Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter O - SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
Section 127.754 - Engineering Mathematics (One Credit), Adopted 2015

Universal Citation: 19 TX Admin Code § 127.754

Current through Reg. 49, No. 38; September 20, 2024

(a) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: Algebra II. This course satisfies a high school mathematics 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 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 Mathematics is a course where students solve and model design problems. Students will use a variety of mathematical methods and models to represent and analyze problems that represent a range of real-world engineering applications such as robotics, data acquisition, spatial applications, electrical measurement, manufacturing processes, materials engineering, mechanical drives, pneumatics, process control systems, quality control, and computer programming.

(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.

(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;

(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 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;

(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 uses mathematically based hydraulics concepts to measure and find pump output, understand pressure versus cylinder force, and understand flow rate verses cylinder speed. The student is expected to:

(A) explain how flow rate can be measured in gallons per minute and liters per minute;

(B) calculate and record data using actual flow rates from a flow meter chart;

(D) determine and depict the stroke time of a cylinder in gallons per minute.

(4) The student uses mathematical concepts of structure design to define and describe statics, acquire data, apply concepts of moments and bending stress, and apply concepts of truss design and analysis. The student is expected to:

(A) calculate a resultant force;

(B) apply the concept of equilibrium to force calculations;

(D) develop an application of strain gauges that determines mathematically and experimentally the force on a structural element;

(E) calculate the magnitude of force applied to a rotational system;

(F) apply the moment equilibrium equation to force calculations;

(G) calculate, measure, and illustrate a bending moment on a beam;

(H) determine and depict the bending stress in a beam;

(I) calculate forces in truss using a six-step problem-solving method;

(J) apply modulus of elasticity to the deflection of beams;

(K) calculate a beam deflection for a given load;

(L) determine and depict the critical load for buckling using Euler's formula; and

(M) design and apply factors of safety to column and beam design.

(5) The student understands the role of trigonometry in spatial applications. The student is expected to:

(A) apply trigonometric ratios, including sine, cosine, and tangent, to spatial problems; and

(B) determine the distance and height of remote objects using trigonometry.

(6) The student understands the concepts of design processes with multi-view computer-aided drafting and design drawings for facilities layouts, precision part design, process design, injection mold design, and computer-aided manufacturing, as applied to processes using 3D printing, laser cutting, and computer numerical control. The student is expected to:

(A) determine a dimension of an object given a scaled drawing having no dimensions;

(B) compare and contrast the function of production time and production rate;

(D) demonstrate the calculation and application of output shaft speed and torque in a gear train;

(E) create a method to determine the direction of a gear train's output shaft;

(F) design a spur gear train given speed and torque requirements;

(G) calculate and apply the proper spacing between the centers of gears in a gear train to a specified tolerance;

(H) apply positional tolerances to assembled parts;

(I) predict the production cost of a product given process information and a bill of materials;

(J) apply the correct spindle speed for a computer-aided manufacturing device by calculation;

(K) apply the correct feed rate for a computer-aided manufacturing device by using calculation;

(L) calculate the pressure drop in an injection mold system;

(M) design a gate size in an injection mold system using the gate width and depth formulas;

(N) determine the size of a mold; and

(O) create size runners for a multi-cavity mold.

(7) The student calculates electronic quantities and uses electrical measuring instruments to experimentally test their calculations. The student is expected to:

(A) apply common electronic formulas to solve problems;

(B) use engineering notation to properly describe calculated and measured values;

(D) show the effect and give an application of an inductor in an alternating current circuit;

(E) show the effect and give an application of a capacitor in an alternating current circuit;

(F) create a resistive capacitive timing circuit in a time-delay circuit;

(G) calculate the output voltage and current load of a transformer;

(H) calculate the effective alternating current voltage root mean square given the peak alternating current voltage and the peak alternating current voltage given the root mean square value; and

(I) calculate the cost of operating an electric motor.

(8) The student applies mathematical principles of pneumatic pressure and flow to explain pressure versus cylinder force, apply and manipulate pneumatic speed control circuits, and describe maintenance of pneumatic equipment, centrifugal pump operation and characteristics, data acquisition systems, pump power, and pump system design. The student is expected to:

(A) calculate the force output of a cylinder in retraction and extension;

(B) explain how gage pressure and absolute pressure are different;

(D) convert air volums at pressures to free air volumes;

(E) compare dew point and relative humidity to explain their importance;

(F) explain the importance of the two units of pump flow rate measurement;

(G) convert between mass and volumetric flow rate;

(H) differentiate between unit analysis such as converting units of pressure between English and SI units and dimensional analysis such as Force and Pressure;

(I) convert between units of head and pressure;

(J) explain the importance of total dynamic head in terms of suction and discharge head;

(K) demonstrate the measurement of the total head of a centrifugal pump;

(L) calculate Reynolds number and determine the type of fluid flow in a pipe, including laminar flow, transitional flow, and turbulent flow;

(M) calculate friction head loss in a given pipe length using head loss tables or charts;

(N) calculate total suction lift, total suction head, total discharge head, and the total dynamic head of a system for a given flow rate;

(O) calculate hydraulic power;

(P) calculate centrifugal pump brake horsepower given pump efficiency and hydraulic power;

(Q) calculate the effect of impeller diameter and speed on the flow rate of a centrifugal pump and pump head;

(R) predict the effect of impeller diameter on a pump head capacity curve; and

(S) calculate net positive suction head.

(9) The student applies mathematical principles of material engineering, including tensile strength analysis, data acquisition systems, compression testing and analysis, shear and hardness testing and analysis, and design evaluation. The student is expected to:

(A) calculate stress, strain, and elongation using the modulus of elasticity for a material or model with a given set of data;

(B) analyze and explain the importance of sensitivity in relation to material engineering;

(D) mathematically analyze a part for stress and strain under a compression load;

(E) calculate shear stress for a material with a given set of data;

(F) use the Brinell hardness number to determine the ultimate tensile strength of a material;

(G) apply factors of safety to material engineering designs; and

(H) create material testing conditions for a model using equipment such as a polariscope.

(10) The student applies mathematical principles for mechanical drives, including levers, linkages, cams, turnbuckles, pulley systems, gear drives, key fasteners, v-belt drives, and chain drives. The student is expected to:

(A) calculate the weight of an object for a given mass;

(B) analyze and calculate torque for a given application using the proper units of measurement;

(D) calculate the mechanical advantage of first-, second-, and third-class levers;

(E) compare the advantages and disadvantages of the three classes of levers for different applications;

(F) calculate and analyze the coefficient of friction in its proper units of measurement;

(G) analyze and calculate mechanical advantage for simple machines using proper units of measurement;

(H) calculate the mechanical advantage of gear drive systems;

(I) compare and contrast at least two methods of loading a mechanical drive system;

(J) calculate rotary mechanical power applied to an application;

(K) analyze the mechanical efficiency of a given application;

(L) demonstrate various examples of pitch and analyze its proper application;

(M) calculate the shaft speed and torque of a belt drive and chain drive system; and

(N) calculate sprocket ratio and analyze its importance to various applications.

(11) The student applies mathematical principles of quality assurance, including using precision measurement tools, statistical process control, control chart operation, analysis of quality assurance control charts, geometric dimensioning and tolerancing, and location, orientation, and form tolerances. The student is expected to:

(A) evaluate the readings of dial calipers and micrometers to make precise measurements;

(B) use at least three measures of central tendency to analyze the quality of a product;

(D) construct and use a mean-value-and-range chart to determine if a process remains constant over a specified range of time;

(E) examine the maximum and minimum limits of a dimension given its tolerance; and

(F) use position tolerance to calculate the location of a hole.

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