| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2024-2025
school year.
(1) No later than August 31, 2024, 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 2024-2025 school year and
apply to the 2024-2025 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 9 and 10. 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 Science, Technology, Engineering, and Mathematics
(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) Principles of Applied Engineering provides an overview
of the various fields of science, technology, engineering, and mathematics
and their interrelationships. Students develop engineering communication
skills, which include computer graphics, modeling, and presentations,
by using a variety of computer hardware and software applications
to complete assignments and projects. Upon completing this course,
students will have an understanding of the various fields of engineering
and be able to make informed career decisions.
(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.
(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, speak, and
conduct oneself in a manner appropriate for the profession;
(B) 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.
(2) The student investigates the components of engineering
and technology systems. The student is expected to:
(A) investigate and report on the history of engineering
disciplines, including chemical, civil, electrical, and mechanical
engineering;
(B) identify the inputs, processes, and outputs associated
with technological systems;
(C) describe the difference between open and closed
systems;
(D) describe how technological systems interact to
achieve common goals;
(E) compare engineering, science, and technology career
paths, including entry-level employment, military service, apprenticeships,
community and technical colleges, and universities;
(F) conduct and present research on emerging and innovative
technology; and
(G) demonstrate proficiency of the engineering design
process.
(3) The student presents conclusions, research findings,
and designs using a variety of media throughout the course. The student
is expected to:
(A) use clear and concise written, verbal, and visual
communication techniques;
(B) maintain a design and computation engineering notebook;
(C) develop and present ideas using sketching and computer-aided
design and drafting (CADD);
(D) draw conclusions using industry-standard visualization
techniques and media;
(E) maintain a paper or digital portfolio using the
engineering documentation process; and
(F) use collaborative tools such as desktop or web-based
applications to share and develop information.
(4) The student uses appropriate tools and demonstrates
safe work habits. The student is expected to:
(A) master relevant safety tests;
(B) follow lab safety guidelines as prescribed by instructor
in compliance with local, state, and federal regulations;
(C) identify industry safety terminology related to
the personal work environment such as Occupational Safety and Health
Administration (OSHA), American Society of Mechanical Engineers (ASME),
and personal protective equipment (PPE);
(D) recognize the classification of hazardous materials
and wastes;
(E) describe appropriate ways to dispose of hazardous
materials and wastes;
(F) maintain, safely handle, and properly store laboratory
equipment;
(G) describe the implications of negligent or improper
maintenance; and
(H) demonstrate the use of precision measuring instruments.
(5) The student describes the factors that affect the
progression of technology and analyzes the potential intended and
unintended consequences of technological advances. The student is
expected to:
(A) describe how technology has affected individuals,
societies, cultures, economies, and environments;
(B) describe how the development and use of technology
influenced past events;
(C) describe how and why technology progresses; and
(D) predict possible changes caused by the advances
of technology.
(6) The student thinks critically and applies fundamental
principles of system modeling and design to multiple design projects.
The student is expected to:
(A) identify and describe an engineering design process
needed for a project, including the design process and prototype development
and initiating, planning, executing, monitoring and controlling, and
closing a project;
(B) identify the chemical, mechanical, and physical
properties of engineering materials and identify testing methods associated
with the materials;
(C) use problem-solving techniques to develop technological
solutions such as product, process, or system;
(D) use consistent units for all measurements and computations;
and
(E) assess the risks and benefits of a design solution.
(7) The student understands the opportunities and careers
in fields related to robotics, process control, and automation systems.
The student is expected to:
(A) describe applications of robotics, process control,
and automation systems;
(B) apply design concepts to problems in robotics,
process control, and automation systems;
(C) identify fields and career opportunities related
to robotics, process control, and automation systems; and
(D) identify emerging trends in robotics, process control,
and automation systems.
(8) The student understands the opportunities and careers
in fields related to electrical and mechanical systems. The student
is expected to:
(A) describe the applications of electrical and mechanical
systems;
(B) describe career opportunities in electrical and
mechanical systems;
(C) identify emerging trends in electrical and mechanical
systems; and
(D) describe and apply basic electronic theory.
(9) The student collaborates as a team member while
completing a comprehensive project. The student is expected to:
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