Grade 7 Science Case of the Missing Microscope

CSI:CASE OF THE MISSING MICROSCOPE

This Case File will count as your end of unit project. It will be graded on all six MYP science criterion. Part of your grade will be calculated by the overall organization. The papers need to be put in the order shown below.

ATL Conne ct Organiz ion ation

Case File Putting it all together. . .

1) Final Report (1 to 2 pages) Based on the evidence, lay out your analysis of who you think is guilty. Remember to use deductive reasoning and examples to explain, in as much detail as you can, the thinking that led you to the guilty person. 2) Evidence File Fingerprint (1 page) 3) Evidence File DNA (1 page) 4) Evidence File ber (1 page) 5) Evidence File chromatography (1 page) 6) Handwriting Analysis (2 pages) 7) The Interviews (5 pages) 8) Evidence File white powder (1 page) 9) Final Timeline (1 page) 10) Final Sketch of the Crime Scene (1 page)

Hint: look for the evidence symbol:

D u e D at e Tuesday , March in class ! 26th !!

Do NOT include this paper in your case le (or any other paper not specically mentioned above). DO make an interesting cover!

KIS International School Science 2010

Grade 7 Science Case of the Missing Microscope

CSI:CASE OF THE MISSING MICROSCOPE

Proper Paragraph format is required!

I - tell us the
evidence or topic the paragraph is about

MP - tell us 2-3
important points and why they eliminate other suspects

C - summarize the
paragraph and tell us who you think the matching suspect is.

ATL Conne ction Comm unicatio n

Final Report Communicating your knowledge

1) Introduction Paragraph: What is the case about? Describe the mystery. 2) Fingerprint Paragraph: Describe how you eliminated certain suspects and decided who matched the ngerprint beyond a reasonable doubt. 3) DNA Paragraph: Discuss how you eliminated other suspects. Use scientic words and measurements if possible! 4) Fiber Paragraph: Which suspect matched? How did you eliminate the other suspects. Dont just say it was most like Ms. So-and-So. 5) Chromatography Paragraph: Describe patterns and colors to discuss how you eliminated suspects. 6) Handwriting Paragraph: This one is tough! Try and nd important parts that can eliminate suspects. Not just her letter a was the same. 7) Interviews Paragraph: What important information did you nd out in your interviews? Dont just tell your questions, I can read them in your evidence. 8) Powder Paragraph: Describe how you matched the powder, AND how you think that powder relates to a suspect. 9) Timeline Paragraph: What information in the timeline is most important? Was it when Mr. Hirsch talked to the police? Or when the lights came on? Think carefully about opportunity! 10) Conclusion Paragraph: Use ALL of the evidence to discuss why you eliminated each of the innocent suspects, and why you have concluded that one suspect is guilty beyond a reasonable doubt. 2 KIS International School Science 2010

Grade 7 Science Case of the Missing Microscope

CSI:CASE OF THE MISSING MICROSCOPE

Criterion B: Communication in Science
Mark Descriptor
The student attempts to communicate scientific information using some scientific language. The student presents some of the information in an appropriate form using some symbolic or visual representation when appropriate. The student attempts to acknowledge sources of information but this is inaccurate. The student communicates scientific information using scientific language. The student presents most of the information appropriately using symbolic and/ or visual representation according to the task. The student acknowledges sources of information with occasional errors.

Clarification
CSI Report turned in. Very little vocabulary used in the writing. No paragraphs follow proper format. Report does not follow order of paragraphs provided. No reference to data collected. Little vocabulary used in the writing. Most paragraphs do not follow proper format. Report does not follow order of paragraphs provided. Little reference to data collected. Appropriate vocabulary used, but with some errors. Most paragraphs follow proper paragraph format. Report follows the order of paragraphs provided, with some errors. Some reference to data collected, but with major errors. Appropriate vocabulary used, with few errors. Report follows the order of paragraphs provided, with some errors. Some reference to data collected. Appropriate vocabulary used. Paragraphs follow proper paragraph format. Report follows the order of paragraphs provided. Reference to data collected. Appropriate vocabulary used well. Frequent reference to data collected.

4 5 6

The student communicates scientific information effectively using scientific language correctly. The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task. The student acknowledges sources of information appropriately.

Rubrics Knowing whats important. . .

- Proper paragraph form like weve learned from our Science News Reports all year long! - Make sure the order of the paragraphs match the order of evidence in the Case File. - Use proper vocabulary. - Always refer to your data as much as you can! - Cite your own data! (Case File: DNA)
3 KIS International School Science 2010

Grade 7 Science Case of the Missing Microscope

CSI:CASE OF THE MISSING MICROSCOPE

Criterion C: Knowledge and Understanding of Science
Mark Descriptor
The student recalls some scientific ideas and concepts and applies these to solve simple problems.

Clarification
CSI Case File turned in. No knowledge of forensic science is shown. No deductive reasoning is used to support Case Report. Some knowledge of forensic science is shown in Case File, but very little is used in writing the Case Report.

1 2 3 4 5

The student explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar situations. The student analyses scientific information by identifying parts, relationships or causes. The student provides an explanation that shows understanding. The student explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar and unfamiliar situations. The student analyses and evaluates scientific information by making scientifically supported judgments about the information, the validity of the ideas or the quality of the work.

Some knowledge of forensic science is shown in Case File, and in writing the Case Report. Some deductive reasoning is used in the Case Report, but does not explain thinking. Some deductive reasoning is used in the Case Report, with thinking explained.

Good knowledge of forensic science is shown in the Case File, and in writing the Case Report. Deductive reasoning is consistently used in the Case Report, but thinking is not always explained clearly. Deductive reasoning is consistently used in the Case Report, and thinking is explained clearly.

Rubrics Knowing whats important. . .

- Deductive reasoning! - Always explain your thinking, dont just make conclusions. - Show off your knowledge of forensic science!

KIS International School Science 2010

Grade 7 Science Case of the Missing Microscope

CSI:CASE OF THE MISSING MICROSCOPE

Criterion E: Processing Data
Mark Descriptor
The student organizes and presents data using simple numerical or diagrammatic forms and draws an obvious conclusion.

Clarification
Missing many parts of the CSI Case File. Makes a conclusion about the suspect.

1 2 3 4 5

Has all the parts of the CSI Case File, but not in order at all. Makes a conclusion about the suspect, based on only a few pieces of evidence.
The student organizes and transforms data into numerical and diagrammatic forms and presents it using appropriate communication modes. The student draws a conclusion consistent with the data.

Case File in order, but missing a few parts. Conclusion is based on the evidence, but may have some errors. Tables and Timeline are messy or incomplete. Conclusion is based on the evidence, but may have some errors. Tables and Timeline are neatly completed, but may have some errors. Conclusion is based on the evidence, and the case is based on the patterns of the data. Tables and Timeline are neatly completed correctly. Conclusion is clearly presented, and is based on the evidence. The case is based on the patterns of the data, and reasons are given why other suspects were not guilty.

The student organizes and transforms data into numerical and diagrammatic forms and presents it logically and clearly, using appropriate communication modes. The student explains trends, patterns or relationships in the data, comments on the reliability of the data, draws a clear conclusion based on the correct interpretation of the data, and explains it using scientific reasoning.

Rubrics Knowing whats important. . .

- Follow the order for Case File! - Make sure your data is neatly organized, and easy to read. - Make sure your conclusions are supported by the overall pattern of the data, not just one piece of evidence!

KIS International School Science 2010

Grade 7 Science Case of the Missing Microscope

CSI:CASE OF THE MISSING MICROSCOPE

Criterion F: Attitudes in Science
Mark Descriptor
The student requires guidance and supervision when using laboratory equipment. The student can work safely and cooperate with others but may need reminders.

Clarification
Required frequent reminders to work safely. Did not contribute to the team.

1 2 3 4 5 6

Required frequent reminders to work safely. Attempted to contribute to the team.

The student uses most equipment competently but might require occasional guidance; on most occasions pays attention to safety and works responsibly with the living and non-living environment. The student generally cooperates well with other students. The student works largely independently; uses equipment with precision and skill; pays close attention to safety and deals responsibly with the living and non-living environment. The student consistently works effectively as part of a team, collaborating with others and respecting their views.

Required few reminders to work safely, and use equipment properly. Contributed to the team, but needed reminders about cooperating well with others. Contributed to the team, and cooperated well with others.

Did not require reminders to work safely and use equipment properly.

Was a leader, and able to help others on their team without being asked or forced to do so.

Rubrics Knowing whats important. . .

- Always follow proper safety procedures in the lab! - Follow instructions for proper use of equipment. - Stay on task during labs. - Work well with others, theyre your partners!

KIS International School Science 2010