###
Using Theoretical and Experimental Probability to Make Predictions

Given an event to simulate, the student will use theoretical probabilities and experimental results to make predictions and decisions.

###
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)

###
Converting Between Measurement Systems

Given a real-world situation with measurements in either metric/SI or customary units, the student will solve a problem requiring them to convert from one system to the other.

###
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.

###
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.

###
Transformations of Exponential and Logarithmic Functions

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

###
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.

###
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.

###
Rational Functions: Predicting the Effects of Parameter Changes

Given parameter changes for rational functions, students will be able to predict the resulting changes on important attributes of the function, including domain and range and asymptotic behavior.

###
TEA AP Physics 2 PowerPoint Slides

Instructor PowerPoint slides for TEA AP Physics 2 open-source instructional material.

###
TEA AP Physics 2 Textbook PDF

TEA AP Physics 2 Textbook PDF

###
Can We Get There?

Students will calculate the rate of change and *y*-intercept from a real-world problem represented in a graph, a table, and/or an equation. They will then display and present their findings to the class.

###
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.

###
Finding the Probabilities of Dependent and Independent Events

Given problem situations, the student will find the probability of the dependent and independent events.

###
Recognizing Misuses of Graphical or Numerical Information

Given a problem situation, the student will analyze data presented in graphical or tabular form by evaluating the predictions and conclusions based on the information given.

###
Evaluating Methods of Sampling from a Set of Data

Given a problem situation, the student will evaluate a method of sampling to determine the validity of an inference made from the set of data.

###
Conservation of Momentum

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

###
Graphing Proportional Relationships

Given a proportional relationship, students will be able to graph a set of data from the relationship and interpret the unit rate as the slope of the line.

###
Analyzing Scatterplots

Given a set of data, the student will be able to generate a scatterplot, determine whether the data are linear or non-linear, describe an association between the two variables, and use a trend line to make predictions for data with a linear association.

###
Writing Geometric Relationships

Given information in a geometric context, students will be able to use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.