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Fun with Forensics

Fun with Forensics. Why forensics?. It’s fashionable It’s engaging for pupils It’s fun A great way of bringing science into the classroom. Aims for today. To provide practical activities to use in the classroom. To raise awareness of scientific inquiry (fair “enough” testing).

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Fun with Forensics

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  1. Fun with Forensics

  2. Why forensics? • It’s fashionable • It’s engaging for pupils • It’s fun • A great way of bringing science into the classroom

  3. Aims for today • To provide practical activities to use in the classroom. • To raise awareness of scientific inquiry (fair “enough” testing). • To look at cross-curricular links within CfE.

  4. Today we will • test white powders – solubility. • test a selection of pens – chromatography. • make a good impression – dental. • make a good impression – fingerprints.

  5. Activity 1White solids

  6. Curriculum for ExcellenceExperiences and Outcomes I can make and test predictions about solids dissolving in water and can relate my findings to the world around me. SCN 1-16a By investigating common conditions that increase the amount of substance that will dissolve or the speed of dissolving, I can relate my findings to the world around me. SCN 2-16b

  7. Each group has: • 6 sample bottles of water. • 6 sample bottles of vinegar. • 6 labelled white solids. • Results sheets (1 each). • Teaspoons. • Hand lenses. • Black paper. • Instructions.

  8. Activity 2Chromatography

  9. Curriculum for ExcellenceExperiences and Outcomes I have participated in practical activities to separate simple mixtures of substances and can relate my findings to my everyday experience. SCN 2-16a

  10. Each group has: • 1 bottle of water. • Dropping pipettes. • Instructions. • Each person has: • Square of kitchen towel. • Labelled pen.

  11. Activities 3 & 4 Curriculum for ExcellenceExperiences and Outcomes I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-01a

  12. Activity 3Taking a dental impression

  13. Polystyrene cup In class you may be able to get up to 5 suitable pieces from each cup. Each person needs 2 pieces – one for their top teeth and one for their bottom teeth.

  14. Each person has: • Two sections of polystyrene cup. • Record sheet. • Polythene bag which seals. • Each group has: • Wax crayons. • Instructions.

  15. Activity 4Taking fingerprints • Each person has: • Pencil. • Recording sheet. • Each group has: • Sellotape. • Scissors.

  16. Pencil method. • Rub your pencil on a small area of paper until you have a thick layer. • Rub your finger over this layer. • “Print” onto clear sticky tape. • Place the tape onto the recording sheet.

  17. Fingerprintsfall into 3 main categories Look like ears Look like spirals

  18. The groups can be subdivided

  19. fingerprints classification

  20. Contact details: sts@sserc.org.uk Hayley.sherrard@sserc.org.uk

  21. Resources available on new SSERC website http://www.science3-18.org/sserc

  22. Resources available on new SSERC website

  23. Resources available on new SSERC website

  24. Resources available on new SSERC website

  25. Resources available on new SSERC website

  26. Resources available on new SSERC website

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