###
Study Edge Statistics

In Statistics, students build on the mathematics knowledge and skills from Kindergarten–grade 8 and Algebra I, broadening their knowledge of variability and statistical processes. Students will study sampling and experimentation, categorical and quantitative data, probability and random variables, inference, and bivariate data. Students will connect data and statistical processes to real-world situations and extend their knowledge of data analysis (TAC §111.47(b)(3)).

This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Statistics course or to supplement traditional Statistics textbooks.

This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

Please provide feedback on Study Edge's open-education-resource instructional materials.

###
Study Edge Physics

In Physics, students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills (TAC §112.39(b)(1)).

This video book is brought to you by TEA and Study Edge. It may be used to teach an entire Physics course or to supplement traditional Physics textbooks.

This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

Please provide feedback on Study Edge's open-education-resource instructional materials.

###
TEA Physics

*Physics* covers the scope and sequence requirements of a typical one-year physics course. The text provides comprehensive

coverage of physical concepts, quantitative examples and skills, and interesting applications. *Physics* has been

designed to meet and exceed the requirements of the relevant Texas Essential Knowledge and Skills (TEKS), while allowing

significant flexibility for instructors. Content requirements for Physics are prescribed in “Chapter 112. Texas Essential Knowledge and Skills for Science, Subchapter C. High School, 112.39. Physics, Beginning with School Year 2010-2011 (One Credit)”

(http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html#112.39).

This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

###
TEA Statistics

*Statistics* covers the scope and sequence requirements of a typical one-year statistics course. The text provides

comprehensive coverage of statistical concepts, including quantitative examples, collaborative activities, and practical

applications. *Statistics* was designed to meet and exceed the requirements of the relevant Texas Essential

Knowledge and Skills (TEKS), while allowing significant flexibility for instructors. Content requirements for *Statistics* are prescribed in “Chapter 111. Texas Essential Knowledge and Skills for Mathematics, Subchapter C. High School, 111.47. Statistics, Adopted 2015” (http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111c.html#111.47).

###
TEA AP^{®} Physics 1: Algebra-Based

^{®}Physics 1: Algebra-Based

*AP ^{®} Physics* is the result of an effort to better serve teachers and students. The textbook focuses on the College Board’s AP

^{®}framework concepts and practices.

The AP^{®} Physics curriculum framework outlines the two full-year physics courses AP^{®} Physics 1: Algebra-Based and AP^{®} Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP^{®} Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP^{®} Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics. AP^{®} Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization.

The AP^{®} framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP^{®} framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP^{®} Physics exam. Each chapter of AP^{®} Physics begins with a “Connection for AP^{®} Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP^{®} framework. These sections help students quickly and easily locate where components of the AP^{®} framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP^{®} framework. Content requirements for AP^{®} Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64) and (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

###
TEA AP^{®} Physics 2: Algebra-Based

^{®}Physics 2: Algebra-Based

*AP ^{®} Physics* is the result of an effort to better serve teachers and students. The textbook focuses on the College Board’s AP® framework concepts and practices.

The AP^{®} Physics curriculum framework outlines the two full-year physics courses AP^{®} Physics 1: Algebra-Based and AP^{®} Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP^{®} Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP^{®} Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics. AP^{®} Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization.

The AP^{®} framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP^{®} framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP^{®} Physics exam. Each chapter of AP^{®} Physics begins with a “Connection for AP^{®} Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP^{®} framework. These sections help students quickly and easily locate where components of the AP^{®} framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP^{®} framework. Content requirements for AP^{®} Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64) and (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

###
6 Chapter 3: Kinematics

In this chapter, we analyze the motion of constantly accelerated objects over time in terms of displacement, velocity, and acceleration.

###
7 Chapter 9: Hypothesis Testing

In this chapter, students will learn how to perform a hypothesis test and interpret its results.

###
3 Chapter 1: Exploring Data

In this chapter, we introduce statistics, how it is used, and the types of data we come across in real life.

###
4 Chapter 7: Sampling Distributions

In this chapter, students will describe and model variability using population and sampling distributions.

###
7 Chapter 8: Confidence Intervals

In this chapter, students will learn how to construct and interpret a confidence interval for a population mean and a population proportion.

###
5 Chapter 10: Comparing Two Groups

In this chapter, students interpret confidence intervals and the results of hypothesis tests for the difference between two means and the difference between two proportions.

###
5 Chapter 3: Representing Categorical Data

In this chapter, we explore the different ways to display categorical data and draw conclusions based on the representations.

###
8 Chapter 2: Data Collection, Sampling, and Experimental Design

In this chapter, we explore various methods of data collection and potential problems that may occur when collecting data.

###
9 Chapter 6: Probability

In this chapter, students explore probability and random variables.

###
5 Chapter 6: Waves

In this chapter, we explore the mathematical concept of a wave and show how this concept can be used to accurately describe and predict many natural phenomena.

###
3 Chapter 7: Static Electricity

In this chapter, we explore how electrically charged particles interact through electrostatic forces and fields.

###
6 Chapter 4: Representing Quantitative Data

In this chapter, we explore different ways to display quantitative data, and draw conclusions based on the representations.

###
7 Chapter 11: Exploring Bivariate Data

In this chapter, students explore the relationship between two quantitative variables. Students will analyze scatterplots for strength, direction, and form; interpret the correlation coefficient; determine the line of best fit using least-squares regression; use the line of best fit to make predictions for a value of *y* given a value of *x*; interpret the slope and the *y*-intercept; learn about alternative methods of finding the line of best fit, including the median-median line and the absolute value line; and identify outliers and influential points and their effects on the regression line and correlation coefficient.

###
6 Chapter 5: Measuring Center and Spread

In this chapter, students will learn multiple measures for center and spread, and will be introduced to the normal distribution and the empirical rule.