Forensic Science Unit

S1 Science

In this course you will be training up to be Crime Scene Investigators.

You will use all that you have learned to solve a crime that has taken place in the school!

Today you will be learning to:

1.Work together to read, take notes and share information in groups - LITERACY SKILLS.

2.Using that information to construct an “Evidence Wall” for use in the rest of this unit.

Success criteria:

•Read the information carefully and take notes in your own words.

•Use the “Rules for sharing information” to tell your group what you have learned and listen to what others have learned.

•Take an equal share of construction of your group’s evidence wall.

CSISpeyside CSI Speyside

Can you solve the case of the murdered teacher?

Gathering all the evidence

Activity:

1.Your “HOME TEAM” will have a set of laminated information cards. Undo the metal ring and hand out a copy to each team member.

2.The group will split into “EXPERT GROUPS” of people with the same card.

3. In your EXPERT GROUPS read over (QUIETLY) and then discuss what you have read.

4. Write information about the victim or suspects on a YELLOW post-it.

Rules for sharing information

1.Each person in the group takes turns.2.Everyone else in the group listens in silence until the speaker has finished.3.People in the group can then ask the speaker questions.4.Be supportive!!!

Gathering all the evidence5. Return to your HOME TEAM with your post-it

notes. Take turns to share what you have learned. Your group can then ask you questions.

Rules for sharing information

1.Each person in the group takes turns.2.Everyone else in the group listens in silence until the speaker has finished.3.People in the group can then ask the speaker questions.4.Be supportive!!!

Assembling your “Evidence Wall”

1. Taking all your post-it notes and photographs, create an EVIDENCE wall to store all your findings as you go along.

Neal Price Tom PaxtonJulian SweeneyLisa Jones Tony McCafferty John Callahan

Ms Wilson – Victim

Blank copy of evidence chart

Today you will be:

• Learning how to collect fingerprint evidence

• Look at the first set of evidence from the crime scene.

Success criteria:

1.Completion of the fingerprint card.

2.Successfully taking a fingerprint from a CD.

3.Working in groups to analyse the first evidence from the crime scene.

Fingerprint analysisFingerprint evidence

has been used for investigating crimes in Scotland since 1900.

Everybody has unique fingerprints.

Activity: Using a black ink pad, print your fingerprints on the Fingerprint Record Sheet. Remember to wash your hands afterwards.

Looking for fingerprintsActivity:

1. One person in the group should press their fingers onto a CD.

2. Using a paint brush and some charcoal powder, apply a THIN layer over the print.

3. Then stick clear tape over the print to remove it and stick into your jotter.

In your evidence book -

1. Stick in your fingerprint record card.2. Write a set of simple instructions on

how to collect fingerprints.3. Stick your fingerprint sample in your

book.

No two people have

the samefingerprints – eventwins!

Homework: Find out how fingerprints areformed.

Today you will be:

• Learning how to collect fibre evidence

• Learning how to use a microscope

•Look at the hair and fibre evidence from the crime scene.

Success criteria:

1.Identify all the parts of the microscope.

2.Explain how to work out the magnification of the lenses.

3.Correctly focus the microscope at x4 and x10.

Microscope

EYEPIECE

LENSES

FOCUS

LIGHT

Stick in label the diagram of a microscope in your jotter.

The magnification = the strength of the lens X 10

Fibre Analysis

“Every contact leaves a trace”

Activity: Use a piece of clear tape to remove trace fibres from your clothes or bag.

Stick the tape onto a microscope slide.

Examine these under the microscope and make a PENCIL drawing in your jotters.

Fibres

Activity: Examine the following samples:• Dog hair• Cat hair• Human hair• Different fibre samples

Make a small drawing of each type of fibre in your jotter.

1

2

3

4

5. A hair was viewed using the RED (x4) lens, how many times was it magnified?

Exit pass questions

Shoe print analysis

Today you will be:

• Learning about the structure of plant cells.

Success criteria:

1.Be able to label a diagram of a plant cell.

2. Be able to describe some of the functions of parts of a plant cell.

Cell analysisCells are the tiny building blocks that all

living things are made of.

They are so small they can only be seen with a microscope.

Inside the cells are tiny structures that carry out different jobs in the cell. Cells from animal and plant cells have different structures inside.

Parts of a plant cell

Part of the cell

Job in the cell

Cell Membrane

Cell Wall

Cytoplasm

Nucleus

Vacuole

Chloroplast

Use page 74 of Starting Science 1 to complete the table

Plant cell exit pass

1.

2.

3.

4.

5.6.

B. Jelly like substance inside the cell.

F. “Control centre” of the cell.

C. Prevents cell material escaping. Allows food and oxygen to cross in and out of the cell.

D. Turns sunlight into food. Contains green chemicals.

E. Rigid coating to the cell. Helps the cell keep its shape.

A. Space filled with sap

1. Nucleus

2. Chloroplast

3. Vacuole

4. Cell Wall

4. Cytoplasm

6. Cell membrane

Matching exercise

Today you will be:

• Using the microscopes to look at cells.

• Learning how to make a slide from an onion cell.

Success criteria:

1.Successfully make a onion skin slide.

2.Focus the microscope at x10 and identify the nucleus and cell wall.

3.Be able to label a diagram of a plant cell.

How to make a microscope slide

4. Add a one drop of IODINE – a stain to make the cell easier to see.

5. Cover the cells with a small glass coverslip – FRAGILE!!

1. 2.

3.

Today you will be:

• Looking at animal cells under the microscope

• Learning the differences between plant and animal cells

Success criteria:

1.Successfully view a human cheek cell under the microscope.

2.Identify the parts of an animal cell.

3.Describe the function of each part of the cell.

4.Explain the similarities and differences between animal and plant cells.

Sampling human cells

Activity: Take a STERILE cotton bud and rub the inside of your cheek.

Rub the moist cotton bud on to a clean microscope slide.

Add a drop of IODINE and a cover slip.

Parts of an animal cell

Comparing animal and plant cells

In pairs, look over your notes and complete this table:

Parts found in animal and plant

cells

Parts found ONLY in a plant cell

Over the next few lessons you will be:

• Learning what is inside the nucleus of the cell

• Extracting DNA from onion cells.

• Writing an experimental report of your experiment (Writer’s Notebooks required).

Success criteria:

1.Explain where DNA can be found in the body.

2.Explain what the main job of DNA is.

3.Explain why DNA can be used to identify people.

Read the information in:1. Starting Science 2 pg 75 and 78 (Red book)2. Science 5-14 pg 90 – 91 (Blue book)As a group find the answers to the

following questions:• What are chromosomes?• Where are chromosomes found in the cell?• What information is carried on

chromosomes?• How many chromosomes does a human cell

contain?• What is a gene?• Where do we get our genes from?• What sort of characteristics are controlled by

genes?• What is DNA?RECORD YOUR INFORMATION ON A KWL GRID.

What I know already… What I need to know… What I learned…

What are genes? Video

Inside the nucleus…

CHROMOSOMES

Inside the chromosome…

Inside the nucleus of every cell are CHROMOSOMES.

Chromosomes contain the “plans” to make new cells. They are made of a molecule called DNA.

DNA is slightly different in each person.

Extracting DNA

ACTIVITY:

1. Collect 3 g of salt and 10 ml of detergent and add them to 90 ml of water.

2. Add your chopped up onion to the salt/detergent mixture.

3. Put in the water bath at 60˚C for 15 minutes.

Extracting DNA – part 24. Cool the beaker on ice for 5

minutes.

5. Pour the mixture into a blender – zap for 5 seconds.

6. Filter the mixture into a clean beaker.

Extracting DNA – part 3

7. Move 10 ml of your liquid to a clean test tube.

8. The teacher will add some Neutrase enzyme to your beaker.

9. Pour 10 ml of ICE COLD Ethanol down the side of your test tube – You should now see the DNA appear!

DNA ReportIntroduction: This section should explain what you havelearned about DNA. Use your “mind-map” tohelp you.Method:Make a list of all the steps involved inextracting the DNA. This should not use “I”or “we” or “They” or “You”.Discussion:Describe what you saw happening at the endof the experiment and explain what it was.

Today you will be:

• Use the properties of solubility to help identify a mystery white powder.

White powder found on suspects!

• POWDER A – Tom Paxton

• POWDER B – Tony McCafferty

• POWDER C – Lisa Jones, John Callahan

• POWDER D – Julian Sweeney

What happens when you add a solid to a liquid?

Activity:

1.Collect 5 test tubes and half fill them with water.

2. Add 1 spatulaful of powder A to the first test tube, 1 spatulaful of powder B to the second, continue for powders C, D and evidence.

3. Gently shake each test tube.

Write a sentence to describe what has

happened in each test tube.

White powder found on suspects!

• POWDER A – Tom Paxton

• POWDER B – Tony McCafferty

• POWDER C – Lisa Jones, John Callahan

• POWDER D – Julian Sweeney

Flame Testing

Flame testing is used to show thepresence of certain substances.Teacher DEMOHaving been shown how to carry out aflame test use the rod to test the twosoluble solutions and the evidence

solution.

What result do you get?Can this help you make a conclusion.

Today you will be:

• Separating different inks by a process called Chromatography.

ChromatographyBlack ink is made up a combination ofdifferent coloured dyes.

These can be separated using a SOLVENT.In a solvent the different dyes willDISSOLVE and can be separated by puttingthem on chromatography paper.

Different inks create different bandpatterns.

Method

1. Collect 4 strips of chromatography paper.

2. Draw a pencil line 2 cm from the bottom of the paper.

3. Choose one of the pens and repeatedly “spot” the ink onto the paper, until you get a dark dot.

Method

4. Pour water to a height of 1 cm into a clean beaker.

5. Carefully stand your chromatography paper in the beaker.

6. Wait until the water reaches the top and remove the paper from the beaker.

7. Leave to dry on the bench.

8. Repeat with the other pens!

Examining the evidence so far

Read through the 6 police statements and

look at the evidence on your evidence wall.

Can you draw a conclusion about whocommitted the murder?

Today you will be:

• Using the DNA samples to carry out DNA fingerprinting.

Inside the chromosome…

DNA

The DNA is a made ofa code of 4 letters.

Everyone has a slightly

different order ofthese letters.

How DNA fingerprinting works

A T G C T G A G T C A T T C C T A C T G G G A T C C G T T T T TA T G C T G A G T C A T T C C T A C T G G G A T C C G T T T T T

A T G C T A C T T C A T T C C T A G T C G A A T C C G T A A T T

Person 1

Person 2

A T G C T A C T T C A T T C C T A G T C G A A T C C G T A A T T

A T G C T A C T T C A T T C C T A G T C G A A T C C G T A A T T

A T G C T G A G T C A T T C C T A C T G G G A T C C G T T T T T

How to look at the DNA

The DNA can be separated using a DNA gel.

This uses electricity to separate the small pieces of DNA from the larger pieces.

Person 2 Person 1

Enzyme digest

The class will be split into 6 groups. Each

group will be responsible for 1 sample.

Your teacher will collect the 6 samplesfrom the freezer.

Write down which sampleyour group is working with.

The microsyringeThis is used to measure really small amounts of liquid.

It will measure 0.002 ml (2 μl) and 0.01 ml (10 μl)

Now practise using the tips to measure 2 μl and 10 μl.

Adding the enzyme

After practising using your microsyringe,pick one person in the group to add theenzyme.

Measure 10 μl of enzyme and put it into the small tube.

Return the tube to the teacher and leave overnight.

Running the gel

Collect your sample.

Pick another person in the group to add2 μl of loading dye to each tube. Mix it with the liquid already in the tube.

The final group member will then load it into the gel.

CSI

Secondary The Case for the Prosecution

How the Crime Scene Investigators solved the case of the murdered teacher.

The Evidence

Writing your presentation

Now you have examined all the evidence your group need give evidence in court.

Work as a group to explain how you came to your conclusion about who dunnit!

Crime presentations:1. Explain how the crime happened

(a) The order of events(b) the times events happened(c) who was seen where

2. Describe all the evidence that was collected.3. Who are the suspects – photos, background info.4. Describe all the tests you did on the evidence.5. Describe what the results showed.6. Who dunnit? – the conclusion

STUDENT OUT: SCIENCE: CSI SPEYSIDE EVIDENCE - File called "All the Evidence“

Save your presentations in STUDENT IN: SCIENCE: 1LR (or what ever your class is

called)

Today

Use this period to put all your presentations together!!

Practice who will say what!

TOMORROW is your day in COURT!