Cookie Jar Mystery Instructor's Guide

Lesson 4 Activity 1: Fiber Analysis EXHIBIT D Place a check in each Crime Scene box where it applies Sample Sample #1 Sample #2 Sample #3 Sample #4 Fibers are loose and stringy or fuzzy Fiber is tightly bound Fibers appear wavy Fibers all run parallel Fibers appear shiny Fiber is a fat bundle Sketch of fibers 1. On your chart, circle the checkmarks found in both a fabric sample column and the crime scene column. 2. Which sample do you think is the most likely match to the crime scene fiber? #1 3. Is a positive fiber sample match conclusive evidence regarding who stole the cookies? No 4. Explain your reasoning. Fibers are an example of class evidence and not conclusive. Copyright © Community Learning LLC. All rights reserved. Student Book Page 17 Instructor’s Guide  37

Lesson 5 hair we go 38  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 5 Hair We Go: Hair Samples Objectives Animals can have different types of hair on their body. In humans, hairs found on the head have Students will: different characteristics from hair found on other • Understand why hairs are a common and helpful body parts. Animals have coarse outer hairs, fine fur source of trace evidence in forensics hairs, whiskers, and often other hairs from the tail. • Learn about, describe and identify specific Hair is a common type of trace evidence found properties of hair at crime scenes. This is because it can easily be • Practice distinguishing different samples of hair transferred during physical contact (Locard’s from one another Exchange Princple). The types of hair found and • Create a slide for analysis under magnification number of hairs found at a crime scene all impact their importance as evidence. Investigators first Materials determine the species of animal from which the hair came. Then, specific comparisons of an Instructor: individual’s hair and the crime scene sample under a • 4 human hair samples, labeled Suspects #1- 4 microscopic help link the suspect to the scene. • 1 crime scene hair sample In this lesson, students will be studying human head • 1 hand lens hair samples and making comparisons between • 1 pair tweezers these hair samples and some found at our crime • 1 set of hair slide transparencies scene. They will view the hair with the naked eye • 1 pair of scissors and then with hand lenses. Students will attempt to • 1 Hair Samples activity cardstock sheet match the crime scene hair to that of a suspect. • 1 roll of tape Students will also learn to make their own slides from a transparency. Young scientists can use this skill at home Students (per group of two) with any lightweight plastic material, a piece of paper • Student Book pages (on Resource CD) and some tape. In the last lesson, they successfully • 1 hand lens made a slide using only wide adhesive tape. • 1 pair tweezers Now it’s time for the students to try to determine the • 2 hair slide transparency sheets source of the hair found at the crime scene! • 1 pair of scissors The activities in this lesson address Next Generation • 1 roll of tape Science Standards practices of Planning and • 2 pencils Carrying Out Investigations and Analyzing and Interpreting Data. In addition, they address Preparation Common Core Learning Standards. See the • Assemble supplies for each group. appendix on page 105 for more details. • Set up a demonstration area. Notes for the Students Notes for the Instructor Hello investigators! Are you ready to move one step closer to solving this mystery? Today’s activity Hair is the thread-like material that grows from the involves another piece of trace evidence found at the skin of mammals – including humans – and a few other animals. Each species of animal has its own identifiable type of hair with consistent length, color, shape and roots. The hair also has internal features that can only be seen with a microscope. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  39

Lesson 5 Hair We Go: Hair Samples crime scene. Do you remember what trace evidence Just like other trace evidence, hairs can help tell the is? – any small piece of hair, skin, fabric or any story at a crime scene. Some hairs will be there as a other material that may link a suspect to the crime result of primary transfer, moving directly from the scene. Previously we looked at the unknown white source to an object. Other hairs may be there as a powder and the fiber found at the crime scene. Both result of secondary transfer, moving from the source are examples of trace evidence. The piece of trace to several objects before ending where it is found. evidence we will examine today is the hair found by Hairs can be examined to see if they were cut, dyed, Mrs. Randall. or forcefully pulled out. Each of these helps shape Hair is a common piece of trace evidence in many the crime scene narrative. cases. Consider how much hair falls out when It is important to remember that unless a hair sample you comb or brush your hair. A person loses contains DNA – a material found in all living things approximately 100 head hairs each day. These hairs – it cannot be matched to a specific individual. fall out and land on clothing and on other items. While forensic scientists can point to likely matches, They often transfer to another person or to an it is impossible to know with certainty without DNA object during physical contact. Because of this, hairs whom the hair came from. can help us connect suspects to a crime scene (no When Mrs. Randall swept up the broken cookie wonder Dr. Locard is considered the founder of jar in her classroom, she found human hair. Your forensic science!). forensic team will compare the crime scene hair with Examining hair involves many different steps. hair samples from all four suspects. You’ll use hand Through observation of the hair, scientists can often lenses to closely observe the hair strands. Although discern what type of animal – including human hair evidence may be common, it is difficult to animals! – the hair is from. Sometimes hairs contain handle. Remember how light hair is and how easily DNA – a material found in all living things that a sample can be lost. Quick movements or coughing is unique to each individual. When this happens, can cause the loss of evidence. Be careful. investigators can match the hair to a specific animal or person. However, most hairs found at crime Vocabulary scenes contain no to very little DNA. In this case, Comparison microscope: a microscope that allows investigators must compare and contrast various side-by-side comparisons of two slides characteristics – the color, length, thickness, and curvature - of the hairs and try to make a match. To Activity 1: Hair Analysis do this they use a special comparison microscope 40 minutes that allows them to see both hairs at once. 1. Invite the students to join you around a Keep in mind that hair samples – animal and human demonstration table. Read the “Notes for the – can vary depending on where it came from on the Students” section to the class. body. For example, look at a hair from your head and 2. Using your scissors, demonstrate cutting the one from your arm. How are they different from one slide transparency sheet along the dotted lines to another? During an investigation, forensic scientists create microscope slides. often collect hair samples from different regions of 3. Show the students how to use tweezers to place a suspect’s body. In order to get a good hair sample, a sample of hair from Suspect #1 in the correct forensic scientists like to collect at least 25 full-length space on the Hair Samples cardstock activity hairs. This sample should include both plucked sheet. Next, place a plastic slide on top of the hair (pulled out) and combed hairs. and tape the slide into position on all four sides. 40  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Hair We Go: Hair Samples Lesson 5 4. Divide students into groups of two. Give a set of 4. Why might it be a good idea for investigators supplies to each group. to analyze their own hair sample during an investigation? 5. Have students follow the above steps to create slides for hair samples from Suspects #1- 4 and 5. How do the findings today line up with the place them on the Activity 1: Hair Samples chart evidence in the case so far? from Student Book page 30. Clean-up 6. Students should complete Activity 1: Comparison 5 minutes of Human Hair on Student Book page 31. Fill in • Clean and return all unused materials to the kit. the spaces to describe the different properties of the hair samples from all four suspects. Other Directions, Destinations and Discussions 7. Next, hand out samples from hair found at the crime scene. Have students make a slide of this 1. How accurate is hair analysis? Read about sample and place it in the corresponding space current controversies at: https://www. on the Activity 1: Hair Samples chart. washingtonpost.com/local/crime/fbi-overstated- forensic-hair-matches-in-nearly-all-criminal- 8. Have students analyze the properties of the crime trials-for-decades/2015/04/18/39c8d8c6-e515- scene hair sample by completing the “Crime 11e4-b510-962fcfabc310_story.html Do you Scene” row on Activity 1: Comparison of Human think hair analysis is helpful in forensic cases? Hair chart. Why or why not? 9. If time permits, students will examine a sample 2. Identify the different parts of a human hair. of their own hair. Instruct them to pull out a hair http://www.webmd.com/skin-problems-and- from their heads and place it on the Activity 1: treatments/picture-of-the-hair#1 Comparison of Human Hair page in the space provided (investigator’s sample). They can You can find more resources and the most up- describe their hair in the space provided on the to-the-minute links by visiting our website at activity sheet. CommLearning.com and clicking on The Cookie Jar Wrap-up Mystery course kit. 15 minutes 1. Discuss the results of the activity. Based on your observations, which sample of hair best matches the hair found at the crime scene? Have students circle the number of the sample that best matches that of the crime scene hair. 2. Are these hairs a perfect match? Why or why not? Does everyone in the class agree? What room for ambiguity is there in matching hair samples? How might this affect the case? 3. Would you feel comfortable accusing a suspect of the crime based solely on this evidence? Why or why not? Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  41

Lesson 5 Activity 2: Hair Samples EXHIBIT E Suspect #1 Suspect #2 Suspect #3 Suspect #4 42  Instructor’s Guide Crime Scene Student Book Page 19 Copyright © Community Learning LLC. All rights reserved.

Lesson 5 Activity 1: Comparison of Human Hair EXHIBIT E Color Straight, Describe the Sketch the Curly, or Wavy appearance of the hair hair sample Sample #1 Sample #2 Sample #3 Sample #4 Crime Same as #3 Scene Investigator’s Sample Investigator’s Hair Sample: 1. Circle the number of the sample that best matches the hair found at the crime scene. 2. What properties do the two hairs share? 3. Would you feel comfortable accusing a suspect of the crime based solely on this evidence? Why or why not? Copyright © Community Learning LLC. All rights reserved. Student Book Page 20 Instructor’s Guide  43

Lesson 6 actual grains of pollen follow the grain 44  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 6 Follow the Grain: Pollen Analysis Objectives Notes for the Instructor Students will: In this activity, students will continue to learn about • Learn what pollen is and how creating a pollen trace evidence as they examine pollen left behind map can help in forensics at the cookie jar crime scene. Pollen is a powdery • Analyze and record characteristics of four types substance released by plants in order to reproduce. of pollen found on the suspects’ clothing It travels through the air and settles on almost any • Compare and contrast the pollen found at the surface. Many of us know it as a yellow dust or crime scene with pollen found on the suspects film that descends on everything each spring and summer. Materials However, in addition to helping plants reproduce, pollen can help scientists. Palynology is the science Instructor: of analyzing pollen and spores. Each plant has its • 4 micro tubes of pollen samples, one from each own unique type of pollen. In forensics, we can apply suspect Locard’s Exchange Principle to the study of pollen. • 1 micro tube of pollen from the crime scene Pollen found at a crime scene can be traced to a • 1 hand lens specific location where particular types of plants are • 1 toothpick present. Studying pollen can help narrow down the • 1 Pollen Samples cardstock activity sheet number of suspects, connect a suspect to a crime • 6 pollen slide transparency sheets scene, or conclude that a suspect was not present at • 1 roll of clear adhesive tape the scene. • 1 pencil Palynology comes into play in The Cookie Jar • 1 pair of scissors Mystery when small pieces of pollen are discovered on the broken cookie jar. After learning about Students (per group of two): palynology, Mrs. Randall checked a piece of the • Student Book pages (on Resource CD) broken cookie jar with a magnifier and found small • 1 hand lens bits of pollen! Mrs. Randall thinks that the pollen • 10 pollen slide transparencies may have been transferred from the cookie thief ’s • 5 toothpicks clothes to the crime scene. • 1 roll of clear adhesive tape Mrs. Randall examined the clothing from each • 1 pair of scissors suspect. Each revealed tiny amounts of pollen that • 2 pencils had been previously overlooked. Next she matched those pollens to ones found in different locations Preparation around the school to obtain larger samples. • Assemble student supplies. There are four major features of pollen that make it a • Pre-cut slide transparency sheets into columns useful type of trace evidence: of 10 slides each. • Set up demonstration area. • Microscopic size: most pollen grains are 10- 70 μm (a micrometer: 1/1,000,000 meter) in Material Use and Safety diameter, which is the distance across the grain. Wash hands at completion of activity. Avoid There are 1,000 μm in a millimeter. contamination of pollen samples. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  45

Lesson 6 Follow the Grain: Pollen Analysis piece of the broken cookie jar. • Complexity: because it is made up of several Pollen, the powdery substance released by plants parts, the pollen or spores that one plant makes during reproduction, can be an example of trace are different from the pollen or spores from evidence. Forensic palynology is the study of pollen other plants. Scientists can link pollen found in to help solve crimes. The first thing that forensic many different locations with the plant that it palynologists do is determine the pollen print of a came from. geographic region. In other words, they study the mix of plants that grow in the area in which a crime • Resistance: pollen and spore walls are hardy. was committed or the location a suspect may have Under the right conditions, pollen can be come from. As a fingerprint identifies a person, a preserved in rocks for millions of years. pollen print identifies a place. Each particle of pollen is unique to its own type of • Abundance (great quantities of): most flowers flower and looks identical to all the rest produced by use the wind, insects and small animals to take that flower. A pollen print of an area illustrates the their pollen from the male part of the flower to ratio, or proportions, of pollen types in an area. For the female part of the flower. They make a lot of example, the pollen print of a meadow in a forest pollen to make sure this happens. Most pollen may have a mix of grass pollen, pollen from wild ends up as part of the soil, dust and rocks. Pollen flowers, and pollen from the surrounding forest trees. is everywhere. Determining a pollen print for a crime scene allows investigators to compare pollen samples from a Remember, plants each produce large amounts suspect’s clothing, shoes and vehicle to see if a match of their own unique type of pollen. In this lesson, exists. Because pollen is widespread, it is another students will be challenged to compare and contrast example of class evidence, or evidence that can different kinds of pollen. Using hand lenses, your help you narrow down the field of suspects but not students will describe and sketch the different pinpoint an individual. samples of pollen involved in this case. Then they How can pollen help us solve The Cookie Jar will attempt to match samples from the suspects to Mystery? When Mrs. Randall learned about the pollen found at Mrs. Randall’s crime scene. palynology, she looked at the pieces of the cookie jar Note: Due to the difficulty of obtaining pollen with a hand lens and found pollen. She and her class samples, some of the “pollens” in this activity are then gathered pollen from the suspects’ clothing. She simulated using non-toxic, household ingredients. matched those pollens to ones in the schoolyard to The activities in this lesson address Next Generation obtain larger samples. With careful examination you Science Standards practices of Planning and and your forensic partner may be able to connect Carrying Out Investigations and Analyzing and one or more of our suspects to the crime scene. Let’s Interpreting Data. In addition, they address follow the grains of pollen and see where they lead! Common Core Learning Standards. See the appendix on page 105 for more details. Vocabulary Forensic palynology: the science of analyzing pollen Notes for the Students and spores to help solve criminal cases Laboratory: a place where evidence can be sent for Hello investigators! Today we will look at another analysis by crime scene investigators piece of trace evidence found at the cookie jar crime scene. Remember, trace evidence is very small amounts of hair, skin, fiber, or any other material found at a crime scene that may link a suspect to the scene. Today we will be looking at pollen found on a 46  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Follow the Grain: Pollen Analysis Lesson 6 Pollen: the powdery material produced by a seed- 5. In dividing tasks, one student should cut the bearing plant transparency slides. The other student can tape Pollen print: a specific mix of microscopic pollen down the slides over the pollen. grains and spores from plants in a particular geographic region 6. Inform students that you will be coming around to each group and helping them obtain the Activity 1: Pollen Samples pollen from the micro tubes. They should work 35 minutes with one sample at a time. Ask one member of 1. Read “Notes for the Students” section to class. the group to raise his or her hand when ready 2. Divide students into groups of two. for a new sample. If you have an assistant, he 3. Invite students to the demonstration table and or she can help distribute the pollen. Be sure show them how to prepare and analyze pollen that students place the correct sample in the samples using the following steps. corresponding box. • Hold micro tube Suspect #1 sample in your hand and gently shake it. Turn it upside down Wrap-up and tap it on the table. You will notice a fine layer 15 minutes of pollen will coat the inside of the micro tube 1. Have students share their results with one top. another. Were any of the pollens found on the • Open the micro tube carefully and touch a suspects a match with the pollen found on the toothpick gently into the pollen in the tube top. broken cookie jar? 2. Do you think that your discoveries today are enough to make a decision about who the cookie thief is? Why or why not? • Starting with Suspect #1, place the pollen in the 3. How do the results of today’s investigation fit in appropriate spot on the Pollen Samples cardstock with other evidence analyzed? activity sheet. Direct students to Activity 1: Pollen Samples from Student Book page 36. Instruct Clean-up students to go to Suspect #1 sample slide area 10 minutes and place some pollen on the white background • Return all materials to the kit. and some on the black background. Only a very • Remind students to wash their hands. small amount is needed. (The pollen may be • Use a wet paper towel to wipe down any surfaces more visible on one background than the other.) used during the lesson. Other Directions, Discussion and • Cover the area with a plastic slide and tape the Destinations slide along all four edges. 1. Have you ever experienced seasonal allergies • View with a hand lens. due to pollen? Spend time researching the • Complete analysis of Suspect #1 pollen sample by relationship between allergies and pollen. Then take a look at a national allergy map to find out describing the color and appearance. if you can expect trouble today. https://www. 4. Ask one student to review the steps, then have pollen.com/allergy/what-is-allergy. students go to their seats. Students will repeat this process for Suspect #2-#4 samples and the cookie jar (crime scene) sample. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  47

Lesson 6 Follow the Grain: Pollen Analysis 2. Read true stories about forensic palynology in NOTES action: “Solving Crimes With Pollen One Grain of Evidence at a Time” on NPR, “Fighting Crime, _______________________ With Pollen” on The Atlantic. _______________________ _______________________ 3. Pollen not only solves crimes, it also helps us _______________________ understand the migration of animals. Visit _______________________ https://www.fs.fed.us/wildflowers/pollinators/ _______________________ animals/index.shtml. _______________________ _______________________ You can find more resources and the most up- _______________________ to-the-minute links by visiting our website at _______________________ CommLearning.com and clicking on The Cookie Jar _______________________ Mystery course kit. _______________________ ______________________ NOTES _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ 48  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 6 Activity 1: Pollen Samples EXHIBIT F Sample 1 - Description Sample 2 - Description Color(s) Color(s) Appearance/Shape Appearance/Shape Tape Slide Here Tape Slide Here Sample 3 - Description Sample 4 - Description Color(s) Color(s) Appearance/Shape Appearance/Shape Tape Slide Here Tape Slide Here Crime Scene - Description 1. Which pollen sample is most like the sample Color(s) found at the crime scene? Appearance/Shape #1 Tape Slide Here 2. What properties do they share? color - light yellow, texture - very fine Copyright © Community Learning LLC. All rights reserved. 3. Do you think that your discoveries today are enough to make a decision about who the cookie thief is? Why or why not? No. Today’s discovery will help add more details to our case, but pollen is also an example of class evidence. Student Book Page 22 Instructor’s Guide  49

Lesson 7 make an impression! 50  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 7 Make an Impression: Bite Marks Objectives inflicted by humans and animals. These dentists are Students will: board-certified specialists and deal primarily with bite-mark evidence. Forensic dentists specialize in • Learn how investigators can use an impression evidence at a crime scene related to teeth and the to capture and record an individual’s bite mark mouth. In addition to studying bite marks, they also use teeth to determine age in living and deceased • Use distinguishing characteristics of an people, use teeth to identify human remains, assess individual’s bite mark to match bites that oral trauma to the skin, and provide testimony for originated from the same person dental malpractice. Forensic dentists are called to the scene of a crime Materials when a bite mark is discovered. They must act Instructor: quickly because bite marks can change over time. First a forensic dentist will determine if the bite is • 1 foam cup human or otherwise. Next, it is important to get • 1 hand lens a saliva sample from the bite, if possible. Saliva is • 1 re-sealable plastic bag for storage of slides the liquid secreted by glands in the mouth. Saliva • 1 pair of scissors helps you chew, swallow and digest your food. Saliva • 1 set of cookie transparency sheets samples may contain cheek cells, which will have Students (per group of two): DNA – biological material specific to one individual. • Student Book pages (on Resource CD) This is very valuable in an investigation. • 2 foam cups Next, forensic dentists carefully measure and record • 1 hand lens each bite. Photographs are taken next to a small • 2 pencils linear scale for size reference. It is important to • 2 rulers accurately record the size, orientation, and depth of • 1 permanent marker bite marks. Finally, the forensic dentist may make a • 1 pair of scissors number of casts or molds of the bite mark. • 2 pre-cut cookie transparency slides A bite can provide a lot of clues to investigators in a • 2 paper towels (not supplied) case. Marks found at a scene can reveal whether or Preparation not a child or adult inflicted the bite, whether or not • Cut cookie transparency sheets into separate a person has any missing or broken teeth, and if he wears braces or not. Marks may also reveal the level cookie “slides.” You will need one slide for each of struggle or movement during the bite. student. If a case has suspects, the forensic dentist will take • Gather paper towels for the activity. photos and make molds of the suspect’s teeth in Material Use and Safety order to compare them to bite marks found at the Use paper towels to wipe saliva off cups before crime scene. Investigators will pay attention to both examining. top and bottom teeth, as well as how the mouth looks open and while biting. Computerized bite Notes for the Instructor analysis software is available to help in the analysis. In this lesson students will be introduced to the field of forensic dentistry or forensic odontology. The field includes the examination of bite marks Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  51

Lesson 7 Make an Impression: Bite Marks The human mouth has different types of teeth, each Bite marks are considered unique evidence as leaving behind its own impression. It is important opposed to class evidence. This means that a bite for forensic dentists to know the difference. Incisors can be examined and ultimately traced back to one are the front, flat-edged teeth on the top and bottom individual. of your jaw. Canines are the teeth located on either In this lesson, students will first create their own side of the incisors; they look like “fangs” on both bite marks and study the positions of their teeth. the top and bottom of your jaw. Premolars are teeth Students will then analyze the pattern of teeth located behind the canines. Molars are teeth located found in children and adults, noting the differences. behind the premolars. Both premolars and molars Finally, armed with this knowledge, students will are wide and flat for grinding food. examine bite marks found at the crime scene. One Forensic odontology has carried weight in several of our suspects left a partially eaten cookie on Mrs. crime investigations. One example is when John Randall’s desk. Students will attempt to match the Webster killed Dr. George Parkman and attempted bite patterns on the cookie with bite marks taken to get rid of the body by burning it in his laboratory from our four suspects. oven. The remains that were found included a jaw The activities in this lesson address Next Generation and a set of false teeth (or dentures). The dentures Science Standards practices of Planning and were identified by their maker, who had modified Carrying Out Investigations and Analyzing and them when Dr. Parkman had complained about the Interpreting Data. In addition, they address fit. Based on the jaw, dentures and other forensic Common Core Learning Standards. See the evidence, John Webster was convicted of the murder appendix on page 105 for more details. of Dr. George Parkman. In 1978, the serial killer Ted Bundy was convicted Notes for the Students of murder based, in part, on a match between Forensic odontology, or forensic dentistry, deals bite marks found on the victims’ bodies and a with the handling, examination and evaluation of molded pattern of Bundy’s teeth. The bite mark was dental evidence. If a body is involved in a case – described as the jury looked at the photographs. living or deceased - forensic dentists can use dental An unusual indentation mark and the fact that it records, photographs of teeth, or bite marks to matched the dental impressions of Bundy’s teeth determine the age of a person, the level of care the were pointed out. The alignment of the teeth, the teeth have received, and possibly the identification of chips, and the size of the teeth were all noted. A the person to whom the teeth belong. transparent sheet with an enlarged picture of Bundy’s Forensic dentists also deal with bite marks found teeth was laid over an enlarged photo of the bite at crime scenes. Bite marks are patterns produced mark. This was the first time bite mark evidence was on surfaces during the act of biting. Bites vary used in court successfully. depending on the number of teeth you have, the In the case of the broken cookie jar, a partly eaten size of your teeth, the positioning of the teeth in cookie was left on Mrs. Randall’s desk. Mrs. Randall relationship to one another, whether or not any of noted that bite marks were present along the edge of your teeth are broken or damaged, and how your the cookie. Can you match these bite marks to those top and bottom jaw come together when you bite made by one of our suspects? down. The unique bite pattern a person produces can be used as a method of matching a suspect to a Vocabulary crime scene. Bite marks are considered to be unique Bite mark: a pattern produced on a surface during evidence, meaning a piece of evidence that can be the act of biting traced back to one individual. 52  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Make an Impression: Bite Marks Lesson 7 Canines: the teeth located on either side of the • Wipe off any saliva. incisors; they look like “fangs” on both the top and 6. Examine your bite marks using hand lenses and bottom of your jaw Forensic odontology: the handling, examination rulers. Students can use a permanent marker to and evaluation of dental evidence color in the notches in their bite marks to make Incisors: the front, flat-edged teeth on the top and them more visible. bottom of your jaw Molars: teeth located behind the premolars. They are 7. Direct students to complete Activity 1: Examining wide and flat for grinding food and are located on Your Bite Mark from Student Book page 40. Have the top and bottom of your jaw students compare their dental pattern with the Premolars: teeth located behind the canines. They pattern of their partner. Do each of you have the are wide and flat for grinding food and are located same number of teeth? Compare the size of each on the top and bottom of your jaw. bite by measuring the width and length of each. Saliva: the liquid secreted by glands in the mouth Look at the measurements of specific types of Unique evidence: information or clues at a crime teeth. How do they compare? Are either of you scene that can be traced to a specific person wearing braces? How is this apparent in your bite mark? Activity 1: Take a Bite 45 minutes 8. Remind students that a bite mark was found at 1. Read “Notes for the Students” section to class. the cookie jar crime scene when Mrs. Randall 2. Divide students into groups of two. Hand out a found a half-eaten cookie on her desk. Explain set of materials to each group. that investigators at the scene have used the 3. Have each student carefully cut a foam cup in half cookie to create a bite impression of the cookie (lengthwise) with the scissors. To do this, mark a thief. Bite mark samples have also been collected point on the rim of the cup with the permanent from each of our four suspects. Direct students marker. Make another mark opposite this. Draw to Activity 1: Analyzing Bite Marks on Student a straight line down from each dot. Cut along this Book page 41. line and cut out the bottom circle of the cup. 4. Use a pencil to mark one half of the cup “upper” 9. Hand out a transparency of the cookie thief ’s bite and the other half “lower.” Label each half mark to each student. Students should compare towards the bottom of the cup. The rim will be the transparency to the bite mark samples of the used to make the bite impression and should be suspects found in their books. If a match cannot free of other marks. be made, have students flip the transparency over 5. Demonstrate how to make a bite mark: and try again. Have students complete Activity 1: • Put the cup back together by aligning the cut edges Analyzing Bite Marks. of the cup. Make sure the half marked “lower” is on the bottom and squeeze them together. Wrap-up: Bite Marks • Place the halves in your mouth and bite down 15 minutes firmly. Remove cup. 1. As a class, discuss the results of this activity. How challenging was making a match? 2. Does anyone feel like they have a positive match between a suspect and the bite mark left on the cookie? In what ways do the two sets of teeth line up? Are there any ways that the two sets are different? What might account for these differences? Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  53

Lesson 7 Make an Impression: Bite Marks 3. Using this evidence alone, would you feel the southwest United States used their teeth to confident in accusing a suspect of committing prepare animal hides. Research how this affected the crime? their teeth. 4. How does this piece of evidence line up with 5. Learn all about teeth in humans and animals at evidence previously collected in the case? http://www.earthlife.net/mammals/teeth.html. Clean-up 6. A funny comic book presentation that tells weird 5 minutes facts about teeth can be found at http://www. • Throw away foam cups. rudimentsofwisdom.com/pages/teeth.htm. • Wipe down and return all other materials to the kit. Be sure to collect transparencies from You can find more resources and the most up- students and store them in the re-sealable plastic to-the-minute links by visiting our website at bag provided. CommLearning.com and clicking on The Cookie Jar Mystery course kit. Other Directions, Discussions and NOTES Destinations _______________________ 1. Teeth may be unique to each of us, but that does _______________________ not necessarily mean that bite marks of two _______________________ individuals will be distinct from one another _______________________ upon analysis. http://www.innocenceproject. _______________________ org/cases-where-dna-revealed-that-bite- _______________________ mark-analysis-led-to-wrongful-arrests-and- _______________________ convictions/ Discuss why an expert might _______________________ overstate a match between a suspect’s bite and _______________________ a bite at a crime scene. Do you feel bite mark evidence should be used in court? Is it strong enough to stand alone? 2. Use sliced American cheese to study the bite marks of students. Have students carefully bite down on the cheese, then remove and place the cheese on a piece of paper. Experiment with biting in different ways. For example, how does a bite made while talking look different? Bite the cheese as if you were fighting for your life. How does this type of bite mark differ? 3. Research the effects of diet on teeth. For example, _______________________ how does a calcium deficiency affect teeth? What _______________________ about carbonated beverages? _______________________ _______________________ 4. Research oral habits and how they affect teeth. How does smoking or chewing tobacco affect your teeth? What are the effects of thumb sucking? Grinding teeth? Native Americans in 54  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

NOTES _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  55

Lesson 7 Activity 1: Examining Your Bite Mark Your Name Inches Length from left jaw to right jaw Inches Height from bottom lower teeth to top upper teeth Number of teeth present Describe any special marks from teeth (braces, missing teeth, etc) 1. Compare your bite mark to the bite mark of your partner. In what ways are they different? 2. In what ways are they the same? 3. Use the diagram below to identify the different types of teeth in your bite mark. Find each type of tooth: incisor, canine, premolar, molar. Upper Teeth Central Incisor Upper Teeth Central Incisor Age Permanent Lateral Incisor Lateral Incisor Adult Teeth Appear Child Canine Adult Canine First Molar 7-8 years Lower Teeth Second Molar Lower Teeth First Premolar 8-9 years Second Premolar 11-12 years Second Molar First Molar First Molar 10-11 years Canine 10-12 years Lateral Incisor Central Incisors 6-7 years Second Molar 12-13 years Third Molar (Wisdom Tooth) 17-21 years Third Molar (Wisdom Tooth) 17-21 years Second Molar 12-13 years First Molar 6-7 years Second Premolar 10-12 years First Premolar 10-11 years Canine 11-12 years Lateral Incisor 8-9 years Central Incisor 7-8 years 56  Instructor’s Guide Student Book Page 24 Copyright © Community Learning LLC. All rights reserved.

Lesson 7 Activity 1: Analyzing Bite Marks EXHIBIT G Suspect #1 Suspect #2 Suspect #3 Suspect #4 Use the transparency of the bite taken from the cookie to compare to each suspect’s bite mark. Try to match the upper and lower teeth. If you cannot make a match, flip the transparency over and try in this position. 1. Circle any potential matches above. #4 2. Based on your analysis, can any suspect be eliminated as the person who bit the cookie? 3. U sing this evidence alone, would you feel confident in accusing a suspect of committing the crime? Explain your reasoning. No. Cookies crumble, especially around the edges, and may not show an accurate bite mark. Copyright © Community Learning LLC. All rights reserved. Student Book Page 25 Instructor’s Guide  57

Lesson 8 bloody brilliant* *actual red blood cells Copyright © Community Learning LLC. All rights reserved. 58  Instructor’s Guide

Lesson 8 Bloody Brilliant: Blood Types Objectives Material Use and Safety The samples used in this kit are not real blood and Students will: no special precautions are necessary. However, • Learn about the ABO-blood-type system, the students can gain perspective on the necessary four main blood groups and the eight blood precautions forensic scientists must take when types associated with it working with blood. When handling real blood • Analyze and determine blood type using a samples, scientists must wear gloves for protection. simple lab test Afterwards, all materials that touch the blood must • Compare blood type results of the suspects with be disposed of in a biohazard bin. the blood found at the crime scene During this lab, students will wear gloves for protection. However all materials may be disposed Materials of in the trash can or rinsed off in the sink and reused. Again, this step would not be taken if this Instructor: were real blood. • 1 bottle of simulated blood from each of Suspects #1-4 and crime scene Notes for the Instructor • 1 bottle of Anti-A serum Blood is the liquid that flows throughout the • 1 bottle of Anti-B serum circulatory system bringing oxygen to the body. • 1 bottle of Anti-Rh serum Blood found at a crime scene can tell the story of • 1 plastic blood examination tray what happened. Forensic scientists are brought in • 1 permanent marker to study the amount, its location, and the spatter • 1 pencil pattern of blood. This can reveal whether or not • 3 toothpicks violence may be associated with the crime, how • 1 pair of disposable gloves injured someone is, and what movements the • Paper towels (not supplied) injured person made at the scene. Blood can also • 1 sheet of lined paper (not supplied) be used to tell investigators more about the injured individual. Students (per group of three) Human blood is commonly categorized using the • Student Book pages (on Resource CD) A-B-O system. First developed in 1901 by Karl • 5 plastic blood examination trays Landsteiner, the A-B-O system distinguishes blood • 1 permanent marker based on which antigens – proteins on the surface of • 3 pencils red blood cells - are present or absent in the blood. • 15 toothpicks An antigen triggers an immune response in your • 3 pairs of disposable gloves body when a foreign object is detected. Antigens in • 1 blood typing guide the blood help your body distinguish between its • 1 paper towel (not supplied) own blood and another type of blood that it should • 1 sheet of lined paper (not supplied) fight against. People who have type A blood have A antigens. Preparation Their bodies will consider any blood with B antigens • Assemble student supplies. to be foreign, and attack it. People with type B blood • Gather additional supplies - paper towels and lined paper. • Set up demonstration area. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  59

Lesson 8 Bloody Brilliant: Blood Types have B antigens. Their bodies will consider any blood In this lesson, students will simulate blood typing with A antigens to be foreign, and attack it. using synthetic blood. The reactions will mirror There are people who have type AB blood, with both reactions observed in actual testing. As part of The A and B antigens. Their bodies will accept any type Cookie Jar Mystery, Mrs. Randall found a small of blood – A or B – without attacking it. People with amount of blood on a piece of the broken cookie jar. type AB blood are called universal recipients. Students will compare the blood type found on the A fourth group of people have neither A nor B cookie jar with the blood type of each suspect. antigens in their blood. These people are considered Identifying the blood type of the sample found at the to have type O blood. A person with type O blood crime scene will provide another piece of class evidence can give their blood to any person, since their blood for the investigation. Remember, class evidence is lacks both A and B antigens. People with type O evidence that points to a group – or class – of people. blood are called universal donors. In this case, identifying the blood type would point to Another piece in determining your blood type is all people who share the blood type identified. your Rhesus factor, or Rh factor. Rh is another The activities in this lesson address Next Generation protein found on the surface of your red blood cells. Science Standards practices of Planning and People who have Rh are called Rh positive. People Carrying Out Investigations and Analyzing and who lack Rh are considered Rh negative. Interpreting Data. In addition, they address Your blood type is a combination of your ABO factor Common Core Learning Standards. See the and your Rh-factor. For example, someone could be appendix on page 105 for more details. AB+ or O-. Notes for the Students Since blood can reveal information about a person, Hello investigators! Today we will move one step it is helpful to the investigation if it is found at the closer to solving the cookie jar mystery by looking crime scene. Sometimes blood can be found at the at the small bit of blood Mrs. Randall found on a crime scene, even if it is not visible to the naked eye. cookie jar fragment. Luminol is a chemical that glows in the presence Blood at a crime scene is very helpful in telling of blood. Investigators can spray Luminol around the investigators what happened. It indicates that the crime scene to determine if blood is present but someone, or more than one person, is injured. The invisible. Luminol acts quickly, taking only about amount of blood at the scene is a clue to the severity, five seconds. The room needs to be dark to view the or seriousness, of the injury. The pattern of blood glow. The more blood present, the stronger the glow. found can paint a picture of how the injuries were Luminol reacts to old blood and areas where blood inflicted, or the movement of the person after the has been wiped away. The challenge with Luminol is injury. If enough fresh blood is found, it can be that it can make blood ineffective for further testing. tested to reveal information about the person it The Kastle-Meyer test is another method of detecting belongs to. blood at a crime scene. It uses a solution that turns Because blood is such an important clue in an pink when blood is present. The challenge with the investigation, tests have been designed to determine Kastle-Meyer test is that it may also react positively if a substance is blood or something else. There are to other substances, not just blood. also special chemicals that can reveal the presence of If blood is found at the crime scene, investigators blood that is not visible to the naked eye. Regardless may test it to determine the blood type using the of how well the crime scene gets cleaned, even the A-B-O system. This is one way to learn more about smallest trace of blood can be detected and tested. the injured person. 60  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Bloody Brilliant: Blood Types Lesson 8 A forensic serologist is a scientist that studies blood considers whether or not the Rh protein is present found at a crime scene. One key test run on blood is in blood. People with the Rh protein are considered to determine the blood type of the person it belongs Rh positive. People without the Rh protein are to. Blood type is a characteristic that describes blood considered Rh negative based on proteins present in the blood. Investigators Universal donor: a person having blood type AB use the A-B-O system for classification. In this who can accept any type of blood system, blood with type-A proteins on it is called Universal recipient: a person having blood type O type-A blood. Blood with type-B proteins on it is who can give their blood to any other person called type-B blood. Some people have blood with both A and B proteins on it. They have type AB Activity 1: Blood Testing blood. Other people have neither A or B proteins in 40 minutes their blood. They are called type O. 1. Read “Notes for the Students” section to class. Another element in determining your blood type is 2. Invite the students to the demonstration area. your Rhesus factor, or Rh factor. A person who has Demonstrate the blood typing procedure. the Rh protein in their blood is called Rh positive. • With a permanent marker, label a plastic A person who does not have the Rh protein in their examination tray “#1” (for Suspect #1). Label blood is called Rh negative. each of the three wells on the tray with “A”, “B” Your A-B-O factor and your Rh factor are coupled and “Rh”. together to form your blood type. For example, a • Put on disposable gloves. Place plastic examination person could be A+, AB-, or O-, among other types. tray on sheet of lined paper. Line up the Suspect # The most common type of blood is O+, existing in 1 blood bottle and all three serum bottles: Anti-A, about 37 out of every 100 people. The most rare type Anti-B, Anti-Rh. Shake all bottles well. of blood is AB-, existing in as few as 1 in 500 people. • Add three drops of blood from the Suspect #1 In an investigation, a blood type is considered class bottle to each of the three wells (A, B, Rh) in the evidence. Remember, class evidence points to a tray for Suspect #1. group of people rather than one individual. Figuring • Next, add three drops of the BLUE serum labeled out the blood type left on the fragment of Mrs. Anti-A to well A in the Suspect #1 tray. You are Randall’s cookie jar may help us narrow down our testing blood sample 1 for A proteins. suspect pool to only those with the same blood type. • Then add three drops of the YELLOW serum labeled Anti-B to Suspect #1 well marked B. You Vocabulary are testing blood sample 1 for B proteins. Agglutination: the clumping of blood cells due to • Finally, add three drops of the GREEN serum the introduction of an anti-serum labeled Anti-Rh to Suspect #1 well marked Rh. Blood: the liquid flowing through the circulatory You are testing blood sample 1 for Rh proteins. system, bringing oxygen to the body • Using a clean toothpick, stir the contents of well Blood type: the type of blood found in people A gently for about 30 seconds. Repeat with wells determined by the A-B-O system which looks at A, B B and Rh, using a clean toothpick each time. and O proteins, as well as Rh proteins in blood Samples in which a toothpick has touched more Forensic serologist: a scientist who studies bodily than one well are contaminated and will not yield fluids, including blood, found at crime scenes effective results. Rh factor: a characteristic of human blood that Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  61

Lesson 8 Bloody Brilliant: Blood Types 3. Divide students into groups of three. Each group 7. Make sure that your students’ results match the will now perform the blood-typing test on all results in the Instructor’s Guide. four suspects. Ask them to complete the test on one suspect at a time, to keep things organized. Wrap-up Hand out a set of materials to each group. 10 minutes Groups should begin labeling trays as you come 1. As a group, have students summarize the results around with the blood and serum bottles for of the lab and what it tells you about the crime. each tray. 2. Using this piece of evidence alone, do you feel comfortable accusing someone of the crime? 4. Have each group compare their results with the Why or why not? blood typing guide. Agglutination (clumping) 3. How does this evidence line up with other occurs in the well if the results are POSITIVE evidence collected in the case so far? for that protein. The clumping and opaque 4. If any errors/inconsistencies occurred during the appearance of the blood should occur after a few testing, discuss when they may have happened. seconds of stirring but can take up to a minute. What steps might forensic serologists take to The lines of the paper will no longer be visible. minimize these types of errors? Do you think a Negative results are clear with no agglutination lab test can ever be completely error free? Why (clumping, opaqueness). Dark speckles called or why not? microspheres may appear, but that does not constitute a positive reaction. If you can still Clean-up see the lines of the paper underneath, then it is 10 minutes a negative reaction. You can also refer to the • Throw gloves, toothpicks and paper towels in the photographs provided on the Resource CD for trash. clarification of the expected results. • Wash examination trays in the sink with soap and water. 5. Show students how to report their results on • Dry trays before storing. Activity 1: Blood Typing Results on Student Book • Return all supplies to the kit. page 46. Students should indicate clumps and an opaque appearance on their diagram where Other Directions, Discussions they occur on their trays. As a class, share your and Destinations results. Are there any inconsistencies? What might account for these? Should the inconsistent 1. It is important for the doctor to check your blood results be included in our analysis? Why or why type before an operation. If it is necessary to not? give you blood (a transfusion), it must be of the correct type. Otherwise, your blood would clump 6. Remind students that blood was found at the (stick together) and you could die as a result. cookie jar crime scene. Mrs. Randall found a This results because foreign proteins from the small sample of blood on a broken shard of the wrong type of blood have been introduced into cookie jar. Hold up the bottle of Crime Scene your body. How many students know their blood blood. Repeat the lab using the crime scene type? Do any of them or their parents have an blood sample. Have students complete the unusual blood type? corresponding section in the Student Books. Students should compare the blood types of each suspect with the blood found at the crime scene. As a class, share your results. Again, identify and rule out any inconsistencies in the lab results. 62  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Bloody Brilliant: Blood Types Lesson 8 2. Some societies have dealt with sickness and fever NOTES by bloodletting. Research how and why this was done. _______________________ 3. Research the blood type distribution of different _______________________ races. Sickle cell anemia and beta thallessemia _______________________ are blood disorders associated with certain _______________________ ethnic groups. Why are they more prevalent in _______________________ these groups? _______________________ 4. An excellent introduction to blood groups, _______________________ blood typing, and blood transfusions can be _______________________ found at https://www.nobelprize.org/prizes/ _______________________ medicine/1930/landsteiner/lecture/. _______________________ You can find more resources and the most up- _______________________ to-the-minute links by visiting our website at _______________________ CommLearning.com and clicking on The Cookie Jar ______________________ Mystery course kit. _______________________ _______________________ NOTES _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  63

Lesson 8 Activity 1: Blood Typing Results EXHIBIT H Refer to the blood typing guide to see what agglutination looks like in a blood sample (clumping with an opaque appearance). agglutination = protein present 1. If agglutination occurs, use your pencil and draw red blood cells in the ovals below. Put an X through the clump. Leave blank any wells where clumping did not occur. 2. Based on your results, label each diagram below with the correct blood type: A+, B-, O-, or AB+ (Hint: each suspect has a different blood type) A AA A Rh Rh Rh Rh B B B B Suspect #1 Suspect #2 Suspect #3 Suspect #4 AB+ B– A+ O– A Rh B Crime Scene A+ 64  Instructor’s Guide Student Book Page 27 Copyright © Community Learning LLC. All rights reserved.

Lesson 8 Activity 1: Blood Typing Results 1. The crime scene blood sample tested today was found on a broken cookie jar shard in Mrs. Randall’s classroom. What do the results from this lab tell you about the case? 2. Using this piece of evidence alone, do you feel comfortable accusing someone of the crime? Why or why not? 3. How does this evidence line up with other evidence collected in the case so far? 4. If any errors/inconsistencies occurred during the testing, discuss when they may have happened. 5. What steps might forensic serologists take to minimize these types of errors? 6. Do you think a lab test can ever be completely error free? Why or why not? Copyright © Community Learning LLC. All rights reserved. Student Book Page 28 Instructor’s Guide  65

Lesson 9 one of a kind 66  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 9 One of a Kind: Fingerprint Evidence Objectives The use of fingerprints for identification was Students will: presented late in the 19th century by the British scientist Sir Francis Galton. He developed a new • Identify three patterns found in fingerprints classification system using prints of all ten fingers. • Learn fingerprinting techniques This is the core of the identification systems still • Identify their own fingerprint patterns used today. In the United States, the New York State • Study fingerprint evidence and match a crime prison system was the first to begin fingerprinting all of the criminals that entered its doors. The U.S. scene fingerprint to a suspect Army began using fingerprints in 1905. Materials You leave a fingerprint behind on almost everything Instructor: you touch. Sometimes the fingerprints are visible, such as those left behind when someone’s hand is • 1 inking strip covered in a substance like paint, dirt, or blood. • 1 ink-removing towelette Many other times fingerprints are invisible to the • 1 Ten Card cardstock activity sheet naked eye, or latent. Latent prints are the result of Students (per group of two): your hand’s natural oils or sweat being left on the • Student Book pages (on Resource CD) surface you touch. Latent prints can be dusted with • 2 fingerprint inking strips powder to reveal the print and fingerprint pattern. • 2 ink-removing towelettes Dactyloscopy is the study of using fingerprints to • 1 hand lens identify someone. To make a set of fingerprints, the • 2 pencils ends of the fingers are inked and then rolled one by • 2 Ten Card cardstock activity sheets one onto a Ten Card. In this lesson, each student Preparation will make copies of his or her fingerprints and • Set up a fingerprint demonstration area. analyze the ridge patterns produced. Fingerprints Material Use and Safety from our four suspects involved in The Cookie Ink used in this activity may stain. It is Jar Mystery will be studied and compared to a recommended that students roll up any loose sleeves fingerprint found at the crime scene. before they begin. Remind students not to touch The activities in this lesson address Next Generation each other or their clothing until they have wiped Science Standards practices of Planning and their hands. Be sure to close ink strips immediately Carrying Out Investigations and Analyzing and after use. Interpreting Data. In addition, they address Common Core Learning Standards. See the Notes for the Instructor appendix on page 105 for more details. A fingerprint is the impression of lines and patterns Notes for the Students made by a person’s fingertip. Fingerprints are a great Hello investigators! You have done an excellent job way to tell people apart. Everyone’s fingerprint is so far in the case of the broken cookie jar. Today unique. No two people in the world have the same might be your big break. All of the evidence you fingerprints, even identical twins. We identify have looked at previously is class evidence. That people in many different ways, such as their hairstyle means that it points to a group of people rather than and hair color. We might identify someone by describing his height, weight and eye color. But as a person gets older, many of these factors may change. Our fingerprints always remain the same. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  67

Lesson 9 One of a Kind: Fingerprint Evidence a specific person. Today, you will look at our second Integrated Automated Fingerprint Information piece of unique evidence, that is, something that can System, or IAFIS. This system allows the FBI to use be traced back to one particular person (remember a computer to search for fingerprint matches. It also our first piece of unique evidence was the bite has the ability to share data between offices. For mark). You will be analyzing a fingerprint recovered example, a police station in Upstate New York could from Mrs. Randall’s classroom. Dactyloscopy is the send information about a suspect’s fingerprints to the study of using fingerprints to identify someone. FBI headquarters. Unlike hair or blood type, fingerprint evidence is Before the digitization of the process, all fingerprints specific to an individual. Each person’s fingerprints were collected and stored on something called a “Ten are special and identify one, and only one, person. Card.” This is a piece of paper with a space for each People have used this fact over time. Pottery was of a person’s ten fingerprints. With over 250 million signed in prehistoric times with fingerprints to sets of fingerprints in its database, it is easy to see identify the potter. In about 1000 BC, Chinese why the FBI pushed to develop IAFIS. officials signed and sealed legal documents with Today you will have the opportunity to make a their fingerprint impressions. In 1685, a professor of “Ten Card.” Each of you will ink and roll all ten of anatomy first described loops and whorls and other your fingers and print them onto this special card. fingerprint patterns. In 1910, Thomas Jennings was You will then examine and determine your own convicted of murder based on fingerprint evidence. fingerprint pattern. This was the first time fingerprint evidence was used Additionally, you will study fingerprints found at the successfully in court in the United States. cookie jar crime scene. Do these prints match any of Look at your fingerprint. You will notice what looks the four suspects’ prints? You will soon find out! like a series of fine, wavy lines. These are fingerprint ridges. Between the ridges are narrow grooves. Vocabulary When a fingerprint is taken, a ridge pattern appears. Arch pattern: the ridges of the fingerprint that enter Every person’s fingerprints are unique and like no from one side, make a rise in the center and exit on one else’s. the opposite side of the print, having the appearance Criminals have tried to burn their fingers with acid of a capital letter “A” in an attempt to remove their fingerprints. Others Dactyloscopy: the study of using fingerprints to have used a file to try and remove the ridges that identify someone produce the fingerprint. The ridges grow back and Fingerprint: the impressions of lines and patterns cannot be changed. made by a person’s fingertip Locard believed that for two fingerprints to perfectly Loop pattern: ridges of the fingerprint that enter match, at least 12 places or points on the ridge from the left or the right, re-curve and pass out the patterns must be the same. Some law enforcement same side they entered, appearing somewhat like a agencies accept 6 to 8 points that match as positive rounded knob identification. The greater the number of matches Ridge pattern: the wavy pattern produced by the between a crime scene fingerprint and one taken cells growing on your fingertips; this ridge pattern from a suspect, the greater the likelihood of linking causes fingerprints, which are unique to every that suspect to the crime scene. person Today’s technology allows investigators all over the world to capture, share and store the fingerprints they collect digitally. In 1999 the FBI launched the 68  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

One of a Kind: Fingerprint Evidence Lesson 9 Ten Card: a form containing fingerprints of all five 3. Ask a student to review the procedure, and fingers from the left hand and the fingerprints of all dismiss the class to their seats. five fingers from the right hand Whorl pattern: the ridges of the fingerprint that are 4. Students should proceed with their own circular and look like a bull’s-eye target fingerprinting process. Activity 1: Fingerprint Patterns 5. Ask the students to use the hand lens to analyze 15 minutes their fingerprints and then circle the appropriate 1. Read “Notes for the Students” section to the pattern under each fingerprint on the “Ten class. Card.” 2. Invite students to examine Activity 1: Fingerprint Patterns on Student Book page 50. Ask them to 6. Ask the students, “Do all your fingers have the study the patterns. Point out the percentage of same pattern?” the population that possesses each fingerprint pattern. 7. Ask the students to discuss with their partner, “How common is the pattern on your left Activity 2: Fingerprinting and thumb?” Analysis 25 minutes 8. Take a poll of your students and determine what 1. Invite students to a demonstration table and percent of left thumbs show whorls, loops or model the fingerprinting technique: arches. • Peel open one of the inking strips. • Start by placing your right little finger on one Activity 3: It’s a Match! side of the inked strip and roll your finger 15 minutes sideways from nail to nail to ink it thoroughly. 1. Ask students to look at Activity 3: It’s a Match on • Roll your inked finger once in the space labeled Student Book page 51. “Right little” on your Activity 2: Fingerprinting 2. Ask the students to note the points of similarity and Analysis, Ten Card cardstock activity sheet. between the two fingerprints on Activity 3: It’s a • Continue with your right ring finger and so on Match. until all the fingers of your right hand have been 3. Next, have students complete Activity 3: Crime printed on the card. Use one side of the inking Scene Match on page 52 of their Student Books. strip for one hand. In this activity they will compare the fingerprints • Wipe off your hand using a towelette. of the suspects to the print found at the cookie • Repeat the process for your left hand using the jar crime scene. other half of the inking strip. • Place the two halves of your inking strip back Wrap-up together and throw it in the trash. 10 minutes 2. Explain to students that they will follow this 1. As a group, discuss the fingerprint results from procedure with their right and left hands, the case. Which suspect’s fingerprint most completing their own Ten Card. matches the crime scene print? Have students identify areas that match between the two prints. 2. How certain are you of a match? Are there any other suspects that may also be a match? Can you find any definite points on the fingerprint to exclude them? Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  69

Lesson 9 One of a Kind: Fingerprint Evidence 3. Based on this piece of evidence, would you feel • Hidden Evidence: Forty True Crimes and How comfortable accusing someone of the crime? Forensic Science Helped Solve Them, David Owen, Why or why not? Firefly Books, ISBN 1-55209-483-9 4. How do the results today line up with evidence • Forensics for Dummies, Douglas. P. Lyle, Wiley previously collected in the case? Publications ISBN 0-7645-5580-4. 5. Today your job was to match the crime scene You can find more resources and the most up- prints to the prints of the four suspects. The to-the-minute links by visiting our website at FBI currently has over 250 million prints in its CommLearning.com and clicking on The Cookie Jar database. What are the benefits of using a digital Mystery course kit. system like IAFIS? What benefit comes from being able to share fingerprint information with NOTES other law enforcement agencies? _______________________ Clean-up _______________________ 5 minutes _______________________ • If you have not already done so, close inking _______________________ strips and discard in the trash. _______________________ • Wipe down work areas. _______________________ • Wipe down materials and return them to the kit. _______________________ • The next lesson, Lesson 10, uses 30 fresh or _______________________ frozen strawberries that are not included in this _______________________ kit. Instructors should get strawberries for _______________________ Lesson 10. _______________________ Other Directions, Discussions and _______________________ Destinations ______________________ _______________________ 1. Research the following questions: _______________________ • Do identical twins have identical fingerprints? • Have any two people been found to have the same fingerprints? • How reliable is fingerprint evidence? • How many matching characteristics do fingerprints need to be acceptable in court? • Do different ethnic groups show any unique fingerprint characteristics? 2. Explore fingerprints with the frequently asked questions at http://www.cyberbee.com/ whodunnit/classify.html. 3. Check out the following books for more information: 70  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 9 Activity 1: Fingerprint Patterns Below are examples of the three main types of fingerprint patterns: loop, whorl, arch. Use these fingerprint patterns to identify and describe fingerprints. Radial Loops Double Loop Ulnar Loops Approximately 65% of the population has a loop pattern. Central Pocket Whorl Plain Whorl Accidental Whorl Approximately 30% of the population has a whorl pattern. Plain Arch Tented Arch Approximately 5% of the population has an arch pattern. Copyright © Community Learning LLC. All rights reserved. Student Book Page 30 Instructor’s Guide  71

Lesson 9 Activity 3: It’s a Match! Fingerprint Facts aLabteetntterficnhgaenrpcerionftsfifnoduinndg aatma actrcimh.e scene are usually incomplete (partial) prints. Whole prints offer cInonthsiedeUrnediteadmSatatctehs. criminal justice system, fingerprints must have twelve points in common to be When examining fingerprints, a “lifted” print is the mirror image of a “rolled ink print.” cLoomokmaotnthaenddiadgrraawmn caorrmowpasrtiongthtewcoofrirnegsepropnrdinintsgbaerleoaws.. Notice how the investigator has labeled the points in 1. What type of print pattern do you see in the prints? 2. How many points in common do these prints share? 1 Student Book Page 31 2 Instructor’s Guide  72 3 4 5 6 7 Copyright © Community Learning LLC. All rights reserved.

Lesson 9 Activity 3: Crime Scene Match EXHIBIT I Compare the print lifted from the crime scene to the suspects’ prints shown below. 1. Does this print have a whorl, loop or arch? Loop Crime Scene Print 2. Study the suspect prints below. Circle any prints that have the same fingerprint pattern as the crime scene print. #1 #2 #3 #4 3. Next, examine only the circled prints for a mirror image match. Try to find as many points in common as you can. Although investigators need twelve points for a positive match, it is okay to have fewer to move forward today. 4. Do any of the suspects’ fingerprints match with the crime scene print? Which one? #2 5. Based on this piece of evidence, would you feel comfortable accusing someone of the crime? W hy o r why not? No. Although fingerprints are an example of unique evidence, suspect #2 could have left the fingerprint on the cookie jar at another time before the crime was committed. 6. How do the results today line up with evidence previously collected in the case? Suspect #2 might have left the fingerprint, but no other evidence points towards this student so far. Copyright © Community Learning LLC. All rights reserved. Student Book Page 32 Instructor’s Guide  73

Lesson 10 74  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 10 Crack the Code: DNA Objectives Notes for the Instructor It is impossible to talk about forensic science or crime Students will: scenes and not talk about DNA or deoxyribonucleic • Learn what DNA is and what role it plays in acid. Most of your students will have already heard forensic science about DNA and know that it can be used to convict • Follow a procedure to extract DNA from a and exonerate suspects in a crime, but few may have a strawberry grasp on what it actually is. • Analyze and compare the DNA samples of the DNA is a material found in all living things. It is suspects to the DNA found at the crime scene a body’s biological instruction manual to develop, survive and reproduce. Materials DNA is made up of four different building blocks called nucleotides: adenine (A), thymine (T), Instructor: guanine (G), cytosine (C). The order that these • Student Books nucleotides appear on a strand of DNA determines • 1 large container with handle what instructions are given. This is known as a • 1 bottle of dish soap genetic code. Each living thing has its own unique • 1 container of table salt genetic code. It is amazing that changing the order • 1 bottle of isopropyl alcohol of these four nucleotides results in all of the diversity • 30 fresh or frozen strawberries (not supplied) in life, from the simplest single-celled creature to a sunflower to a giant blue whale. Students (per group of two): Most humans have the exact same genetic code; in • Student Book pages (on Resource CD) fact we are all 99.9% alike. It is the remaining 0.1% • 1 Tablespoon measurer difference between all of us that results in the wide • 1 teaspoon measurer variety we see in people – variation in eye, hair, skin • 1 ½-teaspoon measurer color, height, etc. Except for identical twins, every • 1 small container person has his/her own unique genetic code. It is • 1 plastic spoon for mixing this uniqueness that makes DNA testing useful at a • 1 re-sealable plastic bag crime scene. • 1 paper coffee filter DNA testing is the process of using skin, hair, • 2 clear plastic cups blood or other bodily fluids to identify patterns in a • 1 wooden splint person’s genetic code and compare them to patterns • 2 pencils found at a crime scene. This type of test was first • 1 foam plate designed in 1985, and first used to convict someone of a crime in 1987. Preparation During DNA testing, scientists focus on the part of 1. Gather strawberries for the activity. Remove any the human genetic code that is different from person to person – the 0.1%. Enzymes are special proteins leaves from the strawberries for the extraction. that can cut DNA into sections at particular spots. 2. Put the isopropyl alcohol in the freezer, or an ice By comparing the size of these cuts, scientists can bath, to chill. This will enhance the amount of DNA Instructor’s Guide  75 that your students will be able to extract in the lab. 3. Fill the large container with water (approximately 2 L) and chill in the refrigerator. This will enhance the amount of DNA that your students will be able to extract in the lab. 4. Prepare a set of materials listed above for each group of two. Copyright © Community Learning LLC. All rights reserved.

Lesson 10 Crack the Code: DNA determine how similar or different two genetic codes Notes for the Students are. Hello investigators! Today we have our third piece Investigators can feel confident with the results when of unique evidence, or evidence that can be traced DNA does not match the suspect’s sample. However, to a specific person. You have probably heard of there is always a little bit of ambiguity when using DNA. You may already know that it can be used to a positive DNA match to connect someone to a determine someone’s guilt or innocence in a crime. crime. This is partially because there are many steps But what is DNA and how is it used in forensic to collecting and analyzing DNA that can result in science? errors. Additionally there is no way to know exactly DNA stands for deoxyribonucleic acid. DNA is a how a DNA sample arrived at a crime scene. Because material found in all living things, and determines of how easily we shed skin and hair, and how it can how that living thing will develop and grow. You can be transferred to other objects that also travel, our think of it as the instruction manual for your body. DNA has the potential to end up in places we may DNA is made up of four building blocks called have never been! This is why the more DNA that nucleotides. The four nucleotides are: adenine (A), can be found to link a suspect to a crime scene, thymine (T), cytosine (C), guanine (G). the better. It is also why DNA evidence must be Four building blocks might not seem like much, considered against all of the other forensic evidence but by changing the sequence in which they appear gathered during an investigation. the combinations are endless! This sequence of In this lesson students will experience how forensic nucleotides in DNA is called the genetic code. scientists use DNA first hand. In part one of the A genetic code might read: lesson students will be challenged to extract DNA from a strawberry. Students will make an extraction ATCGAATCAGCGTGA liquid out of dish soap, salt and water. All of these Or it could read: are household ingredients that are safe to handle and dispose of in the trash. However, it is a great time to CGCATTCTCTCCCAT instill lab safety rules in your students. DNA can give instructions to turn something into a 1. Never eat anything you are using in a science lab. strawberry or a blue whale or a blade of grass. 2. Follow procedures exactly to ensure results. Remember that DNA is found in all living things. 3. Properly dispose of all materials at the end of the This includes people! Most of the genetic code – our pattern of A, T, C and G - for people is the same. lab. This is why each of us has so much in common. In part two, students will examine how enzymes can However, there is a small portion – 0.1% - that is be used to cut DNA into identifiable patterns. Then unique in each person’s code. This small difference they will perform the task of forensic scientists by determines if we are male or female, whether we will comparing the patterns in the DNA of suspects to have curly or straight hair, how tall we will be, what the DNA found at the cookie jar crime scene. color eyes we will have, among other things. Only The activities in this lesson address Next Generation identical twins share the exact same genetic code. Science Standards practices of Planning and Because each person’s DNA is unique, DNA evidence Carrying Out Investigations and Analyzing and is unique evidence. You’ll recall from the fingerprint Interpreting Data. In addition, they address activity that unique evidence is evidence that can be Common Core Learning Standards. See the traced back to a particular person. appendix on page 105 for more details. 76  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Crack the Code: DNA Lesson 10 So how do forensic scientists use DNA to solve crimes? DNA exists in every part of our body, Enzymes: special proteins that can cut DNA into including our skin, hair, and blood. If any of these sections at particular spots things are left behind at a crime scene (Locard’s Genetic code: the sequence of nucleotides in DNA principle again!), they can be analyzed for DNA. Nucleotide: a building block of DNA First the DNA must be separated from all of the other things in our bodies. Next, forensic scientists Activity 1: Strawberry DNA use special proteins called enzymes to cut the DNA. Extraction Scientists then study the cut patterns to figure out 45 minutes which codes are alike and which are different. 1. Read “Notes for the Students” section to the class. While DNA evidence is a great part of a forensic 2. Divide students into pairs. Give each pair a set scientist’s toolbox, it is important to remember of materials. It is recommended that instructors that it is not foolproof. Errors can occur during keep the soap, salt, strawberries and alcohol with the collection of a DNA sample. Additionally, them until needed in each step. This will prevent contamination of a sample can occur at the lab students from mixing supplies incorrectly. during testing. Finally, it is almost impossible to tell 3. Review the rules for the lab: how a sample of DNA ended up at a crime scene. • Never eat anything you are using in a science lab. Because of this DNA evidence must be considered in • Follow procedures exactly to ensure results. the context of all of the forensic evidence gathered. • Properly dispose of all materials at the end of the Today you can do two things to help us move closer lab. to solving the Cookie Jar Mystery! First, you can 4. Have pairs place the container on top of the foam learn more about DNA and how it can be taken out plate to catch any spills. Students should mix the of living things in order to be studied. You will get to DNA extraction liquid in the container and stir try your hand at extracting DNA from a strawberry using the plastic spoon. Mix: plant. • 80mL (approximately ⅓ cup) water (acts as a Next, you will see how enzymes can be used to solution for the extraction) cut part of the genetic code, and how these cut • 1 Tbsp (approximately 15 mL) dish liquid patterns can be compared to match the DNA of a (breaks open the strawberry’s cell membranes, suspect with the DNA left behind at a crime scene. the sac holding the DNA) Remember that we have a blood sample from the • ½ tsp (approximately 5.7g) table salt (cuts apart crime scene. DNA can be found in blood. Today we the proteins that surround the DNA, freeing it up will use the blood sample to study DNA left behind for extraction) at the crime scene! 5. Give each pair two strawberries. Place strawberries in the re-sealable bag, add the Vocabulary extraction fluid, and close securely pushing out DNA: material found in all living things that acts as any air in the bag. a body’s biological instruction manual to develop, 6. Have pairs use their hands to mash the survive and reproduce strawberries inside of the bag. Make sure there DNA testing: the process of using skin, hair, blood are no large pieces remaining. Set aside for 5 or other bodily fluids to identify patterns in a minutes. person’s genetic code and compare them to patterns found at a crime scene Instructor’s Guide  77 Copyright © Community Learning LLC. All rights reserved.

Lesson 10 Crack the Code: DNA 7. Create a strainer by placing a paper coffee filter in 2. Remind students that we have a blood sample a plastic cup. Drape the edges of the filter over the left behind from the broken cookie jar scene. rim of the cup. Fold the filter to secure it in place. We can use this blood sample to perform a DNA test. Investigators in the field have already 8. Have one student hold the filter firmly around obtained DNA samples from each of the the rim of the cup. Then, open the bag and pour suspects. Now we can perform a test to compare the strawberry liquid into the filter. The liquid the DNA left at the crime scene to the DNA of will drain into the cup, while the filter will trap each suspect. the larger bits of strawberry. 3. Have students look at Activity 2: Analyzing 9. Carefully gather the top of the filter together to Suspects’ DNA on Student Book pages 57- create a pouch. Gently squeeze out any additional 58. There you will find the portions of DNA liquid. At this point you can throw the filter in the obtained from each suspect. The DNA is made trash and wipe off your hands. The strawberry’s up of the four building blocks, or nucleotides, A, DNA should be in the liquid in the cup! T, C, G. Notice how each suspect has a different sequence of nucleotides. This is his/her genetic 10. Transfer your strawberry liquid into a second, code. clean, clear plastic cup. This will improve your results. 4. To study the DNA we can cut it into smaller pieces and compare the size of the cut pieces to 11. Instructor should circulate and add 1 teaspoon the DNA left at the crime scene. Enzymes are (approximately 5 mL) of cold isopropyl alcohol special proteins that can cut DNA. Today we to each group’s liquid. Do NOT stir the mixture. are using an enzyme that cuts DNA every time DNA does not dissolve in alcohol like it does in it reads the code CCGA. Whenever it sees this water. Adding the alcohol forces the DNA out code, the enzyme cuts the DNA between the G of the solution, where it will clump together and and the A. For example, if the code read: rise to the top. The DNA should separate after a few minutes. ATGAATGE CCG A TTATGCGA (20 nucleotides long) 12. Carefully observe your liquid for a white, cloudy substance in the top layer. This is the clumped The enzyme would cut the DNA into two pieces: together strands of strawberry DNA! ATGAATGECCG (11 nucleotides) ATTATGCGA (9 nucleotides) 13. Gently use a wooden splint to lift the DNA out of 5. Have students work in pairs to circle CCGA the cup. The DNA may get trapped between the every time it appears in the code. two layers. If this happens, gently pull it up with 6. Next cut the DNA sequence of each of the the wooden splint into the top layer. four suspects between the G and the A in the CCGA pattern. Have students draw a pencil 14. Record your observations of DNA on Activity 1: line between nucleotides every time an enzyme Strawberry DNA Extraction sheet on page 56 of would slice the DNA. your Student Book. 7. Count out the length of nucleotides of each cut piece of DNA. Write this number under the cut Activity 2: Looking at Patterns in to remember. the Suspect’s DNA 20 minutes 1. Now that we have an idea of how scientists isolate DNA to study it, we will look at how it can be used in an investigation. 78  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Crack the Code: DNA Lesson 10 Suspect #1: 3. Does the result of the DNA evidence change ACGTCCGATTAGCTCCGA what you thought about the case? How? Suspect #2: 4. How does the DNA evidence line up with TCCGATGCCGATCCTAGA other evidence you have gathered during this Suspect #3: investigation? TCGCCGATACTGCCGATC 5. Would you feel comfortable convicting a suspect Suspect #4: for the crime based on the DNA evidence? Why TACCGATTCCGACGTTAG or why not? Clean-up 8. After scientists cut the DNA, they separate it by 5 minutes size. The small cuts of DNA travel farther than the larger pieces of DNA because they are lighter. • All materials in this lab can be safely thrown To separate your DNA strands, shade in the box away or poured down the sink. that matches the length of nucleotides for each cut in the columns. Fill in the table based on the • Please wipe off foam plates so they can be reused size of DNA cuts from each suspect. for future classes. Length of cut Suspect Suspect Suspect Suspect Crime • Return reuseable items to the kit. DNA piece #1 DNA #2 DNA #3 DNA #4 DNA Scene DNA Other Directions, Discussions and 1 Destinations 2 x x x x x 3 x x 1. The first DNA test was designed in 1985. 4 x x x x x Before this DNA evidence was not available 5 x during court trials. There are cases where 6 x x DNA was collected but never tested during the 7 investigation. Because of this, there are people 8 who are currently in prison that maintain their 9 innocence and hope to use DNA evidence to 10 overturn their conviction. However, many courts will not reopen a case based on DNA evidence. 9. Reveal the cut pattern of the DNA found at Research Barry Sheck and his program called the crime scene. Have students shade in the “The Innocence Project.” This group attempts appropriate boxes. to free innocent people using DNA evidence. http://www.innocenceproject.org/about and Wrap-Up http://www.innocenceproject.org/access-post- 15 minutes conviction-dna-testing/ 1. As a class, discuss the results. Which suspect’s DNA matches the DNA left at the crime scene? Do you think people in prison have a right to the DNA evidence in their case? Why or why not? 2. How do you think the suspect’s DNA ended up You can find more resources and the most up- at the crime scene? Can you think of a scenario to-the-minute links by visiting our website at in which the suspect’s DNA was left at the crime CommLearning.com and clicking on The Cookie Jar scene and the suspect is guilty? What about a Mystery course kit. scenario in which the suspect is not guilty? Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  79

NOTES _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ 80  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 10 Activity 1: Strawberry DNA Extraction Lab Rules: cup! 1. Never eat anything you are using in a science lab. 2. Follow procedures exactly to ensure results. 7.  A dd 2 tablespoons of cold isopropyl alcohol 3. P roperly dispose of all materials at the end of the to the liquid. Do NOT stir the mixture. DNA does not dissolve in alcohol like it does in water. lab.  Adding the alcohol forces the DNA out of the solution, where it will clump together and rise Procedure: to the top. The DNA should separate after a few 1. P lace a small beaker on a foam plate to catch minutes. any spills. Mix the ingredients for your DNA 8. Carefully observe your cup. You will see the extraction liquid in the small beaker using the clear alcohol form a layer that sits on top of the following amounts: pink strawberry liquid. Look for a thin, white • 80mL (approximately ⅓ cup) water (acts as a substance in the top layer. You may mistake it for small soapy bubbles. This is the clumped solution for the extraction) together strands of strawberry DNA! • 1 Tbsp (approximately 15 mL) dish 9. Gently use a wooden coffee stirrer to lift the liquid (breaks open the strawberry’s cell DNA out of the cup. If your strawberry DNA membranes, the sac holding the DNA) is trapped between the strawberry and alcohol • ½ tsp (approximately 5.7g) table salt (cuts layers, gently pull it up with the coffee stirrer apart the proteins that surround the DNA, into the top layer. freeing it up for extraction) 2. P lace two strawberries in a re-sealable plastic 10. Record your observations below. bag, add the extraction fluid, and close securely Observations: pushing out any air in the bag. 1. D escribe the appearance (color, texture, 3. U se your hands to mash the strawberries inside of the bag. Make sure there are no large pieces transparency, etc) of the strawberry DNA in the remaining. Set aside for 5 minutes. space below. 4. C reate a strainer by placing a paper coffee filter in a plastic cup. Drape the edges of the filter over the 2. C ompare your results with others in your class. rim of the cup. Fold the filter to secure it in place. How are you DNA extractions similar and 5. H old the filter firmly around the rim of the different? Did each experiment yield the same cup. Then, open the bag and slowly pour the amount of DNA? strawberry liquid into the filter. The liquid will drain into the cup, while the filter will trap the 3. Why do you think results might vary? larger bits of strawberry. 6. C arefully gather the top of the filter together to create a pouch. Gently squeeze out any additional liquid. At this point you can throw the filter in the trash and wipe off your hands. The strawberry’s DNA should be in the liquid in the Copyright © Community Learning LLC. All rights reserved. Student Book Page 34 Instructor’s Guide  81

Lesson 10 Activity 2: Analyzing Suspects’ DNA Background: DNA is made up of the four building blocks, or nucleotides, A, T, C, G. The sequence, or order, of these nucleotides is different for each person. This is their genetic code. To study the DNA we can cut it into smaller pieces and compare the size of the cut pieces to the DNA left at the crime scene. Enzymes are special proteins that can cut DNA. Today we are using an enzyme that cuts DNA every time it reads the code CCGA. Whenever it sees this code, the enzyme cuts the DNA between the G and the A. For example, if the code read: ATGA ATGECCGAT TATGCGA (20 nucleotides long) The enzyme would cut the DNA into two pieces: TGA ATGECCG (11 nucleotides) AT TATGCGA (9 nucleotides) Procedure: 1. D NA was taken from each of the suspects in our case. A portion of their genetic code is listed below. Notice how each suspect has a different sequence of nucleotides. 2. Within each sequence of nucleotides, circle CCGA every time it appears in the code. 3. Next “cut” the DNA sequence of the suspects between the G and the A in the CCGA pattern. Draw a pencil line between nucleotides everywhere an enzyme would cut the DNA. 4. C ount out the length of nucleotides of each cut piece of DNA. Write this number under the cut to remember. Suspect #1: A C G T C C G A T T A G C T C C G A 7 10 1 Suspect #2: T C C G A T G C C G A T C C T A G A 46 8 Suspect #3: T C G C C G A T A C T G C C G A T C 6 93 Suspect #4: T A C C G A T T C C G A C G T T A G 56 7 Student Book Page 35 82  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 10 Activity 2: Analyzing Suspects’ DNA EXHIBIT J Procedure: After scientists cut the DNA, they separate the cuts by size. The small cuts of DNA travel farther than the larger pieces of DNA because they are lighter. To see how the DNA strands would separate in a test, shade in the box that matches the length of nucleotides for each cut in the appropriate columns. Length of Sample #1 Sample #2 Sample #3 Sample #4 Crime Scene DNA piece 1X 2 3 XX 4 X X 5 X X 6 7X XXX 8 X 9 X X 10 X 1. Which suspect’s DNA matches the DNA left at the crime scene? #3 2. How does the DNA evidence line up with other evidence you have gathered during this investigation? This evidence points to the same suspect as the hair and blood evidence, but it contradicts the fiber, pollen, and fingerprint evidence. 3. Would you feel comfortable convicting a suspect for the crime based on the DNA evidence? Why or why not? Students may have different answers here. DNA evidence points directly to one suspect, but it is possible that this suspect may have left DNA at the crime scene at another date or time. This is why many pieces evidence from a crime scene are always looked at together. Student Book Page 36 Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  83

Lesson 11 “let’s talk” 84  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.

Lesson 11 Let’s Talk: Questioning the Suspects Objectives • redirection, or times when a suspect might try to Students will: draw attention away from his own actions. • Learn techniques to spot deception or missing • changes in pronouns throughout the story. information in written statements This can indicate a suspect trying to provide a distance between himself and the story he is • Use written statements to track the movements telling. of suspects over time • evasiveness, or the brushing aside of important • Summarize data from suspect statements information as if it were minor or irrelevant. Materials Instructor: Based on the suspects’ statements, students will need to piece together a storyline of what happened that • None required for this lesson. day. Students should consider: Students (per group of two): • Does this story make sense? • Student Book pages (on Resource CD) • Are there any holes or chunks of time • 2 pencils unaccounted for in the story? Notes for the Instructor Sometimes a suspect’s statement and interview During a crime, investigators will do two things to contain enough information to convince the get more information from each of the suspects. police to arrest him for the crime, particularly The first is to have each suspect write a statement, if the suspect confesses. However, investigators explaining in his own words what he was doing at must be careful that a person may confess to a the time of the crime. Forensic analysts are trained crime for other reasons - perhaps to hide another’s to read these statements for deception or omission involvement, or to draw attention away from the of information. They look for subtle changes in larger story of what really happened. language, grammar, sentence structure, and content as signals of questionable information. Before making any arrests, investigators will see Once the investigator has identified questionable which suspect looks likely to have committed the pieces of the suspect’s story, the suspect is sat crime. They will look to see which suspect had: down for an interview. During the interview, investigators are trained question-askers – focusing • the means, or a way, to commit the crime on inconsistencies or holes in the suspect’s story. • a motive, or reason, to commit the crime Investigators pay attention to what suspects say as • an opportunity, or chance, to commit the crime well as what they don’t say. They also notice how the These three things help investigators make objective suspect holds himself while responding, or his body decisions about a suspect’s involvement. language. Interviews are often recorded so they can be revisited later and by other investigators. Before going into this lesson, most of the students In the case of The Cookie Jar Mystery, statements will already have a good idea of which suspect broke have been gathered from each of the four suspects. Mrs. Randall’s cookie jar. This lesson is designed to Students will analyze these statements for deception help organize the evidence from each lesson and and missing information. Specifically, students will guide students in the analysis of all the materials and be looking for instances of: information collected. Copyright © Community Learning LLC. All rights reserved. Instructor’s Guide  85

Lesson 11 Let’s Talk: Questioning the Suspects The activities in this lesson address Next Generation us). He won’t give a lot of extra information about Science Standards practices of Planning and things that have nothing to do with the case, but at Carrying Out Investigations and Analyzing and the same time, he will try not to leave anything out. Interpreting Data. In addition, they address Someone telling the truth often sticks to the facts. Common Core Learning Standards. See the His statements will all line up with one another. appendix on page 105 for more details. This way of writing statements is called “the norm.” When investigators review suspect statements, they Notes for the Students are looking for ways of writing that are “out of the norm.” These “out of the norm” ways of writing Hello investigators! You have done an excellent might suggest that the suspect is NOT telling the job collecting information relevant to the cookie truth or leaving something out. jar mystery. So far, you have gathered information regarding: Investigators will study statements for inconsistencies and chunks of missing information. They will use • the handwriting on the crime scene note these questionable pieces to prepare for an interview, • the type of pen used to write the crime scene or a question and answer session, with the suspect. Investigators are trained to focus on questionable note pieces of suspect’s statement. They will often ask the • the white powder found at the scene of the same question in different ways. This is because it is hard to create, remember and retell the details of a lie broken cookie jar correctly. Investigators will try to “trip up” the suspect, • the black fiber found at the crime scene getting him to contradict his own story. • a hair sample left at the crime scene • pollen that was left at the scene During the investigation at the cookie jar crime • the bite mark from the cookie left on Mrs. scene, each of the four suspects was asked to provide a written statement. Today you will examine these Randall’s desk statements for anything out of “the norm.” You will • the blood type of the sample found on the need to use the suspect’s words to try to imagine the scene that day. Mapping will help you visualize the broken piece of cookie jar suspect’s movements around the school. Does what • a fingerprint left on the broken cookie jar the suspect says make sense? • the DNA of the person connected to the crime, Finally, you will need to use the information today to taken from the blood sample determine if each suspect has Now there is just one piece left of the puzzle to examine before you can move forward. • the means, or a way, to commit the crime • a motive, or reason, to commit the crime During the investigation, each suspect was asked to • an opportunity, or chance, to commit the crime sit down to provide a statement, or written report Hopefully by the end of the day you have a firm about his whereabouts during the crime. These idea of who committed the crime. However, keep statements can provide background information in mind that other students at your school may be about each suspect and his/her relationship with investigating the crime. As a professional forensic Mrs. Randall. Investigators are trained to study investigator, it is important not to share your suspect statements for subtle clues that the suspect is thoughts about the case with others. Doing this lying or hiding something. might sway the opinion of other investigators outside Generally, a person relaying a story will tell things in the order they happened. He will consistently use the right pronouns (I, he, she, we, they, them, 86  Instructor’s Guide Copyright © Community Learning LLC. All rights reserved.