Science and Technology

Stage 3

Forensic ScienceMultiple

Intelligences

Blooms Taxonomy and Graphic OrganisersKnowing Understandin

gApplying Analysing Creating Evaluating

1

VerbalI enjoy

reading, writing & speaking

Who are forensic scientists ?

Research the roles of the forensic experts

Worksheet 1A

Examine features of writing. Compare and rate samples from class mates.

Worksheet 6B

Choose a crime that involves forensics.

Use your research to complete a crime library worksheet

10A

Investigate soil types. Write a report on the various soil

types.Create a find a word of Forensic Words

Organise and conduct a debate on

the value of shoeprints as

evidence in court. Worksheet 8A

MathematicalI enjoy working with numbers

& science

Locate information on Forensic Course at university and/or Scientist Wages

Compare findings.

Using information from hair scalpers

worksheet construct a measure chartWorksheet 10C

Create a bar graphs of information gathered Human Traits 1B

Lip Types 4B

Justify the amount of money spent on

forensic investigations.

Prepare a report for the class.

VisualI enjoy

painting drawing & visualising

Make a Poster Showing those

unfamiliar traits - label them for others

to recognise.

Examine yourself closely and list your

individual traits Worksheet 1B

Analyse features class members or teacher, to construct an identikit image

using online program Extension Activity 2C

Create an abstract artwork Using Lip Prints Extension Activity 4B

Using Shoe Prints Extension Activity 8C

KinaestheticI enjoy doing

hands-on activities

Match writing on envelope to class members - identify the sender

Worksheet 6C

Take fingerprints analyse them and

classify them.Worksheet 3B

Compare and Contrast splatter

patterns on various surfaces

Compare Matrix Worksheet 5C

Conduct tests to identify odour /settling time/

texture etc of soilWorksheet 9B

Identify white powders using

senses / reactions. Evaluate analysis

ability. Worksheet 7D

Musical/DramaI enjoy making & listening to

musicWrite and perform a ‘who dunnit’ musical play as a assembly item Write a review on

the play

InterpersonalI enjoy working

with others

Work in small groups and as a whole class as forensic team members. Sharing

information and discussing results for further research and recording.

Examine splatter patterns to

determine change in shape/size from varying heightsWorksheet 5B

Compare shoe prints. Identify the correct shoe from

the printWorksheet 8B

Prepare a report for the introduction of a

‘cutting edge’ technique you have

developed in forensics

Interview a Police Officer or Criminal

Lawyer

IntrapersonalI enjoy working

by myself

List fingerprint facts using word

Example Sheet 3A

Describe the use of lip prints in forensics – and work out what

pattern you areWorksheet 4A

Using all investigation skills examine clues and

solve (online) crimes Extension Activity 1B

Mind Map the key points you have

learnt about Forensics

Write a Television advertisement for a

new forensic scientist show

Conduct a SOWC * Analysis © Ralph

Pirozzo*

Strengths/Opportunities/

Weaknesses/Consequences

Shaded cells are suggested core activities

2

Overview – Forensic Science – Stage 3Things have come a long way since the days of Sherlock Holmes, when the only tools a detective had were a sharp eye and a logical mind. Now police and scientists have a vast array of technological tricks at their disposal—autopsy, fingerprints, blood typing, dental records, ballistics, chemical and fiber analysis, x-rays, computer modeling, forensic entomology and much more. This unit will provide students opportunities to gain knowledge of current applications and implications in science for society. It will also provide opportunities to improve analytical skills, conduct investigations and communicate information by both working individually and part of a team.

Foundation statement for Science and TechnologyInvestigating Scientifically, Designing and Making, The Natural Environment,

The Made EnvironmentStudents independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation.Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.Students identify and describe structures and functions in living things and how they interact with each other and their environment. They identify various forms and sources of energy and identify ways in which energy causes change. Students identify features of the solar system and describe interactions that affect conditions on Earth. They describe how the properties of materials affect their use.Students identify the ways built environments, products and services are constructed or produced. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences.Students explore the properties and uses of both natural and made materials and components.

3

Integrated Links and OutcomesEnglishTS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well developed, well organised ideas dealing with more challenging topics.TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively.RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.

ScienceINVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.DMS3.8 Develops and resolves a design task by planning, implementing managing and evaluating design processes.UTS3.9 Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and constraints of investigation and design tasks.

MathsM3.1 (a) Selects from a range of units and measuring devices to measure accurately and record in practical situations. M3.1 (b) Makes conversions between measurement units.WS3.12 Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.WM3.1 Extends a mathematical investigation by asking ‘what if’ questions.WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.WM3.3 Uses mathematical terminology and some conventions to explain, interpret and represent mathematical situations in a variety of ways. S3.1 Recognises, visualises, describes, makes and represents three-dimensional objects.S3.5 Displays, reads and interprets a variety of graphs.N3.5 Selects and uses appropriate mental, written and calculator techniques to approximate and calculate solutions to problems involving whole numbers, money and decimal fractions

H.S.I.EENS3.6 Explains how various beliefs & practices influence the ways in which people interact with, change & value their environment.

Resource ListBook resourcesForensic Science, Fiona Rogers, Ready-Ed Publication, Perth 2005

4

Crime Solving Science Projects, Kenneth G Rainis, Enslaw Publishers, Berkeley Heights, 2000Crime Scene Investigations, Pam Walker, Elaine Wood, Jossey-Bass, San Francisco. 1998 Web ResourcesCatch the Thief.http://realgar.mcli.dist.maricopa.edu/wiki?RaewynSmith

Solving a murder - Virtual Museum Canadahttp://www.virtualmuseum.ca/Exhibitions/Myst/en/game/index.phtml

Inherited Traitshttp://gslc.genetics.utah.edu/teachers/files/traits_comparing.pdf

http://extension.usu.edu/aitc/teachers/pdf/heredity/traits.pdf

Cyberbee – Fingerprintinghttp://www.cyberbee.com/whodunnit/fp.html

Identikit Images- Flashfacehttp://flashface.ctapt.de/

Lip Printshttp://www.geocities.com/Athens/Atrium/5924/lipprintsbackground.htm

http://www.forensic-evidence.com/site/ID/ID00004_10.html

Forgery, Handwriting Styles and Counterfeiting http://www.catchathief.com/history.htm

Physical Evidencehttp://agrippina.bcs.deakin.edu.au/bcs_courses/forensic/Chemical%20Detective/phys_evid.htm

Forensic Fact Filehttp://www.nifs.com.au/FactFiles/fact_files.html

Shoe Printshttp://www.promotega.org/asu30027/shoeprint.html

Collecting Crime Evidence from Earthhttp://www.forensicgeology.net/science.htmTask/s Learning Experiences Date

Task 1 Forensic Specialists Research the role of the experts who make up an Investigation Team of forensic

specialists complete Worksheet 1AWould you make a Forensic Team Member ? Try and solve these crimes * Powers of Observation are extremely important – do you have what it takes to catch a thief ? Visit these online crime solving siteswww.thelearningfederation.edu.au/tlf2/sitefiles/los/L387/index.html

www.virtualmuseum.ca/Exhibitions/Myst/en/game/index.phtml

5

Task 2 Inherited and Other Traits Discuss inherited traits and explain terminology such as Darwins

point/hitchhikers thumb/widows peak refer websitehttp://gslc.genetics.utah.edu/teachers/files/traits_comparing.pdf Students to take a closer look themself and list interesting aspects that they

may have overlooked. Remind them that some are inherited/ others are individual which makes everyone unique.

Complete Inherited and Other Traits Work Sheet 2A Create a comparison bar graph Work sheet 2B See who has the same traits and if any student is unique ! Extension Activity 2CVisit online identikit website flashface http://flashface.ctapt.de/ Select from a range of head, hair, eyebrows, eyes, nose, mouth, chin and jaw

options to form an identikit image of a face. Print it out or copy and paste to word to make a wanted poster.

Task 3 Fingerprints Brainstorming fingerprint facts http://www.cyberbee.com/whodunnit/fp.html (Example sheet 3A) List Information on Chart using Microsoft Word Students to take own fingerprints for analysis and comparison Complete Taking and Lifting prints Worksheet 3B

Task 4Lip Prints Research the use of Lip prints in Forensics Identify the 5 Common patterns in lip prints Take lip prints and identify own pattern worksheet 4AExtension Activity 4BCreate a Lip print abstract artwork Take a few lip prints in various shades – cut out and place on coloured paper in a pattern or abstract fashion to create an artwork Create a graph of lip types

Task 5 Splatter Patterns Brainstorm What splatter patterns are used forensic investigation ? (paint, dyes, oils, blood

and other staining fluids) How does the shape and size of the pattern reveal information. Do all surfaces produce the same result Information Worksheet 5A Discover how the size and shape of droplets change as they fall from different

heights Discover how movement either LR or RL can be revealed looking at splatter

patterns. Complete Splatter Patterns Worksheet 5BExtension Activity 5CDrop liquid on varying surfaces such as tiles / carpet/material/glass and compare size and shape. Complete Splatter Compare/Contrast Matrix Worksheet 5C

Task 6Investigate: Forgeries Investigate Handwriting styles – Information Sheet 6A

spacing/lettersize/letter formations/slant/writing on or above lines/dotting ‘i’s’

6

and crossing ‘t’s’/ quality of pen Visit website http://www.catchathief.com/history.htm to gain more information Complete Identifying a Forgery Worksheet 6B asking students to write a

sentence and have someone ‘forge’ their handwriting and signature. Complete a forgery rating to return to the forger.Extension Activity – Identify the Sender Worksheet 6CAll students write a made up address on an envelope in their usual handwriting. Hand to teacher who will number and place into a mail bag/box. Teacher to record name and number on answer sheet. Teacher to remove envelopes one by one and ask students to identify the sender. Students to write senders name next to corresponding number on Worksheet 6CAward winner with certificate / prize !

Task 7 Trace Evidence Brainstorming what is trace evidence and what senses Would you use in the identification process. See Kidspiration example 7A Teacher to set up stations with 7 white powders and a control powder for

students to analyse using touch/smell/sight and re-action see White Powder Instruction sheet 7B and Station Instruction sheet 7C

Students to work methodically with one powder at a time recording results as they go completing the White powder analysis matrix. Worksheet 7D

Extension ActivityEvaluate how well students performed using their senses with powders and how the activity could be improved.

Task 8Shoeprints or Footwear Prints Prepare for a debate on the value of using footwear prints as evidence Read information sheet and/or research topic Worksheet 8A Take a shoe print – choose a suspect paint the base of their shoe and make a

print. have the prints placed on the floor identify the correct print to the correct shoe. Worksheet 8B (Note: Ensure a variety of shoes styles are included in activity e.g. thongs/sandals/boots)

Extension Activity Plaster cast a shoe print – make an impression in dirt , spray with hair spray, collar the impression and carefully pour Plaster of Paris in impression. Wait until completely set before removing cast.Select a shoe and take a variety of coloured prints – cut and place on large art paper to make an abstract work of art 8C

Task 9 Dirt Analysis Brainstorm various types of soil composition – list. Students to research other soil

types and the composition of soil – write a report on soil. Collect soil samples from various locations and complete a number of tests which

includes testing soil odour/texture/settling time/floating material. Complete a description and record Worksheet 9A

Task 10Hair Scalpers Discuss What makes up hair – types/colours of hair Refer to information Worksheet 10A conduct a verbal discussion panel Examine hairs samples of self and 2 others look at

colour/length/texture/plucked/combed/cut/tapered/split end Complete comparison matrix 10C

Extension Activity Hair measurement Comparison - Choose 10 friends and collect hair samples.Measure each sample and collate information including colour/length.Complete Hair Measurement Worksheet 10D

Task 11 SOWC * Analysis © Ralph Pirozzo Strengths/Opportunities/Weaknesses/Consequences Students write a report for the teacher on how this unit could be improved. What

they would like included or what could be left out. Students also write a report on how they believe they have performed as a

forensic scientist during the activities do they have what it takes. Do they have 7

the patience or persistence to look at something for so long and in so much detail. Would they get bored, would they give up.

Further Ideas Forensic Odontologists – looking at teeth D.N.A. *Looking at Bones Lie Detecting *Entomological Evidence (Insects) Chemicals *The use of Canines (Dogs)

Worksheets

Examples

and

Instructions

8

Worksheet 1AName______________

Who are Forensic Scientists Unlike Television characters, a real forensic scientist is not ‘multi-skilled’ and can not examine all the evidence themselves. They are usually highly specialised in one particular area. Some experts specialise in fingerprints others in forgeries. Because these people are so specialised they work as part of a team and may contribute a small but vital part of evidence that will end up in court. It is in court that this evidence and the testimonies from experts will make or break a case.

Using your research skills find out what these forensic experts specialise in:

Ballistics expert _______________________________________

Psychiatrist __________________________________________

Meteorologist _________________________________________

Pathologist ___________________________________________

Entomologist___________________________________________

Odontologist___________________________________________

Toxicologist____________________________________________

Serologist_____________________________________________

Musicologist ___________________________________________

Cryptographist ___________________________________________

Palynologist____________________________________________

RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.

9

Worksheet 2AName ________________

Inherited and Other Traits This activity requires you to take a close look at yourself. Some of the questions may need explanation from your teacher – or someone else to take a look at you. But once you know then you will never forget. Tick the box if the answer is yes.Afterwards you will be graphing the results.

A. I have detached earlobes B. I have a hitch hikers thumb C. I can roll my tongue D. I have straight hair E. I have hair on my knuckles F. I have a widows peak G. I have freckles on my face H. I have dimples when I smile I. When I clasp my hands together my left thumb is on

top J. My big toe is longer than my other toes K. I am right handed L. Dimple in my chin M. Wiggle my ears

INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

Worksheet 2BName ________________

Comparison Graph Results

Eye colour ________Height _________Shoe size _______Scars ___________Other interesting facts _________________________________

10

After the teacher has collected the class information you will be required to graph the results into a bar graph. Use the information to answer these questions:

1. What is

the most

common trait in the class ? ______________________

2. What is the least common trait ? ______________________________

3. Are there any traits that no person had ?__________ If so what was it ?

________________________________________________________

4. What traits do you know have been inherited off your parents ?

_______________________________________________________

WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.S3.5 Displays, reads and interprets a variety of graphs

Num

ber o

f stu

dent

s with

the

trait

11

A B C D E F G H I J K L M

Example 3A

Finger Print Factshttp://www.cyberbee.com/whodunnit/fp.html

Arches being fairly rare and Loops being relatively common. Fingerprint patterns are hereditary.   They are formed before you are born, while you are still in the womb They are even around for a while after you die.    Fingerprints are totally unique, and they never change throughout your

life  Fingerprints are formed underneath your skin Fingerprints will always come back, even after scarring or burning. Fingerprints form as our skin has moisture and oils Fingerprints are used for identification purposes Identical twins do not have identical fingerprints There are very few surfaces on which a print cannot be developed. Fingerprints can be developed on objects that have been in water.   Prints can be image scanned directly into a computer AFIS - compares prints at a rate of 400,000 per second.

RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.

12

Worksheet 3B

Name __________________FINGERPRINTING ACTIVITY

Collect fingerprints one by one and place them into the correct cell below. Once you have completed collecting your fingerprints you will need to examine your print closely with a magnify glass and identify which print type you are .

Note that two different methods of retrieval will be used. Right

ThumbRight index

FingerRight

Middle fingerRight

Ring fingerRight little

Finger

TYPE TYPE TYPE TYPE TYPE

LeftThumb

Left IndexFinger

LeftMiddle finger

LeftRing finger

Left littleFinger

TYPE TYPE TYPE TYPE TYPE

Use inkpad for right hand Use graphite rub and sticky tape for left hand

INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

Instruction Sheet13

Fingerprinting – Graphite Rub MethodYou will need:Sticky tapeScissorsLead PencilScrap Paper

1. Have tape cut into suitable lengths ready to use2. Rub lead pencil onto scrap paper – until dark smudge appears3. Press finger into smudge and roll until finger turns grey4. Place tape over finger then gently peel off – your should see you

print5. Stick the tape plus print on to the worksheet6. Repeat for other fingers and thumb7. Identify your print

Fingerprint – Inkpad MethodYou will needInkpadScrap paper

1. Roll finger on inkpad – do not press too heavy2. Roll first print on scrap paper – often first print is too dark3. Roll 2nd (or 3rd) print on to worksheet4. Repeat for other fingers and thumb5. Identify your print

14

Worksheet 4A

Name __________________

Lip PrintsThe study of lip prints is called cheiloscopy.  A person's lip prints are unique.  The use of lip prints in criminal cases is limited because the credibility of lip prints has not been firmly established in our courts. 

The five basic types of lip prints used by forensic scientists are:        

Taking Lip PrintsWhat you will needWhite paper or cardboard Lipstick TissueMethod

1. Apply lipstick to your lips 2. Pucker up3. Give the paper or cardboard a quick kiss 4. Glue your print in the box and determine your pattern

INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

Worksheet 5A

Spatter Patterns Information

Branching grooves

My Lip Print

I believe my pattern is similar

to

15

Speed of falling dropletsSpeed of the falling drop depends on its size

Smaller drops have a lower speed and acquire it after a shorter fall distance.

Larger droplets accelerate over a greater distance and therefore attain a greater speed.

When liquid flies through the air, the pattern in which it lands can determine

its track, as well as the location and position of the item that caused the

splatter. Piecing together splatter patterns can

give you many clues to how things might have occurred.

Evidence can be gained about:Origin(s) of splatter

Distance of it traveled from targetDirection

Speed

Shape of the spot* The shape of the spot depends mostly on the

texture of the target surface .Spots landing on smooth glass will be consistent and uniform

in shape (circular) Spots landing on

textured surfaces such as paper and wood will

be of variable shape and will have irregular edge characteristics.

Size of the dropsThe size of the stain depends more on the

nature of the target surface than on the distance fallen.

The size of the resulting spot will vary only slightly with increasing fall distance and above a fall distance of 2 metres there is little change in the diameter of the spot

Splatter Pattern

InformationCharacteristics of liquid

Viscosity Surface Tension (eg

carpet as against tiles)

Worksheet 5BName ____________________

Splatter Patterns 16

When liquid flies through the air, the pattern in which it lands can determine its track, as well as the location and position of the item that caused the splatter.  Piecing together splatter patterns can give you many clues to how things might have occurred.

PreparationMethod

1. Mark at the bottom of each piecea. Dropped from 20cmb. Dropped from 50 cmc. Dropped from 1metrecmd. Dropped from Left to Righte. Dropped from right to Left

2. Place white paper on newspaper in an open areas (free from any breeze)

3. Fill syringe up to 5ml with paint and make a test squirt from 20cm on to newspaper

4. Now make a squirt on to your from 20cm on to the white paper5. Repeat for 50cm and 1 metre (on the each of the marked papers)6. For Left to Right and Right to Left fill syringe to 10ml and move hand quickly in

direction7. Describe Observations

a. Size (measure the largest splatter across)b. Shape (oval, round, jagged edges, irregular sized) small dots, large dots,

clumped together, spaced out)

c. Measure distance from one side of splatter to other

WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

Worksheet 5CName ___________________

Splatter Compare/Contrast Matrix

You will need5 pieces of white paperNewspaperThin red paintSyringe (without needle)Ruler and metre rule

17

Think like a forensic scientist. Write the name of the various surfaces down the side. Write the criteria for classifying across the top: example; spread

easily and quickly / round in shape/ clumped together. Mark a + for yes and a – for no in each cell

Fol

Criteria or attributes

Surface Spre

ad e

asily

qu

ickly

INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

Information Sheet 6A

Detection of Forged Handwriting

18

Handwriting experts are usually required to differentiate between authentic and forged signatures. Therefore, it is important to develop an objective system to identify forged handwriting, or at least to identify those handwritings that are likely to be forged. Good forgers often forge handwriting in terms of:

Copying or tracing the shape and size of the authentic handwriting. are usually written more slowly than authentic writing. good forgeries are wrinklier (less smooth) than authentic handwriting.

Document examination plays an important investigative and forensic role in many types of crime. While important documents require signatures to verify the identity of the writer, handwriting experts are often required to differentiate between authentic and forged signatures, and even to identify those signatures that are likely forgeries.  For this reason it is important to develop an objective system to identify forged handwriting,

Spacing – between individual letters and words Letter size – especially height compared to width, connecting strokes between letters Unusual letter formations – loops / curls/ combinations of printing and cursive Slant of letters – left or right and angle of slant Writing above or below the line Crossing of t’s and dotting of I’s Quality of pen – eg smooth shaky confident / jagged Spelling errors

However to add difficulty:

No two people write exactly alike.

No one person writes, exactly, the same way twice.

A writer is not able to imitate all the features of another person's handwriting or hand printing while simultaneously writing at the same speed and skill level as the writer he is seeking to imitate.

19

Worksheet 6BName__________

Forgery1. Write the sentence below in your usual handwriting and sign it. 2. Then pass it on to someone to copy.3. Return it to the original owner 4. Rate the ‘forgery’ 5. Give the forger a copy of their rating

Forgery is a crime ! Therefore, forensic handwriting experts are required to differentiate between authentic and forged writing and signatures. Signed __________________________

Rating Code

Spacing

Letter size

Slant of letters

Writing above or below the line

Crossing of t’s and dotting of I’s

Quality of pen – eg smooth

shaky

Spelling errors

Other ____________________

Authentic

________________________________________________________________________________________

________________________________________________________________________________

Signed Forgery

_______________________________________________________________________________________

_________________________________________________________________________________

Signed

1 = poor

2 = not bad

3 = good

4 = really good

5 = perfect

20

Worksheet 6CName _____________

Identify the Sender1. Write a made up address on the envelope in your usual handwriting plus an obscure identification mark on reverse. 2. Hand to teacher – teacher will number your envelope (teacher will also record your name and number on answer sheet) 3. Teacher will place all envelopes into a mail box or bag.3. The teacher will remove the envelopes one by one and you are to identify the sender.4. Write the senders name next to corresponding number on the sheet below,5. The teacher will call the correct name and envelope number.6. Give your self a score … maybe the winner will also score a prize !

Envelope

Number

StudentName

Mar

kin

gEnvelopeNumber

StudentName

Mar

kin

g

1 162 173 184 195 206 217 228 239 24

10 2511 2612 2713 2814 2915 30

Correct answers I achieved _____Highest Score in class was ___

Kidspiration Example 7A

Trace Evidence BrainstormUsing your knowledge or information read about trace evidence list as many items as you can around the central theme ‘Trace Evidence’ From each of these list what sense you would use to identify the item.Remember the 5 senses are:

1. Sight 2 Smell 3 Touch 4 Taste 5 Hear

21

Powders has been done for you

WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.UTS3.9 Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and constraints of investigation and design tasks.

Fibres

Trace Evidence

Every person, no matter how much they try to clean up a crime scene,

leaves some minute trace of his or her presence behind and often takes

something away.

Footwear impressions Explos ives

Glas s

Tyre Impressions

Acids from human

touching

A comparison between two cut, broken, or torn

objects to determine if they were at one time part of the same

object.

Physical matches

PowdersPaints

(car and/or building)

Hairs

touchsmellsight

22

TEACHER INSTRUCTIONS 7B

WHITE POWDER ACTIVITY 1. Place all of the seven powders listed below at each station do not have

any markings on the bags. (other than the letters A G)A= CASTOR SUGARB= FLOURC= SALTD= TALCUM POWDERE= ICING SUGARF= BI CARB SODAG= CORNFLOUR2. Place an additional bag marked Control Powder at each station according to list below CONTROL STATION 1 SIGHT = CASTOR SUGARCONTROL STATION 2 TOUCH = CORNFLOURCONTROL STATION 3 – SMELL = FLOURCONTROL STATION 4 – REACTION = BI CARB SODA3, Students are to perform activities according to Station instructions and complete matrix.4. At end of session ask students to call out possible answers5. Correct Answer key for analysis AGBF

23

Station Instruction 7C

SightStation 1 Instructions

1. Look carefully at the control powder – write a brief description.2. Look at each of the 7 samples complete a brief description.3. Identify which sample matches the control powder.

TouchStation 2 Instructions

1. With your eyes closed rub the control powder between your fingers using only your sense of touch - write a brief description.

2.Rub each of the sample powders between your fingers – write a brief description.

3.Identify which sample matches the control powder.

24

SmellStation 3 Instructions

1.Smell of the control powder gently – write a brief description.

2.Gently smell each of the sample powders – write a description.

3.Identify which sample matches the control powder.Reaction

Station 4 Instruction1.Add a few pinches of the control powder to container 1

– add water and stir – write description.2.Add few pinches of control powder to container 2 – add

vinegar and stir – write description.3.Complete same testing on samples and water – write

brief description.4.Complete same testing on samples and vinegar – write

brief description.

25

Worksheet 7B

White Powder Analysis You are required to analyse samples of white powders that have been collected from a crime scene. These powders do look the same but have different characteristics so you are to work through the samples and take notes or write points as to identify the mystery powders.As most powders are ‘unkwnown’ it is unwise to taste so to assist in identification a reaction test will apply.These will be the stations:

1. Sight2. Touch3. Smell4. Reaction

After you test each powder and complete the matrix you will be required to identify by the powder that matches the control powder.The final step is to identify all 7 powders correctly.

Good Luck

INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

26

Worksheet 7D

Name __________ White Powder Analysis SIGHTLOOKS LIKE

TOUCHFEELS LIKE

SMELLSMELLS LIKE

REACTION

ControlPowder

Description

WATER

VINEGAR

POWDERA

WATER

VINEGAR

POWDERB

WATER

VINEGAR

POWDERC

WATER

VINEGAR

27

SIGHTLOOKS LIKE

TOUCHFEELS LIKE

SMELLSMELLS LIKE

REACTION

POWDERD

WATER

VINEGAR

POWDERE

WATER

VINEGAR

POWDERF

WATER

VINEGAR

POWDERG

WATER

VINEGAR

Results SheetFor the 4 tests on the powders I have come up with these results after testing;1. Sight

28

Powder matched the control powder

2. Touch

Powder matched the control powder

3. Smell

Powder matched the control powder

4. Reaction

Powder matched the control powder

The order of the letters I have recorded was :

CBGA FEGB AGBF EABD DEFG CABG

Something Else ____________________

List the 7 powdersA =____________________B =____________________C=____________________D=____________________

E=____________________F=____________________G=____________________

Information Worksheet 8AName __________________Shoeprints or Footwear Evidence – Debate Material

Shoeprints are left at a scene when the shoe is coated with substances.  For example mud, dirt, oil and blood, but not all shoeprints are visible to the naked eye. To uncover an "invisible" or latent shoeprint the same method as dusting for fingerprints is used. After dusting a photograph is taken. Another step is to lift the print. This allows shoeprints that can be used as evidence and compared to a suspect's shoes to make a match. If the shoeprint is in blood and had been cleaned up, detectives can use a chemical called luminol to ‘uncover’ it.                                                                                                     If the print is "visible" or moldable, for example shoeprints left in mud or snow, a cast of the print by using plaster of Paris can be made. Shoeprints made in mud or clay are called depressions. Normal everyday wear can lend a helping hand in identifying important clues, like gum stuck to the bottom of the shoe, a pebble stuck into a tread or a nail stuck in the heel. All of these clues help to make each shoeprint different from another.

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Interesting if the cast is too big or if a cast cannot be made investigators will take the section of surface where the shoeprint is found, in fact the FBI's forensic lab has been sent entire countertops, floors, staircases and yes even a kitchen sink all with evidence on them.

In many cases, footwear evidence can lead to positive identifications of which a particular known shoe made the print. Footwear evidence can provide investigators with certain information that can assist them in locating a suspect. Most footwear evidence, when collected and preserved properly, can provide the type, make, description, approximate size, the number of suspects, the path through and away form the crime scene, the involvement of the evidence, and the events that occurred during the crime.

There are four basic methods of recording footwear impressions at the crime scene. Photography 2. Documentation/Sketching 3. Casting 4. Lifting Footwear impressions are often overlooked because of:* The lack of training and education in the proper searching, collection and preservation of the evidence and; * The evidence is undervalued or not understood. * Not believing that the impressions can be found at the scene after people have walked over the scene * Incomplete searches of the crime scene; * Weather conditions; * The impression has been intentionally destroyed.TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well developed, well organised ideas dealing with more challenging topics.

Worksheet 8B

Name __________________Making a Shoe Print

Making Shoe Prints of a Suspect's ShoeMaterials: White Paper Paint brush Black PaintMethod1. Coat a paint brush with paint.2. Paint the entire bottom of the suspect shoe.3. Ask suspect to stand on a piece of paper, placing all of his / her weight on the paper4. Lift the shoe off the paper.                    5. Let the shoe print dry.6. Observe the suspect's shoe print.7. Match the suspect's shoe print with the shoe print found at the crime scene. Extension ActivityWhat you will need

2. Arrange cardboard collar around impression3. Spray with hairspray to make the dirt ‘hold’4. Mix Plaster of Paris according to packet instructions5. Gently pour Plaster of Paris into impression – allow to completely set6. Carefully cast and brush off excess dirt DMS3.8 Develops and resolves a design task by planning, implementing managing and evaluating design processes

Worksheet 9AName ______________

Dirt Detective or Forensic GeologistPrior to starting this activity 4 samples of dirt/soil will need to be collected from different locations and different soil type. (Example: loam clay sand.)Soil will be labelled: Sample A B C and D and placed at each of the activity stations in sufficient quantities for studying. It is up to you to analyse and describe the dirt and record the details in the matrix below.

Sample AFrom

Sample BFrom

Sample CFrom

Sample DFrom

Weightof

½ cup of dirt

grams grams grams grams

Dirt description

under microscope

OdourTime to settle seconds seconds seconds seconds

Floating Material

Water through

dirtafter 30 seconds

mls mls mls mls

INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

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InstructionsWeighing Dirt1. Using the measuring cup to obtain ½ cup

of dirt.

2. Tip into scales and note the weight in

grams

3. Return the dirt back to the correct

container

4. Repeat for all samples

InstructionsUnder the Microscope/Magnifying Glass

1. Take ½ teaspoon of dirt and place under the lens of the microscope

2. Using 10X magnification focus to enable description

3. Note words to describe

4. Repeat for all other samples

Dirty Wordsgrainy, angular, coarse,

fine, sandy, lumpy, woody,

brown, black, grey, red,

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Instructions Odour1. Take the container of dirt and place it under your nose

2. Sniff dirt (gently – you don’t want it up your

nose)

3. Apply a word that best describes the smell

4. Repeat for all samples

Instructions - Time to Settle 1. Place 2 dessertspoons of dirt into beaker

2. Fill the beaker with 1 cup of water & stir

3. Record how long it takes for the sample

to settle

4. Repeat for all samples

Smelly Wordsmusty, mouldy, rank, dusty, mildew, stale,

salty, fresh, compost, no smell,

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InstructionsFloating Material

1. Place 1 tablespoon of dirt into a beaker

2. Add 1 cup of water and stir

3. Record any objects that float to the surface

4. Repeat for all samples

Instructions Water through Dirt

1. Fasten a piece of cloth over the small end of the funnel attach with

rubber bands or tape

2. Suspend each funnel over a measuring jar/jug

3. Empty ½ cup of dirt into the funnel.

4. Measure out and pour one cup of water into

funnel.

5. Observe as the water runs down through the

soil.

6. After 30 seconds how much water in mls collects in the jar?

Worksheet 10A

HAIR INFORMATION Each hair on your body grows from a hair follicle, a tiny, saclike hole in your skin. At the bottom of each follicle is a cluster of special cells that reproduce to make new hair cells. The new cells that are produced are added on at the root of the hair, causing the hair to

Objects that float:leaves, small pieces

of wood, grass,stalks, small insects

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grow longer. The living tissue that makes your hair grow is hidden inside the hair follicle. The shaft, the part of a hair that you see, is made of cells that aren't living anymore. That's important to know when you are messing with coloring or perming or straightening your hair. If you cut yourself, your skin can heal, since it's living tissue. If you damage your hair, it can't heal. You just have to do what little you can to repair the damage or cut the damaged hair off and wait for more hair to grow back.

Each hair shaft is made up of two or three layers: 1. the cuticle2. the cortex3. the medulla.

The cuticle is the outermost layer. Made of flattened cells that overlap like the tiles on a terra-cotta roof, the cuticle protects the inside of the hair shaft from damage.

Underneath the cuticle is the cortex, which is made up of long proteins that twist like the curly cord on a telephone. Try stretching a hair and you'll find that it's elastic—it stretches before it breaks.

When you get split ends, you're seeing the cortex at its worst. You've worn away the protective cuticle on the tips of your hairs with harsh treatment like hard brushing or too much sun and water.

In the center of some hairs is the medulla, a soft, spongy mass of tissue. Coarse hair generally has this layer, while fine hair usually doesn't.

To fill the gaps between the protective cuticle cells and to keep your hair shiny and flexible, glands adjacent to the hair follicle produce a kind of natural hair conditioner called sebum. Unfortunately, that sebum, which is an oil, also makes dirt stick to your hair. When you shampoo your hair, you wash away this protective oil and the dirt that clings to it.

Gray hair is a mixture of pigmented and unpigmented hair. As you age, the melanocytes in your hair follicles slow down or stop working altogether and your hair goes gray or white.

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Why do we have hair ?

Hair serves a number of different functions. It provides insulation from cold weather and, in some species, from particularly hot weather. Because hair is often pigmented, it provides coloration. This might serve to camouflage an individual; in some mammals, the pigmentation changes with the seasons, becoming white during the snowy winter, for example. Hair can also provide some direct protection against injury, such as head hair that buffers impact to the skull.

Why does hair on your arms stay short and hair on your head grow long ?

Each hair on your body grows from its own individual hair follicle. Inside the follicle, new hair cells form at the root of the hair shaft. As the cells form, they push older cells out of the follicle. As they are pushed out, the cells die and become the hair we see.

A follicle will produce new cells for a certain period of time depending on where it is located on your body. This period is called the growth phase. Then it will stop for a period of time (the rest phase), and then restart the growth phase again.

When the hair follicle enters the rest phase, the hair shaft breaks, so the existing hair falls out and a new hair takes its place. Therefore, the length of time that the hair is able to spend growing during the growth phase controls the maximum length of the hair.

The cells that make the hair on your arms are programmed to stop growing every couple of months, so the hair on your arms stay short. The hair follicles on your head, on the other hand, are programmed to let hair grow for years at a time, so the hair can grow very long.

How fast does hair grow ?

Human hair seems to grow at a consistent rate of about half a millimeter or so per day. It may grow faster or slower depending on your age, your genetics and your hormonal state. This means that the maximum growth rate for hair is about 15 cm per year.

Why do we have eyebrows ?

We know that eyebrows help keep moisture out of our eyes when we sweat or walk around in the rain. The arch shape diverts the rain or sweat around to the sides of our face, keeping our eyes relatively dry.

Thickness

Brown hair is intermediate in thickness between (thinner) blonde and (thicker) black or red

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Worksheet 10BName _________________

Hair ScalpersActivity 1

1. To feel the cuticle, just pinch a single long hair between your fingers starting up near the root.

2. Pull the hair between your fingers and feel how slick and smooth it is. As you move from root to tip, you're running your fingers in the same direction as the cuticle layers.

3. Now start at the tip of the hair. In this direction, the hair may feel rougher; it may squeak as it passes between your fingers. You're running your fingers against the grain, and you're bumping into the edges of all those flattened cuticle cells.

Activity 2

1. Gently comb your hair over a piece of blank paper.2. Count how many hairs fell on to the paper.3. Use a small piece of sticky tape and place in on to the sample box (see your

sheet).4. Now gently pluck one hair from your head and tape it next to the first hair.5. Using a magnifying glass examine each hair and make a general

statement/description.

Activity 3

1. Collect samples from 3 other people (plus yourself makes 4).2. Tape them into your sample boxes.3. Examine each hair using the magnifying glass.4. Complete the table on your work sheet.

Activity 4

1. Pat your clothes with sticky tape.2. See how many hairs are stuck on you.3. Are they all yours? Are they a dog/cat or other persons?4. Place the sample on the worksheet.

INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.

36

Worksheet 10C

Name __________________ Hair Scalper Results When I combed my hair _____ hairs fell on to the page.

My Hair samplesCombed hair sample

Plucked hair sample

Comparing Hair samplesSample from my hair

Sample 1 from

---------------------

Sample 2 from

---------------------

Sample 3 from

----------------------

My Hair Sample 1 Sample 2 Sample 3ColourLength (mm)Texture: (wavy/straight)Plucked/combedCut/tapered/split endsSample of hair and fibres from my clothes

Description of what I ‘picked up

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Activity 10DName ____________

Hair Measurement ActivityFrom the records obtained in activity 10C choose 10 different people and obtain the length of their hair.Read all instructions first

1. List name 2. List colour of hair next to name3. List measurement in cm from shortest to longest

Answer questions

1. Who had the longest hair ? _____________________2. Who had the shortest hair? ____________________3. How many people had approximately the same length of hair ? ____4. Did any one hair colour dominate _______ what colour ? ________5. What was the difference between the longest and shortest hair length6. What was the longest length for

i. Blonde _________ii. Brunette/Brown _______iii. Black ________

iv. Red _________7. What was the shortest length for

i. Blonde _______ Brunette/Brown_______ Black_______Red_______

WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.

Name ___________SOWC ANALYSIS© Ralph Pirozzo

Forensic Science Unit of Work

Evaluation Worksheet

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Students are given the opportunity to list as many viewpoints as they can in the columns below as an evaluation of the Forensic Science Unit of work. Any viewpoints are to be taken as both

positive and constructive criticism for future improvements to this unit.

Strengths Opportunities

Weaknesses

Consequences

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