This Tier 1 resource provides flexible alternative or additional learning opportunities for students to distinguish between physical and chemical changes in matter in the digestive system.

This resource provides alternative or additional tier-one learning options for students learning about heat transfer, Chemistry TEKS (11)(B).

This resource supports Chemistry TEKS (11)(A).

This resource, developed to support Chemistry TEKS (11)(D), provides alternative or additional tier-one learning options to help students understand the concept of specific heat capacity.

This resource provides flexible alternative or additional learning opportunities for students to identify the main functions of the digestive system.

This resource provides alternative or additional tier-one learning options for students learning about projectile motion—Physics TEKS (4)(C).

This resources allows students to explore the postulates of the Kinetic Molecular Theory in order to better understand why gas particles behave the way that they do.  

Given the descriptions or chemical formulas, students will use relative masses of elements in substance to calculate and determine the ratio of atoms of each element in a compound so as to determine percent composition or empirical formula.

Given descriptions, scenarios, or diagrams, students will use the formula for the ideal gas law to calculate pressure, temperature, volume, or moles of a gas.

This resource provides flexible alternate or additional learning opportunities for students to recognize the development and components of the cell theory, TEKS (7)(12)(F).

This resource provides flexible alternative or additional learning opportunities for students to differentiate between elements and compounds on the most basic level, Science TEKS (6)(5)(C).

Given diagrams, descriptions or illustrations, students will determine the properties of wave motion and wave propagation as they pass through different media.

Given laboratory investigation scenarios, students will determine the equipment that best fits the procedure.

Given descriptions, diagrams, and chemical symbols of any element, students will show the arrangement of electrons in the outer-most energy levels by using Lewis valence electron dot structures.

Given diagrams, scenarios, descriptions, and illustrations, students will illustrate how the sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents.

Given scenarios or illustrations, students will determine how short and long term environmental changes affect organisms and traits in subsequent populations.

In this video, we explore the difference between distance traveled (an example of a scalar) and displacement (an example of a vector), and we review some basic vector math.

In this video, we explore the difference between speed and velocity, and their relationship to distance and displacement.

In this video, we introduce the three primary kinematics equations and apply them to one-dimensional problems. The term "acceleration" is also introduced.

In this video, we analyze hypothetical experiments by graphing position, velocity, and acceleration versus time, qualitatively.