Indiana Social Studies P.2.4
The Standard
Compare and contrast the methods for studying the brain (e.g., MRI, EEG, CT, FMRI, PET scan, lesion studies) and explain their strengths and limitations.
2026 Indiana Academic Standards: K-12 Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare what MRI, CT, EEG, fMRI, PET, and lesion studies show. They choose a method for a question about brain structure, activity, or behavior and explain what that method cannot tell them.
What Mastery Looks Like
- They pick CT for a fast look at an injury, MRI for detailed anatomy without radiation, and EEG for split-second electrical changes. They explain that fMRI tracks slower blood flow, PET maps metabolism using radioactive tracers, and lesion studies link damage to lost abilities but may involve several brain areas.
Common Misconceptions
- Students often treat MRI and fMRI as the same test or think a bright fMRI spot proves that one area causes a behavior. They may think EEG pinpoints an exact location or that PET uses no radiation.
How to Assess It
- Exit ticket: A researcher wants to track split-second changes during a memory task and map which brain areas are active. Choose EEG or fMRI for each goal, and give one limit of each.
Lesson moves
Ways to Teach It
Give pairs six method cards and mats labeled structure, activity, and damage; have them place each card and attach a strength and limit.
Ask: Which tool would you use to study seizure timing versus tumor location, and why would the other tool fall short?
Play Method Match: hand out six method cards, read four research questions, and award points for a justified choice and stated limitation.
Give students an emergency room head injury note; ask whether a fast CT or slower MRI is the better first scan and why.
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