wvde.us€¦ · Web viewSearching for fingerprints has one big use: To determinate to whom the print belongs. An identification of a fingerprint is 100% reliable. There is no other

Project Design Template

Project Title: Forensics Challenges

Project Idea: Students will demonstrate an understanding of the interrelationships in science as they use the inquiry process and forensic skills to solve simple and complex problems. (Scientific Method)

Entry Event:

#1 Powers of Observation/Analyzing and Interpreting – The Ticking ClockYou are a student who has just entered the science lab at your school. As you enter the lab you notice a hole in the window and several plants lying on floor from the window ledge. Upon closer inspection, you notice several things: the object that created the hole in the window is not there, a footprint is in the dirt next to one of the felled flowers, a little bit of what looks like blood is dripping on the broken glass in the window along with a torn fragment of cloth, on another piece of glass there are fingerprints and a pile of dirt that is not like the dirt found in the other plant pots. Use your powers of observation and the steps in the scientific method to make a prediction about what may have taken place in the science lab. With the evidence provided, come up with a detailed report to present to your teacher in which you describe what you think took place in the science lab and how you came to your conclusion. List some methods in which you could not only prove what had happened, but who did it. Find out what scientists do and what methods they use for solving crimes. Create a timeline showing advances in forensic science in the last decade.Powers of Observation Lab Evaluation Rubric (see end)

#2 Comparison of Shoe Prints and Casting – If the Shoe Fits, Wear it!You are a student who has just entered your science teacher’s classroom at school. Last night one of the teachers on this floor walked into the classroom and took all the M&Ms for today’s lab. A right shoe print was left by your teacher’s desk which matches a pair of shoe prints found outside the school in the mud last night. Use your powers of observation and the steps in the scientific method to make a prediction about which teacher may have taken the M&Ms. With the evidence provided, come up with a detailed report to present to your teacher in which you describe who you think took the M&Ms and how you came to your conclusion. Find the suspect, find the M&Ms.Comparison of Shoe Prints and Casting Lab Evaluation Rubric (see end)

#3 Examination of Fibers – Let no thread go untouched!Your social studies teacher brought to school a European mounted deer head to share with the class. A student took it from the classroom while everyone was as lunch. Where the deer head laid was a small piece of fiber that got hooked on the table from which the deer head was taken. Five students were in the social studies classroom during lunch that had on the same color as the torn piece of fiber. A small swatch of cloth was taken from each of the five student’s shirts to use to compare with the fiber found at the crime scene. With the evidence provided, come up with a detailed report to present to your teacher in which you describe who you think took the deer head and how you came to your conclusion. Find the suspect, find the deer head.Examination of Fibers Lab Evaluation Rubric (see end)

#4 Fingerprinting – No two are alike!Your language teacher just finished grading your exams for language on Friday, but did not have time to record your grades. Unfortunately, someone in your class took the test from the teacher’s desk. There were fingerprints all over the teacher’s desk that have been lifted and placed on a note card at your lab. If the perpetrator is not found, the entire class will be required to take the exam again. With the evidence provided, come up with a detailed report to present to your teacher in which you describe who you think took the graded exams and how you came to your conclusion. Find the suspect, find the exams.Fingerprinting Lab Evaluation Rubric (see end)

#5 Soil Analysis - We’ve got the Dirt on You!Your math teacher brought to school some marshmallows to use to predict angle distances in math class. While students were outside during a fire drill someone took the marshmallows from the classroom. Only four people were in the building during the fire drill to check for students. One was the cook who came over from the cafeteria where she spilled a bag of salt, another was a coach who ran from the locker room where a student was soaking his bee sting in baking soda, another was a principal who was on a hike with the sixth grade in the planetarium and the last was a guidance counselor who was helping the seventh grade to remove bugs/ bones from owl pellets. By the desk there was a pile of dirt from where the marshmallow thief had cleaned off their shoes. With the evidence provided, come up with a detailed report to

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present to your teacher in which you describe who you think took the marshmallows and how you came to your conclusion. Find the suspect, find the marshmallows.Soil Analysis Lab Evaluation Rubric (see end)

#6 DNA and Blood Types – You’re not my type?Imagine that you are a drop of blood coursing through the human body. Do you have a choice as to which path you take? How were you created? Where did your life begin? And where will it end? How long will you survive and what could cause you to die prematurely? Investigate the life cycle of a blood cell from birth to death and create an imaginative and detailed account of the paths that your life took and how you might have changed the course of a human life. DNA and Blood Types Lab Evaluation Rubric (see end)

Find the suspect- Solve the Crime! With the evidence provided, the student groups will come up with a detailed report to present in which they describe what they think took place in the science lab, who is responsible and how they came to their conclusion. Groups should take pictures, and provide other materials in the way of forensic evidence in their investigation. They are to find the suspect, find the object that broke the window and find out what happened. Scenario-You are once again a student who has just entered the science lab at your school. As you enter the lab you notice a hole in the window and several plants lying on floor from the window ledge. Upon closer inspection, you notice a number of things: the object that created the hole in the window is not there, a footprint is in the dirt next to one of the felled flowers, a little bit of what looks like blood is dripping on the broken glass in the window along with a torn fragment of cloth, on another piece of glass there are fingerprints and a pile of dirt that is not like the dirt found in the other plant pots. You now possess the knowledge to solve this crime. Use your powers of observation and the steps in the scientific method to make a prediction about what may have taken place in the science lab and who is responsible. With the evidence provided, come up with a detailed report to present to your teacher in which you describe what you think took place in the science lab, who is responsible and how you came to your conclusion. Make sure to list some methods you used in which you prove what happened and who did it. Find the suspect, find the object that broke the window and find out what happened.Find the Suspect, Solve the Crime Lab Evaluation (see end)

Content Standards:

S.HS.FS.1 identify evidence which encompasses materials establishing a link between a crime and its victim or a crime and its perpetrator:

impressions (tire, tool, teeth, shoes) prints (finger, lip, voice) hair and fiber analysis drugs and poisons ballistics soil and pollen glass serology questioned documents.

S.HS.FS.5 validate, classify, and analyze fingerprints as individual evidence: type pattern minutiae.

S.HS.FS.6 model techniques of collecting and developing prints on various objects and textures: physical (dusting powders) chemical (ninhydrin, iodine, cyanoacrylate).

Standards Directly Identified Learning Targets Evidence of Success in Achieving

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S.HS.FS.12 analyze the composition of blood as evidence: ABO system Rh factor DNA fingerprinting.

S.HS.FS.14 explore earth science concepts as they relate to forensic science: rock and mineral identification classify soils’ common constituents in relation to crime scene location.

Taught or Learned Through Discovery

Identified Learning Target

S.HS.FS.1

S.HS.FS.5

S.HS.FS.6

S.HS.FS.12

S.HS.FS.14

Students draw conclusions by engaging in multiple activities which utilize interactive internet websites, hands-on activities, demonstrations and cooperative learning.

Students will work in groups to interpret and analyze various solutions to a real-world problem.

Students are guided in a logical, scientific process as the teacher monitors progress through questioning and informal assessment.

Teacher observes students’ activities, presentations and final conclusions.

Students will apply acquired knowledge to determine the best solutions to a real-world problem based on data from demonstrations, interactive internet websites, hands-on activities and cooperative learning and communicate those findings in written reports and presentations.

Students assume roles within a group to contribute to the success of the group and exhibit leadership in accepting responsibility to plan and interact as a member of group.

Performance Objectives:

Know

Scientific method is a step by step process used to solve crimes.Forensic science involves the use of many different disciplines to solve crimes.Various technologies are used by multiple people to make conclusions.Forensic science is always in the process of being upgraded by the discovery of new methods and techniques to acquire and analyze data.Key terms related to scientific investigation – attribute, conclusion, data, observation, comparison, hypothesis, measure, prediction and variable.

Do

Identify and use the steps in the Scientific Method.Create a Rubric to be the assessment for the unit.Various methods of inquiry used in a forensics lab (by modeling).Use microscopes in data collection.Create casts and molds.Multi-methods used to solve crimes (i.e. fingerprinting, microscopes for analyzing, identification of clothes and materials, imprints, etc.).Use of the Internet to research new technology used in fighting crimes.Analyze and interpret data.Make predictions based on patterns of observation (rather than guessing).Write or draw descriptions of a sequence of steps, events, evidence, or observations.

Driving Questions:

How is scientific knowledge generated and validated?What drives scientific and technological advancement?In what ways do technological advances influence scientific inquiry?

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What part does the scientific method play in solving crimes?How might advances in science and technology affect crime solving?

Assessment Plan:

Major Group Products Lab Report: Powers of Observation LabLab Report: Examination of Fivers Lab EvaluationsLab Report: Fingerprint Lab EvaluationLab Report: Soil Analysis Lab EvaluationLab Report: DNA and Blood Types Lab EvaluationLab Report: Find the Suspect, Solve the Crime Evaluation

Major Individual Products Journal EntryTimelineQuiz on Scientific MethodPeer Response WorksheetQuiz on MicroscopeCollaborative Work Skills: Self-Reflection

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration X Written Communication XCritical Thinking & Problem Solving

Content Knowledge X

Oral Communication OtherOther classroom assessments for learning: (Check all that apply)

Quizzes/ tests X Practice presentationsSelf-evaluation X NotesPeer evaluation X Checklists/observations XOnline tests and exams X Concept maps

Reflections: Survey Focus GroupDiscussion Task Management ChartJournal Writing/ Learning Log X Other

Map the Product: Students will use laboratory experiences to explain the need for the following in scientific processes: Keen powers of observations promote good scientific inquiry.Patterns provide evidence and help form conclusions.Effective research results from careful and thoughtful planning.Scientific claims must be verified by independent investigations.In science, one discovery often leads to another.

Information for student artifacts that illustrate the above will be based on all lab experiences dealing with this project and research on and the application of forensic science, charts, tables, as well as other data to identify the fundamental components of forensics. Product:

Powers of Observation Lab

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the

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Project1. Scientific Concepts (Scientific Method) X X2. Predictions (Hypothesis) X X3. Questions (Experimental Design) X X4. Observations X X5. Drawings/Diagrams (Creating charts/diagrams)

X X

Resources:

School-based Individuals:

Library Media SpecialistTechnology Integration Specialist

Technology:

http://www.livejournal.com (A live journal)http://www.ourstory.com (A timeline journal)http://www.wikispaces.com/ (Share and post information)http://www7.nationalgeographic.com/ngm/0707/feature2/multimedia.html (The Iceman)http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=1&DocID=114 (Inventors and Innovators)http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=1&DocID=289 (What do Scientist do?)http://www.accessexcellence.org/AE/AEC/AEF/1994/haugen_microscope.html (Magnificent Microscopes Unit including Mystery and Alternative Assessment Activity)http://www.microscope-microscope.org/basic/how-to-use-a-microscope.htm (How to use a microscope)http://www.microscope-microscope.org/activities/school/preparing-slides.htm (Preparing microscope slides)http://www.biologycorner

Community:

Marshall University Forensics Department

Materials:

Collaborative Work Skills: Self ReflectionJournal entry RubricTimeline RubricPeer Response Worksheet Other:

Forensics Material ListLaboratory rulesKWL ChartFiber InformationFingerprint Types organizational chartFingerprints in the ClassFingerprints - History of FingerprintsFingerprints - Do It YourselfFingerprint PatternsFingerprints – Frequently asked QuestionsFingerprints – Taking prints from a PersonFingerprints - Student Sheet

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http://www.livejournal.com/

https://wveis.k12.wv.us/AJL_Lesson%204l_Fingerprinting%20Student%20Sheet.doc

https://wveis.k12.wv.us/AJL_Lesson%204k_FINGERPRINTS_Taking%20Prints.doc

https://wveis.k12.wv.us/AJL_Lesson%204j_FINGERPRINTS_FAQ.doc

https://wveis.k12.wv.us/AJL_Lesson%204i_FINGERPRINTS_Patterns.doc

https://wveis.k12.wv.us/AJL_Lesson%204h_FINGERPRINTS_DoItYourself.doc

https://wveis.k12.wv.us/AJL_Lesson%204g_FINGERPRINTS_The%20History%20of....doc

https://wveis.k12.wv.us/AJL_Lesson%204f_FINGERPRINTS_In%20the%20Class.doc

https://wveis.k12.wv.us/teach21/cso/upload/IG522WS16.doc

https://wveis.k12.wv.us/AJL_Lesson%203g_Fiber%20Information.doc

https://wveis.k12.wv.us/AJL_Lesson%203f_KWL%20Chart.doc

https://wveis.k12.wv.us/AJL_Lesson%202g_Laboratory%20Rules.doc

https://wveis.k12.wv.us/AJL_Lesson%20ALL_Forensics%20Material%20List.doc

http://forensics.marshall.edu/

http://www.biologycorner.com/microquiz/index.html

http://www.microscope-microscope.org/activities/school/preparing-slides.htm

http://www.microscope-microscope.org/basic/how-to-use-a-microscope.htm

http://www.accessexcellence.org/AE/AEC/AEF/1994/haugen_microscope.html

http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=1&DocID=289


http://www7.nationalgeographic.com/ngm/0707/feature2/multimedia.html

http://www.wikispaces.com/

http://www.ourstory.com/

Printable Web Quest Questions

Student Materials:

Crime scene tape (Caution tape)Wireless Internet accessWireless notebooksWireless printerSmart boardData projectorPresentation softwareDigital camera #1 Powers of Observation/Analyzing and Interpreting – The Ticking Clock

Steps in “The Scientific Method” (see links in lesson plan)Crime scene set up which will also be used in Lesson 7

o Fake hole in windowo Three weeds (fake plants) with soil and potso Footprint in the dirto Torn piece of fabrico Fake bloodo Fingerprint on glasso Distinct pile of dirt

#2 Comparison of Shoe Prints and Casting – If the Shoe Fits, Wear it!

Steps in “The Scientific Method” (see links in lesson and documents at end)Laboratory Rules (files attached)Crime scene set up

o Shoe print moldo Instructions to mix plaster of Paris (off box)o Water

#3 Examination of Fibers – Let no thread go untouched!

Notes on “Microscope parts and uses” (see links in lesson plan)Notes on Fibers (see links and files attached)Crime scene set up

o Five different types of similar fibers for each group to compare to the crime scene fibero Microscopes (different types are better i.e. light, mirror, gross) with slideso Projection microscope

#4 Fingerprinting – No two are alike!

Notes on “The History of Fingerprinting” (see links in lesson plan)Notes on “Fingerprint patterns” (see links in lesson plan and documents at end)Crime scene set up

o Magnifying glasseso Ink padso Clear tapeo Note cards for student fingerprints and crime scene fingerprintso Microscopes (different types are better i.e. light, mirror, gross) with slideso Projection microscope

#5 Soil Analysis - We’ve got the Dirt on You!

Notes on “The Dirt on Soil” (see links in lesson plan)Notes on “Soil Properties” (see link in lesson plan)

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https://wveis.k12.wv.us/AJL_Lesson%206f_Printable%20Web%20Quest%20Questions.doc

Crime scene set upo Magnifying glasseso Microscopes (different types are better i.e. light, mirror, gross) with slideso Projection microscopeo Different types of soil samples (plant debris, animal debris, salt and baking soda) to compare to the crime

scene samples.

#6 DNA and Blood Types – You’re not my type?

Electronic handoutWeb Quest handout Culminating Assessment– Solve the Crime!

Quiz Bowl buzzer system (two teams of five players)

Manage the Process:

Science Lesson Design Template

Unit Plan Title: Forensics

Lesson Plan Title: #1: Powers of Observation/Analyzing and Interpreting – The Ticking Clock

Grade Level/Subject: High School

Essential Questions: What do scientists do?What type of science disciplines are out there?What is the difference between analyzing and interpreting?How is scientific data interpreted?How do lab procedures play an important part in the process of inquiry?Explain why each of the following methods (experimentation, observation or the scientific method) is useful for solving a problem?

Vocabulary Development:Hypothesis, theory, law, independent variable, dependent variable, observational study, experimental design, forensics, innovation, science disciplines, forensic anthropology, osteology, and forensic archeology.

Introduction/Engagement Activity:Set up the Crime Scene: You are a student who has just entered the science lab at your school. As you enter the lab you notice a hole in the window and several plants lying on floor from the window ledge. Upon closer inspection, you notice several things: the object that created the hole in the window is not there, a footprint is in the dirt next to one of the felled flowers, a little bit of what looks like blood is dripping on the broken glass in the window along with a torn fragment of cloth, on another piece of glass there are fingerprints and a pile of dirt that is not like the dirt found in the other plant pots. Use your powers of observation and the steps in the scientific method to make a prediction about what may have taken place in the science lab. With the evidence provided, come up with a detailed report to present to your teacher in which you describe what you think took place in the science lab and how you came to your conclusion. List some methods in which you could not only prove what had happened, but who did it. Find out what scientists do and what methods they use for solving crimes. Create a timeline showing advances in forensic science in the last decade.

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Exploration/Experiment:Bell Ringer: If you are the investigator where a crime has been committed, what is the first step you should do to begin to solve the crime?Use the data projector to go over steps in “The Scientific Method” (see links)Group investigative teams into groups of four.Have students research with their wireless notebooks using the Internet links provided below. Each group will have access to a digital camera for gathering forensic evidence.Each group will need to present to you a plan of action before they can begin to determine how to solve the crime.Use the Smart Board to demonstrate to the students’ various styles of presentation software to create their report and timeline. (i.e., Microsoft Word, PowerPoint, Movie Maker)Allow groups to work together at their own pace, supervising that they are on task.Have students complete a self-analysis check sheet and journal entry.Have students use the collaborative work skills: self-reflections sheet to self-analysis their contribution to the group and justify their score.Students may print out their report using the wireless printer and/or show their presentation via Smart Board or data projector.Allow groups to complete peer response worksheets for another group.

Active Literacy/Explanation:Have students list the vocabulary words listed above down the left-hand side of their paper. Using a thesaurus or dictionary, have the students find an alternate word to replace the vocabulary word that means the same or has nearly the same meaning and place it opposite the vocabulary word, on the right-hand side of the paper. Students can then fold the paper in half longitudinally, and exchange with another student. Using the new words on the right-hand side of the paper, see if the students can determine the original vocabulary word.

Application/Elaboration:It is always a good idea to have the students work in groups of two to four people depending upon the resources. This allows them to cooperative and collaborative with their peers which depict a “real world” situation. There are on-line journal entry websites that might be used with this unit. It would require that the site be set up in advance by the teacher. http://www.livejournal.com (A live journal)http://www.ourstory.com (A timeline journal)There are also on-line wiki websites for students to share information, create simple web pages or write up journal entries that groups, friends, & families can edit together. It would require that the site be set up in advance by the teacher. http://www.wikispaces.com/(Share and post information)

Reflection/Evaluation:Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Powers of Observation Lab Evaluation RubricTimeline RubricQuiz on steps in the Scientific MethodPeer Response Worksheet

Connections to Other Disciplines: Literature/Language ArtsSocial studies

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http://www.wikispaces.com/

http://www.ourstory.com/

http://www.livejournal.com/

Materials:Steps in “The Scientific Method” (see links)Crime scene set up which will also be used in Lesson 7


Crime scene tape (Caution tape)Wireless Internet accessWireless notebooksWireless printerSmart boardData projectorPresentation softwareDigital camera

Duration:4-90-minute class periods (pending enrichment activities) all students in a collaborative group do not have to be working on the same part of the project.

Links: Internet Sources for Handouts: http://www.sciencebuddies.org/Files/340/4/scientific-method-handout.pdf (The Scientific Method)http://www7.nationalgeographic.com/ngm/0707/feature2/multimedia.html (The Iceman)http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=1&DocID=114 (Inventors and Innovators)http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=1&DocID=289 (What do Scientist do?)https://www.aafs.org/students/choosing-a-career/what-is-forensic-science/ (What is a Forensic Scientist?) https://askabiologist.asu.edu/activities/scientific-method(Quiz on “The Scientific Method” - Do the quiz on-line, print out and submit to your teacher).

Files attached (see bottom):Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Powers of Observation Lab Evaluation RubricTimeline RubricPeer Response WorksheetForensics Material List

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https://askabiologist.asu.edu/activities/scientific-method



http://www7.nationalgeographic.com/ngm/0707/feature2/multimedia.html

http://www.sciencebuddies.org/Files/340/4/scientific-method-handout.pdf

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Lesson Plan Title: # 2: Comparison of Shoe Prints and Casting – If the Shoe Fits, Wear it!


Essential Questions: How is the scientific method used to discover evidence?Why should we use the scientific method?How do lab procedures play an important part in the process of inquiry?Explain why each of the following methods (experimentation, observation or the scientific method) is useful for solving a problem?

Vocabulary Development:Casts, molds, imprints, and Paleontologists.

Introduction/Engagement Activity:Set up the Crime Scene: You are a student who has just entered your science teacher’s classroom at school. Last night one of the teachers on this floor walked into the classroom and took all of the M&Ms for today’s lab. A right shoe print was left by your teacher’s desk which matches a pair of shoe prints found outside the school in the mud last night. Use your powers of observation and the steps in the scientific method to make a prediction about which teacher may have taken the M&Ms. With the evidence provided, come up with a detailed report to present to your teacher in which you describe who you think took the M&Ms and how you came to your conclusion. Find the suspect, find the M&Ms.

Exploration/Experiment:Bell Ringer: What steps would you need to take to solve a problem, in this case, a crime?Review “The Scientific Method” notes or link.Have the students get into groups and determine how they would go about finding out who was responsible for the M&Ms theft and what evidence you would need to prove it.Have students research with their wireless notebooks using the Internet to determine how molds and cast are made and what makes them different.Each group will have access to a digital camera for gathering forensic evidence.Each group will need to present to you a plan of action before they can begin to solve the crime.Use the Smart Board to demonstrate to the student’s various styles of presentation software to create their report. (i.e., Microsoft Word, PowerPoint, Movie Maker)Allow groups to work together at their own pace, supervising that they are on task.Examine each group’s cast of the footprint to determine if it was accurately done. Have students complete a self-analysis check sheet and journal entry.Have students use the collaborative work skills: self-reflections sheet to self-analysis their contribution to the group and justify their score.Have students list the steps in the scientific method and describe how they used each step in solving today’s lab.Have students submit a detailed report of their findings with justification for who they think took the M&Ms and evidence to support it. Students may print out their report using the wireless printer and/or show their presentation via Smart Board or data projector.Allow groups to complete peer response worksheets for another group.

Active Literacy/Explanation:Have students write down one of the following vocabulary words: casts, molds, and imprints. With the word that is chosen, have the students create a poem with the first letter of the word beginning the sentence that describes the vocabulary word. Then do the second letter and so on. Next have the students create a limerick or a song. Students should share them with the class.

Application/ElaborationPage 11 of 64

It is a good idea to have a different right shoe for each of your lab groups that is similar to the crime shoe.Depending on time available for this lab, the teacher might: 1) demonstrate how to make a cast of the shoe print and then have the students compare the shoe print to other shoes present or 2) have each group make a cast of the shoe at their bench and then have them compare their shoe print and the other students shoe print to the crime shoe print to discover who took the M&Ms from the science teacher’s classroom. The difficulty lies in recreating this print for each class of seven groups. I am looking into the expense of the plastic/rubber that is used to create molds that is rubberized and can be reused to create casts.

Another variation might be to have a cast already made of the crime scene shoe print and have the students take 7 other similar shoes to create their own molds and cast to compare to the crime scene shoe print. Directions for making the molds and casts are under the links section.

Reflection/EvaluationHave students list the steps in the scientific method and describe how they used each step in solving today’s lab.Check each group’s mold of shoe print to determine if plaster of Paris was mixed properly and mold has enough detail to determine the suspect.Have students submit a detailed report of their findings with justification for who they think took the M&Ms and evidence to support it. Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Comparison of Shoe Prints and Casting Lab Evaluation RubricPeer Response Worksheet

Connections to Other Disciplines: Literature/Language ArtsConsumer EducationMathematics

Materials/Resources: Steps in “The Scientific Method” (see links and files attached)Laboratory Rules (files attached)Crime scene set up




Links:Internet Sources for Handouts:

http://www.sciencebuddies.org/Files/340/4/scientific-method-handout.pdf (The Scientific Method)

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http://www.sciencebuddies.org/Files/340/4/scientific-method-handout.pdf

http://preparation.paleo.amnh.org/36/molding-and-castinghttps://www.uky.edu/KGS/education/white_glue.htm(Making Fossil Casts)

Files Attached (see bottom):Laboratory rulesCollaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Comparison of Shoe Prints and Casting Lab Evaluation RubricPeer Response WorksheetForensics Material List

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https://www.uky.edu/KGS/education/white_glue.htm

http://preparation.paleo.amnh.org/36/molding-and-casting%20

Lesson Plan Title: #3: Examination of Fibers – Let no thread go untouched!


Essential Questions: What are some advantages in using microscopes at a crime scene?What do you need to know about microscopes in order to use them efficiently? How likely is forensic evident that involves clothing as compared to tissue samples or shoe prints to convict a suspect?How is the data collected by a microscope used to analyze and draw conclusions?

Vocabulary Development:

Natural fibers, plant fibers, man-made fibers, regenerated fibers, synthetic fibers, depression slides, and pipet

Introduction/Engagement Activity:Your social studies teacher brought to school a European mounted deer head to share with the class. A student took it from the classroom while everyone was as lunch. Where the deer head laid was a small piece of fiber that got hooked on the table from which the deer head was taken. Five students were in the social studies classroom during lunch that had on the same color as the torn piece of fiber. A small swatch of cloth was taken from each of the five student’s shirts to use to compare with the fiber found at the crime scene. With the evidence provided, come up with a detailed report to present to your teacher in which you describe who you think took the deer head and how you came to your conclusion. Find the suspect, find the deer head.

Exploration/Experiment:Bell Ringer: Why is a microscope better to use than the human eye? How exactly does a microscope make a small object appear larger?Use the data projector to go over steps in “How to use a microscope” (see links)Have the students get into groups and determine how they would go about finding out who was responsible for the deer head theft and what evidence you would need to prove it.Have students determine the difference between natural fibers, man-made fibers, regenerative fibers, and synthetic fibers.Have students research with their wireless notebooks using the Internet links provided below. Each group will have access to a digital camera for gathering forensic evidence.Each group will need to present to you a plan of action before they can begin to determine how to solve the crime.Use the Smart Board to demonstrate to the student’s various styles of presentation software to create their report and timeline. (i.e., Microsoft Word, PowerPoint, Movie Maker)Allow groups to work together at their own pace, supervising that they are on task.Have students complete a self-analysis check sheet and journal entry.Have students use the collaborative work skills: self-reflections sheet to self-analysis their contribution to the group and justify their score.Students may print out their report using the wireless printer and/or show their presentation via Smart Board or data projector.

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Allow groups to complete peer response worksheets for another group.

Activity Literacy/Explanation:Use a KWL chart (see files attached) to list the things that are know about fibers, what we want to know about the different types of fibers and after this lab, what we have learned about fibers in order to solve this crime.

Application/Elaboration:Internet Sources for Handouts: http://www.accessexcellence.org/AE/AEC/AEF/1994/haugen_microscope.html (Magnificent Microscopes Unit including Mystery and Alternative Assessment Activity)

Reflection/Evaluation:Toss a small stuffed animal to a student. Asked them to list the first step in the use of a microscope. Have them pass it on to another student and continue on until all the steps in how to use a microscope and care for it are mentioned. For the remainder of the students continue to ask questions until every student has had a turn. Have students list the steps in the scientific method and describe how they used each step in solving today’s lab.Have students submit a detailed report of their findings with justification for who they think took the deer head and evidence to support it. Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Examination of Fibers Lab Evaluation RubricPeer Response WorksheetTake the on-line quiz on the microscope (See links)

Connections to Other Disciplines: Literature/Language ArtsSocial Studies

Materials:Notes on “Microscope parts and uses” (see links)Notes on Fibers (see links and files attached)Crime scene set up




Links:Internet Sources for Handouts (you are required to ask permission for use in schools, but they gave permission easily):

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http://www.accessexcellence.org/AE/AEC/AEF/1994/haugen_microscope.html

http://www.microscope-microscope.org/basic/how-to-use-a-microscope.htm (How to use a microscope)http://www.microscope-microscope.org/activities/school/preparing-slides.htm (Preparing microscope slides) (Fiber Evidence – see end of document)http://www.biologycorner.com/microquiz/index.html (Practicing naming the parts of a microscope)https://www.proprofs.com/quiz-school/story.php?title=microscope-parts-functions (On-line quiz to name the parts of a microscope)

Files Attached (see bottom):KWL ChartFiber InformationCollaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Examination of Fibers Lab Evaluation RubricPeer Response WorksheetForensics Material List

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https://www.proprofs.com/quiz-school/story.php?title=microscope-parts-functions%20

http://www.biologycorner.com/microquiz/index.html

http://www.microscope-microscope.org/activities/school/preparing-slides.htm

http://www.microscope-microscope.org/basic/how-to-use-a-microscope.htm

Lesson Plan Title: #4: Fingerprinting – No two are alike!


Essential Questions: How is science used in police work and crime investigation?What makes fingerprints different for everybody?The fingerprints that you are born with remaining the same for your entire lifetime. What would make them change?Fingerprints seem to be a secure way to access your computer, etc., but are there other methods that are even more secure?Why do fingerprints follow specific pattern designs?How many methods are there to fingerprint criminals?In what ways are fingerprinting important to police in crime investigations?In what other ways are fingerprints useful?

Vocabulary Development:Rolled prints, latent prints, visible prints, fingerprints, (whorl, loop, arch, double loop, pocked loop, mixed and tentarch), loupe, and friction ridges)

Introduction/Engagement Activity:Your language teacher just finished grading your exams for language on Friday, but did not have time to record your grades. Unfortunately, someone in your class took the test from the teacher’s desk. There were fingerprints all over the teacher’s desk that have been lifted and placed on a note card at you lab. If the perpetrator is not found, the entire class will be required to take the exam again. With the evidence provided, come up with a detailed report to present to your teacher in which you describe who you think took the graded exams and how you came to your conclusion. Find the suspect, find the exams.

Exploration/Experiment:Bell Ringer: What clues do detectives look for and collect from a crime scene?Notes from the Internet (see links).Have students fingerprint themselves with pencil smudges.Have the students get into groups and determine how they would go about finding out who was responsible for the exam theft and what evidence you would need to prove it.Have students research with their wireless notebooks using the Internet links provided below.

o The difference between visible and latent prints.o Fingerprint patterns (arch, whorl, and loop), and various method used to obtain fingerprints.

Each group will have access to a digital camera for gathering forensic evidence.

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Each group will need to present to you a plan of action before they can begin to determine how to solve the crime.Use the Smart Board to demonstrate to the student’s various styles of presentation software to create their report and timeline. (i.e., Microsoft Word, PowerPoint, Movie Maker)Allow groups to work together at their own pace, supervising that they are on task.Have students complete a self-analysis check sheet and journal entry.Have students use the collaborative work skills: self-reflections sheet to self-analysis their contribution to the group and justify their score.Students may print out their report using the wireless printer and/or show their presentation via Smart Board or data projector.Allow groups to complete peer response worksheets for another group.

Activity Literacy/Explanation:Use the organizational chart provided (see files attached) and provide a fingerprint for each of the identifying vocabulary words listed here (whorl, loop, arch, double loop, pocked loop, mixed and tentarch) and provide a brief description to describe each one.

Application/Elaboration:There are numerous ways to fingerprint individuals and the students may make an inquiry to compare and contrast the various methods to determine which is the best method.

Reflection/Evaluation:Have students fingerprint themselves with pencil smudges.Have students identify the three types of fingerprint patterns and explain why we leave fingerprints. Have the students get into groups and determine how they would go about finding out who was responsible for the exam theft and what evidence you would need to prove it.Have students share in a journal entry one new concept they have learned from this lesson.Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Fingerprinting Lab Evaluation RubricTimeline RubricPeer Response Worksheet

Connections to Other Disciplines: Literature/Language ArtsSocial StudiesMathematics

Materials:Notes on “The History of Fingerprinting” (see links)Notes on “Fingerprint patterns” (see links and files attached)Crime scene set up


Crime scene tape (Caution tape)Wireless Internet accessWireless notebooksWireless printerSmart board

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Data projectorPresentation softwareDigital cameraOverhead projectorOverheads of fingerprint patterns


Files Attached (see bottom):Fingerprint Types organizational chart

o Fingerprints in the Classo Fingerprints - History of Fingerprintso Fingerprints - Do It Yourselfo Fingerprint patternso Fingerprints – Frequently asked questionso Fingerprints – Taking prints from a person

Fingerprints - Student SheetCollaborative Work Skills: Self ReflectionJournal entry RubricLab Report: CSI Lab Evaluation RubricPeer Response WorksheetForensics Material List

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Lesson Plan Title: #5: Soil Analysis - We’ve got the Dirt on You!


Essential Questions: How can the analysis of dirt lead to key bits of evidence at a crime scene? When does, the scientific method use evidence from various sources to make conclusions?Why do many different methods of analysis need to be used to determine accuracy in scientific studies?

Vocabulary Development:Horizons, soil profile, decomposers, humus, organic matter, parent material, loam, silt, climate, organisms, topography, sieves, and diatoms

Introduction/Engagement Activity: Your math teacher brought to school some marshmallows to use to predict angle distances in math class. While students were outside during a fire drill someone took the marshmallows from the classroom. Only four people were in the building during the fire drill to check for students. One was the cook who came over from the cafeteria where she spilled a bag of salt, another was a coach who ran from the locker room where a student was soaking his bee sting in baking soda, another was a principal who was on a hike with the sixth grade in the planetarium and the last was a guidance counselor who was helping the seventh grade to remove bugs/ bones from owl pellets. By the desk there was a pile of dirt from where the marshmallow thief had cleaned off their shoes. With the evidence provided, come up with a detailed report to present to your teacher in which you describe who you think took the marshmallows and how you came to your conclusion. Find the suspect, find the marshmallows.

Exploration/Experiment:Bell Ringer: If someone left a pile of dirt from the bottom of their shoe at a crime scene, what could it tell you?

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Notes on soil analysis (see link).Have students go to the virtual crime scene (see link)Have the students get into groups and determine how they would go about finding out which site the criminal was from and what evidence you would need to prove it.Have students research with their wireless notebooks using the Internet links provided below. Each group will have access to a digital camera for gathering forensic evidence.Each group will need to present to you a plan of action before they can begin to determine how to solve the crime.Use the Smart Board to demonstrate to the student’s various styles of presentation software to create their report and timeline. (i.e., Microsoft Word, PowerPoint, Movie Maker)Allow groups to work together at their own pace, supervising that they are on task.Have students complete a self-analysis check sheet and journal entry.Have students use the collaborative work skills: self-reflections sheet to self-analysis their contribution to the group and justify their score.Students may print out their report using the wireless printer and/or show their presentation via Smart Board or data projector.Allow groups to complete peer response worksheets for another group.

Active Literacy/Explanation:Have students create flashcards using vocabulary words. When they are complete, have a peer edit and review them for correctness and accuracy. Have students get into pairs and use the flash cards to review.

Application/Elaboration:You can make this lab more challenging by changing the soil content – like using all white ingredients (salt, sugar, baby powder, Epson salts, flour, and baking soda). You might also include some multidisciplinary enhancements - create Bogolanfini or Mud Cloth, soil cake recipe, soil poems, soil songs, soil gallery, tales from the pit, etc. (see links – Soil and Society)

Reflection/Evaluation:Have students all stand up and tell one new thing that they learned today before they sit down.Have students list contaminates they found in the soil and predict how it got there. Have the students get into groups and determine how they would go about finding out which site the criminal was from and what evidence you would need to prove it. Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Soil Analysis Lab Evaluation RubricPeer Response Worksheet

Connections to Other Disciplines: Literature/Language ArtsMathematicsSocial StudiesConsumer EconomicsArtMusic

Materials:Notes on “The Dirt on Soil” (see links)Notes on “Soil Properties” (see links)Crime scene set up

o Magnifying glasseso Microscopes (different types are better i.e. light, mirror, gross) with slideso Projection microscope

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o Different types of soil samples (plant debris, animal debris, salt and baking soda) to compare to the crime scene samples.



Links:Internet Sources: http://www.hull.ac.uk/Hull/Chem_Web/sherlock/Crime%20Scene.htm (The Crime Scene: The Tutor’s Office – for a virtual crime scene)http://school.discoveryeducation.com/schooladventures/soil/down_dirty.html (The Dirt on Soil) http://www.fieldmuseum.org/undergroundadventure/kidzone/soil_properties.shtml (The Field Museum - Underground Adventures – Soil Properties)https://www.sciencenews.org/article/soil%E2%80%99s-hidden-secrets(Secrets Hidden in Soil)https://www.soils.org/(Soil and Society)

Files Attached (see bottom):Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Soil Analysis Lab Evaluation RubricPeer Response Worksheet

Lesson Plan Title: #6: DNA and Blood Types – You’re not my type?


Essential Questions: How does DNA make us different, yet the same?How is DNA used to determine a specific individual?What do blood types determine about us?How are blood samples used at the scene of a crime?

Vocabulary Development:DNA, genes, chromosomes, proteins, clones, replication, eukaryote, prokaryote, cell theory and RNA.

Introduction/Engagement Activity:Imagine that you are a drop of blood coursing through the human body. Do you have a choice as to which path you take? How were you created? Where did your life begin? And where will it end? How long will you survive and what could cause you to die prematurely? Investigate the life cycle of a blood cell from birth to death and create an imaginative and detailed account of the paths that your life took and how you might have changed the course of a human life.

Exploration/Experiment:Follow the directions in the Web Quest (see links).Have students research with their wireless notebooks using the Internet links provided below.

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https://www.soils.org/

https://www.sciencenews.org/article/soil%E2%80%99s-hidden-secrets

http://www.fieldmuseum.org/undergroundadventure/kidzone/soil_properties.shtml

http://school.discoveryeducation.com/schooladventures/soil/down_dirty.html

http://www.hull.ac.uk/Hull/Chem_Web/sherlock/Crime%20Scene.htm

Use the Smart Board to demonstrate to the student’s various styles of presentation software to create their report and timeline. (i.e., Microsoft Word, PowerPoint, Movie Maker)Allow groups to work together at their own pace, supervising that they are on task.Have students complete a self-analysis check sheet and journal entry.Have students use the collaborative work skills: self-reflections sheet to self-analysis their contribution to the group and justify their score.Students may print out their report using the wireless printer and/or show their presentation via Smart Board or data projector.Allow groups to complete peer response worksheets for another group.

Active Literacy Explanation:Have students get into pairs. For each vocabulary word the students will draw a representation of what that vocabulary word would look like. Next students will pair the words together that go together and sequence the words in chronological order of what comes first, next and last.

Reflection/Evaluation:Write an account of your life and adventures as a blood cell as it travels through the blood stream, from birth to death. Present it in any form of presentation software that can be shared with your teacher and the class. Create an account of how you life ended as part of forensic evidence at a murder scene. Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: DNA and Blood Types Lab Evaluation RubricPeer Response Worksheet


Materials/Resources:Computer with Internet AccessElectronic handoutWeb Quest handout


Files Attached:WebquestPrintable Web Quest questions Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: DNA and Blood Types Lab Evaluation RubricPeer Response WorksheetForensics Material List

Lesson Plan Title: #7: Find the Suspect – Solve the Crime! Grade Level/Subject: High School

Essential Questions: What do scientists do?What type of science disciplines are out there?

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What is the difference between analyzing and interpreting?How is scientific data interpreted?How do lab procedures play an important part in the process of inquiry?Explain why each of the following methods (experimentation, observation or the scientific method) is useful for solving a problem?

Vocabulary Development: Hypothesis, theory, law, independent variable, dependent variable, observational study, experimental design, forensics, innovation, science disciplines, forensic anthropology, osteology, and forensic archeology.

Introduction/Engagement Activity:Set up the Crime Scene: You are once again a student who has just entered the science lab at your school. As you enter the lab you notice a hole in the window and several plants lying on floor from the window ledge. Upon closer inspection, you notice a number of things: the object that created the hole in the window is not there, a footprint is in the dirt next to one of the felled flowers, a little bit of what looks like blood is dripping on the broken glass in the window along with a torn fragment of cloth, on another piece of glass there are fingerprints and a pile of dirt that is not like the dirt found in the other plant pots. You now possess the knowledge to solve this crime. Use your powers of observation and the steps in the scientific method to make a prediction about what may have taken place in the science lab and who is responsible. With the evidence provided, come up with a detailed report to present to your teacher in which you describe what you think took place in the science lab, who is responsible and how you came to your conclusion. Make sure to list some methods you used in which you prove what happened and who did it. Find the suspect, find the object that broke the window and find out what happened.

Exploration/Experiment:Now that you possess the knowledge to solve this crime, work with you group to come up with the best and most accurate means to solve it.Have students research with their wireless notebooks using the Internet links provided below and prior knowledge. Each group will have access to a digital camera for gathering forensic evidence.Each group will need to present to you a plan of action before they can begin to determine how to solve the crime.A detailed written report will be submitted for correctness in detail concerning evidence found at the crime scene.Use the Smart Board to demonstrate to the student’s various styles of presentation software to create their report and timeline. (i.e., Microsoft Word, PowerPoint, Movie Maker)Allow groups to work together at their own pace, supervising that they are on task.Have students complete a self-analysis check sheet and journal entry.Have students use the collaborative work skills: self-reflections sheet to self-analysis their contribution to the group and justify their score.Students may print out their report using the wireless printer and/or show their presentation via Smart Board or data projector.Allow groups to complete peer response worksheets for another group.

Active Literacy Explanation:As a culminating activity have the students pull together all of the active literacy review materials that have been created to this point. Have the students review their vocabulary words and divide them into two teams. Set the students up with a two-team buzzer system beginning with five members on each team. Much like Quiz Bowl or Jeopardy on TV, provide definitions, explanations, or descriptions that students will buzz in to identify as a vocabulary word. A correct answer gives their team a point, and an incorrect answer defers the question to the other team and replaces the member who answered

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incorrectly with a new member from their team. Continue in this fashion until all the vocabulary words are depleted and each member of each team has had a turn.

Application/Elaboration:Role play the final event as they believed it happened and present the culmination of their findings to class using presentation software. Develop a brochure illustrating why your sleuth group will be a better bargain for the clients’ money when solving crimes.Identify some of the most historically unsolved crimes and make plausible predictions about how present technologies would have helped solve them and possible solutions based upon accumulated knowledge of your group.Create a graphic display with accompanying written explanations to illustrate the trend of solved crimes with improved technological advancements.

Reflection/Evaluation:Chose any of the ideas listed under application/elaborationCollaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Find the Suspect, Solve the Crime Lab Evaluation RubricPeer Response Worksheet


Materials:Crime scene set up from Lesson 1


Crime scene tape (Caution tape)Wireless Internet accessWireless notebooksWireless printerSmart boardData projectorPresentation softwareDigital cameraQuiz Bowl buzzer system (two teams of five players)


Links: Internet Sources:http://www.accessexcellence.org/AE/AEPC/WWC/1993/who.html (Who done it?) http://www.accessexcellence.org/AE/AEC/AEF/1995/rost_criminalistics.html

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http://www.accessexcellence.org/AE/AEC/AEF/1995/rost_criminalistics.html

http://www.accessexcellence.org/AE/AEPC/WWC/1993/who.html

Files Attached (see bottom):Collaborative Work Skills: Self ReflectionJournal entry RubricLab Report: Find the Suspect, Solve the Crime Lab Evaluation RubricPeer Response WorksheetForensics Material List

Project Reflection and Evaluation: How will you and your students reflect on and evaluate the project?

Students will reflect per the attached peer reflection rubric. Teachers will reflect upon their practice and share their experiences during department and PLC meetings.

Name: __________________________________________ Date: _________________

Lab Report: Powers of Observation Lab Evaluation

CATEGORY 10 8 6 4 Scientific Concepts Report illustrates an

accurate and thorough understanding of scientific concepts underlying the lab.

Report illustrates an accurate understanding of most scientific concepts underlying the lab.

Report illustrates a limited understanding of scientific concepts underlying the lab.

Report illustrates inaccurate understanding of scientific concepts underlying the lab.

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Drawings/Diagrams Clear, accurate diagrams are included and make the crime scene easier to understand. Diagrams are labeled neatly and accurately.

Diagrams are included and are labeled neatly and accurately.

Diagrams are included and are labeled.

Needed diagrams are missing OR are missing important labels.

Predictions Reasonable and thoughtful predictions were made based upon available data.

Mostly reasonable and thoughtful predictions were made based upon available data.

Some reasonable and thoughtful predictions were made based upon available data.

Little reasonable and thoughtful predictions were made based upon available data.

Questions All lab questions were thoroughly answered and addressed with available information provided.

Most lab questions were thoroughly answered and addressed with available information provided.

Some lab questions were answered and addressed with available information provided.

Few questions were answered and addressed with available information provided.

Observations Careful and detailed observations were made.

Observations were made. Some observations were made.

Few observations were made.

Sleuth Ability Excellent observation skills, analysis, predictability and intuitiveness are evident to solve the crime.

Decent observation skills, analysis, predictability and intuitiveness are evident to solve the crime.

Average observation skills, analysis, predictability and intuitiveness are evident to solve the crime.

Poor observation skills, analysis, predictability and intuitiveness are evident to solve the crime.

Components of the report

All required elements are present and additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

All required elements are present.

One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added.

Several required elements are missing.

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Name: ____________________________________________ Date: ___________

Lab Report: Examination of Fibers Lab Evaluation






Drawings/Diagrams Clear, accurate diagrams are made of 6 pieces of cloth. Diagrams are labeled neatly and accurately.

Diagrams are included of at least five pieces of cloth and are labeled neatly and accurately.

Diagrams are included of at least five pieces of cloth and are mostly labeled.







Observations were made.

Some observations were made.







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Name: ____________________________________________ Date: ___________

Lab Report: Fingerprint Lab Evaluation






Drawings/Diagrams Clear, accurate fingerprints are made. Fingerprints are labeled neatly and accurately.

Fingerprints are included and are labeled neatly and accurately.

Fingerprints are included and are labeled.

Needed fingerprints are missing OR are missing important labels.





Observations of Fingerprint Types

Careful and detailed observations were made with regard to determining the suspect.

Observations were made with regard to determining the suspect.

Some observations were made to determine the suspect.

Few observations were made to determine the suspect.






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Name: ____________________________________________ Date: ___________

Lab Report: Soil Analysis Lab Evaluation

CATEGORY 10 8 6 4 Scientific Concepts

Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab.




Drawings of Soil Types

Clear, accurate drawings and good analysis of the soil are included and make identifying the suspect easy.

Drawings are included and some analysis of the soil is evident to identify the suspect.

Drawings are included with little or no analysis of the soil to determine the suspect.

Needed drawings are missing with no evidence of soil analysis to determine the suspect.




Little reasonable and thoughtful predictions were made based upon available data

Questions All lab questions were thoroughly answered with available information.

Most lab questions were thoroughly answered and addressed with available information.

Some lab questions were answered and addressed with available information.

Few questions were answered and addressed with available information.


Observations were made. Some observations were made.







Name: ____________________________________________ Date: ___________

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Lab Report: DNA and Blood Types Lab Evaluation






Drawings/Diagrams Clear, accurate pictures are included. Pictures are labeled neatly and accurately.

Pictures are included and are labeled neatly and accurately.

Pictures are included and are labeled.

Needed pictures are missing OR are missing important labels.

Web Quest Questions

All Web Quest questions were thoroughly answered and all parts were addressed.

Most Web Quest questions were thoroughly answered and addressed.

Some Web Quest questions were answered and addressed.

Few Web Quest questions were answered and addressed.

Surfing the Internet Skills and experience in using the Internet evident as student searched for and discovered answers.

Skills and experience in using the Internet somewhat evident as students searched for and discovered answers.

Some skills and experience in using the Internet evident as students search for answers.

Few computer skills and experience are observed when using the Internet to search for answers.






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Name: _____________________________________________ Date: ________

Lab Report: Find the Suspect, Solve the Crime Lab Evaluation






Drawings/Diagrams Clear, accurate diagrams are included and make the crime scene easier to understand. Diagrams are labeled neatly and accurately.

Diagrams are included and are labeled neatly and accurately.

Diagrams are included and are labeled.





Little reasonable and thoughtful predictions were made based upon available data.






Observations were made.

Some observations were made.







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Forensics (Materials List)Powers of Observation/Analyzing and Interpreting – The Ticking Clock

Steps in “The Scientific Method” (see links)Crime scene set up which will also be used in Lesson 7



Comparison of Shoe Prints and Casting – If the Shoe Fits, Wear it!Steps in “The Scientific Method” (see links and files attached)Laboratory Rules (files attached)Crime scene set up



Examination of Fibers – Let no thread go untouched!Notes on “Microscope parts and uses” (see links)Notes on Fibers (see links and files attached)Crime scene set up


Crime scene tape (Caution tape)Wireless Internet accessWireless notebooksWireless printer

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Smart boardData projectorPresentation softwareDigital camera

Fingerprinting – No two are alike!Notes on “The History of Fingerprinting” (see links)Notes on “Fingerprint patterns” (see links and files attached)Crime scene set up


Crime scene tape (Caution tape)Wireless Internet accessWireless notebooksWireless printerSmart boardData projectorPresentation softwareDigital cameraOverhead projectorOverheads of fingerprint patterns

Soil Analysis - We’ve got the Dirt on You!Notes on “The Dirt on Soil” (see links)Notes on “Soil Properties” (see links)Crime scene set up

o Magnifying glasseso Microscopes (different types are better i.e. light, mirror, gross) with slideso Projection microscope o Different types of soil samples (plant debris, animal debris, salt and baking soda) to

compare to the crime scene samples.Crime scene tape (Caution tape)Wireless Internet accessWireless notebooksWireless printerSmart boardData projectorPresentation softwareDigital camera

DNA and Blood Types – You’re not my type?Computer with Internet AccessElectronic handoutWeb Quest handout

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Find the Suspect – Solve the Crime!Crime scene set up from Lesson 1


Crime scene tape (Caution tape)Wireless Internet accessWireless notebooksWireless printerSmart boardData projectorPresentation softwareDigital cameraQuiz Bowl buzzer system (two teams of five players)

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Safety Agreement

I, _________________________, a student in science at _________________School, agree to abide by the Safety Regulations listed below. I realize that working with equipment, specimens, and chemicals can be hazardous unless certain rules and precautions are rigidly observed. I therefore make this pledge of cooperation in order that my safety and the safety of my classmates may be assured. I fully realize that repeated violations of safety regulations will lead to disciplinary action.

Safety Regulations

1. Hands off all laboratory materials, specimens, and equipment until the teacher in charge authorizes their use.

2. Horseplay and careless acts are prohibited.

3. Only authorized experiments with specific directions may be performed.

4. Eye safety glasses must be worn in areas where chemicals are stored/used; where liquids or solids are heated; and where metals or solids are subjected to stresses.

5. The eating of foods, which have been in contact with laboratory tables or the drinking of beverages from laboratory glassware is hazardous.

6. The tasting of any chemical or unknown substance without specific direction from the teacher is prohibited.

7. Confine long hair in an acceptable manner. Loosely hanging clothing is a hazard where laboratory equipment, gas burners, and chemicals are in use. Bare feet and the wearing of sandals are unacceptable practices.

8. Report immediately all accidents and injuries to the teacher.

9. Displays of materials and equipment shall not be disturbed.

10. Report immediately to the teacher any unusual behavior of an experiment or piece of equipment.

I understand and approve of the safety procedures to be followed in ________________ School Science Program.

_____________________________________________ (Student’s Signature)

_____________________________________________ (Parent/Guardian’s Signature)

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Name: __________________________ Subject: Teacher Name: Date: __________________

KWhat I Know

WWhat I Want To Learn

LWhat I Have Learned

Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)

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Fiber

Information from, “Who Did It?”

http://www.teachersfirst.com/lessons/forensics/fiber-notes.html

· Fibers are commonly found with burglary, assault, breaking and entering, hit and run accidents, etc.· Fibers can come from clothes, carpet, curtains, wigs, furniture, etc.· Natural Fibers - produced entirely from plants or animals

Animal fibers

Sheep - woolGoats - mohair & cashmereCamelsLlamasRabbitMink

Plant fibers - cotton

· Man-Made Fibers

Regenerated Fibers - produced using natural raw materials ( ex. - rayon)Synthetic Fibers - produced using synthetic chemicals (ex. - nylon & polyester)

· Identification Using Fibers

"Fit together" like puzzle pieces when fabric is torn - conclusive evidenceMicroscopic comparison - color, diameter, striations

· Collecting and Handling Fibers

Clothes are placed in paper bags with each article going into a separate bag.Carpets and bedding should be folded and placed in a paper bag to protect the areas that may contain fibers.Fibers may be removed from an object by using clean tweezers and a folded piece of paper that is labeled with the location of the sample, date, time, and name of investigator.Most objects will be examined in the lab to find fiber evidence; fibers are usually not examined at the crime scene.

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http://www.teachersfirst.com/lessons/forensics/fiber-notes.php

http://www.teachersfirst.com/lessons/forensics/fiber-notes.php

FINGERPRINTS

1. What are fingerprints?Everyone knows them as the greasy finger marks on a window. There are fingerprints and we do not think further about them. But a fingerprint is more than a fat print on a piece of glass.

Most prints are not useful for comparison because there is not enough information available in the print. Prints can be too old, too small, too dirty or damaged. Most fingerprints disappear after some days or some weeks. To know how to look at a print I am going to tell you the basics of fingerprints.

The definition of a fingerprint is the print (stamp) that a finger has left on an object.

Besides fingerprints there are also other parts of the body that can leave good prints:

The inside of the fingerprint,the inside of the hands, andthe bottom of feet or toes

To understand what we are talking about we have to take a better look at the tips of our fingers. Use a magnifying glass to see it better!

Her you see lines in the skin that are higher than the surface. The lines are going in a certain direction. They look like small ridges with a dry ditch in between. These lines we call friction ridges. Sometimes there are small islands in between. The friction ridges are not always the same length, and are not always going in the same direction.

Sometimes a line stops or splits.That creates the unique points in our fingerprints.

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And that is the clue for the great mystery of the fingerprint!

Because there are so many lines on a fingertip and because they are stopping, starting or slitting so many times there are no two persons in the world that have the same fingerprints. Even a square millimeter is different from one person to another.

2. How does a finger leave a mark on an object?First, because there has been a contact between the finger and an object. The fingers leave their marks in different ways on different objects. It can be done in several ways:

The fat that is on the skin leaves a small layer on the object. That leaves an invisible stamp on the object. Sometimes you can see the stamp on a window.The friction ridges (ditches) on the fingertip can make marks in a soft background, like clay or putty.The fingertip makes contact with a dusty or dirty background. Part of the dirt will be removed because a negative print will arise, like on a dusty window-frame.Acids in the fat of the fingertip etching in the surface of the object, for instance, on copper.A dirty finger can leave a mark like a print of a finger with blood. The blood will leave a print.

3. Why are fingerprints important?

Searching for fingerprints has one big use:

To determinate to whom the print belongs.

An identification of a fingerprint is 100% reliable. There is no other technique that can establish such a high standard. Even DNA does not give absolute certainty. For example, a twin does have the same DNA structure but does have totally different fingerprints.

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The fact that everyone in the world has different fingerprints can be used in very different ways.Her are some examples for the use of fingerprints:

Solving crimes,

Identity control,

Searching for identity with unknown dead,

Entrance control at important buildings,

Sometimes in a passport, a fingerprint is included

All around the world there are different standards to make an identification. In some countries it will be called an identification if there are somewhere between 7 to 15 identical points in the mark and fingertip. Other countries leave the identification over to the expert. It always is important that there are no unexplainable differences!

We talk about explainable differences for instance when there is a scar on the skin, dirt in the background or on the finger, warts or differences because of the flexibility of the fingertip.

4. How do we search with a mark?To compare a mark it is necessary to have the prints of a person.

To take the fingerprints of a person most of the time ink is used. Some ink is put on the fingertip and than the fingertip is pushed on a piece of paper. This can be done under force (crime suspects) but it also can be done voluntarily.

The fingerprinting is mostly done at the police station. They take prints of fingertips and of the palm of the hand. In some cases prints can be made from the foot.Then all those prints go to a central computer. That computer is used to search against prints they want to identify.

To take someone's prints voluntarily can be done with persons that want to prove they are innocent or with identity papers. Sometimes prints are taken from unknown or dead people.

5. How can fingerprints be made visible?There are a lot of techniques that make it possible to make invisible prints visible and to store them for further investigation.

The mostly used method is with powders. The powder will stick on the fat that was left there by the fingertip. To store this mark it is possible to make a picture of it much easier than is done with a rubber ink pad. The tape is pushed over the mark and the print will be lifted on the tape. The print on the tape can be used for further investigation.

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A method that is used very much is superglue. A little bit of superglue is heated and it will vaporize. The vapor attaches to the fingerprint and that will become visible. Do not try this at home because it is toxic and it must be done in a laboratory.

To find prints on paper you can use a fine iron powder. The iron will stick on the fingerprint. To find older prints on paper ninhydrin (a chemical) is used. After a while it will color the prints purple!

There are a lot of other methods with all kinds of lights or chemicals that identify fingerprints.

6. The way fingerprints makes prints.The friction ridges are going parallel to each other and together they make a print.

Globally there are 3 basic shapes:- Friction ridges making an arch,- Friction ridges making a whorl,- Friction ridges making an loop.

From the shapes above a lot of other figures can be made but these are the most important.

7. The structure of a fingerprint.Most fingerprints have a shape where there is a center visible. That center is called "the core", see top pearl. Another place is the place where a lot of lines come together "the delta", see bottom pearl.

In a fingerprint there can be a lot of lines. There can be a great different in the amount of lines between one person and another.

8. The future of the fingerprint.Because fingerprints will always exist they will always be used. In the future there will be a lot of computers that can search with fingerprints.

And in the future there will be the need for a lot of people that can work with fingerprints because although a computer can search for a matching print, it can never tell if it is a real identification. There will always be the need for people that will have to check the results of the computer.

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A brief tour in the world of fingerprints

History of fingerprints.A very long time ago, about 1750 years before the birth of Christ, people in Babylon used fingerprints to sign their identity on clay tablets. The first time ink prints were used was in China around the year 220. And then fingerprints became a forgotten item.......The first time someone wrote about it again was in 1686 by a man called Malpighius. He described friction ridges in detail. In the year 1823, J.E. Purkynje discovered that fingerprints could be classified. And then slowly the use of fingerprints started:1858 - Sir William Herschel in India demanded laborers to sign contracts with fingerprints.1877 - Sir William Herschel advised to take fingerprints from prisoners.1880 - Dr. Henry Faulds published in "Nature" in England for the use of fingerprints in crime scenes.1882 - Gilbert Thompson used thumbprints in the USA on checks to avoid fraud.1892 - Sir Francis Galton published that fingerprints are unique and invariable in his book, Finger Prints. This was the basis for our modern fingerprinting science.1897 - Sir Edward Henry introduced the famous Galton-Henry classification system.1901 – 1910 A lot of countries started using fingerprints.1924 - In America the Identification Division from the FBI started.

ALL ABOUT FINGERPRINTS:

Fingerprints are made of ridges on the outer skin on hands and feet of all people and some animals. These ridges make lines of different sizes and forms. Every time a line stops or splits it's called a typica. The amount of typica (with no difference) makes it an identification or not. The amount of typica is different in many countries. In Holland we require 10 to 12 characteristic points with no difference.

Here is an example of a fingerprint

The patron of the lines looks like waves in the sand of a beach or stripes on a zebra!

There are 2 rules where the science of fingerprints is based on: 1) They are "permanent" in that they are formed in the fetal stage, prior to birth, and remain the same throughout lifetime, barring disfiguration by scarring, until sometime after death when decomposition sets in.That means that the prints do not change during a life time. That is not all true because fingerprints do change, but the changes can be explained. If not, they can't be identified. The changes can be made by: flexibility from the skin, growing, a dirty finger, scarring, a wound, or a disease of the skin.

2) They are "unique" in that no two fingerprints, or friction ridge area, made by different fingers or areas, are the same (or are identical in their ridge characteristic arrangement).

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People always ask if identical twins have the same prints, the answer is NO. They have completely different fingerprints, although they have the same DNA.Some people think that it is because there is an influence from the environment that make the prints develop differently.There is never a print that is the same, not even on the same person. The databanks of fingerprints all around the world containing billions of unique prints!

Types of prints. A print is not only made of a collection of lines but the all the lines togethermake a special figure. And there are not so many different figures as you would presume. There are about 7 different types as you can see below:

- Arch: The lines are going like waves from one side to the other side.

- Tentarch: Like the Arch but with a rising stick in the middle.- Loop: The lines coming from one side returning in the middle to the same side.- Double loop: Like the loop but with two loops inside, one standing one hanging.- Pocked loop: Like the loop but with a small circle in the turning point.- Whorl: The lines are making circles.- Mixed figure: Composed with different figures.

But in every type of print there are lots of differences... the number of lines, their shape or their size make every figure different.

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Transmitting prints to a object.- The most common way is leaving fat from the finger on the object.- It is also possible that Amino-acids from the finger leave their marks.- A finger can make a "stamp" in soft material like putty.- A mark can be made by a substance on the finger like blood or paint.

Making marks visible.There are a lot of ways to make marks visible. In fact a lot of marks can be seen if you look closely. Just put a finger on a window and take a good look at the window. With the right light you can see the mark. It can be seen because grease from the fingertip puts a "stamp" of the finger on the glass. It will not be there forever because it simply will dry out. But there always will be a small residue left, if the object is not cleaned.Fresh fingerprints can be found and made visible with powders that will stick on the grease of the finger. Then use fine powders, like aluminum powder.

The background on which the print is put is very important to the way the prints must be made visible. When a print is put on a piece of paper it is possible to make it visible with a magnetic iron powder. Strictly speaking the powder is not magnetic but the lifting brush is. This can only be done on very fresh marks, not much older than a few hours. After that another method must be used: Ninhydrin. It is a chemical that colors the Amino-acids that are left behind after contact with the skin.

In a lot of cases involving metal or plastic objects the cyano-method can be used. When a few drops of superglue, cyano-acrylate, are heated they vaporize. The smoke of the cyano will attach to the fingerprints leaving a clear white print. It must be done in a special space under special conditions. Don’t ever try this at home because it is very poisonous!

Saving the marks.It is possible to save the marks, for further investigation, by making photographs of it, storing it on rubber lifters or tape, keeping the originalbackground or copying it.

Below you can see how fingerprints on a bottle are made visible with a brush and aluminum powder. A black rubber lifter is installed over the prints. After removing the black lifter, a copy of the prints is made. A plastic sheet is placed over the prints so they would not be damaged. The prints are now usable for further investigation.

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1. Brush it with aluminum powder2. The marks became visible.

3. Put a black rubber lifter on it.4. The marks are on the lifter.5. Put a plastic sheet over it.

6. Ready to search!

Typica.

A fingerprint contains a lot of typica, unique lines. They are short or long, they can start, stop or split, they make figures, can be big, small or broad.And above all it can happen anywhere. So now you can imagine that no two fingerprints are the same. It is a little bit like a living-room, in all the world there will be no two same living-rooms. Flowers, paintings, pictures, trash, furniture and music will make every living-room unique!

Here you see a part of a fingerprint.

Generally, there are two kinds of real typica:

- Ending lines - Splitting lines (bifurcation's)Above that there are a lot of other differences made up by those two typica: a very short line between two other lines is called an "isle", when a line splits and immediately returns to one line it is called an "eye". When it splits and one of the two splitting lines immediately returns to the site it came from and

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stops it will be called a "hook". A lot of times one can see small lines or line parts between two friction ridges. It looks a little like newborn lines, and in some rare cases it is seen that such a line became greater in a few years. But that are always very small parts of lines.

Identifications.Worldwide there is no rule when an identification can be made.In the Netherlands we require 12 characteristic points, In South-Africa 7 points will make an identification, and in a lot of countries (England, America) there is no rule, the expert decides.

FINGERPRINTS

Do it yourself!

A lot of people are curious about fingerprints and they want to experiment with fingerprints themselves. Because professional materials are not always available it is difficult to do so, but on this site I give you some easy materials to make it possible.

These methods are not dangerous and work only on fresh fingerprints.

The materials:

A brush. Use one with very soft hairs. Some powder brushes (those that are used for powder make-up) are very suitable for this purpose.They can be bought at most shops.

Powders. They must have a very fine structure and should not dissolve in water. We need two different colors of powder, black and white. Black powder can be made by pulverizing the inside of a regular or charcoal pencil. Be sure to pulverize it as fine as possible. White powders will be necessary when using a black background. It is possible to use pastel chalk. Pulverize it as fine as possible. You can also use talcum powder.

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Lifting Materials.Certain things, like tape are used to lift and store the fingerprints that are found. By doing this you can use them later for comparing prints. A good material for lifting prints is broad width clear tape. The disadvantage is that it will stick strongly to the surface. Try to find an elastic clear plastic tape that does not stick too strongly to the surface.You need also white and black pieces of paper to put the tape on. The paper has to be smooth and strong.

A loupe or magnifier.

Ink, to make the prints of the “suspect person”. Use the inkpad from stamps.

The background:Use a white or transparent background for the black powder and a black background for the white powder. The best results are obtained when the prints you are looking for are on smooth and not absorbing backgrounds like glass or painted objects. Plastic will be very difficult to work with and is not suitable for this method.

The way fingerprints are made visible. Put the brush in the powder and brush very carefully over the object until the fingerprint becomes very visible. Do not use too much powder but also not too little!

Storing the prints.Put the tape carefully over the fingerprint. Start at the top and be sure there are no air-bubbles under the tape. Do not push too hard. Remove the tape slowly and stick in on the black or white paper. A white print on black paper or a black print on white paper.

Taking the prints of the suspected person.Use an inkpad to push the fingers on. Then push the fingers on a white paper sheet. Do

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not push too hard or it will give black stains! When the ink is dry they are ready for comparison.

Comparing the prints.Study the print with a magnifier and compare it with the prints from the suspects. Most of the time you will see that a lot of fingerprints are very different. Only a few will have the same pattern as the pattern in your mark. Look closely and search for differences. If you do it well it is possible to compare the finger prints to determine the right fingerprint!

Good luck!

FINGERPRINTS

Here are the different patterns of fingerprints:

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FINGERPRINTS

F.A.Q.Page 50 of 64

On this page I am going to tell you the answers on questions that most people ask me about.

- Do twins have the same fingerprints?That is a very easy question, never forget it again: NO!Twins have different fingerprints, but the patterns of the prints can look very much the same. But in every square millimeter there will be a lot of differences.

Do relatives have the same kind of fingerprints?Brothers and sisters of the same parents can have prints that have the same kind of patterns. The lines are mostly build with the same structure. But that is all, the rest is very different.Sometimes when an expert looks at a mark and compares it with the print of someone he will say: "The mark is not the same as the print but perhaps it is his brother!" Of course that is not true but it makes it understandable that prints of relatives can look the same.

- Can we change our fingerprints?I always think why does someone want to know? Be good and there is nothing to worry about. But to really change a print is not possible. The only way a print will change will be from damaged to the print. Like a scar or cutting the fingertip! But if you mutilate the fingertip, how more unique the print will look and the easier it can be found.

- How long can fingerprints be made visible?That depends on a lot of factors. Sun, rain, moisture, light, the underground or the person himself can influence the time a print can be made visible.Most of the time fat on the fingertip will leave a mark on the object. Some objects will absorb the mark fast. The sun will dry out the mark. Rain will damage it. Every person has different fingers, some are very dry and will leave almost no prints others have very greasy fingers and they will leave very good marks! A global rule is that the most prints will disappear in a few days or weeks.But it is also possible to make marks visible after very many years. On paper marks can stay very long!

FINGERPRINTSTO OBTAIN FINGERPRINTS FROM A PERSON

One of the most important issues in the field of fingerprinting is the making of prints from a person.The marks found in the field have to be compared with the prints of the suspects. The marks are mostly not of a superior quality and the fingerprints they must be compared with are also not very good, then the comparison can be very difficult, if not impossible.

It seems simple to take the fingerprints from a person but it is not so easy! There are a lot of factors that have influence upon the quality of prints:- Too much pressure on the finger gives black stains on the paper.- Too little pressure results in a vague and crumbling print on the paper.- If one uses too much ink it will give fat stains on the paper.- Perspiration or wet fingers will give bright spots in the print.- Dirty fingers will give a lot of extra unnecessary dirt in the print.

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- From cold fingers it is difficult to make prints.and so are there a lot more reasons that taking prints can fail.

But, how does one take them? If you follow the rules below, it should go well!

- The paper where the prints should go on must be smooth and white.- Put the paper on a smooth surface and make sure it can not move.- Use fast drying dark black ink.- Make a very thin layer of ink on a glass plate, so thin that you can look through it.- Make sure that the person does wash their hands a few minutes before taking the prints.- Stand on the right side next to the person and take the fingerprints on the tip.- Make sure that the person is relaxed and tell him he has to take no action himself.

Rolled prints.- Roll the fingers from the left side to the right side over the inked plate, as broad as possible.- Roll the fingers one by one as broad as possible over the paper, do not press!

Fingertips:To obtain the top of the fingers take all the fingers again, this time roll them from the top down to the bottom of the finger.- Put the fingertip just under the nail on the ink plate and bring it down until the finger lays flat on the ink plate.- Do the same on the paper.

Palms:Also the palms are very important! Much identification comes from the palms.The palms must be inked as broad as possible. Do it with a special rubber roller that is inked with a very thin layer of ink. The best way to put the palm on the paper is to use a special metal roller where the paper is attached to. Pushing the hand forward will get the prints of the palm on the paper. Stretch the fingers to make sure that the middle of the palm will show.

If the result is still not very good just make a new one. The best way to make good prints is with a lot of experience!

Name: ____________________________ Date:________________

FINGERPRINTSSTUDENT SHEET

RightHand

thumb index middle ring little

thumb index middle ring little

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Left Hand

Name: ____________________________________________ Date: ___________

Web Quest Questions

1. What is a gene's job? ____________________________________________________________

____________________________________________________________________________

2. What are the small "pieces" that make a gene? _________________________________________

____________________________________________________________________________

3. What are the four types of nucleotides? _____________________________________________

____________________________________________________________________________

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4. Which nucleotides join to form base pairs? ___________________________________________

____________________________________________________________________________

5. What has to happen in order for DNA to make a copy of itself? ____________________________

____________________________________________________________________________

6. How many chromosomes are created when DNA replicates? _______________________________

____________________________________________________________________________

7. Draw a picture of the DNA molecule you built (from the second web site). _____________________

____________________________________________________________________________

8. What are the components of blood? _________________________________________________

____________________________________________________________________________

9. What is an important job of plasma? ________________________________________________

____________________________________________________________________________

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10. Red blood cells transport which two chemicals in our bodies? ______________________________

____________________________________________________________________________

11. What do white blood cells make that fights infections? __________________________________

____________________________________________________________________________

12. What are the four types of blood? _________________________________________________

____________________________________________________________________________

13. How much DNA is unique to an individual? _____________________________________________

____________________________________________________________________________

14. What steps are taken to make sure a DNA sample that is collected from a crime scene is not

contaminated? ____________________________________________________________________________

_____________________________________________________________________________

15. What is used to cut DNA into small segments in order for it to be analyzed? ___________________

____________________________________________________________________________

16. Explain how DNA can be used to solve problems that do not involve crimes. ____________________

____________________________________________________________________________

Copyright © 2003 by the Network for Instructional TV, Inc.All rights reserved.

DNA Web-quest

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Use the websites provided on the “DNA Web-quest” page of my website to answer the questions below about the structure and function of nucleic acids in our cells.DNA: The Double Helix (from Nobel Prize):

http://www.nobelprize.org/educational/medicine/dna_double_helix/dnahelix.html1. What is the full name of DNA?

2. What is the shape of DNA?

3. What are the “rungs” of the ladder?

4. Which nitrogenous bases pair together?

5. Play the game for all three organisms. Record your answers after completing each organism in the chart below.

Chromosome #

How many chromosomes?

How many base pairs?

How many genes?

What is the organism?

1

2

3

DNA Replication Simulation:http://www.johnkyrk.com/DNAreplication.html6. DNA must be replicated prior to _______________________________.

7. Errors during DNA replication are called _____________________________.

8. Describe a hydrogen bond. How many hydrogen bonds form between A and T? G and C?

9. Does DNA replication start at only one place in the DNA or in many places at once?

10. In the chart below, describe what each enzyme does during the replication process.

Name of Enzyme:

Function during DNA replication:

Helicase

RNA primase

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http://www.johnkyrk.com/DNAreplication.html

http://www.nobelprize.org/educational/medicine/dna_double_helix/dnahelix.html

DNA polymerase

Exonuclease

Ligase

11. The two types of cell division are _______________ and ________________.Genetics Tour:http://learn.genetics.utah.edu/content/basics/oldtour/12. The DNA strand is made of letters, the letters make words, and the words make

sentences. These sentences are called ______________________.13. What is a gene?

14. Approximately how many genes are encoded in the DNA of humans?

15. ____________________________ is a genetic disease that results in the mutation of hemoglobin protein within our red blood cells.

16. Other than providing instructions for building a hemoglobin molecule, what are two other examples of traits that are controlled by genes?

17. Look at the set of human chromosomes displayed on the slideshow. Is this set of chromosomes from a male or female? How do you know?

18. Humans have 46 chromosomes. Mosquitoes have _____. Onions have _____. Carp have _____.

19. If our body is compared to a car engine, why can proteins be compared to the parts of the engine?

20. ________________________ proteins allow a cell to keep its shape.21. Where within the cell are proteins made?22. The passing of ______________________________________ is the basis of heredity.23. Other than genes, what is the other major factor that helps define our traits?

24. What is a zygote?

25. When looking at the “First Baby’s Possible Chromosomes” and the “Second Baby’s Possible Chromosomes” from their parents, determine if the babies are identical or fraternal twins. How do you know?

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http://learn.genetics.utah.edu/content/basics/oldtour/

26. What is a trait?

27. What is the difference between a physical trait and a behavioral trait?

28. What are some diseases that can be passed down as genetic traits? List 5 or more.

29. When thinking about the risk of developing heart disease, what can be influenced by genetics? What is influenced by behavior?

30. Will people that have the genotype “Hh” have two straight thumbs, two hitchhiker’s thumbs or one of each?

31. The flower’s petals are influenced by a principle called __________________________.

32. All humans share _________% identical DNA.

Name: ________________________________________________________ Date: ___________

Collaborative Work Skills: Self Reflection

CATEGORY 4 3 2 1

Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of Work Provides work of the highest quality.

Provides high quality work.

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides work that usually needs to be checked/redone by others to ensure quality.

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Time-management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.

Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

Monitors Group Effectiveness

Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.

Routinely monitors the effectiveness of the group and works to make the group more effective.

Occasionally monitors the effectiveness of the group and works to make the group more effective.

Rarely monitors the effectiveness of the group and does not work to make it more effective.

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Name: ________________________________________________________ Date: ___________

Journal Entry

Answer the following questions about this lab.

1. What was the most interesting part of this lab and why did you find it interesting?

2. What was the most difficult part of this lab and why was it hard?

3. What did you learn today during this lab that you did not know before you completed the lab?

4. What would enhance this lab and make it even better?

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5. How does what you did in the lab today apply to the “Real World”?

Name: ________________________________________________________ Date: ___________

SCIENCE JOURNAL ENTRY

CATEGORY 5 POINTS 4 POINTS 3 POINTS 2 POINTS 1 POINT

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ENTRY STRUCTURE

ENTRY CONTAINS 5 OUT OF 5 REQUIRED SENTENCES ANSWERED





CONTENT ALL SENTENCES ARE CLEARLY STATED, WITH DETAILS TO SUPPORT ASSIGNED TASK

TASK COMPLETED BUT NOT FULLY DEVELOPED

WRITING SHOWS SOME UNDERSTANDING OF TASK

MISSING KEY ELEMENTS OF TASK

WRITING INCOMPLETE OR NOT RELATED TO GIVEN TASK

APPEARANCE SHOWS QUALITY WORK WITH PROPER MECHANICS AND SPELLING

SHOWS QUALITY WORK WITH MINIMAL MECHANICS AND/OR SPELLING ERRORS

UP TO 5 ERRORS IN NEATNESS, SPELLING OR MECHANICS

MANY ERRORS IN NEATNESS, SPELLING, OR MECHANICS

LITTLE EFFORT SHOWN

Name: __________________________________________ Date: _________________

Timeline: History of Forensic Science over the last 10 years

CATEGORY 5 4 3 2

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Dates An accurate, complete date has been included for each event. Entries span time period.

An accurate, complete date has been included for almost every event. Covered most of the time period.

An accurate date has been included for almost every event. Covered half of the time period.

Dates are inaccurate and/or missing for several events. Covered little of the time period.

Resources The timeline contained at least 20 events related to the topic being studied.

The timeline contained at least 18 events related to the topic being studied.

The timeline contained at least 16 events related to the topic being studied.

The timeline contained fewer than 14 events.

Content/Facts Facts were accurate for all events reported on the timeline.

Facts were accurate for almost all events reported on the timeline.

Facts were accurate for most (~75%) of the events reported on the timeline.

Facts were often inaccurate for events reported on the timeline.

Mandatory entries

All mandatory entries included. Historical significance.

Most mandatory entries included. Historical significance.

Missing some of the required entries. Historical significance.

Contains very few of the required legal and people entries. Historical significance.

Readability The overall appearance of the timeline is pleasing and easy to read.

The overall appearance of the timeline is somewhat pleasing and easy to read.

The timeline is relatively readable.

The timeline is difficult to read.

Peer Response Worksheet: Author: ______________________________________________________ Title: ________________________________________________________

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Reviewer: _____________________________________________________ Directions: Begin by reading the whole report quickly and forming a general impression.

1. What do you like most about the piece you just read? _____________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What do you like most about the way it's written? _____________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is its focus? _____________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Is the report readable and interesting?_______________________________________________________________________________________________________________________________________________________________________________________

5. In the report, does the way it is written or presented grab your attention and make you want to read on? If not, how could it be made more interesting?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Did you get bogged down anywhere where the information was not clear?_____________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Are the ideas logically arranged?

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_____________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Did you get any good ideas for rewriting your own report? _______________________________________________________________________________________________________________________________________________________________________________________

9. Is the conclusion effective? Does it answer all of the questions? ______________________________________________________________________________________________________________________________________________

10. Are any parts of the conclusion not supported by data? ______________________________________________________________________________________________________________________________________________

11. Does the paper follow conventions of the discourse community regarding footnotes, title heading, paragraph length, style, etc.?

__________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Did you notice any mechanical problems or spelling errors? __________________________________________________________________________________________________________________________

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Documents

wvde.us€¦ · Web viewSearching for fingerprints has one big use: To determinate to whom the print belongs. An identification of a fingerprint is 100% reliable. There is no other