH&KDS], hardware and apparatus obtained from appropriate suppliers as lab add-on components or pieces, or connective assemblies, software included as connected to discipline Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

specialization but all students expected to master, beyond the current norms, Microsoft Word, Excel, Visio, Power Point, E-mail and, Microsoft Word One Note study file organization.

Sensor curve fitting software and engineering drawing software programs are to be conducted in labs, employed and supported with Socratics, and tested in normal testing and examination, and also within Draw and Explain and Research and Engineering Salable Skill Electronics as appropriate and Computer Based Long Term Memory Support [CB LTMS below].

The introduction of this substantial practical add-on element of continuously heretofore under-represented popular and important hardware and software in science, engineering, technology and high school laboratories where `popular' implies the hardware is conventionally important and selected for presentation on the basis of its connectivity to the prime subject discipline theory of the moment. Physics would take one version of WPH & KDS, Mechanical Engineering a similar but different one, and Civil Engineering again being specifically modified. Both Chemistry and Biology would also be departure versions of their own construct version.

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This hardware importance and popularity is soon evident to students and assures an excellent transfer of learning as the World Popular Hardware and Key Discipline Software [WPH&KDS] is about carry-over of theory-enabling obvious connections with the mainstream of software application packages, materials, components, sensors and small hardware assemblies within each academic discipline. All of these applied hardware and software additions contribute to strengthening theory by virtue of a visible and tangible three-dimensional real object, hands-on hardware and software use and further provides the simultaneous elevation of research and engineering salable skills, and commensurate student gratification and satisfaction with their program of studies.
As an example of the extent of the add-on software science and engineering students should have no other student superiors in use of Microsoft Excel operation with the introductions of basic spreadsheet operation achieved in first year, with fully decorative graphing, and macros and pivot tables can become achieved objectives in second year. Such hardware and software coupled with research and engineering salable skills is supportive of entrepreneurial students among the undergraduate class.

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3. Draw and Explain [D&Es] a student library created out of class, tested in class in normal testing and examination and further tested using `surprise quizzes' is a major Bloom cognitive ELEMENT with a combined Ebbinghaus [1 ] and Semantic boost [38,40,41 ]. Draw and Explain is almost all repeated by inclusion in another fashion in the ELEMENT Computer Based Long Term Memory Support [CB LTMS below].

This third novel IMOED ELEMENT again with amazing power is a collective of departmentally approved and recommended student prepared file topics, separately maintained by each student in each subject discipline the file subject content of is initially identified by the instructor[s], approved by departments, and usually assigned in lectures, as the semester progresses. In essence Draw and Explain is itself a cognitive Bloom #1, #2, #3, #4, #5, and # 6 rolled into single departmentally approved bundle of D&E topics that improve other behavioral Bloom factors, such as student independent personal organization, group awareness of their own weaknesses and strengths, while working together (or singly) with D&E
preparation for any specific topic. Student group development can be anticipated due to D&E work schedule demands and hence will create suitable group growth and cooperative development 109 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

behavior showing both content gains and the ever welcome emergence of effective teamwork.

Draw and Explain is a very big issue for long term memory development as well as its initial intention mastery of theory and hardware in combination.

The use of Draw and Explain is another impacting innovation with the advantage of unifying the various aspects of any given topic.
The unification includes the Bloom elements #1,#2,#3,#4,#5 and #6, with the added feature of demanding creation of annotated diagram(s) providing superior Ebbinghaus memory hooks as appropriate to the D&E topic. This carefully prepared library creation known as Draw and Explain [D&Es] presents theory but also couples the key subject theory with its congruent salable research and engineering skill hardware understanding and awareness and sensors including suitable drawings and narrative for each topic item including such expanded operating restrictions as; temperature, pressure, corrosion etc. and accuracy considerations. Each D&E library topic item is one or two pages in length, containing a representative drawing or drawings, and a suitable attached Bloom constructed narrative created by students Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

recounting the basic theory and use of the topic item with advantages and disadvantages suitably noted. [See Appendix F, G].
The Draw and Explain [D&E] is a focus for student study and learning, and it becomes an approved departmental mainstream resource for teaching both qualitative and quantitative theory and associated hardware and apparatus, including sensors and data logger usage.

D&Es may well become a departmental byword and folklore in each discipline. Being so identified and prepared with FULL Bloom cognitive and with natural group formation of `study buddy groups' Bloom Action benefits appear as well. The Draw and Explains are scheduled for testing at intervals and also as `pop quizzes' building consequent memory refreshment and improvement, as per Ebbinghaus [1 ], and as a result of the substantial D&E diagram use within each topic D&E assigned item adds further Semantic memory improvement advantages [38,40,41].

The D&E ELEMENT operated in said fashion also merges with other Improved Optimized Educational Delivery ELEMENTS; World Popular Hardware and Software, [above] and Research and Engineering Salable Skill Electronics [below], to create a continuous theme of Bloom structure, such test and re--test emphasis also supports 1 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

improved Long Term Memory and Mastery Learning. The D&E
increasingly remains as a key ELEMENT to support long term memory development by the repeated review required for student preparation of scheduled and unscheduled [surprise] tests. Draw &
Explain repeated inclusion of important subject matter reappears when merging the D&E with other elements in the Improved Optimized Educational Delivery [IMOED] and particularly with the ELEMENTs known as Research and Engineering Salable Skill Electronics and Compound Research and Engineering Assignments [below], and the Computer Based Long Term Memory Support [below].

With the deliberate emphasis on research and engineering salable research and engineering skill components, the IMOED uses D&E
and Bloom to support the strong move toward an effective Mastery Learning platform not otherwise available. The idea of an effective Mastery Learning of `theory only' as a platform is unimaginable in subjects other than perhaps theoretical mathematics and theoretical physics. The D&E test administrations serve as a complement to conventional problem tests, which are the norm in science, and engineering. The D&Es are obliged to include the key `concept theory diagrams', also often referred to in Physics and Engineering as free body diagrams. In future years as computer 112 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

software advances many or all such D&E diagrams will be available as `Physlets' with encouraging cognitive and memory supporting animation as important features [13,38, 40,411.

Complete with the Bloom cognition theory steps and Action behavioral development, D&Es become linked with factors in the Bloom behavioral domains such as; awareness, listening carefully to other's D&E presentations in group study sessions, responding and maturing while mastering D&E file creation and organization.
D&E represents an amazingly powerful backbone ELEMENT of subject content which when coupled with said planned applied salable skill hardware and software [see WPH&KDS, above] being used with D&Es the created student prepared file resources provide students with a vehicle supporting superior effectiveness in conventional pretest study and equally superior refreshment study efficiency.

Chandler and Sweller, Christina and Borjk, and Albert et al, [38,40, 41 ] found through empirical study that the integration of text and diagrams reduces cognitive memory recall stress by virtue of the combined text and inclusion of diagrammatic accompaniment and, 113 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

thereby facilitates long-term memory security, which they refer to as Semantic memory action. It is an incredible research finding that enhanced details with diagrams elevate total memory recall and IMOED includes this process as a full and extensive inclusion of the Draw and Explain ELEMENT for optimal delivery.

Neither conventional university programs nor either of the said currently emerging reform groups; [Colorado/Washington, Maryland/South Carolina St/Massachusetts, and UBC Canada] has such a category.

4. Research and Engineering Salable Skill Electronics [R&E SSE] conducted in labs, using support initially from Socratics, World Popular Hardware and Software and Draw &
Explain, and later in Compound Research and Engineering Assignments these latter two developing during the semester and expanding during years of articulation. Computer Based Long Term Memory Support [below] is a final wrap and reassurance of memory solidarity. Research and Engineering Salable Skill Electronics are tested in normal testing, D&E tests, Compound 114 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Research and Engineering Assignments, and Computer Based Long Term Memory Support [below] and labs.

Research and Engineering Salable Skill Electronics in the Improved Method of Optimized Educational Delivery [IMOED] is another add-on emphasis ELEMENT to make science, engineering, technology and high school students aware and competent in specifically chosen electronics topics key to the practical research and engineering conduct in each specific discipline but not expressly related to electronic design engineering, with the exception of some electronic engineering and physics groups. Research and Engineering Salable Skill Electronics [R&E SSE] includes important basics, which are NOT deemed to require support by circuit design.
Many of the R&E SSE delivered basics are preplanned and seeded in World Popular Hardware and Key Discipline Software ELEMENTs.
The goal is to enable science, engineering and technology graduates to work with superior effectiveness on (as in activating) and with (as in harvesting data) by use of electronics apparatus and test equipment and including a myriad of sensing devices (including a large specialty section of medical instruments) that have undergone increased growth in numbers and sophistication in Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

each discipline in previous decades and have the capability to service literally hundreds of science and engineering sensor based application needs with improved data production, via data logging.
Sensors and appropriate electronic facets of technology are the single most ignored aspect of engineering, science and technology in post secondary education. Like a hockey team without a goalie, gathering adequate volume and locations of data in science and engineering is in an undisclosed near crises state in too many disciplines [48, 51, 52, 53, 66].

Today's market of available sensors [See Appendix B] and data logging technology has outstripped conventional science and engineering institution's provision of needed pedagogical instruction for massive data mining suitable for use by their own graduates: the future science and engineering research practioners.
The Improved Method of Optimized Educational Delivery [IMOED]
Research and Engineering Salable Skill Electronics [R&E SSE] is a solution to the problem using this discipline centered technique.
Cable-to-computer [direct contact] and wireless-to-computer [non-contact] or a wireless-to-Internet [non-contact] basis for data 116 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

logging already done inside some educational institutions and in research and industry can be offered in early years of undergraduate programs at very cost effective levels.

Also intended for inclusion in Research and Engineering Salable Skill Electronics [R&E SSE] are topics from appropriate academic linked and discipline discriminated subject disciplines. There are current topics of interest to students for disciplines within; robotics, environmental monitoring, medical electronics equipment and methods, surveillance electronics techniques, fiber optics hardware, examples of basic devices for industrial monitoring and control of electric generating stations, pulp mills, mining and smelters, steel making, oil refinery operation and control, nuclear power generation and automotive manufacturing, and AM, FM and digital earth and space communications, and medical monitoring electronics.

The [R&E SSE] will enable superior student empowerment for science, engineering and technology each in her/his own discipline showing improved high end Dual Bloom with the end point of `getting things done' capability in any of; agriculture, aerodynamics, aerospace, biology, botany, forestry, medical, entomology, civil engineering, mechanical engineering, petroleum engineering, 1 ~~ Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

chemical engineering, geophysical engineering, electrical engineering, aeronautics and aerospace engineering, robotics engineering, medical prosthesis engineering, electronics engineering, engineering physics, and medical instrumentation.
Each of the employed sensors and related [R&E SSE] items would initially be identified by discipline departments, separated as to the discipline semester requirements, purchased as budgets allow, and the add-on data logging and sensor software interfacing technology would be completed and deployed in laboratory sessions divested of `cook book' usage [19] each such appearance then assigned semester locations such that some form of the [R&E
SSE] undertaking is appearing in ALL of the undergraduate semesters and Mastery Learning can proceed in development from introductory to vastly improved expert status in four undergraduate years. The Research and Engineering Salable Skill Electronics ELEMENT allows each and every graduate (and often summer students) to proceed to employment able to function much more effectively in their discipline's need to utilize electronic test and measurement apparatus and create impressive amounts of precise data in employment circumstances.

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Because of Research and Engineering Salable Skill Electronics each science, engineering or technology graduate becomes more practical, productive, and result oriented in applied electronics with the Research and Engineering Salable Skill Electronics element built-in early in each semester of a four-year program and proceeding unabated to success upon graduation.

Electronics in all disciplines except electrical engineering is almost amazingly under-represented in modern university science and engineering programs. Compare this with the simple fact that while both science and engineering are rapidly enveloping themselves in the use of computer technology the area in which they are most seriously remiss in science, engineering, technology and high schools is the addition of computer based monitoring and control and data logging that is reaching into every realm of data acquisition in science, engineering and technology disciplines [51 ,52, 531.

Regardless of the total number of science and engineering graduates produced nationally in any year an estimated maximum of 5% of continental institutions attempt to teach any substantial knowledge of this single valuable sensor and data harvesting Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

technology that may be the foundation for use in 90% of future careers in science data gathering and engineering monitoring.
The Research and Engineering Salable Skill Electronics [R&E SSE]
ELEMENT will take up appropriate residence(s) in science, engineering and technology in theory and laboratory reality showing improved capability in; agriculture, aerodynamics, aerospace, biology, botany, forestry, medical, entomology, civil engineering, mechanical engineering, petroleum engineering, chemical engineering, geophysical engineering, electrical engineering, aeronautics and aerospace engineering, robotics engineering, medical engineering, and electronics engineering and engineering physics.

Neither conventional university programs nor either of the said currently emerging reform groups cited has such a superbly productive category. [Colorado/Washington, Maryland/South Carolina St. Massachusetts, and UBC Canada].

5. Compound Research and Engineering Assignments, [R&E
CAs], are conducted in student group time, tested in normal 120 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

testing and a post assignment completion [solitary] interview examination and again in Computer Based Long Term Memory Support [CB LTMS below] are strategic discipline assignments allowing previously traditional separated teaching topics to be `compounded' or combined together in the creation of a series of practical assignments. By such the ELEMENT supports Mastery Learning much the same as a conventional project or a term research tasks tend to do. Within the IMOED they are to be embedded carefully through all eight semesters ever progressing from simple to more complex assignments. The IMOED Compound Research and Engineering Assignments are an ELEMENT that further improves the delivery in the Improved Method of Optimized Educational Delivery by the inclusion of FULL Bloom #1,#2,#3,#4,#5, and #6 cognitive item categories. Entrepreneurial and project management oriented students will respond with particular relish to this ELEMENT.

Compound Research and Engineering Assignments contain substantial Bloom Cognitive and key Action item opportunities with the required collaboration and group organizing required of these Capstone embryonic and semester maturing assignments.

Categories for both mental skill improvement (Bloom Cognitive) and superior student team behavior and improved personal 121 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

performance (Bloom Action) by virtue of the group assignment and peer pressure for completion all contribute to substantial research and engineering skill development.

Compound Research and Engineering Assignments [R&E CAs] must begin by having various separate introductory projects starting in an appropriate simple fashion in the first semester and continuing with new and more complex and comprehensive assignments until graduation. Compound Research Assignments [IMOED Capstones]
are similarly adjusted for Ebbinghaus and the newer Semantic static and animated visual displays with repetitive interval memory refreshment by inclusion of new items and strategic re-inclusion of discipline items covered previously in other compound assignments or other ELEMENTs.

An example of a Compound Research and Engineering Assignments [R&E CAs] appropriate to second year is in the requirement to prepare a plan to conduct a freshwater sampling project with about 50 sample locations each visited weekly over the full summer with a mythical survey team of two or three workers assigned to complete the project, and some 15 or more chemical, biological and physical compound tests to conduct at each 122 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

sampling location. A selected field location students can visit personally or by institutional field trip is recommended to raise student motivation and excitement.

The R&E CA calls for semester team groupings, each team to handle the full assignment including organization and preparation of the logistics of the full Compound Research and Engineering Assignments and each group is to assume they will be doing the assignment in the summer. The assignment stipulates the need to create a map of sampling location and determine proposed sampling visitation times and routes with a prepared list of all required hardware and test equipment needed with an accompanying rational for each selection. A hand-in computer printed listing of selected equipment, and the rational and justification for project selections and cost amounts are part of the required tasks, also being a KDS inclusive exercise. An upgraded and refashioned discipline the R&E CA suitable in the senior year would be to request student team investigation and proposal for a complete automated data logging system with two competing design versions to accomplish the previously assigned water quality survey. Bench-top models may be mocked up in the lab for added salable skill stimulus.

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The Compound Research and Engineering Assignments must also include a list of required chemical materials to effect the monitoring calibration, pH meter calibration capsules being an example. Sample bottles in appropriate number must be indicated for purchase by size, quantity, and with bottle mouth as appropriate, including any need to effect solar shielding of samples.
Also needed would be the number and size of sample bottle coolers needed for refrigeration in transport, vehicle needs, transportation and lockers to move measurement samples, test equipment selection and justification and safety kits must also be addressed. Students must research and list meter names, model number and price, along with appropriate battery replacement supplies, and re-chargers and safety kits with justification for each line item in the report. All these are project engineering and entrepreneurial skill developing tasks.

Looking up the needed project item selections required in actual manufacturer's catalogs with costs supplied is the best assignment completion methodology otherwise too much time is wasted with emails and telephone calls and obvious student stalling tactics are available to them. The skill of reading and becoming comfortable with manufacturer's catalogs is a key Dual Bloom domain 124 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

(Cognitive and Action) salable research and engineering skill assignment objectives.

Current situations in post secondary institutions show that about 90% of the graduates in science and engineering barely realize that high quality vendor catalog resources exist, to the extent and quality available. Their skill in navigating is also questionable.
Compound Research and Engineering Assignments bring another important opportunity for Bloom Action improvement and development. The very process of a group pouring through vendor catalogs, and realizing the scope of science and engineering equipment development is an impressive venture in itself with vendor produced resources being certain proof of the validity of the Research and Engineering Compound Assignments.

Some form of reasonable budget limits within Research and Engineering Compound Assignments should be stipulated in advance by the instructor. It should not be exceeded otherwise some students will select only the finest and most expensive equipment and requisition supplies enough to last 50 years making a mockery of the assignment!

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Making decisions on selection and required quantities based upon equipment cost (and a need to keep costs under control, without resorting to the purchase of the absolute finest on every occasion, make appropriate accuracy and apparent reliability decisions and deciding how to `mold the package together' for field party execution improves this Dual Bloom item. These assignments are in the best tradition of a truly effective example of a `research and engineering compound assignment' and as well are project engineering and entrepreneurial skill developing tasks.

This assignment's very practicality has substantial student support because of the obvious opportunity for both salable research and engineering skill learning and the natural gratification of research and engineering salable skill acquisitions and group collaboration.
The topic applicability in this worthy environmental discipline project and gratification arises from the usefulness of the compound assignment topic itself. Its applied nature shouts it out to the students. Alternate Compound Research and Engineering Assignments to exhibit and undergo the need to do prior calculations and feasibility predictions going beyond this example's complexity are recommended in mid to senior year semester subjects.

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The Compound Research and Engineering Assignments [R&E CAs]
commonly include the short and long-term goals of developing the salable research and engineering skill ability to select and defend specific hardware and equipment from vendor catalogs in the completion of any assignment. The assignment stands as an excellent Dual Bloom exercise. Working in groups with such open-ended mandate, students may clearly have differing opinions worth hearing for most or all the group. The assignment supervisor/leader must assume responsibility for monitoring Bloom Action items within the confines of the Compound Research and Engineering Assignments and mandating some improvements in behavioral response for ALL students, regardless of their positioning win the group.

The more real the task the better the assignment and the more motivated the students. By their practical Compound Research and Engineering Assignments incorporate combinations of theory initially taught in separate confines of a single topic such as; heat and light, flow and pressure, motion and energy, chemical reaction and heat generated, biological growth and monitoring of heat of formation, chemical water quality and wastewater treatment with student practical needs to organize and specify hardware and theory requirements to unify these topics in single projects.

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A planned one-on-one [no groups] interview is required at the closure of the assignment where students must bring or have access to their own hand-in material and to vendor catalogs (not their own or they will put selection tags in and gain an unfair advantage in the test to find out who really mastered the vendor catalogs) should be asked Bloom based high end penetrating questions in a limited [about 20-30 minutes] session by supervising faculty to wrap up the assignment, grading and assessment. A clever tactic by the examiner is to announce that such-and-such a supplier the candidate originally selected has gone out of business and hence cannot supply the needed equipment. The student [to excel in grading] must then respond effectively and rapidly in this sudden Bloom Action request, being able to replace it or them with a defensible replacement selection by use of available catalogs in the examining room. In this way the instructor discovers if any students have borrowed assignment report `line items' from associates and hence evaded fulfilling the required assignment and its mandate to be familiar with specific vendor catalogs being demonstrated by the poise with which she/he recovers from the Bloom surprise.

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Such CREA practical assignments with a high salable research and engineering skill factor could combine many such traditionally separate topics. This is a particularly good opportunity to introduce and further sensor technology, each according to the discipline of the subject under development and the point of progress in the semester(s). Sensors are the forgotten children in most disciplines with sensors for pH, time and temperature in Biology, Chemistry and Physics being the only common types the traditional universities teach in their labs. There are hundreds of sensors, important in some disciplines and all available for industrial and research use with their own special advantages and disadvantages.
The simple introduction of elementary discipline sensors and associated test calibration equipment and support from Research and Engineering Salable Skill Electronics [R&E SSE], in Compound Research and Engineering Assignments in early semesters brings such a high research and engineering salable skill factor that their current omission in university programs is surprising.

Neither conventional university programs nor either of the said currently emerging reform groups cited has such a category, except as a personal contribution by motivated faculty.
[Colorado/Washington, Maryland/South Carolina St/Massachusetts, and UBC Canada].

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6. Computer Based Long Term Memory Support [CB LTMS, are conducted in student time, executed on computers using special delivery software. This final element installment of the six ELEMENTS in the Improved Method of Optimized Educational Delivery based upon the valued scientific memory studies available from Ebbinghaus introduces a significant attempt not to serve grade production, but testing to service and enable long-term memory [LTM] retention. It is also created with an inherent FULL
Bloom cognitive question base. Student preparation for such independent tests creates natural `study buddy' or `laptop parties' being groups that enhance almost all aspects of IMOED and especially Dual bloom skills.

The use of Computer Based Long Term Memory Support [CB LTMS]
delivery requires creation of a large and comprehensive computer test base of all conventional theory plus all the key discipline Socratics, World Popular Hardware and Key Discipline Software add-ons, Draw and Explain, Research and Engineering Salable Skill Electronics and Compound Research and Engineering Assignments topics in computer based tests. CB LTMS is an effective support for all the other five IMOED elements. This computer INET or institutional computer served IMOED ELEMENT introduces further 130 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

repetition and learning with the goal to improve both subject mastery and memory retention by planned repetition of the discipline subject matter in the Improved Method of Optimized Educational Delivery, again in FULL Bloom #1 to #6 question complexity levels. After D&E creation and additional Socratic Bloom layering in WPH and R&E SSE, and CREAs such cognitive mind and memory in Bloom based Socratics CB LTMS prepared items are used again as computer served questions for students in off hours. The presented questions are not specifically for the creation of marks.
The questions are for reinforcing Long Term Memory enhancement such that learning improves and moves the IMOED suggested delivery method further forward in Mastery Learning.

Many faculty have reservations about any `testing' conducted in an atmosphere less than perfectly secure from student interaction.
This is a reflection of a `marks orientation' that is not the issue with Computer Based Long Term Memory Support, [CB LTMS]. The same faculty is often unaware of the shocking destructive effect reported by Ebbinghaus when memory refreshment of important theory and research and engineering salable skills is not sufficiently compensated by continual educational practices [6,7].

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The fact that students will do and will hopefully continue to do is go to the computer room in their personal `study buddy' and `laptop party' groups to do computer quizzes and also teach each other when needed thereby creating more of peer teaching benefits.
At the same time, students are extending their long term memory capability and polishing their own personal Bloom Action skills rather than generating marks and this student development facility will be evident in other aspects of every discipline subject, in every semester.

Semester repetition of CB LTMS selected tests are not to be held to the end of semester. It is highly recommended but must be done with restraint. Once the computer Quiz creations are a `fait accompli' and sitting in their electronic computer files it is all too tempting and easy for faculty demands to bury students in work demanding ever more repetition and student time. However, more repetition provides more lengthy and successful Long Term Memory solidification and subsequent improvement in Mastery Learning.

The recommended Socratic, World Popular Hardware and Key Discipline Software and key discipline software, D&E material, Research and Engineering Salable Skill Electronics content, 132 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Compound Research and Engineering Assignments and Computer Based Long Term Memory Support each should show, as required, an appropriate concentration in all the Bloom constructs, of Cognitive and Action relevance, and linkage to all of the other five discussed ELEMENTs are brought together and revisited in [CB
LTMS]. Computer based topic question banks should consist of about 50 questions, most with diagrams, where test software randomly selects questions and serves them in question batches of 20 or 25 at a time. Question banks may be refreshed and expanded yearly by simply adding to the appropriate computer file(s) in existence or creating totally new ones. Using random selection and serving 20 questions at a time from a bank of 50 questions will result in almost insignificant chance of duplication of the identical question on nearby terminals at any one moment. Question diagram resources may be located by searching the supplied hardware list included, by discipline, in Appendix B & C.

The activity of Computer Based Long Term Memory Support is maintained throughout each applicable developed subject for the entire eight semesters with questions reflecting the semester the student user is in, some content may be repeated in senior subjects [with or without modification] as further support to learning and long term memory training for Mastery Learning superiority.

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Another benefit is that the [CB LTMS] drawings may be used over and over including paper reproduction for tests and exams and question content varied with many drawings used in early semesters being of value for reference in different question complexity in more senior semesters. Needed question banks are to be created for each of the program subjects in all of the years of each discipline's program subjects. The future expanded use of Physlets in CB LTMS is eagerly anticipated. Conventional university departments in science, and engineering and the currently emerging experimental educational research groups, while many are active with Physlets, have no such comprehensive innovative strategy for long term memory security administration.
[Colorado/Washington, Maryland/South Carolina St/Massachusetts, and UBC Canada].

The Improved Method of Optimized Educational Delivery is dedicated to the full support of traditional theory while also to the creation of delivery that contains MAJOR concentration of discipline selected practical components of important hardware, a disciple centered set of appropriate software, and using these resources the development of discipline oriented research and engineering salable skills. The 13 n Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

method features automated logger data gathering as a teaching research skill or Capstone tactic device or devices that may begin is some intellectually honest form in first semester in any discipline program.

Conventional academic pre-occupation is primarily with theory often with the reasonable justification that it is the most difficult to teach on-the-job. With only such a single minded emphasis during entire undergraduate programs at the end of the traditional four year degree period little of practical salable research and engineering skill value can be realized and without the accompanying hardware and appropriate research and skill building activity surprisingly too much theory can be forgotten [6,7,27,36,37].

Detailed Implementation of the Six ELEMENTS.

All the six ELEMENTS are adjusted for the following issues and all are appropriately integrated. Each is Bloom adjusted first with the Cognitive Bloom Domain items [referenced as #1 to #6], followed by adjustment usually on a person to person informal coaching basis regarding the Action Bloom (the Affective Domain and Psychomotor or so called behavioral) domains items [referenced as #a to #j]. Further 135 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

each of the six ELEMENTS is adjusted to be delivered on a solitary student basis and a group student basis thereby enabling those students who thrive most effectively in each of theses to opt for their preference. Thus with the exception of tests and examinations students may opt to work in a group or alternately do their work on a solitary basis which has been the norm for generations.

The six ELEMENTS are also adjusted for Ebbinghaus teachings to secure the maximum possible long-term memory status for learned materials. In the extension of this Ebbinghaus memory improvement each of the ELEMENTS is taught as far as possible with combined theory, world popular hardware, software, and other salable research and engineering skills as mentioned, thereby also gaining a further margin of quality in memory retention by realizing the theory and combined salable skill hardware and software create a superior Semantic backdrop for claimed improvements in memory, Chandler &
Sweller [38]. The Improved Method of Optimized Educational Delivery stresses that each of the six ELEMENTS must be interactively arranged such that the combined effect of the interaction and the resulting inter-ELEMENT support is being achieved and the full benefits are available to the discipline students.

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1. Socratic questioning [Soc] in lectures but mostly conducted in labs, with ideally FULL Bloom [#1,#2,#3,#4,#5,#6] cognitive questions. Starting with simple Bloom #1,#2,# 3 theory items with first year students to begin but maturing the questions and discussions during the semester and increasing the inclusion of higher end Bloom cognitive skills [#3,#4,#5,#6] in a planned strategy from week-to-week, semester-to-semester and year-to-year as students advance in a degree or diploma program. In the earliest posed question versions each year and semester within the year, restrictions to simple Bloom Recall and Comprehension may be most appropriate.

Socratics are a mainstream in enabling theory learning and improve when combined with salable skills. Socratics further create improved Bloom Action personal student ability with technical communication, and interpersonal interaction in science, engineering and technology. Socratics are most usable in lab sessions, and within each and all of the subsequent five other elements in the Method of Optimal Educational Delivery.
Introduction of both theory and hardware Socratic questions eliciting advantages and disadvantages supports invoking FULL

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Bloom #1 Knowledge, #2 Comprehension, #3 Application, #4 Analysis and #5 Judgment and are especially pertinent to #6 Creative Inventiveness by identifying of advantages and disadvantages and seeking to isolate those Bloom items that may be of major interest to the entrepreneur oriented student instinct. The Socratic formula is each time seeking to Socratically engage students through search for the most recent solid topic cognitive recall foundation, when such solid foundation is encountered the Socratic leader expands it and moves forward to another Bloom item level. In the event that initial engagement is of low quality the task immediately becomes to effect repairs as long as that will not seriously disrupt the current session in process. Once an upgrade of the impaired former understanding is affected the Socratic activity can then move forward. If not so, then an office or after-hours appointment is recommended. Socratic leaders are trusted to keep students at [or near] a minimum state of material recall and comprehension, as the basic initial student accomplishment.
Student failure to respond adequately to the Socratic leader should cause the leader to reduce the question complexity or move backward in time until he/she again establishes solid ground. Many Socratic leaders require substantial training and a 138 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

period of experience to overcome problems encountered in their own leadership capabilities as the types of student problems typically may have an awkward on-the-spot property.

1.1 Socratic Bloom: Knowledge (#1) Recall: Socratic Recall may be an adequate initial goal on the introduction of Optimized Educational Methods until students become comfortable with the process. Asking for recall of the last items discussed, in lecture, tutorial or lab is appropriate. Moving students further forward one then may ask what `more' may be said. Questions such as; `Name the two elementary Newtonian equilibrium forces'. [Ans: applied and reactive] is an appropriate starter question. Questions also beginning with: Label, List, and Recognize, are all trustworthy recall activity constructs.

1.2 Socratic Bloom: Comprehension (#2) [Explain in your own words]. Socratic Comprehension questions may be added as students improve their acceptance and ability to respond and discuss within the Socratic umbrella, as they become comfortable with the process. Under Comprehension students are asked to explain in ever expanding depth some subject topic from the recent labs, or other assignments relative to the subject in question and theory classes. A beginner Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

comprehension question is for equilibrium conditions of a body `Why must the forces all sum to ZERO' ? Or `Describe the properties of a resolved force vector rendering of the forces on a traditional physics force table in a balance condition'.
Questions also beginning with: Describe, Discuss, Explain, Select, are all are all typical comprehension activity constructs.

1.3 Socratic Bloom : Application (#3) [Use]: Socratic Application exploration may begin by asking initially for recall of comprehension [one Bloom backwards] of a theory and/or lab hardware item . After this has been established students may be asked to cite possible applications then further the maturing of student thinking by asking student's to compare descriptions of the theory for one application with another similar application known to the student, as an example of a Socratic leader's application question. Questions beginning like; Choose a rope material for sudden applied snap forces such as cattle roping,-(ANS., Nylon, as it has the highest resilience to snap forces].
Other lead words: Demonstrate, Illustrate, Operate, Sketch, Solve, Calculate, Use this apparatus to, Write a narrative explaining the use of this diagram [a D&E below see 3.3], are all typical solid application activity Socratic questioning constructs.

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1.4 Socratic Bloom: Analysis (#4) [Picking apart]: Socratic Analysis can commence by asking for a descriptive response on some theory and/or lab hardware item whereby a sought after cognitive skill will next be to take apart the various sub-component items or describe problematic test equipment device issues offered by a student in response to an initial question on a theory topic question, looking for obvious strong and weak responses and maturing the weaker ones. A question for Civil and Mechanical engineers, Categorize in order of minimum required safe diameter of; hemp, nylon and polyester ropes needed to support a dead [motionless] weight, of 300 Kg, [-660 Lb]'. [Answer; Smallest diameter 5/8 In Nylon, @ 935 lb. see Grainger Industry USA, alternate Polyester is critical as it has no safety margin at 5/8 In Polyester @ 675 Ib]. Other key question words; Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Determine, Differentiate, Discriminate, Distinguish, Examine, Experiment, are all typical worthy analysis activity Socratic questioning constructs.

1.5 Socratic Bloom: Evaluation (#5) [judgment]: Socratic Evaluation may be to request further expansion of advantages Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

and disadvantages of a theory and/or lab hardware item or again by asking student's to compare descriptions of two previous related teaching items sharing the same common theory base but having some other explicit advantages and disadvantages. For example, argue for the changeover to obtain increased load capacity with pulley operation from; a %2 inch round poly rope to a) equivalent diameter poly braid or, b) nylon round twist. [ANS; Round twist shape is superior for pulley operation with nylon having a superior impulse strength capability. Braid is not normally recommended for pulley service due to its flattened cross-section]. Another valuable tactic is to name a device or theory and ask how it `fits' a particular application. Questions beginning; Appraise, Argue, Assess, Attach, Choose, Compare, Defend, Estimate, Judge, Predict, Rate, Core, Select, Support, Value, Evaluate, are all typical solid judgment activity Socratic questioning constructs.
1.6 Socratic Bloom : Creativity (#6) [Inventiveness]: Socratic exploration of Creativity may be done by asking about some comments on a new use of some theory and/or lab hardware item and anticipating an answer that assesses advantages, is appropriate. Alternately, ask a `best method' of combining more than one element in a system, as in a fluid flow train one unit 142 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

behind the other or both in parallel. Another approach is to ask about the possibility of adding a second complementary item to a previously discussed major item. An example question with rigging strap is to request a write-up on use of a strap ratchet for tightening on logging trucks. [ANS: See Crosby Catalog ].
Questions beginning with: Arrange, Assemble, Collect, Compose, Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, Write, are all typical good inventiveness activity Socratic questioning constructs.

2. World Popular Hardware and Key Discipline Software [WPH&KDS]
conducted in labs, with FULL cognitive Bloom #1,#2,#3,#4,#5,#6 and making use of; Socratic, Draw & Explain, Research and Engineering Salable Skill Electronics Compound Research and Engineering Assignments and Computer Based Long Term Memory Support processes. World popular hardware and key discipline software add-ons the second of the six IMOED ELEMENTS consisting of examples of the world's most popular and cost effective hardware and software displayed and discussed in laboratory sessions where these add-on hardware pieces are appropriate to the specific discipline's theory, lab topic, semester, and year of study, selected from hardware of useful, Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

world-wide popular applications that build-in real world relevance and research and engineering salable skill subject breadth and depth by inclusion in any science, engineering, technology and high school science program developing the Bloom Action research and engineering salable skill behavior content of the Methods of Optimal Educational Delivery.

The Socratic formula aspect is to engage a Bloom hardware perspective looking for the students' recall ability then furthering cognitive comprehension foundation regarding the hardware mentioned by moving up to the next Bloom groups, one at a time;
comprehension, application, analysis, judgment, and creative inventiveness and so onward increasing complexity and Mastery Learning. In the event that initial Socratic engagement is of low quality the task immediately becomes to effect repairs if that will not totally disrupt the current teaching process. Once an upgrade of impaired former understanding is affected the Socratic activity can then move forward. If not so, then an office or after-hours appointment is recommended. WPH Socratics are trusted to keep students at a common level [or nearly so] of material recall in introductory World Popular Hardware and Key Discipline Software and key discipline software add-ons.

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The World Popular Hardware and Key Discipline Software primarily conducted in labs and on field trips category among the SIX ELEMENTS
of IMOED is one of the major upgrades to the discipline connection of real-world issues and the said mentioned benefits of Bloom Action domain in Mastery Learning. WPH&KDS is supportive of a huge upgrade in salable research and engineering skills while at the same time increases relevance [56] and student personal motivation and consequent student gratification. Many institutions have already adopted part of this intended innovation especially engineering with their uptake of the use of AutoCAD, and physical geography with Geographic Information Systems [GIS] Software both professional engineering drawing packages. IMOED envisages a complete review of software with many key data logging types to be added such as Microsoft Excel and Curve-Expert, and the conventional `everyone uses this' appearing as such being Microsoft Word, Outlook, OneNote, Microsoft Visio, data base Access, MATLAB, and Dadisp.

2.1 WPH&KDS Bloom: Knowledge (#1) Recall: World Popular Hardware and Key Discipline Software recall of basic hardware and software names and purpose may be adequate in the introduction of Optimized Educational Methods until students become comfortable with the process. Simple hardware items and software perspectives would be introduced in early weeks, 145 - Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna and then moved on to more complex items and their linked theory. Questions containing the words; Name.., Label.., List.., Recognize.., are all typical recall activity constructs that may be effectively used with WPH&KDS items. A good introductory question for Mechanical Engineers is `What type of belts are used in today's auto engines'? [Ans: Trapezoidal V-belts or Cogged belts]. Industrial software for belt sizing is available on Internet. Also `What is the name of the Microsoft product commonly used for graphing', OR engineering drawings? [Ans:
Excel for graphing, and Visio for drawings].

2.2. WPH&KDS Bloom: Comprehension (#2) [Explain in your own words]. World Popular Hardware and Key Discipline Software comprehension questions may be added on any and all of previously introduced hardware as students improve their acceptance and ability to respond and discuss as they become comfortable with the process. Students are asked to rephrase prior descriptions of hardware. `Tell me in your own words' is a useful approach. Questions beginning or containing the words;
Describe, Discuss, Explain, Select, are all are all typical comprehension activity constructs for Bloom instruction with WPH items. A typical advanced software issue is to ask for a discussion of Microsoft XL's curve generation precision Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

compared with Curve Expert. [Ans: Curve Expert has higher accuracy in polynomial and several other non-linear functions].
2.3 WPH&KDS Bloom : Application (#3) [Use]: World Popular Hardware and Key Discipline Software application questions may begin by asking initially for recall of use on any one previously introduced hardware. Alternatively a Socratic leader may ask students to solve a selected theory problem that verifies recall, comprehension, and application, Bloom #1,#2,#3.
After this has been established students may be asked to cite one or more added applications, then the Socratic WPH process matures by comparing the description and differences of one hardware application with another similar one known to the student. Citing similarity and differences of two hardware items' key advantages is very appropriate. Questions containing or beginning with the words; Choose, Demonstrate, Illustrate, Operate, Sketch, Solve, Calculate, Use, this apparatus to, Write a narrative explaining the use of a designated diagram, are all typical application activity constructs. In software ask how to use Microsoft Word to track cut and paste and activate the thumbnail document views in 2007 and upwards. [Ans:
Clipboard left screen panel click tiny arrow to activate. Clipboard pastes each cut into the column below it. Thumbnails are 147 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

activated creating a panel on the left from `VIEW' and click on Thumbnails, both may be mouse cursor sized horizontally].
2.4 WPH&KDS Bloom: Analysis (#4) [Picking apart]: World Popular Hardware and Key Discipline Software Analysis may again commence by asking for a descriptive response on some past or current hardware item or theory whereby a sought after questioning response skill is to mentally take apart the various items or issues in a topic on any and all previously introduced hardware such choices being made on instructor judgment of the hardware's importance and student or class readiness. More important key items merit such review more frequently. This question line may then mature into prediction of problem issues that may arise when shifting between scientific or engineering lab or field service conditions and the predictable effects of weather conditions as examples of cognitive analysis of situational complexity. Questions containing words such as: Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question...
are all typical good analysis activity constructs. A good question is to ask for an assessment of PVC tubing compared to copper and steel tubing for an industrial process. [Ans: PVC

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has low temperature and pressure limits all metals exceed, steel has far higher pressure accommodation than copper but copper resists rust, the metals are far more expensive].

2.5 WPH&KDS Bloom: Evaluation (#5) [Judgment]: World Popular Hardware and Key Discipline Software evaluation questioning may be to request further expansion of advantages and disadvantages on any one or two of all previously introduced hardware under a suggested service change in conditions requiring judgment such as effects due to vibration, military (severe environmental situations), or extended service reliability where no nearby technical service or supply assistance may be possible. Requests for a student ranking of advantages and disadvantages are also important aspects among choices for instructors to cover. Questions beginning with; Appraise, Argue, Assess, Attach, Choose, Compare, Defend, Estimate, Judge, Predict, Rate, Select, Support, Value, Evaluate are all typical worthy judgment activity constructs. One question is to ask which fitting types are most suitable to a vibration environment.
[Ans: Flare fittings are preferred in this application]. Another suitable question here is `What metal tubing should be used in natural gas processing with low to moderate sulphur components'? [Ans; Stainless steel preferably 316 grade]. In 149 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

software what issues would a new software have to accommodate if it were to service an RS232 or USB port data logging task. [Ans: Data output rates of the data logger can be higher, hence faster data transfer appears with USB usage].
2.6 WPH&KDS Bloom : Creativity (#6) [Inventiveness]: World Popular Hardware and Key Discipline Software exploration questioning on creativity may be done by asking about some comments on where a new use of some particular WPH item may be envisaged. Vague or poor responses in the first semester are expected and tolerable but less so in later semesters.
Alternately, ask a `best method' of assessing two options in hardware elements in an arrangement. Other questions may arise on issues of redundancy (backup arrangements and costs), and relative ease of use. One useful formatting here is: `Name a XXXXX that will provide YYYYY but will not be affected by ZZZZZ'.
OR `Will variation in ZZZZZ affect both XXXX and YYYY equally'?
Beyond this, request a suggestion for a single change or upgrade to a previously taught item arrangement may prove stimulating. Students failing the Socratic of the moment need not be penalized. Serious repetitive student answer failures call for intervention and Bloom based coaching with some remedial action beyond Socratics. Questions beginning; Arrange, ,so Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Assemble, Collect, Compose Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, and Write are all typical worthy inventiveness activity constructs.
Disciplined attention to inventiveness is very stimulating to an entrepreneur-oriented student in science, engineering, technology and high school sciences. A setup software question may be to ask for Microsoft Word to be setup to display two different views of a the same Word document that differ in date of creation to be able to view, on a page by page scroll basis with word or topic highlighting how the two documents compare from the old to the new.

3. Draw and Explain [D&Es] created out of class, tested in class, FULL
Bloom #1,#2,#3,#4,#5, and #6 and make use of Socratic processes.
This student prepared study file based ELEMENT has far reaching impact in that it isolates and energizes all the key theory narratives coupled with drawings of theory and full identification of congruent widely used hardware, and delivers the ability to improve student Long Term Memory effectively by paper testing in short quizzes [40,41 ]. In essence, it is itself a Bloom #6 in that it often draws all the other Bloom factors together for any specific topic or discipline subject.

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Hence, use of Draw and Explain is a very powerful innovation in IMOED
with the single advantage of unifying the various aspects of any given topic. This unification includes the Bloom elements #1,#2,#3,#4, and #5 and the features of annotated diagram(s) as appropriate to the topic are continually refreshed in student memory by executing D & E
tests frequently enough to convince students they are real, and important issues, whereby memory recall is continually created for the FULL Bloom cognitive inclusive of supporting hardware, material, components and software. D & E materials are also capable of being duplicated in narrative and diagram format in electronic storage and re-used in the Computer Based Long Term Memory Support [CB LTMS
below]. Since D & Es encompass Socratics and WPH and key discipline software usage they stimulate both relevance [54, 55] and personal student research and engineering salable skill development. Draw and Explain formatting is also an exact replica of the format of materials best fitted to long term memory retention [40, 41 ].

3.1. Draw and Explain Bloom: Knowledge (#1) Recall: Draw and Explain direct recall questioning is adequate on the initial introduction of Improved Optimized Educational Delivery Methods each year until students become comfortable with the process. A suitable question is to provide a name of a D&E in a normal class or laboratory setting and have a student quickly Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

prepare on scrap paper or the blackboard the appropriate but accurate attached D&E topic item sketch and its companion theory and Bloom [limited in this case to Bloom fl, recall ]
based theory and diagram recall narrative. The Socratic formula is again and continually remains to engage students while looking for recent solid foundation, when such a solid foundation is encountered expand as seen appropriate then move on to another Bloom item [below]. In the event that initial engagement is of low quality the task immediately becomes to effect repairs if that will not totally disrupt the current teaching laboratory walk-around process. Once an upgrade of suitable quality is affected the Socratic activity can then move forward one Bloom category at a time. If on the spot clarification is not possible, then an office or after-hours appointment is recommended. Socratics are trusted to keep students at a common level [or nearly so] regarding hardware and theory in D
& Es of study material understanding and recall. Failure by students to respond adequately to the Socratic leader should cause him/her to reduce the question complexity or move backward in time until he/she establishes solid ground. Many Socratic leaders require substantial training and a period of experience to overcome problems encountered, as they have an 153 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

awkward on-the-spot property. Naming and sketching are adequate at the introductory level [Bloom I]. Questions containing the words; Name, Label, List, Recognize, are all typical good recall activity constructs.

3.2 Draw and Explain Bloom: Comprehension (#2) [Explain in your own words]. Draw and Explain comprehension questions may be introduced as students improve their acceptance and ability to respond and discuss. Question the intent of any D&E
topic and what its most important limitations may be. `Tell me in your own words' (about a departmental assigned D&E item) is a pertinent beginning approach phrase. Questions beginning or containing the words; Describe, Discuss, Explain, Select, are all are all typical good comprehension activity constructs. Naming and sketching with theory annotation are preferred at this Bloom level where Bloom level should not exceed #2, Comprehension.

3.3 Draw and Explain Bloom : Application (#3) [Use]: Draw and Explain application exploration questioning may begin by asking initially for recall of use of a D&E teaching item; alternatively asking for a suitable departmentally assigned D&E to match a 154 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

needed task is advantageous. After this has been established students may be asked to cite alternate applications, then maturing to providing a description of one D&E application with another equivalent application version model or type known to the student. Concentrating on advantages and disadvantages is also valuable as they call for usage application conclusions.
Questions using words such as: Apply, Choose, Demonstrate, Dramatize, Employ, Illustrate, Interpret, Operate, Practice, Schedule, Sketch, Solve, Use, and Write are all typical good application activity constructs. Naming, sketching, and provision of theory annotation which by nature of D&Es contain applications and citing some [or all] appropriate major applications are preferred at this Bloom level. See Appendix [F&G] as example questions and note the Bloom numbering at the bottom.

3.4 Draw and Explain Bloom: Analysis (#4) [Picking apart]:
Draw and Explain Analysis questioning can commence by asking for further descriptive response of something contained in a Bloom analysis topic in a D&E or on some item or theory whereby the now sought after skill is to cognitively take apart a 155 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

D&E item or theory issue then provide cognitive Bloom analytical commentary. Concentrating on comparative advantages and disadvantages is also valuable as is the issue of not being able to enumerate all major disadvantages that may directly contribute to application failures. Questions beginning; Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question, are all typical good analysis activity question lead-ins.
Naming, sketching, theory annotation and citing appropriate major applications and describing key advantages and disadvantages that are most suitable in an application are preferred at this Bloom level. See Appendix F.

3.5 Draw and Explain Bloom: Evaluation (#5) [Judgment]: Draw and Explain Evaluation questioning may be to request further expansion of advantages and disadvantages between two similar D&E items, and rank ordering them from best to worst;
in each category good or bad. Questions beginning; Appraise, Argue, Assess, Attach, Choose, Compare, Defend, Estimate, Judge, Predict, Rate, Core, Select, Support, Value, Evaluate are all typical good judgment activity constructs. As D&Es are composites of theory, drawing(s) and narrative, Bloom [#1,#2,#3,#4,#5,#6] should all be included in the D&E narrative Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

itself prominently featuring the basic advantages and disadvantages along with a judgment of potential pitfalls in normal usage and citing abnormal situation response expectations for issues such as bad weather conditions, excessive temperature situations, and dangerous operating pressure fluctuations. See Appendix F.

3.6 Draw and Explain Bloom : Creativity (#6) [Inventiveness]:
Draw and Explain exploration of creativity questioning may be done by asking about some comments on where a potential new use of how some learning engendered in a D&E assigned item may be considered. Alternately, ask a `best method' of combining elements of two D&E subsystems in a composite drawing. Questions beginning; Arrange, Assemble, Collect, Compose, Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up and Write are all typical inventiveness activity constructs. Continual perseverance with Bloom #6 Inventiveness may stimulate entrepreneurship among students about a new way in using items or product, or some fresh idea in distribution and marketing. See Appendix F.

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4. Research and Engineering Salable Skill Electronics [R&E SSE]
conducted in labs and Compound Research Assignments and having backup from WPH&KDS, and makes use of Socratic processes, and FULL Bloom #1,#2,#3,#4,#5, and #6. Research and Engineering Salable Skill Electronics [R&E SSE] is a unique inclusion for each and every separate discipline in science, engineering, technology and high school programs to the extent of selection and inclusion of practical electronics topics as supportive of each discipline subject content and executed in the service of practical, and operationally oriented [as opposed to design oriented] research and engineering salable skill development with regard to; science, engineering, technology and high school sciences in; test meter use, as appropriate to the level of these programs, basic common electrical /electronic discipline skills such as; cable stripping, soldering, connector crimping, component testing, elementary circuit building such as used for sensor powering, and battery husbandry for field operations with solar or electric power re-charging in all science, engineering, and technology disciplines. In upper years emphasis is increasingly on the most useful and appropriate discipline sensors, their behavior and their stylization 15 A Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

particularly in the use of computer based data logging by cable or remote wireless and INTERNET connection and by use of advanced but teachable methods for software polynomial calibration equation development for discipline sensors. This simple software sensor application skill eliminates much unnecessary electronics interfacing normally found between sensors and readouts, and is badly under used in science and engineering as well as high schools.

The Improved Method of Optimized Educational Delivery presents sharply contrasting salable research and engineering skill support topics and training under the Research and Engineering Salable Skill Electronics IMOED ELEMENT by inserting objectives not covered by status quo curricula and teaching items. Included are all the day-to-day nuts-and-bolts of operating and calibrating of highly useful meters, and test instruments in chemistry, biology, physics, engineering, technology and high school sciences and also any required support issues pointed at data logging and the computer interfacing of sensors and data loggers required to make high volumes of practical data monitoring available on a cost effective basis in science and industry. Also included are a collage of very modern teaching topic items for lab demonstration of currently relevant interest; robotics, environmental monitoring, medical electronics equipment and methods, surveillance electronics techniques, fibre 159 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

optics hardware, control and monitoring in heavy industry, and AM, FM and digital earth and space communications;.

4.1 Research and Engineering Salable Skill Electronics Bloom:
Knowledge (#1) Recall: Research and Engineering Salable Skill Electronics; Recall Socratic questions may be from simple to more complex and are matched to the semesters with semester one having the simplistic questions within the introduction of Optimized Educational Delivery Methods until students become comfortable with the FULL Bloom process [Bloom #1 to #6]. In SSE recalling prior items known to a student or lab group such as `name all the temperature sensors or the small standard battery types', [Ans: AAA, AA, C,D in increasing sizes; all 1.5 volt] or describe available electric multi-meter measurements [Volts, Ohms, Amps etc.]. Also added for Socratic emphasis are the `problem children' in electronics; mechanical switches, fuses and alarms, electrical connectors and the skills of elementary meter based troubleshooting of key passive components that lend themselves to simple operational assessment. Questions containing the words; Name, Label, List, Recognize, are all typical worthy recall activity constructs. Recall of relevant prior applicable WPH is also of added convenient and productive cognitive responding.

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4.2 Research and Engineering Salable Skill Electronics Bloom:
Comprehension (#2) [Explain in your own words]. Research and Engineering Salable Skill Electronics; Sample comprehension questions are then introduced as students improve their acceptance and ability to respond and discuss as is created with Socratics. Questions invoking recall of use and advantages and disadvantages of specific meters, devices or hardware are most suitable under this Bloom category. `Tell me in your own words' is a helpful beginning question approach. A good question is `Which of the common small battery sizes, all 1.5 volt, have the highest rated current delivery'? [Ans: the physically largest]. Questions beginning or containing the words; Choose, Demonstrate, Illustrate, Operate, Sketch, Solve, Calculate, Use this apparatus to, Write a narrative explaining the use of a given presented technical diagram, are all typical solid comprehension activity constructs. Recall of relevant prior applicable WPH, electrical and electronic items is also convenient and productive cognitive responding.

4.3 Research and Engineering Salable Skill Electronics Bloom Application (#3) [Use]: Research and Engineering Salable Skill Electronics ; Application exploration questioning may begin by asking initially for recall of use thus pointing toward salable 161 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

research and engineering skill issues. After this has been established students must cite how specific applications might be arranged, many times requiring a circuit diagram, perhaps a D&E. Introduction of the discipline's own test meters is also a major help, as are added calibration skills [e.g. soil moisture readings for agriculture, construction lumber moisture readings for civil engineering and so on]. Then more mature questions may be used by asking for critical comparison of one item's application uses to a second application item's uses. There must be prepared lists for; biology test instruments for biologists, chemical test instruments for chemists, civil test devices for civil engineers, and so on. Continuing with the small battery issue above: `Which of the common small battery sizes, all 1.5 volt, has the highest rated current delivery AND what does it imply'? [Ans; the largest, and current drains being equal the smallest sizes will be dead the soonest]. Questions containing or beginning with the words; Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question, are all typical good application activity question lead constructs.

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4.4 Research and Engineering Salable Skill Electronics Bloom:
Analysis (#4) [Mentally picking apart]: Research and Engineering Salable Skill Electronics; Analysis questioning can commence by asking for a descriptive response on some hardware or test meter item and supporting theory whereby a sought after skill is to mentally take apart the various items or issues, or advantages and disadvantages and make a ranking of the importance of each on a topic item as a preparation for decision making e.g. `Why can we not measure a pH electrode's output voltage with a digital multi-meter? . [Ans: the internal electrode resistance is too high and the output voltage goes done to zero due to the meter's low resistance and draws too much electrode current for it to support].Another; What limitations on tiny voltages will be typical'? [Ans: low cost meters will not usually be accurate under about 50 millivolts DC]. The more expensive meters do best for low voltage monitoring. Also many meters will not support both AC and DC
voltages equally well and one must know the difference when making a meter selection]. Questions beginning; Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question, are all typical good analysis activity constructs.

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4.5 Research and Engineering Salable Skill Electronics Bloom:
Evaluation (#5) [Judgment and conclusions]: Research and Engineering Salable Skill Electronics Evaluation questioning may be to request further expansion of advantages and disadvantages, such as one or the other will be the deciding factor for use or rejection or alternately the instructor's sudden demo introduction of a unusual feature of a suddenly appearing with an unexpected meter [held in hand], calibration process, or alternate issue such as remote operation, vibration, or severe weather conditions and requesting student comments on them. As another example some more elaborate question may involve selection of 8,10, or 12 bit data logger specification and what those various bit values do to a monitoring project's measured resolution and consequent accuracy. Another field of questioning for chemists may be to inquire about what types of ion selective electrodes are on the market and what cost ranges and low threshold of measurement would be experienced. [Ans; See Cole Parmer Ion Selective Electrodes in tabular form 2008/09 Cat pg 1296].Questions beginning with; Appraise, Argue, Assess, Attach, Choose Compare, Defend, Estimate, Judge, Predict, 164 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Rate, Select, Support, Value, Evaluate are all typical good judgment activity constructs.

4.6 Research and Engineering Salable Skill Electronics Bloom Creativity (#6) [Inventiveness]; Research and Engineering Salable Skill Electronics exploration of creativity and part of the entrepreneur skill set may be done by asking about some comments on where a new use of some item under discussion may be realized. Alternately ask a `best method' of combining elements of two separate items as a new system. Questions beginning; Arrange, Assemble, Collect, Compose Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, and Write are all typical appropriate inventiveness activity constructs. One challenging question for agriculture, forestry, physics and electrical engineering students may be to suggest the development of a cost effective sensor for heat transfer in forest fire applications of heat transfer sensing from air-air, air-soil and air-water.

5. Compound Research and Engineering Assignments [R&E CAs]
conducted in student time, FULL Cognitive Bloom [#1,#2,#3,#4,#5,#6], examined by two interview usually oral exams one at the half-way, the 165 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

other on closure using Socratic methods and having students follow the format on their reporting process. This is done by requiring `justification lines' on the final report, often an 81 /2 by 14 inch paper format, for each action taken, wherein high Bloom numbers must be addressed in the answers. Use of Socratic processes during the interviews is also required in the interim or final interview examination, or both, where the student is allowed access to her/his hand-in and the question responses must range through nearly a complete Action Bloom list [#a to #j] must arise. Compound Research and Engineering Assignments Improve Mastery Learning [10,1 5,18] through the creation of more targeted and intense additional salable research and engineering skills and emphasis on Mastery Learning [ML]

development is furthered by pushing the subject theory content into creative and increasingly complex research and engineering salable skills, as semesters advance, using real world equivalent assignments of a focused discipline project nature. Compound Research Assignments are also useful in enriching learning by breaking down the traditional boundary between learning topics such as the required need for both biology and chemistry items in the same project.
Students benefit by virtue of combining them in a single composite assignment. As example of these subject topic dislocations, traditionally separately taught discipline theory topics such as; heat 166 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

and light, flow and pressure, motion and energy, chemical reaction and heat generated, biological growth and measurement of heat of formation, chemical fresh water quality and wastewater quality, are traditionally separately covered, in different text chapters, and in different weeks, even semesters in some cases. The required source Compound Research and Engineering Assignments must be available that are designed to capture and unite such initial unintentional teaching dislocations, and have them now re-assessed and dealt with by students in practical situations illustrating the Bloom Action mechanics of appropriately seeing through to completion such complexities as arise in Compound Research Assignments.
Compound Research Assignments are an effective up to cognitive Bloom #4, #5 and #6 cognitive and advanced category implementation of the Method of Optimal Educational Delivery for the opportunity to feature, create and assess mental lists of `Advantages and Disadvantages', and the choices to be made therein are a cornerstone to the real world situation graduates of programs will find valuable in their future.

Many Compound Research and Engineering Assignments begin with a simple assignment such as select the type, size and identify the model number of sample bottles for a water quality survey. Or, given a list of 167 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

chemical parameters, indicate which samples must undergo refrigeration until analysis may be completed and make any needed recommendations for required changes in sample gathering, sample size, and/or bottle selection on this behalf. Compound Research and Engineering Assignments are superb for introducing research and engineering salable skills and at the same time motivating students by the appearance in their program of obvious practicality that convinces them they have indeed chosen a subject or discipline with real merit, obvious salable research and engineering skills, and interesting challenges. One such compound assignment that should really work well is one of a Freshwater Lake Survey [571 of several connected lakes suspected of being overly turbid, high in phosphates and nitrates and having the potential to dip below recommended dissolved oxygen levels during the summer months. The water survey had 59 monitoring sites that were tested over two day periods every second week beginning in early May and completing by the end of August.
The data showed that the peak phosphates were ten times the value of the Ministry of Environment recommendations, nitrates reached double the Ministry recommendations and dissolved oxygen was lower than all other comparative regional lakes. The south most section of the lakes was a coliform concentration camp by mid-summer with both fecal and total coliforms (commercial laboratory analyzed) being 168 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

high especially along the shallow shoreline. The scientific apparatus ranged from a Hach DR2000 Spectrophotometer for Nitrates and Phosphates, dissolved oxygen was read with Omega Dissolved Oxygen (+/- 0.1 mg/L resolution) meter and turbidity and a Turner Nephelometer (0.01 NTU resolution) and a rugged Secchi disk for backup turbidity [57]. The whole survey was a mastery learning experience for the two actual assisting co-op students and subsequently became very nearly one for CA students in following years.

5.1 Compound Research and Engineering Assignments [R&E
CAs] Bloom: Knowledge (#1) Recall: Compound Research and Engineering Assignments questioning on Recall may be introduced on an elementary basis in the initial semester of a discipline on the introduction of Optimized Educational Methods to allow students to become comfortable with the compound assignment process. As an example the assignment can identify several chemicals to be analyzed for as in the mentioned Freshwater Lake Survey [571 fieldwork exercise. A Compound Assignment recall would be to ask for a recall of the compounds and parameters that the students felt should be measured. Also one may enquire as to how many sampling stations must be checked and which samples must NOT allow a sample bottle air 169 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

space to develop. Or alternately which samples may need a special mouth size, or light blocking bottle material. Students must respond with some knowledge of which common chemical parameters are suitable for the survey. Questions containing the words; Arrange, Define, Duplicate, Label, List, Memorize, Name, Order, Recognize, Relate, Recall, Repeat, Reproduce or State all convey the meaning to the student that she/he must reply concerning information having supposedly been previously learned.

5.2 Compound Research and Engineering Assignments [R&E
CAs] Bloom: Comprehension (#2) [Explain in your own words].
Compound Research and Engineering Assignments Comprehension questions may be introduced from simple to more complex as students improve their acceptance and ability to respond and discuss increasingly complex topics. Such topics as what manner of logistics may be suitable or unsuitable for particular chemical test requirements. In the Freshwater Lakes Survey cited one may ask students to prepare a list of equipment that may needed and additional supplies. The list should be freely chosen from available vendor catalogs with a budget limitation for the project. Sample bottles must requisitioned and in adequate supply. Carrying cases must also -----------------------170 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

be seen to. Refrigerated samples must have a transporting container(s). The need, or not need for sample refrigeration, must be considered based on the scientific and field apparatus purchased. The accuracy and cost of scientific apparatus should be discussed, and defended in a hand-in as also with the costs of sending out some critical analyses to commercial labs. A map and proposed sampling locations should be prepared and depth of sampling clearly denoted on a make-up spreadsheet. The need for test meter calibration chemicals or any other standards must also be included, with quantity and type indicated in the final assignment report. Compound Research Assignments such as this emphasize comprehension of the overall process and time and execution of sampling logistics is very pertinent as this salable research and engineering skill introduction has little or no appearance in traditional separated academic teaching and the traditional limited time lines of normal lab exercises.
Questions beginning or containing the words; Classify, Describe, Discuss, Explain, Express, Identify, Indicate, Locate, Recognize, Report, Restate, Review, Translate, are all are all typical and useful comprehension activity constructs.

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5.3 Compound Research and Engineering Assignments [R&E
CAs] Bloom : Application (#3) [Use]: Compound Research and Engineering Assignments ; Application exploration may begin by asking initially for recall of use of some item needed in the Freshwater Sampling Project. After this has been established students must be asked to cite applications, [which in most Compound Research Assignments appear obvious] for the various procedural, equipment selection, calibration methods and choice of number and frequency of calibrations, and specification tasks as included in the example Freshwater Lake Survey project. Then questioning may mature to comparison of the description of one selected piece of test apparatus required by the assignments with another known (or looked up on the spot) to the student that commonly are for water analysis.
Questions containing or beginning with the words; Apply, Choose, Demonstrate, Dramatize, Employ, Illustrate Interpret, Operate, Practice, Schedule, Sketch, Solve, Use, Write are all typical good application recall activity constructs.

5.4 Compound Research and Engineering Assignments [R&E
CAs] Bloom: Analysis (#4) [Picking apart]: Compound Research and Engineering Assignments Analysis questioning can commence by asking for a descriptive response on some item or 172 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

theory whereby a sought after skill is to take apart the various items or issues in a topic or project such as the Freshwater Lake Survey project. Such cognitive issues in Compound Research Assignments may relate to strategic lists of which procedures must be completed and in which order. Equipment initially selected may be unsuitable for field service and alternately which equipment may be unwelcome due to too high a percent error. One common technique with this project is to allege the preferred analysis test equipment is known to be too troublesome and an alternate must be selected for replacement again using available vendor catalogs. Also such issues as the assumed use of multi-parameter test equipment [for example a combination meter for temperature, dissolved oxygen, pH and oxidation reduction potential, ORP], may initially look wonderfully attractive but may not suffice with feared failures or several field personnel having to compete for equipment as many more temperature measurements may need to be made as compared to ORP, thus introducing the idea that getting all in one would be seem an equipment budget advantage but when thought through becomes a disadvantage as the need for many temperature measurements by companion project personnel would likely create some personnel standing around [and 173 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

wasting production time] until the mentioned multi-parameter meter can be free-up by the current user. Questions beginning;
Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question, and Test are all typical and helpful analysis activity question lead constructs.

5.5 Compound Research and Engineering Assignments [R&E
CAs] Bloom: Evaluation (#5) Uudgment]: Compound Research and Engineering Assignments ; Evaluation questioning may be to request further expansion of advantages and disadvantages with regard to any aspect of the Compound Research and Engineering Assignments requirements. Another avenue of questioning from our example Freshwater Lake Survey project may be to evaluate the difference between two selected items on a number of criteria, either given to the student, or in case of exceptionally talented (or senior) students, not given. Further this aspect of Compound Research and Engineering Assignments is again both a research and engineering salable research and engineering skill and an item that would only rarely appear in traditional curricula. The Improved Method of Optimized Educational Delivery recommends starting embrionically in about the middle weeks of first semester and 174 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

going strong in the last weeks of the final semester in the final year. Questions beginning; Appraise, Argue, Assess, Attach, Choose Compare, Defend Estimate, Judge, Predict, Rate, Select, Support, Value, Evaluate are all typical judgment activity constructs.

5.6 Compound Research and Engineering Assignments [R&E
CAs] Bloom : Creativity (#6) [Inventiveness]: Compound Research and Engineering Assignments Exploration of Creativity questioning may be done by asking about some comments on where a new use of some item may be seen. Alternately ask a `better method' of combining elements of two subsystems or `better method' of achieving overall objectives in the described chemical water survey project by more 'judicial' perception of which procedures are most critical in the assigned project and hence need the most acute back-checking on methods and measurement vetting by comparison with the previously anticipated outcomes of such readings. For example in the Freshwater Lake Survey project perfect temperature readings and botched dissolved oxygen reading values may be far worse than the other way around. The Improved Method of Optimized Educational Delivery wants this type of cognitive perspective starting at a suitable base level in the early weeks of first 175 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

semester and going strong in the last weeks of the final semester in the final year. Questions beginning; Arrange, Assemble, Collect, Compose, Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, Write, are all typical valuable and entrepreneur stimulating inventiveness activity constructs. A suitable question in this high Bloom category may be again with the Freshwater Lake Survey project to request a re-design of the overall sampling procedure and the suggestion by the assignment supervisor that some more advanced equipment may be assessed for use upon the announcement by the supervising instructor of a sudden increase in the project budget being available.

6. Computer Based Long Term Memory Support [CB LTMS], conducted during student time, Full Bloom range; #1,#2,#3,#4,#5, and #6 and Socratic mechanisms are employed in computer question banks where all of the above Bloom Cognitives arise sooner or later in each question bank, 50 question total, 20 to 25 asked on each sitting. This is a collection of one or more of; right answer, fill in the blanks, true-false, and multiple choice, [five choices] of questions normally with an accompanying diagram 176 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

served over institutional computer facilities or INET in bmp or jpeg format. Multiple choice is the traditional favorite, having stood the test of time but equal gains may be had from other choices of question formatting. Questions are stored in computer memory for delivery over institutional [including lab] computers or over distance education facilities. The questions are recommended as being in topic groups of 50 or more questions, with diagrams as needed, in multiple-choice, fill-in-the-blanks, or true false format with multiple choice generally preferred for this application as the goal is the securing of long term memory development and suggestion of a right answer within answer choices may be more beneficial in this than otherwise. Of the 50 or so total of questions in the question bank, between 20 and 25 should be randomly served at any quiz sitting. This will mean that about three repetitions of any one quiz by any one student may be done with a `good' mix of old and new questions each time. The Computer Based Long Term Memory Support introduces a very significant and novel element redirected not to serve marking and testing as much as serve Long Term Memory [LTM] development and its furtherance and improved memory time extension creation as in Ebbinghaus [I], Christine and Borjk [40] and Albert, D., et al [42]. Graphics [drawings] and narrative already designated for use in Draw &

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Explain may be transported directly to the Computer Based Long Term Memory Support. The key issue is to obtain as much repetition as students will tolerate without rebellion, and of course boredom.

6.1 Computer Based Long Term Memory Support Bloom:
Knowledge (#1) Recall: Computer Based Long Term Memory Support [CB LTMS] Recall may be assessed by asking, with multiple choice, for a selection of a correct name fitting a theory definition, or a definition fitting a name. At the initial introduction of Optimized Educational Delivery Methods until students become comfortable with the process [generally first year and first semester] simplicity is the best policy. In later weeks, semesters and years, more question complexity will be expected and higher order, more complex responses demanded.
Recall on any prior Socratic, World Popular Hardware and Key Discipline Software, Draw and Explain, Compound Research and Engineering Assignments and Research and Engineering Salable Skill Electronics topic, including the visual selection of a suitable or alternately unsuitable drawing and its attached narrative are good and hopefully seen as mandatory to cover. Questions containing the words; Arrange, Define, Duplicate, Label, List, Memorize, Name, Order, Recognize, Relate, Recall, Repeat, 178 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Reproduce or State are all typical solid recall activity constructs.
As an example in our Freshwater Lake Survey project for water quality ask for a probable appropriate value of required percent accuracy for measurement of each of temperature, pH and dissolved oxygen. Expected chemical concentrations in the lake water are also very pertinent questions to ask as they establish benchmarks that may serve as alarm values in their future if remembered.

6.2 Computer Based Long Term Memory Support Bloom:
Comprehension (#2) [Explain in your own words]. Computer Based Long Term Memory Support Comprehension MC
questions may be created again from simple to more complex as students improve their acceptance and ability to respond and deal with the new method more maturely. Multiple Choice on all items from any prior Socratic, World popular hardware and key discipline software item, Draw and Explain, Research and Engineering Salable Skill Electronics, and Compound Research and Engineering Assignments topic, including the visual disclosure of a suitable or alternately unsuitable drawing and its attached narrative. Questions beginning or containing the words; classify, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, are all are all 179 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

typical solid comprehension activity constructs. In the former described Freshwater Lake Survey project ask for confirmation of the ranking of needed recalibration intervals for several measurements; temperature, dissolved oxygen, turbidity etc.
6.3 Computer Based Long Term Memory Support Bloom :
Application (#3) [Use]: Computer Based Long Term Memory Support [CB LTMS] Application exploration may begin by asking initially for recall of use of items. Simply naming the item and posing several MC answers [five answer selections is best]. After this has been established students may be asked to cite suitable hardware for applications then respond to more mature questioning such as comparing description of one application with another known to the student on some aspect of the topic issue. Questions containing or beginning with the words; Apply, Choose, Demonstrate, Dramatize, Employ, Illustrate, Interpret, Operate, Practice, Schedule, Sketch, Solve, Use, and Write are all typical solid application recall activity constructs. Again using the Freshwater Lake Survey project ask about the choice of a data logging meter for one, or more analyzed parameters and request suggestions on how they may be powered without attracting attention.

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6.4 Computer Based Long Term Memory Support Bloom:
Analysis (#4) [Picking apart]: Computer Based Long Term Memory Support Analysis can commence by a CB LTMS question asking students to identify the correct served descriptive response on several items or theory whereby a sought after skill is to differentiate between the various advantages and disadvantages of theoretical analysis, items, aspects or issues, in a CB LTMS topic question. Questions beginning; Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, question, test are all typical solid analysis activity constructs. In the chemical Freshwater Lake Survey project ask about the appraisal of dissolved oxygen readings by listing a number of readings at various temperatures [DO rises with lowering temperature] and question which sequence may indicate some bad readings.

6.5 Computer Based Long Term Memory Support Bloom:
Evaluation (#5) [Judgment]: Computer Based Long Term Memory Support evaluation may be to request further expansion of advantages and disadvantages. Judgment is prompted for and assessed by CB LTMS questions asking students to identify the correct served descriptive response on an issue by evaluating 181 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

the best hardware or principle of operation for a task, to meet criteria such as accuracy, or judgment of the most cost effective method for a posed project. Questions beginning; Appraise, Argue, Assess, Attach, Choose Compare, Defend Estimate, Judge, Predict, Rate, Core, Select, Support, Value, Evaluate are all typical solid judgment activity constructs.

6.6 Computer Based Long Term Memory Support Bloom :
Creativity (#6) [Inventiveness]: Computer Based Long Term Memory Support exploration of Creativity may be done by a CB
LTMS question asking students to correctly identify correct computer served comments on a new situation where a new use of some item may be made. Alternately, one may ask students to identify the `best method' of combining two or more items.
Questions beginning; Arrange, Assemble, Collect, Compose, Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, and Write are all typical solid inventiveness activity constructs. An interesting method is to have the students in groups replace the entire initial equipment list with alternatives as they may go to Africa or some such and need to have a larger supply of backup equipment and hence must reduce the costs of any one type to fit the overall budget cap.

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Throughout the cognitive and action discharge of all the six ELEMENTS the issue of Action and Cognitive Bloom remains alive, and ever improving the student ability to cope, and get things done.
Students are immersed in composite, and complex interlocking tasks that require action and cognitive responding rolled into a medium of theory, research and engineering salable skills, and ever improving personal action development and improving as they go the ability to complete, cooperate, interact, and finish tasks in suitable time frames, all the time improving and backstopping their long term memory as they go on living and learning, ever improving their own personal Mastery Learning with the simultaneous values of individual and group support and the contiguous consequences of the Improved Method of Optimized Educational Delivery and its nurturing towards self corroboration and coming adult expertise.

Expanding the case for Mastery Learning.

Full activation of Mastery Learning [10,1 5, 18] in science, engineering technology, and high school sciences is bound up in the issue of available time for re-enforcement for memory solidification which is appropriately covered by; Socratics, World Popular Hardware and Key 1 3 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Discipline Software, and Draw and Explain ELEMENTS of IMOED with their propensity for cognitive probing each having the innate capacity to effectively cycle through Bloom #1,#2,#3,#4,#5,and #6 and Action Bloom; #a, #b, #c, #d, #e, #f, and #j in combination further Mastery Learning which peaks with Draw & Explain, Research and Engineering Salable Skill Electronics and Compound Research and Engineering Assignments . Socratics of course with the ability to move person-to-person discourses backward in time or forward has wide applicability, the ELEMENT World Popular Hardware and Key Discipline Software with its charming but appropriate motivational appeal and with Draw and Explain capability of continually pounding at memory recall and refreshment and Research and Engineering Salable Skill Electronics moving every discipline into modern electronics applications, and Computer Based Long Term Memory Support on institutional computing facilities all building expertise in production for research and industrial productivity and having CB LTMS capable of relentlessly pursuing long term excellence with increasing firming up of long term memory in all active IMOED aspects of each and every discipline in science, engineering, technology and high school sciences.

IMOED also notes the following cases of traditionally `missing parts' in both the status quo institutions and the reformist institutions;

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1. Bloom cognitive hierarchy through the FULL spectrum of Bloom items; #1,#2,#3,#4,#5, and #6 in all needed aspects [as is included in the IMOED ELEMENTS] for science, engineering, technology, and high school sciences. Estimates in most institutions show Bloom #1, #2, #3 in full array but declining in #4, #5, and #6. Some limited redress of the latter three Blooms is found in senior year `projects' or honors theses. IMOED proposes inclusion of all Bloom through; Socratics, World Popular Hardware and Key Discipline Software, Draw and Explain, Research and Engineering Salable Skill Electronics, early phasing in of appropriate Compound Research and Engineering Assignments in first semester, and full hosting of all Blooms in Computer Based Long Term Memory Support.

2. Extensive lab work directed at salable research and engineering skill development; including World Popular Hardware and Key Discipline Software, Research and Engineering Salable Skill Electronics, and the required improved laboratory inventory and services to host them, and creation and incorporation at all semester levels, of effective Compound Research and Engineering Assignments for further research salable skill emphasis resulting in superior IMOED undertakings, particularly in the non-electronics 185 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

aligned sciences (biology, chemistry, botany, geology, agriculture, and forestry), engineering, technology, and high school science programs.

3. Advanced capability to effectively handle and support student personal learning needs be it group learning husbandry or conversion of the traditionally solitary but academically talented students to evolve `better eyes' and improve their salable research and engineering skills by due reinforcement of an overall increased inventory in hardware creating an improved personal skills facility and a research and engineering salable skill outlook that is fully complementary in its practical virtues to any and all of the theory in any selected academic discipline.

Incubation for entrepreneur development by the careful but widespread use of Cognitive Bloom, especially #6: Creative Inventiveness, and Action Blooms; e) Show readiness to react to sudden task requirements, f) Confers with others effectively and as necessary, g) Shows respect and concern for apparatus and equipment, h) Responds well to unexpected changes, I) Displays self reliance, j) complete tasks in reasonable time;

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imbedded in World Popular Hardware and Key Discipline Software and both Research and Engineering Salable Skill Electronics and Compound Research and Engineering Assignments is also a concerning missed feature, with substantial evidence that the entrepreneur personality is not well served in sciences but perhaps more seriously not in adequate evidence in engineering [8,42].

4. Attentiveness to the coupled issues of Ebbinghaus Long Term Memory [LTM] building and the desired steps toward improved memory security and the concomitant issue of the development of Mastery Learning in conventional institutions is clearly happenstance. There can be no Mastery Learning without long-term memory or one would be faced with concluding that individuals can work at, and think about, things they are unable to recall.

The Bloom reference springs from the issue that most university programs are designed primarily around knowledge (#1), comprehension (#2), and limited application (#3). The senior Bloom cognitive skills analysis (#4), judgment (#5) and creativity (#6) are but 187 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

minimally show cased in science, engineering, technology, and high school sciences. The lack of such is often what prompts some faculty to support `final projects' or senior honors theses, and quite rightly so but are seen as an emergency measure stimulated by oncoming graduation. These high end Bloom, analysis, judgment, creativity, cognitive skills are occasionally offered for senior years and are often represented by spotty examples factored into conventional assignments representing faculty personal interests rather than standing as fully developed, resident in all semester, departmentally approved action items well illustrated and effectively discharged by the Improved Method of Optimized Educational Delivery.

The Improved Method of Optimized Educational Delivery contained ELEMENTS function as a host for all the Bloom Cognitive and Bloom Action items, with specifically designated intense representation appropriately within the six ELEMENTS and the Socratic umbrella under which all of the ELEMENTS operate delivery with both group and/or individual settings.

Another point at issue here is the fact that entrepreneur character formatting is rather solidly connected with extroverts, as common sense would imply. About 72% of small business owners and 50% of founders of the fastest growing businesses have been shown Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC VIW

themselves to demonstrate `Sensing' as their personal cognitive style' [45]. As a result, entrepreneurism potential may then be rising with the change in the increase in numbers of `sensing' preferences among the said incoming freshman numbers in more diverse cohort groups, Chang & Chang [42] and is especially well nurtured with the strong salable research and engineering skills, extensive World Popular Hardware, and Key Departmental Software orientation in IMOED. Traditional institutional lack of support of group bonding and the stimulus of sensing educational hardware and research and engineering salable research and engineering skill infrastructure is in opposition to the improvement that IMOED recommends as a better host than the current conventional situation in post secondary education and high school sciences. A recent Globe and Mail [April 2009] advertisement from the University of Alberta in Edmonton Canada, calling for applications for a position for a prestigious `Chair in Management for Engineers' cites the following "The Chair will have the specific responsibility for development and offering of courses that deal in an integrated way with entrepreneurship and project management'.....in Engineering. This outreach is a phenomenal tribute to the goals of the Improved Method for Educational Delivery as a support of entrepreneurship development in Bloom Active personal development in all ELEMENTS with the IMOED push toward 189 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

more concern and support for `Sensing' personalities and educational delivery is a major emphasis for future science, engineering, technology and high school sciences.

This suggested departmental building of student group support is a key phase of creating needed strength that vividly supports both student gratification and the Improved Method of Optimized Educational Delivery with Mastery Learning being aided through components of peer instructional support which contributes to group cohesion and is an outlet for the extrovert personality who crave the opportunity to gain further cognitive development through group discussion [50,58].

With the use of the lab instructions from the `cook book' students are fully aware in most cases after a lab is completed they would be unable to do the lab again without the aid of such instructions. In other words the Research and Engineering Salable Skill levels of Mastery Learning content are crippled, with long term memory in this situation lasting no longer than it takes students to exit the lab building when the lab is finished.... and it is not the student's fault.
Compare this with the closely estimated MBTI science personality profiles within institutions said as about 95% of faculty being `Intuitor' (N) oriented. This may well mean a meager 5% of the faculties Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

attending departmental meetings are available to `speak to' applied salable research and engineering skill issues that are pertinent to at least half the student body in science and engineering. This certainly must ring a bell for both concern and opportunity at the prospect of larger graduating cohorts in science, engineering, technology and high school science looking forward to creating their own businesses, rather than looking for a spot in `corporate' America. Small wonder then that science, engineering, technology and high school science programs are not currently seen as incubators for research and engineering salable skills or entrepreneur development.

The six basic ELEMENTS of the Improved Method of Optimized Educational Delivery can function as a base of all Mastery Learning especially compared to that which `is presented' in current conventional status quo practice in science, engineering and technology. The mentioned omissions may readily be observed as a key to the inability to create a true salable research and engineering skill Mastery Learning institutional profile. Taken together the repair of the five mentioned omissions of which we are here concerned will allow `delivering a bigger payload' in educational delivery.

The six educational delivery `missing parts' as in the cited underachieving status quo institutional practices;

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a) the failure of effective Bloom Cognitive structure consistently beyond #3, b) the failure of effective Bloom Active structure and support for many of the more unusual student growing cohort, c) the unnecessarily shallow water of salable skills in the status quo institutions known as `traditional lab', d) lack of departmental student group bonding support, e) insufficient support of our creative entrepreneur personalities, f) lack of success in any respectable assault on Mastery Learning.
What better way to spark interest than in Salable Research and Engineering Skill Mastery Learning combining learning with friendship groups and delivery with both group and/or individual settings by use of the available built-in teaching asset known as group peer instruction in a program effectively combining theory and a vast popular hardware application orientation?

Optimized Educational Delivery [IMOED] implies that the goal of each and every lab undertaking is to master the activity itself, in its entirety, especially when the mandate of salable research and engineering research and engineering skills is to be respected. IMOED goes even further with the additional introduction of full Socratic support and World popular hardware and key discipline software add-ons in all Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

labs, and the further specialized add-ons in Research and Engineering Salable Skill Electronics. Without the full cognitive and action results where students master the experimental process in the area of scientific, engineering, technology and high school sciences arena while working through the complete Bloom `categories of knowledge';
Recall, Comprehension, Application, Analysis, Judgment and Creative re-engineering, are all learning benefits that, without IMOED, become the unfortunate victims of the process of oversimplifying labs.

In any Mastery Learning undertakings any failure to identify, plan and bring to the students within World Popular Hardware and Key Discipline Software, Research and Engineering Salable Skill Electronics, a determined salable research and engineering skill laboratory focus, a supply of an adequate stock of the world's most effective, popular and commonly relied upon hardware, materials and components in science, engineering, technology and high school sciences within an executable lab facility and program, would immediately be diagnosed as unworkable by Mastery Learning principles and its devotees and certainly institutions without such determination cannot be described as presenting `best practices in teaching of science, engineering, technology and high school sciences'. Any institutional undertakings without due regard to these modern research and engineering salable skill aspects of Mastery Learning is easily and readily diagnosed as 1 3 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

being derelict in its duties and the very type of institution of skeptical concern to the herein cited US Boyer Commission[24].

The Improved Method of Optimized Educational Delivery and the use of Socratics [Soc], World Popular Hardware and Key Departmental Software [WPH&KDS], Draw & Explain [D&Es], Research and Engineering Salable Skill Electronics [R&E SSE], Compound Research and Engineering Assignments [R&E CAs], and Computer Based Long Term Memory Support [CB LTMS] both individually and collectively represent a massive support infrastructure in any curriculum, or subject, for the enabling of the full Bloom cognitive discharge of Mastery Learning and the extension of Long Term learned Memory, in science, engineering, technology and high school sciences.

The addition of sensory education by inclusion of widely developed salable research and engineering skills and a group infrastructure to support both marginalized and extravert learners who must discuss their cognitive beliefs to fully secure their understanding and when joined with the encouraging support by Bloom Creative Inventiveness of our entrepreneurial students can be the most innovative contribution in educational delivery in the past 100 years.

In his book Nobody Left to Hate Dr. Elliot Aronson [31 ] discussing the 1999 Columbine school shooting issue states as a result of his -------------------194 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

professional credentials and years of research `I would suggest that it is highly likely that the perpetrators were reacting in an extreme and pathological manner to a general atmosphere of exclusion'. Does it take much more than a simple mental review of all the shootings that recently appear not in gas stations, theaters, restaurants, but...a majority in schools, that the issue of group building creating a place of comfortable learning for every student under delivery with both group and/or individual settings should and must be addressed even if there were no local concern for better educational delivery. Too many must accept less personal fulfillment in their post secondary and high school lives because of the unwillingness of many academics to heed the professional criticisms, and that of government funding agencies. As a matter of fact evidence exists whereby the pervasive departmental preference as expressed by one Physicist in Canada at the University of Alberta who espoused as a Physics department philosophy was to; `Isolate you [the students] and make you compete with each other' [44].

This suggested departmental student group building support is a key phase of building needed delivery strength that vividly supports both student gratification and the Improved Method of Optimized Educational Delivery with Mastery Learning being aided through components of peer instructional support which contributes to group 1951 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

cohesion and is an outlet for the extrovert personality who crave the opportunity to gain further cognitive development through group discussion [50,58].

Ebbinghaus [I] in a quote regarding the ability to extend memory and shorten time to `uptake' refresh material advanced the observation:
`Sensorial perception, for example, certainly occurs with greater or less accuracy according to the degree of interest'.

The above mentioned omissions are too large a price to pay for the meager gain of simplicity in laboratory administration.

Ebbinghaus curves [1] which first showed mankind alarming depletion of stored information in the brain with time has been verified over and over since his discovery, and startlingly repeated in its omission in more concrete terms by the research in the learning of Physics by McDermott [6,7], University of Washington, and again in Canada by Wieman [36]. This decline in memory recall is vastly reduced by the Improved Method of Optimized Educational Delivery through the use one, more, or ideally all six separate IMOED ELEMENTS which fold-in long term memory superiority due to repetition with particular strength from Draw & Explain, Compound Research Assignments and Computer Based Long Term Memory Support. The Improved Method of Optimized Educational Delivery plays a strong role in overall student 196 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Long Term Memory development [LTM] by the strong linkage of theory, much improved and inventory laden labs and research enriched research and engineering salable skills, [40, Christina & Borjk].
Learning that does not approach a solid long term memory basis in the student's mind is of little value to Mastery Learning. Clearly Mastery Learning cannot be considered as being in force when teaching items can no longer be recalled by learners. Memory may not be highly regarded as a facet of intelligence but it is mandatory for a high Mastery Learning effectiveness rating. Who among us can think about issues and ideas they cannot recall?

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A summary status of the Method of Optimal Educational Delivery in Science, Engineering, Technology and High School Sciences.

Socratic discourses [Soc] delivered by faculty and/or teaching staff as a student Bloom Cognitive and Action based verbal and hardware oriented engagement, singularly or in groups will establish quality theory and hardware linked foundations early. When further reinforced in laboratory settings with WPH and KDS, improves the theory understanding by continual and comprehensive connection to discipline based laboratory and world popular hardware and key discipline software and this diverse theory-with-hardware and software inclusion is directed towards salable research and engineering skill development for both cognitive and action based student ability improvement.

Socratics are capable of bridging the gap to hardware mastery for those students who prefer theory to hardware, materials and components and also those who prefer hardware can become better able to cope with connected theory and the valuable abstractions of science, engineering and high school sciences through more theoretical perspectives. In this way the MBTI `N' learner adapts to 198 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

hardware and the MBTI 'S' leaner adapts to theory by first considering the complexities of hardware then connecting theory with this exposure. The same is operational with Key Discipline Software.
Socratics also fill the needs of those `extravert' individuals who need to talk many things through rather than mentally sort the issues out alone as talented `introverts habitually have been shown to do.

Taken together Cognitive and Active Bloom theory-hardware based Socratics with the surrounding being one of theory inclusion of hardware Socratically presented in Bloom cognitive formatting then supported in Bloom action monitoring and coaching. Bloom Action and Cognitive expansion stands as a very superior Mastery Learning program, with attentive Bloom action items being the key for personal salable skill attitude development. Add extended Long Term Memory features to this superb, theory plus salable research and engineering skills development in science, engineering, technology, and high schools is suitable of being described as a best practices educational delivery undertaking and a major Mastery Learning platform.

The World Popular Hardware and Discipline Key Hardware add-ons [WPH&KDS] further support and enlarge the Socratic effectiveness and will simultaneously improve the attraction of the discipline research 199 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

and engineering salable skills feature of the curricula to those students, widely pointed out by the reformists Felder and Redish. They point out they are the forgotten students who, most of all, came to the institution to get such a salable research and engineering skills background. Felder and Redish say that these so identified students are startled and some are shocked to the point of dropping out of programs when they encounter theory, theory, and more theory as a dominant cognitive teaching method.

The Draw and Explain [D&E] category which further solidifies the above combination of Socratic and World Popular Hardware unites theory with a spectrum of practical hardware creating an enhanced long term theory and hardware combined memory resident within the Draw and Explains which become; `salable research and engineering skill nuggets of combined theory and application'.

These D&Es are ultimately FULL Cognitive Bloom based creations of student prepared file notes of faculty designated topics assigned to students as Draw and Explain items. When prepared by students [who may do so in groups] they stand and serve students as `study and review' student files. These prepared files then serve well for preparation of administered tests, or `surprise tests'. They also form 200 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

an important base of long-term memory development by virtue of the D&E `quickie quiz' test mechanism. The later ELEMENT, Computer Based Long Term Memory Support [CB LTMS] picks up from here and moves learning further to better Long Term Memory and Mastery Learning. The D&Es must be formatted in the Full Bloom status as soon as students are judged to handle the task. Introductory weeks in each subject may be limited to the Bloom #1, #2, and #3 items. This melding of Bloom cognition for combined theory and coupled hardware items is to be used for every such developed Draw and Explain discipline assigned topic. Individual D&Es establish cognitive rigor with; similarities and differences, and advantages and disadvantages of combined theory and become the frame from which the Bloom cognitive; recall, comprehension, application, analysis, judgment and inventive creativity may emerge more fully developed.
Each group cooperating with the D&Es contribute to student action Bloom development by virtue of their; group cooperation, positive personal interaction, and getting the tasks competed, all improvements in personal development that improves steadily with the DE driving ELEMENT. The Draw and Explain preparation soon becomes a group participation issue and such things as `D&E Pizza Nights' may be common with laptops at the ready for everyone to upgrade and participate in the editing of the D&Es. This of course 201 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

introduces group supervised Bloom Action learning and even more student growth.

Research and Engineering Salable Skill Electronics [R&E SSE] is a special element included to improve on-the-job Cognitive and Action performance for engineers, technologists, and scientists as well as high school graduates. Research and Engineering Salable Skill Electronics is intended as an extremely modernizing venue in the development of discipline oriented technology enhanced, salable skills.
Research and Engineering Salable Skill Electronics is based upon the simple observation that electronics is the world's most amazing, popular, complex, effective and dynamic single technology. This inclusion in IMOED the topic list for instruction is especially strong on test meters, device and equipment tests for operational status, and the coupling of sensors and data logging. When prepared Research and Engineering Salable Skill Electronics is specific to each discipline in science, engineering, technology and high school sciences which then stand as a huge enabler for future research and scientific data gathering, be it in lab, industry or field conditions.

The Research and Engineering Salable Skill Electronics is also a venture to stem the tide of electronic illiteracy in North America. Electronics 202 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

instruction is maintained in electrical engineering but barely a whisper of it in any other discipline. Despite the avalanche of available electronic computers, and hand-held INET cell phones with remote download capability of research data, for use in science and engineering other disciplines largely ignore Research and Engineering Salable Skill Electronics.

Such intended Research and Engineering Salable Skill Electronics must include superior capabilities at data gathering that is growing in availability and research value almost daily in all engineering, and science research in industrial countries. Currently all disciplines suffer clear inhibition by the lack of electronics capability by rank and file scientists and engineers [51,52, 53]. This inclusion alone can start at least a mini-stampede of regeneration in electronics applications and the delivery of increasing volumes of research data in any country so equipped.

Already North American high schools have given electronics teaching up. In Canada electronics programs in high schools have shrunk to 15% of the 1965 level which was initially about 85% of the total operating Canadian high schools. The two major US publications Popular Electronics and Electronics Today were withdrawn from publication in the last decade and are now gone from grocery store 203 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

magazine racks. Quilting and Snowboarding survive. The American electronics icon, Forrest Mims III [32], has decried this spectacular but disappearing technology he believes is caused by the rush of American companies to out-source electronics manufacturing and engineering design to those nations with lower labor costs, hence reducing the national job requirements and creating the subsequent immediate negative reaction of youth seeking training.

Compound Research and Engineering Assignments [R&E CAs], are the collection usually two such assignments each semester of practical undertakings such as those each junior employee in science, engineering and technology is given in their early training years.
Compound Research Assignments may stand as each discipline department's flag ship of research and engineering salable research and engineering skill laden teaching and learning issues that allows each discipline of science, engineering, technology and high school to showcase to their students and their employers their discipline valued salable research and engineering skills. This ELEMENT also allows departments to change with the times while keeping teaching and learning modern, alive and obviously relevant. These faculty developed projects traditionally only appear once in a four year curriculum in what are called `capstone' projects or `final year projects.' The 204Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Improved Method of Optimized Educational Delivery requires them included in some worthwhile fashion in every semester becoming gradually more complex and comprehensive as semesters and years progress. At least two such assignments are recommended each semester perhaps one junior and one senior assignment. Compound Research Assignments can benefit by being vendor oriented. Such orientation requires vendor catalogs to be introduced to students. In chemistry, for example, a 2000 page catalog of chemical hardware, sensors, pumps, test instruments, and their technical specifications will be a shock for them, it is also very productive as a Research and Engineering salable skill mastery learning instrument. It is a wise step to have smaller Compound Research and Engineering Assignments versions in early years as these types of catalogs are usually intimidating, see Appendix D for sources.

In crafting the more senior Compound Research and Engineering Assignments [R&E CAs] for a subject the professor may make early semesters may limited to cognitive Bloom #1, #2 and #3. Later semesters must be expanded to FULL cognitive Bloom #1, #2, #3 and #4,#5,#6.

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Inclusion of Action Bloom will develop if the Compound Research Assignments are designed to adapt to group undertakings, especially if the groups are student selected. The Action Bloom development can be a special `best practices' task and laden with salable research and engineering skills as is the intent are capable of becoming dynamic and gratifying undertakings. This is especially so in the senior subjects (last 4 semesters) striking a bold stride of excellence in the reach toward more Mastery Learning especially if all the Compound Research and Engineering Assignments are seen as a semester by semester continuum. Introductory appropriate `phase-in' Compound Research and Engineering Assignments in the initial year can play a very important practical and motivational role.

The Improved Method of Optimal Educational Delivery use of the concept of a series of integrated, semester-by-semester Compound Assignments, can close the lid and seal the wrapping on the finest package of combined theory and research and engineering salable skill educational delivery known, with judicious planning best done on a departmental basis. The skillful creations of R&E CAs used strategically through the entire eight academic baccalaureate semesters can provide a departmental signature on the entire program so outstanding and thorough it will draw the attention of a surprising 206 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

increase in employer interest as well as growing student enrolment in the discipline, driven by word of mouth inside the institution. These senior R&E CAs are perfect opportunities to support and encourage Bloom Action parameters within the specific research capabilities of institutional research undertakings of their leading scientists, through linking the R&E CAs to the faculty research projects.

The final ELEMENT in the Improved Method of Optimized Educational Delivery six ELEMENTS is known as Computer Based Long Term Memory Support [CB LTMS]. This name derives from the ELEMENT
objective of support for long-term memory solidification and increasing memory extension. As taught by Ebbinghaus, and further elaborated by studies in cognitive load by Christina and Borjk [40] and Chandler & Sweller [38], memory erosion, without institutional [or personal] intervention, is near catastrophic in its decline. As a result the CB LTMS, a computer based testing regime is created not for grades but for memory extension and security hence improved Mastery Learning.

With the use of both Bloom Cognitive and Action features equivalent to that included in Socratics, Draw & Explain, Research and Engineering Salable Skill Electronics , and Compound Research and 207 Patent Material sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Engineering Assignments all embedded within Computer Based Long Term Memory Support [CB LTMS] the Ebbinghaus research findings that strategic refreshment intervals of testing with CB LTMS definitely combat the loss of memory in both subject content and salable research and engineering skills. The CB LTMS computer test banks are recommended to be sized at 50 questions, serving 20 to 25 at one sitting of the from the total 50, and questions served being chosen by the computer delivery software on a random basis. The software must deliver text questions, supporting diagrams and also create a data base to report names, times and dates of testing, scores, right or wrong answers and a log of the time taken for completion of each test sitting. Tests are designed to allow re-runs and selecting 25 of a question source of 50 provides a credible second [or third] test with better memory solidification. The execution of CB LTMS in the institution requires computers available for running the delivery software and also to allow s student laptops to sign on and execute INTERNET service to home or elsewhere. Each student's personal file can be password protected.

Combined with Draw & Explain, CB LTMS will ease the learning and improve the achievement in the direct ELEMENTS; Socratics, World Popular Hardware, Research and Engineering Salable Skill Electronics 208 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

and Compound Research and Engineering Assignments . The Bloom Action personal development resides in the `study sessions' before a CB LTMS quiz or quizzes are to be completed. Considering this in conjunction with the known memory improvements caused by the any one ELEMENT, the effort to create and maintain such a large and comprehensive undertaking as CB LTMS is most worthwhile.

Mastery Learning is to be considered as that at or near the learning base demonstrated by one `skilled in the art' in any discipline.
Education can move boldly forward toward Mastery Learning without the burden of showing or expecting total perfection. In this instance the Improved Method of Optimized Educational Delivery, through all of the six ELEMENTS employing cognitive theory linked always with Bloom cognitive and action oriented salable research and engineering skill hardware and software, and moving forward by adding more extensive theory with more mature salable research and engineering research and engineering skills as in the Research and Engineering Salable Skill Electronics and Compound Research and Engineering Assignments . The Improved Method of Optimized Educational Delivery by virtue of this careful, planned, comprehensive integration of the six ELEMENTS, with FULL Bloom Cognitive and Action infrastructure on a sliding scale of complexity from beginners to 209 f Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna seniors, and with added Action improvements that mature salable research and engineering skills consistently and relentlessly provide all in a suitable setting to serve both the sentinel learner, and the effusive group learners stands as the state-of-the-art best practice known in science, engineering, technology and high school sciences educational delivery.

The term "best practices" is meant to imply an aspect of finality, perhaps where there will never be an absolute finality or universality.
The term `best practices' implies that the practice bearing the term has a superior answer to a matter in both objective and subjective flux, in this case educational delivery. Despite carrying the apparently `buzz word' character, the term maintains respect by always seeking more improved and effective ways. The suggestion is that all of us together can come up with a better method. In summary the `best practices' term suggests the one method with superiority in accomplishing predefined goals and having the most modern and superior collection of formulated means and appropriate innovations.

Mastery Learning peaks with the full execution of all IMOED six ELEMENTS acting in unison in each subject wherein inter-ELEMENT
support with the planned continual smooth shifting from theory to 210 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

salable research and engineering skills using important hardware (popular, useful, and effective) with theory, hardware and research and engineering salable skills harmonized. In this way important theory is anchored in the learner's mind by the double effect of using popular hardware that builds student loyalty and also builds pride in the discipline program with its new `can-do' atmosphere, and continual reliance on all six ELEMENTS elevates the Method of Optimal Educational Delivery to a productive `best learning practices method'.
The Improved Method of Optimized Educational Delivery can become every institution's premier best practice in Mastery Learning, with long term memory security for the use in everyday `best delivery practice teaching' in science, engineering, technology and high school sciences.
The Method of Optimal Educational Delivery and the drive toward Mastery Learning falters most severely when theory content and Bloom Cognitive emphasis fails to connect solidly with Bloom Action parameters and the needed salable research and engineering skills with hardware, software and personal performance. The Method of Optimal Educational Delivery experiences a complete turn-around with the appropriate melding of theory and additionally motivating salable research and engineering skills within the six ELEMENTS, in Bloom 211 fPatent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Cognitive and Action construct, and readied for delivery to individuals and groups.

In their quiet comfortable world incumbent professors hold sway over the lives of millions of young people in the USA, Canada and the world.
Despite the huge mass of criticism on educational failures recurring increasingly frequently, esteemed professors largely ignore the issues with their youthful millions of minions being denied their fair day in the Mastery Learning court.

What is required is a milieu where students are being inspired and educated in interpersonal and group harmony combining ageless theory with current and modern world-wide hardware and techniques in a milieu of exciting Mastery Learning and improved Long Term Memory retention providing self-generating gratification laden with enthusiasm. In this new educational environment amidst mounting student and parent approval will be notable sighs of relief from institutional financial backers.

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213 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Explanation of: Figure 1 .

Bloom Breakdown of 100 lb Weight in Equilibrium. Draw & Explain of a simple block suspended in air on a rope. The weight is pulled downward by gravity, the rope counters that force by establishing an upward acting tension equal in magnitude to the weight force of 100 lbs.

Bloom 1. NAME: Free body diagram of a rope holding a suspended weight in equilibrium.

Bloom 2. COMPREHENSION: Force downward, called Weight created by Earth's mass and known as Gravity. To prevent motion [called being in equilibrium] the rope must create an equal and EXACTLY OPPOSITE force upward. Shown beside the rope and block are the two forces opposing forces, rope support tension and gravity weight on the block are equal and exactly opposite direction a requirement of equilibrium.

Bloom 3. ANALYSIS: Apparatus such as a rope holding a block having weight shows how objects may be suspended and that the rope in this case must tolerate a force of TENSION equal to the weight of the block.

Bloom 4. ANALYSIS: The weight of the block creates a needed equilibrium force in the rope of exactly the same weight as a force and 180 degrees opposite in direction so the vector sum of these two opposite acting forces is ZERO
leading to the condition of equilibrium.

Bloom S. JUDGMENT: It would be prudent if the breaking force on the rope exceeded the weight [100 Ibs] of the block so as not to endanger breaking the rope and watching the block fall free.

Bloom 6. CREATIVE INVENTIVENESS: The use of two ropes of less than 50 lb breaking force each if tied together vertically forming an inverted 'V' would not hold the block. Arranged at any such supporting angle they will break away if each rope has a 50 lb maximum breaking strength, because ant an angle each would then have a tension of greater than 50 Ib, leading to failure in suspension.

250 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

Figure 1. Equilibrium of 100 lb weight by single rope suspension.

Draw & Explain of 100 lb weight suspended from rope, with vector diagram (4) & (5).

1. Upward rope tension to suspend the weight.
2. Downward weight of gravity force of block in pounds (Ibs).
3. Vector of weight by gravity acting downwards.
4. Two acting forces combined in opposition in a vertical line.
Upward is the working tension in rope of EXACTLY 100 lbs.
5. Force of gravity vector acting downwards exactly equal in magnitude (100 Ibs), the two equalities acting directly opposite neutralize each other thus the weight net force is ZERO or as said in equilibrium and hence motionless.

rTOS
2641 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC

'~F

Explanation of: Figure 1.

Bloom Breakdown of 100 lb Weight in Equilibrium. Draw & Explain of a simple block suspended in air on a rope. The weight is pulled downward by gravity, the rope counters that force by establishing an upward acting tension equal in magnitude to the weight force of 100 lbs.

Bloom 1. NAME: Free body diagram of a rope holding a suspended weight in equilibrium.

Bloom 2. COMPREHENSION: Force downward, called Weight created by Earth's mass and known as Gravity. To prevent motion [called being in equilibrium] the rope must create an equal and EXACTLY OPPOSITE force upward. Shown beside the rope and block are the two forces opposing forces, rope support tension and gravity weight on the block are equal and exactly opposite direction a requirement of equilibrium.

Bloom 3. ANALYSIS: Apparatus such as a rope holding a block having weight shows how objects may be suspended and that the rope in this case must tolerate a force of TENSION equal to the weight of the block.

Bloom 4. ANALYSIS: The weight of the block creates a needed equilibrium force in the rope of exactly the same weight as a force and 180 degrees opposite in direction so the vector sum of these two opposite acting forces is ZERO
leading to the condition of equilibrium.

Bloom 5. JUDGMENT: It would be prudent if the breaking force on the rope exceeded the weight [100 Ibs] of the block so as not to endanger breaking the rope and watching the block fall free.

Bloom 6. CREATIVE INVENTIVENESS: The use of two ropes of less than 50 lb breaking force each if tied together vertically forming an inverted 'V' would not hold the block. Arranged at any such supporting angle they will break away if each rope has a 50 lb maximum breaking strength, because ant an angle each would then have a tension of greater than 50 Ib, leading to failure in suspension.

Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

Figure 2, Draw and Explain Flow Meter.
Figure 2:

1. Outlet Flow leaving device.
2. Tapered Glass Flow Tube 3. Float Three Positions, zero medium and high flow.
4. Inlet Flow entering device.
5. Metal frame for mounting.

- i. ---rte 1 r, ~3 EEE

Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1.W

266, Explanation of Figure 2: Draw & Explain: Flow meter.

Bloom explanation. RECALL: The Rotameter (Figure 2) is a flow sensing indicator and other more advanced models with additional parts are able to send electric flow signals. COMPREHENSION: Flow may be gas or liquid with low tolerance for bubbles in liquid or particles in liquid or gasses. The flow proceeds from bottom to top with the widest part of the tapered rotameter float (Figure 2(3)) being the marker for the scale on the flow tube to indicate the flow. When flow is zero, the `float' (made of stainless steel) sits at the lower stop, as showing. At maximum flow the float engages the upper stop, limiting readings.
APPLICATION: The principle of operation is that the upwards flow drags on the heavy float which does not float but the shape creates an upward drag proportional to velocity which adjusts as the tapered flow tube enlarges toward the top. The velocity is highest at bottom to `unseat' the float. As the taper widens toward the top the flow velocity slows due to the annular area about the `float' increasing, and due to the equation of continuity Q=A1 Vl =A2V2, where Q=the flow, A the annular variable passage area past the float which increases as the tube widens toward the top and V the velocity in the tube at any float setting. Higher flows force the float upwards showing higher readings and stabilizing the float at a location of greater annular area for flow passage. Connecting threads are either male or female pipe threads to deter leaks. In Figure 2, (1) and (4) are the female thread version.

267 Patent Material Sole Property of Gary A Brown 400S Santa Anita Kelowna BC
V1.W 2Z6 ANALYSIS: Rotameters are available in two accuracy classes, utility with +/- 5% accuracy and under, and precision with +/- 2% accuracy and under. Rotameter flow meters have a tendency to plug by fluids that can foul the inlet and outlet passages and the float edges. The units are available in armor cases for high pressure service. JUDGMENT:
High quality flow meters are made with borosilicate glass (shatter resistant glass good for elevated pressures). The rotameter body is available to fit line sizes of 1/8 inch to about 3 inch diameters. Floats are made from weighted plastic for air flow, glass or metals for liquid flow. The device is optionally available with a throttling manual needle valve (not shown) in the base to adjust flows, NOT to calibrate the device. Upright mounting is critical, as reading accuracy is affected by off-vertical. CREATIVE INVENTIVENESS: The industry has an electronic version whereby a metal coil core on the upper end of a rod attached to the normal `float'. It moves upwards with increasing flow in the coil such as to create a voltage change proportional to the instantaneous flow rate. Such electronic outputs are important when the flow being measured must be employed as a control measurement for a system fully automated. Another innovation is in development of a `horizontal' installed version using a spring instead of gravitational float re-positioning. Such meters are usually vey handy but normally only provided in relatively inaccurate +/- 5% error versions.

268 Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC
V1W 2Lb References 1. Ebbinghaus; http://en.wikipedia.org/wiki/Hermann_Ebbinghaus.
German Psychologist 1850-1909.

2. Bloom, Benjamin( 1913-1999), et al. Taxonomy of Educational Objectives:
The Classification of Educational Goals. New York: McKay, 1956. American Educational Psychologist.

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1 2. Students' Understanding Of Measurement And Uncertainty In The Physics Laboratory: Social Construction, Underlying Concepts, And Quantitative Analysis. Rebecca Faith Lippmann, Doctor Of Philosophy, 2003.

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21. John R. Garvin Ontario Hydro Senior Personnel Recruiter 1984, personal communication.

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Department of Physics University of Massachusetts Amherst, Massachusetts, USA.
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Carnegie Foundation for the Advancement of Teaching, Shirley Strum-Kenny, Chair, 1998.

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Author: Peterson, Reece L.; Skiba, Russell Availability: Hudson Institute, P.O. Box 26-9 Indianapolis,46226.

26. R.R. Hake, Richard Hake, Emeritus Professor of Physics, Indiana University 24245 Hatteras Street, Woodland Hills, CA 91367 Indiana University 2002.
27. Edward F. Redish, Department of Physics University of Maryland.

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https://engineering.purdue.edu/CE/People/Alumni/Council/AdCouncil.htm 2008.

29. Dr. Peter Dill, PhD, Biology Okanagan University College; personal conversation, 1990.

30. Mr. Laurie Gregg, Chief Instrumentation Engineer, Falconbridge Nickel Mines, Sudbury Ontario, Canada, Personal communication, 1988.
Commenting on his new hire a Waterloo Engineering graduate when asked how long before he would be self-sufficient. The answer was `About 10 years depending on how hard he will work'.

31. Elliot Aronson Nobody Left to Hate;_A Columbine reassessment.

32. Forrest Mims III; 2005: Benjamin Franklin Citizen Scientist Award. 1993:
Rolex Award for Enterprise, Laureate (for a Global Network to Measure Ozone)] 993.

33. Silverman, L.K., Felder, R.M., Learning and Teaching Styles in Engineering Education, North Carolina State University. 1988.

34. The Arons-Advocated Method; Arnold Arons University of Washington Physics Dept., (deceased).

Patent Material Sole Property of Gary A Brown 4005 Santa Anita Kelowna BC V1W

271, 35. Eloise J. Brown, School of Plant Biology and School of Environmental Systems Engineering, Jo Pluske Faculty of Natural and Agricultural Sciences The University of Western Australia An application of learning and teaching styles: A case study of science and engineering seminars.

36. Carl Wieman Science Education Initiative (CWSEI), UBC Vancouver. of the concepts taught. Surveys in other disciplines yielded similar result.

37. June 2008 CWSEI UBC Vancouver Science Research Initiative..

38. Cognitive load. Chandler and Sweller (1992) found through empirical study that the integration of text and diagrams reduces cognitive load and facilitates learning and recall; Sweller and others (Mayer, 2001;
Paas, Renkl, & Sweller, 2003, 2004; Sweller, 1999, 2004.

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1981, pp. 372-375.

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41. Albert, D., Hockemeyer, C., & Mori, T. (2006). Memory, knowledge, and e-learning. In L. G. Nilsson & N. Ohta (Eds.), Memory and Society: Psyco/ogica/
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43. Globe and Mail Report on Canadian Universities 23 October 2008.
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809 University Avenue, Los Gatos, CA 95032 USA
49. Associated Press updated 9:04 a.m. PT, Mon., Aug. 8, 2005.

50. Brightman Harvey, J. Georgia State University, GSU Master Teacher Program:
On Learning Styles, 51. Anonymous. Assorted US and Canadian Researchers [PhD level] in Forestry, Agriculture and Botany. These were senior US scientists that honestly and frankly admitted they believed there was no way they could affect the installation.

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53. Forestry Group in Canada attempting to operate solar recharged battery water data logging of; turbidity, pH, temperature, conductivity.
The in-charge technician was a Forestry Technologist of hardworking and dedicated nature unable to establish effective operation.

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59. Jung, Carl; 1 875-1961. http://en.wikipedia.org/wiki/Carl lung.

60. Force Concept Inventory; The Physics Teacher, Vol. 30, March 1992, 141-1 58; David Hestenes, Malcolm Wells, and Gregg Swackhamer.

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Claims (16)

1. The embodiments of the invention in which an exclusive property or privilege is claimed are as follows:

a method known as The Improved Method of Optimized Educational Delivery [IMOED] using one, more than one or ideally all six said ELEMENTs; 1) Socratics, 2) World Popular Hardware and Key Discipline Software, 3) Draw and Explain, 4) Research and Engineering Salable Skill Electronics, 5) Compound Research and Engineering Assignments, and 6) Computer Based Long Term Memory Support that collectively form the entire six of the method structural ELEMENTS as add-ons to conventional science, engineering, technology and high school science discipline offerings, where each and every said ELEMENT is inclusive of all of; Bloom Cognitive Bloom items #1 to #6, Bloom Action items #a to #j, , subject discipline oriented salable research and engineering skills and actual research and engineering projects, Ebbinghaus and Semantic memory securing strategies, with discipline subject delivery equally available for delivery with both group and/or individual settings thusly satisfying the needs of group or solitary learners all such arrangements being used, in each and every semester, throughout the semester, in every year, and each ELEMENT fashioned to exactly complement the discipline's subject delivery semester content and level, with teaching content adjusted for specific science, engineering, technology and high school disciplines, with the expectation that the laboratory, or other 'out-of-lecture' situations being the preferred location for the majority of the method of delivery with said ELEMENTS expressly described, with Draw & Explain done on student time, Research and Engineering Salable Skill Electronics done in both normally scheduled departmental subject time and student personal time, Compound Research and Engineering Assignments done on student time under faculty supervision, and Computer Based Long Term Memory Support done in student time with departmental and/or with vendor produced question banks.

2. Socratics, as in claim (1) [Soc] a verbal discourse between an institutionally employed Socratic leader, and single student(s), or/and groups of students, for purpose of educational delivery enhancement and held in lectures, tutorials but most commonly laboratories, where;
A Socratic cognitive questioning and discourse lesson plan activity be prepared in advance by the deliverer upon approval by the department, with said Bloom Cognitive questions and inclusive of a pre-mastered disposition to support said positive Bloom Action items, each such Bloom prepared before hand as with conventional lesson plans, and in the Bloom Action case the deliverer response(s) are adjusted on the spot, as needed based upon instant student reaction(s) to said Socratic discourse suggestions or comments such intervention being done with positive respect, patience, encouragement and without violation of student rights or respect, within subject delivery and also, Socratics enable Bloom Cognitive through to the highest level [#6]
and is to be dedicated to excellence and competent in Bloom Cognitive question posing and repartee, and, Socratics enable Bloom Action tutoring and coaching by Socratic deliverers to foster and support student personal Bloom Action improvement and, suitable Bloom Socratic questions take the form of:

Label, List, and Recognize, are all trustworthy #1 Recall activity constructs, Describe, Discuss, Explain, Select, are all typical #2 Comprehension activity constructs, Demonstrate, Illustrate, Operate, Sketch, Solve, Calculate, Use this apparatus to, Write a narrative explaining the use of a diagram are all typical #3 Application activity Socratic questioning constructs, Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Determine, Differentiate, Discriminate, Distinguish, Examine, Experiment, are all typical worthy #4 Analysis activity Socratic questioning constructs, Appraise, Argue, Assess, Attach, Choose, Compare, Defend, Estimate, Judge, Predict, Rate, Core, Select, Support, Value, Evaluate, are all typical #5 judgment activity Socratic questioning constructs, Arrange, Assemble, Collect, Compose, Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, Write, are all typical #6 Inventive activity Socratic questioning constructs and, Socratics are also intended to improve memory recall by inclusion of review questions as well as 'new' questions being included in each and every session as befitting the subject content process such that better results in learning will appear when lab periods are thusly refashioned and increase in student learning support with said Socratic activity, a pair of two-hour inventory enhanced labs per week being two to four times as effective as one single three hour lab, but only requires one more scheduled hour, and, Socratics enable varied Bloom Action behavior improvements such as raising student awareness, stimulating student conferences among peer associates by reduced lab instructional directions and firm but supportive pressures to 'get it done', by creation of a challenging atmosphere, with said limited lab instructional recipe support, and limited detailed instruction coupled with the need to finish the task(s), and, Socratics create maturing group performance of both the group and the individuals within the group, by the mechanism of support, question enlightening and pressure to complete laboratory tasks under conditions of purposely limited ambiguity, (without violation of appropriate safety precautions) while also creating a built-in student satisfaction that what they are doing and learning is superior to all other such experiences and are the said appropriate research and engineering theory and skill content desirable to master and Socratics allow a measure of authentic instructional assessment by virtue of the Socratic deliverer compiling a semester of awareness about 'who is who' among the students in the mastery learning aspect, especially as Bloom Action items mature in the classroom and laboratory.

3. World Popular Hardware and Key Discipline Software, [WPH&KDS] as in claim (1) a key IMOED inventory enhanced laboratory ELEMENT
featuring add-on laboratory collection of discipline oriented software and hardware, far in excess of the norm in sufficient quantity and diversity, both of departmentally approved discipline popular types marshaled and specific for each discipline with the discipline's common but cost effective hardware and software versions, primarily under the leadership of Socratic laboratory instruction, connected to the laboratory topic of the moment and the said specific activities of each discipline's profession, and related to each discipline curriculum subject of the moment, in specific timing with subject laboratory undertakings, and connected with the supported theory with such add-on material hardware and software material initially introductory and in later semesters enhancing research and engineering salable skills with the aid of Socratic delivery thorough added Bloom Cognitive [#1 to #6] questioning and Bloom Action coaching added [#a to #j]
when in Socratic process and, World Popular Hardware and Key Departmental Software [WPH&KDS]
enables use of; Socratic presentation of Bloom cognitive items to the said highest level being most effective when the Socratic leader is skilled at the craft and dedicated to excellence and competent in Bloom Cognitive question preparation, posing and repartee, and, WPH&KDS enables Bloom Action items by introduction of sufficient quantity and diversity hardware such as to give rise to raising awareness, stimulating conferences with peer associates by reduced lab instructional materials, and getting it all done on time every time, by creation of a supportive Socratically supervised challenging atmosphere, with limited direction thusly shifting the onus on to completion and expansion of student thinking and acting, and with the implied need to develop research and engineering salable skills to allow finishing task(s) and improved Mastery Learning to evolve in a timely fashion and, WPH&KDS enables Bloom Action tutoring to allow and motivate student personal improvement within lab sessions under Socratic leadership expressly in a created milieu of omission of endless lists of perfectly precise procedural steps detailing instructional lab directives [safety excepted] Socratic lab delivery supervisors being advised and instructed to employ only partially helpful hints to enhance Bloom based improvements and research and engineering salable skills and reduce major stumbling blocks, and, Bloom questioning in each subdivision can be construed as;

Name, recall are typical #1 Recall question lead-ins, Describe, Discuss, Explain, Select, are all typical #2 Comprehension activity constructs, Choose, Demonstrate, Illustrate, Operate, Sketch, Solve, Calculate, Use, this apparatus to, Write a narrative explaining the use of a designated diagram, are all typical #3 Application activity constructs, Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question are all typical #4 Analysis activity constructs, Appraise, Argue, Assess, Attach, Choose, Compare, Defend, Estimate, Judge, Predict, Rate, Select, Support, Value, Evaluate are all typical #5 Judgment activity constructs, Arrange, Assemble, Collect, Compose Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, and Write are all typical #6 Inventiveness activity constructs and, WPH&KDS improves said 'good eyes' development and simultaneous Ebbinghaus and Semantic memory improvement thereby such questions and discourse being Socratically included in each and every session to accommodate such memory support, lab periods may be increased in time and inventory support, a pair of two-hour labs per week is two to four times as effective as one single three hour lab, but only requires one more scheduled hour and, WPH&KDS prompts maturing of group performance of both the group and the individuals within the group, by the mechanism of pressure to complete the full schedule of tasks expressly employing limited lab directives, in an atmosphere of supervisory encouragement and not adversarial demanding, and using the motivation provided by the built-in satisfaction created by the obvious student realization of the street popularity and common usage of said quantity and diversity of World Popular Hardware and Key Discipline Software that forms much of the base of research and engineering salable skills so what they are doing and learning is readily concluded as appropriate content skills and theory to be mastered in each and every discipline.

4.Draw & Explain, [D&Es] as in (1) a process of student preparation of subject topic description files achieved by combining allied theory and hardware and when completed become student prepared study files to be created and maintained throughout each and every semester whereby the said Draw & Explain activity is diagram oriented with student prepared diagram matching narratives using said Cognitive Bloom [#1 to #6] cognitive items within the said student prepared study file in D&E narratives inclusive of said Cognitive Bloom student D&E formatting for each and every specified D&E theory topic and hardware items, Bloom higher cognitive items to be adjusted by year and semester such that in the later years Bloom cognitive item numbers, #4 analysis, #5 judgment #6 creative inventiveness, be more commonly employed, and more detailed and descriptive than those used in early semesters leading to a research and engineering practical learning theory and skill mastery base, and said files are later used in each subject by students to prepare for routine tests, 'unannounced quickie tests', and exams, and further for taking computer based quizzes in question banks in the Computer Based Long Term Memory development [below] and, Draw & Explain enables student Bloom cognitive skills to mature at the highest levels [#4,#5, #6] when subject discipline senior students rise to the challenge of incorporating their personal Bloom structured narratives routinely and consistently in their own self-prepared D&E

topics and include said Bloom constructs in the narrative of their own prepared Draw and Explain topic items, growth in student cognitive excellence and competence in Bloom cognitive expertise and excellence with research and engineering salable skills will surface after experience preparing such files over semesters and years, then personally delivering their own Bloom matured learning in their semester required Draw and Explain tests and examinations and, Draw & Explain enables Bloom Action tutoring by peer groups to foster student development when groups spontaneously form to work together on D&E file creation in said 'study buddy' groups and, Draw & Explain enables Bloom Action item student improvement such as raising awareness, prompting conferences with peer associates among self chosen group D&E file creation teams, and the creation of a challenging research and engineering skill building atmosphere and, Bloom questioning formatting to be demanded of Draw & Explain are;

Standard 'Name or Recall' function for #1 Recall, Describe, Discuss, Explain, Select, are all typical #2 Comprehension activity constructs, Choose, Demonstrate, Illustrate, Operate, Sketch, Solve, Calculate, Use, this apparatus to, Write a narrative explaining the use of a designated diagram, are all typical #3 Application activity constructs, Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question are all typical #4 Analysis activity constructs, Appraise, Argue, Assess, Attach, Choose, Compare, Defend, Estimate, Judge, Predict, Rate, Select, Support, Value, Evaluate are all typical #5 judgment activity constructs, Arrange, Assemble, Collect, Compose Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, and Write are all typical #6 Inventiveness activity constructs and, Draw & Explain improves memory retention by the ongoing need to undergo multiple preparations for tests and 'quickie quizzes' hence each student will undergo repeated study and memory refreshment in reviewing their own file prepared materials as the D&E process is included in every semester and every year, and such repetition in preparation and delivery secures discipline long term content theory and salable skills memory retention as per Ebbinghaus and, Draw & Explain matures group performance of both the group and the individuals within the group, by the mechanism of pressure for creation of complete Bloom Cognitive structured narratives, and a built-in satisfaction that what they are doing and learning is steadily assembling ever more secure memory retentive research, occasionally in 'study buddy' collectives which themselves improves Bloom Action ability, and engineering salable skills knowledge they may take to their coming careers as is signaled by the appropriate D&E contained research and engineering salable skill content and theory being personally prepared and mastered materials of popular and common discipline hardware and software.

5. Research and Engineering Salable Skill Electronics [R&E SSE] as in (1) a special practical electronics discipline oriented addition to laboratory [and within WPH on appropriate occasions] and Compound Research and Engineering Assignments [CREAs below] and Computer Based Long Term Memory Support [CB LTMS] [below] activity such that emphasis may be placed upon learning about routine operation, and not for design of said electronics featured devices, components and test equipment, with inclusion of 'get it installed and running appropriately' training for special identified electronic devices needed to foster and support key research and engineering data accumulation and salable skills in specific engineering and science disciplines for sensor based monitoring and data gathering including field-based installation and husbandry for items such as sensors and data loggers with special attention to field installations and wireless technology where battery and battery rechargeable systems are also required and, Research and Engineering Salable Skill Electronics enables Bloom Cognitive and Bloom Action development to the said highest levels in both Bloom development categories noted by ever improving question responding and repartee, and, Research and Engineering Salable Skill Electronics enable said Bloom Action high end tutoring to encourage student improvement when lab sessions purposely limit instructional step-by-step content [safety excepted] and Socratic supervisors provide positive, supporting, respectful, and encouraging helpful hints to such improvement and, Wording on Socratic, or Computer Based Long Term Memory Support questioning may be;

Recall and or Name for basic #1 Recall, Describe, Discuss, Explain, Select, are all typical #2 Comprehension activity constructs, Choose, Demonstrate, Illustrate, Operate, Sketch, Solve, Calculate, Use, this apparatus to, Write a narrative explaining the use of a designated diagram, are all typical #3 Application activity constructs, Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question are all typical #4 Analysis activity constructs, Appraise, Argue, Assess, Attach, Choose, Compare, Defend, Estimate, Judge, Predict, Rate, Select, Support, Value, Evaluate are all typical #5 Judgment activity constructs, Arrange, Assemble, Collect, Compose Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, and Write are all typical #6 Inventiveness activity constructs, and, Research and Engineering Salable Skill Electronics improve memory by limited Socratic review questions being included in each and every session thusly incorporated, with lab periods to be conserved or expanded and with Ebbinghaus and Semantics memory proven strategies included and with increased inventory support and, Research and Engineering Salable Skill Electronics enables Bloom Action through to the high ends such as raising awareness, prompting conferences with peer associates by deliberately reduced lab direction instructional materials but continued pressure on getting it done, by creation of a challenging atmosphere, with limited support, and limited detailed instruction coupled with the implied need to finish the task(s), and, Research and Engineering Salable Skill Electronics will mature group research and engineering salable skill performance of both the group and the individuals within the group, by the mechanism of pressure to complete, amidst designed limited ambiguity, inclusive of entrepreneurial support by focus ultimately upon Bloom #5 and #6, supporting entrepreneurship skill building, by improved judgment and creative inventiveness, and a built-in satisfaction that the research and engineering salable skills being mastered are the appropriate salable skills content and theory being well worth mastering.

6. Compound Research and Engineering Assignments [CREAs], as in claim (1) adapted to each discipline subject in dedication to said real research within a Mastery Learning IMOED format in individual and and/or group session settings delivering research and engineering salable skills, specifically arranged for in each said discipline and said assignments being required once or more each semester for each and every semester, of each subject discipline, and including in senior years conventional knowledge about the discipline's most commonly employed Bloom Action behavioral needs for project management using an appropriate discipline oriented inclusion of sensor measurement applications and data logging needs as in Research and Engineering Salable Skill Electronics with level appropriate connective salable skills incorporated in the discipline Compound Research and Engineering Assignments, as a necessary and sufficient inclusive ELEMENT embodiment to achieve the said desired results of each and every discipline demand in Long Term Memory enhancement and its positive effect on Mastery Learning and by inclusion of the Compound Research and Engineering Assignments to be initially reflective of tasks that junior members in research, engineering, industrial and technology based organizations may well be required to attempt during early career employment, and such assignments to take advantage of the discipline's conventional theory format content and a wealth of said salable research and engineering skill learning by initially requiring Compound Research and Engineering Assignments catalog selection and catalog comparison of available equipment from said vendor sources, regarding features available in competing science-ware and associated pricing available from said vendor catalogs in science, engineering, and technology, whereby numerous choices need be made by students regarding available equipment, and the selection of suitable-to-task test equipment from a discipline expertise expanding wide variety of options, and inclusive of project supply costs; choosing between lab and field service cost and accuracy trade-offs as appropriate, deliberating on individual equipment pricing, and assessing equipment required accuracy specifications for purpose of selecting or rejecting individual items, resulting in creation of improved discipline Mastery Learning by said salable research and engineering skill inclusion and Long Term Memory retention by each such assignment being a further applied content refreshment in hardware reviewing and selection as more senior Compound Research and Engineering Assignments appear in the curriculum where the CREAs begin with simple versions of such assignments in early semesters and proceed to more complex versions in senior semesters and years specifically designed for each and every discipline subject, the Compound Research and Engineering Assignments inclusion of said multiple discipline theory item combinations within and between traditionally separated discipline topics and also with practical salable research and engineering skill elements clearly indicating all said 'applications' and their 'advantages and disadvantages', and illustrative of real world equivalent project management tasks in science, engineering and technology issues are to be included in the Compound Research and Engineering Assignments and, Compound Research and Engineering Assignments which are assigned to student groups, but tested by solitary interview or examination after completion, where the said assignments show, illustrate and create salable research and engineering skills regarding applied and practical undertakings of research and engineering selection of support apparatus, scientific analytical equipment, and test equipment also may require students to divide and share tasks among groups that will stimulate student positive personal growth in Bloom Action item development and said assignments being an equivalent to that which beginning science, engineering and technology or high school graduate employees, or entrepreneurs, would be expected to complete in early career years, improving immediate employment value of students to employers, having skills developed that are graduated in complexity with semester and year of the undergraduate program, where said salable research and engineering skills, combined with, Bloom Cognitive and Bloom Action behavioral, skill enhancements, commensurate with timely theory and assignment task specified quality, provide improved mastery learning and, Compound Research and Engineering Assignments [CREAs] enable said FULL Bloom Cognitive inclusion to develop to the highest level [#6] when the responsible CREA assignment leader is skilled at the craft and dedicated to excellence and competent in Bloom Cognitive question posing and whereby students will be required to review their grasp of theory when needed, while simultaneously evaluating and selecting test equipment and hardware and mapping out procedural assignment logistics, as would project managers and, Compound Research and Engineering Assignments enable Bloom Action tutoring to support student improvement, inclusive of entrepreneurial support when assignment groups must combine their efforts to decide about concession to overall assignment costs, logistics and timing stumbling blocks, as would entrepreneurs and, Compound Research and Engineering Assignments enable Bloom Action by raising research awareness and creating pressures for group unity among peer associates by the need for getting the assignment done, also by creation of a motivating and challenging task atmosphere, with support being ever more challenging in content as semesters go onward but ever more limited in direction in senior years, and such decreasing support creating needs to unify group efforts and fosters leadership skill building toward success all driven by the implied need to finish the task(s), and, Compound Assignment questioning may again use the familiar Bloom;
Recall and or Name for basic #1 Recall, Describe, Discuss, Explain, Select are all typical #2 Comprehension activity constructs, Choose, Demonstrate, Illustrate, Operate, Sketch, Solve, Calculate, Use, this apparatus to, Write a narrative explaining the use of a designated diagram, are all typical #3 Application activity constructs, Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question... are all typical #4 Analysis activity constructs, Appraise, Argue, Assess, Attach, Choose, Compare, Defend, Estimate, Judge, Predict, Rate, Select, Support, Value, Evaluate are all typical #5 Judgment activity constructs, Arrange, Assemble, Collect, Compose Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, and Write are all typical #6 Inventiveness activity constructs, and, Compound Research and Engineering Assignments contribute to maturing group performance of both the group and the individuals within the group, by the mechanism of pressure to complete, directed only by strategically limited assignment ambiguity to prepare a large project with many sub-features and task needs but having a built-in satisfaction that what they are doing and learning is really appropriate content theory and research and engineering salable research and engineering skill project management and entrepreneurs master.

7. Computer Based Long Term Memory Support [CB LTMS] as in (1) testing using said Ebbinghaus strategic repetition formatting and including Semantic 'memory improvement hooks' via diagrams and animations employing institutionally created and served tests delivered by institutional computers and/or prepared and served tests being available over Internet, with tests broken into said topic question banks nominally of 50 or more question maximum size, serving 20 to 25 questions per sitting, with resulting student memory improvement further by inclusion of said still and available animated diagrams as appropriate, and such departmental institutional software when in use by any student(s) creates a personal student test record data base with any or all of the said features of the preferred embodiment herein described; password logon protection, time and date of quiz taking, a tally of right and wrong answers, clocked test interval time to complete, and identification of commonly missed questions for all students taking each quiz, with said CB LTMS quizzes to be strategically repeated as specified by discipline subject faculty and/or lab delivery personnel when repetition is deemed needed for improved long term memory development where said repetition is determined to be needed by the most recent such test results where an unacceptably low score requires prompt quiz repetition within a time deadline whereas acceptable student scores need no such 'additional repetition' and, Computer Based Long Term Memory Support is inclusive of Bloom Cognitive items at all levels as the question bank development leader is to be skilled at the craft and dedicated to excellence and competent in Bloom Cognitive question posing and also CB LTMS will support Bloom Action when students in any one subject form study groups prior to taking quizzes and, Computer Based Long Term Memory Support questioning may again use the familiar Bloom;

Recall and or Name for basic #1 Recall, Describe, Discuss, Explain, Select, are all typical #2 Comprehension activity constructs, Choose, Demonstrate, Illustrate, Operate, Sketch, Solve, Calculate, Use, this apparatus to, Write a narrative explaining the use of a designated diagram, are all typical #3 Application activity constructs, Analyze, Appraise, Calculate, Categorize, Compare, Contrast, Criticize, Differentiate, Discriminate, Distinguish, Examine, Experiment, Question... are all typical #4 Analysis activity constructs, Appraise, Argue, Assess, Attach, Choose, Compare, Defend, Estimate, Judge, Predict, Rate, Select, Support, Value, Evaluate are all typical #5 Judgment activity constructs, Arrange, Assemble, Collect, Compose Construct, Create, Design, Develop, Formulate, Manage, Organize, Plan, Prepare, Propose, Set up, and Write are all typical #6 Inventiveness activity constructs, and, Computer Based Long Term Memory Support quizzes may be made more of an asset by being used in unusual ways one being the need to have all returning students do a review, on their own time in the first two or three weeks of the year the previous year's test material, thereby establishing retention benchmarks for memory with departmental faculty and, Computer Based Long Term Memory Support quizzes may be made more of an asset by developing sets of questions for senior year graduating students that parallel the 'comprehensive tests' graduate schools often employ thus dragging Compound Research and Engineering Assignments previously completed into the CB LTMS
delivery enhancement and, Computer Based Long Term Memory Support quizzes may be made moral builders by developing scrambled tests whereby selected questions from many different question bank tests are composited and served in CB LTMS contests such that weekly [or bi-weekly] top three winners are accorded 'all you can eat' pizza or spaghetti or equivalent gift certificates at local outlets and, Computer Based Long Term memory Support is the 'finishing ELEMENT' whereby strategic-repetitive-interval-memory-refreshment is applied to effectively develop and secure Long Term Memory sufficient to create and hold a maximum long term persistence for research and engineering salable skills subject Mastery Learning to assure higher future success in any discipline, and support career ambitions in project management and/or entrepreneurship.

8. The Improved Method of Optimized Educational Delivery [IMOED] as in (1) employs the complete [FULL] said Cognitive Bloom learning enhancement of Cognitive levels to be installed in each and every separate ELEMENT and fully utilized for subject and discipline topic items within each of the said ELEMENTS such that introductory cognitive Bloom #1 Recall, #2 Comprehension, and #3 Application are completed within each and every subject before more cognitively challenging Bloom #4 Analysis, #5 Judgment, and #6 Creative Inventiveness, are introduced and completed in each of the Improved Method of Educational Delivery ELEMENTS, thusly stabilizing research and engineering salable skills and high Bloom Cognitive theory capability to the point of supporting project management and individual entrepreneurship by using the said highest Bloom cognitive wording in said Description of; 1) Socratics, 2) World Popular Hardware and Key Discipline Software, 3) Draw & Explain, 4) Research and Engineering Salable Skill Electronics, 5) Compound Research and Engineering Assignments and 6) Computer Based Long Term Memory Support, all leading to improved ability to think and skillfully navigate within science, engineering, technology and high school sciences.

9. The Improved Method of Optimized Educational Delivery [IMOED] as in (1) employs said Bloom Action items (the patent application composite of Affective and Psychomotor Domains) and preferably inclusive of all ELEMENTS and, the latter two herein referred to in combination as the Action domain with designated items in said Description as (#a to #j), and said action domain being diligently but supportively watched for and observed such as to determine weaknesses in learning attitude and behavior that may be politely, positively, and supportively impacted by teaching and support personnel in all said categories of student behavior and in all appropriate ELEMENTS for; Increased attention, #a Increased awareness and subject content harvesting, #b Improved responsiveness, #c Effective peer and instructor conferring, #d Improved reporting of findings, application and hardware salable research and engineering skills, #e Improved task completion quality and timing and the more complex; #f Effective group participation responsibility, #g Respect and safeguard for apparatus and equipment, #h Extended self-reliance, #i Personal team skills, #j Improved readiness to react and Respond well to unexpected occurrences, where all such supportive observation and correction be applied with tact, courtesy and respect, and without any student rights or subject grade standing being violated in said Bloom Action development support.

10. The Improved Method of Optimized Educational Delivery [IMOED]
as in claim (1) includes said memory enhancement and security strategies as suggested by Ebbinghaus, and preferably inclusive in all ELEMENTS and said enhanced long term Semantic memory building and memory securing strategy as said Semantic 'memory hook' practices using diagrams and animated images being executed for use in subject ELEMENT delivery with both group and/or individual settings whereby subject material review and testing become a focus, essentially for creating Ebbinghaus student memory improvement in retrieval efficiency percentages which by experimental determination decrease in some cases to only 35% retention within the first 24 hours after total mastery followed by subsequent tasks idleness, IMOED
creates vastly increased memory security, through use of appropriate repetition frequency for key items, done as appropriate in IMOED
ELEMENTS; Socratic discourses, World Popular Hardware and Key Discipline Software, Draw & Explain, Research and Engineering Salable Skill Electronics, Compound Research and Engineering Assignments and with much enhanced capability through use and repetition of Computer Based Long Term Memory ELEMENT(s) execution of each with planned said strategic memory refreshment in each and all of the discipline subjects, in total far in excess of traditional minimums of mid-term and final exams, included to mastery in each of the said IMOED memory ELEMENTS within each semester, in every year such that long term memory reinforcement is effectively established and maintained and memory better secured by said repetition activity to the point of normal declining forgetfulness being substantially inhibited by result of said test repetitions, and each said review and resulting test grades predicts the timing of the next required refreshment test scheduling such that good test score results require no increase in testing frequency and poor test score results indicate a need for increased testing frequency for maintaining memory refreshment and security as a major venture in IMOED subject memory improvement in each and all semesters of the use of IMOED

ELEMENTS ; 1) Socratics, 2) World Popular Hardware and Key Discipline Software, 3) Draw & Explain, 4) Research and Engineering Salable Skill Electronics, 5) Compound Research and Engineering Assignments and 6) Computer Based Long Term Memory Support and such as to implement all Ebbinghaus intentioned memory enhancement activities thusly establishing superior Long Term Memory and Mastery Learning.

11.The Improved Method of Optimized Educational Delivery [IMOED]
as in (1) being specifically adapted in each subject and preferably inclusive of all ELEMENTS for individual and group sessions or settings, in said discipline and in each said subject and semester of said subject discipline, and including conventional knowledge about the discipline's most common and commonly employed levels of theory with the subject theory connective hardware salable research and engineering skills conjoined in the said IMOED ELEMENTs that is at once inclusive of singular learner's needs and group learner's needs such activities being prepared by or approved by attending faculty or teaching assistants and having discipline departmental approval and delivered for and in both group and individual settings, and employing said practices continuously throughout each week of each semester and each semester of each year in the program, and clearly planned and linked to the process of emphasis in combining theory and both hardware and software research and engineering salable skills.

12.The Improved Method of Optimized Educational Delivery [IMOED]
as in (1) being specifically adapted to each subject for salable research and engineering skill emphasis and development in individual and group sessions or settings, in each discipline and in each semester of said subject discipline, and including in depth conventional knowledge about the discipline's most commonly employed theory with the level appropriate connective research and engineering salable skills incorporated as an improvement to each ELEMENT, or combinations of said ELEMENTs, the said full combination of ELEMENTS necessary and sufficient to achieve the said desired Mastery Learning results and reinforced by sharply elevated Long Term Memory enhancement with Semantic said delivery repetitions for memory enhancements in each and every subject delivering elevated Mastery Learning by said inclusion of theory and connective salable research and engineering skills.

13.The Improved Method of Optimized Educational Delivery [IMOED]
as in (1) employs theory based salable research and engineering skill hardware in each discipline and enhanced in the content and form of World Popular Hardware and also supplement discipline hardware including where size and complexity prohibit convenient setup thereby evading portability and convenience, by provision of additional or alternate versions of said hardware having important research and engineering practical and design features in which additional versions may portray much improved stimulating Bloom [#
3,4,5,6] enquiry and mastery even valuable whereby IMOED can using a sufficient quantity and diversity of suitable hardware thusly create cognitive contrast in advantages and disadvantages to support salable research and engineering skills and hence also stimulating the said high end Bloom analytical, judgmental and creative inventiveness thus supporting engineering project management and entrepreneurship considerations thereby raising the Master Level learning in salable research and engineering skills while in many cases either contributing directly by intention to Draw & Explain and also to a lesser extent in Compound Research and Engineering Assignments as a support role with said CREAs usually conducted in more spacious discipline oriented laboratory or with or among pilot scale apparatus.

14. The IMOED as in (1) features and provides contrasting Key Discipline Software [KDS] often specific to a discipline or group of disciplines, for example, civil and mechanical engineering where Visio is often adequate instead of full Autocad, and also, for geography and environmental GIS [Geographic Information System] training using a scaled down GIS software, such as MapInfo, substituting for the more expensive and complex learning curve of ArcInfo which if being taught as an add-on may well stall the action tempo of IMOED and where a free 'try-out' [60 days] can often substitute for ArcInfo purchase expense and corresponding time consumption and eliminate massive training delays, and in each said semester of said subject discipline, and including conventional knowledge about the discipline's most common and commonly employed levels of theory with the level appropriate connective salable research and engineering skills incorporated in the said IMOED ELEMENT a hardware and theory ELEMENT largely conducted in labs, and is coupled with the other said five ELEMENTS of the Improved Method of Optimized Educational Delivery in the six ELEMENT combination required to achieve the said desired results in each and every subject being Mastery Learning and Long Term Memory enhancement said six ELEMENT combination embracing each specific conventional discipline theory and quantitative methods but building outwards also to succeed in the said discipline toward discipline specific salable research and engineering skills first by inclusion of an unprecedented amount of world popular electrical and electronics hardware, materials, components and sensors of a physical and electronic nature, are subsequently an advanced collage of currently topical, and semester adjusted electronic technology interest, tailored to relate to specific departmental disciplines hence provides better elevated salable research and engineering skills, and attending software, not primarily concerned with design except in Electrical/Electronic engineering or certain senior physics electronics courses and selected research and engineering salable skills are drawn from; robotics, environmental monitoring, medical electronics equipment, traffic and heavy industrial control system methods, surveillance electronics techniques, fiber optics hardware, and AM, FM and digital radio, satellite or earth atmosphere propagation including GPS, radar, and thermal imaging, earth and space communications; whereby all mentioned are NOT
subject material for EVERY discipline.

15.The Research and Engineering Salable Skill Electronics [R&E SSE] is a platform for correcting the said widely missing important national and international electronic skills whereby almost every said professional scientist, engineer or technologist work is seldom or often compromised, inclusive of agriculture, horticulture, botany, biology, chemistry, geology, environmental sciences, medical and biomedical sciences and their engineering cousins IMOED
supplements salable research and engineering skills as add-ons to enable comprehensive accurate establishment and ongoing operation of data logging in field or other locations, with wireless or cable connection.

16 .The method as in (1) in The Improved Method of Optimized Educational Delivery establishes best practices by inclusion of both discipline theory and science and industry salable research and engineering skills, with Bloom Action domains having opportunity to adjust and improve behavior by instructor attentiveness and encouraging support throughout when reacting to student behavioral evidence available within the discharge of the six ELEMENTS and the discipline vast delivery repetition distributed appropriately for all subjects through the key memory ELEMENT Computer Based Long Term Memory Support with the automated ability to deliver, by computer, weekly or bi-weekly test refreshment strategy, question banks through all semesters and in every year with appropriate subject level and depth adjustment for each specific discipline, in science, engineering, technology and high schools sciences, adapted for delivery for both group and individual learning preference grade achievement and overall success, featuring the development of competent status with any discipline's said discipline hardware and connective software, creates improved student as well as graduate satisfaction their learning to be much improved in effectiveness in their ability to perform in industry in the career preparation realm of being more able to 'get things done' as a sought after by-product of salable research and engineering skill enhancement and there upon appearance of student elevated learning gratification whereby said gratification reduces drop-outs and thusly supports and enables both elevated program enrolment, and results in superior institutional economic performance and, said Improved Method of Optimized Educational Delivery inclusive of all these ELEMENTS fashioned as described and administered with positive interactive thoroughness throughout weeks, semesters, and years of any program provides a major contribution to delivery improvement such as to establish said 'best practices' in any discipline in science, engineering, technology and high school sciences.