Transformation 2013 PBL Planning Form Guide PBL Title: Drops Tell the Tale Teacher(s): David A. Farhie School: Westlake High School, Eanes ISD Subject: Forensics Abstract: In this PBL, students will investigate how surfaces affect the measurement and behavior of blood spatters and drops and how blood drops display on different surfaces. They will also determine if surface tension inhibits or promotes the spreading of blood drops on surfaces and if the porosity of the surface promotes or inhibits the spreading of blood drops.
MEETING THE NEEDS OF STEM EDUCATION THROUGH PBL UNITS
Š 2008 Transformation 2013
1
Last Update: 9/25/08
Step 1: Begin with the End in Mind Does this PBL meet the criteria for STEM student needs (21st century skills, TEKS, TAKS)?
Section 1 Summarize the theme or “big ideas” for this project based learning unit. 1. How do surfaces affect the measurement and behavior of blood spatters and drops? 2. How do blood drops display on different surfaces? 3. Does surface tension inhibit or promote the spreading of blood drops on surfaces? 4. Does the porosity of the surface promote or inhibit the spreading of blood drops?
Section 2 Identify the TEKS/SEs that students will learn in the PBL (two or three).
112.42 Integrated Physics and Chemistry: 3. The Student shall be able to: (A) Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; (B) Collect data by observing and measuring in various ways; (C) Organize, analyze, evaluate, make inferences, and predict trends from data; and (D) Communicate valid conclusions. (3) The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) Analyze, review, and critique hypotheses and theories as to their strengths and weaknesses using scientific evidence and information; (B) Make responsible choices in selecting everyday products and services using scientific information; (C) Evaluate the impact of research on scientific thought, society, and the environment; and (D) Gather information about future careers using a variety of sources. Section 3 Identify key performance indicators students will develop in this PBL. Develop a hypothesis, formulate a technique to gather data to support (or not) the said hypothesis, use various measurement and descriptive techniques through observation and measurement, create a new scenario with the data that supports the hypothesis (should it prove to be correct) and use materials and tools to gather data, summarize, procedures and conclusions.
© 2008 Transformation 2013
2
Last Update: 9/25/08
Section 4 Identify the 21st century skills that students will practice in this PBL (one or two). www.21stcenturyskills.org Critical Thinking, Problem Solving, Communication and Collaboration Section 5 Identify STEM career connections and real world applications if content learned in this PBL.
Integration of math and science through the concepts of surface area and density. Career Connection: Forensic Science
Step 2: Craft the PBL Someone messed up in the Evidence Vault at Police Plaza. A large number of blood drop photos and evidence from an old and nearly forgotten cold case were inadvertently mixed up in the same storage box when the baggies they were stored in began to weaken and split. Upon opening the box during an audit, the samples and specimens were found to be spread all over the bottom of the box in no particular order, and they all lacked reference to case evidence data. After the box was unpacked all that remained viable was a stack of photos of various blood drops taken at the crime scene. The case is old, the photos are old, and the onceclassified-cold case is cold no longer. New DNA evidence has been discovered which has resurrected the case. But, the blood evidence must also be included in the trial, so your team has been given the job of identification of the “material” the blood was spattered on, as this was a multiple homicide and the several victims were murdered in different parts of the house. The background of the photos, including scale and original materials (terra cotta tile floor, linoleum, wood, glass, porcelain tile, and shower curtain) are too faded to be read. The only recognizable features on the faded photos are the blood drops themselves, which appear as black blobs against a faded background. Where do the blood drops belong? Which part of the house? If the photos of the drops can be positively identified as coming from a particular part of the house, then the drop photos can be used as evidence to further support the state’s case against the defendants. Matching blood drop photos to the victims provides further proof of mayhem and wrongful death. Your team must devise a method of matching the blood photos to the room they were originally taken in.
© 2008 Transformation 2013
3
Last Update: 9/25/08
Step 3: Map the PBL Look at the major product for the PBL and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills?
Performance Indicators (Refer to Step I, Section 3)
1. Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.
2. Collect data by observing and measuring in various ways.
Already* Learned
Taught* before the project
Taught* during the project
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
3. Organize, analyze, evaluate, make inferences, and predict trends from data. 4. Communicate valid conclusions.
5. Analyze, review, and critique hypotheses and theories as to their strengths and weaknesses using scientific evidence and information.
6. Make responsible choices in selecting everyday products and services using scientific information.
7. Summarize data and conclusions.
*many of these are constantly reinforced and re-taught during any lab procedure, so they are all checked.
Š 2008 Transformation 2013
4
Last Update: 9/25/08
Step 4: Plan the PBL 5E Lesson TASK 1: Enter the PBL Title and TEKS/TAKS objectives for your 5E lesson in the template provided. TASK 2: Describe the activities that occur throughout the 5E learning cycle. Provide explicit instructions in the 5E lesson plan, such that a first year teacher can easily understand what is expected and execute the PBL unit. Provide discussion facilitation questions if applicable. Use the planning forms provided on the following pages to complete each section of the 5E lesson. Refer to Step 3: Map the PBL to help you identify relevant activities to include in the 5E learning cycle that focus on what students need to know and be able to do to complete the PBL. TASK 3: Identify and define the products and artifacts for each phase of the PBL 5E learning cycle. Artifacts are evidence of the student’s thinking. Products could include culminating products or products that provide checkpoints for progress through the learning cycle. The table below shows some examples of artifacts and products. Many additional possibilities exist. Use the planning forms provided on the following pages to complete the 5E lesson. ARTIFACTS PRODUCTS Notes Research papers* Journal entries Reports* E-mail records Multimedia shows* Chat records Presentations within the school* Records of conversations, decisions, revisions Exhibitions outside the school* Interviews using a structured set of questions Proposals Short, reflective paragraphs Outlines Library search record Plans Telephone logs Blueprints Purchase receipts Drafts Samples Edited drafts Minutes of meetings Revised drafts Discarded ideas Models Prototypes Product critiques Group process reports Videos Final versions of papers Field guides Biographies Websites Flow charts Design Briefs *indicates culminating projects
Š2008 Transformation 2013
5
Last Update: 9/25/08
PBL Title: Drops Tell the Tale TEKS/TAKS objectives: Hypothesize, Plan investigation, implement, collect data, analyze
Engage Activity: Identify/focus on instructional task, connect between past & present learning experiences, lay groundwork for activities (ex. Ask a question, define a problem, show a surprising event, act out a problematic situation) The particular subject area is introduced to the students with common examples that have meaning in their lives. Puzzles have existed since man first tried to put stones together to make a shelter. Every body has solved puzzles of various designs. Picture puzzles, Rubic’s Cube, Soma, Jenga, the list is endless. What is also endless is man’s desire to solve, to figure out, to take apart and put back together. Puzzles can also be mathematical, logical, or verbal, and in today’s society, the ability to solve complex problems is a skill we all need to cultivate with more rigor. In this activity, the student will be given a problem, the evidence of the problem and some tools to solve that problem. This is the essence of a puzzle. Provide students with a variety of puzzles/problem solving games and allow them time to complete their puzzle/solve their problems. Then, introduce the students to the project. Someone messed up in the Evidence Vault at Police Plaza. A large number of blood drop photos and evidence from an old and nearly forgotten cold case were inadvertently mixed up in the same storage box when the baggies they were stored in began to weaken and split. Upon opening the box during an audit, the samples and specimens were found to be spread all over the bottom of the box in no particular order, and they all lacked reference to case evidence data. After the box was unpacked all that remained viable was a stack of photos of various blood drops taken at the crime scene. The case is old, the photos are old, and the onceclassified-cold case is cold no longer. New DNA evidence has been discovered which has resurrected the case. But, the blood evidence must also be included in the trial, so your team has been given the job of identification of the “material” the blood was spattered on, as this was a multiple homicide and the several victims were murdered in different parts of the house. The background of the photos, including scale and original materials (terra cotta tile floor, linoleum, wood, glass, porcelain tile, and shower curtain) are too faded to be read. The only recognizable features on the faded photos are the blood drops themselves, which appear as black blobs against a faded background. Where do the blood drops belong? Which part of the house? If the photos of the drops can be positively identified as coming from a particular part of the house, then the drop photos can be used as evidence to further support the state’s case against the defendants. Matching blood drop photos to the victims provides further proof of mayhem and ©2008 Transformation 2013
6
Last Update: 9/25/08
wrongful death. Your team must devise a method of matching the blood photos to the room they were originally taken in.
Now, draw similarities between the puzzle solving of the intro activity to the skills necessary to solve this blood drop mystery!
Engage Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. 2. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. Artifacts: notes, journal entries, student questions to instructor, teach-backs to class, notes in journal should include puzzle solutions and comments on how the student solved the puzzles. Products: Puzzle solution notes in journal.
Engage Activity Materials/Equipment Puzzle games of various kinds, (as referenced above, but if money is an issue, you can get cheap small puzzles at most dollar stores), journals Engage Activity Resources Walmart, Dollar Store, Big Lots, etc.
Explore Activity: Students get involved with phenomena and materials; students work in teams to explore through inquiry. Directed laboratories are conducted so the students can experience the principles in a controlled manner. This experience is crucial to success in solving design challenges. Students are given a tray containing a set of printed images, and various materials including bathroom tile, wood, paper, vinyl, plexiglass, glass, carpet, terra cotta tile shards The students should be examining the photo copies, the “surface materials”, i.e., vinyl, glass, plexi, wood, paper, etc. etc. and devising an experiment that would produce significant results that would aid in proving their hypotheses or disproving same.
©2008 Transformation 2013
7
Last Update: 9/25/08
Explore Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. 2. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. Artifacts: journal entries, puzzle solutions Products: journal entries, data table, investigation samples, report. In order to receive credit for the lab, the student will need to turn in all notes and materials in the tray, their journal, their lab write-up with conclusions and discussion.
Explore Activity Materials/Equipment Tray including bathroom tile, wood, paper, vinyl, plexiglass, glass, carpet, terra cotta tile shard samples, 6 images showing blood drops, scissors, ruler, caliper or compass and blood sample vial Explore Activity Resources Tile Outlets, lumber yards, shower curtains (vinyl), linoleum companies
Explain Activity: Students discuss observations, ideas, questions and hypotheses with peers, facilitators, groups. Learners apply labels to their experiences – thus developing common language, clarification/explanation of key concepts Delivery of the content begins with a discussion of the principles illustrated by the HandsOn examples. In this way, the participants’ intuition is tapped to introduce terms and concepts that they may have heard. This approach leads naturally to an in-depth discussion of the science and mathematics concepts underlying the particular subject area. The main objective of this activity is to encourage the student to devise experimental processes that will result in a validation of their hypothesis, or disprove it. Either way, the student gains knowledge in the creation of an investigation that follows basic scientific principals of inquiry and investigation. 1. The instructor will reinforce concepts introduced in the pre-lab activities and discussions concerning surface tension, viscosity, and the nature of same when related to the behavior of liquids on the surface of each. This should probably be done the day before the student reports to allow the student groups to “modify” any discussion in the write-up that may contain erroneous information or bad science. The instructor SHOULD NOT provide feedback on individual group work now. It’s theirs to win here…don’t give them too much help. 2. The students will report orally on their group findings, and answer any questions from the class relating to same.
©2008 Transformation 2013
8
Last Update: 9/25/08
3. The class will be brought back together as a whole to summarize the lab, feelings, observations, criticisms, and feedback to benefit the whole class with the experience of the individual groups. Explain Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. 2. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. Artifacts: Journal entries about the puzzle solutions, and notes about what they discovered about their puzzle solution methods. Products: notes and data tables about their predictions as to the location of the drop photographs. The students will be required to turn in a one-sheet describing how they think the puzzle solutions relate to the study of forensic science. Explain Activity Materials/Equipment Lab write-up template in Word Notes and sketches/storyboard of experiment Explain Activity Resources Previous instruction notes on lab write-up, Journal entries, and sample lab write-up
Elaborate Activity: Expand on concepts learned, make connections to other related concepts, apply understandings to the world. (ex. Extend & apply knowledge). At its heart, engineering is the application of science and mathematics to design solutions to problems for humanity. Thus, providing design opportunities to students is a key component of STEM education. Opportunities to be creative in open-ended situations peak the interest of many students, providing an answer to the ubiquitous question: “Why do we need to know this?”
Drops Tell the Tale Objectives: 1. Observe, measure and identify existing evidence 2. Devise, and create, and execute an experiment to duplicate and associate existing evidence to crime scene. 3. Draw Conclusions about resulting data to verify the evidence locations. Scenario: During a routine clean-up of the evidence room at Police Plaza, a box was found containing evidence gathered during an investigation of a multiple murder that occurred over 30 years ago. Recent new DNA evidence obtained by the blood swatches has identified one of the suspects and now the DA wants to go to trial. However, during the unpacking of the evidence, the bags that contained the blood samples and the
©2008 Transformation 2013
9
Last Update: 9/25/08
photographs of the locations where the blood was collected have ruptured and the contents of the bags have mixed up in the box. It’s a mess. Your job as a Forensic Science technician is to match up the badly faded crime scene photos of the blood spatters to the samples where they were taken in the house. Here are some givens: 1. The blood swatches are all carefully labeled and identified as to where in the house they came from. 2. The photos of the blood spatters are not identified as to location. (The crime scene investigator was killed in a freak accident at an amusement park so he is not available for questioning.) In addition, the photos have faded over time and the only thing readable and measurable on the image is the blood spatter. 3. The lab has been able to obtain DNA from one of the samples located in the house, but the photo of the location where the blood swatch was collected is needed to verify the location in the house and tie that swatch to the victim murdered in that particular room. The following table shows the various rooms in the house and the swatch number. It also shows the type of material that the blood was spattered on: Swatch # Location Surface Photo # 1
Dining room
2
Master Bath
3
Kitchen
terra-cotta tile bathroom tile and grout linoleum
4
Living Room
carpet
5
Guest Bath
sink porcelain
6
Patio
glass table
Questions to ponder: 1. 2. 3. 4.
What is surface tension? What is viscosity? How does surface tension and viscosity of a liquid affect diameter of the spatter? How does the porosity of the material where the spatter occurred affect the diameter and shape of the spatter? 5. How do you devise an experiment that will aid in matching the swatch samples to the faded photos? Materials: 1. A map showing the general layout of the house. 2. 6 faded images of blood spatters taken in the 6 locations of the crime marked A-F. 3. 6 samples of materials similar to those in the house where the blood spatters were collected.
Š2008 Transformation 2013
10
Last Update: 9/25/08
4. 5. 6. 7. 8. 9.
A dropper vial containing a blood substitute suspension. Calipers, or a compass scissors or an xacto knife for trimming materials A meter stick A small ruler marked in inches and centimeters. Graph paper for sketches and notes.
Procedure: As a group, devise an experiment that will provide examples of spatters on the various surfaces to correlate to the existing images in the crime scene investigation evidence. Create a data table to record your results, then fill in the remaining column on the above chart to match the evidence to the location. When finished, report your entire experiment, methods, procedures, and findings in a properly formatted lab write-up for submission to the teacher for grading. Also be prepared to report your findings to the class in a de-briefing session the next day. Elaborate Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. 2. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. 1. Journal Entries, class notes and storyboard of experiment. 2. Lab write-up and journal entries covering the time period of the lab. Teach-back lesson written to instruct other forensic scientists on how to reproduce the experiment used in the lab. Elaborate Activity Materials/Equipment Materials: 1. A map showing the general layout of the house. 2. 6 faded images of blood spatters taken in the 6 locations of the crime marked A-F. 3. 6 samples of materials similar to those in the house where the blood spatters were collected. 4. A dropper vial containing a blood substitute suspension. 5. Calipers, or a compass 6. scissors or an xacto knife for trimming materials 7. A meter stick 8. A small ruler marked in inches and centimeters. 9. Graph paper for sketches and notes. 10. Journal 11. pencil 12. Lab notebook for notes
Š2008 Transformation 2013
11
Last Update: 9/25/08
Elaborate Activity Resources None
Evaluate Activity: Ongoing diagnostic process to determine if the learner has attained understanding of concepts & knowledge (ex. Rubrics, teacher observation with checklist, student interviews, portfolios, project products, problem-based learning products, assessments). Leads to opportunities for enrichment through further inquiry and investigation. What is the culminating task? The student groups should be able to reproduce similar spatter patterns and match up the faded products to the crime scene evidence. 1. Student report to the class of group activities, experiment design and how it was conducted, and the results. 2. What experiment did they devise? How did they carry the experiment out? How did they record results? 3. What results were obtained? 4. What conclusions can they draw from the experiment? 5. How can they apply it to their own life situation? Evaluate Activity Products and Artifacts: 1. Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. 2. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. 3. What is the final product (working model, portfolio, presentation, etc) you will require? Formal Presentation results, notes and video Evaluate Activity Materials/Equipment Computer, smart board, data projector, document camera, posters, props. Evaluate Activity Resources None
Š2008 Transformation 2013
12
Last Update: 9/25/08
Step 5: Plan the Assessment State the criteria for exemplary performance for each artifact/product of each section of the 5E lesson. Do the products and criteria align with the standards and outcomes for the PBL?
Engage Artifact(s)/Product(s): Artifacts: notes, journal entries, student questions to instructor, teach-backs to class, notes in journal should include puzzle solutions and comments on how the student solved the puzzles. Products: Puzzle solution notes in journal. Explore Artifact(s)/Product(s): Artifacts: journal entries, puzzle solutions Products: journal entries, data table, investigation samples, report. In order to receive credit for the lab, the student will need to turn in all notes and materials in the tray, their journal, their lab write-up with conclusions and discussion Explain Artifact(s)/Product(s): Artifacts: Journal entries about the puzzle solutions, and notes about what they discovered about their puzzle solution methods. Products: notes and data tables about their predictions as to the location of the drop photographs. The students will be required to turn in a one-sheet describing how they think the puzzle solutions relate to the study of forensic science. Elaborate Artifact(s)/Product(s): Journal Entries, class notes and storyboard of experiment. Lab write-up and journal entries covering the time period of the lab. Teach-back lesson written to instruct other forensic scientists on how to reproduce the experiment used in the lab. Evaluate Artifact(s)/Product(s): Formal Presentation results, notes and video.
Š2008 Transformation 2013
13
Last Update: 9/25/08
Step 6: Rubrics Students will use the following rubric to identify their progress and determine if they have completed each section successfully for credit.
TASK
Description
Point Value (max)
Pre-lab
Journal entries and notes for prelab discussion
10
Pre-lab
Research on blood spatter behavior
10
Lab
Experiment Plan story board
20
Lab
Implementation of plan and data gathering
30
Lab
Data table and results
10
Post-Lab
Write-up Submitted
10
Evaluation*
*Formal presentation of the lab group data to the class in the form of a Power Point, or physical demo, or poster and smart board driven examples.
*100
TOTAL
200 pts
PRESENTATION RUBRIC for the 100 points in Evaluation: TASK
Prepared
Poised
Description Are the students in the lab group prepared to make the presentation, i.e., all materials, slide show loaded, timely start, etc. etc. Are the students in the group all up front, pointing things out, elaborating verbally, explaining
Š2008 Transformation 2013
14
Point Value (max)
25
25
Last Update: 9/25/08
Presentation
Post
Materials easy for the class to understand? All materials reproducible? Copies for other groups (including slide show print-out)? Adequate time for Q/A? Adequate time for elaboration and discussion? Fast clean-up for next group? Proper exit (thank you’s.. ) TOTAL
Š2008 Transformation 2013
15
25
25
100
Last Update: 9/25/08
Step 7: Create Story Board Highlight each day’s activities and identify the expected completion time for each activity. Story Board
Week 1 Activities
Week 2 Activities
Day 1 Discuss Various types of puzzles, introduce paper and pencil puzzles Day 6 Introduce the Explore Activity Class Discussion Lab Groups
Day 11 Final Report and Journal Due
Day 2 Students play with puzzles and solve, recording solution methods.
Day 7 Begin Explore Activity Monitor Groups Report Activity Journalize
Day 12 Presentation Preparation
Day 3 Students play with puzzles and solve, recording solution methods. Day 8 Explore Activity Monitor Groups Report Activity Journalize
Day 13 Presentation Preparation
Week 3 Activities
©2008 Transformation 2013
16
Day 4 Discuss with class the terms viscosity, porosity, and surface tension, demo same Day 9 Monitor Groups Report Activity Journalize
Day 14 Group Presentations Groups will have 8 min plus 2 minute setup/takedown time.
Day 5 Quiz over viscosity, porosity and surface tension Begin introducing the lab. Day 10 End Explore Activity Class Discussion Journalize analysis and conclusions
Day 15 Group Presentations Groups will have 8 min plus 2 minute setup/takedown time
Last Update: 9/25/08