| (B) determine the physical properties of permeability
and porosity of rock formations and relate these properties to the
amount of water, oil, and natural gas held in these formations;
(C) explain how aquifers function and locate major
aquifers in Texas; and
(D) investigate how innovations such as hydraulic fracturing
and high-power transmission lines have made massive energy resources
such as oil, gas, wind, and electricity available in Texas.
(10) The student knows differences between renewable
and non-renewable resources. The student is expected to:
(A) identify and describe various renewable and non-renewable
resources;
(B) describe and compare the energy efficiency of renewable
and non-renewable energy derived from natural and alternative sources
such as oil, natural gas, coal, nuclear, solar, geothermal, hydroelectric,
and wind;
(C) examine the benefits and hazards of using renewable
and non-renewable energy sources;
(D) research methods by which benefits can be increased
and hazards reduced in the use of renewable and non-renewable energy
sources;
(E) examine different viewpoints of an energy source
regarding availability, cost, potential pollution, impact to plant
and animal habitat, and sustainability;
(F) analyze an energy source's relative availability
and renewability and discuss how these factors inform decision making
regarding a source's use; and
(G) analyze changing social perspectives and how they
can influence scientific practices.
(11) The student knows how energy impacts the student's
life and the role energy plays in international relations, the environment,
standards of living, and the economy. The student is expected to:
(A) analyze the impact energy has on the environment;
(B) research and discuss the ethical and social issues
surrounding Earth's energy resources;
(C) analyze the advantages and disadvantages of an
energy source's long-term use;
(D) explain the relationship between energy and quality
of life;
(E) research and describe the connection between energy
production, transmission, processing, and marketing; and
(F) analyze the impact and effectiveness of the measures
taken by the United States and other countries to use energy to reduce
greenhouse gases, improve water and air quality, and extend life expectancy.
(12) The student investigates extended learning experiences
such as career and technical student organizations and area energy
museums and displays. The student is expected to:
(A) identify a minimum of three energy professionals
for potential speaking invitations either in person or via the Internet;
(B) research and describe an energy-related organization
such as a museum or local business; and
(C) compare educational requirements for different
energy industry jobs in Texas.
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