| (A) describe how the composition and structure of the
oceans leads to thermohaline circulation and its periodicity;
(B) model and explain how changes to the composition,
structure, and circulation of deep oceans affect thermohaline circulation
using data on energy flow, ocean basin structure, and changes in polar
ice caps and glaciers; and
(C) analyze how global surface ocean circulation is
the result of wind, tides, the Coriolis effect, water density differences,
and the shape of the ocean basins.
(11) Science concepts. The student knows that dynamic
and complex interactions among Earth's systems produce climate and
weather. The student is expected to:
(A) analyze how energy transfer through Milankovitch
cycles, albedo, and differences in atmospheric and surface absorption
are mechanisms of climate;
(B) describe how Earth's atmosphere is chemically and
thermally stratified and how solar radiation interacts with the layers
to cause the ozone layer, the jet stream, Hadley and Ferrel cells,
and other atmospheric phenomena;
(C) model how greenhouse gases trap thermal energy
near Earth's surface;
(D) evaluate how the combination of multiple feedback
loops alter global climate;
(E) investigate and analyze evidence for climate changes
over Earth's history using paleoclimate data, historical records,
and measured greenhouse gas levels;
(F) explain how the transfer of thermal energy among
the hydrosphere, lithosphere, and atmosphere influences weather; and
(G) describe how changing surface-ocean conditions,
including El Niño-Southern Oscillation, affect global weather
and climate patterns.
(12) Science concepts. The student understands how
Earth's systems affect and are affected by human activities, including
resource use and management. The student is expected to:
(A) evaluate the impact on humans of natural changes
in Earth's systems such as earthquakes, tsunamis, and volcanic eruptions;
(B) analyze the impact on humans of naturally occurring
extreme weather events such as flooding, hurricanes, tornadoes, and
thunderstorms;
(C) analyze the natural and anthropogenic factors that
affect the severity and frequency of extreme weather events and the
hazards associated with these events;
(D) analyze recent global ocean temperature data to
predict the consequences of changing ocean temperature on evaporation,
sea level, algal growth, coral bleaching, and biodiversity;
(E) predict how human use of Texas's naturally occurring
resources such as fossil fuels, minerals, soil, solar energy, and
wind energy directly and indirectly changes the cycling of matter
and energy through Earth's systems; and
(F) explain the cycling of carbon through different
forms among Earth's systems and how biological processes have caused
major changes to the carbon cycle in those systems over Earth's history.
(13) Science concepts. The student explores global
policies and careers related to the life cycles of Earth's resources.
The student is expected to:
(A) analyze the policies related to resources from
discovery to disposal, including economics, health, technological
advances, resource type, concentration and location, waste disposal
and recycling, mitigation efforts, and environmental impacts; and
(B) explore global and Texas-based careers that involve
the exploration, extraction, production, use, disposal, regulation,
and protection of Earth's resources.
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