ALEX Classroom Resources

   View Standards     Standard(s): [SC2015] PHYS (9-12) 1 :

1 ) Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

[MA2019] GEO-19 (9-12) 37 :

37. Investigate and apply relationships among inscribed angles, radii, and chords, including but not limited to: the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

[MA2019] MOD-19 (9-12) 11 :

11. Plot coordinates on a three-dimensional Cartesian coordinate system and use relationships between coordinates to solve design problems.

a. Describe the features of a three-dimensional Cartesian coordinate system and use them to graph points.

b. Graph a point in space as the vertex of a right prism drawn in the appropriate octant with edges along the x, y, and z axes.

c. Find the distance between two objects in space given the coordinates of each.

Examples: Determine whether two aircraft are flying far enough apart to be safe; find how long a zipline cable would need to be to connect two platforms at different heights on two trees.

d. Find the midpoint between two objects in space given the coordinates of each.

Example: If two asteroids in space are traveling toward each other at the same speed, find where they will collide.

Use math to determine how a robot moves, and its future positions - given the model of the robot and the equations of motion, in this 14-minute episode. The goal of this video series is to teach the basics of Robotics: the what, why, and how—with examples—and to provide take-home problems to solve.

Robots need to move, but how do they determine how far to turn the wheels to get where they want? In this lesson we explore the equations of motion for differential drive robots. We will walk through how to derive these equations as well as talk about some of the possible wheel configurations a robot could have.

   View Standards     Standard(s): [SC2015] PHYS (9-12) 1 :

1 ) Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

[SC2015] PHYS (9-12) 10 :

10 ) Plan and carry out investigations that evaluate the mathematical explanations of light as related to optical systems (e.g., reflection, refraction, diffraction, intensity, polarization, Snell's law, the inverse square law).

So we've all heard of relativity, right? What is relativity? How does it relate to light? Motion? In this episode of Crash Course Physics, Dr. Shini talks to us about perspective, observation, and how relativity is really weird.

   View Standards     Standard(s): [SC2015] PHYS (9-12) 1 :

1 ) Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

Whenever you walk across a bridge or lean on a building, statics are at work. Statics is the study of objects when they're not accelerating. In this episode of Crash Course Physics, Dr. Shini talks to us about stretching, compressing, and springing as they relate to statics.

   View Standards     Standard(s): [SC2015] PHYS (9-12) 1 :

1 ) Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

This video explores fluids and fluid dynamics. How do fluids act when they arre in motion? How does pressure in different places change water flow? And what is one of the motion annoying things about filming outside on a nice day?

   View Standards     Standard(s): [SC2015] PHYS (9-12) 1 :

1 ) Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

In this first episode of Crash Course Physics, Dr. Shini Somara introduces us to the ideas of motion in a straight line. She talks about displacement, acceleration, time, velocity, and the definition of acceleration.

   View Standards     Standard(s): [SC2015] PHYS (9-12) 1 :

1 ) Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

Dr. Shini introduces the ideas of vectors and scalars so we can better understand how to figure out motion in two dimensions. But what does that have to do with baseball? Or two baseballs?