Home > States > Texas Essential Knowledge and Skills (TEKS) > Chapter 123. Technology Education / Industrial Technology Education > (c) Knowledge and skills.
§123.15. Exploring Energy, Power, and Transportation Technology.
Source: The provisions of this §123.15 adopted to be effective September 1, 1998, 22 TexReg 5079.
(c) Knowledge and skills.
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(1) The student describes how a systems model can be used to describe energy, power, and transportation activities. The student is expected to:
- apply the universal systems model to energy, power, and transportation activities;
- identify the inputs, processes, outputs, and feedback associated with energy, power, and transportation systems;
- distinguish between mechanical, fluid, electrical, and thermal power systems;
- distinguish between various forms of energy;
- describe the differences between the various transportation modes, such as land, marine, air, and space;
- describe the technological systems in transportation, such as propulsion, suspension, guidance, control, support, and structure; and
- describe how technological systems interact to achieve common goals.
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(2) The student applies energy, power, and transportation technology to specific tasks. The student is expected to:
- apply energy, power, and transportation technology to individual and community problems;
- describe the factors that affect the purchase and use of energy, power, and transportation technology; and
- identify and describe the roles of energy, power, and transportation.
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(3) The student designs energy, power, and transportation products or services using appropriate design processes and techniques. The student is expected to:
- develop or improve energy, power, and transportation products or services that meet a specified need; and
- identify areas where quality, reliability, and safety can be designed into a product, service, or system.
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(4) The student investigates emerging and innovative energy, power, and transportation technologies. The student is expected to:
- report on emerging and innovative energy, power, and transportation technologies; and
- create a display that presents information on emerging and innovative technologies.
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(5) The student describes quality and how it is measured in energy, power, and transportation. The student is expected to:
- distinguish between good and bad quality; and
- describe how customers perceive quality.
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(6) The student builds energy, power, and transportation devices using the appropriate tools, equipment, machines, materials and technical processes. The student is expected to:
- describe the chemical, mechanical and physical properties and standard units of measure of energy, power, and transportation materials and resources;
- contrast the characteristics and sources of energy and power;
- describe the processes used in energy, power, and transportation, such as conversion, control, transmission, and storage;
- describe the processes used in transportation, such as receiving, holding/storing, loading, moving, unloading, and delivering;
- use a variety of tools, equipment, and machines to build energy, power, and transportation items; and
- build an energy, power, and transportation product or system.
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(7) The student works safely with energy, power, and transportation technology. The student is expected to:
- master relevant safety tests;
- follow safety manuals, instructions, and requirements;
- describe hazardous materials and wastes; and
- dispose of hazardous materials and wastes appropriately.
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(8) The student describes the importance of maintenance in energy, power, and transportation. The student is expected to:
- locate and perform manufacturers' maintenance procedures on selected tools, equipment, and machines; and
- describe the results of improper maintenance.
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(9) The student manages an energy, power, and transportation technology project or system. The student is expected to:
- develop a plan for completing an energy, power, and transportation technology project; and
- participate in the organization and operation of a real or simulated energy, power, and transportation project.
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(10) The student applies the appropriate codes, laws, standards, or regulations related to energy, power, and transportation technology, such as...
(10) The student applies the appropriate codes, laws, standards, or regulations related to energy, power, and transportation technology, such as Occupational Safety and Health Administration (OSHA), National Electrical Code (NEC), American Society for Testing Materials (ASTM), standard symbols, and line weights. The student is expected to:
- describe the importance of codes, laws, standards, or regulations;
- identify areas where codes, laws, standards, or regulations may be required; and
- follow the appropriate codes, laws, standards, or regulations.
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(11) The student describes the intended and unintended effects of technological solutions. The student is expected to:
- use an assessment strategy to determine the risks and benefits of technological developments in energy, power, and transportation;
- describe how technology has affected individuals, societies, cultures, economies, and environments; and
- discuss the international effects of energy, power, and transportation technology.
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(12) The student identifies the factors that influence the evolution of energy, power, and transportation technology. The student is expected to:
- describe how changes in energy, power, and transportation technology affect business and industry;
- describe how the development and use of energy, power, and transportation technology is influenced by past events;
- describe change and the factors that affect the adoption or rejection of energy, power, and transportation technology; and
- describe how and why technology evolves.
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(13) The student solves problems, thinks critically, and makes decisions related to energy, power, and transportation technology. The student is expected to:
- develop or improve an energy, power, and transportation product or service by following a problem-solving strategy;
- apply critical-thinking strategies to the analysis and evaluation of proposed technological solutions; and
- apply decision-making techniques to the selection of technological solutions.
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(14) The student describes the economic factors related to energy, power, and transportation technology. The student is expected to:
- develop a budget for an energy, power, and transportation project;
- determine the most effective strategies to minimize costs;
- identify the financial factors associated with starting and operating energy, power, and transportation enterprises; and
- explain the role of business in a free enterprise system.
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(15) The student applies his/her communication, mathematics, and science knowledge and skills to energy, power, and transportation activities. The student is expected to:
- use written, verbal, and visual communication techniques consistent with industry standards;
- use mathematics concepts in energy, power, and transportation technology; and
- identify and apply science principles used in energy, power, and transportation technology.
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(16) The student describes the marketing of energy, power, and transportation products and services. The student is expected to:
- prepare a marketing plan for a(n) idea, product, or service; and
- discuss the effect of customer satisfaction on the image of a product or company.
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(17) The student investigates career opportunities, requirements, and expectations in energy, power, and transportation technology. The student is expected to:
- identify an area of interest in energy, power, and transportation, and investigate its entry level and advancement requirements; and
- describe the careers available in energy, power, and transportation.
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(18) The student describes the importance of teamwork, leadership, integrity, honesty, work habits, and organizational skills. The student is expected to:
- describe how teams function;
- use teamwork to solve problems;
- distinguish between the roles of team leaders and team members;
- identify characteristics of good leaders;
- identify employers' expectations and appropriate work habits;
- define discrimination, harassment, and equality;
- use time management techniques to develop and maintain work schedules and meet deadlines; and
- complete his/her work according to established criteria.
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