|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
not logged in
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
TE Activity: Who Robbed the Bank? Contributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder
Pre-Req Knowledge (Return to Contents) Familiarity with DNA and its constituent nucleotide base pairs. Learning Objectives (Return to Contents) After this activity, students should be able to:
Materials List (Return to Contents) Each group needs:
Introduction/Motivation (Return to Contents) A robbery takes place at a bank. As the thief escapes the building, a security guard grabs one of the bank robber's gloves. The bank robber leaves the scene in a phone service van. The phone company identifies three employees who may have been in the vicinity of the bank at the time of the robbery. All employees deny robbing the bank. Can you think of some way, besides witness testimony, that the bank robber could be identified from among the three individuals?
DNA can identify people — even better than fingerprints. DNA is found in all of our cells: hair, teeth, bones, blood, skin. Though all humans share 99.9% of their genes, our DNA differs from everyone else's by three million nucleotide base pairs. Our DNA is organized in 23 chromosomes in the nucleus in each of our cells. Regions in each chromosome contain what are called "junk DNA," which does not contain genes. But often, this junk DNA contains repeating nucleotide base pair sequences that can be used for matching purposes. (Show students Figure 1 or the same image in the attached CODIS Visual Aid.) In this example, you can see chromosome locations where the FBI looks for repeating sequences of DNA. They're called CODIS sites, which stands for the FBI's Combined DNA Index System.
In our case, the police found a hair in the bank robber's glove. Remember that we have 23 pairs of chromosomes, each pair containing one chromosome from our father, the other from our mother. A DNA analysis shows that the hair in the robber's glove contains the following nucleotide base pair sequences in the TPOX region (show students Figure 2 or the same image in the attached CODIS Visual Aid).
Note that the GAAT sequence is repeated twice in the father's side and three times in the mother's side (the sides of each chromosome are often not the same length). Equivalently, we could say that the CTTA sequence is repeated. Why is that? (G always pairs with C, and A always pairs with T). So now let's compare the TPOX regions of the DNA found in the bank robber's glove with the TPOX regions of the DNA of two suspects. Note that we are just looking at the one side of the DNA with the GAAT repeating sequence. This simplifies the comparison. (Show students Figure 3 or the same image in the attached CODIS Visual Aid.)
Suspect 1 matches the GAATGAAT sequence of the hair found in the glove on one chromosome, but the other chromosome does not match. Both chromosomes must match to show that the hair in the glove came from a specific suspect. Thus, from just one CODIS site we already know that the hair in the bank robber's glove cannot belong to suspect 1. Suspect 2 matches the GAATGAAT sequence on one chromosome and the GAATGAATGAAT sequence on the other chromosome, so you can say that suspect 2 matches at the TPOX location. To confirm that the hair belongs to suspect 2, the other 12 chromosome locations (see Figure 1) must also match. If all 13 CODIS locations match, then the hair in the bank robber's glove belongs to suspect 2. The random probability that one of your CODIS sites matches with someone else's is about one in 10 (1/10). Therefore, the probability of two CODIS sites matching is 1/10*1/10 = 1/100 (one in 100). The chance of three CODIS sites matching randomly is 1/10*1/10*1/10 = (1/10)3 = 1/1000 (one in 1,000). The random chance that all 13 CODIS sites match is (1/10)13 = one in 10,000,000,000,000. The chance of being struck by lightning in your lifetime is, roughly, one in 1,000,000. So you are 10 million times more likely to be struck by lighting than you are to have the same 13 CODIS sequences as another person. This is what makes DNA profiling so certain. Engineers can be involved in many aspects of crime scene investigation. They might use their knowledge of CAD (computer-aided drawing) to create a reconstruction of the crime scene. First they might develop a model of the room, and then determine the path of bullets and analyze the blood splatter patterns to determine the position of victims and their killers at the time of the crime. Biomedical engineers create the tools, equipment and processes to accurately collect and examine DNA evidence for crime and paternity cases. Biomedical engineers also help investigators with the analysis of the gene sequencing for DNA profiling. Vocabulary/Definitions (Return to Contents)
Procedure (Return to Contents) Before the Activity
With the Students
Attachments (Return to Contents)
Safety Issues (Return to Contents)
Troubleshooting Tips (Return to Contents) If students have difficulty, work through the first CODIS site on the worksheet with them. Sometimes it helps to cut out the robbery evidence CODIS data columns from the worksheet and hold them right next to the suspect data columns, making it easier to compare for matches of repeating base pair sequences. Assessment (Return to Contents) Pre-Activity Assessment Discussion/Brainstorming: As a class, ask students if they can think of some way that a bank robber could be identified if no one saw who he or she was. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild ideas and discourage criticism of ideas. Brainstorming is how engineers come up with creative ideas. Have them raise their hands to respond. Record their ideas on the board. Activity Embedded Assessment Worksheet: Have students complete the activity worksheet; review their answers to gauge their mastery of the subject. Post-Activity Assessment Engineering Analysis: Have students act as biomedical engineers and analyze the results of the DNA profiling for the police investigators. Have each team state which suspect their DNA profiling implicates in the crime. How certain are their results? Next, have the students write a brief one-page report on their results that they might deliver to the police investigators. In this report, they should explain the outcomes of the DNA profiling, how they arrived at their results, and how they determined the certainty of their results. Activity Extensions (Return to Contents) Have students conduct the online, animated Catch a Criminal activity that includes a real-world 13 CODIS site analysis using three suspects. See the Koshland Science Museum's Putting DNA to Work website: http://www.koshlandscience.org/exhibitdna/crim01.jsp With the popularity of the CSI television shows, students may have some understanding of forensic evidence. Along these lines, have students investigate the creative tools, equipment and processes used to accurately collect and examine DNA evidence for crime, paternity and ancestry investigations. What is your ancestry? Are we all related? With the advances in understanding DNA, and the availability of engineered collection and analysis tools, more and more people are aware of genetic genealogy. Have students investigate the National Geographic Society's Genographic Project — an anthropological study to map historical human migration patterns by collecting and analyzing DNA samples from hundreds of thousands of volunteers across five continents. See https://www3.nationalgeographic.com/genographic/ Activity Scaling (Return to Contents)
References (Return to Contents) Basic Biology of DNA. About Forensic DNA, President's DNA Initiative, USA.gov. Accessed February 24, 2009. (Glossary is source of some vocabulary definitions, with some adaptation) http://www.dna.gov/basics/biology/ Crime Lab FAQs. Crime Laboratory Division, Missouri State Highway Patrol. Accessed February 24, 2009. (scroll down for DNA analysis and profiling questions/answers) http://www.mshp.dps.mo.gov/MSHPWeb/PatrolDivisions/CLD/faqs.html DNA Casework. Crime Laboratory Division, Missouri State Highway Patrol. Accessed February 24, 2009. http://www.mshp.dps.missouri.gov/MSHPWeb/PatrolDivisions/CLD/DNACasework/DNACasework.html DNA Profiling. Crime Laboratory Division, Missouri State Highway Patrol. Accessed February 24, 2009. http://www.mshp.dps.missouri.gov/MSHPWeb/PatrolDivisions/CLD/DNAProfiling/DNAProfiling.html How DNA Evidence Works. HowStuffWorks. Accessed February 24, 2009. http://science.howstuffworks.com/dna-evidence1.htm Putting DNA to Work. Marian Koshland Science Museum of the National Academy of Sciences, The National Academies, Washington, DC. Accessed February 24, 2009. (Great DNA reference; topics include DNA and criminal justice; Catch a Criminal activity is inspiration for this activity) http://www.koshland-science-museum.org/exhibitdna/ Contributors Frank Burkholder, Malinda Schaefer Zarske, Denise W. CarlsonCopyright © 2007 by Regents of the University of Colorado. This digital library content was developed by the Integrated Teaching and Learning Program under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.Supporting Program (Return to Contents) Integrated Teaching and Learning Program, College of Engineering, University of Colorado at BoulderLast Modified: April 27, 2009
|
K12 engineering curriculum
K-12 engineering curricula
K12 engineering curricula
K-12 engineering activities
K12 engineering activities
K-12 engineering lessons
K12 engineering lessons
Engineering for children
Engineering activities for children
K-12 science activities
K12 science activities
K-12 science lessons
K12 science lessons
linker
Are you a bot?
|
Use of the TeachEngineering digital library and this website constitutes acceptance of our
Terms of Use and
Privacy Policy.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||