TITLE:

3D DNA MODEL: EXPLAINING THE FORENSIC USE OF DNA TO THE AVERAGE AMERICAN

Dr. Gregory De Angelo

Living Environment

Seton Catholic Central High School

Binghamton, NY 13905

INTRODUCTION:

Knowledge and application of DNA has come to the forefront of not only science and criminal investigation but also arenas as public policy and legislation. Unfortunately, basic knowledge of the structure of DNA is poorly understood by the general population.

In this project you are a forensic specialist in the area of DNA fingerprinting and must testify as an expert witness about the structure of DNA. You are to assume that the knowledge of the jury (a group of students) have a limited understanding of DNA and its use in a forensic investigation. You have decided that the best approach to explaining DNA structure is with a three dimensional model which you constructed.

TASK:

1. Construct a three dimensional model of DNA. You may use beads, letters, candy, etc. Feel free to be creative.

2. It is important that the model be visually appealing and instructive.

3. You must be able to explain the DNA structure to the teacher (jury).

PROCESS:

The process is in two parts: construction of the DNA model and use of the PPA steps.

Creating the DNA model

1. The model can be upright or lying down so long as it is in three dimensions.

2. You must have a legend identifying: each nitrogen base, deoxyribose sugar, phosphate group, hydrogen bonds (whether there are two or three bonds in the appropriate places) and a complete nucleotide.

3. The model must contain twelve (12) nucleotides arranged in the following from bottom to top: ATAGCGTCTCTG. (You must determine the complimentary bases).

4. The shape of the DNA must also be in a spiral.

The PPA Steps:
http://www2.maxwell.syr.edu/plegal/tips/ppaqe.html

1. Define the problem
Worksheet 1 (http://www2.maxwell.syr.edu/plegal/TIPS/worksheet1.doc)

2. Gather evidence
Worksheet 2 (http://www2.maxwell.syr.edu/plegal/TIPS/worksheet2.doc)

3. Identify causes
Worksheet 3 (http://www2.maxwell.syr.edu/plegal/TIPS/worksheet3.doc)

4. Evaluate a policy
Worksheet 4 (http://www2.maxwell.syr.edu/plegal/TIPS/worksheet4.doc)

5. Develop solutions
Worksheet 5 (http://www2.maxwell.syr.edu/plegal/TIPS/worksheet5.doc)

6. Select the best solution
Worksheet 6: (http://www2.maxwell.syr.edu/plegal/TIPS/worksheet6.doc)

RESOURCES:

DNA Molecule: Two Views

http://www.accessexcellence.org/RC/VL/GG/dna_molecule.php

DNA, the Language of Evolution: Francis Crick & James Watson (2 of 2)

http://evolution.berkeley.edu/evosite/history/dna2.shtml

Talking Glossary of Genetic Terms

http://www.genome.gov/glossary/index.cfm

Public Knowledge of Science and Technology

http://www.nsf.gov/statistics/seind04/c7/c7s2.htm

DNA Technology in Forensic Science

http://www.nap.edu/openbook.php?record_id=1866&page=160

Opinions on the Human Genome Project

http://www.dnalc.org/view/15076-From-ignorance-into-knowledge-Francis-Collins.html

EVALUATION:

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
3D DNA model	Three or more errors in the DNA molecule	Less than three errors in the DNA molecule	No more than one or two errors in the DNA model	No errors in the DNA molecule
Explanation of DNA model	Un rehearsed with confusing delivery and audience inattentive	Little rehearsal, fair delivery and half of audience inattentive	Rehearsed, fairly smooth delivery and most of audience attentive.	Well rehearsed, smooth delivery and attentive audience
Explanation of individuality of DNA	Un rehearsed with confusing delivery and audience inattentive	Little rehearsal, fair delivery and half of audience inattentive	Rehearsed, fairly smooth delivery and most of audience attentive.	Well rehearsed, smooth delivery and attentive audience
Visual appeal of model	No eye appeal, parts are unmarked, not understandable even with explanation	Fair eye appeal, few parts clearly marked understandable only with extensive explanation	Good eye appeal, most parts clearly marked and understandable with explanation	Excellent eye appeal, clearly marked parts and easily understood without explanation

GRADING: “A” =16-14 POINTS “B”=13-11 POINTS “C”=10-8 POINTS “D”=7-5 POINTS “F”=BELOW 5 POINTS

CONCLUSION:

At the end of this task students will have learned how to clearly explain inheritance of human characteristics through the DNA molecule. Students will also demonstrate understanding of how the use of “DNA fingerprinting” has become a valuable tool in the fight against crime.

STANDARDS:

Mathematics, Science, and Technology

Standard 1: Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 4: Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 5: Technology

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

English Language Arts

Standard 1: Language for Information and Understanding

Students will read, write, listen and speak for information and understanding

Standard 3: Language for Critical Analysis and Evaluation

Students will read, write, listen and speak for critical analysis and evaluation

Standard 4: Language for Social Interaction

Students will read, write, listen and speak for social interaction.