| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2022-2023
school year.
(1) No later than August 31, 2022, the commissioner
of education shall determine whether instructional materials funding
has been made available to Texas public schools for materials that
cover the essential knowledge and skills identified in this section.
(2) If the commissioner makes the determination that
instructional materials funding has been made available, this section
shall be implemented beginning with the 2022-2023 school year and
apply to the 2022-2023 and subsequent school years.
(3) If the commissioner does not make the determination
that instructional materials funding has been made available under
this subsection, the commissioner shall determine no later than August
31 of each subsequent school year whether instructional materials
funding has been made available. If the commissioner determines that
instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that
this section shall be implemented for the following school year.
(b) General requirements. This course is recommended
for students in Grades 11 and 12. Prerequisites: Algebra I, Geometry,
and at least one credit in a Level 2 or higher course in the science,
technology, engineering, and mathematics career cluster. This course
satisfies a high school science graduation requirement. Students shall
be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards, industry-relevant
technical knowledge, and college and career readiness skills for students
to further their education and succeed in current and emerging professions.
(2) The STEM Career Cluster focuses on planning, managing,
and providing scientific research and professional and technical services,
including laboratory and testing services, and research and development
services.
(3) The Engineering Design and Problem Solving course
is the creative process of solving problems by identifying needs and
then devising solutions. The solution may be a product, technique,
structure, or process depending on the problem. Science aims to understand
the natural world, while engineering seeks to shape this world to
meet human needs and wants. Engineering design takes into consideration
limiting factors or "design under constraint." Various engineering
disciplines address a broad spectrum of design problems using specific
concepts from the sciences and mathematics to derive a solution. The
design process and problem solving are inherent to all engineering
disciplines.
(4) Engineering Design and Problem Solving reinforces
and integrates skills learned in previous mathematics and science
courses. This course emphasizes solving problems, moving from well-defined
toward more open-ended, with real-world application. Students will
apply critical-thinking skills to justify a solution from multiple
design options. Additionally, the course promotes interest in and
understanding of career opportunities in engineering.
(5) This course is intended to stimulate students'
ingenuity, intellectual talents, and practical skills in devising
solutions to engineering design problems. Students use the engineering
design process cycle to investigate, design, plan, create, and evaluate
solutions. At the same time, this course fosters awareness of the
social and ethical implications of technological development.
(6) Science, as defined by the National Academy of
Sciences, is the "use of evidence to construct testable explanations
and predictions of natural phenomena, as well as the knowledge generated
through this process." This vast body of changing and increasing knowledge
is described by physical, mathematical, and conceptual models. Students
should know that some questions are outside the realm of science because
they deal with phenomena that are not currently scientifically testable.
(7) Scientific hypotheses and theories. Students are
expected to know that:
(A) hypotheses are tentative and testable statements
that must be capable of being supported or not supported by observational
evidence. Hypotheses of durable explanatory power that have been tested
over a wide variety of conditions are incorporated into theories;
and
(B) scientific theories are based on natural and physical
phenomena and are capable of being tested by multiple independent
researchers. Unlike hypotheses, scientific theories are well established
and highly reliable explanations, but they may be subject to change
as new areas of science and new technologies are developed.
(8) Scientific inquiry is the planned and deliberate
investigation of the natural world using scientific and engineering
practices. Scientific methods of investigation are descriptive, comparative,
or experimental. The method chosen should be appropriate to the question
being asked. Student learning for different types of investigations
include descriptive investigations, which involve collecting data
and recording observations without making comparisons; comparative
investigations, which involve collecting data with variables that
are manipulated to compare results; and experimental investigations,
which involve processes similar to comparative investigations but
in which a control is identified.
(A) Scientific practices. Students should be able to
ask questions, plan and conduct investigations to answer questions,
and explain phenomena using appropriate tools and models.
(B) Engineering practices. Students should be able
to identify problems and design solutions using appropriate tools
and models.
(9) Scientific decision making is a way of answering
questions about the natural world involving its own set of ethical
standards about how the process of science should be carried out.
Students should be able to distinguish between scientific decision-making
methods (scientific methods) and ethical and social decisions that
involve science (the application of scientific information).
(10) Science consists of recurring themes and making
connections between overarching concepts. Recurring themes include
systems, models, and patterns. All systems have basic properties that
can be described in space, time, energy, and matter. Change and constancy
occur in systems as patterns and can be observed, measured, and modeled.
These patterns help to make predictions that can be scientifically
tested, while models allow for boundary specification and provide
a tool for understanding the ideas presented. Students should analyze
a system in terms of its components and how these components relate
to each other, to the whole, and to the external environment.
(11) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(12) 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.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) demonstrate knowledge of how to dress appropriately,
speak politely, and conduct oneself in a manner appropriate for the
profession;
(B) show the ability to cooperate, contribute, and
collaborate as a member of a group in an effort to achieve a positive
collective outcome;
(C) present written and oral communication in a clear,
concise, and effective manner;
(D) demonstrate time-management skills in prioritizing
tasks, following schedules, and performing goal-relevant activities
in a way that produces efficient results; and
(E) demonstrate punctuality, dependability, reliability,
and responsibility in performing assigned tasks as directed.
(2) The student, for at least 40% of instructional
time, asks questions, identifies problems, and plans and safely conducts
classroom, laboratory, and field investigations to answer questions,
explain phenomena, or design solutions using appropriate tools and
models. The student is expected to:
(A) ask questions and define problems based on observations
or information from text, phenomena, models, or investigations;
(B) apply scientific practices to plan and conduct
descriptive, comparative, and experimental investigations and use
engineering practices to design solutions to problems;
(C) use appropriate safety equipment and practices
during laboratory, classroom, and field investigations as outlined
in Texas Education Agency-approved safety standards;
(D) use appropriate tools such as dial caliper, micrometer,
protractor, compass, scale rulers, multimeter, and circuit components;
(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;
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