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EDUC 5105 – Designing Web-Based Learning
Assignment 3
Project Based Learning: Math Crime Scene Investigation
http://mackillopw.wix.com/cecdetectiveagency
Due: June 23, 2013
Submitted By:
Caren Chisholm – [email protected]
Craig MacKillop – [email protected] Holly Whitty – [email protected]
Introduction:
Our group has decided to focus on the topic of a math activity based on crime scene investigation and
analysis. We are narrowing our scope to grade 10 academic math students, but the activity lends itself
to be used at varying grade levels with little modification. This student‐centered exploration will include
activities designed around different aspects of the multiple intelligence theory, including logical,
interpersonal, spatial‐visual and, to a lesser degree, kinesthetic and linguistic. Our goal is to provide a
learning experience that will allow all group members to participate and excel in their area of strength.
Our learners will have obtained some background knowledge on investigative learning throughout
junior high math courses and we hope to enhance their abilities to construct their own knowledge. We
are assuming no prior knowledge of quadratic regression and crime solving techniques.
The activity will follow the project based learning framework allowing us to create a constructivist lesson
plan appropriate for our learners. Our driving question will be “Who did it?” in reference to the crime
presented to the class. The students will have access to a website that will act as their “home base”.
They will work in groups of two or three to mimic real life detective teams, enhance the interpersonal
skills, and promote learning and reasoning through discussion of concepts and ideas. Through the
“home base” website, each group will be given a different crime scene profile to analyze that will lead
them to a specific perpetrator. Each profile will have a different solution. We envision having the photos
of the suspects posted around the room for the students to refer to and to help them eliminate suspects
as they proceed through the tasks. Each task will eliminate more suspects. All tasks will need to be
completed in order to find the criminal and solve the crime. Throughout the investigation, the teacher
will act as the facilitator or “police chief”, guiding the investigators through the process of solving the
crime.
Choice of Framework:
The learning experience we have created is a combination of project‐based learning and a Webquest.
We liked the idea of students directing their own learning, as well as creating meaning and
understanding from experiences. Our goal was to create an online learning experience in cooperating
technology with project‐based learning. Students enjoy being challenged, as most people quickly
respond to an opportunity to “win” or be the first to “figure it out”. Based on this intrinsic
characteristic, we designed a lesson around a crime scene. Mathematics is abundant in forensic
sciences so this topic fit well with our curriculum. Creating a problem to be solved (the crime) and
providing the means by which to solve it within loosely structured guidelines mimics the problem‐based
learning model whereas our format mimics the Webquest. As we read about and discussed these two
frameworks, we noticed the parallels within the models. Using the commonalities, we created our
framework. With so much information available, and many unreliable sources, it only made sense to
engage the students in a Webquest‐structured situation and supply the links to the appropriate
nformation. i
Constructivist Theory:
The incorporation of multiple intelligences was relatively easy for this activity. The situation provided
lends itself to the need for many aspects of investigation and study. Specialists in various areas are a
necessity in “real life” crime investigation therefore the activity naturally involves the use of, and need
for, multiple intelligences.
1. Mathematical/logical – This type of intelligence is obvious throughout the entire lesson:
organizing information, creating and comparing charts, interpretation of data, and measuring.
The lesson was designed for a math classroom and therefore mathematical intelligence is
predominant.
2. Linguistic – Students will be required to read, listen to, and interpret information from various
sources. Students who excel in this area will enjoy the opportunity to read profiles, listen to
pod‐cast “interviews”, and finally create a written report for the “police chief” with the solution
to the crime.
3. Spatial – Part of the “investigation” that students will conduct will involve a study of the crime
scene. This could include floor plans, maps, sketches, etc. Measurement and estimation skills
would be required.
4. Bodily‐Kinesthetic – One of the activities required of students is to make their own dental
impressions. This will involve the students cutting Styrofoam wedges for the impressions,
physically transferring the image to paper, and sketching graphs.
5. Interpersonal – Students will be working in “teams of detectives” to solve the crime presented.
They will need to interact with each other, communicate, discuss and dispute ideas, and agree
on a solution to the problems presented. The final report at the end of the activity will involve a
presentation to the class on the group’s findings.
6. Intrapersonal – Part of the activity will require students to keep a logbook/journal of their ideas,
thoughts, suspicions, and reflections on the process. This will be collected as an individual
assignment after the group has presented its findings. Leading questions, such as “Does forensic
science interest you?” will also be provided in the instructions for the journal. This will hopefully
encourage students to take their thoughts a bit further than just the answers to the questions in
the exploratory.
7. Musical/Artistic – As part of the final presentation, or in discussion with their group, students
could “act out” or re‐create the crime to get/provide a better understanding of the actions of
the criminal.
Tasks:
Each group will perform several analyses on clues from the crime scene to try and solve the crime. We
have developed the task for analyzing bite marks. For the purpose of this assignment, we have
developed the task of bite mark analysis using quadratic regression.
Crime Scene:
The principal of Cobequid Educational Centre, Mr. Kaulbach, had his SUV vandalized on the last day of
school before exams. Windows were broken, tires were slashed, and personal items were stolen from
inside the vehicle. Inside the vehicle was a note left by the culprit saying, “Apple for the teacher…..,” and
next to the note was a granny smith apple with a bite taken out it. Unfortunately for the culprit, he/she
left fingerprints, footprints, a bite mark, and other clues behind for the CEC crime team to solve the
crime!
The Website and Copyright:
The website for the CEC Detective Agency was created using the free web‐hosting site Wix.com. The
address is http://mackillopw.wix.com/cecdetectiveagency. The main instructional materials on the site
were created by this group except for the scrolling Star Wars images on the main page and the banner
links to “The Town of Truro”, the “RCMP” and “Truro Police”. These Star Wars images are from the
Lucasfilm Archives and, although they are copyright protected, Lucasfilm does have a Fair Usage term in
their copyright law which permits the use of copyright work for use in educational websites. We believe
our website would fall under this category, especially when Mr. Lucas is such an advocate for Project
Based Learning.
Cape Breton University ED5105 Assignment #3 Instructor: Diane Janes
Prepared By: Caren Chisholm, William Craig MacKillop, Holly Whitty
CEC Detective Agency
Bite Mark Analysis – Intro to Quadratic Regression
Grade Level: Math 10
Timeline: 5‐6 Classes
Objective: A project designed to introduce students to quadratic regression through an
interesting, real world application of crime scene analyzing, specifically, bite
mark analysis.
Outcomes: The General Curriculum Outcomes for Math 10 that are covered in by this
project are:
GCO C Explore, recognize, represent, and apply patterns and
relationships, both formally and informally
GCO F Solve problems involving the collection, display, and
analysis of data , specifically:
o SCO F7 explore non‐linear data, using regression, to find a
curve of best fit
Materials: Each student team will need:
A laptop/desktop computer (CEC has 10 laptop carts with 15 laptops on
each cart). Teachers also have access to two 25 machine computer
rooms.
Access to http://mackillopw.wix.com/cecdetectiveagency
Access to a printer
Graphing Calculator and/or Graphing software such as Autograph
Cape Breton University ED5105 Assignment #3 Instructor: Diane Janes
Prepared By: Caren Chisholm, William Craig MacKillop, Holly Whitty
Prior Knowledge: Students will need to know how to plot points both manually and using a
graphing technology. They will also need to know how to navigate a web
browser.
Obstacles: Students may be tempted to ignore the links on the CEC Detective Agency
website. The intent of the project is for students to research and develop their
own regression method for analyzing the bite marks but some groups may
require more guidance.
Technology: Students should immediately see the benefits of using regression for analyzing
data and doing repetitive multistep comparisons. Students in Math 10 are
required to work with non‐linear regression analysis and this project, while
providing them with an interesting premise, allows them to explore the
quadratic regression using computer software and the hand held calculator.
Student Work: This project is designed for students to work in groups as a detective team as
there is a wealth of information provided and may prove too daunting for one
individual.
Teacher Work: The teacher will facilitate the class providing assistance to those groups that
require more guidance. Non‐outcome suggestions such as “this is a good way to
transfer your bite mark to graph paper” is encouraged but the overall method of
regression should be left to the groups to discover on their own.
Cape Breton University ED5105 Assignment #3 Instructor: Diane Janes
Prepared By: Caren Chisholm, William Craig MacKillop, Holly Whitty
Website: CEC Detective Agency http://mackillopw.wix.com/cecdetectiveagency
Handout: The following material could be handed out to students, but the intent of the
project is for students to access this information through the CEC Detective
Agency Website. It is included in this Lesson Plan as an example of the material
that is accessible through the website.
Cape Breton University ED5105 Assignment #3 Instructor: Diane Janes
Prepared By: Caren Chisholm, William Craig MacKillop, Holly Whitty
THE CRIME!
The principal of Cobequid Educational Centre, Mr. Kaulbach, had his SUV vandalized on the last day of
school before exams. Windows were broken, tires were slashed, and personal items were stolen from
inside the vehicle. Inside the vehicle was a note left by the culprit saying, “Apple for the teacher…..,” and
next to the note was a granny smith apple with a bite taken out it. Unfortunately for the culprit, he/she
left fingerprints, footprints, a bite mark, and other clues behind for the CEC crime team to solve the
crime!
TASK #1 ‐ Bite Mark Analysis
Using each suspect’s teeth impressions, you will try to identify the criminal. By using regression
analysis, you will create a quadratic equation to model each suspect’s teeth, as well as that of
the bite mark found at the crime scene.
Steps:
1) Research how bite marks and teeth impressions are used in criminology using the links
provided. It’s very interesting!
http://www.toothmingle.com/information/what‐is‐tooth‐numbering/
http://science.howstuffworks.com/forensic‐dentistry3.htm
http://curiosity.discovery.com/question/how‐accurate‐bite‐mark‐analysis (HAS VIDEO)
http://www.forensische‐tandheelkunde.be/MFO/articles/06_JFOS_Bitemarks.pdf
Cape Breton University ED5105 Assignment #3 Instructor: Diane Janes
Prepared By: Caren Chisholm, William Craig MacKillop, Holly Whitty
2) Research quadratic regression using the links provided below. We are concerned with being
able to perform regression using our TI calculators and/or Autograph software. Also, take a look
through the links regarding the correlation coefficient.
Regression:
http://science.kennesaw.edu/~plaval/applets/QRegression.html
http://calculator.maconstate.edu/quad_regression/
http://www.youtube.com/watch?v=R4tdLs1Rmr8
Correlation Coefficient:
http://mathbits.com/MathBits/TISection/Statistics2/correlation.htm
http://www.forecasts.org/cc.htm
3) Once you feel confident in what you have researched, create teeth impressions for each
member of your group following the instructions from this link:
http://www.cyberbee.com/whodunnit/teeth.html
You can get the necessary materials from your teacher. Practice quadratic regression on your
own bite mark! Compare your equation to those on your group. You should consult your
teacher at this point to ensure you’re on the right track.
Cape Breton University ED5105 Assignment #3 Instructor: Diane Janes
Prepared By: Caren Chisholm, William Craig MacKillop, Holly Whitty
4) Using quadratic regression, find an equation that models the teeth impressions of each
suspect and that of the bite mark on the apple found at the crime scene.
5) Using your equations and what you’ve learned about using teeth in criminology to narrow
down your suspects.
6) Based on your conclusions, prepare your evidence that you will include in your final report to
be submitted to the police chief (teacher).
Cape Breton University ED5105 Assignment #3 Instructor: Diane Janes
Prepared By: Caren Chisholm, William Craig MacKillop, Holly Whitty
Example of Suspect Profiles found on Detective Agency Website
Interaction: Students will be engaging in both individual and group work throughout this
task. The website research components can be completed independently by
each group member followed by group collaboration to share what they have
learned. Personal bite marks will be done individually but the suspect bite marks
will be completed by the group to be submitted in the final report. Each task will
operate similarly to this format.
Cape Breton University ED5105 Assignment #3 Instructor: Diane Janes
Prepared By: Caren Chisholm, William Craig MacKillop, Holly Whitty
Assessment: The effectiveness of the web‐site will be based on the learning demonstrated in
both the formative and summative assessments.
Summative Assessment: Each group will be required to submit a written
component of the findings from each task as a final report, in addition to a
presentation to the class. The class presentation of the final report can be
completed using a variety of methods, including a PowerPoint slideshow, video,
song, skit, or another method. The presentation method will need to be
preapproved by the teacher. The students will be marked on how well they
meet the outcomes outlined on page 1 of this report.
Formative Assessment: Through discussions with the groups, many of which will
be prompted by the instructions in the tasks, the teacher will be able to make
notes regarding student progress.
Self and Peer‐Assessment: We will require each student to complete a self‐
assessment, as well as an assessment of every other group’s presentation. The
self‐assessment would include questions pertaining to the website in the
opinions of the students.
Cape Breton University ED5105 Assignment #3 Instructor: Diane Janes
Prepared By: Caren Chisholm, William Craig MacKillop, Holly Whitty
Student Expectations: Students are expected to work with their groups to solve the crime with regards
to the outcome outlined on page one of this report. Student willingness to
participate will be necessary and prior knowledge of technology will also be an
asset. It will be necessary to complete each task in order to solve the crime, as
each task will only eliminate a few suspects. Peer interaction and consulting
with the teacher will be a requirement of this assignment. Finally, students will
be expected to create both a written final report as well as a class presentation.
Appendix A – Inspiration Concept Map and Site Map Concept Map
Site Map
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urtis, Diane (2002). The Power of Projects
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dutopia: Project Based Learning (2013, May) Retrieved from http://www.edutopia.org/project-
Ebased-learning Faces: Forensic Software Program (2013, May) Retrieved from http://www.facesid.com/products_faces_edu.html HoughtonMifflin’s Project Based Learning Space (2013, May). Retrieved from http://college.cengage.com/education/pbl/background.html Jason Learning: Education through Exploration (2013, May) Retrieved from http://www.jason.org/ Problem Based Learning for College Physics: Murder You Solve (May, 2013) Retrieved from http://pbl.ccdmd.qc.ca/resultat.php?action=clicFiche&he=800&afficheRecherche=-1&IDFiche=140&endroitRetour=1 Star Wars Images and Copyright (2013, June) Retrieved from http://www.theforce.net/swtc/gallery.html