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Crime & SafetyWatch: Tampa Doctor Is Real Life 'Bones'USF's Dr. Erin Kimmerle is working to unravel the mystery behind 50 cold cases as plans for a 'body farm' in Land O' Lakes move forward.

LAND O’ LAKES, FL — Much like Emily Deschanel’s character on the television show “Bones, ” University of South Florida associate professor Dr. Erin Kimmerle works tirelessly to unravel the mysteries behind suspicious deaths. Unlike Deschanel’s Dr. Temperance Brennan, Kimmerle is a real doctor; she doesn’t just play one on TV. The work Kimmerle performs is meant to provide new clues in cases that have long been classified as cold.

Kimmerle’s high-profile work has made her a bit of a celebrity in the Tampa Bay area where she’s assisted local law enforcement on many cases. She’s also made headlines for her work uncovering the remains of dozens of people buried on the grounds of the Robert G. Dozier School for Boys. Those remains were found in 55 unmarked graves on the site that once served as a reform school in Marianna.

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Kimmerle also is a frequent visitor to Pasco County where she’s assisted the sheriff’s office in several unidentified body cases. Now, she’s working closely with that agency, Pasco-Hernando State College and the Pasco County Board of County Commissioners to bring the first-ever “body farm” to Land O’ Lakes. The facility would be the seventh in the country and a first of its kind in the Tampa Bay area.

Pasco County picked up the forensic “body farm” project after plans to build a facility in eastern Hillsborough County fell through. The Pasco facility would be located on the grounds of the Land O’ Lakes Detention Center on U.S. 41 should a $4.3 million funding request receive approval from the state.

“This project will have an immediate, positive impact on Pasco County, including economic development potential through conferences, training and other research opportunities, ” the sheriff’s office said in explaining its commitment to the effort. “This will also assist law enforcement across the state by providing forensic training and also allow medical examiners and others involved in forensics to train with industry leaders.”

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Outdoor facilities such as the one being pitched for Land O’ Lakes are designed to help researchers and law enforcement better understand the changes in human remains that occur under different outdoor conditions. While similar programs are operating in states such as Colorado, Illinois, Maine and Texas, there is no similar research facility in subtropical Florida, where the elements can have dramatically different effects on human remains.

In pitching the original proposal for Hillsborough County, Kimmerle said having a facility in the Bay area is important because decomposition varies based on temperature, humidity, regional insects, water and other factors that set Florida apart from states where similar facilities are already in operation.

While the Florida Legislature considers the funding request, Kimmerle and her team are hard at work trying to unravel clues related to the deaths of 50 unidentified dead people in Florida and Pennsylvania. Using a $385, 000 National Institute of Justice grant, the group of USF researchers is using DNA testing, facial recreation and other techniques to try to solve mysteries that have long stumped law enforcement.

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“To help bring those pieces together and give families that resolution is an incredible gift to give, ” Kimmerle told the Associated Press during an interview on her grant-related work.

Back in Pasco County, officials are anxiously waiting for news on the funding. Just how soon the forensics facility might be constructed, if approved, remains unclear.Teaching genetics to middle school students? Middle school genetics, aligned with Next Generation Science Standards* (NGSS), focus on the relationship between what can be observed (phenotype) and a general understanding of the underlying genetics. Rather than diving deep into cellular specifics, middle school genetics is taught at the organism level with a focus on phenotypes and genotypes and how they are related. In doing this, teachers lay a solid foundation for deeper understanding in high school and beyond.

Both middle and high school students need to grasp some pretty abstract concepts to understand genetics. That is why it’s so important to find ways to make concrete connections between observed traits and genetics. You can form these connections by using Wisconsin Fast Plants® in your genetics studies. Teaching with Wisconsin Fast Plants allows genetics lessons to be hands-on and can tangibly connect observable traits to the underlying genetics.

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In this article, you’ll learn an approach for teaching genetics using Fast Plants. This approach explicitly connects phenotype and genotype by solving a mystery in which students:

Without needing to know specific vocabulary like phenotype or allele, this mystery-driven investigation supports students to learn meiosis fundamentals and interpret dominant/recessive inheritance patterns. To solve this Who’s the Father? Fast Plants mystery, students develop foundational understandings of meiosis and the relationship between phenotype and genotype.

Naturally, an inheritance pattern that cannot be easily explained is a mysterious, engaging phenomena. Such a phenomena can motivate students to figure out underlying causes and explain why this is happening. The phenomenon driving students’ curiosities in the Who’s the Father? Fast Plants investigation is a discrepancy between stem colors in a mother plant and her offspring (which is caused by a Mendelian inheritance pattern). Curiosity follows naturally, as students imagine what stem color the father had and try to explain why no offspring share their mother’s stem color.

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Teach genetics with Fast Plants using the Who’s the Father? kit. This mystery engages students in a simplified version of Gregor Mendel’s discovery.Mendel brilliantly explained the phenomenon he observed—the inheritance pattern that can occur when parent peas from two different, true-breeding lines for a trait such as seed coat color are crossed, and resulting offspring show only one of the parents’ seed coat colors. Using logic and reasoning, along with data from repeated experiments, Mendel developed an explanatory model that included what would later be named meiosis, chromosomes, alleles, and more.

Similar to Mendel’s peas, in the Who’s the Father? investigation, students observe, gather, and makes sense of observable data with Fast Plants. By performing the lab, students form a deeper understanding about meiosis and alleles to explain the inheritance pattern observed across three generations of Fast Plants.

Rather than duplicating Mendel’s work, students are engaged in producing similar data to what Mendel observed. They are then guided through diagramming (modeling) and discussion to make sense of it.

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As shown in Figure 3, students begin this investigation by observing and trying to explain how all of the offspring generation could have the same stem color, different from the mother plant. At this point, students’ initial explanatory models (diagrams) are created in a brainstorming atmosphere.

Students how offspring receive half their genetic code from their mother and half from their father, the investigation prompts students to use their models to make a prediction. You’ll ask:

Figure 4 shows an example diagram that a student may draw if they have some notion that code for stem color comes from the parents with the code from the father dominating (probing needed to determine if the student was thinking about meiosis). While this model does give a workable explanation for what has been observed so far, it may not accurately predict what stem colors to anticipate in the next generation (depending on details not included in the diagram).

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Finally, you will show students the F2 generation[1] and use the results to respectfully challenge their initial models. At this time in the investigation, it’s essential to facilitate effective discussion to challenge students’ naive ideas and deepen their understanding. For help with sentence stems and suggestions for probing questions, we recommend the Ambitious Science Teaching Discourse Primer, a free online resource. In particular, the primer’s section on discourse moves includes helpful support for pressing students to identify the flaws in their diagrams.

Figure 5 shows an example of a possible prediction made with the sample student model in Figure 4. This inaccurate prediction shows the importance of “solving the mystery” as a class. That way, students can all contribute to creating a single, updated diagram that accurately explains observations in the F2 generation. Then, through discussions during the final diagramming process, you may press with prompts such as: “It sounds like you have the start of an explanation for why there are more purple stems in the F1 and F2 generation, but isn’t there something missing that would explain the non-purple stems in some of the F2 offspring?” In this way, students are guided to solve the Who’s the Father? mystery, developing basic understandings of genetics by way of a compelling puzzle about the relationship between phenotype and genotype.

How are traits passed from one generation to the next? In this 60-day investigation, students observe 3 generations of plants as they attempt to unravel the mystery of paternity. As the activity progresses, students develop explanations, based on their own observations, for the inheritance of either 1 or 2 Mendelian genes.

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Seedlings, they can revise their model and explain the results based on the data they collected. The driving question that students investigate is, “How do trait variations in Fast Plants® seedlings

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