This Teacher Resource Guide has been developed to provide supporting materials to help educators successfully implement the Indiana Academic Standards for Integrated Chemistry and Physics. These resources are provided to help you in your work to ensure all students meet the rigorous learning expectations set by the Academic Standards. Use of these resources is optional – teachers should decide which resource will work best in their school for their students.
The resources, clarifying statements, and vocabulary in this document are for illustrative purposes only, to promote a base of clarity and common understanding. Each item illustrates a standard but please note that the resources, clarifying statements, and vocabulary are not intended to limit interpretation or classroom applications of the standards.
The links compiled and posted in this Resource Guide have been provided by classroom teachers, the Department of Education, and other sources. The DOE has not attempted to evaluate any posted materials. They are offered as samples for your reference only and are not intended to represent the best or only approach to any particular issue. The DOE does not control or guarantee the accuracy, relevance, timeliness, or completeness of information contained on a linked website; does not endorse the views expressed or services offered by the sponsor of a linked website; and cannot authorize the use of copyrighted materials contained in linked websites. Users must request such authorization from the sponsor of the linked website.
Standards 1: Constant Velocity  

Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.1.1 Develop graphical, mathematical, and pictorial representations (such as a motion map) that describe the relationship between the clock reading (time) and position of an object moving at a constant velocity and apply those representations to qualitatively and quantitatively describe the motion of an object. 
 Have students use this simulation to determine what happens to motion when a force is applied to an object  Under what situations does a force not produce motion? Multiple web sites to explore motion and force 
ICP.1.2 Describe the slope of the graphical representation of position vs. clock reading (time) in terms of the velocity of the object moving in one dimension.  
ICP.1.3 Distinguish between the terms “distance” and “displacement”, and determine the value of either given a graphical or mathematical representation of position vs. clock reading (time).  
ICP.1.4 Distinguish between the terms “speed,” “velocity,” “average speed,” and “average velocity” and determine the value of any of these measurements given either a graphical or mathematical representation.  
Standard 2: Uniform Acceleration  
Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.2.1 Develop graphical, mathematical, and pictorial representations (such as a motion map) that describe the relationship between the clock reading (time) and velocity of an object moving at a constant acceleration and apply those representations to qualitatively and quantitatively describe the motion of an object in terms of its change in position or velocity. 

ICP.2.2 Describe the differences between average velocity and instantaneous velocity and be able to determine either quantity given a graph of position vs clock reading (time). 

ICP.2.3 For an object thrown vertically, qualitatively describe or quantitatively determine the velocity and acceleration at various positions during its motion.  
Standard 3: Newton’s Laws of Motion (One Dimension)  
Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.3.1 Develop pictorial and graphical representations which show that a single external applied force changes the velocity of an object, and that when no force acts, the velocity of an object remains constant. 

ICP.3.2 Construct force diagrams and combine forces to determine the equivalent single net force acting on the object when more than one force is acting on the object.  
ICP.3.3 Distinguish between forces acting on a body and forces exerted by the body. Categorize forces as contact forces, friction, or action at a distance (field) forces.  
ICP.3.4 Develop pictorial and graphical representations which show that a nonzero net force on an object results in an acceleration of the object and that the acceleration of an object of constant mass is proportional to the total force acting on it, and inversely proportional to its mass for a constant applied total force. 

ICP.3.5 Qualitatively describe and quantitatively determine the magnitude and direction of forces from observing the motion of an object of known mass.  
ICP.3.6 Qualitatively describe and quantitatively determine the acceleration of an object of known mass from observing the forces acting on that object. 

ICP.3.7 Develop pictorial and graphical representations which show that when two objects interact, the forces occur in pairs according to Newton’s third law and that the change in motion of each object is dependent on the mass of each object. 

Standard 4: Energy  
Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.4.1 Define energy as a quantity that can be represented as being within a system that is distinct from the remainder of the universe and is measured in Joules. 

ICP.4.2 Identify forms of energy present in a system (kinetic, gravitational, elastic, etc.), and pictorially represent the distribution of energies, such as using pie or bar charts. 
 Gravity Force Lab. This simulation has 2 masses that are located a distance (r) away from each other. Students can change the size of the masses and the distance to see what happens to the force.  Simulation where you can look at how objects will orbit other objects 
ICP.4.3 Understand and explain that the total energy in a closed system is conserved. 
Exothermic and Endothermic Reactions: Exothermic and Endothermic Reactions—Video tutorials and quizzes: 
ICP.4.4 Qualitatively and quantitatively analyze various scenarios to describe how energy may be transferred into or out of a system by doing work through an external force or adding or removing heat. 
Heat and Energy Games and Videos: TeachingChannel  A Heat Loss Project: 
Standard 5: Particle Theory of Matter  
Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.5.1 Develop pictorial representations which show that matter is made of particles.  
ICP.5.2 Describe the assumptions used to develop the kinetic theory of gasses.  
ICP.5.3 At the particle level, describe the relationship between temperature and the average kinetic energy of particles in the system and describe how a thermometer measures the temperature of a system.  
ICP.5.4 Distinguish “temperature” from “thermal energy,” compare and contrast the Fahrenheit, Celsius, and Kelvin temperature scales, and convert temperatures between them.  
ICP.5.5 Evaluate graphical or pictorial representations that describe the relationship among the volume, temperature, and number of molecules and the pressure exerted by the system to qualitatively and quantitatively describe how changing any of those variables affects the others.  
ICP.5.6 Describe and demonstrate how the kinetic theory can be extended to describe the properties of liquids and solids by introducing attractive forces between the particles.  
ICP.5.7 Analyze a heating / cooling curve to describe how adding or removing thermal energy from a system changes the temperature or state of an object and be able to identify the melting and freezing temperatures of the system.  
ICP.5.8 Collect and use experimental data to determine the number of items in a sample without actually counting them and qualitatively relate this to Avogadro's hypothesis.  
Standard 6: Describing Substances  
Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.6.1 Distinguish between elements, mixtures, and compounds based on their composition and bonds and be able to construct or sketch particle models to represent them. 
Mixtures, Elements and Compounds: Handson Activity Mixtures, Elements and Compounds: 
ICP.6.2 Develop graphical and mathematical representations to show that mixtures can be made in any proportion and separated based on the properties of the components of the mixture and apply those representations to quantitatively determine the ratio of components.  
ICP.6.3 Cite the evidence that supports the idea that some pure substances are combined of elements in a definite ratio, as for example seen in electrolysis of water.  
ICP.6.4 Given the periodic table, determine the atomic mass, atomic number, and charges for any element.  
ICP.6.5 Given a periodic table, understand and describe the significance of column location for the elements by calculation of molar ratios of known compounds.  
ICP.6.6 Develop graphical and mathematical representations that describe the relationship between volume and mass of an object, describe the slope in terms of the object’s density, and apply those representations to qualitatively and quantitatively determine the mass or volume of any object.  
ICP.6.7 Describe how both density and molecular structure are applicable in distinguishing the properties of gases from those of liquids and solids. 

Standard 7: Representing Chemical Change  
Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.7.1 Pictorially or mathematically represent chemical changes using particle diagrams and chemical equations.  
ICP.7.2 Demonstrate the Law of Conservation of Matter in terms of atoms and mass of substances by balancing equations. 
Law of Conservation of Mass—Activities and Videos: 
ICP.7.3 Differentiate the basic types of reactions, for example: synthesis, decomposition, combustion, single replacement, and double replacement.  
ICP.7.4 Using balanced equations and stoichiometric calculations, demonstrate the principle of Conservation of Matter in terms of atoms and mass.  
Standard 8: Electricity and Magnetism  
Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.8.1 Describe electrical current in terms of the motion of electrons within a device and relate the rate of motion of the electrons to the amount of current measured.  
ICP.8.2 Describe the relationship among voltage, current, and resistance for an electrical system consisting of a single voltage source and a single device. 

ICP.8.3 Describe on a macroscopic scale how any distribution of magnetic materials (e.g. iron filings, ferrofluid, etc.) aligns with the magnetic field created by a simple magnet.  
Standard 9: Waves  
Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.9.1 Develop qualitative particle models of mechanical waves and explain the relationship of the particles and their interactions in transverse and longitudinal waves, as well as, how waves appear in nature as in water waves and tsunamis, ground waves in earth quakes, and sound waves.  
ICP.9.2 Develop and apply a simple mathematical model regarding the relationship among frequency, wavelength, and speed of waves in a medium as well.  
ICP.9.3 Qualitatively describe the reflection and transmission of a mechanical wave at either a fixed or free boundary or interface. 

ICP.9.4 Describe how interacting waves produce different phenomena than singular waves in a medium(e.g. periodic changes in volume of sound or resonance)  
ICP.9.5 Describe and provide examples of how modern technologies use mechanical or electromagnetic waves and their interactions to transmit information.  
Standard 10: Nuclear Energy  
Indiana Academic Standard  Activities/Labs/Simulations (Examples and Ideas) 
ICP.10.1 Describe and compare/contrast the atomic models suggested by Rutherford and Bohr.  
ICP.10.2 Describe the model of the atomic nucleus and explain how the nucleus stays together in spite of the repulsion between protons. 

ICP.10.3 Develop and apply simple qualitative models or sketches of the atomic nucleus that illustrate nuclear structures before and after undergoing fusion, fission, or radioactive decay. 

ICP.10.4 Distinguish between fusion, fission, and radioactivity and qualitatively compare the amount of energy released in these processes. 
