• 9-12: 2A/H1. Mathematics is the study of quantities and shapes, the patterns and relationships between quantities or shapes, and operations on either quantities or shapes. Some of these relationships involve natural phenomena, while others deal with abstractions not tied to the physical world.

• 9-12: 2C/H3. To be able to use and interpret mathematics well, it is necessary to be concerned with more than the mathematical validity of abstract operations and to take into account how well they correspond to the properties of the things represented.

• 6-8: 4F/M3a. An unbalanced force acting on an object changes its speed or direction of motion, or both.

• 9-12: 9C/H1. Distances and angles that are inconvenient to measure directly can be found from measurable distances and angles using scale drawings or formulas.

• 6-8: 12B/M3. Calculate the circumferences and areas of rectangles, triangles, and circles, and the volumes of rectangular solids.

• 6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

• 7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

• 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

• F-IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.^?

• G-GPE.7 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.^?

This is a web-based homework problem that helps students understand velocity vs. time graphs (v vs. t).  A sequence of user-activated questions guides beginners through a full conceptual analysis before introducing the math.  Based on principles of physics education research (PER).

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

This is a web-based homework problem that helps students understand velocity vs. time graphs (v vs. t).  A sequence of user-activated questions takes beginners through a full conceptual analysis before introducing the math.  It was developed using principles of physics education research.  Appropriate for gifted/talented middle school students.

• Physical Sciences K-8 Motion in One Dimension Unit

This is a web-based homework problem that helps students understand velocity vs. time graphs (v vs. t).  A sequence of user-activated questions guides beginners through a full conceptual analysis before introducing the math.  Based on PER principles (physics education research).

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