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Forensic Science: Capstone
Laura BednarWilkes University
PurposePurpose
• The purpose of this project is to familiarize students with both DNA technology content and 21st century skills
• The initial question answered is: How is gel electrophoresis used to help solve a murder case?
• The purpose of this project is to familiarize students with both DNA technology content and 21st century skills
• The initial question answered is: How is gel electrophoresis used to help solve a murder case?
Project NeedsProject Needs
• This project will address several standards in both science and technology. Gel electrophoresis is often used in such fields as forensic science and in paternity testing. With recent television shows such as CSI, this lab will give students an opportunity to extract real DNA and run analysis on DNA in a safe setting.
• This project will address several standards in both science and technology. Gel electrophoresis is often used in such fields as forensic science and in paternity testing. With recent television shows such as CSI, this lab will give students an opportunity to extract real DNA and run analysis on DNA in a safe setting.
Gel Electrophoresis Results
Gel Electrophoresis Results
Blue bands representdifferent band sizesof DNA
Bands at same regionindicate same size
Application QuestionApplication Question
• Using the information on DNA technology, students will be asked: Is genetically modified food safe to eat?
• Using the information on DNA technology, students will be asked: Is genetically modified food safe to eat?
QuickTime™ and a decompressor
are needed to see this picture.
Food & Environmental Hygiene Department, 2005
ObjectivesObjectives
• Student-centered• Learning and Doing
• Using Information• Teacher as Facilitator
• Flexible grouping• Multiple learning modules/Instruction
• Student-centered• Learning and Doing
• Using Information• Teacher as Facilitator
• Flexible grouping• Multiple learning modules/Instruction
• Higher Order Thinking
• Interdisciplinary• Collaboration• Performance-based assessments
• Multiple sources of information
• Higher Order Thinking
• Interdisciplinary• Collaboration• Performance-based assessments
• Multiple sources of information
ObjectivesObjectives
• Technology fully Integrated
• Students acting as Professionals
• Technology fully Integrated
• Students acting as Professionals
TimelineTimeline
• Week One/Two- Students will learn essential information on properties of DNA, how our genes are read, making of proteins and DNA Technology• Teacher Notes and Independent Research
• Week Three- Students will complete DNA Extraction Lab and Recombinant Gene Lab
• Week One/Two- Students will learn essential information on properties of DNA, how our genes are read, making of proteins and DNA Technology• Teacher Notes and Independent Research
• Week Three- Students will complete DNA Extraction Lab and Recombinant Gene Lab
Timeline ContinuedTimeline Continued
• Week Four- Students will begin to research Gel Electrophoresis Procedures and Genetically Modified Foods
• Week Five- Students will begin collaboration using wikispace and Google Documents• Students will complete Virtual Gel Electrophoresis Lab
• Week Four- Students will begin to research Gel Electrophoresis Procedures and Genetically Modified Foods
• Week Five- Students will begin collaboration using wikispace and Google Documents• Students will complete Virtual Gel Electrophoresis Lab
Timeline ContinuedTimeline Continued
• Week Six- Students will complete Crime Scene Electrophoresis Lab• Students will load DNA, run through Gel, and identify correct suspect
• Week Seven- Students will work collaboratively to complete presentation either for or against Genetically Modified Food
• Week Six- Students will complete Crime Scene Electrophoresis Lab• Students will load DNA, run through Gel, and identify correct suspect
• Week Seven- Students will work collaboratively to complete presentation either for or against Genetically Modified Food
Timeline ContinuedTimeline Continued
• Week Eight- Students will present to class, Science In Motion Expert, Economics teacher and myself
• Week Nine- Formal Lab Reports Due
• Week Eight- Students will present to class, Science In Motion Expert, Economics teacher and myself
• Week Nine- Formal Lab Reports Due
**Actual Timeline was adjusted for Snow Days, Holidays and PSSA schedules
Project ImplementationProject Implementation1. Students received information on DNA
Technologies through my instruction, expert instruction and self research.
2. Students were grouped according to Student Learning Survey and grouped heterogeneously.
3. Students were using DNA technology to first determine who committed the crime of murder. They were using information, higher-order thinking, collaborating and acting as a professional.
1. Students received information on DNA Technologies through my instruction, expert instruction and self research.
2. Students were grouped according to Student Learning Survey and grouped heterogeneously.
3. Students were using DNA technology to first determine who committed the crime of murder. They were using information, higher-order thinking, collaborating and acting as a professional.
Implementation Continued
Implementation Continued
4. The second step to the project was to take information and techniques learned and research genetically modified foods.
5. Students as a group gathered information to support or oppose this process.
6. I worked as a facilitator through this process.
4. The second step to the project was to take information and techniques learned and research genetically modified foods.
5. Students as a group gathered information to support or oppose this process.
6. I worked as a facilitator through this process.
Implementation Continued
Implementation Continued
7. Students engaged in debate focusing both on the science and how GMOD food affects the global economy.
8. The debate included an expert (teacher from local college) and an economics teacher.
7. Students engaged in debate focusing both on the science and how GMOD food affects the global economy.
8. The debate included an expert (teacher from local college) and an economics teacher.
Project Component- Inquiry
Project Component- Inquiry
• Initial Question- How is gel electrophoresis used to solve crimes
• Students research the process and conducted both virtual and actual lab to solve a murder case.
• Initial Question- How is gel electrophoresis used to solve crimes
• Students research the process and conducted both virtual and actual lab to solve a murder case.
Picture of Gel ElectrophoresisApparatus; Students Seen in Groups in background
Inquiry Component Continued
Inquiry Component Continued
• Application Question- Is it safe to eat genetically modified food?• Upon completion of DNA extraction lab students will conduct research on GMOD foods.
• Application Question- Is it safe to eat genetically modified food?• Upon completion of DNA extraction lab students will conduct research on GMOD foods.
QuickTime™ and a decompressor
are needed to see this picture.
Puppetgov.com, n.d.
Inquiry-Real World Application
Inquiry-Real World Application
• Students will be learning how to extract DNA, make changes to DNA, and separate DNA• This procedure can be applied to genetic disorders or treatment of cancer
• Students will be learning how to extract DNA, make changes to DNA, and separate DNA• This procedure can be applied to genetic disorders or treatment of cancer
Student removing DNA to be loaded into gel
Project Component-Projects
Project Component-Projects
• DNA Extraction Lab• Recombinant DNA Lab
• Virtual Gel Electrophoresis Lab
• Crime Solving Lab• Genetically Modified Food Debate
• DNA Extraction Lab• Recombinant DNA Lab
• Virtual Gel Electrophoresis Lab
• Crime Solving Lab• Genetically Modified Food Debate
QuickTime™ and a decompressor
are needed to see this picture.
Dr. Farr, Gary, 2002DNA Recombination
Project Component- Technology
Project Component- Technology
• Internet• DNA Technologies• Wikispaces (for team collaboration both for groups and for communication with expert)
• Google Documents (for team sharing of information)
• Presentation Software of choice
• Internet• DNA Technologies• Wikispaces (for team collaboration both for groups and for communication with expert)
• Google Documents (for team sharing of information)
• Presentation Software of choice
Project Component- Grouping
Project Component- Grouping
• Teacher-selected, heterogeneously
• Selected based upon Student Learning Style Inventories• Groups should have common modes of learning and presenting skills
• Groups should have varying levels of knowledge to enable expert students to mentor weaker students
• Teacher-selected, heterogeneously
• Selected based upon Student Learning Style Inventories• Groups should have common modes of learning and presenting skills
• Groups should have varying levels of knowledge to enable expert students to mentor weaker students
Project Component-Authentic LearningProject Component-Authentic Learning
• Students will be emerged in the field of genetics• First as a forensic scientist technician, like the popular show CSI
• Second as molecular biologist as they explain the process to make genetically modified foods
• Students will be emerged in the field of genetics• First as a forensic scientist technician, like the popular show CSI
• Second as molecular biologist as they explain the process to make genetically modified foods
Authentic ResultsAuthentic Results
• Picture shows the results of gel electrophoresis• Stained blue to see DNA banding patterns
• Students had to match evidence at crime scene to suspect’s DNA
• Picture shows the results of gel electrophoresis• Stained blue to see DNA banding patterns
• Students had to match evidence at crime scene to suspect’s DNA
ResourcesResources
• Mac Student Laptops- used for research
• Polyvision Board- teacher directed notes
• Textbook• DNA Extraction Lab
• Mac Student Laptops- used for research
• Polyvision Board- teacher directed notes
• Textbook• DNA Extraction Lab
QuickTime™ and a decompressor
are needed to see this picture.
Picture shows DNA of strawberry being removed,Carolina Product Description, n.d.
Resources ContinuedResources Continued
• DNA Recombinant Lab
• Wikispace-bednarbiology
• Google- Research and Documents
• Virtual Gel Electrophoresis Lab
• DNA Recombinant Lab
• Wikispace-bednarbiology
• Google- Research and Documents
• Virtual Gel Electrophoresis Lab
QuickTime™ and a decompressor
are needed to see this picture.
Screen Shot of Virtual LabUniversity of Utah, n.d.
Resources ContinuedResources Continued• Science In Motion- Cedar Crest College program; brings support staff, information packets and supplies
• Presentation Software- for presentation of debate
• Science In Motion- Cedar Crest College program; brings support staff, information packets and supplies
• Presentation Software- for presentation of debate
Picture of student using suppliesfrom Science in Motion
Desired OutcomesDesired Outcomes
• Students will understand core concepts of DNA, genetics, and DNA alterations.
• Students will be able to effectively communicate and collaborate with peers.
• Students will conduct research in a social, collaborative environment.
• Students will understand core concepts of DNA, genetics, and DNA alterations.
• Students will be able to effectively communicate and collaborate with peers.
• Students will conduct research in a social, collaborative environment.
Outcomes ContinuedOutcomes Continued
• Students will learn and utilize effective time management skills meeting project deadlines
• Students will understand and demonstrate digital citizenship
• Students will effectively select a position and conduct an effective argument to support that position using science and economic facts to support statements
• Students will learn and utilize effective time management skills meeting project deadlines
• Students will understand and demonstrate digital citizenship
• Students will effectively select a position and conduct an effective argument to support that position using science and economic facts to support statements
Assessment ToolsAssessment Tools
• Students will be graded upon several components of the project• DNA Extraction Lab- performance rubric and questions following lab
• DNA Recombinant Plasmid- Application Questions
• Crime Gel Electrophoresis- performance-based rubric, formal lab report
• Debate- Quality of information and presentation tools, peer evaluation, expert opinions
• Students will be graded upon several components of the project• DNA Extraction Lab- performance rubric and questions following lab
• DNA Recombinant Plasmid- Application Questions
• Crime Gel Electrophoresis- performance-based rubric, formal lab report
• Debate- Quality of information and presentation tools, peer evaluation, expert opinions
Work CitedWork Cited
• Carolina Product Description, n.d. Carolina Biological Supply Company. Retrieved from http://www.carolina.com/images/en_US//local/products/detail/211338_a_bit.jpg
• Dr. Farr, Gary. June 2002. Become Healthy Now: What is Immune System. Retrieved from http://www.becomehealthynow.com/images/organs/lymphatic_immune/14b.gif
• Carolina Product Description, n.d. Carolina Biological Supply Company. Retrieved from http://www.carolina.com/images/en_US//local/products/detail/211338_a_bit.jpg
• Dr. Farr, Gary. June 2002. Become Healthy Now: What is Immune System. Retrieved from http://www.becomehealthynow.com/images/organs/lymphatic_immune/14b.gif
Work CitedWork Cited
• Food and Environmental Hygiene Department. October 2005. Retrieved from http://www.fehd.gov.hk/english/safefood_2/pamplets/labelling/1.html
• Puppetgov Website. April 2010. Retrieved from http://www.puppetgov.com/wp-content/uploads/2009/04/gm_strawberries.jpg
• Food and Environmental Hygiene Department. October 2005. Retrieved from http://www.fehd.gov.hk/english/safefood_2/pamplets/labelling/1.html
• Puppetgov Website. April 2010. Retrieved from http://www.puppetgov.com/wp-content/uploads/2009/04/gm_strawberries.jpg
Work Cited Work Cited
• University of Utah, n.d. Gel Electrophoresis Virtual Lab. Retrieved from http://learn.genetics.utah.edu/content/labs/gel/
• University of Utah, n.d. Gel Electrophoresis Virtual Lab. Retrieved from http://learn.genetics.utah.edu/content/labs/gel/
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