Using CSI to Teach Science to Middle School Students

Using CSI to Teach Science to Middle School Students

M. Kimberly MacLin, Dwight J. Peterson, Ryan Tapscott* & Otto H. MacLin

University of Northern Iowa *Iowa State University

Abstract We describe the process of implementing a CSI event for middle school students to introduce science content and methodology via the applied (and engaging) context of crime scene investigation. Students rotate through stations (e.g., fingerprinting, composites, blood-hair-fiber, entomology, memory, etc) and then participate directly in processing the scene of a mock crime event. Later, a closing ceremony is used to discuss the event, what they learned, and to honor the students as junior scientists.

Overview Capitalizing on the inherent interest in shows like CSI, we developed an interactive, science-based curriculum for middle school students. This project is designed to be implemented in a learning camp context that runs for at least half a day, or up to a full week. This CSI event teaches science content and methodology via the applied context of crime scene investigation. The event focuses on teaching and doing. Students do not just learn science content, they get to see it at work, and get to participate themselves.

Teaching Through Content-Rich Stations

The teaching portion of the event uses stations to teach small groups of students the science content. The stations focus on the science behind the topics, the science on the topics (effectiveness, failure rates, etc), the practical use of these scientific principles in crime scene investigation, and the education and training necessary for each career. Materials at each station include images, simulations, computer programs, demonstrations, hands-on activities, and information on appropriate majors in college and training options.

Entomology Station

At the forensic entomology station they learn about and see examples of the life cycle of various insects known to be present at crime scenes, practice identifying insects and their stages of development, and learn the scientific practices experts use to gather and preserve entomological evidence.

Diptera larvae

Fingerprinting

Stations

At this station, the students learn about what fingerprints are, how they are classified, view their own, and learn dusting and lifting techniques.

Arch

Loop

Whorl

Composite Art

This station introduces the students to the actual software that many police agencies use to make a sketch of a perpetrator.

Composite Software

Forensic Photography

This station demonstrates basic digital camera technology and covers topics such as depth and field perspective, parallel and intersecting planes, properties of light, and relative size of objects, as well as the forensic importance of documenting the scene.

Memory

Stations

Students learn the various types and functions of memory, and participate in the classic Roediger & McDermott (1995) false memory activity. They then focus specifically on eyewitness memory. They learn how memory evidence can become contaminated and are trained in how to effectively and accurately gather eyewitness memory reports using science-based federal guidelines.

Leading Questions Can Impact Memory

Teaching Through Doing: The Mock Crime

After completing all stations, the students get to put their knowledge to work by processing a mock crime scene. Upon arrival to the scene, They identify and collect evidence, interview witnesses, create composite images, photograph the scene, and create initial reports. They may return to the nearby stations to gather materials, equipment, or information.

The Nitty Gritty

Students. The students were middle school students involved in an TRIO (Talent Search or Upward Bound) summer program.

Trace Evidence

This station covers the elements of trace evidence collection. First students learn about the properties of hair, fiber, and blood, and then about the various techniques for collecting these specimens, and what the ultimately tell us about the crime.

Determining Angle of Impact

C B

A Angle of Impact = 10 degrees. Right Triangle: C2 = A2 + B2; Tan O= B/A, B = Tan O x A A = Distance from bloodstain impact to area of convergence. B = Distance from impacted surface to origin. If A = 20cm, then B = Tan 10 degrees x 20cm = .176 x 20 cm = 3.5 cm.

Location. The stations were set up around the perimeter of a university ballroom in a U-shape. The crime scene was set up in the back of the ballroom when the students were off-site for lunch.

Staff. Each station was staffed by a undergraduate or graduate student with expertise in the content area. The perpetrator, victim, and witness were from a local high school. The event was developed and coordinated by two psychology faculty members.

Alternatives. This project could easily be modified for a 1-day, 3-day, or week long camp. Additional stations can be included (e.g., DNA, Paramedics).

Materials. Some materials are easily accessible (baggies, gloves, tweezers, cotton swabs, etc). Forensic equipment is available online (e.g., or ). Curricular material is available from the first author (kim.maclin@uni.edu).

Adult Blow Fly

CSI:UNI 2007

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