Proof of EvidenceSchool: Short Pump Middle School
Summary
Collaborative groups of Life science students were given the task of collecting and analyzing evidence to solve the crime of “The missing Puma mascot.” A website was designed for student use that provided: the task, analysis resources, evaluation criteria, and information about the suspects. Students were provided with crime scene evidence which they collected and analyzed in order to determine the culprit (seven teachers were suspects). Students used fingerprinting, hair/fiber microscopy, blood typing, footprints, DNA/ RNA/Amino Acid codon sequencing, and DNA fingerprinting to solve the crime. The DNA sequences and DNA fingerprinting were embedded in QR codes that were scanned by the students using a QR reader. The fingerprints were collected using a camera on their phone or iPad. Students used Googledocs to organize and share their information.
TIPC Ratings
IDEAL/TARGET – Students were tasked with researching the science and technology used in forensic science in order to establish a basic understanding. Students did background research to find out what forensic science entails and what is used in crime scene investigations. They researched DNA sampling, fingerprinting, footprint use, blood typing, and DNA fingerprinting. They used various search techniques to answer their developed questions (including Google advanced search). Their information was cited, organized, and displayed in a shared googledoc. This information was later used in the students’ final report.
IDEAL/TARGET – Students worked collaboratively and communicated in a variety of different ways. Google Drive was used effectively used for sharing the evidence collection log, pictures of fingerprints taken at the crime scene, and other information the forensic team found that was used to solve the crime. Roles and responsibilities with norms were established as they address their task.
IDEAL/TARGET – Students had to combine their research, the information on the forensic website, and evidence they collected to solve the crime. They had to use multiple steps to process the evidence at the crime scene and then had to use reasoning to narrow down the possible suspects. The student groups had to problem solve and justify their decisions. This was evident in googledocs that served as the student’s evidence log throughout the process.
IDEAL/TARGET – Students had to plan their approach to solving the crime and how evidence was going to be collected and analyzed. Students then created a final report (their choice of tool) containing their detailed steps on how they analyzed the evidence, eliminated suspects and a final recommendation of who should be charge with the crime and why.
