SJP's summary of Bloom's taxonomy:

This is plagiarized in part just from a variety of web pages (google "Bloom's Taxonomy"), but then I tried to come up with my own examples (generally a couple from recent Phys 1120 context, and one from this very Phys 4810/7810 context)

These are presumably "increasing levels" of cognitive depth... We can argue about whether level 5 is lower or higher than 6, and you may find we can argue even about distinguishing understanding from analysing, or applying from synthesizing, or etc...(in specific instances) But it's often a helpful rubric when thinking about (at least) one dimension of what makes problems "harder".

1. Knowledge: Recall data or information.
Ex.:  State Kirchoff's two laws. What is the formula for the field in a solenoid?  What are the 6 levels of Bloom's taxonomy?
Key Words: defines, describes, identifies, recalls, recognizes,

2. Understanding/Comprehension: Understand the meaning and interpretation of instructions and problems.
Examples: Explain in your own words what Gauss' law says. Which of these resistors (shown in a "spaghetti diagram") is in parallel? When would we use Bloom's taxonomy?
Key Words: comprehends, distinguishes, explains, gives Examples, infers, interprets, paraphrases, summarizes, translates.

3. Application: Use a concept in a new situation. Use of abstraction.
Examples: Problem solving (many end of chapter problems!) Compute the field between two parallel wires.   Write a particular example for each level of Bloom's taxonomy.
Key Words: applies,  computes, demonstrates, predicts, shows, solves, uses.

4. Analysis: Separates concepts into parts so that its organizational structure may be understood.

Examples: Troubleshoot a lab equipment which is not working. Find the logical flaw in this reasoning. (like in Tutorials)  What evidence is there for ...(xx?)  Compare this electric circuit with its water-pump analogue (?)  Compare and contrast cognitive and metacognitive dimensions of Bloom categories.
Key Words: analyze, compares, contrasts,  illustrates, infers, outlines, separates.

5. Synthesis: Builds something conceptual, put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Design an experiment to figure out some given task.  What would happen if we added friction into the equations?  Design a new classification scheme of educational objectives which combines cognitive and metagcognitive domains.
Key Words:  create,  design, hypothesize, plans, invent,

6. Evaluation: Make judgments about the value of ideas.
Examples: Which numerical method would be best for solving the Schrodinger equation in a potential which diverges logarithmically at the origin? Should our department hire a new string theorist? How do we decide which of two conflicting experimental result we should trust?  Judge the effectivess of using Bloom's taxonomy when designing course materials.

Key Words:  criticize, defends, judge, recommend, justify