holding

Thoughts on Teaching Post-COVID19

We should assume we're not going back to the way it used to be.
We should assume there will be interruptions to the school calendar and student schedules from now on.
We should assume remote learning will play a notable role in students' learning activities from now on.
We should assume that school will be done differently from now, and plan for refinements and improvements.

Control vs Trust
When students are in the classroom, teachers assume they are in control.
When students are out of the classroom, teachers feel like they are out of control.
We should remember that control is based on hierarchy, and trust is based on relationships.
Trust works across a variety of platforms, in many situations and with most students.

Revisioning Classrooms
What will it look like if we have to alternate online and face-to-face interactions with students over the course of a semester?
How will lab-based or experienced-based classrooms have to adapt to potential disruptions in the school calendar?
How do we leverage technology to build a new ecosystem of student support (Website, Google Suite, Zoom, Live Chat, Slack)?

Grading Progress, Not Products
How do we assess mastery of objectives from a variety of locations and contexts?
How do we grade differently, assuming a combination of in-classroom and at-home learning?
How do we prioritize objectives and assign them to different learning modes across different learning environments?

Building Community
How can school and classroom community transcend disruptions and thrive across different contexts?
How might teachers use technology to support students, encourage learning and increase the level of engagement.
Where are the new opportunities for showcasing student work and highlighting achievement?

§130.402. Principles of Applied Engineering (One Credit), Adopted 2015.

(a) General requirements.
This course is recommended for students in Grades 9 and 10. 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 Science, Technology, Engineering, and Mathematics (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) Principles of Applied Engineering provides an overview of the various fields of science, technology, engineering, and mathematics and their interrelationships. Students will develop engineering communication skills, which include computer graphics, modeling, and presentations, by using a variety of computer hardware and software applications to complete assignments and projects. Upon completing this course, students will have an understanding of the various fields of engineering and will be able to make informed career decisions. Further, students will have worked on a design team to develop a product or system. Students will use multiple software applications to prepare and present course assignments.

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

(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.

(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, speak, 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 investigates the components of engineering and technology systems. The student is expected to:

(A) investigate and report on the history of engineering science;

(B) identify the inputs, processes, and outputs associated with technological systems;

(C) describe the difference between open and closed systems;

(D) describe how technological systems interact to achieve common goals;

(E) compare and contrast engineering, science, and technology careers;

(F) conduct and present research on emerging and innovative technology; and

(G) demonstrate proficiency of the engineering design process.

(3) The student presents conclusions, research findings, and designs using a variety of media throughout the course. The student is expected to:

(A) use clear and concise written, verbal, and visual communication techniques;

(B) maintain a design and computation engineering notebook;

(C) use sketching and computer-aided drafting and design (CADD) to develop and present ideas;

(D) use industry standard visualization techniques and media; and

(E) use the engineering documentation process to maintain a paper or digital portfolio.

(4) The student uses appropriate tools and demonstrates safe work habits. The student is expected to:

(A) master relevant safety tests;

(B) follow lab safety guidelines as prescribed by instructor in compliance with local, state, and federal regulations;

(C) recognize the classification of hazardous materials and wastes;

(D) dispose of hazardous materials and wastes appropriately;

(E) maintain, safely handle, and properly store laboratory equipment;

(F) describe the implications of negligent or improper maintenance; and

(G) demonstrate the use of precision measuring instruments.

(5) The student describes the factors that affect the progression of technology and the potential intended and unintended consequences of technological advances. The student is expected to:

(A) describe how technology has affected individuals, societies, cultures, economies, and environments;

(B) describe how the development and use of technology influenced past events;

(C) describe how and why technology progresses; and

(D) predict possible changes caused by the advances of technology.

(6) The student thinks critically and applies fundamental principles of system modeling and design to multiple design projects. The student is expected to:

(A) identify and describe the fundamental processes needed for a project, including the design process and prototype development and initiating, planning, executing, monitoring and controlling, and closing a project;

(B) identify the chemical, mechanical, and physical properties of engineering materials;

(C) use problem-solving techniques to develop technological solutions;

(D) use consistent units for all measurements and computations; and

(E) assess the risks and benefits of a design solution.

(7) The student understands the opportunities and careers in fields related to robotics, process control, and automation systems. The student is expected to:

(A) describe applications of robotics, process control, and automation systems;

(B) apply design concepts to problems in robotics, process control, and automation systems;

(C) identify fields and career opportunities related to robotics, process control, and automation systems; and

(D) identify emerging trends in robotics, process control, and automation systems.

(8) The student understands the opportunities and careers in fields related to electrical and mechanical systems. The student is expected to:

(A) describe the applications of electrical and mechanical systems;

(B) describe career opportunities in electrical and mechanical systems;

(C) identify emerging trends in electrical and mechanical systems; and

(D) describe and apply basic electronic theory.

(9) The student demonstrates the ability to function as a team member while completing a comprehensive project. The student is expected to:

(A) apply the design process as a team participant;

(B) assume different roles as a team member within the project;

(C) maintain an engineering notebook for the project;

(D) develop and test the model for the project; and

(E) demonstrate communication skills by preparing and presenting the project.

(10) The student demonstrates a knowledge of drafting by completing a series of drawings that can be published by various media. The student is expected to:

(A) set up, create, and modify drawings;

(B) store and retrieve geometry;

(C) demonstrate an understanding of the use of line-types in engineering drawings;

(D) draw 2-D single view objects;

(E) create multi-view working drawings using orthographic projection;

(F) dimension objects using current American National Standards Institute (ANSI) standards;

(G) draw single line 2-D pictorial representations;

(H) create working drawings that include section views; and

(I) demonstrate a knowledge of screw thread design per ANSI standards by drawing a hex head bolt with standard, square, and acme threads.

§130.408 Robotics I (One Credit)
§130.408. Robotics I (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 9 and 10. Recommended prerequisite: Principles of Applied Engineering. 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 Science, Technology, Engineering, and Mathematics (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) In Robotics I, students will transfer academic skills to component designs in a project-based environment through implementation of the design process. Students will build prototypes or use simulation software to test their designs. Additionally, students will explore career opportunities, employer expectations, and educational needs in the robotic and automation industry.

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

(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.

(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) demonstrate 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, including explaining and justifying actions;

(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 demonstrates the skills necessary for success in a technical career. The student is expected to:

(A) distinguish the differences among an engineering technician, engineering technologist, and engineer;

(B) identify employment and career opportunities;

(C) identify industry certifications;

(D) discuss ethical issues related to engineering and technology and incorporate proper ethics in submitted projects;

(E) identify and demonstrate respect for diversity in the workplace;

(F) identify appropriate actions and consequences relating to discrimination, harassment, and inequality;

(G) explore robotic engineering careers and preparation programs;

(H) explore career preparation learning experiences, including job shadowing, mentoring, and apprenticeship training; and

(I) discuss Accreditation Board for Engineering and Technology (ABET) accreditation and implications.

(3) The student participates in team projects in various roles. The student is expected to:

(A) explain the importance of teamwork in the field of robotics;

(B) apply principles of effective problem solving in teams to collaboration and conflict resolution; and

(C) demonstrate proper attitudes as a team leader and team member.

(4) The student develops skills for managing a project. The student is expected to:

(A) implement project management methodologies, including initiating, planning, executing, monitoring and controlling, and closing a project;

(B) develop a project schedule and complete work according to established criteria;

(C) participate in the organization and operation of a real or simulated engineering project; and

(D) develop a plan for production of an individual product.

(5) The student practices safe and proper work habits. The student is expected to:

(A) master relevant safety tests;

(B) comply with safety guidelines as described in various manuals, instructions, and regulations;

(C) identify governmental and organizational regulations for health and safety in the workplace related to electronics;

(D) identify and classify hazardous materials and wastes according to Occupational Safety and Health Administration (OSHA) regulations;

(E) dispose of hazardous materials and wastes appropriately;

(F) perform maintenance on selected tools, equipment, and machines;

(G) handle and store tools and materials correctly; and

(H) describe the results of improper maintenance of material, tools, and equipment.

(6) The student develops the ability to use and maintain technological products, processes, and systems. The student is expected to:

(A) demonstrate the use of computers to manipulate a robotic or automated system and associated subsystems;

(B) maintain systems to ensure safe and proper function and precision operation;

(C) describe feedback control loops used to provide information; and

(D) describe types and functions of sensors used in robotic systems.

(7) The student develops an understanding of engineering principles and fundamental physics. The student is expected to:

(A) demonstrate knowledge of Newton's Laws as applied to robotics such as rotational dynamics, torque, weight, friction, and traction factors required for the operation of robotic systems;

(B) demonstrate knowledge of motors, gears, gear ratios, and gear trains used in the robotic systems;

(C) describe the application of the six simple machines to robotics;

(D) describe the operation of direct current (DC) motors, including control, speed, and torque; and

(E) describe the operation of servo motors, including control, angle, and torque.

(8) The student develops an understanding of the characteristics and scope of manipulators, accumulators, and end effectors required for a robotic or automated system to function. The student is expected to:

(A) describe the relationship between robotic arm construction and robot stability;

(B) describe the relationship between torque and gear ratio to weight of payload in a robotic arm operation; and

(C) demonstrate knowledge of linkages and gearing in end effectors used in a robotic arm system.

(9) The student uses engineering design methodologies. The student is expected to:

(A) demonstrate an understanding of and discuss the design process;

(B) think critically, identify the system constraints, and make fact-based decisions;

(C) apply testing and reiteration strategies to develop or improve a product;

(D) apply decision-making strategies when developing solutions;

(E) identify quality-control issues in engineering design and production;

(F) describe perceptions of the quality of products and how they affect engineering decisions;

(G) use an engineering notebook to document the project design process as a legal document; and

(H) interpret industry standard system schematics.

(10) The student learns the function and application of the tools, equipment, and materials used in robotic and automated systems through specific project-based assessments. The student is expected to:

(A) use tools and laboratory equipment in a safe manner to construct and repair systems;

(B) use precision measuring instruments to analyze systems and prototypes; and

(C) use multiple software applications to simulate robot behavior and present concepts.

(11) The student produces a product using the appropriate tools, materials, and techniques. The student is expected to:

(A) identify and describe the steps needed to produce a prototype;

(B) identify and use appropriate tools, equipment, machines, and materials to produce the prototype;

(C) construct a robotic or automated system to perform specified operations using the design process;

(D) test and evaluate the design in relation to pre-established requirements such as criteria and constraints;

(E) refine the design of a robotic or automated system to ensure quality, efficiency, and manufacturability of the final product; and

(F) present the final product using a variety of media.

§130.409 Robotics II (One Credit)
§130.409. Robotics II (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Robotics I. 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 Science, Technology, Engineering, and Mathematics (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) In Robotics II, students will explore artificial intelligence and programming in the robotic and automation industry. Through implementation of the design process, students will transfer academic skills to component designs in a project-based environment. Students will build prototypes and use software to test their designs.

(4) The mathematical process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

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

(6) 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) distinguish the differences among an engineering technician, engineering technologist, and engineer;

(B) identify employment and career opportunities;

(C) identify industry certifications;

(D) recognize the principles of teamwork related to engineering and technology;

(E) identify and use appropriate work habits;

(F) locate and report on governmental regulations and laws, including health, safety, and labor codes related to engineering;

(G) discuss ethical issues related to engineering and technology and incorporate proper ethics in submitted projects;

(H) demonstrate respect for diversity in the workplace;

(I) demonstrate appropriate actions and identify consequences relating to discrimination, harassment, and inequality;

(J) demonstrate effective oral and written communication skills using a variety of software applications and media; and

(K) explore robotic engineering careers and preparation programs.

(2) The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(3) The student learns and contributes productively as an individual and as a member of a project team. The student is expected to:

(A) demonstrate an understanding of and discuss how teams function;

(B) apply teamwork to solve problems;

(C) follow directions and decisions of responsible individuals of the project team;

(D) participate in establishing team procedures and team norms; and

(E) work cooperatively with others to set and accomplish goals in both competitive and non-competitive situations.

(4) The student develops skills of project management. The student is expected to:

(A) implement project management methodologies, including initiating, planning, executing, monitoring and controlling, and closing a project;

(B) develop a project schedule and complete work according to established criteria;

(C) participate in the organization and operation of a real or simulated engineering project; and

(D) translate and employ a Project Management Plan for production of a product.

(5) The student practices safe and proper work habits. The student is expected to:

(A) master relevant safety tests;

(B) comply with safety guidelines as described in various manuals, instructions, and regulations;

(C) identify and classify hazardous materials and wastes according to Occupational Safety and Health Administration (OSHA) regulations;

(D) dispose of hazardous materials and wastes appropriately;

(E) comply with established guidelines for working in a lab environment;

(F) handle and store tools and materials correctly;

(G) employ established inventory control and organization procedures; and

(H) describe the results of negligent or improper maintenance.

(6) The student develops the ability to use and maintain technological products, processes, and systems. The student is expected to:

(A) demonstrate the use of computers to manipulate a robotic or automated system and associated subsystems;

(B) troubleshoot and maintain systems and subsystems to ensure safe and proper function and precision operation;

(C) implement feedback control loops used to provide information; and

(D) implement different types of sensors used in robotic or automated systems and their operations.

(7) The student demonstrates an understanding of advanced mathematics and physics in robotic and automated systems. The student is expected to:

(A) apply the concepts of acceleration and velocity as they relate to robotic and automated systems;

(B) describe the term degrees of freedom and apply it to the design of joints used in robotic and automated systems;

(C) describe angular momentum and integrate it in the design of robotic joint motion, stability, and mobility;

(D) use the impulse-momentum theory in the design of robotic and automated systems;

(E) explain translational, rotational, and oscillatory motion in the design of robotic and automated systems;

(F) apply the operation of direct current (DC) motors, including control, speed, and torque;

(G) apply the operation of servo motors, including control, angle, and torque;

(H) interpret sensor feedback and calculate threshold values;

(I) apply measurement and geometry to calculate robot navigation;

(J) implement movement control using encoders; and

(K) implement path planning using geometry and multiple sensor feedback.

(8) The student creates a program to control a robotic or automated system. The student is expected to:

(A) use coding languages and proper syntax;

(B) use programming best practices for commenting and documentation;

(C) describe how and why logic is used to control the flow of the program;

(D) create a program flowchart and write the pseudocode for a program to perform an operation;

(E) create algorithms for evaluating a condition and performing an appropriate action using decisions;

(F) create algorithms that loop through a series of actions for a specified increment and for as long as a given condition exists;

(G) create algorithms that evaluate sensor data as variables to provide feedback control;

(H) use output commands and variables;

(I) use selection programming structures such as jumps, loops, switch, and case; and

(J) implement subroutines and functions.

(9) The student develops an understanding of the characteristics and scope of manipulators, accumulators, and end effectors required for a robotic or automated system to function. The student is expected to:

(A) demonstrate knowledge of robotic or automated system arm construction;

(B) demonstrate an understanding and apply the concepts of torque, gear ratio, stability, and weight of payload in a robotic or automated system arm operation; and

(C) demonstrate an understanding and apply the concepts of linkages and gearing in end effectors and their use in a robotic or an automated arm system.

(10) The student uses engineering design methodologies. The student is expected to:

(A) implement the design process;

(B) demonstrate critical thinking, identify the system constraints, and make fact-based decisions;

(C) apply formal testing and reiteration strategies to develop or improve a product;

(D) apply and defend decision-making strategies when developing solutions;

(E) identify and improve quality-control issues in engineering design and production;

(F) apply Six Sigma to analyze the quality of products and how it affects engineering decisions;

(G) use an engineering notebook to document the project design process as a legal document; and

(H) create and interpret industry standard system schematics.

(11) The student learns the function and application of the tools, equipment, and materials used in robotic and automated systems through specific project-based assessments. The student is expected to:

(A) use and maintain tools and laboratory equipment in a safe manner to construct and repair systems;

(B) use precision measuring instruments to analyze systems and prototypes;

(C) implement a system to identify and track all components of the robotic or automated system and all elements involved with the operation, construction, and manipulative functions; and

(D) use multiple software applications to simulate robot behavior and present concepts.

(12) The student produces a product using the appropriate tools, materials, and techniques. The student is expected to:

(A) use the design process to design a robotic or automated system that meets pre-established criteria and constraints;

(B) identify and use appropriate tools, equipment, machines, and materials to produce the prototype;

(C) implement sensors in the robotic or automated system;

(D) construct the robotic or automated system;

(E) use the design process to evaluate and formally test the design;

(F) refine the design of the robotic or automated system to ensure quality, efficiency, and manufacturability of the final robotic or automated system; and

(G) present the final product using a variety of media.

§130.410 Engineering Design and Presentation I (One Credit)
§130.410. Engineering Design and Presentation I (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Algebra I Recommended prerequisite: Principles of Applied Engineering. 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 Science, Technology, Engineering, and Mathematics (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) Engineering Design and Presentation I is a continuation of knowledge and skills learned in Principles of Applied Engineering. Students enrolled in this course will demonstrate knowledge and skills of the design process as it applies to engineering fields using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Students will use a variety of computer hardware and software applications to complete assignments and projects. Through implementation of the design process, students will transfer advanced academic skills to component designs. Additionally, students explore career opportunities in engineering, technology, and drafting and what is required to gain and maintain employment in these areas.

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

(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.

(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 and work site;

(B) cooperate, contribute, and collaborate as a member of a group in an effort to attain agreement and achieve a collective outcome;

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

(D) use time-management skills in prioritizing tasks, following schedules, and tending to goal-relevant activities in a way that optimizes efficiency and results; and

(E) complete a consistent demonstration of punctuality, dependability, reliability, and responsibility in reporting for duty and performing assigned tasks as directed.

(2) The student gains knowledge of and demonstrates the skills necessary for success in the workplace. The student is expected to:

(A) distinguish the differences between an engineering technician, engineering technologist, and engineer;

(B) identify employment and career opportunities;

(C) investigate and work toward industry certifications;

(D) demonstrate the principles of teamwork related to engineering and technology;

(E) identify and use appropriate work habits;

(F) demonstrate knowledge related to governmental regulations, including health and safety;

(G) discuss ethical issues related to engineering and technology and incorporate proper ethics in submitted projects;

(H) demonstrate respect for diversity in the workplace;

(I) demonstrate appropriate actions and identify consequences relating to discrimination, harassment, and inequality;

(J) demonstrate effective oral and written communication skills using a variety of software applications and media; and

(K) explore career preparation learning experiences, including job shadowing, mentoring, and apprenticeship training.

(3) The student participates in team projects in various roles. The student is expected to:

(A) demonstrate an understanding of and discuss how teams function;

(B) apply teamwork to solve problems; and

(C) serve as both a team leader and member and demonstrate appropriate attitudes while participating in team projects.

(4) The student develops skills for managing a project. The student is expected to:

(A) implement project management methodologies, including initiating, planning, executing, monitoring and controlling, and closing a project;

(B) develop a project schedule and complete work according to established criteria;

(C) participate in the organization and operation of a real or simulated engineering project; and

(D) develop a plan for production of an individual product.

(5) The student practices safe and proper work habits. The student is expected to:

(A) master relevant safety tests;

(B) comply with safety guidelines as described in various manuals, instructions, and regulations;

(C) identify and classify hazardous materials and wastes according to Occupational Safety and Health Administration (OSHA) regulations;

(D) dispose of hazardous materials and wastes appropriately;

(E) perform maintenance on selected tools, equipment, and machines;

(F) handle and store tools and materials correctly; and

(G) describe the results of negligent or improper maintenance.

(6) The student applies the concepts of sketching and skills associated with computer-aided drafting and design. The student is expected to:

(A) use single and multi-view projections;

(B) use orthographic and pictorial views;

(C) use auxiliary views;

(D) use section views;

(E) use advanced construction techniques;

(F) prepare and revise annotated multi-dimensional production drawings in computer-aided drafting and design to industry standards;

(G) demonstrate knowledge of effective file structure and management;

(H) use advanced dimensioning techniques;

(I) construct and use basic 3D parametric drawings; and

(J) develop and use prototype drawings for presentation.

(7) The student uses engineering design methodologies. The student is expected to:

(A) demonstrate an understanding of and discuss principles of ideation;

(B) demonstrate critical thinking, identify the system constraints, and make fact-based decisions;

(C) use rational thinking to develop or improve a product;

(D) apply decision-making strategies when developing solutions;

(E) use an engineering notebook to record prototypes, corrections, and/or mistakes in the design process; and

(F) use an engineering notebook and portfolio to record the final design, construction, and manipulation of finished projects.

(8) The student applies concepts of engineering to specific problems. The student is expected to:

(A) use a variety of technologies to design components;

(B) use tools, laboratory equipment, and precision measuring instruments to develop prototypes;

(C) research applications of different types of computer-aided drafting and design software; and

(D) use multiple software applications for concept presentations.

(9) The student designs products using appropriate design processes and techniques. The student is expected to:

(A) interpret engineering drawings;

(B) identify areas where quality, reliability, and safety can be designed into a product;

(C) improve a product design to meet a specified need;

(D) produce engineering drawings to industry standards; and

(E) describe potential patents and the patenting process.

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

(A) identify and describe the steps needed to produce a prototype;

(B) identify and use appropriate tools, equipment, machines, and materials to produce the prototype; and

(C) present the prototype using a variety of media.

§130.411 Engineering Design and Presentation II (Two Credits)
§130.411. Engineering Design and Presentation II (Two Credits), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: Algebra I and Geometry. Recommended prerequisite: Principles of Applied Engineering or Engineering Design and Presentation I. Students shall be awarded two credits 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 Science, Technology, Engineering, and Mathematics (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) Engineering Design and Presentation II is a continuation of knowledge and skills learned in Engineering Design and Presentation I. Students enrolled in this course will demonstrate knowledge and skills of the design process as it applies to engineering fields using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Students will use a variety of computer hardware and software applications to complete assignments and projects. Through implementation of the design process, students will transfer advanced academic skills to component designs. Emphasis will be placed on using skills from ideation through prototyping.

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

(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.

(c) Knowledge and skills.

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

(A) distinguish the differences between an engineering technician, engineering technologist, and engineer;

(B) identify employment and career opportunities;

(C) investigate and work toward industry certifications;

(D) demonstrate the principles of teamwork related to engineering and technology;

(E) identify and use appropriate work habits;

(F) demonstrate knowledge related to governmental regulations, including health and safety;

(G) discuss ethical issues related to engineering and technology and incorporate proper ethics in submitted projects;

(H) demonstrate respect for diversity in the workplace;

(I) demonstrate appropriate actions and identify consequences relating to discrimination, harassment, and inequality;

(J) demonstrate effective oral and written communication skills using a variety of software applications and media; and

(K) explore career preparation learning experiences, including job shadowing, mentoring, and apprenticeship training.

(2) The student participates in team projects in various roles. The student is expected to:

(A) demonstrate an understanding of and discuss how teams function;

(B) apply teamwork to solve problems; and

(C) serve as a team leader and member and demonstrate appropriate attitudes while participating in team projects.

(3) The student develops skills for managing a project. The student is expected to:

(A) implement project management methodologies, including initiating, planning, executing, monitoring and controlling, and closing a project;

(B) develop a project schedule and complete projects according to established criteria;

(C) participate in the organization and operation of a real or simulated engineering project; and

(D) develop a plan for production of an individual product.

(4) The student demonstrates principles of project documentation and work flow. The student is expected to:

(A) complete work orders and related documentation;

(B) identify factors affecting cost and strategies to minimize costs;

(C) prepare a project budget;

(D) prepare a production schedule;

(E) identify intellectual property and other legal restrictions; and

(F) read and interpret technical drawings, manuals, and bulletins.

(5) The student applies the concepts and skills of computer-aided drafting and design software to perform the following tasks. The student is expected to:

(A) prepare drawings to American National Standards Institute (ANSI) and International Organization for Standardization (ISO) graphic standards;

(B) customize software user interface;

(C) prepare and use advanced views such as auxiliary, section, and break-away;

(D) draw detailed parts, assembly diagrams, and sub-assembly diagrams;

(E) indicate tolerances and standard fittings using appropriate library functions;

(F) demonstrate understanding of annotation styles and setup by defining units, fonts, dimension styles, notes, and leader lines;

(G) identify and incorporate the use of advanced layout techniques and viewports using paper-space and modeling areas;

(H) use management techniques by setting up properties to define and control individual layers;

(I) create and use custom templates for advanced project management;

(J) prepare and use advanced development drawings;

(K) use advanced polar tracking and blocking techniques to increase drawing efficiency;

(L) create drawings that incorporate external referencing;

(M) create and render objects using parametric modeling tools; and

(N) model individual parts or assemblies and produce rendered or animated output.

(6) The student practices safe and proper work habits. The student is expected to:

(A) master relevant safety tests;

(B) comply with safety guidelines as described in various manuals, instructions, and regulations;

(C) identify and classify hazardous materials and wastes according to Occupational Safety and Health Administration (OSHA) regulations;

(D) dispose of hazardous materials and wastes appropriately;

(E) perform maintenance on selected tools, equipment, and machines;

(F) handle and store tools and materials correctly; and

(G) describe the results of negligent or improper maintenance.

(7) The student uses engineering design methodologies. The student is expected to:

(A) demonstrate an understanding of and discuss principles of system ideation;

(B) demonstrate critical thinking, identify the system constraints, and make fact-based decisions;

(C) use rational thinking to develop or improve a system;

(D) apply decision-making strategies when developing solutions;

(E) identify quality-control issues in engineering design and production;

(F) describe perceptions of the quality of products and how they affect engineering decisions;

(G) use an engineering notebook to record prototypes, corrections, and/or mistakes in the design process; and

(H) use an engineering notebook to record the final design, construction, and manipulation of finished projects.

(8) The student applies concepts of engineering to specific problems. The student is expected to:

(A) use a variety of technologies to design systems;

(B) use tools, laboratory equipment, and precision measuring instruments to develop prototypes;

(C) research applications of different types of computer-aided drafting and design software; and

(D) use multiple software applications for concept presentations.

(9) The student designs systems using appropriate design processes and techniques. The student is expected to:

(A) interpret engineering drawings;

(B) identify areas where quality, reliability, and safety can be designed into a system;

(C) improve a system design to meet a specified need, including properties of materials selected;

(D) produce engineering drawings to industry standards; and

(E) describe potential patents and the patenting process.

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

(A) identify and describe the steps needed to produce a prototype;

(B) identify and use appropriate tools, equipment, machines, and materials to produce the prototype; and

(C) present the prototype using a variety of media.

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