In Chemistry, students will conduct laboratory and field investigations and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include characteristics of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives (TAC §112.35(b)(1)).

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

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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.

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.

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).

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.

AP^® Biology covers the scope and sequence requirements of a typical two-semester biology course for AP^® students. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. AP^® Biology was designed to meet and exceed the requirements of the College Board’s AP^® Biology Framework, while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP^® curriculum as well as rich features that engage students in scientific practice and AP^® test preparation. It also highlights careers and research opportunities in the biological sciences. Content requirements for AP^® Biology are prescribed in the College Board Publication Advanced Placement Course Description: Biology, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.62).

This pilot 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. The materials may not meet the TEKS coverage for 2024-25 school year because the materials have not been updated to meet the newly-adopted TEKS for K-8 science.

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).

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.