| (E) collect quantitative data using the International
System of Units (SI) and United States customary units and qualitative
data as evidence;
(F) organize quantitative and qualitative data using
spreadsheets, engineering notebooks, graphs, and charts;
(G) develop and use models to represent phenomena,
systems, processes, or solutions to engineering problems; and
(H) distinguish between scientific hypotheses, theories,
and laws.
(3) The student analyzes and interprets data to derive
meaning, identify features and patterns, and discover relationships
or correlations to develop evidence-based arguments or evaluate designs.
The student is expected to:
(A) identify advantages and limitations of models such
as their size, scale, properties, and materials;
(B) analyze data by identifying significant statistical
features, patterns, sources of error, and limitations;
(C) use mathematical calculations to assess quantitative
relationships in data; and
(D) evaluate experimental and engineering designs.
(4) The student develops evidence-based explanations
and communicates findings, conclusions, and proposed solutions. The
student is expected to:
(A) develop explanations and propose solutions supported
by data and models and consistent with scientific ideas, principles,
and theories;
(B) communicate explanations and solutions individually
and collaboratively in a variety of settings and formats; and
(C) engage respectfully in scientific argumentation
using applied scientific explanations and empirical evidence.
(5) The student knows the contributions of scientists
and engineers and recognizes the importance of scientific research
and innovation on society. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations
and solutions by using empirical evidence, logical reasoning, and
experimental and observational testing so as to encourage critical
thinking by the student;
(B) relate the impact of past and current research
on scientific thought and society, including research methodology,
cost-benefit analysis, and contributions of diverse scientists and
engineers as related to the content; and
(C) research and explore resources such as museums,
libraries, professional organizations, private companies, online platforms,
and mentors employed in a STEM field.
(6) The student uses critical thinking, scientific
reasoning, and problem solving to make informed decisions within and
outside the classroom. The student is expected to:
(A) communicate and apply scientific information extracted
from various sources such as current events, news reports, published
journal articles, and marketing materials; and
(B) draw inferences based on data related to promotional
materials for products and services.
(7) The student applies knowledge of science and mathematics
and the tools of technology to solve engineering design problems.
The student is expected to:
(A) select appropriate mathematical models to develop
solutions to engineering design problems;
(B) integrate advanced mathematics and science skills
as necessary to develop solutions to engineering design problems;
(C) judge the reasonableness of mathematical models
and solutions;
(D) investigate and apply relevant chemical, mechanical,
biological, electrical, and physical properties of materials to engineering
design problems;
(E) identify the inputs, processes, outputs, control,
and feedback associated with open and closed systems;
(F) describe the difference between open-loop and closed-loop
control systems;
(G) evaluate different measurement tools such as dial
caliper, micrometer, protractor, compass, scale rulers, and multimeter,
make measurements with accuracy and precision, and specify tolerances;
and
(H) use conversions between measurement systems to
solve real-world problems.
(8) The student communicates through written documents,
presentations, and graphic representations using the tools and techniques
of professional engineers. The student is expected to:
(A) communicate visually by sketching and creating
technical drawings using established engineering graphic tools, techniques,
and standards;
(B) read and comprehend technical documents, including
specifications and procedures;
(C) prepare written documents such as memorandums,
emails, design proposals, procedural directions, letters, and technical
reports using the formatting and terminology conventions of technical
documentation;
(D) organize information for visual display and analysis
using appropriate formats for various audiences, including technical
drawings, graphs, and tables such as file conversion and appropriate
file types, in order to collaborate with a wider audience;
(E) evaluate the quality and relevance of sources and
cite appropriately; and
(F) defend a design solution in a presentation.
(9) The student recognizes the history, development,
and practices of the engineering professions. The student is expected
to:
(A) identify and describe career options, working conditions,
earnings, and educational requirements of various engineering disciplines
such as those listed by the Texas Board of Professional Engineers;
(B) recognize that engineers are guided by established
codes emphasizing high ethical standards;
(C) explore the differences, similarities, and interactions
between engineers, scientists, and mathematicians;
(D) describe how technology has evolved in the field
of engineering and consider how it will continue to be a useful tool
in solving engineering problems;
(E) discuss the history and importance of engineering
innovation on the U.S. economy and quality of life; and
(F) describe the importance of patents and the protection
of intellectual property rights.
(10) The student creates justifiable solutions to open-ended
real-world problems using engineering design practices and processes.
The student is expected to:
(A) identify and define an engineering problem;
(B) formulate goals, objectives, and requirements to
solve an engineering problem;
(C) determine the design parameters associated with
an engineering problem such as materials, personnel, resources, funding,
manufacturability, feasibility, and time;
(D) establish and evaluate constraints pertaining to
a problem, including health, safety, social, environmental, ethical,
political, regulatory, and legal;
(E) identify or create alternative solutions to a problem
using a variety of techniques such as brainstorming, reverse engineering,
and researching engineered and natural solutions;
(F) test and evaluate proposed solutions using methods
such as creating models, prototypes, mock-ups, or simulations or performing
critical design review, statistical analysis, or experiments;
(G) apply structured techniques to select and justify
a preferred solution to a problem such as a decision tree, design
matrix, or cost-benefit analysis;
(H) predict performance, failure modes, and reliability
of a design solution; and
(I) prepare a project report that clearly documents
the designs, decisions, and activities during each phase of the engineering
design process.
(11) The student manages an engineering design project.
The student is expected to:
(A) participate in the design and implementation of
a real-world or simulated engineering project using project management
methodologies, including initiating, planning, executing, monitoring
and controlling, and closing a project;
(B) develop a plan and project schedule for completion
of a project;
(C) work in teams and share responsibilities, acknowledging,
encouraging, and valuing contributions of all team members;
(D) compare and contrast the roles of a team leader
and other team member responsibilities;
(E) identify and manage the resources needed to complete
a project;
(F) use a budget to determine effective strategies
to meet cost constraints;
(G) create a risk assessment for an engineering design
project;
(H) analyze and critique the results of an engineering
design project; and
(I) maintain an engineering notebook that chronicles
work such as ideas, concepts, inventions, sketches, and experiments.
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