1. DO NOW
Write a 6 sentence paragraph describing your goals for High School.
What do you want to accomplish?
What classes do you want to take?
What grades do you see yourself making?

2. Procedure Change From NOW until TCAP
You should come in to a TCAP Coach book on your desk.
You should leave and place the TCAP Coach book back in the center of your desk.
Coach books cannot leave the room.
There will be a check at the end of each class period to make sure all books are in the proper places.
Do your part to help this process go smoothly.

3. Designing Experiments
TCAP COACH LESSON 1
Designing Experiments

4. Objectives
I can understand and describe simple experimental procedures with an identified control and appropriate variables.
I can select tools and procedures needed to conduct moderately complex experiments.

5. Scientific Methods
A scientific method is a series of steps that a scientists follows in order to solve a problem or answer a question.
The steps of a scientific method may vary.
The choice of steps in part depends on the question itself, and what it takes to find the answer.
Often, a scientific investigation is sparked by an observation.

6. Hypothesis
A hypothesis is a possible testable answer or explanation.

7. Experiment An experiment is a procedure designed to test a hypothesis.
To test your hypothesis you should control other variables.

8. Data Data are information in the form of measurements or observations.
To analyze the data it means to figure out what it means.

9. Conclusion
A conclusion is a statement that sums up the experimental results and states whether the experiment supports the hypothesis.
If the results do not support your hypothesis, then propose a new one.

10. Experimental Design
A written step by step plan called a procedure. (says what you will do and when)

11. Variable Any factor that can affect the results of an experiment.
They are either independent or dependent.
Independent- factor that you change
Dependent- dependent of the independent varible.

12. Control Group
A well designed experiment has a control group and an experimental group.
A control group is a group used as the standard of comparison in an experiment.
An experimental group is the group that is exposed to changes in the independent variable.

13. Control Group contd.
Including a control group and an experimental group helps to ensure that only one variable is being tested at a time.
Testing only one variable makes it more likely that the results of the experiment are caused by that variable.

14. Trials
Scientists usually repeat an experiment many times, following the exact same procedure each time.
Each repetition of an experiment is called a trial.
Repeating allows checks for accuracy.

15. Choosing Tools and Procedures for Investigations
TCAP COACH LESSON 2
Choosing Tools and Procedures for Investigations

16. Ruler
A ruler measures length or distance

17. Thermometer
A thermometer measures temperatures.

18. Graduated Cylinders and Beakers
Graduated cylinder and beakers measure volume.

19. Pan Balance
A pan balance measures mass.

20. Spring Scale
A spring scale measures weight.

21. Stopwatch
A stopwatch measures time.

22. Microscopes and Hand Lenses
Microscopes and hand lenses magnify small objects.

23. Telescopes and Binoculars
Telescopes and binoculars reveal the details of far away objects.

24. Computers and Calculators
Computers and calculators organize data and make graphs.

25. Density review Density is the mass of an object divided by its volume.
D=m/v
Density=mass/volume

26. Objectives
I can understand and describe simple experimental procedures with an identified control and appropriate variables.
I can select tools and procedures needed to conduct moderately complex experiments.

27. TCAP COACH PAGES & 22-23
Lesson Review

28. DO NOW
If you were dropped off on a deserted Island, how would science help you? Write a six sentence paragraph, and give specific examples.

29. TCAP COACH LESSON 3
Organizing Data

30. OBJECTIVES
I can interpret and translate data into a table, graph, or diagram.
I can draw a conclusion that establishes a cause and effect relationship supported by evidence.

31. Line Graphs
A line graph is a visual display that uses a line to relate two sets of data, such as how a variable changes over time.
A line graph has two axes (singular: axis)
Line graphs show trends in data more clearly than data tables.
The independent and dependent variables are plotted on opposite axes.

32. Example Line Graph

33. Bar Graphs
A bar graph is a display that uses bars to show the magnitude of the date.
Bar graphs are useful for comparing data for several items.
Most bar graphs are drawn vertically.
A histogram is a bar graph that shows the frequency of data within specific intervals.

34. Example bar Graph

35. Circle Graph Circle graphs are also known as pie charts.
A circle graph is a display that shows data as parts of a whole.
The size of each wedge represents either a fraction or a percentage of the whole 100%.

36. Example Circle Graph

37. Diagrams
A diagram is a picture or group of pictures that shows data.

38. Example Diagram

39. Drawing Conclusions and Identifying Bias and Errors
TCAP COACH LESSON 4
Drawing Conclusions and Identifying Bias and Errors

40. Getting the Idea
A good experiment is designed so the experimenter can reach a valid conclusion.
A valid conclusion is one the experimenter and other people can trust.
A conclusion can be trusted if no errors occurred during the experiment.
Errors may include misinterpreting the cause of an effect.

41. Bias Bias can also lead to errors in an experiment.
Bias is a wish, conscious or unconscious, to have an experiment lead to a certain conclusion.

42. Drawing Conclusions An experiment is conducted to test a hypothesis.
A conclusion states whether the results of an experiment support the hypothesis.
The conclusion should take the independent and dependent variables into account.

43. Publishing Conclusions
It is important to describe procedures accurately.
This allows for other scientists to repeat exactly.
This is called conducting trials, if all later trials support the same results, then the hypothesis is proven.

44. Experimental Error Mistakes and false results
Experimental Error is a mistake in an experiment that can lead to false results.

45. Guarding Against Bias Double Blind Testing Review experiments
Any other suggestions????

46. OBJECTIVES
I can interpret and translate data into a table, graph, or diagram.
I can draw a conclusion that establishes a cause and effect relationship supported by evidence.

47. LESSON REVIEW
TCAP COACH BOOK Page 29 & 34

48. DO NOW
How will learning about science now help you in the future? Give six sentences that describe how you will use your scientific knowledge in the future.

49. Technological Design
Chapter 1: Lesson 5

50. Objectives
I can identify the tools and procedures needed to test the design features of a prototype.
I can evaluate a protocol to determine if the engineering design process was successfully applied.
I can distinguish between the intended benefits and the unintended consequences of a new technology.

52. Technology
Technology is the use of scientific ideas to solve problems and make peoples lives easier.
Technological design is the process of inventing products and systems that can meet human needs and solve problems.

53. Technological Design 4 Step Process 1. Problem Identification
2. Solution Design
3. Implementation
4. Evaluation

54. Problem Identification
The first step is to identify a problem to solve or a need that new technology could satisfy.
For example, one such problem is air pollution caused by cars and trucks that burn gasoline.

55. Solution Design
Once a problem or need has been identified, engineers begin their work.
An engineer is someone who designs, constructs, and operates new forms of technology.
This is similar to the development of a hypothesis in a scientific investigation.

56. Solution Design Figure out how the technology will work.
Explain the technology, possibly using drawings or models.
Identify materials, and estimate costs and development times.
List potential benefits and risks.

57. Implementation and Testing
Once a design has been studied and accepted, a design team must put the plan into action.
During the implementation stage, a design team typically develops a prototype.
A prototype is a working model of a technology that is being developed.
Researchers use prototypes to test technology and see if it works as they expected.

58. Implementation and Testing
During performance testing, products are evaluated in real-world conditions.
Some products cannot be tested under actual conditions. Such products may be tested using computer simulations, similar systems or scale models.
Computer models are used to test designs that would be costly or time-consuming to produce.

59. Evaluation
A completed design must be evaluated to decide if it meets the goals.
The evaluation might involve measurements, experiments, or surveys of possible users.

60. Evaluation Does the design work as planned?
How can the success of the design be measured?
Does the design meet the practical needs of people?
Does the design effectively solve the original problem?
Have risks been minimized?
How can the design be improved?
What was learned that could help produce a better design?

61. Risks and Benefits
Each new development offers both benefits and risks.
Benefits are how the technology meets the needs of society.
The risks include how the technology might harm or endanger people or the environment.
The process of weighing the potential harm a new technology may cause against its benefits is called risk-benefit analysis.

62. Objectives
I can identify the tools and procedures needed to test the design features of a prototype.
I can evaluate a protocol to determine if the engineering design process was successfully applied.
I can distinguish between the intended benefits and the unintended consequences of a new technology.

63. Lesson Review
Page 39-40

64. DO NOW
If you were in charge of the next mission to Mars, what would that mission be about and what would be its goals. Write no less than a six sentence explanation.
This will be
taken up today
as a grade.

65. Bioengineering
Chapter 1
Lesson 6

66. Objectives
I can differentiate between adaptive and assistive bioengineered products.

67. Bioengineering
Bioengineering involves the use of technology to alter or improve living things.
All cells make proteins.
Living things need a wide variety of proteins to carry out the processes that keep them healthy and alive.

68. Bioengineering and Medicine
Various diseases can destroy groups of cells that produce essential proteins.
How can doctors treat this problem? Replace the missing protein. But, tis is not as easy as it sounds. Proteins may be difficult to produce. There might not be enough of the protein to treat all the people who need it.
This is where bioengineers come in.

69. Bioengineering and Medicine
All proteins are made based on instructions inside your cells. These instructions are called genes.
Bioengineers have found ways to transfer the genes for making particular human proteins into simple cells, such as bacteria.
Bacteria multiply very rapidly. If the bacteria have a gene for a human protein, they will all produce that protein.

70. Bioengineering and Medicine
Other bioengineered bacteria are used to make drugs to treat viral diseases such as life-threatening cases of influenza.

71. Bioengineering in Agriculture
Scientists are seeking ways to make crops resistant to disease, herbicides, and frost.
Bioengineers have altered food crops so that they taste better and are more nutritious.
Bacteria are programmed to carry useful genes into the plants.
These genes protect crops from diseases, frost, and herbicides.

72. Bioengineering in Agriculture
Herbicides are substances used to kill weeds.
Bioengineers have developed a type of tomato that can ripen on its vine without rotting before it reaches the market.
Bioengineered crops may cause allergic reactions and must be tested.
Another risk is that a bioengineered crop could be too successful.

73. Biofuels
Ethanol is a form of alcohol and is added to some gasoline to reduce the use of oil.
Ethanol is a biofuel. A biofuel is a fuel made from living things.
Biofuels can be substituted for some of the gasoline burned in automobile engines.
With the help of bacteria, ethanol can be made from cellulose, a substance in the hard fibers of plants.

74. Brainpop

75. Objectives
I can differentiate between adaptive and assistive bioengineered products.

76. Lesson Review
Page 44

77. DO NOW
If you were a technological engineer that designs bioengineered products, what kind of product would you create and why?
Give a six sentence response.
Tell whether the product is adaptive or assistive.
Hint: adaptive: changes, can’t be easily removed
Assistive: easily removable, does not permanently change.

78. Lets Review the Objective
The following slides are to show you what objectives we have covered and will cover again today through review. These objectives correlate to a TN state standard that you are responsible for knowing in preparation for TCAP.
SPI 0807.Inq.1,2,3,4,5
SPI 0807.T/E.1,2,3,4

79. Objectives
I can understand and describe simple experimental procedures with an identified control and appropriate variables.
I can select tools and procedures needed to conduct moderately complex experiments.

80. OBJECTIVES
I can interpret and translate data into a table, graph, or diagram.
I can draw a conclusion that establishes a cause and effect relationship supported by evidence.

81. Objectives
I can identify the tools and procedures needed to test the design features of a prototype.
I can evaluate a protocol to determine if the engineering design process was successfully applied.
I can distinguish between the intended benefits and the unintended consequences of a new technology.

82. Objectives
I can differentiate between adaptive and assistive bioengineered products.

83. Review Activity You will create a mini presentation with your group.
You will create a poster with facts from the lesson you are assigned from TCAP Coach chapter 1.
Each group should focus on facts that they feel will best prepare them for an exam.
Do not focus on making the poster look “pretty”, focus on facts. Your time is limited to put it together.
Each group will present their mini lesson/review to the class.
Should be around minutes long.
Each person in the group should have an active part in the activity.

84. Exit Ticket Give me a 3 sentence response to the following question.
During the past week and a half, do you feel like the review in the TCAP coach book has helped to prepare you better for TCAP, why or why not?

85. TCAP COACH CHAPTER 1 EXAM
Lessons 1-6
Use the following time to study.

86. TEST INSTRUCTIONS Your exam today will be an open book exam.
Pages contain 12 questions that you must answer.
Questions 11 and 12 should be at least 4 complete sentences a piece, and should answer the question completely.
When everyone is finished we will grade the papers and turn in those scores.
Good Luck, and do your best.

87. Answers
1.) A
2.) B
3.) C
4.) A
5.) D
6.) C
7.) D
8.) B
9.) A
10.) C

88. Questions 11&12
I would chose a CIRCLE GRAPH. Circle graphs show parts of a whole. Parts of a whole can be expressed in percentages or fractions. My data are in percentages.
I’ve told my friends that an experiment would come out a certain way. Without realizing what I am doing, I make the results come out the way I predicted, even though the real results were different.

89. Number missed… 1.) 91 2.) 82 3.) 73 4.) 64 5.) 55 6.) 45 7.) 36 8.) 27
9.) 18
10.) 9