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Sample Alternative Assessments for
Forensic Science: Fundamentals and Investigations
Patricia Nolan Bertino May 9, 2013
©
Giving one unit exam does not always assess the student’s knowledge nor does it help in modifying the instruction if students do not understand. Not all students can demonstrate mastery of a topic in one written exam given at the end of the unit and taken within a limited amount of time. To be an effective teacher, assessments should be frequent, varied, on-going and continuous. Assessments can be used to reinforce learning and to motivate and inspire students to succeed. The following approach is suggested:
1. Pretest: assess previous learning, identify misconceptions
Ex. What do you know? What do you want to know? (surveys)
Ex. Carousel Brainstorming of the topic prior to any discussions
2. Assessments should be done during the learning to monitor how well students are grasping the information. When students are assessed and demonstrate a lack of understanding, it’s important for the instructor to take a different approach and modify the instruction. A single assessment at the conclusion of a topic does not allow time to make modifications in instruction.
One way to ensure comprehension throughout the unit of study is to use the extended objectives found on the Instructor’s Resource CD (IRCD). These are single concept testable objectives written from the most basic to the more complex concepts. The extended objectives should be distributed to each student at the beginning of the unit not at the end. Students are able to see the “whole picture” of what they should be able to do by the end of the topic of discussion before the topic has begun.
Throughout the unit, students are arranged in pre-arranged heterogeneous cooperative learning groups. All students are actively engaged as they review the objectives of the concepts already identified in class. Higher achieving students, who might otherwise be bored during a question and answer period, are teaching. The student who never studies at home is getting the benefit of the review. Because of the small group collaboration, students tend to feel more comfortable and are more likely to contribute by either asking questions or answering questions. When someone attempts to explain something to another person, they realize that they too need further clarification and understanding. As a result, all students are actively engaged in the review process. During this time, the teacher is free to move from group to group assessing the comprehension levels and clarifying misconceptions.
3. Post Assessments should be done to determine how well students have mastered the topic and to measure the effectiveness of the instruction. Most teachers think the post assessment is a full period written exam. However, by having the students choose an alternative form of assessment, the assessment itself can be used to reinforce learning and it can be done in a format that students enjoy. Students who have been unsuccessful in preparing and taking a written test may be highly successful when using a different format. Alternative assessments allow for differential learning for individual students. It encourages students to demonstrate their individual skills and aptitudes. Instead of the assessment being a source of failure and discouragement, alternative assessments activities increase the learning and give the student a sense of accomplishment and pride that encourages future learning rather than discourages future learning.
The following descriptions provide alternative assessment ideas that can be used with the Bertino high school forensic textbook entitled: Forensic Science: Fundamentals and Investigations. Because most high school forensic science classes are mixed and consist of AP (Advanced Placement) students and students with difficulty in reading, it’s important to provide a variety of assessment opportunities that allow for differential learning. Alternative assessments provide an opportunity to improve understanding and increase learning for all ability levels; it can provide the added challenge for the AP students to go further while offering the less motivated or the more academically challenged students the opportunity to succeed and learn new skills. References have been made to specific labs, activities or concepts that lend themselves to each of the different forms of alternative assessments.
Forensic Alternative Assessments
1. Autobiography
2. Scrap booking
3. Expert Witness Testimony
4. Three Dimensional Models
5. Oral Presentations with demonstrations
6. Video, Power Point Presentations, Photography- Technology 1
7. Comparison Microscope, Probes, Apps-Technology 2
8. Podcasts-Technology 3
9. Kinesthetic Learning
10. Creativity: Music, Art, Dance, Writing, Photography
11. Forensic Book Reports
12. Mini Poster Sessions
13. Debate
14. Mentoring by CSI, police
1. Autobiography
Students can write “autobiographies” that provide descriptions and explanations of scientific phenomenon while allowing the student to incorporate some imagination. Information must be scientifically correct. The creative writing component adds an element of fun while at the same time enabling the student to demonstrate knowledge of a topic.
Example 1 Activity 11-3. Insect Study pages 331-333, description pg. 333
Write an autobiography from the viewpoint of the fly as it develops from an egg into adulthood. Include in your autobiography:
• Physical description of the insect at different stages of development
• Physical description of the insect’s habitat and surroundings
• Description of the insect’s food at different stages of development
• Description of the how the insect ingests and digests its food at different stages of development
• Description of any movements or migrations during development
• Digital photos taken as the insect progresses from one stage to another
Example 2 Chapter 17 Ballistics
Write an autobiography from the viewpoint of a bullet describing:
• Anatomy of the bullet
• Size (caliber) of the bullet and cartridge
• Type of bullet
• Markings on the bullet: When, why and how are they formed
• Role of the primer
• Amount and role of gunpowder in the bullet
• The amount of energy yielded as the gunpowder is ignited
• Trajectory path of the bullet as the gun is fired and the bullet travels out of the gun barrel through the air and ultimately into the target
• Description of the various forces affecting the pathway of the bullet
• Distance traveled by the bullet and how it can be calculated
• Discussion of what happens to the bullet upon impact
• Recovery of the fired bullet
• Comparison of a fired bullet recovered from the victim or environment with a bullet fired by the suspect’s gun
Other autobiographies could be written from the viewpoint of different types of physical evidence. Students should be given guidance on the type of descriptions that would pertain to different types of physical evidence.
Ex. Pollen, sand, bone, fractured glass, DNA, blood spatter, drugs
2. Scrap Booking
Compiling a “scrap book” of the students’ own digital photos or photos from images taken from reliable sources along with descriptions of the photos provides a visual and written comparison of evidence. The photos should be arranged in a logical sequence and progression. Scrap booking encourages students to use technology in their presentations, a skill that can be applied in all of their courses
If students are presenting evidence from a crime scene and are trying to link that evidence to a particular suspect, then the student should provide:
• A description of how the evidence is recovered, documented, collected and stored.
• A section in the scrapbook where students describe what characteristics of the evidence make it distinctive.
• A bibliography to substantiate their descriptions or arguments.
Example 1 Hair Activity 3-1 Trace Evidence: Hair, pg 66-69.
Students determine if one of the hairs taken from the four different suspects is consistent with the hair evidence found at the crime scene. The scrapbook approach could include digital photos taken from the students’ microscope of the suspect’s hairs and the evidence hair.
Other photos or images should include a general description of hair and the various characteristics of hair that would be used to distinguish one hair sample from another. Through the photos and annotated descriptions under each photo, students describe the variations found in the hair’s color, texture, thickness, medulla, cuticle, cortex, medullar index and the measurement of the hair’s diameter.
After the characteristics of hair are described, the student will demonstrate through their photos and their analysis of the suspects’ hair samples if any of the suspect’s hair is consistent or non-consistent with the evidence hair.
The pre-writing questions in Activity 3-3 Hair Testimony Essay on page 75 help the student organize the information in a scrapbook (or written report).
Examples 2: Scrapbooking can be used when comparing other forms of physical evidence such as fiber, sand, pollen, dental impressions, skid mark impressions, fingerprinting. Students describe what traits are being studied, describe distinguishing characteristics of the evidence and then demonstrate how the evidence from the crime scene is consistent or non-consistent with the evidence found on a suspect. (Chapters 4,5,6,12,15)
Example 3 Activity 11-3, Insect Study, pages 331-333. (Time of Death using Entomology) A variation of scrap booking for insect development is the “Baby Book Scrapbook” that shows growth and development of flies. This activity helps students understand the progression from egg, through 3 different larval stages, pupa and adult insects. Once students understand the basic biology behind insect development, then they are better able to understand how to apply this information when using forensic entomology to help establish the time of death.
3. Expert Witness Testimony
This type of alternative assessment utilizes many different presentation methods depending on the interests and aptitudes of the student. The primary purpose of this assessment is to determine if the student can effectively select and present an evidentiary link a particular suspect to a crime.
The “expert witness” testimony is an excellent example of how forensic science helps to meet the goals of the
Common Core State Standards for Writing
1. Write or verbalize arguments to support claims using valid reasoning and relevant and sufficient evidence.
2. Write or verbalize explanatory texts to convey complex ideas and information clearly and accurately through effective selection, organization and analysis
3. Write or verbalize narratives to develop real or imagined experiences or events using well-chosen details and well-structures sequences
Common Core Writing Standards for Literacy in Science:
1. Write arguments focused on discipline-specific content: Introduction of precise, knowledgeable claim(s) that establish the significance of the claim(s) from alternative or opposing claims and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence.
2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences’ knowledge level, concerns, values, and possible biases.
The initial part of an expert witness testimony presentation requires that the student first convince the listeners (jurors) that he or she is an expert in the field by providing scientifically correct background information regarding the type of evidence being examined and by describing how that evidence was collected, stored and handled. Evidence improperly handled and tested cannot be considered in a trial.
In the second part of an expert witness testimony, it is important to convince the audience that the evidence collected from the crime scene does indeed link a suspect to the crime scene. The expert witness should explain how the evidence was analyzed describing any procedures, lab investigations and technology used to evaluate the evidence.
Finally the expert witness should be prepared to answer any questions from the audience or jury regarding the evidence. Common questions would include:
a. How relevant is the evidence?
b. How reliable is the evidence and evidence testing?
1. Is the evidence class or individual evidence?
2. Statistically, what are the odds that the evidence would have been from the suspect or from someone else within the population?
3. Was the evidence testing performed by a reliable lab?
4. Was the evidence tested more than once?
5. Was the evidence tested by more than one person?
c. Is the evidence adequate to link a suspect to a crime scene or is that evidence not consistent with linking a suspect to the crime scene?
Example 1 Activity 10-2 Analysis of Ransom Note and Expert Witness Testimony, page 297-299. In this activity, students are provided with instructions that help them organize and compose their written expert witness report (pages 298-299) by:
• Providing students with an outline or pre-writing format
• Providing instructions on how to modify their presentation because their target audience consists of individuals with various educational backgrounds
• Addressing evidence reliability and relevance
• Encouraging students to write a rough draft.
• Using small group collaboration: Upon completion of the rough draft, the “expert witness” would meet with another student to help with proofreading and editing.
Example 2 Activity 3-3 Hair Testimony Essay, page 75, includes pre-writing questions to assist students with the testimony
Example 3 Activity 4-4 Textile Identification, pg 101-102, question 3 with pre-writing questions to assist with the testimony.
4. Construction of three- dimensional models
It’s important to try to utilize the various skills, talents and interests of your students. If students prefer working with their hands rather than taking a written test, try offering them the option to demonstrate their knowledge by building a model and use that model to demonstrate a concept in forensics. In addition to the model, students refer to an actual case study that shows how the information they are demonstrating was applied and used to help solve a case.
Example 1 Activity 16-1, Tool Marks: Screwdrivers and Chisels, pages 481-483. Students create models of tool mark impressions from screwdrivers and/or chisels using the description in this activity. The models could be constructed in plaster, clay, or in a soft wood such as pine.
In addition to preparing the tool mark impressions from known screwdrivers and chisels, students can use one of the tools to pry open an old door jam or window sill. The student compares the evidence of the pried open door jam with the tool mark impressions made from known assorted screwdrivers and chisels. Students take digital photos of the tool mark impressions and measure each impression as another means of comparison.
An interesting addition to this project is for the student to take two new screwdrivers of the same type, manufacturer and size and show how individual marks on the screwdrivers formed through specialized use can help to identify a specific tool.
The benefit of this type of alternative assessment is that it provides a project that the student enjoys; it provides an easier venue for the student to explain how to examine and how to compare tool marks. The three dimensional alternative assessment provides the instructor with a teaching demonstration as well as a local data base of tool mark impressions for use in future crime scenes in your classroom.
Example 2 Ballistics A student researches a particular case study; one from your local region, a case study described on television or in the news or a classic case such as the assignation of President Kennedy. Using a mini model, the student makes a miniature model of the crime scene created to scale showing the pathway of the bullet and trajectory paths. Using the model, the student provides evidence as to whether the suspect’s description of the chain of events was consistent with the physical evidence. (Refer to Activity 17-1 Bullet Trajectory, pages 507-511.)
Students may recall on the CSI Las Vegas TV series, there were several programs involving the doll house miniatures where crime scenes were recreated in a miniature format. Watching a rerun of one of those episodes may help the students develop their ideas.
Another example of modeling in ballistics is for the student to create a three dimensional model of bullets with different lands and grooves resulting from the bullet traveling down a rifled gun barrel. Students include in their project an explanation of how guns are test fired so that spent bullets from a gun can be compared to the spent bullet obtained from the crime scene.
In addition to the models of the bullet, students explain how gun barrels are rifled and why rifling is needed to ensure greater accuracy in hitting a target. Accuracy comparisons can be made between firing a rifle compared to firing a hand gun. Besides the actual model of the bullet, there are many other extensions that can be incorporated into this project that demonstrate the student’s knowledge of ballistics and how ballistics is used to help solve crimes.
The idea behind any alternative assessments is to try to find an area of interest or aptitude for a particular student. If you can tap into that interest, the student is more motivated to complete the project. More importantly, you’ve enabled students to demonstrate their knowledge while motivating them to success with the next project.
Example 3 Fibers Act 4-2 Bed Sheet Thread Count, pages 96-98 and Activity 4-3 Weave Pattern Analysis pages 99-100
When trying to match a piece of fabric from the crime scene with a thread or fiber found on a suspect, thread count and weave patterns are compared. Sometimes, it’s difficult for some students to visualize how different weave patterns are formed. A simple way to demonstrate various weave patterns is to have students make potholders using the small frames and colored loops found in craft stores. If they use different colors, it’s very easy to see the various weave patterns.
Besides making the model of weave patterns, students describe a case study where fibers were used to help solve the case. The students describe other characteristics of fibers used in evidence analysis such as a Burn Analysis of Fiber, Activity 4-5, pages 103-105 or solubility testing.
Example 4 Activity 8-7 Crime-Scene Investigation (Blood spatter analysis) pages 247-249. Students create a 3-D model of the crime scene sketched on page 249 or they create a computerized image of this room showing the furniture, bodies and blood spatter. The model or computerized image is created to scale. Students could use the model in describing how they were able to re-create the crime through examination and analysis of the evidence.
Note that there are many free programs online that students can use to draw a room and its furnishings.
5. Oral Presentation utilizing demonstrations
a. Pamphlet Creation
Example Activity: Capstone Project 6 Forensic Science Career Exploration 537-541, pg 541. After researching information about various careers in forensics, students present the information in the format of a poster or brochure. This information is shared with other class members either through small or large group presentations.
b. Diagrams/ Charts/ Art work
Example Activity 13-1 Determining the Age of a Skull, page 380, Part B. If actual models of skulls are not available; an effective demonstration of how to determine age of a skull using suture lines can be described using diagrams or art work.
c. Evidence Display from the crime scene
Activity 5-3 Palynology Case Studies Presentation, pages 130-131. Using actual case studies obtained via Internet or other forms of research, students use a Power Point Presentation format to present their information. Students are provided with preliminary questions to assist them in their research. Working in small groups, each team needs to collaborate to coordinate the research, create a Power Point Presentation and organize the oral presentation. Students are required to provide some type of visual display of evidence collected from the crime scene such as pollen found on clothing, pollen in furniture, pollen found in the tread of mud in a sneaker.
6. Video Production and Power Point Presentations-Technology Part 1
Video
Most students find that taking photos, making Power Points, creating video clips or movies to be a fun activity. If given an option, many students would prefer to make a movie than to prepare a written lab report. This type of alternative assessment lends itself to cooperative learning groups and small group collaboration and allows students to make corrections before turning in the final finished product.
Videotaped presentations are especially helpful if the student is not accustomed to presenting in front of an audience and needs to gain more confidence in speaking in front of the class. Parts of the presentation are videotaped and parts of the presentation involve some public speaking allowing the shy student to feel more comfortable with his or her presentation.
If videotaping complex concepts such as explanations on how to interpret blood spatter analysis or how to distinguish skeletal remains by sex, race, age or height, it allows students to review each component and then video tape that segment before proceeding to the next step. For example, students videotape how to determine the area of convergence of blood spatter. The next video clip would be to demonstrate how to calculate the angle of impact for a particular blood spatter droplet. The assessment is reinforcing learning rather than trying to measure comprehension based upon a single written exam at the end of the unit.
Students can utilize various formats for this presentation including:
a. TV news reporter describing a recent crime.
The audience of a news reporter is composed of many non-science persons and thus must be presented in a way that will be easily understood by the general public. The reporter describes the crime scene and the evidence found at the crime scene without stating any opinions.
b. Talk Show Host interviewing a witness or expert witness
Example Activity 10-2 Analysis of Ransom Note and Expert Testimony, pages 297-300. Students act as the expert witness and discuss their analysis in the format of a talk show host interviewing the expert witness. This video can be taped either in front of a live audience, or it could be prerecorded and presented to the class at a later time.
c. A ‘How-to’ Video might involve Blood spatter analysis, identification of fingerprints, accident reconstruction, how to prepare plaster casts, how to distinguish male bones from female bones, how to compare handwriting, how to draw a crime scene)
Students can demonstrate how to do a particular procedure in lieu of taking a written exam. This is especially true for students that have learning disabilities or language problems. What is important is to assess is the students’ knowledge on how a procedure is performed and how it is applied to forensics.
Example Description of how blood spatter is analyzed Activity 8-6, Area of Origin. P 239-24 Students use artificial blood or paper cut outs of blood spatter to recreate a crime scene.
Using the artificial blood or paper blood drops, students describe step by step how the blood is analyzed to determine:
a. Direction of blood when it impacted on a surface
b. Lines of convergence
c. Area of convergence
d. Angle of impact for blood droplets
e. Area of origin
f. Velocity of Blood upon impact
g. Type of spatter swipe, swipe, and projected, arterial squirt, passive or active etc.
d. YouTube Short video Format demonstrating a technique. Example Activity 14-4 Determining the Refractive Index of Glass Using Liquid Comparisons in Submersion Test, pages 426-429. The explanation is recorded during the demonstration, or the explanation can be added after the video is recorded.
Before making any movie or video, students need a basic understanding of the forensic topic. The introduction of the video, Power Point or movie should include an overview of the physical evidence followed by the application of how that type of physical evidence can link someone to a crime scene.
With cooperative learning groups arranged by the instructor, a video project works well with heterogeneously grouped classes. Teachers should try to arrange each group with at least one student having a strong background in science and math and at least one student who is experienced in working with technology or cameras.
Power Point Presentations
Example 1 Activity 5-2 Pollen Expert Witness Presentation, pages 127-129. Students photograph their microscopic images of the pollen and include their images within a Power Point presentation. Included in the Power Point Presentation is a description of why a particular evidence sample found on a suspect may or may not be consistent with the evidence found at a crime scene.
Students use their photos of pollen to explain how to estimate the size of a single pollen grain. (Further Study 2, page 126.)
Example Activity 12-1 Examination of Sand, pages 352-354. Students collect sand from four different areas. One of the four sand samples collected from one of the suspects is used as the sand obtained from the crime scene. Using digital photography of images of the sand taken under a stereomicroscope, students present their findinds in the format of a Power Point Presentation showing the jury that one of the four sand samples collected from a suspect was consistent with the sand found at the crime scene.
7. Comparison Microscopes, Probes and Apps -Technology Part 2
Because forensic science classes are heterogeneously mixed in terms of students’ abilities and aptitudes, you will find some with little technology background, but you will also find many who really enjoy using technology. The benefit of using cooperative learning groups is that it helps students to learn more about technology from their peers while preparing a forensic project. Former forensic students have commented that prior to taking the forensic science class, they did not know how to create a Power Point, take digital images from their microscopes, and use probes to obtain data, use calculators to add assist in calculations and graphing. It was because of various group projects done during the forensics course that they acquired those skills from their peers and were able to apply those skills in their other courses.
Comparison Microscope
Activity 3-1 Trace Evidence: Hair, pages 66-69. Students can refer to the webinar on How to Make Your Own Comparison Microscope at by clicking on webinars. Using the technique described in the webinar, students photograph the microscopic images of all hair samples and create their own comparison microscope to help them in analyzing the crime scene hair evidence with the evidence hair of the four different suspects and the victim’s hair.
Probes
Activity 11-5 Tommy the Tub, pages 336-337. Using temperature probes, computers and a large plastic tub filled with warm water, students demonstrate how a body loses body heat over a twenty-four hour time period. Students apply this concept to an actual case study where the time of death was used to help solve a crime.
Apps
Example 1 Activity 11-2 Calculating Time of Death Using Algor Mortis, page 328-330. Once students understand how to use the algebraic equations to estimate time of death based on loss of body temperature, they can refer to an app for this purpose. Various environmental factors can be changed to see the effect on the loss of body temperature. Visit to and click on teacher resources and refer to apps)
Example 2 Activity 13-4 Estimation of Body Size from Individual Bones, page 385. Students learn how to do the calculations using algebraic formulae. Once they understand how to do the calculations, the student can refer to an app. that shows them how to estimate the body size from a bone. ( click on teacher resources and refer to apps).
Students include an actual case study where estimating the body size from skeletal remains was used to help with the identification of the skeletal remains. This could be applied to the identification of skeletal remains from mass gravesites, accident victims, wartime identification of remains or to better understand the life of ancient people whose skeletal remains were discovered. (Refer to two books: Written in Bone by Sally Walker and Breaking Ground, Breaking Silence by Joyce Hansen and Gary McGowan.
Example 3 Activity 17-1 Bullet Trajectory page 507-511 Information regarding the origination of a fired bullet can be estimated using bullet trajectory patterns. Students can refer to apps for bullet trajectory. (Visit , click on teacher resources and refer to apps)
8. Podcasts-Technology Part 3
Today’s students are very comfortable using technology to gain information and will tend to look for information from these resources. What is important when using information from any resource is to examine the information and the source of the information to determine if the information is scientific or not.
Podcasts are especially useful to:
A. Stimulate interest when first introducing a topic (‘Excite’ phase or your anticipatory set)
B. Use as extensions for extra credit
C. Use as an additional resource for a “flipped classroom”
D. Differentiate learning to meet the needs of heterogeneously grouped classes
(1) Auditory learners
(2) Advanced student who wants to know more than what's covered during class
(3) Alternative form of research for those students with reading difficulties
E. Use as an alternative type of assessment
(1.) Students listen to the Podcast (helps the auditory learner)
(2.) Students evaluate the Podcast for accuracy
(a) Scientific accuracy
(b) Evaluate the research, analysis and conclusions
(3.) Students do further research on the topic from scientific sources
(4.) Students research a case study that applies information discussed in the podcast
(5.) Students collaborate in small groups to discuss the topics and share information
(6.) Students perform a peer evaluation prior to their formal presentations
(7.) Students conduct a "poster" session or oral presentation to present their research
Students seem to really enjoy using these podcasts. Many students who tend to "resist" research and oral presentations found this activity interesting. After listening to the podcasts, their interest is piqued so that they were eager to learn more. By working in cooperative groups, students tended to view this more as a fun activity than a form of research.
For a list of links to forensic podcasts, visit our website at
Click on Teacher Resources and then click on Podcasts. Note there are many other sources of scientific podcasts that could also be used in addition to those listed in the website. A sample of some of the podcasts is given below:
Example 1 Chapter 8 Blood and Blood Spatter
• How Bloodstain Pattern Analysis Works
Example 2 and 3
Chapter 11 Death: Meaning, Manner, Mechanism, Cause and Time
• How Autopsies Work
• How ‘Body Farms’ Work
Example 4 Chapter 2 Crime Scene Investigation and Evidence Collection
• How Crime Scene Investigation Works
• How Crime Scene Photography Works
Example 5 Chapter 10 Handwriting Analysis, Forgery, and Counterfeiting
• How Handwriting Analysis Works
9. Kinesthetic Learning
A variation on the three dimensional models is to ask students to involve other students to “act out” or demonstrate a concept.
Example 1 Act 7-1 DNA Fingerprinting Simulation Using Dyes, pages 175-178 or Activity 7-3 Ward’s DNA Fingerprinting Simulation, pages 185-186. After learning about DNA fingerprinting and viewing different animations on the process, ask students to design and to participate in a DNA gel electrophoresis demonstration using students as the restriction fragments. Avoid telling them how to do this.
As a reference, refer to Forensics Who Dunnit? A Visual, Active Class Participation Simulation of Gel Electrophoresis article (Patricia Nolan Bertino). To view the article go to , click on the link for teacher resources and then demos.
Doing a kinesthetic alternative assessment is a good cooperative learning activity involving small group collaboration. Designing and performing the activity helps students to remember the process because they designed it and actively participated. A suggestion would be to have a student film the activity so that you can use it to show next year’s class.
Example 2 Activity 9-3 Drug Identification Activity, pages 271-275. This is a simple lab activity that uses indicators to detect the presence or absence of drugs. (Note common-over-the counter drugs are used to simulate illegal, recreational drugs).
After completing the lab activity, students are to research information about how the nervous system transmits messages resulting in behavior modification or other responses. Different teams of students will present student demonstrations that explain:
a. Changes in a neuron during an impulse
b. Nerve threshold levels
c. Difference between the brain receiving a strong vs. a weak stimulus
d. Neurotransmitter production and uptake
e. Neurotransmitter inhibitors
f. Effect of specific drugs on the central nervous system
Students work in small groups investigating the effect of various drugs on the central nervous system. Each team will present to the class how their particular drug affects nerve transmission and the central nervous system.
Example 3 Activity 8-2 Blood Typing, pages 221-223. After completing this activity, students can develop a skit that depicts the role of the various players in the immune system response regarding antigens, B cells, antibodies. To view an example of an Immune system “skit” or demo refer to our website and click on demos and then Immune System.
Ask students to research how an immune reaction is also used to distinguish the presence or absence of other human proteins used in human identification including various secretions.
If you have AP students, they could include other immune system players such as T-cells (T-helper, T-killer or cytotoxic cells), and secretions used for cell communication.
10. Creativity: Music, Art, Dance, Writing, Photography
Try to encourage students to integrate forensics and their creative abilities. It’s important to try to know about the “hidden” talents of your students. Many students may not excel on written exams, but if given an opportunity to combine forensics with a hobby or talent, you might be surprised at their ability to demonstrate mastery of a topic. Students doing these projects should also be able to explain their work and how it pertains to forensics.
Example 1 Music
Students can write a song, rap that helps you access their knowledge. Play for the students the Bio-Rad production of PCR to provide them with a model.
Example 2 Art
Students who are artistically inclined can draw sketches of bones demonstrating the difference in male and female bones, among racial groups or different age groups. Artistic students can be especially helpful in recreating a crime scene and drawing a crime scene sketch to scale.
Permanent works of art showing the difference in bullets, cartridge shells, bones, soil types, and glass fracture patterns, internal structure of the hair, blood stain patterns, and DNA structure could be produced on old discarded, flat bed sheets with a permanent marker. These works of art and teaching tools are easily stored and can be used year after year. (Be sure the artists sign their name!) Students come back the next year and are especially pleased to know their artwork is still being used!
Example 3 Dance or theater
Students can demonstrate a process using dance or theater and involve other students to assist with the demonstration. Dance is a learning tool for visual learners. Students remember these demonstrations because they were actively involved in their presentation.
Topics well suited for this type of activity would include:
a. Gel Electrophoresis Demonstration.
Refer to and click on teacher resources, demos and click on Forensics Who Dunnit: A Visual, Class Participation Simulation of Gel Electrophoresis (Bertino)
b. Demonstration on how paternity cases or personal identity is determined using STRs (Short Tandem Repeats). The assortment of STRs is through independent assortment of genes. Ask students to choreograph a dance that demonstrates how STRs are separated and later recombined in the offspring. Refer to Activity 7-2, Where’s The CAT? Simulation, page 179-183. (Note prior to STRs, scientist used VNTRs). Also refer to Activity 7-5 Which Man is the Father?” pages 189-190.
c. On a large scale production, students can demonstrate weave patterns or thread counts found in different types of fabric. Assemble the students on a football field. Each student has a roll of different colored crepe paper. Using the crepe paper and movement of the students, various weave patterns and thread counts can be easily visualized. The “dance” should be filmed from above in the bleachers and played back to students to show them how various weave patterns or different thread counts are produced... Refer to Activity 4-2 Bed Sheet Thread Count, pages 96-98 and also to Activity 4-3 Weave Pattern Analysis, pages 99-100
Example 4 Creative Writing: Short stories, Poems, Raps, Song lyrics
Encourage students to incorporate their knowledge of forensics into an original short story, poem, song or rap lyrics. After studying different types of forensic evidence students create their own story or song describing how a crime was resolved
Example 1 Refer to Activity 6-3 Studying Latent Fingerprints on pages 152-153. The story centers around a crime solved through the identification of fingerprints. The student can weave a story around the crime including in the story or song how the fingerprints were “lifted” and later analyzed to reveal that one of the suspects was present at the scene of the crime.
Example 2 Refer to Activity 12-2 Soil Profile Examination, pages 354-355. In this situation, the story revolves around a crime involving soil or sand evidence found in the thread of a sneaker or tire. The students can brainstorm ideas of what type of crime scenario could involve sand or soil. Because this form of assessment is more interesting for the creative writers in your class, it can encourage students to research why different environments have quite distinctive sand or soil.
Example 5 Photography
There are many possibilities for those forensic students interested in using photography. Every crime scene depends upon a photographer photographing the crime scene before anything is touched.
Refer to Activity 2-2 Crime-Scene Investigation, pages 41-47. As an alternative assessment, ask the “photographer” in your class to research what is the best way to take photographs at a crime scene? Perhaps the student could interview the local photographer from the police department in your community. Encourage the student to research what types of cameras are used? What is the best lightning to ensure details are visible? What is the best angle of lighting to use?
Throughout the year, ask the “resident photographer” to photograph your class demonstrations and displays. Have them create a photographic data base of items from or around your school. Examples include:
- Flowers and pollen from the school grounds Activity 5-1 Pollen Examination: Matching a Suspect to a Crime Scene
- Broken glass and fracture patterns Activity 14-1 Glass Fracture Patterns, pages 416-418
- Sneaker impressions of students in your class Activity 15-1 Casting Plaster of Paris Impressions, pages 450-453
- Tools and tool impressions Activity 16-3 Hammer Strikes on Wood
- Close up images of blowfly larva in various stages of development, Activity 11-3 Insect Study, pages 331-333
- DNA gels after electrophoresis Activity 7-3 Ward’s DNA Fingerprinting, pages 185-186
- Drug testing lab test results Activity 9-3 Drug Identification, pages 271-275
11. Book Report
Students may elect to read a book and do some type of presentation regarding the book. The instructor and students should discuss in advance what type of information should be in the presentation.
There are many wonderful forensics books of high interest to students that contain appropriate reading material for high school students. However, there are many forensics books that are not scientifically accurate or that contain gruesome accounts of crimes. Provide an approved reading list for students. (See , click on the link for teacher resources and refer to books and magazines) or develop your own “approved reading list.” Avoid readings describing mass murders and excessive violence.
Example: Written in Bone by Sally Walker. This book, written for students, describes the life of the early Colonists based upon their skeletal examination….What we can learn from bones.
Example: Breaking Ground Breaking Silence: The Story of New York’s African Burial Ground by Joyce Hansen and Gary McGowan. This book integrates anthropology, archaeology, history and culture. Over 400 skeletal remains were discovered located while excavating ground for a building site near Wall Street in NYC. The skeletal remains reveal the history of the lives of African Americans in colonial New York.
Example: Picking Cotton by Ronald Cotton and Jennifer Thompson-Cannino. Through Project Innocence, DNA evidence was used to help exonerate Ronald Cotton who had served eleven years for a crime he did not commit. The story is told by Ronald Cotton, the man accused and incarcerated for the crime and by Jennifer Thompson-Cannino, the woman who erroneously identified him in a line up as the man who attacked her. (Subject matter deals with rape so this may not be appropriate for younger students)
Example Death’s Acre by Dr. Bill Bass and Jon Jefferson. Written by the founder of the Body Farm, this story describes the process of decomposition under varying conditions. Dr. Bass’s work was innovative and for the first time provided a way to estimate time of death based on decomposition. In this book, Bill Bass describes his most intriguing cases.
Example Corpse: Nature, Forensics and the Struggle to Pinpoint Time of Death by Jessica Snyder Sachs. In this book, the author explores how time of death is estimated using nature and technology. As the title states, time of death is not an exact science. The importance of determining the time of death is that is can be used to exonerate an innocent person or to help link a suspect to a crime
Example The Romanovs The Final Chapter by Robert K. Massie. This is another book that integrates history, archeology, and anthropology. Robert Massie’s description of the fate of the Romanov reads like a detective story that shows how international teams of scientists collaborated in the identification of the skeletal remains of the Romanov family. Using information derived from personal accounts, written records and the skeletal and dental remains along with DNA, scientists were able to identify the skeletal remains.
For other examples of books for high school forensic students, go to and click on the link for teacher resources and then look for books and magazines.
12. Mini Poster
Mini Poster ideas, originally described by Brad and Carol Williamson, (NABT BioBlog April 4, 2012) provide an alternative assessment that also:
a. Requires students to present and defend their topic
b. Encourages discussion and student collaboration
c. Encourages students to evaluate evidence and information
d. Incorporates authentic peer review and formative assessment
e. Includes technology though the use of computer generated graphs and charts and it can include digital images.
f. Allows for easy revisions
g. Can be produced in a minimal amount of time and requires little space
‘ h. Can be assigned either as an individual or team project
To construct a mini poster:
1. Take two manila folders and glue or staple together to obtain a three page mini poster. (Remove the tabs. Use colored folders)
2. Use Post-it notes to post headings
3. Use a different color post-it note to add text under the headings
4. Glue graphs or images to the small post-it notes
Peer review and Question Answer Poster sessions:
1. Divide the class in half
2. One half of the class remains behind to present and defend their posters; the other half of the classes rotates from one poster to another and evaluates the poster and presenter. (Approximately 5 minutes is spent at each poster)
3. Reverse step 2 several times so that the poster presenters become the evaluators and the evaluators become the presenters and all students have been able to present and defend their poster and all students have been able to view all posters.
4. The instructor and the students should develop a rubric or guide to help to evaluate each poster and presenter.
5. Optional: Prior to the formal poster evaluations, encourage students to have at least one other student preview their poster. Minor corrections can be completed prior to the formal poster evaluations.
Example of Activities to be evaluated through Mini-Poster Sessions
Example 1 Capstone Project 3 “Analysis of a Forensic Science TV Show Episode” (or this could also be evaluation of a forensic novel), page 522-524.Students present a synopsis of the program or book. Students evaluate if the information depicted in the TV program or forensic novel is consistent or inconsistent with real CSI procedures. Any inconsistencies should be described along with an explanation of how it is actually done.
Example 2 Capstone Project 4 “Forensic Dumpster Diving-What the Garbage Can Tell Us, pages 525-530. Students collect garbage and develop a profile for the person or family who discarded the garbage. Refer to Figure 4-2 for a list of characteristics that can be discovered as a result of checking the garbage. Different students collect garbage from different households and through the mini-poster sessions display a Profile of the family based on the garbage.
Example 3 Capstone Project 5 “Physical Evidence Case Studies” pages 531-536. This is an excellent project for the first semester of forensics. Divide the class into teams of two. Each team selects a different type of physical evidence used in solving crimes. They become the “specialist” for that type of evidence.
Each team researches actual case studies where a crime was solved using that type of evidence. During the year, when you introduce a new type of physical evidence used to solve crime, the two student specialists or experts introduce the topic using a case study from their mini poster project. The team’s mini poster remains on display during that unit.
Categories for headings on the mini poster are found on page 533-534 in Figure 5-1 and Figure 5-2.
Display all the mini posters at the end of the school year to review all types of physical evidence discussed in the course.
13. Debate
Example 1 Capstone Activity 10 “How Reliable is the Evidence?” pages 553-556. Students are provided with advice on how to conduct a debate, what information to research along with a debate strategy form (found on the Instructor’s Resource CD)
Example 2 Activity 9-2 “Urine Analysis” pages 268-270. Refer to Further Study on page 270. Number 1. Students research information regarding high school drug use including steroids, recreational drugs and alcohol. After students have reviewed the symptoms and effects of drug use, students debate whether or not they feel schools should perform routine drug testing on athletes or on all members of the student body.
14. Mentoring with a forensic scientist, CSI, or Police person
If possible, try to find someone in forensic science or police who would mentor a student. This might entail the student spending a day or more with the person to learn firsthand about what really happens on the job. Information can be displayed or presented in a variety of formats including poster, brochures, Power Point Presentations, video, or oral presentation.
Example 1 Activity 15-4 Vehicle Identification, pages 460-463. Ask a student to observe how accident reconstruction is done using skid marks, vehicle identification marks to study the cause and effect of accidents.
Example 2 Activity 6-3 Studying Latent Fingerprints, pages 152-153. Ask a student to observe how police or CSI are able to lift a latent print and enter the print into the computer based data base.
Example 3 Activity 7-3 DNA Fingerprinting Simulation, pages 185-186 or Activity 7-4 Who Are the Parents?, pages 187-188. If there is a crime lab near your school, have a students spend a day with a technician who processes DNA. What modern type of analysis is done beyond the basic DNA gel electrophoresis fingerprinting? How are statistics important in analyzing the results of DNA testing?
Summary
The above examples are just some of the many ways that student learning can be assessed using varying formats that are designed to:
• Improve student comprehension and retention
• Provide differential assessments for heterogeneously grouped classes
• Encourage on-going and frequent assessments so that the teaching can be modified to enhance student performance
• Show case those “hidden” talents of students
• Motivate and inspire students to do better
• Make learning fun and exciting
Encourage students to propose and design their own forms of alternative assessments.
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