This page features the ETA protocol aligned to the Ohio Science Standards:  

Ohio Model Curriculum – Physics

Alignment with ETA Protocol


1)  Overall Goals


• Know, use and interpret scientific explanations of the natural world;

-Hydrology, habitat alteration and development, and plant communities all relate to the creation of habitat for living organisms.

-The better outcome from the survey, the more money the community will is worth as far as trees goes which is related to habitat improving biodiversity


• Generate and evaluate scientific evidence and explanations, distinguishing science from pseudoscience

-The ETA metric allows a community to see how much money it will provide based on the tree survey

-The ETA can also display a map of the trees that have been surveyed, which includes the species, diameter, GPS location, and any maintenance that is required


• Understand the nature and development of scientific knowledge;

-The ETA allows the students to understand that scientific knowledge is constantly changing and improving.

• Participate productively in scientific practices and discourse.

- Students learn about common scientific protocols, metrics and how they are used to compare results gathered by anyone using the protocol.

- Students see how to interpret their results in light of the results gathered by others using the same protocols increasing discourse among scientists

2) Specific Curricular Goals

Science Inquiry and Application

• Identify questions and concepts that guide scientific investigations;

-Students determine the quality of tree in its environment  based on observations and questions from the app. They identify questions and concepts that link biological findings to the physical environment, i.e. Is the bark damaged? What condition are the leaves in?


• Design and conduct scientific investigations;

- Students observe trees, and hypothesize the hydrology, habitat alteration and development, and plant communities present in the urban tree distribution. They follow a standardized protocol to gather data and score the trees through a mobile web app.


• Use technology and mathematics to improve investigations and communications;

-The use of smartphones and tablets in completing ETA will allow the students to use technology to improve their learning.

• Formulate and revise explanations and models using logic and evidence (critical thinking);

- Results can be compared with other trees and other sites in surrounding areas

- Results are used to determine the best place to sight future development and to conserve habitat.


• Recognize and analyze explanations and models; and

-Students relate habitat to the biology of organisms determining why specific habitats support organisms that are more sensitive to changes in high quality environments

• Communicate and support a scientific argument.

- Students use their own data to determine the quality of the tree they observed.

Course Content




Graph interpretations

  • Position vs. time

  • Velocity vs. time

  • Acceleration vs. time

Problem solving

  • Using graphs (average velocity, instantaneous velocity, acceleration, displacement, change in velocity)

  • Uniform acceleration including freefall (initial velocity, final velocity, time, displacement, acceleration, average velocity)

- Students can observe the average velocity of the rate of dropping acorns from the tree to ground and then hypothesize the percent surviving vs percent growing.



  • Independence of horizontal and vertical motion

  • Problem-solving involving horizontally launched projectiles

Forces, Momentum and Motion

  • Newton’s laws applied to complex problems

  • Gravitational force and fields

  • Elastic forces

  • Friction force (static and kinetic)

  • Air resistance and drag

  • Forces in two dimensions

  1. adding vector forces

  2. motion down inclines

  3. centripetal forces and circular motion

  • Momentum, impulse and conservation of momentum

-Students can graph and measure the displacement of themselves to the tree


  • Gravitational potential energy

  • Energy in springs

  • Nuclear energy

  • Work and power

  • Conservation of energy

-Students can observe the flow of energy and talk about the energy shift to and from the organisms surrounding the area.


  • Wave properties

  1. conservation of energy

  2. reflection

  3. refraction

  4. interference

  5. diffraction

  • Light phenomena

  1. ray diagrams (propagation of light)

  2. law of reflection (equal angles)

  3. snell’s law

  4. diffraction patterns

  5. wave - particle duality of light

  6. visible spectrum and colour

Electricity and Magnetism

  • Charging objects (friction, contact and induction)

  • Coulomb’s law

  • Electric fields and electric potential energy

  • DC circuits

  1. ohm’s law

  2. series circuits

  3. parallel circuits

  4. mixed circuits

  5. applying conservation of charge and energy (junction and loop rules)

  • Magnetic fields and energy

  • Electromagnetic interactions

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