Multiple
Intelligences
Blooms Taxonomy and Graphic Organisers
Science and Technology
Stage 3
Forensic Science
1
Verbal
I enjoy reading,
writing & speaking
Mathematical
I enjoy working
with numbers &
science
Visual
I enjoy painting
drawing &
visualising
Kinaesthetic
I enjoy doing
hands-on
activities
Knowing
Understanding
Applying
Who are forensic
scientists ? Research
the roles of the
forensic experts
Worksheet 1A
Examine features of
writing. Compare and
rate samples from
class mates.
Worksheet 6B
Choose a crime that
involves forensics.
Use your research to
complete a crime
library worksheet 10A
Using information
from hair scalpers
worksheet construct a
measure chart
Worksheet 10C
Locate information on Forensic Course at
university and/or Scientist Wages
Compare findings.
Make a Poster
Showing those
unfamiliar traits label them for others
to recognise.
Examine yourself
closely and list your
individual traits
Worksheet 1B
Match writing on envelope to class members identify the sender
Worksheet 6C
Musical/Drama
I enjoy making &
listening to music
Analysing
Investigate soil types.
Write a report on the
various soil types.
Create a find a word
of Forensic Words
Create a bar graphs of information gathered
Human Traits 1B
Lip Types 4B
Analyse features class members or teacher, to
construct an identikit image using online
program
Extension Activity 2C
Take fingerprints
analyse them and
classify them.
Worksheet 3B
Creating
Compare and Contrast
splatter patterns on
various surfaces
Compare Matrix
Worksheet 5C
Work in small groups and as a whole class as
forensic team members. Sharing information
and discussing results for further research and
recording.
Intrapersonal
I enjoy working
by myself
Describe the use of lip
prints in forensics –
and work out what
pattern you are
Worksheet 4A
List fingerprint facts
using word
Example Sheet 3A
Examine splatter
patterns to determine
change in shape/size
from varying heights
Worksheet 5B
Using all investigation
skills examine clues
and solve (online)
crimes
Extension Activity 1B
Compare shoe prints.
Identify the correct
shoe from the print
Worksheet 8B
Mind Map the key
points you have learnt
about Forensics
Shaded cells are suggested core activities
2
Organise and conduct
a debate on the value
of shoeprints as
evidence in court.
Worksheet 8A
Justify the amount of
money spent on
forensic
investigations. Prepare
a report for the class.
Create an abstract artwork
Using Lip Prints Extension Activity 4B
Using Shoe Prints Extension Activity 8C
Conduct tests to
identify odour
/settling time/
texture etc of soil
Worksheet 9B
Identify white
powders using senses /
reactions. Evaluate
analysis ability.
Worksheet 7D
Write a review on the
play
Write and perform a ‘who dunnit’ musical play as a assembly item
Interpersonal
I enjoy working
with others
Evaluating
Prepare a report for
the introduction of a
‘cutting edge’
technique you have
developed in forensics
Write a Television
advertisement for a
new forensic scientist
show
Interview a Police
Officer or Criminal
Lawyer
Conduct a SOWC *
Analysis © Ralph Pirozzo
* Strengths/Opportunities/
Weaknesses/Consequences
Overview – Forensic Science – Stage 3
Things have come a long way since the days of Sherlock Holmes, when the only tools a detective
had were a sharp eye and a logical mind. Now police and scientists have a vast array of
technological tricks at their disposal—autopsy, fingerprints, blood typing, dental records,
ballistics, chemical and fiber analysis, x-rays, computer modeling, forensic entomology and much
more. This unit will provide students opportunities to gain knowledge of current applications and
implications in science for society. It will also provide opportunities to improve analytical skills,
conduct investigations and communicate information by both working individually and part of a
team.
Foundation statement for Science and Technology
Investigating Scientifically, Designing and Making, The Natural Environment,
The Made Environment
Students independently implement aspects of a scientific investigation, such as observing,
questioning, predicting, testing, recording accurate results, analysing data and drawing
conclusions. They demonstrate an understanding of a fair test and identify variables. Students
select and safely use equipment, computer-based technology and other resources throughout
the processes of investigation.
Students develop and evaluate design ideas recognising the needs of users or audiences. They
implement the design process and evaluate solutions using functional and aesthetic criteria.
Students select and safely use equipment, computer-based technology and other resources
throughout the processes of design and production.
Students identify and describe structures and functions in living things and how they interact
with each other and their environment. They identify various forms and sources of energy and
identify ways in which energy causes change. Students identify features of the solar system
and describe interactions that affect conditions on Earth. They describe how the properties of
materials affect their use.
Students identify the ways built environments, products and services are constructed or
produced. They use a range of techniques, media and information and communication
technologies to communicate design ideas to specific audiences.
Students explore the properties and uses of both natural and made materials and components.
3
Integrated Links and Outcomes
English
TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to
express well developed, well organised ideas dealing with more challenging topics.
TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and
composition, uses effective oral presentation skills and strategies and listens attentively.
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text
being read.
WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts
for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues
and written language features.
Science
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and
drawing conclusions.
DMS3.8 Develops and resolves a design task by planning, implementing managing and evaluating
design processes.
UTS3.9 Evaluates, selects and uses a range of equipment, computer-based technology,
materials and other resources to meet the requirements and constraints of investigation and
design tasks.
Maths
M3.1 (a) Selects from a range of units and measuring devices to measure accurately and
record in practical situations.
M3.1 (b) Makes conversions between measurement units.
WS3.12 Produces texts in a fluent and legible style and uses computer technology to present
these effectively in a variety of ways.
WM3.1 Extends a mathematical investigation by asking ‘what if’ questions.
WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.
WM3.3 Uses mathematical terminology and some conventions to explain, interpret and
represent mathematical situations in a variety of ways.
S3.1 Recognises, visualises, describes, makes and represents three-dimensional objects.
S3.5 Displays, reads and interprets a variety of graphs.
N3.5 Selects and uses appropriate mental, written and calculator techniques to approximate
and calculate solutions to problems involving whole numbers, money and decimal fractions
H.S.I.E
ENS3.6 Explains how various beliefs & practices influence the ways in which people interact
with, change & value their environment.
4
Resource List
Book resources
Forensic Science, Fiona Rogers, Ready-Ed Publication, Perth 2005
Crime Solving Science Projects, Kenneth G Rainis, Enslaw Publishers, Berkeley Heights, 2000
Crime Scene Investigations, Pam Walker, Elaine Wood, Jossey-Bass, San Francisco. 1998
Web Resources
Catch the Thief.
http://realgar.mcli.dist.maricopa.edu/wiki?RaewynSmith
Solving a murder - Virtual Museum Canada
http://www.virtualmuseum.ca/Exhibitions/Myst/en/game/index.phtml
Inherited Traits
http://gslc.genetics.utah.edu/teachers/files/traits_comparing.pdf
http://extension.usu.edu/aitc/teachers/pdf/heredity/traits.pdf
Cyberbee – Fingerprinting
http://www.cyberbee.com/whodunnit/fp.html
Identikit Images- Flashface
http://flashface.ctapt.de/
Lip Prints
http://www.geocities.com/Athens/Atrium/5924/lipprintsbackground.htm
http://www.forensic-evidence.com/site/ID/ID00004_10.html
Forgery, Handwriting Styles and Counterfeiting
http://www.catchathief.com/history.htm
Physical Evidence
http://agrippina.bcs.deakin.edu.au/bcs_courses/forensic/Chemical%20Detective/phys_evid.htm
Forensic Fact File
http://www.nifs.com.au/FactFiles/fact_files.html
Shoe Prints
http://www.promotega.org/asu30027/shoeprint.html
Collecting Crime Evidence from Earth
http://www.forensicgeology.net/science.htm
5
Task/s
Task 1
Task 2
Task 3
Task 4
Learning Experiences
Forensic Specialists
 Research the role of the experts who make up an Investigation Team of
forensic specialists complete Worksheet 1A
Would you make a Forensic Team Member ? Try and solve these crimes
* Powers of Observation are extremely important – do you have what it
takes to catch a thief ? Visit these online crime solving sites
www.thelearningfederation.edu.au/tlf2/sitefiles/los/L387/index.html
www.virtualmuseum.ca/Exhibitions/Myst/en/game/index.phtml
Inherited and Other Traits
 Discuss inherited traits and explain terminology such as Darwins
point/hitchhikers thumb/widows peak refer website
http://gslc.genetics.utah.edu/teachers/files/traits_comparing.pdf
 Students to take a closer look themself and list interesting aspects
that they may have overlooked. Remind them that some are inherited/
others are individual which makes everyone unique.
 Complete Inherited and Other Traits Work Sheet 2A
 Create a comparison bar graph Work sheet 2B
 See who has the same traits and if any student is unique !
Extension Activity 2C
Visit online identikit website flashface
http://flashface.ctapt.de/
 Select from a range of head, hair, eyebrows, eyes, nose, mouth, chin and
jaw options to form an identikit image of a face. Print it out or copy and
paste to word to make a wanted poster.
Fingerprints
 Brainstorming fingerprint facts
 http://www.cyberbee.com/whodunnit/fp.html (Example sheet 3A)
 List Information on Chart using Microsoft Word
 Students to take own fingerprints for analysis and comparison
 Complete Taking and Lifting prints Worksheet 3B
Lip Prints
 Research the use of Lip prints in Forensics
 Identify the 5 Common patterns in lip prints
 Take lip prints and identify own pattern worksheet 4A
Extension Activity 4B
Create a Lip print abstract artwork
Take a few lip prints in various shades – cut out and place on coloured paper
in a pattern or abstract fashion to create an artwork
Create a graph of lip types
6
Date
Task 5
Task 6
Task 7
Splatter Patterns
 Brainstorm
 What splatter patterns are used forensic investigation ? (paint, dyes,
oils, blood and other staining fluids)
 How does the shape and size of the pattern reveal information.
 Do all surfaces produce the same result Information Worksheet 5A
 Discover how the size and shape of droplets change as they fall from
different heights
 Discover how movement either LR or RL can be revealed looking at
splatter patterns.
 Complete Splatter Patterns Worksheet 5B
Extension Activity 5C
Drop liquid on varying surfaces such as tiles / carpet/material/glass and
compare size and shape.
Complete Splatter Compare/Contrast Matrix Worksheet 5C
Investigate: Forgeries
 Investigate Handwriting styles – Information Sheet 6A
spacing/lettersize/letter formations/slant/writing on or above
lines/dotting ‘i’s’ and crossing ‘t’s’/ quality of pen
 Visit website http://www.catchathief.com/history.htm to gain more
information
 Complete Identifying a Forgery Worksheet 6B asking students to write
a sentence and have someone ‘forge’ their handwriting and signature.
 Complete a forgery rating to return to the forger.
Extension Activity – Identify the Sender Worksheet 6C
All students write a made up address on an envelope in their usual
handwriting. Hand to teacher who will number and place into a mail bag/box.
Teacher to record name and number on answer sheet. Teacher to remove
envelopes one by one and ask students to identify the sender. Students to
write senders name next to corresponding number on Worksheet 6C
Award winner with certificate / prize !
Trace Evidence
 Brainstorming what is trace evidence and what senses
 Would you use in the identification process.
 See Kidspiration example 7A
 Teacher to set up stations with 7 white powders and a control powder
for students to analyse using touch/smell/sight and re-action see White
Powder Instruction sheet 7B and Station Instruction sheet 7C
 Students to work methodically with one powder at a time recording
results as they go completing the White powder analysis matrix.
Worksheet 7D
Extension Activity
Evaluate how well students performed using their senses with powders and
how the activity could be improved.
7
Task 8
Task 9
Task 10
Task 11
Shoeprints or Footwear Prints
 Prepare for a debate on the value of using footwear prints as evidence
 Read information sheet and/or research topic Worksheet 8A
 Take a shoe print – choose a suspect paint the base of their shoe and
make a print. have the prints placed on the floor identify the correct
print to the correct shoe. Worksheet 8B (Note: Ensure a variety of
shoes styles are included in activity e.g. thongs/sandals/boots)
Extension Activity
Plaster cast a shoe print – make an impression in dirt , spray with hair spray,
collar the impression and carefully pour Plaster of Paris in impression. Wait
until completely set before removing cast.
Select a shoe and take a variety of coloured prints – cut and place on large
art paper to make an abstract work of art 8C
Dirt Analysis
 Brainstorm various types of soil composition – list. Students to research
other soil types and the composition of soil – write a report on soil.
 Collect soil samples from various locations and complete a number of
tests which includes testing soil odour/texture/settling time/floating
material.
 Complete a description and record Worksheet 9A
Hair Scalpers
 Discuss What makes up hair – types/colours of hair
 Refer to information Worksheet 10A conduct a verbal discussion panel
 Examine hairs samples of self and 2 others look at
colour/length/texture/plucked/combed/cut/tapered/split end
 Complete comparison matrix 10C
Extension Activity
Hair measurement Comparison - Choose 10 friends and collect hair samples.
Measure each sample and collate information including colour/length.
Complete Hair Measurement Worksheet 10D
SOWC * Analysis © Ralph Pirozzo
 Strengths/Opportunities/Weaknesses/Consequences
 Students write a report for the teacher on how this unit could be
improved. What they would like included or what could be left out.
 Students also write a report on how they believe they have performed as
a forensic scientist during the activities do they have what it takes. Do
they have the patience or persistence to look at something for so long
and in so much detail. Would they get bored, would they give up.
Further Ideas
 Forensic Odontologists – looking at teeth
 D.N.A.
*Looking at Bones
 Lie Detecting
*Entomological Evidence (Insects)
 Chemicals
*The use of Canines (Dogs)
8
Worksheets
Examples
and
Instructions
9
Worksheet 1A
Name______________
Who are Forensic Scientists
Unlike Television characters, a real forensic scientist is not ‘multi-skilled’ and can
not examine all the evidence themselves. They are usually highly specialised in one
particular area. Some experts specialise in fingerprints others in forgeries.
Because these people are so specialised they work as part of a team and may
contribute a small but vital part of evidence that will end up in court. It is in court
that this evidence and the testimonies from experts will make or break a case.
Using your research skills find out what these forensic experts specialise in:
 Ballistics expert _______________________________________
 Psychiatrist __________________________________________
 Meteorologist _________________________________________
 Pathologist ___________________________________________
 Entomologist___________________________________________
 Odontologist___________________________________________
 Toxicologist____________________________________________
 Serologist_____________________________________________
 Musicologist ___________________________________________
 Cryptographist ___________________________________________
 Palynologist____________________________________________
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text
being read.
10
Worksheet 2A
Name ________________
Inherited and Other Traits
This activity requires you to take a close look at yourself. Some of the questions
may need explanation from your teacher – or someone else to take a look at you.
But once you know then you will never forget. Tick the box if the answer is yes.
Afterwards you will be graphing the results.













Eye colour ________
A.
I have detached earlobes
B.
I have a hitch hikers thumb
C.
I can roll my tongue
D.
I have straight hair
E.
I have hair on my knuckles
F.
I have a widows peak
G.
I have freckles on my face
H.
I have dimples when I smile
I.
When I clasp my hands together my left thumb is on top
J.
My big toe is longer than my other toes
K.
I am right handed
L.
Dimple in my chin
M.
Wiggle my ears
Height _________
Shoe size _______
Scars ___________
Other interesting facts
_____________________
____________
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and
drawing conclusions.
11
Worksheet 2B
Name ________________
Comparison Graph Results
Number of students with the trait
After the teacher has collected the class information you will be required to
graph the results into a bar graph. Use the information to answer these questions:
A
B
C
D
E
F
G
H
I
J
K
L
M
1. What is the most common trait in the class ? ______________________
2. What is the least common trait ? ______________________________
3. Are there any traits that no person had ?__________ If so what was it ?
________________________________________________________
4. What traits do you know have been inherited off your parents ?
_______________________________________________________
WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.
S3.5 Displays, reads and interprets a variety of graphs
12
Example 3A
Finger Print Facts
http://www.cyberbee.com/whodunnit/fp.html
 Arches being fairly rare and Loops being relatively common.
 Fingerprint patterns are hereditary.
 They are formed before you are born, while you are still in the womb
 They are even around for a while after you die.
 Fingerprints are totally unique, and they never change throughout your life
 Fingerprints are formed underneath your skin
 Fingerprints will always come back, even after scarring or burning.
 Fingerprints form as our skin has moisture and oils
 Fingerprints are used for identification purposes
 Identical twins do not have identical fingerprints
 There are very few surfaces on which a print cannot be developed.
 Fingerprints can be developed on objects that have been in water.
 Prints can be image scanned directly into a computer
 AFIS - compares prints at a rate of 400,000 per second.
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text
being read.
WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts
for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues
and written language features.
13
Worksheet 3B
Name __________________
FINGERPRINTING ACTIVITY
Collect fingerprints one by one and place them into the correct cell below. Once
you have completed collecting your fingerprints you will need to examine your
print closely with a magnify glass and identify which print type you are .
Note that two different methods of retrieval will be used.
Use inkpad for right hand Use graphite rub and sticky tape for left hand
Right
Thumb
Right index
Finger
Right
Middle finger
Right
Ring finger
Right little
Finger
TYPE
TYPE
TYPE
TYPE
TYPE
Left
Thumb
Left Index
Finger
Left
Middle finger
Left
Ring finger
Left little
Finger
TYPE
TYPE
TYPE
TYPE
TYPE
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and
drawing conclusions.
14
Instruction Sheet
Fingerprint – Inkpad Method
You will need
Inkpad
Scrap paper
1. Roll finger on inkpad – do not press too heavy
2. Roll first print on scrap paper – often first print is too dark
3. Roll 2nd (or 3rd) print on to worksheet
4. Repeat for other fingers and thumb
5. Identify your print
Fingerprinting – Graphite Rub Method
You will need:
Sticky tape
Scissors
Lead Pencil
Scrap Paper
1. Have tape cut into suitable lengths ready to use
2. Rub lead pencil onto scrap paper – until dark smudge appears
3. Press finger into smudge and roll until finger turns grey
4. Place tape over finger then gently peel off – your should see you
print
5. Stick the tape plus print on to the worksheet
6. Repeat for other fingers and thumb
7. Identify your print
15
Worksheet 4A
Name __________________
Lip Prints
The study of lip prints is called cheiloscopy. A person's lip prints are unique. The
use of lip prints in criminal cases is limited because the credibility of lip prints
has not been firmly established in our courts.
The five basic types of lip prints used by forensic scientists are:
Branching grooves
My Lip
Print
I believe my
pattern is similar
to
Taking Lip Prints
What you will need
White paper or cardboard
Method
1.
2.
3.
4.
Lipstick
Tissue
Apply lipstick to your lips
Pucker up
Give the paper or cardboard a quick kiss
Glue your print in the box and determine your pattern
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and
drawing conclusions.
16
Worksheet 5A
Spatter Patterns Information
17
Worksheet 5B
Name ____________________
Splatter Patterns
When liquid flies through the air, the pattern in which it lands can determine its track, as well
as the location and position of the item that caused the splatter.
Piecing together splatter patterns can give you many clues to how things might have occurred.
You will need
5 pieces of white paper
Preparation
Method
1. Mark at the bottom of each piece
Newspaper
Thin red paint
Syringe (without needle)
Ruler and metre rule
a. Dropped from 20cm
b. Dropped from 50 cm
c. Dropped from 1metrecm
d. Dropped from Left to Right
e. Dropped from right to Left
2. Place white paper on newspaper in an open areas (free from any breeze)
3. Fill syringe up to 5ml with paint and make a test squirt from 20cm on to newspaper
4. Now make a squirt on to your from 20cm on to the white paper
5. Repeat for 50cm and 1 metre (on the each of the marked papers)
6. For Left to Right and Right to Left fill syringe to 10ml and move hand quickly in direction
7. Describe Observations
a. Size (measure the largest splatter across)
b. Shape (oval, round, jagged edges, irregular sized) small dots, large dots, clumped
together, spaced out)
c. Measure distance from one side of splatter to other
WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and
drawing conclusions.
18
Worksheet 5C
Name ___________________
Splatter Compare/Contrast Matrix
Criteria or
attributes 
Spread easily
quickly
Think like a forensic scientist. Write the name of the various surfaces down the
side. Write the criteria for classifying across the top: example; spread easily and
quickly / round in shape/ clumped together.
Mark a + for yes and a – for no in each cell
Surface 
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and
drawing conclusions.
19
Information Sheet 6A
Detection of Forged Handwriting
Handwriting experts are usually required to differentiate between authentic and forged signatures.
Therefore, it is important to develop an objective system to identify forged handwriting, or at least to
identify those handwritings that are likely to be forged.
Good forgers often forge handwriting in terms of:

Copying or tracing the shape and size of the authentic handwriting.

are usually written more slowly than authentic writing.

good forgeries are wrinklier (less smooth) than authentic handwriting.
Document examination plays an important investigative and forensic role in many types of crime. While
important documents require signatures to verify the identity of the writer, handwriting experts are
often required to differentiate between authentic and forged signatures, and even to identify those
signatures that are likely forgeries. For this reason it is important to develop an objective system to
identify forged handwriting,

Spacing – between individual letters and words

Letter size – especially height compared to width, connecting strokes between letters

Unusual letter formations – loops / curls/ combinations of printing and cursive

Slant of letters – left or right and angle of slant

Writing above or below the line

Crossing of t’s and dotting of I’s

Quality of pen – eg smooth shaky confident / jagged

Spelling errors
However to add difficulty:

No two people write exactly alike.

No one person writes, exactly, the same way twice.

A writer is not able to imitate all the features of another person's handwriting or hand printing
while simultaneously writing at the same speed and skill level as the writer he is seeking to
imitate.
20
Worksheet 6B
Name__________
Forgery
1. Write the sentence below in your usual handwriting and sign it.
2. Then pass it on to someone to copy.
3. Return it to the original owner
4. Rate the ‘forgery’
5. Give the forger a copy of their rating
Forgery is a crime ! Therefore, forensic handwriting experts are required to
differentiate between authentic and forged writing and signatures.
Signed __________________________
Authentic
________________________________________________________________________________________
________________________________________________________________________________
Signed
Forgery
_______________________________________________________________________________________
_________________________________________________________________________________
Signed
Rating Code
1 = poor




2 = not bad
3 = good
4 = really good




Spacing
Letter size
Slant of letters
Writing above or below the line
21
5 = perfect
Crossing of t’s and dotting of I’s
Quality of pen – eg smooth shaky
Spelling errors
Other ____________________
Worksheet 6C
Name _____________
Identify the Sender
1. Write a made up address on the envelope in your usual handwriting plus an obscure
identification mark on reverse.
2. Hand to teacher – teacher will number your envelope (teacher will also record your name and
number on answer sheet)
3. Teacher will place all envelopes into a mail box or bag.
3. The teacher will remove the envelopes one by one and you are to identify the sender.
4. Write the senders name next to corresponding number on the sheet below,
5. The teacher will call the correct name and envelope number.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Student
Name
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Correct answers I achieved _____Highest Score in class was ___
22

Envelope
Number
Marking
Student
Name

Envelope
Number
Marking
6. Give your self a score … maybe the winner will also score a prize !
Kidspiration Example 7A
Trace Evidence Brainstorm
Using your knowledge or information read about trace evidence list as many
items as you can around the central theme ‘Trace Evidence’
From each of these list what sense you would use to identify the item.
Remember the 5 senses are:
1. Sight
2 Smell
3 Touch 4 Taste
5 Hear
Powders has been done for you
touch
smell
sight
Powders
A comparison
between two cut,
broken, or torn
objects to
determine if they
were at one time
part of the same
object.
Acids from
human
touching
Hairs
Trace
Evidence
Physical
matches
Every person, no matter how much
they try to clean up a crime scene,
leaves some minute trace of his or her
pres ence behind and often takes
something away.
Footwear
impressions
Tyre
Impressions
Paints
(car and/or
building)
Fibres
Glas s
Explos ives
WS3.9 Produces a wide range of well-structured and well-presented literary and factual
texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas,
issues and written language features.
UTS3.9 Evaluates, selects and uses a range of equipment, computer-based technology,
materials and other resources to meet the requirements and constraints of investigation and
design tasks.
23
TEACHER INSTRUCTIONS 7B
WHITE POWDER ACTIVITY
1.
Place all of the seven powders listed below at each station do not have any
markings on the bags. (other than the letters A  G)
A= CASTOR SUGAR
B= FLOUR
C= SALT
D= TALCUM POWDER
E= ICING SUGAR
F= BI CARB SODA
G= CORNFLOUR
2. Place an additional bag marked Control Powder at each station according to
list below
CONTROL STATION 1 SIGHT = CASTOR SUGAR
CONTROL STATION 2 TOUCH = CORNFLOUR
CONTROL STATION 3 – SMELL = FLOUR
CONTROL STATION 4 – REACTION = BI CARB SODA
3, Students are to perform activities according to Station instructions and
complete matrix.
4. At end of session ask students to call out possible answers
5. Correct Answer key for analysis
AGBF
24
Station Instruction 7C
Sight
Station 1 Instructions
1. Look carefully at the control powder – write a brief
description.
2. Look at each of the 7 samples complete a brief description.
3. Identify which sample matches the control powder.
Touch
Station 2 Instructions
1.
With your eyes closed rub the control powder between
your fingers using only your sense of touch - write a brief
description.
2. Rub each of the sample powders between your fingers –
write a brief description.
3. Identify which sample matches the control powder.
25
Smell
Station 3 Instructions
1. Smell of the control powder gently – write a brief
description.
2. Gently smell each of the sample powders – write a
description.
3. Identify which sample matches the control powder.
Reaction
Station 4 Instruction
1. Add a few pinches of the control powder to container 1 –
add water and stir – write description.
2. Add few pinches of control powder to container 2 – add
vinegar and stir – write description.
3. Complete same testing on samples and water – write brief
description.
4. Complete same testing on samples and vinegar – write
brief description.
26
Worksheet 7B
White Powder Analysis
You are required to analyse samples of white powders that have been collected from a crime
scene. These powders do look the same but have different characteristics so you are to work
through the samples and take notes or write points as to identify the mystery powders.
As most powders are ‘unkwnown’ it is unwise to taste so to assist in identification a reaction
test will apply.
These will be the stations:
1. Sight
2. Touch
3. Smell
4. Reaction
After you test each powder and complete the matrix you will be required to identify by the
powder that matches the control powder.
The final step is to identify all 7 powders correctly.
Good Luck
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data,
and drawing conclusions.
27
Worksheet 7D
Name __________
SIGHT
LOOKS LIKE
White Powder Analysis
TOUCH
FEELS LIKE
SMELL
SMELLS LIKE
REACTION
WATER
Control
Powder
Description
VINEGAR
WATER
POWDER
A
VINEGAR
WATER
POWDER
B
VINEGAR
WATER
POWDER
C
VINEGAR
28
SIGHT
LOOKS LIKE
TOUCH
FEELS LIKE
SMELL
SMELLS LIKE
REACTION
WATER
POWDER
D
VINEGAR
WATER
POWDER
E
VINEGAR
WATER
POWDER
F
VINEGAR
WATER
POWDER
G
VINEGAR
29
Results Sheet
For the 4 tests on the powders I have come up with these results after testing;
1. Sight
Powder
matched the control powder
2. Touch
Powder
matched the control powder
3. Smell
Powder
matched the control powder
4. Reaction
Powder
matched the control powder
The order of the letters I have recorded was :
CBGA
FEGB
AGBF
EABD
DEFG
CABG
Something Else ____________________
List the 7 powders
A =____________________
E=____________________
B =____________________
F=____________________
C=____________________
G=____________________
D=____________________
30
Information Worksheet 8A
Name __________________
Shoeprints or Footwear Evidence – Debate Material
Shoeprints are left at a scene when the shoe is coated with substances. For example mud,
dirt, oil and blood, but not all shoeprints are visible to the naked eye. To uncover an "invisible"
or latent shoeprint the same method as dusting for fingerprints is used. After dusting a
photograph is taken. Another step is to lift the print. This allows shoeprints that can be used
as evidence and compared to a suspect's shoes to make a match. If the shoeprint is in blood
and had been cleaned up, detectives can use a chemical called luminol to ‘uncover’
it.
If the print is "visible" or moldable, for example shoeprints left in mud or snow, a cast of the
print by using plaster of Paris can be made. Shoeprints made in mud or clay are called
depressions.
Normal everyday wear can lend a helping hand in identifying important clues, like gum stuck to
the bottom of the shoe, a pebble stuck into a tread or a nail stuck in the heel. All of these
clues help to make each shoeprint different from another.
Interesting if the cast is too big or if a cast cannot be made investigators will take the
section of surface where the shoeprint is found, in fact the FBI's forensic lab has been sent
entire countertops, floors, staircases and yes even a kitchen sink all with evidence on them.
In many cases, footwear evidence can lead to positive identifications of which a particular
known shoe made the print. Footwear evidence can provide investigators with certain
information that can assist them in locating a suspect. Most footwear evidence, when
collected and preserved properly, can provide the type, make, description, approximate size,
the number of suspects, the path through and away form the crime scene, the involvement of
the evidence, and the events that occurred during the crime.
There are four basic methods of recording footwear impressions at the crime scene.
Photography
2. Documentation/Sketching
3. Casting
4. Lifting
Footwear impressions are often overlooked because of:
* The lack of training and education in the proper searching, collection and preservation of
the evidence and;
* The evidence is undervalued or not understood.
* Not believing that the impressions can be found at the scene after people have walked over
the scene
* Incomplete searches of the crime scene;
* Weather conditions;
* The impression has been intentionally destroyed.
TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to
express well developed, well organised ideas dealing with more challenging topics.
31
Worksheet 8B
Name __________________
Making a Shoe Print
Making Shoe Prints of a Suspect's Shoe
Materials:
White Paper Paint brush Black Paint
Method
1. Coat a paint brush with paint.
2. Paint the entire bottom of the suspect shoe.
3. Ask suspect to stand on a piece of paper, placing all of his / her weight on the paper
4. Lift the shoe off the paper.
5. Let the shoe print dry.
6. Observe the suspect's shoe print.
7. Match the suspect's shoe print with the shoe print found at the crime scene.
Extension Activity
What you will need
Plaster of Paris
Shoe
Water
Hairspray
Bucket or container for mixing
Cardbaord Collar 10cmx40cm
1. Make an impression from a shoe into clay or damp soil
2. Arrange cardboard collar around impression
3. Spray with hairspray to make the dirt ‘hold’
4. Mix Plaster of Paris according to packet instructions
5. Gently pour Plaster of Paris into impression – allow to completely set
6. Carefully cast and brush off excess dirt
DMS3.8 Develops and resolves a design task by planning, implementing managing and
evaluating design processes
32
Worksheet 9A
Name ______________
Dirt Detective or Forensic Geologist
Prior to starting this activity 4 samples of dirt/soil will need to be collected
from different locations and different soil type. (Example: loam clay sand.)
Soil will be labelled: Sample A B C and D and placed at each of the activity
stations in sufficient quantities for studying. It is up to you to analyse and
describe the dirt and record the details in the matrix below.
Weight
of
½ cup of
dirt
Dirt
description
under
microscope
Sample A
From
Sample B
From
Sample C
From
Sample D
From
grams
grams
grams
grams
seconds
seconds
seconds
seconds
mls
mls
mls
mls
Odour
Time to
settle
Floating
Material
Water
through dirt
after 30
seconds
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data,
and drawing conclusions.
33
Instructions
Weighing Dirt
1.
Using the measuring cup to obtain ½ cup of
dirt.
2.
Tip into scales and note the weight in grams
3.
Return the dirt back to the correct
container
4.
Repeat for all samples
Instructions
Under the Microscope/Magnifying Glass
1.
Take ½ teaspoon of dirt and place under the lens of the microscope
2.
Using 10X magnification focus to enable description
3.
Note words to describe
4.
Repeat for all other samples
Dirty Words
grainy, angular, coarse,
fine, sandy, lumpy, woody,
brown, black, grey, red,
34
Instructions
Odour
1.
Take the container of dirt and place it under your nose
2.
Sniff dirt (gently – you don’t want it up your nose)
3.
Apply a word that best describes the smell
4.
Repeat for all samples
Smelly Words
musty, mouldy, rank, dusty, mildew, stale,
salty, fresh, compost, no smell,
Instructions - Time to Settle
1.
Place 2 dessertspoons of dirt into beaker
2.
Fill the beaker with 1 cup of water & stir
3.
Record how long it takes for the sample to
settle
4.
Repeat for all samples
35
Instructions
Floating Material
4.
1.
Place 1 tablespoon of dirt into a beaker
2.
Add 1 cup of water and stir
3.
Record any objects that float to the surface
Repeat for all samples
Objects that float:
leaves, small pieces of
wood, grass,
stalks, small insects
Instructions
Water through Dirt
1.
Fasten a piece of cloth over the small end of the funnel attach with
rubber bands or tape
2.
Suspend each funnel over a measuring jar/jug
3.
Empty ½ cup of dirt into the funnel.
4.
Measure out and pour one cup of water into
funnel.
5.
Observe as the water runs down through the soil.
6.
After 30 seconds how much water in mls collects in the jar?
36
Worksheet 10A
HAIR INFORMATION
Each hair on your body grows from a hair follicle, a tiny, saclike hole in your skin. At the
bottom of each follicle is a cluster of special cells that reproduce to make new hair cells. The
new cells that are produced are added on at the root of the hair, causing the hair to grow
longer. The living tissue that makes your hair grow is hidden inside the hair follicle. The
shaft, the part of a hair that you see, is made of cells that aren't living anymore. That's
important to know when you are messing with coloring or perming or straightening your hair.
If you cut yourself, your skin can heal, since it's living tissue. If you damage your hair, it
can't heal. You just have to do what little you can to repair the damage or cut the damaged
hair off and wait for more hair to grow back.
Each hair shaft is made up of two or three layers:
1. the cuticle
2. the cortex
3. the medulla.
The cuticle is the outermost layer. Made of flattened cells
that overlap like the tiles on a terra-cotta roof, the cuticle
protects the inside of the hair shaft from damage.
Underneath the cuticle is the cortex, which is made up of long proteins that twist like the
curly cord on a telephone. Try stretching a hair and you'll find that it's elastic—it stretches
before it breaks.
When you get split ends, you're seeing the cortex at its worst. You've worn away the
protective cuticle on the tips of your hairs with harsh treatment like hard brushing or too
much sun and water.
In the center of some hairs is the medulla, a soft, spongy mass of tissue. Coarse hair
generally has this layer, while fine hair usually doesn't.
To fill the gaps between the protective cuticle cells and to keep your hair shiny and flexible,
glands adjacent to the hair follicle produce a kind of natural hair conditioner called sebum.
Unfortunately, that sebum, which is an oil, also makes dirt stick to your hair. When you
shampoo your hair, you wash away this protective oil and the dirt that clings to it.
Gray hair is a mixture of pigmented and unpigmented hair. As you age, the melanocytes in
your hair follicles slow down or stop working altogether and your hair goes gray or white.
37
Why do we have hair ?
Hair serves a number of different functions. It provides insulation from cold weather and, in
some species, from particularly hot weather. Because hair is often pigmented, it provides
coloration. This might serve to camouflage an individual; in some mammals, the pigmentation
changes with the seasons, becoming white during the snowy winter, for example. Hair can also
provide some direct protection against injury, such as head hair that buffers impact to the
skull.
Why does hair on your arms stay short and hair on your head grow long ?
Each hair on your body grows from its own individual hair follicle. Inside the follicle, new hair
cells form at the root of the hair shaft. As the cells form, they push older cells out of the
follicle. As they are pushed out, the cells die and become the hair we see.
A follicle will produce new cells for a certain period of time depending on where it is located
on your body. This period is called the growth phase. Then it will stop for a period of time
(the rest phase), and then restart the growth phase again.
When the hair follicle enters the rest phase, the hair shaft breaks, so the existing hair falls
out and a new hair takes its place. Therefore, the length of time that the hair is able to
spend growing during the growth phase controls the maximum length of the hair.
The cells that make the hair on your arms are programmed to stop growing every couple of
months, so the hair on your arms stay short. The hair follicles on your head, on the other
hand, are programmed to let hair grow for years at a time, so the hair can grow very long.
How fast does hair grow ?
Human hair seems to grow at a consistent rate of about half a millimeter or so per day. It
may grow faster or slower depending on your age, your genetics and your hormonal state.
This means that the maximum growth rate for hair is about 15 cm per year.
Why do we have eyebrows ?
We know that eyebrows help keep moisture out of our eyes when we sweat or walk around in
the rain. The arch shape diverts the rain or sweat around to the sides of our face, keeping
our eyes relatively dry.
Thickness
Brown hair is intermediate in thickness between (thinner) blonde and (thicker) black or red
38
Worksheet 10B
Name _________________
Hair Scalpers
Activity 1
1. To feel the cuticle, just pinch a single long hair between your fingers starting up near
the root.
2. Pull the hair between your fingers and feel how slick and smooth it is. As you move
from root to tip, you're running your fingers in the same direction as the cuticle layers.
3. Now start at the tip of the hair. In this direction, the hair may feel rougher; it may
squeak as it passes between your fingers. You're running your fingers against the grain,
and you're bumping into the edges of all those flattened cuticle cells.
Activity 2
1.
2.
3.
4.
5.
Gently comb your hair over a piece of blank paper.
Count how many hairs fell on to the paper.
Use a small piece of sticky tape and place in on to the sample box (see your sheet).
Now gently pluck one hair from your head and tape it next to the first hair.
Using a magnifying glass examine each hair and make a general statement/description.
Activity 3
1.
2.
3.
4.
Collect samples from 3 other people (plus yourself makes 4).
Tape them into your sample boxes.
Examine each hair using the magnifying glass.
Complete the table on your work sheet.
Activity 4
1.
2.
3.
4.
Pat your clothes with sticky tape.
See how many hairs are stuck on you.
Are they all yours? Are they a dog/cat or other persons?
Place the sample on the worksheet.
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data,
and drawing conclusions.
39
Worksheet 10C
Hair Scalper Results
Name __________________
When I combed my hair _____ hairs fell on to the page.
My Hair samples
Combed hair sample
Plucked hair sample
Comparing Hair samples
Sample from my hair
Sample 1 from
--------------------Sample 2 from
--------------------Sample 3 from
----------------------
My Hair
Sample 1
Sample 2
Colour
Length (mm)
Texture: (wavy/straight)
Plucked/combed
Cut/tapered/split ends
Sample of hair and fibres from my clothes
Description of what I ‘picked up
40
Sample 3
Activity 10D
Name ____________
Hair Measurement Activity
From the records obtained in activity 10C choose 10 different people and obtain
the length of their hair.
Read all instructions first
1.
2.
3.
List name
List colour of hair next to name
List measurement in cm from shortest to longest
Answer questions
1.
Who had the longest hair ? _____________________
2.
Who had the shortest hair? ____________________
3.
How many people had approximately the same length of hair ? ____
4.
Did any one hair colour dominate _______ what colour ? ________
5.
What was the difference between the longest and shortest hair length
6.
What was the longest length for
i.Blonde _________
ii.Brunette/Brown _______
iii.Black ________
iv.Red _________
7.
What was the shortest length for
i.
Blonde _______
Brunette/Brown_______ Black_______
Red_______
WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.
41
Name ___________
Evaluation Worksheet
SOWC ANALYSIS
© Ralph Pirozzo
Forensic Science Unit of Work
Students are given the opportunity to list as many viewpoints as they
can in the columns below as an evaluation of the Forensic Science Unit
of work. Any viewpoints are to be taken as both positive and
constructive criticism for future improvements to this unit.
Strengths Opportunities Weaknesses Consequences
42
43