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Forensic Science !Lab Manual!

!!!!!!!!!!!!!!!!!!Rick Goldstein!Paideia School!

2014-2015!(Last edited 6/27/14)

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Table of Contents!!!!Introduction! ! ! ! ! ! ! ! ! ! p. 6!!!Term 1 Lab Activities:! ! ! ! ! ! ! ! !!Unit #1 Chapters 1-4!!Lab #1-1 ! Crime Scene Practical #1 – An Introduction! ! ! p. 7!Handout ! History of Forensic Science – an Abbreviated Timeline!p. 9!Handout ! Forensic Science General Vocabulary! ! ! ! p. 11!Lab #1-2 ! Locard’s Exchange Principle! ! ! ! ! p. 17!Handout! Jascalevich Case Summary! ! ! ! ! p. 19!Lab #1-3! Crime Lab Organization -- Poster project!! ! ! p. 21!Handout! Miranda and search warrant quizzes and answers! ! p. 23!Handout! Proper Packaging of Evidence! ! ! ! ! p. 27!Lab #1-4 ! Evidence Collection!! ! ! ! ! ! p. 29!Handout! Camarena Case Summary!! ! ! ! ! p. 31!Lab #1-5 ! Crime Scene Practical #2 – Surface Recovery! ! ! p. 33! !Lab #1-6! Historical Case Study presentations ! ! ! ! p. 37!Lab #1-7 ! Eyewitness Reliability! ! ! ! ! ! p. 39!Lab #1-8! Witness Identification Follow Up – practical reality! ! p. 41!Lab #1-9! Microscopy ! ! ! ! ! ! ! ! p. 43!Lab #1-10! Vehicle Lamp Examination ! ! ! ! ! p. 51!Lab #1-11 ! Refractive Index of Glass Fragments! ! ! ! p. 55!Lab #1-12! Glass Fracture Patterns! ! ! ! ! ! p. 59!Lab #1-13! In-Class Writing assignment ! ! ! ! ! p. 61!Lab #1-14! Sand Analysis! ! ! ! ! ! ! p. 63!Lab #1-15! Soil Testing! ! ! ! ! ! ! ! p. 65!Handout! Test #1 study guide! ! ! ! ! ! ! p. 69!!!

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Term 1 Lab Activities (continued):!!Unit #2 Chapters 5-11!! ! ! ! ! !Lab #2-1! Chromatography of Inks ! ! ! ! ! ! p. 71!Handout! GC/MS explanation and example!! ! ! ! p. 73!Lab #2-2! Fusion of TNT! ! ! ! ! ! ! p. 77!Lab #2-3! Hair Analysis!! ! ! ! ! ! ! p. 79!Lab #2-4! Fiber Analysis! ! ! ! ! ! ! p. 85!Lab #2-5! Paint Chip Analysis! ! ! ! ! ! ! p. 89 !Lab #2-6! Wayne Williams -- Atlanta Child Murders case study! ! p. 91 !Lab #2-7! Cocaine in Urine! ! ! ! ! ! ! p. 93! !Lab #2-8 ! DUI Lab! ! ! ! ! ! ! ! p. 95!Handout! Tylenol Murders case summary! ! ! ! ! p. 99!Lab #2-9! White Powders! ! ! ! ! ! ! p. 101!Lab #2-10! Arson Investigation! ! ! ! ! ! ! p. 103!!Handout! TWA Flight 800 Bombings case summary ! ! ! p. 107!Lab #2-11! Explosives Analysis!! ! ! ! ! ! p. 109!Handout! Boston Marathon Bombings case summary! ! ! p. 111!Handout ! Test #2 study guide! ! ! ! ! ! ! p. 113!!!!Unit #3 Chapters 14-16 + polygraph, profiling, psychology!! ! ! ! !Handout ! Madrid Subway Bombings/Mayfield case summary! ! p. 115!Lab #3-1! Fingerprints! ! ! ! ! ! ! ! p. 117!!Lab #3-2! Locks and keys! ! ! ! ! ! ! p. 125!Lab #3-3! Tire impressions ! ! ! ! ! ! ! p. 127!Lab #3-4! Footwear Impressions and Tool Marks ! ! ! ! p. 131!Lab #3-5! Crime Scene Practical #3 – Collective Analysis!! ! p. 133!Lab #3-6! Firearms and Bullet matching! ! ! ! ! p. 137!Lab #3-7! Bullet Trajectory! ! ! ! ! ! ! p. 141!Lab #3-8! Serial Number Restoration!! ! ! ! ! p. 143!Lab #3-9! Questioned Documents ! ! ! ! ! ! p. 145!Lab #3-10! Polygraphs with heart rate monitors! ! ! ! p. 149!Lab #3-11! Crime Scene Practical #4 – Team Creativity ! ! ! p. 151!Handout! Test #3 study guide! ! ! ! ! ! ! p. 153!Handout! End of Term Self/Course Evaluation! ! ! ! p. 155!! !!

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Introduction!!The Paideia School Forensic Science Program started in 1998 as a Short Term class. Students who watched crime investigation TV programs and wanted to understand the real science behind these shows inspired the first class. After two years, the Short Term class evolved into a single Long Term elective lab-based class for juniors and seniors. A year after that the current full-year format elective course was created. !!In addition to the Long Term high school forensic classes, some Short Term cross-aged science classes with forensic topics are offered for elementary students in January. In the junior high, forensic classes are occasionally offered in their short term. Alums can get a taste of forensic science in the “Back To School” evening programs in the spring.!!There are three basic components to the high school forensic classes. First, we do more than 60 hands on practical lab activities found in this Lab Manual. Second, we have 15 - 20 visits from professionals in the forensic community each school year. And third, information from the textbook, online resources, and lectures are incorporated as well.!!This Lab Manual is the result of 15 years of refining labs that I have used in various forms, parts of which have come from many different sources. All sources have given permission to use, edit and pass on their original work for use in this educational setting. A Janet Blumenthal Faculty Grant helped to fund some of the research that went into this work.!!I hope you learn from and enjoy the following labs and activities.!!Rick Goldstein!!August 2014!!! !!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #1-1 “In the Beginning . . . ” (Crime Scene Practical #1 -- An Introduction)!!

On this, your first day of Forensic Science, you will be asked to investigate a crime scene to the best of your abilities. You will be given an area and asked to do what any professional investigator would be asked to do – collect the evidence and figure out what may have happened. So, you and your group will have a few minutes to plan out your strategy. Then go solve your first crime scene practical.!!

Lab #1-1 Write up questions:!!1. Describe the scene as you first approached it.!!!!!2. List what you did individually for the activity.!!!!!3. What do you think happened in this crime scene?!!!!!4. Explain purpose of the lab. Why did we start the year doing this lab?!!!!!!5. Generally, what did you learn from this experience about yourself and how

you function in a group?!!!!!6. Specifically, what should you individually do differently when facing the next

crime scene practical?!!!! 6

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Forensic Science !Rick Goldstein! !Handout: Forensic Science - an Abbreviated Timeline !!1000 BCE Chinese used fingerprints to identify documents and clay sculpture.!1248!! Hsi Duan Yu, first use of medicine to solve crime: drowning vs. strangulation.!1784!! First physical matching: newspaper in pistol matched piece in Brit’s pocket.!1813!! Mathiew Orfila “father of modern toxicology” published his book on poisons.!1883!! Alphonse Bertillon, a French police employee, invented anthropometry.!1887!! Arthur Conan Doyle published the first Sherlock Holmes.!1889!! Alexandre Lacassagne individualized bullets to gun barrel by lands and grooves.!1892!! (Sir) Francis Galton published Fingerprints.!1894!! Alfred Dreyfus convicted of treason based on mistaken Bertillon handwriting id.!1896!! (Sir) Edward Henry published Classification and Uses of Finger Prints. !1900!! Karl Landsteiner discovered ABO human blood groups. Nobel Prize in 1930!1903!! Will West confused with William West by anthropometry, fingerprinted in 1905. !1904!! Edmund Locard: “Every contact leaves a trace.”!1910!! Locard, starts the first police crime laboratory in Lyons, France.!1910!! Albert Osborne published Questioned Documents.!1923!! Frye v. US “general acceptance” standard, polygraph test results inadmissible.!1924!! LAPD has the first U.S. police crime laboratory. !1926!! In Sacco & Vanzetti, Calvin Goddard used comparison microscope on bullets.!1929!! Calvin Goddard’s work on the St. Valentine’s Day Massacre.!1932!! FBI created first national crime laboratory in US. !1937!! Walter Specht developed luminol as a presumptive test for blood.!1941!! Murray Hill initiated the study of voiceprint identification. !1945!! Frank Lundquist developed the acid phosphatase test for semen.!1954!! R. F. Borkenstein invented the Breathalyzer for field sobriety testing.!1971!! William Bass starts the Body Farm at UT Knoxville.!1974!! The detection of gunshot residue (GSR) using scanning electron microscopy. !1975!! Federal Rules of Evidence, “relevancy standard” to admit scientific evidence!1976!! Zoro and Hadley first evaluated GC/MS for forensic purposes.!1977!! Masato Soba developed latent prints using “Superglue®” fuming.!1977!! The FBI introduced AFIS with the first computerized scans of fingerprints.!1978!! ESDA developed by Freeman and Foster!1983!! PCR first conceived by Kerry Mullis!1984!! (Sir) Alec Jeffreys developed the first RFLP DNA profiling test!1986!! First DNA profiling case, Jeffreys id’s Colin Pitchfork for English girls’ murders!1986!! same case, first time DNA used to exonerate an innocent suspect!1986!! Pestinikas case, first US PCR DNA testing, autopsy samples from same body!1987!! First US RFLP DNA profiling. Tommy Lee Andrews sexual assaults in FL.!1991!! IBIS, ATF compares marks on fired bullets, cartridge cases and shell casings!1991!! CODIS, DNA database created!1992!! Thomas Caskey discovered forensic DNA STR typing.!1993!! Daubert v. Merrell Dow, judge is “gatekeeper” for admitting scientific evidence!1996!! Tennessee v. Ware, first mitochondrial DNA typing admitted in a US court.!1999 !! Kumho Tire v Carmichael. Judge is “gatekeeper” for non-science evidence.!Bold = know for quiz!

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Forensic Science ! ! ! ! ! !Rick Goldstein! ! ! !Handout: Forensic Science General Vocabulary!!These are the basic term that you should know by the time this course is completed. !!Abrasion! An injury in which the skin has been scraped off!Accelerant! Fuel used to make a deliberately set fire burn more

vigorously!AFIS! Automated Fingerprint Identification System Scans

fingerprints electronically and plots the positions of their ridge characteristics, comparing them with prints in a database.!

Algor Mortis! ! The postmortem cooling of the body.!Antemortem! ! Before death!Anthropology!! Identification and examination of human skeletal remains!Anthropometry! The first system of personal identification by a serious of

body measurements.!Arches! Fingerprint ridges that rise above one another at their center

like an arch.!ATF! ! ! Bureau of Alcohol, Tobacco, Firearms, Explosives!Autopsy! The internal and external examination of a body after death.

An autopsy is performed to confirm or determine the cause of death and establish other pre-death conditions, such as the type of food last consumed and the time it was consumed.!

Ballistics! The study of the motion of bullets and their examination for distinctive characteristics after being fired. Examiners can use this evidence to match bullets or bullet fragments to specific weapons.!

Blood Splatter! The pattern of blood that has struck a surface. This pattern can provide vital information about the source of the blood. Can help determine the size and type of wound, the direction and the speed with which the perpetrator or victim was moving, and the type of weapon used to create the blood spill.!

Caliber! The diameter of the bore of a rifled firearm, usually expressed in hundredths of an inch or in millimeters.!

Cause of death! COD is the action that resulted in death, a blow to the head or brain hemorrhage!

Chain of Custody! A list that records every official person who handles a piece of evidence. Those in the chain put their initials and the date on the evidence container.!

Class Evidence! Evidence that is specific enough to identify overall characteristics but too general for a unique identification!

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CODIS! Combined DNA Index System (FBI) Used to share DNA profiles kept in the FBI's National DNA Index System (NDIS) with law enforcement bodies.!

Cold Case! An old unsolved criminal case. Many are now being solved with the advent of DNA test.!

Comparison Microscope! A microscope that has two compound light microscopes with an optical bridge, so that two samples can be viewed in a single eyepiece. It is used to match trace evidence such as fibers and bullet casings.!

Composite Drawing!A sketch of a suspect produced from eyewitness descriptions of one or more persons.!

Contamination! The act of ruining evidence by depositing outside trace evidence, including DNA, on items from a crime scene or suspect.!

Contusion! ! A bruise in which the skin is not broken.!Coroner! Public official who is responsible for investigating any death

that may not have had a natural cause!Crime Scene Investigation Unit! Specially trained personnel (civilian and/or

police) to collect and preserve physical evidence to be processed at the crime lab.!

Criminalistics! The scientific study and evaluation of physical evidence in the commission of crimes.!

Criminology! The study of criminal activity and how it is dealt with by the law.!

DEA! ! ! Drug Enforcement Administration!DNA! ! ! Deoxyribonucleic Acid!DNA Electrophoresis! The technique by which DNA fragments are placed in

a gel and charged with electricity. An applied electric field then separates the fragments by size, as part of the process of creating a genetic profile.!

DNA Profiling! The process of testing to identify DNA patterns or types. In forensic science this testing is used to indicate parentage or to exclude or include individuals as possible sources of bodily fluid stains (blood, saliva, semen) and other biological evidence (bones, hair, teeth)!

DOA! ! ! Dead on arrival!Entomology! ! Study of insects in relation to a criminal investigation!Evidence! Anything that has been used, left, removed, altered, or

contaminated during the commission of a crime or other event under investigation!

Evidence Technicians! A person assigned of a suspect collecting and storing evidence!

Expert Testimony! A witness who through education and /or expirience has knowledge on a subject that aids in the incrimination of a suspect!

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Expert Witness! A specialist witness, such as a forensic scientist, who testifies at a trial.!

FBI! ! ! Federal Bureau of Investigation!Fingerprint! The unique patterns created by skin ridges found on the

palm sides of fingers and thumbs.!Firearms Unit! Examination of Firearms, discharged bullets, Cartridge

shells, shotgun shells, ammunition. Comparison of marks made by tools. Detection of firearms discharge residues and approx. distance from target!

Forensic Engineering! Concerned with failure analysis accident reconstruction!

Forensic Psychiatry!Human Behavioral Patterns and Profiles!Forensic Science! Application of science to the criminal and civil laws that are

enforced by police agencies in a criminal justice system!Fracture! ! A break, crack, or shattering of a bone!Functions of a Forensic Scientist! Analysis of physical, Provide expert witness

testimony, provide training in recognition collection, preservation of evidence!

Gas Chromatograph (GC)! A forensic tool used to identify the chemical makeup of substances. The questioned substance is burned at high temperatures. The temperature at which this material becomes gas is then charted to determine its makeup.!

GBI! ! ! Georgia Bureau of Investigation!Gene! A unit of inheritance consisting of a sequence of DNA that

determines a particular characteristic in an organism.!Genome! ! The complete set of DNA within a cell!Gunshot residue! Unburned primer powder sprayed on to the hands of

someone firing a gun, and possibly on to the target!Hemoglobin! A red blood cell protein responsible for transporting oxygen

in the bloodstream. Provides the red coloring of blood.!IAFIS! Integrated Automated Fingerprint Identification System

(FBI's). Police forces can submit samples to be compared to those on this computerized database!

IBIS! Integrated Ballistics Identification System, bullet database!Indented Writing! Examination of the visible depression appearing on a sheet

of paper underneath the one on which the visible writing appears!

Jurisprudence! The philosophy or science of Law.!Laceration! ! A cut that is deep enough to need stitches!Latent fingerprint! A fingerprint made by deposits of oils and/or perspiration, not

usually visible to the human eye.!Polygraphy ! Lie Detection by means of a machine that charts how

respiration and other bodily functions change as questions are asked of the person being tested. An attempt to knowingly provide false answers can cause changes in bodily functions.!

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Ligature! ! A cordlike object used for strangulation!Livor mortis! A coloration of the skin of the lower parts of a corpse caused

by the settling of the red blood cells as the blood ceases to circulate!

Locard's Exchange principle! ! Whenever two subjects come into contact with one another, materials are exchanged between them.!

Loops! Fingerprint patterns consisting of ridges that double back on themselves.!

Luminol! A chemical that is capable of detecting bloodstains diluted up to 10,000 times. Is used to identify blood that has been removed from a given area.!

Manner of Death! MOD is a legal classification of how someone died determined by the coroner. Suicide, natural, accidental, or homicide!

Mass Spectrometry!A technique used by toxicologist to identify chemical compositions. The instrument breaks a chemical down into its ions and accelerates them in a magnetic field that produces a unique spectrum.!

Medical Examiner! Trained medical practitioner who devotes some or all of their time to forensic work!

Mitochrondrial DNA !(mtDNA) is used to trace ancestry. Type of DNA located in the mitochondrion of most cells. Last longer than nuclear DNA. Only comes from the mother!

Modus Operandi ! MO is the usual method of operation used by a perpetrator. Particular weapon used or taking "trophy" items from victims!

Ninhydrin! ! Reagent that turns latent fingerprints purple!Nuclear DNA!! The unique DNA that is inherited from each parent!Odontology! ! Identification based on Dental evidence and bite mark analysis!Pathology! The scientific study of disease and its causes, processes,

and effects.!Pattern evidence! Evidence in which the shape or distribution of a substance

provides information rather than the substance itself.!PCR! Polymerase chain reaction A "molecular photocopying"

technique that amplifies specific regions of a DNA strand, used to copy DNA!

Perimortem! ! At or around the time of death!Photography Unit! Digital Imaging, Infrared, Ultraviolet, X-ray photography!Physical Anthropology! The scientific study of the origin, the behavior, and the

physical, social, and cultural development of humans!Physical Evidence! Any object that can help explain an event under

investigation, Can establish that a crime has been committed, and Sometimes can provide a link between a crime and its victim or between a crime and its perpetrator.!

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Physical Science Unit! ! Application of Chemistry, Physics and Geology to ID and compare crime scene evidence such as Glass, Drugs, Paint, Explosives, Soil, Mineral analyses and trace evidence.!

PMI! ! ! Postmortem interval, Time since death!Postmortem! ! After death!Presumptive test! Simple test that shows that a sample probably contains the

substance the test aims to identify!Professional Witness! ! A professional person who testifies at a trial.

Police officer or security guard!Questioned Documents! Examination of Handwriting and Typewriting, burned

and charred documents, analyzing paper and ink, erasures and obliterations, examination of indented writing!

Reconstruction! Determining the way a crime happened, pieced together using evidence at the crime scene!

Ridge Characteristics! Ridge endings, bifurcations, enclosures, and other ridge details, which must match in two fingerprints for their common origin to be established!

Rigor Mortis! A stiffening of the body that occurs after death and continues for up to 18 hours!

Serology! Dealing with the properties and actions of serums in blood!Single Nucleotide Polymorphism (SNP)! DNA Testing that pinpoints ethnicity!Skeletalization! The process of a body's soft tissues completely

decomposing to leave only the bones.!Staged crime scene!A crime scene where the perpetrator has left false clues to

mislead investigators!Super Glue Fuming!Techniques used to develop latent fingerprints on non-

porous surfaces. A chemical in the glue reacts with and adheres to the finger oils, and then exposes latent prints.!

Suspect! An individual who might possibly have committed the crime under investigation. Guilt is presumed or has been proven!

TOD! ! ! Time of death, The time a body died!Toxicology! Examination of Body fluids and organs for the presence or

absence of drugs and poisons!Trace Evidence! Material deposited at a crime or accident scene that can only

be detected through a deliberate processing procedure. Examples- hairs and fibers!

Trajectory! The path of a projectile. A trajectory can be described mathematically either by the geometry of the path, or as the position of the object over time.!

Trauma! ! A wound or a physical or emotional shock to the body!Voiceprint Analysis Unit! Personal ID by sound patterns produced in speech. Whorls! ! Fingerprint patterns that resemble small whirlpools revolving !

around a point!Witness of fact! A member of the general public who testifies at a trial!!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #1-2 ! “Glo and Behold” (Locard’s Exchange Principle)!!Frenchman Edmund Locard is known as the Father of Modern Forensic Science. His phrase, “Every contact leaves a trace”

is one of the most important to the science of crime solving. You will be asked to analyze what you touch using an alternate light source (ALS). After the initial activity, you and a partner will be given a few minutes to design and carry out your own version of this activity to further demonstrate your understanding of Locard’s Principle.! !

Lab #1-2 Questions:!!1. List materials and explain procedures of the demo we did as a class. Include

enough detail that someone not present could reproduce the activity.!!!!!!!!!!!2. What does Locard’s Exchange Principle mean in every day common

language?!!!!!!3. Clearly connect Locard’s Principle to the class demo activity. Be very

specific.!!!!!!4. Using the same materials from class today, come up with your own

procedure for YOUR own version of the class activity. If time permits, go

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conduct your experiment. Either way, explain your results or projected results.!!!!!!!!!!!!!!!!

5. How might forensic scientists use this kind of demo in the real world? How practical is this and what kind of results can you expect?!!!!!!!!!!!!

6. What do phones, remote controls, doorknobs, light switches and key pads all have in common? Yes, they are all smooth surfaces, but delve deeper. How does this relate to restaurant menus?

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Forensic Science ! ! ! ! ! !Rick Goldstein! !Handout: Jascalevich Case Summary !!Detection of Curare in the Jascalevich Murder Trial!!Concerns the legal and scientific complications of evidence admissibility/value in the courtroom. One of the most complicated criminal proceedings ever tried in an American courtroom. Lasted 34 weeks in New Jersey. Directly conflicting expert testimony made the issue an extremely convoluted one, and the trial required more forensic experts of high stature than had been seen in over a decade. !!Victims: !Nancy Savino – 4 years old!Emma Arzt – 70 years old!Frank Biggs – 59 years old!Margaret Henderson – 27 years old!Carl Rohrbeck – 73 years old!!Late 1965 and 1966: All these patients entered Riverdell Hospital between December 1965 and September 1966 for routine surgical procedures and succumbed days afterwards.!!Dr. Mario E. Jascalevich is accused of murdering these patients of his by administering a lethal dose of curare. There were no eyewitnesses to the murders, but Jascalevich’s colleagues - Drs. Stanley Harris and Allan Lans - discovered 18 vials of curare in Jascalevich’s surgical locker after breaking into it. They took their suspicions to the Bergen County Prosecutor’s office in November 1966. A brief but unpublicized investigation is launched. Vials of curare and syringes are confiscated from the surgeon’s locker for analysis. !!Jascalevich tells authorities that he used the curare – a muscle relaxant – in animal experiments at the Seton Hall Medical College, presenting to the prosecutor his medical research papers and other documentation to support this claim. He also reviewed the medical charts of the dead patients and claimed that the operations they received had been unnecessary. He states that malpractice and misdiagnosis were the cause of the deaths. !!Early 1967: Dog hair and animal blood are detected on the syringes and vials, which corroborates Jascalevich’s statement. The prosecutor’s office decides to terminate the investigation, stating that it’s more necessary to look into allegations of malpractice than of murder. ! !Early 1976: a series of New York Times articles are published about a “Doctor X” suspected of murdering patients at Riverdell Hospital. Bergen County

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Prosecutor’s office reopens the case. New York Deputy Medical Examiner announces his support of exhumation of the patients’ remains, stating:! “The ability to identify [curare] in human tissue was limited at the time of the initial inquiry in 1966. It is my professional opinion that recent technological advances now permit the detection of vey minute amounts of curare in tissues removed from dead bodies. This is because [curare] is a chemically stable compound that can exist unaltered for many years. Therefore, the aforementioned new techniques can be applied to tissues removed from bodies that have been interred for long periods of time.”!!The prosecutor’s office was granted the right to exhume the bodies of the 5 victims. !!March 1976: newspaper article declare that curare has been detected in the Savino child (age 4). !!May 18, 1976: Jascalevich is indicted for five murders. ! !February 28, 1978: A panel of 18 jurors is chosen for what was to become the second longest criminal trial in the nation’s history. !!Osteopathic physicians, nurses, and other hospital personnel employed by Riverdell during the time of the alleged murders all give their testimony. The physicians told the assistant prosecutor that every victim had been in recovery from surgery when they had succumbed. On cross examination, however, the physicians admitted that they had misdiagnosed their patients’ conditions and was inferior postoperative care. !!The main issue throughout the trial was whether or not the tests used to detect the curare in the tissue samples were reliable/the results admissible. After numerous tests, it was determined that due to various conditions in the presence of whatever curare may have been in the bodies, the detection of the compound in the tissue was impossible and overall a “tremendous inconsistency.” !!October 25, 1978: Dr. Mario Jascalevich is set free, deemed not guilty of murder. !!!!

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Forensic Science ! ! ! ! ! !Rick Goldstein! ! ! !Lab #1-3 ! Crime Lab Organization Poster!!Your assignment is to create a blueprint/poster of an ideal (but simplified) forensic laboratory. 8.5 x 11 inch paper is OK, or poster board (small). Label each area and include a key (color coding can be very useful) to what happens in each area. (See me if you need supplies.)!!You do not need to turn the following in, but you should use the answers to the following questions to guide your poster planning.!!1. What are the ten most common major and typical sections of most large

forensic science laboratories (and what do they do, if it isn’t clear from the name)? Include all ten of these on your poster.!

1. !2. !3. !4. !5. !6. !7. !8. !9. !10.!!

2. What are some of the other sections you might include?!!!3. Relatively, which sections need more space on your blueprint?!!

!4. Which sections should be kept away from the others, based on what happens

in those sections? !!!5. Based on what they do, which sections should be more central to the other

sections?!!!OK, now make a plan for your forensic science lab. Don’t forget bathrooms, meeting space/offices, and parking (you can skip the gym, cafeteria, and sauna).!Time Limit: 30 minutes, not longer.

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #1-4 ! “This Time Won’t You Save Me.” (Evidence Collection)!!

As you well know from the TV shows and movies you watch, evidence is everywhere at a crime scene. We have talked about locating evidence. Now, we address proper collecting, which is crucial to make a case. You will want to have Appendix #1 and the relevant sections of the evidence collection chapter from your textbook available to answer some of the following questions.!!Lab #1-4 Procedure and Questions:!!

1. List the general items you need to collect all evidence properly. !!!!!!2. List the basic steps to be followed to correctly collect evidence.!!!!!!3. Why does it matter IN COURT that evidence was properly collected? !!!!!!4. You will be assigned two items to collect from the lab countertop. Go to your

area and using the protocol you outlined above, collect your items. List the item, the proper collection container, and method or precaution for each.!

Item! ! ! container! ! method/precautions!1.!!!!!2. !!!!

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5. Pick two items from Appendix #1 (different from the two listed above). List the item, proper collection containers, and methods or precautions for each.!

Item! ! ! container! ! method/precautions!1.!!!!!2. !!!!

6. When collecting evidence, what is the take home message from this lab that you should consider from now through the rest of the course? !!!! !

7. Your homework is to diagram an imaginary crime scene in any room (it could be in your home).!!(a) Sketch the scene on a separate piece of paper (you may use the green template guides if you like, don’t forget to include N, 2 items, and 2 measured distances in feet and inches. Put the measurements in the key or on the map).!

Done ____________!!(b) Get a small paper bag and properly collect an item of evidence from the crime scene that fits in the bag -- it must be different than anything listed in question 2 or 3 above and you must be able to describe how to properly collect it, if asked in class. !

! List that item here _____________________!!(c) Seal and label the bag, using the techniques discussed in the text. !

(Include the following on your bag, either using the chain of custody sticker or on top of the evidence tape!!1. Item:! ! ! ! 2. Collection method:! !3. Collection container:! ! 4. Where item was collected:! !5. Date and time collected:!! 6. Person who collected the item: !!

(d) Staple the correctly labeled evidence bag and your crime scene sketch to this lab. !!

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Forensic Science ! ! ! ! ! !Rick Goldstein !Handout: Camarena Case summary!!THE ENRIQUE CAMARENA CASE: A FORENSIC NIGHTMARE!!February, 1985: U.S DEA Special Agent Enrique Camarena was seen by a witness being forced into the back seat of a car outside of a restaurant in Guadalajara, Mexico. Shortly after, DEA source Alfredo Zavala was abducted from a car near the Guadalajara airport. These abductions (and those of 6 American prior to this who were similarly abducted and slain) triggered one of the largest investigations ever conducted by the DEA, as well as one of the trickiest in terms of forensic evidence. !!Two well-known Mexican drug traffickers, Rafael Caro-Quintero and Ernesto Fonseca Carrillo became suspects almost immediately, but bribed Mexican Federal Judicial Police (MFJP) and managed to remain free for months.!!A fabricated MFJP plan is hatched: MFJP receives an “anonymous letter” indicating that Camarena and Zavala are being held at the Bravo drug gang’s ranch in La Angostura, Michoacan, about 60 miles away. They are to raid the ranch, eliminate the drug gang, and discover the bodies of Camarena and Zavala. DEA is notified, case is closed, everyone’s happy. The Bravo gang is an easy scapegoat. !!MFJP goes through with the plan. They raid the Bravo ranch, shootout occurs, gang members are all killed along with one MFJP officer. Then came the mix-up: the 2 bodies weren’t buried on the ranch in time – instead, they were simply left on the side of a road nearby. The bodies were found by a passerby shortly after the shootout - partially decomposed and wrapped in plastic bags. Bodies are removed and autopsied, twice, by MFJP. !!After much legal trouble from local Mexican officials, the FBI is finally allowed to examine the bodies for identification and evidence. They were in advanced states of decomposition, and were quickly identified by fingerprints (Camarena) and dental records (Zavala) as the 2 abductees. The FBI tries to get access to the clothes, burial sheet, etc. Their request is denied by local officials. They are finally allowed small samples of hair, clothing, etc. was killed by blunt-force injuries. He had a hole in his skull caused by a rod-like instrument. !!The FBI and DEA return to the Bravo ranch where the bodies were supposedly initially buried. The scene is contaminated. The color of the soil where the bodies had been “deposited” is different from the soil removed from the bodies, as well as having no body fluids in it. Forensic team concludes that the bodies had been buried elsewhere, exhumed, and transported to this site. MFJP officials are fired.!!

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March 1985: DEA locates a black Mercury Gran Marquis, used in the transportation of Camarena at some point. It had been stored in a Guadalajara garage with a constructed brick wall concealing the vehicle from the entrance. Vehicle is traced to a Ford dealership owned by Caro-Quintero and processed for bodily and fiber evidence. !!April 1985: MFJP informs DEA that they have located the residence where Camarena and Zavala had been held – 881 Lope De Vega. FBI is dispatched immediately to Guadalajara, but is not allowed in the house until the MFJP forensics team processed the scene. Since the 2 abductees had been held there, the residence had been cleaned, painted, and occupied, (is all of the evidence contaminated?) Finally, the FBI is allowed inside. They survey the house and the surrounding grounds, processing all hairs, fibers, fingerprints, etc. In one of the tennis court drains, a folded license plate is found and photographed. The MFJP seized the license and the Americans were not allowed to conduct any further searches. They had already collected several large bags worth of evidence, including: Camarena’s burial sheet, portion of pillowcase, a piece of unsoiled rope from patio, a piece of rope used to bind Camarena, forcibly removed head hairs from Camarena all found in the guest house, and Two types of polyester rug fibers that matched fibers found on the bodies. It is ultimately determined by testimony and forensic evidence that Camarena was tortured/held in the guesthouse. !!July 1988: After an 8-week trial with hundreds of witnesses and conducted under tight security, all of the defendants were found guilty on all counts and were sentenced to lengthy sentences.!!!Postscript:!!August 2013: The three judges of the Mexican Court of Appeals (There is concerns of bribery by the cartels) release Caro Quintero after 28 years of his 40-year sentence on procedural grounds. There was no mandatory 10-day hold to make sure there were no outstanding warrants and Caro Quintero was released and disappeared. His whereabouts are unknown.!!!!

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Forensic Science ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #1-5 ! “Searching For Somebody” (CSP #2 - Surface Recovery)!!

Processing a crime scene involves collecting physical evidence. To give you a sense of what that is like to process a crime scene, your group will be responsible for a crime scene location. Divide up tasks within your group, but everyone is responsible for understanding all of the jobs. Information on what each group should do to process the crime scene and a list of needed

materials follow. Before going anywhere or doing anything, meet with your group and collectively decide on a plan of action. Remember that the list below is sequential and not equally divided. Plan wisely. !!

There is a very specific procedure that must be followed in order for the physical evidence from a crime scene to be usable in court. The procedure is divided into five necessary steps.!!1. Securing the Crime Scene. Tape off the crime scene to ensure that no one unnecessarily enters the area until the evidence collection is completed. !!2. Recording the Crime Scene. Photograph, sketch, and take notes on the scene. Use a digital camera to take photos of scene and all evidence. Remember substrate controls and rulers or scaling devices for reference. Your rough sketch should be as accurate as possible (use the tape measure.) There is no need to do a finished sketch. Written note taking should also be as accurate as possible. (See text if unsure.)!!3. Searching for Evidence. Choose an appropriate search pattern based upon the terrain and the number of searchers and be ready to defend your choice. Search for evidence. !!4. Collecting Evidence. The kind of evidence you collect will depend on the nature of the crime. Keep your eyes and your mind open for what you might find. Once you spot a piece of evidence, you will need to photograph it with a scale, measure it from two fixed points, carefully collect it, and package it. Your group should aim for a minimum of 7 and a maximum of 10 pieces of evidence to be collected. Label correctly.!!5. Maintaining the Chain of Custody. It is crucial to maintain the chain of custody of evidence. Check with me for the location and nature of the classroom Evidence Lockup. You are responsible for the evidence until it is logged in and secured in the Evidence Lockup.!Materials needed:!! Crime scene tape! !

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Digital camera!! Meter stick/ trundle wheel/ tape measure!! Clipboard, notepad and pen!

Evidence Collection kit!! Latex Gloves!!Presentation!

When you have completed processing the crime scene and the evidence is properly admitted to the Lockup, you should begin to prepare the presentation. Your group’s presentation will be made to the Division Chief in the form of a briefing. You need to explain what happened and what you uncovered in a presentation that is appropriately formal, detailed, and concise for the head of your investigative branch. You can assume that the Division Chief (me) is an experienced investigator, so focus on the content. As members of the investigative team, each of you should be able to explain how the scene was processed. You will have 10 minutes to make your presentation tomorrow. !!!Lab #1-5 Procedure and Questions:!!1. Explain why mapping of each piece of evidence is important for court?!!!!!!2. What was your role in the investigation of this scene?!!!!!!!3. How did your group as a whole do, compared to the lab on Day 1? !!!!!4. As a class, what can you still do better? Give a detailed example.!!!5. Even though someone in your group drew the detailed crime scene sketch,

you still need to make a simple sketch of the crime scene below. Include: (a) north arrow, (b) any three items found, and (c) two fixed points for each of the three items, (d) indicate what those two fixed points are, (e) and draw lines from each object to each fixed point.!

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!!!!!!!!!!!!!!!!!6. In a table below, list the three items collected in question #5 and the

distances (approximate distances are fine) to each fixed point for each item.!!Item! ! Distance 1 from fixed object! Distance 2 from fixed object!(ex: knife! 5 feet from NW corner of house! 7.5 feet from fire hydrant)!!!!!!!!!7. ! Theory of the Crime: What do you think happened here? Use the evidence to make a guess at what this crime scene was all about. Spin your tale below.!!!!

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Forensic Science ! ! ! ! ! !Rick Goldstein! ! ! !Lab #1-6 Historical Case Presentations!!This assignment grew out of a chorus of comments from past students who said that they wanted an opportunity to investigate a case of their choosing. They wanted to go a little further in depth and really investigate a case that had some aspect they found interesting. So, here it is: your opportunity.!!The nature of the assignment is individual presentations. The presentation dates will be spread out across both terms. You can sign up for the week that best fits with your schedule. !!The basics of the assignment are simple:!!______ You pick a case. !!______ You clear it with Rick.!!______ You sign up for a presentation day or week. !!______ You read about the case. !!______ You become very familiar with it. !!______ You come up with a really good way to present the case to the class. !!______ You create a fact filled, science filled, and very interesting presentation. !!______ You practice your presentation.!!______ You enthusiastically present your case, complete with visuals.!!!Ask Rick if you get stuck, there are plenty of cases out there and he has lot of books filled with possible cases. !!Brainstorming ideas:!!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #1-7 ! “Oh Nah Nah, What’s My Name?” (Eyewitness Reliability)!!

Many crimes are witnessed. If the witness makes good observations, has a good memory, can be identified and is interviewed, useful information can sometimes be gathered from the witness statements. Sometimes, that is not the case. There are often reliability issues that could make or break the case. Does it make you wonder, “How observant am I?” Well, we will be finding out.!!Lab #1-7 Procedure and Questions:!!1. Briefly describe the two memory activities that involved visitors to the class.

Describe how well you did. !!!!!!!!!!!!! !2. Attach to this lab the list of questions I asked in class about you and the

classroom and me. After your original response, include the correct response, if your answer wasn’t.!!!!

3. Explain the purpose of these memory activities in the context of a crime scene. !!!!!

4. What does this say about how our legal and judicial systems might be flawed when it comes to how eyewitness identifications are used as evidence in a courtroom case? Why does this matter? !

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!!!!!!!!!!5. Give an example of a case here in Georgia in the last few years where

eyewitness testimony was a crucial issue in the outcome of the case. You may have to look one up. Give the case details (minimum 100 words).!!!

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Forensic Science! ! ! ! ! Name __________________!Rick Goldstein!Lab #1-8! “Tiffany is Toast – The Trial” (Witness ID Follow Up)!!!The Tiffany Assault Case is working its way through the court system. First, you should do a quick review of the facts in the case. You should have some notes that you made immediately following the attack. Feel free to add to them as you remember details of the conversation, the physical appearance of the attacker, and anything else from the scene. These cases can finally come to trial months, even years later. Detailed notes are important for refreshing the recollection of eyewitnesses during the trial.!!1. Add notes here:!!!!!!!!!!!!Investigators made great progress in the hours following the attack. Based on evidence found at the scene, it was determined that the attacker was a Georgia State Law Student. You will be provided with the link to the GS Law School’s internal web site where photographs of the students currently enrolled in the 1L, 2L, and 3L classes are. We do not know yet what class he was in, but we are confident that he is a current student. Take some time in your groups to go through the “mug shots” and narrow down all of the suspects to the top 4-6. Copy those four to six mug shots and print them out on one page. Attach the page to this lab before turning in.!!2. Attached mug shot page to this lab _________________________.!!3. List the top 4-6 perpetrator candidates below (their mug shot photos on your attached paper should NOT have their names on them.):!!!!!!4. What is your confidence level that you and your group can decide who the correct perpetrator of the crime was?!

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!!!!!5. Can you pick one person from the “mug book”? If so, who? _______________. If not, why not?!!!!!!!Now you get to make a determination of guilt or not based on a witness ID. You are the witness so it is your ID. After discussing the case as a class, how confident are you that you (collectively) have picked the right person? What would you (individually) say to the other jurors in the deliberation room to support your opinion? Write your short argument below.!!!!!!!!!!Now comes the sentencing phase of the trial. Based on your ID and the conviction that resulted from it, you now have to decide legally appropriate punishment. The minimum and maximum guidelines for punishment for crimes like these is 18-30 years. What sentence would you give him and why? !!!!!!!!!All phases of the trial are over, how do you now feel about the decision?!!

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Forensic Science! ! ! ! ! Name__________________!Rick Goldstein !Lab #1-9 ! “Look At Me Now.” (Microscopy)!!

The microscope is one of the most valuable tools of forensic scientists. It is used to study hair, fibers, seeds, soils, metals, paints, and many other objects. Engravers used glass globes filled with water as magnifying glasses at least 3000 years ago. The simplest microscope is a magnifying glass. Optical microscopes magnify because light rays reflected from an object bend (refract) as they pass through one or more lenses. !

How big you can make the object depends on the refractive index (bending power) of the glass in the lens. Hand lenses are 3 to 10X. Since the light rays are dispersed out when an object is magnified, the magnified object is not as bright as the original. To make it as bright as it was originally, additional light must be used. This is the purpose of having a mirror under the lens of the microscope. It collects sunlight or light from an auxiliary lamp. The condenser focuses the light collected by the mirror onto the sample. !

Suppose that you took a small section of a magnified object and place a second lens over it. This magnified section could then be further magnified and we would have a compound microscope. In working with a compound microscope, you should know the following:!!• Working distance - the distance between the specimen and the tip of the

objective lens. The higher the magnification, the shorter the working distance. !!• Depth of focus - the thickness of the object that is simultaneously in focus.

The higher the power of magnification, the smaller is the depth of focus. !!• Field of View - the area or diameter of the specimen that is in view. The

higher the power of magnification, the smaller is the field of view.!!• Magnification - to determine the magnification of a microscope multiply the

magnification of the eyepiece by the magnification of the nosepiece. !!Materials per pair: ! ! ! ! ! In a plastic bag, 1 per group:!1 Microscope, compound! ! ! ! 1 Matchbook!1 Microscope, stereoscopic! ! ! 2 other matches!2 Microscope slides!and cover slides! ! Lens paper!1 Forceps! ! ! ! ! ! 1 Newspaper page section!1 Scissors! ! ! ! ! ! Dried leafy sample!Water in a small cup ! ! ! ! 1 Pipette!Part A: The Compound Microscope!!

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1. Get the compound microscope (orange tape on the front) from the cabinet, and carry it (with one hand on the arm and one underneath the base) back to your seat at the table. !!2. With a piece of lens paper, lightly wipe any dust or grease from all the exposed glass surfaces. Never use anything else to do this job.!

3. Spend the next few minutes becoming familiar with the names and locations of the various important parts of the instrument; figure below will help.!!!The figure to the right shows the basic parts of a compound microscope. !!4. Note the following when using the compound microscope procedures to follow:!!• To find an object, start

your examination with the low-power objective (red 4X). The low-power objective shows an area of the slide 20 times greater than the high-power, making it 20 times easier to locate the desired object. !!

• To bring the object into focus, always focus upward (moving the platform up), with the coarse adjustment. Keep your eye at the ocular (eyepiece). Don’t focus down, as you might crush the specimen, the slide or the lens. !!

• When using the higher-power objectives (10X or 40X), never use the coarse (big) adjustment. !

I. Compound Microscope Procedure!!! 44

1. Cut a small, lower case letter “e” from the text in the newspaper. Place it as you would read it on a clean slide, and with a medicine dropper, place one drop of water on it. !!2. Hold a cover slide at about a 45-degree angle to the slide and then slowly lower it. A gentle tapping will usually remove any bubbles that may be present. Make sure the letter is right side up and straight.!!3. Place the slide on the stage and clamp it down. Move the slide so that the letter is in the middle of the hole in the stage. Make certain that the low-power objective is in place. Viewing the stage from the side, use the coarse adjustment wheel to lower the objective until the objective is about 2 cm from the cover slide. !!4. Turn on the sub-stage illuminator of your microscope. Open up the diaphragm.!!5. Now, looking through the ocular, slowly raise the tube with the coarse adjustment knob until the letter is in focus. If you cannot see the object, center the slide more carefully and repeat the whole procedure. The focus maybe made sharper by a slight turn on the fine adjustment knob. !!6. The image is in focus 3 to 4 mm above the eyepiece, so no need to press your eye to the ocular. !!7. To change to medium-power (yellow 10X), make sure that you have focused sharply under low power (red 4X) on the object and centered it in the field. Then carefully swing the medium-power (yellow 10X), objective into place. The microscopes are parfocal. This means that once the image is brought into sharp focus under low power, it will remain in focus when a different objective is turned into position. A few turns of the fine adjustment knob, either up or down, should bring the letter into sharp focus. If it does not, go back to step 3 again. !!!II. Compound Microscope Exercises!!1. Under the low power, examine the “e” slide. !!

a. Is the image still right side up? ____________!!b. Move the slide to the left: Which way does the image seem to move? !!c. Sketch what your letter looks like when viewed using this

microscope. !!! 45

!!!!!The total magnification of the image formed by the microscope is determined by multiplying the individual magnifications of the

ocular and the objective. The magnifying power of these lenses is clearly marked as 4X, 10X, or 40X. !!d. What is the total magnification under low power (red 4X)? _____________!!

2. Under medium power (yellow 10X), examine your letter. !!a. Note the many clear spaces within the letter; these are obviously caused by imperfect contact between the press and paper. The higher power lens is able to resolve these imperfections. The microscope then does two things: It enlarges the object and resolves distinctly between closely situated structures in the object (note that magnification and resolution are not the same).!!b. Take particular note of the fibrous texture of the newspaper. When you focus on different levels by turning the fine focus knob, you will notice that some fibers go out of view and others come in view. This is useful to determine whether a particular object is located above, below, or in the same plane as another object. !!c. What is the total magnification at the medium power (yellow 10X)? ______!!

3. Return the compound microscope to the cabinet. !!!Part B: The Stereoscopic Microscope!!Get a stereoscopic microscope (light green tape on front) from the cabinet, and carefully carry it (with one hand on the arm and one underneath the base) back to your desk or bench. Use the lens paper to clean the lenses. Familiarize yourself with the parts of the microscope. See figure below. Caution: the lamp gets really, really hot.!!!III. Stereomicroscope Procedure!

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!1. Make a second slide

with a small lower case letter “a”. Make sure the letter is right side up and straight under the cover slide.!!

2. Place the new slide onto the microscope base (stage). Turn on the illuminator.!!

3. Turn the objective lens to the highest power (4X). Look through the right eyepiece and adjust the focusing knobs until the letter is sharp. !!

4. Turn the objective lens to the lowest power (2X). Without touching the focusing knob, look through the left eyepiece and, using only the left eye, turn the eyepiece, adjusting ring clockwise or counterclockwise until the image is sharp.!!

5. The adjustment knob allows you to change the power continuously to exactly the best magnification for a given specimen. The stereoscopic microscope allows you to scan an object at a lower power and then to concentrate on some particular detail increasing the power gradually to the desired value.!!!

VI. Stereomicroscope Exercises !!1. Examine the second slide (the “a”) under the higher stereoscopic microscope setting. !!

a. Is the image right side up? ___________!b. Move the slide to the left: which way does the image seem to move? !

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!c. Sketch the “a” under the high power. !!d. What is the total magnification under high power?

____________!!e. How does the sketch from this stereomicroscope

differ from the sketch using the compound microscope (other than it is a different letter)?!!!

V. Proscopes!!1. Get a US currency bill of any denomination.!!2. Using a proscope and either a 50x or 100x lens look at the bill.!!a. ! As you adjust the bill, does the image move like an

image seen through a compound microscope or more like the image seen through a stereomicroscope?!!!

b. ! Sketch what you see.!!c. ! What magnification did you use? ___________ !!3. Examine the tip of your non-dominant forefinger using the Proscope and either a 100x or 200x lens. Locate the ridges that form your fingerprint. Locate the sweat pores that exist on these ridges. (Yeah, your actual sweat pores.)!!

a. Sketch part of the ridges and sweat pores of your forefinger.!!! b. What magnification did you use? ___________!!4. From time to time a forensic laboratory may be asked to determine whether a torn-out paper match, usually from a crime scene, comes from a partially used book, usually taken from an accused person. !! !

Matchbooks contain two pieces of cardboard secured to a cover in the matchbook with a staple. The individual match body is formed by a series of partial cuts in this cardboard: thus each layer of matches was originally a single piece of cardboard. The obvious first attempt to match a torn-out match to a partially filled matchbook requires physically fitting the torn edges of the match to the corresponding portion of the torn book. If that does not work, a forensic

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examiner will then try to compare the suspect match with matches remaining in the book in order to establish an adjacent relationship. !! !

The most significant features to look for in the comparison of paper matches are: overall color, width and thickness; contents of the reprocessed cardboard, including colored fibrous material, and aluminum foil; and the presence of continuous fibers between adjacent matches. !PLEASE DO NOT REMOVE ANY MATCHES FROM ANY MATCHBOOKS IN THIS LAB. !!!a. Match bag # ______________ !!b. Sketch the fiber patterns on your two matches when looked at on the wide part of the match stick (not the thin way.)!Match A ! Match B!!!!!!!!!c. The match (pick either A or B) that matches the matchbook is _____________. (tongue twister?)!!d. What did you base your decision on? Explain.!!!!1. Optional:!

Examine one of the other items available either under the microscope or the Proscope. Sketch and describe what you see. (wasp eye, moss, scab, really anything.)!!Describe:!!!!!!

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Forensic Science! ! ! ! ! Name __________________!Rick Goldstein!Lab #1-10 ! “All of the Lights” (Vehicle Lamp Examination) !!!

! In this lab, you will determine whether a light bulb from a vehicle involved in an accident was on at the time of impact. This is useful forensically to determine the facts in a car accident and potentially assign fault. The following method works for regular lights, high beams, brake lights, and turn signals. After that you will match shards from broken headlights to eliminate possible matches, a useful tool for possibly placing a vehicle at a

crime scene.!!! Light bulbs, which will be referred to as lamps, have two coils called filaments. The small filament in the lamp controls the taillights, while the large filaments control the turn signal or hazard light. ! A normal lamp has a bright (or grey colored) filament, the coils are even spaced, and the glass will be clear. However, when examining lamps from crash scenes several types of abnormalities can be found to help the investigator determine whether the lamp was lit or not. These abnormalities include filament deformation, filament separation, and broken glass. !!! Filament Deformation: The glass will be unbroken, both filaments will be bright (or grey colored) and there will be a similar amount of distortion and

stretching in both filaments that are caused by (1) amount of shock, (2) size of filament, (3) age of filament, and (4) the temperature at which the filament operates. If deformation or stretching is found on a filament that indicates that the lamp was subject to a hot impact

shock (meaning the lamp was on preceding the impact – see figure on left above). If the deformation is extreme, the filament can stretch out to the point of breaking. This is called filament burnout. (See figure on right above.)!!

Filament Separation: this is a cold fracture or break in the coil when the lamp is off before the impact. The key difference is that the filament is not elongated or misshapen. It just snaps or breaks, but otherwise retains its shape.!!

Broken Glass: After the glass has been broken,

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the filament oxidyzes, molten glass particles form and stick to warm or hot filaments. If molten glass beads are found on a filament, that indicates that the lamp was turned on during the accident. Glass will not adhere to a cold filament. So if the bulb glass is broken and there is no molten glass beads on the filament, but the filament is broken, you can conclude that the light was off at the time of the accident.!! !! By examining the filaments in the lamps, investigators can reach one of the following conclusion: the lamp was on at sometime before the accident, the lamp was not turned on around the time of the accident, or unable to determine whether the lamp was on or off. You can see the worksheet (at the end of the lab) that Crime Scene Investigators use in real life to make these same determinations (but you don’t need to use it, it is only here to be used as a reference). OK, Your turn.!!Lab #1-10 Materials, Procedure and Questions !!Part 1: ” Was it on?”!!! Investigate tree lamps from lamp kit and determine if each was on during the accident. Pick three very different looking bulbs. List the numbers or letters of each of the lamps and draw one of the following conclusions: the lamp was (a) lit during the accident, (b) unlit during the accident, or (c) indeterminable. Then indicate which of the following is your reason for your conclusion: (d) filament deformation, (e) cold fracture, or (f) adherance of glass particles. If there are two filaments in any of the bulbs (ie. High and low beams), indicate your conclusion for each one. Finally, make a brief sketch of each of your three bulbs.!!Lamp # ______ ! ! ! ! sketch:!! !

Conclusion _______ (a,b, or c)! !! !

Reasoning _______ (d,e, or f)!! ! !

Lamp # ______ ! ! ! ! sketch:!! !

Conclusion _______ (a,b, or c)! !! !

Reasoning _______ (d,e, or f)!!Lamp # ______ ! ! ! ! sketch:!! !

Conclusion _______ (a,b, or c)! !! !

Reasoning _______ (d,e, or f)!Part 2: “Do they match?” Physical Matching of Head light Glass fragments!!

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You will be given a small collection of broken headlight glass (collected from the local junk yard). Your task is to determine which sample matches the one from the crime scene. Or if you can’t determine if there is a match, can you exclude one or more sample as not matching the crime scene sample?!

To decide if there is a match, you will be using edge thickness (measured with your ruler) and edge shape (think how different puzzle pieces differ from each other). Start by measuring the edge thickness of each of your samples. Then sketch the shape of each sample. Enter the data below: !!! ! ! ! Edge thickness (in mm) ! draw edge shape below!!Known _________:!!!Unknown _______:!!!Unknown _______:!!!Unknown _______:!!!Unknown _______:!!!1. Based on the edge thickness, which fragments could you exclude as a match with your known? !!!2. Based on the edge shape, which fragments could you exclude as a match with your known? !!!3. Edge thickness of glass fragments: !class characteristics or individual characteristics? (circle one)!Explain.!!!4. Edge shape of glass fragments: !class characteristics or individual characteristics? (circle one)!Explain.!The following worksheet is an example of one used in actual police work. There is nothing you need to do with it, other than to notice how much you understand

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about it.

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Forensic Science! ! ! ! ! Name____________________!Rick Goldstein!Lab #1-11 ! “Oh. My. God. Becky, Look at that line. – It is SO BIG.” (Refractive Index of Glass Fragments)!!!

The analysis of glass chips sometimes involves measurements of the refractive index (RI) of the glass. Refractive index is a measure of the bending of a ray of light as it passes from air into a solid or liquid. Every material has its own characteristic refractive index. Determining the RI can show the possibility common origin of two samples or help disprove this possibility. !!

Immersion Method: !! When a transparent object such as a glass chip is immersed in a liquid, it is seen by the unaided eye or under a microscope as having a bright or colored boundary, a sort of “halo” bordering the piece of glass. This is called the Becke line (pronounced like the girl’s name). The intensity of this visible boundary around the glass depends on the difference in refractive index between the glass and the liquid. !

In general, the greater the difference between the refractive index of a specimen and that of a surrounding medium, the more distinct is the Becke line. As the refractive indices of the specimen and liquid approach equality, the Becke line will tend to disappear. Indeed, if the indices are equal, the specimen will be practically invisible (see above). A difference in refractive index of ±0.002 between the glass chip and the immersion liquid can be readily observed. !The Becke line indicates a difference between the indices of the glass and liquid and which possesses the higher value. This observation allows an examiner to properly select a liquid that most closely matches the refractive index of glass. !

. !The BECKE LINE moves towards the medium of HIGHER RI, !

if the focus of the microscope is RAISED.!Standard Immersion Liquids:!!

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! Although the refractive indices of glasses may vary considerably (Table 1), the refractive indices of most glass samples encountered in practice lie between 1.47 and 1.53. Olive oil (1.47), caster oil (1.48) and clove oil (1.54) were used to make the standard solutions for this lab. !!Lab #1-11 Table 1: “Brackets “ and Refraction Index of Glass Types!

!Lab #1-11 Materials and Procedure:!!7 standard solutions of known RI with labeled glass pipette dispenser !

(purple 1.5430, blue 1.5300, green 1.5175, yellow 1.5050, orange 1.4920, red 1.4820, and brown 1.4667) (Will also be put on board)!

1 unknown glass sample in powder form with coffee stirrer as scoop (A-H)!(Either: mirror, window, eyeglass, TV, light bulb, jar, headlight, or slide)!

7 glass slides (one for each known RI solution, prelabeled with the color)!1 compound microscope!!a. Put one drop of each of the known RI liquids (the colored labeled solutions in

brown glass bottles) on one of seven different slides using the dedicated capillary tubes. BE VERY CAREFUL NOT TO CROSS CONTAMINATE THE STANDARDS. When you are done, you should have seven slides, each with one drop of a different known RI solution. Label each with the RI of the liquid. Get Rick to initial here that you are ready for the next step ___________.!!

b. In pairs, you will be assigned an unknown glass sample (#1-8). Your Q is ________. You will use the Becke lines to narrow the RI range of that sample. Each pair will use one prelabeled coffee stirrer with their unknown sample. No other pair will have your same sample. No cover slides are needed. !!

c. Using the dedicated stirrer for your unknown glass sample, add a very small amount (one corner of the stirrer is plenty – about the amount that would fit on

Glass Type: Standard solution “brackets” Index of Refraction

Headlight glass Brown – Orange (1.47—1.49)

Television glass Red – Yellow (1.48—1.50)

Mirror glass Yellow – Orange (1.49 – 1.51)

Window glass Yellow – Blue (1.50—1.52)

Jar glass Yellow – Green (1.50—1.52)

Light bulb glass Blue – Green (1.51—1.53)

Eyeglass lenses Blue – Green (1.52—1.53)

Slide glass Blue – Green (1.52—1.54)

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the tip of a sharpened pencil) of the crushed glass from your unknown to each of your slides. !

d. Look at one of the slides under the microscope and find the Becke Line. If you are having trouble seeing the line, mover the diaphragm to let in less light. Determine if the Becke line goes out to the liquid or in to the glass fragment. This should help you determine if the known standard solution is of a higher or lower RI than your unknown sample.!!

e. Repeat step d. with the other known standard solutions slides until you have bracketed the unknown with the smallest range of RI’s that include the unknown. Note which standard solution has a RI that is just above and which is just below your sample, this is your range. !!Your unknown sample __________ has a RI greater than the RI of standard !!(color) ________ and a RI less than the RI of standard (color) ____________!!So, our unknown sample has a RI between #_______ and #_______.!!

f. Confirm that your known and unknown glass samples match, by showing that the two slides have the same bracket colors of RI standards. (for example: both are between red and yellow and one is the known TV glass, the other must also be TV glass.)!

Confirmed ___________!!Lab #1-11 Questions:!!1. Is the RI of a piece of glass a class or an individual characteristic? Explain. !!!!!!!!!2.A forensic chemist made a slide using a standard of known RI = 1.5290. Your

unknown sample had a Becke line that moved away from the glass and into the liquid as the focus was moved up. Does this mean that the glass fragment has a higher or lower RI than 1.5290? What is the most likely type of glass this sample came from? !!!!!!

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!!!

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Forensic Science! ! ! ! ! Name____________________!Rick Goldstein!Lab #1-12 ! “T-Pane” (Glass Fracture Patterns)! ! ! !!

Many crime scenes have glass evidence present. Some of those include high velocity projectiles (usually bullets) impacting the glass. As scientists investigating the scene, it is helpful to be able to tell the direction the bullet was fired from and if more than one bullet is fired, the order that they were fired. !!Procedure: ! !

You will be given sets of bullet holes in different panes of glass. The bullet holes are labeled with letters and the panes are labeled with numbers and “Inside” and “Outside.” Your mission is to figure out the order (first, second, etc.) that each bullet was fired and whether it was fired from inside of the building (moving out) or from outside (moving in). Use the chart below (you should list the first bullet fired (by letter), whether it was fired from inside or outside, then the second bullet fired, and so on). If there are more than four holes, just list the first four. Complete two blue (B1-B4) taped examples, two of the white (W5-W9) window examples and two of the truck (T10-T15) windows.!!

Be sure to write the number of the window in the chart below.!! !!

Lab #1-12 Questions:!

Pane # !!!Letter of 1bullet:!

in/outside:!!Letter of 2bullet:!in/outside:!!Letter of 3bullet:!in/outside:!!Letter of 4bullet:!in/outside:!

Ex:T16!!!C!In !!!A!Out!!!D!Out!!!B!In

B__ B__ W__ W__ T__ T__

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!1. How can an investigator determine which of two bullet holes in a pane of

glass came first? Explain and sketch.!!!!!!!!!2. How can an investigator determine which direction a bullet came through a

pane of glass? Explain and sketch.!!!!!!!!!3. In the examples you looked at, why is it not always clear the order of bullets in

a pane of glass?!!!!!!4. In the spring of 2009, a bullet was found on the floor of a third floor office 18

inches away from the window’s edge in a pile of glass shards. The window was double paned and had a smaller hole higher up on the exterior pane and a larger hole lower down on the interior pane. The difference in the height of the two holes was 1.75 inches. The inside edges of both windows were beveled and both holes were larger on the inside. Based on the evidence, draw a sketch and give a reasonable theory of what happened.!!!!

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Forensic Science !Rick Goldstein!Lab #1-13! End of Unit 1 In-Class Writing Assignment!!You have seen and heard, and done a lot this unit, now comes the time to put words to paper and summarize your experience. In this assignment, you will be writing about what you have learned about the science of crime scene investigation so far. !!You will have part of a class period on _______________(you may also use outside of class time as well) to make notes, brainstorm, outline, and organize your ideas. You may use your notes, your textbook, and your labs. No Internet resources. No team or group work here. This is not a cooperative venture. This must be your own work. Consider this your reminder that the Honor Code applies here.!!Then you will have the whole class period on ____________ to write an in-class essay explaining the step by step overview of how to approach a crime scene (any type of scene is fine, you pick) with the reasons for each step.!

• within that overview, include three (Identify them by putting them in bold**) important scientific tools/instruments used in forensic science, you should discuss how each works and its importance, !

• also within that overview, include a discussion of at least two (Identify them by underlining them**) forensic cases that relied on scientific analysis (maybe the same kind of analysis that could be directed towards evidence in your crime scene.), why were these cases important? what did forensic science learn from them?!

• 2 full page minimum, no maximum, 1.5 space, 12 font.!• You may use your notes, your book, your labs, and your outline to write

this, but write it you must during this class period. !• Computers without internet capability will be provided for you to use in

class to write this assignment. No personal laptops or other internet-capable devices are allowed for this writing.!!

This will count as two lab grades.!!Start your brainstorming here:!!

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!!

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Forensic Science! ! ! ! ! Name____________________!Rick Goldstein!Lab #1-14 ! “Look at me, I’m Sand(ra Dee)” (Sand Analysis)!!In this lab, you will be determining the different colors, textures and structures of 5 sands samples, so that you can use those known samples to determine the possible origin(s) of a sand sample taken from a suspect’s car floor.!!Lab #1-14 Materials and Procedure: !Stereomicroscope! ! ! Sand samples, knowns and unknowns!!Examine the known samples provided. Give the color and texture descriptions in the chart below and then sketch each under the 4X of the stereomicroscope!!Part 1: The Known Samples!! ! ! Color:!! ! ! ! Texture:!Sample#1:!!Sample#2:!!Sample#3:!!Sample#4:!!Sample#5:!!Draw what you see in the microscope for each of the known samples.!!#1! ! ! ! #2! ! ! ! #3!!!!

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#4! ! ! ! #5 !!

!!!!

!Part 2: Samples taken from suspect’s car floor:!!Q sample # __________ !Color:!! ! !!Texture:! ! ! ! ! !!Best guess as to origin of sand source(s):! !

Explanation:!!!!!!Q sample # __________ !Color:!! ! !!Texture:! ! ! ! ! ! ! !!Best guess as to origin of sand source(s):! !

Explanation:!!!!

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Forensic Science! ! ! ! ! Name____________________!Rick Goldstein!Lab #1-15 ! “Ridin’ Dirty” (Soil Analysis)!!

Soil can be important evidence at a crime scene because it is easily and inadvertently transferred (remember the Locard’s Exchange Principle). Like other trace evidence, the forensic examination of soil involves comparison of samples in order to establish a link or relationship: the more characteristics that can be matched, the greater the probability of common origin. Low-power microscopy can be used to examine mineralogy, while other characteristics of soil can help to uncover

geological processes and geography. Comparative analysis uses physical properties such as density, magnetism, particle size as well as chemical properties, such as pH. !!

Soil is one of the most common materials in the world. The three major components of soil are sand, silt and clay. These major components determine many of a soil’s properties. Slow anaerobic decomposition of vegetative matter forms a dark organic soil; such as found in swamps and bogs.!!! The forensic definition of soil includes any artifacts mixed in with the soil, such as fragments of glass, cinders, asphalt, paint, metal, concrete, bricks, etc. as well as natural products. Often, it is the presence of artifacts that make a soil sample unique to a particular location, thereby providing a link to another sample. For example, soil from either side of a galvanized fence usually contains zinc; dirt below an asphalt shingle roof may show shingle stones; potting soils often contain slow-release fertilizer tablets. !!Lab #1-15 Materials and procedure:! !1 Small bag of soil! ! 1 Metric ruler!! ! ! 1 Glass stirring rod!1 Soil Color guide! ! Crayons or colored pencils!! 1 Apron! !1 pencil! ! ! 1 100 ml Graduated cylinder! 1 Crucible tongs!1 vial Dry Calgon! ! Distilled water! ! ! 1 marker for baggie!1 pH color test kit! ! 1 Magnifying glass! ! ! 1 Striker!1 Blacklight! ! ! 1 Electronic Balance (.01) !! 1 Goggles!1 Forceps! ! ! 1 Magnet in plastic bag! ! 1 Ring clamp !1 Test tube, plastic! ! 1 Bunsen burner set up! ! 1 ring stand! !1 Clay triangle! ! 1 Funnel (extra, extra large)! 1 scoopula!1 Crucible and lid! ! 1 Weigh boat, foldable! ! 1 pippette for H2O!! ! !1. Label the bag of soil with your name, date collected and the specific location.!

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!Date collected:! ! ! ! ! Location:!!!

2. If two soils are from the same location, they should contain particles of similar densities. Remember that d = m/v. To determine the density of a small amount of your soil you will measure a set volume of soil and then weigh it. Put a weigh boat on the balance and push TARE. Gently add 30 mL of soil to the weigh boat. Fold weigh boat and add soil to a 100 ml graduated cylinder. Do not compact the soil. !!Mass of 30 ml of your soil in grams:! ! Density of your soil (show units):!!!

3. To determine the relative amounts of sand, silt and clay composition of your soil sample you will find how fast the soil particles settle. To the 30 ml of dry soil in the 100 ml graduated cylinder in part 2, add 1.5 g of Calgon powder. Then fill the cylinder with water to the 90mL mark. Cover the cylinder with your hand and shake the graduated cylinder for two minutes to thoroughly mix the sample. Place the cylinder on the table and wait for forty seconds.

Measure the volume (in ml) of material that has settled to the bottom of the cylinder. That is the volume of sand in your sample. Set this aside, move on to part 4, but after thirty minutes have passed come back and measure again. The silt measurement is the difference between the top of the new layer and the top of the sand layer. Set

your sample aside overnight (make sure it is on a paper towel with your name on it.) The next day, take the measurement from the top of the new (clay) layer to the top of the silt layer. Add the three volumes together. This is the denominator for determining percents.!!!a. ml sand measured:! !

! ! !b. ml silt measured:! !!c. ml clay measured: !!

d. total ml measured (a + b + c):!!e. % sand (a./d. x 100) =!!f. % silt (b./d. x 100) =!!

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g. % clay (c./d. x 100)= !! !!!4. To determine the percent of the soil that is organic

material, you will need to heat the sample in a crucible. First weigh the crucible filled about ¾ with the soil sample in it. Then put the sample and crucible on a clay triangle on a ring clamp on a ring stand and heat it with a Bunsen burner. Heat until organic matter burned off. Let cool before placing on balance. This should take 5-7 minutes. If you are not familiar with this procedure, please ask. !!a. Mass of the crucible before adding the soil to the crucible:!!b. Mass of the soil sample and crucible before heating:!!c. Mass of the soil sample and crucible after heating:!!d. Subtract c. from b. to get the mass of the organic matter burned off:!!e. Divide d/ (b-a) and multiply by 100 to get the percent by mass of the organic matter of the soil: !!!

5. Using crayons or colored pencils to indicate the color of your original sample still in the bag, NOT the color of the soil heated in the crucible (in #4).!!Color:!!

6. Compare the color of the original soil sample in your bag to the color chart in the guide booklet. !!

Letter/number combination of closest match:!!!7. The color of the soil is generally related to the presence of particular minerals

or organic matter. Red soils are associated with highly oxidized iron; black soils with organic matter. Wet soil is usually darker than dry soil.!!What the color of your soil indicates about the content of the sample:!

8. Using a magnifying glass, identify and list the variety of materials found in your sample. This list might include seeds, sand particles, roots, insects, etc.!!List contents of your soil:!

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!!9. Shine the ultraviolet light on the soil sample. Note what particles fluoresce, if

any. Some minerals, as well as fibers, plastics and paper will also fluoresce.!!Parts of your sample that fluoresce:!!!

10.Pass a magnet (wrapped in a plastic bag, please don’t open the bag) through the soil to collect and identify any iron that may be present. !!Is there iron present? ! How much (a little? A lot?)!!!

11. To determine the pH of your soil sample place a small amount of the sample in a test tube (to the soil line). Using a pipette, add distilled water (to the water line), shake with your thumb over the open end of the tube. Let it settle and then dip the pH paper into the liquid for five seconds. Compare pH paper to the color chart, estimate and record the pH.!!Estimated pH of your soil:!!!

Lab #1-15 Questions!!1. Which tests from this lab would be most helpful forensically? !!!!2. Based on your tests above, what are the two most distinctive

characteristics of your soil sample? List and explain.!!!!! !3. Based on all of this information gathered in this lab, describe the soil

sample you tested.!!

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Forensic Science! ! ! ! ! !Rick Goldstein!Handout: Unit #1 Test study guide, chapters #1-4!! !Review all information from: class notes, power points notes, labs, and guest speakers on the following topics: !!

1. Introduction to Forensic Science (Definition, Scope, History basics, Locard, Crime Lab sections and organization, CSI Effect, witness IDs)!

2. Crime Scenes (how to process – remember Appendix 1 has good info)!3. Physical characteristics of evidence!4. Trace evidence (Glass, sand, soil)!!

You should be generally familiar with the following cases (ie. What basically happened, or why it is important):!!Major Cases:!

Jascalevich!Camarena!!

Other cases to know:!Ted Bundy !Frye v US !Daubert v. Merrill Dow !Kumho Tire v Charmichael!JonBenet Ramsey!Mincey v Arizona !Michigan v Tyler !Green River Killer !OJ Simpson !Horse Chestnut Tree !(Skip the Wayne Williams case, we will go into it in much more detail in the next unit.)!And any other cases discussed in class.!!!

It would be good to review the labs in this unit before the test.!!

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!!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #2-1 ! “Aww, You Guys Made Me Ink.” (Chromatography of Inks)! !In this lab, chromatography will be demonstrated as a laboratory technique for comparing two substances, in this case inks, to either exclude them as a match or say that they are consistent with each other. You will be given three suspect pens and asked to determine which pen(s) wrote a questioned writing. !!Lab #2-1 Materials:!3 known pens (#1, #2, and #3) (K’s)! ! 15 blank filter paper strips!1 jar of isopropyl alcohol “iso” (1 cm deep) ! 1 pencil!1 jar of methanol “meth”(1 cm deep) ! ! 1 jar of water (1 cm deep)!4 filter paper strips cut from questioned document (Q’s)!!Lab #2-1 Procedure:!1. Get a Ziploc bag with strips of filter paper, pens, and questioned documents.!!2. Record your name and either “water”, “iso”, or “meth” in pencil at the top of

each of three 10 cm length of filter paper. Total 9 strips. !!3. Put a large dot (3-5 mm) of each of the three K pens 2 cm from the bottom of

each of three of the strips (one from each fluid.) !!4. Suspend or rest each strip so that the dot is just over the fluid level, but deep

enough for the fluid to touch the paper. Keep the strip in contact with the liquid until liquid is drawn up to the pencil markings near the top. Remove and let dry. !!

5. Test your Qs, one in each solution. Which K (or Ks) made the Q. !!6. Verify that you have the correct pen or pens, by using the known (s) to

recreate the questioned document. Make a total of three of these. Test one in each of the three fluids. !!

7. Chose one fluid, then for your Q and all of the Ks, note the starting place for the top of the dot with a line across the strip. Note the highest point the ink traveled with a line across the strip. Note the highest place the liquid rose up with a line across the strip. The distance between the lowest line and the highest line is your denominator and the distance between the lowest line and the middle line is your numerator. Divide your fraction to get a decimal and that number is your Rf value for that ink in that substance. Rf value is how far your substance traveled compared to how far the liquid moved. See example to the right for calculations. Record in Question 3 below.!

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! !Lab #2-1 Questions:!!1. Chromatography is based on density. How

does this apply to inks? !!!!2. A. Which pen(s) was/were involved in the questioned writing? ____________ !

B. How did you decide?!!!!3. Calculate the Rf values (distance substance traveled divided by distance fluid

traveled) for one of your Qs and for the K or Ks you think was/were used to make the Q. Show your two calculations here.!Q:! ! ! ! K-1! ! ! K-2! ! ! K-3!!!!!!!!

4. Do the Rf values you calculated above support your answer to question #2? Explain. !!!!!

Staple the 3 original Q strips tested and the 3 filter paper strips you created in step 6 below.!!!!!!!!(If you worked with a partner, indicate whose lab has the strips for your group.)!!

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Forensic Science!Rick Goldstein!Handout: GC/MS explanation and example!!!This handout should help you understand how a gas chromatograph and mass spectrometry (GC/MS) works and how to read the graphs that result from it. Please take your time and really try to understand this now. It will make learning about drugs and arson and explosives much easier down the road.!!

First, the substance to be analyzed is placed in a GC, where it is separated into its component parts or molecules by heating it and vaporizing the substance in the oven. The smaller, lighter components are pushed, or ”drawn”, through the long coil, called a “column” in the oven faster, the larger are drawn through slower. Then, following the oven is the mass spectrophotometer and detector where each different molecule of the substance is blasted by electrons and break apart into small fragments. The fragments are also separated by mass.!!

The GC printout tells us what components or molecules are present in the original substance and are arranged by density, In the example of lemongrass essential oil below, it is made up of different chemicals, A, B, C, D, and E. Note that the X axis is time and the Y axis is abundance or percent or how much of that component is present. By time, we mean relative retention time (RRT) or how long it takes for that component to reach the detector, lightest are retained the shortest time and are seen on the left part of the X axis. The largest molecules are retained the longest are the slowest to come out and are seen on the right side of the X axis. So, Molecule A is the smallest and Molecule E is the largest. Molecule D is the most common or abundant and Molecule B is the second most abundant.!

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Next, each molecule A through E as it is spit out of the CG (remember they come out based on how small they are, smallest first) goes to the MS. The MS part of the GC/MS breaks the molecules into small fragments and the detector attached to it counts the fragments as they go by, smallest first and largest last. Each molecule breaks into a unique set of fragments and so the pattern of those fragments is also unique to that molecule. Imagine a box of uncooked spaghetti being broken and each broken piece of spaghetti is measured and like sized fragments are counted together. So, the fragments identify the molecule and the molecules identify that sample being tested.!!

In our Lemongrass example, peak A (molecule A) came out of the GC at a RRT of 8.62 minutes. (Go back to the GC diagram at the top and look at the X axis under A.) Here is the isolated peak for A.!

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� !!! Once component A goes to the MS the following print out shows that it is the molecule linalool. !

!The MS patterns are described by the most common fragment masses of the molecule. (The X axis in MS graphs is mass in atomic mass units and the Y axis is amount or abundance.) Look at the graph below and find the three highest peaks. Linalool is 93.3, 91.1 and 79.1.!!

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! Then Peak B is analyzed. Then Peak C and Peak D and so forth!! Go back to the original GC printout and look at Substance C. What is the RRT for peak C? (You should have read 13.3.) That peak is a molecule called Geraniol. The GC isolated peak (or what a pure sample of Geraniol would look like) is found below.!!

� !!After Geraniol comes out of the GC, it goes into the MS and the MS for Geraniol is found below.!!

� !!What are the highest three peaks associated with Geraniol? (Did you find 93.2, 69.1, and 91.1?)!!

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The MS for cocaine is 182, 82, 198, 303. Can you picture it? Draw it and label the X axis and the Y axis, don’t worry too much about the actual height of the peaks, just get the relative heights correct..!!!!!!!!!!!!!!!!!!!!!!Why do you think there can be no larger fragments for cocaine than 303? (Hint: the molar mass of cocaine is 303 AMUs.)!!!!!!!!!!!!!!!!!!(You do not need to turn this in, but do it for the practice and understanding.)

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #2-2 ! “Color Me Happy” (Fusion of TNT)!!!

Finding crime scene trace evidence is often easy to do, as there is often so much of it. Figuring out what to do with it can be more difficult. Different light wavelengths and different lenses can show characteristics and properties of the component compounds and elements. In this lab you will look at several chemical samples under polarizing lenses. This cannot be used to make an identification, but to show comparable samples or to eliminate inconsistent

samples.!!Lab #2-2 Materials and Procedure:!!Prepared slides of different samples: TNT, DDT, Anthracine, others! ! !Compound microscope! ! matches!2 Polarizing lenses! ! ! colored pencils !Alcohol burner! ! ! goggles!!1. Place the TNT slide on the compound microscope

with the 4X (red) lens. Focus it. The total magnification is 40X. Below, sketch the TNT slide at 40X, without any polarizing lenses. !!!!

2. Add one polarizing lens on light source and describe what the TNT slide looks like under a compound microscope, 40X total magnification, with one polarizing lens on light source.!!!!

!!3. Add a second polarizing lens by holding it slightly

above the stage or platform. The first lens should still be sitting on the light source. Sketch the TNT slide under a compound microscope, 40X total magnification, with two polarizing lenses, one on light source and one above stage. (Use colored pencils or crayons.)!!

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4. Now light your alcohol lamp with the match.!!5. This is where team efforts will be needed. One partner will need to be heating

the TNT on the slide (Must wear goggles while heating). The other partner will rotate the filter between the lens and the stage and observe through the microscope. !!

6. The goggled partner should CAREFULLY, while holding the side of the slide with the label on it, wave the center of the slide above the flame, moving it constantly. If you overheat the slide, the solid will sublimate (form a gas) or the slide could shatter in your hand. (That would be bad.) Once the TNT is melted, quickly place the slide on the microscope and observe. If the TNT has solidified before you can observe it, melt it again carefully and view again.!!

7. If time permits, view the other chemicals provided on slides, but DO NOT heat the others. You should see VERY different looking results.!!!

Lab #2-2 Questions:!!1. What physically happens when you melt the TNT and then let it cool down? !!!!!!2. Why did the TNT look different when you added a second filter? Make sure

you explain what the second polarizing filter does.!!!!!!3. Why does every substance (TNT, DDT, and any other chemical compound)

have a unique look as it melts and solidifies?!!!!!!4. How might what you have seen in this lab be useful forensically?!!!!

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Forensic Science! ! ! ! ! Name ___________________!Rick Goldstein !Lab #2-3 ! “It’s So Fluffy I’m Gonna Die!” (Microscopic Examination of Hair)!!

Hair is a very common form of evidence in many cases of homicide, sexual assault and burglary. Hair evidence can link a suspect to the scene of the crime, indicate the entrance or exit route of the criminal, show contact with the victim, or serve to identify clothes or shoes of the suspect. !

Hair from any part of the body exhibits a range of characteristics, such as color, length, and diameter. Even hair from different parts of the same area, the crown, sides, and rear of the head, for example, will differ somewhat. It is, therefore, necessary for the forensic examiner to keep this in mind when collecting reference hairs and to obtain an adequate supply to compare with the suspect's hair. Usually, the collection of several dozen hairs from relevant parts of the body will suffice.!

The parts of a hair that are easily seen by use of a microscope under magnification are the medulla, the cortex, and the cuticle as shown in Figure 1. Many animal hairs are easily distinguished from human hairs by the size and

shape of their medullae and the patterns of their cuticle or scale structure. Synthetic fibers have no medulla or scale pattern and are therefore readily distinguishable from animal hair. Figure 2 shows several scale patterns. !

! !!Figure 1: Cross Section of hair! ! ! Figure 2: Scale patterns of

hair!!This lab is a qualitative exercise to determine characteristics of hair samples. !! !!

Lab #2-3 Materials:!3 Microscope slides – glass! ! Compound microscope!3 Cover slides - glass ! ! ! Microscope tissue paper!Clear nail polish (for scales) ! ! Forceps!Glycerin or water (for wet mounts) ! Hair samples (human and animal)!

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Part A. Human Hair characteristics!!1. Pull a strand of your head hair and place it on a glass microscopic slide. !!2. Place a drop or two of glycerin or water on the hair in order to hold it in place,

and put a cover slip over the hair. This is known as a wet mount.!!3. Place the slide on the stage of the compound microscope, and adjust the

magnification to 100x. (Yellow lens)!!4. Locate the root end of the hair, if it has one. If the hair has been forcibly pulled

out, you will likely see a bulb-shaped enlargement. This is the hair root, and adhering to it, you will see small pieces of flesh and tissues, which surround the hair root. !!

5. Make a sketch of the root end of your hair.!!!!6. Observe if the medulla is fragmental (that is, present in

isolated spots), interrupted (long columns with open spaces now and then), or continuous (unbroken column). Is it entirely absent? At higher magnifications, some hairs may show irregularly shaped air spaces, known as cortical fuzi, dispersed throughout the cortex. !!

7. Describe your medulla:!!!!8. Make a sketch of the medulla you observe. If you don’t

have one to look at, go find a classmate who does and sketch his or hers (his or her name _______________. )!!!

9. Describe the (a) color, (b) relative diameter, and (c) pigment distribution of the hair in the above question. Go look at other students to compare and figure out the relative diameter of your hair.!

(a)!!(b)!!(c)!10.Examine the tip (external end) of the hair. This end can be determined by the

gradual tapering of the hair. If the hair had been cut recently, you will see a

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square appearance at the end. If hair has split ends it is normally due to artificial waving, bleaching, although repeated brushing may also produce this effect. (See power point slides.) !!

11. Sketch the external end of your hair.!!!!!!!!!Part B: Animal Hair Characteristics ! ! ! Animal: ____________!!12.Make water mounted slide of an animal hair and sketch of the root end and

sketch the external end of the animal hair.!Root! External end!!!!!!!!!

13.Describe the medulla of the animal hair.!!!!!!14.Sketch the medulla of the animal hair.!!!!!!!!!!Part C: Scale Patterns!!! Scale patterns are of little value in human hair comparisons as we all have very similar scale patterns, but these patterns can aid in distinguishing animal

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hairs. In human hair, the scales overlap smoothly, whereas in other mammalian species they protrude in a rough, serrated form. It is difficult to examine the scales directly, so what is most often done is to prepare a cast of scales. !!Follow these instructions:!1. Smear the center of a glass slide with a thin layer of clear nail polish. !!2. Before the clear nail polish dries, which takes place very quickly, place a

strand of animal hair on the surface of the polish. !!3. Before the polish has thoroughly dried, but after the surface becomes partially

solidified (a few seconds), lift the strand of hair off the slide. You should now see an imprint of the hair in the polish. !!

4. Place the slide on the microscope’s stage, focus, and observe the scale pattern of the imprint. !!

5. Now observe the scale pattern on a strand of hair placed on a slide. !!6. Is the imprint of the hair OR the actual hair itself easier to view the scale

pattern?!! !!7. Make a sketch of the scale pattern impression. !!!!!!!!

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Part D Slide Collection!!1. Examine the human hair slides (red dots) from the slide collection. Match

both Qs to Ks. Explain why you think they match. Sketch both Qs.!!

Q _____ = K _______________, !Reason:! ! ! ! ! Sketch: !!!!!!!Q _____ = K _______________, !Reason:! ! ! ! ! Sketch: !!!!!!!!2. Examine the animal hair slides (green dots) from the slide collection. Match

both Qs to Ks. Explain why you think they match. Sketch both Qs.!!Q _____ = K _______________, !Reason:! ! ! ! ! Sketch: !!!!!!!Q _____ = K _______________, !Reason:! ! ! ! ! Sketch: !!!!!!!!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #2-4 ! “Moral Fiber: Pull the Thread, Watch it Unravel” (Fiber Analysis) !!

Fibers may become important evidence in incidents that involve personal contact, like homicides, assaults, or sexual offenses. Cross-transfers may occur

between the clothing of suspect and victim. The force of impact between a hit-and-run victim and a vehicle often leaves fibers, threads, or even whole pieces of clothing adhering to parts of the vehicle. Fibers may also become fixed in screens or glass broken in the course of a breaking-and-entering attempt. Regardless of where and under what conditions the fibers were found, their usefulness depends on whether their origin can be reduced to a limited number of sources or a single

source. Given the mass production of garments and fabrics, it is hard to find a fiber with individual characteristics. ! !!

Early in the twentieth century, the first manufactured fiber, rayon, was made. It was followed in the 1920s by the introduction of cellulose acetate. Since the late 1930s, scientists have produced dozens of new fibers. In fact, the development of fibers, fabrics, finishes, and other textile-processing techniques has made greater advances since 1900 than in the five thousand years of recorded history before the twentieth century. Today, such varied items as clothing, carpeting, drapes, wigs, and even artificial turf attest to the predominant role that manufactured fibers have come to play in our culture and environment. This lab will investigate several ways to analyze fiber evidence. !!Lab #2-4 Materials:!1 Tea candle!! ! ! ! !1 packet of matches!1 Forceps! !1 Scissors! ! ! ! !1 Bag of known and unknown fibers [bag includes aluminum foil in it]!!Part 1 Flame tests!!

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Lab #2-4 Procedure:!!1. Get one bag of unknown fibers.!!2. Look at the numbered known fibers in the folder & decide which three most

closely visually match the crime scene letter assigned to you. Each person need their own unknown.!!

3. Cut off a very small piece [5x5 mm – about half the size of a pencil eraser] of fiber from each of your suspect samples. !!

4. Fold the piece of aluminum into a bowl-like shape.!!5. Place the tea candle on the aluminum.!!6. Light the candle.!!7. Holding the first known fiber in forceps, close to, but not touching, the flame.!!8. Record your observations in the data table below: does it ignite, melt, or curl?!!9. Holding the fiber in forceps, touch the fiber to a flame.!!10.Record your observations in the data table below: does it ignite quickly or

slowly? Does it sputter, drip, or melt?!!11. Remove the fiber from the flame and describe how it behaves. Does it self

extinguish, continue to burn, or continue to glow?!!12.Observe any odor associated with the fiber in the flame. !!13.Repeat steps 7 - 12 for the other two of the closest known fibers.!!14.Then repeat steps 7 - 12 for the crime scene unknown. (Be careful, you only

get one chance to do this.)!!15.Once you have melted and burned all the unknown pieces of fiber, blow out

your tea candle. And, clean up.!!16.Attach the unused portion of the sample to this lab. Attached? ___________!!!

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!Lab #2-4 Data Table 1!

Lab #2-4 Questions:!!1. Based on the information from your data table above, which known matches

with the crime scene unknown? ___Q - ____K!!2. What was the strongest evidence you used to make the match?!!!!!3. Does fiber evidence exhibit individual and/or class characteristics? Explain.!!!!!!4. Explain why it is unlikely to find two indistinguishable colored fibers coming

from randomly selected sources (see Text p. 230)!!!!!

Fibers ![

Approaching flame

In flame Removed from flame

Odor

K Suspect !# ____

!!!K Suspect !

# ____!!!

K Suspect !# ____

!!!Q Crime

scene letter ____

!!!

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5. Explain the difference between manmade & natural fibers. Give two examples of each. !a. Difference:!!!b. 2 examples of man made fibers:!!!c. 2 examples of natural fibers:!!!!

Part 2 Microscopic examination of fiber evidence!!Under the compound microscope, examine the textile fiber slides (yellow dots) from the slide collection and identify the three unknowns assigned to you. Sketch each and explain how you visually determined the matches. !!

a. Unknown (Q) ____ is a match with !the known (K) slide _______________.!Reason:! ! ! ! ! !!!!!!

!b. Unknown (Q) ____ is a match with !

the known (K) slide _______________.!Reason:!!!!!!!

c. Unknown (Q) ____ is a match with !the known (K) slide _______________.!Reason:

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #2-5 ! “(C)hips Don’t Lie” (Paint Chip Analysis)!!

Paint chips found at many crime scenes are often very small, but can pack a large evidentiary punch. Paint chips can be matched using their layers, shape, and chemical composition. They can connect a vehicle to a crime scene. In this lab, you will be looking at the microscopic layering of unknown chips of automobile paint and matching them to known samples.!!Lab #2-5 Materials and Procedure:!!Various automobile paint chips in prepared wax slices !Stereomicroscope! ! ! ! ! colored pencils!!1. You will be given a set of wax slices each with a small chip of automobile

paint that has been cut in cross section. BE CAREFUL NOT TO OVERHEAT these wax samples, if you do, the sample will be of no further use to anyone. !!

2. View each slice IN THE ORIGINAL CONTAINER under the lowest magnification of the stereomicroscope. DO NOT REMOVE THE CHIPS FROM THE SMALL CONTAINERS.!!

Lab #2-5 Questions:!!1. Sketch a cross section of each of the known (K) reference samples and the

one unknown (Q) sample. Use colored pencils.!!Known _____! ! Known _____! ! Known _____! !

! ! !!!!!Known _____! ! Known

_____!! Unknown _____!! !

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!2. Using words only, without additional sketches present your evidence of how

you determined the identity of the unknown paint chip. ID the Q.!__ Q = __ K. Why?!!!!!!!!

3. Explain why paint chips can be useful forensically. Are individual and/or class characteristics both demonstrated in paint chips? Explain.!!!!!!!!

4. Explain how paint generally is applied to a surface (see text p 232).!!!!!!!!5. Explain how automobile paint particularly is applied (see text p 234). Be sure

to explain the four organic coatings.!!

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Forensic Science ! ! ! ! ! !Rick Goldstein !Lab #2-6 ! Wayne Williams: Atlanta Murdered and Missing Children Case !!Here we have a unique opportunity to see an important historical forensic science case from the perspective of one of the original scientists who worked the case many years ago. Larry Peterson was a relatively new GBI trace evidence examiner in 1979, when the evidence started to emerge that someone was murdering young men and boys in Atlanta. This city went into full panic mode, with parents not letting their children go out alone. And national and international news media descended on Atlanta. As the bodies were discovered, Peterson was called out to collect and analyze the evidence, working with local, state and federal authorities in a taskforce, he started to build a profile of the killer. Eventually Wayne Williams was arrested (you will hear that story from Larry Peterson) and the GBI had to make the case. Peterson testified at the proceedings and at every subsequent hearing related to the trial for the last 36 years. Only months ago, he was called to testify at the latest parole hearing. !!Peterson is an annual visitor to this class and will be talking about this case. You get to ask the expert (he is somewhat of a rock star - my words – in the forensic science community) anything you want about this case. But, first you need to do your homework to get up to speed. What follows is an abbreviated list of the early victims. You will be assigned one (or more) of them. Look them up before our visitor comes to talk. Find out who they were and how they fit into this horrible case. Know the basic outline of the case and the background of your person (or people). The victim’s names listed below are in rough chronological order.!

! ! !1. Alfred Evans !2. Eric Middlebrooks !3. *Clifford Jones!4. *Charles Stephens !5. *Lubie Geter!6. *Terry Pue !7. Patrick Baltazar !8. JoJo Bell!9. Larry Rogers !10.John Porter!11. *Jimmy Ray Payne!12.William Barrett!13.*Nathaniel Cater!!!

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For background purposes, what follows is some of the information from the original evidence posters used in the Wayne Williams trials:!!1. Summary of all of the victims in order, with pertinent information about how and when they were found.!

� !!2. Here is the poster that was used to show how much similar evidence was found on so many of the victims. Mathematically, this sealed William’s fate, as the overlapping circles of probabilities of this happening quickly pointed to Williams as the perpetrator.

� !!! 92

Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! ! !Lab #2-7 ! “Don’t Eat the Yellow Snow“ (Cocaine in Urine Lab) !!Background: You should become familiar with the differences between the following tests. !! Screening/preliminary v secondary/confirmatory tests!! Presence/absence v quantitative tests!! Color tests v microcrystalline tests!! SEM microanalysis !!Lab #2-7 Materials!! Well plate !! 20 microliter micropipette!

10 micropipette tips!! 8 “A” vials of urine samples (1A -- 8A)!! Orange vial of anti-human antibodies (labeled “ANTI”.)!

Purple vial of enzymes (labeled “ENZ.”)!! !!Lab #2-7 Procedure !

1. Take well plate and orient it with letters and numbers so you can read them. !

2. With an unused micropipette tip place 40 microliters of urine sample 1A in well plate hole 1A.!

3. Repeat step 2 with a clean micropipette tip and the other urine samples into well holes 2A through 8A. Careful not to contaminate the samples.!

4. You now should have the eight urine samples in eight different well holes.!

5. With a clean micropipette tip place 20 microliters of anti-human antibodies (labeled “ANTI”) in each well hole that has a urine sample. You can use the same micropipette tip for all eight samples, but be very careful not to cross contaminate the samples, by touching the micropipette tip to any of the well holes or urine samples.!

6. With a clean micropipette tip place 20 microliters of enzymes (labeled “ENZ”)in each well hole that has a urine sample. You can use the same micropipette tip for all eight samples, but be very careful not to cross contaminate the samples, by touching the micropipette tip to any of the well holes or urine samples.!

7. If cocaine is present in a sample, you should now be able to see the bright pink results of a positive test. Negative results of this test would appear clear, but slightly cloudy.!

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8. Note which suspects showed a positive result for cocaine in their “A” sample. !!

Lab #2-7 Questions:!1. Given the possibility that an unknown white powder taken from a crime

scene could be cocaine, tests like the one you performed today would be useful. What does the result of the tests you ran indicated about the 8 suspects. (Indicate here which tests were positive.)!!!!!

2. Describe the tests you ran in terms of the basic categories of tests. Indicate which one of each pair describes your test and WHY. !

a. Screening/preliminary vs. secondary/confirmatory tests!!!!!!!b. Presence/absence vs. quantitative tests!!!!!!!c. Color vs. microcrystalline tests!!!!!!!

3. Are the results of your tests (and tests like yours) enough to get a conviction in court? If so, why? If not, why not?!!!!

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Forensic Science ! ! ! ! ! Name ____________________! !Rick Goldstein !Lab #2-8 “What seems to be the problem, Osifer?” (Alcohol limits and DUI)!!

This is one of those labs that can really hit home for some folks. Teens are not allowed to possess, consume, transport, or be under the influence of alcohol in the State of Georgia. There are testable limits for alcohol found in your blood for a DUI: if you are under 21 the level is 0.02%, from 21 or over it is 0.08%, and there is a special limit for commercial drivers (MARTA, taxis, trucks, etc.) See the table below to figure out how many drinks it takes to get to that limit.!

!!The State of Georgia has what is called an "Implied Consent Law". This

law requires Georgia drivers to submit to (your consent is implied by you having the license and being on a road in the state.) chemical tests of blood, breath, urine or other bodily substances to determine if you are under the influence of alcohol or drugs. If you refuse to take such a test you will have your drivers license suspended for one year.!!

Georgia also has an "Open Container Law". The open container law prohibits an alcoholic beverage container that contains any amount of alcoholic beverage in it from being inside a moving vehicle. This includes containers with broken seals or containers that have had the alcohol partially removed in a vehicle on the roadway or shoulder of any public highway. The fine for violating the open container law is $200.!!

There are two basic types of tests that law enforcement uses to determine if you are over the DUI limits. There are initial, field, or preliminary tests, sometimes called screening tests and more detailed secondary lab tests, sometimes called confirmatory tests. !

Weight 1 2 3 4 5 6 7 8

100 0.032 0.065 0.097 .0129 .0162 0.194 0.226 0.258

120 0.027 0.054 0.081 0.108 0.135 0.161 0.188 0.215

140 0.023 0.046 0.069 0.092 0.115 0.138 0.161 0.184

160 0.020 0.040 0.060 0.080 0.101 0.121 0.141 0.161

180 0.018 0.036 0.054 0.072 0.090 0.108 0.126 0.144

200 0.016 0.032 0.048 0.064 0.080 0.097 0.113 0.129

220 0.015 0.029 0.044 0.058 0.073 0.088 0.102 0.117

240 0.014 0.027 0.040 0.053 0.067 0.081 0.095 0.108

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Field tests !The three scientifically validated Field tests by National Highway Traffic Safety Administration (NHTSA) are:!• Horizontal gaze nystagmus test, which

involves following an object with the eyes (such as a pen) to determine characteristic eye movement reaction !

• Walk-and-turn (heel-to-toe in a straight line). This test is designed to measure a person's ability to follow directions and remember a series of steps while dividing attention between physical and mental tasks.!

• One-leg-stand.!!Alternative tests, which have not been scientifically validated, include:!• Modified-position-of-attention (feet together, head back, eyes closed for thirty

seconds; also known as the Romberg test).!• Finger-to-nose (tip head back, eyes closed, touch the tip of nose with tip of

index finger).!• Recite part of the alphabet!• (Finger count) touch each finger of hand to thumb counting with each touch (1,

2, 3, 4, 4, 3, 2, 1).!• Count backwards from a number ending in a number other than 5 or 0 and

stopping at a number ending other than 5 or 0. The series of numbers should be more than 15.!!

Breathing into a "portable or preliminary breath tester" or PBT is also an acceptable preliminary test used by law enforcement. These are commonly known as Breathalyzers. A breathalyzer is a device for estimating blood alcohol content (BAC) from a breath sample. The scientific validity for this estimation is the fact that there is a direct correlation between the amount of alcohol in your blood and the amount that is exhaled from your lungs. The breathalyzer estimates this by mixing several s chemicals with a sample of the breath in question, which produces an electric current and displays the alcohol content of the sample. !!Confirmatory tests:!

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!Blood Tests:!In a lab or hospital, a blood sample is drawn and analyzed for alcohol content. This is generally considered the most accurate of intoxication tests.!!Intoxilyzer: !These devices are used as confirmatory devices for those who are suspected of DUI. Using infrared spectroscopy, which identifies BAC levels by the way that the alcohol absorbs light; the Intoxilyzer processes breath samples and reliably displays the correct BAC (Breath Alcohol Level). These have been reliably used in courts for many years.!!!Lab #2-8 Materials and Procedures!!Drunk Busters Impairment Goggles! ! !Ball to toss!Objects to step over or around !!A. With the Drunk Busters Impairment Goggles and in groups of three, take turns trying to catch a ball, step over an object, walk in a line, touch your nose, and any other of the field tests above that involve movement. Please be careful and have a spotter on either side of you when you attempt any of these tasks. You can fall and hurt yourself, so only do these with spotters.!!B. Without the Drunk Busters Impairment Goggles, while you are waiting to use them, try to recite the alphabet backwards, or start from someplace in the middle and go forwards, or count by 3’s or 7’s from some number not 1. Do this under a time pressure or while someone is talking to you or singing to you or counting while you do it. Or try some other confusing variation of a simple verbal task.!!!!

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Lab #2-8 Questions!!1. At your age what is the legal limit for BAC? _____________________!!2. At your weight, what is the approximate number of alcoholic drinks you would

have to consume to be over that limit? ___________________!!3. What activity did you attempt while wearing the Drunk Busters Impairment

Goggles?!!! !4. How did the goggles change how you thought you were doing compared to

how your spotters saw you performing? !!!!!!5. What verbal activity did you try?!!!!6. How did you do (presumably sober)?!!!!!7. What personal take home message did you get from this activity in general?!!!!!!!!!!!!!!! !!

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Forensic Science ! ! ! ! ! !Rick Goldstein! !Handout: Tylenol Murders Case Summary!!In 1982, seven people in the Chicago area collapsed suddenly and died after taking Tylenol capsules that had been laced with 90% pure potassium cyanide. These five females and two males, all relatively young, became the first victims ever to die from what came to be known as product tampering. !!The poisoned capsules had been placed on shelves in six different stores by a person intent on killing innocent people at random. Some of the Tylenol packages had 5 or less poisoned capsules. One had 10 poisoned capsules. The stores were in varied locations from suburban to inner city, from predominantly white to predominantly non-white neighborhoods. The victims still appear random. One victim was a 12 year-old girl who had a cold.

Another victim had just returned from the hospital after giving birth to a baby boy. The tragedy was compounded for one family who lost three members. Overcome by grief at the sudden inexplicable death of a close relative, two other family members were offered Tylenol capsules from the same bottle, not yet aware that poison was the cause of death. The case has never been solved, and the $100,000 reward offered by Johnson & Johnson remains unclaimed. !

The Tylenol killer has never been caught. Many believe he never will be caught. A somewhat bumbling suspect who attempted to cash in on the unprecedented publicity was arrested and charged with extortion, but not with the murders. The police concluded he was merely an opportunistic extortionist, and could not be the murderer. Too many details and circumstances suggested he could not be the poisoner. James Lewis was released in 1995, after serving 13 years of a 20-year sentence.!A wave of copycat tamperings occurred afterwards: Lipton Cup-A-Soup in 1986, Exedrin in 1986, Tylenol again in 1986, Sudafed in 1991, and Goody's Headache Powder in 1992. Deaths resulted in these cases. Prior to 1982, tamper-proof capsules and tamper-proof packaging were essentially unknown. The technology evolved rapidly in response to the threat, and today such packaging is a familiar sight to all. !!

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Forensic Science ! ! ! ! Name ____________________!Rick Goldstein! ! ! ! !Lab #2-9 ! “Popped a Molly” (White powder lab)!!!In this lab you will determine the identity of unknown white powders found at the crime scene by testing, comparing and analyzing known white powders provided to you. You must design your own testing procedures. This is intentionally left open ended for you to demonstrate your creativity and adherence to sound scientific principles and lab techniques.!!!Lab #2-9 Materials and supplies available for you:!!Materials:!Well plate! ! ! Spatulas! ! ! Droppers! !Aluminum foil! ! ! Hot plate! ! ! Test tubes !! ! !Chemicals:!Acetic Acid! ! ! Ferric Nitrate ! ! Bicarbonate Solution ! !! ! !! ! ! !Known white powders samples to test:!Baking Soda!! ! Salt! ! ! ! Powdered sugar!Baking powder! ! Corn starch! ! ! Sugar!!!Your Procedure (must be OK’d by Rick before beginning):!!!!!!!!!!!!(See over for the questions for this lab.)!

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Questions for Lab #2-9!!1. Given the tests you conducted in the

dichotomous key above, what is your best guess for the unknown(s) assigned to you?!!!a. Unknown ______ is substance __________________!

Reason:!!!!!b. Unknown ______ is substance __________________!

Reason:!!!!!c. Unknown ______ is substance __________________!

Reason:!!!!!!2. Is the system used in this lab workable for real crime labs? Why or Why

not?!!!!!3. What do the GC/MS and other chromatography tests do that go one step

further than the white powder tests you did in this lab? (ie. How are they more specific and therefore more able to distinguish different white powders?)!!

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!Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #2-10! “Fire Burning, Fire Burning” (Arson Investigation)! !

In fire scene investigation, there is often more evidence than can be collected and processed in a reasonable time. Burned material, smoke, and water are everywhere and in some structures upper levels have collapsed onto lower levels, complicating the investigation even more. Investigators need to be able to locate the most likely spots to collect debris. In this lab, you will be trying to understand the

way structures burn (and collapse) so you can determine where the likely Point of Origin is and center your investigation there. !!

To start with you and a partner will be building a standard structure along with all of the other pairs. After completed, you will be given an accelerant and a location to pour it. You will light the accelerant and burn down the structure. Once all groups are done, you and your partner will be assigned a charred structure to investigate. You may refer to your lecture notes, the text or internet references. Your job is to locate the likely Point of Origin and explain why you have reached that conclusion.!!!Lab #2-10 Materials and Procedures:!!90 Popsicle sticks! ! ! ! aluminum tray! ! ! !Compass ! ! ! ! ! paper and pencil!Elmer’s glue! ! ! ! ! sand! ! ! ! ! !20 ml Accelerant ! ! ! ! matches! ! ! ! !Spray bottle with water! ! ! fire extinguisher (just in case)!!!1. Using 90 Popsicle sticks and the Elmer’s glue, construct a structure that uses

all of the sticks and only the glue to hold them together. No tape or any other material is allowed.!!

2. Fill the aluminum tray 1 inch deep with sand. Place the completed structure on the sand.!!

3. Draw a simple sketch of your structure (before it was burned) below, draw an “N” for north, and write the number or the name on your structure. = _______!

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!!!!!!!!!!!!4. Once the class is in the garage and you have been assigned a location, orient

your tray with your sketch so that the north arrow you drew agrees with the compass (including the angle of declination – we will go over how to do this in class.)!!

5. Next, you will be given a corner location to pour your accelerant (either NW, NE, SE, or SW). This is your Point of Origin. Pour all of the fluid on the appropriate corner of the structure and immediately light it. !!

a. Corner assigned to your structure _________________!!b. Accelerant used _______________________!!

6. Stay with the structure while it is burning. When it is about 75 - 80% burned (your call on this one), douse the flames with the spray bottle of water.!!

7. After your structure is extinguished, sketch your burned structure below. Mark your Point of Origin on your sketch with a “POO”.!!!!!!!!!!!

8. Take a photo of the remains of your burned structure and attach it to this lab. Attached ? __________!

9. You will be investigating two of the other groups’ scenes, sketching your observations, and determining the Point of Origin for each. !!

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10.Below, make simple sketches of the remains of the two houses that you are investigating with the number or names of the house at the north side (and the top of your drawing, and a N arrow) and your best guess as to the Point of Origin marked with “POO”. !!

Number or name of house: __________!Number or name of house: __________!! Sketch:! ! ! ! ! Sketch:!!

!Lab #2-10 Questions:!!1. List 5 major clues found at the scene of a house fire that would indicate a high

likelihood of arson, not accident? !!!!!!!!!!2. How is the Point of Origin determined? (If you are not clear, look it up.) List

three factors to look for.!!!!!!3. In the work above, you decided where the POO was for the two houses you

investigated. Justify your choice of Point of Origin in both cases, using your powers of observation and what you have learned in this unit of the course.!!

!!!!!!!!!!!

!!!!!!!!!!!

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Number or name of house ________! Number or name of house ________!Justification:! ! ! ! ! Justification:!!

!!4. You will be given a GC/MS print out that you can assume came back from the

lab from an arson case. Using any written or electronic resources, determine the most likely accelerant used in the arson and how you made your determination. Attach to this lab: 1. The original GC/MS given to you and 2. A print out of your research -- the GC/MS you found that you think matches the one given to you. (Hints for search words: chromatogram, gas chromatograph, accelerant patterns, and GC/MS.) Top accelerants used in arson are: diesel fuel, ethyl alcohol, gasoline, isopropyl alcohol, kerosene, methyl alcohol, turpentine, and mineral spirits. (Second hint: you can scan the GC/MS image and use Google images to see what it matches.)!!

a. GC/MS given to you (Unknown number/letter): _________________.!!b. Best guess for accelerant used: _____________________!!c. Reasoning: !!!!!

!!!!!!!!!!!

!!!!!!!!!!!

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Forensic Science ! ! ! ! ! !Rick Goldstein !Handout: TWA Flight 800 case summary!!!

On July 17, 1996, just minutes after taking off from JFK Airport, TWA Flight 800 crashed into the Atlantic Ocean off Long Island Sound, killing all 230 people aboard. One of the initial theories was that the New York to Paris 747 plane was brought down by a bomb. !!! In the first few days and weeks, there was a great urgency to getting the debris from the plane and its contents on dry land to attempt to locate tell tale traces of explosives. As parts of the plane and luggage and other debris were brought up, they were tested. However, the salt

water had erased any possible traces. Investigators then looked for the patterns in the metal: pock marks, tearing, or other “witness material.” An example of “witness material” could have included metal pushed in where a missile would have penetrated the side of the plane.!!The four year long investigation by the

National Transportation Safety Board (NTSB) determined that a center-tank explosion caused the crash. The final report indicated that explosion was most likely caused by a spark from a short circuit in the wiring. The report played down the possibility of a bomb causing the explosion. No “witness material” was discovered that could support the missile theory.!!

More than 95% of the plane and its contents have been recovered and painstakingly reconstructed. Some of the recovered pieces were as small as a coin, others were as large as a bus and weighed several tons. The reconstruction now sits in an airplane hangar on the grounds of the NTSB in Virginia. The reconstruction took 2

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months to build. 18 investigative teams were formed to look at different aspects of the accident, like systems, structures, propulsion, flight data recorder, medical forensic, fire and explosion, and Airplane operations.. Several books were written on the crash and a made for TV movie was also produced. The discussions continue.!!

In 2013 just before the 17 year anniversary of the crash and the pending release of the movie based on it, investigators from the Air Line Pilot’s Association petitioned the NTSB to reopen the investigation, citing newly available radar evidence from the Federal Aviation Administration (FAA). “We don’t know who fired the missile, but we have a lot more confidence that it was a missile,” said one investigator. The NTSB has agreed to revisit the case and consider the new information. The case is still under investigation. !!!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #2-11! “This Place About To Blow” – (Explosives Analysis)!!Following the lecture and having read the text chapter, you should be able to answer some basic questions related to explosives and explosives analysis. !!Lab #2-11 Questions:!!1. What are the two basic types of explosives?!!

a. Give an example of each not listed on this lab.!!!b. Explain how you can tell which is which.!!!!

2. Pick one of the explosives demonstrated in this unit in the chem. lab. Which one of the two types in question #1 is it and how do you know? (Correct vocabulary, especially verbs, is important here.)!

!!!3. Pick a different explosive of the other type demonstrated in this unit in the

chem. lab. Which one of the two types in question #1 is it and how do you know? (Correct vocabulary, especially verbs, is important here.)!

!!!4. Your group was given an object that was destroyed for our class by ATF. !

a. What is the object? ________________!!b. It appears that the object was blown up and not dropped from a great

height or shot by a bullet. Give three clues.!i. One:!!!ii. Two:!!!iii. Three:!!!

5. You are the investigators. Reconstruct the object in question #3. !

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!a. Determine the exact make and ________________________!!b. Model number of the object. ____________________________!!c. Attach a picture of the object to the back of the lab. Attached? _______!!

6. What are ideal characteristics that trainers look for in a bomb detection dog and how would those characteristics be different than the ideals for a drug detection dog?!!!!!!

7. In the video of the ATF Post Blast Explosives School, a large truck tire was used in a demo. What were the two explosives used in the demo and how were the two types of explosives used differently?! !!!!!!

8. If you were investigating the 1996 crash of TWA flight 800, what would you look for to determine:!

a. If it was an explosion versus some other cause (fire, pilot error, etc)? !!!!!!!b. If the explosion came from the interior of the plane (fuel tank) or

exterior (missile) of the plane?!!

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Forensic Science ! ! ! ! ! !Rick Goldstein! ! ! !Handout: Boston Marathon Bombings!!!! On April 15, 2013 during the Boston Marathon, two pressure cooker bombs filled with shrapnel exploded at 2:49 pm. Three people were killed by their sustained injuries and 264 were badly injured. The bombs exploded around 12 seconds apart and 200 yards away from each other near the finish line of the marathon. The bombs were IEDs (improvised explosive devices) and were imbedded with shrapnel that included bits of metal, nails, and bearing balls. Fortunately, at that late point in the race, only a few of the runners were near the finish line. !!

After the bombs went off, the marathon was abruptly halted by the police and local authorities, who diverted runners away from the finish line and onto alternate routes. The FBI immediately took over the investigation. Based on the analysis of thousands of video clips submitted by the public within hours of the bombing, two suspects were identified: Chechen brothers Dzhokhar and Tamerlan Tsarnev. After their photos were released to the police and to the public, the brothers were located near Watertown, Massachusetts. They engaged in gunfire with the local authorities. During the altercation, Tamerlan Tsarnev died from his gunshot wounds and Dzhokhar escaped. The manhunt that took place

for Dzhokhar after the gunfight was almost unprecedented. A 20-block radius in Watertown, Massachusetts was closed off and searched. He was discovered hiding under a tarp on a boat in a backyard, bleeding from his injuries. He was promptly arrested and pleaded not guilty. Dzhokhar said he and his brother were motivated by extremist Islamic

beliefs and by their reactions to the wars in Iraq and Afghanistan. They had planned to bomb Times Square in New York City after their attack on Boston. They had no formal connections to any terrorist organizations. !!

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Forensic Science ! ! ! ! ! !Rick Goldstein!Handout: Test #2 Study Guide chapters 5-11! ! ! !!Review all information from: class notes, power point notes, labs, and guest speakers on the following topics: !!

8. Organic Analysis (types of tests)!9. Inorganic Analysis (types of tests)!10.Microscopes (types, how to use, parts of)!11. Trace evidence (hair, fiber, paint)!12.Drugs (schedules, types, including alcohol)!13.Toxicology (types of tests, DUI)!14.Arson (Accelerants, origins, GC/MS patterns)!15.Explosives (types, how they work)!!

Major cases to really know: !Tylenol Murders, !Wayne Williams, !Kennedy Assassination !TWA flight 800!!

You should be generally familiar with the other cases in this unit (ie. What basically happened, or why it is important):!

Napoleon p 160! !Lindberg Baby case !Jeffrey McDonald p 206, 229! ! !Central Park Jogger p 215!! !Ennis Cosby case p 218! ! ! !Telltale Rabbit p 223! ! !CBS murders p 240!! ! ! !Pablo Escobar p 246! ! ! !Harold Shipman, Dr. Death p 278!! !Schmerber v California p. 296!Oklahoma City Bombings p 310! ! ! !World Trade Center bombing p 330!!

It would be good to review the labs in this unit before the test.!!

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Forensic Science ! !Rick Goldstein!Handout: Madrid Bombings Case Study!!!! On March 11, 2004 10 nearly-simultaneous bombs detonated during the peak of Madrid’s rush hour on four commuter trains between 7:00 and 8:00 in the morning. The final result was 191 people killed by the explosion and 1,800 seriously injured. All four trains were traveling on the same line and had a final destination at the same station. Thirteen IEDs (improvised explosive devices) had been placed in backpacks and other

pieces of luggage stored on the trains, and ten successfully detonated at the time of the initial attack. !!The IEDs were made from military explosives and nails and screws packed around the bombs to be used as shrapnel. The devices were detonated by a cell phone. The attack itself took place two and a half months after the September 11th attacks in New York and a mere three days before Spain’s general elections, sending Spanish

politics into a frenzy of action and reaction. !!On the day of the attack a

plastic bag was found several blocks from the bombing site in a van that had been reported stolen earlier. In the bag were detonators like the ones used in the bombings. On the bag were latent fingerprints (see print from bag to the

right) that the FBI ran through IAFIS. 7 points on the fingerprint matched Brandon Mayfield.

Mayfield was a former US soldier with a clean record. He was also a recent Muslim convert. Mayfield was arrested on the opinion of the latent print examiner that the 7 matching points constituted a “100% match.”!!

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Days later, the Spanish investigators were able to link the prints to an Algerian national, who was arrested shortly afterwards. The Spanish miners who sold the explosives to the perpetrators were also arrested though they had no part in the orchestration or fulfillment of t he attack. After 21 months of investigation, Jamal Zeyam and several associates were convicted of carrying out the bombings. !!

Mayfield’s case was dismissed and the FBI issued a very unusual and official apology. Following this case, the standards for

using fingerprints to make a match were called into question and to this day continue to be under review. No longer are 7 characteristics enough to make a match. Also examiners must review each other’s work without bias (double blind analysis). The National Science Foundation report on Forensic Science also called for more testing of

the procedures for determining matches and greater scientific accountability and peer review. !

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Forensic Science! ! ! ! ! Name _____________________!Rick Goldstein !Lab #3-1 ! “I’m Leaving My Fingerprints on You” (Fingerprints)! !

! Fingerprints are a very common form of physical evidence. It requires considerable expertise to be able to accurately classify prints and match prints with each other. If a suspect’s fingerprints match those found at a crime scene, this is highly conclusive proof of link between the two. !! In this experiment you will investigate the methods used in developing and lifting latent fingerprints from a number of objects, made of a variety of materials. You will also try to match the prints with inked prints. Latent

prints are those invisible prints left on an object by a person. These must be developed using dusting powders or chemical solutions. Inked prints are those taken directly from a person’s fingers with an inkpad or block. Plastic Prints are those in a soft substance (like clay), where the print is imbedded in the substance. !! The origin of the use of fingerprints is lost in history, although it is known that the Chinese used fingerprints thousands of years ago. In 1886, a Scottish physician, Henry Fauld, first published the view that fingerprints could be used for identifying individuals. We owe the beginnings of our present system to Sir Francis Galton in the 1880s. Sir Edward Richard Henry developed a simplified system for classifying fingerprints, which was adopted by Scotland Yard in 1901. !There are a number of basic fingerprint patterns (arches, loops, whorls). The fingers on a person’s hand may contain a number of patterns. These patterns are shown in Figure 1. You should know the characteristic appearance of each of the patterns for this exercise. ! ! !! Figure 1 Basic Fingerprint types: #3, #4, #6, and #7 could be radial or ulnar loops depending on the side.! !

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FBI Card to be used in Lab #3-1, Step 5. Fill your name in below.!

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Lab #3-1 continued. ! ! ! ! ! Name ______________!!The tips of a person’s fingers have small friction ridges on them. Along

these ridges are small pores that secrete salt (NaCl), water, and proteins. It is those substances, along with oil that may be picked up by touching the hairy portions of the body, which will be deposited on objects that come in contact with the surface of our fingers. !!

There are a variety of fingerprint dusting powders. The choice of powder color depends to a large extent on the color of the object being investigated for prints. We will make use of three colors of dusting powder: white for use on dark-colored objects and black for use on light-colored objects, and fluorescent for multicolored objects.!!

Latent prints developed by powders and lifted from the object by use of transparent tape and hinged lifters. Lifters are available with black, white, or transparent to the adhesive surface of the tape. The tape is placed on a paper whose color will provide a suitable contrast with the print. The transparent tape also provides an immediate positive print. You will use both transparent tape and hinge lifters in this activity. !!

The hinged lifter consists of a plastic, adhesive-backed sheet attached to a colored paperboard. When the examiner is ready to lift the print, a lifter is selected. (This will be determined by the color of the powder used.) The backing is removed from the plastic sheet, exposing the adhesive. The plastic sheet is now pressed against the developed print, allowing the print to be picked off of the surface. The plastic sheet is then pressed against the colored paperboard.!!

You may not be able to obtain really clear latent-print development in this exercise, and perhaps this will serve to illustrate to you the importance of technique in this operation. Practice is very important.!!

You will develop a few of your own latent prints in the beginning of this exercise. If you should find that your skin is quite dry and does not deposit prints very well, this can be remedied. Handling paper dries the skin very quickly. If this is the case, rub your fingers along the side of your nose to pick up some skin oil, or run your fingers through your hair, which will accomplish the same purpose. Good prints will usually result if this is done. !!!

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Lab #3-1 Materials: ! ! ! ! !Printing kits with: ! ! ! ! ! Ceramic bowl!

Powders! ! ! ! ! Soda can!Dusters ! ! ! ! ! Glass beaker!!Transparent tape ! ! ! ! UV lamp!Perfect Print inkpads ! ! ! Balloon!Hand magnifying lens ! ! ! Fingerprint cards, FBI type!Lifters, hinged: black, white, clear!! Superglue chamber!Magnetic powder and applicator ! ! Plastic slides!

! !! ! ! !Lab #3-1 Procedures for lifting fingerprints!!1. Balloons: Take a white balloon and carefully spread it flat. Roll your finger

(listen carefully as to which finger) across the Perfect Print pad and transfer the inked print to the balloon in a smooth, continuous rolling motion. Once you start, do not stop or hesitate, as that will smudge the print. If you do mess up, rotate the balloon to a clean spot and try again. Once the print is clear, blow it up to the size of a basketball and tie it off. Indicate below if your print is a loop, whorl, or arch. Circle and label on the balloon seven individual characteristics and label the balloon with the correct finger and hand, but not your name. Place the balloon in the chem. lab on a paper towel and do write your name on the paper towel under your balloon.!!Balloon without name placed on paper towel with name. _______________!!Which hand and digit did you print? ________________________!!Lop, Whorl, or Arch? ________________!!

2. Use your left index finger, a glass beaker (non-porous) and black fingerprint powder to leave a print. Be sure to “oil up” if your fingers feel particularly dry. Use transparent tape to lift print from the beaker. Label with your name and “left index on glass”. Tape print to the space below. Wipe off beaker.!!! !!!

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3. On a dark part of a ceramic bowl, place “oiled” left thumbprint. Dust with silver powder, lift with clear tape and place on black construction paper, or use a black

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hinge lifter. Label print with your name and “left thumb on dish”. Tape it below. Wipe off dish. !!! !!!!!!!! !4. On a colored portion of a soda can, place your right index fingerprint. Dust with fluorescent powder and lift with clear tape and place it on a clear plastic piece of acetate or use a white hinge lifter. Label with your name and “right index on can.” Tape it in the space below. Wipe off can.!!!!!!!!!!!!!5. On a beaker, put your oiled right thumbprint. Using the magnetic powder, the special magnetic brush, and a clear hinge lifter, remove the print. Label with your name and “right thumb on beaker.” Tape hinge lifter in the space below. Wipe off beaker.!!!!!!!!!!6. Using the Perfect print pads, ink and print the middle of all 10 fingers through the first joint, outsides of thumbs, four fingers together, and knife-edges of both palms on the FBI card on the previous page. Label with your name. Identify each of your 10 fingerprints either as a loop (indicate: radial or ulnar), whorl, or arch on

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the FBI card. Turn in this FBI card to Rick when completed, do not turn in with your lab. !!!7. Look at the known right thumbprints on the plastic slides labeled with the owner’s initials; these are the Ks. Match the Qs assigned to you, also on plastic slides. Below, list all of the Qs numerically. Then match each to the correct K using the FBI cards provided for you. Give your reasoning.!!Q – matching K!(ex. Q1 – matches RG, due to the three bifurcations at the top of the tented arch.) !!!!!!!!!!!!!!

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Lab #3-1 Questions:!!1. In procedure #6 above, you printed your fingerprints. List

below how many loops, whorls and arches you had total on both hands. !!

Your total: !Loops: ! ! ! Whorls:! ! !

Arches:! ! !!!Your %: !

Loops: ! ! ! Whorls:! ! ! Arches:! ! !! !!2. What are the averages for each type of fingerprint in the US? !!US %: !

Loops: ! ! ! Whorls:! ! ! Arches:! ! !!3. How does the frequency of your prints compare with the average in the US?!!!!4. Do fingerprints show individual and/or class characteristics? Explain.!!!!!!!5. What was the most surprising thing you learned in this lab?!!!!! !6. Why is the Madrid Subway Bombing case, so important and so alarming as it relates to this lab and the topic of fingerprinting?!!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #3-2! “Pop, Lock, and Drop It” (Locks and Keys)!!Key marks are found in a wide range of crime scenes. Locks get picked with ease on crime shows. In this lab, we will be looking at premade impressions and trying to match them to known keys. We will also be making impressions and casts from the molds, common techniques that are vital to viable evidence. We might even look into the art of lock picking.!!!Lab #3-2 Materials:!Colored Clay!! ! ! Key sets (K’s)! ! !Key molds (Q’s)! ! ! Water! ! ! ! !Plaster of Paris! ! ! Ziploc bag!Plastic dish! ! ! ! Locks! !Lock picking tools! !!!Lab #3-2 Procedure and Questions:!!1. Key comparisons: Compare all of your assigned clay key molds (Qs are

labeled with numbers) with the five suspects (K’s are stamped with letters). Clearly identify each of the five matched pairs. !!

2. Matched pairs are: !Q:! ! ! ! ! ! K:!

1. !!!2. !

!!3. !!!4. !!!5. !!!

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3. Use any key from this lab for this and the next question, but everyone in your group must have a different key. List two class characteristics and two individual characteristics of any one of the keys. Your # key: ____________!!Class Characteristics! ! ! ! Individual Characteristics!1.! ! ! ! ! ! ! 1.!!

! !2. ! ! ! ! ! ! ! 2.!!!

4. Key Cast: Flatten a 3 cm ball of clay to 1.5 cm thick circle in a plastic dish or paper towel, not on the lab bench or desk. Press the key used in the above question into the clay until it is flush with the clay surface. Carefully remove the key. Cast the key mold with Plaster of Paris. You don’t need much plaster. Make one batch for the class. Let harden overnight, carefully remove cast, label with name or initials. Each person needs his or her own cast. Put your cast in the container in the back of the class.!!Cast completed and placed in the back of the room _________________!!

5. After seeing the classroom poster on “How to Pick a Lock” and watching the short power point, with your partner, give it a try with the locks provided. Nothing to write down or turn in here, just see for yourself how hard it actually is. Yeah, they really do make it look easy in Hollywood.!!

6. List the basic steps to picking a lock:!!!!!!7. Describe your favorite lock picking scene in TV or a movie.!!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #3-3! “They See Me Rollin’ (They Hatin’)“ (Tire Mark Identification)! !!! Tire tread marks are often found at outdoor crime scenes. There is even a national database of tire treads to help investigators at accident scenes. The database includes tire manufacturers, vehicle type or model and tire specs. !!

Knowing details of tire tread and the marks left behind can help determine vehicle’s traveling direction and minimum and maximum speeds and to estimate the impact positions on roadway and their post impact trajectories. This comes in handy when the drivers’ statements are inconsistent with the accident scene, in determining the real story. !!

! The relationship between tire tread and corresponding tire mark is consistent, but affected in small part by the vehicle’s load, speed, tire pressure and structure, and pavement condition. After the tire marks are matched, the vehicles can be determined by the tire specifications like model number, wheelbase and front tire and rear tire wheel distance. !!! Before we try to match tire marks, we need some vocabulary and a few explanations. Skid marks are the mark a tire makes when a vehicle wheel stops rolling and slides or spins on the surface of the road. More generally, any solid which moves against another can cause visible marks, and is an important aspect of trace evidence analysis in forensic science and forensic engineering. Remember Locard? Skid marks are important for finding the maximum and minimum vehicle speed prior to the impact or incident. Skidding can also occur on black ice or diesel deposits on the road and may not leave a mark at all.!! !

Yaw marks are scuffmarks made by a yawing vehicle. It is a movement around the yaw axis of a vehicle that changes the direction the vehicle is facing, to the left or right of its direction of motion. The yaw rate or yaw velocity of a car or other rigid body is the angular velocity of this rotation, or rate of change of the heading angle. !

So on to the matching. Generally, tire treads are matched by using the similarity or dissimilarity between the widths of the ribs and grooves on the tire-tread. These are often seen quite easily in the impression in sand or dirt or in rubber left

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on roads.!!Sometimes you get lucky and you might get a sidewall impression that even has a serial number on it, usually from large trucks.!!After narrowing down the choices based on widths of ribs and grooves, it is time to get to the important details. Look for cuts, scrapes and wear patterns in

tire impressions. These individual characteristics are crucial for matches. We will start this lab by focusing of the individual characteristics.!!!Lab #3-3 Materials and procedure:!!Car, Bike, and Lawnmower tires! ! ! Newspaper! !Computer paper! ! ! ! ! Watercolor paint! ! !Paint brushes! ! ! ! ! Clay!Unknown tire prints or plaster casts!!!Part A. Making a tire print:!!1. Down in the garage, each person should find or make an individual mark on a car, bike or lawnmower tire. Not using too much paint, “ink” the individualized portion of your tire and roll it firmly over newspaper to practice. Make sure the imperfection is visible in the paint. Then carefully roll the same spot over a piece of computer paper with your name on it. Clean up your mess. Each person should have his or her own page. Set the print aside to dry and eventually bring it up to the chem lab if it is not dry by the end of class. Again, clean up your mess.!!2. After the paint dries on your tire print, circle and label your individual characteristic on the piece of computer paper attached to this lab. !!3. Describe the individual characteristic. !!!!Tire # __________! Tire print attached to the back of the lab _______________!!Part B. Making a tire impression!!4. Make a 3” diameter patty of clay and press it into the individual characteristic from Part A. See diagram to right. Label the clay with your initials.!!

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5. Place clay in chem lab to dry out. !!Name on clay, placed in chem lab ___________!!!Part C. Comparing tire prints or impressions: !!6. Using the set of painted tire prints or plaster casts of tire marks assigned to you (your Qs) determine which K made each. In the two columns below, list the matches.!!My Q is: ! ! The K that made it was:!1.!!2. !!3. !!!Part D. Tire Skid Marks (Think: My Cousin Vinnie)!!7. Find an interesting picture of a tire skid mark and print it out. Explain below how it was made using the information in this lab. (Bonus point if no one else in the class uses the same picture/mark.)!!!!!!!!!!!!!8. Picture attached _____________!!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #3-4! “You Stepped on My J’s” (Footwear Impressions and Tool Marks) !!Commonly left behind at crime scenes, footwear impressions and tool marks can be valuable links between the crime scene and a suspect. Following the correct collection protocol can make the difference between a usable impression and one that is worthless. Hopefully you remember the discussion around individual and class characteristics. This is your chance to apply those abstract concepts. In this lab, we will focus on examining, sketching, recovering and preserving footwear impressions and tool marks.!!!Lab #3-4 Materials:!!Stereomicroscope, Proscopes, or Magnifying Glass! ! ! !Screwdriver impression (Q’s)! ! ! Screwdrivers (K’s)!Biofoam! ! ! ! ! ! Shoes (K’s)! !Plaster of Paris! ! ! ! ! Ziploc bags!Electrostatic Dust Lifting Apparatus (demo) ! Water!!!Lab #3-4 Procedure and Questions:!

!1. Using a stereomicroscope on 4X or the Proscope with a 50x

lens or a magnifying class, examine in detail the crime scene tool impression (Q’s with Letters) assigned to you. My assigned clay Q is _________ !!

2. Sketch your impression to the right. !!3. List three class characteristics and three individual characteristics of your

impression in #1 above.!Class characteristics! ! Individual characteristics!1. ! ! ! ! ! 1.!!!

! 2.! ! ! ! ! 2. !!!3.! ! ! ! ! 3. !!

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4. Examine the known screwdrivers (#s) in the set given to you. Which is a match for the tool marks impression assigned to you? !My clay Q _________ matches screwdriver __________ (Set Color:_______)!Explain your answer. !!!!!

5. Take your assigned K shoe (S #1-30) and carefully make a footwear impression in the Biofoam. Watch the technique demonstrated before attempting your own Biofoam impression.!!

6. List three class characteristics and three individual characteristics of your footwear impression mold.!

Class characteristics! ! Individual characteristics!1. ! ! ! ! ! 1.!!!

! 2.! ! ! ! ! 2. !!!3.! ! ! ! ! 3. !!

!7. Make a cast of your shoe Biofoam mold using Plaster of Paris. Mix a small

amount of plaster (2.5 parts plaster to 1 part water) and water in a Ziploc baggie. Consistency should be runny toothpaste. Mix quickly (20-30 seconds is all you have) and then pour it into the impression. (Watch this demonstrated – pour from a low altitude and not directly on the delicate impression). Add screen. Add a top plaster layer over the screen if needed. Leave overnight. Label your box and cast with the shoe number and your name. Do not wash any plaster down the sink. Clean up.! !

8. Box and cast labeled? _________ What number? ____________!!9. Electrostatic Dust Lifting Apparatus (demo)!!

a. What is it used for (be specific)?!!!b. How does it work (think: physical science)?!!!c. What does the final product of a successful lift look like?!!

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Forensic Science! ! ! ! Name ______________________!Rick Goldstein ! ! ! ! ! !Lab #3-5 ! “We’re All in This Together” – (Crime Scene Practical #3 -- Collective Analysis)! !!! As a class, you will be looking for and analyzing some of the types of evidence listed below. Each of you will be responsible for one area of evidence on your own. Ks are provided for you. For this lab you will file a Final Report for your portion of the investigation. Type this. Make it official looking; include your analysis and conclusions. Back up your professional opinions with a detailed list of evidence that you analyzed, including: Item #, what it was match to, and describe how match was made. For some types of evidence, sketches are a really good idea. Feel free to ask for your own set of the FBI cards for your classmates. (Dazzle me with the practical knowledge and skills you have picked up so far in the course. Appropriate use of vocabulary is a must. If anyone assisted you, say what exactly he / she did to help you. If you assisted anyone, say what you did.)!!Types of evidence !!1. Wayne Williams Wannabe: fiber matches – examine the item of clothing

provided for fibers. Match the Q to the carpet Ks. Say where the clothing item has been. !!

2. Singing the Blues: trace evidence – Match Qs (see blue dot slides to be) with Ks provided in slide boxes. You may use the big comparison microscope if you are very careful. (2 people could work on this, each with their own set of slides.)!!

3. Life’s A Beach: sand evidence – Match Qs (which may be a combination of two or more different samples) with Ks provided. Say which place or places the sand sample was from.!!

4. Bad Deal: toxicology and drug ID evidence – look at the results of the tests performed on the victim, the suspect and the powders. Use the professional ToxiLAB set up and information. Figure out what happened in the case. (challenging)!!

5. Burn’in Down the House: arson evidence – Locate the point of origin of the fire from the photos. And look at all of the GC patterns to determine the accelerants used. Verify your sources.!!

6. Step’in Out: footwear evidence – Match Qs in clay with Ks provided as casts. !!! 134

7. Chips Ahoy: automobile paint chip evidence – Match Qs and Ks provided. !!8. Where the Rubber Meets the Road: tire evidence – Match clay partial Qs,

partial 2’ cardboardQs, or painted full Qs to tire Ks in garage. !!9. The Future: plastic left middle finger prints – match 3d impression Qs to FBI

card Ks. !!10. All Thumbs: left thumb prints on ceramic bowl – lift and match to plastic

slides. !!11. Not buffoons: Match the white balloons to the FBI cards.!!12. Pour it on: Make a cast from an impression and ID the source of the

impression.!!13. Francis Scott: Match keys to key casts.!!How you will be evaluated:!You will be evaluated on your written work (including any drawings), on your ability to properly analyze the evidence, on the results of your analysis (you don’t have to be perfect to do well on this lab just match as many as you can and explain your process), and on your understanding of the underlying science as presented in your written work. Although it is a class project, your individual grade will also reflect your level of demonstrated commitment to the group effort (by what you did, and how you helped the other investigators.) Final grade is a combination of 70% individual work and 30% class results. This counts as two lab grades.!!

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!Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #3-6! “You Shoot Me Down (But I Won’t Fall)” (Firearms and Bullet matching)!

The field of Firearms and Ballistics analysis requires good pattern identification skills, lots of basic physics, and a heaping dose of patience. This is detailed forensic science at its finest. For centuries, firearms craftsmen knew that the rifling grooves cut into the barrels of guns imparted unique properties to each weapon. It wasn’t until the 1880’s that medical and forensic professionals began to use this information in

crime solving. In this lab, we will be looking at how bullet matching is done. !!Lab #3-6 Materials and Procedure:!!2 magnifying glasses! ! ! ! set of bullets!Comparison microscope (shared by class)!!Each bag contains a set of four pairs of bullets that have been fired already. The known bullets are painted with red nail polish (Ks) and are in small manila envelopes that are labeled with the info on the type of bullet, the weapon that fired it and the id number of the sample. The questioned bullets labeled with blue nail polish (Q’s) are in small plastic vials with the id numbers on them. Your job is to match the Ks and the Qs.. CAUTION: be very careful to not mix up the bullets when comparing them. ALWAYS keep the K’s on the RIGHT (“You Know the right thing to do”) and the Q’s on the Left. NEVER open more than one K and one Q at a time. If you get stuck, you can use the big comparison microscope in the back of the class, but have it explained to you before using it.!!Each bag has all of the same caliber bullets, so you will need to look at the detailed level of individual characteristics. You may also use the accompanying cartridge cases to compare firing pin impressions, ejector marks, and extractor marks. Occasionally, someone gets a bullet stuck in the cartridge case, let me know and I’ll show you how to remove it (a pain, but doable.)!!Lab #3-6 Questions:!!1. List the matches below. Set # ____________ (from the outside plastic bag)!!K ________ = Q ________ ! ! K ________ = Q ________!!K ________ = Q ________! ! K ________ = Q ________!!2. Sketch one of the bullets from each of the four matches below. !

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!!!!!!!_____________! _____________! _____________! _____________!!3. Indicate left or right twist for each matched set.!!______!_______! _____________! _____________! _____________!!4. Indicate how many Lands (and groves) are there is each matched set.!!_____________! _____________! _____________! _____________!!5. Describe how to a match a Q bullet to a K bullet. What do you look for? (hint:

what does 6L mean and see two previous questions?) !!!!!! !! !6. How can you eliminate any two bullets as a match? ? (hint: what does 6L

mean and see two previous questions?) !!!!!!!!!7. Describe what IBIS is and how it is used in forensics.!!!!!!!8. How is IBIS different and similar to the activity you did in this lab? !!

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!!!!!!9. Describe what GSR is and how it is useful

in forensics. !!!!! ! ! ! ! ! ! !!!!10. What are some of the limitations of using GSR as an investigative technique?!!!!!!11. Diagram and label an unfired bullet in cross section, the long way. Include

the following terms: cartridge, powder, bullet, and one more of your choosing.!!! !!!!!!!!!!!!! !12. Diagram and label a handgun in cross section, the long way. Include the

following terms: magazine, breech face, trigger, ejector, and one more of your choosing.!!!!!

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!!!!!!!!!!!!!13.Describe something related to bullets, ballistics or firearms from one of the

firearms web sites: firesarmsid.com or firearmstechnology.com that no one else in the class will choose.!

! !!!

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� !This is a real rental agreement. My family visited there in 2013. Read it and be very scared for who might be in the next firing lane….

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #3-7! “What goes up, must come down” (Bullet Trajectory)!!

A general trajectory of a bullet’s path can be found by measuring the angle of a bullet hole in an object. If the hole is located in thin material (such as fabric), you may not be able to get a clear measurement. However, if the hole is in thick plasterboard or wood, the angle can usually be found. There is an entrance and exit point to the hole. The bullet itself may still be in the hole; both can give you information and insight about the scene. Finding the angle of the bullet’s trajectory can assist in making or breaking testimony and can help the investigators understand the crime scene better.!!Lab #3-7 Materials and procedure:!Trajectory Rods! ! ! ! ! ! Angle Finder !4 Plexi-Glass Bullet Hole Angles (Knowns) ! ! Cones!4 Wood Block Bullet Hole Angles (Unknowns) ! ! Poster Putty!

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1. Choose three plexi-glass blocks and stick them on the wall using poster putty.!

2. Practice measuring the angle of the trajectory by using the cones and trajectory rods. Once you have this set up, measure the angle by placing the short side of the Angle Finder on the rod. !

3.Make sure the measurement you find matches the known measurement of the block. The plexi-glass knowns are either 30, 45, 60 or 90 degrees.!

4.Once you feel comfortable measuring the angles, pick two woodblock unknowns. Write their letters below. Then, follow steps 1 and 2 to find the measurements of your unknowns. (Hint: the known

choices are only 30, 45, 60 or 90 degrees and the unknowns are not any of the four degrees above, but are somewhere in between 0 and 90 degrees.) Write their degree measurements below:!

Q ______ = ______ degrees !! ! Q ______ = ______ degrees !!My set # __________!

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Lab #3-7 Questions:!!1. Explain how to find the trajectory of a bullet using a bullet hole.!

!!!!!!!2. How is bullet trajectory used in forensics? Use an example in your

explanation.!

!!!!!!3. In what situation (pick one not alluded to in this lab) would one be unable to

find trajectory from a bullet hole?!

!!!!!!4. If you know the scene in the 4th season of the Wire where Det. Bunk Moreland and Det. Jimmy McNulty find a bullet in the kitchen of a victim weeks after the crime, describe how they found the bullet. If you do not know that scene, describe a scene in another movie or TV show that involved uncovering a bullet or the angle of impact of a bullet at a crime scene.

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Forensic Science! ! ! ! ! Name_________________!Rick Goldstein!Lab # 3-8! “Can I Have Your Number?” (Serial Number Restoration)!! !! A serial number is a unique number typically applied to an object by a manufacturer. Commonly marked items include stereos, computers, vehicles, televisions, electronic equipment, and firearms. In the case of forensics, serial numbers found on firearms are most helpful. !! There are three different types of serial numbers; stamping, laser etching, and dot matrix (Shown below). Stamping is the most common type of serial number in firearms, and allows for restoration if it has been removed. When a serial number is stamped, it leaves an impact many layers below the surface layer, so that even if the surface layer is sanded or scratched off, there are still indentations in the layers below. !!

� � � !! Stamping! ! ! Laser Etching! ! ! Dot Matrix!!Here is an example of the depth of a stamped serial number (as described above). Even if the top indentation is obliterated, indentations can still be found. !

� (obliteration!) � !!Using various acids, the surface of the disturbed metal can be cleared and the underlying indentations can be revealed. With magnetic metals, use the Turner Solution first as it is weaker, then use the Frye solution if you need a stronger solvent. For Non-magnetic metals, use the weaker Acedic Ferric Chloride first then Ferric chloride if need be. Always use the weaker, less invasive method first. !!Lab #3-8 Materials and Procedure:!

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Metal pieces stamped with a number and “obliterated”!! magnet!Various acids (Use caution with these dangerous acids)! cotton swab!Very fine sandpaper!!1. Polish the scratched off serial number with the very fine sandpaper.!!2. Using the magnet, determine if your sample is magnetic or not. See

instructions above for which acids (and in which order to use them) are appropriate for your sample.!!

3. Acid etching: Using a cotton swab apply in a gentle sweeping motion from left to right the appropriate acid to your obliterated serial number and wait a couple minutes for the chemical reaction to occur. Take notes on the reaction that occurs. The acid can be wiped off with a cotton swab. !!

Observations:!!4. As the restoration process is completed and the numbers are restored, record what emerges. !!_____ _____ _____ _____ _____ _____ _____ _____ ____ !!!5. Was your sample magnetic or non-magnetic? ________________! ! !!!6. Which acid(s) worked best on your sample? ________________________ !! !Questions for Lab #3-6!1. Why do criminals try to obliterate serial numbers on handguns in the first

place?!!!!2. Why doesn’t most filing off of serial number work like it is supposed to?!!! !!3. Why does federal law add a mandatory minimum 10 years to a sentence if a

handgun with a filed off number is involved?!!

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #3-9 ! “You Steady Chasin’ That Paper” (Questioned Documents) !!! Questioned Documents (QD) is a large field that includes all written, drawn, printed and computer generated documents. This includes checks, contracts, wills, money, ransom notes, works of art, and many others. Some forgeries are easier to detect, like the permission note your friend gave the 3rd grade teacher signed “John’s mom.” Others like some top US currency forgeries or master art forgeries are nearly impossible to detect and take highly specialized training.!! In this lab, we will focus on handwriting as a way to investigate the subtleties in solving QD cases.!!Lab #3-9 Materials, Procedure and Questions:!3 3 x 5 note cards! ! ! ! 1 Blue ink ballpoint pen!!1. On three 3x5 note cards, copy the “writing” on the board in blue ink; do not

sign two, but do sign one. It is OK to use your normal handwriting, it need not be cursive, but you must write the same way for all three. Hand to Rick.!!

2. Write the phrase “The quick brown fox jumped over lazy dogs.” in your same normal handwriting below. Then sign it with your name in cursive.!!!! !

3. Describe 7 characteristics of your K handwriting sample in question #2. !!a. !

!b. !!c. !!d. !!e. ! !f. ! !g. ! !

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4. Have each classmate write the same sentence from question #2 below and sign it. Then you describe one unique identifying characteristic for each, next to each.!!

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5. Next, you will be presented with a bag of shredded note cards. Using the Ks you have above for the members of your class, determine who wrote the Q words presented to you on the cut up cards. List whose writing you have here and explain using the Ks how you arrived at your conclusion:!!Person 1: ________________ matches handwriting from index card # _____!Because:!!!Person 1: ________________ matches handwriting from index card # _____!Because:!!!Person 1: ________________ matches handwriting from index card # _____!Because:!!!!

6. Give an example of an individual characteristic in handwriting.!!!!!7. Give an example of a class characteristic in handwriting. !! !!!8. What could you do to disguise your handwriting? Explain and show what you

mean. !!!!!!!9. How could investigators still tell that the writing you disguised above was

actually made by you?!!!!!10. Staple or glue your three reconstructed cards to the back of this lab. Attached? ____________

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Forensic Science ! ! ! ! ! Name ____________________!Rick Goldstein! ! ! !Lab #3-10 ! “Love The Way You Lie” – (Polygraph)!

!!Polygraphs are the machines that we commonly refer to as lie detectors. They measure some of the physical changes that occur in response to questions and their answers. Polygraphs have been around for many years, some more effective than others. !!

In police circles, there are several references to a Supreme Court case (immortalized in several movies and books) where detectives put an aluminum foil covered colander (sieve) on a suspect’s head and ran some random wires to the back of a Xerox machine. Previously, three pages had been placed in the machine a head of time that said “Truth,” “Truth,” and “LIE.” So the police asked two easy questions that the subject would get right and the third question was “Did he do the crime?” The suspect was overwhelmed by the superior technology, caught in a lie, confessed, and the story grows.!!Obviously there is a lot more real, hard science that goes into actual polygraphs, as our visiting expert will demonstrate. Following the demonstration, you should be able to answer these questions completely and confidently. Don’t make me bring out the colander. . . .!!Lab #3-10 Questions!1. Are polygraphs reliable AND usable in court? Explain.!!!!!!2. Sketch the polygraph set up, include all items on or under subject. Clearly

label each item. !!!!!!!!!!!!3. What are the four main measurements that a polygraph monitors (don’t count

upper and lower of a measurement as two different measurements)? !

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!!!4. Draw and label the parts of a sample polygraph print out.!!!!!!!!!!!!5. What must happen in the mind of a subject for a polygraph to work? !!!!

a. Did this happen in our demo? ! ! Explain. !!!!b. Did this happen in the heart rate lab? ! ! Explain.!!!!

6. List your heart rates for the following activities for 60 seconds: !a. Laying down:!!b. Sitting with feet on floor:!!c. Doing sit-ups continuously: !!d. Running up the stairs with 75% effort: !!e. Listening to uncomfortable music or thinking about an !

embarrassing situation (you decide):! !! !7. What surprised you most about your results in the above question? Why?! !!

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Forensic Science ! ! ! ! ! !Rick Goldstein! ! ! !Lab #3-11 ! Crime Scene Practical #4 – Team Creativity!!You have had a crash course in forensic science for the last 16 weeks and you should have a pretty good idea of how to process a crime scene and a basic idea of how to approach solving a crime. This is your chance to demonstrate not only how to do this, but also how to set up a scene. Set up involves thinking through the crime, manufacturing the needed evidence, connecting the pieces, weaving the thread that links everything, and preparing the known samples for comparison. You will need to do all of this. This is a great way to demonstrate what you have learned this term. Show me.!!Procedure:!Day 1!

1. By yourself or with one partner, start by brainstorming the crime and planning how you would leave clues to solve it.!

2. Then survey the location for how you would set everything up.!3. Write out a story/plan for how the scene unfolded and how each piece of

evidence fits into it. This should be at least a page and is due at the beginning of Day 2. Make it something reasonable for a classmate to figure out (no aliens, real blood, real body fluids, real firearms or real drugs.) Connect the dots, come up with a solvable crime, and make the evidence that will point in the right direction.!

4. Make the needed K’s and Q’s for the 5-8 pieces of evidence. !5. Prepare whatever background handout the investigators will need to work

the scene, but don’t give them the answers. They have to investigate and solve.!!

Day 2!1. Set up the evidence at your given location.!2. Hand in the story/plan to Rick.!3. Get assigned crime scene to investigate.!4. Investigate, collect and process evidence. !5. Come up with a theory of the crime. Fit the theory to each piece of

evidence.!6. Write up your analysis, which is due on Day 3.!!

Day 3!1. Hand in a copy of your analysis to Rick.!2. Meet with designers of your scene. How close did you get?!3. Present to the class the scene you designed and how the investigators did

on it, including what went right and what did not.!!Use this page to start generating ideas.!!

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Forensic Science ! ! ! ! ! !Rick Goldstein!Handout: Test #3 Study Guide chapters 14-16, polygraph, psychology! !! !Review all information from: class notes, power points notes, labs, and guest speakers on the following topics: !!1. Fingerprints!2. Tool marks, other impressions!3. Firearms, bullets, and ballistics!4. Questioned documents !5. Polygraphs and deception detection!6. Forensic Psychiatry!!You should be generally familiar with the following cases (ie. What basically happened, or why it is important):!!Madrid Subway bombings!MLK’s assassination, !Unibomber, !The Mayfield Affair, !The DC sniper case, !The James Earl Ray shooting case !And any other cases discussed in class.!!!Also review notes (or borrow someone else’s) on the SWAT trip and polygraph visitor as well as all for the labs since the last test.!!!!

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Forensic Science! ! ! ! Name _________________________!Rick Goldstein !Handout: ! End of First Term Self Evaluation and Comments!!Answer each of the following. Please don’t discuss each question with your neighbor. I really want to know what YOU think.!!1. Which three activities/labs will you remember best from this term? WHY?!

a. !! ! ! ! ! !Why?!!!! !b. !!Why?!!!! !c. !!Why?!!!!!!

2. Pick your two favorite guest speakers and relate one thing you remember from his/her visit (something they taught you, a connection you made, etc.)!!1st Favorite:!!Why?!!!!!2nd Favorite:!!Why?!!!

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3. Please give two concrete suggestions for how this term could be improved next year. !!1. !!!!2. !!! !

4. If someone were to ask you about this course, what would you tell them are: !!The best parts? Why?!!!!!!!The worst parts? Why?!!!!!!!

5. Given that your grade is a combination of the written tests (35%), quizzes (30%), and labs (35%), what do you think a fair grade for your efforts and the results of your efforts should be? ___________ Justify it below.!!!!

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