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. Can you solve the case of the murdered teacher?
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. Rules for sharing information
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
Tom Paxton
Julian Sweeney
Lisa Jones
Tony McCafferty
John Callahan
Ms Wilson – Victim
Blank copy of evidence chart

11. 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.

12. 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.

13. 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.

14. 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.

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

16. 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.

17. The magnification = the strength of the lens X 10
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.

18. “Every contact leaves a trace”
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.

19. 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.

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

22. Shoe print analysis

23. 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.

24. 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.

25. Parts of a plant cell

26. Part of the cell Job in the cell
Cell Membrane
Cell Wall
Cytoplasm
Nucleus
Vacuole
Chloroplast
Use page 74 of Starting Science 1 to complete the table

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

28. 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

29. 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.

30. How to make a microscope slide1. 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.

31. 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.

32. 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.

33. Parts of an animal cell

34. Comparing animal and plant cells
In pairs, look over your notes and complete this table:
Parts found in animal and plant cells
Parts found ONLY in a plant cell

35. 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.

36. 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.

37. What I know already…
What I need to know…
What I learned…

38. What are genes? Video

39. Inside the nucleus…
CHROMOSOMES

40. Inside the chromosome…

41. 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.

42. 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.

43. 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.

44. 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!

45. 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.

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

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

49. 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.

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

51. Flame Testing Flame testing is used to show the
presence of certain substances.
Teacher DEMO
Having been shown how to carry out a
flame test use the rod to test the two
soluble solutions and the evidence solution.
What result do you get?
Can this help you make a conclusion.

52. Today you will be:
Separating different inks by a process called Chromatography.

53. Chromatography
Black ink is made up a combination of different coloured dyes. These can be separated using a SOLVENT. In a solvent the different dyes will DISSOLVE and can be separated by putting them on chromatography paper. Different inks create different band patterns.

54. Method Collect 4 strips of chromatography paper.
Draw a pencil line 2 cm from the bottom of the paper.
Choose one of the pens and repeatedly “spot” the ink onto the paper, until you get a dark dot.

55. Method
4. Pour water to a height of 1 cm into a clean beaker. 5. Carefully stand your chromatography paper in the beaker. 6. Wait until the water reaches the top and remove the paper from the beaker. 7. Leave to dry on the bench. 8. Repeat with the other pens!

56. Examining the evidence so far
Read through the 6 police statements and look at the evidence on your evidence wall. Can you draw a conclusion about who committed the murder?

57. Today you will be:
Using the DNA samples to carry out DNA fingerprinting.

58. Inside the chromosome…

59. DNA The DNA is a made of a code of 4 letters. Everyone has a slightly
different order of
these letters.

60. How DNA fingerprinting works
Person 1
A T G C T G A G T C A T T C C T A C T G G G A T C C G T T T T T
A T G C T G A G T C A T T C C T A C T G G G A T C C G T T T T T
A T G C T G A G T C A T T C C T A C T G G G A T C C G T T T T T
Person 2
A T G C T A C T T C A T T C C T A G T C G A A T C C G T A A T T
A T G C T A C T T C A T T C C T A G T C G A A T C C G T A A T T
A T G C T A C T T C A T T C C T A G T C G A A T C C G T A A T T

61. How to look at the DNA The DNA can be separated using a DNA gel.
Person 2 Person 1
The DNA can be separated using a DNA gel.
This uses electricity to separate the small pieces of DNA from the larger pieces.

62. Enzyme digest The class will be split into 6 groups. Each
group will be responsible for 1 sample.
Your teacher will collect the 6 samples
from the freezer.
Write down which sample
your group is working with.

63. The microsyringe
This is used to measure really small amounts of liquid.
It will measure ml (2 μl) and 0.01 ml (10 μl)
Now practise using the tips to measure 2 μl and 10 μl.

64. Adding the enzyme After practising using your microsyringe,
pick one person in the group to add the
enzyme.
Measure 10 μl of enzyme and put it into
the small tube.
Return the tube to the teacher and leave
overnight.

65. Running the gel Collect your sample.
Pick another person in the group to add
2 μl of loading dye to each tube. Mix it
with the liquid already in the tube.
The final group member will then load it
into the gel.

67. The Case for the Prosecution
Evidence
How the Crime Scene Investigators solved the case of the murdered teacher.

68. Writing your presentation
Now you have examined all the evidence your group need give evidence in court.
Work as a group to explain how you came to your conclusion about who dunnit!

69. Crime presentations: 1. Explain how the crime happened
(a) The order of events
(b) the times events happened
(c) who was seen where
2. Describe all the evidence that was collected.
3. Who are the suspects – photos, background info.
4. Describe all the tests you did on the evidence.
5. Describe what the results showed.
6. Who dunnit? – the conclusion
STUDENT OUT: SCIENCE: CSI SPEYSIDE EVIDENCE - File called "All the Evidence“
Save your presentations in STUDENT IN: SCIENCE: 1LR (or what ever your class is called)

70. Today Use this period to put all your presentations together!!
Practice who will say what!
TOMORROW is your day in COURT!