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. Prerequisite: Algebra I and Introduction to Computer-Aided Design and Drafting or Principles of Applied Engineering. Recommended prerequisite: Geometry. 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 in Civil Engineering I are introduced to the basic principles and practices essential to the field of civil engineering. Throughout this course students investigate different career paths in civil engineering, explore the various specializations within the field, and understand the phases and life cycle of civil engineering projects. They also delve into the functional mathematics crucial to the profession. Additionally, the course emphasizes the importance of effective project document structure and project management, ethical considerations, and the impact of civil engineering on the natural and built environment.
   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 understands that 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 ideation and conceptualization and discuss the role these processes play in innovation and problem solving;
      4. (D) explain the processes of selecting an idea or concept for detailed prototype design, development, and testing;
      5. (E) describe the purpose of non-technical drawings, technical drawings, models, and prototypes in designing a solution to an engineering problem;
      6. (F) describe the process of relevant 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) describe the purpose of effective communication of the engineering solution as obtained through the engineering design process to various audiences.

   2. (2) Students explore and develop 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.

   3. (3) 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 and discuss the importance of Occupational Safety and Health Administration (OSHA) standards and OSHA requirements for organizations, how OSHA inspections are conducted, and the role of national and state regulatory entities;
      3. (C) explain the role industrial hygiene plays in occupational safety and explain various types of industrial hygiene hazards, including physical, chemical, biological, and ergonomic;
      4. (D) identify and explain the appropriate use of types of personal protective equipment used in industry;
      5. (E) discuss 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;
      6. (F) describe types of electrical hazards in the workplace and the risks associated with these hazards and describe control methods to prevent electrical hazards in the workplace;
      7. (G) analyze the hazards of handling, storing, using, and transporting hazardous materials and identify and discuss ways to reduce exposure to hazardous materials in the workplace;
      8. (H) 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;
      9. (I) describe the elements of a safety and health program, including management leadership, worker participation, and education and training;
      10. (J) explain the purpose and importance of written emergency action plans and fire protection plans and describe key components of each such as evacuation plans and emergency exit routes, list of fire hazards, and identification of emergency personnel;
      11. (K) explain the components of a hazard communication program; and
      12. (L) explain and give examples of safety and health training requirements specified by standard setting organizations.

   4. (4) The student investigates different career paths in civil engineering. The student is expected to:

      1. (A) explain the licensing requirements for an engineer in training and a professional engineer;
      2. (B) identify various career options related to civil engineering such as surveyors, architects, construction contractors, urban and regional planners, inspectors, and regulators;
      3. (C) identify and explain the requirements to obtain professional credentials such as certified flood plain manager (CFM), project management professional (PMP), professional engineer (PE), Autodesk certifications, SolidWorks certifications, certified surveying technician (CST), registered professional land surveyor (RPLS), certified quality engineer (CQE), and certified quality inspector (CQI) associated with civil engineering; and
      4. (D) describe sub-disciplines within civil engineering, including water resources, environmental, geotechnical, structural, transportation, material sciences, coastal, land development, urban development, and infrastructure.

   5. (5) The student examines the functional mathematics used in civil engineering. The student is expected to:

      1. (A) calculate the mean, median, and mode of a given data set;
      2. (B) calculate the standard deviation of a given data set;
      3. (C) identify parts of a normal distribution curve;
      4. (D) define the Empirical Rule and analyze the distribution of a data set using the Empirical Rule;
      5. (E) define systematic, gross, and random error;
      6. (F) define accuracy and precision in a data set;
      7. (G) analyze the accuracy and precision of a data set;
      8. (H) identify the types and properties of various polygons;
      9. (I) solve for the parts of a triangle using the Pythagorean theorem, the law of sines, and the law of cosines;
      10. (J) identify the properties of circles;
      11. (K) solve for the measurements of a circle, including diameter, radius, circumference, area, chord, arclength, delta, and tangent;
      12. (L) solve linear functions on a Cartesian Coordinate System using standard form, slope-intercept form, point-slope form, and the distance between two points; and
      13. (M) calculate the volumes of three-dimensional shapes such as cylinders, spheres, and trapezoidal and triangular prisms.

   6. (6) The student understands methods of measurement and associated errors. The student is expected to:

      1. (A) define units of linear measurement, including U.S. survey feet, international feet, chains, rods, miles, fathoms, furlongs, varas, and other metric units commonly used in the surveying and civil engineering industry;
      2. (B) define the different units of angular measurement, including vertical angles, horizontal angles, bearings, azimuths, degrees-minutes-seconds, decimal degrees, seconds of arc, and gradians;
      3. (C) define the different units of volumetric measurement, including cubic feet, cubic yards, tons, and acre-feet;
      4. (D) calculate and define area measurements such as acre, hectare, square feet, square mile, league, or sitio;
      5. (E) convert linear, angular, and area measurements between different units;
      6. (F) determine a change in elevation between two or more points by performing a differential level loop;
      7. (G) measure the distance between two points on a plane using methods such as taping, electronic distance meter, total station, pacing, odometer, tacheometry, and stadia;
      8. (H) compare the errors from two or more methods of calculating distance between two points such as comparing pacing and taping; and
      9. (I) identify and analyze various types of errors associated with survey data.

   7. (7) The student researches civil engineering throughout history. The student is expected to:

      1. (A) describe the significance and development of historic civil engineering projects such as the Panama Canal, Roman aqueducts, and Hadrian's wall;
      2. (B) describe the significance and development of a major Texas civil engineering project; and
      3. (C) describe the significance and development of a major U.S. civil engineering project.

   8. (8) The student understands a civil engineering project life cycle. The student is expected to:

      1. (A) explain the civil engineering project conception, scope, proposal, contract, design planning and development, construction documents, bid and specifications, construction, and closeout phase; and
      2. (B) identify and sequence the phases of a project life cycle.

   9. (9) The student understands and develops a civil engineering project scope of work and proposal. The student is expected to:

      1. (A) identify and describe the importance of potential components in a feasibility report, including soil analysis, existing land entitlements, existing topography, federal emergency management agency (FEMA) floodplain location and elevation, existing utility and locations, environmental studies, and adjacent rights-of-way;
      2. (B) identify and quantify costs and benefits associated with a proposed civil engineering project, including initial investments, operational expenses, and anticipated returns;
      3. (C) conduct a cost-benefit analysis for a small civil engineering project;
      4. (D) identify common risks associated with civil engineering projects, including technical, financial, environmental, and regulatory risks;
      5. (E) describe methodologies for conducting risk analysis such as probability assessment, impact analysis, and risk prioritization;
      6. (F) develop a feasibility report for a small civil engineering project;
      7. (G) explain the purpose of a request for qualifications (RFQ);
      8. (H) evaluate RFQs based on a project's scope;
      9. (I) identify relevant codes and regulations impacting civil engineering projects;
      10. (J) define the fundamental components of a scope of work document, including project description, stakeholders, objectives, deliverables, scope exclusions, milestones, schedule, and signature block; and
      11. (K) develop a scope of work document for a small civil engineering project.

   10. (10) The student understands and develops the components of civil engineering designs. The student is expected to:

       1. (A) identify various conceptual schematic design drawings, sketches, and diagrams that explore design solutions and communicate design concepts;
       2. (B) generate a conceptual schematic design drawing, sketch, or diagram that effectively communicates a design concept;
       3. (C) explain the purpose and application of common civil engineering calculations such as superelevation, flow line, beam analysis, cost amortization, materials testing, plasticity index, and differential leveling;
       4. (D) evaluate engineering plans and specifications using quality control and quality assurance (QCQA) processes; and
       5. (E) prepare a design quantity take-off and estimate of probable construction cost.

   11. (11) The student researches the use and application of technology in civil engineering. The student is expected to:

       1. (A) identify the tools and technology used in civil engineering throughout history such as abacus, compass, scale, measuring tape, slide rule, calculator, computer-aided drafting and design, level, auto-level, grade rod, plumb bob, transit, theodolite, total station, GPS, lidar, and drones;
       2. (B) explain the evolution of technology used in civil engineering; and
       3. (C) explain the uses of design analysis and computer-aided drafting software.

   12. (12) The student understands and researches the components of project closeout processes. The student is expected to:

       1. (A) identify the main stakeholders involved in final inspections such as owner, utility provider(s), designer(s), contractors, municipalities, and regulatory agencies;
       2. (B) develop a punch list that is organized by trade, area, or priority and identifies deficiencies in a substantially completed project; and
       3. (C) evaluate the completed project to identify project successes and deficiencies.

   13. (13) The student understands and navigates civil engineering construction documents. The student is expected to:

       1. (A) identify the sections of a construction document set, including plat, existing conditions, site plan, fire protection plan, dimensional control plan, grading plan, drainage plan, utility plan, paving plan, erosion control plan, and project detail sheets;
       2. (B) research and describe the purpose of a fire protection plan;
       3. (C) describe the components of a paving plan, including pavement sections, material types, and design details;
       4. (D) identify and locate construction specification documents relevant to a given project;
       5. (E) explain and locate the fundamental components of a construction document's legend, including symbols, line types, and typical abbreviations;
       6. (F) explain the process of drafting a construction document to scale;
       7. (G) determine and demonstrate which scale best fits a standard size drawing sheet;
       8. (H) explain the relationship between a construction document's specifications, plans, legend, and scale; and
       9. (I) identify and explain the differences between design drawings and record drawings.

   14. (14) The student applies best practices for effective project document structure and management. The student is expected to:

       1. (A) explain the significance of systematic organizational structure for project documents;
       2. (B) develop a systematic organizational structure for project documents that considers factors such as project phase, discipline, and document type;
       3. (C) develop a consistent naming convention for project documents; and
       4. (D) implement and maintain a uniform naming convention for project documents.

   15. (15) The student describes and exhibits characteristics that lead to a successful civil engineering team. The student is expected to:

       1. (A) research and describe time management techniques such as using Gantt charts, schedules, critical paths, and man-power projections for project management;
       2. (B) demonstrate effective communication skills in written and oral formats to facilitate collaboration in a project team; and
       3. (C) explain how project team dynamics impact project outcomes and member morale.

   16. (16) The student researches and describes ethics pertaining to civil engineering. The student is expected to:

       1. (A) research and identify the fundamental engineering ethics established by the Texas Board of Professional Engineers and Land Surveyors; and
       2. (B) analyze root causes and lessons learned from historical examples or case studies involving ethical misconduct in civil engineering projects.

   17. (17) The student explores the impact of engineering in the natural world and built environment. The student is expected to:

       1. (A) describe the potential impacts, costs, and benefits of sustainable practices on local and global communities, environments, and economies;
       2. (B) apply cost-benefit analysis to sustainability standards used throughout the project life cycle to evaluate their economic, environmental, and social trade-offs;
       3. (C) describe governmental agencies that regulate environmental impact at the federal, state, and local level;
       4. (D) describe the potential impacts of construction on the natural world, including flora, fauna, groundwater, surface water, soil, Earth's atmosphere, air quality, and waterways; and
       5. (E) describe methods used by engineers to mitigate and remediate the effects of construction on the natural world.

   18. (18) The student understands the methods environmental engineers use to supply water, dispose of waste, and control pollution. The student is expected to:

       1. (A) describe methods of population projection for sizing water and wastewater facilities;
       2. (B) describe water quality standards using prescribed units of measure;
       3. (C) research and explain regulations for water quantity design requirements by jurisdiction;
       4. (D) research and explain regulations for wastewater quantity design requirements by jurisdiction;
       5. (E) research and describe methods of water and wastewater treatment;
       6. (F) research and describe methods of solid waste management;
       7. (G) research and describe methods of controlling hazardous waste; and
       8. (H) research and describe methods of measuring and managing air quality.

Source Note:The provisions of this §127.415 adopted to be effective August 1, 2025, 50 TexReg 4876.