Science and CSI

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Science and CSI

• Weaving Science and Math Into Lessons
• That Teach Kids To Think
• Shannon Cde Baca
• Iowa Learning Online

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Every Class Needs a Little Mystery...

• 5 minute mysteries
• Mystery tools
• Mystery people
• Mystery science
• Full blown crime scene investigation unit or class

3
Mystery Objects
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Mystery Objects

• Each object has a use
• Determine the use from evidence and observation
• Think on three levels
• Record work
• Present findings (argue from evidence)

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Form

• steel mesh
• coarse not smooth
• strong cannot break or tear
• tube sewn closed at one end
• 8 x 2.5
• rolls up like a sock

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Function

• filter on the outside /inside of a pipe
• scrubber or scraper for cleaning
• storage bag

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Teaching Model
How
Why What
Background
Misconception Zone
Content
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Segment 1 is now finished Mystery Objects
Please proceed with the activity. How do the
skills of inquiry help develop and build content
knowledge in your curriculum area? Continue to
the next segment at the conclusion of the
activity.
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Unclogging Your Mental Plumbing

• Eat healthier food (chemical)
• Exercise (physical)
• Tackle challenging work, puzzles, text, or
  problems (preventative maintenance)
• Brainstorm
• Discuss ideas
• Critique your own thinking
• Teach kids complex thinking skills

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Treasure Boxes

• Find an interesting box
• Fill with mysteries
• Words are mysteries
• Mystery objects
• Mystery concepts
• Real mysteries
• Mysterious notes
• Mystery readings

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Segment 2 is now finished Form Function
Please proceed with the activity. What
materials, objects or words from your content
area could you put in the mystery box to increase
student engagement and motivation? Continue to
the next segment at the conclusion of the
activity.
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Real Cases, Content, Chemistry
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Analysis Grid
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What Content Is There in the Science of Crime
Solving?
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Parts of the Heart
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Walk Through the Heart
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More Parts
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Content Biology

• Cell theory
• Genetics and DNA
• Human body systems
• a. Circulatory system
• b. Blood types and blood chemistry
• c. Autopsy
• d. Health and illness
• Animals and habitats
• a. Insects

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Content Biology

• Cell theory
• Genetics and DNA
• Human body systems
• a. Circulatory system
• b. Blood types and blood chemistry
• c. Autopsy
• d. Health and illness
• Animals and habitats
• a. Insects

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Content Biology

• Cell theory
• Genetics and DNA
• Human body systems
• a. Circulatory system
• b. Blood types and blood chemistry
• c. Autopsy
• d. Health and illness
• Animals and habitats
• a. Insects

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Content Chemistry

• Elements, compounds, and mixtures
• a. Analysis of ink (chromatography)
• Compounds
• a. Toxicology
• b. Drugs and poisons
• c. Polymers

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Content Chemistry

• Elements, compounds, and mixtures
• a. Analysis of ink (chromatography)
• Compounds
• a. Toxicology
• b. Drugs and poisons
• c. Polymers

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Content Chemistry

• Chemical reactions
• a. Arson
• Thermochemistry
• a. Arson
• b. Identification of unknown metals

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Content Chemistry

• Chemical reactions
• a. Arson
• Thermochemistry
• a. Arson
• b. Identification of unknown metals

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Segment 3 is now finished Cases, Content,
Chemistry
Please proceed with the activity. Think about
the content you teach. What is an area for which
students generally do not know why they must
learn specific content? What real life
application would show them the why? Continue
to the next segment at the conclusion of the
activity.
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Content Physics

• Forces and motion
• a. Accident investigation (velocity,
  acceleration, vectors)
• Behavior of fluids
• a. Blood-spatter analysis
• Light and image formation
• a. Forensic photography
• Electrical circuits
• a. Arson investigation

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Content Physics

• Forces and motion
• a. Accident investigation (velocity,
  acceleration, vectors)
• Behavior of fluids
• a. Blood-spatter analysis
• Light and image formation
• a. Forensic photography
• Electrical circuits
• a. Arson investigation

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Content Physics

• Thermodynamics
• a. Arson
• b. Metal identification
• c. Temperature and heat
• d. Structural forensics
• Projectile motion
• a. Ballistics

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Content Physics

• Thermodynamics
• a. Arson
• b. Metal identification
• c. Temperature and heat
• d. Structural forensics
• Projectile motion
• a. Ballistics

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Integration with Other Subjects
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Integration

• Writing
• 1. Reports
• 2. Memos
• 3. Letters
• Reading
• 1. Technical material and reports
• 2. Courtroom transcripts
• 3. Articles
• 4. Mysteries

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Integration

• Mathematics
• 1. Percentages
• 2. Ratios
• 3. Geometry (angles, volume, area)
• 4. Simple algebra to trigonometry
• Social studies
• 1. Criminology
• 2. Law
• 3. Evidence

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Best Practices (The Other Curriculum)

• Persistence
• Observation and analysis
• Critical thinking
• Arguing from evidence
• Explanations with clarity

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Segment 4 is now finished Murder Investigation
Please proceed with the activity. How might you
use an investigators log in a unit of study from
your curriculum? Continue to the next segment
at the conclusion of the activity.
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Mystery Reading
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Mystery Paragraphs

• Joe was about ______. His longer wavy surfer
  haircut blew in the breeze as he gracefully moved
  along the sidewalk altering his balance and
  occasionally pushing off with one foot so that
  his _____ would turn. The day was _____ so he had
  shed his jacket in favor of a tank top. He had
  the latest indie rock blaring into his headset.
  He was just happy he did not have to be in school
  today. He had his first term paper ever to do,
  but it would wait till Sunday

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Mystery Paragraphs

• Joe was about ______. His longer wavy surfer
  haircut blew in the breeze as he gracefully moved
  along the sidewalk altering his balance and
  occasionally pushing off with one foot so that
  his _____ would turn. The day was _____ so he had
  shed his jacket in favor of a tank top. He had
  the latest indie rock blaring into his headset.
  He was just happy he did not have to be in school
  today. He had his first term paper ever to do,
  but it would wait till Sunday

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Do I need to do EVERYTHING?

• Lets share our mystery stories!
• Get the kids to write mystery stories
• Archivearchivearchive

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Results-Based Teaching

• Sample/released ITED items
• Pre- post-tests
• Group One
• standard instruction
• Group Two
• mysteries

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Document Analysis
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The Ransom Note
Document Examination

• Compare handwriting and establish authorship
• Determine if a specific machine produced the
  print
• Examine documents for impressions of other
  writing
• Compare papers and inks
• Photocopies (did one specific machine make the
  copies?)
• Sequence of lines that overlap and intersect
• Reconstruct torn or shredded documents
• Detection of alterations
• Counterfeiting

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Comparison of Writing

• Construction (how are the letters constructed?)
• Shape (oval, flat, pointed, cursive, or block)
• Fluency (flow of the writing)
• Natural variation (do certain variations occur
  within the writing?)

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Forgery Laboratory
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Chromatography
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Chromatography

• Inks are mixtures (elements, compounds,
  mixtures)
• Ink components that are highly water soluble or
  have the highest hydrogen-bonding capacity move
  slower along the paper, while less polar
  compounds will travel faster with the solvent

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Mathmatical Moments

• The degree to which the paper holds onto a
  component is called the Retardation factor or Rf
• Measurement of Rf (ratio of fronts or
  retardation factor)
• Rf distance traveled by one ink component
• Distance the solvent traveled

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Blood Percentages

• Rh factors
• 85
• 15

• Blood Types
• A 40
• B 11
• AB 4
• O 45

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So How Many People Are B-?

• (11/100)(15/100) .006 or 1.7
• 17 out of 100
• 170 out of 1,000
• That might narrow down the suspects

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Going with the Flow

• Begin with the heart diagram
• Color code the oxygenation
• Let the kids teach each other
• Conduct the walk through the heart activity
• One activity deep 45
• Two activities deep 67
• Three activities deep 95

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Shannon Cde Baca

• scdebaca32_at_msn.com

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Segment 5 is now finished Information
Integration
Please proceed with the activity. Think about
your own curriculum area. In what ways do you
integrate the best practices from other content
areas, i.e. persistence or arguing from
evidence?