The sequence of the activities in this unit is less important. The teacher can decide to change the sequence or even skip some of the items. The three main activities (ballpoint case, face recognition and DNA) are all independent of the other activities. However, to do the activity on face recognition in an appropriate way, it is necessary to use the introductory video to the ballpoint case. Parts of this introductory video (playing time 2:45 min) are used in the activities on face recognition. Without knowing it in advance, the students witness a crime (ballpoint theft) in this clip. In the table below the activities are given in the advised sequence (as said before, the sequence can easily be changed).
| File ID | Activity Name |
Inquiry Type |
E-emphasis |
| 1.1 | Introduction movie | Interactive demonstration | Engagment |
| 1.2 | Historical Trials | Guided Discovery | Exploration |
| 1.3 | Modelling the ballpoint case | Bounded inquiry | Explanation |
| 1.4 | Calculations on the ballpoint case | Guided discovery / Interactive discussion | Evaluate |
| 1.5 | Other effects of collisions | Bounded inquiry | Extend |
| 1.6 | Telescoping effect | Guided discovery / Interactive discussion | Extend |
| 1.7 | The trial | Open inquiry | Evaluat |
| 2.1 | Face recognition | Interactive demonstration | Engagement |
| 2.2 | Ballpoint theft, cloths and glasses | Guided discovery |
Evaluate |
| 2.3 | Awareness test and change blindness. | Open inquiry | Explore ->Extend |
| 3.1 | What is DNA? | Interactive discussion | Engage -> Explore |
| 3.2 | PCR technique | Guided discovery | Explore |
| 3.3 | Analyzing the DNA | Interactive discussion | Explain -> Evaluate |
| 3.4 | Identifying with the use of DNA | Open inquiry, guided discovery | Evaluate |
| 3.5 | Measuring on crime-scene pictures | Guided discovery | Engage, Explore, Explain |