• Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (HS-PS2-1)

• 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 or computational representations of phenomena to describe explanations. (9-12)

• 9-12: 2B/H3. Mathematics provides a precise language to describe objects and events and the relationships among them. In addition, mathematics provides tools for solving problems, analyzing data, and making logical arguments.

• 9-12: 9B/H5. When a relationship is represented in symbols, numbers can be substituted for all but one of the symbols and the possible value of the remaining symbol computed. Sometimes the relationship may be satisfied by one value, sometimes by more than one, and sometimes not at all.

• 9-12: 12B/H3. Make up and write out simple algorithms for solving real-world problems that take several steps.

• A-SSE.2 Use the structure of an expression to identify ways to rewrite it.
• A-SSE.3.c Use the properties of exponents to transform expressions for exponential functions.

• A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

• A-REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

• F-LE.1.a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
• F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.

• 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.

This page offers a clear explanation of the equations that can be used to describe the motion of an object in a straight line.  A comprehensive set of algebraic, statistical, and conceptual problems are included. Provides content support for middle school teachers.....also appropriate for high school physics students.

• Physical Sciences K-8 Motion in One Dimension Unit
• Conceptual Physics Motion in One Dimension Unit
• Algebra-Based Physics Motion in One Dimension Unit
• AP/Calculus-Based Physics Motion in One Dimension Unit