Raji
Menon
rajimenon@aol.com
8th
grade Science
I.S.
195, Roberto Clemente School
INTRODUCTION
“In 1984
Jennifer Thompson was raped. During the attack she studied the attacker's face,
determined to identify him if she survived the attack. When presented with a
photo lineup, she identified Ronald Cotton as her attacker. Twice she testified
against him, even after seeing Bobby Poole, the man who boasted to fellow
inmates that he had committed the crimes Cotton for which was convicted.
After
Cotton's serving 10.5 years of his sentence, DNA testing conclusively
proved that Poole was indeed the rapist. Thompson has since become a critic of
the reliability of eyewitness testimony. She was remorseful after learning that
Cotton was an innocent who was sent to prison. Upon release, Cotton was awarded
$110,000 compensation from the state of North Carolina.” http://en.wikipedia.org/wiki/Mistaken_identity
“The parents of an injured baby girl who was flown to Florida for
treatment after Haiti's earthquake have been told what they already know: They
are the biological parents of the little girl.
The
International Red Cross notified Nadine Devilme and Junior Alexis in Haiti that
DNA testing proves that the infant is theirs, said Mark LaPoint, an attorney
representing the baby.” http://www.cnn.com/2010/HEALTH/03/17/haiti.baby.jenny/index.html
These are the types of cases where DNA is used to verify
the identity of the person. DNA testing
has helped bring families together and to exonerate those individuals who have
been wrongully accused of a crime. Our
focus here is weigh DNA evidence to eyewitness testimonies in criminal cases.
Eyewitness identifications are not considered susbtantial
evidence in many criminal cases. More
than 75% of the cases of DNA exonerations have involved mistaken eyewitness identification. With genetic fingerprinting and DNA evidence now
being used more commonly, many convictions, originally based on eyewitness
testimony, are being re-examined. In this WebQuest, you will analyze the
problem of mistaken identity and develop new public policy solutions.
TASK
A panel of committee members sit before you and your
partner. They need to use the Public Policy Analyst
to analyze the problem of mistaken
identity and develop new public policy solutions.
PROCESS
Your slides must be in bullet form. Each slide must have an index card with
presentation points. Each slide will be presented alternating between you and
your partner. For example, Slides 1, 3,
5 and 7 would be presented by you and your partner would present the remaining
slides.
The following format must be used for your
presentation. Make sure that you do not
use complete sentences and that there are enough graphics to help explain the
idea.
Slide 1 What is the problem
regarding mistaken identities? (Decide whether you wish to focus on this as
a local, state or national problem).
Slide 3 What is the cause
of mistaken identities – list all possble causes?
Slide 4 What are the
current policies that address mistaken identities including scientific
technologies?
Slide 5 What are some of
the possible solutions that currently addresses mistaken identities?
Slide 6 What are the best
policy solution that addresses mistaken identities?
RESOURCES
Eyewitness Evidence: A Guide of Law Enforcement
Eyewitness
Identification : drawbacks
http://www.offthemarkcartoons.com/cartoons/2008-06-12.gif
New
Method of Criminal Identification:
Intrusive or Helpful
http://www.all-about-forensic-science.com/images/forensic-test-results-21107733.jpg
Science
and the Law: Implications of DNA profiling
EVALUATION
Powerpoint/Content
|
ACTIVITY |
Exemplary |
Proficient
|
Partially
Proficient |
Incomplete
|
POINTS |
|
|
4 |
3 |
2 |
1 |
|
|
Research and Notetaking |
Notecards
indicate group members accurately researched varied information sources, recorded
and interpreted statements, graphics and questions and evaluated alternative
points of view. Included information from all six PPA worksheets |
Notecards
show group members recorded relevant information from multiple sources of
information, evaluated and synthesized relevant information. Included
information from four or five PPA worksheets. |
Notecards
show group members misinterpreted statements, graphics and questions and
failed to identify relevant arguments. Included information from two or three
PPA worksheets. |
Notecards
show group members recorded information from four or less resources, and
ignored alternative points of view. Included information from one PPA
worksheets or excluded public policy entirely. |
|
|
Introduction |
The
introduction presents the overall topic and draws the audience into the
presentation with compelling questions or by relating to the audience's
interests or goals. |
The
introduction is clear and coherent and relates to the topic. |
The
introduction shows some structure but does not create a strong sense of what
is to follow. May be overly detailed or incomplete and is somewhat appealing
to the audience. |
The
introduction does not orient the audience to what will follow. The
sequencing is unclear and does not appear interesting or relevant to the
audience. |
|
|
Content |
The
content is written clearly and concisely with a logical progression of ideas
and supporting information. The
project includes motivating questions and advanced organizers that provide
the audience with sense of the project’s main idea. Information
is accurate, current and comes mainly from * primary sources. |
The
content is written with a logical progression of ideas and supporting
information. Includes
persuasive information from *primary sources. |
The
content is vague in conveying a point of view and does not create a strong
sense of purpose. Includes
some persuasive information with few facts. Some
of the information may not seem to fit. *Primary
source use is not always clear. |
The
content lacks a clear point of view and logical sequence of information. Includes
little persuasive information and only one or two facts about the topic. Information
is incomplete, out of date and/or incorrect. Sequencing
of ideas is unclear. |
|
|
Text Elements |
The
fonts are easy-to-read and point size varies appropriately for headings and
text. Use
of italics, bold, and indentations enhances readability. Text
is appropriate in length for the target audience and to the point. The
background and colors enhance the readability of text. |
Sometimes
the fonts are easy-to-read, but in a few places the use of fonts,
italics, bold, long paragraphs, color or busy background detracts and does
not enhance readability. |
Overall
readability is difficult with lengthy paragraphs, too many different fonts,
dark or busy background, overuse of bold or lack of appropriate indentations
of text. |
The
text is extremely difficult to read with long blocks of text and small
point size of fonts, inappropriate contrasting colors, poor use of headings,
subheadings, indentations, or bold formatting. |
|
|
Layout |
The
layout is aesthetically pleasing and contributes to the overall message with
appropriate use of headings and subheadings and white space. |
The
layout uses horizontal and vertical white space appropriately. |
The
layout shows some structure, but appears cluttered and busy or distracting
with large gaps of white space or uses a distracting background. |
The
layout is cluttered, confusing, and does not use spacing, headings and
subheadings to enhance the readability. |
|
|
Citations |
Sources
of information are properly cited so that the audience can determine the
credibility and authority of the information presented. All
sources of information are clearly identified and credited using MLA
citations throughout the project. |
Most
sources of information use proper MLA citation, and sources are
documented to make it possible to check on the accuracy of information. |
Sometimes
copyright guidelines are followed and some information, photos and graphics
do not use proper MLA citations. |
No
way to check validity of information. |
|
|
Graphics, Sound and/or Animation |
The
graphics, sound and/or animation assist in presenting an overall theme and
make visual connections that enhance understanding of concept, ideas and
relationships. Original
images are created using proper size and resolution, and all images enhance
the content. There
is a consistent visual theme. |
The
graphics, sound/and or animation visually depict material and assist the
audience in understanding the flow of information or content. Original
images are used. Images
are proper size, resolution. |
Some
of the graphics, sounds, and/or animations seem unrelated to the topic/theme
and do not enhance the overall concepts. Most
images are clipart or recycled from the WWW. Images
are too large/small in size. Images
are poorly cropped or the color/resolution is fuzzy. |
The
graphics, sounds, and/or animations are unrelated to the content. Graphics
do not enhance understanding of the content, or are distracting decorations
that create a busy feeling and detract from the content. |
|
|
Writing Mechanics |
The
text is written with no errors in grammar, capitalization, punctuation, and
spelling. |
The
text is clearly written with little or no editing required for grammar, punctuation,
and spelling. |
Spelling,
punctuation, and grammar errors distract or impair readability. (3
or more errors) |
Errors
in spelling, capitalization, punctuation, usage and grammar repeatedly
distract the reader and major editing and revision is required. (more
than 5 errors) |
|
Presentation
|
CATEGORY |
4 |
3 |
2 |
1 |
Points |
|
Speaks Clearly |
Speaks clearly and distinctly all (100-95%) the
time, and mispronounces no words. |
Speaks clearly and distinctly all (100-95%) the time,
but mispronounces one word. |
Speaks clearly and distinctly most (94-85%) of the
time. Mispronounces no more than one word. |
Often mumbles or cannot be understood OR
mispronounces more than one word. |
|
|
Posture and Eye Contact |
Stands up straight, looks relaxed and confident.
Establishes eye contact with everyone in the room during the presentation. |
Stands up straight and establishes eye contact with
everyone in the room during the presentation. |
Sometimes stands up straight and establishes eye
contact. |
Slouches and/or does not look at people during the
presentation. |
|
|
Content |
Shows a full understanding of the topic. |
Shows a good understanding of the topic. |
Shows a good understanding of parts of the topic. |
Does not seem to understand the topic very well. |
|
CONCLUSION
By the end of this webquest you would have completed the
following:
A powerpoint with detailed presentation notes on the
advantages of DNA testing and disadvantages of eyewitness identification. You would be an expert on the DNA testing
procedure in any typical crime scene investigation.
NEW
YORK SCIENCE STANDARDS
Standard 4
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.
Key Idea 1: Living
things are both similar to and different from each other and nonliving things
Key Idea 3: The
continuity of life is sustained through reproduction and development.
Key Idea 2:
● Organisms inherit genetic information in a
variety of ways that result in continuity of structure and function between
parents and offspring.
● Organisms from all kingdoms possess a set of
instructions (genes) that determines their characteristics.
These instructions are passed from parents to
offspring during reproduction. Students are familiar with simple mechanisms
related to the inheritance of some physical traits in offspring. They are now
able to begin to understand the molecular basis of heredity and how this set of
instructions can be changed through recombination, mutation, and genetic
engineering.
● The inherited instructions that are passed
from parent to offspring exist in the form of a code. This code is contained in
DNA molecules. The DNA molecules must be accurately replicated before being
passed on. Once the coded information is passed on, it is used by a cell to
make proteins. The proteins that are made become cell parts and carry out most
functions of the cell.
● Throughout recorded history, humans have used
selective breeding and other biotechnological methods to produce products or
organisms with desirable traits. Our current understanding of DNA extends this
to the manipulation of genes leading to the development of new combinations of
traits and new varieties of organisms.
PERFORMANCE INDICATOR 2.2
Explain how the technology of genetic engineering allows humans to alter
genetic makeup of organisms.
Major Understandings
2.2a For thousands of years new varieties of cultivated plants and domestic
animals have resulted from selective breeding for particular
traits.
2.2b In recent years new varieties of farm plants and animals have been
engineered by manipulating their genetic instructions to produce new
characteristics.
2.2c Different enzymes can be used to cut, copy, and move segments of DNA.
Characteristics produced by the segments of DNA may be expressed when these
segments are inserted into new organisms, such as
bacteria.
2.2d Inserting, deleting, or substituting DNA segments can alter genes. An
altered gene may be passed on to every cell that develops from
it.
2.2e Knowledge of genetics is making possible new fields of health care; for
example, finding genes which may have mutations that can cause disease will aid
in the development of preventive measures to
fight disease. Substances, such as hormones and enzymes, from genetically
engineered organisms may reduce the cost and side effects of replacing missing
body chemicals.
●English Standards
E1c Reads, understands and produces written and oral work.
E3b The student participates in group
meetings.
E4b The student analyzes and revises the work to make it
suitable for the audience.
S5f Students work individually and
in teams to collect and share information and ideas.
S7b The student argues from evidence.
S7e Students communicates in a form suited for the
audience.
A2a Student makes an oral presentation of project plan.