| (a) General requirements. This course is recommended
for students in Grades 11 and 12. Students shall be awarded one credit
for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Energy Career Cluster focuses on Texas's diverse
economic landscape, geography and natural resources, including renewable
energy potential, transportation system, labor force, and leadership
in environmental research.
(3) In Introduction to Process Technology, students
will learn the social significance and workforce impact of process
technology in industry and the opportunities available at various
levels of education and training in industries using process technology.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) demonstrate skills related to health and safety
in the workplace as specified by appropriate government regulations;
(B) demonstrate the standards required in the workplace
such as interviewing skills, flexibility, willingness to learn new
skills and acquire knowledge, self-discipline, self-worth, positive
attitude, and integrity in a work situation;
(C) collaborate with others to solve problems;
(D) identify employers' work expectations; and
(E) research, evaluate, and apply various time-management
techniques to develop work schedules.
(2) The student understands common definitions, terminology,
and the basic foundations related to process technology. The student
is expected to:
(A) describe the types of industry utilizing process
technology and identify fields related to process technology;
(B) identify and describe the career opportunities
in process technology, pathways to career development, and certification
requirements of industries utilizing process technology, including
job responsibilities, typical work schedules, and career opportunities;
(C) demonstrate the use of content such as technical
concepts and vocabulary when analyzing information and following directions;
(D) identify currently emerging issues in process technology;
and
(E) identify principles of instruments and instrument
technology used in industrial process technology.
(3) The student identifies and discusses types of industrial
piping, valves, and basic process equipment. The student is expected
to:
(A) discuss the basics of piping, valves, and equipment
used in industry; and
(B) demonstrate the ability to read and interpret the
various types of industrial drawings, diagrams, and data sheets related
to industrial piping, valves, and equipment.
(4) The student identifies and discusses the types
of industrial electrical equipment and instrumentation used in process
technology. The student is expected to:
(A) demonstrate the ability to read and interpret the
various types of industrial drawings, diagrams, charts, and data sheets
related to industrial electrical equipment;
(B) interpret industry standard circuit schematics;
(C) identify areas where quality, reliability, and
safety can be integrated into a product; and
(D) describe the principles of electricity as applied
in industrial process technology.
(5) The student discusses safety issues related to
industrial process technology. The student is expected to:
(A) describe the safety, health, and environmental
concerns and requirements for industries using process technology
along with the history that led to modern standards;
(B) analyze and execute safety guidelines as described
in various manuals, instructions, and regulations;
(C) describe the implications of negligent or improper
maintenance;
(D) discuss and demonstrate how precision measuring
instruments are used in industrial process technology; and
(E) research agencies that govern safety in industrial
process technology, including their authority and requirements.
(6) The student demonstrates understanding of basic
industrial mathematics. The student is expected to:
(A) perform common computations required in industrial
process technology using mastered calculator skills;
(B) determine when to convert between fractions, decimals,
whole numbers, and percentages mentally, on paper, or with a calculator
when required in industrial process technology;
(C) identify and quantify causes and effects of uncertainties
in measured data;
(D) demonstrate how exponents, symbols, and the order
of operations are used to solve real world word problems commonly
seen in process technology;
(E) determine appropriate formulas to compute cross
sections, surface areas, and volumes of geometric figures such as
circles, squares, and cylinders;
(F) estimate measurements and solve application problems
involving industry drawings and data sheets using consistent units
for all measurements and computation;
(G) describe and discuss how to use scientific notation
and International System (SI) units to gather and record data with
accuracy and precision;
(H) organize and evaluate data and make inferences
from data, including the use of tables, charts, and graphs;
(I) determine a dimension of an object given a scaled
drawing having no dimensions; and
(J) represent and solve problems involving proportional
relationships, including conversions between measurement systems using
multiplication by a given constant factor such as unit rate.
(7) The student applies concepts of critical thinking
and problem solving. The student is expected to:
(A) analyze elements of a problem to develop innovative
solutions;
(B) critically analyze information to determine value
to the problem-solving task;
(C) analyze a variety of problem-solving strategies
and critical-thinking skills; and
(D) conduct technical research to gather information
necessary for decision making.
(8) The student applies comprehensive knowledge in
a simulation environment to demonstrate the mastery of the concepts
covered in this course. The student is expected to:
(A) represent or simulate a portion of a process system
by generating an appropriate drawing, diagram, or data sheet;
(B) demonstrate how to achieve a specific goal with
the use of a simple mockup of a process system;
(C) execute a simple mockup of a process system to
achieve a specified goal;
(D) demonstrate appropriate safety equipment selection
for use in a variety of assigned tasks;
(E) identify and apply mathematical operations to complete
calculations and specified computations, including unit conversions
for a simulated process system;
(F) explain how visual depictions, data readouts, and
trends in a computer-based process simulator relate to actual valves,
piping, equipment, electrical gear, and instrumentation in a process
system; and
(G) develop critical-thinking skills using simulations
to identify and solve problems associated with process technology.
(9) The student presents conclusions, research findings,
and designs using a variety of media throughout the course. The student
is expected to:
(A) discuss and critique the validity of conclusions
supported by the data through various methods such as lab reports,
labeled drawings, graphic organizers, journals, summaries, oral reports,
and technology-based reports; and
(B) record, express, and manipulate relationships among
data using graphs, charts, and equations.
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