Beruflich Dokumente
Kultur Dokumente
I n v e s t i g at i o n
L a u r a K . Pa l m e r
Abstract
This lesson uses characters from the Harry Potter series of novels as a hook to stimulate students interest in introductory forensic science. Students are guided through RFLP
(restriction fragment length polymorphism) analysis using inexpensive materials and
asked to interpret data from a mock crime scene. Importantly, the lesson provides an
opportunity to discuss limitations of using DNA fingerprinting for forensic purposes and
addresses a common misconception that the sophisticated science involved in crime-scene
analysis is infallible.
Key Words: DNA fingerprint; forensics; RFLP; Harry Potter.
knowledge in this area: What is the function of DNA? What does DNA
look like? What is DNA made of? Because this lesson utilizes RFLP
analysis, a thorough review of nucleotide pairing rules will provide the
necessary framework for introducing the concept of restriction enzymes
later in the presentation.
Commercial kits are available that make use of bacterial DNA samples
and a simplified protocol to produce a simulated DNA fingerprint (an
example is Bio-Rad Laboratories Forensic DNA Fingerprinting Kit;
catalogue no. 166-0007EDU). Because of the time constraints, the age
level of the student audience, and the specialized laboratory equipment
required, it may not be feasible for students to create a simulated DNA
The American Biology Teacher, Vol. 72, No. 4, pages 241244. ISSN 0002-7685, electronic ISSN 19384211. 2010 by National Association of Biology Teachers. All rights reserved.
Request permission to photocopy or reproduce article content at the University of California Presss Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.
DOI: 10.1525/abt.2010.72.4.8
Using Harry Potter to Introduce Students to DNA Fingerprinting & Forensic Science
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JJ
Presenter Notes
For this lesson, construct the DNA fingerprint gel (or poster
board) so that Fred Weasley is the suspect that students will
decide is guilty of the crime. In the Harry Potter book series,
Fred has an identical twin brother named George. Having
the guilty suspect be part of an identical twin set provides
an opportunity to discuss one of the limitations of DNA profiling later in the lesson.
Figure 4. Illustration of restriction digestion of two different DNA fragments by the EcoRI enzyme. Scissors represent the cut sites within the EcoRI
recognition sequences of the DNA molecules. The position of the EcoRI recognition site (GAATTC) is indicated by bold type.
JJ
Present the students with the following scenario. Although the plot of
this case is original, character names and themes were borrowed from
Rowling (2003).
If performed accurately, DNA fingerprinting is extremely reliable. It is estimated that the average random match probability for unrelated individuals is less than one in a trillion
using current techniques like PCR-STR analysis (Budowle
et al., 2000). This can lead to the misconception that DNA
fingerprint analysis is infallible. Thus, I find it advantageous
to conclude the lesson with a discussion of some of the limitations of using DNA fingerprint analysis for forensic purposes. Although this is by no means a comprehensive list,
the following are several suggested topics for discussion.
I approach this discussion by telling students that as they sit in the classroom, some of them may, in fact, be leaving DNA evidence behind that
could be collected by crime-scene investigators (remind them that they
are constantly shedding hair and skin cells). Thus, if a crime happens in
the classroom later in the day, it is possible that an investigator could link
Using Harry Potter to Introduce Students to DNA Fingerprinting & Forensic Science
243
Assessment
An effective way to assess student learning for this lesson utilizes pre- and
post-lesson testing. Questions can be administered to students before the
lesson to provide a measure of current knowledge, and then again following the conclusion of the lesson. Results between the two question
sets can then be compared. Examples of questions that have been used
for this purpose include the following:
What is a DNA fingerprint?
Acknowledgments
JJ
I thank the Altoona Area School District for supplies, and students at
Roosevelt Junior High School, Altoona, PA, for participating in this activity.
References
Budowle, B., Chakraborty, R., Carmody, G. & Monson, K.L. (2000). Source attribution
of a forensic DNA profile. Forensic Science Communications, 2(3). [Online.]
Available at http://www.fbi.gov/hq/lab/fsc/backissu/july2000/source.htm.
Houck, M.M. & Siegel, J.A. (2006). Fundamentals of Forensic Science. Oxford, UK:
Elsevier.
Jeffreys, A.J., Wilson, V. & Thein, S.L. (1985). Individual-specific fingerprints of
human DNA. Nature, 316, 7679.
Jones, P. (2004). DNA Forensics: from RFLP to PCR-STR and beyond. Forensic Magazine, Fall. [Online.] Available at http://www.forensicmag.com/articles.asp?pid=17.
McNally, L., Shaler, R.C., Baird, M., Balazs, I., De Forest, P., Crim, D. & Kobilinsky,
L. (1989). Evaluation of deoxyribonucleic acid (DNA) isolated from human
bloodstains exposed to ultraviolet light, heat, humidity, and soil contamination. Journal of Forensic Science, 34, 10591069.
National Research Council. (1996). National Science Education Standards.
Washington, DC: National Academy Press.
Pierce, B. (2008). Genetics: A Conceptual Approach. NY: W.H. Freeman.
Roane, K.R. & Morrison, D. (2005). The CSI Effect: on TV its all slam dunk evidence and quick convictions. U.S. News & World Report, 17 April. [Online.]
Available at http://www.usnews.com/usnews/culture/articles/050425/25csi.
htm.
Rowling, J.K. (2003). Harry Potter and the Order of the Phoenix. NY: Scholastic
Press.
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