| (B) evaluate the roles of volcanic outgassing and water-bearing
comets in developing Earth's atmosphere and hydrosphere;
(C) evaluate the evidence for changes to the chemical
composition of Earth's atmosphere prior to the introduction of oxygen;
(D) evaluate scientific hypotheses for the origin of
life through abiotic chemical processes; and
(E) describe how the production of oxygen by photosynthesis
affected the development of the atmosphere, hydrosphere, geosphere,
and biosphere.
(7) Science concepts. The student knows that rocks
and fossils provide evidence for geologic chronology, biological evolution,
and environmental changes. The student is expected to:
(A) describe the development of multiple radiometric
dating methods and analyze their precision, reliability, and limitations
in calculating the ages of igneous rocks from Earth, the Moon, and
meteorites;
(B) apply relative dating methods, principles of stratigraphy,
and index fossils to determine the chronological order of rock layers;
(C) construct a model of the geological time scale
using relative and absolute dating methods to represent Earth's approximate
4.6-billion-year history;
(D) explain how sedimentation, fossilization, and speciation
affect the degree of completeness of the fossil record;
(E) describe how evidence of biozones and faunal succession
in rock layers reveal information about the environment at the time
those rocks were deposited and the dynamic nature of the Earth; and
(F) analyze data from rock and fossil succession to
evaluate the evidence for and significance of mass extinctions, major
climatic changes, and tectonic events.
(8) Science concepts. The student knows how the Earth's
interior dynamics and energy flow drive geological processes on Earth's
surface. The student is expected to:
(A) evaluate heat transfer through Earth's systems
by convection and conduction and include its role in plate tectonics
and volcanism;
(B) develop a model of the physical, mechanical, and
chemical composition of Earth's layers using evidence from Earth's
magnetic field, the composition of meteorites, and seismic waves;
(C) investigate how new conceptual interpretations
of data and innovative geophysical technologies led to the current
theory of plate tectonics;
(D) describe how heat and rock composition affect density
within Earth's interior and how density influences the development
and motion of Earth's tectonic plates;
(E) explain how plate tectonics accounts for geologic
processes, including sea floor spreading and subduction, and features,
including ocean ridges, rift valleys, earthquakes, volcanoes, mountain
ranges, hot spots, and hydrothermal vents;
(F) calculate the motion history of tectonic plates
using equations relating rate, time, and distance to predict future
motions, locations, and resulting geologic features;
(G) distinguish the location, type, and relative motion
of convergent, divergent, and transform plate boundaries using evidence
from the distribution of earthquakes and volcanoes; and
(H) evaluate the role of plate tectonics with respect
to long-term global changes in Earth's subsystems such as continental
buildup, glaciation, sea level fluctuations, mass extinctions, and
climate change.
(9) Science concepts. The student knows that the lithosphere
continuously changes as a result of dynamic and complex interactions
among Earth's systems. The student is expected to:
(A) interpret Earth surface features using a variety
of methods such as satellite imagery, aerial photography, and topographic
and geologic maps using appropriate technologies;
(B) investigate and model how surface water and ground
water change the lithosphere through chemical and physical weathering
and how they serve as valuable natural resources;
(C) model the processes of mass wasting, erosion, and
deposition by water, wind, ice, glaciation, gravity, and volcanism
in constantly reshaping Earth's surface; and
(D) evaluate how weather and human activity affect
the location, quality, and supply of available freshwater resources.
(10) Science concepts. The student knows how the physical
and chemical properties of the ocean affect its structure and flow
of energy. The student is expected to:
(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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