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. This course is recommended for students in Grades 11 and 12. Prerequisites: Algebra I, Geometry, and Engineering Design and Presentation. Students shall be awarded two credits 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) Advanced Engineering Design and Presentation is a continuation of knowledge and skills learned in Engineering Design and Presentation. Students enrolled in this course demonstrate advanced knowledge and skills of a system design process as it applies to engineering fields and project management using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Students expand on the use of a variety of computer hardware and software applications to complete assignments and projects. Through implementation of a system design process, students transfer advanced academic skills to component designs and engineering systems. Emphasis is placed on transdisciplinary and integrative approaches using skills from ideation, prototyping, and project management methods.
   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 interested parties 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, influence an engineering design, 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) The student practices safe and proper work habits. The student is expected to:

      1. (A) identify and explain the appropriate use of types of personal protective equipment used in industry;
      2. (B) explain and comply with safety guidelines and procedures as described in relevant manuals, instructions, and regulations;
      3. (C) explain the importance of lock out tag out (LOTO) procedures in preventing the release of hazardous energy;
      4. (D) explain the importance of safe walking and working surfaces in the workplace and best practices for preventing or reducing slips, trips, and falls in the workplace;
      5. (E) describe the various types of electrical hazards in the workplace and the risks associated with electrical hazards;
      6. (F) describe the various control methods to prevent electrical hazards in the workplace;
      7. (G) identify workplace health and safety resources, including emergency plans and Safety Data Sheets, and explain how health and safety resources are used to make decisions in the workplace;
      8. (H) describe the appropriate disposal of selected hazardous materials and wastes;
      9. (I) perform routine maintenance on selected tools, equipment, and machines;
      10. (J) handle, use, and store tools and materials correctly; and
      11. (K) research and describe the consequences of negligent or improper equipment maintenance.

   5. (5) The student demonstrates the roles and responsibilities of individual team members, how successful teams function, and how to constructively contribute to the team. The student is expected to:

      1. (A) demonstrate the various roles and responsibilities of a project team;
      2. (B) create a plan to improve team member's skillsets based on strengths of individual team members;
      3. (C) demonstrate appropriate behaviors of a successful team such as active listening, development of consensus, and clear communication while serving as a team leader and member on projects; and
      4. (D) describe and demonstrate the roles and responsibilities specific to team leaders such as assigning roles and responsibilities, facilitating decision making, tracking progress, and soliciting and providing timely feedback to team members.

   6. (6) The student uses and documents engineering design processes. The student is expected to:

      1. (A) use idea generation techniques such as brainstorming, sketching, rapid prototyping, and mind mapping during conceptual stages and for resolving problems of an engineering project;
      2. (B) analyze and evaluate solution constraints;
      3. (C) develop or improve a solution using evidence-based decision-making;
      4. (D) compare solutions using analysis tools such as a decision matrix or paired comparison analysis;
      5. (E) create and maintain an organized engineering notebook to record findings and corrections, including deficiencies in the design process and decisions throughout the entire design process; and
      6. (F) develop an engineering notebook or portfolio to record and justify the final design, construction, and manipulation of finished projects.

   7. (7) The student understands how systems impact the design, integration, and management of engineering solutions. The student is expected to:

      1. (A) analyze and document systems such as electrical, mechanical, or information processes within a product or design concept in engineering;
      2. (B) explain ethical reverse engineering;
      3. (C) reverse engineer a multi-system product and explain how the systems work together; and
      4. (D) modify a system design to meet a newly identified need or to improve performance.

   8. (8) The student demonstrates proficiency using computer-aided design and drafting (CADD) software as part of the engineering design process. The student is expected to:

      1. (A) research and explain the features and benefits of different types of CADD software applications for use in design systems and problem solving;
      2. (B) identify and describe industry graphic standards such as American National Standards Institute (ANSI) and International Organization for Standardization (ISO) standards;
      3. (C) create drawings that meet industry standards using CADD software;
      4. (D) customize CADD software user interface options such as buttons, tabs, and ribbons to match different digital work environments;
      5. (E) prepare and use advanced views such as auxiliary, section, and break-away using CADD software;
      6. (F) draw detailed parts, assembly diagrams, and sub-assembly diagrams using CADD software;
      7. (G) indicate tolerances and standard fittings using appropriate library functions within CADD software;
      8. (H) setup and apply annotation styles by defining fonts, dimension styles, and leader lines using CADD software;
      9. (I) identify and incorporate the use of advanced layout techniques and viewports using paper-space and modeling areas using CADD software;
      10. (J) create and use layers to organize objects in drawings using CADD software;
      11. (K) create and use custom templates using CADD software for advanced project management;
      12. (L) use advanced polar tracking and blocking techniques using CADD software to increase drawing efficiency;
      13. (M) create drawings that incorporate external referencing using CADD software;
      14. (N) create and render objects using parametric modeling tools within CADD software; and
      15. (O) model individual parts or assemblies and produce rendered or animated output using CADD software.

   9. (9) The student builds a prototype using the appropriate tools, materials, and techniques. The student is expected to:

      1. (A) delineate and implement the steps such as defining the problem and generating concepts needed to produce a prototype;
      2. (B) develop a prototype safely using tools, equipment, machines, or precision measuring instruments;
      3. (C) select and justify the use of materials for prototyping and manufacturing;
      4. (D) describe how design quality concepts, including performance, usability, accessibility, reliability, and safe use, affect prototype development;
      5. (E) document quality-control requirements in the design and production of a prototype;
      6. (F) evaluate prototype quality and performance to meet design criteria;
      7. (G) fabricate a prototype using a systems engineering approach to compare the actual prototype performance to the required performance; and
      8. (H) present a prototype and explain how the prototype meets the project requirements.

   10. (10) The student creates justifiable solutions to open-ended real-world problems within a multitude of engineering disciplines using engineering design practices and processes. The student is expected to:

       1. (A) identify and define a multi-system engineering problem requiring a complex solution from different engineering disciplines such as aerospace, biomedical, chemical, civil, electrical, industrial, mechanical, petroleum, robotics, or structural engineering;
       2. (B) formulate and document goals, objectives, and requirements to solve a multi-system engineering problem;
       3. (C) determine the design constraints such as materials, personnel, resources, funding, manufacturability, feasibility, and time associated with a multi-system engineering problem;
       4. (D) identify parameters, including health, safety, social, environmental, ethical, regulatory, and legal constraints, defining a multi-system engineering problem;
       5. (E) identify or create alternative solutions to a multi-system engineering problem using a variety of techniques such as brainstorming, reverse engineering, and researching engineered and natural solutions;
       6. (F) test and evaluate proposed multi-system engineering solutions using tools such as models, prototypes, and mockups and methods such as simulations, critical design review, statistical analysis, and experiments; and
       7. (G) select and justify a preferred solution to a multi-system engineering problem using a structured technique such as a decision tree, design matrix, or cost-benefit analysis.

   11. (11) The student presents a solution derived through the engineering design process. The student is expected to:

       1. (A) develop and deliver a presentation describing the solution to a multi-system engineering problem in a professional manner to an appropriate audience such as peers, educators, potential clients, potential employers, community members, or engineering professionals;
       2. (B) solicit and evaluate feedback from the audience on the multi-system engineering solution and presentation; and
       3. (C) present learning experiences, including essential skills gained, areas of personal growth, challenges, and solutions encountered throughout the design process for a multi-system engineering solution.

Source Note:The provisions of this §127.405 adopted to be effective August 1, 2025, 50 TexReg 4876.