• 3-5: 4F/E1a. Changes in speed or direction of motion are caused by forces.
• 3-5: 4F/E1bc. The greater the force is, the greater the change in motion will be. The more massive an object is, the less effect a given force will have.
• 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/H7. In most familiar situations, frictional forces complicate the description of motion, although the basic principles still apply.
• 9-12: 4F/H8. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it.

• 3-5: 4G/E1. The earth's gravity pulls any object on or near the earth toward it without touching it.

• 9-12: 9B/H4. Tables, graphs, and symbols are alternative ways of representing data and relationships that can be translated from one to another.

• 9-12: 9C/H3c. A graph represents all the values that satisfy an equation, and if two equations have to be satisfied at the same time, the values that satisfy them both will be found where the graphs intersect.

• 6-8: 12C/M3. Make accurate measurements of length, volume, weight, elapsed time, rates, and temperature by using appropriate devices.

• 6-8: 12D/M6. Present a brief scientific explanation orally or in writing that includes a claim and the evidence and reasoning that supports the claim.

• F-IF.7.a Graph linear and quadratic functions and show intercepts, maxima, and minima.
• F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

• F-BF.1.a Determine an explicit expression, a recursive process, or steps for calculation from a context.
• F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

• F-LE.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

19 videotaped experiments are organized sequentially here for introducing fundamentals of motion in introductory physics classes. The instructional method is based on cognitive apprenticeship: students focus on the process of science by observing, finding patterns, modeling, testing, and revising. The author is a highly-respected professor of physics, who has done extensive work in physics education research.

• Conceptual Physics Motion in More Than One Dimension Unit
• Algebra-Based Physics Motion in More Than One Dimension Unit
• AP/Calculus-Based Physics Motion in More Than One Dimension Unit