1. Fake! Activity 2: What happened to the guard? Year 7 Upgrade
A teaching sequence from the Forensics unit of upd8 wikid
Year 7 Upgrade 1

2. 7E Learning Cycle
Is the gallery owner right? Is Dr Sherl’s theory about the drug wrong?
Students give initial ideas on how a drug could have got from the vial to the guard
Students explain how the vial could have contained a drug to put the guard to sleep
Students use what they have found out to prove the theory
Students try activities in order to collect evidence to prove Dr Sherl’s theory
Students learn about compression of gases and diffusion 2
© Association for Science Education and Centre for Science Education 2010
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3. Expected Learning – Part Two:
Recognise that when a substance changes state, the arrangement and movement of particles change.
Use ideas about particles to prove evidence.
Activity 2: What happened to the guard? 3

4. I need to check you have understood particles in different states.
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
I need to check you have understood particles in different states.
Use what you learnt from the last lesson to tell me which state the particle diagrams show.
Dr Sherl asks the budding CSI’s to recap their understanding of particle arrangement and changes of state. A simple activity showing arrangement of particles in different states - students note which state is which arrangement.
Activity 2: What happened to the guard? 4

5. Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
Dr Sherl, you know you said the broken glass vial could have contained a drug that put the guard to sleep?
Well, the gallery owner told me he thinks this is rubbish, and we’d be wasting our time investigating it. I think he’s right…
Slide numbers need checking throughout the presentation. 5
Activity 2: What happened to the guard?

6. Activity 2: What happened to the guard?
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate 6
Activity 2: What happened to the guard?
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7. It is tricky. I still have a hunch though.
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
It is tricky. I still have a hunch though.
To prove it you will
need to work out if enough of the drug could have reached the guard’s nose after the vial smashed.
Can you do that? I’ll give you a clue… you’ll need to think about particles! 7
Activity 2: What happened to the guard?

8. Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
Not particles again! You say everything is made of particles. But I can’t see or feel them. They don’t exist – do they? 8
Activity 2: What happened to the guard?

9. I’m going to set Billie a challenge to convince you!
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
Well, Dragon, particles do exist, and they matter a lot to us. We use them to explain many things – including what happened at crime scenes!
I’m going to set Billie a challenge to convince you!
REDUCED WORDING 9
Activity 2: What happened to the guard?

10. Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
SS1
You have three tasks. If you do them well, both Dragon and the gallery owner can’t argue with the fact that it is possible the guard was drugged. Here is what you must do:
Find evidence that even though you can’t see particles, they do exist. 1
Hazard – beware of allergens
Find evidence that particles can move. 2
Find evidence that you can fit enough particles in a very small container to spread all over a room. 3 10
Activity 2: What happened to the guard?
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11. Where can you smell the air freshener? How does the smell get to you?
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
Evidence A
Hazard - beware of alergens
There’s an air freshener at the front of the room.
Where can you smell the air freshener?
How does the smell get to you? 11
Activity 2: What happened to the guard?
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12. Just one drop of a smelly liquid, and the whole room smells.
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
Evidence B
Just one drop of a smelly liquid, and the whole room smells.
How does this happen? 12
Activity 2: What happened to the guard?

13. How can you explain what you feel?
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
Evidence C
How can you explain what you feel?
This blocked syringe is full of air. What do you feel when you push down the plunger?
You can compress (or squash) a gas to fit it into a small container.
Why does this work? 13
Activity 2: What happened to the guard?

14. Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
If you compress a gas a lot, you can turn it into a liquid.
How does this work?
Evidence D
Particles in a gas
What must happen here?
Particles in a liquid 14
Activity 2: What happened to the guard?

15. Gases can move and spread out. This is diffusion. Here’s what happens…
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
Gases can move and spread out. This is diffusion. Here’s what happens… 15
Activity 2: What happened to the guard?

16. 1 2 3 Evidence A Evidence B Evidence C Evidence D
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
Evidence that even though you can’t see particles, they do exist. 1
Evidence A 2
Evidence that particles can move.
Evidence B
Evidence C
Evidence that you can fit enough particles in a very small container to spread all over a room.
Evidence D 3 16
Activity 2: What happened to the guard?

17. Great Billie, Now you’ve got all the evidence you need.
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
SS2
Great Billie, Now you’ve got all the evidence you need.
Tell Dragon and the gallery owner:
How you know that particles exist .
How particles are helpful in solving this crime.
And just why particles matter to forensic scientists. 17
Activity 2: What happened to the guard?

18. Review the evidence, what was key and why?
Engage
Elicit
Explore
Explain
Elaborate
Extend
Evaluate
Review the evidence, what was key and why?
Activity 2: What happened to the guard? 18

19. Picture credits Picture Slide Credit
Activity from the Forensics unit © Association for Science Education and Centre for Science Education 2010.
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