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45-45-90 Triangles

To learn the pattern of the side lengths of a 45-45-90 triangle, students complete a gallery walk, a card sort activity starting with using the Pythagorean theorem, and activity to locate if there is an error in a presented problem and if so to identify what the error is.

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TEA AP^{®} Biology

^{®}Biology

*AP ^{®} Biology* covers the scope and sequence requirements of a typical two-semester biology course for AP

^{®}students. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. AP

^{®}Biology was designed to meet and exceed the requirements of the College Board’s AP

^{®}Biology Framework, while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP

^{®}curriculum as well as rich features that engage students in scientific practice and AP

^{®}test preparation. It also highlights careers and research opportunities in the biological sciences. Content requirements for AP

^{®}Biology are prescribed in the College Board Publication Advanced Placement Course Description: Biology, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.62).

This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

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TEA AP^{®} Physics 2: Algebra-Based

^{®}Physics 2: Algebra-Based

*AP ^{®} Physics* is the result of an effort to better serve teachers and students. The textbook focuses on the College Board’s AP® framework concepts and practices.

The AP^{®} Physics curriculum framework outlines the two full-year physics courses AP^{®} Physics 1: Algebra-Based and AP^{®} Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP^{®} Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP^{®} Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics. AP^{®} Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization.

The AP^{®} framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP^{®} framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP^{®} Physics exam. Each chapter of AP^{®} Physics begins with a “Connection for AP^{®} Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP^{®} framework. These sections help students quickly and easily locate where components of the AP^{®} framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP^{®} framework. Content requirements for AP^{®} Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64) and (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

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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)

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Using Logical Reasoning to Prove Conjectures about Circles

Given conjectures about circles, the student will use deductive reasoning and counterexamples to prove or disprove the conjectures.

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Creating Nets for Three-Dimensional Figures

Given nets for three-dimensional figures, the student will apply the formulas for the total and lateral surface area of three-dimensional figures to solve problems using appropriate units of measure.

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Drawing Conclusions about Three-Dimensional Figures from Nets

Given a net for a three-dimensional figure, the student will make conjectures and draw conclusions about the three-dimensional figure formed by the given net.

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Generalizing Geometric Properties of Ratios in Similar Figures

Students will investigate patterns to make conjectures about geometric relationships and apply the definition of similarity, in terms of a dilation, to identify similar figures and their proportional sides and congruent corresponding angles.

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Determining Area: Sectors of Circles

Students will use proportional reasoning to develop formulas to determine the area of sectors of circles. Students will then solve problems involving the area of sectors of circles.

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Making Conjectures About Circles and Segments

Given examples of circles and the lines that intersect them, the student will use explorations and concrete models to formulate and test conjectures about the properties and relationships among the resulting segments.

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Determining Area: Regular Polygons and Circles

The student will apply the formula for the area of regular polygons to solve problems.

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Making Conjectures About Circles and Angles

Given examples of circles and the lines that intersect them, the student will use explorations and concrete models to formulate and test conjectures about the properties of and relationships among the resulting angles.

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Solving Problems With Similar Figures

Given problem situations involving similar figures, the student will use ratios to solve the problems.

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Conservation of Momentum

This resource was created to support TEKS IPC(4)(E).

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Gravitational Force

This resource provides flexible alternate or additional learning activities for students learning about the gravitational attraction between objects of different masses at different distances. IPC TEKS (4)(F)

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Applying Pythagorean Triples to Solve Problems

Given verbal and pictorial representations of problem situations, the student will apply patterns from right triangles whose sides are Pythagorean Triples to solve the problems.

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Introduction to Coordinate Geometry

The students will use multiple representations of undefined terms on a coordinate plane to solve problems.

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Coordinate Geometry: Parallel and Perpendicular Lines

Given characteristics of two lines, such as slopes and equations, the student will determine whether the lines are parallel, perpendicular, or neither.

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Coordinate Geometry: Special Segments

The student will derive and use the slope and midpoint formulas to verify geometric relationship that include parallelism and perpendicularity of lines. Then, the student will determine an equation of a line parallel or perpendicular to a given line.

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Coordinate Geometry: Length and Distance

Given coordinates of points, the student will use the distance formula to solve problems involving length and distance.