Course Standards

2026-2027 Academic Year

DRAFT CMS until August 14, 2026.

← Back to Future CMS (2026-2027)

TL43 Mechatronics II

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Programming Basics	10%	-
1.01	Understand PLC ladder program concepts.	-	B2 Understand Conceptual
1.02	Understand logical continuity with input/output devices.	-	B2 Understand Conceptual
1.03	Understand series (and) and parallel (or) logic.	-	B2 Understand Conceptual
1.04	Document a ladder program and generate reports.	-	C3 Apply Procedural
2.00	Online Operations	15%	-
2.01	Understand data file organization.	-	B2 Understand Conceptual
2.02	Understand instruction addressing.	-	B2 Understand Conceptual
2.03	Understand PLC input and output interfaces.	-	B2 Understand Conceptual
2.04	Analyze reports of a PLC project.	-	C4 Analyze Procedural
3.00	PLC Instructions	25%	-
3.01	Understand PLC latching instructions.	-	B2 Understand Conceptual
3.02	Understand PLC timer Instructions.	-	B2 Understand Conceptual
3.03	Understand PLC counter instructions.	-	B2 Understand Conceptual
3.04	Understand PLC sequencer instructions.	-	B2 Understand Conceptual
3.05	Create a ladder routine.	-	C6 Procedural Knowledge - Create
4.00	Robot Programs	20%	-
4.01	Understand point-to-point programs.	-	B2 Understand Conceptual
4.02	Understand robotic commands.	-	B2 Understand Conceptual
4.03	Understand program editing.	-	B2 Understand Conceptual
4.04	Apply commands through a task editor window.	-	C3 Apply Procedural
5.00	Basic Robotic Operations	30%	-
5.01	Understand the use of gravity feeders.	-	B2 Understand Conceptual
5.02	Understand the use of robot/pneumatic feeders.	-	B2 Understand Conceptual
5.03	Understand the use rotary carousels.	-	B2 Understand Conceptual
5.04	Understand the use of linear slides.	-	B2 Understand Conceptual
5.05	Demonstrate robotic operations.	-	C6 Procedural Knowledge - Create

Essential standards (highlighted in gray 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 gray 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.

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/Objective Number: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard/Objective: 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.