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thesis entitled

THE USE OF A THEMATIC UNIT BASED ON FORENSIC
SCIENCE TO ENHANCE LEARNING OF GENERAL
HIGH SCHOOL SCIENCE

presented by

PETER H. PETERSON

has been accepted towards fulfillment
of the requirements for

MASTERS degreein PHYSICAL SCIENCE

 

 

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THE USE OF A THEMATIC UNIT BASED ON FORENSIC SCINECE TO
ENHANCE LEARNING OF GENRERAL HIGH SCHOOL SCIENCE

BY

Peter H. Peterson

A THESIS
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
MASTERS IN PHYSICAL SCIENCE EDUCATION

College of Natural Science

1999

ABSTRACT

THE USE OF A THEMATIC UNIT BASED ON FORENSIC SCINECE TO
ENHANCE THE LEARNING OF GENERAL HIGH SCHOOL CHEMISTRY

BY

Peter H. Peterson

For this thesis, I have developed and evaluated a
thematic unit based on forensic science. The unit
incorporates many science disciplines in exploring forensic
science, which include chemistry, physics, biology, and
earth science. The unit also draws from computer
technology, creative writing and mathematics. This unit
was organized and taught around the theory of multiple
intelligences and hands-on/ minds-on instructional
techniques. Over the past four years, the students
participating in this study have shown improvement in
learning and understanding as measured by four different

evaluation instruments.

DEDICATION
This thesis is dedicated to my wife, Jennifer, for all her
patience and understanding. And also to my sons, Evan and

Logan; may they grow up to be “science guys.”

m

ACKNOWLEDGMENTS

I would like to recognize Dr. Merle Heidemann and Dr. Jay
Siegel for their assistance with this project. I would

also like to thank Mrs. Jane Glerum for her help in

preparing this thesis for presentation.

iv

TABLE OF CONTENTS

LIST OF TABLES .............................. Vi
LIST OF FIGURES ............................. vii
INTRODUCTION ................................ 1
IMPLEMENTATION .............................. l9
EVALUATION .................................. 39
DISCUSSION AND CONCLUSIONS .................. 52
APPENDICIES
Appendix A ............................. 61
Appendix B ............................. 1 1 0
Appendix C ............................. l 1 8
LITERATURE CITED ............................ 121
RESOURCES .............................. 124

LIST OF TABLES

Table 1: Average Score on Survey
Before and After Unit ................................. . 47

Table 2: Results of Student Evaluation
of Forensic Science Unit .............................. . 51

w

LIST OF FIGURES

Figure 1: Percentage Grade Comparison
of Thematic vs. Non-Thematic
Instruction (1996-1999) ..................... ....41

Figure 2: Percentage Grade Comparison
of Thematic vs. Non-Thematic
Instruction {1998-1999) ......................... 42

Figure 3: Comparison of Pre-Test and
Post-Test Learning of the

Forensic Science Unit (1998-1999) ................ 44

Figure 4: Student Assessed Survey
of Learning (1998-1999) .......................... 49

vii

INTRODUCTION

Background Informatign

My rationale for developing a unit on forensic science
stems from my desire to make learning relevant for my
students. I believe that my teaching philosophy, in
general, can be best summed up in the following quotes
taken from the American Association for the Advancement of
Science's Project 2061: “Science is for all students.
Learning science is an active processmStudents should
develop an understanding of what science is, what science
is not, what science can and cannot do, and how science
contributes to culture”(1990).

Teachers often struggle to answer the students’age-old
question, “When are we ever going to use this?” This unit
gave me the opportunity to show my students some of the
practical uses for the material they were learning. It
also afforded me a chance to show them that individual
subject knowledge does not exist in a vacuum. The
sciences, as well as most other fields, are related and do
not exist as separate entities. This unit developed around
the idea of an integrated unit that would encompass many
different science fields as well as other academic areas.

The integration of this unit also lent itself to exploring

the concept of teaching for multiple intelligences. This
theory states that intelligence is made up of seven
different realms of knowing. Current trends in educational
research show that “...an integrated approach (to teaching)
is supported by research on how the brain works and how

human beings 1earn”(Hurley, 1997).

Comparison old vs= new apprgagh

Traditionally, I am a follower of the chemistry text.
Lectures, reading, note taking and text-related laboratory
activities are the “norm.” However, I do pride myself in
keeping up with new findings from research and using new or
innovative approaches to teaching. I try to use these to
supplement my traditional methods. One theory that I have
been exploring to help me improve my teaching is Howard
Gardner’s Theory of Multiple Intelligence.

A teacher does not have to look far to see examples of
multiple intelligences. In the classroom, we see students
with a wide array of talents and skills. We see students
who are gifted in the areas of the visual arts and spatial
relationships, for example. I have tried to address these
differences in small but meaningful activities such as

having my chemistry students create posters for elements

and molecules. I will admit that I have not fully explored
every possible avenue of incorporating learning for
multiple intelligence, but I do try to offer a unique
experience for both the traditional and non-traditional
learner in my classes.

This forensic science unit gave me the opportunity to
develop an almost totally laboratory-based, integrated unit
which lends itself nicely to the concept of multiple
intelligences. For this unit, I chose to eliminate long
lectures. I replaced them with short (five to ten minute)
discussions before students engaged in lab activities. The
purpose of these discussions was to help the students
activate previous knowledge and offer hints or suggestions
on how to best approach the activity. Additionally, in the
development of this unit, I was able to explore a new way
to lecture that involved the use of computer technology. I
presented the early history of forensic science with a 20-
minute presentation done using Microsoft PowerPoint.
PowerPoint incorporates computer generated visual images
and sound effects to produce presentations that rival music
videos. This not only livens up a lecture, but also
provides an avenue to reach the visual and spatial learner.

For most of the unit, I acted as a guide or coach to

help students find the best way to approach activities and

help them create meaningful knowledge since “we need to
encourage students to construct knowledge, rather than
receive it” (Stephen, et al., 1995). Most students enjoyed
this less stressful, work-at-your—own-pace environment.

The forensic unit replaced the last section I teach in
my Chemistry I classes: Gas Laws and Gas Properties.
Initially, I was concerned that replacing this unit would
somehow short-change my students. However, I found that by
including the forensic science unit, I presented more of
the recommended topics presented in the Project 2061
literature (1990), the National Science Education Standards
(1996), as well as, the Michigan Essential Goals and
Objectives for Science Education K-12 (MEGOSE)(1991).

Through the implementation of this unit, I was also
able to touch upon objectives that I traditionally ignored
in the MEGOSE recommendations. This unit effectively
emphasized the reflecting and constructing of scientific
knowledge objectives set forth by MEGOSE. These objectives
include: designing and conducting scientific
investigations, explaining how math, science and technology
can be applied in a real-world context and discussing the
historical development of key scientific concepts.

The forensic unit also acted as an effective review

for the final exam. In addition, it gave me the

opportunity to demonstrate the everyday practicality of
chemistry and illustrate the many different disciplines
related to it. This provided the students with an
opportunity to see that “some of the best and most
interesting advances occur at the interfaces among the
disciplines (biochemistry, biophysics) and between broad
subject areas (history of science, mathematics of
music)”(Rankow et al., 1998).

In setting up this forensic science unit, I researched
Gardner’s Theory of Multiple Intelligences as well as
integrated thematic instruction. I also examined and
extracted information from literature, video, workshops and
personal interviews to develop the science contents of the

unit.

Pedagggical Literature Review

The following review deals with both Gardner’s Theory
of Multiple Intelligence and the concept of thematic
instruction. To understand Gardner's theory, we need to
look at what learning is. According to Kandel and Hawkins,
“Learning is the process by which we acquire new knowledge,
and memory is the process by which we retain that knowledge

over time”(1992).

As teachers, we are all aware that different students
have different strengths when it comes to learning. Some
students are adept at manipulating objects, others at
visualizing numbers. Gardner’s Theory of Multiple
Intelligences is based on these differences. Even though
the idea of multiple intelligence seems simple, it is a
quantum leap from where psychology started! Early
psychologists struggled to explain simple behaviors and
encountered tremendous difficulty answering the question,
“How do we learn?” Current research in the field of neuro-
biology has made huge strides in our understanding of the
exact physiological changes that occur within the brain as
it develops and “learns” information. Psychologists are
examining current brain research in order to determine the
best methods for combining it with existing cognitive and
behavioral learning theories.

Jean Piaget introduced the idea that for learning to
take place, the brain must make some sort of connection
between the new information and the existing information.
He called the creation of these frameworks “schemata”
(Slavin, 1988). Rebecca Jones and Sharon Begley state that
current brain research suggests that this is indeed true.
By using MRI, PET and other sophisticated machinery,

researchers have been able to localize the area where

different types of knowledge are stored in the brain. They
have found that these sites in the brain are very specific.
For instance, one particular site has the ability to
recognize verbs; a completely different area is used to
store nouns (Jones, 1995; Begley, 1997). Research suggests
that “our school system must change to reflect what we now
know about teaching, learning, mind and brain"(Bruer,
1999). It only makes sense for us as teachers to try to
make connections between as many different areas in the
brain as possible. It is our aim as teachers to reach all
student and “if all students are to learn the curriculum,
then all need the opportunity to be taught in ways that
enrich their learning”(Bellanca, 1998). I believe this is
the strength of multiple intelligence learning and is,
therefore, along with thematic instruction the basis of
this thesis.

Gardner's Theory of Multiple Intelligences states that
intelligence is made up of seven different realms of
knowing: verbal (linguistic), visual (spatial),
mathematical (logical), musical, kinesthetic (bodily),
interpersonal and intrapersonal. Verbal intelligence is the
intelligence involved in writing, reading and story-
telling. Visual intelligence deals with the ability to

create drawings, paintings, and the ability to work with

one's hands. Mathematical skill is the ability to reason,
deduct and see relationship among objects and ideas.
Musically gifted students are those who can create and
reproduce music. Bodily or kinesthetic intelligent
learners are skilled at whole body coordination and have a
sense of timing. Interpersonal intelligence involves the
ability to “read” people and empathize with others'
feelings. Finally, intrapersonal intelligence is an
awareness of oneself. Students with this capability are
skilled at knowing their own strengths and weaknesses.
(Gardner, 1993)

Traditionally, most teachers teach to only a few of
the intelligences. Verbal and mathematical intelligences
are the focus of most science teacher's lesson plans. This
is evident in examining the types of students who take
elective science courses. The non-traditional students,
who are dominated by visual, kinesthetic, intrapersonal and
interpersonal intelligences, are under represented.

We, as teachers, must realize that most students
possess a combination of two or more of these
intelligences. A teacher needs look no further than
his/her classroom to find examples of students that are
dominated by one or more of the seven types of

intelligences. In order for teachers to facilitate student

learning, they need to provide a variety of activities,
which will encompass all the different types of
intelligences. (Hurley et al., 1997; Forgarty, 1998)

How does the notion of multiple intelligences fit with
the idea of thematic instruction? Thematic instruction is
the building of a unit around a central theme, topic or
idea. Thematic instruction works best if it is integrated
across the curriculum. (Peters et al., 1995; Koerner, 1995;
Shanahan et al., 1995) In the case reported here, the unit
was built around forensic science. I included all science
subject areas: biology, chemistry, physics and earth
science, as well as writing, reading, art, mathematics and
technology into the unit.

Thematic instruction is very compatible with current
learning research:

A thematic approach also reflects the most
current research on how the brain comes to know.
There are two ways we remember new information.
The traditional classroom emphasizes one method,
which is memorization of isolated facts and
conceptsm A second methodm is based on the theory
that our minds organize pieces of related
information into complex webs, called schemata.

New information becomes meaningful when it is

integrated into our existing schemata. In this
way, knowledge builds on itself, and the schemata
grow exponentially. A thematic approach takes
advantage of this process by having all the
subjects revolve around a central theme, thus
enabling students to develop complex webs of
interconnected information. (Peters et al., 1995)
Thematic instruction greatly enhances learning because
it integrates different intelligences and subject matter
into a single lesson that effectively mirrors how students
actually learn. I feel that thematic instruction also
offers the students a chance to explore their intelligences
in the “real world.” An example of this occurs during the
unit when students role-play the job of a forensic
scientist. First, they spend twenty minutes working on
sketching the crime scene (visual and spatial
intelligence); then, they go into the crime scene to
collect evidence (bodily and visual intelligence).
This method gives ”the major advantage in thematic
instructionmreplacing coverage with depth so that higher-
order thinking skills can be developed and integrated in
learning”(Koerner, 1995).
In summary, employing thematic instruction and

addressing multiple intelligence shows promise in improving

10

student learning. “When students express something that
they know in more than one form, they reinforce and deepen

their knowledge of the subject”(Forgerty, 1994).

The Hiseogy and Evelueion 9f Foreneie Seienee

Most of us are familiar with Hardy Boys, Nancy Drew or
Sherlock Holmes mystery books. Many of us have tried to
out-guess “Quincy” or “Matlock” in order to be the first to
solve the “crime.” Most people are fascinated with
“whodunits.” This fact is evident in the media coverage
given to some of the more infamous criminal trials like
O.J. Simpson's. In developing this forensic unit, I hoped
to play on students' natural excitement involving
investigation and their fascination with the weird and
macabre.

For us to explore forensic science, we need to look at
what forensic science is and what a forensic scientist
does. Forensic science deals with recognition,
identification, individualization and evaluation of
evidence. Recognition is the gathering of any evidence
that may be important. It is always better to gather
evidence and throw it out later than to not collect the

evidence and lose it forever. Identification involves the

11

placing of evidence into general categories; for example,
“Evidence A” is hair. Individualization takes
identification a step further into describing the color,
texture, chemical make-up, etc. of the evidence. For
example, “Evidence A” is brown hair, which is human and has
been chemically treated. The better that the evidence can

be described, the more valuable it becomes. Finally,

”a -1014! q
" K

evaluating the evidence involves determining whether the
evidence gathered will help solve the crime. (Osterburg, l
1992)

The main duties of a forensic scientist are to collect
and identify physical evidence using scientific techniques.
A forensic scientist may also be asked to provide expert
testimony in court, which may corroborate or disprove

alibis. (Osterburg, 1992)

H' f r ' ' n e

In the early to mid 1800’s, most criminal
investigations centered on interviewing victims and solving
crimes based on deductive reasoning. The biggest obstacle
facing detectives was the lack of a reliable method to
identify criminals. Most police stations did keep records,

but with no fingerprints or photographs it was difficult to

12

identify repeat offenders. Many criminals were smart
enough to move around frequently and use an alias to
conceal their true identities. It wasn’t until about the
late 1800’s, that detectives started using physical
evidence to identify criminals and to solve crimes.
(Saferstein, 1990; Zonderman, 1990)

Early pioneers in the field included men such as

run-p... .mi

Alphonse Bertillon, Francis Galton and Hans Gross.

'

Bertillon developed a method to identify people based on
certain body measurements. He measured height, ear length,
length of feet and the circumference of the head and chest.
He named this science Anthropomotery. Bertillon's method,
however, soon lost favor after the introduction of
fingerprinting. Francis Galton was the chief driving force
behind the use of fingerprints for identification. He
worked out a system for classifying fingerprints and
published the first book on how to use fingerprints.
Finally, Hans Gross wrote a book detailing how current
scientific knowledge could be used in investigating and
solving crimes. He predicted that the use of fingerprints,
ballistics, serology, toxicology and microscopic
examination would change the face of investigation forever.

(Saferstein, 1990)

13

Even with considerable growth in the field of physical
evidence, it wasn’t until 1910, in Lyons, France, that the
first crime lab was set up to analyze physical evidence.
Edmond Locard set up his laboratory to analyze dust and
soil after being inspired by Sir Arthur Conan Doyle’s
“Sherlock Holmes.” He is also famous for his “Exchange
Principle.” Locard stated that whenever two objects come
into contact with each other, they would leave traces of
their contact on one another. This evidence, if found,
could link the criminal to the crime scene. Locard's
Exchange Principle is the foundation of forensic science.
(Saferstein, 1990)

Over the next twenty years, techniques and procedures
improved dramatically. In 1932, J. Edgar Hoover of the
Federal Bureau of Investigation set up the first United
States crime lab. In its first week of operation, it
handled 20 cases. Today, the lab handles thousands of
pieces of evidence a week. (Saferstein 1990)

Over the last fifty years, forensics has become such a
broad field that scientists have had to specialize in
certain fields of evidence analysis. Today, there are
scientists who do nothing but investigate and analyze trace
evidence (fibers and hairs), serology (blood and its

components), toxicology (drugs and poisons), fingerprints,

14

DNA, soils, botany (plant pollen and seeds) or ballistics.

Forensics is truly an integrated endeavor. Zonderman (1990)

states:
Although there were great strides before 1960 in
science as it relates to criminal investigation,
it is in the past 30 years that science and,
especially, technology have made quantum leaps.
The scientific criminal investigator can gather
and analyze more information about physical-and
even behavioral-evidence that appears at a crime
scene than many authors of the 19608 dreamed
possible.

Recent advancements in scientific knowledge and
technology have found their way into crime labs. Today,
research relies heavily on high-speed computers for
everything from fingerprint analysis to enhancement and
enlargement of photographs and video. Improvements in
laser, microscope, and chemical instrumentation have also
improved the accuracy and precision of forensic analysis.
There is no telling how good the analysis of evidence will
get in the future. (Zonderman, 1990)

Forensic science is a truly integrated discipline. It
incorporates knowledge and techniques from every field of

science, as well as many other related disciplines.

15

Forensics is such a broad field that I cannot do each
individual field justice in the scope of this thesis. In
the Implementation and Appendixes section of this thesis,
you will find laboratory exercises and additional
information that will provide you with a rudimentary
knowledge of each field presented. This, along with the
brief historical perspective of forensics, should provide
you with a point to start your own investigation of

forensic science.

Demographics of Lhe gleesroom

Shelby Public School district is a rural,
agricultural-based district. The population of the
district is approximately 12,000 people, over half of which
are employed in agricultural or related work. The two top
employers in Shelby are both canning companies (U.S. Census
Bureau, 1999; Michigan School Report, 1998).

The average income in the Township of Shelby is
$17,740 per family. This ranks Shelby STm out of 83
Michigan counties per capita. The population is about 89%
white to 11% Hispanic. In 1998, it was estimated that
approximately 18% of the families living in Oceana County

were living below poverty level. Most of this is due to a

16

large Hispanic migrant population that travels here in the
spring and stays through the fall to help with farming
(U.S. Census Bureau, 1999; 1998 Michigan School Report).
The school district educates approximately 1800
students per year in grades K-12. The high school contains
550 of these students. Shelby High School teaches in a
block system of instructional time. Each class is eighty-
five minutes long and there are four blocks a day.
Students have four block classes each semester.

Shelby students are required to take three science
classes (Freshman Science, Advanced Science and Biology) in
order to graduate. Chemistry I and II, Biology II and
Physics are offered as elective science classes. I usually
teach two Chemistry I classes, one Chemistry II class, one
to three Freshman Science Classes, and one to three biology
classes a year. My average class size is around 20
students. The average student in my chemistry classroom
would be a white, eleventh grade student from a middle
income family. Sadly, traditionally, Hispanic students do
not enroll in the more advanced science classes. Of the
students in my chemistry class, most would attend some form
of higher education after high school (44% four-year
college and 37% two-year college)(Shelby High School

Guidance Office, 1999).

17

Considering the backgrounds that most Shelby students
come from, I felt that any method of teaching (such as
multiple intelligences and thematic instruction) which
could help more students learn was worth investigating.
The choice of forensic science as the theme for this unit
was also carefully planned. Because of the gore involved,
forensic science offered an interesting topic that I

thought most students would enjoy exploring.

18

IMPLEMENTATION OF UNI T

The development and implementation of this forensic
science unit has progressed throughout the last four years.
The preliminary groundwork was laid during my 1995 summer
coursework at Michigan State University with the
development of a fingerprinting lab and a paper
chromatography lab. Over the next four years, I have added
to and revised the unit.

The original intent of my thesis project was to
produce a series of laboratory activities to supplement my
existing curriculum. I thought this project would also
give my students the chance to see science in action! The
first year I piloted the unit (1995), it consisted of five
labs: fingerprinting, paper chromatography, soil/sand
analysis, blood analysis and handwriting/paper analysis;
video segments taped from The Discovery Channel’s “The New
Detectives” series and a guest speaker from the Michigan
State Police were also included. I thought that this would
be a exciting introduction to the interesting, science-
based career of forensic science. I planned these
activities to be interspersed year-long throughout my
Chemistry I class.

The second year I taught the labs, my students wanted

to do more than the original five labs. They also did not

19

want to wait to do each lab separately as the text was
dictating. Therefore, I modified the unit to produce a
short two-week unit that culminated in a final crime that
the students could solve based on their knowledge. The
unit went over surprisingly well. The students suggested
that I add more labs and make the unit longer. They also
suggested that the final crime should be more challenging.

Over the next two years, I modified the unit to take
into account multiple intelligences and hands-on learning.
At the same time, I improved upon and threw out labs or
activities that just did not work well or fit into the unit
effectively.

As this unit has grown so has the class time I have
had to commit to it. The first three years (1995-1998),
the unit lasted for an average of about two weeks. The
time was primarily spent on performing the labs with the
hopes of gathering data on how to improve them. This year
(1999), I spent almost four and one half weeks teaching
this forensic science unit. A majority of the time was
spent showing the integration of forensic science in
relation to other disciplines. I was also able to collect
and analyze data from the unit to evaluate its

effectiveness.

20

In the following section, I will outline and describe
the forensic science unit and discuss how and why each
activity is scientifically meaningful. The Appendixes
contain the complete lab write-ups for all work mentioned

in this thesis.

Outline of the Unit

As I have stated earlier, I teach in an eighty-five
minute block. This gives me and my students plenty of time
to work and explore the science behind forensic science.
The students work in a group of two to three persons. This
year, I tried to avoid lecturing about the labs to my
students; instead, I led a brief discussion to help
activate the students’ existing science knowledge and to
provide some hints or suggestions on how to best approach
the labs. Using the lab instructions and their previous
knowledge, the students had no problem performing the labs
or interpreting the results. Most students enjoyed working
at their own pace. I usually assigned one or two new labs
each day. However, I did find that I had to leave supplies
out for each lab at least a week. I also had to provide a

“catch-up” day so all groups could finish every lab.

21

Below is a rough outline of how the unit progressed
from start to finish.
Forensie Scienee Unit 1228-1222
The following symbols, given in parenthesis, are used
to represent which intelligence is addressed in each
activity: Vb = verbal, Vs = visual, K = Kinesthetic, Mt =
mathematical, Ms = musical, Ia = intrapersonal and Ie =
interpersonal.
Da ne
I> Guest speaker: Crime Scene Technician from Michigan
State Police.
i> Question and Answer Session.
I> Pre-test and survey over forensic science knowledge.
(Used as an evaluation instrument)
Day Two
I> Overview of forensic science unit and what I expect
from the students, including a file folder that
contains all of the group's work from this unit.
I> Microsoft PowerPoint presentation on “The History of
Forensic Science.” (Vb and Vs)
)> Lab activity: Anthropometry. (Vs, K and Mt)
)> Lab activity: Powers of Observation (cartoon

before/after crime scene). (Vs, K and 1e)

22

Day Three

I> No class- Community Clean—up Day.
Day Peer
> Video segment on fingerprinting.
I> Discussion of fingerprinting.
)> Lab activity: Direct Fingerprints. (Vs, Ve, Mt and K)
)> Lab activity: Developing Latent Fingerprints. (Vs, Ve,
Mt and K)
)> Lab activity: Using Fingerprints to Solve a Crime.
(Vs, Ve, Mt and K)
Day Five
)> Continuation of Day Four lab activities.
Day Six
I> Conclusion of Day Four lab activities.
I> Handwriting analysis introduction.
.> Handwriting “fun” quiz. (Vb, Vs and Ia)
> Assignment: Locate or produce two one-page
handwriting samples for Day Eight lab.
Day Seven
I> Oral quiz over the early history of forensic science
and fingerprinting.
> Video segment on fields of forensic science.
I> Discussion on fields of forensic science.

23

> Assignment: Read article on forensic entomology and
answer assigned questions. (Ve, Vs and K)
> Assignment: Solve “Taking Clues from Fly—Witnesses.”
Day Eigh;
)> Go through prepared overheads on the basics of
handwriting analysis.
)> Lab activity: Analyzing Handwriting. (Vb, Vs and Ia)
> Turn in homework from Day Seven.
Day Nine
)> Discussion on serial number restoration.
)> Lab activity: Serial Number Restoration. (K and Vs)
Day Ten
I> Discussion on Forensic Anthropology.
> Assignment: Read forensic anthropology article and
prepare one page written summary. (Ve, Vs and K)
I> Review of procedures for collecting evidence at a
crime scene.
> Lab activity: Powers of Observation. Draw and label
mock crime scene. (Vs, K and Ie)
Day Eleven
> Turn in article review on forensic anthropology.
)> Discussion of serology (blood, blood typing, and blood

splatter).

24

> Lab activity: Blood Typing. (Vb, Vs and K)
> Lab activity: Using Blood Typing to Solve a Crime.
(Vb, Vs and K)
> Lab activity: Blood Splatter. (Vb, Vs, K and Mt)
Dav Twelve
> Video segment on blood splatter evidence.
I> Continue Day Eleven lab activities.
Day Thirteen
I> Completion of Day Eleven and Day Twelve labs.
> Lab activity: Powers of Observation. Re-examining the
mock crime scene for signs of tampering. (Vs, K and
Ie)

Day Feurteen

> Video segment on facial reconstruction and forensic

anthropology.
Day Fifeeen

> Lfiscussion of trace evidence (fiber, hair, pollen and
sand).

> Review on how to use a microscope.

> Lab activity: Soil Analysis. (Vb, Vs and K)

> Lab activity: Solving a crime using soil evidence. (Vs
and K)

> Lab Activity: Hair Analysis. (Vb, Vs and K)

25

> Lab activity: Solving a crime using hair evidence. (Vs
and K)
> Lab Activity: Fiber Analysis. (Vb, Vs and K)
Day Sixteen
I> Continuation of Day Fifteen labs.
)> Oral quiz over trace evidence, serology and forensic
anthropology.
Day Seventeen
I> Completion of Day Fifteen labs.
> Video segment on trace evidence.
Day Eighteen
> Euscussion of chromatography.
> Lab Activity: Paper chromatography. (Vb, Vs, Mt and K)
> Lab Activity: Use of paper chromatography to solve a
crime. (Vs, Mt and K)
Day Nineteen
> Lab Activity: Thin Layer Chromatography. (Vb, Vs, Mt
and K)
I> Lab Activity: Solving a crime using TLC. (Vs, Mt and
K)
Dav Twentv
> Assignment: Read article and answer questions on DNA

analysis. (Ve, Vs and K)

26

)> Lab activity: Interpreting DNA Fingerprints. (Vb, Vs
and K)
I> Discussion on glass and its properties.
> Lab activity: “Density is a Crime--Glass Analysis.”
(Vb, Vs, Mt and K)
Dav Twentv:One
> Unit test “Forensic Science."
> Finish and turn in completed team case file folder.
Day Twenty Two-and Twenty-Three
> Final Crime Scene (Vb, Vs, Mt, K, Ia and Ie)
1” Draw crime scene.
:2.Process all interviews and suspects.
13.Analyze evidence and report findings.
4. Prepare written statement on who the killer was
using evidence collected and analyzed.
5.Prepare one to two page explanation on how the
murder took place, based on the evidence, and what
the killer’s motive was.
6.Cbmplete post-test and survey. (Used as evaluation

instruments)

This unit relies heavily on audio-visual aids. In
addition to the overhead presentation for handwriting

analysis, this year I added a multi-media presentation into

27

the unit. The unit also contains video segments from the
Discovery Channel’s “The New Detectives.” I try to show
only twenty to thirty minute segments at a time. Students
seem to really enjoy the video segments, and they usually
want to see the complete one-hour video instead of just
segments. Eventually, some students will start watching
the Discovery Channel to see the whole episode themselves.
A complete list of the videos that I have used is included
in the RESOURCES CITED section of the thesis. Every year,
I re-evaluate which video should be added or removed from
the video portion of this unit. I am very selective to
make sure that what I am showing is teaching them
something, as well as entertaining them.

In the following pages, I will summarize each lab or
activity that has been presented in the outline. It should
be noted that this is a summary of the labs and will only
provide a rudimentary knowledge of each subject. Complete
lab write—ups and evaluation instruments are included in

the Appendices.

28

Summary of Labs and Agtivities

Guest Speaker

Every year, I start my forensic science unit with
guest speaker Bill Burd, Crime Scene Technician, from the
Michigan State Police. Bill covers the basic duties of the
technician including how to develop and lift fingerprints.
He also provides information on how evidence is collected
and identified. For the last twenty minutes of the
presentation, students are encouraged to ask questions
about forensics. Students seem to enjoy Mr. Burd's
interesting sense of humor and his gruesome stories from
the “field.” This really gets the students excited about

the upcoming unit.

History of Forensig Seiepce

This year, 1998-1999, I changed how this section was
taught. Instead of a traditional lecture, I presented the
material via a Microsoft PowerPoint presentation. Most of
the information presented to the students is covered on
pages 10 through 14 of this thesis in the INTRODUCTION
section. The novelty of this technology seems to keep the

students very attentive. This presentation gives the

29

students a chance to see the historical development of
forensic science and how advances in forensic science were
tied to advances made in scientific knowledge and
equipment. The PowerPoint presentation also stimulates the
visual and verbal intelligent students through its colorful

graphics and effects.

Anthrgppmetpy Lap

In this activity (see Appendix A I), students use the
fields of biology, mathematics and measurement to identify
a criminal. Students start the class by recording their
own body measurements on an index card; they include the
following measurements: head circumference, right wrist
circumference, left foot length and right ear length. On
the index card, the students choose and write an alias and
turn in their card. This information is then compiled into
a suspect list. Two students are then chosen from the
class to be the “criminals.” I measure these students and
record their measurements on the chalkboard. During the
hour, students take turns sorting and evaluating the card
data to determine the true identity of the criminal. I
usually record the measurements as decimals instead of
fractions to make the identification harder. At the end of

the activity, we discuss why biologically some measurements

30

are better to use. We also discuss why scientists need
uniform standards when recording data. The process of
measuring, converting fractions and categorizing the'
measurements is geared toward the verbal, kinesthetic and

mathematical intelligences.

Pgwer of Obeervatipp Activitiee

I use two different activities to stimulate those who

are visually and mathematically intelligent (see Appendix A

II). The first is taken from page 169 of The Qtime
a r o . It is a before and after cartoon picture of a

crime scene. The students use comparison skills to find
fifteen differences.

In the second activity, I section off the back corner
of my room with yellow plastic caution tape and set up a
mock crime scene. This year, I set up a table with a
variety of everyday items (pens, pencils, a bottle of glue,
paper clips, various coins, my gradebook, a calendar,
etc.). Students were sent to the crime scene with tape
measures and told to draw the crime scene. A few days
later, the students were sent back to the crime scene to
determine twenty ways in which the scene had been tampered
with or changed. Students learned quickly that they needed

to be very precise with their observations. This activity

31

shows the integration between art and mathematics because
it requires the production of a detailed and measured
sketch of the crime scene. It is also great for the
interpersonal and kinesthetic learners because the students
needed to work in pairs to complete the work. Usually, one
student drew the scene and the other used the tape measure

to gather measurements.

Fin e rintin La

I have developed three fingerprint labs (see Appendix
A III), which require students to use knowledge from both
chemistry and biology. The first lab involves taking
direct inked prints. The students use these prints to
learn the skill of finding landmarks, which can be used to
help categorize the fingerprints for identification
purposes. The second lab involves the development of
latent (hidden) prints on surfaces. Students learn how to
“dust” and lift prints with powder. They also “develop”
prints using ninhydrin, superglue and iodine fuming. The
chemical basis for each developing technique is discussed,
as well as the difference between qualitative and
quantitative tests. The final lab activity involves the
use of both inked and dusted prints to identify a criminal.

This shows the real life connection between fingerprints

32

and forensic science. These labs involve the ability to
match and compare information (spatial and mathematical
intelligences), read lab directions (verbal intelligence)
and physically manipulate lab equipment (kinesthetic

intelligence).

Assigneg Reagings

For the sake of time, availability of labs and wanting
to reach every mode of learner, I have added readings with
directed assignments to broaden the number of fields of
forensics that can be discussed and taught in this unit
(see Appendix A IV). I have students read articles on
forensic entomology, forensic anthropology and DNA
analysis. I try to update the articles yearly to keep them
as current as possible. Due to expense and/or moral
issues, I cannot do an actual DNA analysis lab or allow a
corpse to rot on school property to study insect
succession. However, I do show two video segments that
accurately depict the fields of facial reconstruction,
insect succession and bone evidence so that students do get
additional exposure to these fields. These assigned
readings and videos cover a wide variety of topics
including sculpture, insect growth, skeletal growth, the

chemistry of DNA, cell growth and development and the

33

relationship between cause and effect. These readings show
the connection between biology, art and language arts. It
also allows the verbally, visually and bodily intelligent

learners a chance to excel.

Handwriting Analysis Lap

This lab is among the students’ favorite (see Table 2
and Appendix A V). They analyze two pieces of handwriting
via an overhead presentation based on the basics of
handwriting analysis taken from Hanewriting Apelysis;
Putting It To Work Fer Yep by McNichol and Nelson. The lab
shows the relationship between how a person’s mental state
influences his physical ability to function (cause and
effect). This lab works well for the visual, verbal and
interpersonally intelligent students because it deals with
analyzing written language and emotional states. It also
shows the integration of science, psychology and the

language arts.

Serial Number Resterstien

Students perform a chemical etching to the surface of
an aluminum bar (1/4" x 1” x 3") which has been stamped
with a serial number then ground away (see Appendix A VI).

The acid mixture reacts preferentially with stressed areas

34

of the original stamp, causing the serial number to re-
appear. This is an excellent opportunity to talk about the
nature of chemical bond (ionic, covalent and metallic),
types of chemical reactions and the process of etching.
Manipulating the lab equipment and examining the bar for
signs of the serial number is well suited for kinesthetic

and visual learners.

Serology

This is one of the larger sections and involves a wide
array of biology, physics and chemistry concepts that are
presented in three labs (see Appendix A VII). The first
lab involves using simulated blood to determine blood type.
Concepts which can be taught include antigen-antibody
reactions, the chemical make-up of blood and qualitative
vs. quantitative testing. The second lab, concerned with
blood splatter, involves a mock crime scene of an assault
with a baseball bat. I paper an entire corner of my room,
including the ceiling and floor, then take a baseball bat
soaked in red paint that I use to bludgeon a tackling
dummy. Various patterns can be obtained by changing the
force or angle at which the dummy is struck. The students
use mathematics, physics and creative writing to determine

and report the angle of attack and direction of blood

35

splatter at a mock crime scene. They get an understanding
of the concepts of force, basic trigonometry, point of
origin determination, cause and effect and deductive
reasoning. The actual measurement of the blood patterns
and calculation of angles is geared toward the visual,
kinesthetic and mathematical learners. The verbal learners
enjoy the opportunity to create a story describing the

event .

Trace Evidenee Labs

This section of four labs includes hair, fiber, sand
and glass analysis (see Appendix A VIII). It covers t0pics
from biology, earth science and chemistry. Most of the
work in these labs involves the use of microscopic
investigation, dichotomous keying, as well as performing
simple physical tests like calculating density. The soil
lab includes gross and microscopic inspection and simple
chemical tests for potassium, calcium, phosphates, pH and
alkalinity. The students learn many concepts in these
labs: classification skills; chemical make—up of hair,
fiber, sand and glass; use of density; chemical reactions
involved in creating polymer fibers; qualitative tests to
identify traces of chemicals and the use of physical

properties to identify substances. These labs benefit the

36

visual and kinesthetic learners because of the required
acts of visual discrimination of objects and the hands-on

nature of the labs.

Chromatography

This section consists of two labs: paper and thin
layer chromatography (see Appendix A IX). Visual,
kinesthetic and mathematical learners excel at these labs
because they involve measurement, manual dexterity and
discrimination of patterns and colors. Chromatography
teaches solution chemistry, molecular size, and how
mathematics can be used to quantify substances. This lab

combines the fields of mathematics and chemistry.

Final Crime Activity

The final lab activity in this unit involves the use
of all the above-learned skills to solve a mock murder (see
Appendix A X). The students are presented with the murder
of an unknown man and evaluated on how well they can apply
the forensic techniques taught previously in the unit to
solve the crime. Usually, the crime involves analyzing
blood, blood splatter, hair, fingerprints, and ink
evidence. It also involves reading and analyzing police

interviews and determining motive. I have created a crime

37

grid to provide each team with its own unique killer from a
pool of sixteen suspects. The students list this activity
as one of their favorites.

This is a unique assessment technique in that it is a
practical and totally lab-based exercise. It also
integrates most of the subject areas of science with art,
mathematics and language arts. I count this final crime
activity as approximately thirty percent of the unit grade.

Students are evaluated in almost every lab through a
hands-on evaluation that involves solving a crime using the
new skill or knowledge learned. The crimes are either
stand alone labs or extensions presented at the end of the
lab activities. Other evaluation techniques for this unit
include oral quizzes, a unit test, a pre- and post-test
(five essay questions dealing with specific topics of
forensic science), student assessed survey of learning
covering 21 different forensic topics, student interviews
and the solving of the final crime. These evaluation

instruments and rubrics are included in Appendices B and C.

38

EVALUAT I ON

To evaluate this unit, I expanded on the traditional
methods used to measure student learning. In addition to
the use of quizzes and a unit test, I added lab practicals,
student-produced work (techniques, drawings and artwork), a
student assessed learning survey, written evaluation of the
unit by students, pre- and post-tests and a final project.
I used a combination of old and new methods because I
wanted to keep the students comfortable with the unit, but
I also wanted it to be challenging. I found that my
students were hesitant about getting away from the
traditional evaluation technique of test taking. In the
end, however, I did give my students a unit test (see
Appendix B IV) over the forensic science unit to ease their
tensions. As expected, the students performed at the level
they normally did (89%) on written tests.

Teaching to multiple intelligences and using
integrated units require different evaluation methods. In
this unit, many labs involved the ability to perform
special lab techniques and interpret the results. I chose
to grade the students on the products they produced in the
lab, such as inked fingerprints. Most of my non-traditional
learners (those dominated by visual, kinesthetic, intra or

interpersonal intelligences) responded well to being graded

39

on something other than the ability to memorize material.

I also found that these students performed slightly better
overall than their traditionally—minded peers (verbal or
mathematically intelligent). This unit gave these students
a chance to perform activities which demonstrated their
intelligences.

For the evaluation of this unit for the 1998-1999
school year, I chose to use four different measurement
instruments: an average percentage grade, a pre- and post-
test of five specific subject area questions, a student-
assessed learning survey and written student evaluations
(see Appendix B).

In compiling and analyzing the students' average
percentage grades over the last three years of this study,
I have found that students gained about a five percent
increase in their average grade (see Figure 1). The
average grade over the last three years using non-thematic
teaching methods was 87%. During the thematic teaching
portion of the class (forensic science unit), the average
grade rose to 92%. This is an increase equivalent to 1/3
of a letter grade (B+ to A-). I have also analyzed the
data from the 1998-1999 school year individually and found

a similar trend (see Figure 2).

40

Percentages

93‘

Pacemaarhmrpafismof'nmaticva.mvnmaticmstnxxim
(1996-1999)

 

FIGURE 1

41

Percentages

mmmimw. mmmnjm
(m-ISSS)

 

FIGURE 2

42

The second instrument used to measure student learning
was a five-question pre— and post-test (see Appendix B I).
I created the test after consulting Dr. Joyce Parker,
education professor, on the best way to measure students'
achievement. She suggested that I come up with a short,
“meaty,” essay response-type test. I chose five forensic
topics (blood, microscope, fingerprints, chromatography and
crime science) and wrote one question per topic. I tried
to use tOpics that I felt the students might have some
previous knowledge of in order to make them more
comfortable with the pre- and post-test. I also requested
that the students give me specific forensic science
examples as part of their answers. Please refer to
Appendix C I for the rubric used to score each question of
the pre- and post-test. In analyzing the pre— and post-
tests (see Figure 3), I found significant increases in not
only raw scores, but also in the quality of the answers I
received. The first test question dealt with blood and
blood testing. I found that, on average, students’
knowledge rose from a 1.7 to a 3.8 (out of 6 possible
points). On the use of the microscope, the students
averaged 1.9 before the unit and 3.3 after (out of 5 points
possible). Fingerprint knowledge went from a 2.0 to a 4.1

(out of 7 points possible). Knowledge of chromatography

43

(hipsdmlcfHe-MadRE-mmamirgcftm

Rxersicaziermsufit (19%-1999)

 

 

.b 4. :~ .5 :~ «4 KM 11 .b no
4. 3 2 1 0
wmmHU MOM whoum wmwu0>< HHmH0>O

nfiwam mowmsom
Am pnmv

nUHoamno Hm 5
AS pmwvw w

web on Hwbnm
mw mev

zHoHOmOOUm Am
Unmv

wHOOQ Am came

a
n

Figure 3

rose from 0.8 to 2.1 (out of 4 points possible). Finally,
the question dealing with crime science went from a 1.3 to
a 3.3 (out of 5 points possible).

The largest increases in knowledge, as measured by
this instrument, were in fingerprinting and blood analysis.
It is also interesting to note that the responses to
questions about microscope and chromatography, both of
which were presented by traditional methods previously,
showed lower knowledge and quality of answers in the pre-
test. Almost all students knew that chromatography
separates dyes or ink but did not describe the process.

The same was true of the microscope question. The students
understood that a microscope enlarges objects for easier
viewing, but most did not explain how it does this. It is
unknown whether the students assume that everyone knows how
the microscopes and chromatography work or if it is a lack
of true understanding of the processes.

As I have stated earlier, the pre- and post-test
showed that subject knowledge did improve after the unit.
The quality of the answers, as well as, the use of specific
examples also indicated this.

In order to illustrate the effectiveness of the pre—
and post-test evaluation, the following is a sample pre-

and post-test response taken from the same student. The

45

student is answering the question which deals with blood.
Pre-test response:

“There are different types of blood, much blood typing
is genetic. A, B, AB and O and there is a + and - thing
that indicates the presence of some ‘thingy.’ People with
positive blood can’t give blood to a negative person.
Blood is made up of red cells, plasma, white cells and
platelets. O is the universal donor.”

Post—test response:

“Blood is made up of many things, plasma, white and
red blood cells and platelets. The white cells have DNA in
their nucleuses which can be used to identify a criminal.
Blood cells also contain antibodies which can be used to
type blood into one of the four blood types (A, B, AB or
0). Blood type is passed on genetically from the parents
to the child so it could be used to determine paternity by
doing a Punnett Square.”

As you can see the unit did improve this student’s
understanding of blood components, blood typing and
practical uses of blood evidence.

On the third instrument, the Forensic Science Self-
Evaluation of Knowledge Survey (see Table 1 and Appendix B
II), the students assessed their own knowledge of twenty—

one topics on a scale of one to five, some specifically

46

TABLE 1

Averaqe Score on Survev Before and After Unit

Overall Class Average

Before Unit

    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Using Microscope 3.9 4.3
DNA 32 36
Using DNA to Solve Crimes 2.1 3.9
mmMTwmg 21 43
Use of Blood Evidence 2.0 4.4
Fingerprinting 2.8 4.6
Use of Fingerprinting to Solve Crime 2.6 4.6
Footwear Impressions 2.2 2.9
Paper Chromatography 1.9 4.4
IMUMdfiE I6 43
Thin Layer Chromatography 1.2 3.2
Crime Scene Procedures 1.8 4.1
FMwNmmm 15 38
Hafimfimfldes 20 38
Qualitative vs. Quantitative Labs 2.0 3.8
Dmmmmummwk I8 35
Entomology 2.0 3.4
Rocks and Minerals 2.6 3.3
Trigonometry 3.4 3.7
Dawn 33 40
Basic Chemistry Techniques 3.7 4.5
Average of All Topics 2.4 3.9

 

 

 

 

 

47

about forensic science and others about general science
knowledge. A “one” rating indicated “no knowledge of
subject” and a “five” rating meant “understood well.”
Initially, students averaged a 2.4 in their self-reported
knowledge of all subject areas. After the unit, the
average rose to 3.9. The largest increases were in the
areas of blood, DNA, chromatography, crime scene procedures
and fiber analysis. The smallest increases were in the use
of microscopes and trigonometry. The small increases may be
due to previous exposure to both microscopes and
trigonometry in math and biology classes. According to the
overall data, student knowledge increased from “less than
average understanding” to “good understanding” of the
topics (see Figure 4).

The last and most subjective measurement of knowledge
was my observations of the students and written student
evaluations of the unit (see Table 2 and Appendix E III).
During the unit, I observed that most students were eager
to find out what the next topic would be. They were so
eager during the labs that if I did not come over to answer
questions immediately they became agitated. They could

hardly wait to see if they had performed a technique

48

AanzpcfShdstAaaaadewyrfIsmnmg(Hairam

  

oomuo>¢ mmMHU Hamuo>o

   

Figure 4

49

correctly or solved the crime accurately. They also seemed
genuinely enthusiastic about doing the labs, and I would
consider most of them proficient at performing new
techniques. Most students came to class early to secure
lab supplies or get started on the new labs. They also
wanted to stay later, often missing lunch period. The
students had a strong desire to finish labwork. At my
school, this is a sure sign of success and interest!
According to the unit evaluations (see Table 2), most
students enjoyed the forensic science unit and thought it
should be taught next year. In particular, they liked
solving the final crime. One student commented, “The best
part of this unit was the final crime scene. It took all
our understanding of forensics to solve the crime.”
Overwhelmingly, they enjoyed the hands-on lab format and
working at their own pace. This was also evident in my
observations. Many commented on how much they liked
learning when it was active and performance-based rather
than passive, i.e. reading the text. Another student
commented, “I like how we incorporated lab skills into real
life situations. Lots of people always ask ‘When are we
going to use this stuff?’ This stuff can actually be used
<3n a job or to successfully commit a crime and get away

With it!”

50

 

Results of Student Evaluation of Forensic Science unit

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(1998-1999)
1. Which lab did you like best?
Top 3 Choices

Lab # of students % of students
Final Crime 18 46
Blood Splatter Lab 15
Handwriting Analysis 13
2. Which lab did you like the least?

Top 3 Choices
Lab # of students % of students
Hair Analysis 20 51
Fiber Analysis 4 10
Thin Layer Chromatography 8
3. Which lab was the most confusing?

Top 3 Choices
Lab # of students % of students
Hair Analysis 23 59
Fiber Analysis 8
Thin Layer Chromatography 2 5

 

 

 

 

4.

What improvements could be made?

 

Top Choices

 

 

 

 

 

 

# of students % of students
Better explanations of
. . . 11 28
labs act1v1t1es
No changes 11 28
Spend more time on unit 10 26
Better equipment 8 21

 

 

 

39

 

Table 2

51

 

 

 

DI SCUSS ION AND CONCLUS IONS

Overall, I am very pleased with the results of this
unit. I feel that the students enjoyed the change of pace
offered by thematic teaching and hands-on learning. Like
everything, though, there is always room for improvement.
My observations and the collected data (see Figures 1-4)
support the fact that the unit was effective in teaching
forensic science knowledge. I believe this was due to the
all—encompassing nature of the integrated theme-based
teaching. It demonstrated to the students that no
discipline exists in a vacuum; for a person to excel in
life he or she must be capable of integrating many subject
areas. The use of activities tied to multiple intelligence
learning also provided students with a chance to explore
different avenues of learning. It showed them that every
person is unique in how they learn or acquire knowledge.

One change I will implement is to make my students
more aware of the concept of multiple intelligences and put
this knowledge to use. During labs, I will point out when
and what intelligences are being targeted. This may help
them to be more aware of their own and their peers’
personal learning styles and to become more efficient

workers, both individually and in group settings.

52

On the basis of the students’ comments from the
follow-up questionnaire and my own personal observations; I
would like to point out the strengths and weaknesses of the
individual labs and activities in this unit and suggest the
changes listed below.

The most popular lab and the most difficult to set-up
was the final crime (see Table 2). Over 46% of the
students listed this activity as the best lab. This year,
15 out of 16 groups were able to analyze their evidence
successfully and identify their “killer.” The group that
was unsuccessful missed on the processing of only one clue:
the fingerprints. The only problem with the final crime
activity is that it relies heavily on every other lab in
the unit. For it to work well, teachers should use only
the lab activities from early in the unit which the
students understand well and can perform with little chance
of failure. Students have a tendency to be shortsighted
when it comes to matching ell the evidence with their
criminal. They are easily sidetracked if one piece of
evidence shows a result which is inconsistent with the
killer they have chosen.‘ Every year at least one group
complains that the evidence doesn’t fit the crime scene.

Of course, they would never fault themselves for sloppy lab

work. A word of warning when setting up the final crime,

53

be aware of which labs are working well and which are not.
Every year the ‘hardest’ lab varies, so try not to use it
as the main identifying piece of evidence. This year, my
students had difficulty with hair and fiber analysis so
these labs were not included in the final crime.

According to student opinions, the blood splatter lab
and handwriting analysis lab (see Table 2) were the two
best individual labs. Students also liked the serial
number restoration, chromatography, sand analysis, blood
typing and fingerprinting labs. I find that the students
like the labs that produce consistent results which are
easy to interpret.

The blood splatter lab was improved from last year.
Originally, I used 2-foot by 4-foot pieces of posterboard
splattered with red paint as the evidence. The students
complained that they were too hard to interpret. I had
almost decided not to use blood splatter evidence this year
until I discovered videotape on blood splatter that gave me
some inspiration. I realized that it would be better to
show the blood splatter on a larger scale; using a football
dummy and paint covered baseball bat, I created life-sized
blood splatters. Not only could the students see the
direction of the strokes, but they could count

approximately how many times the body had been hit. The

54

“blood” drops produced also gave excellent results for
angle and point of origin determination. Students really
enjoyed the use of trigonometry to determine angles and
point of origin.

The handwriting analysis is also a yearly favorite.
The students enjoy seeing what “secrets” are in their
friends’ and relatives’ handwriting. One note of caution,
however: be sure the students understand that you are not a
handwriting expert and the interpretations are very
subjective. Every year, I have students who are worried
that their handwriting shows some terrible character flaw.

The fingerprint, chromatography, sand analysis, blood
typing and serial number restoration labs are also
considered “good” labs. These labs have reached a point
where they only require minor modifications to produce
consistent results. The more times a lab is used, the
easier is it to predict what its weaknesses are and how to
modify it to make it more student-friendly. For example,
the students seemed to have trouble getting uniform results
from the chromatography lab. The problem was caused by a
lack of uniformity of test tubes. This year, I set—up ten
identical kits for the lab and the results were much

better.

55

The lab that the students thought was the most
confusing and difficult was the hair lab (see Table 2). I
feel this had more to do with an equipment problem than
with the lab itself. Most of the microscopes could not
focus down far enough on the hair to see the details
necessary for identification. Other labs which students
deemed as “losers” were the fabric lab and the thin layer
chromatography of lipstick lab. Both of these labs had
problems with equipment and samples. Nothing kills the
excitement of labwork quicker than faulty lab equipment or
poorly written directions. I would caution against adding
labs that are not thoroughly tested, because if the quality
of the lab suffers, so do your students. I often like to
use my teacher’s aide or Chemistry II students as guinea
pigs for testing new labs that I want to introduce for the
following year. The students enjoy this and like to offer
suggestions on how to improve them.

I am currently looking at revising the existing labs
in this unit and perhaps adding three new ones. I would
like to find a way to either simulate DNA testing or find a
quick and inexpensive way to teach it. I would also like
to explore forensic anthropology using the biology
department skeleton. The students could learn to determine

height based on femur length, for example. Finally, I

56

would like to develop an insect succession lab. Perhaps, I
could put a freshly road—killed animal out in the school
wood lot to study insect succession. I may need to cover
the animal with a wire mesh cage to keep it from being
dragged away by larger animals, but it might work!

One of the benefits of doing an interesting thematic
unit is that it can spark interest outside of class.
Students, other teachers and parents may send articles,
video and books that can supplement your theme. This is an
excellent way to keep your videotapes and articles up-to-
date. I am sure I am not alone in showing what I thought
was a really interesting science video, only to have the
students spend more time laughing at the actors’ clothing
or speech rather than paying attention to the message of
the video.

One of the biggest problems I am struggling with is
the length of time spent vs. what is gained. I will have
to consider cutting down the scope of some labs or
eliminating topics all together in order to ensure that
class time is used productively. The students want the
unit to last longer, but I cannot justify its length when
it is so close to the maximum allowance. I am also
struggling with whether or not I should provide more

instruction (walk them though the labs). From the survey

57

(see Table 2) there was a 50/50 split between those who
liked to work on their own and those who wanted more
instruction.

For any teacher who would like to try this forensic
unit, I would suggest starting small (two or three labs)
and staying close to your field of expertise. Secondly,
make sure that the students have the resources and time
needed to do the labs right. Use or modify the resources
at hand; it is not necessary to buy new equipment. Lastly,
I would encourage others to try new things or change what
is shown here to suit their needs.

Overall, I feel that this forensic science unit works
well because it is unique. I do not plan to teach any
other chemistry unit thematically because I believe it
would lessen the novelty of the forensic unit. I will,
however, consider using thematic teaching in my other
classes if I can find a suitable theme that will generate
excitement and teach quality science. Based on this study,
I know that I will incorporate more activities that work
with multiple intelligence activities into my other classes
and units so I can reach more learners. This theory has
definitely caused me to consider the relevance of what I

teach and how I present it.

58

Over the past four years, this forensic science unit
has evolved and changed to become what it is today. I am
sure it will continue to “evolve” in other interesting and
new directions. The unit has gotten so popular that it has
taken on a life of its own. I have students sign up for
Chemistry I simply because of the forensic science unit. I
also have more than enough former students willing to help
set-up or donate specimens, body outlines or fingerprints
needed to create each lab. The most rewarding outcome of
this unit is that two former students are pursuing careers
in forensic science because they were so intrigued by this
unit.

In conclusion, I feel that this unit accomplished what
I intended it to do. First, it provided students with a
unique learning experience involving many different
intelligences. Secondly, it demonstrated how science is
integrated and related to other disciplines. Last, and most

importantly, it enhanced their learning of science.

59

APPENDICES

6O

APPENDIX A

61

Appendix A I

Anthropometry

Anthropometry is the use of body measurements to
identify a person. Alphonse Bertillon purposed this method
of identification in the late 1870’s as a means to identify
and keep track of criminals. Bertillon’s method was the
preferred way to identify criminals until the introduction
of fingerprinting in the early 1900’s.

Anthropometry Activity

This is a simple lab to show the students how
anthropometry is done and that it is an effective means of
identification.

Crime Seene

The FBI has notified the school that there are two
foreign agents posing as high school students to gather
information about the upcoming Asparagus Festival. From an
intercepted message, the FBI knows that the spies are
enrolled in Mr. Peterson’s Chemistry I class. They have
also gathered information about the spies’ body
measurements. It is your job to match and identify the
spies based on the compiled anthropometric data collected
from the class.

Materials:
5 cloth tape measures

24 (3”x5”) index cards

Procedures:

1. On an index card, record your name and any aliases.
Next, measure and record the following: length of left
foot, length of right ear, circumference of head and
right wrist circumference.

2. Turn in your card to the teacher.

3. Using the body measurements of the spies given on the
chalkboard, sort through the cards until you find
probable matches.

4. On a separate sheet of paper, list your matches and
then answer the following questions:

62

1. Did all your numbers match exactly? If not,
explain why?

2. Why don’t we use body measurements, such as
circumference around the waist?

3. Why do scientists need to use standard units of
measurement, such as centimeters?

Developed by Pete Peterson, Shelby High School, 1997.

Teaehe; Notes
This activity ties in well following a discussion of

the history of forensic science. The students should
understand the difficulty scientists had in finding a
reliable method of identifying criminals before
fingerprinting and photography were developed.

Begin this activity by having the students do the
actual body measurements before talking about
anthropometry. This will allow students more time to take
accurate measurements. Collect all the cards and compile
them to create a suspect card pile. From the cards, select
two students’ data cards to serve as the “spies” body
measurements. Be sure to choose students who can handle
being the “spies.” To make the activity more challenging
change the “spies” measurements from fraction to percent
form and change one of the measurements so students don’t
get an exact match. After the presentation of the history
of forensic science, write the “spies’” body measurement
data on the board and place the card back into the card
pile. In groups of two, students can take turns sorting
through all the cards to find the suspects. Combine this
with another activity to keep the students busy while they
wait for their turn to look at the cards.

63

Appendix A II

Powers of Observation Activities

I use two different activities to show the students
the importance of good observation and note taking. The
first activity is taken from page 169 of The grime
Laborstery by Osterburg. It is a before and after picture
of a crime scene. The students have to identify 10 ways in
which the picture has changed. Any before and after
picture taken from the comics section of a newspaper would
work well, also.

The second activity is a bit more involved. I section
off a corner of my room with yellow plastic caution tape
and set up a mock crime scene. I usually set up a table
with various common items (pens, pencils, a bottle of glue,
various coins, etc.) I have the students draw, measure and
note the exact location of all the items in the crime scene
on a piece of graph paper. After every group has had a
chance to draw the scene, I make about twenty-five changes
to the locations or positions of the evidence. Make some
changes very obvious and others very subtle. The groups
are then sent back to re-measure and analyze the crime
scene to see if they can find at least 15 changes. Most
groups find about twenty.

Created by Pete Peterson, Shelby High School, 1996.

Resources:
Burd, Bill. Michigan State Police: Crime Scene Technician.
Hart, MI 1996.

Osterburg, James. The rim a or : C udie f

Scientific Criminal Investigatien. New York: Clark
Boardman Company, Ltd., 1992.

Appendix A III

Fingepprinting Lab

Fingerprints are the preferred means used by law
enforcement in identifying criminals. Fingerprints are an
excellent method of identifying people because no two sets
of fingerprints are exactly identical (not even in
identical twins) and because fingerprints do not change
with age.

The use of high-speed computers, optical scanning
technology and special software has allowed the FBI to
create an Automated Fingerprint Identification System
(AFIS). Using AFIS, the FBI is able to search and match a
print against all 175 million fingerprints stored in their
database in a matter of minutes. This technology has made
the use of fingerprints an invaluable tool in the
investigation of crime.

There are two main types of fingerprints that are used
to identify suspects. The first is called direct prints
which are inked impressions of the ridge patterns of a
persons fingers. The second is called latent (hidden)
prints. Latent prints are invisible traces of
perspiration, salts and oils left by the finger ridges when
they contact a surface. It is possible to react these
trace compounds with a special chemical (iodine, ninhydrin
or superglue fumes) to make them visible. Some latent
prints can also be made visible by using very fine powders
to “dust" the print. The dust adheres to the oils left by
the finger ridges. After the latent prints have been
developed, by chemicals or dusting, they can be “lifted” or
photographed for comparison to stored prints in hopes of a
match.

Direet and Latent Fingerprinting Lab

Direet Fingepprinting
Materials:
1 ink pad
2 index cards
1 sheet of white paper

W

l-CnDtain the necessary lab materials from the main lab
table.

65

U

2. To transfer a good print, roll your finger from one edge
of your fingernail to the other. Do not over-ink your
fingertips. Use the plain white paper to do a few
trials. Once you feel confident that you can produce
good quality prints (have the teacher check your work if
you are in doubt), place your inked prints of all ten
fingers on one index card.

.On the other card, place only your right thumbprint.

4. Make sure to identify each finger and hand; also, include

your name on the cards.

5.Using your right thumbprint, follow the steps below to

mark your print for later comparison.

Miriam
The FBI classifies fingerprints into 3 main categories
(see below).

Whorls Arches Loops

//‘ /\
;/ fizz/7

MmJW ”9 mm“

iii/W" //

 

The FBI also uses other special landmarks and features
to identify and distinguish fingerprints (see below)

1. Ending ridge — 2. Fork ____<<;\

3. Island ridge ———-——— 4. Dot

 

 

5 . Bridge 1 6 . Spur _/

7. Eye ___4::::>___ 8. Double bifurcation /

9. Delta :::E 10. Trifurcation

 

  
     
 
 

s
o"

I

.
.
1 I
,

.
y; .
,_,

.
.»
/
of I

INKED

Using your right inked thumbprint, mark 10—12 identifying
landmarks of your print.

Fin

There are four methods of developing latent
fingerprints. Three of the methods involve the use of
chemicals which react with the oils and perspiration left
by the finger when it contacts a surface. The fourth
method, which is the simplest, is dusting the print with
powder.

E . F' .

Method: The oils and perspiration from the fingerprint will
attract and hold very fine powder, producing a visible
fingerprint.

Materials;

index cards

clean 250 ml beaker
vial of dusting powder
brush

roll of tape

HI—‘HHN

*Be careful when handling items so that you don’t leave any
extra, unwanted fingerprints.
1.0btain a clean 250-m1 beaker.

67

:2.Roll your right thumbprint onto the beaker. (You may want
to wipe your thumb across your forehead to add extra oil
for a better print).

23.Using the brush, dust and tap a small amount of powder
over the fingerprinted area. Do not brush the print too
hard or you will destroy it.

‘4.Carefully blow off any extra dust.

£5.0nce the print is well developed, place a piece of tape

over the dusted print and smooth out any wrinkles.

. Remove the tape and place onto an index card.

. If you cannot see a print, repeat steps 1-6.

8.Put your name on your print and turn it in to the
teacher.

\10\

Crime Scenario:

An angry waiter leaves a dirty glass filled with
toilet water at his manager’s private table. See if you
can figure out who left the glass at his table.

Teaeher Notes:
Arrange the students in groups of four. Have one

student from each group place a right thumbprint on a clean
beaker. Have each group exchange their inked right
thumbprints taken from the previous lab and the newly
printed beaker with another group. Have students in each
group work together to lift the thumbprint off the beaker
and try to match it to one of the four inked prints. The
students should find and mark at least 10 points of
similarity between the inked and lifted print.

Shemieally Develeped Prints

There are three methods which can be used to
chemically develop latent fingerprints. In the following
two labs you will experiment with iodine fuming and
ninhydrin developing. The third method, Superglue fuming,
will be done as a teacher demonstration.

mm

Methed;' Latent fingerprints contain fatty oils which may
react with the iodine vapors to form purple-brown visible
print. The exact chemistry behind iodine fumed prints is
still not fully understood.

68

1 forceps

1 iodine fuming jar (baby food jar)

5-8 iodine crystals (do not handle with your hands)
2 1”x1” squares of plain white paper

1 roll of clear tape

2 index cards

1 spray bottle containing a 1% starch solution

Procederes:
1. Place 5 to 8 crystals of iodine into the jar and

replace cap. Do not handle the iodine directly or
inhale vapors.

2. Carefully roll your right thumbprint onto one of
the 1”x1” squares. You may need to rub your thumb
against your forehead to add additional oil to
your thumb.

3. Uncap the jar and place printed square into jar.
Reseal.

4. Observe the paper in the jar. You should start to
see the purplish outline of the fingerprint form
within 30 seconds. If not, hold the jar in your
hand to warm the iodine so it will sublime faster.

5. Once you have a good fingerprint, carefully remove
the paper square from jar and tape it onto an
index card.

6. To preserve the print, you can spray it with a 1%
starch solution before taping to the card.

7. Write your name on the back of the card and turn
in to the teacher.

Ninhydrin Deyeleping:

Method: Ninhydrin (triketohydrindene hydrate) is made into
a solution by dissolving it in ethanol. This solution is
sprayed onto a latent fingerprint and reacts with the amino
acids in the perspiration of the latent print. The
ninhydrin solution reacts with these amino acids to form
hydrindantin which is pink- or purple-colored and thus,
renders the print visible.

Materials;

2 1”x1" plain white paper squares

1 spray bottle ninhydrin solution (2 grams of ninhydrin per
100ml of acetone)

1 forceps

Steam iron

2 index cards

69

1 roll of clear tape

*Handle ninhydrin only with gloves or a forceps. The
ninhydrin will react with the amino acids in your skin
turning it blue!

Eroeeeeres;

1. Place a right thumbprint onto a 1”x1” paper
square.

2. Using gloves and forceps, carefully take the print
over to the fume hood and spray it with the
ninhydrin solution. The paper should be wet.

3. Place the wet paper square between two paper
towels and heat with the iron (1 to 2 minutes).
You should see a faint purplish-brown developed
print, if not repeat the lab. It may take a few
trials to produce a “good” print.

Let the print fully dry and examine it.
5. Tape print onto an index card and put your name on
the back. Turn in to your teacher.

a.

Seperglee Fuming:

This lab is best done as a teacher demonstration under
a fume hood. Place a fingerprint on 1”x1” piece of plastic
cut from a 20 ounce pop bottle. Place 5 to 6 drops of
Superglue on a metal pop cap or similar metal item. Next,
tape the plastic square to the inside of a large inverted
beaker or other suitable glass container near the top. The
Superglue fumes will coat the inside of the beaker so use
one that is expendable. Place the inverted beaker over the
Superglue-filled pop cap and place on a hot plate. Slowly
heat the Superglue until it starts to fume; turn off the
heat. The beaker should fill with white, smoky-looking
fumes. Do not breathe these vapors! After the Superglue
has stopped fuming, remove the beaker and retrieve the
plastic square. You should have a perfectly preserved,
white raised fingerprint. This can be done with larger
items in a fish tank, but be sure the lab is well
ventilated. The exact mechanism of why the Superglue
polymers choose to form on the ridges of the latent prints
is unknown.

Resggrees:

Peterson, Pete. Thesis research project. Michigan State
University. SS 1995.

70

Chemistty and Crime Solving: Analysis of Fingerprints.
Kemtec Educational Corp. 1991.

Miller, Larry. Criminal Evidence Laboratory Manual: An
Introduction to Forensic Science. Glencoe Publishing

Co., 1990.

71

Appendix A IV

Assi ne Rea in

For this forensic unit, I have chosen to supplement
some of the more difficult to perform labs (cost or moral
issues) with assigned reading from current periodicals. I
try to keep the readings as up-to-date and as reader-
friendly as possible. The topics may also change from year
to year depending on current events (the O.J. Simpson
Trial) and student interest. Listed below are the articles
and assignments for the 1998-1999 school year.

1. Forensic Anthropology: The students read the three page
article and wrote a one page summary of what information
could be gathered by examining skeletal remains.

“Tales Bones Tell.” AnthroNotes. National Museum of
Natural History Bulletin for Teachers. Vol.15 No.1,
Winter 1993.

2. Forensic Entomology: The students read the article and
answered the questions at the end of the article and solved
the animal poaching case study.

“Nature’s Detectives.” Current Seience. Weekly Reader
Corporation. Vol.83 No.12, 1998.

3. DNA Analysis: The students read the article and
answered the questions at the end of the article.

Science Kit and Boreal Laboratories. “DNA Fingerprinting.”
New York.

72

Appendix A V

Hanewriting Anslysis

This section of the forensic science unit is one of my
students’ favorites. A day or two before we start this
section, I have the students obtain two one-page
handwritten letters. I usually start the unit with two or
three “fun quizzes” taken from Handwriting Analysis;
Putting It to Work for You. Next, we use the two
handwriting samples to practice analyzing handwriting. I
have created a series of overheads which I use to summarize
the basics of handwriting analysis. I let my students’
interest guide the overhead analysis session, and I do not
try to cover every aspect of handwriting analysis. It is
important to remind your students that this is a very
subjective practice, and we are merely amateurs. The
students are graded on how thoroughly they analyzed the
writing samples based on the presentation. In order for you
to gain a better understanding of what a broad topic
handwriting analysis is, you will need to research this
topic for yourself. Due to space and copyright
considerations, I did not include my overhead summaries.

Resoerees:

Amend, Karen and Mary Ruiz. Hanewriting Analysis: The
Semplete Basic Book. North Hollywood, CA: Newcastle

Publishing Co., Inc., 1980.

McNichol, Andrea and Jeffrey Nelson. Hanewriting Apalysis;

Putting It to Work for Yeu. Chicago, IL: Contemporary
Books, 1991.

73

Appendix A VI

Restering Serial Numbers

Most items of value are coded or stamped with a set of
digits (serial numbers) which is unique to that item. Most
criminals know that if an item’s number can be removed or
rendered unreadable, the identity of the item cannot be
proved.

The basis of serial number restoration is that the
molecules or crystals under the stamped number have been
disturbed by the stamping and are under stress as compared
to the surrounding areas. This stress causes them to react
faster with a reagent than the non-stressed areas. The
process of reacting a reagent solution with a destroyed
serial number on metal is called etching. An acid/metal
solution is used to electrochemically react with the
stressed metal to redevelop the serial number. An example
of the electrochemical etching reaction is given below. It
is simply a single replacement reaction with an acid
catalyst.

Al + Fe+3 v9 Al+3 + Fe

Mategiels:

1 Aluminum bar with serial number removed

Modeling clay

Ringstand and utility clamp

Safety glasses

250 ml beaker

Q-tips

Etching solution for aluminum (mix 25 g of Iron (III)
Chloride, 25 ml of concentrated HCl and 100 ml of distilled

water)
Acetone
Basie teehnigee for serial nembe; restorstien:

1.Get a metal sample with the serial number removed.

2.Clean the metal surface using acetone to remove grease.

3.Set up a ringstand, clamp, metal sample and beaker as
shown on the board.

4.Build up a clay dam around the ground serial number.

5.Soak a Q-tip in the acid/metal solution and apply it to
the disturbed area.

74

6.Carefully watch the site and record any developments.
Lines may appear and disappear as the process unfolds. Be
careful not to breathe the fumes from the reaction.

.Apply fresh solution every 2 or 3 minutes.

.Be patient, record everything. You only have one chance.

CDQ

Modified by Pete Peterson, 1998.

Resourees:

Adapted from Thornton, J.I. and P.J. Cashman. “The
Mechanism of the Restoration of Obliterated Serial

Numbers by Acid Etching.” S. Forensie Seienee v.16,
1976.

Teaeher Notes;
The set-up for this lab is illustrated below. It is

important to make up fresh solutions for this lab. To
create the samples, I use a metal die stamp to impress two
numbers onto the surface of a 1”x 2” X %” slug of aluminum
metal. I also code the piece with a letter in permanent
marker on the back. I use the letter code to keep track of
what numbers are on the piece. Using a grinder, carefully
grind down the serial numbers until they just disappear.

If you grind too hard you will not be able to re-develop
the number later. If you are uncomfortable with using this
type of equipment, have the shop teacher or a sheet metal
worker help you. I have also found that the thicker pieces
of metal (1/4") wo?E_BEEter because it prevents the stamp
marks from going through the metal. You can also restore
numbers on wood, plastic, steel or silver, if you use the
correct reagent (see reference above for more information).
The students are graded on whether or not they could
correctly restore and report the original serial number.
This lab works well for the students. Over 95% of my
groups are able to restore the serial numbers.

_

I JIIIIII<--———- metal bar

clamp

 

 

ring stand

 

‘__,,_.——~waste beaker

 

 

 

 

 

75

Appendix A VII

Serology

The study of blood and its components is called
serology. Blood is made up of red blood cells, white blood
cells, platelets and plasma. In the following two labs,
you will learn how to type blood and analyze blood
splatter. You will use these techniques to help you solve
two mock crimes.

B o in

Objective: The purpose of this experiment is to do a
simulation of the blood typing process used to determine an
individual’s blood type. You will then identify the blood
type of an unknown sample of blood and use that information
to solve a crime.

Baekgreund: Blood is classified according to the antigens
located on the surface of the red blood cells. A person
may have antigen A, antigen B, both A and B antigens or no

antigen at all. We can type blood based on how the
antigens on the surface of the red blood cells react with
special antibodies (Anti A and Anti B). For example, if a

red blood cell with antigen A on its surface is reacted
with anti A antibodies, the reaction will cause the blood
cells to clump or coagulate. If the same blood is treated
with Anti B antibodies, there is no effect. Since the
blood only reacted with the Anti A antibodies the blood is
typed as A. In the following lab exercise, you will
determine blood type by comparing which antibodies cause
the simulated blood samples to coagulate.

Materials:
Type A blood (.20M Lead Nitrate)
Type B blood (.20M Barium Chloride)

Type AB blood (Equal amounts of A and B from above)
Type 0 blood (Distilled water)

Anti-A sera (.20M Sodium Iodide)
Anti-B sera (.20M Silver Nitrate)
Droppers

Spot plate

P r I:

1” Place 5 drops of the simulated Type A blood into two
wells on the spot plate.

76

2.In.the first well, put 2 drops of Anti-A sera. Observe
and record your results in a table.

3.In.the second well, repeat the procedure from above using
Anti- B sera. Observe and record your results.

‘4.Repeat steps 1-3 with Type B, Type AB and Type 0 blood.
Observe and record your results.

5.After you have completed the table, show your results to
your teacher for approval.

Proeedure II:
21.0btain the unknown blood sample from your teacher.

Record the sample number and then test to determine the
type of the unknown sample.
2.A.sample of AB blood is collected at the scene of a rape.
If the unknown sample of blood you typed came from one of
the suspects could this person have committed the rape?
Suspect blood Evidence Victim’s blood
??? AB 0

Aeeitienal Questions:

1”.A woman claims Elvis fathered her son. Her blood type is
A0. The king’s blood type is AB. Show all the possible
blood types this cross could have produced using a
Punnett square. If the boy is type 0 blood, is he the
son of the king—Elvis?

2.A.very wealthy man dies. .A woman comes to the will
reading claiming to be the illegitimate daughter of the
deceased. His blood type is AB++. She is tested and
found to be BB++. What genotype must her mother be in
order for her to have a legitimate claim to the man’s
estate? (Use two different squares--one for type and one
for Rh).

Modified by Pete Peterson, Shelby High School, 1997.
E§§92££§§=

Saferstein, Richard. Criminalistics: An Introduetion to
Ferepsie Seience Laboratopy Manual. Englewood Cliffs,
New Jersey: Prentice Hall, 1990.

Bleee Typing Kit, Kemtec Educational Corporation, 1996.

77

Name

 

Blood Typing Lab

 

Results of combining with

 

Blood Type

Anti A Anti B

 

A

 

 

 

 

 

Unknown #

 

 

 

78

 

T ch No 8:

I do not use real blood for this activity. There are
too many problems associated with handling real blood
(AIDS, Hepatitis, etc.). This lab was original from a
blood simulation kit I purchased from Kemtec. It is fairly
simple to mix up my own “blood.” Mix the solution
according to the following proportions.

 

 

 

 

 

 

 

Chemical Amount of water
Anti-A 3 g Sodium Iodide 100 ml of distilled
Anti-B 3.4 g of Silver Nitrate 100 ml of distilled
Type A 6.6 g of Lead Nitrate 100 ml of distilled

4.2 g of Barium Chloride 100 ml of distilled
Daw48
Type AB Equal amounts of Type A and B 100 ml of distilled
Type O Distilled water 100 ml of distilled

 

 

 

 

 

You can add red food coloring to the solution to get a more
realistic—looking blood; it will not interfere with the
blood typing. I put the anti A and anti B into dropper
bottles and the different types of blood in larger stock
bottles. When I get ready to set up the lab, I transfer
about 2 ml of each blood type into small labeled test tubes
for the students to use. This gives the students the
impression that it is real blood. For the unknown blood
samples, I use the prepared solution and put it into a test
tube labeled with a letter. I usually make up 26 unknown
test tubes marked with letters A - Z. Be sure you keep
track of which blood type is in which test tube. The
students are graded on identifying the unknown blood
sample, successfully completing the lab table and answering
the questions. You may need to review Punnett squares and
traits with your students.

Bl la er Anal 1

For this section, I use “Mathematics of Bloodstain
Pattern Interpretation,” taken from Pamela Tejkl’s Michigan
State University Master’s Thesis,“Forensic Unit:
Application of Science and Mathematics in the Junior Year.”
The six-page lab exercise does an excellent job of taking
students through how to analyze blood patterns to determine
point of origin, point of impact and direction. To fully

79

use all the activities described in the lab, I set up a
mock crime scene by papering one corner of a room and then
bludgeoning a tackling dummy with a red, paint-soaked
baseball bat. Make sure that you do not raise the bat
overhead, when you are hitting the dummy or you may have to
clean your ceiling tiles. Below is the activity I have
developed to go along Tejkl’s lab.

Blood Stein Evieenee

A body is found which has been bludgeoned to death.
The weapon was found at the crime scene- a Louisville
slugger. It is your job to determine the approximate
location that the victim and perpetrator were standing, the
number of times the body was struck, and the angles at
which it was hit. You should make a rough sketch of the
crime area and also identify the angles of the 20 marked
points. Lastly, write a short paragraph describing how you
think the beating took place.

B§§QE£Q§§=

Tejkl, Pamela. “Forensic Unit: Application of Science and
Mathematics in the Junior Year.” Master’s Thesis
Michigan State University, 1997.

Saferstein, Richard. griminalisties; Ap Introduction te

Forensic Seience Laborstepy Maneal. Englewood Cliffs,
New Jersey: Prentice Hall, 1990.

80

Appendix A VIII

Trace Evidence

Trace evidence is a term used to describe evidence
which is found in very small amounts (traces) and which
does not fit into any other forensic evidence category. In
the following four labs, you will be examining sand, glass,
fabric and hair. You will rely on both chemical tests and
physical examination to compare and categorize the
evidence.

Forensic Sand Examination

Sand is the result of erosion and weathering of rocks
and minerals. Sand varies greatly in size, shape, color
and mineral composition. Since sand exhibits such great
variety, it is possible to use sand as evidence to link a
suspect to a crime scene. In this lab, you will examine
three samples of sand to determine mineral composition,
size, sortedness and angularity. You will then use this
information to solve “Murder in Mears”.

Materiais:

Dissecting microscope

Hand lens

Sand samples

8 Index cards

Scissors

Wide, clear tape

3 Keys to Identifying Sand

Procederes:
Preparing a sand slide:

1” Cut a 1” x 3” rectangle in the center of each index card.

2.CMt and apply a piece of tape over the rectangular hole.

23.Using one card per sand sample, sprinkle the sand onto
the sticky side of the tape. Label each sand slide.

Observing sand slides:

ln‘Using the hand lens, examine slide #1. Note the color of
the sand grains.

:2.Using the Key to Identifying Sand, try to identify the
mineral that makes up your sand sample. Report this on
the lab sheet.

23.Use the sizing chart to determine if your sand is 0.25mm
or 2 mm. Report this on the lab sheet.

81

44.U8ing a microscope and the sorting and angularity keys,
determine the sortedness and angularity of slide #1 and
report it on the lab sheet.

5.Repeat steps 1—4 for the remaining two sand slides.

When you are finished, show your teacher your lab sheet and
then proceed onto the “Murder in Mears.”

Sam

 

Sand Sample #1 #2 #3

 

Mineral
Composition

 

Size

 

Sortedness

 

Angularity

 

 

 

 

 

 

82

Common Minersl Foend in Sand

 

 

 

 

 

 

 

 

 

 

Sand Color Mineral/Rock
Clear or transparent Quartz

Pink, tan, peach K-Feldspar
Thin, shiny sheets Mica

Black, prism-shaped Hornblende
Dull black or dark gray Basalt
9’
Black and magnetic Magnetite

 

Biogenie Ssne

(fragments of once-living sea life)

 

 

Appearance Source

 

Fragments of clams, mussel
and oyster shells in a
variety of colors Mollusks

 

Fragments identified by many
rounded holes (usually found Coral
in tropical sands)

 

Rod-shaped or tubular spines

. . Sea urchin spines
in a variety of colors

 

 

 

 

83

Ke o I en if in Sand

Grain is shell material (Calcite).
Grain is NOT shell material. Go to #2

Grain is gray or black. Go to #3
Grain is NOT gray or black. Go to #5

Grain is attracted to a magnet. The mineral is

Magnetite.
Grain is NOT attracted to a magnet. Go to #4

Grain is black. The mineral is Hornblende.
Grain is speckled gray-black to gray-pink. The rock
is Granite.

Grain is flat, paper-like and shiny silver or black.
The mineral is Mica.
Grain is NOT flat, thin sheets. Go to #6

Grain is clear or white and glassy. The mineral is
Quartz.
Grain is NOT clear or glassy. Go to #7

Grain is pink, tan or light brown. The mineral is
Feldspar.
Grain is NOT pink, tan or light brown. Go to #8

Grain is a mineral or rock source other than those
listed above. Label as Other.

84

 

.25mm .25mm 2mm 2mm

 

am
Well Sorted Moderately Sorted Poorly Sorted
mostly the same size some variation in size great variation in size

Angularity Chart

Very Angular Sub—Angular Sub-Rounded Well-Rounded
s .0 .129

85

 

Mur e in Mear

A murder has occurred at a beach house in Mears.
Three samples of sand evidence were collected from the
crime scene. A drifter from Florida is picked up wandering
in the nearby woods. He claims he was searching for morel
mushrooms and doesn’t know anything about the murder. Two
sand samples were taken from the suspect’s shoes and
pockets. Compare the samples from the crime scene and the
suspect.

 

Evidence Evidence Evidence Suspect ’ 8 Suspect ' 8
Sand Sample #1 #2 #3 Shoes Pockets

Mineral
Composition

 

 

Size

 

 

Sortedness

 

Angularity

 

 

 

 

 

 

 

 

Can the police hold the suspect for further questioning
based on the evidence?

Teacher Notes: The sand lab works well provided that you
have good equipment. You will also need to obtain
different types of sand. I would recommend contacting the
Michigan Earth Science Teachers Association or visiting
their booth at a MSTA conference to get sand samples.

Modified by Pete Peterson and Kathy Lound, Shelby High
School, 1999.

E§§92££§§=
Wiltse, Linda. “Simply Sand?” Michigan Science Teachers

Association Spring Convention, 1998.

Murray, Raymond and John Tedrow. Forensic Seolegy, New
York: Prentice Hall, 1992.

86

Density is a Crime—The Glass Lap

Glass is an amorphous material made up of silica fused
with borates and phosphates. Glass occurs naturally,
obsidian, or can be man-made. In this laboratory activity,
you will use the physical properties of glass (density,
thickness, color and fracture) to classify various types of
glass. Once you are proficient at classifying, you will be
asked to solve “Density is a Crime!”

Materisis;

Glass samples
Ruler

Electronic balance
Hand lens
Microscope

 

Procederes:
1” Obtain a glass sample from the front table.-

:2.Using a hand lens and microscope, examine the glass
sample and note its color and fracture pattern on the lab
sheet. Fracture patterns are described as smooth, uneven
or jagged.

23.Using a ruler, measure the thickness of the glass along
three different edges. Record the average thickness on
your lab sheet.

‘4.Using the electronic balance, mass the glass sample to
the nearest 0.1 of a gram.

5.Using a graduated cylinder, take the glass sample and
calculate its volume using water displacement.

6.Calculate the density of the glass by dividing the mass
by the volume. Record this on the data sheet.

'7.Have your teacher check your results before you proceed
with the next lab.

87

Glass Lab Data Sheet

 

 

 

 

 

Automobile .
[3;e Of Window front Headlight Beaker Automobile
Glass . . side Window
WlndShleld
Color
Fracture
Thickness
Density

 

 

 

 

 

 

 

 

Density is a Crime!

A bicyclist is the victim of a hit and run accident as he crosses
M—20 on the rail trail just south of Shelby. Glass fragments are
collected at the scene of the crime. Over the following week, police
have tracked down four different cars which have come into the local
repair shop for new headlights. It is your job to analyze the
headlight glass from the scene and the cars to see if you can find a
match and catch the guilty motorist.

 

 

 

 

 

Data Sheet
'35:.“ 35:22 Car #1 car #2 ear #3 car #4
Color
Fracture
Thickness
Density

 

 

 

 

 

 

 

 

Based on your analysis, who should be brought in for questioning?

88

T a N tes-

This is an easy and inexpensive forensic lab to set
up. I would suggest that you go to a junkyard for the
headlight and windshield glass. They will usually give it
to you for free. I spend about 5 to 10 minutes with my
students before the lab discussing why glass is not an
ordinary “solid.”

Created by Pete Peterson, Shelby High School, 1998.

Resoerees:

Barry, Keith. “Focus on Forensic Experiments.” Journal of

Shemical Education Dec. 1985.

Febrie Lee

The basic element of any fabric is the fiber. Fibers
can be natural (wool, cotton, silk and linen) or man-made
(nylon, polyester, acetate and rayon). Natural fibers tend
to be made of fibrous proteins. These fibers are typically
very short and fine and must be further processed before
they can be used to make fabric. Natural fibers are
twisted into long, continuous threads or yarns, which are
then used to make fabrics. Man-made fibers, on the other
hand, are produced from chemicals which are polymerized
into long chains. Man-made fibers can be produced in any
length. These fibers can be directly manufactured into
fabric.

In this lab, you will analyze four different fabric
samples using microscopic examination, burning, a protein
test and solubility. You will then solve a simple crime
using your newly acquired analytical skills.

Meterials:

Fabric samples: wool, cotton, acetate and polyester
Scissors

Microscope

Bunsen burner

Forceps

Biurets solution

Watch glass

4 test tubes

Acetone

89

Procedetes:

l.

2.

Obtain four 2”x2” squares of the fabric samples. Cut
each square into X” x 2” strips

Using a microscope, examine and draw the appearance of
each fabric.

.Burn test: Hold a fabric strip in the flame of a Bunsen

burner until it ignites. Remove the strip and record the
results of the test. Note the smell and length of time
the strip continued to burn. Repeat for remaining three
fabrics. (Use the Fiber Burning Key)

.Protein Test: Place a small piece of the fabric strip in

a watch glass and cover with about 10 drops of Biurets
solution. This is an indicator for the presence of
proteins. Observe and record any color change of the
liquid. Repeat for remaining samples.

.Solubility Test: Place 2 ml of acetone into each test

tube. Put each fabric sample into its own test tube and
record the results after 1 minute. Remember that “like
dissolves like” so the acetone will only dissolve
acetate.

.Once you have completed these tests, show your results to

your teacher for approval then proceed to “The Mystery
Fiber.”

 

 

Date Taple
Fabric Wool Cotton Acetate Polyester
Microscopic
Examination

 

Burn Test

 

Protein
Test

 

 

Solubility
in acetone

 

 

 

 

 

9O

 

Burning Fibers Key

 

 

 

 

 

 

 

 

 

 

 

 

In flame Burns and Chars Melts and Burns
Out of the Stops Keeps Stops Keeps
flame burning burning burning burning
. Crushable Plastic Plastic
Realdue bead ASh bead bead
Odor' Burning Burning .Acrid/ Acrid/
hair paper Chemical Chemical
Fiber Silk or Nylon or
Identity Wool Cotton Polyester Acetate
The Mystety Fiber
One hundred rolls of toilet paper have been stolen
from the janitor’s closet. The only clue that police could
find was a single white fiber. Before school ended for the
day, the four most likely suspects were rounded up and

fiber samples were taken from their clothes. Examine the
fibers and make a recommendation on whose car and locker
should be searched.

 

 

D T l
. Evidence Suspect Suspect Suspect Suspect
Fabric #1 #1 #2 #3 #4
Microscopic
Examination

 

Burn Test

 

Protein
Test

 

Solubility
in acetone

 

 

 

 

 

 

 

 

Which suspect’s car and locker should be searched?

91

Teacher Notes:

I have revised this lab so that it will work better.
I took out some of the more difficult and ambiguous tests
and added a new crime. This is an inexpensive and simple
lab to do. Fabric samples can be obtained for very little
money from a fabric store (Ben Franklin’s). The biurets
solution and 95% acetone can be borrowed from the chemistry
or biology teacher.

Revised by Pete Peterson, Shelby High School, June 1999.

Reseurces:
Flachskam, Robert. “Textile Fiber Examination.” Joupnal of

Chemical Education Dec. 1991.

Fipe; Apalysis Kit. Kemtec Educational Corporation, 1996.

Hair Analysis Lsp

Human hair is one of the most frequently found items at a
crime scene. Hair is valuable evidence because it does not
break down as rapidly as most other human tissue or body
fluids. 'Hair covers a majority of the human body. At any
given time, we are shedding some of these hairs.

Hair consists of two main parts, the shaft and the
root. The root or follicle is the living part of the hair
which is embedded in the scalp. The shaft of the hair is
the portion of the hair which projects out from the root.
The root of human hair is similar in appearance to a flower
bulb. A cat’s roots appear slightly larger than the shaft
and have frayed looking edge. A dog’s roots are diamond
shaped.

The shaft of the hair is made up of three distinct
areas: the cuticle, medulla and cortex. The cuticle is the
outmost covering of the shaft. In humans it has a scale
like appearance. The medulla is the middle layer of the
hair and is not useful for identification. The inner most
layer of the shaft is the cortex. This is the area where
color pigment granules are stored. The cortex can be
useful for identification. The color of the hair, as well
as the distribution of the pigment granules, is unique to
each race.

In the following activity, you will examine three hair
samples with the microscope. You will examine and record

92

 

the appearance of the three layers of the shaft and the
root.

Materisls;

Hair samples (human, dog and cat)
Microscope

Slide and coverslip

Forceps

Procedures:

1.

ox

Cut the hair so that it fits onto the slide. You may
need to make more than one slide so you can examine the
entire length of the hair.

. Using the microscope, record the general appearance of

the hair.

.Focus on the root and draw it on your lab sheet. Hair

that has been torn from the scalp will contain bits of
tissue. Hair that has been cut off will show a clean
edge.

.Focus on the shaft of the hair. Describe and draw the

cuticle layer.

.Refocus the microscope on the cortex. Draw and describe

the distribution of the pigment grains.

.Repeat these procedures with the other two hair samples.
.Have your teacher check your results, then obtain a

mystery hair sample. Try to determine the origin of the
hair. Is it human?

Hair Analysis Dsta Sheet

 

 

 

 

 

 

Species Root Shape Cuticle Cortex General
Appearance

Human

Cat

Dog

???

 

 

 

 

 

 

93

Modified by Pete Peterson, Shelby High School, June 1999.

References:
Saferstein, Richard. Criminalis i - In r i n o

Ferensic Seience Laporstoty Manual. Englewood Cliffs,

New Jersey: Prentice Hall, 1990.

Teacher Netes:
This lab has been revised but has not been tested. My

students had difficulty getting the microscopes to focus
down far enough to see in good detail. I think the changes
I have made will improve the results. When you are
collecting hair samples, make sure you pull the hair out so
that the root stays attached. Students will be more than
happy to give you samples for a little extra credit. You
may also want volunteers to bring in some more exotic pet
hairs to examine and compare.

94

Appendix A IX

Chromatography Labs

Chromatography is a process by which a mixture or
solution can be separated into its components. The general
process for performing chromatography is to place a drop of
a mixture onto special paper which is then allowed to dry.
The paper is put in contact with a solvent which carries
the components of the mixture up the paper by capillary
action. The components of the mixture will separate based
on their charge (polarity) and the size of the molecules.
The lighter the molecules and greater the charge attraction
for the solvent, the further and quicker they will travel
up the paper. For inks, chromatography produces a strip of
paper that looks like a rainbow. Each type of ink has its
own banding pattern which can be used to identify it. In
today’s labs, you will be performing paper and thin layer
chromatography. Thin layer chromatography works the same
as paper, except the mixture is placed on a special powder
coated plastic strip.

Psper Chremategrsphy

Materials:
3 different black water soluble markers

7 strips of chromatography paper
4 test tubes

Test tube rack

14 ml of distilled water

Plastic wrap

Pr 8:
1H.Obtain the lab materials from the main table.
:2.Measure out 2 ml of distilled water and put into test
tubes.
3.Take a paper strip and make a heavy black do about 2 cm
from the bottom. Repeat this with other two markers.
i4.Place each strip into a separate test tube. Make sure
that the dot is above the level of the solvent.
.Put plastic wrap over each test tube.
. It will take about 5 minutes for the dyes to separate.
'7.Remove the strips when the solvent line has reached about
1 cm from the top of the test tube.
.Set the strips aside to dry.
£9.Compare the color bands. What similarity do you see?
Are the patterns different?

mm

(D

95

The Threatening Letter

Mr. Peterson has received a letter threatening to
steal his pet snake if he doesn’t stop feeding it live
mice. The letter is evidently from an over-zealous
vegetarian student concerned about cruelty to animals.
Three students who fit the profile have been searched and
black soluble markers have been confiscated from each. It
is your job to determine who wrote the letter.

Procedure:

1” This lab proceeds exactly like the last one.

:2.Run each of the suspects’ markers. Keep track of which
marker belongs to which suspect.

13.To run the ink from the letter, cut a small piece from
the letter. Make sure you take a sample with a lot of
ink. Take the piece and staple it face down onto the
chromatography strip.

‘4.Run the strips.

5.Staple your results to the table below.

 

Marker Chromatography Strips

 

Letter

 

Suspect 1

 

Suspect 2

 

Suspect 3

 

 

 

 

Which suspect wrote the letter?

96

 

\Yr .e.-,-.~

Ieaeher Notes:
Use different markers for the first lab and the

forensic lab. You can also use permanent markers if you
switch to an alcohol solvent. You will want to create your
own scenario for the crime note. I write the note on
chromatography or filter paper so the ink will run better.

Modified by Pete Peterson, Shelby High School, 1996.

Wes:

Peterson, Pete. Thesis research project. Michigan State ‘
University. SS 1995. 1‘

Saferstein, Richard. r' i l' i - In r ' n o

Fotensie Science. Englewood Cliffs, New Jersey:
Prentice Hall, 1990.

 

9"“. f
_‘ . '4‘. .

Thin Layer Shromstogrsphy

I use Kemtec’s Thin Layer Chromatography kit for this
lab. I have tried it on my own but the results are not as
reliable.

Referenees:

Thin Layer Chromatography. Kemtec Educational Corporation,
1996.

97

Appendix A X
ELM

This activity is the culmination of the forensic
science unit. It provides the students with a chance to
use what they have learned in the previous labs. One of
the first considerations when setting up your crime is what
scenario you are going to use. Is the final crime a
murder, a robbery or some other type of crime? Use your
imagination to develop a storyline which will be unique to
your school or area. I find that leaving the story a bit
sketchy makes it easier for the students to create the
motive for the killer and to describe how the crime took
place. Next, take into consideration what type of evidence
you want to use. Use the lab activities which the students
enjoyed earlier in the unit and choose evidence which will
give consistent results. After you have decided on the
scenario and the type of evidence, create a crime grid.

Originally, when I first started teaching this unit,
the final crime would have eight suspects and one killer.
Each group would receive the same evidence and eventually
come to the same conclusions. In the hope of creating
something a bit more challenging, I expanded the suspect
pool to sixteen of which any of the sixteen could be the
killer. This allowed each group to have its own unique
killer and solution. A sample grid is set up below. Every
suspect in the first column has blood type A (suspect 1,
5,9, and 13). Every suspect in the first row (suspect I,
2, 3 and 4) has the same type of marker (Sharpie). No two
suspects, though, have exactly the same blood type and
marker. Setting up the evidence like this makes it easier
to keep track of and also allows you to use fewer samples.

This year, I set up a grid which used four different
pieces of evidence: fingerprint on a beaker, marker, hair
and blood type (See the Crime Grid for 1998-1999). Suspect
#1 has type A blood, black hair, prints #1 and is carrying
a sharpie pen. He is the only suspect which matches these
four pieces of evidence.

98

 

Sam le Crim rid

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

99

Blood Type
>3 mg 53 05
m o m m
. Suspect Suspect Suspect Suspect
8 Sharpie #1 #2 #3 #4
c
0
Suspect Suspect Suspect Suspect
9‘ Overhead
e 3 #5 #6 #7 #8
.21:
m
M 8 Suspect Suspect Suspect Suspect
0 Permanent #9 #10 #11 #12
o
E: Bic Suspect Suspect Suspect Suspect
#13 #14 #15 #16
Crime Srie (iSSS-ISSS)
Blood Type
>3 .3 13 .g
m m m o
Suspect Suspect Suspect Suspect
Sharpie #4 Black
M #1 #2 #3
.‘2
H Suspect Suspect Suspect Suspect m
m
E Overhead #5 #6 #7 #8 Brown 3-
u H
0 Suspect 0
Suspect Suspect Suspect o
8 Permanent #9 #10 #11 #12 Red .6.
m H
E
H . Suspect Suspect Suspect Suspect
BIC #13 #14 #15 #16 Bl°nde
Print 1 Print 2 Print 3 Print 4
Fingerprints

 

 

To make the crime interesting for the students, I
loosely base the suspects on teachers or adults at the
school. I provide the students with the crime scene, a
handout which describes the contents of the victim’s pocket
(see Contents of Joe Smith’s Wallet), pages from his day
planner and an autopsy report (see Autopsy Results of Joe
Smith). From this information my students are able to
piece together that a man named Joe Smith was bludgeoned to
death with a baseball bat in the back corner of my
classroom. The students also determine that Joe was a
photographer and a softball umpire and was at the school to
deliver pictures and watch the softball game. The handouts
also provide information about Joe’s education and family.

Once the students determine what crime was committed,
I provide them with a packet of suspects’ information (see
Suspect Profile and Interview) which includes a photo,
blood type, height, weight, fingerprints and an interview
of the suspects. The interviews provide clues as to which
suspects had contact with Joe and to their possible
motives. In the suspect profile of Bruce Dimmer, students
could figure out that Joe’s father and Joe, both umpires,
had caused Dimmer to lose important softball games. Dimmer
also had opportunity to kill Joe before he went out to
coach his game.

After the students have read through the interviews, I
let them examine and draw the crime scene. I place labeled
cards on the floor to act as marker for the evidence. I
then assign each group a number which corresponds to a
certain suspect. Do not show the murder grid to the
students. Group #1 is given evidence which will correspond
to Suspect #1’s evidence. Each group has its own unique
killer. This year, there were five pieces of evidence.
(victim blood, suspect blood found on a pair of scissors,
hair, a note and fingerprints left on a beaker). Students
then come to me to request specific pieces of evidence.
Using the information they have collected in their file
folder during the labs earlier in the unit, the students
then work on analyzing each piece of evidence. Students
then solve the crime based on their evidence. The students
are graded on how well they perform the following items:
> Drawing the crime scene.

I> Processing the autopsy, interviews, wallet contents and
day planner information. They keep notes on everything
they find as they go through the crime (see Evidence
Notes).

I> Preparing a written statement on who the killer was based
on their evidence.

’1

W” Lu.

100

)> Writing a two-page narrative on how they think the murder
happened and what the killer’s motive was (see Murder
Notes).

This year every group except for one successfully
solved the crime. The students really enjoy this activity
and it serves as a good wrap up to the unit.

Created by Pete Peterson, Shelby High School, 1997.

101

Week of May 23, 1999

 

 

 

 

 

 

 

 

Stilldly Photo-11:00amduJu Harry
Photo-1mm Batman
23 SothoII vs. End Zone 6:00pm
Monday Photo: Kelly Varooggan 11:00am
Photo: Get Bound 3:00pm
24 Unplro: mum. Shelby 4:30 pm ehoby
Tm}, Job hum-MontagueI-Ismttflo
Job Interview- Big Rapids H8 at 200
25 on. spin Kely
Wednesday Interview-Shelby 2 pm
Drop of! pletum at HS
26
“may Urinals-Mn. Oakridguzm at ahoby
Date-CB 9pm
27 Date-Kelly 11pm
F ° Meeting wth D at 4pm
nday Got passport
28
may Wit” t"I! With tho boys

 

 

102

 

Contents of Joe Smith's Wallet

 

 

Michigan Driver's License

Joe D. Smith

235 Colby St.

Whitehall, MI 49437
I DOB 1/28/67

 

 

 

Blue Cross/Blue Shield
# 345-980-888-09

Name DOB
Joseph D. Smith 1/28/67
Mary C. Smith 12/2/65
Sally Ft. Smith 1/10/85
William J. Smith 3/9/89

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hair Brown Eyes: Blue
‘051/23/9? ‘ Wallet contained
s1 lnsta pick $250 cash (2-$100,
11 17 27 32 39 47 2-$20, 1$10)
Shelb Whitehall Realty
State
Bank
AT_M
5/23/99
Withd |
a... MHSAA
$350 Certified Referee (’ .
Joe Smith . , 'I
Softball/ BaseBaIl Wj

 

 

 

 

 

 

 

1 999-2000

 

103

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

 

 

 

Whitehall Public Libraiy Shelby
Joe Smith
#345-721 Bakery
Please present this cards when
checking out books.
$25.00
New York College of Arts Paid on
Alumni Association accog‘m
Joe Smith @9
Degree: Business1985
Sally Struthers' Mail Order Education
Services
Joe Smith- 1994-9960egrees: J_S_
TVNCFiRepair.
Computer/Industrial Art G Iamo u r
Teaching
Locksmith,Photography S hots
Photographs that
, show the real you!
Football Coachan Card Joe Smith
Joe smith 894-0000
Montague H.S. g A
l
1 997-1 998 ' "

 

 

 

 

 

 

 

Aetopsy Results of goe Smith

Age: 29 Ht. 6’1” Wt. 190 Hair: brown eyes: blue

Cause of Death: Blunt trauma to the back of neck and skull

Examination of Body:
Serology: Blood type: AB-
No evidence of chemical or poison

General Health: Excellent

Distinguishing marks: Tattoo on right bicep “mom”
Injuries: Two bruises on right arm, small abrasion on
right shin, broken nose, fractured 3 and 4 cervical

vertebrate in neck, fracture of occipital region of skull
(1” wide x 6” long)

 

Injuries consistent with long, cylindrical object (bat?)

Suspect Profile ef Robert Bruee Dimmer

 

Place suspect’s
picture here

 

 

 

Name: Robert Bruce Dimmer

Aliases: Big Bob

DOB: 10/10/52

Occupation: Science Teacher, Softball Coach, and
Professional Bowler

Criminal Record: 1965 Armed Robbery-served 3 months, 1972
Assault-charges were dropped, 1984 Arrested for fighting
at bowling tourney, 1992 Arrested and released for
fighting at high school softball finals, 1998 assaulting
an umpire-served 10 hours community service.

105

Robert Bruce Dimmer’s Fingerprints

 

 

Rt. Thumb Rt. Index Rt. Middle Rt. Ring Rt. Pinkie

 

 

 

 

 

 

 

Interview of Robert Dimmer

Profile:
Ht. Wt, Age Eye Hai; Bleed Type
5”9” 254Lb. 46 Hazel Brown O+

? Where were you between 3p.m.and 7:30p.m.on Wednesday,

May 26, 1999?

A” I was working in my classroom until about 3:35p.m.then I
went out to get ready for the district championship game.

I

was back in the building at 4:15 p.m. to change into my

coaching clothes.

'0

Did you know Joe Smith?

.A. Yes, Him and I had a few run-ins.

? When was the last time you saw Joe Smith?

>°O

I ran into Joe about 3:10 p.m. in the three hundred
hallway. He knew better than to talk to me.

Sounds like you and Joe didn’t get along very well?

Well, I know peoples been talkin’ about the game fixin’
situation. Let me tell you the whole story. Joe used
to hang around with us softball/baseball coaches. He
was on our bowling and summer softball team and we used
to play cards. We knew that he was into some really
shady stuff. We had heard that before he came back
from New York that he was accused to fixing a softball
game. Well, Joe was a big gambler so I wouldn’t put it
past him. A guy could make a couple hundred dollars on
a big game. Recently, Joe has been trying to get into
the teaching game. I guess he got some degree from a
mail order place to teach computers and shop class. He
was sniffing around Montague looking for a job. Last
year, I was playing against Montague and Joe was

106

 

umpiring. Joe proceeds to call 23 walks, which sent me
ballistic. I charged the plate, and we got into a
pretty good tussle. I beat him like a red headed
stepchild. Tying with Montague caused us to tie for
the conference title. I also found out later that the
A.D. and Joe both had $25 riding on the game. It was
bad enough that Joe's dad cost me the Class C title in
1992 calling that final strike, but I wasn’t going to
let his boy cost me another shot at a title.

? What happened after that game?
The Umpiring Officials review the case and kicked Joe
out of the MHSSA. They let the game stand since it
didn’t effect the playoffs.

? Did you kill Joe Smith? -
I would have had to stand in line. They are too many
people who dislike that man. He cost Gregory and Clean
their umpiring jobs. Those guys are probably still
celebrating Smith’s death.

 

Evieenee Netes

(The following is taken directly from student work from the
1998-1999 school year.)

Evidence A- Blood Type O
Evidence B— Blood Type 0
Evidence C- Hair Dark brown, straight, human

Evidence D- Wallet He has degrees in 5 different fields,
he coached football at Montague High School. He has a
Whitehall library card. ATM receipt from Shelby State Bank
shows he withdraw $350 dollars on May 23, but he only has
$250 left in cash. He lives in Whitehall, is married and
has two kids. He is a certified referee and his wife is a
realtor. He owns his own photography studio.

Evidence E- Note Written with black Crayola marker

Possible suspects: William Bullrush, Robert Dimmer, Brian
Harry and Pete Peterson.

Evidence F- Fingerprints William Bullrush

107

Based on our analysis the killer is William Bullrush. His
motive was anger at losing $200 in a card game.

Mereer Netes

(This work is from the same students used above)

Motive: One week ago, Joe Smith and William Bullrush,
friends since childhood, were playing a game of Jamaican
Rummy (a card game) at Joe’s house. This tropical game has
the tendency to make people act violent at times, sometimes
after playing this game it is necessary to visit a
psychologist to relieve your anger. However, Joe and
William remained calm throughout the game, placing bets.
William ended up losing two hundred dollars in the course
of one night of Jamaican Rummy. William left Joe’s house
faking a cheerful disposition, but was inwardly fuming over
the loss of his hard-earned money. Checking the records, .
we find that William Bullrush never visited a psychologist E
after playing Jamaican Rummy to vent his strong feelings.

William dragged himself to a new low in the days following

his dreadful loss to Joe. He visited every bar between

Montague and Shelby and drank himself to depression. He

was kicked out of Paul’s Tavern for public drunkenness and

fighting. He felt at home in this tavern due to the lack

of windows. Being kicked out of the tavern was the last

straw for William. His anger needed to be released: He

wanted revenge! He wanted his money back from Joe, and he

didn’t want to gamble for it. In a fit of rage, he began

to plan his brutal actions. Luck was with William,

however. The next day, while carrying out his custodial

duties at school, he bumped into Joe (who was delivering

pictures) by the school office (3:30 p.m.). Playing it

cool, William returned to the 300 wing and waited, cleaning

in the meantime. He saw Joe disappear into Mr. Peterson’s

classroom and quickly followed him inside.

 

flew the killing eccertee

Once inside, William slammed the door, screaming, “I
want my money, Joe!” Joe, seeing William with a mop in his
hands, dashed to the back of the room to escape. In his
haste, he tripped over a stool, scraping his shin, landing
with a THUD on his face. “Stop, William! Get away!” Joe
screamed as blood flowed over his cut lip. Quickly,
William seized a beaker of what he thought was acid but was
really water and doused Joe with it while he remained lying
in a crumpled heap on the floor. Seeing his mistake with
the water, William placed the now empty beaker in the

108

counter and decided to take action with the mop handle. He
hit Joe in the neck and head (two times each) with severe
force. Seeing his job was done, William decided to place a
note at the scene. Quickly scrawling a note: “You will
never live to tell our secret,” he made it a point to
insinuate that the killer was one of the many women Joe had
been having affairs with. Smiling at his work, he removed
one hundred dollars from Joe’s wallet. He was about to take
more, but heard footsteps and so he returned the wallet,
fleeing from the room. He then began mopping again.

Moral of the Story: People who are not Jamaican must take
care when playing Jamaican Rummy.

109

 

APPENDIX B

110

 

Appendix B I

Forensie Seienee Pre- Apd Eost-Test

Answer each of the following questions as completely as
possible (use additional paper if necessary).

1. What do you know about blood and blood typing? How is
it used to solve crimes (What makes up blood? How is
blood type determined? How can blood type be used to
prove paternity)?

2. How does a microscope work, and how is it useful to
scientist?

3. How does fingerprinting work, and how is it useful for
solving crimes (What limits are there to
fingerprinting)?

4. What is chromatography and how can it be used to solve
crimes?

5. Using what you know from television and the media, what
do you know about crime science (be as specific as
possible)?

111

""331
.0

“Em " ‘ :

Appendix E II

F r nsi Science Se Ev 1 ti f wl d rve

Circle the number that most closely represents how much you know about
the following topics:
1 no knowledge of subject

 

2 little knowledge of subject

3 average knowledge of subject

4 good understanding of subject

5 fully understand subject
Using a microscope 1 2 3 4 5
DNA 1 2 3 4 5
Using DNA to solve crime 1 2 3 4 5
Blood typing 1 2 3 4 5
Use of blood evidence to solve crimes 1 2 3 4 5
Fingerprinting 1 2 3 4 5
Fingerprinting to solve crimes 1 2 3 4 5
Footprint impressions 1 2 3 4 5
Paper chromatography 1 2 3 4 5
Ink Analysis 1 2 3 4 5
Thin layer chromatography 1 2 . 3 4 5
Crime scene procedures 1 2 3 4 5
Fiber analysis 1 2 3 4 5
Handwriting analysis 1 2 3 4 S
Qualitative/quantitative labs 1 2 3 4 5
Document analysis 1 2 3 4 5
Entomology 1 2 3 4 5
Rock and minerals 1 2 3 4 5
Trigonometry 1 2 3 4 5
Density 1 2 3 4 5

Basic chemistry lab techniques 1 2 3 4 5

112

Appendix B III

Student Evaluation of the Forensie Seience Unit

Answer each question as completely as possible.

1. What did you like best about this unit? Why?

2. What did you like the least? Why?

3. What was the most confusing topic or lab? How could it
be made better?

4. What improvements could be made to make this unit
better?

113

 

Appendix B IV

Forensic Science Test

Directions: Place all answers on the provided answer sheet.

Multiple gheiee:

1. Identification of evidence means?

a. Describing the characteristics of the evidence.

b. Placing the evidence into a category-blood, hair, etc.
c. Asking “is this something I should collect?”

d. Asking “will this help solve the case?"

The correct sequence of dealing with evidence is
Recognition, identification, individualization and evaluation.
Evaluation, recognition, identification, and individualization.
Recognition, evaluation, identification and individualization.
Identification, recognition, individualization and evaluation.

Q-OU'WN

Forensic Scientists do which of the following?
Link crime scene to suspect
Disprove alibis
Provide expert testimony
All of the above

 

9.06910)

What are the main types of fingerprint patterns?
whorl, arch and wave

wave, arch, loop

wave, whorl, loop

loop, whorl, arch

0069*

The two main ways that fingerprints are obtained are
ink and direct.

direct and indirect.

direct and latent.

indirect and latent.

0:069:01

The first officer responding to a crime scene should
arrest the perpetrator.

rope off the area.

get medical attention for the injured.

remove all persons from crime area.

(Locale:

~41

Recording data at the crime scene will include all the following
except:

photographs/video.

sketches.

notes.

a,b,c are all correct.

CLOUD)

Fingerprints that are hidden may be developed by which method?
Elmer’s glue fuming

fuming with Iodine

tracing with clear plastic

none of the above

Oanb‘mm

114

GOD‘S”

i—I QOU‘IDi-l QOU‘mH

GOD‘S”

l-‘

000‘!”

H

GOD‘S”

3.

4.

5.

6.

7.

The height of a human body can be determined using
any long bone.

jawbone.

3rd rib.

length of cervical vertebrates.

In determining age in skeletal remains, scientists would use all
except

growth plates on long bones.

pelvis width.

amount of closure in skull sutures.

teeth development.

Skeletal remains may show which of the following evidence?
Overdevelopment of bone/muscle attachment due to occupation
Disease of internal organs

Skin disorders-leprosy

None of the above

.M‘

Some evidence requires special packaging when collecting it. Which
example is incorrect?

Arson evidence should be packaged in a nylon bags.

Blood stain clothes should be packaged in airtight bags.

Liquids should be collected in airtight container or vials.

All are correct.

Which of the following are methods for developing a latent print?
superglue fuming

ninhydrin staining

dusting with powder

All are correct.

Which type of information can be obtained from a blood splatter?
angle of attack

force of attack

origin or position of attacker

All are correct.

Which is the correct formula for determining angle?
cos =width/length

cos = length/width

sine = length/width

sine s width/length

Which type of testing is most common in forensics?
analytical

qualitative

quantitative

deductive

The Cuticle on the outside of hair is divided into 3 main scale
types. Which of the following is not one of them?

coronal

spicuous

imbricated

spinous

115

900‘!”

H
\D

(DO-100'!”

(110.0va

0

Marijuana can be identified by all the following except
Duquenois test.

microscopic examination.

presence of small crystal of calcium carbonate.
fluorescence under UV light.

Which field of science is not used in forensic science?
Entomology

Botany

Anthropology

Mycology

all are used

The three main parts of a hair are
cuticle, cortex, scales

cortex, scales, medulla

scales, cuticle, medulla

cuticle, cortex, medulla

none of the above

TrueZFalse

21. Marijuana is the only mind-altering drug that contains nitrogen.

22. Heavy metal poisonings cause death because the heavy metals
interfere with the binding of oxygen.

23. Ultraviolet light is useful when looking for hairs and fibers.

24. Hair and fiber evidence is the most commonly collected evidence.

25. The order and sequence of insects on a body can give a good
estimate of the time of death.

26. DNA can be extracted from as few as 20 mature red blood cells.

27. Electrophoresis is used to cut DNA into pieces.

28. Blood type can be used to positively identify a suspect.

29. Fingerprints can be taken from the inside of rubber gloves.

30. For a fingerprint to be a match, it must contain a minimum of 25
points of similarity.

31. For evidence to be considered credible, it must have maintained a
chain of custody.

32. Sex can be determined from skeletal remains by looking at the
pelvis.

33. It is difficult to determine the race of a person based on skeletal
remains.

34. Fabric/fiber evidence can be distinguished using simple microscopic
and chemical testing.

35. The hair of an animal and human are very similar in structure.

Matching: Some answers may be used more than once.

36. FBI a. Eugene Vidocq

37. Scotland Yards b. Robert Peel

38. CID c. Alphonse Bertillon

39. Bobbies d. Francis Galton

40. Sherlock Holmes e. Hans Cross

41. Exchange Principle f. J. Edgar Hoover

42. Anthropometry g. Arthur Conan Doyle

43. Secrets (Security) h. Edmond Locard

44. Fingerprints

45. Father of Forensics

46.

1at crime lab

116

 

Matching:

Some may be used more than once.

47. Fungi a. Botany

48. Pollen b. Anthropology
49. Insects c. Serology
50. Poisons d. Entomology
51. Blood e. Toxicology
52. Mold f. Mycology
53. DNA 9. Ballistics
54. Skeletal remains h. Trace evidence
55. Drugs

56. Bullets

57. Hairs

58. Fibers

59. Stiffing of the body after death
60. Pooling of the blood after death
61. Stench given off by a dead body
62. The sequence of insect on a body
63. Enzyme used to cut DNA

64. Method used to separate dyes

65. Fabric patterns

66. Antigen/antibody reaction

67. Stage of insect development

68. Type of light used in rape cases
69. Staining technique for DNA

70. Microscopic examination

71. 1"t insect at the scene

117

'UOUBI-‘K'U-l-“D‘LQ mm 0.10 0“”

Restriction
Blow fly
Weave/knit
Blood type
larva

UV

hair/fiber
livor mortis
Rigor mortis
succession
putrescence
chromatography
Southern blot
Gram stain
ambient light
RLFP

”fi

APPENDIX C

118

 

 

 

Appendix C I

Rubrie For Scoring the Forensie Scienee Pre- And Pest-Test

I assigned each question a point value based on specific
information. Students received one point for including that
specific piece of information in their answer. I scored both the
pre- and post-test with this rubric.

1. What do you know about blood and blood typing? How is it
used to solve crimes (What makes up blood? How is blood
type determined? How can blood type be used to prove
paternity?)?

 

Infermatiop Pts
Four blood types 1
Rh factors 1
Components of blood 1
How blood typing works? 1
How crimes can be solved using blood? 2
Total Points 7
2. How does a microscope work, and how is it useful to
scientists?
Information pts.
What does it do (magnifies)? 1
How does it magnify? 2
How is it useful to forensic science 2
Total Points 5
3. How does fingerprinting work, and how is it useful for

solving crimes (What limits are there to fingerprinting)?

Information pts.
What causes fingerprints? 1
What are the two main types? 1
How are they developed? 1
How are prints classified? 1
How are prints used to solve crime? 2
What are the limits to fingerprinting? i
Total Points 7

119

4 .

What is chromatography, and how can it be used to solve
crimes?

Information pts.
How does it work? 1
Like dissolves like 1
How is it useful in solving crime 1
Two common methods i
Total Points 4

Using what you know from television and the media, what do
you know about crime science (be as specific as possible)?

Information pts.

Any specific information relating to
crime science S

Total Points 5

120

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121

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