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Manufacturing & Marine · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by a licensed engineer or certified journey-level tradesperson or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.

VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.

Robotics / Mechatronics

10 courses · 1,800 clock hours · 12 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

~~$25,470~~ COMPLIMENTARYprogram tuition

10courses

91lessons

1,800hours

35assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons91 of 91 lesson pages writtenPractice834 practice questionsResources118 reference entries (study list)Review0 lesson pages reviewed by a licensed professional

Study now: 91 lesson pages are open (lesson titles below are links).

MFG-MECH15-01 Universal core

Universal Core: Safety, Math, Communication & Career for Robotics/Mechatronics

148 hr · ~~$1,185~~ COMPLIMENTARY

This course builds the foundational knowledge every robotics and mechatronics technician needs before touching live equipment: hazard recognition, lockout/tagout, trade math, technical documentation, and professional workplace skills. Students earn OSHA 10-Hour General Industry and First Aid/CPR recognition and develop the safety habits, calculation fluency, and communication skills that underpin every subsequent course. Credential exam areas addressed include PMMI Industrial Electricity 1 safety content and Siemens Level 1 electrical-safety prerequisites.

Outcomes

Demonstrate lockout/tagout procedures compliant with OSHA 29 CFR 1910.147 and arc-flash boundaries per NFPA 70E on simulated equipment scenarios, achieving a passing score on a written and practical check.
Select and don correct PPE for electrical, mechanical, and fluid-power hazards encountered in a mechatronics shop environment, justifying each choice by referencing the applicable standard.
Solve trade math problems including Ohm's law, power, series/parallel resistance, gear and pulley ratios, cylinder force, and unit conversions to within ±2% accuracy on a timed written exam.
Read and interpret electrical schematics, pneumatic circuit diagrams, and robot-cell layout drawings, extracting component identification and signal-flow information correctly.
Use standard digital tools—email, job-tracking software, digital multimeter, and a basic CAD or documentation template—to produce a clear, accurate technician work-order report.
Articulate career pathways, credential value (FANUC CERT, Siemens Mechatronics L1, PMMI Mechatronics), and professional workplace expectations through a structured mock interview and written career plan.

Course text

How the course runs. 7 blocks: Hazard Recognition and OSHA Standards for Mechatronics; Lockout/Tagout and Electrical Safety Practice; Trade Math for Mechatronics Technicians; Reading Technical Documents: Schematics, Diagrams, and Manuals; Digital Tools and Technical Documentation; First Aid, CPR, and Emergency Response for the Shop; Career Readiness, Credential Pathways, and Professional Workplace Expectations.

What competent looks like. Demonstrate lockout/tagout procedures compliant with OSHA 29 CFR 1910.147 and arc-flash boundaries per NFPA 70E on simulated equipment scenarios, achieving a passing score on a written and practical check. Select and don correct PPE for electrical, mechanical, and fluid-power hazards encountered in a mechatronics shop environment, justifying each choice by referencing the applicable standard. Solve trade math problems including Ohm's law, power, series/parallel resistance, gear and pulley ratios, cylinder force, and unit conversions to within ±2% accuracy on a timed written exam. Read and interpret electrical schematics, pneumatic circuit diagrams, and robot-cell layout drawings, extracting component identification and signal-flow information correctly. Use standard digital tools—email, job-tracking software, digital multimeter, and a basic CAD or documentation template—to produce a clear, accurate technician work-order report. Articulate career pathways, credential value (FANUC CERT, Siemens Mechatronics L1, PMMI Mechatronics), and professional workplace expectations through a structured mock interview and written career plan.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Hazard Recognition and OSHA Standards for Mechatronics	24	theory	Students identify the primary hazards in a robotics and mechatronics shop and correctly cite the OSHA standard, NFPA code, or ANSI/RIA standard that governs each hazard.	Facilitate a guided walk-through of the lab in which students fill out a hazard-identification worksheet, tagging energy sources (electrical panels, pneumatic lines, robot work cells) and matching each hazard to OSHA 29 CFR 1910.147, 1910.212, NFPA 70E, NFPA 79, or ANSI/RIA R15.06/ISO 10218 on a reference card provided by the instructor. Present case studies of three real industrial incidents (electrical shock, robot strike, machine entanglement) and lead a structured discussion in which student teams identify which standard was violated, what PPE was absent, and how the incident could have been prevented. Complete the OSHA 10-Hour General Industry online or blended curriculum modules covering electrical hazards, machine guarding, and lockout/tagout; students pass all OSHA 10 topic quizzes to earn the completion card.	OSHA 10-Hour General Industry course materials; printed copies of OSHA 29 CFR 1910.147 and 1910.212 summaries; NFPA 70E quick-reference card; ANSI/RIA R15.06 scope overview; lab hazard-identification worksheet; lab safety poster set.	Students score ≥70% on each OSHA 10 topic quiz and complete the hazard-identification worksheet with ≥90% of hazards correctly matched to their governing standard; instructor reviews worksheet individually before lesson 2 begins.
2	Lockout/Tagout and Electrical Safety Practice	22	lab	Students perform a full lockout/tagout sequence on a simulated multi-energy-source training station and verify absence of voltage using a calibrated test instrument, following the written procedure without coaching.	Demonstrate the six-step OSHA 29 CFR 1910.147 LOTO sequence on a training panel that includes 120 V AC, a pneumatic supply, and a stored-spring load; students then each perform the sequence individually while the instructor observes using a performance checklist. Practice NFPA 70E shock and arc-flash boundary identification on a laminated diagram of a 480 V motor-control center: students mark the restricted, limited, and arc-flash boundaries and select the correct PPE category (gloves, face shield, arc-rated clothing) for each zone, citing NFPA 70E requirements. Use a digital multimeter to verify absence of voltage at terminal strips on the de-energized training panel—students check phase-to-phase, phase-to-neutral, and phase-to-ground before declaring the equipment safe, logging readings on their work order.	Multi-energy-source LOTO training station; personal padlocks and hasp set; lockout tags; digital multimeter (CAT III rated); PPE kit (class 0 rubber gloves with leather protectors, arc-flash face shield, arc-rated shirt, safety glasses, safety shoes); OSHA 1910.147 written LOTO procedure template; NFPA 70E boundary diagram.	Instructor uses a 20-item LOTO performance checklist; students must complete all six LOTO steps in correct order with zero critical errors (a critical error is any step that would leave an energy source live) and score ≥85% overall; any critical error requires an immediate re-demo and retest.
3	Trade Math for Mechatronics Technicians	28	practice	Students solve electrical, mechanical, and fluid-power calculation problems using trade formulas—Ohm's law, power, series/parallel resistance, synchronous speed, slip, torque, cylinder force, hydraulic speed, gear/pulley ratios, and 4–20 mA scaling—to within ±2% accuracy.	Work through a structured problem set in pairs: 30 problems progressing from unit conversions and Ohm's law (V = IR, P = IV, P = I²R) through series/parallel circuits, synchronous speed (Ns = 120f/P), motor torque (T = hp × 5252/rpm), pneumatic cylinder force (F = P × A), hydraulic speed (v = gpm × 231/A), and gear-ratio calculations, with peer checking at each section before moving forward. Use a scientific calculator and a 4–20 mA scaling chart to convert raw sensor current signals to engineering units (e.g., 12 mA on a 0–100 psi transmitter), completing ten scaling exercises and confirming answers against a provided answer key. Participate in a 'formula relay': teams of three rotate through six problem stations posted around the room, each station focusing on one formula family; teams record solutions on a shared whiteboard and defend one answer verbally to the instructor before the group rotates.	Scientific calculator; trade math workbook (instructor-developed, referencing standard formulas from verified research brief); 4–20 mA scaling reference chart; whiteboard and markers for relay stations; answer key for self-check.	Timed 20-problem written quiz at lesson close; students must achieve ≥80% (16/20 correct within ±2% tolerance on numerical answers); any student below 80% completes a targeted remediation worksheet and retakes an alternate quiz within one week.
4	Reading Technical Documents: Schematics, Diagrams, and Manuals	20	demo	Students correctly identify and interpret symbols, signal flow, and component references in electrical ladder diagrams, pneumatic circuit schematics, and a robot-cell layout drawing, extracting specified information within a time limit.	Instructor demonstrates the reading of a five-rung ladder diagram on a projector, narrating how to trace power flow from L1 to L2, locate normally-open and normally-closed contacts, and find the associated coil; students then independently annotate a similar diagram, labeling each element and drawing signal-flow arrows. Students decode a three-component pneumatic circuit (FRL unit, 5/2 directional control valve, double-acting cylinder) from a schematic, complete a component table listing the ISO symbol, component name, and function for each part, and verify their answers against the actual bench components arranged in front of them. Teams of two read a one-page section of a FANUC HandlingTool operator manual and a Siemens SIMATIC PLC hardware manual, then answer a five-question comprehension worksheet that requires locating a spec value, interpreting a warning notice, and identifying a part number; answers are compared across teams in a short debrief.	Sample electrical ladder diagrams (instructor-developed); ISO pneumatic symbol reference card; FANUC HandlingTool Operator's Manual excerpt; Siemens SIMATIC hardware manual excerpt; component annotation worksheets; bench-top pneumatic demonstration components (FRL, valve, cylinder).	Students complete a symbol-identification quiz (25 symbols, ≥80% correct) and a signal-tracing worksheet (5 ladder rungs traced correctly, ≥4/5); instructor reviews annotated diagrams for accuracy before the next lesson.
5	Digital Tools and Technical Documentation	18	practice	Students produce a properly formatted technician work-order report for a simulated maintenance task using standard digital tools, including email, a spreadsheet log, and a documentation template, with no critical information omitted.	Each student completes a simulated work order for a described robot-cell fault scenario: they enter the date, machine ID, fault description, parts used, corrective action taken, and technician signature into a provided digital template, then send it as an email attachment to the instructor's inbox with a professional subject line and brief message body. Build a basic equipment maintenance log in a spreadsheet: students enter five rows of simulated PM data (dates, asset tags, tasks, findings, sign-offs), apply conditional formatting to flag overdue items, and sort the log by date; instructor checks formatting and formula accuracy. Use a shared drive folder to locate a revision-controlled drawing, download it, mark a notional redline change, save it with a revision suffix following a provided naming convention, and upload it back—simulating document-control practices used in industrial environments.	Computers or tablets with spreadsheet software (e.g., Microsoft Excel or Google Sheets); work-order template file; shared drive or learning-management-system folder; instructor email address; sample revision-controlled drawing (PDF); naming-convention guide.	Instructor evaluates the submitted work order using a 10-item rubric (correct fields, professional tone, attachment named correctly, email formatted properly); students must score ≥8/10; the spreadsheet is checked for correct formulas and conditional formatting with no missing required fields.
6	First Aid, CPR, and Emergency Response for the Shop	16	lab	Students demonstrate hands-only CPR and AED use on a manikin to American Heart Association or Red Cross standards and describe the correct first-response actions for electrical shock, chemical exposure, and crush injuries specific to a mechatronics shop.	Complete an accredited First Aid/CPR/AED course delivered by a certified instructor (American Heart Association or American Red Cross); students practice chest compressions at the correct rate and depth on adult manikins and operate a trainer AED through a full simulated cardiac-arrest scenario. Role-play three shop-specific emergency scenarios in teams: (1) a co-worker contacts a live conductor and is unconscious—team must call for help, avoid contact with the victim until power is confirmed off via LOTO, then begin CPR; (2) hydraulic fluid splashes into an eye—team locates and uses the eyewash station; (3) a hand is caught in a conveyor—team activates emergency stop, calls EMS, and applies direct pressure using gloves. Each student locates the facility emergency-action plan, identifies the nearest AED, eyewash station, fire extinguisher class (B and C), first-aid kit, and emergency shutoff for the robot cell, then sketches a labeled emergency-resource map of the lab from memory.	Adult CPR manikins (one per two students); trainer AED unit; First Aid/CPR/AED course student workbooks; eyewash station (or trainer unit); emergency-action plan document; lab floor plan blank for mapping exercise; nitrile gloves.	Students must pass the accredited First Aid/CPR/AED skills check (per AHA or Red Cross instructor checklist) and score ≥80% on the written emergency-scenario quiz; the emergency-resource map is reviewed for accuracy against the actual lab layout.
7	Career Readiness, Credential Pathways, and Professional Workplace Expectations	20	theory	Students construct a written career plan that maps the FANUC CERT, Siemens Mechatronics L1, and PMMI Mechatronics credentials to BLS-reported wage and employment data, and demonstrate professional communication through a structured mock interview.	Research and complete a credential-comparison chart for FANUC CERT (operator levels FCR-O1/FCR-O2, technician levels FCR-T1/FCR-T2, administered with NOCTI), Siemens Mechatronics L1 (Certified Mechatronic Systems Assistant), and PMMI Mechatronics (individual module tests including Fluid Power, Industrial Electricity 1 and 2, Mechanical Components 1 and 2, Motor and Motor Controls, PLCs 1 and 2); chart includes issuing body, exam format, and areas tested, referenced against the verified research brief data (median pay $73,900, ~15,700 jobs, 3% projected growth 2024–34). Write a one-page career plan that identifies a target employer in manufacturing or marine sectors, lists the credentials they plan to earn and in what order, describes a realistic 12-month and 3-year professional milestone timeline, and references BLS OOH data to justify wage expectations. Participate in a 10-minute mock interview with a classmate acting as a hiring supervisor: students answer behavioral questions about safety compliance, teamwork, and handling equipment problems, then receive peer and instructor feedback using a professional-communication rubric covering eye contact, clarity, use of trade vocabulary, and listening.	BLS Occupational Outlook Handbook 2025 entry for electro-mechanical and mechatronics technicians; FANUC CERT program overview (FANUC America); Siemens SMSCP Level 1 overview; PMMI Mechatronics certification overview; credential-comparison chart template; career-plan template; mock-interview rubric; resume template.	Career plan is scored on a 15-point rubric (credential mapping accuracy, use of BLS data, realism of timeline, writing clarity); students must score ≥12/15; mock interview must receive ≥Satisfactory on all four rubric categories (instructor rates independently); any Unsatisfactory category requires one re-interview within the lesson block.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA Safety Standards and Hazard Recognition Written Exam	Written exam	25%	70% correct (35/50 items)	A 50-item multiple-choice and short-answer exam covering OSHA 29 CFR 1910.147, NFPA 70E arc-flash boundaries, OSHA 1910.212 machine guarding, ANSI/RIA R15.06 robot-cell safeguarding, NFPA 79, PPE selection, and emergency-response procedures; questions are drawn from lesson 1 and lesson 2 content and aligned to the electrical-safety prerequisites of the Siemens Level 1 and PMMI Industrial Electricity 1 exam areas. Accuracy · Safety · Communication · Professionalism
Trade Math and Technical Reading Written Exam	Written exam	25%	80% correct (16/20 items within ±2% tolerance on numerical answers)	A 20-item timed written exam combining formula-based calculation problems (Ohm's law, power, synchronous speed, motor torque, cylinder force, hydraulic speed, gear ratios, 4–20 mA scaling) with five technical-reading questions requiring students to extract values from a sample ladder diagram or pneumatic schematic; aligned to PMMI Industrial Electricity 1 and Mechanical Components 1 knowledge areas. Accuracy · Safety · Communication · Professionalism
Career Plan and Credential Pathway Portfolio	Project	25%	12/15 points on the rubric with all required sections present	Students submit the completed credential-comparison chart, a one-page career plan referencing BLS OOH wage and employment data, a professionally formatted resume draft, and a digital work-order sample from lesson 5; the portfolio demonstrates readiness to pursue FANUC CERT, Siemens Mechatronics L1, and PMMI Mechatronics credentials and is evaluated on accuracy, completeness, and professional presentation. Accuracy · Safety · Communication · Professionalism
Safety and Career Readiness Oral Defense	Oral / panel	25%	Satisfactory rating on all four rubric dimensions; any Unsatisfactory dimension requires one retake within five business days	Each student responds to three instructor-posed scenarios (one LOTO/electrical-safety scenario, one trade-math word problem solved verbally with a calculator, one career-question asking how a specific PMMI or Siemens credential module connects to a job task) during a 10-minute individual oral; the instructor scores clarity, accuracy, use of correct standard citations, and professional demeanor using a four-dimension rubric. Accuracy · Safety · Communication · Professionalism

MFG-MECH15-02 Trade course

Programmable Logic Controllers for Mechatronics

171 hr · ~~$3,335~~ COMPLIMENTARY

Students learn to wire, program, and troubleshoot industrial PLCs using IEC 61131-3 languages, with a focus on ladder diagram, function block diagram, and structured text applied to real manufacturing control problems. The course integrates HMI configuration, analog signal handling, and industrial networking (EtherNet/IP, PROFINET, Modbus) using equipment representative of packaging and process industries. Lessons are mapped directly to PMMI Mechatronics PLC 1 and PLC 2 exam objectives and Siemens Mechatronic Systems Certification Program (SMSCP) Level 1 digital fundamentals and PLC competencies.

Outcomes

Wire a PLC input/output module correctly and verify operation against a wiring diagram, following NFPA 70E shock-protection and OSHA 29 CFR 1910.147 lockout/tagout procedures.
Write, download, and debug ladder diagram, function block diagram, and structured text programs that use timers, counters, math, and comparison instructions to control a multi-step automated process.
Scale a 4–20 mA analog input signal using the correct linear formula and configure an analog output channel to command a variable-speed drive.
Configure an HMI screen with at minimum one numeric display, one indicator, and one operator pushbutton linked to PLC tags.
Set up basic communication between a PLC and at least one industrial network (EtherNet/IP, PROFINET, or Modbus) and verify data exchange.
Locate and correct at least three distinct PLC faults—hardware, wiring, and program logic—using systematic diagnostic procedures and a fault log.

Course text

How the course runs. 12 blocks: PLC Architecture and Industrial Safety Orientation; Number Systems and PLC Memory Organization; Discrete I/O Wiring and Module Configuration; Ladder Diagram Programming — Fundamentals; Timers and Counters; Comparison, Math, and Data-Handling Instructions; IEC 61131-3 Languages — Function Block Diagram and Structured Text; Sequential Function Charts and Program Organization; Analog I/O — 4–20 mA and 0–10 V Signals; HMI Configuration and Operator Interface; Industrial Networks — EtherNet/IP, PROFINET, and Modbus; PLC Fault Diagnosis and Systematic Troubleshooting Capstone Lab.

What competent looks like. Wire a PLC input/output module correctly and verify operation against a wiring diagram, following NFPA 70E shock-protection and OSHA 29 CFR 1910.147 lockout/tagout procedures. Write, download, and debug ladder diagram, function block diagram, and structured text programs that use timers, counters, math, and comparison instructions to control a multi-step automated process. Scale a 4–20 mA analog input signal using the correct linear formula and configure an analog output channel to command a variable-speed drive. Configure an HMI screen with at minimum one numeric display, one indicator, and one operator pushbutton linked to PLC tags. Set up basic communication between a PLC and at least one industrial network (EtherNet/IP, PROFINET, or Modbus) and verify data exchange. Locate and correct at least three distinct PLC faults—hardware, wiring, and program logic—using systematic diagnostic procedures and a fault log.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	PLC Architecture and Industrial Safety Orientation	10	theory	Students will identify the major hardware components of a PLC system and state the OSHA and NFPA safety requirements that apply to working on PLC-controlled machinery.	Instructor-led walkthrough of a PLC rack: identify CPU, power supply, digital input module, digital output module, and communication module on a live de-energized trainer; students label each component on a diagram. Read and discuss OSHA 29 CFR 1910.147 lockout/tagout procedure as it applies to the PLC training panel; students write a six-step LOTO sequence for the trainer and peer-review each other's sheets. NFPA 70E arc-flash boundary exercise: given the trainer panel's voltage and available fault current (provided on a spec sheet), students identify incident energy category, required PPE, and fill in an energized-work permit template.	PLC trainer rack (e.g., Allen-Bradley MicroLogix or CompactLogix, or Siemens S7-1200), manufacturer hardware manual, OSHA 29 CFR 1910.147 text, NFPA 70E reference, LOTO tags and locks, DMM, PPE (safety glasses, voltage-rated gloves), energized-work permit blank	Students correctly label all major PLC hardware components on a diagram (8 of 10 correct) and submit a written LOTO sequence that includes all six standard steps; instructor initials the sheet as acceptable before any hands-on panel work begins.
2	Number Systems and PLC Memory Organization	10	theory	Students will convert values among binary, octal, hexadecimal, and decimal number systems and map PLC memory types (input image, output image, internal bits, integers, floating point) to their functional roles.	Timed conversion drill: students complete a worksheet of 20 conversions (binary↔decimal, hex↔decimal, BCD) and self-score; any score below 80% triggers a second attempt with a different worksheet. Instructor demonstration: use the PLC programming software (Studio 5000 or TIA Portal) to open the tag database and show input image bits toggling in real time as switches on the trainer are operated; students record the memory addresses observed. Memory mapping exercise: given a word-addressed PLC (e.g., SLC 500 style), students complete a table assigning 12 I/O points to the correct file numbers, slot numbers, and bit addresses, then verify against an answer key.	Conversion worksheet sets, PLC programming software (Studio 5000 Logix Designer or Siemens TIA Portal, licensed lab copies), PLC trainer with switches, instructor-prepared memory mapping exercise, projector	Conversion worksheet score of 80% or better (second attempt allowed); memory mapping table correct for at least 10 of 12 addresses before proceeding to Lesson 3.
3	Discrete I/O Wiring and Module Configuration	16	lab	Students will wire a discrete input module to pushbuttons and limit switches and wire a discrete output module to pilot lights and a relay coil, following NEC/NFPA 79 wiring practices and using LOTO before any wiring changes.	Pre-lab LOTO practice: each student executes the approved LOTO procedure on the trainer panel, has it verified by the instructor, then wires four sinking/sourcing input circuits from a provided wiring diagram; instructor spot-checks polarity and wire termination torque. Output wiring lab: students wire two sourcing DC output channels to pilot lights and one relay output channel to a small contactor coil; use DMM to verify continuity before energizing; power up and confirm outputs activate when forced in the PLC software. Module configuration in software: students add the correct I/O module to the PLC project tree, assign slot number and connection parameters, go online, and confirm that live I/O status matches physical switch positions; document results in a lab log.	PLC trainer with discrete I/O modules, 24 VDC power supply, pushbuttons, limit switches, pilot lights, relay with coil, 18–22 AWG stranded wire, wire stripper, screwdrivers, DMM, wiring diagram set, NFPA 79 reference, LOTO kit, lab log notebook	All wiring passes instructor continuity and polarity check before energizing; after power-up, all four inputs and three outputs respond correctly (100% pass required for safety-critical wiring); lab log entry complete with measured voltages recorded.
4	Ladder Diagram Programming — Fundamentals	16	lab	Students will write and download ladder diagram programs that use examine-if-closed (XIC), examine-if-open (XIO), output coil (OTE), set (OTL), and reset (OTU) instructions to control a three-rung seal-in starter circuit and a latched output.	Guided programming: instructor demonstrates a motor seal-in circuit (Start/Stop pushbutton + holding contact) on-screen; students replicate the rung on their own workstation from memory, download, and operate physical pushbuttons to verify start, run, and stop functions. Latched output exercise: students write a two-rung program using OTL/OTU to latch a pilot light on with one button and unlatch with another; run in simulation first, then test on the hardware trainer; capture a screen recording or screenshot of the working online view for the lab log. Debugging drill: instructor introduces three pre-seeded faults (wrong tag address, missing seal-in contact, shorted input wiring); students must find and document each fault using the online monitoring view and DMM within 20 minutes.	PLC programming software, PLC trainer, pushbuttons, pilot lights, DMM, USB/Ethernet programming cable, pre-seeded fault list (instructor copy), lab log	Seal-in and latched-output programs both operate correctly on hardware (demonstrated to instructor); all three faults identified and documented with correct root-cause explanation; lab log entry initialed by instructor.
5	Timers and Counters	16	lab	Students will program timer-on-delay (TON), timer-off-delay (TOF), and retentive timer (RTO) instructions along with count-up (CTU) and count-down (CTD) instructions to control a simulated conveyor delay and part-count reject sequence.	Timer lab: students wire a pushbutton input and pilot-light output, then write a TON rung that turns on the light 5 seconds after the button is pressed and a TOF rung that keeps it on 3 seconds after release; measure actual delay with a stopwatch and compare to set-point. Counter application: students program a CTU that counts 10 simulated part pulses (from a pushbutton) and energizes a reject output; a reset pushbutton resets the count; tested on the trainer and documented in the lab log with accumulated-value screenshots. Combined timer/counter challenge: students design a program (from a written spec sheet) where a conveyor runs for 30 seconds, pauses, counts five cycles, then stops; program must pass a functional test checklist signed off by the instructor.	PLC programming software, PLC trainer, pushbuttons, pilot lights, stopwatch, lab log, function checklist sheet	Timer delays within ±0.5 s of set-point; counter resets and accumulates correctly; combined challenge program passes all five items on the functional checklist; lab log complete.
6	Comparison, Math, and Data-Handling Instructions	14	lab	Students will use comparison (EQU, GRT, LES, GEQ) and math (ADD, SUB, MUL, DIV, MOV, CPT) instructions to implement a tank-level control program that calculates fill rate and triggers alarms at setpoint thresholds.	Math instruction drill: students complete a worksheet of five CPT (compute) expressions using integer tags; verify each result using the PLC's online data monitor and record values in the lab log. Tank-level simulation: students program a simulated tank using a CTU accumulator as a proxy for level (counts = gallons); ADD instruction increments level when an inlet valve output is ON; comparison instructions trigger a high-level alarm bit at a setpoint and close the inlet valve at a second setpoint; tested with manual forcing. Alarm setpoint modification exercise: instructor changes the high-level setpoint mid-run by entering a new value in a data table; students observe the program response and document in the lab log how the comparison instruction responded, reinforcing the concept of indirect data references.	PLC programming software, PLC trainer, math worksheet, lab log, projector for instructor demo	Worksheet results 100% correct (or corrected and explained); tank-level program triggers both setpoints at correct accumulated values verified by instructor during live demo; lab log complete.
7	IEC 61131-3 Languages — Function Block Diagram and Structured Text	14	lab	Students will write equivalent control logic in function block diagram (FBD) and structured text (ST) to demonstrate that IEC 61131-3 languages produce the same result, and will identify which language is most appropriate for given control tasks.	FBD conversion: students take the Lesson 4 seal-in ladder diagram and redraw it as a FBD using AND, OR, and SR function blocks in TIA Portal or Studio 5000; download and verify identical hardware behavior. Structured text exercise: students write an ST program using IF-THEN-ELSIF-END_IF syntax to implement the Lesson 5 counter-reject sequence; compare results to the ladder version and note differences in readability and structure in a written reflection (minimum half page). Language selection quiz: given five control scenarios (e.g., sequential batch process, motor interlock, PID loop, step-by-step fill sequence), students write a one-sentence justification for the IEC 61131-3 language best suited to each and discuss as a class.	PLC programming software (TIA Portal or Studio 5000), PLC trainer, language selection quiz sheet, lab log	FBD and ST programs both produce correct hardware operation (instructor verified); written reflection submitted; language quiz scored 80% or better.
8	Sequential Function Charts and Program Organization	10	demo	Students will trace the execution of a sequential function chart (SFC) through its steps and transitions and modify an existing SFC to add a new step and transition without disrupting existing sequences.	Instructor demonstration: show a three-step SFC (Home → Pick → Place) controlling a simulated pick-and-place station; students trace step activation and transition conditions on a printed SFC diagram as the program runs, highlighting active steps in real time. Modification exercise: students add a fourth step (Inspect) with a timed transition between Place and Home; download and test; verify new step activates correctly using online monitoring. Program organization discussion: instructor explains program organization units (POUs) — main program, subroutines, function blocks — and students sketch a two-level program architecture (main LD → timer subroutine → SFC sequence) on paper, then compare with a partner.	PLC programming software, PLC trainer with pick-and-place simulation fixture (or software simulation), printed SFC diagram worksheets, projector	Students correctly trace all three original steps on the printed diagram (instructor checks); modified SFC with new Inspect step runs without faulting and transition timing is within ±0.5 s; architecture sketch reviewed by instructor.
9	Analog I/O — 4–20 mA and 0–10 V Signals	16	lab	Students will wire a 4–20 mA transmitter to an analog input module, apply the linear scaling formula to convert raw counts to engineering units, and configure an analog output channel to send a 0–10 V command signal.	Wiring lab: students wire a 4–20 mA loop-powered pressure or temperature transmitter to the analog input module using a provided wiring diagram; measure loop current with a clamp or series DMM at 0%, 50%, and 100% of the transmitter range; record in lab log. Scaling formula exercise: given module raw count range (e.g., 0–32767 counts = 4–20 mA = 0–100 psi), students apply the linear interpolation formula EU = [(raw – raw_min)/(raw_max – raw_min)] × (EU_max – EU_min) + EU_min for three measured raw count values and verify against DMM readings; complete a worksheet. Analog output configuration: students configure an analog output channel in the PLC software for 0–10 V, write a MOV instruction to load a scaled integer value, and measure the resulting output voltage with a DMM at three set-points (0 V, 5 V, 10 V); document accuracy in the lab log.	PLC with analog I/O modules, 4–20 mA transmitter (pressure or temperature), 24 VDC loop supply, 0–10 V analog output load (resistor or drive simulator), precision DMM, wiring diagram, scaling formula worksheet, lab log	Wiring passes instructor check before energizing; scaling worksheet results within ±2% of correct values for all three points; analog output measured voltages within ±0.2 V of target at all three set-points.
10	HMI Configuration and Operator Interface	14	lab	Students will configure a basic HMI screen containing a numeric display, a status indicator, and a momentary pushbutton, linked to live PLC tags, and will demonstrate the screen operating correctly on the physical or software HMI.	HMI software introduction: instructor demonstrates PanelView or Weintek/TIA Portal HMI editor; students create a new project, set the correct PLC communication path and IP address, and add a numeric display object linked to the tank-level tag from Lesson 6. Screen design lab: students add a green/red indicator lamp (linked to the high-level alarm bit) and a momentary pushbutton (linked to the inlet valve output tag); download to a physical HMI panel or run in simulation; test all three objects by cycling the PLC program. Alarm banner exercise: students configure one alarm message in the HMI alarm list tied to the high-level bit; trigger the alarm and acknowledge it; document the acknowledge procedure and response time in the lab log.	HMI software (FactoryTalk View ME/SE, TIA Portal WinCC, or equivalent), HMI panel or PC simulation, Ethernet cable, PLC trainer running Lesson 6 program, lab log	All three HMI objects (numeric display, indicator, pushbutton) operate correctly during live instructor demonstration; alarm acknowledges and clears correctly; lab log entry complete.
11	Industrial Networks — EtherNet/IP, PROFINET, and Modbus	12	theory	Students will configure a PLC to exchange at least four data tags with a second device (drive, I/O block, or second PLC) over EtherNet/IP or PROFINET, and will describe how Modbus RTU and TCP addressing differ from producer/consumer models.	Lecture and diagram: instructor presents producer/consumer (EtherNet/IP), controller/device (PROFINET), and master/slave (Modbus) network models using layered diagrams; students complete a fill-in comparison table for the three protocols (media, addressing, scan method, typical application). EtherNet/IP configuration lab: students assign IP addresses to the PLC and a second node (variable frequency drive or remote I/O module), add the device to the PLC I/O tree, verify the connection in the software, and confirm live data exchange using the online tag monitor. Modbus read exercise (simulation or software): using a Modbus simulator or a simple RTU device, students configure a MSG read instruction (or equivalent) to read four holding registers; map register values to internal PLC tags and display them on the HMI numeric display built in Lesson 10.	Managed Ethernet switch, EtherNet/IP-capable VFD or remote I/O module (or simulation), PLC programming software, Modbus RTU simulator or device, Ethernet patch cables, comparison table worksheet, projector	Comparison table 80% correct; EtherNet/IP connection shows no faults in the I/O tree and at least four tags update live (instructor verified); Modbus register values correctly appear in PLC tags.
12	PLC Fault Diagnosis and Systematic Troubleshooting Capstone Lab	23	lab	Students will systematically locate and correct a minimum of six pre-seeded PLC faults spanning hardware, wiring, and program-logic categories using a structured diagnostic procedure and document findings in a fault log.	Fault-diagnosis procedure review: students write out a five-step systematic diagnostic procedure (observe symptom → isolate section → test hypothesis → repair → verify) in their own words and submit for instructor review before starting. Fault-finding lab: instructor has pre-seeded six faults across two trainer stations (examples: blown fuse on output module, transposed wires on input, wrong tag address in rung, timer set-point in wrong base, missing seal-in contact, analog scaling formula error); students work in pairs, rotating stations, using DMM, software diagnostics, and wiring diagrams to find and correct each fault; each fault entry in the fault log must include symptom, test performed, measured value, root cause, and corrective action. Debrief and peer review: pairs exchange fault logs and verify each other's root-cause explanations against an instructor answer key; discrepancies discussed as a class; students correct any incomplete entries.	Two or more PLC trainer stations with pre-seeded faults (instructor fault list kept confidential), DMM, oscilloscope (optional), wiring diagrams, PLC programming software, fault log template, LOTO kit	All six faults correctly identified with accurate root cause and corrective action documented in fault log (minimum 5 of 6 correct to pass); LOTO procedure executed correctly before each wiring change (instructor initialed).

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
PLC Written Knowledge Exam	Written exam	25%	75% correct (38 of 50 questions)	A 50-question closed-book exam covering PLC hardware architecture, number systems, IEC 61131-3 languages, I/O module types, timer/counter instructions, analog signal theory, 4–20 mA scaling formula, industrial network models (EtherNet/IP, PROFINET, Modbus), and OSHA/NFPA safety requirements; questions are matched to PMMI Mechatronics PLC 1 and PLC 2 exam objectives and Siemens SMSCP Level 1 digital fundamentals competencies. Standard met · Safety · Time · Quality/finish · Documentation
PLC Skills Demonstration	Skills demonstration	45%	Student completes all five tasks correctly within 90 minutes with no safety violations	Working from a written specification only, the student wires a digital input and output, writes a ladder diagram program with a timer and a counter, scales an analog input value in the program, and demonstrates the running system to the instructor; any lockout/tagout violation results in immediate failure regardless of program correctness. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio Review	Log	15%	10 of 12 lesson lab logs present, complete, and accurate; all safety-critical entries (LOTO sequences, wiring check sign-offs) must be present with no exceptions	The instructor reviews the student's complete lab log notebook spanning all 12 lessons, checking that each entry includes date, objective, measured data, observations, and conclusions; missing safety entries or fabricated data values are grounds for automatic failure regardless of total score. Standard met · Safety · Time · Quality/finish · Documentation
Safety Compliance Check	Safety audit	15%	100% compliance on all five safety behaviors observed; a single critical failure (e.g., skipping LOTO, missing required PPE) results in immediate failure and mandatory remediation before re-attempt	A structured behavioral observation conducted by the instructor during the skills demonstration and at least one unannounced observation during a lab session; the checklist covers correct LOTO execution, proper PPE selection and use per NFPA 70E, de-energize-and-verify before wiring, machine guarding awareness (OSHA 1910.212), and safe use of test instruments. Standard met · Safety · Time · Quality/finish · Documentation

MFG-MECH15-03 Trade course

Pneumatics and Hydraulics for Mechatronics

171 hr · ~~$3,335~~ COMPLIMENTARY

Students learn to design, build, operate, and troubleshoot pneumatic and hydraulic control circuits used in industrial automation and marine machinery. Instruction covers fluid power principles, component identification, circuit construction, system sizing calculations, and safe work practices under OSHA 1910.212 and NFPA 79. Lessons map directly to the PMMI Mechatronics Fluid Power and Mechanical Components exam areas and support the Siemens SMSCP Level 1 electro-pneumatic and hydraulic control circuits domain.

Outcomes

Apply Pascal's Law, Boyle's Law, and fluid power formulas to calculate cylinder force, hydraulic speed, and pressure drop in industrial circuits.
Identify, select, and correctly install pneumatic and hydraulic components — compressors, FRL units, directional control valves, actuators, accumulators, pumps, and relief valves — following manufacturer specifications.
Build and test functional pneumatic and electro-pneumatic circuits using ISO 1219 schematic symbols and verify operation against a written specification.
Build and test functional hydraulic and electro-hydraulic circuits, apply proper lockout/tagout per OSHA 29 CFR 1910.147 before component service, and bleed residual pressure safely.
Troubleshoot fluid power circuit faults — including leaks, pressure loss, slow or erratic actuator motion, and valve failure — using systematic diagnostic methods and appropriate instrumentation.
Interpret OEM technical drawings and data sheets, complete a lab log documenting build steps and test results, and communicate findings in a short oral debrief.

Course text

How the course runs. 12 blocks: Fluid Power Fundamentals and Safety Rules; Pneumatic Components: Identification and Function; Pneumatic Circuit Construction and Air Supply Sizing; Electro-Pneumatic Control: Solenoid Valves and PLCs; Hydraulic Components: Identification, Ratings, and Safety; Hydraulic Circuit Construction and Pressure Setting; Hydraulic Speed and Flow Control Circuits; Pneumatic and Hydraulic Schematics: Reading and Interpretation; Fluid Power Troubleshooting: Systematic Diagnostic Methods; Predictive and Preventive Maintenance of Fluid Power Systems; Marine and Manufacturing Application Case Studies; Integrated Fluid Power Systems: Build, Commission, and Document.

What competent looks like. Apply Pascal's Law, Boyle's Law, and fluid power formulas to calculate cylinder force, hydraulic speed, and pressure drop in industrial circuits. Identify, select, and correctly install pneumatic and hydraulic components — compressors, FRL units, directional control valves, actuators, accumulators, pumps, and relief valves — following manufacturer specifications. Build and test functional pneumatic and electro-pneumatic circuits using ISO 1219 schematic symbols and verify operation against a written specification. Build and test functional hydraulic and electro-hydraulic circuits, apply proper lockout/tagout per OSHA 29 CFR 1910.147 before component service, and bleed residual pressure safely. Troubleshoot fluid power circuit faults — including leaks, pressure loss, slow or erratic actuator motion, and valve failure — using systematic diagnostic methods and appropriate instrumentation. Interpret OEM technical drawings and data sheets, complete a lab log documenting build steps and test results, and communicate findings in a short oral debrief.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Fluid Power Fundamentals and Safety Rules	12	theory	Students will state Pascal's Law and Boyle's Law, explain the difference between pneumatic and hydraulic power transmission, and identify all required PPE and energy-control steps before working on a pressurized system.	Lecture and whiteboard session: Pascal's Law (pressure acts equally in all directions), Boyle's Law (P1V1 = P2V2), and how each law governs pneumatic vs. hydraulic systems; students complete a guided-notes worksheet with six calculation examples using cylinder force = pressure × area and hydraulic speed = gpm × 231 / area. Safety walkthrough of the lab: instructor demonstrates the lockout/tagout procedure per OSHA 29 CFR 1910.147 on the hydraulic power unit and the shop air manifold, then students each perform a supervised dry run — isolate energy source, apply personal lock, verify zero pressure with a gauge. Small-group discussion using a PMMI Fluid Power study guide excerpt: students match real industrial failure scenarios (burst hose, uncontrolled cylinder drop) to the safety rule or standard that was violated, then share findings with the class.	Whiteboard, PMMI Fluid Power study guide, OSHA 29 CFR 1910.147 quick-reference card, personal locks and hasp set, pressure gauges, safety glasses, leather gloves	Exit quiz of 10 questions covering Pascal's Law calculations, Boyle's Law, PPE selection, and LOTO steps; pass = 80% correct.
2	Pneumatic Components: Identification and Function	14	demo	Students will identify a compressor, air dryer, filter-regulator-lubricator (FRL) unit, directional control valves (2/2, 3/2, 5/2, 5/3), flow control valves, and single- and double-acting cylinders by name and function, and read ISO 1219 schematic symbols for each.	Instructor-led component tour at the bench: each component is passed around; students complete a component identification card listing port labels, ISO 1219 symbol, and typical operating pressure range for each item. Symbol drawing exercise: students receive a blank worksheet with 15 ISO 1219 symbols and must label each component name, port count, and actuation method (spring, solenoid, pilot, manual); completed sheets are peer-checked. Demonstration: instructor traces compressed air from the wall supply through an FRL to a 5/2 solenoid valve to a double-acting cylinder, explaining each component's role; students sketch the circuit from observation and annotate it with the correct ISO 1219 symbols.	Pneumatic trainer bench, component display set (FRL, DCV assortment, cylinders, flow controls), ISO 1219 symbol chart, blank worksheet, colored pencils	Component identification practical: instructor points to 10 bench-mounted components; student names each and states its function; pass = 9 of 10 correct.
3	Pneumatic Circuit Construction and Air Supply Sizing	16	lab	Students will build a functional single-acting and a double-acting cylinder circuit from a written schematic, set regulator pressure to specification, adjust flow controls for controlled extension and retraction speed, and calculate required compressor flow rate for a given duty cycle.	Pre-lab calculation: given bore diameter, stroke, and cycle rate, students calculate air consumption in SCFM using the formula volume per cycle × cycles per minute, then determine whether the shop compressor can supply the demand; instructor reviews results before students proceed to the bench. Hands-on build: students follow a provided ISO 1219 schematic to connect a 5/2 manually operated valve, flow controls, and a double-acting cylinder on the pneumatic trainer; they set supply pressure to instructor-specified value, cycle the cylinder, and measure extension and retraction times with a stopwatch. Troubleshooting introduction: instructor pre-faults a second trainer (disconnected pilot line, backward flow control) and students find and correct both faults in under 10 minutes, documenting each fault and corrective action in their lab log.	Pneumatic trainer benches, push-in fittings and tubing, FRL units, 5/2 valves, double-acting cylinders, flow controls, pressure gauge, stopwatch, lab log notebooks	Instructor observes completed circuit: pressure set within ±5 psi of spec, cylinder cycles smoothly in both directions, and flow control adjustment is demonstrated on command; pass = all three criteria met.
4	Electro-Pneumatic Control: Solenoid Valves and PLCs	15	lab	Students will wire a 24 VDC solenoid valve to a PLC output, write a ladder-logic program that sequences two cylinders using limit switches, and verify proper operation against a written sequence chart.	Wiring exercise: students connect a 5/2 double-solenoid valve (24 VDC coils) to PLC output cards and wire two inductive limit switches to input cards, following a provided point-to-point wiring diagram; instructor checks wiring before power-up. PLC programming: students enter a ladder-logic program that implements a two-cylinder A+, B+, B−, A− sequence using contacts, coils, and a timer for a 1-second dwell; they download, run, and observe physical cylinder motion matching the sequence chart. Fault injection exercise: instructor opens one limit switch wire; students use the PLC online monitoring view to identify the faulted input, restore the wire, and document root cause in their lab log.	Electro-pneumatic trainer, PLC (any IEC 61131-3 compliant unit used in Course 2), 24 VDC power supply, solenoid valves, inductive limit switches, wiring tools, laptop with PLC programming software, lab log notebooks	Two-cylinder sequence runs three consecutive times without fault; wiring passes instructor point-to-point check; lab log entry is complete; pass = all three criteria met.
5	Hydraulic Components: Identification, Ratings, and Safety	13	demo	Students will identify hydraulic pumps (gear, vane, piston), pressure relief valves, directional control valves, flow control valves, hydraulic cylinders, accumulators, filters, and reservoir components, and state the safety procedures for working with high-pressure hydraulic systems.	Instructor-led component demonstration at the hydraulic power unit (HPU): each component is pointed out in situ; students complete a component card listing the component name, ISO 1219 symbol, rated pressure, and function; special attention is paid to the relief valve as the primary overpressure protection device. Safety briefing reinforcement: instructor performs a live demonstration of safely shutting down the HPU — switch off motor, allow accumulator to discharge through the unloading valve, verify gauge reads zero, then apply LOTO per OSHA 29 CFR 1910.147; students state the steps back in sequence. High-pressure hazard video review (manufacturer-produced injection injury awareness video) followed by a class discussion on why hydraulic fluid injection injuries require immediate emergency care and why visual leak checks must never use bare hands.	Hydraulic power unit, component identification cards, ISO 1219 chart, LOTO kit, manufacturer injection injury awareness video, safety glasses, face shield, hydraulic-rated gloves	Written 10-question component and safety quiz covering component names, ISO 1219 symbols, pressure ratings, and LOTO steps; pass = 80% correct.
6	Hydraulic Circuit Construction and Pressure Setting	16	lab	Students will build a basic open-center hydraulic circuit, set the system relief valve to a specified pressure, and measure cylinder extension force using pressure and bore-area data, verifying the result with the formula cylinder force = pressure × area.	Pre-lab: students calculate the theoretical extension force for a given cylinder bore at two different pressures and record expected values in their lab log before touching the equipment. Circuit build: following an ISO 1219 schematic, students connect a gear pump, 4/3 open-center directional control valve, relief valve, and hydraulic cylinder using hydraulic hose and fittings on the hydraulic trainer; instructor inspects connections before HPU start-up. Pressure setting and measurement: students start the HPU, gradually adjust the relief valve to reach the specified pressure (observed on the gauge), cycle the cylinder against a calibrated load cell, record actual force, and compare measured force to calculated force; discrepancy over 10% triggers a recheck of gauge calibration and fittings.	Hydraulic trainer, gear pump HPU, 4/3 DCV, relief valve, hydraulic cylinder, load cell or pressure-rated restraint, hydraulic hose and fittings, torque wrench, pressure gauge, face shield, hydraulic-rated gloves, lab log notebooks	Relief valve set within ±50 psi of specified pressure; measured force within 10% of calculated force; no active leaks; lab log calculation complete; pass = all four criteria met.
7	Hydraulic Speed and Flow Control Circuits	13	lab	Students will install and compare meter-in, meter-out, and bleed-off flow control circuits, measure actuator speed in each configuration, calculate theoretical speed using hydraulic speed = gpm × 231 / area, and explain the performance tradeoffs of each method.	Pre-lab calculation worksheet: for a cylinder with a specified bore and a pump delivering a given flow rate, students compute theoretical extension speed for the meter-in and bleed-off configurations before building any circuits. Circuit sequence: students build all three flow control configurations in turn on the hydraulic trainer, time the cylinder stroke in each using a stopwatch, record actual speed, and compare to calculated speed; results are tabulated in the lab log. Class debrief discussion: students explain in their own words why meter-out provides more stable speed under an overrunning load, and instructor ties this to marine crane and press applications where load-induced acceleration is a safety concern.	Hydraulic trainer, flow control valves (needle/check combination), stopwatch, flow meter, pressure gauge, lab log notebooks, calculator	All three circuits are built, cycled, and documented; measured speed within 15% of calculated speed for at least two of three configurations; correct written explanation of meter-out advantage; pass = all three criteria met.
8	Pneumatic and Hydraulic Schematics: Reading and Interpretation	12	theory	Students will correctly interpret multi-actuator pneumatic and hydraulic schematics drawn to ISO 1219, trace the flow path for each actuator state, and annotate pressure values at key points for a given relief valve setting.	Schematic reading drill: students receive three progressively complex ISO 1219 schematics (one pneumatic, one hydraulic, one electro-hydraulic) and trace the flow path for each valve position using colored pencils, annotating port labels and flow direction arrows. Pressure mapping exercise: given a hydraulic circuit schematic with a specified relief valve setting, students calculate and mark the pressure at the pump outlet, at the cylinder ports in each valve position, and at the tank return line, using the principle that pressure drops across restrictions. Team activity — schematic errors: teams receive a schematic with four intentional drawing errors (wrong symbol, missing check valve, incorrect port label, and a crossed-line error) and must find and correct all four within 20 minutes, then present findings to the class.	ISO 1219 symbol chart, printed schematic packets (three per student), colored pencils, instructor answer keys	Individual schematic annotation quiz on a fourth, unseen schematic: student correctly labels flow paths, five pressure values, and six component symbols; pass = 80% correct across all three areas.
9	Fluid Power Troubleshooting: Systematic Diagnostic Methods	16	lab	Students will apply a structured, symptom-to-cause troubleshooting process to diagnose and correct at least four pre-set faults in pneumatic and hydraulic circuits, documenting each fault, test performed, measurement taken, and corrective action in their lab log.	Instructor presents a five-step troubleshooting template: (1) define the symptom, (2) identify possible causes, (3) plan and perform tests starting from the most likely and least disruptive, (4) correct the fault, (5) verify system operation; students copy the template and apply it to two paper-based case studies before touching equipment. Pneumatic fault station rotation: four bench stations each have one pre-set fault (kinked tube, clogged filter element, solenoid coil failure confirmed by voltage measurement, and reversed check valve); pairs of students rotate through stations, diagnose each fault using gauges and a multimeter, and document findings using the five-step template. Hydraulic fault exercise: instructor introduces two faults on the hydraulic trainer (relief valve set too low, cavitating pump due to restricted inlet); students observe symptoms — noise, pressure reading, actuator behavior — and diagnose root cause using systematic testing, then correct the fault under instructor supervision.	Pneumatic and hydraulic trainers, digital multimeter, pressure gauges, flow meter, replacement components (filter elements, solenoid coils, check valves), lab log notebooks	Student correctly diagnoses and documents at least four of six total faults across both stations with correct root cause and corrective action recorded; pass = four of six faults fully resolved and documented.
10	Predictive and Preventive Maintenance of Fluid Power Systems	12	practice	Students will perform a scheduled preventive maintenance inspection of a hydraulic power unit — including fluid sampling, filter replacement, hose inspection, and actuator seal check — following a manufacturer-style PM checklist and recording findings in a maintenance log.	PM checklist walk-through: instructor reviews a sample OEM hydraulic PM checklist, explaining each item — fluid level and condition check, filter element differential pressure indicator, hose and fitting visual inspection for cracking or seepage, cylinder rod seal inspection for bypass, and bolt torque verification on pump mounts. Hands-on PM: working in pairs, students perform each checklist item on the HPU, pull a fluid sample in a sample bottle, replace the return-line filter element following LOTO, and document all findings (including fluid color and any anomalies) on the PM checklist form. Condition monitoring discussion: instructor shows examples of hydraulic fluid analysis reports and explains how particle count, viscosity change, and water contamination data are used to predict component wear before failure, tying this to reduced unplanned downtime in manufacturing and marine settings.	Hydraulic power unit, OEM PM checklist, fluid sample bottles, filter elements, torque wrench, LOTO kit, rags, oil-absorbent pads, maintenance log forms	Completed PM checklist with all fields filled, fluid sample collected correctly, filter replaced with no leaks after restart, and maintenance log entry legible and complete; pass = all four items confirmed by instructor sign-off.
11	Marine and Manufacturing Application Case Studies	14	field	Students will connect course content to real industrial and marine applications by analyzing two site-specific fluid power systems — a manufacturing press or pick-and-place system and a marine steering or deck machinery system — and identifying components, safety requirements, and potential failure modes.	Guest speaker or virtual plant tour: a fluid power technician from a local manufacturer or shipyard presents a real system, describing the circuit design choices, pressure ratings, maintenance intervals, and two failure events they have encountered; students submit five written questions before the session and take structured notes during it. Case study analysis: students receive a simplified schematic and description of a marine hydraulic steering system; they identify each component, state the applicable safety standards (OSHA 1910.212, NFPA 79, ANSI/RIA R15.06 where robots are integrated), and list three realistic failure modes with their effects on vessel control. Short group presentation: groups of three students present their marine case study analysis to the class in five minutes, covering system function, one critical safety requirement, and one failure mode; classmates ask one question each and complete a peer review form.	Marine steering system schematic (simplified), OSHA 1910.212 and NFPA 79 reference cards, guest speaker or virtual tour setup, peer review forms, lab log notebooks	Written case study submission identifies all major components correctly, cites at least two applicable standards, and describes three plausible failure modes with consequences; pass = 80% of evaluation rubric points earned.
12	Integrated Fluid Power Systems: Build, Commission, and Document	18	lab	Students will design, build, commission, and fully document a multi-actuator electro-pneumatic or electro-hydraulic circuit that meets a written functional specification, demonstrating competence across all course topics.	Design phase: each student or pair receives a functional specification (e.g., a two-cylinder sequential clamp-and-drill pneumatic circuit with PLC control and interlocks) and produces a complete ISO 1219 schematic, a component list with part numbers and pressure/flow ratings, and a pre-build safety review noting LOTO points and PPE requirements. Build and commission: students construct the circuit on the trainer, wire the PLC, program the sequence including all interlocks and an E-stop that de-energizes all solenoids and exhausts pressure, download and run the program, and demonstrate correct operation to the instructor including intentional E-stop activation. Documentation and debrief: students complete a final lab report including the as-built schematic, I/O list, program printout, measured vs. calculated values for speed and force, a PM checklist for the system, and a one-page troubleshooting guide; instructor conducts a 10-minute oral debrief where the student explains one design decision and one troubleshooting step taken during commissioning.	Pneumatic or hydraulic trainer, PLC and programming laptop, solenoid valves, actuators, limit switches, pressure gauges, flow controls, LOTO kit, all applicable PPE, lab report template	Circuit meets all specification criteria; E-stop functions correctly; lab report is complete with all required sections; student answers oral debrief questions demonstrating understanding; pass = specification fully met plus 80% of report rubric points.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Fluid Power Knowledge Exam	Written exam	25%	75% or higher	A 50-question written exam covering Pascal's Law, Boyle's Law, ISO 1219 symbols, component identification and function, pressure and flow calculations (cylinder force = pressure × area; hydraulic speed = gpm × 231 / area; air consumption), PM procedures, and safety standards. Questions are aligned to the PMMI Mechatronics Fluid Power exam domain and the Siemens SMSCP Level 1 electro-pneumatic and hydraulic control circuits domain. Standard met · Safety · Time · Quality/finish · Documentation
Circuit Build Skills Demonstration	Skills demonstration	45%	All critical criteria met; 80% of rubric points earned	The student builds a specified electro-pneumatic or electro-hydraulic circuit from an ISO 1219 schematic within a defined time limit, sets pressure to specification, demonstrates correct sequential operation including E-stop, and performs a LOTO procedure before making one component swap directed by the instructor. The evaluator uses a rubric covering schematic accuracy, connection quality, pressure setting, sequence correctness, E-stop response, and LOTO compliance. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	80% of rubric points earned across all entries	The student submits the complete lab log maintained throughout the course, containing dated entries for every lab session that include the objective, circuit schematic or sketch, pre-lab calculations with formulas shown, measured results with units, comparison of measured to theoretical values, fault descriptions and corrective actions, and a brief conclusion. Rubric evaluates completeness, calculation accuracy, clarity of fault documentation, and professional presentation. Standard met · Safety · Time · Quality/finish · Documentation
Safety and LOTO Compliance Check	Safety audit	15%	100% on all critical safety steps; any critical failure requires immediate remediation and retest	The instructor observes the student performing a full lockout/tagout procedure on the hydraulic power unit per OSHA 29 CFR 1910.147 — including energy isolation, lock application, pressure bleed-down, and zero-energy verification with a gauge — followed by a pressure bleed-down of the pneumatic trainer and correct donning of required PPE for both systems. Critical steps are binary pass/fail; the student must achieve 100% on all critical steps and correctly identify the applicable standard for each action. Standard met · Safety · Time · Quality/finish · Documentation

MFG-MECH15-04 Trade course

Industrial Sensors and Signal Conditioning for Mechatronics

170 hr · ~~$3,315~~ COMPLIMENTARY

Students identify, install, calibrate, and troubleshoot the full range of sensors used in automated manufacturing and marine-industry machinery, including proximity, photoelectric, vision, pressure, temperature, flow, and position devices. Emphasis is placed on signal conditioning, wiring to PLCs and HMIs, 4–20 mA and 0–10 V analog scaling, and safe work practices under OSHA 1910.147, NFPA 70E, and ANSI/RIA R15.06. Lessons map directly to PMMI Mechatronics exam areas (Industrial Electricity, Fluid Power, Motor and Motor Controls, PLCs) and Siemens SMSCP Level 1 competency areas.

Outcomes

Select the correct sensor technology (inductive, capacitive, photoelectric, ultrasonic, vision, pressure, temperature, flow, encoder) for a given application and justify the choice using manufacturer datasheets.
Wire discrete and analog sensors to a PLC input module, apply correct scaling formulas for 4–20 mA and 0–10 V signals, and verify readings on an HMI display.
Perform a complete hazardous-energy isolation procedure (OSHA 29 CFR 1910.147 LOTO) and verify absence of voltage (NFPA 70E) before installing or replacing any sensor in live industrial equipment.
Calibrate a pressure transducer, thermocouple/RTD transmitter, and flow sensor to within manufacturer-specified accuracy using calibration tools and documented procedures.
Diagnose and correct common sensor faults—loss of signal, false triggering, drift, and wiring errors—using a digital multimeter, oscilloscope, and PLC diagnostic screens.
Produce a sensor installation and calibration log that meets industrial documentation standards, including as-built wiring notes, calibration data tables, and a corrective-action record.

Course text

How the course runs. 12 blocks: Sensor Fundamentals and Safe Work Practices; Inductive and Capacitive Proximity Sensors; Photoelectric Sensors: Through-Beam, Retro-Reflective, and Diffuse; Ultrasonic and Vision Sensors; Pressure and Vacuum Sensors; Temperature Sensors: Thermocouples and RTDs; Flow and Level Sensors; Encoders and Position Sensors; Sensor Signal Conditioning and Analog Wiring; Sensor Integration with PLCs and HMIs; Sensor Troubleshooting Methods and Diagnostics; Sensor Selection, Installation Planning, and Field Wiring Practices.

What competent looks like. Select the correct sensor technology (inductive, capacitive, photoelectric, ultrasonic, vision, pressure, temperature, flow, encoder) for a given application and justify the choice using manufacturer datasheets. Wire discrete and analog sensors to a PLC input module, apply correct scaling formulas for 4–20 mA and 0–10 V signals, and verify readings on an HMI display. Perform a complete hazardous-energy isolation procedure (OSHA 29 CFR 1910.147 LOTO) and verify absence of voltage (NFPA 70E) before installing or replacing any sensor in live industrial equipment. Calibrate a pressure transducer, thermocouple/RTD transmitter, and flow sensor to within manufacturer-specified accuracy using calibration tools and documented procedures. Diagnose and correct common sensor faults—loss of signal, false triggering, drift, and wiring errors—using a digital multimeter, oscilloscope, and PLC diagnostic screens. Produce a sensor installation and calibration log that meets industrial documentation standards, including as-built wiring notes, calibration data tables, and a corrective-action record.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Sensor Fundamentals and Safe Work Practices	12.5	theory	Students classify sensor types by operating principle and apply OSHA 1910.147 LOTO, NFPA 70E shock/arc-flash boundaries, and OSHA 1910.212 machine guarding requirements before touching any sensor installation.	Lecture and guided notes: sensor taxonomy (discrete vs. analog, active vs. passive, contact vs. non-contact); review OSHA 1910.147 energy-control program steps and NFPA 70E PPE selection table for sensor wiring tasks. Case-study analysis: students read two real incident reports involving sensor bypass or improper installation and identify which OSHA or NFPA requirements were violated. Group discussion and written quiz: students match ten sensor application scenarios to sensor type and list the required PPE and LOTO steps for each.	OSHA 1910.147 and NFPA 70E standard excerpts, manufacturer sensor family overview guides (IFM, Keyence, Balluff), whiteboard, projector, student notebooks.	10-question written quiz on sensor classification and safety requirements; pass = 80% correct.
2	Inductive and Capacitive Proximity Sensors	14.5	lab	Students wire, adjust, and verify NPN/PNP inductive and capacitive proximity sensors to a PLC discrete input module and distinguish correct sensing range from false triggering.	Instructor demo: wire a 3-wire NPN inductive sensor to a 24 VDC PLC input; use a multimeter to verify supply voltage, load current, and output state with a metal target at measured distances. Lab activity: each student wires one inductive (NPN) and one capacitive (PNP) sensor using a wiring diagram, powers up under instructor supervision after LOTO verification, and records the sensing distance for three target materials in a data table. Comparison exercise: students adjust the capacitive sensor sensitivity pot to detect a plastic bottle filled with water and then repeat with an empty bottle; document threshold settings and discuss application relevance.	Inductive proximity sensors (NPN and PNP, M12 and M18), capacitive proximity sensors, 24 VDC power supply, PLC training panel (Allen-Bradley or Siemens), digital multimeter, wire strippers, screwdrivers, metal/plastic/glass targets, lab worksheet.	Lab worksheet with wiring diagram, data table, and written explanation of NPN vs. PNP sourcing/sinking; pass = correct wiring verified by instructor and 80% of data points within sensor datasheet specification.
3	Photoelectric Sensors: Through-Beam, Retro-Reflective, and Diffuse	14.5	lab	Students install and align all three photoelectric sensor modes, measure operating range against datasheets, and explain when each mode is the correct choice for a packaging-line application.	Instructor demo: align a through-beam emitter/receiver pair on a conveyor mock-up; show the effect of misalignment on signal quality using an indicator LED and a PLC input status screen. Lab rotation: student pairs install and commission one sensor of each mode (through-beam, retro-reflective, diffuse) on the bench conveyor section; record max reliable sensing distance, excess-gain margin, and response time from datasheets. Application decision worksheet: students analyze five printed packaging-line scenarios (opaque bottles, clear film, shiny lids, bulk grain detection, small part counting) and select and justify the correct photoelectric mode for each.	Through-beam, retro-reflective, and diffuse photoelectric sensors (Keyence or Banner), corner-cube reflector, bench conveyor section, PLC panel, 24 VDC supply, multimeter, alignment targets, manufacturer datasheets.	Completed installation checklist signed by instructor confirming alignment and wiring; application decision worksheet scored at 80% or better.
4	Ultrasonic and Vision Sensors	12.5	demo	Students configure an ultrasonic distance sensor for analog output and demonstrate basic vision sensor setup for part-presence and label-verification tasks on a simulated production line.	Instructor-led demo: configure an ultrasonic sensor's analog output window using teach buttons; display the 4–20 mA output on a meter and correlate distance to mA reading using the scaling formula. Guided practice: students use a vision sensor's PC-based configuration software to set up a presence/absence inspection for a cylindrical part; run 20 parts (including 5 intentional rejects) and record pass/fail versus actual result in a confusion matrix. Discussion and debrief: class reviews common failure modes (glare, target angle, ambient light, vibration) and documents mitigation strategies on a shared whiteboard summary.	Ultrasonic analog sensor (e.g., Pepperl+Fuchs), vision sensor with PC software (e.g., Keyence IV or Cognex In-Sight Micro), 4–20 mA loop calibrator, laptop, cylindrical parts (accept and reject samples), projector.	Students demonstrate sensor configuration to instructor with no assistance; vision sensor achieves 95% correct detection on 20-part run; verbal explanation of one failure mode and its fix.
5	Pressure and Vacuum Sensors	14.5	lab	Students install a pressure transducer in a pneumatic circuit, calibrate its analog output at zero and span against a reference gauge, and wire the signal to a PLC analog input module.	Pre-lab: apply OSHA 1910.147 LOTO to the pneumatic training panel, bleed residual pressure, verify zero pressure with a gauge before installing fittings. Installation and calibration lab: students install a 0–150 psig pressure transducer, apply known pressures with a regulator (0, 25, 50, 100, 150 psig) from the reference gauge, record the mA output at each point, and plot output vs. pressure to confirm linearity within datasheet spec. PLC scaling exercise: using the 4–20 mA scaling formula [(mA − 4) / 16 × span + zero], students write and test a PLC ladder rung that converts the raw analog input word to engineering units displayed on an HMI screen.	Pneumatic training panel, 0–150 psig pressure transducer (4–20 mA), precision reference gauge, regulator, 4–20 mA loop calibrator, PLC analog input module, HMI, multimeter, fittings, OSHA 1910.147 energy-control procedure sheet.	Calibration data table reviewed by instructor; all five pressure points must read within ±2% of full scale; PLC HMI displays correct engineering-unit value verified by instructor at two test pressures.
6	Temperature Sensors: Thermocouples and RTDs	14.5	lab	Students identify thermocouple and RTD sensor types, connect each to an appropriate transmitter, and calibrate the transmitter output against a reference thermometer over a specified temperature range.	Bench comparison: students measure resistance of a PT100 RTD at room temperature, calculate expected resistance using the standard PT100 table, and compare; repeat with a Type-J thermocouple millivolt output measured with a precision multimeter. Transmitter calibration lab: students connect a Type-J thermocouple to a head-mount transmitter, use a dry-block calibrator or ice/boiling-water reference points to apply known temperatures, record transmitter mA output, and calculate error against the NIST thermocouple table values. Wiring-to-PLC exercise: students wire the 4–20 mA transmitter output to a PLC analog input, apply the scaling formula, and verify the HMI temperature display within ±2°C of the reference.	Type-J and Type-K thermocouples, PT100 RTD, head-mount transmitters, dry-block temperature calibrator or ice/boiling-water baths, precision multimeter, NIST thermocouple reference tables, PLC analog module, HMI, lab worksheet.	Calibration worksheet with error column; all calibration points within ±2% of full-scale range; instructor verifies PLC HMI reading.
7	Flow and Level Sensors	12.5	demo	Students explain the operating principle of turbine, magnetic, and ultrasonic flow meters and a float-type level sensor, and correctly interpret their analog outputs in a fluid-handling circuit.	Instructor demonstration on a water-flow training rig: show turbine flow meter pulse output converted to flow rate by a transmitter; compare to a magnetic flow meter analog output at the same flow; calculate volumetric flow using the hydraulic speed formula (gpm = area × velocity) as a sanity check. Float-level sensor setup: students adjust high and low setpoints on a float-level transmitter, observe 4–20 mA output change as water level rises and falls in a clear tank, and record output at 0%, 25%, 50%, 75%, and 100% fill. Group discussion: students identify two marine-sector applications (bilge level, fuel flow) and one packaging application (liquid fill level) and match each to the appropriate sensor technology, documenting choices with a brief written rationale.	Water-flow training rig with turbine and magnetic flow meters, clear tank with float-level transmitter, 4–20 mA loop calibrator, multimeter, PLC analog module, reference tables, lab worksheet.	Lab worksheet with recorded data and three application rationale paragraphs; pass = data within ±5% of instructor reference readings and all three application selections correct.
8	Encoders and Position Sensors	14.5	lab	Students wire incremental and absolute encoders to a PLC high-speed counter module, configure the counter, and calculate position and velocity from pulse data.	Incremental encoder lab: students wire a quadrature incremental encoder to a PLC HSC input, jog a small servo or stepper motor shaft a known number of revolutions, and verify pulse count against the encoder's lines-per-revolution specification; calculate linear position given a known lead-screw pitch. Absolute encoder comparison: instructor demonstrates an SSI absolute encoder output; students read the position value through a PLC display at five shaft positions and confirm no position loss after a power cycle. Velocity calculation exercise: students use the PLC's time-stamped pulse counts to calculate shaft RPM and compare to a tachometer reading; document the calculation method and error percentage.	Incremental quadrature encoder, absolute SSI encoder, PLC HSC module, small servo or stepper motor with shaft, lead-screw demo fixture, tachometer, multimeter, oscilloscope (optional), lab worksheet.	Pulse count verified by instructor within ±1 count of theoretical; velocity calculation within ±5% of tachometer; student can explain quadrature direction sensing verbally.
9	Sensor Signal Conditioning and Analog Wiring	14.5	lab	Students apply the 4–20 mA scaling formula and 0–10 V equivalents to condition raw analog signals, select correct shielded cable practices, and eliminate ground loops in a multi-sensor wiring scenario.	Scaling formula practice: students solve eight scaling problems using the formula [(mA − 4) / 16 × span + zero], converting raw PLC analog-input words to engineering units for pressure, temperature, and flow sensors; check answers against instructor key. Shielded-cable wiring lab: students wire three 4–20 mA sensors to a PLC analog input card using shielded twisted-pair cable, following manufacturer recommendations for single-point shield grounding; measure noise on a multimeter and compare to an unshielded reference circuit. Ground-loop diagnosis exercise: instructor introduces a ground loop on a bench circuit; students measure the error current with a clamp meter, identify the cause on the wiring diagram, correct the shield grounding, and document the fix.	Three 4–20 mA analog sensors, shielded twisted-pair cable, PLC analog input module, multimeter, clamp meter, oscilloscope, manufacturer wiring guide, scaling formula reference card.	All eight scaling problems correct on first attempt or corrected with instructor guidance to 100%; wiring inspected and noise measurement documented; ground-loop correction verified by instructor.
10	Sensor Integration with PLCs and HMIs	14.5	lab	Students configure a PLC program that reads multiple sensor types simultaneously, applies scaling, triggers discrete outputs based on sensor thresholds, and displays real-time values with alarm annunciation on an HMI screen.	PLC programming exercise: in ladder diagram (IEC 61131-3), students create rungs that read one discrete proximity sensor, one analog pressure sensor (4–20 mA scaled), and one thermocouple transmitter; add comparison instructions to energize an alarm output when pressure exceeds a setpoint. HMI configuration: students build a screen with numeric displays for each sensor value, a bar graph for the analog pressure signal, and a flashing alarm indicator; download to the HMI and verify all elements update in real time. Integrated test: instructor changes sensor inputs (target present/absent, pressure adjusted, temperature simulated); students confirm PLC outputs and HMI display respond correctly and document any discrepancies in a punch list.	PLC with analog and discrete I/O modules, HMI (color touchscreen), PLC programming software, HMI configuration software, pressure transducer, proximity sensor, thermocouple transmitter, 4–20 mA calibrator, lab worksheet.	PLC program and HMI reviewed by instructor; all sensor values display within ±2% of calibrator reference; alarm output activates at correct threshold; pass requires all three functions working.
11	Sensor Troubleshooting Methods and Diagnostics	16.5	practice	Students apply a systematic diagnostic method to identify and correct five injected sensor faults—including open circuit, short circuit, incorrect sensing distance, drift, and false triggering—within a timed troubleshooting exercise.	Instructor-led fault analysis: demonstrate the use of a multimeter, loop calibrator, and PLC diagnostic screen to isolate a broken wire fault in a 4–20 mA loop; walk through a five-step diagnostic process (observe, measure, isolate, repair, verify). Timed fault-finding lab: instructor pre-installs five faults (one per sensor station: wiring open, shorted cable, misaligned photoelectric, drifting RTD transmitter, incorrect proximity gap) on the bench; student pairs rotate through stations, diagnose each fault in 15 minutes, record root cause and corrective action on a fault log. Debrief and documentation: class reviews each fault, discusses how the same fault could occur in a real plant or marine application, and updates a class troubleshooting reference card with symptoms, likely causes, and test steps for each sensor type.	Multi-sensor bench panel with injected faults, digital multimeter, 4–20 mA loop calibrator, clamp meter, PLC with diagnostic screen, fault log forms, troubleshooting reference card template.	Student fault log reviewed by instructor; pass = correct root cause and corrective action identified for at least 4 of 5 faults within allotted time; documentation legible and complete.
12	Sensor Selection, Installation Planning, and Field Wiring Practices	14.5	field	Students produce a complete sensor specification and installation package for a multi-sensor automated station, including device selection, wiring diagram, LOTO procedure, and a walk-through inspection on a full-scale training machine.	Sensor selection project: given a printed specification for a packaging or marine pump-skid application, students select sensors for five measurement points (presence, pressure, temperature, flow, level), complete a sensor specification table with model number, range, output type, and installation note, and justify each choice in a written paragraph. Installation planning and wiring diagram: students draft a complete wiring diagram for their selected sensors to a PLC I/O rack using standard IEC symbols, label all wire numbers, and note conduit routing and cable type for each run. Walk-through inspection on training machine: students conduct a simulated pre-installation safety walk using their written LOTO procedure on a full-scale training machine; instructor plays the role of a second authorized employee; students demonstrate verification of zero-energy state before simulated sensor swap.	Application specification sheet, sensor manufacturer catalogs and datasheets, IEC wiring-diagram templates, full-scale manufacturing training machine (or marine pump-skid trainer), LOTO locks and tags, OSHA 1910.147 energy-control procedure form, NFPA 70E PPE selection guide.	Sensor specification table, wiring diagram, and LOTO procedure reviewed by instructor using a rubric; pass = all five sensor selections technically correct, wiring diagram complete and legible, LOTO procedure follows all steps of OSHA 1910.147; walk-through inspection completed without skipped steps.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Sensor Knowledge Exam	Written exam	25%	75% or higher on a 60-question written exam	A closed-book written exam covering sensor operating principles, signal types, scaling calculations (4–20 mA and 0–10 V), sensor selection criteria, OSHA 1910.147 LOTO requirements, NFPA 70E electrical safety, and ANSI/RIA R15.06 safeguarding concepts as they relate to sensor placement on robots; mapped to PMMI Industrial Electricity 1 and 2 and PLC exam areas and Siemens SMSCP Level 1 electrical and PLC competencies. Standard met · Safety · Time · Quality/finish · Documentation
Sensor Installation and Calibration Skills Demonstration	Skills demonstration	45%	All critical steps completed correctly; calibration accuracy within ±2% of full scale; no safety violations	Working alone and under timed conditions, the student selects the correct sensor for an assigned application, performs LOTO, wires the sensor to a PLC analog or discrete input, calibrates the output at zero and span, verifies the PLC and HMI display the correct engineering-unit value, and completes a written calibration record; an instructor evaluates using a step-by-step performance checklist and any safety violation results in an automatic failure and immediate re-do. Standard met · Safety · Time · Quality/finish · Documentation
Sensor Lab Log	Log	15%	Complete entries for all 12 lessons with data tables, wiring diagrams, and corrective-action notes; average score of 80% on rubric	Students maintain a running lab log throughout the course recording objectives, procedures, raw data, scaling calculations, calibration results, fault descriptions and corrections, and a brief reflection for each lab; the log is evaluated at the end of the course for completeness, accuracy, and professional documentation quality using an instructor rubric aligned to industrial maintenance record-keeping standards. Standard met · Safety · Time · Quality/finish · Documentation
Safety and Compliance Check	Safety audit	15%	100% on all critical safety behaviors; any single critical failure requires a full re-demonstration	During the skills demonstration and at least one unannounced observation during lab work, the instructor verifies that the student consistently applies OSHA 1910.147 LOTO procedures, selects and wears correct PPE per NFPA 70E, verifies absence of voltage before touching conductors, and observes OSHA 1910.212 machine guarding rules when testing sensors on moving equipment; critical safety behaviors are binary pass/fail with no partial credit. Standard met · Safety · Time · Quality/finish · Documentation

MFG-MECH15-05 Trade course

Motor Drives: AC/DC Motors, Variable-Frequency Drives, and Motion Control

170 hr · ~~$3,315~~ COMPLIMENTARY

Students learn to select, install, configure, and troubleshoot AC and DC motors, variable-frequency drives (VFDs), servo drives, and motor-control circuits used in manufacturing and marine automated systems. Instruction integrates NFPA 70E electrical safety, OSHA lockout/tagout, and IEC standards throughout every lab. Lessons map to Siemens Mechatronics Level 1 electrical drives content and PMMI Motor and Motor Controls and Industrial Electricity exam areas.

Outcomes

Apply NFPA 70E arc-flash and shock boundaries and OSHA 29 CFR 1910.147 lockout/tagout procedures before working on any energized motor or drive circuit.
Calculate synchronous speed, slip, torque, and power for AC induction motors using the formulas Ns = 120f/P, slip, and T = hp × 5252 / rpm.
Wire and configure a three-phase VFD for a given motor nameplate, set acceleration/deceleration ramps, and connect digital and analog (0–10 V and 4–20 mA) control signals.
Interpret motor nameplates, connection diagrams, and drive parameter menus to select proper overcurrent protection and thermal settings.
Troubleshoot motor-drive faults using a digital multimeter, clamp-on ammeter, and drive fault-code log, and document findings in a structured work order.
Demonstrate basic servo drive commissioning, including homing, jog, and speed/torque mode configuration, connecting tasks to industrial robot axis control concepts.

Course text

How the course runs. 12 blocks: Electrical Safety for Motor and Drive Work: NFPA 70E and LOTO; AC Induction Motor Fundamentals: Construction, Nameplate, and Torque-Speed; Motor Connections: Wye, Delta, and Dual-Voltage Wiring; Motor Starters, Overloads, and NFPA 79 Machine Control Circuits; Variable-Frequency Drive (VFD) Principles: V/Hz, Volts-per-Hertz, and PWM; VFD Installation, Parameter Setup, and Analog/Digital Control Wiring; 4–20 mA Speed Reference Signals and Drive-to-PLC Integration; DC Motors and DC Drives: Shunt, Series, and Compound Wound; Servo Drive Systems: Feedback Devices, Encoders, and Basic Commissioning; Motor and Drive Troubleshooting: Fault Codes, Insulation Testing, and Vibration; Energy Efficiency, Power Factor, and Motor Drive Economics; Integrated Motor Drive System Build and Performance Verification.

What competent looks like. Apply NFPA 70E arc-flash and shock boundaries and OSHA 29 CFR 1910.147 lockout/tagout procedures before working on any energized motor or drive circuit. Calculate synchronous speed, slip, torque, and power for AC induction motors using the formulas Ns = 120f/P, slip, and T = hp × 5252 / rpm. Wire and configure a three-phase VFD for a given motor nameplate, set acceleration/deceleration ramps, and connect digital and analog (0–10 V and 4–20 mA) control signals. Interpret motor nameplates, connection diagrams, and drive parameter menus to select proper overcurrent protection and thermal settings. Troubleshoot motor-drive faults using a digital multimeter, clamp-on ammeter, and drive fault-code log, and document findings in a structured work order. Demonstrate basic servo drive commissioning, including homing, jog, and speed/torque mode configuration, connecting tasks to industrial robot axis control concepts.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Electrical Safety for Motor and Drive Work: NFPA 70E and LOTO	12	theory	Students will correctly identify arc-flash and shock boundaries, select appropriate PPE, and write a compliant OSHA 29 CFR 1910.147 energy-control procedure for a motor-starter panel.	Instructor-led lecture and label study: read an arc-flash warning label, identify incident-energy level, and match required PPE category from an NFPA 70E PPE table. Group exercise: write a six-step lockout/tagout procedure for a sample 480 V motor-control center, identify all energy sources (electrical, stored mechanical, capacitor bleed-down), and verify with a non-contact voltage tester before touching terminals. Case-study discussion of two industrial electrical-incident reports; students identify which NFPA 70E or OSHA rule was violated and what corrective action would have prevented each injury.	NFPA 70E standard (current edition), OSHA 29 CFR 1910.147 text, sample arc-flash warning labels, PPE display kit (arc-rated FR clothing, face shield, insulated gloves rated for voltage), non-contact voltage tester, lockout/tagout station with hasps and tags, whiteboard	Written LOTO procedure scored on a 10-point rubric (energy sources, verification step, re-energization sequence); pass = 8/10 with zero omissions on verification step.
2	AC Induction Motor Fundamentals: Construction, Nameplate, and Torque-Speed	14	theory	Students will calculate synchronous speed, percent slip, full-load torque, and horsepower for a three-phase induction motor given nameplate data.	Lecture with disassembled squirrel-cage motor: identify stator, rotor, end bells, bearings, and cooling fan; trace current path and explain rotating magnetic field concept. Nameplate decoding worksheet: for four different motor nameplates students extract voltage, FLA, service factor, efficiency, NEMA frame, duty, and insulation class; calculate Ns = 120f/P, slip = (Ns − Nr)/Ns × 100%, and T = hp × 5252 / rpm. Pairs complete a motor-selection scenario for a conveyor drive requiring a specific torque and duty cycle; they justify NEMA design B selection and note marine-duty enclosure differences (TEFC vs. TENV).	Disassembled three-phase induction motor (1–5 hp training unit), collection of eight motor nameplates (varied hp, voltage, frame), scientific calculators, nameplate-decoding worksheet, NEMA MG 1 motor standards excerpt, whiteboard	Nameplate worksheet graded for correct formula application and units; pass = 80% with synchronous-speed and torque calculations error-free.
3	Motor Connections: Wye, Delta, and Dual-Voltage Wiring	12	demo	Students will correctly wire a dual-voltage three-phase motor in both low-voltage and high-voltage configurations using a connection diagram.	Instructor demonstration: trace T1–T9 leads on a nine-lead dual-voltage motor nameplate diagram; show wye and delta internal geometry with a laminated diagram poster. Students physically re-connect training motor leads for 230 V (low) and 460 V (high) configurations, checking continuity with a DMM before applying power in a supervised energization step. Short lab report: sketch both connection diagrams from memory, label all T-leads, and state which winding current changes with voltage doubling and why power remains constant.	Nine-lead dual-voltage 3-phase training motor, motor connection diagram posters, digital multimeter (DMM), terminal block panel, torque screwdrivers, wire labels, lab report template	Instructor verifies each wiring configuration with a continuity check before power-on; correct identification of all T-leads and absence of cross-connections = pass. Lab report pass = 80%.
4	Motor Starters, Overloads, and NFPA 79 Machine Control Circuits	14	lab	Students will wire a full-voltage non-reversing (FVNR) magnetic starter with thermal overload relay, a two-wire pilot device, and a three-wire control circuit, verifying proper overcurrent protection per NFPA 79.	Instructor introduces NFPA 79 Electrical Standard for Industrial Machinery: motor branch-circuit protection types, control-circuit fusing, and color coding for machine wiring; students annotate a schematic. Lab: students wire a FVNR starter from a ladder schematic on a vertical training panel — line side, load side, overload heaters, start/stop pushbuttons, and seal-in contact — then check for correct holding-circuit continuity before energizing. Fault insertion exercise: instructor introduces one of three seeded faults (open overload contact, missing seal-in, reversed power phase); student must diagnose using DMM voltage and resistance measurements and document findings on a work order.	Vertical motor-control training panels, 3-phase magnetic contactor with overload relay (IEC or NEMA), start/stop pushbutton station, DMM, clamp ammeter, NFPA 79 excerpt, ladder schematics, work-order forms, PPE (safety glasses, insulated gloves)	Starter wires correctly before energization (instructor sign-off required); motor runs and stops correctly under both normal and fault conditions; work order documents fault and corrective action. Pass = all wiring correct plus documented fault diagnosis.
5	Variable-Frequency Drive (VFD) Principles: V/Hz, Volts-per-Hertz, and PWM	12	theory	Students will explain how a VFD rectifies, filters, and inverts AC power using pulse-width modulation to vary motor speed, and describe V/Hz ratio and why it is maintained constant below base speed.	Lecture with block diagram: trace power flow through converter (rectifier), DC bus (capacitor bank), and inverter (IGBT switches); instructor shows oscilloscope waveform of PWM output vs. pure sine. Students draw their own VFD block diagram from memory, label each stage, and annotate where DC bus voltage is measured and where a pre-charge resistor limits inrush. Video analysis: students watch a manufacturer training clip on IGBT switching and answer a guided worksheet on switching frequency, carrier frequency effects on motor heating, and why derating is required for long cable runs.	Whiteboard and markers, VFD block diagram posters, oscilloscope (or oscilloscope screenshot printouts), VFD training unit (any brand with exposed DC bus test points, de-energized), manufacturer technical manual excerpt, guided worksheet	Block-diagram drawing scored on six labeled stages and correct signal flow; worksheet graded for accuracy. Pass = 80% on both with V/Hz explanation correct.
6	VFD Installation, Parameter Setup, and Analog/Digital Control Wiring	18	lab	Students will install a VFD on a training panel, configure motor-nameplate parameters, set acceleration and deceleration ramps, and wire 0–10 V analog and discrete digital control inputs according to the drive manual.	Pre-lab: apply LOTO to de-energized panel, mount VFD, run input and output conduit, and wire line and load terminals following the manufacturer wiring diagram; instructor checks wiring before power-on. Parameter programming session: students navigate drive keypad to enter motor rated voltage, frequency, FLA, and motor poles; set minimum and maximum frequency limits; configure acceleration time and deceleration time; enable auto-tune if drive supports it. Control wiring lab: wire a 0–10 V analog speed-reference signal from a bench power supply (simulating a PLC AO), wire two discrete digital inputs (run/stop and direction), verify operation at three speed setpoints, and record actual motor RPM vs. commanded frequency in a data table.	VFD training units (one per two students), three-phase induction motors on test stands, conduit and wire (appropriate gauge for drive rating), DMM, clamp ammeter, bench DC power supply for analog reference, manufacturer parameter manual, LOTO station, data-table worksheet	Instructor checks wiring before each energization (mandatory gate); motor runs at correct direction and speed at all three setpoints within ±2 Hz of command; parameter sheet completed and signed. Pass = gate check passed plus data table within tolerance.
7	4–20 mA Speed Reference Signals and Drive-to-PLC Integration	12	lab	Students will wire a 4–20 mA current-loop signal as a VFD speed reference, apply the linear scaling formula to calculate expected frequency at any mA value, and verify the result with a clamp ammeter and drive display.	Lecture segment: derive 4–20 mA scaling — output frequency = [(mA − 4) / 16] × (fmax − fmin) + fmin; students work three example calculations on the whiteboard for given mA values. Lab: wire a current-loop simulator (or PLC analog output module) to VFD current input terminal; set drive parameter to select current reference; at four commanded mA values (4, 8, 12, 20 mA) record drive display frequency, measure loop current with clamp ammeter, and compare to calculated value. Extension: students modify a simple PLC ladder-diagram analog output rung (from course 2 knowledge) to command three speed steps via 4–20 mA and log the drive response; discuss industrial network alternatives (EtherNet/IP, PROFINET, Modbus RTU) as a group.	VFD training units, PLC trainer with analog output module (or current-loop simulator), clamp ammeter, DMM, scaling worksheet, drive parameter manual, EtherNet/IP reference sheet, IEC 61131-3 ladder diagram quick-reference	Scaling calculations graded for correct formula application; measured vs. calculated frequency within ±1 Hz at all four points. Pass = 80% on calculations and all measured values within tolerance.
8	DC Motors and DC Drives: Shunt, Series, and Compound Wound	12	demo	Students will identify armature and field connections on shunt, series, and compound DC motors, describe how a phase-controlled SCR drive regulates armature voltage to control speed, and apply the power equation P = V × I to calculate drive output.	Instructor demonstration with cut-away DC motor: identify commutator, brushes, armature, shunt field, and series field windings; compare speed-torque characteristics of each type using a graph. Hands-on: students use a DMM to measure armature resistance and field resistance on a lab DC motor; calculate expected no-load speed change if field current is weakened by 25% using the inverse speed-field relationship. Instructor shows a DC drive (regenerative or non-regenerative SCR type) on the training panel; students trace the circuit from AC input through SCR bridge to armature output; measure armature voltage at two speed setpoints and verify with P = V × I using nameplate current.	Cut-away DC motor (fractional or integral hp), DC drive training unit (SCR type), DMM, clamp ammeter, speed-torque curve charts, DC motor nameplate examples, whiteboard	Resistance measurements recorded with correct units; power calculation worksheet graded. Pass = resistance within ±10% of nameplate and power calculation correct; students can orally distinguish shunt vs. series torque behavior.
9	Servo Drive Systems: Feedback Devices, Encoders, and Basic Commissioning	16	lab	Students will identify resolver and incremental encoder feedback signals on a servo system, configure a servo drive for speed/torque mode, perform a homing and jog sequence, and relate servo axis control to industrial robot joint drives.	Lecture: explain closed-loop control structure — position loop, velocity loop, torque loop; describe incremental encoder output (A, B, Z channels), resolution in counts per revolution, and how the drive converts counts to velocity feedback. Lab: connect encoder cable between servo motor and drive feedback terminal, power up drive in speed mode, command jog moves via drive keypad, record actual velocity from drive display vs. commanded, and observe encoder count output on drive status screen. Discussion and mapping exercise: students examine a FANUC servo amplifier block diagram (from FANUC CERT curriculum reference) and annotate the feedback path; explain how this same architecture controls each robot joint axis and why encoder battery backup matters for absolute position.	Servo drive and servo motor training set (any compatible brand), incremental encoder, oscilloscope (to view A/B channels), servo drive commissioning software or keypad, FANUC servo amplifier block diagram handout, FANUC CERT HandlingTool reference excerpt, lab worksheet	Encoder wired correctly (instructor gate check); jog sequence runs without fault; lab worksheet with velocity data and encoder resolution calculation complete. Pass = gate check passed and worksheet 80%.
10	Motor and Drive Troubleshooting: Fault Codes, Insulation Testing, and Vibration	18	lab	Students will diagnose simulated motor and drive faults using a systematic procedure — fault code lookup, DMM, clamp ammeter, megohmmeter insulation test, and vibration check — and document findings on a professional work order.	Instructor seeds six faults across three training stations (examples: over-current trip, ground fault, open phase, overload relay trip, encoder loss fault, broken rotor bar simulated by phase imbalance); students rotate through each station, apply LOTO, and troubleshoot using a fault-code reference guide and test instruments. Megohmmeter lab: students perform an insulation resistance test on a motor winding per standard procedure (de-energize, discharge capacitance, apply test voltage, record megohm reading), compare to minimum acceptable value from the motor manufacturer, and decide repair or return to service. Work-order documentation: for each fault station students complete a structured work order — symptom, test performed, reading, probable cause, corrective action, parts required, estimated downtime — graded for clarity and accuracy.	Motor-drive training panels with seeded faults, megohmmeter (500 V and 1000 V ranges), clamp ammeter, DMM, vibration pen or handheld vibration meter, fault-code reference guides (multiple drive brands), LOTO station, professional work-order forms, PPE	Correct diagnosis of at least five of six faults with supporting test data; work orders legible and complete. Pass = 5/6 faults correctly identified and all work orders include measured value, correct probable cause, and corrective action.
11	Energy Efficiency, Power Factor, and Motor Drive Economics	10	theory	Students will calculate true power, reactive power, apparent power, and power factor for a motor load, explain how a VFD improves system efficiency at partial load, and estimate annual energy savings when replacing a throttled valve or damper with variable-speed drive control.	Lecture: define kW, kVAR, kVA, and power factor; derive the power triangle; explain displacement power factor vs. true power factor in VFD-fed motors; discuss power-factor correction capacitors and why they must not be placed on VFD output terminals. Calculation exercise: given a pump motor running at full speed with a throttle valve vs. the same motor on a VFD at 75% speed, students use the affinity laws (flow ∝ speed, power ∝ speed³) to calculate the percentage power savings and annual kWh savings at a given cents-per-kWh rate. Group discussion: marine application case — a ship's HVAC fan running 24/7; students calculate potential fuel savings by installing a VFD and present a one-paragraph business case justifying the investment.	Power-triangle diagram posters, scientific calculators, affinity-laws reference sheet, sample utility bill with kWh rate, marine HVAC case-study handout, whiteboard	Power-triangle and affinity-laws calculation worksheet graded. Pass = 80% with power factor calculated correctly and affinity-law power reduction calculation correct.
12	Integrated Motor Drive System Build and Performance Verification	20	lab	Students will design, install, wire, configure, and verify a complete motor-drive system — including FVNR starter bypass, VFD speed control via 4–20 mA PLC output, safety interlocks, and drive fault annunciation on an HMI — demonstrating all course competencies in one integrated task.	Design phase (in-lab): student team receives a written specification (motor hp, load duty cycle, control requirements, safety interlock list); team produces a wiring diagram, parameter list, and component list before touching hardware — instructor approves drawing before build begins. Build and commission: team mounts components on a vertical panel, runs all wiring, applies LOTO at each power-up stage, programs VFD parameters, configures the PLC analog output rung for 4–20 mA speed reference, and maps a drive-fault digital output to an HMI alarm screen. Performance test and defense: instructor runs a test script (start, speed ramp to setpoint, speed change via PLC, injected fault requiring LOTO and corrective action, restart); team records all data; each student orally answers two technical questions drawn at random from a bank covering all course topics.	Vertical training panels (one per team of 2–3), VFD, magnetic starter, three-phase motor on test stand, PLC trainer with analog I/O, HMI touchscreen or panel-view, conduit and wire, DMM, clamp ammeter, LOTO station, wiring diagram template, parameter checklist, test-script rubric, PPE	Wiring diagram approved before build (gate 1); system passes all eight test-script steps without wiring errors (gate 2); oral defense scored on rubric — pass = 80% on rubric and all eight test steps successful with zero unsafe acts observed.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Motor and Drive Knowledge Exam	Written exam	25%	75% correct (30/40 questions)	A 40-question written exam covering AC/DC motor theory, VFD principles, power and torque formulas (Ns = 120f/P, T = hp × 5252 / rpm, 4–20 mA scaling), NFPA 70E shock and arc-flash boundaries, OSHA 29 CFR 1910.147 LOTO requirements, NFPA 79 machine control circuit rules, motor starter circuits, drive fault codes, and energy efficiency calculations. Questions are aligned to PMMI Motor and Motor Controls and Siemens Mechatronics Level 1 electrical drives exam objectives. Standard met · Safety · Time · Quality/finish · Documentation
VFD Installation and Configuration Skills Demonstration	Skills demonstration	45%	All mandatory gates passed; performance rubric score ≥ 80% (24/30 points)	Each student individually installs a VFD on an assigned training panel, wires line, load, and 4–20 mA control terminals from a provided schematic, programs required motor-nameplate parameters, and demonstrates correct speed control at three commanded values. The instructor evaluates wiring accuracy, parameter correctness, speed accuracy within ±2 Hz, and LOTO compliance at every power-on step using a 30-point rubric; any unsafe act is an automatic fail requiring a full re-attempt. Standard met · Safety · Time · Quality/finish · Documentation
Troubleshooting and Documentation Lab Log	Log	15%	Five of six faults correctly diagnosed; all work orders score ≥ 80% on documentation rubric	Students submit a complete lab log from Lesson 10 containing six work orders — one per seeded fault station — each recording the symptom, test instrument used, measured value, probable cause, corrective action, and any parts required. The log is graded for technical accuracy of the diagnosis and professional quality of documentation, reflecting PMMI Industrial Electricity and Motor and Motor Controls exam competencies and real employer work-order standards. Standard met · Safety · Time · Quality/finish · Documentation
Electrical Safety Verification Check	Safety audit	15%	100% on all mandatory safety behaviors; zero tolerance for violations	The instructor observes each student performing a complete LOTO sequence on an energized 480 V training panel: isolate, lock, tag, test (verify absence of voltage with a non-contact tester confirmed by a DMM), and re-energize after work is complete. Students must also don the correct NFPA 70E PPE category for the assigned task before any approach to the panel. A single missed verification step or incorrect PPE selection results in an immediate fail; the student must repeat the full safety check before advancing in the course. Standard met · Safety · Time · Quality/finish · Documentation

MFG-MECH15-06 Trade course

Industrial Robots

170 hr · ~~$3,315~~ COMPLIMENTARY

Students learn to safely set up, program, operate, and maintain FANUC industrial robots using the teach pendant and ROBOGUIDE offline simulation software, following ANSI/RIA R15.06 and OSHA lockout/tagout requirements throughout. Instruction covers robot anatomy, coordinate frames, I/O integration, program creation and editing, and routine maintenance, directly mapped to FANUC CERT operator and technician credential areas (FCR-O1, FCR-O2, FCR-T1, FCR-T2). Graduates can commission and troubleshoot a FANUC robot cell in a manufacturing or marine-sector environment.

Outcomes

Apply ANSI/RIA R15.06, OSHA 29 CFR 1910.147, and NFPA 70E to robot cell hazard identification, safeguarding selection, and lockout/tagout procedures before entering a robot work envelope.
Identify and describe the mechanical and electrical subsystems of a FANUC robot, including axes, servo drives, controller architecture, and teach pendant functions.
Jog a FANUC robot in joint, world, and tool coordinate frames and set world, user, and tool frames using three-point and six-point calibration methods.
Create, edit, and execute FANUC HandlingTool programs that include motion instructions, I/O commands, registers, conditional logic, and structured subroutines.
Build and test a complete robot program offline in ROBOGUIDE, then upload and verify it on a live FANUC controller, performing data backup and restore procedures.
Perform scheduled preventive maintenance tasks, interpret robot alarms, and apply a systematic fault-isolation process to restore a robot cell to production.

Course text

How the course runs. 12 blocks: Robot Cell Safety: Standards, Hazards, and Lockout/Tagout; Robot Anatomy: Mechanical and Electrical Systems; Teach Pendant Fundamentals: Jogging, Screens, and Status; Coordinate Frames: World, User, and Tool Frame Calibration; ROBOGUIDE Offline Simulation: Cell Build and Program Creation; HandlingTool Programming: Motion Instructions, Registers, and I/O; Robot I/O Integration with PLCs and Sensors; Robot Safety Systems: Safeguarding Devices and Collaborative Operation; Backups, Restore, and Controller File Management; Preventive Maintenance: Inspection, Lubrication, and Battery Service; Alarm Interpretation and Systematic Fault Isolation; Integrated Robot Cell Commissioning: Program, Integrate, and Verify.

What competent looks like. Apply ANSI/RIA R15.06, OSHA 29 CFR 1910.147, and NFPA 70E to robot cell hazard identification, safeguarding selection, and lockout/tagout procedures before entering a robot work envelope. Identify and describe the mechanical and electrical subsystems of a FANUC robot, including axes, servo drives, controller architecture, and teach pendant functions. Jog a FANUC robot in joint, world, and tool coordinate frames and set world, user, and tool frames using three-point and six-point calibration methods. Create, edit, and execute FANUC HandlingTool programs that include motion instructions, I/O commands, registers, conditional logic, and structured subroutines. Build and test a complete robot program offline in ROBOGUIDE, then upload and verify it on a live FANUC controller, performing data backup and restore procedures. Perform scheduled preventive maintenance tasks, interpret robot alarms, and apply a systematic fault-isolation process to restore a robot cell to production.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Robot Cell Safety: Standards, Hazards, and Lockout/Tagout	14	theory	Students identify robot-specific hazards and correctly apply ANSI/RIA R15.06, OSHA 29 CFR 1910.147, NFPA 70E, and OSHA 1910.212 to a robot cell safety plan.	Hazard-identification walkthrough of the lab robot cell: students photograph and label pinch points, restricted envelope boundaries, safeguarding devices, E-stops, and electrical panels, then classify each hazard by applicable standard. Lockout/tagout procedure writing exercise: each student drafts a written LOTO procedure for the FANUC robot controller following 29 CFR 1910.147, identifying all energy sources (electrical, pneumatic, gravitational), then peer-reviews a partner's draft against the standard. Arc-flash and shock boundary scenario using NFPA 70E: instructor presents a panel-open scenario; students select appropriate PPE category, complete a simulated energized-work permit form, and use a non-contact voltage tester to verify absence of voltage on a de-energized training panel.	FANUC robot cell (any 6-axis model), OSHA 29 CFR 1910.147 text, ANSI/RIA R15.06 summary handout, NFPA 70E reference card, LOTO tags and locks set, non-contact voltage tester, PPE (arc-rated gloves, face shield, safety glasses), energized-work permit form template	Written LOTO procedure scored against a 10-point rubric (energy sources identified, sequence correct, verify-absence step included, tags and locks specified); 80% required. Safety quiz on R15.06 safeguarding zones and NFPA 70E PPE selection; 80% required to proceed.
2	Robot Anatomy: Mechanical and Electrical Systems	12	demo	Students label all major mechanical and electrical components of a FANUC 6-axis robot and explain the function of each axis, servo drive, controller module, and teach pendant.	Instructor-led physical tour of the robot with controller cabinet open (power OFF, LOTO applied): students trace each servo drive to its axis, locate the emergency stop chain, identify the I/O terminal blocks, and sketch a block diagram of controller architecture in their lab notebooks. Component-matching card sort: students match 20 labeled component cards (servo motor, RV reducer, brake release, main CPU board, I/O PCB, teach pendant, E-stop mushroom, light curtain, etc.) to photos of the actual robot; group discusses any disagreements. Axis-naming and range-of-motion demonstration: with power restored and personnel outside the envelope, instructor jogs each joint to its positive and negative software limit while students record axis letter, motion type (rotary/linear), and approximate range in degrees in a structured worksheet.	FANUC robot (R-2000 series or equivalent), FANUC controller (R-30iB or equivalent), FANUC maintenance manual for the cell robot, component-matching card set (instructor-prepared), lab notebooks, block-diagram worksheet	Completed block diagram and worksheet checked by instructor; students must correctly identify all six axes, the teach pendant, E-stop chain, and at least four controller modules with function descriptions. Pass = 80% accuracy.
3	Teach Pendant Fundamentals: Jogging, Screens, and Status	12	practice	Students safely enable the teach pendant, select the correct coordinate system, and jog the robot to a series of specified positions using joint, world, and tool coordinate modes.	Guided step-by-step pendant power-up sequence: students power the controller, confirm the safety fence is closed, turn the teach pendant enable switch ON, navigate to the JOG screen, and confirm deadman (enabling device) grip before jogging — all following the printed startup checklist. Coordinate-system jogging drill: students jog the robot to six instructor-specified Cartesian positions in world coordinates, recording actual X, Y, Z, W, P, R values from the position display, then repeat in joint coordinates and compare how each axis moved. Speed override practice: students complete a timed precision path (three waypoints marked on a fixture) first at 10% speed override, then at 50%, logging cycle time and noting how override affects operator control; debrief covers production vs. teaching speed rules.	FANUC robot cell with R-30iB controller, teach pendant, printed startup checklist, position-recording worksheet, painted target fixture with three waypoints, stopwatch	Instructor observes pendant operation using a 12-point performance checklist (deadman grip confirmed, correct mode selected before jogging, no joint-limit alarms, positions within ±5 mm of targets, safe speed selection). Pass = all safety steps correct plus 9 of 12 technique points.
4	Coordinate Frames: World, User, and Tool Frame Calibration	14	lab	Students calibrate a tool frame using the three-point TCP method and a user frame using the three-point method, then verify calibration accuracy by reorienting the robot about the TCP and by jogging in the user frame.	Tool frame calibration using three-point method: students mount a pointed tool on the robot flange, touch the reference point with three different robot orientations, record each taught point, and confirm the calculated TCP by rotating the tool about the point while visually verifying it stays stationary. User frame calibration using three-point method: students place a fixture on the worktable, teach the origin point and two axis-direction points using the pendant, confirm the frame by jogging along the fixture's X and Y edges, and measure deviation from the fixture edge with a steel rule. Frame error analysis: students deliberately mis-teach one point in a second user-frame attempt, observe the resulting jogging error, document the error type in their lab log, and describe the production consequence of frame drift in a short written entry.	FANUC robot cell, pointed calibration tool (ground-tip stylus), fixture with marked origin and axis lines, steel rule (metric/imperial), teach pendant, lab log notebook, FANUC operator manual (frame setup chapter)	TCP verification: robot reorients about the TCP with ≤2 mm positional error (instructor measured). User frame: robot jogs parallel to fixture edge within ±2 mm over 200 mm travel. Lab log entry on frame error completed and signed off. All three criteria required to pass.
5	ROBOGUIDE Offline Simulation: Cell Build and Program Creation	16	lab	Students build a virtual robot cell in FANUC ROBOGUIDE, create a pick-and-place program with at least eight motion instructions, simulate it to check for collisions, and export the program for upload to a physical controller.	ROBOGUIDE cell setup exercise: students launch ROBOGUIDE, select the correct robot model and controller version matching the lab cell, add a worktable and two fixture objects from the library, and position them using coordinate entry to replicate the physical lab layout — saving the cell file at each milestone. Offline program creation: students write a HandlingTool pick-and-place program with JOINT motion to an approach point, LINEAR motion to a pick point, WAIT I[1]=ON, a grip command (DO[1]=ON), LINEAR motion to a place point, and a loop register with a FOR/ENDFOR structure; they run the simulation and resolve any collision warnings. Program export and upload: students export the LS-format program file from ROBOGUIDE, transfer it to the physical controller via USB or Ethernet, load it, and perform a dry-run at 10% speed override with all personnel outside the fence, verifying path against the simulation.	PC workstations with FANUC ROBOGUIDE installed (school-licensed), USB drives, FANUC controller with Ethernet or USB port, FANUC HandlingTool programming manual, ROBOGUIDE user guide, lab log	ROBOGUIDE cell file reviewed by instructor: correct robot model, no unsaved collisions, program has required eight motion instructions plus I/O and loop logic. Physical dry-run: program completes without fault alarms and path matches simulation within visible tolerance. Lab log entry with collision notes required. Pass = all items complete.
6	HandlingTool Programming: Motion Instructions, Registers, and I/O	18	practice	Students write and test a FANUC HandlingTool program on the live robot that uses JOINT and LINEAR motion instructions, position and numeric registers, digital I/O commands, and a conditional jump to handle a part-absent condition.	Motion-instruction coding drill on the teach pendant: students create a new program, teach five positions (home, approach, pick, retract, place), enter JOINT motion to home and approach, LINEAR motion to pick and place at appropriate speed and termination type (CNT vs. FINE), and run the program observing motion quality. Register and I/O programming: students add R[1] as a part-counter that increments each cycle, a DO[1] grip signal that activates at the pick point, and a DI[1] part-present sensor check with an IF DI[1]=OFF, JMP LBL[10] statement routing to an alarm routine if the sensor is not triggered. Program testing with simulated faults: instructor uses a jumper wire to toggle the DI[1] sensor input, and students observe whether the conditional jump executes correctly, trace program flow on the pendant screen, and document I/O state transitions in their lab log.	FANUC robot cell, teach pendant, jumper wires for I/O simulation, FANUC HandlingTool programming manual, I/O wiring diagram for the cell, lab log, program-checklist rubric	Instructor evaluates program using a rubric: all five positions reachable without joint-limit alarms, motion types correctly assigned, register increments correctly, DI conditional jump executes correctly during fault simulation, program completes a full cycle without errors. Pass = rubric score ≥ 80%.
7	Robot I/O Integration with PLCs and Sensors	14	lab	Students wire and configure digital I/O connections between the FANUC robot controller and a PLC, map signals in both devices, and demonstrate a coordinated start/stop sequence controlled by the PLC.	I/O wiring exercise: following the cell wiring diagram, students connect three PLC output signals to robot DI terminals and two robot DO signals to PLC input terminals, verifying polarity and source/sink configuration before applying power (LOTO applied during wiring, released for testing). Signal mapping and configuration on the pendant: students navigate to the I/O menu, assign descriptive labels to each mapped digital input and output (e.g., DI[1]=PLC_START, DO[1]=ROBOT_BUSY), and verify each signal by toggling from the PLC output-force screen while observing the pendant I/O status. Coordinated sequence test: PLC program (pre-loaded by instructor) sends a start pulse; students confirm the robot program receives the signal, executes one pick-and-place cycle, asserts the ROBOT_BUSY output during motion, clears it at cycle end, and sends a CYCLE_COMPLETE signal to the PLC; students document the handshake timing in their lab log.	FANUC robot cell, FANUC R-30iB controller I/O terminal strip, PLC (Allen-Bradley or Siemens training unit), wiring diagram, DIN rail, terminal screwdrivers, multimeter, teach pendant, PLC programming software on laptop, lab log	All three wired signals toggle correctly (multimeter and pendant I/O screen verified). Coordinated sequence runs for three consecutive cycles without fault. Lab log documents signal labels, verified states, and handshake timing. Pass = wiring sign-off by instructor plus three clean cycles.
8	Robot Safety Systems: Safeguarding Devices and Collaborative Operation	10	demo	Students test and document the correct function of at least four safeguarding devices in the robot cell and explain the ANSI/RIA R15.06 requirements for collaborative robot operation including speed-and-separation monitoring.	Safeguarding device functional test: with the robot running a looping idle program, students individually trigger the light curtain, safety gate interlock, E-stop mushroom on the pendant, and E-stop on the controller, recording in a test log whether the robot stopped in controlled stop (Category 1 or 2) or power-off stop (Category 0) and how long reset took. ANSI/RIA R15.06 collaborative operation modes lecture and discussion: instructor presents the four collaborative modes (hand guiding, speed and separation monitoring, power and force limiting, safety-rated monitored stop) using diagrams; students answer scenario questions identifying which mode applies to a given task and why. Safeguarding design scenario: in pairs, students are given a new cell layout drawing and must specify safeguarding (fence height, gate interlock type, light-curtain minimum safety distance calculation concept) citing R15.06; pairs present their design to the class for critique.	FANUC robot cell with light curtain, safety gate, and E-stops installed, ANSI/RIA R15.06 summary handout, safeguarding-test log form, cell layout drawings for scenario exercise, whiteboard	Safeguarding test log completed with correct stop-category identification for all four devices (instructor verified). Scenario design presentation evaluated on correct R15.06 citations and safety distance logic. Pass = all four devices logged correctly plus acceptable design rationale.
9	Backups, Restore, and Controller File Management	10	practice	Students perform a full controller backup to USB, verify file contents, simulate a program deletion, and restore the lost program from backup without instructor assistance.	Full backup procedure: students insert a USB drive, navigate the pendant FILE menu, select ALL OF ABOVE backup, execute the backup, and verify the created folder contains system, program, and configuration files by listing directory contents on the pendant and cross-checking on a PC. Simulated program loss and restore: instructor (or student following a checklist) deletes the working pick-and-place program from the controller; student navigates to FILE > Load, selects the correct program LS file from the USB backup, loads it, and runs a verification cycle. Backup documentation and scheduling practice: students draft a one-page backup and restore procedure document including frequency recommendation, USB labeling convention, and restore verification steps, formatted as a maintenance SOP.	FANUC robot cell with R-30iB controller, formatted USB drives (FAT32), PC for file inspection, backup-checklist form, word-processing software for SOP drafting, FANUC controller maintenance manual (file management chapter)	Backup folder inspected by instructor: required file categories present. Restore cycle runs without program faults. SOP document reviewed for completeness. Pass = verified backup + successful restore cycle + SOP approved by instructor.
10	Preventive Maintenance: Inspection, Lubrication, and Battery Service	14	lab	Students complete a scheduled preventive maintenance inspection on a FANUC robot following the manufacturer's checklist, including battery voltage check, grease-nipple identification, teach pendant cable inspection, and brake-release test.	PM checklist walkthrough: using the FANUC maintenance manual PM schedule, students work through each item (teach pendant connector seating, cable abrasion inspection, controller air filter cleaning, fan operation verification, E-stop chain continuity check) and record pass/fail/due for each item on the PM log. Battery voltage check and replacement procedure: students use a multimeter to measure controller backup battery voltage, compare to the manufacturer's specification, and practice the battery swap procedure on a training spare — noting the maximum allowable power-off time during swap to avoid memory loss. Brake-release and axis-drop safety test: with the robot supported by the brake-release fixture and LOTO applied, students briefly activate the manual brake-release button for J2 or J3, observe controlled descent, and explain in their lab log why proper support is mandatory before brake release.	FANUC robot cell, FANUC maintenance manual (PM schedule section), PM log form, multimeter, replacement battery (compatible type), controller air filter, brake-release fixture or support stand, nitrile gloves, lab log	PM log submitted with all checklist items completed and signed. Battery voltage recorded with pass/fail compared to specification. Lab log brake-release entry explains support requirement. Instructor signs PM log. Pass = completed log with no skipped items plus correct battery comparison.
11	Alarm Interpretation and Systematic Fault Isolation	16	lab	Students interpret FANUC alarm codes from the alarm history screen, apply a five-step fault-isolation process, and restore a robot cell to operation after each of three instructor-seeded faults.	Alarm-code interpretation exercise: instructor provides a printed alarm history printout with five alarm codes (including a servo alarm, an I/O alarm, and a program syntax fault); students look up each code in the FANUC alarm code reference, write the cause and recommended corrective action, and rank by urgency. Seeded-fault troubleshooting lab: instructor introduces three hidden faults in sequence (e.g., disconnected DI wire, incorrect tool-frame number selected in program, incorrect speed percentage causing a path-speed alarm); students apply the five-step process — observe alarm, consult reference, isolate to subsystem, correct, verify — and document each step in the lab log. Root-cause and corrective-action report: after resolving all three faults, students write a one-page report identifying the root cause of each fault, the corrective action taken, and a preventive measure to avoid recurrence, using a structured format modeled on an industry maintenance-work-order form.	FANUC robot cell with R-30iB controller, FANUC alarm code reference manual, printed sample alarm history sheet, fault-isolation worksheet, lab log, maintenance-work-order form template, multimeter, wiring diagrams	All five alarm codes correctly identified on the interpretation exercise (80% required). All three seeded faults independently resolved with complete lab log entries. Root-cause report reviewed for accuracy. Pass = 80% on alarm codes + all faults resolved + acceptable report.
12	Integrated Robot Cell Commissioning: Program, Integrate, and Verify	20	lab	Students independently commission a complete FANUC robot cell by creating a multi-step program offline in ROBOGUIDE, uploading it, calibrating frames, integrating I/O with the PLC, verifying safeguarding, and running a timed production trial meeting a specified cycle-time target.	Offline program development in ROBOGUIDE: students build a cell simulation, write a program performing at minimum a three-step pick, inspect, and place sequence with registers tracking good and reject counts, simulate for collision clearance, and export the program — all within a 90-minute block. Live commissioning sequence: students upload the program, calibrate tool and user frames, map and verify all I/O signals with the PLC, confirm all safeguarding devices are functional (using the test-log form from Lesson 8), perform a slow-speed verification run, then progressively increase override to production speed. Production trial and documentation: students run the robot for 10 consecutive cycles at production speed, recording actual cycle time, any alarm occurrences, and register values at the end of the trial; they then prepare a one-page commissioning report noting frame data, I/O map, cycle time vs. target, and any deviations.	FANUC robot cell, PC with ROBOGUIDE, USB drive, teach pendant, PLC, cell wiring diagram, frame-calibration tools (stylus, fixture), safeguarding-test log form, stopwatch, commissioning-report template, lab log	Commissioning report reviewed by instructor against a rubric: correct frame data recorded, I/O map complete, safeguarding verified (signed test log attached), 10 consecutive cycles completed without uncleared alarms, cycle time within 15% of instructor-specified target. Pass = rubric score ≥ 80% plus signed safeguarding log.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Robot Systems Knowledge Exam	Written exam	25%	75% correct (scaled score)	A 50-question written exam covering FANUC robot anatomy, coordinate frames, HandlingTool programming instructions, I/O configuration, controller file management, ANSI/RIA R15.06 safeguarding requirements, and alarm-code interpretation, mapped to FANUC CERT FCR-O1 and FCR-T1 written exam content areas. Questions include multiple choice, short answer, and alarm-code identification items. Standard met · Safety · Time · Quality/finish · Documentation
FANUC CERT Performance Skills Demonstration	Skills demonstration	45%	All safety criteria met (non-negotiable) and 80% of technical task steps completed correctly per the NOCTI-style performance rubric	Students independently complete a timed performance task mirroring the FANUC CERT FCR-O2 or FCR-T2 performance exam format: apply LOTO, jog the robot to specified positions, calibrate a tool frame, create and run a short HandlingTool program with I/O, perform a backup, and interpret a presented alarm — all evaluated by the instructor using a structured performance checklist. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	At least 10 of 12 lessons have complete, signed entries; no safety-step omissions accepted	Students maintain a cumulative lab log throughout the course, recording objectives, procedures, data (positions, I/O states, alarm codes, PM results, cycle times), observations, and reflective conclusions for every lab and practice lesson. The portfolio is evaluated at course end for completeness, accuracy, professional format, and evidence of safety compliance in every hands-on entry. Standard met · Safety · Time · Quality/finish · Documentation
Robot Cell Safety Audit	Safety audit	15%	100% on all critical safety items; any critical failure requires immediate remediation and recheck before the student may continue independent robot operation	A structured safety audit administered at mid-course (after Lesson 4) and at course end: the instructor uses a 20-item checklist to verify that each student can correctly apply LOTO to the robot controller, select and don appropriate PPE, identify safeguarding boundaries per ANSI/RIA R15.06, verify absence of voltage per NFPA 70E, and demonstrate safe teach-pendant enabling-device use before entering the robot work envelope. Standard met · Safety · Time · Quality/finish · Documentation

MFG-MECH15-07 Trade course

Troubleshooting Mechatronic and Robotic Systems

170 hr · ~~$3,315~~ COMPLIMENTARY

Students apply structured fault-isolation methodology to diagnose and repair failures in PLC-controlled machines, pneumatic and hydraulic circuits, variable-frequency drives, sensors, and industrial robots using industry-standard tools, documentation, and safety practices. Emphasis is placed on systematic root-cause analysis, accurate work-order documentation, and restoration of equipment to verified operating specification. Lesson content maps to FANUC CERT technician-level competencies, Siemens SMSCP Level 1 diagnostic skills, and PMMI Mechatronics knowledge areas.

Outcomes

Apply a structured, seven-step fault-isolation process to locate the root cause of failures in integrated mechatronic systems within a documented time limit.
Use a digital multimeter, clamp meter, oscilloscope, and PLC online monitor to measure and interpret electrical, pneumatic, and drive signals against specification.
Safely isolate, de-energize, and verify absence of all hazardous energy (electrical, pneumatic, hydraulic, gravitational) following OSHA 29 CFR 1910.147 LOTO and NFPA 70E procedures before any repair.
Diagnose and correct faults in ladder-logic programs, I/O modules, sensor wiring, motor drives, and FANUC robot programs using teach-pendant diagnostics and ROBOGUIDE alarm history.
Interpret pneumatic/hydraulic circuit diagrams, PLC I/O schematics, and drive parameter tables to distinguish component failure from control or programming errors.
Produce complete, accurate work-order records including fault description, test data, corrective action, parts used, verification test results, and downtime hours.

Course text

How the course runs. 12 blocks: Structured Fault-Isolation Methodology and Work-Order Documentation; Hazardous Energy Control During Troubleshooting — LOTO and NFPA 70E Application; Electrical Measurement and Signal Tracing in Control Circuits; PLC Online Diagnostics — Monitoring, Forcing, and Fault Tables; Sensor Fault Diagnosis — Proximity, Photoelectric, and Analog; Variable-Frequency Drive Fault Codes and Parameter Diagnosis; Pneumatic and Hydraulic Circuit Fault Isolation; FANUC Robot Alarm Diagnosis and Program Fault Correction; Systematic Multi-System Fault Isolation on an Integrated Machine; Preventive and Predictive Maintenance Practices; Reading and Updating Technical Documentation for Troubleshooting; Comprehensive Troubleshooting Practicum and Capstone Review.

What competent looks like. Apply a structured, seven-step fault-isolation process to locate the root cause of failures in integrated mechatronic systems within a documented time limit. Use a digital multimeter, clamp meter, oscilloscope, and PLC online monitor to measure and interpret electrical, pneumatic, and drive signals against specification. Safely isolate, de-energize, and verify absence of all hazardous energy (electrical, pneumatic, hydraulic, gravitational) following OSHA 29 CFR 1910.147 LOTO and NFPA 70E procedures before any repair. Diagnose and correct faults in ladder-logic programs, I/O modules, sensor wiring, motor drives, and FANUC robot programs using teach-pendant diagnostics and ROBOGUIDE alarm history. Interpret pneumatic/hydraulic circuit diagrams, PLC I/O schematics, and drive parameter tables to distinguish component failure from control or programming errors. Produce complete, accurate work-order records including fault description, test data, corrective action, parts used, verification test results, and downtime hours.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Structured Fault-Isolation Methodology and Work-Order Documentation	10	theory	Students will describe and sequence a seven-step fault-isolation process and complete a standard work order for a given fault scenario with no missing required fields.	Lecture and guided notes on the seven-step process: observe, define symptoms, list probable causes, test most likely cause, repair, verify, document; students annotate a printed flowchart as instruction proceeds. Small-group case-study exercise: each group receives a one-page fault narrative (e.g., conveyor stops intermittently) and must produce a ranked probable-cause list and a test plan using only the information provided. Individual practice completing a standard maintenance work order (digital form) for two scripted fault scenarios, including failure mode, test measurements, corrective action, and downtime calculation; instructor reviews entries against a rubric.	Seven-step fault-isolation flowchart handout, sample work-order template (digital and paper), fault scenario packets, whiteboard, projector, PMMI Mechatronics study guides (Industrial Electricity 1, PLC 1)	Each student submits one completed work order; pass requires all required fields populated, fault description specific and measurable, and corrective action logically consistent with stated cause — instructor rubric, 80% minimum score.
2	Hazardous Energy Control During Troubleshooting — LOTO and NFPA 70E Application	14	lab	Students will safely apply a multi-energy LOTO procedure on a live training machine and verify absence of electrical, pneumatic, and hydraulic energy before simulated repair work, with zero procedural deviations.	Review OSHA 29 CFR 1910.147 requirements and NFPA 70E arc-flash boundaries and PPE categories; students match PPE items (face shield, arc-rated gloves, voltage-rated tools) to hazard levels on a chart. Instructor-led demonstration of the full LOTO sequence on the mechatronics training station: isolate all energy sources, apply personal locks, test for voltage with a CAT III meter (live-dead-live), bleed pneumatic pressure, block any stored mechanical energy, then demonstrate the release sequence. Rotating lab pairs: each pair executes the full LOTO procedure on the training station independently, verified by a checklist; instructor observes and records every step; any unsafe act stops the exercise and requires a restart with coaching.	Mechatronics training station with electrical, pneumatic, and hydraulic energy sources, LOTO lockout hasps, personal padlocks and tags, CAT III digital multimeter, arc-rated PPE set, OSHA 29 CFR 1910.147 and NFPA 70E reference cards, LOTO procedure checklist	Instructor-observed LOTO checklist: student must complete all steps in correct sequence with zero critical errors (a critical error is any action that would expose a person to uncontrolled hazardous energy); 100% of critical steps correct required to pass — this is a mandatory safety gate for the remainder of the course.
3	Electrical Measurement and Signal Tracing in Control Circuits	16	lab	Students will use a digital multimeter and clamp meter to measure voltage, current, resistance, and continuity at specified test points in a 120 VAC control circuit and a 24 VDC I/O circuit, and correctly interpret each reading against specification.	Review Ohm's law (V = IR), power formula (P = VI), and series/parallel circuit rules; students solve six numerical problems involving control-circuit voltages and expected current draw, using calculators. Instructor demonstrates meter lead placement for voltage measurement across a coil, current measurement on a load leg with a clamp meter, and resistance check of a limit-switch contact with power removed; students sketch the measurement setup for each. Paired lab: instructor introduces five seeded faults (open contact, shorted coil, loose terminal, blown fuse, incorrect voltage at terminal) one at a time; each pair measures, records readings in a data table, and states whether the component is within specification before moving to the next fault.	PLC control-panel training station, CAT III digital multimeters (one per pair), clamp meters, test leads, 120 VAC and 24 VDC power supplies, fault-insertion board, data-recording worksheet, PMMI Industrial Electricity 1 reference	Lab data table reviewed by instructor: student must record correct measurement at every test point (within stated meter tolerance) and give a correct pass/fail interpretation for at least 8 of 10 measurements; 80% pass.
4	PLC Online Diagnostics — Monitoring, Forcing, and Fault Tables	16	lab	Students will use PLC programming software in online mode to monitor ladder-logic rung states, identify the faulted rung and coil, and use the fault table to interpret a seeded I/O module or program fault.	Instructor demonstration of online connection, going online in monitor mode, forcing an input bit ON and OFF to observe downstream rung behavior, and navigating to the fault table in a commercial PLC programming environment (Allen-Bradley or Siemens); students follow on individual workstations. Students work through a guided exercise: a PLC-controlled sorting station has one seeded fault per workstation (e.g., an output coil energized but the physical output not responding, or a counter preset never reached); students use online monitoring only — no physical probing — to locate the faulty rung and document the logic path leading to the fault. Written analysis: each student writes a one-paragraph root-cause statement identifying the specific rung address, the failed logic condition, whether the fault is in hardware or software, and the corrective action; statements are peer-reviewed then submitted to instructor.	PLC training stations (one per two students), PLC programming software (licensed), USB or Ethernet programming cable, sorting-station conveyor or equivalent trainer, fault-scenario instruction cards, IEC 61131-3 language reference sheet, PMMI PLC 1 and PLC 2 study materials	Root-cause statement and annotated ladder printout: student must correctly identify the faulted rung address, state the correct fault type (hardware/software/program logic), and propose a valid corrective action — 80% rubric score required.
5	Sensor Fault Diagnosis — Proximity, Photoelectric, and Analog	14	lab	Students will diagnose discrete and analog sensor faults — including wiring, alignment, target material, and signal-conditioning errors — by measuring output signals and comparing them to sensor specification sheets.	Brief review of NPN/PNP discrete sensor wiring, 4-20 mA analog loop wiring, and the scaling formula for 4-20 mA signals; students complete a short calculation exercise converting a milliamp reading to an engineering-unit value (e.g., 12 mA on a 0–100 PSI transmitter). Sensor fault station rotation (four stations, pairs rotate every 20 minutes): Station 1 — inductive proximity sensor misaligned; Station 2 — photoelectric sensor with dirty lens causing no output; Station 3 — 4-20 mA pressure transmitter with broken loop wire (output reads 0 mA/3.5 mA rather than 4 mA minimum); Station 4 — NPN sensor wired to a PNP-sourcing input card; students measure, document, and correct each. Debrief: class compares findings; instructor projects correct measurements and explains how each fault signature differs (dead output vs. low output vs. reverse polarity) and which tool (multimeter, PLC monitor, or both) was most efficient for each fault type.	Sensor demonstration panels (inductive, capacitive, photoelectric, ultrasonic, 4-20 mA transmitter), CAT III multimeters, DC power supplies, PLC I/O module, sensor spec sheets, 4-20 mA scaling worksheet, PMMI Industrial Electricity 1 reference	Station data sheets: student must record measured signal value, compare to specification, state the fault, and describe the correction for all four stations; 3 of 4 stations correct (75%) to pass.
6	Variable-Frequency Drive Fault Codes and Parameter Diagnosis	14	lab	Students will interpret VFD fault codes, check motor nameplate parameters against drive settings, and calculate synchronous speed and percent slip to determine whether a motor-drive fault is electrical, mechanical, or a parameter error.	Review synchronous speed formula Ns = 120f/P and slip calculation; students solve three problems given motor nameplate data and a measured full-load RPM, then determine whether slip is within the typical acceptable range for an induction motor. Instructor demonstrates accessing fault history and parameter menus on a training VFD (Allen-Bradley PowerFlex or equivalent); students compare motor nameplate rated current, voltage, and rated frequency to the corresponding drive parameters and identify any mismatch in a printed parameter table. Seeded-fault lab: five VFD training stations each have one introduced fault (overcurrent trip from wrong motor current parameter, ground-fault trip from damaged cable, over-voltage trip from regen with no braking resistor, under-voltage trip from supply issue, communication fault from wrong network address); pairs diagnose using only the drive keypad and a multimeter; they document fault code, probable cause, and corrective parameter change or repair.	VFD training stations (one per two students) with three-phase induction motors, drive programming keypad, CAT III multimeter, motor nameplates, fault-code reference card, parameter worksheet, PMMI Motor and Motor Controls reference	Completed fault worksheet per station: student must state the exact fault code, identify the root cause category (parameter, electrical, mechanical), and propose a specific corrective action; 4 of 5 faults diagnosed correctly (80%) to pass.
7	Pneumatic and Hydraulic Circuit Fault Isolation	16	lab	Students will use circuit diagrams, a pressure gauge, and a flow tester to locate the source of a seeded pneumatic or hydraulic fault — including valve failures, leaks, and actuator seal failures — and calculate expected cylinder force or speed to verify the repair.	Review key formulas: cylinder force = pressure × bore area, hydraulic actuator speed = (gpm × 231) / area; students solve two calculation problems given system pressure and cylinder dimensions, then use the results to define an acceptable operating range for each circuit. Instructor-guided walkthrough of a pneumatic circuit diagram: students trace air flow from compressor/FRL unit through directional control valve to cylinder and back to exhaust; instructor introduces one fault (stuck-open relief causing pressure drop) and demonstrates use of a calibrated pressure gauge at multiple test points to bracket the fault location. Paired lab rotation (pneumatic and hydraulic stations): each station has one seeded fault from a menu including a clogged filter, misadjusted pressure regulator, leaking cylinder rod seal, solenoid valve coil failure, and flow-control valve set backward; students measure pressure upstream and downstream of each component, record results, identify the fault component, and calculate expected vs. actual cylinder speed to confirm the repair.	Pneumatic training circuit with FRL, directional control valves, cylinders, calibrated pressure gauges; hydraulic training circuit with pump, relief valve, flow-control valve, and cylinder; flow meter, circuit diagram set, calculation worksheet, PMMI Fluid Power reference, PMMI Mechanical Components 1 reference	Lab report: student must record pressure readings at each test point, correctly identify the faulted component, perform and show a force or speed calculation, and verify the circuit is within specification after repair; 80% rubric score to pass.
8	FANUC Robot Alarm Diagnosis and Program Fault Correction	16	lab	Students will use the FANUC teach pendant alarm log, I/O status screen, and ROBOGUIDE simulation to identify the cause of a robot fault alarm and correct the associated program or hardware condition, restoring normal cycle operation.	Instructor-led review of FANUC alarm code structure: severity levels (WARN, PAUSE, ABORT, STOP), how to navigate Alarm History on the teach pendant, and how to use the I/O Status screen to distinguish a missing input signal from a program logic error; students annotate a printed teach-pendant screen map. ROBOGUIDE simulation exercise: students load a pre-built cell with three introduced faults (a tool-frame offset entered with wrong Z value causing position error alarms, an I/O output not mapped to the correct rack/slot causing end-effector not to open, and a program branching to a non-existent label); students use simulation alarm history and the position register display to locate each fault without touching physical hardware. Physical robot station: each pair restores a FANUC training robot that has one seeded alarm (instructor selects from motion-range limit, tool-frame error, or lost mastering reference); students jog safely in joint and world coordinates, access the relevant setup screen (frames, mastering, I/O config), make the correction, run one auto cycle, and document the alarm code, root cause, and corrective action on a work order.	FANUC training robot with teach pendant (HandlingTool software), ROBOGUIDE offline simulation workstations, alarm-code reference card, FANUC operator manual excerpts, work-order forms, ANSI/RIA R15.06 safeguarding checklist	Completed work order reviewed by instructor: student must state the exact alarm code and title, correctly identify whether the fault is in hardware, I/O mapping, or program logic, describe the corrective action with specific screen/parameter names, and confirm the robot completed one successful auto cycle; 80% rubric score to pass.
9	Systematic Multi-System Fault Isolation on an Integrated Machine	18	lab	Students will isolate and correct a fault in an integrated mechatronic system where the symptom is in one subsystem (e.g., robot stops) but the root cause is in a different subsystem (e.g., pneumatic gripper pressure loss), using the seven-step process and full documentation.	Pre-lab briefing: instructor explains the concept of cross-system fault migration — how a hydraulic or pneumatic failure manifests as a robot alarm, how a sensor fault creates a PLC output fault, and how a drive trip stops a conveyor that is monitored by a robot cell; students sketch a cause-and-effect map for three given symptom-root-cause pairs. Integrated lab: the training cell (PLC-controlled conveyor + pneumatic pick station + FANUC robot) has one seeded cross-system fault per lab group from a pool of six scenarios (examples: blocked sensor causes PLC to not release conveyor, which causes robot to fault on timeout; gripper solenoid wiring loose causes robot to drop part and abort program; VFD overload on conveyor motor causes PLC to halt entire cell); each group follows the seven-step process, documents every test, and makes the repair. Group debrief: each group presents their fault, test sequence, key measurement that bracketed the fault, and the lesson learned about where to start testing on an integrated system; class votes on whether the group's process was systematic or random and discusses improvements.	Integrated training cell (PLC, conveyor with VFD, pneumatic pick station, FANUC robot), multimeter, pressure gauge, PLC programming laptop, teach pendant, work-order forms, fault-scenario instructor cards, ANSI/RIA R15.06 safeguarding checklist	Work order and verbal debrief: work order must show a logical test sequence (not random probing), each measurement recorded with actual vs. expected value, correct root cause identified, repair verified with a successful auto cycle; group debrief must show understanding of why the fault appeared in a different subsystem; 80% rubric to pass.
10	Preventive and Predictive Maintenance Practices	12	theory	Students will distinguish corrective, preventive, and predictive maintenance strategies and create a preventive maintenance schedule for a mechatronic system using manufacturer specifications and inspection intervals.	Lecture and comparison chart: corrective (fix after failure), preventive (time- or cycle-based inspection and replacement), and predictive (condition-based monitoring — vibration, thermal imaging, oil analysis); students fill in a T-chart of advantages and limitations for each strategy as the lecture proceeds. Case study analysis: students read a two-page maintenance log from a fictional packaging plant showing three unplanned robot downtime events in six months; they identify which events a PM schedule would have prevented, which required predictive methods, and calculate the approximate cost of downtime using a given $/hour figure. Schedule-creation exercise: using a FANUC robot maintenance manual excerpt and a pneumatic system component manual, each student produces a one-page PM schedule table (component, inspection task, interval in hours or days, accept/reject criterion, parts to stock) and justifies two interval choices in writing.	Maintenance log case study packet, FANUC robot maintenance manual excerpts, pneumatic component maintenance manual excerpts, PM schedule template (spreadsheet), whiteboard, projector	PM schedule reviewed against instructor answer key: schedule must include at minimum eight components with correct intervals and accept/reject criteria sourced from the provided manuals; written justification for two intervals must cite the manual page or section; 80% accuracy to pass.
11	Reading and Updating Technical Documentation for Troubleshooting	12	theory	Students will interpret electrical schematics, pneumatic circuit diagrams, ladder-logic printouts, and equipment specifications to extract information needed to plan and execute a fault-isolation test sequence.	Symbol identification drill: students are given a one-page electrical schematic and a one-page pneumatic circuit diagram with 20 unlabeled symbols each; they identify each symbol using NFPA 79 and ISO 1219 symbol references and record the component name and function. Schematic trace exercise: using a multi-page machine schematic set, students trace the current path from a 24 VDC supply through a safety relay, through a PLC output module, through a solenoid coil, to common — annotating each wire number and terminal on a blank path-trace worksheet; instructor checks against key. Documentation update practice: instructor provides a marked-up redline of a machine drawing where a technician added a new proximity sensor during a previous repair but never updated the master drawing; students transfer all redline changes to the digital schematic file using CAD or drawing software, save a revision, and fill in the revision block with date, description, and initials.	Printed multi-page electrical schematic set, pneumatic circuit diagram set, NFPA 79 symbol reference chart, ISO 1219 pneumatic symbol reference, blank path-trace worksheets, CAD or drawing software workstations, redline drawing packet	Symbol sheet and path-trace worksheet scored against answer key: 85% of symbols correctly identified and 100% of wire numbers and terminals correctly traced on the current-path exercise; documentation update checked for completeness against the redline — all changes transferred and revision block complete.
12	Comprehensive Troubleshooting Practicum and Capstone Review	12	lab	Students will independently diagnose and repair three randomly assigned faults drawn from all course subsystems (electrical, PLC, pneumatic, drive, robot) within a time limit, producing complete work orders for each fault.	Fault draw and planning: each student draws three fault-scenario cards (one electrical/sensor, one PLC or drive, one robot or pneumatic) and has 10 minutes to write a brief test plan for each before touching any equipment, listing the first three tests they will perform and the tools required. Timed independent fault-resolution lab: students execute their three repairs on the integrated training cell or individual stations; the clock runs from the moment they touch equipment; instructor observes but does not coach; LOTO must be applied correctly each time energy isolation is required or the fault attempt is stopped and marked as failed. Work-order submission and self-assessment: after completing each repair, students complete the work order immediately and then complete a written self-assessment identifying which step in the seven-step process took longest and what they would do differently; instructor reviews and scores all three work orders and the self-assessment before the final exam.	Integrated training cell, fault-scenario cards (instructor prepared, at least 15 unique faults), LOTO equipment, full PPE set, multimeter, pressure gauge, PLC programming laptop, teach pendant, work-order forms, timer	Three graded work orders: student must correctly identify the root cause and complete the repair on at least 2 of 3 faults within the allotted time, with zero critical LOTO deviations on any fault attempt; 80% aggregate rubric score across all three work orders required to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Troubleshooting Knowledge Exam	Written exam	25%	80% correct (32 of 40 questions)	A 40-question written exam covering the seven-step fault-isolation process, electrical measurement interpretation, PLC alarm and I/O diagnostics, VFD fault codes, pneumatic and hydraulic fault signatures, FANUC alarm code categories, LOTO and NFPA 70E requirements, and PM strategy selection; questions are mapped to PMMI Mechatronics (Industrial Electricity 1 and 2, PLC 1 and 2, Fluid Power, Motor and Motor Controls) and Siemens SMSCP Level 1 knowledge areas. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Fault-Diagnosis Skills Demonstration	Skills demonstration	45%	Correct root-cause identification and verified repair on at least 2 of 3 assigned faults with zero critical safety deviations; 80% aggregate rubric score	The instructor assigns three faults drawn from different subsystems (electrical/sensor, PLC or drive, and robot or fluid power) on the integrated training cell; the student must apply LOTO correctly before each repair, follow the seven-step process, complete a work order for each fault, and demonstrate a successful auto cycle after each repair — maps to FANUC CERT technician-level performance exam format and PMMI practical competency areas. Standard met · Safety · Time · Quality/finish · Documentation
Troubleshooting Lab Log	Log	15%	All 12 lesson lab data sheets and work orders submitted; average rubric score of 80% or higher across all entries	Students maintain a running lab log containing the data sheet or work order from every lab and practice lesson; each entry is scored for completeness (all measurement fields populated), accuracy (values within specification or correctly compared to specification), correct fault identification, and logical corrective action — the log is reviewed twice during the course and submitted in full at the final lesson. Standard met · Safety · Time · Quality/finish · Documentation
Hazardous Energy Control Safety Check	Safety audit	15%	100% of critical LOTO steps correct with no coaching; any critical deviation requires a remediation session and re-test before the student may continue lab work	An unannounced or end-of-course observed performance check in which the student executes the full multi-energy LOTO procedure on the integrated training station from memory, then correctly demonstrates verification of zero voltage (live-dead-live), zero pneumatic pressure, and zero stored mechanical energy before declaring the equipment safe to work on — scored on a binary critical-step checklist aligned to OSHA 29 CFR 1910.147 and NFPA 70E requirements. Standard met · Safety · Time · Quality/finish · Documentation

MFG-MECH15-08 Capstone

Capstone Project: Integrated Mechatronics & Robotics System Build

216 hr · ~~$2,160~~ COMPLIMENTARY

Students design, build, program, document, and defend a functional automated system that integrates a PLC, at least one industrial robot or servo drive, sensors, pneumatics or hydraulics, and an HMI, demonstrating competency across every major program domain. The project is completed under industry-realistic conditions including lockout/tagout procedures, machine guarding, and full technical documentation. A formal project defense before an industry panel assesses both technical depth and professional communication.

Outcomes

Design and wire a multi-component automated system that meets NFPA 70E, OSHA 29 CFR 1910.147, OSHA 1910.212, and ANSI/RIA R15.06 safety requirements and passes a peer safety audit.
Write and debug a PLC program using at least two IEC 61131-3 languages (ladder diagram plus one other) that controls actuators, reads sensors, and displays status on an HMI.
Program and integrate a FANUC robot using teach-pendant and ROBOGUIDE, configuring world, user, and tool frames and executing a repeatable pick-and-place or process sequence with I/O handshaking to the PLC.
Produce a complete technical documentation package including a system description, electrical schematics, pneumatic/hydraulic circuit diagrams, PLC program printout, robot program backup, bill of materials, and a troubleshooting log.
Demonstrate systematic fault diagnosis on the completed system by introducing and resolving at least three seeded faults within defined time limits.
Present and defend the completed system to an industry panel, explaining design decisions, safety measures, and test results clearly and accurately.

Course text

How the course runs. 4 blocks: System Design, Safety Planning, and Project Kickoff; System Build, Wiring, and PLC/HMI Programming; FANUC Robot Integration and System Run-Off; Documentation Completion and Project Defense.

What competent looks like. Design and wire a multi-component automated system that meets NFPA 70E, OSHA 29 CFR 1910.147, OSHA 1910.212, and ANSI/RIA R15.06 safety requirements and passes a peer safety audit. Write and debug a PLC program using at least two IEC 61131-3 languages (ladder diagram plus one other) that controls actuators, reads sensors, and displays status on an HMI. Program and integrate a FANUC robot using teach-pendant and ROBOGUIDE, configuring world, user, and tool frames and executing a repeatable pick-and-place or process sequence with I/O handshaking to the PLC. Produce a complete technical documentation package including a system description, electrical schematics, pneumatic/hydraulic circuit diagrams, PLC program printout, robot program backup, bill of materials, and a troubleshooting log. Demonstrate systematic fault diagnosis on the completed system by introducing and resolving at least three seeded faults within defined time limits. Present and defend the completed system to an industry panel, explaining design decisions, safety measures, and test results clearly and accurately.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	System Design, Safety Planning, and Project Kickoff	36	theory	Students will produce an approved system design package—including a written scope, block diagram, bill of materials, electrical and pneumatic schematics, and a written hazard analysis citing OSHA 29 CFR 1910.147, NFPA 70E, OSHA 1910.212, and ANSI/RIA R15.06—before any physical build begins.	Each student or two-person team selects a project scenario (e.g., palletizing cell, conveyor-sort-and-place station, or hydraulic press with robot load/unload) and writes a one-page scope document listing inputs, outputs, safety interlocks, and success criteria; instructor approves or redirects before the team advances. Students draft a block diagram showing every major subsystem (PLC, robot controller, drive, HMI, sensors, pneumatic or hydraulic circuit), then convert it into a full wiring schematic and a pneumatic or hydraulic circuit diagram using standard IEC/ANSI drawing conventions, labeling all components with tag numbers that will appear on the physical system. Teams complete a written Job Hazard Analysis (JHA) that identifies every hazardous energy source on their system, assigns a lockout/tagout procedure step for each source referencing OSHA 29 CFR 1910.147, specifies required PPE per NFPA 70E arc-flash and shock boundaries, identifies required machine guarding per OSHA 1910.212, and notes robot safeguarding requirements per ANSI/RIA R15.06; instructor signs off before any wiring or assembly begins.	CAD or schematic software (e.g., AutoCAD Electrical or EPLAN student version), IEC/ANSI symbol references, OSHA 29 CFR 1910.147 text, NFPA 70E reference, ANSI/RIA R15.06 summary, project specification templates, bill-of-materials spreadsheet template, graph paper for hand sketches, course safety standards binder	Instructor reviews and signs the complete design package (scope, block diagram, schematics, JHA, BOM); all five documents must be present and internally consistent, all safety standards must be cited correctly, and the JHA must address every energy source on the schematic; pass = instructor sign-off with no unresolved safety gaps; teams with gaps revise and resubmit before advancing.
2	System Build, Wiring, and PLC/HMI Programming	72	lab	Students will construct, wire, and power up the physical system following approved schematics, apply all required lockout/tagout and guarding before any energized work, and write a working PLC program in at least two IEC 61131-3 languages that controls all actuators, reads all sensors, handles timers and counters, processes analog signals, and displays real-time status on an HMI.	Teams mount components to a work panel or base frame, run and label all conductors per the approved schematic using wire ferrules and terminal blocks, install machine guards and robot safeguarding as specified in the JHA, and perform a pre-energization checklist (continuity check, insulation resistance spot-check, verify LOTO hardware is in place and documented) before the instructor witnesses first power-up; any wiring deviation from the schematic must be redlined on the drawing before energizing. Students write the PLC program in ladder diagram for the main sequential logic and add at least one routine in function block diagram or structured text for analog signal scaling (4-20 mA or 0-10 V sensor), timer/counter logic, or motor-drive speed reference; they configure the industrial network (EtherNet/IP, PROFINET, or Modbus as available) to link the PLC to the robot controller or drive, then verify all I/O points are correctly mapped by forcing each input and confirming each output physically actuates as designed. Students configure the HMI with at minimum: a run/stop/reset control screen, a real-time numeric display of at least one analog value, a fault indicator for each major alarm, and a manual jog screen for maintenance mode; they conduct a structured I/O checkout with a partner acting as a second set of eyes, logging each test point pass/fail in a commissioning sheet that becomes part of the documentation package.	PLC trainer (Allen-Bradley ControlLogix or CompactLogix, or Siemens S7-1200 per lab availability), PLC programming software (Studio 5000 or TIA Portal), HMI (PanelView or KTP series), motor drive with speed reference wiring, pneumatic or hydraulic bench with actuators, sensor suite (inductive, capacitive, photoelectric, pressure transducer), wire stripper/crimper, multimeter, clamp meter, terminal blocks, DIN rail, wire duct, LOTO kit (padlocks, hasp, tags, lockout station), machine guarding panels, commissioning checklist template, NFPA 79 reference	Instructor witnesses a live I/O checkout: every input listed in the BOM activates the correct PLC bit and every output energizes the correct field device within one scan; the HMI displays correct analog values; all guards are installed; LOTO procedure is demonstrated on request; the commissioning sheet is signed by both student and instructor; pass = zero unresolved wiring errors, zero missing guards, and 100% of I/O points verified; any failed point is corrected same session before the next lesson begins.
3	FANUC Robot Integration and System Run-Off	60	lab	Students will configure the FANUC robot within the system by setting world, user, and tool frames, writing a production program using the teach pendant, establishing I/O handshaking with the PLC, verifying safe speeds and safeguarding, and demonstrating a complete uninterrupted automatic cycle at production speed for a defined number of consecutive successful cycles.	Students set up the robot work cell following ANSI/RIA R15.06 safeguarding requirements (safety-rated monitored stop or fence with interlocked gate), then use the teach pendant to establish the world frame reference, define a user frame for the work fixture, and calibrate the tool frame using a three-point or six-point TCP procedure; they document all frame data (position coordinates, rotation values) in the project log and verify repeatability by jogging to three taught reference points and measuring position error with a dial indicator or ruler. Students write the FANUC TP program (HandlingTool) for the system's robot task (pick-and-place, machine tending, or similar), incorporating: at least six taught positions, fine/coarse motion type selection appropriate to each move, speed overrides set to safe values for the cell size, I/O wait and signal instructions for PLC handshaking (e.g., wait for part-present signal, signal PLC when cycle complete), and a fault routine that stops motion safely and signals the HMI; they verify the program offline in ROBOGUIDE before running on the live robot, then run in T1 (manual reduced speed) with a partner as a safety observer before switching to automatic. The team conducts a full system run-off: starting from a defined home state, the system runs ten consecutive automatic cycles without fault; the instructor or a peer observer records cycle time, counts any faults or near-misses, and verifies the LOTO procedure is correctly applied each time the cell is entered for any adjustment; after successful run-off, students introduce and resolve three seeded faults (one electrical, one PLC/program, one robot/mechanical) using structured troubleshooting and logging each fault, probable cause, test performed, and corrective action in a troubleshooting log.	FANUC robot (LR Mate or M-10 series per lab, with R-30iB or iB Plus controller), teach pendant, ROBOGUIDE software (student license or lab workstation), FANUC HandlingTool reference manual, safety-rated interlocked gate or light curtain, dial indicator or ruler for TCP verification, PLC with I/O linked to robot controller via discrete wiring or EtherNet/IP, ANSI/RIA R15.06 summary card, LOTO kit, troubleshooting log template	Instructor observes the ten-cycle run-off and the seeded-fault exercises: pass = ten consecutive fault-free cycles at programmed speed, TCP repeatability within ±2 mm at three reference points, I/O handshaking confirmed by PLC data monitor during run, all three seeded faults diagnosed and resolved with correct entries in the troubleshooting log within a combined 45-minute window, and LOTO correctly applied every time the cell is entered; any criterion not met is re-run after corrections.
4	Documentation Completion and Project Defense	48	field	Students will finalize the complete technical documentation package, present the running system to an industry review panel, and answer panel questions about design decisions, safety compliance, and troubleshooting results with clear and accurate responses.	Students compile the full documentation package into a professional binder or digital folder: finalized electrical schematics with all redlines incorporated, pneumatic/hydraulic circuit diagram, PLC program printout with rung comments, FANUC robot program backup file and printed listing, HMI screen captures, final BOM with actual parts used, commissioning checklist (signed), troubleshooting log with all three seeded-fault entries, and a one-page system description written for a maintenance technician audience; they peer-review each other's packages against a documentation checklist before submission, flag any missing items, and resolve them. Students prepare and deliver a 15-minute structured presentation to the review panel (which includes at least one industry representative and the lead instructor) covering: project scope and system overview, safety measures implemented and standards referenced, PLC program logic explanation with a live demo on the HMI, robot program walkthrough with a live cycle demonstration, key design decisions and any design changes made during build, and troubleshooting log summary; use of the actual running system as a visual aid is required. Panel members conduct a 15-minute question-and-answer session probing areas such as: why a specific frame type was chosen for the robot, how the LOTO procedure would change if a hydraulic circuit were added, what IEC 61131-3 language would be better suited to a specific logic requirement and why, how a specific PMMI Mechatronics or Siemens L1 concept is demonstrated in the system, and what the student would change if given more time; the student must answer without notes for at least half the questions.	Documentation binder or digital submission folder, documentation checklist, projector and screen, running capstone system (powered and guarded), LOTO kit staged at the cell, OSHA and NFPA standard references available for the student to cite, industry panel evaluation rubric, peer-review checklist	Instructor and panel score the presentation and Q&A on the program rubric (documentation completeness, safety compliance demonstration, technical accuracy of explanation, system live performance, and professional communication); pass = documentation package is complete per checklist with no missing sections, live system runs at least three cycles correctly during the presentation, and the student scores at least 75% on the panel rubric averaged across all five categories; below 75% triggers a one-week remediation and a second defense date.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Integrated System Build and Run-Off (Project Assessment)	Project	60%	Ten consecutive fault-free automatic cycles witnessed by the instructor, all I/O verified on commissioning sheet, TCP repeatability within ±2 mm, three seeded faults diagnosed and resolved within 45 minutes combined, all guards and LOTO procedures correct; any single criterion not met requires targeted remediation and re-demonstration before the portfolio and defense may proceed.	The primary project assessment evaluates the physical, functioning automated system against the approved design. The instructor witnesses the full ten-cycle run-off, the seeded-fault troubleshooting exercise, and correct application of lockout/tagout every time the cell is entered, confirming that the student can integrate and operate a real mechatronics system safely and reliably. Meets specification · Within estimate · Workmanship · Safety · Documentation
Technical Documentation Portfolio (Portfolio Assessment)	Portfolio	20%	All required documents present and internally consistent (schematics match the physical build, program printout matches the controller, BOM matches installed hardware); rung comments and robot program comments are sufficient for a peer technician to follow the logic without additional explanation; documentation checklist signed by both peer reviewer and instructor; overall completeness score of at least 80% on the documentation rubric.	The portfolio is the complete technical documentation package compiled throughout the capstone, including schematics, PLC and robot program listings, HMI screen captures, BOM, commissioning checklist, troubleshooting log, and system description. It is evaluated against an industry-standard documentation checklist to ensure a qualified technician unfamiliar with the project could use the package to maintain or replicate the system. Completeness · Organization · Evidence quality
Project Defense Before Industry Panel (Oral Assessment)	Oral / panel	20%	Student scores at least 75% on the panel rubric averaged across documentation completeness, safety compliance demonstration, technical accuracy of explanation, live system performance during the presentation, and professional communication; at least half of Q&A questions answered correctly without notes; a score below 75% results in a one-week remediation period and a second defense opportunity.	The 30-minute defense (15-minute presentation plus 15-minute Q&A) is conducted before a panel that includes at least one industry representative and the lead instructor, with the running system present as a live visual aid. The defense assesses the student's ability to explain their engineering and safety decisions clearly and accurately, connecting their work to the specific domains tested by the FANUC CERT, Siemens Mechatronics L1, and PMMI Mechatronics credential exams. Explains decisions · Answers technical questions · Professional communication

MFG-MECH15-09 Externship / clinical

Externship / Worksite Placement

324 hr · ~~$1,295~~ COMPLIMENTARY

Students complete a minimum of 324 supervised hours at a manufacturing, marine, or automation employer site, applying PLC programming, robot operation, drive configuration, pneumatics/hydraulics, sensor troubleshooting, and safety practices in a live production environment. A credentialed on-site supervisor evaluates performance against a structured rubric at the midpoint and end of the placement. This field experience bridges classroom learning and full employment, building the professional habits and technical confidence expected of an entry-level mechatronics technician.

Outcomes

Perform assigned maintenance, setup, or troubleshooting tasks on industrial automation equipment under supervisor direction while complying with OSHA 29 CFR 1910.147 lockout/tagout, NFPA 70E electrical safety, and site-specific PPE requirements.
Demonstrate safe operation and teach-pendant programming of at least one industrial robot at the operator or technician level consistent with ANSI/RIA R15.06 safeguarding requirements.
Apply PLC diagnostic and monitoring skills — using ladder logic, I/O status, and HMI displays — to assist in identifying and correcting equipment faults on the production floor.
Complete all assigned tasks on time and document work performed in a daily field log that includes observations, procedures followed, tools used, and any safety actions taken.
Receive a satisfactory or better rating from the site supervisor on all domains of the employer evaluation form at both the midpoint and final review.
Articulate the connection between externship tasks and the FANUC CERT, Siemens Mechatronics Level 1, and PMMI Mechatronics credential competency areas in a written reflection submitted at the conclusion of the placement.

Course text

How the course runs. 4 blocks: Pre-Placement Orientation and Site Safety Onboarding; Assisted Production Tasks: Robots, PLCs, and Drives; Independent Supervised Tasks and Expanded Responsibilities; Final Evaluation, Professional Reflection, and Credential Mapping.

What competent looks like. Perform assigned maintenance, setup, or troubleshooting tasks on industrial automation equipment under supervisor direction while complying with OSHA 29 CFR 1910.147 lockout/tagout, NFPA 70E electrical safety, and site-specific PPE requirements. Demonstrate safe operation and teach-pendant programming of at least one industrial robot at the operator or technician level consistent with ANSI/RIA R15.06 safeguarding requirements. Apply PLC diagnostic and monitoring skills — using ladder logic, I/O status, and HMI displays — to assist in identifying and correcting equipment faults on the production floor. Complete all assigned tasks on time and document work performed in a daily field log that includes observations, procedures followed, tools used, and any safety actions taken. Receive a satisfactory or better rating from the site supervisor on all domains of the employer evaluation form at both the midpoint and final review. Articulate the connection between externship tasks and the FANUC CERT, Siemens Mechatronics Level 1, and PMMI Mechatronics credential competency areas in a written reflection submitted at the conclusion of the placement.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Pre-Placement Orientation and Site Safety Onboarding	16	field	Before beginning unsupervised tasks, the student will complete all employer site-safety onboarding requirements and demonstrate correct execution of the site's lockout/tagout procedure and emergency response plan to the satisfaction of the site supervisor.	Complete the employer's required site-safety orientation, including hazard communication, emergency exits, PPE requirements, and any site-specific electrical or arc-flash boundary rules per NFPA 70E; document completion in the field log. Shadow the site supervisor or assigned mentor to perform a lockout/tagout energy-isolation demonstration on a piece of production equipment, then independently walk through each step — identify, isolate, release stored energy, apply lock, verify zero energy — while the supervisor observes. Review the site's robot safeguarding setup (light curtains, safety fencing, interlocks) against ANSI/RIA R15.06 requirements and record observations, including any collaborative-robot safety modes in use, in the field log entry for day one.	Site PPE (safety glasses, arc-rated clothing as required, steel-toed footwear, hearing protection), employer LOTO kit and written LOTO procedure, site emergency response plan, NFPA 70E quick-reference card, ANSI/RIA R15.06 summary sheet, student field log binder	Site supervisor signs the student's LOTO competency checklist confirming each step was performed correctly; student submits a completed field log entry for all onboarding days; pass = all checklist items marked satisfactory and log entry accepted by the school coordinator.
2	Assisted Production Tasks: Robots, PLCs, and Drives	180	field	Working under direct or general supervision, the student will carry out assigned production-support tasks — including robot program calls, teach-pendant jogging, PLC I/O monitoring, drive parameter checks, and basic preventive maintenance — and log each task with enough detail to show the methods and safety precautions used.	Assist the site technician with scheduled preventive maintenance on at least one FANUC or equivalent industrial robot: check joint lubrication schedule entries, verify teach-pendant battery backup status, confirm safety fence interlocks function, and document findings; connect tasks to FCR-T1/T2 curriculum areas (program backup, I/O verification, frames) in the field log. Under supervision, use the site's PLC programming software or HMI to monitor live I/O, interpret ladder logic rungs related to a current production process, and identify the root cause of at least two minor faults logged in the maintenance system; record the IEC 61131-3 language used, the fault code, and the corrective action taken. Assist with setup or changeover of an automated cell involving at least one drive (VFD or servo): observe or participate in parameter review, record motor nameplate data, calculate synchronous speed (Ns = 120f / P) and expected slip for the motor in use, and confirm actual speed on the HMI; record the calculation and result in the field log.	Site production equipment (industrial robots, PLCs, VFDs, HMIs, sensors), teach pendant, laptop with site-approved PLC software access if permitted, multimeter and clamp meter, motor nameplate data sheet, student field log binder, OSHA 29 CFR 1910.147 reference card	School coordinator reviews field log entries bi-weekly; log must include date, hours, task description, equipment involved, safety steps taken, and a credential-mapping note for each entry; site supervisor midpoint evaluation (week 8–10 of placement) must rate the student satisfactory or above on technical task performance and safety compliance; pass = midpoint evaluation average of satisfactory or better on all rated domains.
3	Independent Supervised Tasks and Expanded Responsibilities	100	field	With general (not direct) supervision, the student will independently execute at least three different categories of mechatronics technician tasks — drawn from robotics, fluid power, electrical/PLC, or sensor/instrumentation work — demonstrating safe work habits and progressively decreasing need for guidance as documented in supervisor notes.	Independently troubleshoot at least one pneumatic or hydraulic circuit fault (such as a slow cylinder, a pressure loss, or a valve not shifting) using a systematic approach: check fluid power supply, inspect directional control valves, measure cylinder bore and calculate expected force (F = P × A), and document the diagnosis and repair in the field log, cross-referencing PMMI Mechatronics Fluid Power competency areas. Calibrate or replace at least one sensor (proximity, photoelectric, or analog 4-20 mA transmitter) on a live machine, following the site's work-order system; verify the new signal by monitoring PLC I/O or a loop calibrator, apply the 4-20 mA scaling formula to confirm the engineering-unit reading is correct, and record the as-found and as-left values. With the site mentor's permission, create or edit a simple robot program segment or PLC routine (even in a simulator if live edits are not permitted) to solve a minor production improvement task suggested by the supervisor; document the task, the logic change, and the test result, referencing FANUC CERT HandlingTool or IEC 61131-3 ladder/function-block concepts.	Site production equipment, pneumatic/hydraulic test gauges, loop calibrator or multimeter with mA measurement, sensor data sheets, PLC programming terminal or ROBOGUIDE simulation laptop, work-order system access, student field log binder	Each independent task must have a signed task completion note from the site supervisor confirming the work was done safely and correctly; school coordinator reviews log entries for this phase and checks that at least three distinct competency categories are represented; pass = supervisor signs all task completion notes as satisfactory and coordinator accepts log entries as complete.
4	Final Evaluation, Professional Reflection, and Credential Mapping	28	field	The student will complete the employer final evaluation, submit a polished field log, and produce a written professional reflection that maps externship experiences to specific FANUC CERT, Siemens Mechatronics Level 1, and PMMI Mechatronics competency areas, demonstrating readiness for entry-level employment.	Meet with the site supervisor for a formal end-of-placement evaluation session using the program's structured employer evaluation form; discuss performance feedback, areas of strength, and areas for continued growth; obtain supervisor signature on the final evaluation form and submit it to the school coordinator. Compile and organize the complete field log for the placement period — including all daily entries, task completion notes, signed supervisor checkpoints, and any work-order documentation — then submit the log to the school coordinator for final review; ensure every entry includes a credential-mapping note linking the task to at least one FANUC CERT, Siemens SMSCP Level 1, or PMMI Mechatronics exam area. Write a two-to-three page professional reflection describing: (1) the three most technically challenging tasks encountered and how they were solved; (2) a comparison of worksite safety culture to OSHA 29 CFR 1910.147, NFPA 70E, and ANSI/RIA R15.06 standards covered in class; and (3) a self-assessment of which FANUC CERT, Siemens, and PMMI credential competency areas were most reinforced and which need further study before the exam-prep course.	Completed field log binder, employer evaluation form, program credential-mapping matrix (lists each FANUC CERT, Siemens SMSCP L1, and PMMI Mechatronics competency by name), word-processing software, school coordinator contact information	School coordinator confirms that the employer evaluation form is signed by a credentialed site supervisor and that all domains are rated satisfactory or above; field log is reviewed for completeness (all hours documented, all entries include credential-mapping notes); written reflection is graded on a rubric requiring technical accuracy, specific examples, and clear credential linkage; pass = final employer evaluation average of satisfactory or better, complete field log accepted, and reflection rubric score of 75% or higher.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Site Supervisor Final Skills Evaluation	Skills demonstration	70%	Average rating of satisfactory or better on every scored domain of the program's standardized employer evaluation form, signed by the supervising technician or lead at the placement site	The site supervisor completes the program's structured employer evaluation form at the midpoint and at the conclusion of the externship, rating the student on technical task performance (robot operation, PLC monitoring, fluid power and sensor tasks), safety and LOTO compliance, professional conduct, communication, and ability to work independently. Both completed forms are submitted to the school coordinator; the final form must show satisfactory or better on all domains for the student to pass the externship. Competency · Safety · Attendance · Conduct · Initiative
Field Log and Professional Reflection	Log	30%	Field log accepted as complete by the school coordinator (all 324 hours documented, all entries include task description and credential-mapping note, all supervisor sign-offs present) and written reflection scored at 75% or higher on the program rubric	The student submits a compiled field log covering the full externship period — with daily entries, signed task completion notes, and a credential-mapping note linking each task to FANUC CERT, Siemens Mechatronics Level 1, or PMMI Mechatronics competency areas — along with a two-to-three page written professional reflection addressing technical challenges solved, worksite safety culture compared to class standards, and a self-assessment of credential readiness; both documents are reviewed by the school coordinator against published criteria before the student advances to the exam-preparation course. Complete · Verified

MFG-MECH15-10 Exam prep

Certification Exam Preparation: FANUC CERT, Siemens Mechatronics L1, and PMMI Mechatronics

90 hr · ~~$900~~ COMPLIMENTARY

This course systematically reviews every knowledge and performance domain tested on the FANUC CERT (FCR-O1/FCR-O2 operator and FCR-T1/FCR-T2 technician levels), Siemens Mechatronic Systems Certification Program Level 1, and PMMI Mechatronics certificate tests so that learners enter each exam with confirmed readiness. Students complete timed written mock exams and hands-on performance simulations under exam-like conditions, identify and close individual skill gaps, and develop personal test strategies. Passing all three credential families documents portable, employer-recognized competency in industrial robotics and mechatronics.

Outcomes

Score at or above the passing threshold on full-length timed written mock exams for each PMMI Mechatronics test area: Fluid Power; Industrial Electricity 1 and 2; Mechanical Components 1 and 2; Motor and Motor Controls; and Programmable Logic Controllers 1 and 2.
Demonstrate hands-on proficiency in all FANUC CERT performance-exam tasks including teach-pendant jogging, frame setup (world, user, tool), I/O configuration, program creation and editing, ROBOGUIDE simulation, and system backups at the operator and technician level.
Correctly answer written and applied questions covering all Siemens SMSCP Level 1 domains: electrical components, mechanical components and electrical drives, electro-pneumatic and hydraulic control circuits, and digital fundamentals and PLCs.
Apply key trade formulas—Ohm's law, synchronous speed (Ns = 120f/P), torque (T = hp × 5252 / rpm), cylinder force (pressure × area), hydraulic speed (gpm × 231 / area), and 4–20 mA scaling—accurately and within timed exam conditions.
Cite and apply the correct safety standard (OSHA 29 CFR 1910.147 lockout/tagout, NFPA 70E, OSHA 1910.212, ANSI/RIA R15.06/ISO 10218, NFPA 79) for scenario-based exam questions.
Create and execute a personal exam-day plan that addresses identified weak domains, time management, and verification strategies for performance tasks.

Course text

How the course runs. 4 blocks: PMMI Mechatronics Written Exam Review: All Eight Test Areas; Siemens SMSCP Level 1 Written and Applied Review: Electrical, Mechanical, Drives, Pneumatics/Hydraulics, Digital/PLC Domains; FANUC CERT Written and Performance Exam Review: Operator and Technician Levels; Full Integrated Mock Certification Exam Day: FANUC CERT, Siemens SMSCP L1, and PMMI Mechatronics.

What competent looks like. Score at or above the passing threshold on full-length timed written mock exams for each PMMI Mechatronics test area: Fluid Power; Industrial Electricity 1 and 2; Mechanical Components 1 and 2; Motor and Motor Controls; and Programmable Logic Controllers 1 and 2. Demonstrate hands-on proficiency in all FANUC CERT performance-exam tasks including teach-pendant jogging, frame setup (world, user, tool), I/O configuration, program creation and editing, ROBOGUIDE simulation, and system backups at the operator and technician level. Correctly answer written and applied questions covering all Siemens SMSCP Level 1 domains: electrical components, mechanical components and electrical drives, electro-pneumatic and hydraulic control circuits, and digital fundamentals and PLCs. Apply key trade formulas—Ohm's law, synchronous speed (Ns = 120f/P), torque (T = hp × 5252 / rpm), cylinder force (pressure × area), hydraulic speed (gpm × 231 / area), and 4–20 mA scaling—accurately and within timed exam conditions. Cite and apply the correct safety standard (OSHA 29 CFR 1910.147 lockout/tagout, NFPA 70E, OSHA 1910.212, ANSI/RIA R15.06/ISO 10218, NFPA 79) for scenario-based exam questions. Create and execute a personal exam-day plan that addresses identified weak domains, time management, and verification strategies for performance tasks.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	PMMI Mechatronics Written Exam Review: All Eight Test Areas	24	theory	Given timed practice sets drawn from all eight PMMI test areas, students will correctly answer at least 75% of questions in each area and identify personal weak domains for targeted study.	Structured content review sessions, one per PMMI test area in sequence—Fluid Power; Industrial Electricity 1 and 2; Mechanical Components 1 and 2; Motor and Motor Controls; PLC 1 and 2—with an instructor-led worked-example walk-through of representative problems for each area, including formula application (cylinder force, hydraulic speed, Ohm's law, 4–20 mA scaling, gear and pulley ratios) and safety-standard scenario questions (NFPA 79, OSHA 1910.212, NFPA 70E). Students complete a 25-question timed written practice set immediately after each content review session, mark their own answers against the key using a gap-analysis score sheet, and enter results into a personal readiness tracker that highlights any area scoring below 75%. Small-group drill sessions on lowest-scoring domains identified by the tracker: students teach-back concepts to peers, work additional practice problems at whiteboards, and receive instructor correction before a second 15-question re-check quiz for each deficient area.	PMMI Mechatronics study guides for all eight test areas; instructor-authored practice question banks aligned to each test domain; formula reference card (Ohm's law, power, series/parallel, Ns = 120f/P, slip, T = hp × 5252/rpm, cylinder force, hydraulic speed, 4–20 mA scaling, gear/pulley ratios); NFPA 70E, NFPA 79, OSHA 1910.147 and 1910.212 quick-reference summaries; individual gap-analysis score sheets; whiteboards; calculators	Personal readiness tracker reviewed by instructor at end of lesson; students must demonstrate 75% or higher on each PMMI area's practice set or re-check quiz before moving forward; instructor documents any remaining gaps and assigns targeted review resources
2	Siemens SMSCP Level 1 Written and Applied Review: Electrical, Mechanical, Drives, Pneumatics/Hydraulics, Digital/PLC Domains	18	lab	Students will correctly answer at least 75% of Siemens SMSCP Level 1 practice questions across all four exam domains and complete a hands-on applied task in each domain without critical errors.	Domain-by-domain classroom review using Siemens SMSCP Level 1 study materials: electrical components (wiring diagrams, protective devices, motor starters), mechanical components and electrical drives (VFD concepts, synchronous speed formula Ns = 120f/P, slip, torque formula), electro-pneumatic and hydraulic control circuits (directional control valves, actuator sizing using cylinder force = pressure × area), and digital fundamentals and PLCs (IEC 61131-3 ladder diagram, function block diagram, timers, counters, comparison instructions, EtherNet/IP basics); each domain session concludes with a 20-question timed written practice exam. Hands-on applied lab stations, one per domain: (1) Wire a motor starter circuit from a diagram and verify with a multimeter; (2) Configure a VFD for a target speed and measure output frequency; (3) Build and cycle a two-actuator electro-pneumatic circuit using a sequencing diagram; (4) Enter and run a ladder-diagram PLC program with timer and counter logic on the lab PLC trainer, verifying I/O status on the HMI. Lockout/tagout procedures per OSHA 29 CFR 1910.147 and PPE per NFPA 70E are required at every station. Peer-review debrief after each station: students swap programs or circuit builds with a partner, check each other's work against a provided answer sheet, document any discrepancies, and discuss root causes with the instructor before a final 10-question cumulative written quiz covering all four Siemens domains.	Siemens SMSCP Level 1 official study guide and practice materials; PLC trainer (with IEC 61131-3 software, ladder and FBD capability); VFD and three-phase motor demo unit; motor starter wiring panel; electro-pneumatic training bench with directional control valves and cylinders; multimeters; HMI panel or software simulation; lockout/tagout kits; PPE (safety glasses, insulating gloves rated for voltage present, arc-flash PPE where required); OSHA 1910.147 and NFPA 70E reference cards	75% or higher on each domain written practice exam and 75% or higher on the cumulative quiz; zero critical safety violations (failure to LOTO, missing PPE) at lab stations results in immediate remediation before the student may continue; instructor signs off applied station checklist for each student
3	FANUC CERT Written and Performance Exam Review: Operator and Technician Levels	30	practice	Students will pass a full-length timed FANUC CERT written mock exam at the technician level and complete all FCR performance tasks—jogging, frame setup, I/O, program creation and editing, ROBOGUIDE simulation, and system backup—meeting the NOCTI-aligned performance checklist criteria.	Written exam review session covering all FANUC CERT knowledge domains tested by NOCTI at operator and technician levels: robot safety (ANSI/RIA R15.06 / ISO 10218 safeguarding, collaborative operation, risk assessment), teach-pendant interface and jogging (joint, world, tool, user coordinate systems), frame definitions and calibration (world, user, tool frames), digital and analog I/O configuration, HandlingTool program structure (motion instructions, speed and termination types, condition registers), ROBOGUIDE offline simulation workflow, backup and restore procedures, and alarm interpretation; students complete a 60-question timed written mock exam under test conditions (no notes) and score it immediately using the answer key. Performance station rotations on the FANUC robot cell: each student completes a timed performance task sequence—(a) safely power up and home the robot following the pre-operation checklist; (b) jog in three coordinate frames to taught target points; (c) define and verify a tool frame using the three-point method; (d) write a HandlingTool pick-and-place program with at least five motion lines, register logic, and a digital I/O output trigger; (e) run the program in step mode then automatic mode while monitoring for faults; (f) perform a full controller backup to a USB device and verify the file. ANSI/RIA R15.06 safeguarding checks (cell fencing, E-stop, safety gates) and OSHA lockout/tagout procedures are enforced before any maintenance task. A second student scores the task against the NOCTI-style performance checklist as an observer. ROBOGUIDE simulation session: students open an existing workcell model, modify the robot program to add a new position and an I/O-triggered branch, simulate and verify cycle time and reach without collision, then export the program and load it to the physical controller; groups discuss differences between simulated and live behavior and document findings in a short written debrief.	FANUC robot cell (any FANUC controller with HandlingTool software, teach pendant, safety fencing, E-stop, safety gate interlock); ROBOGUIDE offline simulation software on student workstations; USB memory devices for backup exercise; NOCTI-style written exam question bank and performance checklist for FCR-O1, FCR-O2, FCR-T1, FCR-T2; ANSI/RIA R15.06 and OSHA 1910.147 safety reference cards; PPE (safety glasses, steel-toed footwear); lockout/tagout kit for controller maintenance tasks; FANUC operator and maintenance manuals	75% or higher on the 60-question written mock exam; 100% completion of all six performance tasks with no critical errors on the NOCTI-style checklist (a critical error is defined as any unsafe act, skipped LOTO step, or failure to achieve the intended robot motion or program outcome); students who do not meet either threshold repeat the deficient section before the summative mock exam
4	Full Integrated Mock Certification Exam Day: FANUC CERT, Siemens SMSCP L1, and PMMI Mechatronics	18	lab	Under timed, exam-day conditions students will achieve a passing score on a full integrated written mock exam spanning all three credential families and complete a FANUC CERT performance mock without critical errors, then use a scored debrief to finalize their personal exam strategy.	Full timed written mock exam administered in a single sitting under examination conditions (no notes, no phones, calculator permitted): the exam consists of questions drawn proportionally from all PMMI Mechatronics test areas, all Siemens SMSCP Level 1 domains, and all FANUC CERT written domains; students are notified of their score by domain immediately after the session so they can see exactly where they stand relative to each credential's passing requirement. FANUC CERT full performance mock exam: students rotate through the robot cell one at a time and complete the entire FCR performance sequence—pre-operation safety check, coordinate-frame jogging, tool-frame calibration, program creation, I/O setup, automatic-mode run, fault acknowledgment, and system backup—timed and scored by the instructor on the NOCTI-style performance checklist; observers complete their own checklists to build inter-rater reliability and professional evaluation skills. Scored individual debrief and exam-strategy session: each student meets with the instructor, reviews their written mock results by credential domain and their performance checklist, sets a written personal plan listing any final study tasks and exam-day strategies (time allocation per section, formula recall sequence, performance task order), and receives instructor sign-off confirming readiness or a specific remediation assignment before sitting the actual credentialing exams.	Integrated written mock exam (instructor-authored, covering all three credential families); FANUC robot cell with full performance setup; NOCTI-style performance checklist; individual score-by-domain feedback sheets; personal exam-strategy planning worksheet; FANUC operator and maintenance manuals for reference during debrief only; PPE; lockout/tagout kit; ROBOGUIDE workstation available for final review if needed	75% or higher on the integrated written mock exam overall and 75% or higher in each credential family's domain set; zero critical errors on the FANUC CERT performance mock checklist; instructor signs the personal exam-strategy plan confirming the student is cleared to register for the actual exams or documents required remediation steps

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Full Integrated Mock Certification Exam	Mock certification exam	100%	75% or higher on the written mock exam both overall and within each credential family's domain set (FANUC CERT, Siemens SMSCP Level 1, PMMI Mechatronics); zero critical errors on the FANUC CERT performance mock task sequence as scored on the NOCTI-style performance checklist; instructor sign-off on the personal exam-strategy plan	Administered in Lesson 4 under timed, examination-room conditions, this summative mock replicates the format, content weighting, and time pressure of all three actual credentialing exams in a single integrated event, including both the written knowledge component and the FANUC CERT hands-on performance component. Results are scored by credential domain so each student receives a clear, evidence-based readiness determination and a documented personal plan before sitting the official FANUC CERT (via NOCTI), Siemens SMSCP Level 1, and PMMI Mechatronics exams. Score · Time management

Program completion

External credential: FANUC CERT; PMMI Mechatronics; Siemens Mechatronics L1

Students sit the FANUC CERT exams (written and performance exams at operator and/or technician level, administered with NOCTI through FANUC America), the Siemens Mechatronic Systems Certification Program Level 1 exam through a Siemens-partner school, and one or more PMMI Mechatronics knowledge exams (covering areas such as Fluid Power, Industrial Electricity, Mechanical Components, Motor and Motor Controls, and PLCs, administered by PMMI at approximately $125 per test). Pass standard: Credential issued by the body.

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