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RULE §112.50Environmental Systems, Adopted 2021 (One Credit)

    (E) analyze the impact of natural global climate change on ice caps, glaciers, ocean currents, and surface temperatures.

  (10) Science concepts. The student knows how humans impact environmental systems through emissions and pollutants. The student is expected to:

    (A) identify sources of emissions in air, soil, and water, including point and nonpoint sources;

    (B) distinguish how an emission becomes a pollutant based on its concentration, toxicity, reactivity, and location within the environment;

    (C) investigate the effects of pollutants such as chlorofluorocarbons, greenhouse gases, pesticide runoff, nuclear waste, aerosols, metallic ions, and heavy metals, as well as thermal, light, and noise pollution;

    (D) evaluate indicators of air, soil, and water quality against regulatory standards to determine the health of an ecosystem; and

    (E) distinguish between the causes and effects of global warming and ozone depletion, including the causes, the chemicals involved, the atmospheric layer, the environmental effects, the human health effects, and the relevant wavelengths on the electromagnetic spectrum (IR and UV).

  (11) Science concepts. The student understands how individual and collective actions impact environmental systems. The student is expected to:

    (A) evaluate the negative effects of human activities on the environment, including overhunting, overfishing, ecotourism, all-terrain vehicles, and personal watercraft;

    (B) evaluate the positive effects of human activities on the environment, including habitat restoration projects, species preservation efforts, nature conservancy groups, game and wildlife management, and ecotourism; and

    (C) 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.

  (12) Science concepts. The student understands how ethics and economic priorities influence environmental decisions. The student is expected to:

    (A) evaluate cost-benefit trade-offs of commercial activities such as municipal development, food production, deforestation, over-harvesting, mining, and use of renewable and non-renewable energy sources;

    (B) evaluate the economic impacts of individual actions on the environment such as overbuilding, habitat destruction, poaching, and improper waste disposal;

    (C) analyze how ethical beliefs influence environmental scientific and engineering practices such as methods for food production, water distribution, energy production, and the extraction of minerals;

    (D) 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; and

    (E) argue from evidence whether or not a healthy economy and a healthy environment are mutually exclusive.

  (13) Science concepts. The student knows how legislation mediates human impacts on the environment. The student is expected to:

    (A) describe past and present 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

    (B) evaluate the goals and effectiveness of past and present international agreements such as the environmental Antarctic Treaty System, the Montreal Protocol, the Kyoto Protocol, and the Paris Climate Accord.

Source Note: The provisions of this §112.50 adopted to be effective November 30, 2021, 46 TexReg 8044

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