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 127.748 - Digital Electronics (One Credit), Adopted 2015

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. This course is
				  recommended for students in Grades 10-12. Prerequisites: Algebra I and
				  Geometry. 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) Digital Electronics
				  is the study of electronic circuits that are used to process and control
				  digital signals. In contrast to analog electronics, where information is
				  represented by a continuously varying voltage, digital signals are represented
				  by two discreet voltages or logic levels. This distinction allows for greater
				  signal speed and storage capabilities and has revolutionized the world of
				  electronics. Digital electronics is the foundation of modern electronic devices
				  such as cellular phones, digital audio players, laptop computers, digital
				  cameras, and high-definition televisions. The primary focus of Digital
				  Electronics is to expose students to the design process of combinational and
				  sequential logic design, teamwork, communication methods, engineering
				  standards, and technical documentation.
(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.