Freshwater on Earth

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

1 The student conducts laboratory and field investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices.
1.A demonstrate safe practices during laboratory and field investigations;
1.B demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials; and
1.C use the school's technology and information systems in a wise and ethical manner.
2 The student uses scientific methods during laboratory and field investigations. The student is expected to:
2.A know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;
2.B know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;
2.C know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed;
2.D distinguish between scientific hypotheses and scientific theories;
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
2.F use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;
2.G organize, analyze, evaluate, make inferences, and predict trends from data;
2.H use mathematical procedures such as algebra, statistics, scientific notation, and significant figures to analyze data using the International System (SI) units
2.I communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.
3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
3.C draw inferences based on data related to promotional materials for products and services
3.D evaluate the impact of research on scientific thought, society, and public policy
6.B evaluate the role of volcanic outgassing and impact of water-bearing comets in developing Earth's atmosphere and hydrosphere
9.A evaluate heat transfer through Earth's subsystems by radiation, convection, and conduction and include its role in plate tectonics, volcanism, ocean circulation, weather, and climate
11 The student knows that the geosphere continuously changes over a range of time scales involving dynamic and complex interactions among Earth's subsystems.
11.A compare the roles of erosion and deposition through the actions of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface
11.D interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies
11.E evaluate the impact of changes in Earth's subsystems on humans such as earthquakes, tsunamis, volcanic eruptions, hurricanes, flooding, and storm surges and the impact of humans on Earth's subsystems such as population growth, fossil fuel burning, and use of fresh water
12.A evaluate how the use of energy, water, mineral, and rock resources affects Earth's subsystems
12.D analyze the economics of resources from discovery to disposal, including technological advances, resource type, concentration and location, waste disposal and recycling, and environmental costs
13 The student knows that the fluid Earth is composed of the hydrosphere, cryosphere, and atmosphere subsystems that interact on various time scales with the biosphere and geosphere.
13.A quantify the components and fluxes within the hydrosphere such as changes in polar ice caps and glaciers, salt water incursions, and groundwater levels in response to precipitation events or excessive pumping
13.D discuss mechanisms and causes such as selective absorbers, major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate
14 The student knows that Earth's global ocean stores solar energy and is a major driving force for weather and climate through complex atmospheric interactions.
14.B investigate how the atmosphere is heated from Earth's surface due to absorption of solar energy, which is re-radiated as thermal energy and trapped by selective absorbers
15 The student knows that interactions among Earth's five subsystems influence climate and resource availability, which affect Earth's habitability.
15.A describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns
15.C quantify the dynamics of surface and groundwater movement such as recharge, discharge, evapotranspiration, storage, residence time, and sustainability
15.E analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane intensity, and biodiversity

Earth Science Literacy Principles

1. Earth scientists use repeatable observations and testable ideas to understand and explain our planet.
1.1 Earth scientists find solutions to society’s needs.
1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
1.4 Earth scientists must use indirect methods to examine and understand the structure, composition, and dynamics of Earth’s interior.
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
1.6 Earth scientists construct models of Earth and its processes that best explain the available geological evidence.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
3. Earth is a complex system of interacting rock, water, air, and life.
3.1 The four major systems of Earth are the geosphere, hydrosphere, atmosphere, and biosphere.
3.2 All Earth processes are the result of energy flowing and mass cycling within and between Earth’s systems.
3.4 Earth’s systems interact over a wide range of temporal and spatial scales.
3.5 Regions where organisms actively interact with each other and their environment are called ecosystems.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
3.8 Earth’s climate is an example of how complex interactions among systems can result in relatively sudden and significant changes.
4. Earth is continuously changing.
4.1 Earth’s geosphere changes through geological, hydrological, physical, chemical, and biological processes that are explained by universal laws.
4.6 Earth materials take many different forms as they cycle through the geosphere.
4.7 Landscapes result from the dynamic interplay between processes that form and uplift new crust and processes that destroy and depress the crust.
4.8 Weathered and unstable rock materials erode from some parts of Earth’s surface and are deposited in others.
4.9 Shorelines move back and forth across continents, depositing sediments that become the surface rocks of the land.
5. Earth is the water planet.
5.1 Water is found everywhere on Earth, from the heights of the atmosphere to the depths of the mantle.
5.2 Water is essential for life on Earth.
5.3 Water’s unique combination of physical and chemical properties are essential to the dynamics of all of Earth’s systems.
5.4 Water plays an important role in many of Earth’s deep internal processes.
5.5 Earth’s water cycles among the reservoirs of the atmosphere, streams, lakes, ocean, glaciers, groundwater, and deep interior of the planet.
5.6 Water shapes landscapes.
5.7 Ice is an especially powerful agent of weathering and erosion.
5.8 Fresh water is less than 3% of the water at Earth’s surface.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth’s systems.
7. Humans depend on Earth for resources.
7.1 Earth is our home; its resources mold civilizations, drive human exploration, and inspire human endeavors that include art, literature, and science.
7.3 Natural resources are limited.
7.4 Resources are distributed unevenly around the planet.
7.5 Water resources are essential for agriculture, manufacturing, energy production, and life.
8. Natural hazards pose risks to humans.
8.1 Natural hazards result from natural Earth processes.
8.2 Natural hazards shape the history of human societies.
8.3 Human activities can contribute to the frequency and intensity of some natural hazards.
8.4 Hazardous events can be sudden or gradual.
8.5 Natural hazards can be local or global in origin.
8.6 Earth scientists are continually improving estimates of when and where natural hazards occur.
8.7 Humans cannot eliminate natural hazards, but can engage in activities that reduce their impacts.
8.8 An Earth-science-literate public is essential for reducing risks from natural hazards.
9. Humans significantly alter the Earth.
9.1 Human activities significantly change the rates of many of Earth’s surface processes.
9.3 Humans cause global climate change through fossil fuel combustion, land-use changes, agricultural practices, and industrial processes.
9.4 Humans affect the quality, availability, and distribution of Earth’s water through the modification of streams, lakes, and groundwater.
9.5 Human activities alter the natural land surface.
9.6 Human activities accelerate land erosion.
9.9 An Earth-science-literate public, informed by current and accurate scientific understanding of Earth, is critical to the promotion of good stewardship, sound policy, and international cooperation.