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. Prerequisite: at least one credit in a course from the Engineering Career Cluster and physics or chemistry. Recommended prerequisite or corequisite: Algebra II. This course satisfies a high school science graduation requirement. 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 Fluid Mechanics investigate the behavior and properties of fluids, including liquids and gasses. Through hands-on experiments, simulations, and real-world examples, students learn about concepts such as viscosity, pressure, buoyancy, and flow dynamics. Students explore how fluids interact with solid objects, understanding phenomena like lift and drag, which are critical to the operation of ships, airplanes, and vehicles. Students engage in case studies and problem-solving activities to gain insights into how fluid mechanics shape our everyday lives, technological advancements, and industrial applications. This course prepares students to progress in careers in engineering and scientific disciplines such as aerospace, mechanical, civil, chemical, materials, and physics.
   4. (4) Nature of science. 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 scientifically testable.

   5. (5) Scientific hypotheses and theories. Students are expected to know that:

      1. (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
      2. (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.

   6. (6) Scientific inquiry. 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.

      1. (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.
      2. (B) Engineering practices. Students should be able to identify problems and design solutions using appropriate tools and models.
   7. (7) Science and social ethics. 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).
   8. (8) 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 tools 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.
   9. (9) 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.
   10. (10) 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, 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:

      1. (A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations;
      2. (B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
      3. (C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;
      4. (D) use appropriate tools such as dial calipers, protractors, scale rulers, tape measures, load cells, micrometers, scales, tensiometer, multimeter, and thermometers;
      5. (E) collect quantitative data using the System International (SI) and United States customary units and qualitative data as evidence;
      6. (F) organize quantitative and qualitative data using spreadsheets, engineering notebooks, graphs, and charts;
      7. (G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
      8. (H) distinguish between scientific hypotheses, theories, and laws.

   3. (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:

      1. (A) identify advantages and limitations of models such as their size, scale, properties, and materials;
      2. (B) analyze data by identifying significant statistical features, patterns, sources of error, and limitations;
      3. (C) use mathematical calculations to assess quantitative relationships in data; and
      4. (D) evaluate experimental and engineering designs.

   4. (4) The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

      1. (A) develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
      2. (B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
      3. (C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

   5. (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:

      1. (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;
      2. (B) relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of various scientists and engineers as related to the content; and
      3. (C) research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field.

   6. (6) The student explains the application of fluids in historical and modern applications. The student is expected to:

      1. (A) describe the efficient storage and transportation of fluids, including gravity flow and natural phenomena such as aqueducts, water towers, winds, and currents;
      2. (B) explain the use of fluids in power generation and power transmission such as hydraulics, pneumatics, pumps, compressors, and turbomachinery; and
      3. (C) explain the impact of lift and drag on a moving object.

   7. (7) The student describes basic concepts of fluid mechanics. The student is expected to:

      1. (A) differentiate and compare the properties that distinguish a solid from a fluid;
      2. (B) define the characteristics of a fluid and identify different types of fluids, including gasses, liquids, Newtonian, and non-Newtonian;
      3. (C) define and list examples of compressible and incompressible fluids;
      4. (D) explain the properties of fluids, including density, specific weight, specific gravity, viscosity, and compressibility;
      5. (E) describe methods to measure and calculate the density, specific weight, specific gravity, viscosity, and compressibility of a Newtonian fluid;
      6. (F) calculate density, specific weight, and specific gravity for a variety of fluids from measured data;
      7. (G) explain the appropriate use of material reference frames and spatial reference frames, including boundary conditions, control surfaces, and control volumes;
      8. (H) identify and explain the variables in the ideal gas law and apply the ideal gas law to constructed problems;
      9. (I) explain the laws of conservation of energy and conservation of mass, including the algebraic version of Reynolds transport theorem; and
      10. (J) identify appropriate boundary conditions, including no-slip and ambient pressure boundary conditions in fluid flow.

   8. (8) The student demonstrates an understanding of pressure and hydrostatics and calculates values in a variety of systems. The student is expected to:

      1. (A) describe the relationship between force, area, and pressure;
      2. (B) calculate force proportionalities in hydraulic and pneumatic cylinders using Pascal's law and explain the impact of the cylinders' diameter on the resultant force;
      3. (C) differentiate between atmospheric pressure, gauge pressure, and absolute pressure;
      4. (D) describe the working principles of a pressure gauge and measure fluid pressure using dial gauges and manometers;
      5. (E) calculate the buoyant force of floating and submerged objects according to Archimedes' principle; and
      6. (F) define and calculate hydrostatic pressure.

   9. (9) The student demonstrates an understanding of fluid flows in steady-state pipes, channels, and free jets. The student is expected to:

      1. (A) compare developing, fully developed, and steady-state Newtonian fluid flows in pipes and channels;
      2. (B) compare fluid flow profiles, including uniform and parabolic;
      3. (C) describe experimental measurements of fluid flow field lines, including stream, streak, and pathlines;
      4. (D) calculate volumetric flow rate in a steady state system using the continuity equation and conservation of mass;
      5. (E) explain how Bernoulli's equation relates to the total energy of a steady-state system;
      6. (F) calculate unknown variables in varying conditions, including changes in height, velocity, and cross-sectional area of a steady state system using Bernoulli's equation and the conservation of energy;
      7. (G) derive Torricelli's equation from Bernoulli's equation and calculate the exit velocity and mass flow rates of free jets;
      8. (H) calculate fluid flows in pipes, channels, and free jets using the Reynolds Transport theorem and conservation of mass; and
      9. (I) calculate the resultant force of a free jet at the outlet based on the density of the fluid, cross-sectional area, pressure, and velocity of the fluid.

   10. (10) The student demonstrates an understanding of the effects of an object moving through a fluid. The student is expected to:

       1. (A) differentiate turbulent and laminar flows;
       2. (B) calculate the Reynolds number of given flows to determine if the flows are turbulent or laminar;
       3. (C) define lift and drag as applied to fluid flows;
       4. (D) explain the relationship between viscosity and shear force in a fluid flow;
       5. (E) explain the variables of lift and drag formulas and how the variables relate to fluid flow; and
       6. (F) design an experiment to measure the drag coefficient for a solid body in a fluid flow.

   11. (11) The student understands compressible flow and the relationship between sound transmission through a fluid and fluid compression. The student is expected to:

       1. (A) differentiate between compressible and incompressible fluids and explain the effect of compressibility on the speed of sound through a fluid;
       2. (B) explain how density impacts the speed of sound through a fluid;
       3. (C) calculate and use the Mach number to model a fluid as compressible or incompressible; and
       4. (D) explain the effects on fluid, including shock waves, when the sound barrier is broken.

   12. (12) The student designs and analyzes fluid systems. The student is expected to:

       1. (A) explain the function of weirs in an open channel and describe an application of weirs such as flow control or flow measurement;
       2. (B) calculate the fluid flow in open channels with different shapes, slopes, and weirs;
       3. (C) design an application of hydrostatics using the principle of buoyancy such as a boat, submarine, floating dock, or hot air balloon;
       4. (D) analyze and design a fluid device such as a clepsydra, water tower, pressure regulator, or nozzle using the principles of fluid dynamics;
       5. (E) describe applications and processes of different types of pumps, including centrifugal pumps, peristaltic pumps, gear pumps, and positive displacement pumps;
       6. (F) describe the operation of a centrifugal pump and explain the data presented in a pump curve, including head, flow rate, efficiency, and power;
       7. (G) design a hydraulics system with components, including hydraulic fluid, pump, reservoir, motor, cylinders, valves, and flow controllers;
       8. (H) identify and compare different types of turbomachines, including pumps and turbines;
       9. (I) describe and differentiate the applications of turbomachines, including pumps and turbines; and
       10. (J) explain the concept of tribology and identify the associated variables of tribology such as film thicknesses and pressures.

Source Note:The provisions of this §127.408 adopted to be effective August 1, 2025, 50 TexReg 4876.