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Types of Motion
Students will distinguish between and/or interpret the types of motion.
Objects in Motion
This resource provides flexible alternate or additional learning activities for students learning about the concepts of distance, speed, and acceleration. IPC TEKS (4)(A)
Newton's Three Laws of Motion
This resource provides alternate or additional learning opportunities for students learning the three Newton's Laws of Motion. It includes a collection of interactive materilas, videos, and other digital media. Physics TEKS, (4)(D)
Wave Behavior: Doppler Effect
Given diagrams, scenarios, or illustrations, students will identify the characteristics of the Doppler effect.
Waves: Practical Applications
Given diagrams, scenarios, illustrations, or descriptions, students will identify uses of waves in medical and industrial applications.
Newton's Law of Inertia
This resource provides instructional resources for Newton's First Law, the law of inertia.
Conservation of Momentum
This resource was created to support TEKS IPC(4)(E).
Newton's Law of ActionReaction
This resource is to support TEKS (8)(6)(C), specifically the Newton's third law or the law of actionreaction.
Writing Equations to Describe Functional Relationships (Table → Equation)
Given a problem situation represented in verbal or symbolic form, the student will identify functions.
Writing Verbal Descriptions of Functional Relationships
Given a problem situation containing a functional relationship, the student will verbally describe the functional relationship that exists.
Writing Inequalities to Describe Relationships (Graph → Symbolic)
Given the graph of an inequality, students will write the symbolic representation of the inequality.
Writing Inequalities to Describe Relationships (Symbolic → Graph)
Describe functional relationships for given problem situations, and write equations or inequalities to answer questions arising from the situations.
Connecting Multiple Representations of Functions
The student will consider multiple representations of linear functions, including tables, mapping diagrams, graphs, and verbal descriptions.
Writing the Symbolic Representation of a Function (Graph → Symbolic)
Given the graph of a linear or quadratic function, the student will write the symbolic representation of the function.
Determining Parent Functions (Verbal/Graph)
Given a graph or verbal description of a function, the student will determine the parent function.
Determining Reasonable Domains and Ranges (Verbal/Graph)
Given a graph and/or verbal description of a situation (both continuous and discrete), the student will identify mathematical domains and ranges and determine reasonable domain and range values for the given situations.
Interpreting Graphs
Given a graph, the student will analyze, interpret, and communcate the mathematical relationship represented and its characteristics.
Interpreting Scatterplots
Given scatterplots that represent problem situations, the student will determine if the data has strong vs weak correlation as well as positive, negative, or no correlation.
Making Predictions and Critical Judgments (Table/Verbal)
Given verbal descriptions and tables that represent problem situations, the student will make predictions for realworld problems.
Collecting Data and Making Predictions
Given an experimental situation, the student will write linear functions that provide a reasonable fit to data to estimate the solutions and make predictions.