Engineering Design and Problem Solving

Chapter 130. Texas Essential Knowledge and Skills for Career and Technical Education

Subchapter O. Science, Technology, Engineering, and Mathematics

Statutory Authority: The provisions of this Subchapter O issued under the Texas Education Code, §§7.102(c)(4), 28.002, 28.00222, and 28.025, unless otherwise noted.

§130.412. Engineering Design and Problem Solving (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: Algebra I and Geometry. Recommended prerequisites: two Science, Technology, Engineering, and Mathematics (STEM) Career Cluster credits. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The STEM Career Cluster focuses on planning, managing, and providing scientific research and professional and technical services, including laboratory and testing services, and research and development services.

(3) The Engineering Design and Problem Solving course is the creative process of solving problems by identifying needs and then devising solutions. The solution may be a product, technique, structure, or process depending on the problem. Science aims to understand the natural world, while engineering seeks to shape this world to meet human needs and wants. Engineering design takes into consideration limiting factors or "design under constraint." Various engineering disciplines address a broad spectrum of design problems using specific concepts from the sciences and mathematics to derive a solution. The design process and problem solving are inherent to all engineering disciplines.

(4) Engineering Design and Problem Solving reinforces and integrates skills learned in previous mathematics and science courses. This course emphasizes solving problems, moving from well-defined toward more open-ended, with real-world application. Students will apply critical-thinking skills to justify a solution from multiple design options. Additionally, the course promotes interest in and understanding of career opportunities in engineering.

(5) This course is intended to stimulate students' ingenuity, intellectual talents, and practical skills in devising solutions to engineering design problems. Students use the engineering design process cycle to investigate, design, plan, create, and evaluate solutions. At the same time, this course fosters awareness of the social and ethical implications of technological development.

(6) 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.

(7) Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.

(8) Scientific decision making is a way of answering questions about the natural world. 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).

(9) A system is a collection of cycles, structures, and processes that interact. 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. 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.

(10) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(11) 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.

(c) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) demonstrate knowledge of how to dress appropriately, speak politely, and conduct oneself in a manner appropriate for the profession;

(B) show the ability to cooperate, contribute, and collaborate as a member of a group in an effort to achieve a positive collective outcome;

(C) present written and oral communication in a clear, concise, and effective manner;

(D) demonstrate time-management skills in prioritizing tasks, following schedules, and performing goal-relevant activities in a way that produces efficient results; and

(E) demonstrate punctuality, dependability, reliability, and responsibility in performing assigned tasks as directed.

(2) The student, for at least 40% of instructional time, conducts engineering laboratory and field activities using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during engineering laboratory and field activities; and

(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

(3) The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:

(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(6) of this section;

(B) know that 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;

(C) know that 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;

(D) distinguish between scientific hypotheses and scientific theories;

(E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(F) collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures;

(G) analyze, evaluate, make inferences, and predict trends from data; and

(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

(4) The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;

(C) draw inferences based on data related to promotional materials for products and services;

(D) evaluate the impact of scientific research on society and the environment;

(E) evaluate models according to their limitations in representing biological objects or events; and

(F) research and describe the history of biology and contributions of scientists.

(5) The student applies knowledge of science and mathematics and the tools of technology to solve engineering design problems. The student is expected to:

(A) apply scientific processes and concepts outlined in the Texas essential knowledge and skills (TEKS) for Biology, Chemistry, or Physics relevant to engineering design problems;

(B) apply concepts, procedures, and functions outlined in the TEKS for Algebra I, Geometry, and Algebra II relevant to engineering design problems;

(C) select appropriate mathematical models to develop solutions to engineering design problems;

(D) integrate advanced mathematics and science skills as necessary to develop solutions to engineering design problems;

(E) judge the reasonableness of mathematical models and solutions;

(F) investigate and apply relevant chemical, mechanical, biological, electrical, and physical properties of materials to engineering design problems;

(G) identify the inputs, processes, outputs, control, and feedback associated with open and closed systems;

(H) describe the difference between open-loop and closed-loop control systems;

(I) make measurements with accuracy and precision and specify tolerances;

(J) use appropriate measurement systems, including customary and International System (SI) of units; and

(K) use conversions between measurement systems to solve real-world problems.

(6) The student communicates through written documents, presentations, and graphic representations using the tools and techniques of professional engineers. The student is expected to:

(A) communicate visually by sketching and creating technical drawings using established engineering graphic tools, techniques, and standards;

(B) read and comprehend technical documents, including specifications and procedures;

(C) prepare written documents such as memorandums, emails, design proposals, procedural directions, letters, and technical reports using the formatting and terminology conventions of technical documentation;

(D) organize information for visual display and analysis using appropriate formats for various audiences, including graphs and tables;

(E) evaluate the quality and relevance of sources and cite appropriately; and

(F) defend a design solution in a presentation.

(7) The student recognizes the history, development, and practices of the engineering professions. The student is expected to:

(A) identify and describe career options, working conditions, earnings, and educational requirements of various engineering disciplines such as those listed by the Texas Board of Professional Engineers;

(B) recognize that engineers are guided by established codes emphasizing high ethical standards;

(C) explore the differences, similarities, and interactions among engineers, scientists, and mathematicians;

(D) describe how technology has evolved in the field of engineering and consider how it will continue to be a useful tool in solving engineering problems;

(E) discuss the history and importance of engineering innovation on the U.S. economy and quality of life; and

(F) describe the importance of patents and the protection of intellectual property rights.

(8) The student creates justifiable solutions to open-ended real-world problems using engineering design practices and processes. The student is expected to:

(A) identify and define an engineering problem;

(B) formulate goals, objectives, and requirements to solve an engineering problem;

(C) determine the design parameters associated with an engineering problem such as materials, personnel, resources, funding, manufacturability, feasibility, and time;

(D) establish and evaluate constraints pertaining to a problem, including health, safety, social, environmental, ethical, political, regulatory, and legal;

(E) identify or create alternative solutions to a problem using a variety of techniques such as brainstorming, reverse engineering, and researching engineered and natural solutions;

(F) test and evaluate proposed solutions using methods such as models, prototypes, mock-ups, simulations, critical design review, statistical analysis, or experiments;

(G) apply structured techniques to select and justify a preferred solution to a problem such as a decision tree, design matrix, or cost-benefit analysis;

(H) predict performance, failure modes, and reliability of a design solution; and

(I) prepare a project report that clearly documents the designs, decisions, and activities during each phase of the engineering design process.

(9) The student manages an engineering design project. The student is expected to:

(A) participate in the design and implementation of a real-world or simulated engineering project using project management methodologies, including initiating, planning, executing, monitoring and controlling, and closing a project;

(B) develop a plan and project schedule for completion of a project;

(C) work in teams and share responsibilities, acknowledging, encouraging, and valuing contributions of all team members;

(D) compare and contrast the roles of a team leader and other team responsibilities;

(E) identify and manage the resources needed to complete a project;

(F) use a budget to determine effective strategies to meet cost constraints;

(G) create a risk assessment for an engineering design project;

(H) analyze and critique the results of an engineering design project; and

(I) maintain an engineering notebook that chronicles work such as ideas, concepts, inventions, sketches, and experiments.

Source: The provisions of this §130.412 adopted to be effective August 28, 2017, 40 TexReg 9123.