2023-2024 Course Standards

Legend
Essential standards (highlighted in green below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in green below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

The six NC Essential Employability Skills are Communication, Ethics, Problem Solving, Professionalism, Resource Management, and Teamwork. These skills are covered among the course essential standards and objectives/indicators as listed beside each. NC CTE curriculum provides and supports career awareness, career exploration, career development, technical skill development, and career readiness where six Essential Employability Skills are included in CTE Curriculum Standards. CTE builds a career and college ready workforce through the K-12 pipeline and provides a consistent and 'common language' for identification of the six Essential Employability Skills.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information
  • Standard/Obj #: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
  • Standard: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
  • Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
  • RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
    Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
    Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.

TE22 Principles of Technology II

Course Type: Developed




Standard/Obj #Standard/ObjectiveCourse WeightRBT DesignationEssential Employability Skills
1.00Analyze and apply the concept of force transformers in linear mechanical, rotational mechanical, fluid, and electrical systems.24%--
1.01Evaluate inputs and outputs of linear mechanical, rotational mechanical, fluid, and electrical force transformers.16%C5 Procedural Knowledge - Evaluate-
1.02Use laboratory equipment to solve linear mechanical, rotational mechanical, fluid, and electrical force transformer problems.8%C3 Procedural Knowledge - Apply-
2.00Analyze and apply the concept of linear and angular momentum.10%--
2.01Evaluate relationships between linear momentum and impulse and angular momentum and impulse.6%C5 Procedural Knowledge - Evaluate-
2.02Use laboratory equipment to solve linear momentum and impulse problems.4%C3 Procedural Knowledge - Apply-
3.00Analyze and apply the concept involving the characteristics of waves and vibrations.10%--
3.01Evaluate wave form characteristics and the effects of waves and vibrations.6%C5 Procedural Knowledge - Evaluate-
3.02Use laboratory equipment to solve wave problems and wave application problems.4%C3 Procedural Knowledge - Apply-
4.00Analyze and apply the concept of energy conversions in mechanical, fluid, electrical and thermal systems.20%--
4.01Evaluate mechanical, fluid, electrical, and thermal energy conversions.12%C5 Procedural Knowledge - Evaluate-
4.02Use laboratory equipment to solve mechanical, fluid, electrical, and thermal energy conversion problems.8%C3 Procedural Knowledge - Apply-
5.00Analyze and apply the concept of transducers in mechanical, fluid, electrical, and thermal systems.20%--
5.01Evaluate the application of mechanical, fluid, electrical, and thermal transducers.12%C5 Procedural Knowledge - Evaluate-
5.02Use transducers to solve mechanical, fluid, electrical , and thermal problems.8%C3 Procedural Knowledge - Apply-
6.00Analyze and apply the concepts of radiation, light and optic systems, and time constraints.16%--
6.01Explore the characteristics of electromagnetic and nuclear radiation.2%C3 Procedural Knowledge - Apply-
6.02Evaluate light reflection and refraction, interference and diffraction, laser light, and optical systems.4%C5 Procedural Knowledge - Evaluate-
6.03Explore time constraints in mechanical, fluid, electrical, and thermal energy systems.2%C3 Procedural Knowledge - Apply-
6.04Use laboratory equipment to solve problems in radiation, light and optics, or time constraints.4%C3 Procedural Knowledge - Apply-
6.05Present lecture and demonstration on the concepts of radiation, light and optics, or time constraints.4%C6 Procedural Knowledge - Create-