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: Geometry and Civil Engineering I. Recommended prerequisite: Introduction to Computer-Aided Design and Drafting. 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) Students in Civil Engineering II apply the principles and practices essential to various subdisciplines within civil engineering. Throughout this course, students develop knowledge and skills essential to the design development and construction of a civil engineering project. The students explore the impacts and constraints on the design of a project. 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 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.

   2. (2) 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 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.

   3. (3) The student recognizes project stakeholders and industry organizations in civil engineering. The student is expected to:

      1. (A) describe the roles and objectives of project stakeholders, including engineer, owner, architect, contractor, subcontractors, project manager, end users, regulatory agencies, and the public; and
      2. (B) describe the mission and membership benefits of industry organizations such as the American Society of Civil Engineers, the National Society of Professional Engineers, and the Society of Women Engineers.

   4. (4) The student explores various disciplines within civil engineering. The student is expected to:

      1. (A) describe the essential technical knowledge and functions in a variety of civil engineering subdisciplines, including environmental, geotechnical, transportation, structural, water resources, and construction;
      2. (B) explain how different types of projects within civil engineering subdisciplines, including public works, transportation, urban development, water resources, and utility projects, impact the built environment; and
      3. (C) identify and describe types of civil engineering projects.

   5. (5) The student explores how codes, regulations, and plats impact a civil engineering project. The student is expected to:

      1. (A) research and describe regulations established by the American Disabilities Act relevant to site design;
      2. (B) identify local codes and regulations for a civil engineering project;
      3. (C) describe the potential impacts of local codes and regulations on civil engineering projects; and
      4. (D) describe the purpose of a plat and easements for a civil engineering project.

   6. (6) The student develops a proposal for a civil engineering project such as a park, a parking lot, or a storm drain. The student is expected to:

      1. (A) analyze or develop a feasibility report for a civil engineering project;
      2. (B) develop and analyze the scope of work document for a civil engineering project;
      3. (C) calculate monetary value for engineering efforts on a given project;
      4. (D) revise and archive the draft project proposal for scope of work changes;
      5. (E) develop a client deliverable package that contains a fee proposal, project schedule, organizational chart, exclusions, and an engineering contract;
      6. (F) communicate effectively a final proposal for a civil engineering project; and
      7. (G) identify and evaluate lessons learned from the project proposal process.

   7. (7) The student develops a civil engineering project schedule. The student is expected to:

      1. (A) identify and prioritize project tasks to determine the critical path of a project;
      2. (B) create a project critical path diagram;
      3. (C) evaluate project tasks and the critical path to develop a project schedule;
      4. (D) create a Gantt chart for all the project activities in a project; and
      5. (E) assess a project schedule for opportunities to improve project efficiencies.

   8. (8) The student develops a civil engineering design for a project site. The student is expected to:

      1. (A) create a concept site plan using existing schematics, survey data, and regulatory design manuals;
      2. (B) identify existing and proposed utility providers, including electric, water, sewer, gas, and telecommunications providers, at a project site;
      3. (C) research and identify existing plats and easements for a project site; and
      4. (D) revise and finalize a project site plan to reflect analyzed site data, including utilities, geotechnical, right-of-way, water resources, environmental, survey, and transportation data.

   9. (9) The student explores concepts and calculations for storm water events used by water resources engineers. The student is expected to:

      1. (A) describe storm event probability based on historical models;
      2. (B) describe methods used, including Rational method, Natural Resources Conservation Service (NRCS), Soil Conservation Service (SCS), and unit hydrograph, to calculate flow rate;
      3. (C) analyze existing topography at the project site to determine drainage patterns;
      4. (D) delineate existing and proposed drainage areas impacting a project site to determine the change in stormwater runoff generated by a project design;
      5. (E) research and describe methods of stormwater mitigation and water quality treatment;
      6. (F) calculate the existing flow rates for a 5-year and a 100-year storm event for a project site using the Rational method;
      7. (G) analyze and calculate the proposed flow rates for a 5-year and a 100-year storm event for a project design;
      8. (H) determine the required stormwater remediation techniques for a 100-year storm event by comparing existing and proposed runoff quantities;
      9. (I) describe methods of stormwater conveyance, including channel, culvert, and pipe;
      10. (J) calculate the hydraulics of a stormwater conveyance using the continuity equation, energy equation, and Bernoulli's equation;
      11. (K) design a conveyance system such as a pipe, culvert, or open channel to convey stormwater runoff for a 100-year storm event using the calculated data;
      12. (L) create a plan and profile sheet of a drainage system, including surface elevations, slopes, conveyance system dimensions, material, and pipe invert elevations; and
      13. (M) describe potential impacts of a drainage analysis for a project.

   10. (10) The student explores concepts and calculations used by geotechnical engineers. The student is expected to:

       1. (A) identify and explain the components of a geotechnical report, including boring samples and logs, soil types and classifications, pavement recommendations, foundations recommendations, and soil preparations;
       2. (B) identify and determine the soil classifications at a project site using the United States Department of Agriculture (USDA) Natural Resources Conservation Service (NRCS) Web Soil Survey (WSS);
       3. (C) calculate the plasticity index of soil from a project site;
       4. (D) research and describe methods of soil preparation;
       5. (E) research and explain how geotechnical results impact pavement recommendations used in civil engineering projects;
       6. (F) research and select the most effective pavement section for a project; and
       7. (G) describe the impact of a geotechnical analysis for a project.

   11. (11) The student explores concepts and calculations used by structural engineers. The student is expected to:

       1. (A) identify and analyze the various types of building foundations, including raft, monolithic slab, slab on grade, pier and beam, spread footing, mat footing, drilled piers, pylons, waffle slab, and post-tension slab;
       2. (B) describe the forces common to structural engineering calculations, including gravity, tension, compression, flexure, and torsion;
       3. (C) describe the loads common to structural engineering calculations, including dead load, live load, environmental loads, and other loads such as lateral and concentrated loads;
       4. (D) diagram and explain how applied loads and forces are resisted in a structure and transferred to the Earth;
       5. (E) diagram a simply supported beam subjected to loading conditions to determine reaction forces;
       6. (F) sketch diagrams to determine the maximum shear and moment resulting in the beam;
       7. (G) identify the different types of trusses, including simple, planar, and space frame trusses;
       8. (H) diagram a truss subjected to loading conditions to determine reaction forces and identify the zero force members;
       9. (I) explain why design loads are dictated by building codes; and
       10. (J) describe potential impacts of a structural analysis for a project.

   12. (12) The student explores concepts and calculations used by transportation engineers. The student is expected to:

       1. (A) identify and describe various types of transportation engineering specializations such as rail, aviation, roadway, highway, and marine;
       2. (B) research and explain the benefits of having a professional transportation engineering certification;
       3. (C) research and explain the benefits of membership in a transportation engineering organization such as Institute for Transportation Engineers (ITE), American Society of Highway Engineers (ASHE), American Association of State Highway and Transportation Officials (AASHTO), and WTS International;
       4. (D) determine stopping sight distance of a roadway given the design speed and grade;
       5. (E) research and describe the impacts of transportation design elements, including grades, superelevation, design speed, friction factor, lane widths, vertical curves, horizontal curves, roadway classification, acceleration, and deceleration;
       6. (F) analyze the level of service of a roadway to determine if operating conditions are adequate;
       7. (G) identify and explain the components of a traffic impact analysis (TIA), including data collection summary, trip analysis, turn lane analysis, project phasing, and sight visibility analysis;
       8. (H) research and identify methods of traffic data collection;
       9. (I) collect and calculate traffic count data at a project site and analyze the results of the traffic count to determine peak hour trips and traffic mitigation;
       10. (J) determine the peak hour trips generated by a given land use from a ITE Trip Generation Manual;
       11. (K) research and describe traffic level of service for various roadways;
       12. (L) determine if a turn lane is warranted based on peak hour trips and traffic volume; and
       13. (M) describe potential impacts of a transportation analysis for a project.

   13. (13) The student develops construction documents for a civil engineering project. The student is expected to:

       1. (A) develop project construction documents that includes design plans, specifications, and a cost estimate for a civil engineering project;
       2. (B) develop the analysis reports for a civil engineering project;
       3. (C) generate a demolition sheet that contains existing topography, property lines, easements, utilities, rights-of-way, drainage infrastructure, and structures, and identifies items to be demolished;
       4. (D) develop a fire protection plan for a project;
       5. (E) generate a paving plan that shows the limits and types of pavement necessary for a project;
       6. (F) generate a site plan that labels proposed improvements for a project;
       7. (G) generate a site dimensional control plan containing measurements for all site improvements for a project;
       8. (H) generate a grading plan that documents proposed elevations and topography in comparison to existing topography for a project;
       9. (I) generate drainage plans that document the existing drainage patterns, proposed drainage plan, and drainage infrastructure for a project;
       10. (J) generate a utility plan that documents existing and proposed utility types, locations, and materials for a project;
       11. (K) generate an erosion control plan that identifies erosion control best management practices (BMP) defined by the Texas Commission on Environmental Quality (TCEQ) for a project; and
       12. (L) explain the importance of a quality control review and complete a quality control review of the construction documents of the project.

   14. (14) The student develops documents for support of the construction bid. The student is expected to:

       1. (A) identify components of a bid tabulation, including item description, material quantity, unit measure, unit price, and total price;
       2. (B) compare a project bid tabulation with corresponding construction documents to verify all items are included;
       3. (C) create a project bid tabulation; and
       4. (D) identify and compile the parts of civil engineering project manual.

   15. (15) The student works as an individual and a team member to complete projects. The student is expected to:

       1. (A) track team goals to verify completion of project milestones;
       2. (B) explain various methods to resolve conflict within a project team;
       3. (C) explain how leadership impacts project outcomes and team members; and
       4. (D) evaluate team member performance and effectiveness in a project.

   16. (16) The student researches and understands the code of ethics pertaining to civil engineering. The student is expected to:

       1. (A) research and describe the impact of the State of Texas Engineering Practice Act; and
       2. (B) analyze and discuss ethical case studies using Texas Administrative Code, Title 22, Part 6, Chapter 137, Subchapter C (relating to Professional Conduct and Ethics).

   17. (17) The student understands the fundamental sustainable design approaches and practices in civil engineering projects. The student is expected to:

       1. (A) research and describe sustainable building materials and methods;
       2. (B) identify and explain the programs and certifications that establish design criteria for engineering projects such as Leadership in Energy and Environmental Design (LEED);
       3. (C) explain how sustainable programs and certifications potentially impact the design elements and costs of a project;
       4. (D) explain how design choices potentially impact human health, the environment, and the cost of a project; and
       5. (E) explain how elements of the construction process potentially impact human health and the environment.

Source Note:The provisions of this §127.416 adopted to be effective August 1, 2025, 50 TexReg 4876.