Lesson

Science - Mystery Dye

Title/Focus
Subject/Grade
Grade 6
Level
Unit

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Evidence and Investigation

Date

November 24, 2016

Time
45 mins
Duration
Teacher

Miss. Baillie Rutherford

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

68 (Science) Apply observation and inference skills to recognize and interpret patterns
and to distinguish a specific pattern from a group of similar patterns.
69 (Science) Apply knowledge of the properties and interactions of materials to the
investigation and identification of a material sample.
Investigate evidence and link it to a possible source; e.g., by:
classifying footprints, tire prints and soil samples from a variety of locations
analyzing the ink from different pens, using paper chromatography
analyzing handwriting samples to identify the handwriting of a specific person
LEARNING OBJECTIVES

Students will:
1. Be able to observe paper chromatography and make an inference of why some separated and why
some did not.
ASSESSMENTS
Observations:
Did students follow instructions?

Key Questions:
Were students able to see the difference between water soluble and
permanent markers?
-Water soluble separates
-Permanent does not separate
Products/Performanc Students will make observations of their paper chromatography
es:
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Edmonton School district - Topic D Evidence and Worksheet to make observations on
Investigation released items
Chromatography paper (4 per group of 2)
https://www.reference.com/science/chromatograp 4 different types of pens - each group of 4
hy-used-forensic-science-5312ef18b209d913
can share

Tape
Straightened paper clips
Beakers (1 per group of 2)
PROCEDURE
Prior to lesson
Students have been looking at the importance of investigation and why
investigators may have to make these types of observations when it comes to
a crime scene.
- Foot prints
- Animal prints
- Fingerprints
- Fabric Forensics
Introduction
Time
Attention Grabber
In order to have enough time to fit this all in, we are going to
5 mins
1

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body

Learning Activity #1

finish up the other class 5 minutes early to get them into their
groups and have their tables all set up.
Groups: on lined paper in binder.
I expect students to be paying close attention to instructions in
order to get the best results for the experiment. If one step is done
incorrectly, it could cause a differing result.
1. Instructions for experiment
2. Experiment
3. Discussion on what observations were made
SAY: Okay, you are already in your groups with a basket in front
of you, but I do not want you touching anything while I am
explaining directions.
Body
SAY: In your basket, you will find 4 pieces of Chromatography
paper that look like this
DO: Hold up the example.
SAY: You will also find a beaker (for each pair of 2), paper clips,
tape, instruction sheets (for both pairs), and 4 markers labelled
with letters A-D.
SAY: I want you to start off by taping 1 piece of chromatography
paper onto the middle of the paper clip, with the edge without the
point - using a piece of tape that is a square (not a big piece of
tape) like this:
DO: Show example of paper taped to paper clip
SAY: Now that you have your paper taped, I want you to take a
marker (make sure you know what letter it is start with either A
or D and move the opposite way), you will be sharing your
markers with another pair. Now draw a line just above the point
like this:
DO: Show example
SAY: Now you are going to take your beaker and fill it up just
enough so the point of the paper should be in the water. You do not
want the pen portion of your paper touching the water as it will
make for an incorrect result.
SAY: Once you have got this all set up, you want to rest the ends
of your paper clip on the edge of the beaker so it can sit there
without you having to hold it. You will let it sit there for about 7
minutes. When you take it out, you will take it off the paperclip
immediately and let it lay flat on the table to dry. Once it is dry
tape it on your sheet.
SAY: Once you have all 4 taped on your sheet you are going to
observe what markers you used and why they might have done
what they did.
SAY: Once you have made your observations, we are going to
have a class discussion on what you observed.
SAY: You will be doing the experiment 4 times, using all 4
markers in the basket, that is why it is important for you to know
what markers you have or have not used to draw the line on the
small pieces of chromatography paper.

(before
class)

Time
5 min

ASK: So what is your first step? Second step? Third step?

SAY: If you happen to forgot one of the steps I have placed 2
sheets for the directions on your table so follow along with those.
SAY: Okay, feel free to start.
SAY: Make sure you are timing them so you have enough time for
all 4 samples. You only have until 10:20.
Teacher Notes:
Assessments/
Differentiation
Learning Activity #2
Teacher Notes:
Assessments/
Differentiation

Doing the experiment

DO: Wander the classroom and help students work
Will be handed in for formative assessment to see how much
work they got done in the 45-minute time period.
Closure

Consolidation of
Learning:
Feedback From
Students:

Feedback To Students

35 mins

ASK: What observations or inferences can you make from your

experiment? What happened to each marker? Can you make
connections between the markers? Permanent? Water soluble?
ASK: Why might this experiment be important for our evidence
and investigation unit? Why would investigators need to know the
difference between a permanent and water soluble marker?
Cool facts to tell them about some situations that happen:
- Using thin layer chromatography, scientists can track down
bank robbers. Some banks place red dyes in the middle of
note bundles, which explode like a small bomb when
robbers take them. When someone robs a bank, the teller
ensures one of these bundles is handed over to them.
Although this red dye explodes and indicates that the robber
is guilty, chromatography is needed to differentiate between
the dye and other sources of red staining
- Chromatography is also used to differentiate between gun
and bomb powders.
- highlight the chemical composition of different substances
https://www.reference.com/science/chromatography-usedforensic-science-5312ef18b209d913#
SAY: I have handed out small pieces of paper and I want you to
write on their one thing you observed in todays experiment!
SAY: Great work today! Thank you for focusing and getting your
experiment done in the time we had!

Time

5 mins