Principles of Biomedical Science

• Unit 1: Medical Investigation

• Unit 2: Clinical Care
• Unit 3: Outbreaks & Emergencies
• Unit 4: Innovation, Inc.
 Unit 1: Medical Investigation
• 1.1 Investigating the Scene
• 7 activities
• 1.2 Master the Morgue
• 6 activities
• 1.3 Open Investigation
• 1 activity
• 1.1.1 A Sketchy Scene
• 1.1.2 Reliable Witnesses?
• 1.1.3 The Traces We Leave Behind
• 1.1.4 Blood Evidence
• 1.1.5 DNA Evidence
• 1.1.6 DNA Analysis
• 1.1.7 Status Report
 Unit 1: Medical Investigation
Lesson 1.1 Investigating the Scene
Essential Questions:
1. What are different forms of evidence, how infallible are they, and
how are they useful in resolving potential criminal cases?
2. How can varying forms of evidence be evaluated for meaning?
3. How does technology help bring resolution to forensic cases? How
does technology advance the understandings in forensic science?
 1.1.1 A Sketchy Scene
Objectives: TSW…
• Identify and describe the criteria used
to evaluate a source, and demonstrate
the ability to evaluate a source
• Identify the components of, and
demonstrate the ability to write an APA
citation
• Identify and describe the tasks involved
in processing a scene, and demonstrate
the ability to complete those tasks
• Identify and describe the role of a
biomedical science professional
Activity Overview: TSW…
1. Make sketches
2. Locate, evaluate, and cite a source
3. Take notes
2. Process Anna’s crime scene
3. Respond to a discussion post
4. Answer conclusion questions
5. Upload your work to Schoology
6. Complete a career journal
 Evaluating and Citing a Resource
• Evaluating a source • Citing a source
• Author • APA 7th edition format
• Accuracy
• Objectivity / Bias • There is a supporting document
• Currency and a link for the “Citation
• Etc. Machine” website in the “Course
Documents” folder on Schoology
• There are supporting documents
and links to videos for this in the
“Course Documents” folder on
Schoology
1.1.1 A Sketchy Scene
1.1.1 A Sketchy Scene

(the scene)

(the evidence)
 1.1.1 A Sketchy Scene
Observing and Searching the Scene
 1.1.1 A Sketchy Scene
Observing and Searching the Scene
• Why it’s important • How it’s performed
• Identifies threats to scene • Walk through the scene and take
integrity notes
• Document transient evidence and
• Ensures protection of physical environmental conditions
evidence • Survey the scene and mark / note
• Provides an overview of the scene potential evidence
• Search the scene
• Line (Strip)
• Grid
• Zone
• Spiral (inward or outward)
• Wheel (ray)
• Link
 1.1.1 A Sketchy Scene
Observing and Searching the Scene
 1.1.1 A Sketchy Scene
Photographing the Scene
 1.1.1 A Sketchy Scene
Photographing the Scene
• Why it’s important • How it’s performed
• Provides a true and accurate • Take photos to document the
record of the crime scene and scene
physical evidence • Several photos should be taken
• Wide views of the entire scene
• Mid-range views of specific things
• Close-ups of specific things
• Photos should be taken from various
angles
• Use rulers for scale
• Include the evidence marker in the
pic (when possible)
 1.1.1 A Sketchy Scene
Photographing the Scene
1.1.1 A Sketchy Scene
Sketching the Scene
 1.1.1 A Sketchy Scene
Sketching the Scene
• Why it’s important • How it’s performed
• Record of the size and distance • Initially, make a quick rough sketch
relationships of the scene and the that is not to scale
evidence within it • Eventually, make a final sketch
• This rarely can be done with photos that is to scale
• Includes basic info, key, scale, etc.
• Types of sketches:
• Overview
• Elevation
• Exploded / cross-projection
• Perspective
1.1.1 A Sketchy Scene
Sketching the Scene
1.1.1 A Sketchy Scene
Sketching the Scene
 1.1.1 A Sketchy Scene
• Forensic technician
 Back to the DRILL…

Which piece of evidence from the

Anna Garcia scene do you feel is
most important? Explain.
 1.1.1 A Sketchy Scene
What do you think happened to Anna Garcia?
 1.1.1 A Sketchy Scene
Conclusion Questions
1. What's the first thing you personally look for when evaluating a
source? Explain.
2. Which search method do you think would be most appropriate for
the Anna Garcia scene? Explain.
3. Match the name of the type of sketch with the sketch that best
illustrates it.
4. Three (3) of the tasks to process a crime scene are listed below.
Place these tasks in their order of importance starting with the one
you think is most important.
 1.1.2 Reliable Witnesses?
Objectives: TSW…
• Describe how a polygraph test is
performed and how the data
collected from it can be
interpreted
• Analyze polygraph data to
evaluate the credibility of
statements
Activity Overview:
1. Read info on persons of
interest
2. Research and take notes
3. Analyze polygraph data
4. Respond to a discussion post
5. Answer conclusion questions
6. Upload work to Schoology
 1.1.2 Reliable Witnesses?

Dominique Hall

Eric Piedmont Taylor Diaz

Sam Greene Dr. Opal

 1.1.2 Reliable Witnesses?
• Interviewee is hooked up to multiple sensors (usually 4-6) that record
physiological data
• Ex: heart rate, blood pressure, respiration rate, skin conductivity, and/or
perspiration
• Interviewer asks a series of simple yes / no questions to establish a
baseline of the physiological responses before asking case-relevant
questions
• These are sometimes referred to as “control questions”
• Machine / computer software displays the physiological data
• Physiological response data from the case-relevant questions is
compared to the baseline / control data to look for deviations
• Deviations might be an indication that the person was not telling the truth
1.1.2 Reliable Witnesses?
1.1.2 Reliable Witnesses?
 1.1.2 Reliable Witnesses?
• The body often responds to stress or anxiety by releasing a surge of
adrenaline, which causes the heart rate, breathing (respiratory) rate,
blood pressure, perspiration, etc. to change (usually increase)
• This might happen due to lying or even just due to the stress of being
interviewed
 1.1.2 Reliable Witnesses?
• Polygraphs are not very reliable
• Physiological responses are not the same for everyone
• Physiological responses might be “abnormal” due to the situation
• Physiological responses can be manipulated

• In many places, the results of polygraphs are not even admissible as evidence
in court
 1.1.2 Reliable Witnesses?

Dominique Hall

Eric Piedmont Taylor Diaz

Sam Greene Dr. Opal

1.1.2 Reliable Witnesses?
1.1.2 Reliable Witnesses?
1.1.2 Reliable Witnesses?
1.1.2 Reliable Witnesses?
1.1.2 Reliable Witnesses?
1.1.2 Reliable Witnesses?
 1.1.2 Reliable Witnesses?
Now, what do you think happened to Anna Garcia?
 1.1.2 Reliable Witnesses?
Conclusion Questions
1. Propose an explanation for why physiological responses like
breathing rate and heart rate might change when someone is not
being truthful.
2. Which persons of interest appear to have lied during their
polygraph? Select all that apply.
3. Polygraphs can be fooled. Propose an explanation for how you think
a person could lie without it being detected by a polygraph.
4. What is the purpose of the baseline / control questions that
investigators initially ask during a polygraph?
 1.1.3 The Traces We Leave Behind
Objectives: TSW…
• Identify and describe the uses of
and limitations of hair,
fingerprints, and digital evidence
• Describe how to and demonstrate
the ability to collect and analyze
hair samples and fingerprints
• Identify and describe the role of a
biomedical science professional
Activity Overview:
1. Research and take notes
2. Read and summarize articles
3. Analyze evidence
4. Watch a video and take notes
5. Complete an annotated
bibliography
6. Complete a career journal
7. Answer conclusion questions
8. Upload work to Schoology
 1.1.3 The Traces We Leave Behind
• Part I: A Hairy Situation

• Part II: Patterns in Our Prints

• Part III: Digital Evidence

1.1.3 The Traces We Leave Behind Parts I-III
1.1.3 The Traces We Leave Behind Parts I-III
• Other hair characteristics that can be examined:
• Diameter of the hair
• Artificial treatments to the hair
• Diseases and other abnormalities
• Stage / phase of the root in its growth cycle
1.1.3 The Traces We Leave Behind Parts I-III
1.1.3 The Traces We Leave Behind Parts I-III

What are the limitations

of using hair in forensic
investigations?
1.1.3 The Traces We Leave Behind Parts I-III
Plain Arch Tented Arch Loop Whorl
1.1.3 The Traces We Leave Behind Parts I-III
1.1.3 The Traces We Leave Behind Parts I-III
• Minutiae
1.1.3 The Traces We Leave Behind Parts I-III
1.1.3 The Traces We Leave Behind Parts I-III
• Annotated Bibliography:
• Title
• Citation
• Resource Format
• Key Words
• Summary of the Resource
• Evaluation of the Resource
• Application of Information
1.1.3 The Traces We Leave Behind Parts I-III
• Part I: A Hairy Situation

• Part II: Patterns in Our Prints

• Part III: Digital Evidence

1.1.3 The Traces We Leave Behind Parts I-III
• Digital Forensics Investigator
1.1.3 The Traces We Leave Behind Parts I-III
Conclusion Questions
1. Match the name of the fingerprint with the image that shows it.
2. What do you think would be the most difficult aspect of being a
digital forensics investigator? Explain.
3. The inner most layer of hair is called the cortex.
4. The tiny unique differences in a fingerprint are referred to as which
of these?
5. Is the presence of a person's fingerprint and/or hair at a crime
scene enough to convict them of a suspected crime? Explain.
 1.1.3 The Traces We Leave Behind Part IV
Objectives: TSW…
• Demonstrate the ability to
collect, observe, and analyze
fingerprints, hair samples, and
digital evidence
Activity Overview:
1. Observe and compare hair
samples
2. Dust, lift, and compare
fingerprints
3. Observe and analyze digital
evidence
4. Respond to a discussion post
5. Upload work to Schoology
6. Complete conclusion questions
 1.1.3 The Traces We Leave Behind Part IV
• Hair
 1.1.3 The Traces We Leave Behind Part IV
• Fingerprints
 1.1.3 The Traces We Leave Behind
• Digital Assets / Evidence
1.1.3 The Traces We Leave Behind
 1.1.3 The Traces We Leave Behind Part IV
• Digital Assets / Evidence

What information from Anna’s texts,

emails, and social media posts do you
feel is most important?
1.1.3 The Traces We Leave Behind Part IV
 1.1.3 The Traces We Leave Behind Part IV
• Discussion Post

What do you think happened to Anna

Garcia? Be sure to incorporate
information from 1.1.3 into your
response.
 1.1.3 The Traces We Leave Behind Part IV
Conclusion Questions
1. Whose hair was found at the scene?
2. What do you think is the most important piece of information you
learned by examining Anna's text messages, emails, and social
media stream / story? Explain.
3. Whose partial fingerprint was found on the table?
4. What was the most difficult aspect of dusting, lifting, and/or
analyzing fingerprints? What about for hair analysis?
5. Whose fingerprint was found on the glassware?
 1.1.4 Blood Evidence Parts I-V
Objectives: TSW… Activity Overview:
• Identify and describe the components of and the
function of the components of blood 1. Take notes from a
• Identify, describe, and compare the various presentation
blood types
• Identify, describe, and compare examples of 2. Research and take notes
presumptive blood tests and confirmatory blood
tests 3. Watch videos and take notes
• Describe / explain how blood and bloodstain
patterns provide insight into what happened at a
4. Complete a career journal
scene 5. Answer conclusion questions
• Demonstrate the ability to analyze bloodstain
patterns 6. Upload work to Schoology
• Identify and describe the role of a biomedical
science professional
1.1.4 Blood Evidence Parts I-V
1.1.4 Blood Evidence Parts I-V
1.1.4 Blood Evidence Parts I-V
 1.1.4 Blood Evidence Parts I-V
• Plasma
• Pale yellow fluid
• Consists of water and dissolved
solutes
• Proteins, nutrients, ions (salts),
waste products, etc.
• Fluid that transports blood cells,
and other materials around the
body
 1.1.4 Blood Evidence Parts I-V
• Erythrocytes
• Red blood cells
• Do not have a nucleus
• Lose it as they mature
• Round, donut shaped
• Contain hemoglobin
• Iron containing molecule that
oxygen binds to
• Provides the red color
 1.1.4 Blood Evidence Parts I-V
• Leukocytes
• White blood cells
• Contain a nucleus
• Irregularly shaped
• Colorless
• Cells of the immune system
• Lymphocytes, monocytes,
neutrophils, eosinophils, basophils,
etc.
 1.1.4 Blood Evidence Parts I-V
• Thrombocytes
• Platelets
• Do not have a nucleus
• They are fragments of cells
• Plate shaped
• Colorless
• Stick to other platelets and to
damaged cells
• This forms a clot to stop bleeding
1.1.4 Blood Evidence Parts I-V
1.1.4 Blood Evidence Parts I-V
1.1.4 Blood Evidence Parts I-V
1.1.4 Blood Evidence Parts I-V
 1.1.4 Blood Evidence Parts I-V
• Presumptive blood test
• Use to determine if a substance
could be blood

• Confirmatory blood test

• Used to determine if a substance
that could be blood actually is
blood
 1.1.4 Blood Evidence Parts I-V
• Kastle-Meyer
• The most common presumptive
blood test
• Turns purply-pink in the presence
of blood and other substances
 1.1.4 Blood Evidence Parts I-V
• Leucocrystal violet (LV)
• Turns a violet color in the
presence of blood and other
substances
 1.1.4 Blood Evidence Parts I-V
• Luminol
• Fluoresces when it comes in
contact with blood and other
substances
1.1.4 Blood Evidence Parts I-V

All react with iron

(which is on
hemoglobin)
 1.1.4 Blood Evidence Parts I-V
• Presumptive blood test
• Use to determine if a substance
could be blood

• Confirmatory blood test

• Used to determine if a substance
that could be blood actually is
blood
1.1.4 Blood Evidence Parts I-V
1.1.4 Blood Evidence Parts I-V
1.1.4 Blood Evidence Parts I-V
1.1.4 Blood Evidence Parts I-V
1.1.4 Blood Evidence Parts I-V
 1.1.4 Blood Evidence Parts I-V
• Blood spatter analyst
1.1.4 Blood Evidence Parts I-V
 1.1.4 Blood Evidence Parts I-V
• Blood Spatter Types
• Passive stains
• Projected / impact stains
• Transfer stains
 1.1.4 Blood Evidence Parts I-V
• Information from blood spatter
• Shape  angle of impact
• Diameter  height
• Length and width  direction
• All of this  point of origin
1.1.4 Blood Evidence Parts I-V
 1.1.4 Blood Evidence Parts I-V
Conclusion Questions
1. Which type of antibodies are present in someone's blood if they have type AB blood?
2. Match the component of blood with the statement that best applies to it.
3. All of the presumptive blood tests you learned about in 1.1.4 work by detecting the
presence of ___.
4. Label the blood type of each blood sample.
5. Circle the image that illustrates the use of luminol to determine if a substance could
be blood.
6. What is the difference between a presumptive blood test and a confirmatory blood
test? Provide an example of each.
7. Examine each of the the blood spatters seen below (A and B) and describe a
conclusion(s) you can make for each. Be specific.
1.1.4 Blood Evidence Part VI
1.1.4 Blood Evidence Part VI

A A A A B A AB O
 1.1.4 Blood Evidence Part VI
Conclusion Questions:
1. Match the person with their blood type. NOTE: Not all answer
choices will be used.
2. The blood found at the scene was determined to be type ___.
3. What conclusion can you make with regards to whose blood was
found at the scene? Explain.
4. What conclusion can you make based on the blood stain pattern
found on the floor at the scene? Explain.
 1.1.4 Blood Evidence Part VII
Part VII: Exploring the Scientific Method and Designing a Blood
Spatter Investigation
The blood at the scene still holds other information though. The blood
spatter analyst is counting on you to determine whether the original
point of origin of the blood found on the floor came from when the
person was standing or if it came from when the person was in another
position. To do this, you will design an investigation to explore how the
height of the point of origin affects the diameter of passive blood
drops. Knowing this can help put the pieces together to potentially
determine what happened to Anna.
1.1.4 Blood Evidence Part VII
 1.1.4 Blood Evidence Part VII
• Objectives from the presentation… Can you:
• write scientific questions
• perform background research
• locate, evaluate, summarize, and cite sources of information
• write a hypothesis
• identify control groups, and independent, dependent, and controlled
(constant) variables
• write a procedure for and create a data table for an experiment /
investigation
• create a graph
• analyze data to form a conclusion
 1.1.4 Blood Evidence Part VII
1. Forming a question
• Is it testable, specific, interesting to you, etc.?

2. Performing background research

• Evaluating sources
• Summarizing information / completing annotated bibliographies
• Citing sources

3. Writing a hypothesis
• Should be based on the background research
 1.1.4 Blood Evidence Part VII
4. Designing an investigation (writing a procedure)
• Be specific / detailed
• Ensure safety
• Identify variables (independent, dependent, constants)
• Include a control group (if possible)

5. Performing an investigation
• Follow safety protocols
• Record all data
• Take photos
• Update procedure as needed
 1.1.4 Blood Evidence Part VII
6. Analyzing data
• Calculating means
• Creating data tables and graphs
• Determining trends from data /
graphs
7. Forming a conclusion
• Remember… it’s not just a
summary of the data
9. Communicating information
• Graphing reminders…
• T  title… includes IV and DV
• A  axes… IV on the x, DV on the
y
• I  intervals… equal increments,
and appropriate for the scale
• L  labels… both axes are labeled
• S  scale… min and max values
are appropriate
 1.1.4 Blood Evidence Part VII
Conclusion Questions:
A student wants to perform an investigation to explore the effects of different
concentrations of fertilizer on the growth of rose bushes.
1. Which of these should be constants / controlled variables? Select all that
apply
2. Which of these will be the independent variable of the students
investigation?
3. When making a graph the independent variable usually goes on the y-axis.
4. What should the student use for the control group? Explain why that should
be used as the control group.
5. Describe what the student could do for their procedure.
 1.1.4 Blood Evidence Part VII
3. Locate a reliable resource that could be used to obtain background
information on the question below. Then, complete the “1.1.4 Annotated
Bibliography” that is in the 1.1 folder within the Unit 1 folder on
Schoology. Submit your annotated bibliography when you are finished.

How does height of the point of origin of blood affect the size of blood
drops?

4. On your notebook page, write a hypothesis based on the question you

researched in #3.
 1.1.4 Blood Evidence Part VII
5. On your notebook page, write a step-by-step procedure for an investigation that you
could perform to test your hypothesis from #4 and thus answer the question from #3.

6. On your notebook page, create a data table that you could use to record your data
from the investigation you designed in #5.

7. Identify each of the following for the investigation you designed in #5.
a. Independent variable
b. Dependent variable
c. 4 constants / controlled variables
d. Control group (if this is not applicable, then propose an explanation for why it is
not applicable)
 1.1.4 Blood Evidence Part VIII
Objectives: TSW…
• Perform an investigation in order
to identify and describe the
effects of the height of the point
of origin on the size of blood
spatter
• Create a graph and analyze data
in order to form a conclusion
Activity Overview:
1. Discuss work with your
teacher
2. Perform the blood drop
investigation
3. Analyze data
4. Create a scatter plot
5. Respond to a discussion post
6. Write a lab report
1.1.4 Blood Evidence Part VIII
 1.1.4 Blood Evidence Part VIII
What is the drop height if the blood drop diameter is 15 mm?
Effect of Drop Height on Blood Drop Diameter
27
Blood Drop Diameter (mm)

24
21 f(x) = 0.0503030303030303 x + 12.0666666666667
18
15
12
9
6
3
0
0 20 40 60 80 100 120 140 160 180 200 220
Drop Height (cm)
 1.1.4 Blood Evidence Part IX
Objectives: TSW… Activity Overview:
• Determine the point of origin of 1. Create a scatter plot
blood from a scene 2. Measure blood drops
3. Use a trendline / equation
4. Respond to a discussion post
 1.1.5 DNA Evidence
Objectives: TSW… Activity Overview:
• Identify and describe the 1. Take notes from a presentation
structure of and function of DNA 2. Complete conclusion questions
• Explain how / why DNA leads to 3. Upload work to Schoology
the uniqueness of individuals
 1.1.5 DNA Evidence
• The function of DNA is to code for proteins.
• These proteins lead to the traits of an organism
1.1.5 DNA Evidence
 1.1.5 DNA Evidence
• DNA  Deoxyribonucleic acid
1.1.5 DNA Evidence

Phosphate

Nitrogenous
base
Deoxyribose (A, T, G, or C)
(sugar)
1.1.5 DNA Evidence
1.1.5 DNA Evidence
1.1.5 DNA Evidence
1.1.5 DNA Evidence
1.1.5 DNA Evidence
 1.1.5 DNA Evidence
• Humans have 46 pieces of DNA
in the nucleus of most cells
• Gametes (sperm and egg) only
have 23
 1.1.5 DNA Evidence
• DNA condenses / compacts into chromosomes by wrapping around
histone proteins
1.1.5 DNA Evidence
 1.1.5 DNA Evidence
• A gene is a specific segment of DNA that codes for a specific protein
 1.1.5 DNA Evidence

5’ 3’

3’ 5’
 1.1.5 DNA Evidence
• The “genetic code” is the sequence / order of bases in a DNA
sequence
1.1.5 DNA Evidence
 1.1.6 DNA Analysis Parts I-II
Objectives: TSW… Activity Overview:
• Identify and describe the purpose of PCR as it relates to DNA 1. Take notes from a presentation
analysis
2. Watch and summarize a video
• Summarize the process of PCR
3. Model DNA restriction digest and DNA profiling
• Identify and describe the purpose of restriction enzymes as they
relate to DNA analysis 4. Complete a career journal

• “Digest” sample DNA strands given a restriction enzyme 5. Answer conclusion questions

• Identify and describe the purpose of and uses for gel 6. Upload work to Schoology
electrophoresis
• Summarize the process of gel electrophoresis
• Analyze and interpret gel electrophoresis results
• Explain how DNA analysis / fingerprinting is performed
• Explain why each person’s DNA profile / fingerprint is unique
• Identify and discuss possible ethical concerns relating to DNA
analysis
• Identify and describe the role of a biomedical science professional
 1.1.6 DNA Analysis Part I
• Remember… your DNA and that of all other humans is 99.9% the
same…
• The DNA base sequence can be different
1.1.6 DNA Analysis Part I
 1.1.6 DNA Analysis Part I
• Remember… your DNA and that of all other humans is 99.9% the
same…
• There can also be repeated segments called short tandem repeats (STRs) /
variable number tandem repeat (VNTRs)
 1.1.6 DNA Analysis Part I
• DNA Analysis (aka: DNA profiling / DNA fingerprinting) usually
involves 3 steps once the DNA has been obtained and isolated:
• Polymerase chain reaction (PCR) – copies of the DNA
• Restriction digest – cuts the DNA
• Gel electrophoresis – separates the pieces of DNA
 1.1.6 DNA Analysis Part I
• Polymerase Chain Reaction (PCR)
• Process that makes copies of DNA
 1.1.6 DNA Analysis Part I
• Polymerase Chain Reaction (PCR)
 1.1.6 DNA Analysis Part I
• PCR
 1.1.6 DNA Analysis Part I
• DNA Analysis (aka: DNA profiling / DNA fingerprinting) usually
involves 3 steps once the DNA has been obtain and isolated:
• Polymerase chain reaction (PCR) – copies of the DNA
• Restriction digest – cuts the DNA
• Gel electrophoresis – separates the pieces of DNA
 1.1.6 DNA Analysis Part I
• Restriction digest
• Uses restriction endonucleases (aka: restriction enzymes) to cut the DNA into
fragments / pieces
 1.1.6 DNA Analysis Part I
• Restriction endonucleases (aka: restriction enzymes)
• Each one reads the DNA from the 5’ end to the 3’ end and cuts the DNA at a
specific location (aka: a restriction site)
 1.1.6 DNA Analysis Part I
• Restriction endonucleases (aka: restriction enzymes)
• Each one reads the DNA from the 5’ end to the 3’ end and cuts the DNA at a
specific location (aka: a restriction site, recognition site)

• EcoRI: G A A T T C

• HindIII: A A G C T T

• HaeIII: G G C C
 1.1.6 DNA Analysis Part I
• Restriction endonucleases (aka: restriction enzymes)
• Each one reads the DNA from the 5’ end to the 3’ end and cuts the DNA at a
specific location (aka: a restriction site, recognition site)
 1.1.6 DNA Analysis Part I
• Restriction endonucleases (aka: restriction enzymes)
 1.1.6 DNA Analysis Part I
• HaeIII recognizes the sequence GGCC and cuts between the G and C
• Remember… DNA is read from 5’ to 3’

5’ 3’

3’ 5’

25 base pairs (bp) 20 base pairs (bp) 38 base pairs (bp)

 1.1.6 DNA Analysis Part I
• Gel electrophoresis
• A process used to separate pieces / fragments DNA based on their size
 1.1.6 DNA Analysis Part I
• Gel electrophoresis
• DNA samples are loaded into a wells of a gel
which is placed into a gel box / chamber
• An electric current is applied
• DNA is slightly electronegative so it moves
towards the positive end of the gel
• The varying sizes of the fragments cause them
to move at different speeds and stop at
different locations within the gel
• The fragments appear as “bands” in the gel
• The bands are referred to as restriction fragment
length polymorphisns (RFLPs)
• The unique pattern of bands that is produced is
referred to as a “DNA Fingerprint” or “DNA Profile”
1.1.6 DNA Analysis Part I
 1.1.6 DNA Analysis Part I

(STRs / VNTRs)
1.1.6 DNA Analysis Part I
1.1.6 DNA Analysis Part I
1.1.6 DNA Analysis Part I
 1.1.6 DNA Analysis Part I
DNA Crime Suspect Suspect Suspect Suspect Suspect
Ladder Scene 1 2 3 4 5
1.1.6 DNA Analysis Part I
1.1.6 DNA Analysis Part I
1.1.6 DNA Analysis Part I
1.1.6 DNA Analysis Part I
 1.1.6 DNA Analysis Part I
5’ 3’

3’ 5’

25 base pairs (bp) 20 base pairs (bp) 38 base pairs (bp)

1.1.6 DNA Analysis Part I
Negative end of the gel

L wells
70 bp

60 bp

50 bp

40 bp

30 bp

20 bp

10 bp

Positive end of the gel

 1.1.6 DNA Analysis Part I
• DNA Analysis (aka: DNA profiling / DNA fingerprinting) usually
involves 3 steps once the DNA has been obtain and isolated:
• Polymerase chain reaction (PCR) – copies of the DNA
• Restriction digest – cuts the DNA
• Gel electrophoresis – separates the pieces of DNA
 1.1.6 DNA Analysis Part II
• DNA Analyst
 1.1.6 DNA Analysis Parts I-II
Conclusion Questions:
1. The restriction enzyme EcoRI recognizes the DNA sequence GAATTC and cuts between the G
and the A. Draw lines on the gel seen below to show the DNA profile / DNA fingerprint of
the DNA sequence seen below if it was exposed to EcoRI.
2. What do you think would be the most difficult aspect of being a DNA analyst? Explain.
3. Explain why each person is likely to have a unique DNA profile / DNA fingerprint. Be specific.
4. Put the following steps of DNA analysis in order starting with the one that occurs first.
5. Based on your "gel" from step 6, which suspect's DNA (A, B, or C) was found at the crime
scene? Explain how you know.
6. The purpose of PCR is to ___.
7. Which of these acts like molecular scissors?
8. During gel electrophoresis, the DNA migrates towards the positive end of the gel.
1.1.6 DNA Analysis Part III
1.1.6 DNA Analysis Part III
1.1.6 DNA Analysis Part V
 1.1.6 DNA Analysis Part V
Lab Conclusion Questions
1. Whose blood was found at the scene? Explain how you know.
2. Identify one source of error that may impact DNA analysis and
explain how it could impact it. Be specific.