Bednar Capstone
- 1. Forensic Science: Capstone Laura Bednar Wilkes University
- 2. Purpose The purpose of this project is to familiarize students with both DNA technology content and 21st century skills The initial question answered is: How is gel electrophoresis used to help solve a murder case?
- 3. Project Needs This project will address several standards in both science and technology. Gel electrophoresis is often used in such fields as forensic science and in paternity testing. With recent television shows such as CSI, this lab will give students an opportunity to extract real DNA and run analysis on DNA in a safe setting.
- 4. Gel Electrophoresis Results Blue bands represent different band sizes of DNA Bands at same region indicate same size
- 5. Application Question Using the information on DNA technology, students will be asked: Is genetically modified food safe to eat? Food & Environmental Hygiene Department, 2005
- 6. Objectives S tudent-centered Learning and Doing Using Information Teacher as Facilitator Flexible grouping Multiple learning modules/Instruction Higher Order Thinking Interdisciplinary Collaboration Performance-based assessments Multiple sources of information
- 7. Objectives Technology fully Integrated Students acting as Professionals
- 8. Timeline Week One/Two- Students will learn essential information on properties of DNA, how our genes are read, making of proteins and DNA Technology Teacher Notes and Independent Research Week Three- Students will complete DNA Extraction Lab and Recombinant Gene Lab
- 9. Timeline Continued Week Four- Students will begin to research Gel Electrophoresis Procedures and Genetically Modified Foods Week Five- Students will begin collaboration using wikispace and Google Documents Students will complete Virtual Gel Electrophoresis Lab
- 10. Timeline Continued Week Six- Students will complete Crime Scene Electrophoresis Lab Students will load DNA, run through Gel, and identify correct suspect Week Seven- Students will work collaboratively to complete presentation either for or against Genetically Modified Food
- 11. Timeline Continued Week Eight- Students will present to class, Science In Motion Expert, Economics teacher and myself Week Nine- Formal Lab Reports Due **Actual Timeline was adjusted for Snow Days, Holidays and PSSA schedules
- 12. Project Implementation Students received information on DNA Technologies through my instruction, expert instruction and self research. Students were grouped according to Student Learning Survey and grouped heterogeneously. Students were using DNA technology to first determine who committed the crime of murder. They were using information, higher-order thinking, collaborating and acting as a professional.
- 13. Implementation Continued The second step to the project was to take information and techniques learned and research genetically modified foods. Students as a group gathered information to support or oppose this process. I worked as a facilitator through this process.
- 14. Implementation Continued Students engaged in debate focusing both on the science and how GMOD food affects the global economy. The debate included an expert (teacher from local college) and an economics teacher.
- 15. Project Component- Inquiry Initial Question- How is gel electrophoresis used to solve crimes Students research the process and conducted both virtual and actual lab to solve a murder case. Picture of Gel Electrophoresis Apparatus; Students Seen in Groups in background
- 16. Inquiry Component Continued Application Question- Is it safe to eat genetically modified food? Upon completion of DNA extraction lab students will conduct research on GMOD foods. Puppetgov.com, n.d.
- 17. Inquiry-Real World Application Students will be learning how to extract DNA, make changes to DNA, and separate DNA This procedure can be applied to genetic disorders or treatment of cancer Student removing DNA to be loaded into gel
- 18. Project Component-Projects DNA Extraction Lab Recombinant DNA Lab Virtual Gel Electrophoresis Lab Crime Solving Lab Genetically Modified Food Debate Dr. Farr, Gary, 2002 DNA Recombination
- 19. Project Component- Technology Internet DNA Technologies Wikispaces (for team collaboration both for groups and for communication with expert) Google Documents (for team sharing of information) Presentation Software of choice
- 20. Project Component- Grouping Teacher-selected, heterogeneously Selected based upon Student Learning Style Inventories Groups should have common modes of learning and presenting skills Groups should have varying levels of knowledge to enable expert students to mentor weaker students
- 21. Project Component-Authentic Learning Students will be emerged in the field of genetics First as a forensic scientist technician, like the popular show CSI Second as molecular biologist as they explain the process to make genetically modified foods
- 22. Authentic Results Picture shows the results of gel electrophoresis Stained blue to see DNA banding patterns Students had to match evidence at crime scene to suspect’s DNA
- 23. Resources Mac Student Laptops- used for research Polyvision Board- teacher directed notes Textbook DNA Extraction Lab Picture shows DNA of strawberry being removed, Carolina Product Description, n.d.
- 24. Resources Continued DNA Recombinant Lab Wikispace-bednarbiology Google- Research and Documents Virtual Gel Electrophoresis Lab Screen Shot of Virtual Lab University of Utah, n.d.
- 25. Resources Continued Science In Motion- Cedar Crest College program; brings support staff, information packets and supplies Presentation Software- for presentation of debate Picture of student using supplies from Science in Motion
- 26. Desired Outcomes Students will understand core concepts of DNA, genetics, and DNA alterations. Students will be able to effectively communicate and collaborate with peers. Students will conduct research in a social, collaborative environment.
- 27. Outcomes Continued Students will learn and utilize effective time management skills meeting project deadlines Students will understand and demonstrate digital citizenship Students will effectively select a position and conduct an effective argument to support that position using science and economic facts to support statements
- 28. Assessment Tools Students will be graded upon several components of the project DNA Extraction Lab- performance rubric and questions following lab DNA Recombinant Plasmid- Application Questions Crime Gel Electrophoresis- performance-based rubric, formal lab report Debate- Quality of information and presentation tools, peer evaluation, expert opinions
- 29. Work Cited Carolina Product Description, n.d. Carolina Biological Supply Company. Retrieved from http://www. carolina .com/images/en_US//local/products/detail/211338_a_bit.jpg Dr. Farr, Gary. June 2002. Become Healthy Now: What is Immune System. Retrieved from http://www.becomehealthynow.com/images/organs/lymphatic_immune/14b.gif
- 30. Work Cited Food and Environmental Hygiene Department. October 2005. Retrieved from http://www.fehd.gov.hk/english/safefood_2/pamplets/labelling/1.html Puppetgov Website. April 2010. Retrieved from http://www. puppetgov .com/wp-content/uploads/2009/04/gm_strawberries.jpg
- 31. Work Cited University of Utah, n.d. Gel Electrophoresis Virtual Lab. Retrieved from http://learn.genetics. utah . edu/content/labs/gel/