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Study Edge Statistics

In Statistics, students build on the mathematics knowledge and skills from Kindergarten–grade 8 and Algebra I, broadening their knowledge of variability and statistical processes. Students will study sampling and experimentation, categorical and quantitative data, probability and random variables, inference, and bivariate data. Students will connect data and statistical processes to real-world situations and extend their knowledge of data analysis (TAC §111.47(b)(3)).

This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Statistics course or to supplement traditional Statistics textbooks.

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.

Please provide feedback on Study Edge's open-education-resource instructional materials.

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TEA Statistics

*Statistics* covers the scope and sequence requirements of a typical one-year statistics course. The text provides

comprehensive coverage of statistical concepts, including quantitative examples, collaborative activities, and practical

applications. *Statistics* was designed to meet and exceed the requirements of the relevant Texas Essential

Knowledge and Skills (TEKS), while allowing significant flexibility for instructors. Content requirements for *Statistics* are prescribed in “Chapter 111. Texas Essential Knowledge and Skills for Mathematics, Subchapter C. High School, 111.47. Statistics, Adopted 2015” (http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111c.html#111.47).

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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Transformations of Absolute Value Functions

Given an absolute value function, the student will analyze the effect on the graph when f(x) is replaced by af(x), f(bx), f(x – c), and f(x) + d for specific positive and negative real values.

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2.07 Lurking and Confounding Variables

In this video, students learn the difference between lurking and confounding variables and how they affect results.

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2.08 Generalizability of Results and Conclusions

In this video, students learn how to interpret results and draw conclusions based on them.

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6.01 Probability and the Law of Large Numbers

In this video, students are introduced to the concept of probability using the Law of Large Numbers.

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6.02 Probability Terminology

In this video, students learn key terminology associated with probability.

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6.03 Venn Diagrams

In this video, students represent and calculate probabilities using Venn diagrams.

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6.04 Independent and Mutually Exclusive Events

In this video, students calculate probabilities for independent events and mutually exclusive events.

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6.05 Contingency Tables

In this video, students calculate probabilities using a two-way contingency table.

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6.06 Tree Diagrams

In this video, students calculate conditional probabilities using a tree diagram.

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6.07 Discrete Random Variables

In this video, students are introduced to discrete random variables.

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6.08 The Binomial Distribution

In this videos, students use the binomial distribution to find the expected value, variance, and probabilities associated with a binomial random variable.

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6.09 Binomial Approximation

In this videos, students approximate the binomial distribution with the normal distribution for large samples.

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Domain and Range: Numerical Representations

Given a function in the form of a table, mapping diagram, and/or set of ordered pairs, the student will identify the domain and range using set notation, interval notation, or a verbal description as appropriate.

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Transformations of Square Root and Rational Functions

Given a square root function or a rational function, the student will determine the effect on the graph when f(x) is replaced by af(x), f(x) + d, f(bx), and f(x - c) for specific positive and negative values.

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Transformations of Exponential and Logarithmic Functions

Given an exponential or logarithmic function, the student will describe the effects of parameter changes.

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Solving Square Root Equations Using Tables and Graphs

Given a square root equation, the student will solve the equation using tables or graphs - connecting the two methods of solution.

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Functions and their Inverses

Given a functional relationship in a variety of representations (table, graph, mapping diagram, equation, or verbal form), the student will determine the inverse of the function.