FORENSIC SCIENCE - PBworks



Science and TechnologyStage 3474980109220077184251092200Forensic ScienceMultipleIntelligencesBlooms Taxonomy and Graphic OrganisersKnowingUnderstandingApplyingAnalysingCreatingEvaluatingVerbalI enjoy reading, writing & speakingWho are forensic scientists ? Research the roles of the forensic expertsWorksheet 1AExamine features of writing. Compare and rate samples from class mates.Worksheet 6BChoose a crime that involves forensics.Use your research to complete a crime library worksheet 10AInvestigate soil types. Write a report on the various soil types.Create a find a word of Forensic WordsOrganise and conduct a debate on the value of shoeprints as evidence in court. Worksheet 8AMathematicalI enjoy working with numbers & scienceLocate information on Forensic Course at university and/or Scientist WagesCompare findings. Using information from hair scalpers worksheet construct a measure chartWorksheet 10CCreate a bar graphs of information gathered Human Traits 1BLip Types 4BJustify the amount of money spent on forensic investigations. Prepare a report for the class.VisualI enjoy painting drawing & visualisingMake a Poster Showing those unfamiliar traits - label them for others to recognise. Examine yourself closely and list your individual traits Worksheet 1BAnalyse features class members or teacher, to construct an identikit image using online program Extension Activity 2CCreate an abstract artwork Using Lip Prints Extension Activity 4BUsing Shoe Prints Extension Activity 8CKinaestheticI enjoy doing hands-on activitiesMatch writing on envelope to class members - identify the senderWorksheet 6CTake fingerprints analyse them and classify them.Worksheet 3BCompare and Contrast splatter patterns on various surfacesCompare Matrix Worksheet 5CConduct tests to identify odour /settling time/ texture etc of soilWorksheet 9B Identify white powders using senses / reactions. Evaluate analysis ability. Worksheet 7DMusical/DramaI enjoy making & listening to musicWrite and perform a ‘who dunnit’ musical play as a assembly itemWrite a review on the play InterpersonalI enjoy working with othersWork 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 5BCompare shoe prints. Identify the correct shoe from the printWorksheet 8BPrepare a report for the introduction of a ‘cutting edge’ technique you have developed in forensicsInterview a Police Officer or Criminal Lawyer IntrapersonalI enjoy working by myselfList fingerprint facts using word Example Sheet 3ADescribe the use of lip prints in forensics – and work out what pattern you areWorksheet 4AUsing 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 showConduct a SOWC * Analysis ? Ralph Pirozzo* Strengths/Opportunities/Weaknesses/Consequences Shaded cells are suggested core activitiesOverview – 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.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 wellstructured and wellpresented 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 fractionsH.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 2005Crime 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. a murder - Virtual Museum Canada Traits – Fingerprinting Images- Flashface Prints, Handwriting Styles and Counterfeiting Evidence Fact File Prints Crime Evidence from Earth ExperiencesDateTask 1116840990600457835Forensic SpecialistsResearch 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 sitesthelearningfederation.edu.au/tlf2/sitefiles/los/L387/index.htmlvirtualmuseum.ca/Exhibitions/Myst/en/game/index.phtml-190556515002165350Task 2Inherited and Other Traits Discuss inherited traits and explain terminology such as Darwins point/hitchhikers thumb/widows peak refer website 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 2ACreate a comparison bar graph Work sheet 2BSee who has the same traits and if any student is unique ! Extension Activity 2CVisit online identikit website flashface 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.-1905210185116840781685Task 3FingerprintsBrainstorming fingerprint facts (Example sheet 3A)List Information on Chart using Microsoft WordStudents to take own fingerprints for analysis and comparisonComplete Taking and Lifting prints Worksheet 3B116840429260Task 4Lip PrintsResearch the use of Lip prints in ForensicsIdentify 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 1187459080501168402165350120650-6627495187325-1047115Task 5Splatter PatternsBrainstorm 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 5ADiscover how the size and shape of droplets change as they fall from different heightsDiscover how movement either LR or RL can be revealed looking at splatter plete 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 5CTask 611874518630901187451177290118745342900605790Investigate: ForgeriesInvestigate Handwriting styles – Information Sheet 6A spacing/lettersize/letter formations/slant/writing on or above lines/dotting ‘i’s’ and crossing ‘t’s’/ quality of pen Visit website 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 71168401292860-190560706011684035560116840160305751168404950460235585495046011684049504601873253553460Trace EvidenceBrainstorming what is trace evidence and what senses Would you use in the identification process. See Kidspiration example 7ATeacher 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 7CStudents to work methodically with one powder at a time recording results as they go completing the White powder analysis matrix. Worksheet 7DExtension ActivityEvaluate how well students performed using their senses with powders and how the activity could be improved.116840289560Task 8Shoeprints or Footwear PrintsPrepare for a debate on the value of using footwear prints as evidence Read information sheet and/or research topic Worksheet 8ATake 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 8C1168401048385Task 9Dirt AnalysisBrainstorm 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 plete a description and record Worksheet 9A1168401394460116840937260Task 10Hair ScalpersDiscuss What makes up hair – types/colours of hairRefer to information Worksheet 10A conduct a verbal discussion panelExamine hairs samples of self and 2 others look at colour/length/texture/plucked/combed/cut/tapered/split end Complete comparison matrix 10CExtension Activity Hair measurement Comparison - Choose 10 friends and collect hair samples.Measure each sample and collate information including colour/plete Hair Measurement Worksheet 10D1187451200150Task 11SOWC * Analysis ? Ralph PirozzoStrengths/Opportunities/Weaknesses/ConsequencesStudents 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 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 IdeasForensic Odontologists – looking at teethD.N.A. *Looking at BonesLie Detecting *Entomological Evidence (Insects)Chemicals *The use of Canines (Dogs)WorksheetsExamplesand Instructions 22561551102995Worksheet 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.Worksheet 2A5818505-403860Name ________________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. Eye colour ________Height _________Shoe size _______Scars ___________Other interesting facts _________________________________A. I have detached earlobes B.I have a hitch hikers thumbC.I can roll my tongueD.I have straight hairE.I have hair on my knucklesF.I have a widows peakG.I have freckles on my faceH.I have dimples when I smile I.When I clasp my hands together my left thumb is on topJ.My big toe is longer than my other toes4749800180340K.I am right handed L.Dimple in my chinM.Wiggle my earsINVS3.7 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 ResultsAfter 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:ABCDEFGHIJKLMNumber of students with the traitWhat is the most common trait in the class ? ______________________What is the least common trait ? ______________________________Are there any traits that no person had ?__________ If so what was it ? ________________________________________________________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 graphsExample 3AFinger Print Facts 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 wombThey 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 oilsFingerprints are used for identification purposesIdentical twins do not have identical fingerprintsThere 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 computerAFIS - 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 wellstructured and wellpresented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.Worksheet 3BName __________________FINGERPRINTING ACTIVITY154368557150Collect 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. RightThumbRight indexFingerRightMiddle fingerRightRing fingerRight littleFingerTYPETYPETYPETYPETYPELeftThumbLeft IndexFingerLeftMiddle fingerLeftRing fingerLeft littleFingerTYPETYPETYPETYPETYPEUse inkpad for right hand Use graphite rub and sticky tape for left handINVS3.7 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 Sheet1899920228600Fingerprint – Inkpad MethodYou will needInkpadScrap paperRoll finger on inkpad – do not press too heavyRoll first print on scrap paper – often first print is too darkRoll 2nd (or 3rd) print on to worksheetRepeat for other fingers and thumbIdentify your printFingerprinting – Graphite Rub MethodYou will need:Sticky tapeScissorsLead PencilScrap PaperHave tape cut into suitable lengths ready to useRub lead pencil onto scrap paper – until dark smudge appearsPress finger into smudge and roll until finger turns greyPlace tape over finger then gently peel off – your should see you printStick the tape plus print on to the worksheetRepeat for other fingers and thumbIdentify your printWorksheet 4AName __________________ 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:?? ?? ?? 3964305189865995680189865Branching grooves47955201289059956801289052895600128905My Lip PrintI believe my pattern is similar toTaking Lip PrintsWhat you will needWhite paper or cardboard Lipstick TissueMethodApply lipstick to your lips Pucker upGive the paper or cardboard a quick kiss Glue your print in the box and determine your patternINVS3.7 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 5ASpatter Patterns Information Worksheet 5BName ____________________Splatter Patterns 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.3284220147955You will need5 pieces of white paperNewspaperThin red paintSyringe (without needle)Ruler and metre rulePreparationMethodMark at the bottom of each pieceDropped from 20cmDropped from 50 cmDropped from 1metrecmDropped from Left to RightDropped from right to LeftPlace white paper on newspaper in an open areas (free from any breeze)Fill syringe up to 5ml with paint and make a test squirt from 20cm on to newspaperNow make a squirt on to your from 20cm on to the white paperRepeat for 50cm and 1 metre (on the each of the marked papers)For Left to Right and Right to Left fill syringe to 10ml and move hand quickly in directionDescribe ObservationsSize (measure the largest splatter across)2849880283845Shape (oval, round, jagged edges, irregular sized) small dots, large dots, clumped together, spaced out)4987290157480Measure 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 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 cellFolCriteria or attributes Surface Spread easily quickly 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 rmation Sheet 6ADetection of Forged HandwritingHandwriting 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 wordsLetter size – especially height compared to width, connecting strokes between lettersUnusual letter formations – loops / curls/ combinations of printing and cursiveSlant of letters – left or right and angle of slantWriting above or below the lineCrossing of t’s and dotting of I’sQuality of pen – eg smooth shaky confident / jaggedSpelling errorsHowever 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. Worksheet 6B5462270-175260Name__________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 ratingForgery is a crime ! Therefore, forensic handwriting experts are required to differentiate between authentic and forged writing and signatures. Signed __________________________Authentic________________________________________________________________________________________________________________________________________________________________________Signed Forgery________________________________________________________________________________________________________________________________________________________________________Signed Rating Code5 = perfect4 = really good 2 = not bad 1 = poor 3 = good Spacing Letter sizeSlant of lettersWriting above or below the lineCrossing of t’s and dotting of I’sQuality of pen – eg smooth shaky Spelling errorsOther ____________________5581015-228600Worksheet 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.59372503517903. 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 !EnvelopeNumberStudentNameMarkingEnvelopeNumberStudentNameMarking116217318419520621722823924102511261227132814291530Correct answers I achieved _____Highest Score in class was ___ Kidspiration Example 7ATrace 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:Sight 2 Smell3 Touch4 Taste 5 HearPowders has been done for you -11874514605WS3.9 Produces a wide range of wellstructured and wellpresented 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.TEACHER INSTRUCTIONS 7BWHITE POWDER ACTIVITY 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 analysisAGBFStation Instruction 7C1187451104905699760110490SightStation 1 Instructions1. 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.5699760-116840118745-116840TouchStation 2 InstructionsWith your eyes closed rub the control powder between your fingers using only your sense of touch - write a brief description.Rub each of the sample powders between your fingers – write a brief description.Identify which sample matches the control powder.2374901035055937250103505SmellStation 3 InstructionsSmell of the control powder gently – write a brief description.Gently smell each of the sample powders – write a description.Identify which sample matches the control powder.10687051758955818505175895ReactionStation 4 InstructionAdd a few pinches of the control powder to container 1 – add water and stir – write description.Add few pinches of control powder to container 2 – add vinegar and stir – write plete same testing on samples and water – write brief plete same testing on samples and vinegar – write brief description.Worksheet 7BWhite 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:SightTouchSmellReactionAfter 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 LuckINVS3.7 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 7DName __________ White Powder Analysis SIGHTLOOKS LIKETOUCHFEELS LIKESMELLSMELLS LIKEREACTIONControlPowderDescriptionWATERVINEGARPOWDERAWATERVINEGARPOWDERBWATERVINEGARPOWDERCWATERVINEGARSIGHTLOOKS LIKETOUCHFEELS LIKESMELLSMELLS LIKEREACTIONPOWDERDWATERVINEGARPOWDEREWATERVINEGARPOWDERFWATERVINEGARPOWDERGWATERVINEGARResults SheetFor the 4 tests on the powders I have come up with these results after testing;1. SightPowder matched the control powder 2. TouchPowder matched the control powder 3. Smell Powdermatched the control powder4. ReactionPowder matched the control powder The order of the letters I have recorded was :CBGAFEGBAGBFEABDDEFGCABGSomething Else ____________________List the 7 powdersA =____________________B =____________________C=____________________D=____________________E=____________________F=____________________G=____________________Information Worksheet 8AName __________________Shoeprints or Footwear Evidence – Debate MaterialShoeprints 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. 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 8BName __________________Making a Shoe Print4512310126365Making 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 needPlaster of ParisWaterBucket or container for mixingShoeHairsprayCardbaord Collar 10cmx40cmMake an impression from a shoe into clay or damp soil451231017145Arrange cardboard collar around impressionSpray with hairspray to make the dirt ‘hold’Mix Plaster of Paris according to packet instructionsGently pour Plaster of Paris into impression – allow to completely setCarefully cast and brush off excess dirt DMS3.8 Develops and resolves a design task by planning, implementing managing and evaluating design processesWorksheet 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.187325-6985Sample AFromSample BFromSample CFromSample DFromWeightof? cup of dirtgramsgramsgramsgramsDirt descriptionunder microscopeOdourTime to settlesecondssecondssecondssecondsFloating MaterialWater through dirtafter 30 secondsmlsmlsmlsmlsINVS3.7 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.InstructionsWeighing Dirt0103505Using the measuring cup to obtain ? cup of dirt.Tip into scales and note the weight in gramsReturn the dirt back to the correct containerRepeat for all samplesInstructionsUnder the Microscope/Magnifying GlassTake ? teaspoon of dirt and place under the lens of the microscopeUsing 10X magnification focus to enable description4631055159385Note words to describeDirty Wordsgrainy, angular, coarse, fine, sandy, lumpy, woody, brown, black, grey, red, Repeat for all other samplesInstructionsOdour4868545415925Take the container of dirt and place it under your noseSniff dirt (gently – you don’t want it up your nose)Apply a word that best describes the smell Smelly Wordsmusty, mouldy, rank, dusty, mildew, stale,salty, fresh, compost, no smell,Repeat for all samplesInstructions - Time to Settle Place 2 dessertspoons of dirt into beaker23749051435Fill the beaker with 1 cup of water & stirRecord how long it takes for the sample to settleRepeat for all samplesInstructionsFloating Material-118745103505Place 1 tablespoon of dirt into a beakerAdd 1 cup of water and stirRecord any objects that float to the surfaceObjects that float:leaves, small pieces of wood, grass,stalks, small insectsRepeat for all samples Instructions Water through Dirt4987290762635Fasten a piece of cloth over the small end of the funnel attach with rubber bands or tapeSuspend each funnel over a measuring jar/jugEmpty ? cup of dirt into the funnel.Measure out and pour one cup of water into funnel.Observe as the water runs down through the soil.After 30 seconds how much water in mls collects in the jar? Worksheet 10AHAIR 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 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 4393565236220for 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.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 Worksheet 10BName _________________Hair ScalpersActivity 1To feel the cuticle, just pinch a single long hair between your fingers starting up near the root. 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.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 2Gently comb your hair over a piece of blank paper.Count how many hairs fell on to the paper.Use a small piece of sticky tape and place in on to the sample box (see your sheet).Now gently pluck one hair from your head and tape it next to the first hair.Using a magnifying glass examine each hair and make a general statement/description.Activity 3Collect samples from 3 other people (plus yourself makes 4).Tape them into your sample boxes.Examine each hair using the magnifying plete the table on your work sheet.534352552705Activity 4Pat your clothes with sticky tape.See how many hairs are stuck on you.Are they all yours? Are they a dog/cat or other persons?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.Worksheet 10C5699760-403860Name __________________ Hair Scalper Results When I combed my hair _____ hairs fell on to the page. My Hair samplesCombed hair samplePlucked hair sampleComparing Hair samplesSample from my hairSample 1 from---------------------Sample 2 from---------------------Sample 3 from----------------------My HairSample 1Sample 2Sample 3ColourLength (mm)Texture: (wavy/straight)Plucked/combedCut/tapered/split endsSample of hair and fibres from my clothesDescription of what I ‘picked upActivity 10DName ____________ Hair Measurement ActivityFrom the records obtained in activity 10C choose 10 different people and obtain the length of their hair.Read all instructions firstList name List colour of hair next to nameList measurement in cm from shortest to longestAnswer questionsWho had the longest hair ? _____________________Who had the shortest hair? ____________________How many people had approximately the same length of hair ? ____Did any one hair colour dominate _______ what colour ? ________What was the difference between the longest and shortest hair length4631055275590What was the longest length for Blonde _________Brunette/Brown _______Black ________Red _________What was the shortest length forBlonde _______ Brunette/Brown_______ Black_______Red_______WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.Evaluation Worksheet Name ___________SOWC ANALYSIS? Ralph PirozzoForensic Science Unit of WorkStudents 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.StrengthsOpportunitiesWeaknessesConsequences ................
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