Grade: 11-12
Credit: One
Prerequisite: Two years of a laboratory science

Geosystems integrates content from geology, astronomy, oceanography, and meteorology with various forms of technology, social and environmental issues, and hands-on experiments. Students explore concepts using computers, telecommunications equipment, graphing calculators, probeware, CD-ROM’s and image processing software.

The use of technology is an integral part of the course. Many of the experiments use computers, CD-ROM’s, telecommunications equipment, and probeware for the collection and analysis of data. Students acquire, manipulate, and present data using these technologies.

Indicators are notated with the Virginia Standards of Learning for Earth Science. All Earth Science Standards are included in this course.

Benchmarks are indicators are organized by the following strands:

1. Astronomy
2. Fluid Earth Dynamics (the earth’s atmosphere and water)
3. Solid Earth
4. The Environment
5. Science, Technology, and Communication Skills

Benchmark
Students will examine the origins of stars and stellar systems to include the Big Bang Theory, solar nebular theory, stellar evolution, constellations, and galaxies. Students will investigate the origin and development of the solar system to include the characteristics and mechanics of the sun, the planets, their moons, and other lesser bodies within the solar system. The key is to understand the earth’s place in the universe.

Indicators: (SOL ES.2, ES.4, ES.14)

1. Explain the origin of the Universe as postulated by the Big Bang Theory.
2. Explain how the force of gravitational attraction resulted in the clumping of matter led to galactic, stellar, and planetary formation.
3. Describe the Milky Way galaxy – its size, shape, rotation, and the Sun’s location in it – and indicate how scientists obtained this information.
4. Explain the various ways distances to stars are measured and calculate distances in space.
5. Discuss how changing technology is helping astronomers explore the universe and determine its characteristics.
6. Explain the mechanics of a star in terms of opposing nuclear and gravitational forces.
7. Use Newton’s and Kepler’s laws to describe the motion of the planets.
8. Describe the gravitational causes of the Earth’s tides.
9. Describe how the mechanics of the earth’s rotation and revolution determine days, seasons, and variations in received solar energy.
10. Access current geologic and atmospheric data about the planets from real time data sources on the Internet.
11. Discuss the Earth’s place in the "habitability zone" and its ability to support planetary life.

II. Fluid Earth Dynamics (the earth’s atmosphere and water)

Benchmark
Students will understand how weather and climate are made and their interrelationships with the oceans and the earth’s energy budget. Students will investigate how the atmosphere has changed over time and how it may continue to change and what factors may cause that change. Students will understand that the oceans are complex, interactive physical, chemical, and biological systems and they will investigate short- and long-term variations.

Indicators: (SOL ES.4, ES.9, ES.11, ES.12, ES.13)

1. Describe the composition and structure of the atmosphere.
2. Compare and contrast the four methods of energy transfer: conduction, convection, radiation, and advection and discuss how unequal heating and the Coriolis effect produces the winds.
3. Describe different types of clouds and the conditions under which they form, and the weather associated with each.
4. Interpret remote sensing data that has been collected by satellites.
5. Describe the causes of the various severe weather phenomena (cyclonic high winds, hurricanes, and tornadoes), evaluate when and where they are likely to occur, and predict their future once in motion.
6. Describe the shape and composition of the ocean’s basins and contrast those features with the shape and composition of the continents.
7. Compare and contrast the movement of surface and deep ocean currents.
8. Explain the phenomenon of light penetration in water and energy transfer through the process of photosynthesis.
9. Explain the relationships between floating, swimming, and bottom dwelling sea organisms.
10. Describe the ways in which energy is cycled from the sun to and between the atmosphere and oceans.
11. Investigate the relationships of the energy cycle with the hydrologic cycle.
12. Explain the relationships of surface water and groundwater in terms of erosion, deposition, water quality, and water availability.
13. Discuss the variables (i.e., altitude, latitude, mountains, cloud cover, human activity, and nearness to water) which affect the climate of an area.
14. Discuss the factors which may have caused the ice ages, and explain the mechanics of glaciation.

Benchmark
Students will understand the theory of plate tectonics and its historical derivation. Students will investigate key aspects of minerals based on their physical and chemical properties and will relate that information to igneous, sedimentary, and metamorphic rocks of the rock cycle. Students will investigate the dynamic nature of the earth’s crust due to seismic events, weathering, erosion, and deposition. Students will be conversant with the means by which the history of the planet are known.

Indicators: (SOL ES. 2, ES. 4, ES. 5, ES. 6, ES. 8, ES. 10)

1. Compare the processes that are responsible for the Earth’s internal heat.
2. Cite evidence supporting the theories of continental drift, sea-floor spreading, and plate tectonics, and discuss the relationships between these theories.
3. Interpret various graphical representations of surface and subsurface data sets to determine the location and types of plate boundaries.
4. Relate how seismic data is used in regard to earthquakes, volcanoes, and the earth’s overall internal structure.
5. Relate fold and fault structures to compressional, tensional, and shear forces, to the theory of isostacy, and to the principles of superposition, uniformitarianism, and cross-cutting relationships.
6. Explain the distinguishing characteristics, such as atomic structure and cooling rates, which can be used to categorize minerals into different groups.
7. Describe the types of weathering and explain their relationship to erosional agents and resulting erosional landforms.
8. Relate erosion and weathering processes to the physical and chemical properties of soils.
9. Relate deposition to the formation of sedimentary rocks.
10. Explain how fossils, geologic structures, and radioactive decay can be used together to determine the age of rocks.
11. Interpret the physiographic patterns of North America and in particular the Mid-Atlantic Region.
12. Interpret the local geologic history.

Benchmark
The student will examine the interrelationship between the earth’s physical environment (air, water, and land) and the biosphere. This examination includes issues of air and water pollution and uses of water and earth resources.

Indicators: (SOL ES.7, ES.11, ES.12)

1. Explore the economic, political, and geologic importance of earth resources, their uneven distribution, and the environmental consequences of their extraction and use.
2. Relate how past environments formed the nonrenewable resources used today.
3. Investigate the interrelationships between environmental conditions and the carrying capacity of biological populations.
4. Assess the role of meteorite collisions and plate tectonics on biologic diversity and mass extinction.
5. Examine the role of human activity on earth systems in areas such as: tropospheric ozone, strastospheric ozone, acid rain, warming gas accumulation, water pollution, water redistribution, oil spills, urbanization and land use decisions, waste management (hazardous, non-hazardous, nuclear), consequences of coastal engineering structures, and deforestation/reforestation.

Benchmark
A key element of the Geosystems course is that students integrate a variety of science, technology, and communications skills and demonstrate these acquired capabilities throughout their academic work in the content areas listed in strands I through IV, above.

Indicators: (SOL ES.1, ES.2, ES.3)

1. Locate and use text, data, and images from reference books, periodicals, CD-ROMs, electronic databases, local area networks, world wide web sites, remote sensing, and geographic information systems (GIS) databases.
2. Interpret writing and do writing that integrates visuals such as charts, graphs, maps, diagrams, images, and symbols with text.
3. Conduct experiments by following instructions from manuals or given orally from an experienced user.
4. Conduct experiments using self generated experimental design to develop valid models to investigate problems.
5. Analyze and draw conclusions from scientific data that is both continuous and discontinuous.
6. Obtain, read, and interpret information using CBL instruments, probes, and graphing calculators.
7. Describe scientific findings or a viewpoint orally to other students or to an instructor.
8. Use graphing calculators and computers to produce numerical models, tables, graphs, and spreadsheets that describe and compare data obtained from scientific observations and use that information to make scientific predictions.
9. Share information electronically through local area networks.
10. Publish information electronically through a home page on the WWW.

Assessment
All students will take the Virginia Standards of Learning Test for Earth Science.

Last update: August 21, 1998