Science

Program Purpose

The purpose of the Science Program of the Illinois Mathematics and Science Academy® is to provide a learning environment which addresses both the breadth of study necessary for learners to make informed decisions about continued study of science and the depth of study which leads to a deep understanding of the nature and processes of science, its fundamental concepts and principles, and the contexts of science that inform ethical leadership. To these ends IMSA has established a competency-driven, inquiry-based, problem-centered, and integrative learning environment that serves our students and is a model for Illinois and other school systems.

Team Goals

immerse students in rich science content identified by the National Science Education Standards, the Illinois Science Learning Standards, and the IMSA Science Learning Standards;
engage students in the identification and resolution of problems which integrate the learning of and doing of science;
inspire students to continue their interest in and study of science and technology throughout their lives;
support students in becoming integrative learners characterized by complex thinking skills as exemplified by IMSA's Standards of Significant Learning; and
challenge students to demonstrate their understanding through the use of multiple forms of assessment designed to determine whether students meet the high level of achievement set by the Academy.

Unifying Concepts and Processes

The following concepts and processes are woven into the IMSA Science Learning Standards. These concepts and processes serve to connect the central ideas identified in the standards and they act as organizers in the curriculum development process. Their full meaning is derived from relationships to each other. Drawing upon backgrounds as science educators and after careful review of examples of unifying concepts and processes in the National Science Education Standards, the IMSA Science Team has identified the following unifying concepts and processes of science.

Systems:
A system is an organized group of related objects or components that form a whole. The idea of simple systems encompasses subsystems as well as identifying the structure and function of systems, feedback and equilibrium, and the distinction between open and closed systems. Examples of systems in science include:

Ecosystems which are formed by the interactions of living organisms with each other and their environment.
The solar system made up of the Sun, its family of planets, satellites, asteroids, meteors, and comets and governed by the law of gravitation and the laws of motion.
Weather system dynamics.

Models:
Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. Models take many forms including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Examples of models that are used in the area of science are:

The model of linear perspective that provided the foundation for computer simulation and virtual reality experiences.
The kinetic molecular theory model.
Mathematical modeling or finding mathematical relationships that behave the same way the systems of interest behave such as models of electric and magnetic fields.
A scale model of an airplane in a wind tunnel.

Explanations:
Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements. As students develop their understandings in science, their scientific explanations should more frequently include a rich scientific knowledge base, evidence of logic, higher levels of analysis, greater tolerance of criticism and uncertainty, and a clearer demonstration of the relationship between logic, evidence, and current knowledge. Examples of scientific explanations include:

The explanation of Mendelian genetics through an understanding of meiosis.
Descriptions of the subatomic world through quantum theory.
Evolutionary evidence explaining the origin and diversity of life.
Theory of the life cycle of stars.
Laws of mountain building and continental drift.

Form:
Form refers to the physical characteristics of an object. Form and function are complementary aspects of objects, organisms, and systems in the natural and designed world. The form or shape and manifestation of an object is frequently related to use, operation or function. Examples of form in science having important implications for function are:

The airfoil of an airplane wing which produces pressure differences causing lift on the wing.
Molecular geometry and its role in chemical bonding.
Skin color change of a chameleon.
Cyclonic shape of tornadoes.

Function:
Function describes the use or operation of an object. Function frequently relies on form. Students should be able to explain function by referring to form and explain form by referring to function. Examples of function that are related to form are:

Photosynthesis.
Oxygen gathering effects of the gills of a fish.
Wire circularly wrapped into the shape of a coil to produce a magnetic field.
The role of a catalyst.
Protective effects of the ozone layer of the atmosphere.

Change:
Change is the process of becoming different. In science changes might occur in properties of materials, positions of objects, motion, and form and function of systems. Changes vary in rate, scale, and pattern, including trends and cycles. Examples of change used in the area of science are:

Evolution, which is a series of changes, some gradual and some sporadic, that account for the present form and function of objects, organisms, and natural and designed systems.
Speed of an object which represents a change in the position of an object over a given period of time.
Birth, growth, and death of organisms.
El Nino related climatic conditions.
Temperature dependent coloration of a metal.

Constancy:
Constancy represents a state of staying the same. Many quantities in nature exhibit the property of constancy. Equilibrium, one form of constancy, is a physical state in which forces and changes occur in opposite and off-setting directions. Other examples of constancy used in the area of science are:

Steady-state conditions for alternating current and voltage.
Balance related to statics problems.
Homeostasis in biological systems.
Conservation laws of nature (e.g. charge, mass/energy, momentum, etc.).

Scale:
Scale refers to the immense range of magnitudes in our universe (e.g. sizes, durations, speeds). Large changes in scale typically are accompanied by changes in the kind of phenomena that occur. Phenomena can be understood at various levels of complexity, even though the full explanation of such things is often reduced to a scale far outside our direct experience. Examples of scale used in the area of science are:

The diameter of an atom in contrast to the distance to the nearest star.
The speed of light compared to a speeding bullet.
The view of an organism at the cellular level.
Weather versus climate.
Geologic time in relation to the human life span.

Measurement:
Measurement is the process of quantifying a characteristic. Some changes in systems can be quantified. Evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through measurement. Examples of measurement used in the area of science are:

Estimates of length, area, and volume.
Rate of change of velocity.
The amount of living matter or biomass in a population, community or defined area.
Ascertaining dates of events of the past through radiometrics.

Relationships:
Relationships represent connections. Nature is connected in subtle and not so subtle ways. Relationships help to describe this connectedness. Connections between objects and among parts of systems might be described in terms of cause and effect rules, correlations, trends or patterns. Examples of relationships in the area of science are:

Functional relationships of the laws of motion.
Probabilistic descriptions of population trends.
Abrupt changes in a long-steady climate leading to extinction of species that have become well adapted to it.
Symbiosis among organisms.
Connection between atomic electron structure of the chemical properties of elements.

Learning Standards

Students studying Science at IMSA will:

engage in the process of scientific inquiry.
apply the process of technological design.
demonstrate understanding of the structure and interactions of matter.
demonstrate understanding of energy in its various forms and its transformations.
demonstrate understanding of force and motion.
demonstrate understanding of Earth features and processes.
demonstrate understanding of the nature of the universe.
demonstrate understanding of the cellular nature of organisms.
demonstrate understanding of the interdependence of organisms.
demonstrate understanding of evolution and its genetic basis.
employ historical, personal, and social perspectives with respect to the nature of science and technology Identify, understand, and accept the rights and responsibilities of belonging to a diverse community;

Citation Format
IMSA Science Learning Standards are cross-referenced as follows:

IMSA's Standards of Significant Learning [SSL-III.B]
Illinois State Learning Standards [IL-II.A]
National Science Education Content Standards [NSES-B]

A. Students studying science at IMSA engage in the process of scientific inquiry (NSES-A) by:

A.1 applying the skills of observation (describe, compare, and contrast characteristics; identify parameters, precisely observe phenomena). [SSL-I.C.; IL-11.A.5a]

A.2 designing and planning investigations and constructing questions which further understanding, forge connections, and deepen meaning. [SSL-I.B; IL-11.A.5b]

A.3 carrying out investigations that develop automaticity in skills, concepts, and processes that support and enable complex thought. [SSL-I.A; IL-11.A.5c]

A.4 using appropriate technologies as extensions of the mind. [SSL-III.A; IL-11.A.5c]

A.5 accurately recording findings. [IL-11.A.5c]

A.6 analyzing data to find ambiguities inherent within any set of textual, social, physical, or theoretical circumstances. [SSL-II.B; IL-11.A.5d]

A.7 employing scientific reasoning to evaluate the soundness and relevance of information. [SSL-I.D.; IL-11.A.5e]

A.8 constructing and supporting judgements based on evidence. [SSL-IV.A; IL-11.A.5e]

A.9 sharing results by communicating orally, in writing, and through display with power, economy, and elegance. [SSL-IV.B; IL-11.A.5e]

B. Students studying science at IMSA apply the process of technological design (NSES-E) by:

B.1 identifying problems and design opportunities that have practical application. [IL-11.B.5a]

B.2 defining criteria for a successful design solution to the identified problem. [IL-11.B.5b]

B.3 proposing workable solutions for a design problem. [IL-11.B.5b]

B.4 building and testing different models or simulations of the design solution using suitable materials, tools and technology. [IL-11.B.5c]

B.5 modifying and refining the tested design solution using the established criteria to evaluate suitability, acceptability, benefits, drawbacks and consequences. [IL-11.B.5d]

B.6 reporting the relative success of the design based on test results and criteria to an audience that may include professional and technical experts. [IL-11.B.5e]

C. Students studying science at IMSA demonstrate understanding of matter (NSES-B) by:

C.1 using the properties of sub-atomic and atomic constituents of matter to describe nucleosynthesis, radioactivity, and atomic and molecular bonding. [IL-12.C.4b; IL-12.C.5b]

C.2 explaining the relationships between elements, compounds, aggregates, mixtures, solutions, vapors and gases and the conditions related to the states of matter. [IL-12.C.5b]

C.3 applying the principles of conservation of mass, conservation of charge, conservation of energy and entropy to explain interactions of matter. [IL-12.C.5a]

D. Students studying science at IMSA demonstrate understanding of energy in its various forms and its transformations (NSES-B) by:

D.1 describing kinetic and potential energy in different systems. [IL-12.C.5a]

D.2 using calculated values of kinetic and potential energy to describe the behavior of systems. [IL-12.C.5a]

D.3 comparing and contrasting the characteristics of chemical energy, heat, light, sound, electricity, magnetism, and radiation. [IL-12.C.5a]

D.4 analyzing the effects of gravitational potential energy on systems of objects. [IL-12.C.5a]

D.5 describing the processes underlying the generation of nuclear energy. [IL-12.C.5a]

D.6 applying the relationships between work and energy to analyze the behavior of systems. [IL-12.C.5a]

D.7 examining the transmission of energy in terms of conduction, convection, and radiation. [IL-12.C.5a]

D.8 applying the concept of conservation of energy in the conversion of energy from one form to another. [IL-12.C.5a]

D.9 using the concept of entropy to analyze the natural flow of energy in systems. [IL-12.C.5a]

E. Students studying science at IMSA demonstrate understanding of force and motion (NSES-B) by:

E.1 predicting linear, curvilinear, and periodic motion of objects. [IL-12.D.4a; IL-12.D.5a]

E.2 resolving forces into components and composing forces into resultants. [IL-12.D.4b; IL-12.D.5b]

E.3 using Newton's Laws to relate force and motion. [IL-12.D.4a; IL12.D.5a]

E.4 applying the properties of conservative and non-conservative forces to calculate work. [IL-12.D.5b]

E.5 using the concept of field to explain the transmission of force. [IL12.D.5b]

E.6 predicting the behavior of a system of objects due to the gravitational force. [IL-12.D.5b]

E.7 comparing and contrasting the properties of electric and magnetic forces. [IL-12.D.4b; IL12.D.5b]

E.8 describing the properties of nuclear forces. [IL-12.D.4b; IL-12.D.5b]

F. Students studying science at IMSA demonstrate understanding of Earth features and processes (NSES-D) by:

F.1 explaining the relationship between Earth structure and composition. [IL-12.E.4b]

F.2 identifying and describing the internal and external energy sources for Earth systems. [IL-12.D.4a]

F.3 interpreting atmospheric and oceanic circulation, climatic and weather phenomena, plate tectonics, and land formation in terms of energy flow. [IL-12.E.4a; IL-12.E.5]

F.4 analyzing energy flow and cycling in ecosystems. [IL-12.E.5]

F.5 formulating explanations of the origin and evolution of the Earth and Earth systems founded on physical and biological (pre-) historical geology. [IL-12.E.4b; IL-12.E.5]

G. Students studying science at IMSA demonstrate understanding of the nature of the universe (NSES-D) by:

G.1 analyzing Earth/Moon/Sun system dynamics. [IL-12.F.4a]

G.2 describing Solar System structure and dynamics. [IL-12.F.4a]

G.3 evaluating evidence for the evolution of the Solar System. [IL-12.F.4a; IL-12.F.5a]

G.4 describing galactic composition and structure. [IL-12.F.4b]

G.5 evaluating evidence for galactic evolution. [IL-12.F.4a; IL-12.F.4b]

G.6 comparing and contrasting explanations of the origin and evolution of the universe. [IL-12.F.5b]

H. Students studying science at IMSA demonstrate understanding of the cellular nature of organisms (NSES-C) by:

H.1 describing the cellular basis of life. [IL-12.A.4b]

H.2 interpreting cell function in terms of cell structure. [IL-12.A.5a]

H.3 explaining metabolic processes. [IL-12.A.5a]

H.4 describing cellular reproduction. [IL-12.A.4b]

H.5 characterizing cellular responses to internal and external stimuli. [IL-12.A.5a]

I. Students studying science at IMSA demonstrate understanding of the interdependence of organisms (NSES-C) by:

I.1 outlining bio-geo-chemical cycles. [IL-12.B.4a; IL-12.B.5a]

I.2 describing how energy flows through ecosystems. [IL-12.B.4a; IL-12.B.5b]

I.3 exploring ecological relationships through the concept of ecological niche. [IL-12.B.5a]

I.4 comparing and contrasting predation, competition, and symbiotic relationships of organisms. [IL-12.B.4b]

I.5 Analyzing population dynamics as they relate to resources and reproductive capacities. [IL-12.B.4b; IL-12.B.5b]

J. Students studying science at IMSA demonstrate understanding of evolution and its genetic basis (NSES-C) by:

J.1 explaining how organisms evolve through mutation and natural selection as described in the modern synthesis. [IL-12.A.4c]

J.2 evaluating evidence that supports the concept of descent from a common ancestor. [IL-12.A.5b]

J.3 analyzing patterns by which traits are passed on through generations. [IL-12.A.5b]

J.4 analyzing the molecular basis of heredity. [IL-12.A.4a]

J.5 comparing and contrasting sexual and asexual life cycles. [IL-12.A.4b]

K. Students studying science at IMSA employ historical, personal, and social perspectives with respect to the nature of science and technology (NSES-G) by:

K.1 explaining the scientific way of knowing. [SSL-III.C; IL-13.A.5b; IL-13.A.5c; IL-13.A.5d]

K.2 describing how science and technology mutually reinforce one another. [SSL-V.A; IL-13.B.5a]

K.3 illustrating how science and technological knowledge is affected by periodic revolutions in thought and is cumulative. [SSL-V.A; IL-13.A.5a; IL-13.B.5b]

K.4 explaining how the cultural climate of the time (including political, philosophical, economic, religious and environmental influences) affects the kind of science and technological work that is done. [SSL-III.B; SSL-V.A; IL-13.B.5c; IL-13.B.5d]

K.5 comparing cases where intellectual preparation and preparedness have allowed researchers to take advantage of serendipity and luck. [IL-13.B.5b]

K.6 providing examples of the way individuals' personalities influence the questions they ask and the conclusions they draw. [SSL-II.A; IL-13.A.5d]

K.7 basing scientific knowledge on evidence and observation while realizing that it has an element of social construction. [SSL-V.B; IL-13.A.5a; IL-13.B.5a; IL-13.B.5e]

Fundamental Ideas that Underlie the IMSA Science Learning Standards
The material that follows represents NSES fundamental concepts and principles that underlie the IMSA Science Learning Standards. The National Science Education Standards define content as fundamental when it:

represents a central event or phenomenon in the natural world;
represents a central scientific idea and organizing principle;
has rich explanatory power;
guides fruitful investigations;
applies to situations and contexts common to everyday experiences;
can be linked to meaningful learning experiences; and
is developmentally appropriate for students at the grade level specified.

Linking underlying NSES fundamental concepts and principles to the IMSA Science Learning Standards helps to communicate the essence of each IMSA Science Learning Standard.

Standard A - NSES concepts and principles that underlie the central ideas of scientific inquiry are:

Formulation of testable hypotheses and demonstration of the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment.
Demonstration of appropriate procedures, a knowledge base, and conceptual understanding of scientific investigations.
Designing and conducting a scientific investigation requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation.
Clarification of the question, method, controls, and variables; organization and display of data; revision of methods and explanations; and a public presentation of the response with a critical response from peers.
Use of evidence, application of logic, and construction of an argument in proposed explanations.
A variety of technologies such as hand tools, measuring instruments, and calculators should be an integral component of scientific investigations.
Use of computers for the collection, analysis, and display of data.
Appropriate use of mathematics; for example, measurement is used for posing questions, formulas are used for developing explanations, and charts and graphs are used for communicating results.
Inquiries should culminate in formulating an explanation or model which exhibits physical, conceptual, and/or mathematical attributes.
Engagement in discussion and argument based on scientific knowledge, the use of logic, and evidence from investigations that results in potential revision of proposed explanations.
Analysis of arguments by reviewing current scientific understanding, weighing the evidence, and examining the logic so as to decide which explanations and models are best.
Accurate and effective communication which includes writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments.
Standard B - NSES concepts and principles that underlie the central ideas of technological design are:
Identification of new problems or needs and the adaptation and improvement of current technological design.
Demonstration of thoughtful planning for a piece of technology or technique.
Introduction to the roles of models and simulations in technological design processes.
Construction of artifacts requiring the skills of cutting, shaping, treating, and joining common materials such as wood, metal, plastics, and textiles.
Implementation of solutions using computer software.
Testing solutions against the needs and criteria they were designed to meet.
Review of new criteria not originally considered.
Presentation of results to students, teachers, and others in a variety of ways, such as orally, in writing, and in other forms including models, diagrams, and demonstrations. Standard C - NSES Fundamental Concepts and Principles that underlie the central ideas of the structure and interactions of matter are:
Matter consists of minute particles called atoms having measurable properties such as mass and electrical charge.
Atoms are composed of even smaller components. Each atom has a positively charged nucleus surrounded by negatively charged electrons.
The electric force between the nucleus and electrons holds the atom together.
The atom's nucleus is composed of protons and neutrons, which are more massive than electrons.
Atoms that differ in the number of neutrons are called different isotopes of the element.
Nuclear forces that hold the nucleus together, at nuclear distances, are usually stronger than the electric forces that would make it fly apart.
Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions.
Fission is the splitting of a large nucleus into smaller pieces.
Fusion is the joining of two nuclei at extremely high temperature and pressure, and is the process responsible for the energy of the sun and other stars.
Radioactive isotopes are unstable and undergo spontaneous nuclear reactions, emitting particles and/or wavelike radiation.
The decay of any one nucleus cannot be predicted, but a large group of identical nuclei decay at a predictable rate which can be used to estimate the age of materials that contain radioactive isotopes.
Atoms interact with one another by transferring or sharing electrons that are farthest from the nucleus. These outer electrons govern the element's properties.
An element is composed of a single type of atom.
When elements are listed in order according to the number of protons (called the atomic number), repeating patterns of physical and chemical properties identify families of elements with similar properties. This Periodic Table is a consequence of the repeating pattern of outermost electrons and their permitted energies.
Bonds between atoms are created when electrons are transferred or shared.
Atoms may be bonded together into molecules or crystalline solids.
A compound is formed when two or more kinds of atoms bind together chemically.
Properties of compounds reflect the nature of the interactions among its molecules, and these are determined by the structure of the molecule.
Solids, liquids, and gases differ in the distances and angles between molecules and therefore the energy that binds them together.
In solids the structure is nearly rigid; in liquids molecules or atoms move around each other but do not move apart; and in gases molecules or atoms move almost independently of each other and are mostly far apart.
In some materials, such as metals, electrons flow easily, whereas in insulating materials such as glass they can hardly flow at all.
In semiconductors, electrons exhibit intermediate behavior between flowing easily and not flowing at all.
At low temperatures some materials become superconductors and offer no resistance to the flow of electrons.
Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures including synthetic polymers, oils, and the large molecules essential to life.
Chemical reactions occur all around us.
Complex chemical reactions involving carbon-based molecules take place constantly in every cell in our bodies.
Chemical reactions may release or consume energy.
A large number of reactions involve the transfer of either electrons(oxidation/reduction reactions) or hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms.
In some reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons available to form new bonds.
Chemical reactions can occur in time periods ranging from femto seconds to geologic time.
Reaction rates depend on how often reacting atoms and molecules encounter one another, the temperature, and the properties of the reacting species.
Catalysts accelerate chemical reactions.
Chemical reactions in living systems are catalyzed by protein molecules called enzymes. Standard D - NSES Fundamental Concepts and Principles that underlie the central ideas of energy in its various forms and its transformations are:
The total energy of the universe is constant.
Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations and many other ways.
All energy can be considered to be either kinetic energy, which is the energy of motion; potential energy, which depends on relative position; or energy contained by a field such as electromagnetic waves.
Heat energy consists of random motion and the vibration of atoms, molecules, and ions.
In all energy transfers, the overall effect is that energy is spread out uniformly.
Energy tends to move spontaneously from hotter to colder objects by conduction, convection, or radiation.
Any ordered states tend to become disordered over time.
Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.
Electromagnetic waves results when a charged object is accelerated or decelerated.
Electromagnetic waves include radio waves, (the longest wavelength), microwaves, infrared radiation (radiant heat), visible light, ultraviolet radiation, x-rays, and gamma rays.
The energy of electromagnetic waves is carried in packets whose magnitude is inversely proportional to the wavelength.
Each kind of atom or molecule can gain or lose energy only in particular discrete amounts and thus can absorb and emit light only at wavelengths corresponding to these amounts. These wavelengths can be used to identify these substances. Standard E - NSES Fundamental Concepts and Principles that underlie the central ideas of force and motion are:
Objects change their motion only when a net force is applied.
Laws of motion are used to calculate precisely the effects of forces on the motion of objects.
The magnitude of the change in motion can be calculated using the relationship F=ma, which is independent of the nature of the force.
Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object.
Gravitation is a universal force that each mass exerts on any other mass.
The strength of the gravitational attractive force between two masses is proportional to the masses and inversely proportional to the square of the distance between them.
The electric force is a universal force that exists between any two charged objects.
Opposite charges attract while like charges repel.
The strength of the electric force is proportional to the charges, and, as with gravitation, inversely proportional to the square of the distance between them.
Between any two charged particles, electric force is vastly greater than the gravitational force.
Most observable forces such as those exerted by a coiled spring or friction may be traced to electric forces acting between atoms and molecules.
Electricity and magnetism are two aspects of a single electromagnetic force.
Moving electric charges produce magnetic forces, and moving magnets produce electric forces. Standard F - NSES Fundamental Concepts and Principles that underlie the central ideas of Earth features and processes of matter are:
Earth systems have internal and external sources of energy, both of which create heat.
The sun is the major source of external energy.
Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the Earth's original formation.
The outward transfer of Earth's internal heat drives convection circulation in the mantle that propels the plates comprising the Earth's surface across the face of the globe.
Heating of Earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.
Global climate is determined by energy transfer from the sun at and near the Earth's surface.
Global climate energy transfer is influenced by dynamic processes such as cloud cover and the Earth's rotation, and static conditions such as the position of mountain ranges and oceans.
The Earth is a system containing essentially a fixed amount of each stable chemical atom or element.
Each element can exist in several different chemical reservoirs.
Each element on earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of geochemical cycles.
Movement of matter between reservoirs is driven by the Earth's internal and external sources of energy.
Movements of matter between reservoirs is often accompanied by changes in the physical and chemical properties of the matter. Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, and in all organisms as complex molecules that control the chemistry of life.
Geologic time can be estimated by observing rock sequences at various locations.
Current methods of age estimation include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed.
Interactions among the solid Earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the Earth system.
We can observe some changes such as Earth quakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years.
Evidence for one-celled forms of life - the bacteria - extends back more than 3.5 billion years.
The evolution of life caused dramatic changes in the composition of the Earth's atmosphere, which did not originally contain oxygen. Standard G - NSES Fundamental Concepts and Principles that underlie the central ideas of the nature of the universe are:
The sun, the Earth, and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago.
The early Earth was very different from the planet we live on today.
The origin of the universe remains one of the greatest questions in science.
The big bang theory places the origin of the universe between 10 and 20 billion years ago, when the universe began in a hot dense state; according to this theory, the universe has been expanding ever since.
Early in the history of the universe, matter, primarily the light atoms hydrogen and helium, clumped together by gravitational attraction to form countless trillions of stars.
Billions of galaxies, each of which is a gravitationally bound cluster of billions of stars, now form most of the visible mass in the universe.
Stars produce energy from nuclear reactions, primarily the fusion of hydrogen to form helium. These and other processes in stars have led to the formation of all the other elements. Standard H - NSES Fundamental Concepts and Principles that underlie the central ideas of the cellular nature of organisms are:
Cells have particular structures that underlie their functions.
Every cell is surrounded by a membrane that separates it from the outside world.
Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material.
Most cell functions involve chemical reactions. Food molecules taken into cells react to provide the chemical constituents needed to synthesize other molecules.
Both breakdown and synthesis are made possible by a large set of protein catalysts, called enzymes. The breakdown of some of the food molecules enables the cell to store energy in specific chemicals that are used to carry out the many functions of the cell.
Cells store and use information to guide their functions.
The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires.
Cell functions are regulated.
Regulation occurs both through changes in the activity of the functions performed by proteins and through the selective expression of individual genes. This regulation allows cells to respond to their environment and to control and coordinate cell growth and division.
Plant cells contain chloroplasts, the site of photosynthesis.
Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital connection between the sun and the energy needs of living systems.
Cells can differentiate, and complex multicellular organisms are formed as a highly organized arrangement of differentiated cells.
In the development of these multicellular organisms, the progeny from a single cell form an embryo in which cells multiply and differentiate to form the many specialized cells, tissues and organs that comprise the final organism. This differentiation is regulated through the expression of different genes. Standard I - NSES Fundamental Concepts and Principles that underlie the central ideas of the interdependence of organisms are:
All matter tends toward more disorganized states.
Living systems require a continuous input of energy to maintain their chemical and physical organizations.
With death, and the cessation of energy input, living systems rapidly disintegrate.
The energy for life primarily derives from the sun.
Plants capture energy by absorbing light and using it to form strong (covalent) chemical bonds between atoms of carbon - containing (organic) molecules. These molecules can be used to assemble larger molecules with biological activity (including proteins, DNA, sugars, and fats).
The energy stored in bonds between the atoms (chemical energy) can be used as sources of energy for life processes.
The chemical bonds of food molecules contain energy.
Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed.
Cells usually store this energy temporarily in phosphate bonds of a small high - energy compound called ATP.
The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism.
The distribution and abundance of organisms and populations in ecosystems are limited by the availability of matter and energy and the ability of the ecosystem to recycle materials.
As matter and energy flows through different levels of organization of living systems - cells, organs, organisms, communities - and between living systems and the physical environment, chemical elements are recombined in different ways.
Recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change.
The atoms on the Earth cycle among the living and non-living components of the biosphere.
Energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores to decomposers.
Organisms both cooperate and compete in ecosystems.
Interrelationships and interdependencies of organisms may generate ecosystems that are stable for hundreds or thousands of years.
Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. Standard J - NSES Fundamental Concepts and Principles that underlie the central ideas of evolution and its genetic basis are:
Species evolve over time.
Evolution is the consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those offspring better able to survive and leave offspring.
The great diversity of organisms is the result of more than 3.5 billion years of evolution that has filled every available niche with life forms.
Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.
The millions of different species of plants, animals, and microorganisms that live on Earth today are related by descent from common ancestors.
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships.
Species is the most fundamental unit of classification.
In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A,G,C, and T).
The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular letters) and replicated (by a templating mechanism).
Each DNA molecule in a cell forms a single chromosome.
Most of the cells in a human contain two copies of each of 22 different chromosomes. In addition, there is a pair of chromosomes that determines sex: a female contains two X chromosomes and a male contains one X and one Y chromosome. Transmission of genetic information to offspring occurs through egg and sperm cells that contain only one representative from each chromosome pair. An egg and a sperm unite to form a new individual.
The fact that the human body is formed from cells that contain two copies of each chromosome - and therefore two copies of each gene - explains many features of human heredity, such as how variations that are hidden in one generation can be expressed in the next.
Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms.
Only mutations in germ cells can create the variation that changes an organism's offspring. Additional concepts and principles that underlie the central ideas of evolution and its genetic basis are:
Fundamental types of asexual and sexual reproduction in organisms.
Mutations, genetic recombination, and gene flow (within a population) increase genetic variability.
Natural selection, genetic drift, and gene flow (among populations) decrease genetic variability. Standard K - NSES Fundamental Concepts and Principles that underlie the central ideas of historical, personal, and social relationships with respect to the nature of science and technology are:
Individuals and teams have contributed and will continue to contribute to the scientific enterprise. Pursuing science as a career or as a hobby can be both fascinating and rewarding.
Scientists have ethical traditions. Scientists value peer review, truthful reporting about the methods and outcomes of investigations, and making public the results of work.
Scientists are influenced by societal, cultural, and personal beliefs and ways of viewing the world.
Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world.
Scientific explanations must meet certain criteria. First and foremost, they must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied.
Scientific explanations should be logical, respect the rules of evidence, be open to criticism, report methods and procedures, and make knowledge public.
Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific.
Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available.
The core ideas of science such as the conservation of energy or the laws of motion have been subjected to a wide variety of confirmations and are therefore unlikely to change in areas in which they have been tested.
In areas where data or understanding are incomplete, such as the details of human evolution or questions surrounding global warming, new data may well lead to changes in current ideas or resolve current conflicts.
In situations where information is still fragmentary, it is normal for scientific ideas to be incomplete, but this is also where the opportunity for making advances may be the greatest.
In history, diverse cultures have contributed scientific knowledge and technologic inventions.
Usually, changes in science occur as small modifications of extant knowledge.
Much can be learned about the internal workings of science and the nature of science from the study of individual scientists, their daily work, and their efforts to advance scientific knowledge in their area of study.
Occasionally, there are advances in science and technology that have important and long-lasting effects on science and society. Examples of such advances include the following: Copernican revolution, Newtonian mechanics, Relativity, Geologic time scale, Plate tectonics, Atomic theory, Nuclear physics, Biological evolution, Germ theory, Industrial revolution, Molecular biology, Information and communication, Quantum theory, Galactic universe, and, Medical and health technology.
The historical perspective of scientific explanations demonstrates how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.

Correlations to Other Standards

IMSA's Standards of Significant Learning

IMSA's Residential Life Learning Standards

I. Developing The tools of Thought

A. Develop automaticity in skills, concepts, and processes that support and enable complex thought.	A.3
B. Construct questions which further understanding, forge connections, and deepen meaning.	A.2
C. Precisely observe phenomena and accurately record findings.	A.1
D. Evaluate the soundness and relevance of information and reasoning.	A.7

II. Thinking About Thinking

A. Identify unexamined cultural, historical, and personal assumptions and misconceptions that impede and skew inquiry.	K.6
B. Find and analyze ambiguities inherent within any set of textual, social, physical, or theoretical circumstances.	A.6

III.Extending and Integrating Thought

A. Use appropriate technologies as extensions of the mind.	A.4
B. Recognize, pursue, and explain substantive connections within and among areas of knowledge.	K.4
C. Recreate the beautiful conceptions that give coherence to structures of thought.	K.1

IV. Expressing and Evaluating Constructs

A. Construct and support judgements based on evidence.	A.8
B. Write and speak with power, economy, and elegance.	A.9
C. Identify and characterize the composing elements of dynamic and organic wholes, structures, and systems.
D. Develop an aesthetic awareness and capability.

V. Thinking and Acting with Others

A. Identify, understand, and accept the rights and responsibilities of belonging to a diverse community	K.2-4
B. Make reasoned decisions which reflect ethical standards, and act in accordance with those decisions.	K.7
C. Establish and commit to a personal wellness lifestyle in the development of the whole self.

Learning Standards Correlation

The table that follows details the correlation of IMSA Learning Standards to our SSLs, to appropriate Illinois Learning Standards, and other standards valued in the Science learning area.

Learning Standards Correlation Table

References

American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York: Oxford University Press.
American Association for the Advancement of Science (1989). Science for all americans. New York: Oxford University Press.
Illinois Mathematics and Science Academy® (1994). Standards of significant learning. Aurora, IL: IMSA.
Illinois State Board of Education (1997). Illinois learning standards. Springfield, IL: ISBE.
National Research Council (1996). National science education standards. Washington DC: National Academy Press.

Inside:

In Learning @ IMSA:

Science

A.1	applying the skills of observation (describe, compare, and contrast characteristics; identify parameters, precisely observe phenomena). [SSL-I.C.; IL-11.A.5a]
A.2	designing and planning investigations and constructing questions which further understanding, forge connections, and deepen meaning. [SSL-I.B; IL-11.A.5b]
A.3	carrying out investigations that develop automaticity in skills, concepts, and processes that support and enable complex thought. [SSL-I.A; IL-11.A.5c]
A.4	using appropriate technologies as extensions of the mind. [SSL-III.A; IL-11.A.5c]
A.5	accurately recording findings. [IL-11.A.5c]
A.6	analyzing data to find ambiguities inherent within any set of textual, social, physical, or theoretical circumstances. [SSL-II.B; IL-11.A.5d]
A.7	employing scientific reasoning to evaluate the soundness and relevance of information. [SSL-I.D.; IL-11.A.5e]
A.8	constructing and supporting judgements based on evidence. [SSL-IV.A; IL-11.A.5e]
A.9	sharing results by communicating orally, in writing, and through display with power, economy, and elegance. [SSL-IV.B; IL-11.A.5e]

B.1	identifying problems and design opportunities that have practical application. [IL-11.B.5a]
B.2	defining criteria for a successful design solution to the identified problem. [IL-11.B.5b]
B.3	proposing workable solutions for a design problem. [IL-11.B.5b]
B.4	building and testing different models or simulations of the design solution using suitable materials, tools and technology. [IL-11.B.5c]
B.5	modifying and refining the tested design solution using the established criteria to evaluate suitability, acceptability, benefits, drawbacks and consequences. [IL-11.B.5d]
B.6	reporting the relative success of the design based on test results and criteria to an audience that may include professional and technical experts. [IL-11.B.5e]

C.1	using the properties of sub-atomic and atomic constituents of matter to describe nucleosynthesis, radioactivity, and atomic and molecular bonding. [IL-12.C.4b; IL-12.C.5b]
C.2	explaining the relationships between elements, compounds, aggregates, mixtures, solutions, vapors and gases and the conditions related to the states of matter. [IL-12.C.5b]
C.3	applying the principles of conservation of mass, conservation of charge, conservation of energy and entropy to explain interactions of matter. [IL-12.C.5a]

D.1	describing kinetic and potential energy in different systems. [IL-12.C.5a]
D.2	using calculated values of kinetic and potential energy to describe the behavior of systems. [IL-12.C.5a]
D.3	comparing and contrasting the characteristics of chemical energy, heat, light, sound, electricity, magnetism, and radiation. [IL-12.C.5a]
D.4	analyzing the effects of gravitational potential energy on systems of objects. [IL-12.C.5a]
D.5	describing the processes underlying the generation of nuclear energy. [IL-12.C.5a]
D.6	applying the relationships between work and energy to analyze the behavior of systems. [IL-12.C.5a]
D.7	examining the transmission of energy in terms of conduction, convection, and radiation. [IL-12.C.5a]
D.8	applying the concept of conservation of energy in the conversion of energy from one form to another. [IL-12.C.5a]
D.9	using the concept of entropy to analyze the natural flow of energy in systems. [IL-12.C.5a]

E.1	predicting linear, curvilinear, and periodic motion of objects. [IL-12.D.4a; IL-12.D.5a]
E.2	resolving forces into components and composing forces into resultants. [IL-12.D.4b; IL-12.D.5b]
E.3	using Newton's Laws to relate force and motion. [IL-12.D.4a; IL12.D.5a]
E.4	applying the properties of conservative and non-conservative forces to calculate work. [IL-12.D.5b]
E.5	using the concept of field to explain the transmission of force. [IL12.D.5b]
E.6	predicting the behavior of a system of objects due to the gravitational force. [IL-12.D.5b]
E.7	comparing and contrasting the properties of electric and magnetic forces. [IL-12.D.4b; IL12.D.5b]
E.8	describing the properties of nuclear forces. [IL-12.D.4b; IL-12.D.5b]

F.1	explaining the relationship between Earth structure and composition. [IL-12.E.4b]
F.2	identifying and describing the internal and external energy sources for Earth systems. [IL-12.D.4a]
F.3	interpreting atmospheric and oceanic circulation, climatic and weather phenomena, plate tectonics, and land formation in terms of energy flow. [IL-12.E.4a; IL-12.E.5]
F.4	analyzing energy flow and cycling in ecosystems. [IL-12.E.5]
F.5	formulating explanations of the origin and evolution of the Earth and Earth systems founded on physical and biological (pre-) historical geology. [IL-12.E.4b; IL-12.E.5]

G.1	analyzing Earth/Moon/Sun system dynamics. [IL-12.F.4a]
G.2	describing Solar System structure and dynamics. [IL-12.F.4a]
G.3	evaluating evidence for the evolution of the Solar System. [IL-12.F.4a; IL-12.F.5a]
G.4	describing galactic composition and structure. [IL-12.F.4b]
G.5	evaluating evidence for galactic evolution. [IL-12.F.4a; IL-12.F.4b]
G.6	comparing and contrasting explanations of the origin and evolution of the universe. [IL-12.F.5b]

H.1	describing the cellular basis of life. [IL-12.A.4b]
H.2	interpreting cell function in terms of cell structure. [IL-12.A.5a]
H.3	explaining metabolic processes. [IL-12.A.5a]
H.4	describing cellular reproduction. [IL-12.A.4b]
H.5	characterizing cellular responses to internal and external stimuli. [IL-12.A.5a]

I.1	outlining bio-geo-chemical cycles. [IL-12.B.4a; IL-12.B.5a]
I.2	describing how energy flows through ecosystems. [IL-12.B.4a; IL-12.B.5b]
I.3	exploring ecological relationships through the concept of ecological niche. [IL-12.B.5a]
I.4	comparing and contrasting predation, competition, and symbiotic relationships of organisms. [IL-12.B.4b]
I.5	Analyzing population dynamics as they relate to resources and reproductive capacities. [IL-12.B.4b; IL-12.B.5b]

J.1	explaining how organisms evolve through mutation and natural selection as described in the modern synthesis. [IL-12.A.4c]
J.2	evaluating evidence that supports the concept of descent from a common ancestor. [IL-12.A.5b]
J.3	analyzing patterns by which traits are passed on through generations. [IL-12.A.5b]
J.4	analyzing the molecular basis of heredity. [IL-12.A.4a]
J.5	comparing and contrasting sexual and asexual life cycles. [IL-12.A.4b]

K.1	explaining the scientific way of knowing. [SSL-III.C; IL-13.A.5b; IL-13.A.5c; IL-13.A.5d]
K.2	describing how science and technology mutually reinforce one another. [SSL-V.A; IL-13.B.5a]
K.3	illustrating how science and technological knowledge is affected by periodic revolutions in thought and is cumulative. [SSL-V.A; IL-13.A.5a; IL-13.B.5b]
K.4	explaining how the cultural climate of the time (including political, philosophical, economic, religious and environmental influences) affects the kind of science and technological work that is done. [SSL-III.B; SSL-V.A; IL-13.B.5c; IL-13.B.5d]
K.5	comparing cases where intellectual preparation and preparedness have allowed researchers to take advantage of serendipity and luck. [IL-13.B.5b]
K.6	providing examples of the way individuals' personalities influence the questions they ask and the conclusions they draw. [SSL-II.A; IL-13.A.5d]
K.7	basing scientific knowledge on evidence and observation while realizing that it has an element of social construction. [SSL-V.B; IL-13.A.5a; IL-13.B.5a; IL-13.B.5e]