To Kill a Mockingbird.pdf

To Kill A Mocking
Bird
Harper Lee
"READING THROUGH THE LENS OF STEAM"
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I. To Kill a Mockingbird: Overview 3
II. Harper Lee: biography 4
III. Questions for discussion 8
IV. To Kill a Mockingbird : Quotes 10
V. To Kill a Mockingbird: Summary 12
VI. DNA Model 19
VII. Identifying DNA 26
VIII. Taking fingerprints 37
IX. Detect a Lie 46
X. Real Smile or Fake Smile 55
XI. Citizens 61
XII. Resources 67
Table of Contents

To Kill a Mockingbird
The unforgettable novel of a childhood in a sleepy Southern town and the crisis of
conscience that rocked it. "To Kill A Mockingbird" became both an instant bestseller and a
critical success when it was first published in 1960. It went on to win the Pulitzer Prize in
1961 and was later made into an Academy Award-winning film, also a classic.
The title of To Kill a Mockingbird refers to the local belief, introduced early in the novel and
referred to again later, that it is a sin to kill a mockingbird. Harper Lee is subtly implying that the
townspeople are responsible for killing Tom Robinson, and that doing so was not only unjust and
immoral, but sinful.
The events of To Kill a Mockingbird take place while Scout Finch, the novel’s narrator, is a young
child. But the sophisticated vocabulary and sentence structure of the story indicate that Scout
tells the story many years after the events described, when she has grown to adulthood.
To Kill a Mockingbird is unusual because it is both an examination of racism and a bildungsroman.
Within the framework of a coming-of-age story, Lee examines a very serious social problem. Lee
seamlessly blends these two very different kinds of stories.
Compassionate, dramatic, and deeply moving, "To Kill A Mockingbird" takes readers to the roots of
human behavior - to innocence and experience, kindness and cruelty, love and hatred, humor and
pathos. Now with over 18 million copies in print and translated into forty languages, this regional
story by a young Alabama woman claims universal appeal. Harper Lee always considered her book to
be a simple love story. Today it is regarded as a masterpiece of American literature.
The three most important aspects of To Kill a Mockingbird:
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Harper Lee
Nelle Harper Lee is the author of one of the most
affecting and widely read books of American
literature.
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1926 - 2016
American writer Harper Lee is best known for her PulitzerPrize
winning bestseller "To kill a mocking bird", published in 1960. In
2015, she realeased "Go set a Watchman", which follows the later
years of the Finch family.
youngest of four children;
dropped out of Law school;
friends with Trumen Capote;
known for being a loner and an individualist:
avoiding spotlight;
her novel To kill a mocking bird won the Pulitzer Prize for Fiction
in 1961;
To kill a mocking bird was sold 40 million copies;
there are many paralles between Harper Lee and the fictitious
Scout Finch;
In 2007 Harper Lee was awarded the Presidential Medal of
Freedom for her outstanding contribution to literature;
her second novel Go set a watchmen was published in 2015.
Quick facts:
By all accounts, Harper Lee was friendly and gregarious with
those she knows, but had always been an extremely private
person, disclosing little about her life to the public.
Harper Lee explanation why she published nothing further for years
after To kill a mockingbird:
“Two reasons: one, I wouldn’t go through the pressure and publicity I
went through with To Kill a Mockingbird for any amount of money.
Second, I have said what I wanted to say and I will not say it again.”

Harper Lee
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Alice Finch Lee about her sister:
Nelle Harper had a vivid imagination all her life, and early on she would
compose stories. Daddy gave her an old beat-up typewriter. She went to
law school because she thought the discipline of law was good training
for somebody writing. She never intended to practise.
She continued to write. I think she was just working on short things with
an idea of incorporating them into something. She didn’t talk too much
about it.
Monroe County High School,
All-female Huntingdon College in Montgomery,
The University of Alabama,
Oxford University in England, as an exchange student for a year.
Harper Lee was the youngest of four children. She grew up as a
tomboy in a small town.
Her father was a lawyer, a member of the Alabama state legislature
and also owned part of the local newspaper. For most of Lee's life, her
mother suffered from mental illness, rarely leaving the house.
Most of the information available about Lee's childhood comes from
friends and is largely anecdotal. Because the character of Scout is
somewhat autobiographical, readers gain their best access to Lee's
childhood — or at least the flavor of her childhood — within the pages
of To Kill a Mockingbird.
Education:
Harper Lee never finished her studies: she dropped and moved to
New York where she was going to become a writer.
Harper Lee initially pursued a career in law. She studied law in the
University of Alabama. But starting from Monroe County High School her
interest in English literature was growing. Even though she was studying
law, Harper Lee started realizing that writing was her true calling.
Hence in 1949 she quit law, dropped out of the university and moved to
New York City to pursue a career as a writer.

Harper Lee
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In New York, Harper Lee supported herself by working at the
reservation desks of Eastern Air Lines and then British Overseas
Airways Corporation.
Lee met music composer and lyricist Michael Brown, and his wife Joy.
The Browns gave Lee the gift of a year’s financial support in 1956
with the note:
“You have one year off from your job to write whatever you please. Merry
Christmas.”
In 1959, Harper Lee finished the manuscript of her first novel, which
was first titled Go Set a Watchman, then Atticus, and later To Kill a
Mockingbird.
To Kill a Mockingbird was published on July 11, 1960.
The book was an immediate bestseller and was critically acclaimed.
Harper Lee assisted Truman Capote in research for his non-fiction
masterpiece In cold blood.
In 2011, another manuscript by Harper Lee, written in the mid-1950s,
was rediscovered in a safe deposit box. Go Set A Watchmen was
published on July 14, 2015.
One of Lee’s closest childhood friends was Truman Capote (then
known as Truman Persons). Tougher than many of the boys, Lee often
stepped up to serve as Truman's childhood protector. In the 1950s in
New York City, Lee was reunited with her old friend Capote, who was
by then one of the literary rising stars of the time.
In 1956, Lee joined forces with Capote to assist him with an article he was
writing for The New Yorker. Capote was writing about the impact of the
murder of four members of the Clutter family on their small Kansas
farming community.
Lee worked with Capote on and off on In Cold Blood. When Capote's
book was finally published in 1966, a rift developed between the two
collaborators for a time.
Capote dedicated the book to Lee , but failed to acknowledge her
contributions to the work. While Lee was very angry and hurt by this
betrayal, she remained friends with Capote for the rest of his life.

Harper Lee
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Lee spent some of her time on a nonfiction book project about an
Alabama serial killer which had the working title The Reverend. This
work, however, was never published.
Lee generally lived a quiet, private life, splitting her time between
New York City and her hometown of Monroeville. In Monroeville, she
lived with her older sister Alice Lee, a lawyer.
Active in her church and community, Lee became famous for avoiding
the spotlight of her celebrity. She would often use the wealth she had
accumulated from her success to make anonymous philanthropic
donations to various charitable causes.
In November 2007, President George W. Bush presented Lee with
the Presidential Medal of Freedom for her "outstanding contribution
to America's literary tradition" .
Lee died on February 19, 2016, at the age of 89. Her nephew, Hank
Connor, said the author died in her sleep.
“"You never really understand a person until you consider things from his
point of view—until you climb into his skin and walk around in it.”
—Harper Lee
"
People in their right minds never take pride in their talents.”
—Harper Lee
“Everybody's gotta learn, nobody's born knowing.”
—Harper Lee

Questions for discussion
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1. How does the author introduce the novel’s major issues of race and class? In addition to its social
commentary, the novel is also a coming-of-age story and a tale about childhood memories. How does
Harper Lee combine both?
2. The book is narrated by Scout looking back to her childhood self between the ages of six and nine.
How does a narrator influence how a story is told? If Jem were telling the story, how might it compare
to Scout’s version? What if it were told from an adult’s point of view—that of Atticus or their neighbor
Miss Claudia? What kind of a story would Boo or Calpurnia tell?
3. Describe Scout, Jem, and their friend Dill. Would you say they are ordinary children? If not, what
sets them apart from other children? How does being raised by a single father affect who they are and
how they are growing up? What role does their housekeeper, Calpurnia, play in their lives?
4. What do the adult women in Scout’s life—Calpurnia, Aunt Alexandra, Miss Maudie, and even Mrs.
Dubose—teach her about being a lady? How does she contend with others’ expectations of her
because of her gender? Are there fewer strictures on young girls today?
5. How do Scout and Jem change over the course of the novel? Are these changes inevitable, or are
they shaped by the people around them and the events they are both witness to and participants in?
6. How do Scout and Jem view their father, Atticus? How does the town regard him? What do they
learn about their father over the course of the novel? What lessons does he teach his children both
directly and indirectly about life, community, duty, decency, and courage?
7. What draws the children to the Radley place? What are their perceptions of the Radley family, and
especially the mysterious Boo? What hints does Harper Lee give us about Boo Radley’s character and
how do they contrast with what the children believe about him?
8. Scout explains, “The misery of that house began many years before Jem and I were born. The
Radleys, welcome anywhere in town, kept to themselves, a predilection unforgivable in Maycomb.”
Why does she call their behavior a “predilection” and why was it unforgivable? Why do people value
privacy? Why do others often not trust people who choose not to be sociable or socialize?
9. Think about the portrait of small town life Harper Lee paints in Mockingbird. Does this kind of close-
knit small town still exist today? What are the benefits—and problems—of living in a place where
everyone knows you and your family?

Questions for discussion
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10. Jem tells Scout that there are four kinds of folks in Maycomb County: “our kind of folks don’t like
the Cunninghams, the Cunninghams don’t like the Ewells, and the Ewells hate and despise the colored
folks.” Is this a good description of Maycomb? What about our society today? Why does Scout see
everyone as “folks” without divisions?
11. What is Maycomb like through Atticus’s eyes? Do you think the Finches are like other people in
Maycomb? How does the trial involving Tom Robinson impact how the town regards Atticus and his
family?
12. Would you call Atticus’s sister, Aunt Alexandra, a snob? What does she think of Atticus and how
he’s raising Jem and Scout? When she disapproves of them knowing the details of the Robinson case
and watching the trial, Atticus tells her, “This is their home, sister. We’ve made it this way for them,
they might as well learn to cope with it.” Should Atticus have tried to keep this knowledge away from
them, or is he being a responsible father by exposing them to the realities of their world?
13. How do Scout and Jem learn about the Tom Robinson case? Why does Atticus defend Tom? What
does Scout understand about race when we first meet her and what does she learn as the story
unfolds? What about Jem?
14. One of the most famous lines in literature comes from To Kill a Mockingbird. “Shoot all the
bluejays you want, if you can hit ’em, but remember it’s a sin to kill a mockingbird.” Explain Atticus’s
meaning. Who is the “mockingbird” in the novel? Is it an allusion to the notion of innocence itself?
15. The night before the trial, a group of men arrive at the jail. What do they want and how does Jean
Louise defuse the situation? Do you think she understands what she did? Can friendliness and kindness
overcome cruelty?
16. Would children be allowed to witness such a trial today? What did the children discover about
their town, their father, and themselves by attending? Are adults today too protective of children?
What are they trying to protect them from—and what happens when those children grow up and
become adults themselves? How does the trial and its aftermath affect Jem and Scout?
17. Consider the cast of supporting characters—Calpurnia, Mr. Dolphus Raymond, Miss Maudie, Aunt
Alexandra, the Ewells, Miss Stephanie Crawford, Mrs. Dubose. How do they add color and depth to the
story? What do Scout, Jem, and Dill learn about life from them?
18. What role does the setting play in the story? Could the same story have taken place elsewhere in
America at the time? Could a similar story happen today?

To Kill a Mockingbird Quotes
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1.“You never really understand a person until you consider things from his point of view... Until you
climb inside of his skin and walk around in it.”
2. “I wanted you to see what real courage is, instead of getting the idea that courage is a man with a
gun in his hand. It's when you know you're licked before you begin, but you begin anyway and see it
through no matter what.”
3. “People generally see what they look for, and hear what they listen for.”
4. “The one thing that doesn't abide by majority rule is a person's conscience.”
5. “Atticus told me to delete the adjectives and I'd have the facts.”
6. “Sometimes the Bible in the hand of one man is worse than a whisky bottle in the hand of (another)...
There are just some kind of men who - who're so busy worrying about the next world they've never
learned to live in this one, and you can look down the street and see the results.”
7. “They're certainly entitled to think that, and they're entitled to full respect for their opinions... but
before I can live with other folks I've got to live with myself. The one thing that doesn't abide by
majority rule is a person's conscience.”
8. “As you grow older, you’ll see white men cheat black men every day of your life, but let me tell you
something and don’t you forget it—whenever a white man does that to a black man, no matter who he
is, how rich he is, or how fine a family he comes from, that white man is trash”
9. “People in their right minds never take pride in their talents.”
10. “It was times like these when I thought my father, who hated guns and had never been to any wars,
was the bravest man who ever lived.”
11. “Mockingbirds don’t do one thing but make music for us to enjoy. They don’t eat up people’s
gardens, don’t nest in corncribs, they don’t do one thing but sing their hearts out for us. That’s why it’s
a sin to kill a mockingbird.”
12. “With him, life was routine; without him, life was unbearable.”
13. “You just hold your head high and keep those fists down. No matter what anybody says to you,
don't you let 'em get your goat. Try fightin' with your head for a change."

To Kill a Mockingbird Quotes
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14. “It’s never an insult to be called what somebody thinks is a bad name. It just shows you how poor
that person is, it doesn’t hurt you.”
15. “When a child asks you something, answer him, for goodness sake. But don't make a production of
it. Children are children, but they can spot an evasion faster than adults, and evasion simply muddles
'em.”
16. “Simply because we were licked a hundred years before we started is no reason for us not to try to
win.”
17. “Things are always better in the morning.”
18. “We're paying the highest tribute you can pay a man. We trust him to do right. It's that simple.”
19. “You can choose your friends but you sho' can't choose your family, an' they're still kin to you no
matter whether you acknowledge 'em or not, and it makes you look right silly when you don't.”
20. “I was born good but had grown progressively worse every year."
21. “It's not time to worry yet.”
22. “Are you proud of yourself tonight that you have insulted a total stranger whose circumstances you
know nothing about?”
23. “There's a lot of ugly things in this world, son. I wish I could keep 'em all away from you. That's
never possible.”
24. “Things are never as bad as they seem.”
25. “Bad language is a stage all children go through, and it dies with time when they learn they're not
attracting attention with it.”
26. “Try fighting with your head for a change... it's a good one, even if it does resist learning.”

To Kill a Mockingbird Summary
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Scout Finch lives with her brother, Jem, and their
widowed father, Atticus, in the sleepy Alabama
town of Maycomb.
Maycomb is suffering through the Great
Depression, but Atticus is a prominent lawyer and
the Finch family is reasonably well off in comparison
to the rest of society.
One summer, Jem and Scout befriend a boy named
Dill, who has come to live in their neighborhood for
the summer, and the trio acts out stories together.
Eventually, Dill becomes fascinated with the spooky
house on their street called the Radley Place. The
house is owned by Mr. Nathan Radley, whose
brother, Arthur (nicknamed Boo), has lived there for
years without venturing outside.

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Scout goes to school for the first time that fall and
detests it.
She and Jem find gifts apparently left for them in a
knothole of a tree on the Radley property.
Dill returns the following summer, and he, Scout,
and Jem begin to act out the story of Boo Radley.
Atticus puts a stop to their antics, urging the
children to try to see life from another person’s
perspective before making judgments.

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But, on Dill’s last night in Maycomb for the summer,
the three sneak onto the Radley property, where
Nathan Radley shoots at them.
The next winter, Jem and Scout find more presents
in the tree, presumably left by the mysterious Boo.
Nathan Radley eventually plugs the knothole with
cement.
Shortly thereafter, a fire breaks out in another
neighbor’s house, and during the fire someone slips
a blanket on Scout’s shoulders as she watches the
blaze. Convinced that Boo did it, Jem tells Atticus
about the mended pants and the presents.

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To the consternation of Maycomb’s racist white
community, Atticus agrees to defend a Black man
named Tom Robinson, who has been accused of
raping a white woman.
Because of Atticus’s decision, Jem and Scout are
subjected to abuse from other children, even when
they celebrate Christmas at the family compound on
Finch’s Landing.
Calpurnia, the Finches’ Black cook, takes them to
the local Black church, where the warm and close-
knit community largely embraces the children.
Atticus’s sister, Alexandra, comes to live with the
Finches the next summer.

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Dill, who is supposed to live with his “new father” in
another town, runs away and comes to Maycomb.
Tom Robinson’s trial begins, and when the accused
man is placed in the local jail, a mob gathers to lynch
him. Atticus faces the mob down the night before
the trial.
Jem and Scout, who have sneaked out of the house,
soon join him. Scout recognizes one of the men, and
her polite questioning about his son shames him into
dispersing the mob.
At the trial itself, the children sit in the “colored
balcony” with the town’s Black citizens.

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Atticus provides clear evidence that the accusers,
Mayella Ewell and her father, Bob, are lying.
Mayella propositioned Tom Robinson, was caught
by her father, and then accused Tom of rape to
cover her shame and guilt.
Atticus provides impressive evidence that the marks
on Mayella’s face are from wounds that her father
inflicted; upon discovering her with Tom, he called
her a whore and beat her.
Yet, despite the significant evidence pointing to
Tom’s innocence, the all-white jury convicts him.

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The innocent Tom later tries to escape from prison
and is shot to death. In the aftermath of the trial,
Jem’s faith in justice is badly shaken, and he lapses
into despondency and doubt.
Despite the verdict, Bob Ewell feels that Atticus and
the judge have made a fool out of him, and he vows
revenge.
He attacks Jem and Scout as they walk home from a
Halloween party.
Boo Radley intervenes, however,
saving the children and stabbing Ewell
fatally during the struggle.
Later, Scout feels as though she can finally imagine
what life is like for Boo. He has become a human
being to her at last. With this realization, Scout
embraces her father’s advice to practice sympathy
and understanding and demonstrates that her
experiences with hatred and prejudice will not sully
her faith in human goodness.

DNA Model
MAKE A DNA MODEL OF CANDIES
LINKS TO THE BOOK
The Existence of Social Inequality
Differences in social status are explored largely through the overcomplicated social hierarchy
of Maycomb, the ins and outs of which constantly baffle the children. The relatively well-off
Finches stand near the top of Maycomb’s social hierarchy, with most of the townspeople
beneath them. Country farmers like the Cunninghams lie below the townspeople, and the
Ewells rest below the Cunninghams. But the Black community in Maycomb, despite its
abundance of admirable qualities, squats below even the Ewells, enabling Bob Ewell to make
up for his own lack of importance by persecuting Tom Robinson. These rigid social divisions
that make up so much of the adult world are revealed in the book to be both irrational and
destructive. For example, Scout cannot understand why Aunt Alexandra refuses to let her
consort with young Walter Cunningham. Lee uses the children’s perplexity at the unpleasant
layering of Maycomb society to critique the role of class status and, ultimately, prejudice in
human interaction.
Objectives
Overview
Learn how DNA encodes and passes on the information .
Make a DNA model.
adenine (A),
cytosine (C),
guanine (G),
thymine (T).
adenine bonds with thymine,
cytosine bonds with guanine.
Deoxyribonucleic acid (abbreviated DNA) is the molecule that carries
genetic information for the development and functioning of an organism.
DNA is made of two linked strands that wind around each other to
resemble a twisted ladder — a shape known as a double helix. Each strand
has a backbone made of alternating sugar (deoxyribose) and phosphate
groups. Attached to each sugar is one of four bases:
The two strands are connected by chemical bonds between the bases:
The sequence of the bases along DNA’s backbone encodes biological
information, such as the instructions for making a protein or RNA
molecule.
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DNA Model
Overview
DNA encodes information through the order, or sequence, of the
nucleotides along each strand. Each base—A, C, T, or G—can be
considered as a letter in a four-letter alphabet that spells out biological
messages in the chemical structure of the DNA.
Most DNA lives in the nuclei of cells and some exist in mitochondria,
which are the powerhouses of the cells.
Because humans have so much DNA and the nuclei are so small, DNA
needs to be packaged incredibly neatly.
Strands of DNA loop, coil, and wrap around proteins called histones. In
this coiled state, it is DNA is called chromatin.
Chromatin condenses further through a supercoiling process and packages
into structures called chromosomes. These chromosomes form the
familiar “X” shape.
Each chromosome contains one DNA molecule. Humans have 23 pairs of
chromosomes or 46 chromosomes in total. Other species have different
numbers.
DNA makes each of us who we are. we are all far more alike than we are
different. In fact, the DNA from any two people is 99.9% identical, with
that shared blueprint guiding our development and forming a common
thread across the world. The differing 0.1% contains variations that
influence our uniqueness, which when combined with our environmental
and social contexts give us our abilities, our health, our behavior.
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Vocabulary
Chromosomes: threadlike structures made of protein and a single molecule of
DNA that serve to carry the genomic information from cell to cell.
DNA: a complex molecule that contains all of the information necessary to
build and maintain an organism.
Gene: a small section of DNA within the genome that codes for protein. The
gene is considered the basic unit of inheritance.
Genome: all of the genetic material in an organism.

DNA Model
Materials
Soft candy or mini marshmallows (four colours; 10 pieces of each colour);
Twizzlers or similar rope-like candy (2 pieces);
Toothpicks (5 pieces);
Paper;
Pen (or marker);
Paper towel;
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Background
information
1.DNA uses adenine, guanine, thymine and cytosine to encode the data to
maintain and grow an organism:
adenine is abbreviated by the letter A
guanine is abbreviated by the letter G
thymine is abbreviated by the letter T
cytosine is abbreviated by the letter C
Use different colors of candy to represent each of these chemicals(i.e.,
A - yellow , T - red , G - green, and C -clear).
Label each of your piles with the letter of the chemical it represents on the
piece of paper.
2. These chemicals always pair up in specific ways:
A pairs with T,
and C pairs with G.
Therefore in this model, red only combines with yellow, and clear only
combines with green.

Background
information
Use toothpicks to make colored pairs from your candies by sticking a
candy on each end of the toothpick. Push the candies onto the toothpick
so that the candies are pressed together in the middle, and you still have a
bit of toothpick sticking out on each side. Create 6 pairs each of yellow-
red and green-clear.
Note that in your body, these pairs are tiny and not colorful! Your candy
model makes them look large and colorful. That makes the model easier to
understand. Your DNA has a length of about 3 billion pairs, so your candy
DNA will only model a small piece of DNA—not the whole sequence!
4. DNA looks like a twisted rope ladder. Use Twizzlers for the "backbone"
sides of the ladder and then add the candy "pair" rungs. To assemble your
DNA model, lay two Twizzlers parallel to one another with about 8 cm of
space in between.
5. Link the pairs of code chemicals to your DNA backbones by attaching
each pair to the backbones so that the pair look like ladder rungs. Lay your
pairs between the backbones.
6. Take one toothpick that has a GC or AT pair of candies on it and stick
the toothpick into the inside of one piece of the backbone (near the top).
Then carefully stick the other end of the toothpick into the other side of
the backbone so that your candy pair is connected to both sides.
7. Hold one end of your model flat and carefully flip the other end over
(180 degrees). This should create a twist!
8. To get an idea of how long human DNA is, count the number of pairs in
your DNA section. Human DNA consists of three billion pairs.
9. Take your ruler and measure how wide your DNA molecule is when
untwisted. A real DNA molecule is about two nanometers or two
millionths of a millimeter (2÷1,000,000 mm) wide.
DNA Model
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1
In this activity students will use pieces of candy to make a model for a short section of
DNA—enough to get a sense of what DNA is like and how it encodes life.
Students work individually. They discuss the background information of
Deoxyribonucleic acid (DNA).
2
3
Following instructions the students make the models of DNA.
Students compare their models and discuss such questions:
Can you estimate how long your model would be if you modeled all the
three billion pairs?
(You would need to make it 500,000,000 times longer to model all three billion
pairs of human DNA. Your model would be about 60,000 km (37,000 miles)
long, which is about 1.5 times around the world!)
How many times wider is your model than a real DNA molecule?
(Your DNA molecule is probably about 8 cm wide. Real DNA is about 2
nanometers or 2 millionths of a millimeter wide. This means your model is about
40 million times wider than real DNA.)
Reflection:
This model is made from candies. Can you create a model from paper and
tape? Take a piece of rope about one meter long. Twist the rope and keep on
twisting. Do you see how a long string can twist and fold into a much more
compact space? In a similar way, the DNA molecule twists and folds into a
more compact entity.
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DNA Model

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DNA Model

Identifying DNA
BUILD A TOOL FOR IDENTIFYING DNA
LINKS TO THE BOOK
Race and Racism
Imagine a world where everyone with blue eyes got to give orders to everyone with brown
eyes. If you're born with blue eyes, you get the good jobs, the good schools, the good houses,
and all the fair trials you could want. If you have brown eyes—too bad. It's menial labor,
rudimentary education, and a house by the dump.
Yeah. It doesn't make any sense. And if it happened overnight, there'd be massive protests.
But what if it happened gradually, and what if generations after generations slowly came to
accept it? Pretty soon, you'd have people arguing that brown-eyed people are just naturally
inferior, and that's Just the Way It Is.
Objectives
Overview
Learn about electrophoresis .
Build a gel electrophoresis chamber.
Compare molecules in different colors of food coloring dye.
Electrophoresis is a technique that uses electrical current to separate
DNA, RNA or proteins based on their physical properties such as size and
charge. Agarose gel electrophoresis is a form of electrophoresis used for
the separation of nucleic acid (DNA or RNA) fragments based on their
size. Negatively charged DNA/RNA migrates through the pores of an
agarose gel towards the positively charged end of the gel when an
electrical current is applied, with smaller fragments migrating faster. The
resulting bands can then be visualized using ultraviolet (UV) light.
Agarose is a component of agar. It forms a 3D gel matrix of helical agarose
molecules in supercoiled bundles held by hydrogen bonds, with channels
and pores through which molecules are able to pass. When heated, these
hydrogen bonds break, turning the agarose to liquid and allowing it to be
poured into a mold before it resets.
The percentage of agarose included in a gel impacts the pore sizes and
thus the size of molecules that may pass through and speed at which they
do so. The higher the percentage of agarose, the smaller the pore size,
thus the smaller the molecules able to pass and the slower the migration.
In the molecular biology lab, 0.7-1% agarose gel is typically used for day-
to-day DNA separations, offering good, clear differentiation of fragments
in the range of 0.2-10 kb. Larger fragments may be resolved using lower
percentage gels, but they become very fragile and hard to handle, while
higher percentage gels will give better resolution of small fragments but
are brittle and may set unevenly.
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Sorting pools of macromolecules to determine how many different
macromolecules are in a sample.
Determining the exact size of a macromolecule. This can be done by
running a mixture of molecules of known sizes, called a ladder, in the
same gel as the macromolecule you want to measure. Then you can
determine which known molecule in the ladder is closest in migration
pattern to the unknown molecule; thus, approximate size.
Purifying a single type of macromolecule.
Nucleic acids, like DNA and RNA, are negatively charged. This means that if
you put nucleic acids in an electric field, they will migrate away from the
negative end of the field and toward the positive end. The nucleic acids are
placed inside the gel for two main reasons. One, the gel is a way of holding
them to know where they are. Two, the migration needs to occur in a manner
that allows for the separation of different-sized pieces of DNA or RNA. The gel
has many microscopic holes through which the nucleic acids wiggle as they
migrate within the electric field. The smaller the nucleic acid sequence, the
easier it is for it to wiggle through the holes. So, smaller pieces of DNA and
RNA "run" through the gel faster than larger pieces. Returning to our forensic
science example, this means that the individual pieces of DNA in each sample
are sorted within the gel—the larger pieces appear at the top of the chamber
and the smaller pieces appear at the bottom of the chamber. The scientist
compares the pattern of the pieces of the crime scene DNA to the pattern of
the suspects' DNA and looks to see if there is an exact match.
Protein gel electrophoresis works similarly, except that proteins are not
always negatively charged. In order to force the proteins to migrate
toward the positive end of the electric field, the proteins are denatured,
forced to unfold, in the presence of a chemical that coats the protein in
negative charges. The amount of coating is relative to the size of the
protein, which means that the total negative charge is greater in larger
proteins. Using this technique, proteins, like nucleic acids, can be
separated based on mass.
Gel electrophoresis is a common technique in laboratories and has many
uses, including the forensics example above. The most common uses are:
The equipment for gel electrophoresis is fairly simple. There is a chamber
to hold the actual gel. The chamber has both positive and negative
electrodes to which you connect a power source in order to create the
electric field. The gel is immersed in a buffer solution, which provides ions
to carry the current and keeps the pH fairly constant. The sample is
loaded into wells in the gel.
Identifying DNA
Overview
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Agarose: a heteropolysaccharide and has several properties and specifications
that make it useful as a gelling agent in many applications, such as nucleic acid
electrophoresis, immunodiffusion techniques, gel plates or overlays for cells in
tissue culture, etc.
Denaturation: the unfolding or breaking up of a protein, modifying its
standard three-dimensional structure.
Electrode: a conductor through which electricity enters or leaves an object,
substance, or region.
Gel electrophoresis: a technique used to separate DNA fragments (or other
macromolecules, such as RNA and proteins) based on their size and charge.
Macromolecule: a very large molecule (as of a protein, nucleic acid, or rubber)
built up from smaller chemical structures.
Nucleic acids: polynucleotides—that is, long chainlike molecules composed of a
series of nearly identical building blocks called nucleotides.
Proteins: large, complex molecules made up of chemical 'building blocks' called
amino acids
Identifying DNA
Vocabulary
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Materials
Plastic travel soap box, or other sturdy, rectangular, plastic box
Stainless steel wire, the gauge should be no larger than 18 and no smaller
than 24
Wire cutters
9-volt batteries (5); make sure the batteries are fresh and fully charged when
you start the project. The electrophoresis chamber drains the batteries fairly
rapidly; if you plan to run multiple trials, you'll need additional batteries.
Alligator clip leads (2)
Styrofoam tray or flat piece;
Scissors
Kitchen scale or measuring spoons
Measuring cup, graduated cylinder, or other measuring utensil that shows
volume in milliliters (mL)
Bowl for mixing
Microwave-safe bowl for mixing and heating
Baking soda
Deionized (distilled) water
Agar agar powder
Microwave
Butter knife
Food coloring dyes, minimum of three colors
Plastic syringe or medicine dropper
Ruler with centimeter units
Lab notebook

1.Use for a gel chamber a plastic box.
2. Cut two pieces of the stainless steel wire with the wire cutters. The
wire should be slightly longer than the width of the plastic box.
3. Bend the wires so that they hook over the sides of the plastic box and
run the width of the box. Place one wire at the top of the box; this will be
your negative electrode. Place the other wire at the bottom of your box;
this will be your positive electrode.
Identifying DNA
Background
information
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4. Connect five 9-volt batteries together in series by snapping the positive
(+) terminal of one into the negative (-) terminal of another until a battery
pack with all five batteries will be formed. There should be one positive and
one negative terminal left exposed.

The comb will be placed vertically into the plastic box and need to stand
upright, so it should be wider at the top so that the comb can rest on the
edges of the plastic box.
The teeth should be evenly spaced and there should be at least 2
millimeters of space between the bottom of the teeth and the bottom of
the plastic box.
5. Using pencil trace out the gel comb from craft foam (styrofoam)and cut
it out with scissors.
Identifying DNA
Background
information
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6. Make the buffer solution that will be used for both making the agar gel
and running the samples.
The buffer should be a 1% solution of baking soda. To make this, combine 2
grams (g) of baking soda with 200 mL of deionized (distilled) water in one of
the bowls and stir well. ( 2 g of baking soda is approximately ½ teaspoon.)

Heat the agar solution in a microwave for 1 min to dissolve the powder.
Stop the microwave every 10-15 seconds to stir the solution.
When the solution is starting to bubble, remove it from the microwave.
The solution should be translucent. If it is not, the gel should be remaked.
7. Make a 1% agar gel solution by combining 1 g of agar powder with 100
mL of the buffer solution in a microwave-safe bowl. (1 g of agar is
approximately ¼ teaspoon.)
8. Remove the stainless steel wire electrodes from the gel chamber.
9. Insert the Styrofoam comb into either end of the gel chamber, leaving
approximately 0.5 centimeters (cm) between the end of the box and the
comb. Gently pour the agar solution into the gel chamber. Add just
enough solution to the box so that the comb teeth are submerged
approximately 0.5 cm. If the gel is too thick, it will be difficult to observe
good separation of the food coloring dyes.
Identifying DNA
Background
information
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10. Place the gel chamber in a safe place and wait at least 30 minutes for
the Agarose gel to solidify. The gel will have the consistency of jello when it
has reached room temperature and is ready. Do not proceed on to the
following steps until the gel has completely cooled!
11. Gently pour the rest of the buffer solution over the top of the gel in the
chamber. The buffer solution should completely cover and submerge the
gel.
Depending on the size of your chamber, you may not need to pour all of the
remaining buffer solution.

12. Firmly grab onto the top of the gel comb and carefully pull it straight
up and out of the gel.
Be extra careful with this step. The wells formed by the comb in the gel will
hold the food coloring for this experiment.
13. Make room for the wire electrodes. Take a butter knife and cut 2 lines
across the width of the chamber on both ends. You can cut all the way
down to the bottom of the chamber.
14. Place the wire electrodes back in the chamber. The electrodes should
have the same placement as before.
It is highly important the entire length of the electrodes are under the surface
of the buffer solution. The hook of the electrode does not have to be
submerged though.
Identifying DNA
Background
information
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15. Using a plastic syringe or medicine dropper, fill each well in the gel with
a different color of food dye. A small drop of food coloring dye is sufficient.
You might find it easier to first put a drop of food coloring dye on a piece of
wax paper and then use a syringe or medicine dropper to transfer the food
coloring dye from the wax paper to the gel.
Place the tip of the syringe loaded with food coloring beneath the surface of the
buffer solution and slightly inside the well before you push the plunger to release
the dye.
The less dye placed in the well, the clearer the results of the experiment will be in
the end.

16. Using the alligator clip leads, attach the battery pack to the wires
resting on the gel chamber. The positive terminal of the battery pack
should be connected to the positive electrode;and the negative terminal
to the negative electrode,
The possitive electrode should be the wire farthest away from the wells, that
toward which you want the food coloring dye to migrate as it separates.
The negative electrode should be the wire closest to the wells.
You should see bubbles forming around the electrodes in the buffer as the
current passes through them.
If you don't see bubbles, recheck all your electrical connections. Make sure
the batteries are properly placed in series, and that the batteries are fresh
and fully charged.
Identifying DNA
Background
information
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Replace the batteries with fresh, fully charged ones. Running the
electrophoresis chamber can drain the batteries.
Make new stainless steel electrodes.
17. The food coloring will migrate from the side of the chamber with the
negative electrode to the end with the positive electrode.
Keep running the gel until food coloring bands have clearly and distinctly
separated away from each other. While this process is occurring, be sure to
check it at least every 5 to 10 minutes.
This whole process usually takes around 15 to 30 minutes.
If you feel that it is no longer working as efficiently, you might need to
troubleshoot the following:

Food Dye Colour Number of Bands
Migration
distance of each
band (cm)
Red
Blue
Green
How many bands do you see for each color?
Which one ran the farthest?
Using a ruler, measure how far from the wells each band migrated.
Make a data table for all your observations.
18. The secondary color of food dye separated into different colored
bands after the gel electrophoresis ran. This is because the secondary
colored dye contained different sized macromolecules within it. Different
sized molecules will separate at different speeds, resulting in bands at
certain locations down the length of the gel. The same process occurs
with DNA and other macromolecules.
Compare each food coloring dye sample.
Identifying DNA
Background
information
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1
In this activity students will first make the gel electrophoresis chamber and then
perform the food coloring dye separation experiment.
Students work in pairs or small groups. They make the gel electrophoresis
chamber, preparing batteries, electrodes, buffer and agar gel solutions.
2
3
The students perform the food coloring dye separation experiment.
The students compare each food coloring dye sample and record the
results.
Reflection:
Are all food coloring dyes made from the same molecules? Compare different
brands of food coloring dyes. Do they migrate the same distance over time?
Do they have the same color composition?
What variables affect the rate of electrophoresis separation? There are many
variables to explore. Several to start with might be the type of electrode, the
amount of power, and the agar percentage of the gel.
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Identifying DNA

Use your gel electrophoresis chamber to determine if two different types of
plants use the same molecule for pigment. To prepare your samples, take the
flowers from a plant, grind up the flower, add a little bit of isopropyl alcohol,
and continue grinding. Once the solids settle, pour the pigment-tinted
alcohol into a separate container. Let most of the alcohol evaporate and
then add a drop or two of your buffer solution to reconstitute the pigment.
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Identifying DNA

Taking Fingerprints
COLLECT AND COMPARE THE FINGERPRINTS
LINKS TO THE BOOK
Law
Though the trial of Tom Robinson takes up only about one tenth of the book, it represents the
narrative center around which the rest of the novel revolves. This trial seems intended as an
indictment of the legal system, at the least as it exists of within the town of Maycomb.
Procedurally, the judge carries out the trial properly. The lawyers select the jury through
normal means, and both the defense and prosecution to make their cases. But the all-white
jury does not interpret the evidence according to the law, but rather applies their own
prejudices to determine the outcome of the case. Tom Robinson’s guilty verdict exemplifies the
limitations of the law, and asks the reader to reconsider the meaning of the word “fair” in the
phrase “a fair trial.” While Atticus understands that the legal system is flawed, he firmly
believes in the legal process. At the same time, Atticus believes the law should be applied
differently to different people. He explains to Scout that because she has a good life full of
opportunities she should have to obey the law fully, but he suggests that there are others who
have much more difficult lives and far fewer opportunities, and that there are times when it is
just to let those people break the law in small ways so that they are not overly harmed by the
law’s application.
Objectives
Overview
Learn the basic information of genetic inheritance .
Collect, categorize, and compare the fingerprints of siblings versus
unrelated pairs of individuals.
Collected from crime scenes, fingerprints can provide crucial evidence
about who committed a crime.
Through the use of electronic biometric readers, fingerprints can give
access to a college dining hall or even unlock your phone or computer.
A fingerprint is the patterning that is formed by the ridged skin on our
fingertips.
During weeks 10 through 24 of gestation (when a fetus is developing
inside of its mother's womb, also called in utero), ridges form on the
epidermis, which is the outermost layer of skin, on the fingertips of the
fetus. Fingerprints are static and do not change with age, so an individual
will have the same fingerprint from infancy to adulthood. The pattern
changes size, but not shape, as the person grows.
While the most basic biological function of these friction ridges is to help
us grip objects, the patterning that appears on this skin – especially in the
form of our fingerprints – has taken on important legal, social, and even
scientific meanings in modern societies.
Recorded in ink or digitized on a computer, fingerprints are markers of
individual identity that are used in many different ways.
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loop,
arch,
whorl.
Humans have known about fingerprints for a long, long time. People in
different societies throughout history have left their fingerprints on a wide
range of artifacts and documents. Sometimes impressions of the fingers
were left unintentionally – for example, by the artisans who made
figurines and oil lamps in ancient Roman ceramics workshops – but
sometimes fingerprints were recorded deliberately and for specific
purposes.
In pre-modern China, for example, inked finger and palm impressions were
used as a kind of signature on contracts and other documents. An inked
fingerprint could also be placed on documents as a way of verifying their
authenticity should a dispute arise later on.
It was only in the last decade or so of the 19th century that officials
started to develop identification registries that could be used to identify
an individual on the basis of their fingerprints.
Each person’s fingerprints are unique, which is why they have long been
used as a way to identify individuals. Surprisingly little is known about the
factors that influence a person’s fingerprint patterns. Like many other
complex traits, studies suggest that both genetic and environmental
factors play a role.
The basic size, shape, and spacing of skinridges (dermatoglyphs) appear to
be influenced by genetic factors. Studies suggest that multiple genes are
involved, so the inheritance pattern is not straightforward. Genes that
control the development of the various layers of skin, as well as the
muscles, fat, and blood vessels underneath the skin, may all play a role in
determining the pattern of ridges.
The finer details of the patterns of skin ridges are influenced by other
factors during fetal development, including substances taken during
pregnancy and the environment inside the womb. These developmental
factors cause each person’s skin ridges (dermatoglyphs) to be different
from everyone else’s.
Even identical twins, who have the same DNA, have different
fingerprints.
Although the exact number, shape, and spacing of the ridges changes from
person to person, fingerprints can be sorted into three general categories
based on their pattern type:
Taking Fingerprints
Overview
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Paper towel
Moist towelettes for cleaning hands
White printer paper, tracing paper, or parchment paper
Pencil
Clear tape
Scissors
White paper
Fingerprint card
Related pairs of people (the best chiuce - sibling pairs) (at least 15)
Unrelated pairs of people (at least 15)
Optional: Magnifying glass
Lab notebook
Biological siblings: siblings who share a common birth parent.
Epidermis: the outermost of the three layers that comprise the skin, the inner
layers being the dermis and hypodermis. The epidermis layer provides a barrier
to infection from environmental pathogens and regulates the amount of water
released from the body into the atmosphere through transepidermal water
loss.
Fingerprint: the pattern of marks made by pressing the tip of a finger on a
surface.
Inheritance: the process by which genetic information is passed on from
parent to child.
Taking Fingerprints
Vocabulary
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Materials
Background
information
TAKE FINGERPRINTS
1.Make an ink pad variation:
rub a pencil on a piece of printer paper, parchment paper, or
tracing paper several times until an area of about 3 by 3 centimeters (cm)
is completely grey.

2.Share your ridge patterns numbers with the class. Record the class data.
Divide the number of each fingerprint pattern by the total number of the
fingerprints.
Taking Fingerprints
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Background
information
2. Prepare a fingerprint card and a clear tape.
3. Clean the person’s fingers using a moist towelette and thoroughly dry
them with a paper towel.
4. Starting with the pinky finger of the left hand, press and slide each side
of the fingertip one time over the pad and then roll the grey fingertip
onto the sticky side of a piece of clear tape (press the left edge of the
fingertip down and roll the finger towards the right; try not to move too
much so your fingerprint won't be too smudged). Stick each piece of tape
containing the fingerprint onto the designed square in the fingerprint card.
When your prints start to fade, rub your pencil a couple of times over your pad
and try again.
ANALYZE THE FINGERPRINTS
1.Identify the ridge patterns (use a magnifying glass).

Related Pairs
Fingerprint Category
(arch / whorl / loop)
Category match?
(yes/no)
1A
1B
Taking Fingerprints
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Background
information
7. Analyse your data and calculate the percentage of related pairs whose
fingerprint patterns match and the percentage of unrelated pairs whose
fingerprint patterns match.
COMPARE THE FINGERPRINTS OF RELATED AND UNRELATED PAIRS
OF PEOPLE
1.Start with the comparing of one fingerprint - e.g., right index finger.
2. Take a fingerprint of your family member (the best choice is your
sibling).
3. Take a fingerprint of your classmate.
4. Label each fingerprint with a unique code, which will tell you which pair
the fingerprint belongs to and whether that is a related pair or an
unrelated pair.
E.g.,
fingerprints of the related pair of people could be encoded with the letters A
and B and a randomly assigned number for each student;
fingerprints of the unrelated pair of people could be coded with the letters C
and D and a randomly assigned number for each student.
5. Share the fingerprints with the classmates.
6. Examine each fingerprint and characterize it as a whorl, arch, or loop
pattern. Record the data.
Unrelated Pairs
Category match?
(yes/no)
1C
1D

1
In this activity students will first take and analyse their own fingerprints and then
compare the fingerprints of related and unrelated pairs of people.
Students work in pairs and individually. Working in pairs they take the
fingerprints of each other. Students examine and analyse their own
fingerprints.
2
3
The students share the data of their ridge patterns with the classmates
and calculate the class average of the ridge patterns.
Each student takes a fingerprint of his/her family member (the best choice
is a sibling) and a classmate. Each fingerprint is labeled with a unique code.
The students share the fingerprints with the classmates.
Reflection:
What does it mean to be biologically related? What are fingerprints and how
are they formed? What procedures do officials, like the police, use to record
fingerprints? What are the different types or classes of fingerprints?
Are some patterns more common than others? If you make more quantitative
measurements of the fingerprint patterns, can they be used to predict sibling
pairs? With what degree of accuracy? How do your results change if you
compare all 10 fingers, rather than just 1? Do all 10 fingers from the same
person have the same fingerprint? If fingerprints are unique, why do
misidentifications occur in forensics? How easy or hard is it to match a
fingerprint with an individual?
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Taking Fingerprints
4
The students examine each fingerprint, record and analyse the data and
calculate the percentage of related pairs whose fingerprint patterns match
and the percentage of unrelated pairs whose fingerprint patterns match.
they compare the data and prepare the visual representation.

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Taking Fingerprints
Fingerprint card
Personal data

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Taking Fingerprints

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Taking Fingerprints
Related Pairs
Category match?
(yes/no)
1A
1B
2A
2B
...
Unrelated Pairs
Category match?
(yes/no)
1C
1D
2C
2D
...

Detect a Lie
MAKE THE “PINOCCHIO’S ARM” EXPERIMENT
LINKS TO THE BOOK
Lying
There are two lies at the heart of To Kill a Mockingbird. Mayella Ewell says that Tom Robinson
raped her, and Heck Tate says that Bob Ewell accidentally stabbed himself. The first lie
destroys an innocent man who occupies a precarious social position in Maycomb because of
his race. The second lie prevents the destruction of an innocent man who occupies a
precarious social position in Maycomb because of his extreme reclusiveness. Taken together,
the two lies reflect how deception can be used to harm or to protect. The two lies also reveal
how the most vulnerable members of society can be the most deeply affected by the stories
people tell about them. Social status also determines who is allowed to tell a lie. During the
trial, prosecutor Horace Gilmer confronts Tom Robinson, asking Tom if he is accusing Mayella
Ewell of lying. Even though Tom knows full well that Mayella is lying, he cannot say so because
in Maycomb the lies of a white woman carry more weight than the truth told by a Black man.
Atticus, on the other hand, who is white, male, and of a higher class status than Mayella, can
accuse her of lying when he suggests that it was really Mayella’s father, not Tom, who beat
her.
Objectives
Overview
Understand how lying affects the nervous system.
Develop social skills.
Learn to detect a lie.
The “Pinocchio’s Arm” experiment focuses on the nervous system and
lying. When a person lies, many action potentials are fired from neurons in
the brain. The firing of an action potential has four stages. The resting
membrane potential has a charge of -70mV. When the neuron receives a
strong enough signal, called the threshold stimulus, at the axon hillock, the
inside membrane potential changes to -55mV and voltage-gated sodium
ion channels open. This allows sodium to flow inside the cell and the cell
becomes depolarized. When the membrane is completely depolarized, the
membrane potential is +30 mV. At this membrane potential, voltage-gated
sodium channels close and voltage-gated potassium open, which causes
repolarization of the membrane. The potassium rushes out of the cell and
hyperpolarizes the cell below -70 mV. As the voltage-gated potassium
gates close, the membrane potential returns to resting membrane
potential. The action potential is passed down the axon to a receiving
neuron, where neurotransmitters will be released.
Lying is much more than just a firing on action potentials. When a person
is lying, they need two main things. The first is the ability to walk in
another’s shoes, otherwise known as empathy. Lying is also often
accompanied by a feeling of guilt, which creates stress.
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The person telling the lie needs different experiences from the person
hearing the lie. Because liars fabricate stories about their experiences,
more areas of their brain are firing potentials at a given time. Specifically,
during a lie, 7 areas of the brain are active, compared to the normal 4
active regions when telling the truth. This is because the person needs to
spend energy in convincingly telling the lie. The areas of the brain have
been studied using a functional MRI, which monitors blood flow within the
brain.
Detect a Lie
Overview
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Lying is thought to develop around the age of three, but there are studies
that suggest that infants have the capabilities of “lying” since they cry
when nothing is wrong. These infants don’t have empathy, but they do
have different experiences than the adults around them (Gao et. al). Not
everyone can lie though. For instance, some children with autism have
troubles lying or can’t tell lies at all. This deals with the mirror neurons.
These neurons are active when someone tries to mimic another’s actions
or speech. Because of this, autistic children also have a difficult time with
empathy because they can’t understand how someone else is feeling or
“walk in their shoes.”
As mentioned above, the fMRI is one machine that can test for lying. The
fMRI is a more recent invention, and is still relatively expensive. A more
common lie detector test is the polygraph. Polygraphs are used to
measure the body’s response to stress by monitoring blood pressure and
heart rate. Another sign is sweating, but that can’t be measured by the
polygraph. When a person is telling a lie, any combination of these stress
signals can increase and tell the tester that the person is lying.

Unfortunately, polygraphs are not entirely fool-proof. Both false positives
and false negatives exist. A false positive is when the increase in blood
pressure, heart rate, and/or sweating is due to something completely
unrelated to the question, for example anxiety. A false negative may occur
when the person is extremely calm under stressful situations, but it can
also arise from a lack of guilt or investment in the lie. In the case of a false
negative, the person’s lie will not be caught because the change in stress
will not be there. In this exercise, instead of using an fMRI or polygraph,
participants will be monitoring responses to truths and lies by putting
constant pressure on an outstretched arm.
Do you think it is harder to perform well at a physical task while our brain
is busy telling a lie, compared to while our brain is busy telling the truth?
Find a friend and see if you can detect a hard-working brain!
Detect a Lie
Overview
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Vocabulary
Lying: telling or containing lies; deliberately untruthful; deceitful; false: a lying
report.
Lie detector: a polygraph, commonly referred to as a lie detector, is an
instrument that records several indicators of stress: breathing rate,
perspiration, blood pressure, and pulse rate.
Materials Volunteer(s)
Paper and pen
If your volunteer(s) are much taller than you, you will need a stable chair
on which to stand. If the difference is relatively small, the first or second
step of a stair will help. The goal is to have your shoulders at the same
level as the shoulders of your volunteer.
Background
information
1.Ask your volunteer to complete the following sentences three times,
filling in something different each time. "I strongly dislike …" Write down
the answers or draw a picture of it so you remember what it was.
2. Repeat the previous step with the following sentence: "I really like …"
3. Have the volunteer stand facing you, a few feet away. If you are much
shorter than your volunteer is, then raise yourself up on a stool or stair so
your shoulders are approximately level with the shoulders of your
volunteer.
4. Have your volunteer extend his or her arm straight out in front, palm
facing down so the whole arm is at shoulder level. Tell the volunteer you
are going to have him or her say a few phrases, that you will push the arm
down and you would like him or her to try to keep the arm up.

Detect a Lie
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Background
information
5. Extend your arm straight out and place your hand, palm down, over the
volunteer’s hand and wrist.
6. Ask the volunteer to say the following sentence three times in a row: “I
love …” where you fill in the blank with the first item your volunteer
mentioned in the list she or he loved so this is a truth for your volunteer.
As the volunteer says the sentences, press down on the volunteer’s arm
and apply a steady, constant pressure. You do not need to press it all the
way down; you just want to get an idea of how hard you need to push to
get the arm to move down. Is it easy or hard to get the arm down?
7. Repeat the previous two steps, replacing the sentence with “I love to
vomit.” This phrase is a lie since nausea is universally an unpleasant
experience. Is it easier, similar or harder to get the arm down compared to
when the person was telling the truth (previous step)? In other words, was
it easier or harder for your volunteer to perform the task of holding up his
or her arm?
8. Repeat the previous steps, filling in the stated likes or dislikes of your
volunteer and rate each time how much resistance you feel, or how
difficult it is to get the arm to lower. Can you see a pattern? Is it easier,
similar or harder to get the arm down when your volunteer is telling a
truth compared to when your volunteer is telling a lie?
Test several volunteers.
Neuroscientists have discovered that the brain works harder when it is telling
a lie than when it is telling a truth. They found that just four parts are active
during truth-telling, whereas seven parts are active during lying. This
difference in brain states makes it harder for volunteers to perform a small
physical task while telling a lie. As a result, your volunteers had a harder time
performing well on the task to hold their arm up while their brains were busy
telling a lie, compared to when their brains were engaged in telling a truth.
Telling a lie is often accompanied by other clues, like a higher-pitch voice,
avoidance of eye contact, shrinking (taking up less space) and hands
touching the ear or clothing.
The test situation in this test is very different from a real-life situation. In this
test, the subject is asked to tell a lie and no consequences are attached. In
real life, lies are self-generated and more might be at stake. These and other
factors might influence how well the lie detector works.

1
In this activity students will learn how to detect a lie.
Students are pairing off in similar heights. Each student writes down three
things they like and three things they dislikes.
2
3
Each pair stands an arms length away, facing each other. The students
then put one arm straight out, palm down so that their arms overlapped.
Next, one student says “I love to …” (one of the likes). This statement must
be a true statement. The other student tests the resistance by pushing
down slightly on the other students' hand by applying steady, constant
pressure on it.
Reflection:
What happened when a person was lying? Was it harder or easier to push
the individual’s arm down when they told the truth? What do you need in
order to lie? Lying is tied to what other emotion? What disorder prohibits
lying in some cases? What does a polygraph measure? Knowing this
information, would you lie more or tell the truth?
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Detect a Lie
4
This method is repeated with the students keeping their roles of "statement
sayer" and "resistance tester." The phrasing iskept for the next test as "I
love to..." however, the blank in this statement is one of the items on the
dislike list.
The imporant thing to remember is that the first statement must be a true
statement. The second statement has to be a false statement.
This process is repeated for each person so that each student tells three
true statements and three false statements. The resistances are then
recorded in a data table.
5

Watch the Face
How to spot a Liar
1.
Selling a lie takes a lot of brain work. This pressure
can show up as red cheeks, flared nostrils or rapid
blinking.
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Detect a Lie
2. Hidding the truth - hidding himself
Arms bunched up. Legs tightly crossed. Sitting on
hands to cover up telltale twitches.
3. There’s no “I” in baloney
To psychologically distance themselves from their
fishy tales, liars tend not to use words like “I”, “me”
and “mine”.
4. Eye contact
If you ask someone about their dead aunt and they
look away, let it slide.
If you ask where you were on Tuesday and they
look at the floor, be suspicious.

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Detect a Lie

Real Smile or Fake Smile
SPOT THE FAKE SMILE
LINKS TO THE BOOK
The Importance of Moral Education
Because exploration of the novel’s larger moral questions takes place within the perspective of
children, the education of children is necessarily involved in the development of all of the
novel’s themes. In a sense, the plot of the story charts Scout’s moral education, and the theme
of how children are educated—how they are taught to move from innocence to adulthood—
recurs throughout the novel (at the end of the book, Scout even says that she has learned
practically everything except algebra). This theme is explored most powerfully through the
relationship between Atticus and his children, as he devotes himself to instilling a social
conscience in Jem and Scout. The scenes at school provide a direct counterpoint to Atticus’s
effective education of his children: Scout is frequently confronted with teachers who are either
frustratingly unsympathetic to children’s needs or morally hypocritical. As is true of To Kill a
Mockingbird’s other moral themes, the novel’s conclusion about education is that the most
important lessons are those of sympathy and understanding, and that a sympathetic,
understanding approach is the best way to teach these lessons. In this way, Atticus’s ability to
put himself in his children’s shoes makes him an excellent teacher, while Miss Caroline’s rigid
commitment to the educational techniques that she learned in college makes her ineffective
and even dangerous.
Objectives
Overview
Learn about facial expressions.
Develop social skills.
Perform “Spot the fake smile” test.
People do smile when they're genuinely happy, but the truth is, humans
also smile for a lot of other reasons—most of them are social. For example,
maybe you've just been introduced to your best friend's cousin, Mark.
What do you do? Smile and say hello! But are you really happy to meet
him? Probably not; instead you're smiling to be polite and welcoming.
How easy is it to spot a genuine smile—one that happens spontaneously
because the person is feeling happy—from one that is made on purpose,
for social reasons?
Biologists and psychologists have spent many research hours working to
understand how and when different facial expressions are made, and how
others interpret those expressions. By observing people who've had
strokes or other brain injuries, scientists have learned that there are two
parts of the brain that control smiling. The motor cortex controls voluntary
motions of the face (that is, motions done consciously and on purpose).
When a person wants to smile for social reasons, he or she uses the motor
cortex of their brain to do so. But spontaneous, emotionally driven smiles
are triggered by a totally different part of the brain: the cingulate cortex.
So, as long as the cingulate cortex wasn't damaged, a person who has had
a stroke that affects his or her motor cortex can still grin at a good joke if
he or she truly finds it funny.
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SPOT THE FAKE SMILE
Although the smiles initiated by the brain's motor cortex do a good job of
mimicking the emotional smiles initiated by the cingulate cortex, research
shows that there are differences between the two types of smiles. The
first person to define some of the differences was the nineteenth-century
French neurologist Guillaume Duchenne. His work showed that a genuine
smile not only stimulated an upward movement of the mouth muscle (the
zygomatic major muscle), but also caused a movement in the muscle
around the eyes (the orbicularis oculi). The activation of the orbicularis
oculi muscle resulted in wrinkling around the eyes (sometimes called
crow's feet) and an upward pulling of the cheeks. In contrast, non-
emotional or "fake" smiles result in movement of the zygomatic major, but
not the orbicularis oculi. In honor of his observations, genuine smiles are
often referred to as Duchenne smiles.
Researchers in the twentieth century have also noted that in addition to
the stimulation of different muscles. Duchenne and non-Duchenne smiles
differ in other ways. During Duchenne smiles, the face is generally
symmetrical—as opposed to say a smirk, where only one side of the mouth
lifts. Duchenne smiles are also smoother in appearance; whereas non-
Duchenne smiles often start or end abruptly. And lastly, genuine smiles
usually last between 0.5 and 4 seconds; non-Duchenne smiles are often
either more fleeting or longer lasting, depending on the social trigger.
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Overview

SPOT THE FAKE SMILE
Duchenne smile: is the one that reaches your eyes, making the corners wrinkle
up with crow's feet. It's the smile most of us recognize as the most authentic
expression of happiness.
Motor cortex: a region of the cerebral cortex involved in planning, controlling
and execution of voluntary movements.
Cingulate cortex: a part of the brain situated in the medial aspect of the
cerebral cortex; an important interface between emotional regulation, sensing
and action.
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Vocabulary
Materials Participants (it would be good around 30 - 40 participants)
Computer with an Internet connection or smartphone
Lab notebook
Graph paper
Optional: Spreadsheet or statistics program, like Microsoft® Excel®
Background
information
1.Before starting the test each participant evaluates how confident he or
she is, on a scale of 1 (low confidence) to 10 (high confidence), that he or
she can tell the difference between a non-Duchenne (fake) smile and a
Duchenne (genuine) smile.
The answers are recorded in a data table in the lab notebook.
2. Each participant takes the online Spot the Fake Smile test
(https://www.surveymonkey.com/r/SmileRead). The answers (genuine or
fake) are recorded to each smile.
3. For each participant record:
3.1. the total number of smiles he/she correctly categorized as Duchenne
or non-Duchenne.
3.2. the number of Duchenne smiles he/she misidentified as non-
Duchenne.
3.3. the number of non-Duchenne smiles he/she misidentified as
Duchenne.
4. After the participant has taken the Spot the Fake Smile test and saw the
score, he/she is asked to evaluate again, on a scale of 1 to 10, how
confident he or she is about telling the difference between a non-
Duchenne smile and a Duchenne smile. The answers are recorded in the
data table.

SPOT THE FAKE SMILE
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Background
information
Analyzing the Data
1.Calculate the average percentage of correct answers across all the
participants.
2. Calculate the average number of Duchenne smiles misidentified, and
the average number of non-Duchenne smiles misidentified.
3. Is there a correlation between how confident someone is in his or her
ability to distinguish between Duchenne and non-Duchenne smiles and his
or her actual ability, as determined by this test? Create a scatter plot to
find out:
3.1. For each participant, place the level of confidence he or she had
before the the test on the x-axis and the percentage of his or her correct
answers on the y-axis.
3.2. Draw a best-fit line on the graph. This is a line that best sums up the
data.
3.3. Does the best-fit line suggest there is a correlation? If so, is it a
negative correlation (that is, the two measurements move in opposite
directions) or a positive correlation (that is, the two measurements move
in the same direction).
4. For each participant, calculate the change in confidence level by
subtracting his or her post-test confidence level from his or her pre-test
confidence level.
The number will be positive if the test increased the participant’s confidence,
0 if the test did not alter confidence, and negative if it decreased his or her
confidence.
5. Create a pie chart showing the percentage of participants whose
confidence levels were unchanged, increased, and decreased.

1
In this activity students will perform the “Spot the fake smile” test and learn how to
determine if a smile is genuine or fake.
Working in pairs the students perform the “Spot the fake smile” testand
record the data:
1.how confident he or she is, on a scale of 1 (low confidence) to 10 (high
confidence), that he or she can tell the difference between a non-
Duchenne (fake) smile and a Duchenne (genuine) smile (before the test);
2. the total number of smiles he/she correctly categorized as Duchenne or
non-Duchenne; the number of Duchenne smiles he/she misidentified as
non-Duchenne; the number of non-Duchenne smiles he/she misidentified
as Duchenne;
3. on a scale of 1 to 10, how confident he or she is about telling the
difference between a non-Duchenne smile and a Duchenne smile (after
the test).
2
3
The students share the data with the class and analyze the results:
1.calculate the average percentage of correct answers across all the
participants;
2. calculate the average number of Duchenne smiles misidentified, and
the average number of non-Duchenne smiles misidentified;
3. calculate the change in confidence level.
Reflection:
How accurate were you at telling the difference between a non-Duchenne
smile and a Duchenne smile? Were you more likely to misidentify a non-
Duchenne smile or a Duchenne smile?
What was the most common effect of the test on confidence? How accurate
people are at telling the difference between non-Duchenne and Duchenne
smiles?Does knowing about Duchenne versus non-Duchenne smiles change
people's ability to detect genuine versus fake smiles?
Does outlook on life (pessimism versus optimism) have an effect on people's ability to
detect non-Duchenne smiles? How about age or gender? Or personality traits like
extroversion versus introversion?
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The students prepare visual presentation of the results.

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https://wordwall.net/resource/60341940

Citizens
WHAT DOES IT MEAN TO BE A CITIZEN?
LINKS TO THE BOOK
Front porches
Throughout the novel, front porches appear again and again as a symbol of the liminal space,
or transitional space, between the private sphere of the home and the public sphere of the
streets of Maycomb. Almost every character’s house is adorned with a front porch, and many
of them, such as Miss Maudie, Mrs. Dubose, and Mr. Avery, spend significant amounts of time
sitting out on their porches. As a result, the front porch becomes a space where the tensions
between personal beliefs and public discourse become particularly evident. Mrs. Dubose
publicizes her critical opinion of Atticus from the comfort of her front porch, a group of men,
including Mr. Tate and Mr. Deas, question Atticus’s decision to take the case while he stands
on his own front porch, and Miss Stephanie spreads gossip about the children’s presence at the
trial on Miss Maudie’s front porch. All of these scenarios represent a mixture of opinion and
actual events, giving way to a form of public gossip that feels deeply personal. Perhaps the
most significant front porch scene occurs in the final chapter of the novel when Scout walks
Boo Radley back to his home. She explains to the reader that “just standing on the Radley
porch was enough” to learn who he really was, a man who, despite his invisibility, never failed
to look out for Jem and Scout. In this instance, the space of the front porch helps Scout
decipher the relationship between Boo’s public actions and his private life.
Objectives
Overview
Discuss concepts "citizenship" and "citizen".
Learn how to make contact with a stranger and take a short
interview.
Develop skills to convey information using photography.
“It is not always the same thing to be a good man and a good citizen.”
Aristotle
Traditions and approaches to citizenship vary throughout history and
across the world according to different countries, histories, societies,
cultures and ideologies, resulting in many different understandings of the
concept of citizenship.
The origin of citizenship can be traced back to Ancient Greece, when
"citizens" were those who had a legal right to participate in the affairs of
the state. However, by no means was everyone a citizen: slaves, peasants,
women or resident foreigners were mere subjects. For those who did have
the privileged status of being citizens, the idea of "civic virtue" or being a
"good" citizen was an important part of the concept, since participation
was not considered only a right but also, and first of all, a duty. A citizen
who did not meet his responsibilities was considered socially disruptive.
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This concept of citizenship is reflected in today's most common
understanding of citizenship as well, which relates to a legal relationship
between the individual and the state. Most people in the world are legal
citizens of one or another nation state, and this entitles them to certain
privileges or rights. Being a citizen also imposes certain duties in terms of
what the state expects from individuals under its jurisdiction. Thus,
citizens fulfil certain obligations to their state and in return they may
expect protection of their vital interests.
However, the concept of citizenship has far more layers of meaning than
legal citizenship. Nowadays "citizenship" is much more than a legal
construction and relates – amongst other things – to one's personal sense
of belonging, for instance the sense of belonging to a community which
you can shape and influence directly.
Such a community can be defined through a variety of elements, for
example a shared moral code, an identical set of rights and obligations,
loyalty to a commonly owned civilisation, or a sense of identity. In the
geographical sense, "community" is usually defined at two main levels,
differentiating between the local community, in which the person lives,
and the state, to which the person belongs.
In the relationship between the individual and society we can distinguish
four dimensions which correlate with the four subsystems which one may
recognise in a society, and which are essential for its existence: the
political / legal dimension, the social dimension, the cultural dimension and
the economic dimension.
The political dimension of citizenship refers to political rights and
responsibilities vis à vis the political system. The development of this
dimension should come through knowledge of the political system and the
promotion of democratic attitudes and participatory skills.
The social dimension of citizenship has to do with the behaviour between
individuals in a society and requires some measure of loyalty and
solidarity. Social skills and the knowledge of social relations in society are
necessary for the development of this dimension.
The cultural dimension of citizenship refers to the consciousness of a
common cultural heritage. This cultural dimension should be developed
through the knowledge of cultural heritage, and of history and basic skills
(language competence, reading and writing).
The economic dimension of citizenship concerns the relationship between
an individual and the labour and consumer market. It implies the right to
work and to a minimum subsistence level. Economic skills (for job-related
and other economic activities) and vocational training play a key role in
the fulfilment of this economic dimension.
Citizens
Overview
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When we are part of a community, we can influence it, participate in its
development and contribute to its well-being. Therefore, citizenship is also
understood as a practice – the practice of playing an active role in our
society. Such participation might be within our neighbourhood, in a formal
or informal social group, in our country, or in the whole world. The notion
of active citizenship implies working towards the betterment of one's
community through participation to improve life for all members of the
community. Democratic citizenship is a closely related concept, which
emphasises the belief that citizenship should be based on democratic
principles and values such as pluralism, respect for human dignity and the
rule of law.
Much discussion concerning citizenship is focused on the problem of
increasing citizens' involvement and participation in the processes of
democratic society. It is being increasingly realised that periodic voting by
citizens is insufficient, either in terms of making those who govern in the
interim period fully accountable or in promoting feelings of empowerment
among ordinary citizens. Furthermore, low voting turnouts indicate levels
of political apathy among the population, which seriously undermines the
effective functioning of democracy.
A second set of issues concerns the question of those individuals who do
not, for one reason or another, receive the full benefits of citizenship. One
aspect of this is a result of continuing patterns of discrimination within
societies: minority groups may very often have formal citizenship of the
country in which they are living but may still be prevented from full
participation in that society.
A second aspect of the problem is a consequence of increasing
globalisation, including new patterns of work and migration, which leads
to a significant number of people throughout the world being resident
abroad but unable to apply for formal citizenship. Such people may include
immigrant workers, refugees, temporary residents or even those who have
decided to set up permanent residence in another country.
Participation of the citizens in their government is thought to be the
cornerstone of democracy, and it can take place through different
mechanisms and forms, and at various levels.
Citizens
Overview
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Citizen: 1. a person who legally belongs to a country and has the rights and
protection of that country:
2. a person who lives in a particular place.
Citizenship: 1. the state of being a member of a particular country and having
rights because of it:
2. the state of living in a particular area or town and behaving in a way that
other people who live there expect of you.
Active citizenship: people getting involved in their communities and
democracy at all levels from local to national and global.
Democratic citizenship: the renewed emphasis on citizens' duties and the
expectation that they be active in society.
Citizens
Vocabulary
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Materials
logs of wood or tube of cardstock (one per participant),
mouth and eyes cut off from newspapers and magazines,
pins,
material to make hair e.g. strings, wool,
white sheets of paper,
charcoal for drawing,
paper for printing,
black and white photos of important citizens of your city,
smartphone,
collage maker app.
Background
information
Do students feel they are citizens. What does it mean?
1.Making portraits of themselves
The portraits are created using logs of wood or tubes of cardstock,
mouths and eyes cutted off from the magazines and newspapers,, strings,
wool, etc.

Citizens
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Background
information
Analysis of results: Look at the characters created. Discuss possible
relationships among them, invent dialogues, try different configurations,
arrange different scenes.
2. Portrait of a stranger
Simply taking a photo of somebody is not a portrait. There is the need of
framing – directing attention of the viewer, what meens some contact
between the author and the subject of the portrait.
A set of questions should be prepared to make contact with a stranger
and convince him/her to allow for their portrait to be taken.
Each person has to agree to be photographed.
The photos have to include some social aspects; the person should be
portrayed where the meeting took place and include their characteristics as
citizens.
Photos can be edited on smartphones, framed using filters .
Using application Collage Maker collage of portraits of city inhabitants can
be created.
3. Creating timelapse of the portraits using PicPac app.
PicPac - Pack your Pictures into Stop Motion Movies. Stop motion
animation and time lapse in one app.

1
In this activity students will concentrate on the portraits. They will start with the
creating their own portraits. Then they will go out to meet real inhabitants of the city
and make contact with them. The students will take photographic portraits and in this
way will make a collection of faces of the city passers-by. using collage maker app and
PicPac app.
Working individually the students create their own portraits using logs of
wood or tubes of cardstock, mouths and eyes cutted off from the
magazines and newspapers,, strings, wool, etc.
2
3
The students look at the created characters. They discuss possible
relationships among them, invent dialogues, try different configurations,
arrange different scenes.
Reflection:
Who and how can become a citizen? What makes one an important citizen?
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Working in groups the students write down a set of questions they can use
to make contact with a stranger and convince him/her to allow for their
portrait to be taken.
Groups present the results of their work – ask questions to specific
persons. Hearing an answer allows to verify the quality of the question.
Citizens
4
The students explore the city in groups with a task to take 4-5 portraits
of randomly met persons. The photos have to include some social
aspects; the person should be portrayed where the meeting took place
and include their characteristics as citizens.
5
The students edit photos on their smartphones, frame them, use filters.
Using applications Collage Maker and PicPac they create collage and
timelapse of portraits of city inhabitants.
The students present and discuss their works.

Ihttps://www.appyourschool.eu/citizens/
https://www.cliffsnotes.com/literature/t/to-kill-a-mockingbird/to-kill-a-
mockingbird-at-a-glance https://www.coe.int/en/web/compass/citizenship-and-
participation https://cubscoutideas.com/8152/kids-fingerprint-activity/
https://www.gapdental.com/blog/can-you-spot-fake-smile
https://www.genome.gov/genetics-glossary/Deoxyribonucleic-Acid
https://www.goodreads.com/book/show/2657.To_Kill_a_Mockingbird
https://www.goodreads.com/work/quotes/3275794-to-kill-a-mockingbird
https://francis.digication.com/group_1_physiology_lab_reports/Results2
https://www.instructables.com/Building-and-Running-a-Homemade-Agarose-Gel-
Electr/
https://www.lovethispic.com/image/186922/5-signs-someone-is-lying-to-you
https://medlineplus.gov/genetics/understanding/traits/fingerprints/
https://www.sciencebuddies.org/science-fair-projects/project-
ideas/BioChem_p028/biotechnology-techniques/forensic-science-building-your-
own-tool-for-identifying-dna
https://www.sciencebuddies.org/science-fair-projects/project-
ideas/Genom_p009/genetics-genomics/are-fingerprint-patterns-inherited
https://www.sciencebuddies.org/stem-activities/pinocchios-arm-a-lie-detector-
test
https://www.scientificamerican.com/article/pinocchio-s-arm-a-lie-detector-test/
https://sites.rutgers.edu/fingerprinting/no-two-finger-prints-are-alike/
https://themindsjournal.com/lying-red-flags/
https://vianovalearningresources.wordpress.com/2020/08/14/forensic-science-
freebies/
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Resources

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To Kill a Mockingbird.pdf

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