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)(2) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
2. (b) General requirements. Prerequisite: Algebra I and Principles of Applied Engineering, Physics for Engineering, Introduction to Computer-Aided Design and Drafting, or Introduction to Engineering Design. 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) Students enrolled in Programming for Engineers focus on understanding, writing, evaluating, and troubleshooting code to solve engineering problems. Students use the engineering process and computational thinking to write computer programs for real-world solutions. Students explore autonomous systems, sensors, and careers to integrate computational thinking within their engineering mindset. Students spend at least 40% of the instructional time completing hands-on, real-world projects.
   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 researches and describes ethics pertaining to engineering. The student is expected to explain how engineering ethics as defined by the Texas Board of Professional Engineers and Land Surveyors apply to engineering practice.

   2. (2) The student understands how to implement an engineering design process to develop a product or solution. The student is expected to:

      1. (A) describe and implement the stages of an engineering design process to construct a model;
      2. (B) explain how factors, including complexity, scope, resources, ethics, regulations, manufacturability, maintainability, and technology, impact stages of the engineering design process;
      3. (C) explain how stakeholders impact an engineering design process; and
      4. (D) analyze how failure is often an essential component of the engineering design process.

   3. (3) The student explores the methods and aspects of project management in relation to projects. The student is expected to:

      1. (A) research and explain the process and phases of project management, including initiating, planning, executing, and closing;
      2. (B) explain the roles and responsibilities of team members, including project managers and leads;
      3. (C) research and evaluate methods and tools available for managing a project;
      4. (D) discuss the importance of developing and implementing a system for the organization of project documentation such as file naming conventions, document release control, and version control;
      5. (E) describe how project requirements, constraints, and deliverables impact the project schedule and influence and are influenced by an engineering design;
      6. (F) explain how a project budget, including materials, equipment, and labor, is developed and maintained; and
      7. (G) describe the importance of management of change (MOC) and how MOC applies to project planning.

   4. (4) Computational thinking--foundations. The student explores the core concepts of computational thinking related to engineering solutions, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:

      1. (A) decompose real-world engineering problems into structured parts by using visual representation;
      2. (B) analyze and use industry-specific symbols, patterns, and sequences found in visual representations such as flow-charts, pseudocode, concept maps, or other representations of data;
      3. (C) define and practice abstraction in the context of writing a program to solve an engineering problem;
      4. (D) design a plan using visual representation to document a problem, possible solutions, and an expected timeline for the development of a coded engineering solution;
      5. (E) analyze different techniques used in debugging and apply them to an algorithm;
      6. (F) analyze the benefits of using iteration such as code and sequence repetition in algorithms, including loops and functions;
      7. (G) define and analyze Boolean expressions;
      8. (H) define and analyze conditional statements;
      9. (I) write code that uses conditional statements such as (if), (then), (while), and (else);
      10. (J) compare the differences between scripting and programming languages such as interpretation versus compiling; and
      11. (K) identify and demonstrate when to use a compiler and editor for programming design.

   5. (5) Computational thinking--applications. The student applies the fundamentals of programming within the context of engineering. The student is expected to:

      1. (A) analyze how programming parallels iterative design within the engineering design process such as problem solving and critical thinking illustrated in an engineering notebook;
      2. (B) modify previously written code and implement the modified code to develop improved programs;
      3. (C) solve an engineering problem by creating block-based or text-based programs that include sequences, functions, loops, conditionals, and events;
      4. (D) identify and label variables that relate to a program or algorithm;
      5. (E) manipulate and rename variables and describe different data types;
      6. (F) write comments while coding programs for engineering solutions to enhance readability and functionality such as descriptive identifiers, internal comments, white space, spacing, punctuation, indentation, and standardized programming style;
      7. (G) write code that uses comparison operators such as greater than, less than, equal to, and modulus to perform mathematical computations;
      8. (H) write code that uses strings to sort different data types such as Boolean operators, floats, and integers; and
      9. (I) perform user testing on code to assess and improve a program.

   6. (6) The student understands physical computing systems to integrate input and output functions in engineering concepts. The student is expected to:

      1. (A) write programming to process data and control physical devices for efficient and optimized solutions;
      2. (B) apply coding to demonstrate the correct operation of the output device such as motors, video displays, speakers, rapid prototype machines, and lights;
      3. (C) apply coding to demonstrate the correct operation of the input device such as buttons, sensors, and switches;
      4. (D) apply critical problem-solving skills to troubleshoot any errors and miscommunication such as wiring, code, and physical hardware;
      5. (E) apply basic circuit theory as it pertains to ground and power systems for diagramming input and output devices and use tools such as a multimeters, microcontrollers, sensors, and LEDs; and
      6. (F) use script writing to develop engineering solutions such as automatic data collecting, data analysis, programmable logic controllers, power system programming, robotics, and scripting for commercial engineering related software.

   7. (7) The student understands the roles of sensors and programming sensors in engineering. The student is expected to:

      1. (A) describe how sensors were used in the past and are used currently in real-world engineered products, including innovative applications for sensors;
      2. (B) identify the proper input sensors to measure light, distance, sound, and color such as photoresistors, thermistors, sonar, switches, and buttons;
      3. (C) identify the specifications of sensors and other input devices used in engineering problems, including units of measurement, upper limits, lower limits, and errors;
      4. (D) select the proper sensor and defend the choice in developing a solution to an engineering problem;
      5. (E) write code that will control sensors and accurately collect relevant information pertaining to the function of sensors;
      6. (F) debug, asses, and test code to evaluate and improve sensor performance; and
      7. (G) document the steps of sensor integration in an engineering notebook using flowcharts or technical drawings.

   8. (8) The student understands how automation plays a role in engineering and manufacturing. The student is excepted to:

      1. (A) research and explain how automated machines are used in engineering and manufacturing;
      2. (B) research and explain different job roles and required level of education in the field of automation;
      3. (C) compare the roles of engineers, technicians, and technologists in automation;
      4. (D) describe the role of safety and ethics related to the use of automation within engineering; and
      5. (E) convert a manual mechanical system to an automated system using code and hardware.

   9. (9) The student uses appropriate tools and demonstrates safe work habits. The student is expected to:

      1. (A) demonstrate lab safety as prescribed by the instructor in compliance with local, state, and federal regulations;
      2. (B) recognize the classification of hazardous materials and wastes;
      3. (C) dispose of hazardous materials and wastes appropriately;
      4. (D) describe the implications of negligent or improper maintenance of tools in engineering solutions;
      5. (E) demonstrate the use of precision measuring instruments;
      6. (F) analyze a circuit design and identify specific areas where quality, reliability, and safety features can be implemented; and
      7. (G) identify governmental and organizational regulations for health and safety in the workplace related to electronics.

Source Note:The provisions of this §127.403 adopted to be effective August 1, 2025, 50 TexReg 4876.