| (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.
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