• 6-8: 4E/M2. Energy can be transferred from one system to another (or from a system to its environment) in different ways: 1) thermally, when a warmer object is in contact with a cooler one; 2) mechanically, when two objects push or pull on each other over a distance; 3) electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device; or 4) by electromagnetic waves.
• 9-12: 4E/H1. Although the various forms of energy appear very different, each can be measured in a way that makes it possible to keep track of how much of one form is converted into another. Whenever the amount of energy in one place diminishes, the amount in other places or forms increases by the same amount.

• 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.

• 9-12: 12B/H2. Find answers to real-world problems by substituting numerical values in simple algebraic formulas and check the answer by reviewing the steps of the calculation and by judging whether the answer is reasonable.
• 9-12: 12B/H3. Make up and write out simple algorithms for solving real-world problems that take several steps.

• N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

• N-VM.1 (+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).

• A-CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

• F-BF.1.a Determine an explicit expression, a recursive process, or steps for calculation from a context.

• RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

• RST.11-12.4 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 11—12 texts and topics.

• RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Auto collisions offer a concrete way to think about conservation of linear momentum.  In this PBL activity, students must figure out who is at fault in a T-bone collision, given little more than the angle of impact, size of the dent, and the extent of seat-belt laceration injuries of one driver.  The student guide may be freely accessed; registration is required to download the teacher's guide with lesson plan.

• Conceptual Physics Collisions Unit
• Algebra-Based Physics Collisions Unit
• AP/Calculus-Based Physics Collisions Unit

Auto collisions offer a concrete way to think about inertia in motion.  In this PBL activity, students must figure out who is at fault in a T-bone collision, given little more than the extent of seat-belt laceration injuries of one driver.  The student guide may be freely accessed; registration is required to download the teacher's guide with lesson plan. Note: The Student Guide is freely accessible. To access an answer key, teachers may contact the author.

• Conceptual Physics Newton's First Law & Inertia Unit
• Algebra-Based Physics Newton's First Law & Inertia Unit
• AP/Calculus-Based Physics Newton's First Law & Inertia Unit