Indiana State Standards for Science:

IN.K.1. The Nature of Science and Technology: Students are actively engaged in beginning to explore how their world works. They explore, observe, ask questions, discuss observations, and seek answers.

K.1.1. Scientific Inquiry: Raise questions about the natural world. 10
Suggested Titles for Indiana Science State Standard K.1.1.

K.1.2. The Scientific Enterprise: Begin to demonstrate that everybody can do science. 15
Suggested Titles for Indiana Science State Standard K.1.2.

IN.K.2. Scientific Thinking: Students use numbers, pictures, and words when observing and communicating to help them begin to answer their questions about the world.

K.2.1. Computation and Estimation: Use whole numbers, up to 10, in counting, identifying, sorting, and describing objects and experiences. 29
Suggested Titles for Indiana Science State Standard K.2.1.

K.2.2. Communication: Draw pictures and write words to describe objects and experiences. 26
Suggested Titles for Indiana Science State Standard K.2.2.

IN.K.3. The Physical Setting: Students investigate, describe, and discuss their natural surroundings. They begin to question why things move.

K.3.1. Matter and Energy: Describe objects in terms of the materials they are made of such as clay, cloth, paper, etc. 8
Suggested Titles for Indiana Science State Standard K.3.1.

K.3.2. Forces of Nature: Investigate that things move in different ways such as fast, slow, etc. 6
Suggested Titles for Indiana Science State Standard K.3.2.

IN.K.4. The Living Environment: Students ask questions about a variety of living things and everyday events that can be answered through shared observations.

K.4.1. Diversity of Life: Give examples of plants and animals. 31
Suggested Titles for Indiana Science State Standard K.4.1.

K.4.2. Diversity of Life: Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do. 27
Suggested Titles for Indiana Science State Standard K.4.2.

IN.K.5. The Mathematical World: Students use shapes to compare objects and they begin to recognize patterns.

K.5.1. Shapes and Symbolic Relationships: Use shapes, such as circles, squares, rectangles, and triangles, to describe different objects. 36
Suggested Titles for Indiana Science State Standard K.5.1.

IN.K.6. Common Themes: Students begin to understand how things are similar and how they are different. They look for ways to distinguish between different objects by observation.

K.6.1. Models and Scale: Describe an object by saying how it is similar to or different from another object. 3
Suggested Titles for Indiana Science State Standard K.6.1.

IN.1.1. The Nature of Science and Technology: Students are actively engaged in exploring how the world works. They explore, observe, count, collect, measure, compare, and ask questions. They discuss observations and use tools to seek answers and solve problems. They share their findings.

1.1.1. Scientific Inquiry: Observe, describe, draw, and sort objects carefully to learn about them. 20
Suggested Titles for Indiana Science State Standard 1.1.1.

1.1.2. Scientific Inquiry: Investigate and make observations to seek answers to questions about the world, such as 'In what ways do animals move?' 13
Suggested Titles for Indiana Science State Standard 1.1.2.

1.1.3. The Scientific Enterprise: Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them. 30
Suggested Titles for Indiana Science State Standard 1.1.3.

1.1.4. Technology and Science: Use tools, such as rulers and magnifiers, to investigate the world and make observations. 13
Suggested Titles for Indiana Science State Standard 1.1.4.

IN.1.2. Scientific Thinking: Students begin to find answers to their questions about the world by using measurements, estimation, and observation as well as working with materials. They communicate with others through numbers, words, and drawings.

1.2.1. Computation and Estimation: Use whole numbers, up to 100, in counting, identifying, measuring, and describing objects and experiences. 45
Suggested Titles for Indiana Science State Standard 1.2.1.

1.2.2. Computation and Estimation: Use sums and differences of single digit numbers in investigations and judge the reasonableness of the answers. 3
Suggested Titles for Indiana Science State Standard 1.2.2.

1.2.3. Computation and Estimation: Explain to other students how to go about solving numerical problems. 4
Suggested Titles for Indiana Science State Standard 1.2.3.

1.2.4. Manipulation and Observation: Measure the length of objects having straight edges in inches, centimeters, or non-standard units. 18
Suggested Titles for Indiana Science State Standard 1.2.4.

1.2.5. Manipulation and Observation: Demonstrate that magnifiers help people see things they could not see without them. 13
Suggested Titles for Indiana Science State Standard 1.2.5.

1.2.6. Communication Skills: Describe and compare objects in terms of number, shape, texture, size, weight, color, and motion. 6
Suggested Titles for Indiana Science State Standard 1.2.6.

1.2.7. Communication Skills: Write brief informational descriptions of a real object, person, place, or event using information from observations. 15
Suggested Titles for Indiana Science State Standard 1.2.7.

IN.1.3. The Physical Setting: Students investigate, describe, and discuss their natural surroundings. They question why things move and change.

1.3.1. The Earth and the Processes That Shape It: Recognize and explain that water can be a liquid or a solid and can go back and forth from one form to the other. Investigate by observing that if water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing. 17
Suggested Titles for Indiana Science State Standard 1.3.1.

1.3.2. The Earth and the Processes That Shape It: Investigate by observing and then describe that water left in an open container disappears, but water in a closed container does not disappear. 5
Suggested Titles for Indiana Science State Standard 1.3.2.

1.3.3. Matter and Energy: Investigate by observing and also measuring that the sun warms the land, air, and water. 6
Suggested Titles for Indiana Science State Standard 1.3.3.

1.3.4. Forces of Nature: Investigate by observing, and then describe how things move in many different ways, such as straight, zigzag, round and round, and back and forth. 8
Suggested Titles for Indiana Science State Standard 1.3.4.

1.3.5. Forces of Nature: Recognize that and demonstrate how things near the earth fall to the ground unless something holds them up. 10
Suggested Titles for Indiana Science State Standard 1.3.5.

IN.1.4. The Living Environment: Students ask questions about a variety of living things and everyday events that can be answered through observations. They become aware of plant and animal interaction. They consider things and processes that plants and animals need to stay alive.

1.4.1. Diversity of Life: Identify when stories give attributes to plants and animals, such as the ability to speak, that they really do not have. 9
Suggested Titles for Indiana Science State Standard 1.4.1.

1.4.2. Diversity of Life: Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group. 37
Suggested Titles for Indiana Science State Standard 1.4.2.

1.4.3. Interdependence of Life: Observe and explain that animals eat plants or other animals for food. 11
Suggested Titles for Indiana Science State Standard 1.4.3.

1.4.4. Interdependence of Life: Explain that most living things need water, food, and air. 7
Suggested Titles for Indiana Science State Standard 1.4.4.

IN.1.5. The Mathematical World: Students apply mathematics in scientific contexts. They begin to use numbers for computing, estimating, naming, measuring, and communicating specific information. They make picture graphs and recognize patterns.

1.5.1. Numbers: Use numbers, up to 10, to place objects in order, such as first, second, and third, and to name them, such as bus numbers or phone numbers. 51
Suggested Titles for Indiana Science State Standard 1.5.1.

1.5.2. Numbers: Make and use simple picture graphs to tell about observations. 4
Suggested Titles for Indiana Science State Standard 1.5.2.

1.5.3. Shapes and Symbolic Relationships: Observe and describe similar patterns, such as shapes, designs, and events that may show up in nature, like honeycombs, sunflowers, or shells. See similar patterns in the things people make like quilts, baskets, or pottery. 15
Suggested Titles for Indiana Science State Standard 1.5.3.

IN.1.6. Common Themes: Students begin to understand how things are similar and how they are different. They look for what changes and what does not change and make comparisons.

1.6.1. Models and Scale: Observe and describe that models, such as toys, are like the real things in some ways but different in others. 30
Suggested Titles for Indiana Science State Standard 1.6.1.

1.6.2. Constancy and Change: Observe that and describe how certain things change in some ways and stay the same in others, such as in their color, size, and weight. 36
Suggested Titles for Indiana Science State Standard 1.6.2.

IN.2.1. The Nature of Science and Technology: Students are actively engaged in exploring how the world works. They explore, observe, count, collect, measure, compare, and ask questions. They discuss observations and use tools to seek answers and solve problems. They share their findings.

2.1.1. Scientific Inquiry: Manipulate an object to gain additional information about it. 17
Suggested Titles for Indiana Science State Standard 2.1.1.

2.1.2. Scientific Inquiry: Use tools, such as thermometers, magnifiers, rulers, or balances, to gain more information about objects. 18
Suggested Titles for Indiana Science State Standard 2.1.2.

2.1.3. Scientific Inquiry: Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people. 26
Suggested Titles for Indiana Science State Standard 2.1.3.

2.1.4. Scientific Inquiry: Make new observations when there is disagreement among initial observations. 25
Suggested Titles for Indiana Science State Standard 2.1.4.

2.1.5. The Scientific Enterprise: Demonstrate the ability to work with a team but still reach and communicate one's own conclusions about findings. 24
Suggested Titles for Indiana Science State Standard 2.1.5.

2.1.6. Technology and Science: Use tools to investigate, observe, measure, design, and build things. 23
Suggested Titles for Indiana Science State Standard 2.1.6.

2.1.7. Technology and Science: Recognize and describe ways that some materials can be used over again such as recycled paper, cans, and plastic jugs. 27
Suggested Titles for Indiana Science State Standard 2.1.7.

IN.2.2. Scientific Thinking: Students begin to find answers to their questions about the world by using measurement, estimation, and observation as well as working with materials. They communicate with others through numbers, words, and drawings.

2.2.1. Computation and Estimation: Give estimates of numerical answers to problems before doing them formally. 62
Suggested Titles for Indiana Science State Standard 2.2.1.

2.2.2. Computation and Estimation: Make quantitative estimates of familiar lengths, weights, and time intervals and check them by measurements. 65
Suggested Titles for Indiana Science State Standard 2.2.2.

2.2.3. Computation and Estimation: Estimate and measure capacity using cups and pints. 66
Suggested Titles for Indiana Science State Standard 2.2.3.

2.2.4. Manipulation and Observation: Assemble, describe, take apart, and/or reassemble constructions using such things as interlocking blocks and erector sets. Sometimes pictures or words may be used as a reference. 18
Suggested Titles for Indiana Science State Standard 2.2.4.

2.2.5. Communication Skills: Draw pictures and write brief descriptions that correctly portray key features of an object. 23
Suggested Titles for Indiana Science State Standard 2.2.5.

IN.2.3. The Physical Setting: Students investigate, describe, and discuss their natural surroundings. They wonder why things move and change.

2.3.1. The Earth and the Processes That Shape It: Investigate by observing and then describe that some events in nature have a repeating pattern such as seasons, day and night, and migrations. 57
Suggested Titles for Indiana Science State Standard 2.3.1.

2.3.2. The Earth and the Processes That Shape It: Investigate, compare, and describe weather changes from day to day but recognize, describe, and chart that the temperature and amounts of rain or snow tend to be high, medium, or low in the same months every year. 129
Suggested Titles for Indiana Science State Standard 2.3.2.

2.3.3. The Earth and the Processes That Shape It: Investigate by observing and then describing chunks of rocks and their many sizes and shapes, from boulders to grains of sand and even smaller. 5
Suggested Titles for Indiana Science State Standard 2.3.3.

2.3.4. The Earth and the Processes That Shape It: Investigate by observing and then describing how animals and plants sometimes cause changes in their surroundings. 101
Suggested Titles for Indiana Science State Standard 2.3.4.

2.3.5. Matter and Energy: Investigate that things can be done to materials, such as freezing, mixing, cutting, heating, wetting, etc., to change some of their properties and observe that not all materials respond in the same way. 7
Suggested Titles for Indiana Science State Standard 2.3.5.

2.3.6. Matter and Energy: Discuss how people use electricity or burn fuels, such as wood, oil, coal, or natural gas, to cook their food and warm their houses. 5
Suggested Titles for Indiana Science State Standard 2.3.6.

2.3.7. Forces of Nature: Investigate and observe that the way to change how something is moving is to give it a push or a pull. 17
Suggested Titles for Indiana Science State Standard 2.3.7.

2.3.8. Forces of Nature: Demonstrate and observe that magnets can be used to make some things move without being touched. 7
Suggested Titles for Indiana Science State Standard 2.3.8.

IN.2.4. The Living Environment: Students ask questions about a variety of living things and everyday events that can be answered through observations. They consider things and processes that plants and animals need to stay alive. Students begin to understand plant and animal interaction.

2.4.1. Diversity of Life: Observe and identify different external features of plants and animals and describe how these features help them live in different environments. 209
Suggested Titles for Indiana Science State Standard 2.4.1.

2.4.2. Interdependence of Life: Observe that and describe how animals may use plants, or even other animals, for shelter and nesting. 209
Suggested Titles for Indiana Science State Standard 2.4.2.

2.4.3. Interdependence of Life: Observe and explain that plants and animals both need to take in water, animals need to take in food, and plants need light. 191
Suggested Titles for Indiana Science State Standard 2.4.3.

2.4.4. Interdependence of Life: Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places. 64
Suggested Titles for Indiana Science State Standard 2.4.4.

2.4.5. Interdependence of Life: Recognize and explain that materials in nature, such as grass, twigs, sticks, and leaves, can be recycled and used again, sometimes in different forms, such as in birds' nests. 12
Suggested Titles for Indiana Science State Standard 2.4.5.

2.4.6. Human Identity: Observe and describe the different external features of people, such as their size, shape, and color of hair, skin, and eyes. 7
Suggested Titles for Indiana Science State Standard 2.4.6.

2.4.7. Human Identity: Recognize and discuss that people are more like one another than they are like other animals. 8
Suggested Titles for Indiana Science State Standard 2.4.7.

2.4.8. Human Identity: Give examples of different roles people have in families and communities. 43
Suggested Titles for Indiana Science State Standard 2.4.8.

IN.2.5. The Mathematical World: Students apply mathematics in scientific contexts. They use numbers for computing, estimating, naming, measuring, and communicating specific information. They make picture and bar graphs. They recognize and describe shapes and patterns. They use evidence to explain how or why something happens.

2.5.1. Numbers: Recognize and explain that, in measuring, there is a need to use numbers between whole numbers, such as 2 1/2 centimeters. 45
Suggested Titles for Indiana Science State Standard 2.5.1.

2.5.2. Numbers: Recognize and explain that it is often useful to estimate quantities. 47
Suggested Titles for Indiana Science State Standard 2.5.2.

2.5.3. Shapes and Symbolic Relationships: Observe that and describe how changing one thing can cause changes in something else such as exercise and its effect on heart rate. 40
Suggested Titles for Indiana Science State Standard 2.5.3.

2.5.4. Reasoning and Uncertainty: Begin to recognize and explain that people are more likely to believe ideas if good reasons are given for them. 16
Suggested Titles for Indiana Science State Standard 2.5.4.

2.5.5. Reasoning and Uncertainty: Explain that some events can be predicted with certainty, such as sunrise and sunset, and some cannot, such as storms. Understand that people aren't always sure what will happen since they do not know everything that might have an effect. 54
Suggested Titles for Indiana Science State Standard 2.5.5.

2.5.6. Reasoning and Uncertainty: Explain that sometimes a person can find out a lot (but not everything) about a group of things, such as insects, plants, or rocks, by studying just a few of them. 58
Suggested Titles for Indiana Science State Standard 2.5.6.

IN.2.6. Common Themes: Students begin to observe how objects are similar and how they are different. They begin to identify parts of an object and recognize how these parts interact with the whole. They look for what changes and what does not change and make comparisons.

2.6.1. Systems: Investigate that most objects are made of parts. 69
Suggested Titles for Indiana Science State Standard 2.6.1.

2.6.2. Models and Scale: Observe and explain that models may not be the same size, may be missing some details, or may not be able to do all of the same things as the real things. 54
Suggested Titles for Indiana Science State Standard 2.6.2.

2.6.3. Constancy and Change: Describe that things can change in different ways, such as in size, weight, color, age, and movement. Investigate that some small changes can be detected by taking measurements. 140
Suggested Titles for Indiana Science State Standard 2.6.3.

IN.3.1. The Nature of Science and Technology: Students, working collaboratively, carry out investigations. They question, observe, and make accurate measurements. Students increase their use of tools, record data in journals, and communicate results through chart, graph, written, and verbal forms.

3.1.1. The Scientific View of the World: Recognize and explain that when a scientific investigation is repeated, a similar result is expected. 33
Suggested Titles for Indiana Science State Standard 3.1.1.

3.1.2. Scientific Inquiry: Participate in different types of guided scientific investigations such as observing objects and events and collecting specimens for analysis. 33
Suggested Titles for Indiana Science State Standard 3.1.2.

3.1.3. Scientific Inquiry: Keep and report records of investigations and observations using tools such as journals, charts, graphs, and computers. 37
Suggested Titles for Indiana Science State Standard 3.1.3.

3.1.4. Scientific Inquiry: Discuss the results of investigations and consider the explanations of others. 33
Suggested Titles for Indiana Science State Standard 3.1.4.

3.1.5. The Scientific Enterprise: Demonstrate the ability to work cooperatively while respecting the ideas of others and communicating one's own conclusions about findings. 37
Suggested Titles for Indiana Science State Standard 3.1.5.

3.1.6. Technology and Science: Give examples of how tools, such as automobiles, computers, and electric motors, have affected the way we live. 5
Suggested Titles for Indiana Science State Standard 3.1.6.

3.1.7. Technology and Science: Recognize that and explain how an invention can be used in different ways, such as a radio being used to get information and for entertainment. 23
Suggested Titles for Indiana Science State Standard 3.1.7.

3.1.8. Technology and Science: Describe how discarded products contribute to the problem of waste disposal and that recycling can help solve this problem. 19
Suggested Titles for Indiana Science State Standard 3.1.8.

IN.3.2. Scientific Thinking: Students use a variety of skills and techniques when attempting to answer questions and solve problems. They describe their observations accurately and clearly, using numbers, words, and sketches, and are able to communicate their thinking to others.

3.2.1. Computation and Estimation: Add and subtract whole numbers mentally, on paper, and with a calculator. 36
Suggested Titles for Indiana Science State Standard 3.2.1.

3.2.2. Manipulation and Observation: Measure and mix dry and liquid materials in prescribed amounts, following reasonable safety precautions. 33
Suggested Titles for Indiana Science State Standard 3.2.2.

3.2.3. Manipulation and Observation: Keep a notebook that describes observations and is understandable weeks or months later. 33
Suggested Titles for Indiana Science State Standard 3.2.3.

3.2.4. Manipulation and Observation: Appropriately use simple tools, such as clamps, rulers, scissors, hand lenses, and other technology, such as calculators and computers, to help solve problems. 36
Suggested Titles for Indiana Science State Standard 3.2.4.

3.2.5. Manipulation and Observation: Construct something used for performing a task out of paper, cardboard, wood, plastic, metal, or existing objects. 33
Suggested Titles for Indiana Science State Standard 3.2.5.

3.2.6. Communication Skills: Make sketches and write descriptions to aid in explaining procedures or ideas. 106
Suggested Titles for Indiana Science State Standard 3.2.6.

3.2.7. Critical Response Skills: Ask 'How do you know?' in appropriate situations and attempt reasonable answers when others ask the same question. 32
Suggested Titles for Indiana Science State Standard 3.2.7.

IN.3.3. The Physical Setting: Students observe changes of the Earth and sky. They continue to explore the concepts of energy and motion.

3.3.1. The Universe: Observe and describe the apparent motion of the sun and moon over a time span of one day. 12
Suggested Titles for Indiana Science State Standard 3.3.1.

3.3.2. The Universe: Observe and describe that there are more stars in the sky than anyone can easily count, but they are not scattered evenly. 5
Suggested Titles for Indiana Science State Standard 3.3.2.

3.3.3. The Universe: Observe and describe that the sun can be seen only in the daytime. 4
Suggested Titles for Indiana Science State Standard 3.3.3.

3.3.4. The Universe: Observe and describe that the moon looks a little different every day, but looks the same again about every four weeks. 8
Suggested Titles for Indiana Science State Standard 3.3.4.

3.3.5. The Earth and the Processes That Shape It: Give examples of how change, such as weather patterns, is a continual process occurring on Earth. 112
Suggested Titles for Indiana Science State Standard 3.3.5.

3.3.6. The Earth and the Processes That Shape It: Describe ways human beings protect themselves from adverse weather conditions. 112
Suggested Titles for Indiana Science State Standard 3.3.6.

3.3.7. The Earth and the Processes That Shape It: Identify and explain some effects human activities have on weather. 112
Suggested Titles for Indiana Science State Standard 3.3.7.

3.3.8. Matter and Energy: Investigate and describe how moving air and water can be used to run machines, like windmills and waterwheels. 13
Suggested Titles for Indiana Science State Standard 3.3.8.

3.3.9. Forces of Nature: Demonstrate that things that make sound do so by vibrating, such as vocal cords and musical instruments. 12
Suggested Titles for Indiana Science State Standard 3.3.9.

IN.3.4. The Living Environment: Students learn about an increasing variety of organisms. They use appropriate tools and identify similarities and differences among them. Students explore how organisms satisfy their needs in typical environments.

3.4.1. Diversity of Life: Demonstrate that a great variety of living things can be sorted into groups in many ways using various features, such as how they look, where they live, and how they act, to decide which things belong to which group. 209
Suggested Titles for Indiana Science State Standard 3.4.1.

3.4.2. Diversity of Life: Explain that features used for grouping depend on the purpose of the grouping. 209
Suggested Titles for Indiana Science State Standard 3.4.2.

3.4.3. Diversity of Life: Observe that and describe how offspring are very much, but not exactly, like their parents and like one another. 113
Suggested Titles for Indiana Science State Standard 3.4.3.

3.4.4. Interdependence of Life and Evolution: Describe that almost all kinds of animals' food can be traced back to plants. 135
Suggested Titles for Indiana Science State Standard 3.4.4.

3.4.5. Interdependence of Life and Evolution: Give examples of some kinds of organisms that have completely disappeared and explain how these organisms were similar to some organisms living today. 18
Suggested Titles for Indiana Science State Standard 3.4.5.

3.4.6. Human Identity: Explain that people need water, food, air, waste removal, and a particular range of temperatures, just as other animals do. 11
Suggested Titles for Indiana Science State Standard 3.4.6.

3.4.7. Human Identity: Explain that eating a variety of healthful foods and getting enough exercise and rest help people to stay healthy. 40
Suggested Titles for Indiana Science State Standard 3.4.7.

3.4.8. Human Identity: Explain that some things people take into their bodies from the environment can hurt them and give examples of such things. 39
Suggested Titles for Indiana Science State Standard 3.4.8.

3.4.9. Human Identity: Explain that some diseases are caused by germs and some are not. Note that diseases caused by germs may be spread to other people. Also understand that hand washing with soap and water reduces the number of germs that can get into the body or that can be passed on to other people. 9
Suggested Titles for Indiana Science State Standard 3.4.9.

IN.3.5. The Mathematical World: Students apply mathematics in scientific contexts. Students make more precise and varied measurements when gathering data. Based upon collected data, they pose questions and solve problems. Students use numbers to record data and construct graphs and tables to communicate their findings.

3.5.1. Numbers: Select and use appropriate measuring units, such as centimeters (cm) and meters (m), grams (g) and kilograms (kg), and degrees Celsius (C). 7
Suggested Titles for Indiana Science State Standard 3.5.1.

3.5.2. Numbers: Observe that and describe how some measurements are likely to be slightly different, even if what is being measured stays the same. 7
Suggested Titles for Indiana Science State Standard 3.5.2.

3.5.3. Shapes and Symbolic Relationships: Construct tables and graphs to show how values of one quantity are related to values of another. 8
Suggested Titles for Indiana Science State Standard 3.5.3.

3.5.4. Illustrate that if 0 and 1 are located on a line, any other number can be depicted as a position on the line. 38
Suggested Titles for Indiana Science State Standard 3.5.4.

3.5.5. Reasoning and Uncertainty: Explain that one way to make sense of something is to think of how it relates to something more familiar. 32
Suggested Titles for Indiana Science State Standard 3.5.5.

IN.3.6. Common Themes: Students work with an increasing variety of systems and begin to modify parts in systems and models and notice the changes that result. They question why change occurs.

3.6.1. Systems: Investigate how and describe that when parts are put together, they can do things that they could not do by themselves. 126
Suggested Titles for Indiana Science State Standard 3.6.1.

3.6.2. Systems: Investigate how and describe that something may not work if some of its parts are missing. 126
Suggested Titles for Indiana Science State Standard 3.6.2.

3.6.3. Models and Scale: Explain how a model of something is different from the real thing but can be used to learn something about the real thing. 51
Suggested Titles for Indiana Science State Standard 3.6.3.

3.6.4. Constancy and Change: Take, record, and display counts and simple measurements of things over time, such as plant or student growth. 32
Suggested Titles for Indiana Science State Standard 3.6.4.

3.6.5. Constancy and Change: Observe that and describe how some changes are very slow and some are very fast and that some of these changes may be hard to see and/or record. 32
Suggested Titles for Indiana Science State Standard 3.6.5.

IN.4.1. The Nature of Science and Technology: Students, working collaboratively, carry out investigations. They observe and make accurate measurements, increase their use of tools and instruments, record data in journals, and communicate results through chart, graph, written, and verbal forms.

4.1.1. The Scientific View of the World: Observe and describe that scientific investigations generally work the same way in different places. 32
Suggested Titles for Indiana Science State Standard 4.1.1.

4.1.2. Scientific Inquiry: Recognize and describe that results of scientific investigations are seldom exactly the same. If differences occur, such as a large variation in the measurement of plant growth, propose reasons for why these differences exist, using recorded information about investigations. 32
Suggested Titles for Indiana Science State Standard 4.1.2.

4.1.3. The Scientific Enterprise: Explain that clear communication is an essential part of doing science since it enables scientists to inform others about their work, to expose their ideas to evaluation by other scientists, and to allow scientists to stay informed about scientific discoveries around the world. 32
Suggested Titles for Indiana Science State Standard 4.1.3.

4.1.4. The Scientific Enterprise: Describe how people all over the world have taken part in scientific investigation for many centuries. 100
Suggested Titles for Indiana Science State Standard 4.1.4.

4.1.5. Technology and Science: Demonstrate how measuring instruments, such as microscopes, telescopes, and cameras, can be used to gather accurate information for making scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that will work properly. 9
Suggested Titles for Indiana Science State Standard 4.1.5.

4.1.6. Technology and Science: Explain that even a good design may fail even though steps are taken ahead of time to reduce the likelihood of failure. 32
Suggested Titles for Indiana Science State Standard 4.1.6.

4.1.7. Technology and Science: Discuss and give examples of how technology, such as computers and medicines, has improved the lives of many people, although the benefits are not equally available to all. 20
Suggested Titles for Indiana Science State Standard 4.1.7.

4.1.8. Technology and Science: Recognize and explain that any invention may lead to other inventions. 7
Suggested Titles for Indiana Science State Standard 4.1.8.

4.1.9. Technology and Science: Explain how some products and materials are easier to recycle than others. 17
Suggested Titles for Indiana Science State Standard 4.1.9.

IN.4.2. Scientific Thinking: Students use a variety of skills and techniques when attempting to answer questions and solve problems. They describe their observations accurately and clearly, using numbers, words, and sketches, and are able to communicate their thinking to others. They compare, explain, and justify both information and numerical functions.

4.2.1. Computation and Estimation: Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable. 4
Suggested Titles for Indiana Science State Standard 4.2.1.

4.2.2. Computation and Estimation: State the purpose, orally or in writing, of each step in a computation. 9
Suggested Titles for Indiana Science State Standard 4.2.2.

4.2.3. Manipulation and Observation: Make simple and safe electrical connections with various plugs, sockets, and terminals. 9
Suggested Titles for Indiana Science State Standard 4.2.3.

4.2.4. Communication Skills: Use numerical data to describe and compare objects and events. 32
Suggested Titles for Indiana Science State Standard 4.2.4.

4.2.5. Communication Skills: Write descriptions of investigations, using observations and other evidence as support for explanations. 32
Suggested Titles for Indiana Science State Standard 4.2.5.

4.2.6. Critical Response Skills: Support statements with facts found in print and electronic media, identify the sources used, and expect others to do the same. 32
Suggested Titles for Indiana Science State Standard 4.2.6.

4.2.7. Critical Response Skills: Identify better reasons for believing something than 'Everybody knows that ...' or 'I just know' and discount such reasons when given by others. 32
Suggested Titles for Indiana Science State Standard 4.2.7.

IN.4.3. The Physical Setting: Students continue to investigate changes of the Earth and sky and begin to understand the composition and size of the universe. They explore, describe, and classify materials, motion, and energy.

4.3.1. The Universe: Observe and report that the moon can be seen sometimes at night and sometimes during the day. 21
Suggested Titles for Indiana Science State Standard 4.3.1.

4.3.2. The Earth and the Processes That Shape It: Begin to investigate and explain that air is a substance that surrounds us, takes up space, and whose movements we feel as wind. 14
Suggested Titles for Indiana Science State Standard 4.3.2.

4.3.3. The Earth and the Processes That Shape It: Identify salt as the major difference between fresh and ocean waters. 29
Suggested Titles for Indiana Science State Standard 4.3.3.

4.3.4. The Earth and the Processes That Shape It: Describe some of the effects of oceans on climate. 10
Suggested Titles for Indiana Science State Standard 4.3.4.

4.3.5. The Earth and the Processes That Shape It: Describe how waves, wind, water, and ice, such as glaciers, shape and reshape the Earth's land surface by eroding of rock and soil in some areas and depositing them in other areas. 13
Suggested Titles for Indiana Science State Standard 4.3.5.

4.3.6. The Earth and the Processes That Shape It: Recognize and describe that rock is composed of different combinations of minerals. 19
Suggested Titles for Indiana Science State Standard 4.3.6.

4.3.7. The Earth and the Processes That Shape It: Explain that smaller rocks come from the breakage and weathering of bedrock and larger rocks and that soil is made partly from weathered rock, partly from plant remains, and also contains many living organisms. 19
Suggested Titles for Indiana Science State Standard 4.3.7.

4.3.8. The Earth and the Processes That Shape It: Explain that the rotation of the Earth on its axis every 24 hours produces the night-and-day cycle. 23
Suggested Titles for Indiana Science State Standard 4.3.8.

4.3.9. The Earth and the Processes That Shape It: Draw or correctly select drawings of shadows and their direction and length at different times of day. 8
Suggested Titles for Indiana Science State Standard 4.3.9.

4.3.10. Matter and Energy: Demonstrate that the mass of a whole object is always the same as the sum of the masses of its parts. 23
Suggested Titles for Indiana Science State Standard 4.3.10.

4.3.11. Matter and Energy: Investigate and observe and explain that things that give off light often also give off heat. 9
Suggested Titles for Indiana Science State Standard 4.3.11.

4.3.12. Matter and Energy: Investigate, observe, and explain that heat is produced when one object rubs against another, such as one's hands rubbing together. 6
Suggested Titles for Indiana Science State Standard 4.3.12.

4.3.13. Matter and Energy: Observe and describe that things that give off heat, such as people, animals, and the sun. 65
Suggested Titles for Indiana Science State Standard 4.3.13.

4.3.14. Matter and Energy: Explain that energy in fossil fuels comes from plants that grew long ago. 5
Suggested Titles for Indiana Science State Standard 4.3.14.

4.3.15. Forces of Nature: Demonstrate that without touching them, a magnet pulls all things made of iron and either pushes or pulls other magnets. 4
Suggested Titles for Indiana Science State Standard 4.3.15.

4.3.16. Forces of Nature: Investigate and describe that without touching them, material that has been electrically charged pulls all other materials and may either push or pull other charged material. 6
Suggested Titles for Indiana Science State Standard 4.3.16.

IN.4.4. The Living Environment: Students learn about an increasing variety of organisms (familiar, exotic, fossil, and microscopic). They use appropriate tools in identifying similarities and differences among them. They explore how organisms satisfy their needs in their environments.

4.4.1. Diversity of Life: Investigate, such as by using microscopes, to see that living things are made mostly of cells. 37
Suggested Titles for Indiana Science State Standard 4.4.1.

4.4.2. Interdependence of Life and Evolution: Investigate, observe, and describe that insects and various other organisms depend on dead plant and animal material for food. 18
Suggested Titles for Indiana Science State Standard 4.4.2.

4.4.3. Interdependence of Life and Evolution: Observe and describe that organisms interact with one another in various ways, such as providing food, pollination, and seed dispersal. 112
Suggested Titles for Indiana Science State Standard 4.4.3.

4.4.4. Interdependence of Life and Evolution: Observe and describe that some source of energy is needed for all organisms to stay alive and grow. 131
Suggested Titles for Indiana Science State Standard 4.4.4.

4.4.5. Interdependence of Life and Evolution: Observe and explain that most plants produce far more seeds than those that actually grow into new plants. 14
Suggested Titles for Indiana Science State Standard 4.4.5.

4.4.6. Interdependence of Life and Evolution: Explain how in all environments, organisms are growing, dying, and decaying, and new organisms are being produced by the old ones. 150
Suggested Titles for Indiana Science State Standard 4.4.6.

4.4.7. Human Identity: Describe that human beings have made tools and machines, such as x-rays, microscopes, and computers, to sense and do things that they could not otherwise sense or do at all, or as quickly, or as well. 7
Suggested Titles for Indiana Science State Standard 4.4.7.

4.4.8. Human Identity: Know and explain that artifacts and preserved remains provide some evidence of the physical characteristics and possible behavior of human beings who lived a very long time ago. 2
Suggested Titles for Indiana Science State Standard 4.4.8.

4.4.9. Human Identity: Explain that food provides energy and materials for growth and repair of body parts. Recognize that vitamins and minerals, present in small amounts in foods, are essential to keep everything working well. Further understand that as people grow up, the amounts and kinds of food and exercise needed by the body may change. 45
Suggested Titles for Indiana Science State Standard 4.4.9.

4.4.10. Human Identity: Explain that if germs are able to get inside the body, they may keep it from working properly. Understand that for defense against germs, the human body has tears, saliva, skin, some blood cells, and stomach secretions. Also note that a healthy body can fight most germs that invade it. Recognize, however, that there are some germs that interfere with the body's defenses. 37
Suggested Titles for Indiana Science State Standard 4.4.10.

4.4.11. Human Identity: Explain that there are some diseases that human beings can only catch once. Explain that there are many diseases that can be prevented by vaccinations, so that people do not catch them even once. 10
Suggested Titles for Indiana Science State Standard 4.4.11.

IN.4.5. The Mathematical World: Students apply mathematics in scientific contexts. Their geometric descriptions of objects are comprehensive. They realize that graphing demonstrates specific connections between data. They identify questions that can be answered by data distribution.

4.5.1. Numbers: Explain that the meaning of numerals in many-digit numbers depends on their positions. 11
Suggested Titles for Indiana Science State Standard 4.5.1.

4.5.2. Numbers: Explain that in some situations, '0' means none of something, but in others it may be just the label of some point on a scale. 10
Suggested Titles for Indiana Science State Standard 4.5.2.

4.5.3. Shapes and Symbolic Relationships: Illustrate how length can be thought of as unit lengths joined together, area as a collection of unit squares, and volume as a set of unit cubes. 28
Suggested Titles for Indiana Science State Standard 4.5.3.

4.5.4. Shapes and Symbolic Relationships: Demonstrate how graphical displays of numbers may make it possible to spot patterns that are not otherwise obvious, such as comparative size and trends. 12
Suggested Titles for Indiana Science State Standard 4.5.4.

4.5.5. Reasoning and Uncertainty: Explain how reasoning can be distorted by strong feelings. 32
Suggested Titles for Indiana Science State Standard 4.5.5.

IN.4.6. Common Themes: Students work with an increasing variety of systems and begin to modify parts in systems and models and notice the changes that result. They question why change occurs.

4.6.1. Systems: Demonstrate that in an object consisting of many parts, the parts usually influence or interact with one another. 103
Suggested Titles for Indiana Science State Standard 4.6.1.

4.6.2. Systems: Show that something may not work as well, or at all, if a part of it is missing, broken, worn out, mismatched, or incorrectly connected. 103
Suggested Titles for Indiana Science State Standard 4.6.2.

4.6.3. Models and Scale: Recognize that and describe how changes made to a model can help predict how the real thing can be altered. 48
Suggested Titles for Indiana Science State Standard 4.6.3.

4.6.4. Constancy and Change: Observe and describe that some features of things may stay the same even when other features change. 32
Suggested Titles for Indiana Science State Standard 4.6.4.

IN.5.1. The Nature of Science and Technology: Students work collaboratively to carry out investigations. They observe and make accurate measurements, increase their use of tools and instruments, record data in journals, and communicate results through chart, graph, written, and verbal forms. Students repeat investigations, explain inconsistencies, and design projects.

5.1.1. The Scientific View of the World: Recognize and describe that results of similar scientific investigations may turn out differently because of inconsistencies in methods, materials, and observations. 24
Suggested Titles for Indiana Science State Standard 5.1.1.

5.1.2. Scientific Inquiry: Begin to evaluate the validity of claims based on the amount and quality of the evidence cited. 22
Suggested Titles for Indiana Science State Standard 5.1.2.

5.1.3. The Scientific Enterprise: Explain that doing science involves many different kinds of work and engages men, women, and children of all ages and backgrounds. 22
Suggested Titles for Indiana Science State Standard 5.1.3.

5.1.4. Technology and Science: Give examples of technology, such as telescopes, microscopes, and cameras, that enable scientists and others to observe things that are too small or too far away to be seen without them and to study the motion of objects that are moving very rapidly or are hardly moving. 11
Suggested Titles for Indiana Science State Standard 5.1.4.

5.1.5. Technology and Science: Explain that technology extends the ability of people to make positive and/or negative changes in the world. 41
Suggested Titles for Indiana Science State Standard 5.1.5.

5.1.6. Technology and Science: Explain how the solution to one problem, such as the use of pesticides in agriculture or the use of dumps for waste disposal, may create other problems. 41
Suggested Titles for Indiana Science State Standard 5.1.6.

5.1.7. Technology and Science: Give examples of materials not present in nature, such as cloth, plastic, and concrete, that have become available because of science and technology. 11
Suggested Titles for Indiana Science State Standard 5.1.7.

IN.5.2. Scientific Thinking: Students use a variety of skills and techniques when attempting to answer questions and solve problems. Students describe their observations accurately and clearly using numbers, words, and sketches, and are able to communicate their thinking to others. They compare, contrast, explain, and justify both information and numerical functions.

5.2.1. Computation and Estimation: Multiply and divide whole numbers mentally, on paper, and with a calculator. 13
Suggested Titles for Indiana Science State Standard 5.2.1.

5.2.2. Computation and Estimation: Use appropriate fractions and decimals when solving problems. 13
Suggested Titles for Indiana Science State Standard 5.2.2.

5.2.3. Manipulation and Observation: Choose appropriate common materials for making simple mechanical constructions and repairing things. 13
Suggested Titles for Indiana Science State Standard 5.2.3.

5.2.4. Manipulation and Observation: Keep a notebook to record observations and be able to distinguish inferences from actual observations. 22
Suggested Titles for Indiana Science State Standard 5.2.4.

5.2.5. Manipulation and Observation: Use technology, such as calculators or spreadsheets, in determining area and volume from linear dimensions. Find area, volume, mass, time, and cost, and find the difference between two quantities of anything. 13
Suggested Titles for Indiana Science State Standard 5.2.5.

5.2.6. Communication Skills: Write instructions that others can follow in carrying out a procedure. 11
Suggested Titles for Indiana Science State Standard 5.2.6.

5.2.7. Communication Skills: Read and follow step-by-step instructions when learning new procedures. 11
Suggested Titles for Indiana Science State Standard 5.2.7.

5.2.8. Critical Response Skills: Recognize when and describe that comparisons might not be accurate because some of the conditions are not kept the same. 11
Suggested Titles for Indiana Science State Standard 5.2.8.

IN.5.3. The Physical Setting: Students continue to investigate changes of the Earth and sky. They explore, describe, and classify materials, motion, and energy.

5.3.1. The Universe: Explain that telescopes are used to magnify distant objects in the sky including the moon and the planets. 2
Suggested Titles for Indiana Science State Standard 5.3.1.

5.3.2. The Universe: Observe and describe that stars are like the sun, some being smaller and some being larger, but they are so far away that they look like points of light. 7
Suggested Titles for Indiana Science State Standard 5.3.2.

5.3.3. The Universe: Observe the stars and identify stars that are unusually bright and those that have unusual colors, such as reddish or bluish. 7
Suggested Titles for Indiana Science State Standard 5.3.3.

5.3.4. The Earth and the Processes That Shape It: Investigate that when liquid water disappears it turns into a gas (vapor) mixed into the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. 1
Suggested Titles for Indiana Science State Standard 5.3.4.

5.3.5. The Earth and the Processes That Shape It: Observe and explain that clouds and fog are made of tiny droplets of water. 27
Suggested Titles for Indiana Science State Standard 5.3.5.

5.3.6. The Earth and the Processes That Shape It: Demonstrate that things on or near the Earth are pulled toward it by the Earth's gravity. 3
Suggested Titles for Indiana Science State Standard 5.3.6.

5.3.7. The Earth and the Processes That Shape It: Describe that, like all planets and stars, the Earth is approximately spherical in shape. 3
Suggested Titles for Indiana Science State Standard 5.3.7.

5.3.8. Matter and Energy: Investigate, observe, and describe that heating and cooling cause changes in the properties of materials, such as water turning into steam by boiling and water turning into ice by freezing. Notice that many kinds of changes occur faster at higher temperatures. 7
Suggested Titles for Indiana Science State Standard 5.3.8.

5.3.9. Matter and Energy: Investigate, observe, and describe that when warmer things are put with cooler ones, the warm ones lose heat and the cool ones gain it until they are all at the same temperature. Demonstrate that a warmer object can warm a cooler one by contact or at a distance. 17
Suggested Titles for Indiana Science State Standard 5.3.9.

5.3.10. Matter and Energy: Investigate that some materials conduct heat much better than others, and poor conductors can reduce heat loss. 17
Suggested Titles for Indiana Science State Standard 5.3.10.

5.3.11. Forces of Nature: Investigate and describe that changes in speed or direction of motion of an object are caused by forces. Understand that the greater the force, the greater the change in motion and the more massive an object, the less effect a given force will have. 6
Suggested Titles for Indiana Science State Standard 5.3.11.

5.3.12. Forces of Nature: Explain that objects move at different rates, with some moving very slowly and some moving too quickly for people to see them. 6
Suggested Titles for Indiana Science State Standard 5.3.12.

5.3.13. Forces of Nature: Demonstrate that the Earth's gravity pulls any object toward it without touching it. 2
Suggested Titles for Indiana Science State Standard 5.3.13.

IN.5.4. The Living Environment: Students learn about an increasing variety of organisms (familiar, exotic, fossil, and microscopic). They use appropriate tools in identifying similarities and differences among these organisms. Students explore how organisms satisfy their needs in their environments.

5.4.1. Diversity of Life: Explain that for offspring to resemble their parents there must be a reliable way to transfer information from one generation to the next. 4
Suggested Titles for Indiana Science State Standard 5.4.1.

5.4.2. Diversity of Life: Observe and describe that some living things consist of a single cell that needs food, water, air, a way to dispose of waste, and an environment in which to live. 7
Suggested Titles for Indiana Science State Standard 5.4.2.

5.4.3. Diversity of Life: Observe and explain that some organisms are made of a collection of similar cells that benefit from cooperating. Explain that some organisms' cells, such as human nerve cells and muscle cells, vary greatly in appearance and perform very different roles in the organism. 53
Suggested Titles for Indiana Science State Standard 5.4.3.

5.4.4. Interdependence of Life and Evolution: Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all. 53
Suggested Titles for Indiana Science State Standard 5.4.4.

5.4.5. Interdependence of Life and Evolution: Explain how changes in an organism's habitat are sometimes beneficial and sometimes harmful. 31
Suggested Titles for Indiana Science State Standard 5.4.5.

5.4.6. Interdependence of Life and Evolution: Recognize and explain that most microorganisms do not cause disease and many are beneficial. 2
Suggested Titles for Indiana Science State Standard 5.4.6.

5.4.7. Interdependence of Life and Evolution: Explain that living things, such as plants and animals, differ in their characteristics, and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing. 7
Suggested Titles for Indiana Science State Standard 5.4.7.

5.4.8. Interdependence of Life and Evolution: Observe that and describe how fossils can be compared to one another and to living organisms according to their similarities and differences. 14
Suggested Titles for Indiana Science State Standard 5.4.8.

5.4.9. Human Identity: Explain that like other animals, human beings have body systems. 37
Suggested Titles for Indiana Science State Standard 5.4.9.

IN.5.5. The Mathematical World: Students apply mathematics in scientific contexts. They make more precise and varied measurements in gathering data. Their geometric descriptions of objects are comprehensive, and their graphing demonstrates specific connections. They identify questions that can be answered by data distribution, i.e. 'Where is the middle?' and their supporting of claims or answers with reasons and analogies becomes important.

5.5.1. Numbers: Make precise and varied measurements and specify the appropriate units.

5.5.2. Shapes and Symbolic Relationships: Show that mathematical statements using symbols may be true only when the symbols are replaced by certain numbers. 13
Suggested Titles for Indiana Science State Standard 5.5.2.

5.5.3. Shapes and Symbolic Relationships: Classify objects in terms of simple figures and solids. 13
Suggested Titles for Indiana Science State Standard 5.5.3.

5.5.4. Shapes and Symbolic Relationships: Compare shapes in terms of concepts, such as parallel and perpendicular, congruence and symmetry. 13
Suggested Titles for Indiana Science State Standard 5.5.4.

5.5.5. Shapes and Symbolic Relationships: Demonstrate that areas of irregular shapes can be found by dividing them into squares and triangles. 13
Suggested Titles for Indiana Science State Standard 5.5.5.

5.5.6. Shapes and Symbolic Relationships: Describe and use drawings to show shapes and compare locations of things very different in size. 13
Suggested Titles for Indiana Science State Standard 5.5.6.

5.5.7. Reasoning and Uncertainty: Explain that predictions can be based on what is known about the past, assuming that conditions are similar. 11
Suggested Titles for Indiana Science State Standard 5.5.7.

5.5.8. Reasoning and Uncertainty: Realize and explain that predictions may be more accurate if they are based on large collections of objects or events. 11
Suggested Titles for Indiana Science State Standard 5.5.8.

5.5.9. Reasoning and Uncertainty: Show how spreading data out on a number line helps to see what the extremes are, where they pile up, and where the gaps are. 11
Suggested Titles for Indiana Science State Standard 5.5.9.

5.5.10. Reasoning and Uncertainty: Explain the danger in using only a portion of the data collected to describe the whole. 11
Suggested Titles for Indiana Science State Standard 5.5.10.

IN.5.6. Common Themes: Students work with an increasing variety of systems and begin to modify parts in systems and models and notice the changes that result.

5.6.1. Systems: Recognize and describe that systems contain objects as well as processes that interact with each other. 88
Suggested Titles for Indiana Science State Standard 5.6.1.

5.6.2. Models and Scale: Demonstrate how geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories can be used to represent objects, events, and processes in the real world, although such representation can never be exact in every detail. 12
Suggested Titles for Indiana Science State Standard 5.6.2.

5.6.3. Models and Scale: Recognize and describe that almost anything has limits on how big or small it can be. 13
Suggested Titles for Indiana Science State Standard 5.6.3.

5.6.4. Constancy and Change: Investigate, observe, and describe that things change in steady, repetitive, or irregular ways, such as toy cars continuing in the same direction and air temperature reaching a high or low value. Note that the best way to tell which kinds of change are happening is to make a table or a graph of measurements. 9
Suggested Titles for Indiana Science State Standard 5.6.4.

IN.6.1. The Nature of Science and Technology: Students design investigations. They use computers and other technology to collect and analyze data; they explain findings, and can relate how they conduct investigations to how the scientific enterprise functions as a whole. Students understand that technology has allowed humans to do many things, yet it cannot always provide solutions to our needs.

6.1.1. The Scientific View of the World: Explain that some scientific knowledge, such as the length of the year, is very old and yet is still applicable today. Understand, however, that scientific knowledge is never exempt from review and criticism. 32
Suggested Titles for Indiana Science State Standard 6.1.1.

6.1.2. Scientific Inquiry: Give examples of different ways scientists investigate natural phenomena and identify processes all scientists use, such as collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations in order to make sense of the evidence. 10
Suggested Titles for Indiana Science State Standard 6.1.2.

6.1.3. Scientific Inquiry: Recognize and explain that hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations. 10
Suggested Titles for Indiana Science State Standard 6.1.3.

6.1.4. The Scientific Enterprise: Give examples of employers who hire scientists, such as colleges and universities, businesses and industries, hospitals and many government agencies. 44
Suggested Titles for Indiana Science State Standard 6.1.4.

6.1.5. The Scientific Enterprise: Identify places where scientists work including offices, classrooms, laboratories, farms, factories, and natural field settings ranging from space to the ocean floor. 99
Suggested Titles for Indiana Science State Standard 6.1.5.

6.1.6. The Scientific Enterprise: Explain that computers have become invaluable in science because they speed up and extend people's ability to collect, store, compile, and analyze data, prepare research reports, and share data and ideas with investigators all over the world. 12
Suggested Titles for Indiana Science State Standard 6.1.6.

6.1.7. Technology and Science: Explain that technology is essential to science for such purposes as access to outer space and other remote locations, sample collection and treatment, measurement, data collection and storage, computation, and communication of information. 12
Suggested Titles for Indiana Science State Standard 6.1.7.

6.1.8. Technology and Science: Describe instances showing that technology cannot always provide successful solutions for problems or fulfill every human need. 14
Suggested Titles for Indiana Science State Standard 6.1.8.

6.1.9. Technology and Science: Explain how technologies can influence all living things. 12
Suggested Titles for Indiana Science State Standard 6.1.9.

IN.6.2. Scientific Thinking: Students use computers and other tools to collect information, calculate, and analyze data. They prepare tables and graphs, using these to summarize data and identify relationships.

6.2.1. Computation and Estimation: Find the mean and median of a set of data. 16
Suggested Titles for Indiana Science State Standard 6.2.1.

6.2.2. Computation and Estimation: Use technology, such as calculators or computer spreadsheets, in analysis of data. 16
Suggested Titles for Indiana Science State Standard 6.2.2.

6.2.3. Manipulation and Observation: Select tools such as cameras and tape recorders for capturing information. 11
Suggested Titles for Indiana Science State Standard 6.2.3.

6.2.4. Manipulation and Observation: Inspect, disassemble, and reassemble simple mechanical devices and describe what the various parts are for. Estimate what the effect of making a change in one part of a system is likely to have on the system as a whole. 11
Suggested Titles for Indiana Science State Standard 6.2.4.

6.2.5. Communication Skills: Organize information in simple tables and graphs and identify relationships they reveal. Use tables and graphs as examples of evidence for explanations when writing essays or writing about lab work, fieldwork, etc. 9
Suggested Titles for Indiana Science State Standard 6.2.5.

6.2.6. Communication Skills: Read simple tables and graphs produced by others and describe in words what they show. 9
Suggested Titles for Indiana Science State Standard 6.2.6.

6.2.7. Communication Skills: Locate information in reference books, back issues of newspapers and magazines, compact disks, and computer databases. 9
Suggested Titles for Indiana Science State Standard 6.2.7.

6.2.8. Communication Skills: Analyze and interpret a given set of findings, demonstrating that there may be more than one good way to do so. 9
Suggested Titles for Indiana Science State Standard 6.2.8.

6.2.9. Critical Response Skills: Compare consumer products, such as generic and brand-name products, and consider reasonable personal trade-offs among them on the basis of features, performance, durability, and costs. 10
Suggested Titles for Indiana Science State Standard 6.2.9.

IN.6.3. The Physical Setting: Students collect and organize data to identify relationships between physical objects, events, and processes. They use logical reasoning to question their own ideas as new information challenges their conceptions of the natural world.

6.3.1. The Universe: Compare and contrast the size, composition, and surface features of the planets that comprise the solar system, as well as the objects orbiting them. Explain that the planets, except Pluto, move around the sun in nearly circular orbits. 16
Suggested Titles for Indiana Science State Standard 6.3.1.

6.3.2. The Universe: Observe and describe that planets change their position relative to the background of stars. 6
Suggested Titles for Indiana Science State Standard 6.3.2.

6.3.3. The Universe: Explain that the Earth is one of several planets that orbit the sun, and that the moon, as well as many artificial satellites and debris, orbit around the Earth. 9
Suggested Titles for Indiana Science State Standard 6.3.3.

6.3.4. The Earth and the Processes That Shape It: Explain that we live on a planet which appears at present to be the only body in the solar system capable of supporting life. 1
Suggested Titles for Indiana Science State Standard 6.3.4.

6.3.5. The Earth and the Processes That Shape It: Use models or drawings to explain that the Earth has different seasons and weather patterns because it turns daily on an axis that is tilted relative to the plane of the Earth's yearly orbit around the sun. Know that because of this, sunlight falls more intensely on different parts of the Earth during the year (the accompanying greater length of days also has an effect) and the difference in heating produces seasons and weather patterns. 18
Suggested Titles for Indiana Science State Standard 6.3.5.

6.3.6. The Earth and the Processes That Shape It: Use models or drawings to explain that the phases of the moon are caused by the moon's orbit around the Earth, once in about 28 days, changing what part of the moon is lighted by the sun and how much of that part can be seen from the Earth, both during the day and night. 4
Suggested Titles for Indiana Science State Standard 6.3.6.

6.3.7. The Earth and the Processes That Shape It: Understand and describe the scales involved in characterizing the Earth and its atmosphere. Describe that the Earth is mostly rock, that three-fourths of its surface is covered by a relatively thin layer of water, and that the entire planet is surrounded by a relatively thin blanket of air. 1
Suggested Titles for Indiana Science State Standard 6.3.7.

6.3.8. The Earth and the Processes That Shape It: Explain that fresh water, limited in supply and uneven in distribution, is essential for life and also for most industrial processes. Understand that this resource can be depleted or polluted, making it unavailable or unsuitable for life. 19
Suggested Titles for Indiana Science State Standard 6.3.8.

6.3.9. The Earth and the Processes That Shape It: Illustrate that the cycling of water in and out of the atmosphere plays an important role in determining climatic patterns. 12
Suggested Titles for Indiana Science State Standard 6.3.9.

6.3.10. The Earth and the Processes That Shape It: Describe the motions of ocean waters, such as tides, and identify their causes. 3
Suggested Titles for Indiana Science State Standard 6.3.10.

6.3.11. The Earth and the Processes That Shape It: Identify and explain the effects of oceans on climate. 16
Suggested Titles for Indiana Science State Standard 6.3.11.

6.3.12. The Earth and the Processes That Shape It: Describe ways human beings protect themselves from adverse weather conditions. 5
Suggested Titles for Indiana Science State Standard 6.3.12.

6.3.13. The Earth and the Processes That Shape It: Identify, explain, and discuss some effects human activities, such as the creation of pollution, have on weather and the atmosphere. 44
Suggested Titles for Indiana Science State Standard 6.3.13.

6.3.14. The Earth and the Processes That Shape It: Give examples of some minerals that are very rare and some that exist in great quantities. Explain how recycling and the development of substitutes can reduce the rate of depletion of minerals. 3
Suggested Titles for Indiana Science State Standard 6.3.14.

6.3.15. The Earth and the Processes That Shape It: Explain that although weathered rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects, and other organisms. 1
Suggested Titles for Indiana Science State Standard 6.3.15.

6.3.16. The Earth and the Processes That Shape It: Explain that human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and intensive farming, have changed the capacity of the environment to support some life forms. 44
Suggested Titles for Indiana Science State Standard 6.3.16.

6.3.17. Matter and Energy: Recognize and describe that energy is a property of many objects and is associated with heat, light, electricity, mechanical motion and sound. 27
Suggested Titles for Indiana Science State Standard 6.3.17.

6.3.18. Matter and Energy: Investigate and describe that when a new material, such as concrete, is made by combining two or more materials, it has properties that are different from the original materials. 12
Suggested Titles for Indiana Science State Standard 6.3.18.

6.3.19. Matter and Energy: Investigate that materials may be composed of parts that are too small to be seen without magnification. 7
Suggested Titles for Indiana Science State Standard 6.3.19.

6.3.20. Matter and Energy: Investigate that equal volumes of different substances usually have different masses as well as different densities. 12
Suggested Titles for Indiana Science State Standard 6.3.20.

6.3.21. Forces of Nature: Investigate, using a prism for example, that light is made up of a mixture of many different colors of light, even though the light is perceived as almost white. 9
Suggested Titles for Indiana Science State Standard 6.3.21.

6.3.22. Forces of Nature: Demonstrate that vibrations in materials set up wavelike disturbances that spread away from the source such as sound and earthquake waves. 17
Suggested Titles for Indiana Science State Standard 6.3.22.

6.3.23. Forces of Nature: Explain that electrical circuits provide a means of transferring electrical energy from sources such as generators to devices in which heat, light, sound, and chemical changes are produced. 7
Suggested Titles for Indiana Science State Standard 6.3.23.

IN.6.4. The Living Environment: Students recognize that plants and animals obtain energy in different ways, and they can describe some of the internal structures of organisms related to this function. They examine the similarities and differences between humans and other species. They use microscopes to observe cells and recognize cells as the building blocks of all life.

6.4.1. Diversity of Life: Explain that one of the most general distinctions among organisms is between green plants, which use sunlight to make their own food, and animals, which consume energy-rich foods. 56
Suggested Titles for Indiana Science State Standard 6.4.1.

6.4.2. Diversity of Life: Give examples of organisms that cannot be neatly classified as either plants or animals, such as fungi and bacteria. 26
Suggested Titles for Indiana Science State Standard 6.4.2.

6.4.3. Diversity of Life: Describe some of the great variety of body plans and internal structures animals and plants have that contribute to their being able to make or find food and reproduce. 21
Suggested Titles for Indiana Science State Standard 6.4.3.

6.4.4. Diversity of Life: Recognize and describe that a species comprises all organisms that can mate with one another to produce fertile offspring. 28
Suggested Titles for Indiana Science State Standard 6.4.4.

6.4.5. Diversity of Life: Investigate and explain that all living things are composed of cells whose details are usually visible only through a microscope. 22
Suggested Titles for Indiana Science State Standard 6.4.5.

6.4.6. Diversity of Life: Distinguish the main differences between plant and animal cells, such as the presence of chlorophyll and cell walls in plant cells and their absence in animal cells. 34
Suggested Titles for Indiana Science State Standard 6.4.6.

6.4.7. Diversity of Life: Explain that about two thirds of the mass of a cell is accounted for by water. Water gives cells many of their properties. 22
Suggested Titles for Indiana Science State Standard 6.4.7.

6.4.8. Interdependence of Life and Evolution: Explain that in all environments, such as freshwater, marine, forest, desert, grassland, mountain, and others, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. In any environment, the growth and survival of organisms depend on the physical conditions. 2
Suggested Titles for Indiana Science State Standard 6.4.8.

6.4.9. Interdependence of Life and Evolution: Recognize and explain that two types of organisms may interact in a competitive or cooperative relationship, such as producer/consumer, predator/prey, or parasite/host. 13
Suggested Titles for Indiana Science State Standard 6.4.9.

6.4.10. Interdependence of Life and Evolution: Describe how life on Earth depends on energy from the sun. 4
Suggested Titles for Indiana Science State Standard 6.4.10.

6.4.11. Human Identity: Describe that human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions. 57
Suggested Titles for Indiana Science State Standard 6.4.11.

6.4.12. Human Identity: Explain that human beings have many similarities and differences and that the similarities make it possible for human beings to reproduce and to donate blood and organs to one another. 57
Suggested Titles for Indiana Science State Standard 6.4.12.

6.4.13. Human Identity: Give examples of how human beings use technology to match or exceed many of the abilities of other species. 24
Suggested Titles for Indiana Science State Standard 6.4.13.

IN.6.5. The Mathematical World: Students apply mathematics in scientific contexts. They use mathematical ideas, such as relations between operations, symbols, shapes in three dimensions, statistical relationships, and the use of logical reasoning, to represent and synthesize data.

6.5.1. Numbers: Demonstrate that the operations addition and subtraction are inverses and that multiplication and division are inverses of each other. 16
Suggested Titles for Indiana Science State Standard 6.5.1.

6.5.2. Numbers: Evaluate the precision and usefulness of data based on measurements taken. 16
Suggested Titles for Indiana Science State Standard 6.5.2.

6.5.3. Shapes and Symbolic Relationships: Explain why shapes on a sphere like the Earth cannot be depicted on a flat surface without some distortion. 16
Suggested Titles for Indiana Science State Standard 6.5.3.

6.5.4. Shapes and Symbolic Relationships: Demonstrate how graphs may help to show patterns, such as trends, varying rates of change, gaps, or clusters, which can be used to make predictions. 9
Suggested Titles for Indiana Science State Standard 6.5.4.

6.5.5. Reasoning and Uncertainty: Explain the strengths and weaknesses of using an analogy to help describe an event, object, etc. 16
Suggested Titles for Indiana Science State Standard 6.5.5.

6.5.6. Reasoning and Uncertainty: Predict the frequency of the occurrence of future events based on data. 24
Suggested Titles for Indiana Science State Standard 6.5.6.

6.5.7. Reasoning and Uncertainty: Demonstrate how probabilities and ratios can be expressed as fractions, percentages, or odds. 16
Suggested Titles for Indiana Science State Standard 6.5.7.

IN.6.6. Historical Perspectives: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

6.6.1. Understand and explain that from the earliest times until now, people have believed that even though countless different kinds of materials seem to exist in the world, most things can be made up of combinations of just a few basic kinds of things. Note that there has not always been agreement, however, on what those basic kinds of things are, such as the theory of long ago that the basic substances were earth, water, air, and fire. Understand that this theory seemed to explain many observations about the world, but as we know now, it fails to explain many others. 36
Suggested Titles for Indiana Science State Standard 6.6.1.

6.6.2. Understand and describe that scientists are still working out the details of what the basic kinds of matter are on the smallest scale, and of how they combine, or can be made to combine, to make other substances. 11
Suggested Titles for Indiana Science State Standard 6.6.2.

6.6.3. Understand and explain that the experimental and theoretical work done by French scientist Antoine Lavoisier in the decade between the American and French Revolutions contributed crucially to the modern science of chemistry. 17
Suggested Titles for Indiana Science State Standard 6.6.3.

IN.6.7. Common Themes: Students use mental and physical models to conceptualize processes. They recognize that many systems have feedback mechanisms that limit changes.

6.7.1. Systems: Describe that a system, such as the human body, is composed of subsystems. 57
Suggested Titles for Indiana Science State Standard 6.7.1.

6.7.2. Models and Scale: Use models to illustrate processes that happen too slowly, too quickly, or on too small a scale to observe directly, or are too vast to be changed deliberately, or are potentially dangerous. 9
Suggested Titles for Indiana Science State Standard 6.7.2.

6.7.3. Constancy and Change: Identify examples of feedback mechanisms within systems that serve to keep changes within specified limits. 47
Suggested Titles for Indiana Science State Standard 6.7.3.

IN.7.1. The Nature of Science and Technology: Students further their scientific understanding of the natural world through investigations, experiences, and readings. They design solutions to practical problems by using a variety of scientific methodologies.

7.1.1. The Scientific View of the World: Recognize and explain that when similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often takes further studies to decide. 4
Suggested Titles for Indiana Science State Standard 7.1.1.

7.1.2. Scientific Inquiry: Explain that what people expect to observe often affects what they actually do observe and provide an example of a solution to this problem. 4
Suggested Titles for Indiana Science State Standard 7.1.2.

7.1.3. Scientific Inquiry: Explain why it is important in science to keep honest, clear, and accurate records. 4
Suggested Titles for Indiana Science State Standard 7.1.3.

7.1.4. Scientific Inquiry: Describe that different explanations can be given for the same evidence, and it is not always possible to tell which one is correct without further inquiry. 4
Suggested Titles for Indiana Science State Standard 7.1.4.

7.1.5. The Scientific Enterprise: Identify some important contributions to the advancement of science, mathematics, and technology that have been made by different kinds of people, in different cultures, at different times. 151
Suggested Titles for Indiana Science State Standard 7.1.5.

7.1.6. The Scientific Enterprise: Provide examples of people who overcame bias and/or limited opportunities in education and employment to excel in the fields of science. 29
Suggested Titles for Indiana Science State Standard 7.1.6.

7.1.7. Technology and Science: Explain how engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems. 59
Suggested Titles for Indiana Science State Standard 7.1.7.

7.1.8. Technology and Science: Explain that technologies often have drawbacks as well as benefits. Consider a technology, such as the use of pesticides, which help some organisms but may hurt others, either deliberately or inadvertently. 151
Suggested Titles for Indiana Science State Standard 7.1.8.

7.1.9. Technology and Science: Explain how societies influence what types of technology are developed and used in such fields as agriculture, manufacturing, sanitation, medicine, warfare, transportation, information processing, and communication. 43
Suggested Titles for Indiana Science State Standard 7.1.9.

7.1.10. Technology and Science: Identify ways that technology has strongly influenced the course of history and continues to do so. 50
Suggested Titles for Indiana Science State Standard 7.1.10.

7.1.11. Technology and Science: Illustrate how numbers can be represented by using sequences of only two symbols, such as 1 and 0 or on and off, and how that affects the storage of information in our society. 28
Suggested Titles for Indiana Science State Standard 7.1.11.

IN.7.2. Scientific Thinking: Students use instruments and tools to measure, calculate, and organize data. They frame arguments in quantitative terms when possible. They question claims and understand that findings may be interpreted in more than one acceptable way.

7.2.1. Computation and Estimation: Find what percentage one number is of another and figure any percentage of any number. 28
Suggested Titles for Indiana Science State Standard 7.2.1.

7.2.2. Computation and Estimation: Use formulas to calculate the circumferences and areas of rectangles, triangles, and circles, and the volumes of rectangular solids. 28
Suggested Titles for Indiana Science State Standard 7.2.2.

7.2.3. Computation and Estimation: Decide what degree of precision is adequate, based on the degree of precision of the original data, and round off the result of calculator operations to significant figures that reasonably reflect those of the inputs. 28
Suggested Titles for Indiana Science State Standard 7.2.3.

7.2.4. Computation and Estimation: Express numbers like 100, 1,000, and 1,000,000 as powers of 10. 28
Suggested Titles for Indiana Science State Standard 7.2.4.

7.2.5. Computation and Estimation: Estimate probabilities of outcomes in familiar situations, on the basis of history or the number of possible outcomes. 28
Suggested Titles for Indiana Science State Standard 7.2.5.

7.2.6. Manipulation and Observation: Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, or temperatures, and choose appropriate units. 11
Suggested Titles for Indiana Science State Standard 7.2.6.

7.2.7. Communication Skills: Incorporate circle charts, bar and line graphs, diagrams, scatter plots, and symbols into writing, such as lab or research reports, to serve as evidence for claims and/or conclusions. 11
Suggested Titles for Indiana Science State Standard 7.2.7.

7.2.8. Critical Response Skills: Question claims based on vague attributes such as 'Leading doctors say...' or on statements made by celebrities or others outside the area of their particular expertise. 4
Suggested Titles for Indiana Science State Standard 7.2.8.

IN.7.3. The Physical Setting: Students collect and organize data to identify relationships between physical objects, events, and processes. They use logical reasoning to question their own ideas as new information challenges their conceptions of the natural world.

7.3.1. The Universe: Recognize and describe that the sun is a medium-sized star located near the edge of a disk-shaped galaxy of stars and that the universe contains many billions of galaxies and each galaxy contains many billions of stars. 9
Suggested Titles for Indiana Science State Standard 7.3.1.

7.3.2. The Universe: Recognize and describe that the sun is many thousands of times closer to the Earth than any other star, allowing light from the sun to reach the Earth in a few minutes. Note that this may be compared to time spans of longer than a year for all other stars. 9
Suggested Titles for Indiana Science State Standard 7.3.2.

7.3.3. The Earth and the Processes That Shape It: Describe how climates sometimes have changed abruptly in the past as a result of changes in the Earth's crust, such as volcanic eruptions or impacts of huge rocks from space. 31
Suggested Titles for Indiana Science State Standard 7.3.3.

7.3.4. The Earth and the Processes That Shape It: Explain how heat flow and movement of material within the Earth causes earthquakes and volcanic eruptions and creates mountains and ocean basins. 25
Suggested Titles for Indiana Science State Standard 7.3.4.

7.3.5. The Earth and the Processes That Shape It: Recognize and explain that heat energy carried by ocean currents has a strong influence on climate around the world. 9
Suggested Titles for Indiana Science State Standard 7.3.5.

7.3.6. The Earth and the Processes That Shape It: Describe how gas and dust from large volcanoes can change the atmosphere. 25
Suggested Titles for Indiana Science State Standard 7.3.6.

7.3.7. The Earth and the Processes That Shape It: Give examples of some changes in the Earth's surface that are abrupt, such as earthquakes and volcanic eruptions, and some changes that happen very slowly, such as uplift and wearing down of mountains, and the action of glaciers. 43
Suggested Titles for Indiana Science State Standard 7.3.7.

7.3.8. The Earth and the Processes That Shape It: Describe how sediments of sand and smaller particles, sometimes containing the remains of organisms, are gradually buried and are cemented together by dissolved minerals to form solid rock again. 6
Suggested Titles for Indiana Science State Standard 7.3.8.

7.3.9. The Earth and the Processes That Shape It: Explain that sedimentary rock, when buried deep enough, may be reformed by pressure and heat, perhaps melting and recrystallizing into different kinds of rock. Describe that these reformed rock layers may be forced up again to become land surface and even mountains, and subsequently erode. 12
Suggested Titles for Indiana Science State Standard 7.3.9.

7.3.10. The Earth and the Processes That Shape It: Explain how the thousands of layers of sedimentary rock can confirm the long history of the changing surface of the Earth and the changing life forms whose remains are found in successive layers, although the youngest layers are not always found on top, because of folding, breaking, and uplift of layers. 4
Suggested Titles for Indiana Science State Standard 7.3.10.

7.3.11. Matter and Energy: Explain that the sun loses energy by emitting light. Note that only a tiny fraction of that light reaches the earth. Understand that the sun's energy arrives as light with a wide range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation. 6
Suggested Titles for Indiana Science State Standard 7.3.11.

7.3.12. Matter and Energy: Investigate how the temperature and acidity of a solution influences reaction rates, such as those resulting in food spoilage. 5
Suggested Titles for Indiana Science State Standard 7.3.12.

7.3.13. Matter and Energy: Explain that many substances dissolve in water. Understand that the presence of these substances often affects the rates of reactions that are occurring in the water as compared to the same reactions occurring in the water in the absence of the substances. 51
Suggested Titles for Indiana Science State Standard 7.3.13.

7.3.14. Matter and Energy: Explain that energy in the form of heat is almost always one of the products of an energy transformation, such as in the examples of exploding stars, biological growth, the operation of machines, and the motion of people. 34
Suggested Titles for Indiana Science State Standard 7.3.14.

7.3.15. Matter and Energy: Describe how electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy, such as light or heat. 11
Suggested Titles for Indiana Science State Standard 7.3.15.

7.3.16. Matter and Energy: Recognize and explain that different ways of obtaining, transforming, and distributing energy have different environmental consequences. 62
Suggested Titles for Indiana Science State Standard 7.3.16.

7.3.17. Forces of Nature: Investigate that an unbalanced force, acting on an object, changes its speed or path of motion or both, and know that if the force always acts towards the same center as the object moves, the object's path may curve into an orbit around the center. 14
Suggested Titles for Indiana Science State Standard 7.3.17.

7.3.18. Forces of Nature: Describe that light waves, sound waves, and other waves move at different speeds in different materials. 17
Suggested Titles for Indiana Science State Standard 7.3.18.

7.3.19. Forces of Nature: Explain that human eyes respond to a narrow range of wavelengths of the electromagnetic spectrum. 17
Suggested Titles for Indiana Science State Standard 7.3.19.

7.3.20. Forces of Nature: Describe that something can be 'seen' when light waves emitted or reflected by it enter the eye just as something can be 'heard' when sound waves from it enter the ear. 19
Suggested Titles for Indiana Science State Standard 7.3.20.

IN.7.4. The Living Environment: Students begin to trace the flow of matter and energy through ecosystems. They recognize the fundamental difference between plants and animals and understand its basis at the cellular level. Students distinguish species, particularly through an examination of internal structures and functions. They use microscopes to observe cells and recognize that cells function in similar ways in all organisms.

7.4.1. Diversity of Life: Explain that similarities among organisms are found in external and internal anatomical features, including specific characteristics at the cellular level, such as the number of chromosomes. Understand that these similarities are used to classify organisms since they may be used to infer the degree of relatedness among organisms. 22
Suggested Titles for Indiana Science State Standard 7.4.1.

7.4.2. Diversity of Life: Describe that all organisms, including the human species, are part of and depend on two main interconnected global food webs, the ocean food web and the land food web. 14
Suggested Titles for Indiana Science State Standard 7.4.2.

7.4.3. Diversity of Life: Explain how in sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male and this fertilized egg carries genetic information from each parent and multiplies to form the complete organism. 22
Suggested Titles for Indiana Science State Standard 7.4.3.

7.4.4. Diversity of Life: Explain that cells continually divide to make more cells for growth and repair and that various organs and tissues function to serve the needs of cells for food, air, and waste removal. 10
Suggested Titles for Indiana Science State Standard 7.4.4.

7.4.5. Diversity of Life: Explain that the basic functions of organisms, such as extracting energy from food and getting rid of wastes, are carried out within the cell and understand that the way which cells function is similar in all organisms. 8
Suggested Titles for Indiana Science State Standard 7.4.5.

7.4.6. Interdependence of Life and Evolution: Explain how food provides the fuel and the building material for all organisms. 14
Suggested Titles for Indiana Science State Standard 7.4.6.

7.4.7. Interdependence of Life and Evolution: Describe how plants use the energy from light to make sugars from carbon dioxide and water to produce food that can be used immediately or stored for later use. 12
Suggested Titles for Indiana Science State Standard 7.4.7.

7.4.8. Interdependence of Life and Evolution: Describe how organisms that eat plants break down the plant structures to produce the materials and energy that they need to survive, and in turn, how they are consumed by other organisms. 14
Suggested Titles for Indiana Science State Standard 7.4.8.

7.4.9. Interdependence of Life and Evolution: Understand and explain that as any population of organisms grows, it is held in check by one or more environmental factors. These factors could result in depletion of food or nesting sites and/or increase loss to increased numbers of predators or parasites. Give examples of some consequences of this. 13
Suggested Titles for Indiana Science State Standard 7.4.9.

7.4.10. Human Identity: Describe how technologies having to do with food production, sanitation, and disease prevention have dramatically changed how people live and work and have resulted in changes in factors that affect the growth of human population. 16
Suggested Titles for Indiana Science State Standard 7.4.10.

7.4.11. Human Identity: Explain that the amount of food energy (calories) a person requires varies with body weight, age, sex, activity level, and natural body efficiency. Understand that regular exercise is important to maintain a healthy heart/lung system, good muscle tone, and strong bone structure. 41
Suggested Titles for Indiana Science State Standard 7.4.11.

7.4.12. Human Identity: Explain that viruses, bacteria, fungi, and parasites may infect the human body and interfere with normal body functions. Recognize that a person can catch a cold many times because there are many varieties of cold viruses that cause similar symptoms. 16
Suggested Titles for Indiana Science State Standard 7.4.12.

7.4.13. Human Identity: Explain that white blood cells engulf invaders or produce antibodies that attack invaders or mark the invaders for killing by other white blood cells. Know that the antibodies produced will remain and can fight off subsequent invaders of the same kind. 27
Suggested Titles for Indiana Science State Standard 7.4.13.

7.4.14. Human Identity: Explain that the environment may contain dangerous levels of substances that are harmful to human beings. Understand, therefore, that the good health of individuals requires monitoring the soil, air, and water as well as taking steps to keep them safe. 76
Suggested Titles for Indiana Science State Standard 7.4.14.

IN.7.5. The Mathematical World: Students apply mathematics in scientific contexts. They use mathematical ideas, such as relations between operations, symbols, statistical relationships, and the use of logical reasoning, in the representation and synthesis of data.

7.5.1. Numbers: Demonstrate how a number line can be extended on the other side of zero to represent negative numbers and give examples of instances where this is useful. 28
Suggested Titles for Indiana Science State Standard 7.5.1.

7.5.2. Shapes and Symbolic Relationships: Illustrate how lines can be parallel, perpendicular, or oblique. 28
Suggested Titles for Indiana Science State Standard 7.5.2.

7.5.3. Shapes and Symbolic Relationships: Demonstrate how the scale chosen for a graph or drawing determines its interpretation. 37
Suggested Titles for Indiana Science State Standard 7.5.3.

7.5.4. Reasoning and Uncertainty: Describe that the larger the sample, the more accurately it represents the whole. Understand, however, that any sample can be poorly chosen and this will make it unrepresentative of the whole. 4
Suggested Titles for Indiana Science State Standard 7.5.4.

IN.7.6. Historical Perspectives: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

7.6.1. Understand and explain that throughout history, people have created explanations for disease. Note that some held that disease had spiritual causes, but that the most persistent biological theory over the centuries was that illness resulted from an imbalance in the body fluids. Realize that the introduction of germ theory by Louis Pasteur and others in the 19th century led to the modern understanding of how many diseases are caused by microorganisms, such as bacteria, viruses, yeasts, and parasites. 14
Suggested Titles for Indiana Science State Standard 7.6.1.

7.6.2. Understand and explain that Louis Pasteur wanted to find out what caused milk and wine to spoil. Note that he demonstrated that spoilage and fermentation occur when microorganisms enter from the air, multiply rapidly, and produce waste products, with some desirable results, such as carbon dioxide in bread dough, and some undesirable, such as acetic acid in wine. Understand that after showing that spoilage could be avoided by keeping germs out or by destroying them with heat, Pasteur investigated animal diseases and showed that microorganisms were involved in many of them. Also note that other investigators later showed that specific kinds of germs caused specific diseases. 9
Suggested Titles for Indiana Science State Standard 7.6.2.

7.6.3. Understand and explain that Louis Pasteur found that infection by disease organisms (germs) caused the body to build up an immunity against subsequent infection by the same organisms. Realize that Pasteur then demonstrated more widely what Edward Jenner had shown for smallpox without understanding the underlying mechanism: that it was possible to produce vaccines that would induce the body to build immunity to a disease without actually causing the disease itself. 15
Suggested Titles for Indiana Science State Standard 7.6.3.

7.6.4. Understand and describe that changes in health practices have resulted from the acceptance of the germ theory of disease. Realize that before germ theory, illness was treated by appeals to supernatural powers or by trying to adjust body fluids through induced vomiting, bleeding, or purging. Note that the modern approach emphasizes sanitation, the safe handling of food and water, the pasteurization of milk, quarantine, and aseptic surgical techniques to keep germs out of the body; vaccinations to strengthen the body's immune system against subsequent infection by the same kind of microorganisms; and antibiotics and other chemicals and processes to destroy microorganisms. 32
Suggested Titles for Indiana Science State Standard 7.6.4.

IN.7.7. Common Themes: Students analyze the relationships within systems. They investigate how different models can represent the same data, rates of change, cyclic changes, and changes that counterbalance one another.

7.7.1. Systems: Explain that the output from one part of a system, which can include material, energy, or information, can become the input to other parts and this feedback can serve to control what goes on in the system as a whole. 52
Suggested Titles for Indiana Science State Standard 7.7.1.

7.7.2. Models and Scale: Use different models to represent the same thing, noting that the kind of model and its complexity should depend on its purpose. 15
Suggested Titles for Indiana Science State Standard 7.7.2.

7.7.3. Constancy and Change: Describe how physical and biological systems tend to change until they reach equilibrium and remain that way unless their surroundings change. 65
Suggested Titles for Indiana Science State Standard 7.7.3.

7.7.4. Constancy and Change: Use symbolic equations to show how the quantity of something changes over time or in response to changes in other quantities. 28
Suggested Titles for Indiana Science State Standard 7.7.4.

IN.8.1. The Nature of Science and Technology: Students design and carry out increasingly sophisticated investigations. They understand the reason for isolating and controlling variables in an investigation. They realize that scientific knowledge is subject to change as new evidence arises. They examine issues in the design and use of technology, including constraints, safeguards, and trades offs.

8.1.1. The Scientific View of the World: Recognize that and describe how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. 42
Suggested Titles for Indiana Science State Standard 8.1.1.

8.1.2. The Scientific View of the World: Recognize and explain that some matters cannot be examined usefully in a scientific way. 15
Suggested Titles for Indiana Science State Standard 8.1.2.

8.1.3. Scientific Inquiry: Recognize and describe that if more than one variable changes at the same time in an experiment, the outcome of the experiment may not be attributable to any one of the variables. 15
Suggested Titles for Indiana Science State Standard 8.1.3.

8.1.4. The Scientific Enterprise: Explain why accurate record keeping, openness, and replication are essential for maintaining an investigator's credibility with other scientists and society. 15
Suggested Titles for Indiana Science State Standard 8.1.4.

8.1.5. The Scientific Enterprise: Explain why research involving human subjects requires potential subjects be fully informed about the risks and benefits associated with the research and that they have the right to refuse to participate. 15
Suggested Titles for Indiana Science State Standard 8.1.5.

8.1.6. Technology and Science: Identify the constraints that must be taken into account as a new design is developed, such as gravity and the properties of the materials to be used. 30
Suggested Titles for Indiana Science State Standard 8.1.6.

8.1.7. Technology and Science: Explain why technology issues are rarely simple and one-sided because contending groups may have different values and priorities. 30
Suggested Titles for Indiana Science State Standard 8.1.7.

8.1.8. Technology and Science: Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating ideas to others. 30
Suggested Titles for Indiana Science State Standard 8.1.8.

IN.8.2. Scientific Thinking: Students use computers to organize and compare information. They perform calculations and determine the appropriate units for the answers. They weigh the evidence for or against an argument, as well as the logic of the conclusions.

8.2.1. Computation and Estimation: Estimate distances and travel times from maps and the actual size of objects from scale drawings. 27
Suggested Titles for Indiana Science State Standard 8.2.1.

8.2.2. Computation and Estimation: Determine in what unit, such as seconds, meters, grams, etc., an answer should be expressed based on the units of the inputs to the calculation. 27
Suggested Titles for Indiana Science State Standard 8.2.2.

8.2.3. Manipulation and Observation: Use proportional reasoning to solve problems. 27
Suggested Titles for Indiana Science State Standard 8.2.3.

8.2.4. Manipulation and Observation: Use technological devices, such as calculators and computers, to perform calculations. 66
Suggested Titles for Indiana Science State Standard 8.2.4.

8.2.5. Manipulation and Observation: Use computers to store and retrieve information in topical, alphabetical, numerical, and keyword files and create simple files of students' own devising. 30
Suggested Titles for Indiana Science State Standard 8.2.5.

8.2.6. Communication: Write clear, step-by-step instructions (procedural summaries) for conducting investigations, operating something, or following a procedure. 4
Suggested Titles for Indiana Science State Standard 8.2.6.

8.2.7. Communication: Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions. 4
Suggested Titles for Indiana Science State Standard 8.2.7.

8.2.8. Communication: Use tables, charts, and graphs in making arguments and claims in, for example, oral and written presentations about lab or fieldwork. 6
Suggested Titles for Indiana Science State Standard 8.2.8.

8.2.9. Critical Response Skills: Explain why arguments are invalid if based on very small samples of data, biased samples, or samples for which there was no control sample. 27
Suggested Titles for Indiana Science State Standard 8.2.9.

8.2.10. Critical Response Skills: Identify and criticize the reasoning in arguments in which fact and opinion are intermingled or the conclusions do not follow logically from the evidence given, an analogy is not apt, no mention is made of whether the control group is very much like the experimental group, or all members of a group are implied to have nearly identical characteristics that differ from those of other groups. 4
Suggested Titles for Indiana Science State Standard 8.2.10.

IN.8.3. The Physical Setting: Students collect and organize data to identify relationships between physical objects, events, and processes. They use logical reasoning to question their own ideas as new information challenges their conceptions of the natural world.

8.3.1. The Universe: Explain that large numbers of chunks of rock orbit the sun and some of this rock interacts with the Earth. 3
Suggested Titles for Indiana Science State Standard 8.3.1.

8.3.2. The Earth and the Processes That Shape It: Explain that the slow movement of material within the Earth results from heat flowing out of the deep interior and the action of gravitational forces on regions of different density. 1
Suggested Titles for Indiana Science State Standard 8.3.2.

8.3.3. The Earth and the Processes That Shape It: Explain that the solid crust of the Earth, including both the continents and the ocean basins, consists of separate plates that ride on a denser, hot, gradually deformable layer of earth. Understand that the crust sections move very slowly, pressing against one another in some places, pulling apart in other places. Further understand that ocean-floor plates may slide under continental plates, sinking deep into the Earth, and that the surface layers of these plates may fold, forming mountain ranges. 7
Suggested Titles for Indiana Science State Standard 8.3.3.

8.3.4. The Earth and the Processes That Shape It: Explain that earthquakes often occur along the boundaries between colliding plates, and molten rock from below creates pressure that is released by volcanic eruptions, helping to build up mountains. Understand that under the ocean basins, molten rock may well up between separating plates to create new ocean floor. Further understand that volcanic activity along the ocean floor may form undersea mountains, which can thrust above the ocean's surface to become islands. 4
Suggested Titles for Indiana Science State Standard 8.3.4.

8.3.5. The Earth and the Processes That Shape It: Explain that everything on or anywhere near the Earth is pulled toward the Earth's center by a gravitational force. 4
Suggested Titles for Indiana Science State Standard 8.3.5.

8.3.6. The Earth and the Processes That Shape It: Understand and explain that the benefits of the Earth's resources, such as fresh water, air, soil, and trees, are finite and can be reduced by using them wastefully or by deliberately or accidentally destroying them. 60
Suggested Titles for Indiana Science State Standard 8.3.6.

8.3.7. The Earth and the Processes That Shape It: Explain that the atmosphere and the oceans have a limited capacity to absorb wastes and recycle materials naturally. 60
Suggested Titles for Indiana Science State Standard 8.3.7.

8.3.8. Matter and Energy: Explain that all matter is made up of atoms which are far too small to see directly through an optical microscope. Understand that the atoms of any element are similar but are different from atoms of other elements. Further understand that atoms may stick together in well defined molecules or may be packed together in large arrays. Also understand that different arrangements of atoms into groups comprise all substances. 17
Suggested Titles for Indiana Science State Standard 8.3.8.

8.3.9. Matter and Energy: Demonstrate, using drawings and models, the movement of atoms in a solid, liquid, and gaseous state. Explain that atoms and molecules are perpetually in motion. 19
Suggested Titles for Indiana Science State Standard 8.3.9.

8.3.10. Matter and Energy: Explain that increased temperature means that atoms have a greater average energy of motion and that most gases expand when heated. 17
Suggested Titles for Indiana Science State Standard 8.3.10.

8.3.11. Matter and Energy: Describe how groups of elements can be classified based on similar properties, including highly reactive metals, less reactive metals, highly reactive non-metals, less reactive non-metals, and some almost completely non-reactive gases. 9
Suggested Titles for Indiana Science State Standard 8.3.11.

8.3.12. Matter and Energy: Explain that no matter how substances within a closed system interact with one another, or how they combine or break apart, the total mass of the system remains the same. Understand that the atomic theory explains the conservation of matter: if the number of atoms stays the same no matter how they are rearranged, then their total mass stays the same. 17
Suggested Titles for Indiana Science State Standard 8.3.12.

8.3.13. Matter and Energy: Explain that energy cannot be created or destroyed but only changed from one form into another. 21
Suggested Titles for Indiana Science State Standard 8.3.13.

8.3.14. Matter and Energy: Describe how heat can be transferred through materials by the collision of atoms, or across space by radiation, or if the material is fluid, by convection currents that are set up in it that aid the transfer of heat. 24
Suggested Titles for Indiana Science State Standard 8.3.14.

8.3.15. Matter and Energy: Identify different forms of energy that exist in nature. 21
Suggested Titles for Indiana Science State Standard 8.3.15.

8.3.16. Forces of Nature: Explain that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. 6
Suggested Titles for Indiana Science State Standard 8.3.16.

8.3.17. Forces of Nature: Explain that the sun's gravitational pull holds the Earth and other planets in their orbits, just as the planets' gravitational pull keeps their moons in orbit around them. 16
Suggested Titles for Indiana Science State Standard 8.3.17.

8.3.18. Forces of Nature: Investigate and explain that electric currents and magnets can exert force on each other. 4
Suggested Titles for Indiana Science State Standard 8.3.18.

8.3.19. Forces of Nature: Investigate and compare series and parallel circuits. 4
Suggested Titles for Indiana Science State Standard 8.3.19.

8.3.20. Forces of Nature: Compare the differences in power consumption in different electrical devices. 4
Suggested Titles for Indiana Science State Standard 8.3.20.

IN.8.4. The Living Environment: Students trace the flow of matter and energy through ecosystems. They understand that the total amount of matter remains constant and that almost all food energy has its origin in sunlight.

8.4.1. Diversity of Life: Differentiate between inherited traits, such as hair color or flower color, and acquired skills, such as manners. 28
Suggested Titles for Indiana Science State Standard 8.4.1.

8.4.2. Diversity of Life: Describe that in some organisms, such as yeast or bacteria, all genes come from a single parent, while in those that have sexes, typically half of the genes come from each parent. 28
Suggested Titles for Indiana Science State Standard 8.4.2.

8.4.3. Diversity of Life: Recognize and describe that new varieties of cultivated plants, such as corn and apples, and domestic animals, such as dogs and horses, have resulted from selective breeding for particular traits. 28
Suggested Titles for Indiana Science State Standard 8.4.3.

8.4.4. Interdependence of Life and Evolution: Describe how matter is transferred from one organism to another repeatedly and between organisms and their physical environment. 21
Suggested Titles for Indiana Science State Standard 8.4.4.

8.4.5. Interdependence of Life and Evolution: Explain that energy can be transferred from one form to another in living things. 21
Suggested Titles for Indiana Science State Standard 8.4.5.

8.4.6. Interdependence of Life and Evolution: Describe how animals get their energy from oxidizing their food and releasing some of this energy as heat. 21
Suggested Titles for Indiana Science State Standard 8.4.6.

8.4.7. Interdependence of Life and Evolution: Recognize and explain that small genetic differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. 20
Suggested Titles for Indiana Science State Standard 8.4.7.

8.4.8. Interdependence of Life and Evolution: Describe how environmental conditions affect the survival of individual organisms and how entire species may prosper in spite of the poor survivability or bad fortune of individuals. 22
Suggested Titles for Indiana Science State Standard 8.4.8.

8.4.9. Human Identity: Recognize and describe that fossil evidence is consistent with the idea that human beings evolved from earlier species. 22
Suggested Titles for Indiana Science State Standard 8.4.9.

IN.8.5. The Mathematical World: Students apply mathematics in scientific contexts. Students use mathematical ideas, such as symbols, geometrical relationships, statistical relationships, and the use of key words and rules in logical reasoning, in the representation and synthesis of data.

8.5.1. Numbers: Understand and explain that a number must be written with an appropriate number of significant figures (determined by the measurements from which the number is derived). 27
Suggested Titles for Indiana Science State Standard 8.5.1.

8.5.2. Shapes and Symbolic Relationships: Show that an equation containing a variable may be true for just one value of the variable. 27
Suggested Titles for Indiana Science State Standard 8.5.2.

8.5.3. Shapes and Symbolic Relationships: Demonstrate that mathematical statements can be used to describe how one quantity changes when another changes. 27
Suggested Titles for Indiana Science State Standard 8.5.3.

8.5.4. Shapes and Symbolic Relationships: Illustrate how graphs can show a variety of possible relationships between two variables. 37
Suggested Titles for Indiana Science State Standard 8.5.4.

8.5.5. Shapes and Symbolic Relationships: Illustrate that it takes two numbers to locate a point on a map or any other two-dimensional surface. 37
Suggested Titles for Indiana Science State Standard 8.5.5.

8.5.6. Reasoning and Uncertainty: Explain that a single example can never prove that something is always true, but it could prove that something is not always true. 15
Suggested Titles for Indiana Science State Standard 8.5.6.

8.5.7. Reasoning and Uncertainty: Recognize and describe the danger of making over-generalizations when inventing a general rule based on a few observations. 13
Suggested Titles for Indiana Science State Standard 8.5.7.

8.5.8. Reasoning and Uncertainty: Explain how estimates can be based on data from similar conditions in the past or on the assumption that all the possibilities are known. 27
Suggested Titles for Indiana Science State Standard 8.5.8.

8.5.9. Reasoning and Uncertainty: Compare the mean, median, and mode of a data set. 27
Suggested Titles for Indiana Science State Standard 8.5.9.

8.5.10. Reasoning and Uncertainty: Explain how the comparison of data from two groups involves comparing both their middles and the spreads. 13
Suggested Titles for Indiana Science State Standard 8.5.10.

IN.8.6. Historical Perspectives: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that they grow or transform slowly through the contributions of many different investigators.

8.6.1. Understand and explain that Antoine Lavoisier's work was based on the idea that when materials react with each other, many changes can take place, but that in every case the total amount of matter afterward is the same as before. Note that Lavoisier successfully tested the concept of conservation of matter by conducting a series of experiments in which he carefully measured the masses of all the substances involved in various chemical reactions, including the gases used and those given off. 9
Suggested Titles for Indiana Science State Standard 8.6.1.

8.6.2. Understand and describe that the accidental discovery that minerals containing uranium darken photographic film, as light does, led to the discovery of radioactivity. 14
Suggested Titles for Indiana Science State Standard 8.6.2.

8.6.3. Understand that and describe how in their laboratory in France, Marie Curie and her husband, Pierre Curie, isolated two new elements that were the source of most of the radioactivity of the uranium ore. Note that they named one radium because it gave off powerful, invisible rays, and the other polonium in honor of Madame Curie's country of birth, Poland. Also note that Marie Curie was the first scientist ever to win the Nobel Prize in two different fields, in physics, shared with her husband, and later in chemistry. 14
Suggested Titles for Indiana Science State Standard 8.6.3.

8.6.4. Describe how the discovery of radioactivity as a source of the Earth's heat energy made it possible to understand how the Earth can be several billion years old and still have a hot interior. 9
Suggested Titles for Indiana Science State Standard 8.6.4.

IN.8.7. Common Themes: Students analyze the parts and interactions of systems to understand internal and external relationships. They investigate rates of change, cyclic changes, and changes that counterbalance one another. They use mental and physical models to reflect upon and interpret the limitations of such models.

8.7.1. Systems: Explain that a system usually has some properties that are different from those of its parts but appear because of the interaction of those parts. 37
Suggested Titles for Indiana Science State Standard 8.7.1.

8.7.2. Systems: Explain that even in some very simple systems, it may not always be possible to predict accurately the result of changing some part or connection. 37
Suggested Titles for Indiana Science State Standard 8.7.2.

8.7.3. Models and Scale: Use technology to assist in graphing and with simulations that compute and display results of changing factors in models. 14
Suggested Titles for Indiana Science State Standard 8.7.3.

8.7.4. Models and Scale: Explain that as the complexity of any system increases, gaining an understanding of it depends on summaries, such as averages and ranges, and on descriptions of typical examples of that system. 37
Suggested Titles for Indiana Science State Standard 8.7.4.

8.7.5. Constancy and Change: Observe and describe that a system may stay the same because nothing is happening or because things are happening that counteract one another. 41
Suggested Titles for Indiana Science State Standard 8.7.5.

8.7.6. Constancy and Change: Recognize that and describe how symmetry may determine properties of many objects, such as molecules, crystals, organisms, and designed structures. 34
Suggested Titles for Indiana Science State Standard 8.7.6.

8.7.7. Constancy and Change: Illustrate how things such as seasons or body temperature occur in cycles.

IN.B.1. Biology I: Principles of Biology: Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment.

B.1.1. Molecules and Cells: Recognize that and explain how the many cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. Understand that different parts of the genetic instructions are used in different types of cells and are influenced by the cell's environment and past history.

B.1.2. Molecules and Cells: Explain that every cell is covered by a membrane that controls what can enter and leave the cell. Recognize that in all but quite primitive cells, a complex network of proteins provides organization and shape. In addition, understand that flagella and/or cilia may allow some Protista, some Monera, and some animal cells to move.

B.1.3. Molecules and Cells: Know and describe that within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and movement. In addition to these basic cellular functions common to all cells, understand that most cells in multicellular organisms perform some special functions that others do not.

B.1.4. Molecules and Cells: Understand and describe that the work of the cell is carried out by the many different types of molecules it assembles, such as proteins, lipids, carbohydrates, and nucleic acids.

B.1.5. Molecules and Cells: Demonstrate that most cells function best within a narrow range of temperature and acidity. Note that extreme changes may harm cells, modifying the structure of their protein molecules and therefore, some possible functions.

B.1.6. Molecules and Cells: Show that a living cell is composed mainly of a small number of chemical elements (carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur). Recognize that carbon can join to other carbon atoms in chains and rings to form large and complex molecules.

B.1.7. Molecules and Cells: Explain that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division. Note that cell behavior can also be affected by molecules from other parts of the organism, such as hormones.

B.1.8. Molecules and Cells: Understand and describe that all growth and development is a consequence of an increase in cell number, cell size, and/or cell products. Explain that cellular differentiation results from gene expression and/or environmental influence. Differentiate between mitosis and meiosis.

B.1.9. Molecules and Cells: Recognize and describe that both living and non-living things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP.

B.1.10. Molecules and Cells: Recognize and explain that macromolecules such as lipids contain high energy bonds as well.

B.1.11. Developmental and Organismal Biology: Describe that through biogenesis all organisms begin their life cycles as a single cell and that in multicellular organisms, successive generations of embryonic cells form by cell division.

B.1.12. Developmental and Organismal Biology: Compare and contrast the form and function of prokaryotic and eukaryotic cells.

B.1.13. Developmental and Organismal Biology: Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts.

B.1.14. Developmental and Organismal Biology: Recognize and explain that communication and/or interaction are required between cells to coordinate their diverse activities.

B.1.15. Developmental and Organismal Biology: Understand and explain that, in biological systems, structure and function must be considered together.

B.1.16. Developmental and Organismal Biology: Explain how higher levels of organization result from specific complexing and interactions of smaller units and that their maintenance requires a constant input of energy as well as new material.

B.1.17. Developmental and Organismal Biology: Understand that and describe how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical, and environmental conditions, as well as the presence of disease agents.

B.1.18. Developmental and Organismal Biology: Explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short- and long-term equilibrium.

B.1.19. Developmental and Organismal Biology: Recognize and describe that metabolism consists of the production, modification, transport, and exchange of materials that are required for the maintenance of life.

B.1.20. Developmental and Organismal Biology: Recognize that and describe how the human immune system is designed to protect against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise within.

B.1.21. Genetics: Understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules.

B.1.22. Genetics: Understand and explain the genetic basis for Mendel's laws of segregation and independent assortment.

B.1.23. Genetics: Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring's success in its environment.

B.1.24. Genetics: Explain that gene mutations can be caused by such things as radiation and chemicals. Understand that when they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only.

B.1.25. Genetics: Explain that gene mutation in a cell can result in uncontrolled cell division, called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

B.1.26. Genetics: Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.

B.1.27. Genetics: Explain that the similarity of human DNA sequences and the resulting similarity in cell chemistry and anatomy identify human beings as a unique species, different from all others. Likewise, understand that every other species has its own characteristic DNA sequence.

B.1.28. Genetics: Illustrate that the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations from the offspring of any two parents. Recognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes.

B.1.29. Genetics: Understand that and explain how the actions of genes, patterns of inheritance, and the reproduction of cells and organisms account for the continuity of life, and give examples of how inherited characteristics can be observed at molecular and whole-organism levels (in structure, chemistry, or behavior).

B.1.30. Evolution: Understand and explain that molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another.

B.1.31. Evolution: Describe how natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, and some of these characteristics give individuals an advantage over others in surviving and reproducing. Understand that the advantaged offspring, in turn, are more likely than others to survive and reproduce. Also understand that the proportion of individuals in the population that have advantageous characteristics will increase.

B.1.32. Evolution: Explain how natural selection leads to organisms that are well suited for survival in particular environments, and discuss how natural selection provides scientific explanation for the history of life on earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.

B.1.33. Evolution: Describe how life on Earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. Note that during the first 2 billion years, only single-cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved.

B.1.34. Evolution: Explain that evolution builds on what already exists, so the more variety there is, the more there can be in the future. Recognize, however, that evolution does not necessitate long-term progress in some set direction.

B.1.36. Evolution: Trace the relationship between environmental changes and changes in the gene pool, such as genetic drift and isolation of sub-populations.

B.1.37. Ecology: Explain that the amount of life any environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organic materials. Recognize, therefore, that human activities and technology can change the flow and reduce the fertility of the land.

B.1.38. Ecology: Understand and explain the significance of the introduction of species, such as zebra mussels, into American waterways, and describe the consequent harm to native species and the environment in general.

B.1.39. Ecology: Describe how ecosystems can be reasonably stable over hundreds or thousands of years. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one.

B.1.40. Ecology: Understand and explain that like many complex systems, ecosystems tend to have cyclic fluctuations around a state of rough equilibrium. However, also understand that ecosystems can always change with climate changes or when one or more new species appear as a result of migration or local evolution.

B.1.41. Ecology: Recognize that and describe how human beings are part of the earth's ecosystems. Note that human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems.

B.1.42. Ecology: Realize and explain that at times, the environmental conditions are such that plants and marine organisms grow faster than decomposers can recycle them back to the environment. Understand that layers of energy-rich organic material thus laid down have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Further understand that by burning these fossil fuels, people are passing most of the stored energy back into the environment as heat and releasing large amounts of carbon dioxide.

B.1.43. Ecology: Understand that and describe how organisms are influenced by a particular combination of living and non-living components of the environment.

B.1.44. Ecology: Describe the flow of matter, nutrients, and energy within ecosystems.

B.1.45. Ecology: Recognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of the way organisms develop within ecosystems.

B.1.46. Ecology: Recognize and describe that a great diversity of species increases the chance that at least some living things will survive in the face of large changes in the environment.

B.1.47. Ecology: Explain, with examples, that ecology studies the varieties and interactions of living things across space while evolution studies the varieties and interactions of living things across time.

IN.B.2. Biology I: Historical Perspectives of Biology: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

B.2.1. Explain that prior to the studies of Charles Darwin, the most widespread belief was that all known species were created at the same time and remained unchanged throughout history. Note that some scientists at the time believed that features an individual acquired during a lifetime could be passed on to its offspring, and the species could thereby gradually change to fit an environment better.

B.2.2. Explain that Darwin argued that only biologically inherited characteristics could be passed on to offspring. Note that some of these characteristics were advantageous in surviving and reproducing. Understand that the offspring would also inherit and pass on those advantages, and over generations the aggregation of these inherited advantages would lead to a new species.

B.2.3. Describe that the quick success of Darwin's book Origin of Species, published in 1859, came from the clear and understandable argument it made, including the comparison of natural selection to the selective breeding of animals in wide use at the time, and from the massive array of biological and fossil evidence it assembled to support the argument.

B.2.4. Explain that after the publication of Origin of Species, biological evolution was supported by the rediscovery of the genetics experiments of an Austrian monk, Gregor Mendel, by the identification of genes and how they are sorted in reproduction, and by the discovery that the genetic code found in DNA is the same for almost all organisms.

IN.C.1. Chemistry I: Principles of Chemistry: Students begin to conceptualize the general structure of the atom and the roles played by the main parts of the atom in determining the properties of materials. They investigate, through such methods as laboratory work, the nature of chemical changes and the role of energy in those changes.

C.1.1. Properties of Matter: Differentiate between pure substances and mixtures based on physical properties such as density, melting point, boiling point, and solubility.

C.1.2. Properties of Matter: Determine the properties and quantities of matter such as mass, volume, temperature, density, melting point, boiling point, conductivity, solubility, color, numbers of moles, and pH (calculate pH from the hydrogen-ion concentration), and designate these properties as either extensive or intensive.

C.1.3. Properties of Matter: Recognize indicators of chemical changes such as temperature change, the production of a gas, the production of a precipitate, or a color change.

C.1.4. Properties of Matter: Describe solutions in terms of their degree of saturation.

C.1.5. Properties of Matter: Describe solutions in appropriate concentration units (be able to calculate these units) such as molarity, percent by mass or volume, parts per million (ppm), or parts per billion (ppb).

C.1.6. Properties of Matter: Predict formulas of stable ionic compounds based on charge balance of stable ions.

C.1.7. Properties of Matter: Use appropriate nomenclature when naming compounds.

C.1.8. Properties of Matter: Use formulas and laboratory investigations to classify substances as metal or nonmetal, ionic or molecular, acid or base, and organic or inorganic.

C.1.9. The Nature of Chemical Change: Describe chemical reactions with balanced chemical equations.

C.1.10. The Nature of Chemical Change: Recognize and classify reactions of various types such as oxidation-reduction.

C.1.11. The Nature of Chemical Change: Predict products of simple reaction types including acid/base, electron transfer, and precipitation.

C.1.12. The Nature of Chemical Change: Demonstrate the principle of conservation of mass through laboratory investigations.

C.1.13. The Nature of Chemical Change: Use the principle of conservation of mass to make calculations related to chemical reactions. Calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses.

C.1.14. The Nature of Chemical Change: Use Avogadro's law to make mass-volume calculations for simple chemical reactions.

C.1.15. The Nature of Chemical Change: Given a chemical equation, calculate the mass, gas volume, and/or number of moles needed to produce a given gas volume, mass, and/or number of moles of product.

C.1.16. The Nature of Chemical Change: Calculate the percent composition by mass of a compound or mixture when given the formula.

C.1.17. The Nature of Chemical Change: Perform calculations that demonstrate an understanding of the relationship between molarity, volume, and number of moles of a solute in a solution.

C.1.18. The Nature of Chemical Change: Prepare a specified volume of a solution of given molarity.

C.1.19. The Nature of Chemical Change: Use titration data to calculate the concentration of an unknown solution.

C.1.20. The Nature of Chemical Change: Predict how a reaction rate will be quantitatively affected by changes of concentration.

C.1.21. The Nature of Chemical Change: Predict how changes in temperature, surface area, and the use of catalysts will qualitatively affect the rate of a reaction.

C.1.22. The Nature of Chemical Change: Use oxidation states to recognize electron transfer reactions and identify the substance(s) losing and gaining electrons in an electron transfer reaction.

C.1.23. The Nature of Chemical Change: Write a rate law using a chemical equation.

C.1.24. The Nature of Chemical Change: Recognize and describe nuclear changes.

C.1.25. The Nature of Chemical Change: Recognize the importance of chemical processes in industrial and laboratory settings, e.g., electroplating, electrolysis, the operation of voltaic cells, and such important applications as the refining of aluminum.

C.1.26. The Structure of Matter: Describe physical changes and properties of matter through sketches and descriptions of the involved materials.

C.1.27. The Structure of Matter: Describe chemical changes and reactions using sketches and descriptions of the reactants and products.

C.1.28. The Structure of Matter: Explain that chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent.

C.1.29. The Structure of Matter: Describe dynamic equilibrium.

C.1.30. The Structure of Matter: Perform calculations that demonstrate an understanding of the gas laws. Apply the gas laws to relations between pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases.

C.1.31. The Structure of Matter: Use kinetic molecular theory to explain changes in gas volumes, pressure, and temperature (Solve problems using pV=nRT).

C.1.32. The Structure of Matter: Describe the possible subatomic particles within an atom or ion.

C.1.33. The Structure of Matter: Use an element's location in the Periodic Table to determine its number of valence electrons, and predict what stable ion or ions an element is likely to form in reacting with other specified elements.

C.1.34. The Structure of Matter: Use the Periodic Table to compare attractions that atoms have for their electrons and explain periodic properties, such as atomic size, based on these attractions.

C.1.35. The Structure of Matter: Infer and explain physical properties of substances, such as melting points, boiling points, and solubility, based on the strength of molecular attractions.

C.1.36. The Structure of Matter: Describe the nature of ionic, covalent, and hydrogen bonds, and give examples of how they contribute to the formation of various types of compounds.

C.1.37. The Structure of Matter: Describe that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with a frequency related to the energy spacing between levels by using Planck's relationship (E=hv).

C.1.38. The Nature of Energy and Change: Distinguish between the concepts of temperature and heat.

C.1.39. The Nature of Energy and Change: Solve problems involving heat flow and temperature changes, using known values of specific heat and latent heat of phase change.

C.1.40. The Nature of Energy and Change: Classify chemical reactions and/or phase changes as exothermic or endothermic.

C.1.41. The Nature of Energy and Change: Describe the role of light, heat, and electrical energies in physical, chemical, and nuclear changes.

C.1.42. The Nature of Energy and Change: Describe that the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical reactions. The change in mass (calculated by E=mc2) is small but significant in nuclear reactions.

C.1.43. The Nature of Energy and Change: Calculate the amount of radioactive substance remaining after an integral number of half lives have passed.

C.1.44. The Basic Structures and Reactions of Organic Chemicals: Convert between formulas and names of common organic compounds.

C.1.45. The Basic Structures and Reactions of Organic Chemicals: Recognize common functional groups and polymers when given chemical formulas and names.

IN.C.2. Chemistry I: Historical Perspectives of Chemistry: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, students understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

C.2.1. Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems.

C.2.2. Describe how Lavoisier's system for naming substances and describing their

C.2.3. Explain that John Dalton's modernization of the ancient Greek ideas of element,

C.2.4. Explain how Frederich Wohler's synthesis of the simple organic compound urea from inorganic substances made it clear that living organisms carry out chemical processes not fundamentally different from inorganic chemical processes. Describe how this discovery led to the development of the huge field of organic chemistry, the industries based on it, and eventually to the field of biochemistry.

C.2.5. Explain how Arrhenius's discovery of the nature of ionic solutions contributed to the understanding of a broad class of chemical reactions.

C.2.6. Explain that the appreciation of the laws of quantum mechanics to chemistry by Linus Pauling and others made possible an understanding of chemical reactions on the atomic level.

C.2.7. Describe how the discovery of the structure of DNA by James D. Watson and Francis Crick made it possible to interpret the genetic code on the basis of a sequence of 'letters'.

IN.ES.1. Earth Science: Principles of Earth and Space Science: Students investigate, through laboratory and fieldwork, the universe, the Earth, and the processes that shape the Earth. They understand that the Earth operates as a collection of interconnected systems that may be changing or may be in equilibrium. Students connect the concepts of energy, matter, conservation, and gravitation to the Earth, solar system, and universe. Students utilize knowledge of the materials and processes of the Earth, planets, and stars in the context of the scales of time and size.

ES.1.1. The Universe: Understand and discuss the nebular theory concerning the formation of solar systems. Include in the discussion the roles of planetesimals and protoplanets.

ES.1.2. The Universe: Differentiate between the different types of stars found on the Hertzsprung-Russell Diagram. Compare and contrast the evolution of stars of different masses. Understand and discuss the basics of the fusion processes that are the source of energy of stars.

ES.1.3. The Universe: Compare and contrast the differences in size, temperature, and age between our sun and other stars.

ES.1.4. The Universe: Describe Hubble's law. Identify and understand that the 'Big Bang' theory is the most widely accepted theory explaining the formation of the universe.

ES.1.5. The Universe: Understand and explain the relationship between planetary systems, stars, multiple-star systems, star clusters, galaxies, and galactic groups in the universe.

ES.1.6. The Universe: Discuss how manned and unmanned space vehicles can be used to increase our knowledge and understanding of the universe.

ES.1.7. The Universe: Describe the characteristics and motions of the various kinds of objects in our solar system, including planets, satellites, comets, and asteroids. Explain that Kepler's laws determine the orbits of the planets.

ES.1.8. The Universe: Discuss the role of sophisticated technology such as telescopes, computers, space probes, and particle accelerators in making computer simulations and mathematical models in order to form a scientific account of the universe.

ES.1.9. The Universe: Recognize and explain that the concept of conservation of energy is at the heart of advances in fields as diverse as the study of nuclear particles and the study of the origin of the universe.

ES.1.10. The Earth: Recognize and describe that the earth sciences address planet-wide interacting systems, including the oceans, the air, the solid Earth, and life on Earth, as well as interactions with the Solar System.

ES.1.11. The Earth: Examine the structure, composition, and function of the Earth's atmosphere. Include the role of living organisms in the cycling of atmospheric gases.

ES.1.12. The Earth: Describe the role of photosynthetic plants in changing the Earth's atmosphere.

ES.1.13. The Earth: Explain the importance of heat transfer between and within the atmosphere, land masses, and oceans.

ES.1.14. The Earth: Understand and explain the role of differential heating and the role of the Earth's rotation on the movement of air around the planet.

ES.1.15. The Earth: Understand and describe the origin, life cycle, behavior, and prediction of weather systems.

ES.1.16. The Earth: Investigate the causes of severe weather, and propose appropriate safety measures that can be taken in the event of severe weather.

ES.1.17. The Earth: Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.

ES.1.18. The Earth: Demonstrate the possible effects of atmospheric changes brought on by things such as acid rain, smoke, volcanic dust, greenhouse gases, and ozone depletion.

ES.1.19. The Earth: Identify and discuss the effects of gravity on the waters of the Earth. Include both the flow of streams and the movement of tides.

ES.1.20. The Earth: Describe the relationship among ground water, surface water, and glacial systems.

ES.1.21. The Earth: Identify the various processes that are involved in the water cycle.

ES.1.22. The Earth: Compare the properties of rocks and minerals and their uses.

ES.1.23. Processes That Shape The Earth: Explain motions, transformations, and locations of materials in the Earth's lithosphere and interior. For example, describe the movement of the plates that make up the crust of the earth and the resulting formation of earthquakes, volcanoes, trenches, and mountains.

ES.1.24. Processes That Shape The Earth: Understand and discuss continental drift, sea-floor spreading, and plate tectonics. Include evidence that supports the movement of the plates such as magnetic stripes on the ocean floor, fossil evidence on separate continents, and the continuity of geological features.

ES.1.25. Processes That Shape The Earth: Investigate and discuss the origin of various landforms, such as mountains and rivers, and how they affect and are affected by human activities.

ES.1.26. Processes That Shape The Earth: Differentiate among the processes of weathering, erosion, transportation of materials, deposition, and soil formation.

ES.1.27. Processes That Shape The Earth: Illustrate the various processes that are involved in the rock cycle, and discuss how the total amount of material stays the same through formation, weathering, sedimentation, and reformation.

ES.1.28. Processes That Shape The Earth: Discuss geologic evidence, including fossils and radioactive dating, in relation to the Earth's past.

ES.1.29. Processes That Shape The Earth: Recognize and explain that in geologic change, the present arises from the materials of the past in ways that can be explained according to the same physical and chemical laws.

IN.ES.2. Earth Science: Historical Perspectives of Earth and Space Science: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

ES.2.1. Understand and explain that Claudius Ptolemy, an astronomer living in the second century A.D., devised a powerful mathematical model of the universe based on constant motion in perfect circles and circles on circles. Further understand that with the model, he was able to predict the motions of the sun, moon, and stars, and even of the irregular 'wandering stars' now called planets.

ES.2.2. Understand that and describe how in the 16th century the Polish astronomer Nicholas Copernicus suggested that all those same motions outlined by Ptolemy could be explained by imagining that the earth was turning on its axis once a day and orbiting around the sun once a year. Note that this explanation was rejected by nearly everyone because it violated common sense and required the universe to be unbelievably large. Also understand that Copernicus's ideas flew in the face of belief, universally held at the time, that the Earth was at the center of the universe.

ES.2.3. Understand that and describe how Johannes Kepler, a German astronomer who lived at about the same time as Galileo, used the unprecedented precise observational data of the Danish astronomer Tycho Brahe. Know that Kepler showed mathematically that Copernicus's idea of a sun-centered system worked better than any other system if uniform circular motion was replaced with variable-speed, but predictable, motion along off-center ellipses.

ES.2.4. Explain that by using the newly invented telescope to study the sky, Galileo made many discoveries that supported the ideas of Copernicus. Recognize that it was Galileo who found the moons of Jupiter, sunspots, craters and mountains on the moon, the phases of Venus, and many more stars than were visible to the unaided eye.

ES.2.5. Explain that the idea, that the Earth might be vastly older than most people believed, made little headway in science until the work of Lyell and Hutton.

ES.2.6. Describe that early in the 20th century the German scientist, Alfred Wegener, reintroduced the idea of moving continents, adding such evidence as the underwater shapes of the continents, the similarity of life forms and land forms in corresponding parts of Africa and South America, and the increasing separation of Greenland and Europe. Also know that very few contemporary scientists adopted his theory because Wegener was unable to propose a plausible mechanism for motion.

ES.2.7. Explain that the theory of plate tectonics was finally accepted by the scientific community in the 1960s when further evidence had accumulated in support of it. Understand that the theory was seen to provide an explanation for a diverse array of seemingly unrelated phenomena, and there was a scientifically sound physical explanation of how such movement could occur.

IN.ENV.1. Environmental Science: Principles of Environmental Science: Students investigate, through laboratory and fieldwork, the concepts of environmental systems, populations, natural resources, and environmental hazards.

Env.1.1. Environmental Systems: Know and describe how ecosystems can be reasonably stable over hundreds or thousands of years. Consider as an example the ecosystem of the Great Plains prior to the advent of the horse in Native American Plains societies, from then until the advent of agriculture, and well into the present.

Env.1.2. Environmental Systems: Understand and describe that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one.

Env.1.3. Environmental Systems: Understand and explain that ecosystems have cyclic fluctuations such as seasonal changes or changes in populations as a result of migrations.

Env.1.4. Environmental Systems: Understand and explain that human beings are part of the earth's ecosystems, and give examples of how human activities can, deliberately or inadvertently, alter ecosystems.

Env.1.5. Environmental Systems: Explain how the size and rate of growth of the human population in any location is affected by economic, political, religious, technological, and environmental factors, some of which are influenced by the size and rate of growth of the population.

Env.1.6. Environmental Systems: Describe and give examples about how the decisions of one generation both provide and limit the range of possibilities open to the next generation.

Env.1.7. Environmental Systems: Recognize and explain that in evolutionary change, the present arises from the materials of the past and in ways that can be explained, such as the formation of soil from rocks and dead organic matter.

Env.1.8. Environmental Systems: Recognize and describe the difference between systems in equilibrium and systems in disequilibrium.

Env.1.9. Environmental Systems: Diagram the cycling of carbon, nitrogen, phosphorus, and water.

Env.1.10. Environmental Systems: Identify and measure biological, chemical, and physical factors within an ecosystem.

Env.1.11. Environmental Systems: Locate, identify, and explain the role of the major earth biomes and discuss how the abiotic and biotic factors interact within these ecosystems.

Env.1.12. Environmental Systems: Explain the process of succession, both primary and secondary, in terrestrial and aquatic ecosystems.

Env.1.13. Flow of Matter and Energy: Understand and describe how layers of energy rich organic material have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Recognize that by burning these fossil fuels, people are passing stored energy back into the environment as heat and releasing large amounts of carbon dioxide.

Env.1.14. Flow of Matter and Energy: Recognize and explain that the amount of life any environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle organic materials from the remains of dead organisms.

Env.1.15. Flow of Matter and Energy: Describe how the chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways.

Env.1.16. Flow of Matter and Energy: Cite examples of how all fuels have advantages and disadvantages that society must question when considering the trade-offs among them, such as how energy use contributes to the rising standard of living in the industrially developing nations. However, explain that this energy use also leads to more rapid depletion of the earth's energy resources and to environmental risks associated with the use of fossil and nuclear fuels.

Env.1.17. Flow of Matter and Energy: Describe how decisions to slow the depletion of energy sources through efficient technology can be made at many levels, from personal to national, and they always involve trade-offs of economic costs and social values.

Env.1.18. Flow of Matter and Energy: Illustrate the flow of energy through various trophic levels of food chains and food webs within an ecosystem. Describe how each link in a food web stores some energy in newly made structures and how much of the energy is dissipated into the environment as heat. Understand that a continual input of energy from sunlight is needed to keep the process going.

Env.1.19. Populations: Demonstrate and explain how the factors such as birth rate, death rate, and migration rate determine growth rates of populations.

Env.1.20. Populations: Demonstrate how resources, such as food supply, influence populations.

Env.1.21. Natural Resources: Differentiate between renewable and non-renewable resources, and compare and contrast the pros and cons of using non-renewable resources.

Env.1.22. Natural Resources: Demonstrate a knowledge of the distribution of natural resources in the U.S. and the world, and explain how natural resources influence relationships among nations.

Env.1.23. Natural Resources: Recognize and describe the role of natural resources in providing the raw materials for an industrial society.

Env.1.24. Natural Resources: Give examples of the various forms and uses of fossil fuels and nuclear energy in our society.

Env.1.25. Natural Resources: Recognize and describe alternative sources of energy provided by water, the atmosphere, and the sun.

Env.1.26. Natural Resources: Identify specific tools and technologies used to adapt and alter environments and natural resources in order to meet human physical and cultural needs.

Env.1.27. Natural Resources: Understand and describe the concept of integrated natural resource management and the values of managing natural resources as an ecological unit.

Env.1.28. Natural Resources: Understand and describe the concept and the importance of natural and human recycling in conserving our natural resources.

Env.1.29. Natural Resources: Recognize and describe important environmental legislation, such as the Clean Air Act and the Clean Water Act.

Env.1.30. Environmental Hazards: Describe how agricultural technology requires trade-offs between increased production and environmental harm and between efficient production and social values.

Env.1.31. Environmental Hazards: Understand and explain that waste management includes considerations of quantity, safety, degradability, and cost. Understand also that waste management requires social and technological innovations because waste-disposal problems are political and economic as well as technical.

Env.1.32. Environmental Hazards: Understand and describe how nuclear reactions release energy without the combustion products of burning fuels, but that the radioactivity of fuels and by-products poses other risks which may last for thousands of years.

Env.1.33. Environmental Hazards: Identify natural earth hazards, such as earthquakes and hurricanes, and identify the regions in which they occur as well as the short term and long term effects on the environment and on people.

Env.1.34. Environmental Hazards: Differentiate between natural pollution and pollution caused by humans and give examples of each.

Env.1.35. Environmental Hazards: Compare and contrast the beneficial and harmful effects of an environmental stressor such as herbicides and pesticides on plants and animals. Give examples of secondary effects on other environmental components.

IN.ENV.2. Environmental Science: Historical Perspectives of Environmental Science: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

Env.2.1. Explain that Rachael Carson's book, Silent Spring, explained how pesticides were causing serious pollution and killing many organisms. Understand that it was the first time anyone had publicly shown how poisons affect anything in nature. Note in particular that the book detailed how the pesticide DDT had gotten into the food chain. Understand that as a result of Silent Spring, there are now hundreds of national, state, and local laws that regulate pesticides.

Env.2.2. Explain that Henry Cowles found the Indiana Dunes and Lake Michigan shoreline area a natural laboratory for developing important principles of plant succession.

IN.AP.1. Human Anatomy and Physiology: Cells and Tissues with Related Membranes: Students should understand that molecules make up the fabric of living cells, which, in turn, make up tissues. Students should know the role of adhesion molecules, the classification of tissues, and the various cell types found in them.

AP.1.1 Compare and contrast the different ways in which substances cross the plasma membrane including diffusion and osmosis, facilitated diffusion, active transport, endocytosis, and exocytosis.

AP.1.2 Describe the importance of proteins in cell function and structure. Give specific examples of proteins and their functions and describe how proteins are synthesized.

AP.1.3 Describe the general structure of an epithelium including the basement membrane. Describe the types and locations of epithelia. Describe endocrine and exocrine glands and their development from glandular epithelium. Compare and contrast epithelial and synovial membranes.

AP.1.4 Compare and contrast the structure and function of cells that make up the various types of muscle tissue, nerve tissue, and connective tissue.

AP.1.5 Discuss the important physiological functions of the skin. Describe the structure of the skin, including the hypodermis, dermis, and the layers of the epidermis. Discuss the accessory structures of the skin: hairs, nails, and glands.

IN.AP.2. Human Anatomy and Physiology: Movement and Support in Humans: Students know the physiology and structure of bones and skeletal muscle as they interact to provide movement and support of the human body. Students understand the chemical and microscopic structure of bone; its development, repair, turnover, and growth; and its ability to heal when damaged. Students know that although the skeleton is made up of rigid bones, many joints allow for movement.

AP.2.1 Bone Structure and Physiology, The Skeleton and the Joints: Explain the anatomical position and the terms that describe relative positions, body planes, and body regions. Describe the body cavities, their membranes, and the organs within each cavity; the major organ systems; and their role in the functioning of the body.

AP.2.2 Bone Structure and Physiology, The Skeleton and the Joints: Distinguish bones according to shape and describe the major functions of bone. Describe the structure of a typical long bone and indicate how each part functions in the physiology and growth of the bone.

AP.2.3 Bone Structure and Physiology, The Skeleton and the Joints: Compare and contrast the microscopic organization of compact (cortical) bone and spongy (trabecular) bone. Describe the types of cell found in bone and their role in bone growth and control of bone mass.

AP.2.4 Bone Structure and Physiology, The Skeleton and the Joints: Distinguish the axial from the appendicular skeleton and name the major bones of each. Locate and identify the bones and the major features of the bones that make up the skull, vertebral column, thoracic cage, pectoral girdle, upper limb, pelvic girdle, and lower limb.

AP.2.5 Bone Structure and Physiology, The Skeleton and the Joints: Describe the major types of joints in terms of their mobility and the tissues that hold them together. Describe the structures that make up a synovial joint; describe synovial fluid and its properties.

AP.2.6 Muscle Structure and Physiology: Compare and contrast the microscopic structure, organization, function, and molecular basis of contraction in skeletal, smooth, and cardiac muscle.

AP.2.7 Muscle Structure and Physiology: Name the components of a skeletal muscle fiber and describe their functions. Describe how the thin and thick filaments are organized in the sarcomere. Explain the molecular processes and biochemical mechanisms that provide energy for muscle contraction and relaxation.

AP.2.8 Muscle Structure and Physiology: Describe a motor unit and its importance in controlling the force and velocity of muscle contraction. Describe the neuromuscular junction and the neurotransmitter released at the neuromuscular junction.

AP.2.9 Muscle Structure and Physiology: Identify the major muscles on a diagram of the body's musculature and describe the movements associated with each of them.

AP.2.10 Muscle Structure and Physiology: Distinguish between isotonic and isometric contractions of skeletal muscle; cite examples of each and discuss how muscle contraction is amplified by the use of lever systems.

AP.2.11 Muscle Structure and Physiology: Explain what is meant by muscular hypertrophy and atrophy and the causes of these conditions.

IN.AP.3. Human Anatomy and Physiology: Nervous Tissue and Neurophysiology: Students recognize that the nervous system, together with the endocrine system, controls and integrates the workings of the human body. Students recognize that nerve cells are the functional cellular units of the nervous system, and that their activity allows for rapid transmission of information along their axons as well as an ability to network by 'talking' to other nerve cells.

AP.3.1 Discuss the three basic types of activity in the nervous system: (1) sensory; (2) integration, interpretation, information storage, decision-making; (3) motor function. Distinguish the structures of the various functional types of neurons; diagram the structure of a motor neuron and explain the function of each component.

AP.3.2 Describe the different types of neuroglial cells. Describe the function of oligodendrocytes and Schwann cells; describe the structure and function of the myelin sheath and the role that Schwann cells play in regeneration of a severed nerve axon.

AP.3.3 Discuss mathematically the origin of the resting potential, referring to the intra- and extracellular concentrations of sodium and potassium ions, the permeability of the plasma membrane to these ions, and the intracellular concentration of negatively-charged proteins.

AP.3.4 Explain the changes in membrane potential during the action potential and their relationship to the number of open channels for sodium and potassium ions.

AP.3.5 Explain the structure and the role of excitatory and inhibitory neurotransmitters in a synapse. Explain why it is important to remove a neurotransmitter after it has been released and describe two mechanisms for doing this.

IN.AP.4. Human Anatomy and Physiology: Structure and Function of the Nervous System: Students should understand that the nervous system is divided into the peripheral nervous system and the central nervous system. Students should be familiar with the structure and functions of the spinal cord and the subdivisions of the brain.

AP.4.1 Recognize that the nervous system is divided into the peripheral nervous system and the central nervous system.

AP.4.2 Describe the meninges that cover the brain and spinal cord. Describe the ventricles in the brain and how they are interconnected.

AP.4.3 Describe the secretion, flow pathways, and absorption of cerebrospinal fluid, its locations, and explain its functions.

AP.4.4 Discuss the functions of the spinal cord. Describe the five segments (regions) of the spinal cord and explain its cross-sectional anatomy in terms of organization.

AP.4.5 Describe a dermatome and its clinical importance.

AP.4.6 Describe the various types of spinal reflex and discuss their importance with regards to posture and avoidance of painful stimuli.

AP.4.7 Discuss the components and broad function of the brain stem and the diencephalon. Describe and give the functions of the various structures that make up the cerebrum including the cerebral cortex and its anatomical divisions, the cerebral components of the basal ganglia, and the corpus callosum.

AP.4.8 Describe the functions and locations of the motor, sensory, and association areas of the cerebral cortex.

AP.4.9 Explain hemispheric dominance.

AP.4.10 Describe the structure and functions of the cerebellum and its nuclei regarding postural control, smooth coordination of movements, and motor learning.

AP.4.11 Describe the major characteristics of the autonomic nervous system and contrast its efferent pathways with those of the somatic nervous system. Compare and contrast the actions, origins, and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system including their associated ganglia and neurotransmitters.

IN.AP.5. Human Anatomy and Physiology: Sensory Systems: Students should describe the structure and function of sensory receptors and their role in human survival.

AP.5.1 Somatic Senses: Distinguish between somatic senses and special senses and classify sensory receptors according to the types of stimuli that activate them.

AP.5.2 Somatic Senses: Explain how information on stimulus intensity and stimulus quality is signaled to the brain.

AP.5.3 Somatic Senses: Explain what is meant by sensory receptor adaptation and give examples related to everyday experience.

AP.5.4 Special Senses: Describe the structure, function, and location of olfactory and taste receptor cells.

AP.5.5 Special Senses: Name the parts of the eye: explain the function of the parts involved in light detection with the parts defining the optical properties of the eye.

AP.5.6 Special Senses: Describe the three regions of the ear. Distinguish the structure and function of the vestibular apparatus from the auditory apparatus. Describe how sound is transmitted from the external auditory meatus to the cochlea.

IN.AP.6. Human Anatomy and Physiology: Endocrine System: Students understand the structure and function of the endocrine system in relation to digestion and metabolism, homeostasis, survival, growth, development, and reproduction

AP.6.1 Discuss the difference between an endocrine gland and an exocrine gland. Explain the nature of a hormone and the importance of the endocrine system in relation to digestion and metabolism, homeostasis, survival, growth, development, and reproduction. Contrast the endocrine glands that are exclusively endocrine in function with endocrine tissue found in organs that also have other functions.

AP.6.2 Identify the various chemical classes to which hormones belong and explain that some hormones act via second messengers while others affect gene expression.

AP.6.3 Discuss neural, hormonal, and other chemical compounds that control hormone secretion. Using examples, describe negative feedback in the control of hormone secretion.

AP.6.4 Describe the structure and hormones of the hypothalamus-pituitary complex, and the function of these hormones in controlling the thyroid, gonads, and adrenal cortex. Describe structure of these glands and the functions of the hormones secreted by them. For the glands that are not under the control of the hypothalamus-pituitary complex (e.g. the parathyroid, the pancreas, the pineal gland, and the adrenal medulla), describe their structure, the hormones secreted and their function, and their stimuli for secretion.

AP.6.5 Discuss how the hypothalamus-pituitary complex, the sympathetic nervous system, the adrenal medulla, and the adrenal cortex are all involved in the response to stress.

IN.AP.7. Human Anatomy and Physiology: The Blood: Students understand the functions of blood including its role in essential protection to combat invading microorganisms, acute inflammation, and immune responses.

AP.7.1 Describe the functions of the blood and distinguish whole blood from plasma and serum. Classify and explain the functions of the formed elements found in blood and describe where they are produced.

AP.7.2 Describe how erythropoietin regulates red blood cell production in response to anoxia.

AP.7.3 Explain the ABO blood types and discuss their importance during a blood transfusion.

AP.7.4 Describe hemostasis and the basic processes in blood clotting.

IN.AP.8. Human Anatomy and Physiology: The Cardiovascular System: Students recognize the anatomy and function of the heart and blood vessels. Because diseases of the cardiovascular system are a major cause of death in this country, it is important to understand the normal physiology of the heart and blood vessels.

AP.8.1 The Heart and Blood Vessels: Discuss the functions of the circulatory system; describe with the aid of a diagram the basic arrangement of the cardiovascular system and blood flow through it (include the pulmonary and systemic circuits). Describe how oxygen and carbon dioxide are transported in the blood.

AP.8.2 The Heart and Blood Vessels: Describe the layers found in the walls of blood vessels and discuss the relative prominence of these layers in the different types of blood vessels. Include an analysis of vasoconstriction and vasodilatation and their importance in controlling blood flow through tissues. Describe both the venous pump and varicose veins.

AP.8.3 The Heart and Blood Vessels: Diagram the structure of a capillary bed and explain how materials move in and out of capillaries. Discuss edema.

AP.8.4 The Heart and Blood Vessels: Describe the structure of the heart: including the pericardium. Describe the major vessels entering and leaving the heart and the regions they serve. Explain how the heart valves ensure one-way blood flow during systole and diastole. Discuss the heart sounds.

AP.8.5 The Heart and Blood Vessels: Discuss the importance of the baroreceptor reflex in the regulation of blood pressure. Explain what is meant by hypertension and mention some of the dangers associated with hypertension.

AP.8.6 Electrical Activity of the Heart and the Electrocardiogram: Describe how the action potential of a cardiac muscle cell differs from that of a neuron. Describe the importance of calcium ion influx during the plateau phase of the action potential. Discuss the functioning of pacemaker cells and how the wave of depolarization is transmitted to the ventricles.

AP.8.7 Electrical Activity of the Heart and the Electrocardiogram: Explain the origins of the waves of the electrocardiogram and their medical significance in diagnosis of a heart problem.

AP.8.8 Adjustment of the Cardiovascular System to Exercise and Hemorrhage: Explain the similarities and differences between the adjustment of the cardiovascular system to exercise and hemorrhage. Contrast changes in the distribution of blood flow and cardiac output and explain the importance of the sympathetic branch of the autonomic nervous system in these responses.

IN.AP.9. Human Anatomy and Physiology: The Lymphatic System: Students should understand the role of the lymphatic system in the body's defense against marauding pathogens. Students should also understand that many of the cells of the immune system are formed, reside in, are processed in, or travel within and through the structures of the lymphatic system. Students should understand these structures, classify them, and know their location.

AP.9.1 Discuss the major anatomical structures and functions of the lymphatic system including the lymphatic vessels; the structure and major groupings of lymph nodes; and the structures and functions of the spleen, thymus, and bone marrow.

AP.9.2 Describe the formation of lymph and its movement through the lymphatic system.

IN.AP.10. Human Anatomy and Physiology: Immune Mechanisms: Students should know that pathogens attempt to invade our bodies to take advantage of our nutrients and our protein synthetic machinery. Students should understand the various lines of defense including the two immune systems that save us from certain death by infection. Students should know the cellular and non-cellular components of the innate, natural, non-specific immune system and the specific, acquired immune system.

AP.10.1 Discuss the different types of pathogens and outline the strategies the body uses to protect itself from them. Distinguish non-specific, innate, or natural immunity from specific or acquired immunity. Recognize their overlap and describe their cellular and non-cellular components.

AP.10.2 Describe the mechanisms of the acute inflammatory response, its causes, and the role of chemical signaling molecules.

AP.10.3 Describe the development and maturation of B- and T-lymphocytes. Discuss why the development of self-tolerance is important.

AP.10.4 Define and discuss antigens, antibodies, and complement.

IN.AP.11. Human Anatomy and Physiology: The Respiratory System: Students should understand why it is necessary to breathe. They should understand how breathing is controlled, how the mechanical aspects of the breathing processes occur, and how ventilation of the lungs changes in response to changes in blood oxygen, carbon dioxide, and pH.

AP.11.1 Recognize that breathing supplies oxygen that is critical for oxidative phosphorylation. Describe the anatomy of the respiratory system and the route taken by the inspiratory flow of air from the nose into the alveoli.

AP.11.2 Contrast the mechanisms of inspiration and expiration (quiet and forced) and explain the role of various muscles and of lung elasticity in this process. Compare the percentages of the oxygen and carbon dioxide in the external air to the percentages in the alveolar and the pulmonary capillaries. Explain the meaning of partial pressure.

AP.11.3 Explain the use of the spirometer and describe the data it generates in a spirogram.

AP.11.4 Describe the neuronal networks controlling respiration. Contrast and compare the chemoreceptors involved in control of respiration and the stimuli to which they respond. Explain how these receptors affect ventilation under conditions of low arterial oxygen partial pressure, high arterial carbon dioxide, and low arterial pH.

IN.AP.12. Human Anatomy and Physiology: The Digestive System: Students should be able to define the digestive system and to state the structures, regulators, and functions of its primary and accessory structures and organs. Students should be able to explain why food is essential for life. They should understand the anatomy of the splanchnic circulation and its relationship to the liver.

AP.12.1 Describe the organs and organ relationships of the gastrointestinal tract and the cells and layers found in its walls. Include the salivary glands, liver, and pancreas.

AP.12.2 Describe the functions of all the structural components and enzymes of the gastrointestinal tract and accessory organs in relation to the processing, digesting, and absorbing of the three major food classes. State the chemical forms in which the three major food classes are absorbed. Explain the roles of the lacteals and the hepatic portal vein in transporting the products of digestion.

AP.12.3 Describe the regulation of the enzyme and bicarbonate content of the pancreatic juice.

AP.12.4 Describe the microscopic anatomy of the liver and its relationship to the functions of the liver.

IN.AP.13. Human Anatomy and Physiology: The Urinary System: Students should understand the microscopic and macroscopic anatomy of the renal system. Students should understand the function of the kidneys in relation to homeostatic control of bodily fluids, blood pressure, and erythrocyte production. They should understand micturition, the properties of urine, and the physiological processes involved in the production of urine. Students should understand the importance of a high blood flow through the kidneys and the kidney's role in control of sugar, salts, and water.

AP.13.1 Discuss the functions of the kidneys. Describe the anatomy of the renal system, including the gross anatomy, blood supply, and location of the kidneys, and the layers in the walls of the ureters and urinary bladder.

AP.13.2 Explain the neural basis of micturition including the function of the sphincters associated with the male and female urethra.

AP.13.3 Describe the internal structure of the kidney; describe the parts of a nephron and how they are involved in the three steps in the production of urine; compare the composition of plasma and ultrafiltrate and discuss the percentages of filtered water, sodium, and glucose normally reabsorbed by the kidney tubules.

AP.13.4 Explain the importance of the juxtaglomerular cells in the secretion of renin, which plays a central role in controlling blood pressure by controlling blood levels of angiotensin and aldosterone.

IN.AP.14. Human Anatomy and Physiology: Fluid, Electrolyte and Acid-Base Balance: Students should explain how we control the salt content and volume of the fluid that surrounds the cells of our bodies and why this control is necessary. Students should be able to explain why it is necessary to control the pH of the fluids in our bodies. They should be able to define alkalosis and acidosis. Students should know the various sources of acid and the three ways in which the body defends itself against lethal changes of pH.

AP.14.1 Contrast the volume and electrolyte content of the intracellular and extracellular fluid compartments. Explain the importance of sodium, potassium, and calcium in the body's physiology.

AP.14.2 Discuss how the volume of body fluid is determined by the balance between ingested and metabolic water on the one hand and water lost in the urine, respiration, feces, and sweating on the other hand. Describe the factors that generate the sensation of thirst. Describe how the kidneys respond to excess water intake and to dehydration; explain the role of antidiuretic hormone and of other hormones that control sodium and water absorption in the kidney.

AP.14.3 Describe how food and metabolic processes add acid to the body fluids; recognize how chemical buffers, the lungs and the kidneys, interact in protecting the body against lethal changes of pH.

AP.14.4 Explain the difference between metabolic and respiratory acidosis and alkalosis.

IN.AP.15. Human Anatomy and Physiology: Reproduction and Development: Student should explain the structure, function and hormonal control of the male and female reproductive systems, fertilization, early embryonic development, pregnancy, and parturition.

AP.15.1 Discuss the anatomy and physiology of the male and female reproductive systems. Compare and contrast oogenesis and spermatogenesis. Distinguish between diploid germ cells and haploid/monoploid sex cells.

AP.15.2 Describe the related hormones, their cell origins, and their functions; explain the functions of the gonadotropins FSH and LH in males and females.

AP.15.3 Explain what is happening during the follicular, ovulatory, and luteal phases of the menstrual cycle. Describe how estradiol and progesterone released by the ovaries are responsible for the phases of the uterine cycle.

AP.15.4 Describe how spermatozoa move through the female reproductive tract and describe the process of fertilization.

AP.15.5 Explain the differences among dikaryon zygote, a zygote, a morula, and a blastocyst; recognize that the blastocyst secretes human gonadotropin, which prolongs the life of the corpus luteum and therefore, maintains levels of progesterone. Describe the process of implantation, development of the placenta, the substances that move across it, and the role of the placenta in maintaining the high levels of progesterone essential for a successful pregnancy.

IN.CP.1. Integrated Chemistry: Principles of Integrated Chemistry - Physics: Students begin to conceptualize the general architecture of the atom and the roles played by the main constituents of the atom in determining the properties of materials. They investigate, using such methods as laboratory work, the different properties of matter. They investigate the concepts of relative motion, the action/reaction principle, wave behavior, and the interaction of matter and energy.

CP.1.1. Structure and Properties of Matter: Understand and explain that atoms have a positive nucleus (consisting of relatively massive positive protons and neutral neutrons) surrounded by negative electrons of much smaller mass, some of which may be lost, gained, or shared when interacting with other atoms.

CP.1.2. Structure and Properties of Matter: Realize that and explain how a neutral atom's atomic number and mass number can be used to determine the number of protons, neutrons, and electrons that make up an atom.

CP.1.3. Structure and Properties of Matter: Understand, and give examples to show, that isotopes of the same element have the same numbers of protons and electrons but differ in the numbers of neutrons.

CP.1.4. Structure and Properties of Matter: Know and explain that physical properties can be used to differentiate among pure substances, solutions, and heterogeneous mixtures.

CP.1.5. Changes in Matter: Distinguish among chemical and physical changes in matter by identifying characteristics of these changes.

CP.1.6. Changes in Matter: Understand and explain how an atom can acquire an unbalanced electrical charge by gaining or losing electrons.

CP.1.7. Changes in Matter: Identify the substances gaining and losing electrons in simple oxidation-reduction reactions.

CP.1.8. Changes in Matter: Know and explain that the nucleus of a radioactive isotope is unstable and may spontaneously decay, emitting particles and/or electromagnetic radiation.

CP.1.9. Changes in Matter: Show how the predictability of the nuclei decay rate allows radioactivity to be used for estimating the age of materials that contain radioactive substances.

CP.1.10. Changes in Matter: Understand that the Periodic Table is a listing of elements arranged by increasing atomic number, and use it to predict whether a selected atom would gain, lose, or share electrons as it interacts with other selected atoms.

CP.1.11. Changes in Matter: Understand and give examples to show that an enormous variety of biological, chemical, and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.

CP.1.12. Changes in Matter: Realize and explain that because mass is conserved in chemical reactions, balanced chemical equations must be used to show that atoms are conserved.

CP.1.13. Changes in Matter: Explain that the rate of reactions among atoms and molecules depends on how often they encounter one another, which is in turn affected by the concentrations, pressures, and temperatures of the reacting materials.

CP.1.14. Changes in Matter: Understand and explain that catalysts are highly effective in encouraging the interaction of other atoms and molecules.

CP.1.15. Energy Transformations: Understand and explain that whenever the amount of energy in one place or form diminishes, the amount in other places or forms increases by the same amount.

CP.1.16. Energy Transformations: Explain that heat energy in a material consists of the disordered motions of its atoms or molecules.

CP.1.17. Energy Transformations: Know and explain that transformations of energy usually transform some energy into the form of heat, which dissipates by radiation or conduction into cooler surroundings.

CP.1.18. Energy Transformations: Recognize and describe the heat transfer associated with a chemical reaction or a phase change as either exothermic or endothermic, and understand the significance of the distinction.

CP.1.19. Energy Transformations: Understand and explain that the energy released whenever heavy nuclei split or light nuclei combine is roughly a million times greater than the energy absorbed or released in a chemical reaction. (E=mc2)

CP.1.20. Energy Transformations: Realize and explain that the energy in a system is the sum of both potential energy and kinetic energy.

CP.1.21. Motion: Understand and explain that the change in motion of an object (acceleration) is proportional to the net force applied to the object and inversely proportional to the object's mass.

CP.1.22. Motion: Recognize and explain that whenever one object exerts a force on another, an equal and opposite force is exerted back on it by the other object.

CP.1.23. Motion: Understand and explain that the motion of an object is described by its position, velocity, and acceleration.

CP.1.24. Motion: Recognize and explain that waves are described by their velocity, wavelength, frequency or period, and amplitude.

CP.1.25. Motion: Understand and explain that waves can superpose on one another, bend around corners, reflect off surfaces, be absorbed by materials they enter, and change direction when entering a new material.

CP.1.26. Motion: Realize and explain that all motion is relative to whatever frame of reference is chosen, for there is no absolute motionless frame from which to judge all motion.

CP.1.27. Forces of Nature: Recognize and describe that gravitational force is an attraction between masses and that the strength of the force is proportional to the masses and decreases rapidly as the square of the distance between the masses increases.

CP.1.28. Forces of Nature: Realize and explain that electromagnetic forces acting within and between atoms are vastly stronger than the gravitational forces acting between atoms.

CP.1.29. Forces of Nature: Understand and explain that at the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together and thus, are involved in all chemical reactions.

CP.1.30. Forces of Nature: Understand and explain that in materials, there are usually equal proportions of positive and negative charges, making the materials as a whole electrically neutral. However, also know that a very small excess or deficit of negative charges will produce noticeable electric forces.

CP.1.31. Forces of Nature: Realize and explain that moving electric charges produce magnetic forces, and moving magnets produce electric forces.

IN.CP.2. Integrated Chemistry: Historical Perspectives of Integrated Chemistry - Physics: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

CP.2.1. Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems.

CP.2.2. Describe how Lavoisier's system for naming substances and describing their reactions contributed to the rapid growth of chemistry by enabling scientists everywhere to share their findings about chemical reactions with one another without ambiguity.

CP.2.3. Explain that John Dalton's modernization of the ancient Greek ideas of element, atom, compound, and molecule strengthened the new chemistry by providing physical explanations for reactions that could be expressed in quantitative terms.

CP.2.4. Explain that Isaac Newton created a unified view of force and motion in which motion everywhere in the universe can be explained by the same few rules. Note that his mathematical analysis of gravitational force and motion showed that planetary orbits had to be the very ellipses that Johannes Kepler had demonstrated two generations earlier.

CP.2.5. Describe that Newton's system was based on the concepts of mass, force, and acceleration, his three laws of motion relating them, and a physical law stating that the force of gravity between any two objects in the universe depends only upon their masses and the distance between them.

CP.2.6. Explain that the Newtonian model made it possible to account for such diverse phenomena as tides, the orbits of the planets and moons, the motion of falling objects, and the earth's equatorial bulge.

CP.2.7. Describe that among the surprising ideas of Albert Einstein's special relativity is that nothing can travel faster than the speed of light, which is the same for all observers no matter how they or the light source happen to be moving.

CP.2.8. Explain that the special theory of relativity is best known for stating that any form of energy has mass, and that matter itself is a form of energy.

CP.2.9. Describe that general relativity theory pictures Newton's gravitational force as a distortion of space and time.

CP.2.10. Explain that Marie and Pierre Curie made radium available to researchers all over the world, increasing the study of radioactivity and leading to the realization that one kind of atom may change into another kind, and so must be made up of smaller parts.

CP.2.11. Explain that Rutherford and his colleagues discovered that the heavy radioactive element uranium spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus.

CP.2.12. Describe that later, Austrian and German scientists showed that when uranium is struck by neutrons, it splits into two nearly equal parts plus one or two extra neutrons. Note that Lise Meitner, an Austrian physicist, was the first to point out that if these fragments added up to less mass than the original uranium nucleus, then Einstein's special relativity theory predicted that a large amount of energy would be released. Also note that Enrico Fermi, an Italian working with colleagues in the United States, showed that the extra neutrons trigger more fissions and so create a sustained chain reaction in which a prodigious amount of energy is given off.

IN.P.1. Physics: Principles of Physics: Students recognize the nature and scope of physics, including its relationship to other sciences and its ability to describe the natural world. Students learn how physics describes the natural world, using quantities such as velocity, acceleration, force, energy, momentum, and charge. Through experimentation and analysis, students develop skills that enable them to understand the physical environment. They learn to make predictions about natural phenomena by using physical laws to calculate or estimate these quantities. Students learn that this description of nature can be applied to diverse phenomena at scales ranging from the subatomic to the structure of the universe and include every day events. Students learn how the ideas they study in physics can by used in concert with the ideas of the other sciences. They also learn how physics can help to promote new technologies. Students will be able to communicate what they have learned orally, mathematically, using diagrams, and in writing.

P.1.1. The Properties of Matter: Describe matter in terms of its fundamental constituents, and be able to differentiate among those constituents.

P.1.2. The Properties of Matter: Measure or determine the physical quantities including mass, charge, pressure, volume, temperature, and density of an object or unknown sample.

P.1.3. The Properties of Matter: Describe and apply the kinetic molecular theory to the states of matter.

P.1.4. The Properties of Matter: Employ correct units in describing common physical quantities.

P.1.5. The Relationships Between Motion and Force: Use appropriate vector and scalar quantities to solve kinematics and dynamics problems in one and two dimensions.

P.1.6. The Relationships Between Motion and Force: Describe and measure motion in terms of position, time, and the derived quantities of velocity and acceleration.

P.1.7. The Relationships Between Motion and Force: Use Newton's Laws (e.g., F = ma) together with the kinematic equations to predict the motion of an object.

P.1.8. The Relationships Between Motion and Force: Describe the nature of centripetal force and centripetal acceleration (including the formula a = v2/r), and use these ideas to predict the motion of an object.

P.1.9. The Relationships Between Motion and Force: Use the conservation of energy and conservation of momentum laws to predict, both conceptually and quantitatively, the results of the interactions between objects.

P.1.10. The Relationships Between Motion and Force: Demonstrate an understanding of the inverse square nature of gravitational and electrostatic forces.

P.1.11. The Nature of Energy: Recognize energy in its different manifestations such as kinetic (KE = 1/2 mv2), gravitational potential (PE = mgh), thermal, chemical, nuclear, electromagnetic, or mechanical.

P.1.12. The Nature of Energy: Use the law of conservation of energy to predict the outcome(s) of an energy transformation.

P.1.13. The Nature of Energy: Use the concepts of temperature, thermal energy, transfer of thermal energy, and the mechanical equivalent of heat to predict the results of an energy transfer.

P.1.14. The Nature of Energy: Explain the relation between energy (E) and power (P). Explain the definition of the unit of power, the watt.

P.1.15. Momentum and Energy: Distinguish between the concepts of momentum (using the formula p = mv) and energy.

P.1.16. Momentum and Energy: Describe circumstances under which each conservation law may be used.

P.1.17. The Nature of Electricity and Magnetism: Describe the interaction between stationary charges using Coulomb's Law. Know that the force on a charged particle in an electrical field is qE, where E is the electric field at the position of the particle, and q is the charge of the particle.

P.1.18. The Nature of Electricity and Magnetism: Explain the concepts of electrical charge, electrical current, electrical potential, electric field, and magnetic field. Use the definitions of the coulomb, the ampere, the volt, the volt/meter, and the tesla.

P.1.19. The Nature of Electricity and Magnetism: Analyze simple arrangements of electrical components in series and parallel circuits. Know that any resistive element in a DC circuit dissipates energy, which heats the resistor. Calculate the power (rate of energy dissipation), using the formula Power = IV = I2R.

P.1.20. The Nature of Electricity and Magnetism: Describe electric and magnetic forces in terms of the field concept and the relationship between moving charges and magnetic fields. Know that the magnitude of the force on a moving particle with charge q in a magnetic field is qvBsina, where v and B are the magnitudes of vectors v and B and a is the angle between v and B.

P.1.21. The Nature of Electricity and Magnetism: Explain the operation of electric generators and motors in terms of Ampere's law and Faraday's law.

P.1.22. The Behavior of Waves: Describe waves in terms of their fundamental characteristics of velocity, wavelength, frequency or period, and amplitude. Know that radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves, whose speed in a vacuum is approximately 3 x 10 to the 8th power m/s (186,000 miles/second).

P.1.23. The Behavior of Waves: Use the principle of superposition to describe the interference effects arising from propagation of several waves through the same medium.

P.1.24. The Behavior of Waves: Use the concepts of reflection, refraction, polarization, transmission, and absorption to predict the motion of waves moving through space and matter.

P.1.25. The Behavior of Waves: Use the concepts of wave motion to predict conceptually and quantitatively the various properties of a simple optical system.

P.1.26. The Behavior of Waves: Identify electromagnetic radiation as a wave phenomenon after observing refraction, reflection, and polarization of such radiation.

P.1.27. The Laws of Thermodynamics: Understand that the temperature of an object is proportional to the average kinetic energy of the molecules in it and that the thermal energy is the sum of all the microscopic potential and kinetic energies.

P.1.28. The Laws of Thermodynamics: Describe the Laws of Thermodynamics, understanding that energy is conserved, heat does not move from a cooler object to a hotter one without the application of external energy, and that there is a lowest temperature, called absolute zero. Use these laws in calculations of the behavior of simple systems.

P.1.29. The Nature of Atomic and Subatomic Physics: Describe the nuclear model of the atom in terms of mass and spatial relationships of the electrons, protons, and neutrons.

P.1.30. The Nature of Atomic and Subatomic Physics: Explain that the nucleus, although it contains nearly all of the mass of the atom, occupies less than the proportion of the solar system occupied by the sun. Explain that the mass of a neutron or a proton is about 2,000 times greater than the mass of an electron.

P.1.31. The Nature of Atomic and Subatomic Physics: Explain the role of the strong nuclear force in binding matter together.

P.1.32. The Nature of Atomic and Subatomic Physics: Using the concept of binding energy per nucleon, explain why a massive nucleus that fissions into two medium-mass nuclei emits energy in the process.

P.1.33. The Nature of Atomic and Subatomic Physics: Using the same concept, explain why two light nuclei that fuse into a more massive nucleus emit energy in the process.

P.1.34. The Nature of Atomic and Subatomic Physics: Understand and explain the properties of radioactive materials, including half-life, types of emissions, and the relative penetrative powers of each type.

P.1.35. The Nature of Atomic and Subatomic Physics: Describe sources and uses of radioactivity and nuclear energy.

IN.P.2. Physics: Historical Perspectives of Physics: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, students understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that they grow or transform slowly through the contributions of many different investigators.

P.2.1. Explain that Isaac Newton created a unified view of force and motion in which motion everywhere in the universe can be explained by the same few rules. Note that his mathematical analysis of gravitational force and motion showed that planetary orbits had to be the very ellipses that Johannes Kepler had proposed two generations earlier.

P.2.2. Describe how Newton's system was based on the concepts of mass, force, and acceleration, his three laws of motion relating to them, and a physical law stating that the force of gravity between any two objects in the universe depends only upon their masses and the distance between them.

P.2.3. Explain that the Newtonian model made it possible to account for such diverse phenomena as tides, the orbits of the planets and moons, the motion of falling objects, and the earth's equatorial bulge.

P.2.4. Describe how the Scottish physicist James Clerk Maxwell used Ampere's law and Faraday's law to predict the existence of electromagnetic waves and predict that light was just such a wave. Also understand that these predictions were confirmed by Heinrich Hertz, whose confirmations thus made possible the fields of radio, television, and many other technologies.

P.2.5. Describe how among the surprising ideas of Albert Einstein's special relativity is that nothing can travel faster than the speed of light, which is the same for all observers no matter how they or the light source happen to be moving, and that the length of time interval is not the same for observers in relative motion.

P.2.6. Explain that the special theory of relativity (E=mc2) is best known for stating that any form of energy has mass and that matter itself is a form of energy.

P.2.7. Describe how general relativity theory pictures Newton's gravitational force as a distortion of space and time.

P.2.8. Explain that Marie and Pierre Curie made radium available to researchers all over the world, increasing the study of radioactivity and leading to the realization that one kind of atom may change into another kind, and so must be made up of smaller parts. Note that these parts were demonstrated by Rutherford, Geiger, and Marsden to be small, dense nuclei that contain protons and neutrons and are surrounded by clouds of electrons.

P.2.9. Explain that Ernest Rutherford and his colleagues discovered that the radioactive element radon spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus.

P.2.10. Describe how later, Austrian and German scientists showed that when uranium is struck by neutrons, it splits into two nearly equal parts plus two or three extra neutrons. Note that Lise Meitner, an Austrian physicist, was the first to point out that if these fragments added up to less mass than the original uranium nucleus, then Einstein's special relativity theory predicted that a large amount of energy would be released. Also note that Enrico Fermi, an Italian working with colleagues in the United States, showed that the extra neutrons trigger more fissions and so create a sustained chain reaction in which a prodigious amount of energy is given off.

IN.B.1. Biology I: Principles of Biology: Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment.

B.1.1. Molecules and Cells: Recognize that and explain how the many cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. Understand that different parts of the genetic instructions are used in different types of cells and are influenced by the cell's environment and past history.

B.1.2. Molecules and Cells: Explain that every cell is covered by a membrane that controls what can enter and leave the cell. Recognize that in all but quite primitive cells, a complex network of proteins provides organization and shape. In addition, understand that flagella and/or cilia may allow some Protista, some Monera, and some animal cells to move.

B.1.3. Molecules and Cells: Know and describe that within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and movement. In addition to these basic cellular functions common to all cells, understand that most cells in multicellular organisms perform some special functions that others do not.

B.1.4. Molecules and Cells: Understand and describe that the work of the cell is carried out by the many different types of molecules it assembles, such as proteins, lipids, carbohydrates, and nucleic acids.

B.1.5. Molecules and Cells: Demonstrate that most cells function best within a narrow range of temperature and acidity. Note that extreme changes may harm cells, modifying the structure of their protein molecules and therefore, some possible functions.

B.1.6. Molecules and Cells: Show that a living cell is composed mainly of a small number of chemical elements (carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur). Recognize that carbon can join to other carbon atoms in chains and rings to form large and complex molecules.

B.1.7. Molecules and Cells: Explain that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division. Note that cell behavior can also be affected by molecules from other parts of the organism, such as hormones.

B.1.8. Molecules and Cells: Understand and describe that all growth and development is a consequence of an increase in cell number, cell size, and/or cell products. Explain that cellular differentiation results from gene expression and/or environmental influence. Differentiate between mitosis and meiosis.

B.1.9. Molecules and Cells: Recognize and describe that both living and non-living things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP.

B.1.10. Molecules and Cells: Recognize and explain that macromolecules such as lipids contain high energy bonds as well.

B.1.11. Developmental and Organismal Biology: Describe that through biogenesis all organisms begin their life cycles as a single cell and that in multicellular organisms, successive generations of embryonic cells form by cell division.

B.1.12. Developmental and Organismal Biology: Compare and contrast the form and function of prokaryotic and eukaryotic cells.

B.1.13. Developmental and Organismal Biology: Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts.

B.1.14. Developmental and Organismal Biology: Recognize and explain that communication and/or interaction are required between cells to coordinate their diverse activities.

B.1.15. Developmental and Organismal Biology: Understand and explain that, in biological systems, structure and function must be considered together.

B.1.16. Developmental and Organismal Biology: Explain how higher levels of organization result from specific complexing and interactions of smaller units and that their maintenance requires a constant input of energy as well as new material.

B.1.17. Developmental and Organismal Biology: Understand that and describe how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical, and environmental conditions, as well as the presence of disease agents.

B.1.18. Developmental and Organismal Biology: Explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short- and long-term equilibrium.

B.1.19. Developmental and Organismal Biology: Recognize and describe that metabolism consists of the production, modification, transport, and exchange of materials that are required for the maintenance of life.

B.1.20. Developmental and Organismal Biology: Recognize that and describe how the human immune system is designed to protect against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise within.

B.1.21. Genetics: Understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules.

B.1.22. Genetics: Understand and explain the genetic basis for Mendel's laws of segregation and independent assortment.

B.1.23. Genetics: Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring's success in its environment.

B.1.24. Genetics: Explain that gene mutations can be caused by such things as radiation and chemicals. Understand that when they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only.

B.1.25. Genetics: Explain that gene mutation in a cell can result in uncontrolled cell division, called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

B.1.26. Genetics: Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.

B.1.27. Genetics: Explain that the similarity of human DNA sequences and the resulting similarity in cell chemistry and anatomy identify human beings as a unique species, different from all others. Likewise, understand that every other species has its own characteristic DNA sequence.

B.1.28. Genetics: Illustrate that the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations from the offspring of any two parents. Recognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes.

B.1.29. Genetics: Understand that and explain how the actions of genes, patterns of inheritance, and the reproduction of cells and organisms account for the continuity of life, and give examples of how inherited characteristics can be observed at molecular and whole-organism levels (in structure, chemistry, or behavior).

B.1.30. Evolution: Understand and explain that molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another.

B.1.31. Evolution: Describe how natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, and some of these characteristics give individuals an advantage over others in surviving and reproducing. Understand that the advantaged offspring, in turn, are more likely than others to survive and reproduce. Also understand that the proportion of individuals in the population that have advantageous characteristics will increase.

B.1.32. Evolution: Explain how natural selection leads to organisms that are well suited for survival in particular environments, and discuss how natural selection provides scientific explanation for the history of life on earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.

B.1.33. Evolution: Describe how life on Earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. Note that during the first 2 billion years, only single-cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved.

B.1.34. Evolution: Explain that evolution builds on what already exists, so the more variety there is, the more there can be in the future. Recognize, however, that evolution does not necessitate long-term progress in some set direction.

B.1.36. Evolution: Trace the relationship between environmental changes and changes in the gene pool, such as genetic drift and isolation of sub-populations.

B.1.37. Ecology: Explain that the amount of life any environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organic materials. Recognize, therefore, that human activities and technology can change the flow and reduce the fertility of the land.

B.1.38. Ecology: Understand and explain the significance of the introduction of species, such as zebra mussels, into American waterways, and describe the consequent harm to native species and the environment in general.

B.1.39. Ecology: Describe how ecosystems can be reasonably stable over hundreds or thousands of years. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one.

B.1.40. Ecology: Understand and explain that like many complex systems, ecosystems tend to have cyclic fluctuations around a state of rough equilibrium. However, also understand that ecosystems can always change with climate changes or when one or more new species appear as a result of migration or local evolution.

B.1.41. Ecology: Recognize that and describe how human beings are part of the earth's ecosystems. Note that human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems.

B.1.42. Ecology: Realize and explain that at times, the environmental conditions are such that plants and marine organisms grow faster than decomposers can recycle them back to the environment. Understand that layers of energy-rich organic material thus laid down have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Further understand that by burning these fossil fuels, people are passing most of the stored energy back into the environment as heat and releasing large amounts of carbon dioxide.

B.1.43. Ecology: Understand that and describe how organisms are influenced by a particular combination of living and non-living components of the environment.

B.1.44. Ecology: Describe the flow of matter, nutrients, and energy within ecosystems.

B.1.45. Ecology: Recognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of the way organisms develop within ecosystems.

B.1.46. Ecology: Recognize and describe that a great diversity of species increases the chance that at least some living things will survive in the face of large changes in the environment.

B.1.47. Ecology: Explain, with examples, that ecology studies the varieties and interactions of living things across space while evolution studies the varieties and interactions of living things across time.

IN.B.2. Biology I: Historical Perspectives of Biology: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

B.2.1. Explain that prior to the studies of Charles Darwin, the most widespread belief was that all known species were created at the same time and remained unchanged throughout history. Note that some scientists at the time believed that features an individual acquired during a lifetime could be passed on to its offspring, and the species could thereby gradually change to fit an environment better.

B.2.2. Explain that Darwin argued that only biologically inherited characteristics could be passed on to offspring. Note that some of these characteristics were advantageous in surviving and reproducing. Understand that the offspring would also inherit and pass on those advantages, and over generations the aggregation of these inherited advantages would lead to a new species.

B.2.3. Describe that the quick success of Darwin's book Origin of Species, published in 1859, came from the clear and understandable argument it made, including the comparison of natural selection to the selective breeding of animals in wide use at the time, and from the massive array of biological and fossil evidence it assembled to support the argument.

B.2.4. Explain that after the publication of Origin of Species, biological evolution was supported by the rediscovery of the genetics experiments of an Austrian monk, Gregor Mendel, by the identification of genes and how they are sorted in reproduction, and by the discovery that the genetic code found in DNA is the same for almost all organisms.

IN.C.1. Chemistry I: Principles of Chemistry: Students begin to conceptualize the general structure of the atom and the roles played by the main parts of the atom in determining the properties of materials. They investigate, through such methods as laboratory work, the nature of chemical changes and the role of energy in those changes.

C.1.1. Properties of Matter: Differentiate between pure substances and mixtures based on physical properties such as density, melting point, boiling point, and solubility.

C.1.2. Properties of Matter: Determine the properties and quantities of matter such as mass, volume, temperature, density, melting point, boiling point, conductivity, solubility, color, numbers of moles, and pH (calculate pH from the hydrogen-ion concentration), and designate these properties as either extensive or intensive.

C.1.3. Properties of Matter: Recognize indicators of chemical changes such as temperature change, the production of a gas, the production of a precipitate, or a color change.

C.1.4. Properties of Matter: Describe solutions in terms of their degree of saturation.

C.1.5. Properties of Matter: Describe solutions in appropriate concentration units (be able to calculate these units) such as molarity, percent by mass or volume, parts per million (ppm), or parts per billion (ppb).

C.1.6. Properties of Matter: Predict formulas of stable ionic compounds based on charge balance of stable ions.

C.1.7. Properties of Matter: Use appropriate nomenclature when naming compounds.

C.1.8. Properties of Matter: Use formulas and laboratory investigations to classify substances as metal or nonmetal, ionic or molecular, acid or base, and organic or inorganic.

C.1.9. The Nature of Chemical Change: Describe chemical reactions with balanced chemical equations.

C.1.10. The Nature of Chemical Change: Recognize and classify reactions of various types such as oxidation-reduction.

C.1.11. The Nature of Chemical Change: Predict products of simple reaction types including acid/base, electron transfer, and precipitation.

C.1.12. The Nature of Chemical Change: Demonstrate the principle of conservation of mass through laboratory investigations.

C.1.13. The Nature of Chemical Change: Use the principle of conservation of mass to make calculations related to chemical reactions. Calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses.

C.1.14. The Nature of Chemical Change: Use Avogadro's law to make mass-volume calculations for simple chemical reactions.

C.1.15. The Nature of Chemical Change: Given a chemical equation, calculate the mass, gas volume, and/or number of moles needed to produce a given gas volume, mass, and/or number of moles of product.

C.1.16. The Nature of Chemical Change: Calculate the percent composition by mass of a compound or mixture when given the formula.

C.1.17. The Nature of Chemical Change: Perform calculations that demonstrate an understanding of the relationship between molarity, volume, and number of moles of a solute in a solution.

C.1.18. The Nature of Chemical Change: Prepare a specified volume of a solution of given molarity.

C.1.19. The Nature of Chemical Change: Use titration data to calculate the concentration of an unknown solution.

C.1.20. The Nature of Chemical Change: Predict how a reaction rate will be quantitatively affected by changes of concentration.

C.1.21. The Nature of Chemical Change: Predict how changes in temperature, surface area, and the use of catalysts will qualitatively affect the rate of a reaction.

C.1.22. The Nature of Chemical Change: Use oxidation states to recognize electron transfer reactions and identify the substance(s) losing and gaining electrons in an electron transfer reaction.

C.1.23. The Nature of Chemical Change: Write a rate law using a chemical equation.

C.1.24. The Nature of Chemical Change: Recognize and describe nuclear changes.

C.1.25. The Nature of Chemical Change: Recognize the importance of chemical processes in industrial and laboratory settings, e.g., electroplating, electrolysis, the operation of voltaic cells, and such important applications as the refining of aluminum.

C.1.26. The Structure of Matter: Describe physical changes and properties of matter through sketches and descriptions of the involved materials.

C.1.27. The Structure of Matter: Describe chemical changes and reactions using sketches and descriptions of the reactants and products.

C.1.28. The Structure of Matter: Explain that chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent.

C.1.29. The Structure of Matter: Describe dynamic equilibrium.

C.1.30. The Structure of Matter: Perform calculations that demonstrate an understanding of the gas laws. Apply the gas laws to relations between pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases.

C.1.31. The Structure of Matter: Use kinetic molecular theory to explain changes in gas volumes, pressure, and temperature (Solve problems using pV=nRT).

C.1.32. The Structure of Matter: Describe the possible subatomic particles within an atom or ion.

C.1.33. The Structure of Matter: Use an element's location in the Periodic Table to determine its number of valence electrons, and predict what stable ion or ions an element is likely to form in reacting with other specified elements.

C.1.34. The Structure of Matter: Use the Periodic Table to compare attractions that atoms have for their electrons and explain periodic properties, such as atomic size, based on these attractions.

C.1.35. The Structure of Matter: Infer and explain physical properties of substances, such as melting points, boiling points, and solubility, based on the strength of molecular attractions.

C.1.36. The Structure of Matter: Describe the nature of ionic, covalent, and hydrogen bonds, and give examples of how they contribute to the formation of various types of compounds.

C.1.37. The Structure of Matter: Describe that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with a frequency related to the energy spacing between levels by using Planck's relationship (E=hv).

C.1.38. The Nature of Energy and Change: Distinguish between the concepts of temperature and heat.

C.1.39. The Nature of Energy and Change: Solve problems involving heat flow and temperature changes, using known values of specific heat and latent heat of phase change.

C.1.40. The Nature of Energy and Change: Classify chemical reactions and/or phase changes as exothermic or endothermic.

C.1.41. The Nature of Energy and Change: Describe the role of light, heat, and electrical energies in physical, chemical, and nuclear changes.

C.1.42. The Nature of Energy and Change: Describe that the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical reactions. The change in mass (calculated by E=mc2) is small but significant in nuclear reactions.

C.1.43. The Nature of Energy and Change: Calculate the amount of radioactive substance remaining after an integral number of half lives have passed.

C.1.44. The Basic Structures and Reactions of Organic Chemicals: Convert between formulas and names of common organic compounds.

C.1.45. The Basic Structures and Reactions of Organic Chemicals: Recognize common functional groups and polymers when given chemical formulas and names.

IN.C.2. Chemistry I: Historical Perspectives of Chemistry: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, students understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

C.2.1. Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems.

C.2.2. Describe how Lavoisier's system for naming substances and describing their

C.2.3. Explain that John Dalton's modernization of the ancient Greek ideas of element,

C.2.4. Explain how Frederich Wohler's synthesis of the simple organic compound urea from inorganic substances made it clear that living organisms carry out chemical processes not fundamentally different from inorganic chemical processes. Describe how this discovery led to the development of the huge field of organic chemistry, the industries based on it, and eventually to the field of biochemistry.

C.2.5. Explain how Arrhenius's discovery of the nature of ionic solutions contributed to the understanding of a broad class of chemical reactions.

C.2.6. Explain that the appreciation of the laws of quantum mechanics to chemistry by Linus Pauling and others made possible an understanding of chemical reactions on the atomic level.

C.2.7. Describe how the discovery of the structure of DNA by James D. Watson and Francis Crick made it possible to interpret the genetic code on the basis of a sequence of 'letters'.

IN.ES.1. Earth Science: Principles of Earth and Space Science: Students investigate, through laboratory and fieldwork, the universe, the Earth, and the processes that shape the Earth. They understand that the Earth operates as a collection of interconnected systems that may be changing or may be in equilibrium. Students connect the concepts of energy, matter, conservation, and gravitation to the Earth, solar system, and universe. Students utilize knowledge of the materials and processes of the Earth, planets, and stars in the context of the scales of time and size.

ES.1.1. The Universe: Understand and discuss the nebular theory concerning the formation of solar systems. Include in the discussion the roles of planetesimals and protoplanets.

ES.1.2. The Universe: Differentiate between the different types of stars found on the Hertzsprung-Russell Diagram. Compare and contrast the evolution of stars of different masses. Understand and discuss the basics of the fusion processes that are the source of energy of stars.

ES.1.3. The Universe: Compare and contrast the differences in size, temperature, and age between our sun and other stars.

ES.1.4. The Universe: Describe Hubble's law. Identify and understand that the 'Big Bang' theory is the most widely accepted theory explaining the formation of the universe.

ES.1.5. The Universe: Understand and explain the relationship between planetary systems, stars, multiple-star systems, star clusters, galaxies, and galactic groups in the universe.

ES.1.6. The Universe: Discuss how manned and unmanned space vehicles can be used to increase our knowledge and understanding of the universe.

ES.1.7. The Universe: Describe the characteristics and motions of the various kinds of objects in our solar system, including planets, satellites, comets, and asteroids. Explain that Kepler's laws determine the orbits of the planets.

ES.1.8. The Universe: Discuss the role of sophisticated technology such as telescopes, computers, space probes, and particle accelerators in making computer simulations and mathematical models in order to form a scientific account of the universe.

ES.1.9. The Universe: Recognize and explain that the concept of conservation of energy is at the heart of advances in fields as diverse as the study of nuclear particles and the study of the origin of the universe.

ES.1.10. The Earth: Recognize and describe that the earth sciences address planet-wide interacting systems, including the oceans, the air, the solid Earth, and life on Earth, as well as interactions with the Solar System.

ES.1.11. The Earth: Examine the structure, composition, and function of the Earth's atmosphere. Include the role of living organisms in the cycling of atmospheric gases.

ES.1.12. The Earth: Describe the role of photosynthetic plants in changing the Earth's atmosphere.

ES.1.13. The Earth: Explain the importance of heat transfer between and within the atmosphere, land masses, and oceans.

ES.1.14. The Earth: Understand and explain the role of differential heating and the role of the Earth's rotation on the movement of air around the planet.

ES.1.15. The Earth: Understand and describe the origin, life cycle, behavior, and prediction of weather systems.

ES.1.16. The Earth: Investigate the causes of severe weather, and propose appropriate safety measures that can be taken in the event of severe weather.

ES.1.17. The Earth: Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.

ES.1.18. The Earth: Demonstrate the possible effects of atmospheric changes brought on by things such as acid rain, smoke, volcanic dust, greenhouse gases, and ozone depletion.

ES.1.19. The Earth: Identify and discuss the effects of gravity on the waters of the Earth. Include both the flow of streams and the movement of tides.

ES.1.20. The Earth: Describe the relationship among ground water, surface water, and glacial systems.

ES.1.21. The Earth: Identify the various processes that are involved in the water cycle.

ES.1.22. The Earth: Compare the properties of rocks and minerals and their uses.

ES.1.23. Processes That Shape The Earth: Explain motions, transformations, and locations of materials in the Earth's lithosphere and interior. For example, describe the movement of the plates that make up the crust of the earth and the resulting formation of earthquakes, volcanoes, trenches, and mountains.

ES.1.24. Processes That Shape The Earth: Understand and discuss continental drift, sea-floor spreading, and plate tectonics. Include evidence that supports the movement of the plates such as magnetic stripes on the ocean floor, fossil evidence on separate continents, and the continuity of geological features.

ES.1.25. Processes That Shape The Earth: Investigate and discuss the origin of various landforms, such as mountains and rivers, and how they affect and are affected by human activities.

ES.1.26. Processes That Shape The Earth: Differentiate among the processes of weathering, erosion, transportation of materials, deposition, and soil formation.

ES.1.27. Processes That Shape The Earth: Illustrate the various processes that are involved in the rock cycle, and discuss how the total amount of material stays the same through formation, weathering, sedimentation, and reformation.

ES.1.28. Processes That Shape The Earth: Discuss geologic evidence, including fossils and radioactive dating, in relation to the Earth's past.

ES.1.29. Processes That Shape The Earth: Recognize and explain that in geologic change, the present arises from the materials of the past in ways that can be explained according to the same physical and chemical laws.

IN.ES.2. Earth Science: Historical Perspectives of Earth and Space Science: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

ES.2.1. Understand and explain that Claudius Ptolemy, an astronomer living in the second century A.D., devised a powerful mathematical model of the universe based on constant motion in perfect circles and circles on circles. Further understand that with the model, he was able to predict the motions of the sun, moon, and stars, and even of the irregular 'wandering stars' now called planets.

ES.2.2. Understand that and describe how in the 16th century the Polish astronomer Nicholas Copernicus suggested that all those same motions outlined by Ptolemy could be explained by imagining that the earth was turning on its axis once a day and orbiting around the sun once a year. Note that this explanation was rejected by nearly everyone because it violated common sense and required the universe to be unbelievably large. Also understand that Copernicus's ideas flew in the face of belief, universally held at the time, that the Earth was at the center of the universe.

ES.2.3. Understand that and describe how Johannes Kepler, a German astronomer who lived at about the same time as Galileo, used the unprecedented precise observational data of the Danish astronomer Tycho Brahe. Know that Kepler showed mathematically that Copernicus's idea of a sun-centered system worked better than any other system if uniform circular motion was replaced with variable-speed, but predictable, motion along off-center ellipses.

ES.2.4. Explain that by using the newly invented telescope to study the sky, Galileo made many discoveries that supported the ideas of Copernicus. Recognize that it was Galileo who found the moons of Jupiter, sunspots, craters and mountains on the moon, the phases of Venus, and many more stars than were visible to the unaided eye.

ES.2.5. Explain that the idea, that the Earth might be vastly older than most people believed, made little headway in science until the work of Lyell and Hutton.

ES.2.6. Describe that early in the 20th century the German scientist, Alfred Wegener, reintroduced the idea of moving continents, adding such evidence as the underwater shapes of the continents, the similarity of life forms and land forms in corresponding parts of Africa and South America, and the increasing separation of Greenland and Europe. Also know that very few contemporary scientists adopted his theory because Wegener was unable to propose a plausible mechanism for motion.

ES.2.7. Explain that the theory of plate tectonics was finally accepted by the scientific community in the 1960s when further evidence had accumulated in support of it. Understand that the theory was seen to provide an explanation for a diverse array of seemingly unrelated phenomena, and there was a scientifically sound physical explanation of how such movement could occur.

IN.ENV.1. Environmental Science: Principles of Environmental Science: Students investigate, through laboratory and fieldwork, the concepts of environmental systems, populations, natural resources, and environmental hazards.

Env.1.1. Environmental Systems: Know and describe how ecosystems can be reasonably stable over hundreds or thousands of years. Consider as an example the ecosystem of the Great Plains prior to the advent of the horse in Native American Plains societies, from then until the advent of agriculture, and well into the present.

Env.1.2. Environmental Systems: Understand and describe that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one.

Env.1.3. Environmental Systems: Understand and explain that ecosystems have cyclic fluctuations such as seasonal changes or changes in populations as a result of migrations.

Env.1.4. Environmental Systems: Understand and explain that human beings are part of the earth's ecosystems, and give examples of how human activities can, deliberately or inadvertently, alter ecosystems.

Env.1.5. Environmental Systems: Explain how the size and rate of growth of the human population in any location is affected by economic, political, religious, technological, and environmental factors, some of which are influenced by the size and rate of growth of the population.

Env.1.6. Environmental Systems: Describe and give examples about how the decisions of one generation both provide and limit the range of possibilities open to the next generation.

Env.1.7. Environmental Systems: Recognize and explain that in evolutionary change, the present arises from the materials of the past and in ways that can be explained, such as the formation of soil from rocks and dead organic matter.

Env.1.8. Environmental Systems: Recognize and describe the difference between systems in equilibrium and systems in disequilibrium.

Env.1.9. Environmental Systems: Diagram the cycling of carbon, nitrogen, phosphorus, and water.

Env.1.10. Environmental Systems: Identify and measure biological, chemical, and physical factors within an ecosystem.

Env.1.11. Environmental Systems: Locate, identify, and explain the role of the major earth biomes and discuss how the abiotic and biotic factors interact within these ecosystems.

Env.1.12. Environmental Systems: Explain the process of succession, both primary and secondary, in terrestrial and aquatic ecosystems.

Env.1.13. Flow of Matter and Energy: Understand and describe how layers of energy rich organic material have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Recognize that by burning these fossil fuels, people are passing stored energy back into the environment as heat and releasing large amounts of carbon dioxide.

Env.1.14. Flow of Matter and Energy: Recognize and explain that the amount of life any environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle organic materials from the remains of dead organisms.

Env.1.15. Flow of Matter and Energy: Describe how the chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways.

Env.1.16. Flow of Matter and Energy: Cite examples of how all fuels have advantages and disadvantages that society must question when considering the trade-offs among them, such as how energy use contributes to the rising standard of living in the industrially developing nations. However, explain that this energy use also leads to more rapid depletion of the earth's energy resources and to environmental risks associated with the use of fossil and nuclear fuels.

Env.1.17. Flow of Matter and Energy: Describe how decisions to slow the depletion of energy sources through efficient technology can be made at many levels, from personal to national, and they always involve trade-offs of economic costs and social values.

Env.1.18. Flow of Matter and Energy: Illustrate the flow of energy through various trophic levels of food chains and food webs within an ecosystem. Describe how each link in a food web stores some energy in newly made structures and how much of the energy is dissipated into the environment as heat. Understand that a continual input of energy from sunlight is needed to keep the process going.

Env.1.19. Populations: Demonstrate and explain how the factors such as birth rate, death rate, and migration rate determine growth rates of populations.

Env.1.20. Populations: Demonstrate how resources, such as food supply, influence populations.

Env.1.21. Natural Resources: Differentiate between renewable and non-renewable resources, and compare and contrast the pros and cons of using non-renewable resources.

Env.1.22. Natural Resources: Demonstrate a knowledge of the distribution of natural resources in the U.S. and the world, and explain how natural resources influence relationships among nations.

Env.1.23. Natural Resources: Recognize and describe the role of natural resources in providing the raw materials for an industrial society.

Env.1.24. Natural Resources: Give examples of the various forms and uses of fossil fuels and nuclear energy in our society.

Env.1.25. Natural Resources: Recognize and describe alternative sources of energy provided by water, the atmosphere, and the sun.

Env.1.26. Natural Resources: Identify specific tools and technologies used to adapt and alter environments and natural resources in order to meet human physical and cultural needs.

Env.1.27. Natural Resources: Understand and describe the concept of integrated natural resource management and the values of managing natural resources as an ecological unit.

Env.1.28. Natural Resources: Understand and describe the concept and the importance of natural and human recycling in conserving our natural resources.

Env.1.29. Natural Resources: Recognize and describe important environmental legislation, such as the Clean Air Act and the Clean Water Act.

Env.1.30. Environmental Hazards: Describe how agricultural technology requires trade-offs between increased production and environmental harm and between efficient production and social values.

Env.1.31. Environmental Hazards: Understand and explain that waste management includes considerations of quantity, safety, degradability, and cost. Understand also that waste management requires social and technological innovations because waste-disposal problems are political and economic as well as technical.

Env.1.32. Environmental Hazards: Understand and describe how nuclear reactions release energy without the combustion products of burning fuels, but that the radioactivity of fuels and by-products poses other risks which may last for thousands of years.

Env.1.33. Environmental Hazards: Identify natural earth hazards, such as earthquakes and hurricanes, and identify the regions in which they occur as well as the short term and long term effects on the environment and on people.

Env.1.34. Environmental Hazards: Differentiate between natural pollution and pollution caused by humans and give examples of each.

Env.1.35. Environmental Hazards: Compare and contrast the beneficial and harmful effects of an environmental stressor such as herbicides and pesticides on plants and animals. Give examples of secondary effects on other environmental components.

IN.ENV.2. Environmental Science: Historical Perspectives of Environmental Science: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

Env.2.1. Explain that Rachael Carson's book, Silent Spring, explained how pesticides were causing serious pollution and killing many organisms. Understand that it was the first time anyone had publicly shown how poisons affect anything in nature. Note in particular that the book detailed how the pesticide DDT had gotten into the food chain. Understand that as a result of Silent Spring, there are now hundreds of national, state, and local laws that regulate pesticides.

Env.2.2. Explain that Henry Cowles found the Indiana Dunes and Lake Michigan shoreline area a natural laboratory for developing important principles of plant succession.

IN.AP.1. Human Anatomy and Physiology: Cells and Tissues with Related Membranes: Students should understand that molecules make up the fabric of living cells, which, in turn, make up tissues. Students should know the role of adhesion molecules, the classification of tissues, and the various cell types found in them.

AP.1.1 Compare and contrast the different ways in which substances cross the plasma membrane including diffusion and osmosis, facilitated diffusion, active transport, endocytosis, and exocytosis.

AP.1.2 Describe the importance of proteins in cell function and structure. Give specific examples of proteins and their functions and describe how proteins are synthesized.

AP.1.3 Describe the general structure of an epithelium including the basement membrane. Describe the types and locations of epithelia. Describe endocrine and exocrine glands and their development from glandular epithelium. Compare and contrast epithelial and synovial membranes.

AP.1.4 Compare and contrast the structure and function of cells that make up the various types of muscle tissue, nerve tissue, and connective tissue.

AP.1.5 Discuss the important physiological functions of the skin. Describe the structure of the skin, including the hypodermis, dermis, and the layers of the epidermis. Discuss the accessory structures of the skin: hairs, nails, and glands.

IN.AP.2. Human Anatomy and Physiology: Movement and Support in Humans: Students know the physiology and structure of bones and skeletal muscle as they interact to provide movement and support of the human body. Students understand the chemical and microscopic structure of bone; its development, repair, turnover, and growth; and its ability to heal when damaged. Students know that although the skeleton is made up of rigid bones, many joints allow for movement.

AP.2.1 Bone Structure and Physiology, The Skeleton and the Joints: Explain the anatomical position and the terms that describe relative positions, body planes, and body regions. Describe the body cavities, their membranes, and the organs within each cavity; the major organ systems; and their role in the functioning of the body.

AP.2.2 Bone Structure and Physiology, The Skeleton and the Joints: Distinguish bones according to shape and describe the major functions of bone. Describe the structure of a typical long bone and indicate how each part functions in the physiology and growth of the bone.

AP.2.3 Bone Structure and Physiology, The Skeleton and the Joints: Compare and contrast the microscopic organization of compact (cortical) bone and spongy (trabecular) bone. Describe the types of cell found in bone and their role in bone growth and control of bone mass.

AP.2.4 Bone Structure and Physiology, The Skeleton and the Joints: Distinguish the axial from the appendicular skeleton and name the major bones of each. Locate and identify the bones and the major features of the bones that make up the skull, vertebral column, thoracic cage, pectoral girdle, upper limb, pelvic girdle, and lower limb.

AP.2.5 Bone Structure and Physiology, The Skeleton and the Joints: Describe the major types of joints in terms of their mobility and the tissues that hold them together. Describe the structures that make up a synovial joint; describe synovial fluid and its properties.

AP.2.6 Muscle Structure and Physiology: Compare and contrast the microscopic structure, organization, function, and molecular basis of contraction in skeletal, smooth, and cardiac muscle.

AP.2.7 Muscle Structure and Physiology: Name the components of a skeletal muscle fiber and describe their functions. Describe how the thin and thick filaments are organized in the sarcomere. Explain the molecular processes and biochemical mechanisms that provide energy for muscle contraction and relaxation.

AP.2.8 Muscle Structure and Physiology: Describe a motor unit and its importance in controlling the force and velocity of muscle contraction. Describe the neuromuscular junction and the neurotransmitter released at the neuromuscular junction.

AP.2.9 Muscle Structure and Physiology: Identify the major muscles on a diagram of the body's musculature and describe the movements associated with each of them.

AP.2.10 Muscle Structure and Physiology: Distinguish between isotonic and isometric contractions of skeletal muscle; cite examples of each and discuss how muscle contraction is amplified by the use of lever systems.

AP.2.11 Muscle Structure and Physiology: Explain what is meant by muscular hypertrophy and atrophy and the causes of these conditions.

IN.AP.3. Human Anatomy and Physiology: Nervous Tissue and Neurophysiology: Students recognize that the nervous system, together with the endocrine system, controls and integrates the workings of the human body. Students recognize that nerve cells are the functional cellular units of the nervous system, and that their activity allows for rapid transmission of information along their axons as well as an ability to network by 'talking' to other nerve cells.

AP.3.1 Discuss the three basic types of activity in the nervous system: (1) sensory; (2) integration, interpretation, information storage, decision-making; (3) motor function. Distinguish the structures of the various functional types of neurons; diagram the structure of a motor neuron and explain the function of each component.

AP.3.2 Describe the different types of neuroglial cells. Describe the function of oligodendrocytes and Schwann cells; describe the structure and function of the myelin sheath and the role that Schwann cells play in regeneration of a severed nerve axon.

AP.3.3 Discuss mathematically the origin of the resting potential, referring to the intra- and extracellular concentrations of sodium and potassium ions, the permeability of the plasma membrane to these ions, and the intracellular concentration of negatively-charged proteins.

AP.3.4 Explain the changes in membrane potential during the action potential and their relationship to the number of open channels for sodium and potassium ions.

AP.3.5 Explain the structure and the role of excitatory and inhibitory neurotransmitters in a synapse. Explain why it is important to remove a neurotransmitter after it has been released and describe two mechanisms for doing this.

IN.AP.4. Human Anatomy and Physiology: Structure and Function of the Nervous System: Students should understand that the nervous system is divided into the peripheral nervous system and the central nervous system. Students should be familiar with the structure and functions of the spinal cord and the subdivisions of the brain.

AP.4.1 Recognize that the nervous system is divided into the peripheral nervous system and the central nervous system.

AP.4.2 Describe the meninges that cover the brain and spinal cord. Describe the ventricles in the brain and how they are interconnected.

AP.4.3 Describe the secretion, flow pathways, and absorption of cerebrospinal fluid, its locations, and explain its functions.

AP.4.4 Discuss the functions of the spinal cord. Describe the five segments (regions) of the spinal cord and explain its cross-sectional anatomy in terms of organization.

AP.4.5 Describe a dermatome and its clinical importance.

AP.4.6 Describe the various types of spinal reflex and discuss their importance with regards to posture and avoidance of painful stimuli.

AP.4.7 Discuss the components and broad function of the brain stem and the diencephalon. Describe and give the functions of the various structures that make up the cerebrum including the cerebral cortex and its anatomical divisions, the cerebral components of the basal ganglia, and the corpus callosum.

AP.4.8 Describe the functions and locations of the motor, sensory, and association areas of the cerebral cortex.

AP.4.9 Explain hemispheric dominance.

AP.4.10 Describe the structure and functions of the cerebellum and its nuclei regarding postural control, smooth coordination of movements, and motor learning.

AP.4.11 Describe the major characteristics of the autonomic nervous system and contrast its efferent pathways with those of the somatic nervous system. Compare and contrast the actions, origins, and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system including their associated ganglia and neurotransmitters.

IN.AP.5. Human Anatomy and Physiology: Sensory Systems: Students should describe the structure and function of sensory receptors and their role in human survival.

AP.5.1 Somatic Senses: Distinguish between somatic senses and special senses and classify sensory receptors according to the types of stimuli that activate them.

AP.5.2 Somatic Senses: Explain how information on stimulus intensity and stimulus quality is signaled to the brain.

AP.5.3 Somatic Senses: Explain what is meant by sensory receptor adaptation and give examples related to everyday experience.

AP.5.4 Special Senses: Describe the structure, function, and location of olfactory and taste receptor cells.

AP.5.5 Special Senses: Name the parts of the eye: explain the function of the parts involved in light detection with the parts defining the optical properties of the eye.

AP.5.6 Special Senses: Describe the three regions of the ear. Distinguish the structure and function of the vestibular apparatus from the auditory apparatus. Describe how sound is transmitted from the external auditory meatus to the cochlea.

IN.AP.6. Human Anatomy and Physiology: Endocrine System: Students understand the structure and function of the endocrine system in relation to digestion and metabolism, homeostasis, survival, growth, development, and reproduction

AP.6.1 Discuss the difference between an endocrine gland and an exocrine gland. Explain the nature of a hormone and the importance of the endocrine system in relation to digestion and metabolism, homeostasis, survival, growth, development, and reproduction. Contrast the endocrine glands that are exclusively endocrine in function with endocrine tissue found in organs that also have other functions.

AP.6.2 Identify the various chemical classes to which hormones belong and explain that some hormones act via second messengers while others affect gene expression.

AP.6.3 Discuss neural, hormonal, and other chemical compounds that control hormone secretion. Using examples, describe negative feedback in the control of hormone secretion.

AP.6.4 Describe the structure and hormones of the hypothalamus-pituitary complex, and the function of these hormones in controlling the thyroid, gonads, and adrenal cortex. Describe structure of these glands and the functions of the hormones secreted by them. For the glands that are not under the control of the hypothalamus-pituitary complex (e.g. the parathyroid, the pancreas, the pineal gland, and the adrenal medulla), describe their structure, the hormones secreted and their function, and their stimuli for secretion.

AP.6.5 Discuss how the hypothalamus-pituitary complex, the sympathetic nervous system, the adrenal medulla, and the adrenal cortex are all involved in the response to stress.

IN.AP.7. Human Anatomy and Physiology: The Blood: Students understand the functions of blood including its role in essential protection to combat invading microorganisms, acute inflammation, and immune responses.

AP.7.1 Describe the functions of the blood and distinguish whole blood from plasma and serum. Classify and explain the functions of the formed elements found in blood and describe where they are produced.

AP.7.2 Describe how erythropoietin regulates red blood cell production in response to anoxia.

AP.7.3 Explain the ABO blood types and discuss their importance during a blood transfusion.

AP.7.4 Describe hemostasis and the basic processes in blood clotting.

IN.AP.8. Human Anatomy and Physiology: The Cardiovascular System: Students recognize the anatomy and function of the heart and blood vessels. Because diseases of the cardiovascular system are a major cause of death in this country, it is important to understand the normal physiology of the heart and blood vessels.

AP.8.1 The Heart and Blood Vessels: Discuss the functions of the circulatory system; describe with the aid of a diagram the basic arrangement of the cardiovascular system and blood flow through it (include the pulmonary and systemic circuits). Describe how oxygen and carbon dioxide are transported in the blood.

AP.8.2 The Heart and Blood Vessels: Describe the layers found in the walls of blood vessels and discuss the relative prominence of these layers in the different types of blood vessels. Include an analysis of vasoconstriction and vasodilatation and their importance in controlling blood flow through tissues. Describe both the venous pump and varicose veins.

AP.8.3 The Heart and Blood Vessels: Diagram the structure of a capillary bed and explain how materials move in and out of capillaries. Discuss edema.

AP.8.4 The Heart and Blood Vessels: Describe the structure of the heart: including the pericardium. Describe the major vessels entering and leaving the heart and the regions they serve. Explain how the heart valves ensure one-way blood flow during systole and diastole. Discuss the heart sounds.

AP.8.5 The Heart and Blood Vessels: Discuss the importance of the baroreceptor reflex in the regulation of blood pressure. Explain what is meant by hypertension and mention some of the dangers associated with hypertension.

AP.8.6 Electrical Activity of the Heart and the Electrocardiogram: Describe how the action potential of a cardiac muscle cell differs from that of a neuron. Describe the importance of calcium ion influx during the plateau phase of the action potential. Discuss the functioning of pacemaker cells and how the wave of depolarization is transmitted to the ventricles.

AP.8.7 Electrical Activity of the Heart and the Electrocardiogram: Explain the origins of the waves of the electrocardiogram and their medical significance in diagnosis of a heart problem.

AP.8.8 Adjustment of the Cardiovascular System to Exercise and Hemorrhage: Explain the similarities and differences between the adjustment of the cardiovascular system to exercise and hemorrhage. Contrast changes in the distribution of blood flow and cardiac output and explain the importance of the sympathetic branch of the autonomic nervous system in these responses.

IN.AP.9. Human Anatomy and Physiology: The Lymphatic System: Students should understand the role of the lymphatic system in the body's defense against marauding pathogens. Students should also understand that many of the cells of the immune system are formed, reside in, are processed in, or travel within and through the structures of the lymphatic system. Students should understand these structures, classify them, and know their location.

AP.9.1 Discuss the major anatomical structures and functions of the lymphatic system including the lymphatic vessels; the structure and major groupings of lymph nodes; and the structures and functions of the spleen, thymus, and bone marrow.

AP.9.2 Describe the formation of lymph and its movement through the lymphatic system.

IN.AP.10. Human Anatomy and Physiology: Immune Mechanisms: Students should know that pathogens attempt to invade our bodies to take advantage of our nutrients and our protein synthetic machinery. Students should understand the various lines of defense including the two immune systems that save us from certain death by infection. Students should know the cellular and non-cellular components of the innate, natural, non-specific immune system and the specific, acquired immune system.

AP.10.1 Discuss the different types of pathogens and outline the strategies the body uses to protect itself from them. Distinguish non-specific, innate, or natural immunity from specific or acquired immunity. Recognize their overlap and describe their cellular and non-cellular components.

AP.10.2 Describe the mechanisms of the acute inflammatory response, its causes, and the role of chemical signaling molecules.

AP.10.3 Describe the development and maturation of B- and T-lymphocytes. Discuss why the development of self-tolerance is important.

AP.10.4 Define and discuss antigens, antibodies, and complement.

IN.AP.11. Human Anatomy and Physiology: The Respiratory System: Students should understand why it is necessary to breathe. They should understand how breathing is controlled, how the mechanical aspects of the breathing processes occur, and how ventilation of the lungs changes in response to changes in blood oxygen, carbon dioxide, and pH.

AP.11.1 Recognize that breathing supplies oxygen that is critical for oxidative phosphorylation. Describe the anatomy of the respiratory system and the route taken by the inspiratory flow of air from the nose into the alveoli.

AP.11.2 Contrast the mechanisms of inspiration and expiration (quiet and forced) and explain the role of various muscles and of lung elasticity in this process. Compare the percentages of the oxygen and carbon dioxide in the external air to the percentages in the alveolar and the pulmonary capillaries. Explain the meaning of partial pressure.

AP.11.3 Explain the use of the spirometer and describe the data it generates in a spirogram.

AP.11.4 Describe the neuronal networks controlling respiration. Contrast and compare the chemoreceptors involved in control of respiration and the stimuli to which they respond. Explain how these receptors affect ventilation under conditions of low arterial oxygen partial pressure, high arterial carbon dioxide, and low arterial pH.

IN.AP.12. Human Anatomy and Physiology: The Digestive System: Students should be able to define the digestive system and to state the structures, regulators, and functions of its primary and accessory structures and organs. Students should be able to explain why food is essential for life. They should understand the anatomy of the splanchnic circulation and its relationship to the liver.

AP.12.1 Describe the organs and organ relationships of the gastrointestinal tract and the cells and layers found in its walls. Include the salivary glands, liver, and pancreas.

AP.12.2 Describe the functions of all the structural components and enzymes of the gastrointestinal tract and accessory organs in relation to the processing, digesting, and absorbing of the three major food classes. State the chemical forms in which the three major food classes are absorbed. Explain the roles of the lacteals and the hepatic portal vein in transporting the products of digestion.

AP.12.3 Describe the regulation of the enzyme and bicarbonate content of the pancreatic juice.

AP.12.4 Describe the microscopic anatomy of the liver and its relationship to the functions of the liver.

IN.AP.13. Human Anatomy and Physiology: The Urinary System: Students should understand the microscopic and macroscopic anatomy of the renal system. Students should understand the function of the kidneys in relation to homeostatic control of bodily fluids, blood pressure, and erythrocyte production. They should understand micturition, the properties of urine, and the physiological processes involved in the production of urine. Students should understand the importance of a high blood flow through the kidneys and the kidney's role in control of sugar, salts, and water.

AP.13.1 Discuss the functions of the kidneys. Describe the anatomy of the renal system, including the gross anatomy, blood supply, and location of the kidneys, and the layers in the walls of the ureters and urinary bladder.

AP.13.2 Explain the neural basis of micturition including the function of the sphincters associated with the male and female urethra.

AP.13.3 Describe the internal structure of the kidney; describe the parts of a nephron and how they are involved in the three steps in the production of urine; compare the composition of plasma and ultrafiltrate and discuss the percentages of filtered water, sodium, and glucose normally reabsorbed by the kidney tubules.

AP.13.4 Explain the importance of the juxtaglomerular cells in the secretion of renin, which plays a central role in controlling blood pressure by controlling blood levels of angiotensin and aldosterone.

IN.AP.14. Human Anatomy and Physiology: Fluid, Electrolyte and Acid-Base Balance: Students should explain how we control the salt content and volume of the fluid that surrounds the cells of our bodies and why this control is necessary. Students should be able to explain why it is necessary to control the pH of the fluids in our bodies. They should be able to define alkalosis and acidosis. Students should know the various sources of acid and the three ways in which the body defends itself against lethal changes of pH.

AP.14.1 Contrast the volume and electrolyte content of the intracellular and extracellular fluid compartments. Explain the importance of sodium, potassium, and calcium in the body's physiology.

AP.14.2 Discuss how the volume of body fluid is determined by the balance between ingested and metabolic water on the one hand and water lost in the urine, respiration, feces, and sweating on the other hand. Describe the factors that generate the sensation of thirst. Describe how the kidneys respond to excess water intake and to dehydration; explain the role of antidiuretic hormone and of other hormones that control sodium and water absorption in the kidney.

AP.14.3 Describe how food and metabolic processes add acid to the body fluids; recognize how chemical buffers, the lungs and the kidneys, interact in protecting the body against lethal changes of pH.

AP.14.4 Explain the difference between metabolic and respiratory acidosis and alkalosis.

IN.AP.15. Human Anatomy and Physiology: Reproduction and Development: Student should explain the structure, function and hormonal control of the male and female reproductive systems, fertilization, early embryonic development, pregnancy, and parturition.

AP.15.1 Discuss the anatomy and physiology of the male and female reproductive systems. Compare and contrast oogenesis and spermatogenesis. Distinguish between diploid germ cells and haploid/monoploid sex cells.

AP.15.2 Describe the related hormones, their cell origins, and their functions; explain the functions of the gonadotropins FSH and LH in males and females.

AP.15.3 Explain what is happening during the follicular, ovulatory, and luteal phases of the menstrual cycle. Describe how estradiol and progesterone released by the ovaries are responsible for the phases of the uterine cycle.

AP.15.4 Describe how spermatozoa move through the female reproductive tract and describe the process of fertilization.

AP.15.5 Explain the differences among dikaryon zygote, a zygote, a morula, and a blastocyst; recognize that the blastocyst secretes human gonadotropin, which prolongs the life of the corpus luteum and therefore, maintains levels of progesterone. Describe the process of implantation, development of the placenta, the substances that move across it, and the role of the placenta in maintaining the high levels of progesterone essential for a successful pregnancy.

IN.CP.1. Integrated Chemistry: Principles of Integrated Chemistry - Physics: Students begin to conceptualize the general architecture of the atom and the roles played by the main constituents of the atom in determining the properties of materials. They investigate, using such methods as laboratory work, the different properties of matter. They investigate the concepts of relative motion, the action/reaction principle, wave behavior, and the interaction of matter and energy.

CP.1.1. Structure and Properties of Matter: Understand and explain that atoms have a positive nucleus (consisting of relatively massive positive protons and neutral neutrons) surrounded by negative electrons of much smaller mass, some of which may be lost, gained, or shared when interacting with other atoms.

CP.1.2. Structure and Properties of Matter: Realize that and explain how a neutral atom's atomic number and mass number can be used to determine the number of protons, neutrons, and electrons that make up an atom.

CP.1.3. Structure and Properties of Matter: Understand, and give examples to show, that isotopes of the same element have the same numbers of protons and electrons but differ in the numbers of neutrons.

CP.1.4. Structure and Properties of Matter: Know and explain that physical properties can be used to differentiate among pure substances, solutions, and heterogeneous mixtures.

CP.1.5. Changes in Matter: Distinguish among chemical and physical changes in matter by identifying characteristics of these changes.

CP.1.6. Changes in Matter: Understand and explain how an atom can acquire an unbalanced electrical charge by gaining or losing electrons.

CP.1.7. Changes in Matter: Identify the substances gaining and losing electrons in simple oxidation-reduction reactions.

CP.1.8. Changes in Matter: Know and explain that the nucleus of a radioactive isotope is unstable and may spontaneously decay, emitting particles and/or electromagnetic radiation.

CP.1.9. Changes in Matter: Show how the predictability of the nuclei decay rate allows radioactivity to be used for estimating the age of materials that contain radioactive substances.

CP.1.10. Changes in Matter: Understand that the Periodic Table is a listing of elements arranged by increasing atomic number, and use it to predict whether a selected atom would gain, lose, or share electrons as it interacts with other selected atoms.

CP.1.11. Changes in Matter: Understand and give examples to show that an enormous variety of biological, chemical, and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.

CP.1.12. Changes in Matter: Realize and explain that because mass is conserved in chemical reactions, balanced chemical equations must be used to show that atoms are conserved.

CP.1.13. Changes in Matter: Explain that the rate of reactions among atoms and molecules depends on how often they encounter one another, which is in turn affected by the concentrations, pressures, and temperatures of the reacting materials.

CP.1.14. Changes in Matter: Understand and explain that catalysts are highly effective in encouraging the interaction of other atoms and molecules.

CP.1.15. Energy Transformations: Understand and explain that whenever the amount of energy in one place or form diminishes, the amount in other places or forms increases by the same amount.

CP.1.16. Energy Transformations: Explain that heat energy in a material consists of the disordered motions of its atoms or molecules.

CP.1.17. Energy Transformations: Know and explain that transformations of energy usually transform some energy into the form of heat, which dissipates by radiation or conduction into cooler surroundings.

CP.1.18. Energy Transformations: Recognize and describe the heat transfer associated with a chemical reaction or a phase change as either exothermic or endothermic, and understand the significance of the distinction.

CP.1.19. Energy Transformations: Understand and explain that the energy released whenever heavy nuclei split or light nuclei combine is roughly a million times greater than the energy absorbed or released in a chemical reaction. (E=mc2)

CP.1.20. Energy Transformations: Realize and explain that the energy in a system is the sum of both potential energy and kinetic energy.

CP.1.21. Motion: Understand and explain that the change in motion of an object (acceleration) is proportional to the net force applied to the object and inversely proportional to the object's mass.

CP.1.22. Motion: Recognize and explain that whenever one object exerts a force on another, an equal and opposite force is exerted back on it by the other object.

CP.1.23. Motion: Understand and explain that the motion of an object is described by its position, velocity, and acceleration.

CP.1.24. Motion: Recognize and explain that waves are described by their velocity, wavelength, frequency or period, and amplitude.

CP.1.25. Motion: Understand and explain that waves can superpose on one another, bend around corners, reflect off surfaces, be absorbed by materials they enter, and change direction when entering a new material.

CP.1.26. Motion: Realize and explain that all motion is relative to whatever frame of reference is chosen, for there is no absolute motionless frame from which to judge all motion.

CP.1.27. Forces of Nature: Recognize and describe that gravitational force is an attraction between masses and that the strength of the force is proportional to the masses and decreases rapidly as the square of the distance between the masses increases.

CP.1.28. Forces of Nature: Realize and explain that electromagnetic forces acting within and between atoms are vastly stronger than the gravitational forces acting between atoms.

CP.1.29. Forces of Nature: Understand and explain that at the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together and thus, are involved in all chemical reactions.

CP.1.30. Forces of Nature: Understand and explain that in materials, there are usually equal proportions of positive and negative charges, making the materials as a whole electrically neutral. However, also know that a very small excess or deficit of negative charges will produce noticeable electric forces.

CP.1.31. Forces of Nature: Realize and explain that moving electric charges produce magnetic forces, and moving magnets produce electric forces.

IN.CP.2. Integrated Chemistry: Historical Perspectives of Integrated Chemistry - Physics: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

CP.2.1. Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems.

CP.2.2. Describe how Lavoisier's system for naming substances and describing their reactions contributed to the rapid growth of chemistry by enabling scientists everywhere to share their findings about chemical reactions with one another without ambiguity.

CP.2.3. Explain that John Dalton's modernization of the ancient Greek ideas of element, atom, compound, and molecule strengthened the new chemistry by providing physical explanations for reactions that could be expressed in quantitative terms.

CP.2.4. Explain that Isaac Newton created a unified view of force and motion in which motion everywhere in the universe can be explained by the same few rules. Note that his mathematical analysis of gravitational force and motion showed that planetary orbits had to be the very ellipses that Johannes Kepler had demonstrated two generations earlier.

CP.2.5. Describe that Newton's system was based on the concepts of mass, force, and acceleration, his three laws of motion relating them, and a physical law stating that the force of gravity between any two objects in the universe depends only upon their masses and the distance between them.

CP.2.6. Explain that the Newtonian model made it possible to account for such diverse phenomena as tides, the orbits of the planets and moons, the motion of falling objects, and the earth's equatorial bulge.

CP.2.7. Describe that among the surprising ideas of Albert Einstein's special relativity is that nothing can travel faster than the speed of light, which is the same for all observers no matter how they or the light source happen to be moving.

CP.2.8. Explain that the special theory of relativity is best known for stating that any form of energy has mass, and that matter itself is a form of energy.

CP.2.9. Describe that general relativity theory pictures Newton's gravitational force as a distortion of space and time.

CP.2.10. Explain that Marie and Pierre Curie made radium available to researchers all over the world, increasing the study of radioactivity and leading to the realization that one kind of atom may change into another kind, and so must be made up of smaller parts.

CP.2.11. Explain that Rutherford and his colleagues discovered that the heavy radioactive element uranium spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus.

CP.2.12. Describe that later, Austrian and German scientists showed that when uranium is struck by neutrons, it splits into two nearly equal parts plus one or two extra neutrons. Note that Lise Meitner, an Austrian physicist, was the first to point out that if these fragments added up to less mass than the original uranium nucleus, then Einstein's special relativity theory predicted that a large amount of energy would be released. Also note that Enrico Fermi, an Italian working with colleagues in the United States, showed that the extra neutrons trigger more fissions and so create a sustained chain reaction in which a prodigious amount of energy is given off.

IN.P.1. Physics: Principles of Physics: Students recognize the nature and scope of physics, including its relationship to other sciences and its ability to describe the natural world. Students learn how physics describes the natural world, using quantities such as velocity, acceleration, force, energy, momentum, and charge. Through experimentation and analysis, students develop skills that enable them to understand the physical environment. They learn to make predictions about natural phenomena by using physical laws to calculate or estimate these quantities. Students learn that this description of nature can be applied to diverse phenomena at scales ranging from the subatomic to the structure of the universe and include every day events. Students learn how the ideas they study in physics can by used in concert with the ideas of the other sciences. They also learn how physics can help to promote new technologies. Students will be able to communicate what they have learned orally, mathematically, using diagrams, and in writing.

P.1.1. The Properties of Matter: Describe matter in terms of its fundamental constituents, and be able to differentiate among those constituents.

P.1.2. The Properties of Matter: Measure or determine the physical quantities including mass, charge, pressure, volume, temperature, and density of an object or unknown sample.

P.1.3. The Properties of Matter: Describe and apply the kinetic molecular theory to the states of matter.

P.1.4. The Properties of Matter: Employ correct units in describing common physical quantities.

P.1.5. The Relationships Between Motion and Force: Use appropriate vector and scalar quantities to solve kinematics and dynamics problems in one and two dimensions.

P.1.6. The Relationships Between Motion and Force: Describe and measure motion in terms of position, time, and the derived quantities of velocity and acceleration.

P.1.7. The Relationships Between Motion and Force: Use Newton's Laws (e.g., F = ma) together with the kinematic equations to predict the motion of an object.

P.1.8. The Relationships Between Motion and Force: Describe the nature of centripetal force and centripetal acceleration (including the formula a = v2/r), and use these ideas to predict the motion of an object.

P.1.9. The Relationships Between Motion and Force: Use the conservation of energy and conservation of momentum laws to predict, both conceptually and quantitatively, the results of the interactions between objects.

P.1.10. The Relationships Between Motion and Force: Demonstrate an understanding of the inverse square nature of gravitational and electrostatic forces.

P.1.11. The Nature of Energy: Recognize energy in its different manifestations such as kinetic (KE = 1/2 mv2), gravitational potential (PE = mgh), thermal, chemical, nuclear, electromagnetic, or mechanical.

P.1.12. The Nature of Energy: Use the law of conservation of energy to predict the outcome(s) of an energy transformation.

P.1.13. The Nature of Energy: Use the concepts of temperature, thermal energy, transfer of thermal energy, and the mechanical equivalent of heat to predict the results of an energy transfer.

P.1.14. The Nature of Energy: Explain the relation between energy (E) and power (P). Explain the definition of the unit of power, the watt.

P.1.15. Momentum and Energy: Distinguish between the concepts of momentum (using the formula p = mv) and energy.

P.1.16. Momentum and Energy: Describe circumstances under which each conservation law may be used.

P.1.17. The Nature of Electricity and Magnetism: Describe the interaction between stationary charges using Coulomb's Law. Know that the force on a charged particle in an electrical field is qE, where E is the electric field at the position of the particle, and q is the charge of the particle.

P.1.18. The Nature of Electricity and Magnetism: Explain the concepts of electrical charge, electrical current, electrical potential, electric field, and magnetic field. Use the definitions of the coulomb, the ampere, the volt, the volt/meter, and the tesla.

P.1.19. The Nature of Electricity and Magnetism: Analyze simple arrangements of electrical components in series and parallel circuits. Know that any resistive element in a DC circuit dissipates energy, which heats the resistor. Calculate the power (rate of energy dissipation), using the formula Power = IV = I2R.

P.1.20. The Nature of Electricity and Magnetism: Describe electric and magnetic forces in terms of the field concept and the relationship between moving charges and magnetic fields. Know that the magnitude of the force on a moving particle with charge q in a magnetic field is qvBsina, where v and B are the magnitudes of vectors v and B and a is the angle between v and B.

P.1.21. The Nature of Electricity and Magnetism: Explain the operation of electric generators and motors in terms of Ampere's law and Faraday's law.

P.1.22. The Behavior of Waves: Describe waves in terms of their fundamental characteristics of velocity, wavelength, frequency or period, and amplitude. Know that radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves, whose speed in a vacuum is approximately 3 x 10 to the 8th power m/s (186,000 miles/second).

P.1.23. The Behavior of Waves: Use the principle of superposition to describe the interference effects arising from propagation of several waves through the same medium.

P.1.24. The Behavior of Waves: Use the concepts of reflection, refraction, polarization, transmission, and absorption to predict the motion of waves moving through space and matter.

P.1.25. The Behavior of Waves: Use the concepts of wave motion to predict conceptually and quantitatively the various properties of a simple optical system.

P.1.26. The Behavior of Waves: Identify electromagnetic radiation as a wave phenomenon after observing refraction, reflection, and polarization of such radiation.

P.1.27. The Laws of Thermodynamics: Understand that the temperature of an object is proportional to the average kinetic energy of the molecules in it and that the thermal energy is the sum of all the microscopic potential and kinetic energies.

P.1.28. The Laws of Thermodynamics: Describe the Laws of Thermodynamics, understanding that energy is conserved, heat does not move from a cooler object to a hotter one without the application of external energy, and that there is a lowest temperature, called absolute zero. Use these laws in calculations of the behavior of simple systems.

P.1.29. The Nature of Atomic and Subatomic Physics: Describe the nuclear model of the atom in terms of mass and spatial relationships of the electrons, protons, and neutrons.

P.1.30. The Nature of Atomic and Subatomic Physics: Explain that the nucleus, although it contains nearly all of the mass of the atom, occupies less than the proportion of the solar system occupied by the sun. Explain that the mass of a neutron or a proton is about 2,000 times greater than the mass of an electron.

P.1.31. The Nature of Atomic and Subatomic Physics: Explain the role of the strong nuclear force in binding matter together.

P.1.32. The Nature of Atomic and Subatomic Physics: Using the concept of binding energy per nucleon, explain why a massive nucleus that fissions into two medium-mass nuclei emits energy in the process.

P.1.33. The Nature of Atomic and Subatomic Physics: Using the same concept, explain why two light nuclei that fuse into a more massive nucleus emit energy in the process.

P.1.34. The Nature of Atomic and Subatomic Physics: Understand and explain the properties of radioactive materials, including half-life, types of emissions, and the relative penetrative powers of each type.

P.1.35. The Nature of Atomic and Subatomic Physics: Describe sources and uses of radioactivity and nuclear energy.

IN.P.2. Physics: Historical Perspectives of Physics: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, students understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that they grow or transform slowly through the contributions of many different investigators.

P.2.1. Explain that Isaac Newton created a unified view of force and motion in which motion everywhere in the universe can be explained by the same few rules. Note that his mathematical analysis of gravitational force and motion showed that planetary orbits had to be the very ellipses that Johannes Kepler had proposed two generations earlier.

P.2.2. Describe how Newton's system was based on the concepts of mass, force, and acceleration, his three laws of motion relating to them, and a physical law stating that the force of gravity between any two objects in the universe depends only upon their masses and the distance between them.

P.2.3. Explain that the Newtonian model made it possible to account for such diverse phenomena as tides, the orbits of the planets and moons, the motion of falling objects, and the earth's equatorial bulge.

P.2.4. Describe how the Scottish physicist James Clerk Maxwell used Ampere's law and Faraday's law to predict the existence of electromagnetic waves and predict that light was just such a wave. Also understand that these predictions were confirmed by Heinrich Hertz, whose confirmations thus made possible the fields of radio, television, and many other technologies.

P.2.5. Describe how among the surprising ideas of Albert Einstein's special relativity is that nothing can travel faster than the speed of light, which is the same for all observers no matter how they or the light source happen to be moving, and that the length of time interval is not the same for observers in relative motion.

P.2.6. Explain that the special theory of relativity (E=mc2) is best known for stating that any form of energy has mass and that matter itself is a form of energy.

P.2.7. Describe how general relativity theory pictures Newton's gravitational force as a distortion of space and time.

P.2.8. Explain that Marie and Pierre Curie made radium available to researchers all over the world, increasing the study of radioactivity and leading to the realization that one kind of atom may change into another kind, and so must be made up of smaller parts. Note that these parts were demonstrated by Rutherford, Geiger, and Marsden to be small, dense nuclei that contain protons and neutrons and are surrounded by clouds of electrons.

P.2.9. Explain that Ernest Rutherford and his colleagues discovered that the radioactive element radon spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus.

P.2.10. Describe how later, Austrian and German scientists showed that when uranium is struck by neutrons, it splits into two nearly equal parts plus two or three extra neutrons. Note that Lise Meitner, an Austrian physicist, was the first to point out that if these fragments added up to less mass than the original uranium nucleus, then Einstein's special relativity theory predicted that a large amount of energy would be released. Also note that Enrico Fermi, an Italian working with colleagues in the United States, showed that the extra neutrons trigger more fissions and so create a sustained chain reaction in which a prodigious amount of energy is given off.

IN.B.1. Biology I: Principles of Biology: Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment.

B.1.1. Molecules and Cells: Recognize that and explain how the many cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. Understand that different parts of the genetic instructions are used in different types of cells and are influenced by the cell's environment and past history.

B.1.2. Molecules and Cells: Explain that every cell is covered by a membrane that controls what can enter and leave the cell. Recognize that in all but quite primitive cells, a complex network of proteins provides organization and shape. In addition, understand that flagella and/or cilia may allow some Protista, some Monera, and some animal cells to move.

B.1.3. Molecules and Cells: Know and describe that within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and movement. In addition to these basic cellular functions common to all cells, understand that most cells in multicellular organisms perform some special functions that others do not.

B.1.4. Molecules and Cells: Understand and describe that the work of the cell is carried out by the many different types of molecules it assembles, such as proteins, lipids, carbohydrates, and nucleic acids.

B.1.5. Molecules and Cells: Demonstrate that most cells function best within a narrow range of temperature and acidity. Note that extreme changes may harm cells, modifying the structure of their protein molecules and therefore, some possible functions.

B.1.6. Molecules and Cells: Show that a living cell is composed mainly of a small number of chemical elements (carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur). Recognize that carbon can join to other carbon atoms in chains and rings to form large and complex molecules.

B.1.7. Molecules and Cells: Explain that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division. Note that cell behavior can also be affected by molecules from other parts of the organism, such as hormones.

B.1.8. Molecules and Cells: Understand and describe that all growth and development is a consequence of an increase in cell number, cell size, and/or cell products. Explain that cellular differentiation results from gene expression and/or environmental influence. Differentiate between mitosis and meiosis.

B.1.9. Molecules and Cells: Recognize and describe that both living and non-living things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP.

B.1.10. Molecules and Cells: Recognize and explain that macromolecules such as lipids contain high energy bonds as well.

B.1.11. Developmental and Organismal Biology: Describe that through biogenesis all organisms begin their life cycles as a single cell and that in multicellular organisms, successive generations of embryonic cells form by cell division.

B.1.12. Developmental and Organismal Biology: Compare and contrast the form and function of prokaryotic and eukaryotic cells.

B.1.13. Developmental and Organismal Biology: Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts.

B.1.14. Developmental and Organismal Biology: Recognize and explain that communication and/or interaction are required between cells to coordinate their diverse activities.

B.1.15. Developmental and Organismal Biology: Understand and explain that, in biological systems, structure and function must be considered together.

B.1.16. Developmental and Organismal Biology: Explain how higher levels of organization result from specific complexing and interactions of smaller units and that their maintenance requires a constant input of energy as well as new material.

B.1.17. Developmental and Organismal Biology: Understand that and describe how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical, and environmental conditions, as well as the presence of disease agents.

B.1.18. Developmental and Organismal Biology: Explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short- and long-term equilibrium.

B.1.19. Developmental and Organismal Biology: Recognize and describe that metabolism consists of the production, modification, transport, and exchange of materials that are required for the maintenance of life.

B.1.20. Developmental and Organismal Biology: Recognize that and describe how the human immune system is designed to protect against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise within.

B.1.21. Genetics: Understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules.

B.1.22. Genetics: Understand and explain the genetic basis for Mendel's laws of segregation and independent assortment.

B.1.23. Genetics: Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring's success in its environment.

B.1.24. Genetics: Explain that gene mutations can be caused by such things as radiation and chemicals. Understand that when they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only.

B.1.25. Genetics: Explain that gene mutation in a cell can result in uncontrolled cell division, called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

B.1.26. Genetics: Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.

B.1.27. Genetics: Explain that the similarity of human DNA sequences and the resulting similarity in cell chemistry and anatomy identify human beings as a unique species, different from all others. Likewise, understand that every other species has its own characteristic DNA sequence.

B.1.28. Genetics: Illustrate that the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations from the offspring of any two parents. Recognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes.

B.1.29. Genetics: Understand that and explain how the actions of genes, patterns of inheritance, and the reproduction of cells and organisms account for the continuity of life, and give examples of how inherited characteristics can be observed at molecular and whole-organism levels (in structure, chemistry, or behavior).

B.1.30. Evolution: Understand and explain that molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another.

B.1.31. Evolution: Describe how natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, and some of these characteristics give individuals an advantage over others in surviving and reproducing. Understand that the advantaged offspring, in turn, are more likely than others to survive and reproduce. Also understand that the proportion of individuals in the population that have advantageous characteristics will increase.

B.1.32. Evolution: Explain how natural selection leads to organisms that are well suited for survival in particular environments, and discuss how natural selection provides scientific explanation for the history of life on earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.

B.1.33. Evolution: Describe how life on Earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. Note that during the first 2 billion years, only single-cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved.

B.1.34. Evolution: Explain that evolution builds on what already exists, so the more variety there is, the more there can be in the future. Recognize, however, that evolution does not necessitate long-term progress in some set direction.

B.1.36. Evolution: Trace the relationship between environmental changes and changes in the gene pool, such as genetic drift and isolation of sub-populations.

B.1.37. Ecology: Explain that the amount of life any environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organic materials. Recognize, therefore, that human activities and technology can change the flow and reduce the fertility of the land.

B.1.38. Ecology: Understand and explain the significance of the introduction of species, such as zebra mussels, into American waterways, and describe the consequent harm to native species and the environment in general.

B.1.39. Ecology: Describe how ecosystems can be reasonably stable over hundreds or thousands of years. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one.

B.1.40. Ecology: Understand and explain that like many complex systems, ecosystems tend to have cyclic fluctuations around a state of rough equilibrium. However, also understand that ecosystems can always change with climate changes or when one or more new species appear as a result of migration or local evolution.

B.1.41. Ecology: Recognize that and describe how human beings are part of the earth's ecosystems. Note that human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems.

B.1.42. Ecology: Realize and explain that at times, the environmental conditions are such that plants and marine organisms grow faster than decomposers can recycle them back to the environment. Understand that layers of energy-rich organic material thus laid down have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Further understand that by burning these fossil fuels, people are passing most of the stored energy back into the environment as heat and releasing large amounts of carbon dioxide.

B.1.43. Ecology: Understand that and describe how organisms are influenced by a particular combination of living and non-living components of the environment.

B.1.44. Ecology: Describe the flow of matter, nutrients, and energy within ecosystems.

B.1.45. Ecology: Recognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of the way organisms develop within ecosystems.

B.1.46. Ecology: Recognize and describe that a great diversity of species increases the chance that at least some living things will survive in the face of large changes in the environment.

B.1.47. Ecology: Explain, with examples, that ecology studies the varieties and interactions of living things across space while evolution studies the varieties and interactions of living things across time.

IN.B.2. Biology I: Historical Perspectives of Biology: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

B.2.1. Explain that prior to the studies of Charles Darwin, the most widespread belief was that all known species were created at the same time and remained unchanged throughout history. Note that some scientists at the time believed that features an individual acquired during a lifetime could be passed on to its offspring, and the species could thereby gradually change to fit an environment better.

B.2.2. Explain that Darwin argued that only biologically inherited characteristics could be passed on to offspring. Note that some of these characteristics were advantageous in surviving and reproducing. Understand that the offspring would also inherit and pass on those advantages, and over generations the aggregation of these inherited advantages would lead to a new species.

B.2.3. Describe that the quick success of Darwin's book Origin of Species, published in 1859, came from the clear and understandable argument it made, including the comparison of natural selection to the selective breeding of animals in wide use at the time, and from the massive array of biological and fossil evidence it assembled to support the argument.

B.2.4. Explain that after the publication of Origin of Species, biological evolution was supported by the rediscovery of the genetics experiments of an Austrian monk, Gregor Mendel, by the identification of genes and how they are sorted in reproduction, and by the discovery that the genetic code found in DNA is the same for almost all organisms.

IN.C.1. Chemistry I: Principles of Chemistry: Students begin to conceptualize the general structure of the atom and the roles played by the main parts of the atom in determining the properties of materials. They investigate, through such methods as laboratory work, the nature of chemical changes and the role of energy in those changes.

C.1.1. Properties of Matter: Differentiate between pure substances and mixtures based on physical properties such as density, melting point, boiling point, and solubility.

C.1.2. Properties of Matter: Determine the properties and quantities of matter such as mass, volume, temperature, density, melting point, boiling point, conductivity, solubility, color, numbers of moles, and pH (calculate pH from the hydrogen-ion concentration), and designate these properties as either extensive or intensive.

C.1.3. Properties of Matter: Recognize indicators of chemical changes such as temperature change, the production of a gas, the production of a precipitate, or a color change.

C.1.4. Properties of Matter: Describe solutions in terms of their degree of saturation.

C.1.5. Properties of Matter: Describe solutions in appropriate concentration units (be able to calculate these units) such as molarity, percent by mass or volume, parts per million (ppm), or parts per billion (ppb).

C.1.6. Properties of Matter: Predict formulas of stable ionic compounds based on charge balance of stable ions.

C.1.7. Properties of Matter: Use appropriate nomenclature when naming compounds.

C.1.8. Properties of Matter: Use formulas and laboratory investigations to classify substances as metal or nonmetal, ionic or molecular, acid or base, and organic or inorganic.

C.1.9. The Nature of Chemical Change: Describe chemical reactions with balanced chemical equations.

C.1.10. The Nature of Chemical Change: Recognize and classify reactions of various types such as oxidation-reduction.

C.1.11. The Nature of Chemical Change: Predict products of simple reaction types including acid/base, electron transfer, and precipitation.

C.1.12. The Nature of Chemical Change: Demonstrate the principle of conservation of mass through laboratory investigations.

C.1.13. The Nature of Chemical Change: Use the principle of conservation of mass to make calculations related to chemical reactions. Calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses.

C.1.14. The Nature of Chemical Change: Use Avogadro's law to make mass-volume calculations for simple chemical reactions.

C.1.15. The Nature of Chemical Change: Given a chemical equation, calculate the mass, gas volume, and/or number of moles needed to produce a given gas volume, mass, and/or number of moles of product.

C.1.16. The Nature of Chemical Change: Calculate the percent composition by mass of a compound or mixture when given the formula.

C.1.17. The Nature of Chemical Change: Perform calculations that demonstrate an understanding of the relationship between molarity, volume, and number of moles of a solute in a solution.

C.1.18. The Nature of Chemical Change: Prepare a specified volume of a solution of given molarity.

C.1.19. The Nature of Chemical Change: Use titration data to calculate the concentration of an unknown solution.

C.1.20. The Nature of Chemical Change: Predict how a reaction rate will be quantitatively affected by changes of concentration.

C.1.21. The Nature of Chemical Change: Predict how changes in temperature, surface area, and the use of catalysts will qualitatively affect the rate of a reaction.

C.1.22. The Nature of Chemical Change: Use oxidation states to recognize electron transfer reactions and identify the substance(s) losing and gaining electrons in an electron transfer reaction.

C.1.23. The Nature of Chemical Change: Write a rate law using a chemical equation.

C.1.24. The Nature of Chemical Change: Recognize and describe nuclear changes.

C.1.25. The Nature of Chemical Change: Recognize the importance of chemical processes in industrial and laboratory settings, e.g., electroplating, electrolysis, the operation of voltaic cells, and such important applications as the refining of aluminum.

C.1.26. The Structure of Matter: Describe physical changes and properties of matter through sketches and descriptions of the involved materials.

C.1.27. The Structure of Matter: Describe chemical changes and reactions using sketches and descriptions of the reactants and products.

C.1.28. The Structure of Matter: Explain that chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent.

C.1.29. The Structure of Matter: Describe dynamic equilibrium.

C.1.30. The Structure of Matter: Perform calculations that demonstrate an understanding of the gas laws. Apply the gas laws to relations between pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases.

C.1.31. The Structure of Matter: Use kinetic molecular theory to explain changes in gas volumes, pressure, and temperature (Solve problems using pV=nRT).

C.1.32. The Structure of Matter: Describe the possible subatomic particles within an atom or ion.

C.1.33. The Structure of Matter: Use an element's location in the Periodic Table to determine its number of valence electrons, and predict what stable ion or ions an element is likely to form in reacting with other specified elements.

C.1.34. The Structure of Matter: Use the Periodic Table to compare attractions that atoms have for their electrons and explain periodic properties, such as atomic size, based on these attractions.

C.1.35. The Structure of Matter: Infer and explain physical properties of substances, such as melting points, boiling points, and solubility, based on the strength of molecular attractions.

C.1.36. The Structure of Matter: Describe the nature of ionic, covalent, and hydrogen bonds, and give examples of how they contribute to the formation of various types of compounds.

C.1.37. The Structure of Matter: Describe that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with a frequency related to the energy spacing between levels by using Planck's relationship (E=hv).

C.1.38. The Nature of Energy and Change: Distinguish between the concepts of temperature and heat.

C.1.39. The Nature of Energy and Change: Solve problems involving heat flow and temperature changes, using known values of specific heat and latent heat of phase change.

C.1.40. The Nature of Energy and Change: Classify chemical reactions and/or phase changes as exothermic or endothermic.

C.1.41. The Nature of Energy and Change: Describe the role of light, heat, and electrical energies in physical, chemical, and nuclear changes.

C.1.42. The Nature of Energy and Change: Describe that the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical reactions. The change in mass (calculated by E=mc2) is small but significant in nuclear reactions.

C.1.43. The Nature of Energy and Change: Calculate the amount of radioactive substance remaining after an integral number of half lives have passed.

C.1.44. The Basic Structures and Reactions of Organic Chemicals: Convert between formulas and names of common organic compounds.

C.1.45. The Basic Structures and Reactions of Organic Chemicals: Recognize common functional groups and polymers when given chemical formulas and names.

IN.C.2. Chemistry I: Historical Perspectives of Chemistry: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, students understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

C.2.1. Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems.

C.2.2. Describe how Lavoisier's system for naming substances and describing their

C.2.3. Explain that John Dalton's modernization of the ancient Greek ideas of element,

C.2.4. Explain how Frederich Wohler's synthesis of the simple organic compound urea from inorganic substances made it clear that living organisms carry out chemical processes not fundamentally different from inorganic chemical processes. Describe how this discovery led to the development of the huge field of organic chemistry, the industries based on it, and eventually to the field of biochemistry.

C.2.5. Explain how Arrhenius's discovery of the nature of ionic solutions contributed to the understanding of a broad class of chemical reactions.

C.2.6. Explain that the appreciation of the laws of quantum mechanics to chemistry by Linus Pauling and others made possible an understanding of chemical reactions on the atomic level.

C.2.7. Describe how the discovery of the structure of DNA by James D. Watson and Francis Crick made it possible to interpret the genetic code on the basis of a sequence of 'letters'.

IN.ES.1. Earth Science: Principles of Earth and Space Science: Students investigate, through laboratory and fieldwork, the universe, the Earth, and the processes that shape the Earth. They understand that the Earth operates as a collection of interconnected systems that may be changing or may be in equilibrium. Students connect the concepts of energy, matter, conservation, and gravitation to the Earth, solar system, and universe. Students utilize knowledge of the materials and processes of the Earth, planets, and stars in the context of the scales of time and size.

ES.1.1. The Universe: Understand and discuss the nebular theory concerning the formation of solar systems. Include in the discussion the roles of planetesimals and protoplanets.

ES.1.2. The Universe: Differentiate between the different types of stars found on the Hertzsprung-Russell Diagram. Compare and contrast the evolution of stars of different masses. Understand and discuss the basics of the fusion processes that are the source of energy of stars.

ES.1.3. The Universe: Compare and contrast the differences in size, temperature, and age between our sun and other stars.

ES.1.4. The Universe: Describe Hubble's law. Identify and understand that the 'Big Bang' theory is the most widely accepted theory explaining the formation of the universe.

ES.1.5. The Universe: Understand and explain the relationship between planetary systems, stars, multiple-star systems, star clusters, galaxies, and galactic groups in the universe.

ES.1.6. The Universe: Discuss how manned and unmanned space vehicles can be used to increase our knowledge and understanding of the universe.

ES.1.7. The Universe: Describe the characteristics and motions of the various kinds of objects in our solar system, including planets, satellites, comets, and asteroids. Explain that Kepler's laws determine the orbits of the planets.

ES.1.8. The Universe: Discuss the role of sophisticated technology such as telescopes, computers, space probes, and particle accelerators in making computer simulations and mathematical models in order to form a scientific account of the universe.

ES.1.9. The Universe: Recognize and explain that the concept of conservation of energy is at the heart of advances in fields as diverse as the study of nuclear particles and the study of the origin of the universe.

ES.1.10. The Earth: Recognize and describe that the earth sciences address planet-wide interacting systems, including the oceans, the air, the solid Earth, and life on Earth, as well as interactions with the Solar System.

ES.1.11. The Earth: Examine the structure, composition, and function of the Earth's atmosphere. Include the role of living organisms in the cycling of atmospheric gases.

ES.1.12. The Earth: Describe the role of photosynthetic plants in changing the Earth's atmosphere.

ES.1.13. The Earth: Explain the importance of heat transfer between and within the atmosphere, land masses, and oceans.

ES.1.14. The Earth: Understand and explain the role of differential heating and the role of the Earth's rotation on the movement of air around the planet.

ES.1.15. The Earth: Understand and describe the origin, life cycle, behavior, and prediction of weather systems.

ES.1.16. The Earth: Investigate the causes of severe weather, and propose appropriate safety measures that can be taken in the event of severe weather.

ES.1.17. The Earth: Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.

ES.1.18. The Earth: Demonstrate the possible effects of atmospheric changes brought on by things such as acid rain, smoke, volcanic dust, greenhouse gases, and ozone depletion.

ES.1.19. The Earth: Identify and discuss the effects of gravity on the waters of the Earth. Include both the flow of streams and the movement of tides.

ES.1.20. The Earth: Describe the relationship among ground water, surface water, and glacial systems.

ES.1.21. The Earth: Identify the various processes that are involved in the water cycle.

ES.1.22. The Earth: Compare the properties of rocks and minerals and their uses.

ES.1.23. Processes That Shape The Earth: Explain motions, transformations, and locations of materials in the Earth's lithosphere and interior. For example, describe the movement of the plates that make up the crust of the earth and the resulting formation of earthquakes, volcanoes, trenches, and mountains.

ES.1.24. Processes That Shape The Earth: Understand and discuss continental drift, sea-floor spreading, and plate tectonics. Include evidence that supports the movement of the plates such as magnetic stripes on the ocean floor, fossil evidence on separate continents, and the continuity of geological features.

ES.1.25. Processes That Shape The Earth: Investigate and discuss the origin of various landforms, such as mountains and rivers, and how they affect and are affected by human activities.

ES.1.26. Processes That Shape The Earth: Differentiate among the processes of weathering, erosion, transportation of materials, deposition, and soil formation.

ES.1.27. Processes That Shape The Earth: Illustrate the various processes that are involved in the rock cycle, and discuss how the total amount of material stays the same through formation, weathering, sedimentation, and reformation.

ES.1.28. Processes That Shape The Earth: Discuss geologic evidence, including fossils and radioactive dating, in relation to the Earth's past.

ES.1.29. Processes That Shape The Earth: Recognize and explain that in geologic change, the present arises from the materials of the past in ways that can be explained according to the same physical and chemical laws.

IN.ES.2. Earth Science: Historical Perspectives of Earth and Space Science: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

ES.2.1. Understand and explain that Claudius Ptolemy, an astronomer living in the second century A.D., devised a powerful mathematical model of the universe based on constant motion in perfect circles and circles on circles. Further understand that with the model, he was able to predict the motions of the sun, moon, and stars, and even of the irregular 'wandering stars' now called planets.

ES.2.2. Understand that and describe how in the 16th century the Polish astronomer Nicholas Copernicus suggested that all those same motions outlined by Ptolemy could be explained by imagining that the earth was turning on its axis once a day and orbiting around the sun once a year. Note that this explanation was rejected by nearly everyone because it violated common sense and required the universe to be unbelievably large. Also understand that Copernicus's ideas flew in the face of belief, universally held at the time, that the Earth was at the center of the universe.

ES.2.3. Understand that and describe how Johannes Kepler, a German astronomer who lived at about the same time as Galileo, used the unprecedented precise observational data of the Danish astronomer Tycho Brahe. Know that Kepler showed mathematically that Copernicus's idea of a sun-centered system worked better than any other system if uniform circular motion was replaced with variable-speed, but predictable, motion along off-center ellipses.

ES.2.4. Explain that by using the newly invented telescope to study the sky, Galileo made many discoveries that supported the ideas of Copernicus. Recognize that it was Galileo who found the moons of Jupiter, sunspots, craters and mountains on the moon, the phases of Venus, and many more stars than were visible to the unaided eye.

ES.2.5. Explain that the idea, that the Earth might be vastly older than most people believed, made little headway in science until the work of Lyell and Hutton.

ES.2.6. Describe that early in the 20th century the German scientist, Alfred Wegener, reintroduced the idea of moving continents, adding such evidence as the underwater shapes of the continents, the similarity of life forms and land forms in corresponding parts of Africa and South America, and the increasing separation of Greenland and Europe. Also know that very few contemporary scientists adopted his theory because Wegener was unable to propose a plausible mechanism for motion.

ES.2.7. Explain that the theory of plate tectonics was finally accepted by the scientific community in the 1960s when further evidence had accumulated in support of it. Understand that the theory was seen to provide an explanation for a diverse array of seemingly unrelated phenomena, and there was a scientifically sound physical explanation of how such movement could occur.

IN.ENV.1. Environmental Science: Principles of Environmental Science: Students investigate, through laboratory and fieldwork, the concepts of environmental systems, populations, natural resources, and environmental hazards.

Env.1.1. Environmental Systems: Know and describe how ecosystems can be reasonably stable over hundreds or thousands of years. Consider as an example the ecosystem of the Great Plains prior to the advent of the horse in Native American Plains societies, from then until the advent of agriculture, and well into the present.

Env.1.2. Environmental Systems: Understand and describe that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one.

Env.1.3. Environmental Systems: Understand and explain that ecosystems have cyclic fluctuations such as seasonal changes or changes in populations as a result of migrations.

Env.1.4. Environmental Systems: Understand and explain that human beings are part of the earth's ecosystems, and give examples of how human activities can, deliberately or inadvertently, alter ecosystems.

Env.1.5. Environmental Systems: Explain how the size and rate of growth of the human population in any location is affected by economic, political, religious, technological, and environmental factors, some of which are influenced by the size and rate of growth of the population.

Env.1.6. Environmental Systems: Describe and give examples about how the decisions of one generation both provide and limit the range of possibilities open to the next generation.

Env.1.7. Environmental Systems: Recognize and explain that in evolutionary change, the present arises from the materials of the past and in ways that can be explained, such as the formation of soil from rocks and dead organic matter.

Env.1.8. Environmental Systems: Recognize and describe the difference between systems in equilibrium and systems in disequilibrium.

Env.1.9. Environmental Systems: Diagram the cycling of carbon, nitrogen, phosphorus, and water.

Env.1.10. Environmental Systems: Identify and measure biological, chemical, and physical factors within an ecosystem.

Env.1.11. Environmental Systems: Locate, identify, and explain the role of the major earth biomes and discuss how the abiotic and biotic factors interact within these ecosystems.

Env.1.12. Environmental Systems: Explain the process of succession, both primary and secondary, in terrestrial and aquatic ecosystems.

Env.1.13. Flow of Matter and Energy: Understand and describe how layers of energy rich organic material have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Recognize that by burning these fossil fuels, people are passing stored energy back into the environment as heat and releasing large amounts of carbon dioxide.

Env.1.14. Flow of Matter and Energy: Recognize and explain that the amount of life any environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle organic materials from the remains of dead organisms.

Env.1.15. Flow of Matter and Energy: Describe how the chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways.

Env.1.16. Flow of Matter and Energy: Cite examples of how all fuels have advantages and disadvantages that society must question when considering the trade-offs among them, such as how energy use contributes to the rising standard of living in the industrially developing nations. However, explain that this energy use also leads to more rapid depletion of the earth's energy resources and to environmental risks associated with the use of fossil and nuclear fuels.

Env.1.17. Flow of Matter and Energy: Describe how decisions to slow the depletion of energy sources through efficient technology can be made at many levels, from personal to national, and they always involve trade-offs of economic costs and social values.

Env.1.18. Flow of Matter and Energy: Illustrate the flow of energy through various trophic levels of food chains and food webs within an ecosystem. Describe how each link in a food web stores some energy in newly made structures and how much of the energy is dissipated into the environment as heat. Understand that a continual input of energy from sunlight is needed to keep the process going.

Env.1.19. Populations: Demonstrate and explain how the factors such as birth rate, death rate, and migration rate determine growth rates of populations.

Env.1.20. Populations: Demonstrate how resources, such as food supply, influence populations.

Env.1.21. Natural Resources: Differentiate between renewable and non-renewable resources, and compare and contrast the pros and cons of using non-renewable resources.

Env.1.22. Natural Resources: Demonstrate a knowledge of the distribution of natural resources in the U.S. and the world, and explain how natural resources influence relationships among nations.

Env.1.23. Natural Resources: Recognize and describe the role of natural resources in providing the raw materials for an industrial society.

Env.1.24. Natural Resources: Give examples of the various forms and uses of fossil fuels and nuclear energy in our society.

Env.1.25. Natural Resources: Recognize and describe alternative sources of energy provided by water, the atmosphere, and the sun.

Env.1.26. Natural Resources: Identify specific tools and technologies used to adapt and alter environments and natural resources in order to meet human physical and cultural needs.

Env.1.27. Natural Resources: Understand and describe the concept of integrated natural resource management and the values of managing natural resources as an ecological unit.

Env.1.28. Natural Resources: Understand and describe the concept and the importance of natural and human recycling in conserving our natural resources.

Env.1.29. Natural Resources: Recognize and describe important environmental legislation, such as the Clean Air Act and the Clean Water Act.

Env.1.30. Environmental Hazards: Describe how agricultural technology requires trade-offs between increased production and environmental harm and between efficient production and social values.

Env.1.31. Environmental Hazards: Understand and explain that waste management includes considerations of quantity, safety, degradability, and cost. Understand also that waste management requires social and technological innovations because waste-disposal problems are political and economic as well as technical.

Env.1.32. Environmental Hazards: Understand and describe how nuclear reactions release energy without the combustion products of burning fuels, but that the radioactivity of fuels and by-products poses other risks which may last for thousands of years.

Env.1.33. Environmental Hazards: Identify natural earth hazards, such as earthquakes and hurricanes, and identify the regions in which they occur as well as the short term and long term effects on the environment and on people.

Env.1.34. Environmental Hazards: Differentiate between natural pollution and pollution caused by humans and give examples of each.

Env.1.35. Environmental Hazards: Compare and contrast the beneficial and harmful effects of an environmental stressor such as herbicides and pesticides on plants and animals. Give examples of secondary effects on other environmental components.

IN.ENV.2. Environmental Science: Historical Perspectives of Environmental Science: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

Env.2.1. Explain that Rachael Carson's book, Silent Spring, explained how pesticides were causing serious pollution and killing many organisms. Understand that it was the first time anyone had publicly shown how poisons affect anything in nature. Note in particular that the book detailed how the pesticide DDT had gotten into the food chain. Understand that as a result of Silent Spring, there are now hundreds of national, state, and local laws that regulate pesticides.

Env.2.2. Explain that Henry Cowles found the Indiana Dunes and Lake Michigan shoreline area a natural laboratory for developing important principles of plant succession.

IN.AP.1. Human Anatomy and Physiology: Cells and Tissues with Related Membranes: Students should understand that molecules make up the fabric of living cells, which, in turn, make up tissues. Students should know the role of adhesion molecules, the classification of tissues, and the various cell types found in them.

AP.1.1 Compare and contrast the different ways in which substances cross the plasma membrane including diffusion and osmosis, facilitated diffusion, active transport, endocytosis, and exocytosis.

AP.1.2 Describe the importance of proteins in cell function and structure. Give specific examples of proteins and their functions and describe how proteins are synthesized.

AP.1.3 Describe the general structure of an epithelium including the basement membrane. Describe the types and locations of epithelia. Describe endocrine and exocrine glands and their development from glandular epithelium. Compare and contrast epithelial and synovial membranes.

AP.1.4 Compare and contrast the structure and function of cells that make up the various types of muscle tissue, nerve tissue, and connective tissue.

AP.1.5 Discuss the important physiological functions of the skin. Describe the structure of the skin, including the hypodermis, dermis, and the layers of the epidermis. Discuss the accessory structures of the skin: hairs, nails, and glands.

IN.AP.2. Human Anatomy and Physiology: Movement and Support in Humans: Students know the physiology and structure of bones and skeletal muscle as they interact to provide movement and support of the human body. Students understand the chemical and microscopic structure of bone; its development, repair, turnover, and growth; and its ability to heal when damaged. Students know that although the skeleton is made up of rigid bones, many joints allow for movement.

AP.2.1 Bone Structure and Physiology, The Skeleton and the Joints: Explain the anatomical position and the terms that describe relative positions, body planes, and body regions. Describe the body cavities, their membranes, and the organs within each cavity; the major organ systems; and their role in the functioning of the body.

AP.2.2 Bone Structure and Physiology, The Skeleton and the Joints: Distinguish bones according to shape and describe the major functions of bone. Describe the structure of a typical long bone and indicate how each part functions in the physiology and growth of the bone.

AP.2.3 Bone Structure and Physiology, The Skeleton and the Joints: Compare and contrast the microscopic organization of compact (cortical) bone and spongy (trabecular) bone. Describe the types of cell found in bone and their role in bone growth and control of bone mass.

AP.2.4 Bone Structure and Physiology, The Skeleton and the Joints: Distinguish the axial from the appendicular skeleton and name the major bones of each. Locate and identify the bones and the major features of the bones that make up the skull, vertebral column, thoracic cage, pectoral girdle, upper limb, pelvic girdle, and lower limb.

AP.2.5 Bone Structure and Physiology, The Skeleton and the Joints: Describe the major types of joints in terms of their mobility and the tissues that hold them together. Describe the structures that make up a synovial joint; describe synovial fluid and its properties.

AP.2.6 Muscle Structure and Physiology: Compare and contrast the microscopic structure, organization, function, and molecular basis of contraction in skeletal, smooth, and cardiac muscle.

AP.2.7 Muscle Structure and Physiology: Name the components of a skeletal muscle fiber and describe their functions. Describe how the thin and thick filaments are organized in the sarcomere. Explain the molecular processes and biochemical mechanisms that provide energy for muscle contraction and relaxation.

AP.2.8 Muscle Structure and Physiology: Describe a motor unit and its importance in controlling the force and velocity of muscle contraction. Describe the neuromuscular junction and the neurotransmitter released at the neuromuscular junction.

AP.2.9 Muscle Structure and Physiology: Identify the major muscles on a diagram of the body's musculature and describe the movements associated with each of them.

AP.2.10 Muscle Structure and Physiology: Distinguish between isotonic and isometric contractions of skeletal muscle; cite examples of each and discuss how muscle contraction is amplified by the use of lever systems.

AP.2.11 Muscle Structure and Physiology: Explain what is meant by muscular hypertrophy and atrophy and the causes of these conditions.

IN.AP.3. Human Anatomy and Physiology: Nervous Tissue and Neurophysiology: Students recognize that the nervous system, together with the endocrine system, controls and integrates the workings of the human body. Students recognize that nerve cells are the functional cellular units of the nervous system, and that their activity allows for rapid transmission of information along their axons as well as an ability to network by 'talking' to other nerve cells.

AP.3.1 Discuss the three basic types of activity in the nervous system: (1) sensory; (2) integration, interpretation, information storage, decision-making; (3) motor function. Distinguish the structures of the various functional types of neurons; diagram the structure of a motor neuron and explain the function of each component.

AP.3.2 Describe the different types of neuroglial cells. Describe the function of oligodendrocytes and Schwann cells; describe the structure and function of the myelin sheath and the role that Schwann cells play in regeneration of a severed nerve axon.

AP.3.3 Discuss mathematically the origin of the resting potential, referring to the intra- and extracellular concentrations of sodium and potassium ions, the permeability of the plasma membrane to these ions, and the intracellular concentration of negatively-charged proteins.

AP.3.4 Explain the changes in membrane potential during the action potential and their relationship to the number of open channels for sodium and potassium ions.

AP.3.5 Explain the structure and the role of excitatory and inhibitory neurotransmitters in a synapse. Explain why it is important to remove a neurotransmitter after it has been released and describe two mechanisms for doing this.

IN.AP.4. Human Anatomy and Physiology: Structure and Function of the Nervous System: Students should understand that the nervous system is divided into the peripheral nervous system and the central nervous system. Students should be familiar with the structure and functions of the spinal cord and the subdivisions of the brain.

AP.4.1 Recognize that the nervous system is divided into the peripheral nervous system and the central nervous system.

AP.4.2 Describe the meninges that cover the brain and spinal cord. Describe the ventricles in the brain and how they are interconnected.

AP.4.3 Describe the secretion, flow pathways, and absorption of cerebrospinal fluid, its locations, and explain its functions.

AP.4.4 Discuss the functions of the spinal cord. Describe the five segments (regions) of the spinal cord and explain its cross-sectional anatomy in terms of organization.

AP.4.5 Describe a dermatome and its clinical importance.

AP.4.6 Describe the various types of spinal reflex and discuss their importance with regards to posture and avoidance of painful stimuli.

AP.4.7 Discuss the components and broad function of the brain stem and the diencephalon. Describe and give the functions of the various structures that make up the cerebrum including the cerebral cortex and its anatomical divisions, the cerebral components of the basal ganglia, and the corpus callosum.

AP.4.8 Describe the functions and locations of the motor, sensory, and association areas of the cerebral cortex.

AP.4.9 Explain hemispheric dominance.

AP.4.10 Describe the structure and functions of the cerebellum and its nuclei regarding postural control, smooth coordination of movements, and motor learning.

AP.4.11 Describe the major characteristics of the autonomic nervous system and contrast its efferent pathways with those of the somatic nervous system. Compare and contrast the actions, origins, and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system including their associated ganglia and neurotransmitters.

IN.AP.5. Human Anatomy and Physiology: Sensory Systems: Students should describe the structure and function of sensory receptors and their role in human survival.

AP.5.1 Somatic Senses: Distinguish between somatic senses and special senses and classify sensory receptors according to the types of stimuli that activate them.

AP.5.2 Somatic Senses: Explain how information on stimulus intensity and stimulus quality is signaled to the brain.

AP.5.3 Somatic Senses: Explain what is meant by sensory receptor adaptation and give examples related to everyday experience.

AP.5.4 Special Senses: Describe the structure, function, and location of olfactory and taste receptor cells.

AP.5.5 Special Senses: Name the parts of the eye: explain the function of the parts involved in light detection with the parts defining the optical properties of the eye.

AP.5.6 Special Senses: Describe the three regions of the ear. Distinguish the structure and function of the vestibular apparatus from the auditory apparatus. Describe how sound is transmitted from the external auditory meatus to the cochlea.

IN.AP.6. Human Anatomy and Physiology: Endocrine System: Students understand the structure and function of the endocrine system in relation to digestion and metabolism, homeostasis, survival, growth, development, and reproduction

AP.6.1 Discuss the difference between an endocrine gland and an exocrine gland. Explain the nature of a hormone and the importance of the endocrine system in relation to digestion and metabolism, homeostasis, survival, growth, development, and reproduction. Contrast the endocrine glands that are exclusively endocrine in function with endocrine tissue found in organs that also have other functions.

AP.6.2 Identify the various chemical classes to which hormones belong and explain that some hormones act via second messengers while others affect gene expression.

AP.6.3 Discuss neural, hormonal, and other chemical compounds that control hormone secretion. Using examples, describe negative feedback in the control of hormone secretion.

AP.6.4 Describe the structure and hormones of the hypothalamus-pituitary complex, and the function of these hormones in controlling the thyroid, gonads, and adrenal cortex. Describe structure of these glands and the functions of the hormones secreted by them. For the glands that are not under the control of the hypothalamus-pituitary complex (e.g. the parathyroid, the pancreas, the pineal gland, and the adrenal medulla), describe their structure, the hormones secreted and their function, and their stimuli for secretion.

AP.6.5 Discuss how the hypothalamus-pituitary complex, the sympathetic nervous system, the adrenal medulla, and the adrenal cortex are all involved in the response to stress.

IN.AP.7. Human Anatomy and Physiology: The Blood: Students understand the functions of blood including its role in essential protection to combat invading microorganisms, acute inflammation, and immune responses.

AP.7.1 Describe the functions of the blood and distinguish whole blood from plasma and serum. Classify and explain the functions of the formed elements found in blood and describe where they are produced.

AP.7.2 Describe how erythropoietin regulates red blood cell production in response to anoxia.

AP.7.3 Explain the ABO blood types and discuss their importance during a blood transfusion.

AP.7.4 Describe hemostasis and the basic processes in blood clotting.

IN.AP.8. Human Anatomy and Physiology: The Cardiovascular System: Students recognize the anatomy and function of the heart and blood vessels. Because diseases of the cardiovascular system are a major cause of death in this country, it is important to understand the normal physiology of the heart and blood vessels.

AP.8.1 The Heart and Blood Vessels: Discuss the functions of the circulatory system; describe with the aid of a diagram the basic arrangement of the cardiovascular system and blood flow through it (include the pulmonary and systemic circuits). Describe how oxygen and carbon dioxide are transported in the blood.

AP.8.2 The Heart and Blood Vessels: Describe the layers found in the walls of blood vessels and discuss the relative prominence of these layers in the different types of blood vessels. Include an analysis of vasoconstriction and vasodilatation and their importance in controlling blood flow through tissues. Describe both the venous pump and varicose veins.

AP.8.3 The Heart and Blood Vessels: Diagram the structure of a capillary bed and explain how materials move in and out of capillaries. Discuss edema.

AP.8.4 The Heart and Blood Vessels: Describe the structure of the heart: including the pericardium. Describe the major vessels entering and leaving the heart and the regions they serve. Explain how the heart valves ensure one-way blood flow during systole and diastole. Discuss the heart sounds.

AP.8.5 The Heart and Blood Vessels: Discuss the importance of the baroreceptor reflex in the regulation of blood pressure. Explain what is meant by hypertension and mention some of the dangers associated with hypertension.

AP.8.6 Electrical Activity of the Heart and the Electrocardiogram: Describe how the action potential of a cardiac muscle cell differs from that of a neuron. Describe the importance of calcium ion influx during the plateau phase of the action potential. Discuss the functioning of pacemaker cells and how the wave of depolarization is transmitted to the ventricles.

AP.8.7 Electrical Activity of the Heart and the Electrocardiogram: Explain the origins of the waves of the electrocardiogram and their medical significance in diagnosis of a heart problem.

AP.8.8 Adjustment of the Cardiovascular System to Exercise and Hemorrhage: Explain the similarities and differences between the adjustment of the cardiovascular system to exercise and hemorrhage. Contrast changes in the distribution of blood flow and cardiac output and explain the importance of the sympathetic branch of the autonomic nervous system in these responses.

IN.AP.9. Human Anatomy and Physiology: The Lymphatic System: Students should understand the role of the lymphatic system in the body's defense against marauding pathogens. Students should also understand that many of the cells of the immune system are formed, reside in, are processed in, or travel within and through the structures of the lymphatic system. Students should understand these structures, classify them, and know their location.

AP.9.1 Discuss the major anatomical structures and functions of the lymphatic system including the lymphatic vessels; the structure and major groupings of lymph nodes; and the structures and functions of the spleen, thymus, and bone marrow.

AP.9.2 Describe the formation of lymph and its movement through the lymphatic system.

IN.AP.10. Human Anatomy and Physiology: Immune Mechanisms: Students should know that pathogens attempt to invade our bodies to take advantage of our nutrients and our protein synthetic machinery. Students should understand the various lines of defense including the two immune systems that save us from certain death by infection. Students should know the cellular and non-cellular components of the innate, natural, non-specific immune system and the specific, acquired immune system.

AP.10.1 Discuss the different types of pathogens and outline the strategies the body uses to protect itself from them. Distinguish non-specific, innate, or natural immunity from specific or acquired immunity. Recognize their overlap and describe their cellular and non-cellular components.

AP.10.2 Describe the mechanisms of the acute inflammatory response, its causes, and the role of chemical signaling molecules.

AP.10.3 Describe the development and maturation of B- and T-lymphocytes. Discuss why the development of self-tolerance is important.

AP.10.4 Define and discuss antigens, antibodies, and complement.

IN.AP.11. Human Anatomy and Physiology: The Respiratory System: Students should understand why it is necessary to breathe. They should understand how breathing is controlled, how the mechanical aspects of the breathing processes occur, and how ventilation of the lungs changes in response to changes in blood oxygen, carbon dioxide, and pH.

AP.11.1 Recognize that breathing supplies oxygen that is critical for oxidative phosphorylation. Describe the anatomy of the respiratory system and the route taken by the inspiratory flow of air from the nose into the alveoli.

AP.11.2 Contrast the mechanisms of inspiration and expiration (quiet and forced) and explain the role of various muscles and of lung elasticity in this process. Compare the percentages of the oxygen and carbon dioxide in the external air to the percentages in the alveolar and the pulmonary capillaries. Explain the meaning of partial pressure.

AP.11.3 Explain the use of the spirometer and describe the data it generates in a spirogram.

AP.11.4 Describe the neuronal networks controlling respiration. Contrast and compare the chemoreceptors involved in control of respiration and the stimuli to which they respond. Explain how these receptors affect ventilation under conditions of low arterial oxygen partial pressure, high arterial carbon dioxide, and low arterial pH.

IN.AP.12. Human Anatomy and Physiology: The Digestive System: Students should be able to define the digestive system and to state the structures, regulators, and functions of its primary and accessory structures and organs. Students should be able to explain why food is essential for life. They should understand the anatomy of the splanchnic circulation and its relationship to the liver.

AP.12.1 Describe the organs and organ relationships of the gastrointestinal tract and the cells and layers found in its walls. Include the salivary glands, liver, and pancreas.

AP.12.2 Describe the functions of all the structural components and enzymes of the gastrointestinal tract and accessory organs in relation to the processing, digesting, and absorbing of the three major food classes. State the chemical forms in which the three major food classes are absorbed. Explain the roles of the lacteals and the hepatic portal vein in transporting the products of digestion.

AP.12.3 Describe the regulation of the enzyme and bicarbonate content of the pancreatic juice.

AP.12.4 Describe the microscopic anatomy of the liver and its relationship to the functions of the liver.

IN.AP.13. Human Anatomy and Physiology: The Urinary System: Students should understand the microscopic and macroscopic anatomy of the renal system. Students should understand the function of the kidneys in relation to homeostatic control of bodily fluids, blood pressure, and erythrocyte production. They should understand micturition, the properties of urine, and the physiological processes involved in the production of urine. Students should understand the importance of a high blood flow through the kidneys and the kidney's role in control of sugar, salts, and water.

AP.13.1 Discuss the functions of the kidneys. Describe the anatomy of the renal system, including the gross anatomy, blood supply, and location of the kidneys, and the layers in the walls of the ureters and urinary bladder.

AP.13.2 Explain the neural basis of micturition including the function of the sphincters associated with the male and female urethra.

AP.13.3 Describe the internal structure of the kidney; describe the parts of a nephron and how they are involved in the three steps in the production of urine; compare the composition of plasma and ultrafiltrate and discuss the percentages of filtered water, sodium, and glucose normally reabsorbed by the kidney tubules.

AP.13.4 Explain the importance of the juxtaglomerular cells in the secretion of renin, which plays a central role in controlling blood pressure by controlling blood levels of angiotensin and aldosterone.

IN.AP.14. Human Anatomy and Physiology: Fluid, Electrolyte and Acid-Base Balance: Students should explain how we control the salt content and volume of the fluid that surrounds the cells of our bodies and why this control is necessary. Students should be able to explain why it is necessary to control the pH of the fluids in our bodies. They should be able to define alkalosis and acidosis. Students should know the various sources of acid and the three ways in which the body defends itself against lethal changes of pH.

AP.14.1 Contrast the volume and electrolyte content of the intracellular and extracellular fluid compartments. Explain the importance of sodium, potassium, and calcium in the body's physiology.

AP.14.2 Discuss how the volume of body fluid is determined by the balance between ingested and metabolic water on the one hand and water lost in the urine, respiration, feces, and sweating on the other hand. Describe the factors that generate the sensation of thirst. Describe how the kidneys respond to excess water intake and to dehydration; explain the role of antidiuretic hormone and of other hormones that control sodium and water absorption in the kidney.

AP.14.3 Describe how food and metabolic processes add acid to the body fluids; recognize how chemical buffers, the lungs and the kidneys, interact in protecting the body against lethal changes of pH.

AP.14.4 Explain the difference between metabolic and respiratory acidosis and alkalosis.

IN.AP.15. Human Anatomy and Physiology: Reproduction and Development: Student should explain the structure, function and hormonal control of the male and female reproductive systems, fertilization, early embryonic development, pregnancy, and parturition.

AP.15.1 Discuss the anatomy and physiology of the male and female reproductive systems. Compare and contrast oogenesis and spermatogenesis. Distinguish between diploid germ cells and haploid/monoploid sex cells.

AP.15.2 Describe the related hormones, their cell origins, and their functions; explain the functions of the gonadotropins FSH and LH in males and females.

AP.15.3 Explain what is happening during the follicular, ovulatory, and luteal phases of the menstrual cycle. Describe how estradiol and progesterone released by the ovaries are responsible for the phases of the uterine cycle.

AP.15.4 Describe how spermatozoa move through the female reproductive tract and describe the process of fertilization.

AP.15.5 Explain the differences among dikaryon zygote, a zygote, a morula, and a blastocyst; recognize that the blastocyst secretes human gonadotropin, which prolongs the life of the corpus luteum and therefore, maintains levels of progesterone. Describe the process of implantation, development of the placenta, the substances that move across it, and the role of the placenta in maintaining the high levels of progesterone essential for a successful pregnancy.

IN.CP.1. Integrated Chemistry: Principles of Integrated Chemistry - Physics: Students begin to conceptualize the general architecture of the atom and the roles played by the main constituents of the atom in determining the properties of materials. They investigate, using such methods as laboratory work, the different properties of matter. They investigate the concepts of relative motion, the action/reaction principle, wave behavior, and the interaction of matter and energy.

CP.1.1. Structure and Properties of Matter: Understand and explain that atoms have a positive nucleus (consisting of relatively massive positive protons and neutral neutrons) surrounded by negative electrons of much smaller mass, some of which may be lost, gained, or shared when interacting with other atoms.

CP.1.2. Structure and Properties of Matter: Realize that and explain how a neutral atom's atomic number and mass number can be used to determine the number of protons, neutrons, and electrons that make up an atom.

CP.1.3. Structure and Properties of Matter: Understand, and give examples to show, that isotopes of the same element have the same numbers of protons and electrons but differ in the numbers of neutrons.

CP.1.4. Structure and Properties of Matter: Know and explain that physical properties can be used to differentiate among pure substances, solutions, and heterogeneous mixtures.

CP.1.5. Changes in Matter: Distinguish among chemical and physical changes in matter by identifying characteristics of these changes.

CP.1.6. Changes in Matter: Understand and explain how an atom can acquire an unbalanced electrical charge by gaining or losing electrons.

CP.1.7. Changes in Matter: Identify the substances gaining and losing electrons in simple oxidation-reduction reactions.

CP.1.8. Changes in Matter: Know and explain that the nucleus of a radioactive isotope is unstable and may spontaneously decay, emitting particles and/or electromagnetic radiation.

CP.1.9. Changes in Matter: Show how the predictability of the nuclei decay rate allows radioactivity to be used for estimating the age of materials that contain radioactive substances.

CP.1.10. Changes in Matter: Understand that the Periodic Table is a listing of elements arranged by increasing atomic number, and use it to predict whether a selected atom would gain, lose, or share electrons as it interacts with other selected atoms.

CP.1.11. Changes in Matter: Understand and give examples to show that an enormous variety of biological, chemical, and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.

CP.1.12. Changes in Matter: Realize and explain that because mass is conserved in chemical reactions, balanced chemical equations must be used to show that atoms are conserved.

CP.1.13. Changes in Matter: Explain that the rate of reactions among atoms and molecules depends on how often they encounter one another, which is in turn affected by the concentrations, pressures, and temperatures of the reacting materials.

CP.1.14. Changes in Matter: Understand and explain that catalysts are highly effective in encouraging the interaction of other atoms and molecules.

CP.1.15. Energy Transformations: Understand and explain that whenever the amount of energy in one place or form diminishes, the amount in other places or forms increases by the same amount.

CP.1.16. Energy Transformations: Explain that heat energy in a material consists of the disordered motions of its atoms or molecules.

CP.1.17. Energy Transformations: Know and explain that transformations of energy usually transform some energy into the form of heat, which dissipates by radiation or conduction into cooler surroundings.

CP.1.18. Energy Transformations: Recognize and describe the heat transfer associated with a chemical reaction or a phase change as either exothermic or endothermic, and understand the significance of the distinction.

CP.1.19. Energy Transformations: Understand and explain that the energy released whenever heavy nuclei split or light nuclei combine is roughly a million times greater than the energy absorbed or released in a chemical reaction. (E=mc2)

CP.1.20. Energy Transformations: Realize and explain that the energy in a system is the sum of both potential energy and kinetic energy.

CP.1.21. Motion: Understand and explain that the change in motion of an object (acceleration) is proportional to the net force applied to the object and inversely proportional to the object's mass.

CP.1.22. Motion: Recognize and explain that whenever one object exerts a force on another, an equal and opposite force is exerted back on it by the other object.

CP.1.23. Motion: Understand and explain that the motion of an object is described by its position, velocity, and acceleration.

CP.1.24. Motion: Recognize and explain that waves are described by their velocity, wavelength, frequency or period, and amplitude.

CP.1.25. Motion: Understand and explain that waves can superpose on one another, bend around corners, reflect off surfaces, be absorbed by materials they enter, and change direction when entering a new material.

CP.1.26. Motion: Realize and explain that all motion is relative to whatever frame of reference is chosen, for there is no absolute motionless frame from which to judge all motion.

CP.1.27. Forces of Nature: Recognize and describe that gravitational force is an attraction between masses and that the strength of the force is proportional to the masses and decreases rapidly as the square of the distance between the masses increases.

CP.1.28. Forces of Nature: Realize and explain that electromagnetic forces acting within and between atoms are vastly stronger than the gravitational forces acting between atoms.

CP.1.29. Forces of Nature: Understand and explain that at the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together and thus, are involved in all chemical reactions.

CP.1.30. Forces of Nature: Understand and explain that in materials, there are usually equal proportions of positive and negative charges, making the materials as a whole electrically neutral. However, also know that a very small excess or deficit of negative charges will produce noticeable electric forces.

CP.1.31. Forces of Nature: Realize and explain that moving electric charges produce magnetic forces, and moving magnets produce electric forces.

IN.CP.2. Integrated Chemistry: Historical Perspectives of Integrated Chemistry - Physics: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

CP.2.1. Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems.

CP.2.2. Describe how Lavoisier's system for naming substances and describing their reactions contributed to the rapid growth of chemistry by enabling scientists everywhere to share their findings about chemical reactions with one another without ambiguity.

CP.2.3. Explain that John Dalton's modernization of the ancient Greek ideas of element, atom, compound, and molecule strengthened the new chemistry by providing physical explanations for reactions that could be expressed in quantitative terms.

CP.2.4. Explain that Isaac Newton created a unified view of force and motion in which motion everywhere in the universe can be explained by the same few rules. Note that his mathematical analysis of gravitational force and motion showed that planetary orbits had to be the very ellipses that Johannes Kepler had demonstrated two generations earlier.

CP.2.5. Describe that Newton's system was based on the concepts of mass, force, and acceleration, his three laws of motion relating them, and a physical law stating that the force of gravity between any two objects in the universe depends only upon their masses and the distance between them.

CP.2.6. Explain that the Newtonian model made it possible to account for such diverse phenomena as tides, the orbits of the planets and moons, the motion of falling objects, and the earth's equatorial bulge.

CP.2.7. Describe that among the surprising ideas of Albert Einstein's special relativity is that nothing can travel faster than the speed of light, which is the same for all observers no matter how they or the light source happen to be moving.

CP.2.8. Explain that the special theory of relativity is best known for stating that any form of energy has mass, and that matter itself is a form of energy.

CP.2.9. Describe that general relativity theory pictures Newton's gravitational force as a distortion of space and time.

CP.2.10. Explain that Marie and Pierre Curie made radium available to researchers all over the world, increasing the study of radioactivity and leading to the realization that one kind of atom may change into another kind, and so must be made up of smaller parts.

CP.2.11. Explain that Rutherford and his colleagues discovered that the heavy radioactive element uranium spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus.

CP.2.12. Describe that later, Austrian and German scientists showed that when uranium is struck by neutrons, it splits into two nearly equal parts plus one or two extra neutrons. Note that Lise Meitner, an Austrian physicist, was the first to point out that if these fragments added up to less mass than the original uranium nucleus, then Einstein's special relativity theory predicted that a large amount of energy would be released. Also note that Enrico Fermi, an Italian working with colleagues in the United States, showed that the extra neutrons trigger more fissions and so create a sustained chain reaction in which a prodigious amount of energy is given off.

IN.P.1. Physics: Principles of Physics: Students recognize the nature and scope of physics, including its relationship to other sciences and its ability to describe the natural world. Students learn how physics describes the natural world, using quantities such as velocity, acceleration, force, energy, momentum, and charge. Through experimentation and analysis, students develop skills that enable them to understand the physical environment. They learn to make predictions about natural phenomena by using physical laws to calculate or estimate these quantities. Students learn that this description of nature can be applied to diverse phenomena at scales ranging from the subatomic to the structure of the universe and include every day events. Students learn how the ideas they study in physics can by used in concert with the ideas of the other sciences. They also learn how physics can help to promote new technologies. Students will be able to communicate what they have learned orally, mathematically, using diagrams, and in writing.

P.1.1. The Properties of Matter: Describe matter in terms of its fundamental constituents, and be able to differentiate among those constituents.

P.1.2. The Properties of Matter: Measure or determine the physical quantities including mass, charge, pressure, volume, temperature, and density of an object or unknown sample.

P.1.3. The Properties of Matter: Describe and apply the kinetic molecular theory to the states of matter.

P.1.4. The Properties of Matter: Employ correct units in describing common physical quantities.

P.1.5. The Relationships Between Motion and Force: Use appropriate vector and scalar quantities to solve kinematics and dynamics problems in one and two dimensions.

P.1.6. The Relationships Between Motion and Force: Describe and measure motion in terms of position, time, and the derived quantities of velocity and acceleration.

P.1.7. The Relationships Between Motion and Force: Use Newton's Laws (e.g., F = ma) together with the kinematic equations to predict the motion of an object.

P.1.8. The Relationships Between Motion and Force: Describe the nature of centripetal force and centripetal acceleration (including the formula a = v2/r), and use these ideas to predict the motion of an object.

P.1.9. The Relationships Between Motion and Force: Use the conservation of energy and conservation of momentum laws to predict, both conceptually and quantitatively, the results of the interactions between objects.

P.1.10. The Relationships Between Motion and Force: Demonstrate an understanding of the inverse square nature of gravitational and electrostatic forces.

P.1.11. The Nature of Energy: Recognize energy in its different manifestations such as kinetic (KE = 1/2 mv2), gravitational potential (PE = mgh), thermal, chemical, nuclear, electromagnetic, or mechanical.

P.1.12. The Nature of Energy: Use the law of conservation of energy to predict the outcome(s) of an energy transformation.

P.1.13. The Nature of Energy: Use the concepts of temperature, thermal energy, transfer of thermal energy, and the mechanical equivalent of heat to predict the results of an energy transfer.

P.1.14. The Nature of Energy: Explain the relation between energy (E) and power (P). Explain the definition of the unit of power, the watt.

P.1.15. Momentum and Energy: Distinguish between the concepts of momentum (using the formula p = mv) and energy.

P.1.16. Momentum and Energy: Describe circumstances under which each conservation law may be used.

P.1.17. The Nature of Electricity and Magnetism: Describe the interaction between stationary charges using Coulomb's Law. Know that the force on a charged particle in an electrical field is qE, where E is the electric field at the position of the particle, and q is the charge of the particle.

P.1.18. The Nature of Electricity and Magnetism: Explain the concepts of electrical charge, electrical current, electrical potential, electric field, and magnetic field. Use the definitions of the coulomb, the ampere, the volt, the volt/meter, and the tesla.

P.1.19. The Nature of Electricity and Magnetism: Analyze simple arrangements of electrical components in series and parallel circuits. Know that any resistive element in a DC circuit dissipates energy, which heats the resistor. Calculate the power (rate of energy dissipation), using the formula Power = IV = I2R.

P.1.20. The Nature of Electricity and Magnetism: Describe electric and magnetic forces in terms of the field concept and the relationship between moving charges and magnetic fields. Know that the magnitude of the force on a moving particle with charge q in a magnetic field is qvBsina, where v and B are the magnitudes of vectors v and B and a is the angle between v and B.

P.1.21. The Nature of Electricity and Magnetism: Explain the operation of electric generators and motors in terms of Ampere's law and Faraday's law.

P.1.22. The Behavior of Waves: Describe waves in terms of their fundamental characteristics of velocity, wavelength, frequency or period, and amplitude. Know that radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves, whose speed in a vacuum is approximately 3 x 10 to the 8th power m/s (186,000 miles/second).

P.1.23. The Behavior of Waves: Use the principle of superposition to describe the interference effects arising from propagation of several waves through the same medium.

P.1.24. The Behavior of Waves: Use the concepts of reflection, refraction, polarization, transmission, and absorption to predict the motion of waves moving through space and matter.

P.1.25. The Behavior of Waves: Use the concepts of wave motion to predict conceptually and quantitatively the various properties of a simple optical system.

P.1.26. The Behavior of Waves: Identify electromagnetic radiation as a wave phenomenon after observing refraction, reflection, and polarization of such radiation.

P.1.27. The Laws of Thermodynamics: Understand that the temperature of an object is proportional to the average kinetic energy of the molecules in it and that the thermal energy is the sum of all the microscopic potential and kinetic energies.

P.1.28. The Laws of Thermodynamics: Describe the Laws of Thermodynamics, understanding that energy is conserved, heat does not move from a cooler object to a hotter one without the application of external energy, and that there is a lowest temperature, called absolute zero. Use these laws in calculations of the behavior of simple systems.

P.1.29. The Nature of Atomic and Subatomic Physics: Describe the nuclear model of the atom in terms of mass and spatial relationships of the electrons, protons, and neutrons.

P.1.30. The Nature of Atomic and Subatomic Physics: Explain that the nucleus, although it contains nearly all of the mass of the atom, occupies less than the proportion of the solar system occupied by the sun. Explain that the mass of a neutron or a proton is about 2,000 times greater than the mass of an electron.

P.1.31. The Nature of Atomic and Subatomic Physics: Explain the role of the strong nuclear force in binding matter together.

P.1.32. The Nature of Atomic and Subatomic Physics: Using the concept of binding energy per nucleon, explain why a massive nucleus that fissions into two medium-mass nuclei emits energy in the process.

P.1.33. The Nature of Atomic and Subatomic Physics: Using the same concept, explain why two light nuclei that fuse into a more massive nucleus emit energy in the process.

P.1.34. The Nature of Atomic and Subatomic Physics: Understand and explain the properties of radioactive materials, including half-life, types of emissions, and the relative penetrative powers of each type.

P.1.35. The Nature of Atomic and Subatomic Physics: Describe sources and uses of radioactivity and nuclear energy.

IN.P.2. Physics: Historical Perspectives of Physics: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, students understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that they grow or transform slowly through the contributions of many different investigators.

P.2.1. Explain that Isaac Newton created a unified view of force and motion in which motion everywhere in the universe can be explained by the same few rules. Note that his mathematical analysis of gravitational force and motion showed that planetary orbits had to be the very ellipses that Johannes Kepler had proposed two generations earlier.

P.2.2. Describe how Newton's system was based on the concepts of mass, force, and acceleration, his three laws of motion relating to them, and a physical law stating that the force of gravity between any two objects in the universe depends only upon their masses and the distance between them.

P.2.3. Explain that the Newtonian model made it possible to account for such diverse phenomena as tides, the orbits of the planets and moons, the motion of falling objects, and the earth's equatorial bulge.

P.2.4. Describe how the Scottish physicist James Clerk Maxwell used Ampere's law and Faraday's law to predict the existence of electromagnetic waves and predict that light was just such a wave. Also understand that these predictions were confirmed by Heinrich Hertz, whose confirmations thus made possible the fields of radio, television, and many other technologies.

P.2.5. Describe how among the surprising ideas of Albert Einstein's special relativity is that nothing can travel faster than the speed of light, which is the same for all observers no matter how they or the light source happen to be moving, and that the length of time interval is not the same for observers in relative motion.

P.2.6. Explain that the special theory of relativity (E=mc2) is best known for stating that any form of energy has mass and that matter itself is a form of energy.

P.2.7. Describe how general relativity theory pictures Newton's gravitational force as a distortion of space and time.

P.2.8. Explain that Marie and Pierre Curie made radium available to researchers all over the world, increasing the study of radioactivity and leading to the realization that one kind of atom may change into another kind, and so must be made up of smaller parts. Note that these parts were demonstrated by Rutherford, Geiger, and Marsden to be small, dense nuclei that contain protons and neutrons and are surrounded by clouds of electrons.

P.2.9. Explain that Ernest Rutherford and his colleagues discovered that the radioactive element radon spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus.

P.2.10. Describe how later, Austrian and German scientists showed that when uranium is struck by neutrons, it splits into two nearly equal parts plus two or three extra neutrons. Note that Lise Meitner, an Austrian physicist, was the first to point out that if these fragments added up to less mass than the original uranium nucleus, then Einstein's special relativity theory predicted that a large amount of energy would be released. Also note that Enrico Fermi, an Italian working with colleagues in the United States, showed that the extra neutrons trigger more fissions and so create a sustained chain reaction in which a prodigious amount of energy is given off.

IN.B.1. Biology I: Principles of Biology: Students work with the concepts, principles, and theories that enable them to understand the living environment. They recognize that living organisms are made of cells or cell products that consist of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same kinds of basic forces. Students investigate, through laboratories and fieldwork, how living things function and how they interact with one another and their environment.

B.1.1. Molecules and Cells: Recognize that and explain how the many cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. Understand that different parts of the genetic instructions are used in different types of cells and are influenced by the cell's environment and past history.

B.1.2. Molecules and Cells: Explain that every cell is covered by a membrane that controls what can enter and leave the cell. Recognize that in all but quite primitive cells, a complex network of proteins provides organization and shape. In addition, understand that flagella and/or cilia may allow some Protista, some Monera, and some animal cells to move.

B.1.3. Molecules and Cells: Know and describe that within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and movement. In addition to these basic cellular functions common to all cells, understand that most cells in multicellular organisms perform some special functions that others do not.

B.1.4. Molecules and Cells: Understand and describe that the work of the cell is carried out by the many different types of molecules it assembles, such as proteins, lipids, carbohydrates, and nucleic acids.

B.1.5. Molecules and Cells: Demonstrate that most cells function best within a narrow range of temperature and acidity. Note that extreme changes may harm cells, modifying the structure of their protein molecules and therefore, some possible functions.

B.1.6. Molecules and Cells: Show that a living cell is composed mainly of a small number of chemical elements (carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur). Recognize that carbon can join to other carbon atoms in chains and rings to form large and complex molecules.

B.1.7. Molecules and Cells: Explain that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division. Note that cell behavior can also be affected by molecules from other parts of the organism, such as hormones.

B.1.8. Molecules and Cells: Understand and describe that all growth and development is a consequence of an increase in cell number, cell size, and/or cell products. Explain that cellular differentiation results from gene expression and/or environmental influence. Differentiate between mitosis and meiosis.

B.1.9. Molecules and Cells: Recognize and describe that both living and non-living things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP.

B.1.10. Molecules and Cells: Recognize and explain that macromolecules such as lipids contain high energy bonds as well.

B.1.11. Developmental and Organismal Biology: Describe that through biogenesis all organisms begin their life cycles as a single cell and that in multicellular organisms, successive generations of embryonic cells form by cell division.

B.1.12. Developmental and Organismal Biology: Compare and contrast the form and function of prokaryotic and eukaryotic cells.

B.1.13. Developmental and Organismal Biology: Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts.

B.1.14. Developmental and Organismal Biology: Recognize and explain that communication and/or interaction are required between cells to coordinate their diverse activities.

B.1.15. Developmental and Organismal Biology: Understand and explain that, in biological systems, structure and function must be considered together.

B.1.16. Developmental and Organismal Biology: Explain how higher levels of organization result from specific complexing and interactions of smaller units and that their maintenance requires a constant input of energy as well as new material.

B.1.17. Developmental and Organismal Biology: Understand that and describe how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical, and environmental conditions, as well as the presence of disease agents.

B.1.18. Developmental and Organismal Biology: Explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short- and long-term equilibrium.

B.1.19. Developmental and Organismal Biology: Recognize and describe that metabolism consists of the production, modification, transport, and exchange of materials that are required for the maintenance of life.

B.1.20. Developmental and Organismal Biology: Recognize that and describe how the human immune system is designed to protect against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise within.

B.1.21. Genetics: Understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules.

B.1.22. Genetics: Understand and explain the genetic basis for Mendel's laws of segregation and independent assortment.

B.1.23. Genetics: Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring's success in its environment.

B.1.24. Genetics: Explain that gene mutations can be caused by such things as radiation and chemicals. Understand that when they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only.

B.1.25. Genetics: Explain that gene mutation in a cell can result in uncontrolled cell division, called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

B.1.26. Genetics: Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms.

B.1.27. Genetics: Explain that the similarity of human DNA sequences and the resulting similarity in cell chemistry and anatomy identify human beings as a unique species, different from all others. Likewise, understand that every other species has its own characteristic DNA sequence.

B.1.28. Genetics: Illustrate that the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations from the offspring of any two parents. Recognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes.

B.1.29. Genetics: Understand that and explain how the actions of genes, patterns of inheritance, and the reproduction of cells and organisms account for the continuity of life, and give examples of how inherited characteristics can be observed at molecular and whole-organism levels (in structure, chemistry, or behavior).

B.1.30. Evolution: Understand and explain that molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another.

B.1.31. Evolution: Describe how natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, and some of these characteristics give individuals an advantage over others in surviving and reproducing. Understand that the advantaged offspring, in turn, are more likely than others to survive and reproduce. Also understand that the proportion of individuals in the population that have advantageous characteristics will increase.

B.1.32. Evolution: Explain how natural selection leads to organisms that are well suited for survival in particular environments, and discuss how natural selection provides scientific explanation for the history of life on earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.

B.1.33. Evolution: Describe how life on Earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. Note that during the first 2 billion years, only single-cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved.

B.1.34. Evolution: Explain that evolution builds on what already exists, so the more variety there is, the more there can be in the future. Recognize, however, that evolution does not necessitate long-term progress in some set direction.

B.1.36. Evolution: Trace the relationship between environmental changes and changes in the gene pool, such as genetic drift and isolation of sub-populations.

B.1.37. Ecology: Explain that the amount of life any environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organic materials. Recognize, therefore, that human activities and technology can change the flow and reduce the fertility of the land.

B.1.38. Ecology: Understand and explain the significance of the introduction of species, such as zebra mussels, into American waterways, and describe the consequent harm to native species and the environment in general.

B.1.39. Ecology: Describe how ecosystems can be reasonably stable over hundreds or thousands of years. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one.

B.1.40. Ecology: Understand and explain that like many complex systems, ecosystems tend to have cyclic fluctuations around a state of rough equilibrium. However, also understand that ecosystems can always change with climate changes or when one or more new species appear as a result of migration or local evolution.

B.1.41. Ecology: Recognize that and describe how human beings are part of the earth's ecosystems. Note that human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems.

B.1.42. Ecology: Realize and explain that at times, the environmental conditions are such that plants and marine organisms grow faster than decomposers can recycle them back to the environment. Understand that layers of energy-rich organic material thus laid down have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Further understand that by burning these fossil fuels, people are passing most of the stored energy back into the environment as heat and releasing large amounts of carbon dioxide.

B.1.43. Ecology: Understand that and describe how organisms are influenced by a particular combination of living and non-living components of the environment.

B.1.44. Ecology: Describe the flow of matter, nutrients, and energy within ecosystems.

B.1.45. Ecology: Recognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of the way organisms develop within ecosystems.

B.1.46. Ecology: Recognize and describe that a great diversity of species increases the chance that at least some living things will survive in the face of large changes in the environment.

B.1.47. Ecology: Explain, with examples, that ecology studies the varieties and interactions of living things across space while evolution studies the varieties and interactions of living things across time.

IN.B.2. Biology I: Historical Perspectives of Biology: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

B.2.1. Explain that prior to the studies of Charles Darwin, the most widespread belief was that all known species were created at the same time and remained unchanged throughout history. Note that some scientists at the time believed that features an individual acquired during a lifetime could be passed on to its offspring, and the species could thereby gradually change to fit an environment better.

B.2.2. Explain that Darwin argued that only biologically inherited characteristics could be passed on to offspring. Note that some of these characteristics were advantageous in surviving and reproducing. Understand that the offspring would also inherit and pass on those advantages, and over generations the aggregation of these inherited advantages would lead to a new species.

B.2.3. Describe that the quick success of Darwin's book Origin of Species, published in 1859, came from the clear and understandable argument it made, including the comparison of natural selection to the selective breeding of animals in wide use at the time, and from the massive array of biological and fossil evidence it assembled to support the argument.

B.2.4. Explain that after the publication of Origin of Species, biological evolution was supported by the rediscovery of the genetics experiments of an Austrian monk, Gregor Mendel, by the identification of genes and how they are sorted in reproduction, and by the discovery that the genetic code found in DNA is the same for almost all organisms.

IN.C.1. Chemistry I: Principles of Chemistry: Students begin to conceptualize the general structure of the atom and the roles played by the main parts of the atom in determining the properties of materials. They investigate, through such methods as laboratory work, the nature of chemical changes and the role of energy in those changes.

C.1.1. Properties of Matter: Differentiate between pure substances and mixtures based on physical properties such as density, melting point, boiling point, and solubility.

C.1.2. Properties of Matter: Determine the properties and quantities of matter such as mass, volume, temperature, density, melting point, boiling point, conductivity, solubility, color, numbers of moles, and pH (calculate pH from the hydrogen-ion concentration), and designate these properties as either extensive or intensive.

C.1.3. Properties of Matter: Recognize indicators of chemical changes such as temperature change, the production of a gas, the production of a precipitate, or a color change.

C.1.4. Properties of Matter: Describe solutions in terms of their degree of saturation.

C.1.5. Properties of Matter: Describe solutions in appropriate concentration units (be able to calculate these units) such as molarity, percent by mass or volume, parts per million (ppm), or parts per billion (ppb).

C.1.6. Properties of Matter: Predict formulas of stable ionic compounds based on charge balance of stable ions.

C.1.7. Properties of Matter: Use appropriate nomenclature when naming compounds.

C.1.8. Properties of Matter: Use formulas and laboratory investigations to classify substances as metal or nonmetal, ionic or molecular, acid or base, and organic or inorganic.

C.1.9. The Nature of Chemical Change: Describe chemical reactions with balanced chemical equations.

C.1.10. The Nature of Chemical Change: Recognize and classify reactions of various types such as oxidation-reduction.

C.1.11. The Nature of Chemical Change: Predict products of simple reaction types including acid/base, electron transfer, and precipitation.

C.1.12. The Nature of Chemical Change: Demonstrate the principle of conservation of mass through laboratory investigations.

C.1.13. The Nature of Chemical Change: Use the principle of conservation of mass to make calculations related to chemical reactions. Calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses.

C.1.14. The Nature of Chemical Change: Use Avogadro's law to make mass-volume calculations for simple chemical reactions.

C.1.15. The Nature of Chemical Change: Given a chemical equation, calculate the mass, gas volume, and/or number of moles needed to produce a given gas volume, mass, and/or number of moles of product.

C.1.16. The Nature of Chemical Change: Calculate the percent composition by mass of a compound or mixture when given the formula.

C.1.17. The Nature of Chemical Change: Perform calculations that demonstrate an understanding of the relationship between molarity, volume, and number of moles of a solute in a solution.

C.1.18. The Nature of Chemical Change: Prepare a specified volume of a solution of given molarity.

C.1.19. The Nature of Chemical Change: Use titration data to calculate the concentration of an unknown solution.

C.1.20. The Nature of Chemical Change: Predict how a reaction rate will be quantitatively affected by changes of concentration.

C.1.21. The Nature of Chemical Change: Predict how changes in temperature, surface area, and the use of catalysts will qualitatively affect the rate of a reaction.

C.1.22. The Nature of Chemical Change: Use oxidation states to recognize electron transfer reactions and identify the substance(s) losing and gaining electrons in an electron transfer reaction.

C.1.23. The Nature of Chemical Change: Write a rate law using a chemical equation.

C.1.24. The Nature of Chemical Change: Recognize and describe nuclear changes.

C.1.25. The Nature of Chemical Change: Recognize the importance of chemical processes in industrial and laboratory settings, e.g., electroplating, electrolysis, the operation of voltaic cells, and such important applications as the refining of aluminum.

C.1.26. The Structure of Matter: Describe physical changes and properties of matter through sketches and descriptions of the involved materials.

C.1.27. The Structure of Matter: Describe chemical changes and reactions using sketches and descriptions of the reactants and products.

C.1.28. The Structure of Matter: Explain that chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent.

C.1.29. The Structure of Matter: Describe dynamic equilibrium.

C.1.30. The Structure of Matter: Perform calculations that demonstrate an understanding of the gas laws. Apply the gas laws to relations between pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases.

C.1.31. The Structure of Matter: Use kinetic molecular theory to explain changes in gas volumes, pressure, and temperature (Solve problems using pV=nRT).

C.1.32. The Structure of Matter: Describe the possible subatomic particles within an atom or ion.

C.1.33. The Structure of Matter: Use an element's location in the Periodic Table to determine its number of valence electrons, and predict what stable ion or ions an element is likely to form in reacting with other specified elements.

C.1.34. The Structure of Matter: Use the Periodic Table to compare attractions that atoms have for their electrons and explain periodic properties, such as atomic size, based on these attractions.

C.1.35. The Structure of Matter: Infer and explain physical properties of substances, such as melting points, boiling points, and solubility, based on the strength of molecular attractions.

C.1.36. The Structure of Matter: Describe the nature of ionic, covalent, and hydrogen bonds, and give examples of how they contribute to the formation of various types of compounds.

C.1.37. The Structure of Matter: Describe that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with a frequency related to the energy spacing between levels by using Planck's relationship (E=hv).

C.1.38. The Nature of Energy and Change: Distinguish between the concepts of temperature and heat.

C.1.39. The Nature of Energy and Change: Solve problems involving heat flow and temperature changes, using known values of specific heat and latent heat of phase change.

C.1.40. The Nature of Energy and Change: Classify chemical reactions and/or phase changes as exothermic or endothermic.

C.1.41. The Nature of Energy and Change: Describe the role of light, heat, and electrical energies in physical, chemical, and nuclear changes.

C.1.42. The Nature of Energy and Change: Describe that the energy release per gram of material is much larger in nuclear fusion or fission reactions than in chemical reactions. The change in mass (calculated by E=mc2) is small but significant in nuclear reactions.

C.1.43. The Nature of Energy and Change: Calculate the amount of radioactive substance remaining after an integral number of half lives have passed.

C.1.44. The Basic Structures and Reactions of Organic Chemicals: Convert between formulas and names of common organic compounds.

C.1.45. The Basic Structures and Reactions of Organic Chemicals: Recognize common functional groups and polymers when given chemical formulas and names.

IN.C.2. Chemistry I: Historical Perspectives of Chemistry: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, students understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

C.2.1. Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems.

C.2.2. Describe how Lavoisier's system for naming substances and describing their

C.2.3. Explain that John Dalton's modernization of the ancient Greek ideas of element,

C.2.4. Explain how Frederich Wohler's synthesis of the simple organic compound urea from inorganic substances made it clear that living organisms carry out chemical processes not fundamentally different from inorganic chemical processes. Describe how this discovery led to the development of the huge field of organic chemistry, the industries based on it, and eventually to the field of biochemistry.

C.2.5. Explain how Arrhenius's discovery of the nature of ionic solutions contributed to the understanding of a broad class of chemical reactions.

C.2.6. Explain that the appreciation of the laws of quantum mechanics to chemistry by Linus Pauling and others made possible an understanding of chemical reactions on the atomic level.

C.2.7. Describe how the discovery of the structure of DNA by James D. Watson and Francis Crick made it possible to interpret the genetic code on the basis of a sequence of 'letters'.

IN.ES.1. Earth Science: Principles of Earth and Space Science: Students investigate, through laboratory and fieldwork, the universe, the Earth, and the processes that shape the Earth. They understand that the Earth operates as a collection of interconnected systems that may be changing or may be in equilibrium. Students connect the concepts of energy, matter, conservation, and gravitation to the Earth, solar system, and universe. Students utilize knowledge of the materials and processes of the Earth, planets, and stars in the context of the scales of time and size.

ES.1.1. The Universe: Understand and discuss the nebular theory concerning the formation of solar systems. Include in the discussion the roles of planetesimals and protoplanets.

ES.1.2. The Universe: Differentiate between the different types of stars found on the Hertzsprung-Russell Diagram. Compare and contrast the evolution of stars of different masses. Understand and discuss the basics of the fusion processes that are the source of energy of stars.

ES.1.3. The Universe: Compare and contrast the differences in size, temperature, and age between our sun and other stars.

ES.1.4. The Universe: Describe Hubble's law. Identify and understand that the 'Big Bang' theory is the most widely accepted theory explaining the formation of the universe.

ES.1.5. The Universe: Understand and explain the relationship between planetary systems, stars, multiple-star systems, star clusters, galaxies, and galactic groups in the universe.

ES.1.6. The Universe: Discuss how manned and unmanned space vehicles can be used to increase our knowledge and understanding of the universe.

ES.1.7. The Universe: Describe the characteristics and motions of the various kinds of objects in our solar system, including planets, satellites, comets, and asteroids. Explain that Kepler's laws determine the orbits of the planets.

ES.1.8. The Universe: Discuss the role of sophisticated technology such as telescopes, computers, space probes, and particle accelerators in making computer simulations and mathematical models in order to form a scientific account of the universe.

ES.1.9. The Universe: Recognize and explain that the concept of conservation of energy is at the heart of advances in fields as diverse as the study of nuclear particles and the study of the origin of the universe.

ES.1.10. The Earth: Recognize and describe that the earth sciences address planet-wide interacting systems, including the oceans, the air, the solid Earth, and life on Earth, as well as interactions with the Solar System.

ES.1.11. The Earth: Examine the structure, composition, and function of the Earth's atmosphere. Include the role of living organisms in the cycling of atmospheric gases.

ES.1.12. The Earth: Describe the role of photosynthetic plants in changing the Earth's atmosphere.

ES.1.13. The Earth: Explain the importance of heat transfer between and within the atmosphere, land masses, and oceans.

ES.1.14. The Earth: Understand and explain the role of differential heating and the role of the Earth's rotation on the movement of air around the planet.

ES.1.15. The Earth: Understand and describe the origin, life cycle, behavior, and prediction of weather systems.

ES.1.16. The Earth: Investigate the causes of severe weather, and propose appropriate safety measures that can be taken in the event of severe weather.

ES.1.17. The Earth: Describe the development and dynamics of climatic changes over time, such as the cycles of glaciation.

ES.1.18. The Earth: Demonstrate the possible effects of atmospheric changes brought on by things such as acid rain, smoke, volcanic dust, greenhouse gases, and ozone depletion.

ES.1.19. The Earth: Identify and discuss the effects of gravity on the waters of the Earth. Include both the flow of streams and the movement of tides.

ES.1.20. The Earth: Describe the relationship among ground water, surface water, and glacial systems.

ES.1.21. The Earth: Identify the various processes that are involved in the water cycle.

ES.1.22. The Earth: Compare the properties of rocks and minerals and their uses.

ES.1.23. Processes That Shape The Earth: Explain motions, transformations, and locations of materials in the Earth's lithosphere and interior. For example, describe the movement of the plates that make up the crust of the earth and the resulting formation of earthquakes, volcanoes, trenches, and mountains.

ES.1.24. Processes That Shape The Earth: Understand and discuss continental drift, sea-floor spreading, and plate tectonics. Include evidence that supports the movement of the plates such as magnetic stripes on the ocean floor, fossil evidence on separate continents, and the continuity of geological features.

ES.1.25. Processes That Shape The Earth: Investigate and discuss the origin of various landforms, such as mountains and rivers, and how they affect and are affected by human activities.

ES.1.26. Processes That Shape The Earth: Differentiate among the processes of weathering, erosion, transportation of materials, deposition, and soil formation.

ES.1.27. Processes That Shape The Earth: Illustrate the various processes that are involved in the rock cycle, and discuss how the total amount of material stays the same through formation, weathering, sedimentation, and reformation.

ES.1.28. Processes That Shape The Earth: Discuss geologic evidence, including fossils and radioactive dating, in relation to the Earth's past.

ES.1.29. Processes That Shape The Earth: Recognize and explain that in geologic change, the present arises from the materials of the past in ways that can be explained according to the same physical and chemical laws.

IN.ES.2. Earth Science: Historical Perspectives of Earth and Space Science: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

ES.2.1. Understand and explain that Claudius Ptolemy, an astronomer living in the second century A.D., devised a powerful mathematical model of the universe based on constant motion in perfect circles and circles on circles. Further understand that with the model, he was able to predict the motions of the sun, moon, and stars, and even of the irregular 'wandering stars' now called planets.

ES.2.2. Understand that and describe how in the 16th century the Polish astronomer Nicholas Copernicus suggested that all those same motions outlined by Ptolemy could be explained by imagining that the earth was turning on its axis once a day and orbiting around the sun once a year. Note that this explanation was rejected by nearly everyone because it violated common sense and required the universe to be unbelievably large. Also understand that Copernicus's ideas flew in the face of belief, universally held at the time, that the Earth was at the center of the universe.

ES.2.3. Understand that and describe how Johannes Kepler, a German astronomer who lived at about the same time as Galileo, used the unprecedented precise observational data of the Danish astronomer Tycho Brahe. Know that Kepler showed mathematically that Copernicus's idea of a sun-centered system worked better than any other system if uniform circular motion was replaced with variable-speed, but predictable, motion along off-center ellipses.

ES.2.4. Explain that by using the newly invented telescope to study the sky, Galileo made many discoveries that supported the ideas of Copernicus. Recognize that it was Galileo who found the moons of Jupiter, sunspots, craters and mountains on the moon, the phases of Venus, and many more stars than were visible to the unaided eye.

ES.2.5. Explain that the idea, that the Earth might be vastly older than most people believed, made little headway in science until the work of Lyell and Hutton.

ES.2.6. Describe that early in the 20th century the German scientist, Alfred Wegener, reintroduced the idea of moving continents, adding such evidence as the underwater shapes of the continents, the similarity of life forms and land forms in corresponding parts of Africa and South America, and the increasing separation of Greenland and Europe. Also know that very few contemporary scientists adopted his theory because Wegener was unable to propose a plausible mechanism for motion.

ES.2.7. Explain that the theory of plate tectonics was finally accepted by the scientific community in the 1960s when further evidence had accumulated in support of it. Understand that the theory was seen to provide an explanation for a diverse array of seemingly unrelated phenomena, and there was a scientifically sound physical explanation of how such movement could occur.

IN.ENV.1. Environmental Science: Principles of Environmental Science: Students investigate, through laboratory and fieldwork, the concepts of environmental systems, populations, natural resources, and environmental hazards.

Env.1.1. Environmental Systems: Know and describe how ecosystems can be reasonably stable over hundreds or thousands of years. Consider as an example the ecosystem of the Great Plains prior to the advent of the horse in Native American Plains societies, from then until the advent of agriculture, and well into the present.

Env.1.2. Environmental Systems: Understand and describe that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one.

Env.1.3. Environmental Systems: Understand and explain that ecosystems have cyclic fluctuations such as seasonal changes or changes in populations as a result of migrations.

Env.1.4. Environmental Systems: Understand and explain that human beings are part of the earth's ecosystems, and give examples of how human activities can, deliberately or inadvertently, alter ecosystems.

Env.1.5. Environmental Systems: Explain how the size and rate of growth of the human population in any location is affected by economic, political, religious, technological, and environmental factors, some of which are influenced by the size and rate of growth of the population.

Env.1.6. Environmental Systems: Describe and give examples about how the decisions of one generation both provide and limit the range of possibilities open to the next generation.

Env.1.7. Environmental Systems: Recognize and explain that in evolutionary change, the present arises from the materials of the past and in ways that can be explained, such as the formation of soil from rocks and dead organic matter.

Env.1.8. Environmental Systems: Recognize and describe the difference between systems in equilibrium and systems in disequilibrium.

Env.1.9. Environmental Systems: Diagram the cycling of carbon, nitrogen, phosphorus, and water.

Env.1.10. Environmental Systems: Identify and measure biological, chemical, and physical factors within an ecosystem.

Env.1.11. Environmental Systems: Locate, identify, and explain the role of the major earth biomes and discuss how the abiotic and biotic factors interact within these ecosystems.

Env.1.12. Environmental Systems: Explain the process of succession, both primary and secondary, in terrestrial and aquatic ecosystems.

Env.1.13. Flow of Matter and Energy: Understand and describe how layers of energy rich organic material have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Recognize that by burning these fossil fuels, people are passing stored energy back into the environment as heat and releasing large amounts of carbon dioxide.

Env.1.14. Flow of Matter and Energy: Recognize and explain that the amount of life any environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle organic materials from the remains of dead organisms.

Env.1.15. Flow of Matter and Energy: Describe how the chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways.

Env.1.16. Flow of Matter and Energy: Cite examples of how all fuels have advantages and disadvantages that society must question when considering the trade-offs among them, such as how energy use contributes to the rising standard of living in the industrially developing nations. However, explain that this energy use also leads to more rapid depletion of the earth's energy resources and to environmental risks associated with the use of fossil and nuclear fuels.

Env.1.17. Flow of Matter and Energy: Describe how decisions to slow the depletion of energy sources through efficient technology can be made at many levels, from personal to national, and they always involve trade-offs of economic costs and social values.

Env.1.18. Flow of Matter and Energy: Illustrate the flow of energy through various trophic levels of food chains and food webs within an ecosystem. Describe how each link in a food web stores some energy in newly made structures and how much of the energy is dissipated into the environment as heat. Understand that a continual input of energy from sunlight is needed to keep the process going.

Env.1.19. Populations: Demonstrate and explain how the factors such as birth rate, death rate, and migration rate determine growth rates of populations.

Env.1.20. Populations: Demonstrate how resources, such as food supply, influence populations.

Env.1.21. Natural Resources: Differentiate between renewable and non-renewable resources, and compare and contrast the pros and cons of using non-renewable resources.

Env.1.22. Natural Resources: Demonstrate a knowledge of the distribution of natural resources in the U.S. and the world, and explain how natural resources influence relationships among nations.

Env.1.23. Natural Resources: Recognize and describe the role of natural resources in providing the raw materials for an industrial society.

Env.1.24. Natural Resources: Give examples of the various forms and uses of fossil fuels and nuclear energy in our society.

Env.1.25. Natural Resources: Recognize and describe alternative sources of energy provided by water, the atmosphere, and the sun.

Env.1.26. Natural Resources: Identify specific tools and technologies used to adapt and alter environments and natural resources in order to meet human physical and cultural needs.

Env.1.27. Natural Resources: Understand and describe the concept of integrated natural resource management and the values of managing natural resources as an ecological unit.

Env.1.28. Natural Resources: Understand and describe the concept and the importance of natural and human recycling in conserving our natural resources.

Env.1.29. Natural Resources: Recognize and describe important environmental legislation, such as the Clean Air Act and the Clean Water Act.

Env.1.30. Environmental Hazards: Describe how agricultural technology requires trade-offs between increased production and environmental harm and between efficient production and social values.

Env.1.31. Environmental Hazards: Understand and explain that waste management includes considerations of quantity, safety, degradability, and cost. Understand also that waste management requires social and technological innovations because waste-disposal problems are political and economic as well as technical.

Env.1.32. Environmental Hazards: Understand and describe how nuclear reactions release energy without the combustion products of burning fuels, but that the radioactivity of fuels and by-products poses other risks which may last for thousands of years.

Env.1.33. Environmental Hazards: Identify natural earth hazards, such as earthquakes and hurricanes, and identify the regions in which they occur as well as the short term and long term effects on the environment and on people.

Env.1.34. Environmental Hazards: Differentiate between natural pollution and pollution caused by humans and give examples of each.

Env.1.35. Environmental Hazards: Compare and contrast the beneficial and harmful effects of an environmental stressor such as herbicides and pesticides on plants and animals. Give examples of secondary effects on other environmental components.

IN.ENV.2. Environmental Science: Historical Perspectives of Environmental Science: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that the ideas are often rejected by the scientific establishment, that the ideas sometimes spring from unexpected findings, and that the ideas grow or transform slowly through the contributions of many different investigators.

Env.2.1. Explain that Rachael Carson's book, Silent Spring, explained how pesticides were causing serious pollution and killing many organisms. Understand that it was the first time anyone had publicly shown how poisons affect anything in nature. Note in particular that the book detailed how the pesticide DDT had gotten into the food chain. Understand that as a result of Silent Spring, there are now hundreds of national, state, and local laws that regulate pesticides.

Env.2.2. Explain that Henry Cowles found the Indiana Dunes and Lake Michigan shoreline area a natural laboratory for developing important principles of plant succession.

IN.AP.1. Human Anatomy and Physiology: Cells and Tissues with Related Membranes: Students should understand that molecules make up the fabric of living cells, which, in turn, make up tissues. Students should know the role of adhesion molecules, the classification of tissues, and the various cell types found in them.

AP.1.1 Compare and contrast the different ways in which substances cross the plasma membrane including diffusion and osmosis, facilitated diffusion, active transport, endocytosis, and exocytosis.

AP.1.2 Describe the importance of proteins in cell function and structure. Give specific examples of proteins and their functions and describe how proteins are synthesized.

AP.1.3 Describe the general structure of an epithelium including the basement membrane. Describe the types and locations of epithelia. Describe endocrine and exocrine glands and their development from glandular epithelium. Compare and contrast epithelial and synovial membranes.

AP.1.4 Compare and contrast the structure and function of cells that make up the various types of muscle tissue, nerve tissue, and connective tissue.

AP.1.5 Discuss the important physiological functions of the skin. Describe the structure of the skin, including the hypodermis, dermis, and the layers of the epidermis. Discuss the accessory structures of the skin: hairs, nails, and glands.

IN.AP.2. Human Anatomy and Physiology: Movement and Support in Humans: Students know the physiology and structure of bones and skeletal muscle as they interact to provide movement and support of the human body. Students understand the chemical and microscopic structure of bone; its development, repair, turnover, and growth; and its ability to heal when damaged. Students know that although the skeleton is made up of rigid bones, many joints allow for movement.

AP.2.1 Bone Structure and Physiology, The Skeleton and the Joints: Explain the anatomical position and the terms that describe relative positions, body planes, and body regions. Describe the body cavities, their membranes, and the organs within each cavity; the major organ systems; and their role in the functioning of the body.

AP.2.2 Bone Structure and Physiology, The Skeleton and the Joints: Distinguish bones according to shape and describe the major functions of bone. Describe the structure of a typical long bone and indicate how each part functions in the physiology and growth of the bone.

AP.2.3 Bone Structure and Physiology, The Skeleton and the Joints: Compare and contrast the microscopic organization of compact (cortical) bone and spongy (trabecular) bone. Describe the types of cell found in bone and their role in bone growth and control of bone mass.

AP.2.4 Bone Structure and Physiology, The Skeleton and the Joints: Distinguish the axial from the appendicular skeleton and name the major bones of each. Locate and identify the bones and the major features of the bones that make up the skull, vertebral column, thoracic cage, pectoral girdle, upper limb, pelvic girdle, and lower limb.

AP.2.5 Bone Structure and Physiology, The Skeleton and the Joints: Describe the major types of joints in terms of their mobility and the tissues that hold them together. Describe the structures that make up a synovial joint; describe synovial fluid and its properties.

AP.2.6 Muscle Structure and Physiology: Compare and contrast the microscopic structure, organization, function, and molecular basis of contraction in skeletal, smooth, and cardiac muscle.

AP.2.7 Muscle Structure and Physiology: Name the components of a skeletal muscle fiber and describe their functions. Describe how the thin and thick filaments are organized in the sarcomere. Explain the molecular processes and biochemical mechanisms that provide energy for muscle contraction and relaxation.

AP.2.8 Muscle Structure and Physiology: Describe a motor unit and its importance in controlling the force and velocity of muscle contraction. Describe the neuromuscular junction and the neurotransmitter released at the neuromuscular junction.

AP.2.9 Muscle Structure and Physiology: Identify the major muscles on a diagram of the body's musculature and describe the movements associated with each of them.

AP.2.10 Muscle Structure and Physiology: Distinguish between isotonic and isometric contractions of skeletal muscle; cite examples of each and discuss how muscle contraction is amplified by the use of lever systems.

AP.2.11 Muscle Structure and Physiology: Explain what is meant by muscular hypertrophy and atrophy and the causes of these conditions.

IN.AP.3. Human Anatomy and Physiology: Nervous Tissue and Neurophysiology: Students recognize that the nervous system, together with the endocrine system, controls and integrates the workings of the human body. Students recognize that nerve cells are the functional cellular units of the nervous system, and that their activity allows for rapid transmission of information along their axons as well as an ability to network by 'talking' to other nerve cells.

AP.3.1 Discuss the three basic types of activity in the nervous system: (1) sensory; (2) integration, interpretation, information storage, decision-making; (3) motor function. Distinguish the structures of the various functional types of neurons; diagram the structure of a motor neuron and explain the function of each component.

AP.3.2 Describe the different types of neuroglial cells. Describe the function of oligodendrocytes and Schwann cells; describe the structure and function of the myelin sheath and the role that Schwann cells play in regeneration of a severed nerve axon.

AP.3.3 Discuss mathematically the origin of the resting potential, referring to the intra- and extracellular concentrations of sodium and potassium ions, the permeability of the plasma membrane to these ions, and the intracellular concentration of negatively-charged proteins.

AP.3.4 Explain the changes in membrane potential during the action potential and their relationship to the number of open channels for sodium and potassium ions.

AP.3.5 Explain the structure and the role of excitatory and inhibitory neurotransmitters in a synapse. Explain why it is important to remove a neurotransmitter after it has been released and describe two mechanisms for doing this.

IN.AP.4. Human Anatomy and Physiology: Structure and Function of the Nervous System: Students should understand that the nervous system is divided into the peripheral nervous system and the central nervous system. Students should be familiar with the structure and functions of the spinal cord and the subdivisions of the brain.

AP.4.1 Recognize that the nervous system is divided into the peripheral nervous system and the central nervous system.

AP.4.2 Describe the meninges that cover the brain and spinal cord. Describe the ventricles in the brain and how they are interconnected.

AP.4.3 Describe the secretion, flow pathways, and absorption of cerebrospinal fluid, its locations, and explain its functions.

AP.4.4 Discuss the functions of the spinal cord. Describe the five segments (regions) of the spinal cord and explain its cross-sectional anatomy in terms of organization.

AP.4.5 Describe a dermatome and its clinical importance.

AP.4.6 Describe the various types of spinal reflex and discuss their importance with regards to posture and avoidance of painful stimuli.

AP.4.7 Discuss the components and broad function of the brain stem and the diencephalon. Describe and give the functions of the various structures that make up the cerebrum including the cerebral cortex and its anatomical divisions, the cerebral components of the basal ganglia, and the corpus callosum.

AP.4.8 Describe the functions and locations of the motor, sensory, and association areas of the cerebral cortex.

AP.4.9 Explain hemispheric dominance.

AP.4.10 Describe the structure and functions of the cerebellum and its nuclei regarding postural control, smooth coordination of movements, and motor learning.

AP.4.11 Describe the major characteristics of the autonomic nervous system and contrast its efferent pathways with those of the somatic nervous system. Compare and contrast the actions, origins, and pathways of nerve fibers in the parasympathetic and sympathetic divisions of the autonomic nervous system including their associated ganglia and neurotransmitters.

IN.AP.5. Human Anatomy and Physiology: Sensory Systems: Students should describe the structure and function of sensory receptors and their role in human survival.

AP.5.1 Somatic Senses: Distinguish between somatic senses and special senses and classify sensory receptors according to the types of stimuli that activate them.

AP.5.2 Somatic Senses: Explain how information on stimulus intensity and stimulus quality is signaled to the brain.

AP.5.3 Somatic Senses: Explain what is meant by sensory receptor adaptation and give examples related to everyday experience.

AP.5.4 Special Senses: Describe the structure, function, and location of olfactory and taste receptor cells.

AP.5.5 Special Senses: Name the parts of the eye: explain the function of the parts involved in light detection with the parts defining the optical properties of the eye.

AP.5.6 Special Senses: Describe the three regions of the ear. Distinguish the structure and function of the vestibular apparatus from the auditory apparatus. Describe how sound is transmitted from the external auditory meatus to the cochlea.

IN.AP.6. Human Anatomy and Physiology: Endocrine System: Students understand the structure and function of the endocrine system in relation to digestion and metabolism, homeostasis, survival, growth, development, and reproduction

AP.6.1 Discuss the difference between an endocrine gland and an exocrine gland. Explain the nature of a hormone and the importance of the endocrine system in relation to digestion and metabolism, homeostasis, survival, growth, development, and reproduction. Contrast the endocrine glands that are exclusively endocrine in function with endocrine tissue found in organs that also have other functions.

AP.6.2 Identify the various chemical classes to which hormones belong and explain that some hormones act via second messengers while others affect gene expression.

AP.6.3 Discuss neural, hormonal, and other chemical compounds that control hormone secretion. Using examples, describe negative feedback in the control of hormone secretion.

AP.6.4 Describe the structure and hormones of the hypothalamus-pituitary complex, and the function of these hormones in controlling the thyroid, gonads, and adrenal cortex. Describe structure of these glands and the functions of the hormones secreted by them. For the glands that are not under the control of the hypothalamus-pituitary complex (e.g. the parathyroid, the pancreas, the pineal gland, and the adrenal medulla), describe their structure, the hormones secreted and their function, and their stimuli for secretion.

AP.6.5 Discuss how the hypothalamus-pituitary complex, the sympathetic nervous system, the adrenal medulla, and the adrenal cortex are all involved in the response to stress.

IN.AP.7. Human Anatomy and Physiology: The Blood: Students understand the functions of blood including its role in essential protection to combat invading microorganisms, acute inflammation, and immune responses.

AP.7.1 Describe the functions of the blood and distinguish whole blood from plasma and serum. Classify and explain the functions of the formed elements found in blood and describe where they are produced.

AP.7.2 Describe how erythropoietin regulates red blood cell production in response to anoxia.

AP.7.3 Explain the ABO blood types and discuss their importance during a blood transfusion.

AP.7.4 Describe hemostasis and the basic processes in blood clotting.

IN.AP.8. Human Anatomy and Physiology: The Cardiovascular System: Students recognize the anatomy and function of the heart and blood vessels. Because diseases of the cardiovascular system are a major cause of death in this country, it is important to understand the normal physiology of the heart and blood vessels.

AP.8.1 The Heart and Blood Vessels: Discuss the functions of the circulatory system; describe with the aid of a diagram the basic arrangement of the cardiovascular system and blood flow through it (include the pulmonary and systemic circuits). Describe how oxygen and carbon dioxide are transported in the blood.

AP.8.2 The Heart and Blood Vessels: Describe the layers found in the walls of blood vessels and discuss the relative prominence of these layers in the different types of blood vessels. Include an analysis of vasoconstriction and vasodilatation and their importance in controlling blood flow through tissues. Describe both the venous pump and varicose veins.

AP.8.3 The Heart and Blood Vessels: Diagram the structure of a capillary bed and explain how materials move in and out of capillaries. Discuss edema.

AP.8.4 The Heart and Blood Vessels: Describe the structure of the heart: including the pericardium. Describe the major vessels entering and leaving the heart and the regions they serve. Explain how the heart valves ensure one-way blood flow during systole and diastole. Discuss the heart sounds.

AP.8.5 The Heart and Blood Vessels: Discuss the importance of the baroreceptor reflex in the regulation of blood pressure. Explain what is meant by hypertension and mention some of the dangers associated with hypertension.

AP.8.6 Electrical Activity of the Heart and the Electrocardiogram: Describe how the action potential of a cardiac muscle cell differs from that of a neuron. Describe the importance of calcium ion influx during the plateau phase of the action potential. Discuss the functioning of pacemaker cells and how the wave of depolarization is transmitted to the ventricles.

AP.8.7 Electrical Activity of the Heart and the Electrocardiogram: Explain the origins of the waves of the electrocardiogram and their medical significance in diagnosis of a heart problem.

AP.8.8 Adjustment of the Cardiovascular System to Exercise and Hemorrhage: Explain the similarities and differences between the adjustment of the cardiovascular system to exercise and hemorrhage. Contrast changes in the distribution of blood flow and cardiac output and explain the importance of the sympathetic branch of the autonomic nervous system in these responses.

IN.AP.9. Human Anatomy and Physiology: The Lymphatic System: Students should understand the role of the lymphatic system in the body's defense against marauding pathogens. Students should also understand that many of the cells of the immune system are formed, reside in, are processed in, or travel within and through the structures of the lymphatic system. Students should understand these structures, classify them, and know their location.

AP.9.1 Discuss the major anatomical structures and functions of the lymphatic system including the lymphatic vessels; the structure and major groupings of lymph nodes; and the structures and functions of the spleen, thymus, and bone marrow.

AP.9.2 Describe the formation of lymph and its movement through the lymphatic system.

IN.AP.10. Human Anatomy and Physiology: Immune Mechanisms: Students should know that pathogens attempt to invade our bodies to take advantage of our nutrients and our protein synthetic machinery. Students should understand the various lines of defense including the two immune systems that save us from certain death by infection. Students should know the cellular and non-cellular components of the innate, natural, non-specific immune system and the specific, acquired immune system.

AP.10.1 Discuss the different types of pathogens and outline the strategies the body uses to protect itself from them. Distinguish non-specific, innate, or natural immunity from specific or acquired immunity. Recognize their overlap and describe their cellular and non-cellular components.

AP.10.2 Describe the mechanisms of the acute inflammatory response, its causes, and the role of chemical signaling molecules.

AP.10.3 Describe the development and maturation of B- and T-lymphocytes. Discuss why the development of self-tolerance is important.

AP.10.4 Define and discuss antigens, antibodies, and complement.

IN.AP.11. Human Anatomy and Physiology: The Respiratory System: Students should understand why it is necessary to breathe. They should understand how breathing is controlled, how the mechanical aspects of the breathing processes occur, and how ventilation of the lungs changes in response to changes in blood oxygen, carbon dioxide, and pH.

AP.11.1 Recognize that breathing supplies oxygen that is critical for oxidative phosphorylation. Describe the anatomy of the respiratory system and the route taken by the inspiratory flow of air from the nose into the alveoli.

AP.11.2 Contrast the mechanisms of inspiration and expiration (quiet and forced) and explain the role of various muscles and of lung elasticity in this process. Compare the percentages of the oxygen and carbon dioxide in the external air to the percentages in the alveolar and the pulmonary capillaries. Explain the meaning of partial pressure.

AP.11.3 Explain the use of the spirometer and describe the data it generates in a spirogram.

AP.11.4 Describe the neuronal networks controlling respiration. Contrast and compare the chemoreceptors involved in control of respiration and the stimuli to which they respond. Explain how these receptors affect ventilation under conditions of low arterial oxygen partial pressure, high arterial carbon dioxide, and low arterial pH.

IN.AP.12. Human Anatomy and Physiology: The Digestive System: Students should be able to define the digestive system and to state the structures, regulators, and functions of its primary and accessory structures and organs. Students should be able to explain why food is essential for life. They should understand the anatomy of the splanchnic circulation and its relationship to the liver.

AP.12.1 Describe the organs and organ relationships of the gastrointestinal tract and the cells and layers found in its walls. Include the salivary glands, liver, and pancreas.

AP.12.2 Describe the functions of all the structural components and enzymes of the gastrointestinal tract and accessory organs in relation to the processing, digesting, and absorbing of the three major food classes. State the chemical forms in which the three major food classes are absorbed. Explain the roles of the lacteals and the hepatic portal vein in transporting the products of digestion.

AP.12.3 Describe the regulation of the enzyme and bicarbonate content of the pancreatic juice.

AP.12.4 Describe the microscopic anatomy of the liver and its relationship to the functions of the liver.

IN.AP.13. Human Anatomy and Physiology: The Urinary System: Students should understand the microscopic and macroscopic anatomy of the renal system. Students should understand the function of the kidneys in relation to homeostatic control of bodily fluids, blood pressure, and erythrocyte production. They should understand micturition, the properties of urine, and the physiological processes involved in the production of urine. Students should understand the importance of a high blood flow through the kidneys and the kidney's role in control of sugar, salts, and water.

AP.13.1 Discuss the functions of the kidneys. Describe the anatomy of the renal system, including the gross anatomy, blood supply, and location of the kidneys, and the layers in the walls of the ureters and urinary bladder.

AP.13.2 Explain the neural basis of micturition including the function of the sphincters associated with the male and female urethra.

AP.13.3 Describe the internal structure of the kidney; describe the parts of a nephron and how they are involved in the three steps in the production of urine; compare the composition of plasma and ultrafiltrate and discuss the percentages of filtered water, sodium, and glucose normally reabsorbed by the kidney tubules.

AP.13.4 Explain the importance of the juxtaglomerular cells in the secretion of renin, which plays a central role in controlling blood pressure by controlling blood levels of angiotensin and aldosterone.

IN.AP.14. Human Anatomy and Physiology: Fluid, Electrolyte and Acid-Base Balance: Students should explain how we control the salt content and volume of the fluid that surrounds the cells of our bodies and why this control is necessary. Students should be able to explain why it is necessary to control the pH of the fluids in our bodies. They should be able to define alkalosis and acidosis. Students should know the various sources of acid and the three ways in which the body defends itself against lethal changes of pH.

AP.14.1 Contrast the volume and electrolyte content of the intracellular and extracellular fluid compartments. Explain the importance of sodium, potassium, and calcium in the body's physiology.

AP.14.2 Discuss how the volume of body fluid is determined by the balance between ingested and metabolic water on the one hand and water lost in the urine, respiration, feces, and sweating on the other hand. Describe the factors that generate the sensation of thirst. Describe how the kidneys respond to excess water intake and to dehydration; explain the role of antidiuretic hormone and of other hormones that control sodium and water absorption in the kidney.

AP.14.3 Describe how food and metabolic processes add acid to the body fluids; recognize how chemical buffers, the lungs and the kidneys, interact in protecting the body against lethal changes of pH.

AP.14.4 Explain the difference between metabolic and respiratory acidosis and alkalosis.

IN.AP.15. Human Anatomy and Physiology: Reproduction and Development: Student should explain the structure, function and hormonal control of the male and female reproductive systems, fertilization, early embryonic development, pregnancy, and parturition.

AP.15.1 Discuss the anatomy and physiology of the male and female reproductive systems. Compare and contrast oogenesis and spermatogenesis. Distinguish between diploid germ cells and haploid/monoploid sex cells.

AP.15.2 Describe the related hormones, their cell origins, and their functions; explain the functions of the gonadotropins FSH and LH in males and females.

AP.15.3 Explain what is happening during the follicular, ovulatory, and luteal phases of the menstrual cycle. Describe how estradiol and progesterone released by the ovaries are responsible for the phases of the uterine cycle.

AP.15.4 Describe how spermatozoa move through the female reproductive tract and describe the process of fertilization.

AP.15.5 Explain the differences among dikaryon zygote, a zygote, a morula, and a blastocyst; recognize that the blastocyst secretes human gonadotropin, which prolongs the life of the corpus luteum and therefore, maintains levels of progesterone. Describe the process of implantation, development of the placenta, the substances that move across it, and the role of the placenta in maintaining the high levels of progesterone essential for a successful pregnancy.

IN.CP.1. Integrated Chemistry: Principles of Integrated Chemistry - Physics: Students begin to conceptualize the general architecture of the atom and the roles played by the main constituents of the atom in determining the properties of materials. They investigate, using such methods as laboratory work, the different properties of matter. They investigate the concepts of relative motion, the action/reaction principle, wave behavior, and the interaction of matter and energy.

CP.1.1. Structure and Properties of Matter: Understand and explain that atoms have a positive nucleus (consisting of relatively massive positive protons and neutral neutrons) surrounded by negative electrons of much smaller mass, some of which may be lost, gained, or shared when interacting with other atoms.

CP.1.2. Structure and Properties of Matter: Realize that and explain how a neutral atom's atomic number and mass number can be used to determine the number of protons, neutrons, and electrons that make up an atom.

CP.1.3. Structure and Properties of Matter: Understand, and give examples to show, that isotopes of the same element have the same numbers of protons and electrons but differ in the numbers of neutrons.

CP.1.4. Structure and Properties of Matter: Know and explain that physical properties can be used to differentiate among pure substances, solutions, and heterogeneous mixtures.

CP.1.5. Changes in Matter: Distinguish among chemical and physical changes in matter by identifying characteristics of these changes.

CP.1.6. Changes in Matter: Understand and explain how an atom can acquire an unbalanced electrical charge by gaining or losing electrons.

CP.1.7. Changes in Matter: Identify the substances gaining and losing electrons in simple oxidation-reduction reactions.

CP.1.8. Changes in Matter: Know and explain that the nucleus of a radioactive isotope is unstable and may spontaneously decay, emitting particles and/or electromagnetic radiation.

CP.1.9. Changes in Matter: Show how the predictability of the nuclei decay rate allows radioactivity to be used for estimating the age of materials that contain radioactive substances.

CP.1.10. Changes in Matter: Understand that the Periodic Table is a listing of elements arranged by increasing atomic number, and use it to predict whether a selected atom would gain, lose, or share electrons as it interacts with other selected atoms.

CP.1.11. Changes in Matter: Understand and give examples to show that an enormous variety of biological, chemical, and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.

CP.1.12. Changes in Matter: Realize and explain that because mass is conserved in chemical reactions, balanced chemical equations must be used to show that atoms are conserved.

CP.1.13. Changes in Matter: Explain that the rate of reactions among atoms and molecules depends on how often they encounter one another, which is in turn affected by the concentrations, pressures, and temperatures of the reacting materials.

CP.1.14. Changes in Matter: Understand and explain that catalysts are highly effective in encouraging the interaction of other atoms and molecules.

CP.1.15. Energy Transformations: Understand and explain that whenever the amount of energy in one place or form diminishes, the amount in other places or forms increases by the same amount.

CP.1.16. Energy Transformations: Explain that heat energy in a material consists of the disordered motions of its atoms or molecules.

CP.1.17. Energy Transformations: Know and explain that transformations of energy usually transform some energy into the form of heat, which dissipates by radiation or conduction into cooler surroundings.

CP.1.18. Energy Transformations: Recognize and describe the heat transfer associated with a chemical reaction or a phase change as either exothermic or endothermic, and understand the significance of the distinction.

CP.1.19. Energy Transformations: Understand and explain that the energy released whenever heavy nuclei split or light nuclei combine is roughly a million times greater than the energy absorbed or released in a chemical reaction. (E=mc2)

CP.1.20. Energy Transformations: Realize and explain that the energy in a system is the sum of both potential energy and kinetic energy.

CP.1.21. Motion: Understand and explain that the change in motion of an object (acceleration) is proportional to the net force applied to the object and inversely proportional to the object's mass.

CP.1.22. Motion: Recognize and explain that whenever one object exerts a force on another, an equal and opposite force is exerted back on it by the other object.

CP.1.23. Motion: Understand and explain that the motion of an object is described by its position, velocity, and acceleration.

CP.1.24. Motion: Recognize and explain that waves are described by their velocity, wavelength, frequency or period, and amplitude.

CP.1.25. Motion: Understand and explain that waves can superpose on one another, bend around corners, reflect off surfaces, be absorbed by materials they enter, and change direction when entering a new material.

CP.1.26. Motion: Realize and explain that all motion is relative to whatever frame of reference is chosen, for there is no absolute motionless frame from which to judge all motion.

CP.1.27. Forces of Nature: Recognize and describe that gravitational force is an attraction between masses and that the strength of the force is proportional to the masses and decreases rapidly as the square of the distance between the masses increases.

CP.1.28. Forces of Nature: Realize and explain that electromagnetic forces acting within and between atoms are vastly stronger than the gravitational forces acting between atoms.

CP.1.29. Forces of Nature: Understand and explain that at the atomic level, electric forces between oppositely charged electrons and protons hold atoms and molecules together and thus, are involved in all chemical reactions.

CP.1.30. Forces of Nature: Understand and explain that in materials, there are usually equal proportions of positive and negative charges, making the materials as a whole electrically neutral. However, also know that a very small excess or deficit of negative charges will produce noticeable electric forces.

CP.1.31. Forces of Nature: Realize and explain that moving electric charges produce magnetic forces, and moving magnets produce electric forces.

IN.CP.2. Integrated Chemistry: Historical Perspectives of Integrated Chemistry - Physics: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that these ideas grow or transform slowly through the contributions of many different investigators.

CP.2.1. Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems.

CP.2.2. Describe how Lavoisier's system for naming substances and describing their reactions contributed to the rapid growth of chemistry by enabling scientists everywhere to share their findings about chemical reactions with one another without ambiguity.

CP.2.3. Explain that John Dalton's modernization of the ancient Greek ideas of element, atom, compound, and molecule strengthened the new chemistry by providing physical explanations for reactions that could be expressed in quantitative terms.

CP.2.4. Explain that Isaac Newton created a unified view of force and motion in which motion everywhere in the universe can be explained by the same few rules. Note that his mathematical analysis of gravitational force and motion showed that planetary orbits had to be the very ellipses that Johannes Kepler had demonstrated two generations earlier.

CP.2.5. Describe that Newton's system was based on the concepts of mass, force, and acceleration, his three laws of motion relating them, and a physical law stating that the force of gravity between any two objects in the universe depends only upon their masses and the distance between them.

CP.2.6. Explain that the Newtonian model made it possible to account for such diverse phenomena as tides, the orbits of the planets and moons, the motion of falling objects, and the earth's equatorial bulge.

CP.2.7. Describe that among the surprising ideas of Albert Einstein's special relativity is that nothing can travel faster than the speed of light, which is the same for all observers no matter how they or the light source happen to be moving.

CP.2.8. Explain that the special theory of relativity is best known for stating that any form of energy has mass, and that matter itself is a form of energy.

CP.2.9. Describe that general relativity theory pictures Newton's gravitational force as a distortion of space and time.

CP.2.10. Explain that Marie and Pierre Curie made radium available to researchers all over the world, increasing the study of radioactivity and leading to the realization that one kind of atom may change into another kind, and so must be made up of smaller parts.

CP.2.11. Explain that Rutherford and his colleagues discovered that the heavy radioactive element uranium spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus.

CP.2.12. Describe that later, Austrian and German scientists showed that when uranium is struck by neutrons, it splits into two nearly equal parts plus one or two extra neutrons. Note that Lise Meitner, an Austrian physicist, was the first to point out that if these fragments added up to less mass than the original uranium nucleus, then Einstein's special relativity theory predicted that a large amount of energy would be released. Also note that Enrico Fermi, an Italian working with colleagues in the United States, showed that the extra neutrons trigger more fissions and so create a sustained chain reaction in which a prodigious amount of energy is given off.

IN.P.1. Physics: Principles of Physics: Students recognize the nature and scope of physics, including its relationship to other sciences and its ability to describe the natural world. Students learn how physics describes the natural world, using quantities such as velocity, acceleration, force, energy, momentum, and charge. Through experimentation and analysis, students develop skills that enable them to understand the physical environment. They learn to make predictions about natural phenomena by using physical laws to calculate or estimate these quantities. Students learn that this description of nature can be applied to diverse phenomena at scales ranging from the subatomic to the structure of the universe and include every day events. Students learn how the ideas they study in physics can by used in concert with the ideas of the other sciences. They also learn how physics can help to promote new technologies. Students will be able to communicate what they have learned orally, mathematically, using diagrams, and in writing.

P.1.1. The Properties of Matter: Describe matter in terms of its fundamental constituents, and be able to differentiate among those constituents.

P.1.2. The Properties of Matter: Measure or determine the physical quantities including mass, charge, pressure, volume, temperature, and density of an object or unknown sample.

P.1.3. The Properties of Matter: Describe and apply the kinetic molecular theory to the states of matter.

P.1.4. The Properties of Matter: Employ correct units in describing common physical quantities.

P.1.5. The Relationships Between Motion and Force: Use appropriate vector and scalar quantities to solve kinematics and dynamics problems in one and two dimensions.

P.1.6. The Relationships Between Motion and Force: Describe and measure motion in terms of position, time, and the derived quantities of velocity and acceleration.

P.1.7. The Relationships Between Motion and Force: Use Newton's Laws (e.g., F = ma) together with the kinematic equations to predict the motion of an object.

P.1.8. The Relationships Between Motion and Force: Describe the nature of centripetal force and centripetal acceleration (including the formula a = v2/r), and use these ideas to predict the motion of an object.

P.1.9. The Relationships Between Motion and Force: Use the conservation of energy and conservation of momentum laws to predict, both conceptually and quantitatively, the results of the interactions between objects.

P.1.10. The Relationships Between Motion and Force: Demonstrate an understanding of the inverse square nature of gravitational and electrostatic forces.

P.1.11. The Nature of Energy: Recognize energy in its different manifestations such as kinetic (KE = 1/2 mv2), gravitational potential (PE = mgh), thermal, chemical, nuclear, electromagnetic, or mechanical.

P.1.12. The Nature of Energy: Use the law of conservation of energy to predict the outcome(s) of an energy transformation.

P.1.13. The Nature of Energy: Use the concepts of temperature, thermal energy, transfer of thermal energy, and the mechanical equivalent of heat to predict the results of an energy transfer.

P.1.14. The Nature of Energy: Explain the relation between energy (E) and power (P). Explain the definition of the unit of power, the watt.

P.1.15. Momentum and Energy: Distinguish between the concepts of momentum (using the formula p = mv) and energy.

P.1.16. Momentum and Energy: Describe circumstances under which each conservation law may be used.

P.1.17. The Nature of Electricity and Magnetism: Describe the interaction between stationary charges using Coulomb's Law. Know that the force on a charged particle in an electrical field is qE, where E is the electric field at the position of the particle, and q is the charge of the particle.

P.1.18. The Nature of Electricity and Magnetism: Explain the concepts of electrical charge, electrical current, electrical potential, electric field, and magnetic field. Use the definitions of the coulomb, the ampere, the volt, the volt/meter, and the tesla.

P.1.19. The Nature of Electricity and Magnetism: Analyze simple arrangements of electrical components in series and parallel circuits. Know that any resistive element in a DC circuit dissipates energy, which heats the resistor. Calculate the power (rate of energy dissipation), using the formula Power = IV = I2R.

P.1.20. The Nature of Electricity and Magnetism: Describe electric and magnetic forces in terms of the field concept and the relationship between moving charges and magnetic fields. Know that the magnitude of the force on a moving particle with charge q in a magnetic field is qvBsina, where v and B are the magnitudes of vectors v and B and a is the angle between v and B.

P.1.21. The Nature of Electricity and Magnetism: Explain the operation of electric generators and motors in terms of Ampere's law and Faraday's law.

P.1.22. The Behavior of Waves: Describe waves in terms of their fundamental characteristics of velocity, wavelength, frequency or period, and amplitude. Know that radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves, whose speed in a vacuum is approximately 3 x 10 to the 8th power m/s (186,000 miles/second).

P.1.23. The Behavior of Waves: Use the principle of superposition to describe the interference effects arising from propagation of several waves through the same medium.

P.1.24. The Behavior of Waves: Use the concepts of reflection, refraction, polarization, transmission, and absorption to predict the motion of waves moving through space and matter.

P.1.25. The Behavior of Waves: Use the concepts of wave motion to predict conceptually and quantitatively the various properties of a simple optical system.

P.1.26. The Behavior of Waves: Identify electromagnetic radiation as a wave phenomenon after observing refraction, reflection, and polarization of such radiation.

P.1.27. The Laws of Thermodynamics: Understand that the temperature of an object is proportional to the average kinetic energy of the molecules in it and that the thermal energy is the sum of all the microscopic potential and kinetic energies.

P.1.28. The Laws of Thermodynamics: Describe the Laws of Thermodynamics, understanding that energy is conserved, heat does not move from a cooler object to a hotter one without the application of external energy, and that there is a lowest temperature, called absolute zero. Use these laws in calculations of the behavior of simple systems.

P.1.29. The Nature of Atomic and Subatomic Physics: Describe the nuclear model of the atom in terms of mass and spatial relationships of the electrons, protons, and neutrons.

P.1.30. The Nature of Atomic and Subatomic Physics: Explain that the nucleus, although it contains nearly all of the mass of the atom, occupies less than the proportion of the solar system occupied by the sun. Explain that the mass of a neutron or a proton is about 2,000 times greater than the mass of an electron.

P.1.31. The Nature of Atomic and Subatomic Physics: Explain the role of the strong nuclear force in binding matter together.

P.1.32. The Nature of Atomic and Subatomic Physics: Using the concept of binding energy per nucleon, explain why a massive nucleus that fissions into two medium-mass nuclei emits energy in the process.

P.1.33. The Nature of Atomic and Subatomic Physics: Using the same concept, explain why two light nuclei that fuse into a more massive nucleus emit energy in the process.

P.1.34. The Nature of Atomic and Subatomic Physics: Understand and explain the properties of radioactive materials, including half-life, types of emissions, and the relative penetrative powers of each type.

P.1.35. The Nature of Atomic and Subatomic Physics: Describe sources and uses of radioactivity and nuclear energy.

IN.P.2. Physics: Historical Perspectives of Physics: Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, students understand that new ideas are limited by the context in which they are conceived, that these ideas are often rejected by the scientific establishment, that these ideas sometimes spring from unexpected findings, and that they grow or transform slowly through the contributions of many different investigators.

P.2.1. Explain that Isaac Newton created a unified view of force and motion in which motion everywhere in the universe can be explained by the same few rules. Note that his mathematical analysis of gravitational force and motion showed that planetary orbits had to be the very ellipses that Johannes Kepler had proposed two generations earlier.

P.2.2. Describe how Newton's system was based on the concepts of mass, force, and acceleration, his three laws of motion relating to them, and a physical law stating that the force of gravity between any two objects in the universe depends only upon their masses and the distance between them.

P.2.3. Explain that the Newtonian model made it possible to account for such diverse phenomena as tides, the orbits of the planets and moons, the motion of falling objects, and the earth's equatorial bulge.

P.2.4. Describe how the Scottish physicist James Clerk Maxwell used Ampere's law and Faraday's law to predict the existence of electromagnetic waves and predict that light was just such a wave. Also understand that these predictions were confirmed by Heinrich Hertz, whose confirmations thus made possible the fields of radio, television, and many other technologies.

P.2.5. Describe how among the surprising ideas of Albert Einstein's special relativity is that nothing can travel faster than the speed of light, which is the same for all observers no matter how they or the light source happen to be moving, and that the length of time interval is not the same for observers in relative motion.

P.2.6. Explain that the special theory of relativity (E=mc2) is best known for stating that any form of energy has mass and that matter itself is a form of energy.

P.2.7. Describe how general relativity theory pictures Newton's gravitational force as a distortion of space and time.

P.2.8. Explain that Marie and Pierre Curie made radium available to researchers all over the world, increasing the study of radioactivity and leading to the realization that one kind of atom may change into another kind, and so must be made up of smaller parts. Note that these parts were demonstrated by Rutherford, Geiger, and Marsden to be small, dense nuclei that contain protons and neutrons and are surrounded by clouds of electrons.

P.2.9. Explain that Ernest Rutherford and his colleagues discovered that the radioactive element radon spontaneously splits itself into a slightly lighter nucleus and a very light helium nucleus.

P.2.10. Describe how later, Austrian and German scientists showed that when uranium is struck by neutrons, it splits into two nearly equal parts plus two or three extra neutrons. Note that Lise Meitner, an Austrian physicist, was the first to point out that if these fragments added up to less mass than the original uranium nucleus, then Einstein's special relativity theory predicted that a large amount of energy would be released. Also note that Enrico Fermi, an Italian working with colleagues in the United States, showed that the extra neutrons trigger more fissions and so create a sustained chain reaction in which a prodigious amount of energy is given off.