1. (a) Implementation.

   1. (1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.
   2. (2) School districts shall implement the employability skills student expectations listed in §127.15(d)(1) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
2. (b) General requirements. This course is recommended for students in Grades 9 and 10. Prerequisite: Algebra I. Recommended prerequisite: Principles of Applied Engineering. Students shall be awarded one credit for successful completion of this course.

3. (c) Introduction.

   1. (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. (2) The Engineering Career Cluster focuses on planning, designing, testing, building, and maintaining machines, structures, materials, systems, and processes using empirical evidence and science, technology, and math principles. This career cluster includes occupations ranging from mechanical engineer and drafter to electrical engineer and mapping technician.
   3. (3) Engineering Design Process is an engineering course applicable to all engineering fields. Students use an iterative engineering design process to solve problems, make decisions, and manage a project. Professional practices are addressed, including development of a problem statement, maintenance of documentation, use of an engineering notebook, research, project management, internal and external communication, and creation of technical drawings and prototypes. The student delivers a professional presentation detailing the experience of working through each step of the engineering design process.
   4. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
   5. (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.

4. (d) Knowledge and skills.

   1. (1) The student discusses ethics pertaining to engineering. The student is expected to identify and discuss the importance of professionalism, standards of conduct, and ethics as defined by the Texas Engineering Practice Act and rules concerning the practice of engineering and surveying.

   2. (2) The student understands there are different stages of the engineering design process and the importance of working through each stage as part of an iterative process. The student is expected to:

      1. (A) explain the importance of defining an engineering problem as an initial step in the engineering design process;
      2. (B) describe the research stage of the engineering design process;
      3. (C) define and discuss the roles of ideation and conceptualization in innovation and problem solving;
      4. (D) explain the criteria for selecting an idea or concept for detailed prototype design, development, and testing;
      5. (E) explain the purpose of non-technical drawings, technical drawings, models, and prototypes in designing a solution to an engineering problem;
      6. (F) describe the relevance of experimental design, conducting tests, collecting data, and analyzing data to evaluate potential solutions;
      7. (G) explain how the engineering design process is iterative and the role reflection plays in developing an optimized engineering solution; and
      8. (H) explain the purpose of effective communication throughout the entirety of the engineering design process to various audiences.

   3. (3) The student explores and develops skills to solve problems, make decisions, and manage a project. The student is expected to:

      1. (A) discuss strategies for managing time, setting deadlines, and prioritizing to accomplish goals;
      2. (B) identify constraints and describe the importance of planning around constraints, including budgets, resources, and materials;
      3. (C) define milestones and deliverables and explain the advantages of dividing a large project into smaller milestones and deliverables;
      4. (D) identify different types of communication and explain how different types of communication lead to successful teamwork on a shared project in a professional setting; and
      5. (E) identify strategies to solve problems and describe how problem solving is utilized to accomplish personal and team objectives.

   4. (4) The student understands the foundations of occupational safety and health. The student is expected to:

      1. (A) explain and discuss the responsibilities of workers and employers to promote safety and health in the workplace and the rights of workers to a secure workplace;
      2. (B) explain the role industrial hygiene plays in occupational safety and explain various types of industrial hygiene hazards, including physical, chemical, biological, and ergonomic;
      3. (C) identify and explain the appropriate use of types of personal protective equipment used in industry;
      4. (D) demonstrate safe practices for preventing or reducing slips, trips, and falls in the workplace;
      5. (E) describe types of risks of and control methods to prevent electrical hazards in the workplace; and
      6. (F) identify workplace health and safety resources, including emergency plans and Safety Data Sheets, and discuss how these resources are used to make decisions in the workplace.

   5. (5) The student understands the value of maintaining documentation using an engineering notebook. The student is expected to:

      1. (A) explain the purpose and legal value of maintaining an engineering notebook as intellectual property;
      2. (B) describe the proper implementation of an engineering notebook, including notebook type, documentation, signatures, adding external materials, sealing, and dating;
      3. (C) create and maintain an engineering notebook by recording ideas, notes, decisions, findings, deficiencies, and corrections throughout the entire design process; and
      4. (D) communicate progress during the engineering design process at regular intervals using various methods such as written reports, informal presentations, and formal presentations.

   6. (6) The student understands how to conduct research in the engineering design process. The student is expected to:

      1. (A) describe the advantages and disadvantages of emerging technologies and practices in the research process;
      2. (B) explain the importance of identifying and synthesizing information from a variety of sources in the research process;
      3. (C) explain the ethical acquisition and use of digital information;
      4. (D) demonstrate use and citation of source material ethically and appropriately;
      5. (E) define and discuss intellectual property laws such as patent, copyright, and trade secret law and their role in protecting proprietary information in the research process; and
      6. (F) identify limitations in information and research such as outdated, conflicting, proprietary, or limited access.

   7. (7) The student understands the process of creating and refining a problem statement in the engineering design process. The student is expected to:

      1. (A) explain the essential components of a problem statement such as who the problem affects, when it is a problem, where the problem happens, and the magnitude of the problem;
      2. (B) describe different methods for creating and refining a problem statement such as questioning, observation, and client needs;
      3. (C) create a problem statement that is concise, specific, and measurable;
      4. (D) collect, analyze, and interpret information relevant to a problem statement;
      5. (E) modify a problem statement based on information acquired from using processes or various analysis tools such as fishbone charts, root-cause analysis, 80-20 rule, heat maps, survey results, and end-user input;
      6. (F) explain the purpose of a technical document such as a design brief or design basis that compiles the objectives, constraints, data, alternatives, and design solutions in the engineering design process; and
      7. (G) compile a technical document that includes a problem statement, constraints, resources, budget, timeline, deliverables, and solution criteria such as quality, risk, and extent to which problem is solved.

   8. (8) The student understands the importance of conceptualizing a solution in the engineering design process. The student is expected to:

      1. (A) discuss the importance of creativity in engineering, innovation, and problem solving;
      2. (B) explain and use various techniques for idea generation such as brainstorming, mapping, storyboarding, sketching, questioning, reverse engineering, and natural solutions to create solution concepts;
      3. (C) explain the similarities and differences between designing a solution in the classroom versus designing a solution in the real world;
      4. (D) analyze and evaluate solutions using established criteria such as structured techniques, design matrix, or cost-benefit analysis;
      5. (E) explain the importance of capturing client feedback to refine solution concepts; and
      6. (F) explain and use various techniques for gathering end-user input such as focus groups, interviews, and surveys to refine solution concepts.

   9. (9) The student creates technical drawings in the engineering design process. The student is expected to:

      1. (A) explain the role of freehand sketching, freehand modeling, technical drawing, and technical modeling in the development of a prototype or solution;
      2. (B) create nontechnical representations such as sketches, drawings, or models of a solution with relevant annotations;
      3. (C) develop a technical model of the solution using a nontechnical representation of a solution; and
      4. (D) create technical drawings, including single-view projections, multi-view projections, and orthographic views, using industry standards.

   10. (10) The student creates prototypes in the engineering design process. The student is expected to:

       1. (A) identify different types of prototypes and explain the role of a prototype in the development of a solution;
       2. (B) identify and describe the steps needed to produce a prototype;
       3. (C) identify and use appropriate tools, equipment, machines, and materials to produce a prototype; and
       4. (D) present a prototype using presentation software.

   11. (11) The student tests and evaluates a prototype or solution using experiments, data, and end-user feedback. The student is expected to:

       1. (A) explain the purpose of conducting tests on a prototype or solution;
       2. (B) design appropriate protocols for testing a prototype or solution;
       3. (C) analyze, evaluate, and critique a prototype or solution by using observational testing, experimental testing, empirical evidence, and statistical analysis;
       4. (D) collect end-user feedback using appropriate protocols such as focus groups, interviews, and surveys to evaluate a prototype or solution; and
       5. (E) identify the successes and failures of a prototype or solution based on the criteria established in the testing protocols and technical document to determine next steps in the engineering design process.

   12. (12) The student understands the iterative nature of the engineering design process to develop a solution. The student is expected to:

       1. (A) analyze design flaws of a prototype or solution using various tools such as fishbone charts, root-cause analysis, 80-20 rule, heat maps, survey results, and end-user feedback;
       2. (B) iterate steps of the design process, as necessary, to improve and optimize a solution; and
       3. (C) evaluate the potential impact of a solution on the original problem identified during the design process.

   13. (13) The student prepares and delivers a professional presentation detailing the experience of working through each step of the engineering design process to create a viable solution. The student is expected to:

       1. (A) prepare and deliver a presentation detailing the experience of working through each step of the engineering design process to create a viable solution;
       2. (B) solicit and evaluate feedback on implementation of the design process and the presentation; and
       3. (C) present learning experiences such as essential skills gained, areas of personal growth, and challenges encountered throughout the design process.

Source Note:The provisions of this §127.402 adopted to be effective August 1, 2025, 50 TexReg 4876.