Respuesta :
Answer:In Part 1 of this lesson, students learn the basics of DNA profiling, including the structure and inheritance of STRs.
In Part 2, students learn how DNA profiles are compiled with STRs that are typically used in forensic
investigations. In Part 3, they work through a case study involving a robbery and build a DNA profile that can be
compared to one constructed from a DNA sample left by a suspect at the scene of the crime. Throughout, analysis
questions walk students through calculations on allele frequency and probability (using real data from national
databases), providing opportunities for formative assessments on students’ understanding of DNA fingerprinting
applications.
This lesson can be used on its own or followed by the accompanying case studies in which students apply what
they have learned to solve four cases: 1) twins switched at birth, 2) revisiting evidence from a crime for which the
accused was sentenced to life in prison, 3) identifying a missing person, and 4) identifying victims of an
earthquake.
KEY CONCEPTS AND LEARNING OBJECTIVES
A. Regions of highly variable, noncoding, nonregulatory DNA known as short tandem repeats (STRs) are used
to build genetic profiles, which can be used in forensic investigations.
B. STRs are found across the genome. The more STR loci used to build a genetic profile, the more confident
Explanation: Investigator should be more proactive