| (F) evaluate the impact of waste management methods such as reduction, reuse, recycling, and composting on resource availability. (6) Science concepts. The student knows the sources and flow of energy through an environmental system. The student is expected to: (A) define and identify the components of the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere and the interactions among them; (B) describe and compare renewable and non-renewable energy derived from natural and alternative sources such as oil, natural gas, coal, nuclear, solar, geothermal, hydroelectric, and wind; (C) explain the flow of energy in an ecosystem, including conduction, convection, and radiation; (D) investigate and explain the effects of energy transformations in terms of the laws of thermodynamics within an ecosystem; and (E) investigate and identify energy interactions in an ecosystem. (7) Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student is expected to: (A) relate carrying capacity to population dynamics; (B) calculate birth rates and exponential growth of populations; (C) analyze and predict the effects of non-renewable resource depletion; and (D) analyze and make predictions about the impact on populations of geographic locales due to diseases, birth and death rates, urbanization, and natural events such as migration and seasonal changes. (8) Science concepts. The student knows that environments change naturally. The student is expected to: (A) analyze and describe the effects on areas impacted by natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding, tsunamis, and population growth; (B) explain how regional changes in the environment may have a global effect; (C) examine how natural processes such as succession and feedback loops restore habitats and ecosystems; (D) describe how temperature inversions impact weather conditions, including El Niño and La Niña oscillations; and (E) analyze the impact of temperature inversions on global warming, ice cap and glacial melting, and changes in ocean currents and surface temperatures. (9) Science concepts. The student knows the impact of human activities on the environment. The student is expected to: (A) identify causes of air, soil, and water pollution, including point and nonpoint sources; (B) investigate the types of air, soil, and water pollution such as chlorofluorocarbons, carbon dioxide, pH, pesticide runoff, thermal variations, metallic ions, heavy metals, and nuclear waste; (C) examine the concentrations of air, soil, and water pollutants using appropriate units; (D) describe the effect of pollution on global warming, glacial and ice cap melting, greenhouse effect, ozone layer, and aquatic viability; (E) evaluate the effect of human activities, including habitat restoration projects, species preservation efforts, nature conservancy groups, hunting, fishing, ecotourism, all terrain vehicles, and small personal watercraft, on the environment; (F) evaluate cost-benefit trade-offs of commercial activities such as municipal development, farming, deforestation, over-harvesting, and mining; (G) analyze how ethical beliefs can be used to influence scientific practices such as methods for increasing food production; (H) analyze and evaluate different views on the existence of global warming; (I) discuss the impact of research and technology on social ethics and legal practices in situations such as the design of new buildings, recycling, or emission standards; (J) research the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars; (K) analyze past and present local, state, and national legislation, including Texas automobile emissions regulations, the National Park Service Act, the Clean Air Act, the Clean Water Act, the Soil and Water Resources Conservation Act, and the Endangered Species Act; and (L) analyze past and present international treaties and protocols such as the environmental Antarctic Treaty System, Montreal Protocol, and Kyoto Protocol. |
