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Forensic Science Unit

Forensic Science Unit. S1 Science. In this course you will be training up to be Crime Scene Investigators. You will use all that you have learned to solve a crime that has taken place in the school!. Today you will be learning to:

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Forensic Science Unit

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  1. Forensic Science Unit S1 Science

  2. In this course you will be training up to be Crime Scene Investigators. You will use all that you have learned to solve a crime that has taken place in the school!

  3. Today you will be learning to: • Work together to read, take notes and share information in groups - LITERACY SKILLS. • Using that information to construct an “Evidence Wall” for use in the rest of this unit. • Success criteria: • Read the information carefully and take notes in your own words. • Use the “Rules for sharing information” to tell your group what you have learned and listen to what others have learned. • Take an equal share of construction of your group’s evidence wall.

  4. CSI Speyside Can you solve the case of the murdered teacher?

  5. Gathering all the evidence Activity: • Your “HOME TEAM” will have a set of laminated information cards. Undo the metal ring and hand out a copy to each team member. • The group will split into “EXPERT GROUPS” of people with the same card.

  6. In your EXPERT GROUPS read over (QUIETLY) and then discuss what you have read. • Write information about the victim or suspects on a YELLOW post-it. Rules for sharing information Each person in the group takes turns. Everyone else in the group listens in silence until the speaker has finished. People in the group can then ask the speaker questions. Be supportive!!!

  7. Gathering all the evidence 5. Return to your HOME TEAM with your post-it notes. Take turns to share what you have learned. Your group can then ask you questions. Rules for sharing information Each person in the group takes turns. Everyone else in the group listens in silence until the speaker has finished. People in the group can then ask the speaker questions. Be supportive!!!

  8. Assembling your “Evidence Wall” • Taking all your post-it notes and photographs, create an EVIDENCE wall to store all your findings as you go along. Neal Price Lisa Jones Julian Sweeney Tom Paxton Tony McCafferty John Callahan Blank copy of evidence chart Ms Wilson – Victim

  9. Today you will be: • Learning how to collect fingerprint evidence • Look at the first set of evidence from the crime scene. • Success criteria: • Completion of the fingerprint card. • Successfully taking a fingerprint from a CD. • Working in groups to analyse the first evidence from the crime scene.

  10. Fingerprint analysis Fingerprint evidence has been used for investigating crimes in Scotland since 1900. Everybody has unique fingerprints. Activity: Using a black ink pad, print your fingerprints on the Fingerprint Record Sheet. Remember to wash your hands afterwards.

  11. Looking for fingerprints Activity: 1. One person in the group should press their fingers onto a CD. 2. Using a paint brush and some charcoal powder, apply a THIN layer over the print. 3. Then stick clear tape over the print to remove it and stick into your jotter.

  12. In your evidence book - • Stick in your fingerprint record card. • Write a set of simple instructions on how to collect fingerprints. • Stick your fingerprint sample in your book.

  13. No two people have the same fingerprints – even twins! Homework: Find out how fingerprints are formed.

  14. Today you will be: • Learning how to collect fibre evidence • Learning how to use a microscope • Look at the hair and fibre evidence from the crime scene. • Success criteria: • Identify all the parts of the microscope. • Explain how to work out the magnification of the lenses. • Correctly focus the microscope at x4 and x10.

  15. Microscope The magnification = the strength of the lens X 10 EYEPIECE LENSES FOCUS LIGHT Stick in label the diagram of a microscope in your jotter.

  16. Fibre Analysis “Every contact leaves a trace” Activity: Use a piece of clear tape to remove trace fibres from your clothes or bag. Stick the tape onto a microscope slide. Examine these under the microscope and make a PENCIL drawing in your jotters.

  17. Fibres Activity: Examine the following samples: • Dog hair • Cat hair • Human hair • Different fibre samples Make a small drawing of each type of fibre in your jotter.

  18. Exit pass questions 1 5. A hair was viewed using the RED (x4) lens, how many times was it magnified? 2 3 4

  19. Shoe print analysis

  20. Today you will be: • Learning about the structure of plant cells. • Success criteria: • Be able to label a diagram of a plant cell. • Be able to describe some of the functions of parts of a plant cell.

  21. Cell analysis Cells are the tiny building blocks that all living things are made of. They are so small they can only be seen with a microscope. Inside the cells are tiny structures that carry out different jobs in the cell. Cells from animal and plant cells have different structures inside.

  22. Parts of a plant cell

  23. Use page 74 of Starting Science 1 to complete the table

  24. Plant cell exit pass 5. 6. 1. 2. 4. 3.

  25. Matching exercise A. Space filled with sap B. Jelly like substance inside the cell. 1. Nucleus 4. Cell Wall 3. Vacuole C. Prevents cell material escaping. Allows food and oxygen to cross in and out of the cell. D. Turns sunlight into food. Contains green chemicals. 2. Chloroplast 6. Cell membrane E. Rigid coating to the cell. Helps the cell keep its shape. F. “Control centre” of the cell. 4. Cytoplasm

  26. Today you will be: • Using the microscopes to look at cells. • Learning how to make a slide from an onion cell. • Success criteria: • Successfully make a onion skin slide. • Focus the microscope at x10 and identify the nucleus and cell wall. • Be able to label a diagram of a plant cell.

  27. How to make a microscope slide 1. 2. 4. Add a one drop of IODINE – a stain to make the cell easier to see. 5. Cover the cells with a small glass coverslip – FRAGILE!! 3.

  28. Today you will be: • Looking at animal cells under the microscope • Learning the differences between plant and animal cells • Success criteria: • Successfully view a human cheek cell under the microscope. • Identify the parts of an animal cell. • Describe the function of each part of the cell. • Explain the similarities and differences between animal and plant cells.

  29. Sampling human cells Activity:Take a STERILE cotton bud and rub the inside of your cheek. Rub the moist cotton bud on to a clean microscope slide. Add a drop of IODINE and a cover slip.

  30. Parts of an animal cell

  31. Comparing animal and plant cells In pairs, look over your notes and complete this table:

  32. Over the next few lessons you will be: • Learning what is inside the nucleus of the cell • Extracting DNA from onion cells. • Writing an experimental report of your experiment (Writer’s Notebooks required). • Success criteria: • Explain where DNA can be found in the body. • Explain what the main job of DNA is. • Explain why DNA can be used to identify people.

  33. Read the information in: • Starting Science 2 pg 75 and 78 (Red book) • Science 5-14 pg 90 – 91 (Blue book) As a group find the answers to the following questions: • What are chromosomes? • Where are chromosomes found in the cell? • What information is carried on chromosomes? • How many chromosomes does a human cell contain? • What is a gene? • Where do we get our genes from? • What sort of characteristics are controlled by genes? • What is DNA? RECORD YOUR INFORMATION ON A KWL GRID.

  34. What are genes? Video

  35. Inside the nucleus… CHROMOSOMES

  36. Inside the chromosome…

  37. Inside the nucleus of every cell are CHROMOSOMES. Chromosomes contain the “plans” to make new cells. They are made of a molecule called DNA. DNA is slightly different in each person.

  38. Extracting DNA ACTIVITY: • Collect 3 g of salt and 10 ml of detergent and add them to 90 ml of water. • Add your chopped up onion to the salt/detergent mixture. • Put in the water bath at 60˚C for 15 minutes.

  39. Extracting DNA – part 2 • Cool the beaker on ice for 5 minutes. • Pour the mixture into a blender – zap for 5 seconds. • Filter the mixture into a clean beaker.

  40. Extracting DNA – part 3 • Move 10 ml of your liquid to a clean test tube. • The teacher will add some Neutrase enzyme to your beaker. • Pour 10 ml of ICE COLD Ethanol down the side of your test tube – You should now see the DNA appear!

  41. DNA Report Introduction: This section should explain what you have learned about DNA. Use your “mind-map” to help you. Method: Make a list of all the steps involved in extracting the DNA. This should not use “I” or “we” or “They” or “You”. Discussion: Describe what you saw happening at the end of the experiment and explain what it was.

  42. Today you will be: • Use the properties of solubility to help identify a mystery white powder.

  43. White powder found on suspects! • POWDER A – Tom Paxton • POWDER B – Tony McCafferty • POWDER C – Lisa Jones, John Callahan • POWDER D – Julian Sweeney

  44. What happens when you add a solid to a liquid? Activity: 1.Collect 5 test tubes and half fill them with water. 2. Add 1 spatulaful of powder A to the first test tube, 1 spatulaful of powder B to the second, continue for powders C, D and evidence. 3. Gently shake each test tube. Write a sentence to describe what has happened in each test tube.

  45. White powder found on suspects! • POWDER A – Tom Paxton • POWDER B – Tony McCafferty • POWDER C – Lisa Jones, John Callahan • POWDER D – Julian Sweeney

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