• Graphs and charts can be used to identify patterns in data. (6-8)
• Patterns can be used to identify cause and effect relationships. (6-8)

• Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. (9-12)
  • Use mathematical representations of phenomena to describe explanations. (9-12)

• 6-8: 4F/M3a. An unbalanced force acting on an object changes its speed or direction of motion, or both.
• 9-12: 4F/H1. The change in motion (direction or speed) of an object is proportional to the applied force and inversely proportional to the mass.
• 9-12: 4F/H8. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it.

• 6-8: 9B/M3. Graphs can show a variety of possible relationships between two variables. As one variable increases uniformly, the other may do one of the following: increase or decrease steadily, increase or decrease faster and faster, get closer and closer to some limiting value, reach some intermediate maximum or minimum, alternately increase and decrease, increase or decrease in steps, or do something different from any of these.
• 9-12: 9B/H4. Tables, graphs, and symbols are alternative ways of representing data and relationships that can be translated from one to another.

• 6-8: 9C/M4. The graphic display of numbers may help to show patterns such as trends, varying rates of change, gaps, or clusters that are useful when making predictions about the phenomena being graphed.

• 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

• 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

• F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.^?

• RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9—10 texts and topics.
• RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

• RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9—10 text complexity band independently and proficiently.

Excellent self-guided tutorial promotes understanding of "position" as a physics concept.  Contains multiple graphs, animations, and interactive opportunities for students to test their comprehension.

• Physical Sciences K-8 Graphing Unit
• Physics First Graphing Unit
• Conceptual Physics Graphing Unit
• Algebra-Based Physics Graphing Unit
• AP/Calculus-Based Physics Graphing Unit