Forensic Files: Can YOU crack the case?

Kelsey Bayse and Lindsey Scheppegrell

Page 1 of 76


Forensic Files: Can YOU crack the case?

www.canyoucrackthecase.weebly.com





Lesson #1 I spy with my own eyes..
Lesson #2 Portrait of the Past
Lesson #3 Imprint Identity
Lesson #4 Forensic Finale

Calling all Investigators! Do you think you have what it takes? Come join forces with our
AIG forensics team to help solve a highly confidential case. Test your investigation
skills as you examine a crime scene. Demonstrate your ability to use the latest forensic
science principles as you collect fingerprints, analyze trace evidence, and document a
crime scene. Can YOU crack the case?

Essential Questions
What influence does a person's point of view have on his or her perception?
What strategies can a person use to improve his or her observation skills?
How can a forensic photographer effectively represent a crime scene?
What makes a fingerprint unique?
Are forensic scientist accurately portrayed in crime television shows?



Kelsey Bayse and Lindsey Scheppegrell
SPED 6402 Spring 2014
East Carolina University
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 2 of 76


Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 3 of 76
CONTENT RESEARCH PAPER

Over the past decade, forensic science has gained popular attention in the
entertainment world. In fact more than a dozen television shows like CSI, Law and
Order, and Criminal Minds, revolve around modern forensic principles. Are these shows
truly exposing the public to authentic practices, or are they misleading the public to false
impressions of forensic science? To answer that question, one must first understand the
meaning of this field. Forensic science is the application of natural sciences to matters
of the law (Webb, 2014). Forensic scientists use scientific knowledge and methodology
to identify and evaluate physical evidence to help prove or disprove a case. While this
basic definition parallels with the ideas and principles presented from television shows,
forensic science contains many other layers. In order to fully understand and appreciate
this multifaceted field, one must examine the fields development over time, sub-
disciplines involved, and specific practices and procedures used.
The principles of forensic science have long been used before its recent
exposure in multimedia. In fact, the first recorded beginning dates back to the 700s
when the Ancient Chinese used fingerprints to establish identity of historical documents
and sculptors (Tilston, Savage, Clark, 2006). Five decades later, around 1250 AD, a
classic Chinese work entitled Hsi Yuan Lu (translated approximately as Instructions to
Coroners) was published. The text emphasized the importance of providing medical
evidence in all cases of violent death, thus introducing the role of medical examiners
and coroners to the world of criminal justice. (Tilston et. al, 2006). This book laid the
groundwork for the practice of forensic medicine and is still referenced today.
The next significant step in forensic science, was the development of a
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 4 of 76
classification system as a means to identify criminals. The Italian criminologist Cesare
Lombroso is recognized as having one of the earliest attempts to classify human faces.
Lombroso believed that people were born with a specific appearance that was directly
linked to criminal behavior. He contended that all criminals were biological throwbacks
who displayed unusual physical and mental characteristics (Sabbatini, 1997). Some of
the characteristics he stigmatized included having an unusual skull size and asymmetric
facial structure. Lombrosos theories were extremely influential in Europe, until his
emphasis on hereditary as the cause of crime was discarded in support of
environmental factors (Sabbatini, 1997).
Following in Cesare Lombrosos footsteps, Alphonse Bertillion developed a new
system for identifying people using their physical characteristics. The system, called
Bertillonage, used measurements of the physical body such as the diameter of the
head, length of arms and legs, as well as other marking such as scars or tattoos
(Cooper, 2008). Despite its lengthy process, the police force used this system for many
years until it lost its credibility in 1903 when an American was sent to prison after his
measurements matched a prisoner already incarcerated. The only noticeable difference
between the two prisoners was their fingerprints (Tilston et.al, 2006). At this point, the
Bertillonage system was abandoned and the fingerprint system was adopted.
The fingerprint system received wide attention in 1892 when Francis Galton
published Finger Prints. The text contained the 1st statistical evidence that fingerprints
were not only individually unique, but they did not change over time (Tilston et.al, 2006).
Finger Prints developed a reliable system for recording and identifying fingerprints as a
way to identify criminals. The detailed methods for taking the fingerprint and recording it
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 5 of 76
are still used today.
Between 1930 to 1980 the United States became a significant center of
development for forensic science due to advancements in technology and influential
scientific discoveries (Tilston et.al, 2006). One of the first noteworthy discoveries
occurred in 1901 when an Austrian immigrant, named Karl Landsteiner, discovered
human blood could be grouped into four different categories: (A, B, AB, and O). While
his discovery was initially used for medical procedures such as blood transfusions and
organ donations, the basic principles were eventually used to help solve paternity cases
as well as solve crimes in which blood stains were left at the scene (Durand, Willis,
2009).
The next significant event occurred in 1923, when the first forensic lab was established
in Berkeley, California. Not long after the Federal Bureau of Investigation (F.B.I) was
established followed by a Federal Crime Laboratory in 1932. The laboratory is presently
extremely influential carrying out thousands of analyses a week for law enforcement
agencies across the entire nation (Tilston et.al, 2006). Today there are over 400 crime
laboratories and nearly 40,000 forensic scientists in the United States. With significant
advancements in technology and general knowledge, forensic scientists are now able to
analyze and identify the source of physical and chemical evidence as minute and fibers,
glass particles, paint chips with significant accuracy determining the source of fibers,
glass particles, and paint chips. In addition, computers have made it much more
convenient to store and share vital information such as toxicology repots, fingerprints,
and DNA samples to other enforcement agencies (R. Vasale, personal communication,
January 9, 2014).
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 6 of 76
Forensic science is a rather ambiguous field that draws upon several disciplines
including anthropology, biology, entomology, and psychology to help gather evidence to
solve a crime. Forensic anthropology is the identification of skeletal human remains.
These specialist are called into a case when bones have been found either accidently,
after mass disaster, at war grave remains, or mass homicides (Tilston et.al, 2006).
Forensic entomology is the examination of insects and other arthropods on human
remains. These specialists collect as many stages of insects on a body to help
determine the time and location of death. A forensic biologist examines the DNA of body
fluids, teeth, hair, bone, and tissue. They can help to identify a victim in an investigation.
Forensic psychology relates to the study of a persons mind. These specialist help
determine the reasons behind a criminals behavior. Lastly, a forensic trace evidence
specialist can study anything from hair, fibers, and prints to gunshot residue or paint
chips (Thompson, 2009). Trace evidence plays a large role in an investigation as it
typically is left behind, or picked up, by many criminals.
Locards Exchange Principle, named after a French detective who created it,
states that every contact leaves a trace. At the scene of any crime, traces can be found
that were left behind by the criminal. Comparatively, criminals also take away traces
from the crime scene (Platt, 2005). It is up to a forensic scientist to find these traces and
use them as evidence to solve a case. Two types of evidence are collected while a case
is under investigation, testimonial and physical evidence. Testimonial evidence refers to
any oral or written statements by witnesses to an event. Physical evidence refers to any
material items that are present at a crime scene, on a victim, or in a suspects
possession. This type of evidence is important because it establishes that a crime has
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 7 of 76
been committed, links a suspect to a crime scene, and establishes the identity of those
involved. Types of physical evidence include DNA, documents, fingerprints, firearms,
glass, hairs and fibers, insects, soils, tracks, and tool impressions (Thompson, 2009).
When investigators first arrive to a crime scene the top priority is to secure the
scene. This is done by taping off, or cordoning, the area to avoid contamination by
unauthorized people entering the space (R. Vasale, personal communication, January
9, 2014). A forensic photographer then takes numerous pictures from a variety of angles
and lightings before collecting evidence (Piper, 2005). Photographers also use rulers,
paperclips, or other objects of familiar sizes to document sizes of various pieces of
evidence (R. Vasale, personal communication, January 9, 2014). Alphonse Bertillon,
mentioned previously for his influential measurement system, was also the chief of
criminal identification and pioneered the use of photography in crime investigation. His
process required detectives to match lighting and camera angles in order to make later
comparisons. Bertillon also used a scale in his evidence pictures in order to judge the
size of objects. These forensic photography skills are still used to this day (Platt, 2005).
All evidence is left where it is found until it has been examined and photographed in
detail. If it can be removed and taken back to the lab, each piece of evidence is placed
in its own evidence bag, sealed, initialed, and taken to a forensics laboratory (Piper,
2008). Crime scene investigators have to look in less obvious places, typically, in order
to find evidence (Platt, 2005).
The job of highest importance for a forensic scientist is to identify the criminal in a
case. Prints are unique to every person and are valuable identifying those involved with
a crime. Prints from a persons lips, fingers, palms, and soles of feet are never the same
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 8 of 76
with another human being (Murray, 2013). Criminals have gone to extreme lengths in
order to evade detection through fingerprint analysis. Some individuals have tried to
graft skin from other places onto their fingertips or use burns, from either chemicals or
heat, to alter prints (Thompson, 2009). Ironically, the scars or changes that result from
attempts to destroy fingerprints end up being just as unique as the original print pattern.
Although prints enlarge as a human grows, the general pattern stays the same. Print
patterns are created in the dermis layer of the skin. While our bodies constantly shed
the surface of the epidermis, patterns stay because they are deeply rooted in the dermis
layer (Murray, 2013). The most common characteristics displayed by fingerprints are
loops, whorls, and arches (Thompson, 2009). Several fingerprints may be found at a
crime scene. All fingerprints are examined to determine whose are supposed to be at a
crime scene and whose may belong to a suspect (Piper, 2008). The most common
method for lifting fingerprints is dusting a surface with a powder. The powder sticks to
the oils deposited by fingertips and is then lifted by tape and placed onto an evidence
card (Thompson, 2009). In order to find latent, or hidden, prints, investigators use
dusting brushes. It is important that the print is not smeared in the process so many use
iron dust and a magnetic brush that never touches the surface (Platt, 2005).
Forensic science is unlike other sciences because it is the examination of
material specifically for use in the court of law. In order to work effectively forensic
scientists must have communication skills, the ability to remain unbiased while
examining evidence, give attention to detail, and perseverance. While the job may seem
fast and simple on television, the opposite is true. Many popular television shows
combine the jobs of almost five different specialists into one super scientist
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 9 of 76
(Thompson, 2009). Regardless of how some forensic scientists are portrayed, one thing
remains evident: forensic science is a field essential to maintaining a balance between
right and wrong in the world.



References

Cooper, C. (2008). Eyewitness forensic science. New York, NY: DK Publishing.

Cesare Lombroso. (2014). In Encyclopdia Britannica. Retrieved from:
http://www.britannica.com/EBchecked/topic/346759/Cesare-Lombroso

Durand, J., Willis, M. (2009). Karl Landsteiner. Lab Medicine, 4, 53-55.

Murray, E. A. (2013). Forensic identification: Putting a name and face on death.
Minneapolis, MN: Twenty-First Century Books.
Piper, R. (2008). Fingerprint wizards: The secrets of forensic science. Mankato, MN: A
& C Block Publishers Limited.
Platt, R. (2005). Forensics. Boston, MA: Kingfisher Publications.
Sabbatini, Renato (1997). Brain & mind. Retrieved from:
http://www.cerebromente.org.br/n01/frenolog/lombroso.htm
Thompson, L. (2009). Eyes for evidence: Have you got what it takes to be a forensic
scientist?. Mankato, MN: Compass Point Books.
Tilstone, William J., Kathleen A. Savage, and Leigh A. Clark. "Introduction." Forensic
Science: An Encyclopedia of History, Methods, and Techniques. Santa Barbara,
CA: ABC-CLIO, 2006. 1-63. Prin

Webb, D. (2014). Definition of forensic science. Retrieved from: http://www.all-about-
forensic-science.com/definition-of-forensic-science.html




Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 10 of 76


Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 11 of 76
Partners: Lindsey Scheppegrell & Kelsey Bayse
Assignment: Crime Scene Investigation Unit Consultation
Location: 601 E. Trade Street Charlotte, NC
Date & Time: 1/9/14, 0900
Towards the end of December, Lindsey contacted the Charlotte-Mecklenburg
Police Department (CMPD) Crime Scene Investigation (CSI) unit in order to set up a
visit of the facilities and speak with a member of the CSI team. Upon arrival she was set
up with two different contacts, the acting staff sergeant Katherine Scheimreif (East
Carolina alumni) and Rachel Vasale, a crime scene investigator for the CMPD. Rachel
Vasale graduated with a B.S. in Forensic & Investigative Science from West Virginia
University. Her courses included advance forensic photography, forensic photography,
blood stain pattern analysis, latent fingerprint examination, and crime scene
investigation. Sergeant Scheimreifs was originally contacted through e-mail:
[email protected].
The consultation lasted for almost two hours. Rachel Vasale gave Lindsey a
complete tour through the facilities (cars, the CSI RV, supply closet, drying rooms,
garage, and office space) demonstrated forensic techniques, explained CMPD
procedures, and showed Lindsey several important case files. Rachel gave a lot of
advice on how to replicate their processes in a crime scene simulation. Some of the
most valuable information given was the basic CSI procedures and typical crimes that
are investigated. Rachels focus for the consultation was on collecting evidence,
documenting and photographing a crime scene, and the interaction between Detectives
and the CSI unit. Charlotte is a large city therefore their CSI department is divided into
several compartments including a CSI team, ballistics, DNA, fingerprints, and a crash
scene unit. Moving forward, Rachel Vasale will be contacted for possible case files
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 12 of 76
photos, CMPD CSI supplies, and any further information that is needed.


Annotated Bibliography

Kid Friendly Books on Forensic Science

Cooper, C. (2008). Eyewitness forensic science. New York, NY: DK Publishing.
Eyewitness Forensic Science is a detailed childrens book that uses detailed
illustrations and text to explain various aspects of forensic science. The book contains
information about the
history and evolution of forensic science, current practices and procedures used, and
jobs available in this specific field. This book also comes with an informational wall chart
and CD of pictures related to forensic science.

Harris, E. (2006). Crime scene science fair projects, New York, NY: Sterling Publishing
Company
Crime Scene Science Fair Projects presents more than 20 great forensic
science inspired experiments. From analyzing blood splatter to collecting trace
evidence, this book provides in-depth explanations of modern forensic practices. In
addition to the interactive projects, the book discusses CSI history, forensic careers,
and influential cases.

Morrison, Y. (2008). The dna gave it away: Teens solve crime. Danbury, CT: Childrens
Press
This book focuses on how law enforcement uses the technology of DNA to
gather evidence and solve different types of crimes. The book helps build forensic
knowledge and vocabulary through power words and supportive illustrations.


Schultz, K (2008). CSI expert: Forensic science for kids. Waco, TX: Prufrock Press
CSI Expert is a hands on, detailed book that explains how detectives use science
to gather evidence and solve crimes. The book includes more than 25 in-depth activities
on fingerprinting, evidence collection, blood-stain identification, forensic careers,
ballistics, and much more.

Platt, R. (2005). Forensics. Boston, MA: Kingfisher Publications.
Richard Platt does a thorough job explaining the specific procedures detective
use to solve crimes in this informational book. Chapters cover information from the
scene of the crime to a criminals conviction including specific details about collecting
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 13 of 76
and analyzing blood spatter, fingerprints, trace evidence and more.

Kid Friendly Websites:
www.forensicscience.org/resources/forensics-for-kids
This interactive website offers a variety of web adventures on forensic science
practices and procedures. Activities include lessons about crime investigation methods
and gadgets, collecting evidence at a crime scene, and studying evidence in a
laboratory. The website also includes a list of highly recommended books for further
enrichment opportunities.

http://forensics.rice.edu
This website gives students the opportunity to explore authentic criminal
investigations through a series of 6 interactive cases. Each case includes a virtual tour
of a specific crime scene or laboratory in addition to informational videos that describe
specific tools, procedures, and practices. At the end of each case, students are required
to complete a specific challenge that requires them to apply what they have learned
throughout the case study.

http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html
This website defines the fingerprinting process though a step by step interactive
model that is recommended for grades 6-12. Students will not only create their own
virtual fingerprint but also learn specific vocabulary words and procedures related to
forensic science.

http://www.fbi.gov/fun-games/kids/kids-investigate
This multifaceted website provides detailed information on the Federal Bureau of
Investigation. Students can explore the history of the FBI, learn about the
responsibilities of FBI agents, and participate in various FBI simulation adventures.

http://sciencespot.net/Pages/kdzforsci.html
The science spot includes a plethora of external links that cover various forensic
science topics. Student can explore specific disciplines such as forensic anthropology
and forensic entomology, learn about specific forensic practices for gathering evidence,
and read about influential court cases.


Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 14 of 76

CONNECTION TO THE THEME
Forensic science is composed of several different disciplines that all interact with
each other in order to find and interpret evidence for a case. Anthropology, entomology,
biology, and chemistry, odontology, toxicology, and geology are just a few of the
sciences that interact in order to help determine if evidence can be used if a case is
taken to court. Specialist in entomology, odontology, and toxicology may all work with a
medical examiner in order to analyze a corpse from a crime scene. They all interact with
each other by sharing valuable information to help gather substantial evidence to solve
a case. For example, the entomologist would examine insects and other arthropods on
the corpse to help determine the time and location of death (Tilston et.al, 2006). In
comparison, the odontologist would focus on dental evidence while the toxicologist
would bring in information relating to any drugs or chemicals present in the body (Tilston
et.al, 2006). Biology is used within several of the fields in forensics including
fingerprinting and trace evidence. Forensic Biologist interact with other specialist to help
solve a case by analyzing DNA, bones, skin, hair, and bodily fluids (Thompson, 2009).
The specialists depend on each others expertise in order to complete a thorough
analysis of the body
Evidence from a case is passed along through a chain of custody. Detectives,
coroners or medical examiners, crime scene investigators, forensic specialist, police
officers, and court workers are all a part of the chain. All of the personnel who work with
a crime scene interact with each other as a part of a team in order to understand and
act upon past crimes. Detectives work closely with forensic specialist and the original
crime scene investigators in order to find out what evidence needs to be processed and
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 15 of 76
is relevant to the case. Crime scene investigators work closely with police officers who
are the first to arrive at and secure a crime scene.
A huge interaction within the forensics world is the interface between the past
and the present. An investigation takes place in the present but it can quickly unfold
what has happened in the past. Every interaction leaves a trace behind that can often
be traced in the future (Platt, 2005.). Time plays an essential role in crime scene
investigations. Evidence can also change over time. Investigators must work quickly
and efficiently in order to collect and preserve evidence from a past crime.
Humans and technology both interact throughout forensic processes. To date,
several advances have been made in technology that have allowed for quicker analysis
of evidence as well as the ability to find evidence that previously eluded investigators.
Computer technology now plays an essential role in investigative techniques and
presentations. Photography, evidence testing, and crime scene reconstruction have all
been revolutionized through technology advances (Tilston et.al, 2006).
Forensic science is the natural interaction of science and matters of the law
(Webb, 2014). Science and law interact in order to avenge victims, incriminate the
guilty, and sort through suspects. The two disciplines work together to solve crimes. The
principles of natural science affect or change the outcome of judicial issues. If evidence
is properly collected, analyzed, and documented a case can be carried out successfully
in court.

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 16 of 76

TECHNOLOGY INTEGRATION

Technology integration is an essential component of a rigorous lesson for it
enhances and deepens the learning process. When implemented appropriately,
technology allows for collaboration, simulation, and higher order thinking. For our AIG
camp unit, we plan to strategically implement various forms of technology to provide
more depth and complexity for our students. Specifically, the technology we have
chosen promotes active learning, student collaboration and feedback, and real world
problem solving via Smart Board presentations, iPods, and computers.
A problem many teachers face is how to deliver whole group instruction in an
engaging manner with only a limited amount of time. In order to restrain from
monotonous lectures, we plan to use Smart Board presentations that promote active
learning and student collaboration. Smart Board will allow us to incorporate supportive
visuals in the form of pictures and videos to help deeper student understanding and
engagement. . We plan to create visual and activities that promote engagement while
limiting opportunities for distraction. Students will classify, analyze, evaluate, and create
various products related to lesson objectives. Smart Board features will not only allow
us to display large graphics for closer analysis but will also enable students to sort
pictures based on similar features.
In order to increase student engagement during direct instruction we also plan to
develop student notes that correlate with the presentations. This will hopefully increase
student engagement and retention of knowledge. In addition, the notes will serve as a
valuable resource during the assessments. Students will be able to use their notes to
help complete various challenges throughout the week. In order to provide a hands-on
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 17 of 76
learning experiences we plan to implement the daily use of iPods into our unit. The
iPods will be used for several purposes to promote student understanding. First, we will
use the camera feature to supplement forensic photography principles. During our unit,
students will learn how to effectively take pictures of a crime scene by manipulating
camera angles, perspectives, and lightings. The iPods will allow students to apply these
principles in a more authentic setting. It is important to implement hands on activities
during lessons for students remember much more from what they do than what they
simple see or hear. Students will upload their photographs taken throughout the
week to an online case file that will serve as their final product. The iPods will not only
promote hands on learning but also allow for student to document, analyze and share
evidence more effectively.
In addition to the camera feature, the iPods will also allow students to instantly
access an array of supplemental resources to further their knowledge and skills. We
plan to have several enrichment activities that give students the opportunity to apply
newly learned skills using relevant online apps and games. Students will be able to
access these online apps once they have completed their assigned tasks each day. An
example of these games include CSI: The experience games where students spot the
difference between crime scenes, analyze handwriting, and tests their memory. The
applications we have selected allow students to engage in forensic simulations, practice
deductive reasoning techniques, and document and analyze fingerprints.
Lastly, we plan to implement the use of computers into our unit to demonstrate
how technology has revolutionized forensic science principles. Computers allow the
storage of vast amounts of data, including photographs and fingerprints, that make it
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 18 of 76
possible to share and exchange information among the nations many law enforcement
agencies. In order to provide an authentic experience, we will require the students to
develop an online case file to serve as their final product. Students will use Google docs
to compile their case files and share it with the instructors. Case files will include
observation notes, photographs, sketches, and field notes. Computer access will allow
students to permanently store and share photography files, sketches, field notes, and
evidence data collected during the week. Students will use real world problem solving
skills to simulate the responsibilities of forensic scientists.
Technology is a powerful tool that can dramatically enhance student learning
when incorporated meaningfully into instruction. Forensic science has a natural
integration of technology within the discipline. It is our hope that the implementation of
cameras, iPods, and computers will produce an authentic learning environment that
promotes active learning, higher thinking skills, and student collaboration. Students will
remember, understand, apply, analyze, evaluate, and create throughout the unit.
Forensics calls for a deep background in science knowledge. The field also requires
investigators to apply that knowledge while analyzing crime scenes and pertinent
evidence. Student will need to evaluate a crime scene and create a case file that
depicts a possible suspect, probable order of events, and other valuable information.
This case file will allow students to defend, with evidence, what they believe happened
at the time a crime occurred. Students will make a visual presentation at the end of the
final day using either Prezi, Haiku Deck, or Glogster. This presentation will use the
evidence they collected to defend their final accusation. The presentation will identify a
suspect, present reasonable motive, and present probable order of events.
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 19 of 76






Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 20 of 76

CONTENT OUTLINE

Forensics Files: Can YOU Crack the Case?
Content Outline
Kelsey Bayse & Lindsey Scheppegrell
Background
a. Crime scene personnel
i. Police officers are first to arrive at a scene, they secure the scene,
and detain any persons of interest.
ii. CSI unit personnel are responsible for documenting the scene and
collecting any physical evidence.
iii. District attorney, or representative, is responsible for determining if
search warrants are needed.
iv. Medical examiner and personnel are responsible for determining
the preliminary cause of death (homicide/ suicide only.)
v. Specialists such as entomologist, anthropologist, or psychologist
will be called if needed.
vi. Detectives hold interviews, consult with the CSI team, and follow
any leads in a case.
b. Forensic vocabulary
i. Crime scene- any physical location in which a crime has occurred
or is suspected of having occurred
1. Primary- original location
2. Secondary- alternate location of additional evidence
ii. Suspect- a person thought to be capable of committing crime
iii. Victim- a person who has been harmed or killed as a result of a
crime or accident
iv. Evidence:
1. Testimonial- includes oral or written statements by people
who witnessed an event
2. Physical- refers to any material items that may be present at
the crime scene, on a victim, or in a suspects possession
3. Trace- physical evidence that is found in small/ measurable
amounts such as hair, fiber, or skin cells
c. Investigation protocol
i. First the police cordon, or tape off, a crime scene with tape to stop
any unauthorized people from potentially tampering with the
evidence.
ii. When examining a scene there are five different techniques.
1. Inward spiral- start at perimeter and work inward. This is
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 21 of 76
ideal is there is only one CSI at a scene.
2. Outward spiral- start at center and move outward.
3. Parallel search pattern- CSI team walks in straight lines
outward at same speed.
4. Grid search- scene is divided into a grid and each part is
examined one after another.
5. Zone search- scene is divided into four sectors. Each sector
is searched and then CSIs switch to re-search the sector.
iii. Evidence stays exactly where it is found until photographed,
removed and placed in its own container, and replaced with an
evidence number or letter card.
iv. Once evidence has been collected it is transported to a lab for
analysis by specialist.
d. Types of evidence
i. Drug evidence is used to determine the presence of controlled
substances.
ii. Trace evidence is used for the identification and comparison of
materials from fires, explosions, glass, and paint.
iii. Microscopy evidence is used for the identification and comparison
of evidence like hairs, fibers, woods, and soils.
iv. Biology evidence is used for the analysis of body fluids and dried
stains (DNA.)
v. Toxicology evidence is used to test body fluids to determine the
presence of drugs or poison.
vi. Latent print evidence is used for the identification and comparison
of impressions from fingers, feet, shoes, lips, and tires.
vii. Ballistic evidence is used to study bullets and ammunition.
viii. Tool marks evidence is used for the examination of marks left by a
tool on both objects and victims.
ix. Questioned document evidence is used to compare handwriting,
ink, paper, and other distinct characteristics.
Photography
e. Prerequisite skills
i. Reasoning or logic can be define as evaluating if an argument
adequately supports a conclusion. Both reasoning skills must be
used in forensic investigation.
1. Deductive moves from general to particular. A general
premise is used to deduce particular conclusions.
2. Inductive moves from the particular to general. Observations
are gathered and a conclusion is determined from those
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 22 of 76
premises.
ii. Observation Skills
1. Observations: what we perceive using our 5 senses (hear,
touch, taste, smell, see)
2. Perception: interpreting information received from the
senses. Our brains fill in gaps in our perception. In order to
make sense of what we perceive, our brains often enrich
with detail what our senses intake.
3. Observations made by witnesses are affected by emotions,
interest, stress, concentration and the amount of activity
around them.
4. The Innocence Project in 2008 found that eyewitness
misidentification is the greatest cause of wrongful
convictions throughout the nation.
5. Investigators use open-ended questions and specific
procedures in order to limit their influence on a witness
memory of an event or suspect.
6. In order to be a good observer, one must think
systematically. Starting with one part of a scene and running
your eyes slowly over every space is key. Slowly look at
every part of a piece of evidence. Do not pay attention to
only what you think is important. Look for patterns, make
connections, and interpret information later.
7. Field notes are always included with the photograph files
from a crime scene. Notes include important qualitative
(numerical) and quantitative (descriptive) data about the
crime scene
iii. Documenting the crime scene
1. The job of a forensic photographer is to obtain and develop
documentation of a crime scene for use in court.
2. Before entering the crime scene it is important to speak with
investigators, police officers, and other crime scene
personnel in order to form a plan. Photographers must find
out what investigators want to be photographed, what is
being investigated, and also keeping in mind that a trained
eye must always be observant for new evidence.
3. Photographers combine observational skills and
photographic methods to create an accurate portrayal of the
scene as it is perceived.
4. Field notes are always included with the photograph files
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 23 of 76
from a crime scene.
iv. Collecting evidence
1. A crime scene is examined visually first. Layout, potential
evidence, and probable order of events are established first.
2. The crime scene is then photographed from a wide view.
3. Evidence is marked with cards that range from A-Z, AA-Z, or
1-99 depending on the amount of evidence.
4. The crime scene is photographed from three different views:
long range, mid-range, and close-up views.
5. Evidence is collected and preserved individually. Each piece
of evidence is sealed, initialed, and logged. Photographs are
taken throughout this process.
6. Field notes are taken throughout the entire crime scene
analysis process.
f. Equipment
i. Cameras
1. The type of cameras a forensic photograph uses relies
heavily on the funding that a police department has.
Forensic photographers use anything from a basic digital
camera to high end models with interchangeable lenses.
2. Digital cameras provide immediate viewing of a photograph.
ii. Lighting
1. Portable lighting is often used in addition to a flash for
oblique, or titled, lighting to enhance appearance.
2. Special light sources are used for evidence that cannot be
scene with the human eye. Alternative spectrums like
ultraviolet light are used to see some types of DNA. Fibers
fluoresce show different wavelengths of light. Gunshot
residue is shown using infrared film.
3. Fingerprints developed with a fluorescent powder or
illuminated by an alternate light source can be
photographed.
4. The analysis of impression evidence requires photographs in
several stages of the analysis. The first impression is
photographed using contrast enhancing film and lighting.
Next, the item the item the item that is suspected of making
the impression is photographed. These photographs are
printed 1:1, actual size, and used to compare impressions.
Test impressions are often made and photographs are taken
of these as well. These photographs are printed on
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 24 of 76
transparent material in order to make an overlay for
comparing the test impression to an unknown impression.
g. Perspectives
i. Long range photographs show the overall view of a crime scene.
These are the first photographs taken. A minimum of ten
photographs of a room are taken using wide angle lenses. One is
taken from each corner looking diagonally at the opposite corner,
one from the center of each wall to the center of the opposite wall,
one from near floor level at one end of the room looking up the
ceiling, and one from the same end of the room near to the ceiling
height looking down on the floor of the room.
ii. Mid-range photographs show the evidence in relation to other
objects in a room or space. Photographed from normal viewing
height with no distortions.
iii. Short range photographs show all evidence that is collected at a
crime scene. Shows the details of evidence already identified in
mid-range photographs. Important items are documents with and
without a scale. The scale is placed on the same plane as the item
and the film plane is parallel to the scale.
1. Photomacrography increases magnification by using the
bellows or extension tubes between the lens and camera.
Typically done for bullets and headlamp filament
photographs.
2. Photomicrography is photography done through a
microscope. It is used to document trace evidence like paint,
hairs, and fibers.
h. Miscellaneous
i. Always link photographs by having one identifiable object in one
photograph visible in the next photograph.
ii. It is important to photograph evidence as it undergoes changes
during analysis. Often trace or biological evidence is removed for
further analysis.
iii. No extra photographs should be taken. Only areas important to the
scene should be documented.
iv. Emotional pictures should be avoided (ex. grieving people.)
Photographs should be unbiased and represent factual pieces. A
forensic photographer is not trying to prove guilt or innocence that
is for the jury or court to decide.
v. After all photographs have been taken arial or surrounding
photographs may be taken to add perspective to the collection.
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 25 of 76
vi. Forensic photographers take pictures of evidence where it is found
when they enter the crime scene. If a piece of evidence is then
removed, it is replaced with an identification card.
i. Courtroom evidence
i. A forensic photographer must be able to testify that a photograph
has not been altered, manipulated, or distorted in any way.
ii. All photographs taken at a crime scene must be accounted for. A
photograph should never be deleted because that can lead to
controversy when a case goes to trial.
iii. Photographs should have both quality and quantity in order to show
someone who was not at a crime scene exactly what was there.
Latent Prints
j. After Forensic Photographers finish capturing the crime scene, fingerprint
specialists are called in to collect and analyze latent prints (finger, foot, lip,
cheek prints).
k. Fingerprint specialists work collaboratively with photographers to ensure
that every print identified is appropriately photograph for documentation.
l. Fingerprints
i. The most common print found at a crime scene.
ii. A fingerprint is an impression left on any surface that consists of
patterns made by the ridges on a finger.
iii. Composed of ridges and furrows. (Rides appear dark in an image.
Valleys appear light in an image)
iv. Dactyloscopy: The study of fingerprints
m. Development of fingerprints:
i. Develop in the human fetus, starting the 10th week
ii. Pattern based on genetics, but somewhat random
iii. Skin is composed of layers of cells
1. Epidermis (outer layer) and Dermis (inner layer).
2. Dermal Papillae- a boundary of cells separating the
epidermis from the dermis is made up of dermal papillae.
these cells determine the form and pattern of ridges on the
surface.
iv. Identical twins DO NOT have identical fingerprints.
v. Injuries such as superficial burns, abrasions, or cuts do not affect
the ridge structure or alter the dermal papillae, and the original
pattern is duplicated in any new skin that grows.
n. History of Fingerprints
i. Earliest use: 700 AD Chinese used fingerprints to establish identity
of legal documents and clay sculptors
ii. In effort to classify/identify criminals, Alphonse Bertillion developed
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 26 of 76
the first system of physical measurements called bertillonage
(1879). This system was based on the premise that the dimensions
of the human skeletal system remained fixed from age 20 until
death. Eleven measurements were taken including height, diameter
of head, lengths of arms and legs, etc.
iii. Bertillion system was rejected after two prisoners had the exact
same measurements.
iv. In 1892, Francis Galton published the classic work Finger Prints,
which discussed the anatomy of fingerprints and suggested
methods for recording. Galton introduced the Fundamental
Principles of fingerprints and proposed three pattern types.
o. Fundamental Principles of Fingerprints
i. A fingerprint is an individual characteristic
ii. A fingerprint will remain unchanged during an individuals lifetime.
iii. Fingerprints have general characteristics ridge patterns that permit
them to be systematically classified
p. Fingerprint patterns:
i. Arches: The simplest type of fingerprints that are formed by ridges
that enter on one side of the print and exit on the other. Arches do
not have any deltas.
1. Plain arch: formed by ridges entering from one side and
exiting on the other side of the print. They tend to rise in the
center of the pattern to form a wavelike picture.
2. Tented Arch- is similar to the plain, but instead of rising
smoothly at the center, there is a sharp spike or the ridges
meet an angle less than 90 degrees.
a. 5% of people have arches
ii. Loops: Characterized by ridge lines that enter one side of the
pattern and curve around to exit from the same side, and must
have 1 delta (a delta is the ridge point closest to the type-line
divergence)
a. Radical- opens towards the thumb
b. Ulnar- opens toward the pinky
c. 60- 65% of people have loops
iii. Whorls: Include Ridge patterns that are generally rounded or
circular or even spiral in shape and have at least 2 deltas.
1. Plain Whorls or central pocket whorls: have at least one
ridge that makes a complete circle circuit.
2. A double loops is made of two loops.
3. An accidental is a pattern not covered by other categories.
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 27 of 76
Wholes have at least two deltas and a core
a. 35 % of people have whorls
q. Types of fingerprints
i. Patent:
1. Visible to the naked eye
2. Left by dirt, grease, blood, etc.
ii. Impression:
1. Visible to the naked eye and usually do not need any
enhancement.
2. Impression deposited into a surface.
3. Indentation left in soft material (butter, putty, tar, clay etc).
iii. Latent:
1. Invisible to the naked eye
2. Impression is deposited on the surface
3. Fingerprints made by the composition of oils and or
perspiration.
4. Made visible by dusting, fuming, or other chemical reactants.
r. Lifting Latent Prints
i. Developing a print requires chemicals that react with secretions that
cause the print to stand out against its background. It may be
necessary to attempt more than one technique, done in a particular
order so as not to destroy the print.
ii. Powders--adhere to both water and fatty deposits. Choose a color
to contrast the background.
iii. Iodine--fumes react with oils and fats to produce a temporary
yellow brown reaction.
1. Ninhydrin--reacts with amino acids to produce a purple
reaction.
2. Silver nitrate--react with chlorides to form silver chloride, a
material which turns gray when exposed to light.
3. Cyanoacrylate--super glue fumes react with water and
other fingerprint constituents to form a hard, whitish
deposit.
I. Forensic Speciality Areas
A. Impression Evidence
1. Defined as objects that have retained the characteristics of other
object through direct contact.
2. Impressions are created when one object is pressed against
another material with enough force to leave an impression of the
object.
3. Examples: Shoeprints, tool marks, tire tracks, bite marks, and
marks on a fired bullet.
B. Shoe Prints
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 28 of 76
1. Investigators analyze a shoe print to determine its class, or the type
and brand of shoe. They will also look for individual characteristics,
such as wear patterns and specific damage or defects.
2. Features to analyze
Tread patterns, size, and depth
Wear patterns caused by the way a person walks
Materials defects or damage
Other trace materials such as soil, tar, rocks, and paint.
C. Handwriting Analysis
1. Graphology is the study of handwriting
2. A Forensic Document Examiner is someone who scientifically
examines a document to gather facts that will establish the true
nature of its history and origin.
3. Individuality of each person's handwriting comes from the
individuality of each person's body's motor control program. It is
because each body's motor control program is so unique that
handwriting can be used for identification.
D. Document examiners consider a variety of things when analyzing a document.
1. Slant
2. Size of letters
3. Distinct formations
4. Spacing of letters
5. Spacing of words
E. Hair and Fiber Analysis
1. Hair Analysis
1. Hair is composed of the protein keratin, which is also the
primary component of finger and toe nails.
2. Hair color is mostly the result of pigments.
3. Hair shape (round or oval) and texture (curly or straight) is
influenced heavily by genes. The physical appearance of
hair can be affected by nutritional status and intentional
alteration.
4. The body area from which a hair originated can be
determined by its length, shape, size, color, and other
physical characteristics.
2. Fiber Analysis
1. A fiber is the smallest unit of a textile material that has a
length many times greater than its diameter. It can be spun
with other fibers to form a yarn that can be woven or knitted
to form a fabric.
2. Matching unique fibers on the clothing of a victim to fibers on
a suspects clothing can be very helpful to an investigation,
whereas the matching of common fibers such as white
cotton or blue denim fibers would be less helpful.
3. Types of Fibers:
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 29 of 76
1. Natural Fibers: come from plants and animals are used in
the production of fabric.
1. Examples: Cotton and Wool Fibers
2. Synthetic Fibers: More than half of all fibers used in the
production of textile materials are synthetic or man-made
1. Examples: Nylon, rayon, and polyester
II. Forensic Job Descriptions:
A. LEAD INVESTIGATOR:
1. Role is to make systematic observations about the pre-constructed
crime scene in the classroom.
2. Completes the Crime Scene Observation Sheet to document what
you see, what you think, and what you wonder. (See attached
sheet entitled Crime Scene Observation Sheet)
B. FORENSIC PHOTOGRAPHER
i. Role is to photograph the overall crime scene and physical
evidence collected.
ii. Documents the crime scene using long, mid, and short range
techniques.
iii. Links mid-range and close up pictures and uses an appropriate
scale when measurement is important to the photograph
C. PRINT SPECIALIST
i. Collects and analyzes fingerprints from the crime scene. Make sure
to look for patent, impression, and latent prints.
ii. Uses the following resources to lift and analyze prints: Tape,
powder, brush, and index card, and evidence bag.







Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 30 of 76








LESSON #1
I Spy with my own eyes.
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 31 of 76
I. DEFINE
OBJECTIVES
AND CONTENT

LESSON
OBJECTIVE
Students will make strategic observations, use deductive
reasoning, and employ analytical skills to evaluate a pre-
constructed crime scene by completing all 3 parts of the Crime
Scene Observation Sheet.

POINT TO
PONDER
We do not remember exactly what we see, our memories are
affected by opinions, expectations, emotions, and other subjective
factors. anonymous

ESSENTIAL
QUESTION
What influence does a person's point of view have on his or her
perception?
What strategies can a person use to improve their observation
skills?

CONTENT
Outline the content
you will teach in
this lesson.
iv. Forensic Scientists must use observation,
analytical skills, and deductive reasoning to
solve cases.
Reasoning or logic can be define as
evaluating if an argument adequately supports
a conclusion. Reasoning skills must be used
in forensic investigation.
1. Deductive reasoning moves from
general to particular. A general premise
is used to deduce particular
conclusions.
2. Inductive reasoning moves from the
particular to general. Observations are
gathered and a conclusion is
determined from those premises.
3. Analytical Skills: The ability to identify a
concept or problem, to isolate its
component parts, to organize
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 32 of 76
information for decision making, to
establish criteria for evaluation, and to
draw appropriate conclusions.
v. Observation Skills
1. Observations: what we perceive using
our 5 senses (hear, touch, taste, smell,
see)
2. Perception: interpreting information
received from the senses. Our brains
fill in gaps in our perception. In order to
make sense of what we perceive, our
brains often enrich with detail what our
senses intake.
3. Observations made by witnesses are
affected by emotions, interest, stress,
concentration and the amount of
activity around them.
4. The Innocence Project in 2008 found
that eyewitness misidentification is the
greatest cause of wrongful convictions
throughout the nation.
5. Investigators use open-ended
questions and specific procedures in
order to limit their influence on a
witness memory of an event or
suspect.
6. In order to be a good observer, one
must think systematically. Starting with
one part of a scene and running your
eyes slowly over every space is key.
Slowly look at every part of a piece of
evidence. Do not pay attention to only
what you think is important. Look for
patterns, make connections, and
interpret information later.
7. Field notes are always included with
the photograph files from a crime
scene. Notes include important
Quantitative (numerical) and qualitative
(descriptive) data
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 33 of 76

II. PRE-
PLANNING

What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?

1. Students will understand the tools used by a forensic
investigator such as observation, analytical skills, and
deductive reasoning.
2. Students will understand that observations can be
influenced by external factors such as emotions, interest,
and stress. This directly relates to our essential question
what factors influence perception because it addresses
how our observations can be influenced by a variety of
external factors
3. Students will understand how to make valuable
observations by examining the crime scene environment
systematically, observing even trivial details, observing
objectively (without interpretation), and taking notes and
photographing when possible.

What will students
be able to DO as a
result of this
lesson?
1. Students will be able to make both quantitative and
qualitative observations.
2. Students will be able to use deductive reasoning and
analytical skills to help draw conclusions and infer meaning
about a crime scene.
3. Students will be able to document their observations,
opinions, conclusions, and questions about a crime scene.




Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 34 of 76
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 10 minutes
1. Kelsey will greet students and start the class off by explaining
the instructions for the Icebreaker Activity the students will be
completing. (See below for Ice Break description.)
She will be pretending to be the only instructor for the class.

2. While students focus is on the icebreaker activity, Lindsey will
come into the classroom, take Kelseys computer, and leave
without speaking.

3. A few minutes later, Kelsey will frantically look around and ask
the students who took her computer. She will then have the
students describe the visitor using as much descriptive clues as
possible.

4. Shortly after Lindsey will return to the classroom and reveal her
true identity.

5. We will then discuss the importance of using observations,
analytical thinking, and deductive reasoning in Forensic Science by
addressing the following questions: Were the students able to
make descriptive observations to help solve a case? What kind of
observations did they make? Where the descriptions accurate?
Did anyone even ask why there was only one instructor for the
class? If not, everyone made an assumption based on their
perception and prior experiences.

6. We will then explain that perception is not always reality and that
a persons point of view, experiences, and interest influence their
perception (Essential Question). We will discuss how their point of
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 35 of 76
view, prior experiences, and interests influenced their perception
For example, the students point of view influenced their perception
because they were focused on the icebreaker assignment. In
addition, their past experiences influenced their perception because
usually teachers are present on the first day of class.

7. We will explain that in order to be an effective forensic scientist,
you must be always observant and question everything.

ICEBREAKER: Ask everyone to write on a notecard THREE things
about themselves which may not be known to the others in the
group. Two are true and one is not. Taking turns they read out the
three facts about themselves and the rest of the group votes which
are true and false.

INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME: 40 minutes
1. We will introduce the Forensic SAcademy. We first want to
welcome you all to the prestigious, highly competitive, Academy of
Forensic Science. For nearly 50 years, the Academy has proudly
molded highly qualified students like yourself into influential
Forensic Scientists. You have been selected based on your
academic and personal achievements and we believe strongly in
your potential success. Over the next four days you will have the
opportunity to learn and practice a variety of forensic skills and
principles. You will have to INTERACT with team members on a
daily basis to help collect and analyze different types of evidence to
help identify the culprit of a crime scene. For your final task you will
have to deliver a persuasive visual/oral presentation that identifies
the perpetrator of the crime and uses the evidence/ findings
collected throughout the week to defend your accusation. Your job
over the next four days is to prove to us that you are are worthy of
being apart of this elite program. Do you think you have what it
takes?

Well lets get started. The first thing you will need in your training is
personal case file. (Pass student case files out) This case file is
highly confidential and will serve as an influential tool for you
throughout the week. The file will be used to help you take
notes, store significant documents, and build evidence to help you
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 36 of 76
solve the case at hand.

With that being said, let me introduce the case you will be solving
throughout the week.(We will have the students walk to the back of
the classroom to observe the pre-constructed crime scene.) The
Academy has set up this mock crime scene to test your forensic
skills.(The crime scene will be set up in the back of the room.) We
will explain that each day the students will use different forensic
principles to collect and analyze evidence to help identify the culprit
of the crime.

Next we will read the crime scene report:
At approximately 7:00 am this morning, I arrived at
Ridgewood elementary. As if it were any ordinary day, I walked
down the hall sipping my coffee and greeting fellow co-
workers. As I went to grab my keys to unlock my classroom, I
was shocked to find the door was already opened! I
immediately sensed something was fishy and dropped my bag
and quickly entered her classroom. My heart almost stopped
when I discovered that my aquarium was broken and my
prized gold fish were lying lifeless on the floor. Beside the
broken aquarium, I found shattered remains of the donation jar
that had been on the shelf above the aquarium. I had been
collecting money throughout the summer to take you all field
trip, but the intruder stole every cent! A can of blue paint that I
left out from the yesterdays lesson was also spilled on the
floor. I found shoe prints of the burglar which led to an open
window. The police already have 5 potential suspects, but I
need your help to catch this criminal!

We will have 5 suspect sheets posted at the front of the
classroom with information about each suspect. The students
will use this information to help them identify the criminal
throughout the week.
3. We will explain that before we can analyze the scene and collect
evidence however, we need to test your current investigation skills!

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 37 of 76

4. Then we will present an interactive smartboard presentation to
help deliver background information, clear up misconceptions,
teach specific observation skills, and test student observation skills.
Embedded within the presentation are several hands on activities
that require students to test their observational skills and analyze
the accuracy of eye -witness accounts.

2. The students will also be given a Forensic Journal for the week
to take notes in. The journal will include printed handouts that
correspond to the presentation but require students to fill in
information throughout the presentation and participate in different
simulations.

4. Listed below is a brief summary of the information we will be
presenting in the Smartboard Presentation. For more details
please see the attached Smartboard Presentation entitled
DAY 1:Observations
https://www.dropbox.com/s/p4ro661i1uquzxn/Day%201%20NO
TES.pdf

Slide 1- Title Page

Slide 2- ICEBREAKER activity

Slide 3- Definition of Forensic Science
- We will go over the definition of Forensic Science and highlight
the interaction between science and criminal justice.

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 38 of 76
Slide 4- Job Description of Forensic Scientists
- We will discuss the general job descriptions as well as
specific types of Forensic Specialists.
- We will explain how these specialists interact with each other to
help solve a crime. In addition we explain that television shows
often combine the jobs of almost five different specialist into one
super scientist

Slide 5: Crime Scene Protocol
- We will go over the specific steps used to evaluate a crime scene
and explain how each step is crucial to solving a case.

Slide 6: Lesson Objective
-Here we will explain the student objective for the day: Learn how
to use valuable observations, deductive reasoning, and analytical
skills to help solve a pre-constructed crime.

Slide 7-9 Observations
- We will explain what an observation is and how our senses
interact with each other to help us make sense of what we
perceive.
- We will also discuss how our brains fill in gaps in our perception
and show two different images that highlight this principle.

Slide 10: Factors that influence perception
- We will show a supportive image that documents how our
perception is influenced and limited by various external factors
such as personal interest, needs, emotions, stress, etc.

Slide 11- 15: Experiment 1: How observant are YOU?
We will have the students participate in an activity that
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 39 of 76
demonstrates our ability to remember details accurately.

Before conducting the experiment we will explain that testimony
about personal experience is frequently used during an
investigation.


Directions to activity
The students will observe a picture for exactly 30 seconds.
We will tell them to look at everything you think might be important.
After 30 seconds, we will change the pictures and the students will
answer pre- created questions about the scene in their answer
Forensic journal.

After going over the answers we will ask the students how
accurately they remembered what they had seen? What factors
may play a role in what we can remember and describe about
something we have witnessed?(Point to Ponder)

Slide 16- 18: Eyewitness Testimony
- We will discuss the definition and use of eyewitness testimony in
court.
- We will ask the students to think back to the first observation
experiment and consider how reliable they think eyewitness
accounts are.
- We will discuss the factors that influence eyewitness accounts
and explain that nearly 75% of wrongful convictions nationwide
were a result of eyewitness misidentification.

Slide 19-21: Experiment 2:Eyewitness test
- For this experiment the students will observe a video of a staged
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 40 of 76
crime. After viewing the event they will view a line up and be asked
to identify the bomber in the video.

- After the students have identified the bomber we will explain that
they ALL identified an innocent person. Actually the bomber on the
roof was not in the lineup. Call it trick if you want, many
jurisdictions across the country do not warn witnesses that the
perpetrator might not be in the lineup. This ultimately puts pressure
on the witness to make an identification.
- We will explain that stress or pressure influenced their perception.
(Point to ponder)

Slide 22-23 How to be a good observer.
- Here we will go over four tips to improving observation skills. The
tips include:
1. Observe systematically: Make sure to look at every part of a
crime scene carefully examining every potential piece of evidence.
2. Turn off filters: Make a conscious effort to pay attention to all
the details in your surrounding, you never know what will turn out to
be important.
3. Leave the final interpretation of data until later: Do look for
patterns and make connections but remember that your own
observations may include prejudices.
4. Document, document, document: Memories can be confused
or altered, but physical evidence stays the same! Include both
quantitative (numerical) and qualitative data.

Slide 24: Crime Scene Observation Sheet
For this slide we will introduce the Crime Scene Observation Sheet
that the students will use to document their observations, opinions,
conclusions, and unanswered questions about the pre-constructed
crime scene. (See attached sheet entitled Crime Scene
Observation Sheet)

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 41 of 76
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 20 minutes

1. The students will make systematic observations about the pre-
constructed crime scene in the classroom. They will complete the
Crime Scene Observation Sheet which requires them to document
what they see, what they think, and what they wonder. (See
attached sheet entitled Crime Scene Observation Sheet). The
students will record quantitative and qualitative observations that
they will use throughout the week to help solve the crime.

2. The students will then compare their personal observations to
the suspect information sheets to see if identify or eliminate any
suspects based on the evidence they observed.


DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALS

Smartboard Presentation: https://www.dropbox.com/s/6gw00o5ogklh5v3/DAY%201-
%20OBSERVATIONS%202.notebook

Student Handouts for Day 1
https://www.dropbox.com/s/p4ro661i1uquzxn/Day%201%20NOTES.pdf


Crime Scene Observation Sheet (Assessment):
https://www.dropbox.com/s/hq6bzztebbde5lj/Crime%20Scene%20Observation%20She
et.pages

Suspect Information Sheet:
https://www.dropbox.com/s/65724rrm43smgf0/SuspectInformation1.docx



Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 42 of 76








LESSON #2
A Portrait of the Past

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 43 of 76
I. DEFINE
OBJECTIVES
AND CONTENT

LESSON
OBJECTIVE
Students will be able to document a crime scene through
photography using short, mid, and long range perspectives with a
digital camera, measurement tools, and observation skills by the
end of the day.

.

POINT TO
PONDER
There are always at least three different perspectives. What you
see, what they see, and what is actually there.

ESSENTIAL
QUESTION
How can a forensic photographer effectively represent a crime
scene?
CONTENT
Outline the content
you will teach in
this lesson.
s. Prerequisite skills
i. Reasoning or logic can be define as
evaluating if an argument adequately supports
a conclusion. Both reasoning skills must be
used in forensic investigation.
1. Deductive moves from general to
particular. A general premise is used to
deduce particular conclusions.
2. Inductive moves from the particular to
general. Observations are gathered
and a conclusion is determined from
those premises.
ii. Observation Skills
1. Observations: what we perceive using
our 5 senses (hear, touch, taste, smell,
see)
2. Perception: interpreting information
received from the senses. Our brains
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 44 of 76
fill in gaps in our perception. In order to
make sense of what we perceive, our
brains often enrich with detail what our
senses intake.
3. Observations made by witnesses are
affected by emotions, interest, stress,
concentration and the amount of
activity around them.
4. The Innocence Project in 2008 found
that eyewitness misidentification is the
greatest cause of wrongful convictions
throughout the nation.
5. Investigators use open-ended
questions and specific procedures in
order to limit their influence on a
witness memory of an event or
suspect.
6. In order to be a good observer, one
must think systematically. Starting with
one part of a scene and running your
eyes slowly over every space is key.
Slowly look at every part of a piece of
evidence. Do not pay attention to only
what you think is important. Look for
patterns, make connections, and
interpret information later.
7. Field notes are always included with
the photograph files from a crime
scene. Notes include important
qualitative (numerical) and quantitative
(descriptive) data about the crime
scene
iii. Documenting the crime scene
1. The job of a forensic photographer is to
obtain and develop documentation of a
crime scene for use in court.
2. Before entering the crime scene it is
important to speak with investigators,
police officers, and other crime scene
personnel in order to form a plan.
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 45 of 76
Photographers must find out what
investigators want to be photographed,
what is being investigated, and also
keeping in mind that a trained eye must
always be observant for new evidence.
3. Photographers combine observational
skills and photographic methods to
create an accurate portrayal of the
scene as it is perceived.
4. Field notes are always included with
the photograph files from a crime
scene.
iv. Collecting evidence
1. A crime scene is examined visually
first. Layout, potential evidence, and
probable order of events are
established first.
2. The crime scene is then photographed
from a wide view.
3. Evidence is marked with cards that
range from A-Z, AA-Z, or 1-99
depending on the amount of evidence.
4. The crime scene is photographed from
three different views: long range, mid-
range, and close-up views.
5. Evidence is collected and preserved
individually. Each piece of evidence is
sealed, initialed, and logged.
Photographs are taken throughout this
process.
6. Field notes are taken throughout the
entire crime scene analysis process.
t. Equipment
i. Cameras
1. The type of cameras a forensic
photograph uses relies heavily on the
funding that a police department has.
Forensic photographers use anything
from a basic digital camera to high end
models with interchangeable lenses.
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 46 of 76
2. Digital cameras provide immediate
viewing of a photograph.
3. .
u. Perspectives
i. Long range photographs show the overall
view of a crime scene. These are the first
photographs taken. A minimum of ten
photographs of a room are taken using wide
angle lenses. One is taken from each corner
looking diagonally at the opposite corner, one
from the center of each wall to the center of
the opposite wall, one from near floor level at
one end of the room looking up the ceiling,
and one from the same end of the room near
to the ceiling height looking down on the floor
of the room.
ii. Mid-range photographs show the evidence in
relation to other objects in a room or space.
Photographed from normal viewing height
with no distortions.
iii. Short range photographs show all evidence
that is collected at a crime scene. Shows the
details of evidence already identified in mid-
range photographs. Important items are
documents with and without a scale. The
scale is placed on the same plane as the item
and the film plane is parallel to the scale.
v. Miscellaneous
i. Always link photographs by having one
identifiable object in one photograph visible in
the next photograph.
ii. It is important to photograph evidence as it
undergoes changes during analysis. Often
trace or biological evidence is removed for
further analysis.
iii. No extra photographs should be taken. Only
areas important to the scene should be
documented.
iv. Emotional pictures should be avoided (ex.
grieving people.) Photographs should be
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 47 of 76
unbiased and represent factual pieces. A
forensic photographer is not trying to prove
guilt or innocence that is for the jury or court
to decide.
v. After all photographs have been taken aerial
or surrounding photographs may be taken to
add perspective to the collection.
vi. Forensic photographers take pictures of
evidence where it is found when they enter
the crime scene. If a piece of evidence is then
removed, it is replaced with an identification
card.
w. Courtroom evidence
i. A forensic photographer must be able to
testify that a photograph has not been altered,
manipulated, or distorted in any way.
ii. All photographs taken at a crime scene must
be accounted for. A photograph should never
be deleted because that can lead to
controversy when a case goes to trial.
iii. Photographs should have both quality and
quantity in order to show someone who was
not at a crime scene exactly what was there.


Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 48 of 76
II. PRE-
PLANNING

What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
1. Students will understand the procedures and major principles
involved in documenting a crime scene through photography. This
relates to our essential question How can a forensic
photographer effectively represent a crime scene because
students will explore different ways to effective document a crime
scene.
2.Students will understand how forensic photographers use
varying perspectives in order to photograph crime scenes without
causing misconceptions and evoking emotions or prejudice.
3. Students will understand how varying perspectives in
photographs interact in order to accurately document a crime
scene.
What will students
be able to DO as a
result of this
lesson?
1. Students will be able to photograph a crime scene using long,
mid, and short-range techniques.

2. Students will be able to document a crime scene through
photographs that could be of later use in a court of law.


Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 49 of 76
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 10 Minutes
Ready, Aim, Capture!
While students are entering the academy they will pick up
photograph sets in which they will need to spot the difference
between the two photographs. There will be three different sets for
students to work through. When all students have arrived the
students will view a short video on 3D imaging at crime scenes.
https://www.youtube.com/watch?v=L0zIqJEG83g

INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME: 40 Minutes
A pre-constructed crime scene from the previous class will be used
again for day two. When students complete the hook activity
Ready, Aim, Capture! (both photography portion and the
discussion.) they will then engage in center-oriented learning.
Students will work through a check-list that includes activities at
each of the four centers. After a brief introduction to centers,
students will work through them at their own pace. Students will
use a check-list to keep track of tasks while working in the centers.
The instructors will use a rubric to assess student mastery of short,
mid, and long range perspective photography as well as forensic
photography basics.

Center 1: Short Range Photography
-Students will learn to take photographs that show evidence
collected at a crime scene. These photographs show the details of
evidence already identified in mid-range photographs.
-Important items are documented with and without a scale. The
scale is placed on the same plane as the object and the film plane
is parallel to the scale. Measuring scales are used when the size of
an object is significant (footprint, tool marks, etc.)
-Always face an object head on first. Later photographs can be
taken if different views unveil more evidence.
-1. Students will look at examples of short range photographs 2.
Students will practice taking photographs of evidence provided 3.
Students will practice taking pictures using scales.

Center 2: Mid Range Photography
-Students will learn to take photographs that show evidence in
relation to other objects in a room or space. These are taken from
normal height with no distortions.
-Photographs should be linked by having one identifiable object in
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 50 of 76
one photograph visible in the next photograph.
-1. Students will look at a series of photographs and put them in
order based on linking photographs 2. Students will practice taking
mid range photographs around the room.

Center 3: Long Range Photography
-Students will learn to take photographs:
-Outside the scene: photograph the exterior of the building where
the crime occurred, aerial photographs if useful, series of
photographs showing all doors, windows, and other possible points
of entry/ exit.
-Inside the scene: photograph the entrance, the scene as you first
step foot inside, move around the area to get photographs of all the
walls (this will show positions of any potential evidence), document
other areas/ rooms connected to the primary crime scene
-4 photographs from the corners of a room looking diagonally at the
opposite corner
-4 photographs from the center of each wall to the center of the
opposite wall
-1 photograph near floor level at one end of the room looking up at
the ceiling
-1 photograph at ceiling height looking down on the floor of the
room
-1. Students will circle what areas of a crime scene need to be
photographed at through long range photographs 2. Students will
work around the room taking a series of the 10 mandatory
photographs.

Center 4: Crime Scene Photographer
-Background information: Investigators take photographs to record
an unaltered crime scene and relatable areas, to record the initial
appearance of physical evidences, create a permanent record of a
crime for later use in an investigation. Photographs must be taken
of evidence and a crime scene.
-Protocol: A crime scene should be left unaltered unless there are
injured people. Objects should not be moved until properly
documented. It is important to photograph evidence that undergoes
changes during analysis.
-Procedures: Upon arrival at a crime scene, a photographer must
discuss the crime, evidence, and photographs needed with other
investigators at the scene. Careful considerations must be taken in
order to preserve the crime scene during documentation.
-In order to be admissible in court: an object must be relevant, the
photograph cannot appeal to emotions or present prejudice, a
photograph cannot misrepresent an object (distortion, manipulation,
alteration), and additionally any picture taken at a crime scene is
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 51 of 76
subject to being included in a trial (no photographs may be
deleted.)
-1. Students will put crime scene procedures in order using
procedures printed out on cards 2. Students will sort through
photographs and decide which have been altered, distorted, or
manipulated and which photographs would be admissible in court
3.

.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 20 Minutes

Students will document a pre-constructed crime scene through
photography and a crime scene sketch. Students will move through
a crime scene and photograph the scene and specific evidence.
This evidence will include fingerprints, footprints, misplaced
objects, and trace evidence. After photographing the crime scene
through long, mid, and short range perspectives, students will
sketch out the crime scene. Students will submit photographs
through Google Docs in order for the instructors to analyze and
assess them.

The students will then compare their personal observations to the
suspect information sheets to see if identify or eliminate any
suspects based on the evidence they observed.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.

Center 1 Directions:
https://www.dropbox.com/s/qspzdxb3ekdaii2/Center%201%20Photography%20%281%
29.docx

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 52 of 76
Center 2 Directions:
https://www.dropbox.com/s/bp4kudr7li4z8zk/Center%202%20Photography%20%281%
29.docx

Center 3 Directions:
https://www.dropbox.com/s/3xtwns6g11m7t1z/Center%203%20Photography.docx

Center 4 Directions:
https://www.dropbox.com/s/krhvrndt1mz3ofh/Center%204%20Photography.docx


Student Checklist:
https://www.dropbox.com/s/t56kdgfnsmxxhzd/PhotographyStudentChecklist.pdf

Assessment Rubric:
https://www.dropbox.com/s/01wb667hyfku7fk/PhotographyAssessment.pdf

Photographs: Spot the Difference
https://www.dropbox.com/s/umxrulw9dvbgqq3/Photography%20Day%202%20Hook.doc
x



Other Materials:
- iPod touches















Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 53 of 76















LESSON #3
Imprint Identity

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 54 of 76
I. DEFINE
OBJECTIVES
AND CONTENT

LESSON
OBJECTIVE
Students will collect and analyze fingerprints from a pre-
constructed crime scene.
POINT TO
PONDER
Every contact leaves a trace. Edmond Locard

ESSENTIAL
QUESTION
What makes a fingerprint unique?


CONTENT
Outline the content
you will teach in
this lesson.
Latent Prints
b. After Forensic Photographers finish capturing the
crime scene, fingerprint specialists are called in to
collect and analyze latent prints (finger, foot, lip,
cheek prints).
c. Fingerprint specialists work collaboratively with
photographers to ensure that every print identified is
appropriately photograph for documentation.
d. Fingerprints
i. The most common print found at a crime
scene.
ii. A fingerprint is an impression left on any
surface that consists of patterns made by the
ridges on a finger.
iii. Composed of ridges and furrows. (Rides
appear dark in an image. Valleys appear light
in an image)
iv. Dactyloscopy: The study of fingerprints
e. Development of fingerprints:
i. Develop in the human fetus, starting the 10th
week
ii. Pattern based on genetics, but somewhat
random
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 55 of 76
iii. Skin is composed of layers of cells
1. Epidermis (outer layer) and Dermis
(inner layer).
2. Dermal Papillae- a boundary of cells
separating the epidermis from the
dermis is made up of dermal papillae.
these cells determine the form and
pattern of ridges on the surface.
iv. Identical twins DO NOT have identical
fingerprints.
v. Injuries such as superficial burns, abrasions,
or cuts do not affect the ridge structure or alter
the dermal papillae, and the original pattern is
duplicated in any new skin that grows.
f. History of Fingerprints
i. Earliest use: 700 AD Chinese used
fingerprints to establish identity of legal
documents and clay sculptors
ii. In effort to classify/identify criminals, Alphonse
Bertillion developed the first system of
physical measurements called bertillonage
(1879). This system was based on the
premise that the dimensions of the human
skeletal system remained fixed from age 20
until death. Eleven measurements were taken
including height, diameter of head, lengths of
arms and legs, etc.
iii. Bertillion system was rejected after two
prisoners had the exact same measurements.
iv. In 1892, Francis Galton published the classic
work Finger Prints, which discussed the
anatomy of fingerprints and suggested
methods for recording. Galton introduced the
Fundamental Principles of fingerprints and
proposed three pattern types.
g. Fundamental Principles of Fingerprints
i. A fingerprint is an individual characteristic
ii. A fingerprint will remain unchanged during an
individuals lifetime.
iii. Fingerprints have general characteristics ridge
patterns that permit them to be systematically
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 56 of 76
classified
h. Fingerprint patterns:
i. Arches: The simplest type of fingerprints that
are formed by ridges that enter on one side of
the print and exit on the other. Arches do not
have any deltas.
1. Plain arch: formed by ridges entering
from one side and exiting on the other
side of the print. They tend to rise in
the center of the pattern to form a
wavelike picture.
2. Tented Arch- is similar to the plain, but
instead of rising smoothly at the center,
there is a sharp spike or the ridges
meet an angle less than 90 degrees.
a. 5% of people have arches
ii. Loops: Characterized by ridge lines that enter
one side of the pattern and curve around to
exit from the same side, and must have 1
delta (a delta is the ridge point closest to the
type-line divergence)
a. Radical- opens towards the
thumb
b. Ulnar- opens toward the pinky
c. 60- 65% of people have loops
iii. Whorls: Include Ridge patterns that are
generally rounded or circular or even spiral in
shape and have at least 2 deltas.
1. Plain Whorls or central pocket whorls:
have at least one ridge that makes a
complete circle circuit.
2. A double loops is made of two loops.
3. An accidental is a pattern not covered
by other categories. Wholes have at
least two deltas and a core
a. 35 % of people have whorls
i. Types of fingerprints
i. Patent:
1. Visible to the naked eye
2. Left by dirt, grease, blood, etc.
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 57 of 76
ii. Impression:
1. Visible to the naked eye and usually do
not need any enhancement.
2. Impression deposited into a surface.
3. Indentation left in soft material (butter,
putty, tar, clay etc).
iii. Latent:
1. Invisible to the naked eye
2. Impression is deposited on the surface
3. Fingerprints made by the composition
of oils and or perspiration.
4. Made visible by dusting, fuming, or
other chemical reactants.
j. Lifting Latent Prints
i. Developing a print requires chemicals that
react with secretions that cause the print to
stand out against its background. It may be
necessary to attempt more than one
technique, done in a particular order so as not
to destroy the print.
ii. Powders--adhere to both water and fatty
deposits. Choose a color to contrast the
background.
iii. Iodine--fumes react with oils and fats to
produce a temporary yellow brown reaction.
1. Ninhydrin--reacts with amino acids to
produce a purple reaction.
2. Silver nitrate--react with chlorides to
form silver chloride, a material which
turns gray when exposed to light.
3. Cyanoacrylate--super glue fumes
react with water and other fingerprint
constituents to form a hard, whitish
deposit.


Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 58 of 76
II. PRE-
PLANNING

What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?

1. Students will understand that a fingerprint is an individual
characteristic that is not duplicated from person to person.
2. Students will understand that a fingerprint remains
unchanged during a persons lifetime
3. Students will understand that fingerprints have general
ridge patterns that permit them to be systematically
classified
4. Students will understand why fingerprinting is important and
useful to police in crime investigations

What will students
be able to DO as a
result of this
lesson?
1. Students will be able to collect and analyze fingerprints at a
pre-constructed crime scene using accepted forensic
science techniques
2. Students will be able to include and exclude suspects using
three major fingerprint patterns
3. Students will be able to list and describe the three types of
fingerprint patterns
4. Students will be able to list and describe the three types of
fingerprints that can be made.
.


Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 59 of 76
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 5- min

We will tell the students that we want to test their fingerprint
analysis skills. We will give the 4 minutes to complete a fingerprint
matching activity. They will have to match the prints inside the
question mark to the prints found around the border of the page.
After the 4 minutes is up we will go over the correct answers and
see which students got the most correct.

https://www.dropbox.com/s/702opqs8z04k81a/Fingerprint%20Cha
llenge.pdf


INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME: 15 minutes
1. We will reflect on the prior lessons discussing how they have
successfully evaluated and documented a crime scene by making
strategic observations and taking a range of important
photographs.
We will explain that they are now ready to gather and analyze
evidence.

2. Using a smartboard presentation, we will give a brief overview
of the history behind fingerprints, three classes of fingerprints, and
importance of fingerprints in the world of forensic science. Listed
below is a summary of the information presented in the
presentation. The students will also be given student handouts
that correlate to the presentation.
Student Notes:
https://www.dropbox.com/s/x2tru5317bp94bq/Day3notes.docx

Smartboard Presentation:
https://www.dropbox.com/s/qocp0rdk4bl2uq3/Day%203-
%20Imprint%20Identity%21%202.notebook

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 60 of 76
Slide 1: Day 3 Introduction
Slide 2: Every Contact Leaves a Trace - Edmond Locard
- Here will introduce the basic principle of Forensic Science
formulated by Edmond locard which states, Every Contact
Leaves a Trace. We will ask the students what they think the
quote means and how it relates to the camp theme of
Interactions. We will explain how every human interaction
leaves behind some type of physical trace. Wherever you step,
whatever you touch, and where you go, you interact with different
surfaces and leave behind some type of trace evidence such as
footprints, fingerprints, fibers, DNA, and more. Forensic scientists
look for trace evidence at crime scenes to help identify the
perpetrator of a crime.

- We will then explain that the most common and often most useful
type of trace evidence found at crime scenes are fingerprints.

Slide 3: Statement of objective: Here we will explain the
objective for the day: Collect and analyze fingerprints a pre-
constructed crime scene.

Slide 4: What is a print?
Slide 5-7-: Fingerprint Principle 1-3:
These slides will discuss the three principles that make a
fingerprint unique and valuable in forensic science. This will allow
us to address our essential question, What makes a fingerprint
unique? Listed below are the three most important fingerprint
principles
1. A fingerprint is an individual characteristic; no two people
have been found with the exact same fingerprint pattern.
2. A fingerprint pattern will remain unchanged for the life of an
individual; however, the print itself may change due to
permanent scars and skin diseases.
3. Fingerprints have general characteristic ridge patterns that
allow them to be systematically identified.

Slide 8 Fingerprint Classes:
-Here we will discuss how there are 3 specific classes for all
fingerprints based on their visual pattern: Arches, Loops, and
Whorls. We will show a picture of each pattern and discuss the
prevalence of each pattern in the United States. 60% of people
have loops, 35% have whorls, and 5% have arches

Slide 9 : Loops
- We will discuss the characteristics and show example pictures of
loop fingerprints. We will explain that Loops have a bobby-
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 61 of 76
pin appearance in the center, one delta shape, and the ridges
enter and exit on the same side . A loop fingerprint can be
described as an ulnar loop, if it opens toward the thumb, or a
radical loop, if it opens toward the little finger.

Slide 10 Whorls
- We will discuss the characteristics and show example pictures of
whorl fingerprints. Whorls have at least one ridge that makes (or
tends to make) a complete circle with two delta shapes on either
side. We show and discuss three different types of whorls: plain
whorl, double loop whorl, central pocket loop whorl, and
accidental loop whorl.

Slide 11: Arches
- We will discuss the characteristics and show example pictures of
Arch fingerprints. Arches are the simplest type of fingerprints
that are formed by ridges that enter on one side of the print and
exit on the other. No deltas are present. We will show examples
of and discuss the two types of arches: plain arch and tented
arch.

Slide 12: Types of Prints
We will discuss and show examples of the types of prints found at
a crimes scene including patent, impression, and latent.
- Patent: visible to the naked eye. Left by grease, blood, dirt, etc.
- Impression: visible to the naked eye. Indentation in soft material
such as butter, putty, tar, clay, etc,
- Latent: requires processing to make visible. Made by the
composition of oils and perspiration.








Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 62 of 76
ASSESSMENT
(Performance
Task) What will the
students DO to
demonstrate that
they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 30 minutes (10 minutes per center)

We will then explain that the students will now have the
opportunity to complete three different challenges to test their
fingerprint lifting and analysis skills. The challenges will allow the
students to explore fingerprint principles and apply their newly
learned skills in a more authentic, hands on environment. We will
go over the directions for each center and give each student a
hard copy of the directions and materials needed. Listed below are
the directions for each center.

Student Center Directions:
https://www.dropbox.com/s/kdeuyczaveiudbx/Day3Centers.pdf

Center 1 Description: Students will take their fingerprints for
each hand. They will use their notes to classify their prints
according to the types presented in class.

Center 2 Description: Students will practice lifting and analyzing
latent prints from the pre-constructed crime scene by following the
specific steps stated.

Center 3 Description: Students will examine unknown prints from
an online resource and classify them based on there patterns.

Assessment : We will use the following rubric to measure student
understanding from all three centers




Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 63 of 76

NOVICE PRACTITIONE
R
EXPERT
CENTE
R 1
My
Prints
Activity
The
student correct
ly
identified less
than 4 of the
fingerprint
patterns.
The student
correctly
identified 5- 8 of
the fingerprint
patterns.
The student
correctly
identified 9-
10 of the
fingerprint
patterns.
CENTE
R 2
Lifting
Latent
Prints
The student
was unable to
lift the print or
correctly
identify the
fingerprint
pattern.
The student
was able to lift
the print but
unable to
correctly
identify the
fingerprint
pattern.
The student
was able to
lift the print
and able to
correctly
identify the
fingerprint
pattern.
CENTE
R 3
Fingerp
rint
Pattern
Analysi
s
The student
correctly
classified less
than 4 of the
fingerprints.
The student
correctly
classified 5-9 of
the
fingerprints.
The student
correctly
classified
10-12 of the
fingerprints


DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.

Lesson Hook:
https://www.dropbox.com/s/702opqs8z04k81a/Fingerprint%20Challenge.pdf

Student Notes: https://www.dropbox.com/s/x2tru5317bp94bq/Day3notes.docx

Smartboard Presentation:
https://www.dropbox.com/s/qocp0rdk4bl2uq3/Day%203-
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 64 of 76
%20Imprint%20Identity%21%202.notebook

Center Directions:
https://www.dropbox.com/s/kdeuyczaveiudbx/Day3Centers.pdf

Assessment:
https://www.dropbox.com/s/yxnqaab6vbdk04m/Day3Assessment.pdf



Other Materials Needed:
-Dusting Powder
- Tape
- Index Cards
- Brushes

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 65 of 76







LESSON #4 Forensic Finale

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 66 of 76
I. DEFINE
OBJECTIVES
AND CONTENT

LESSON
OBJECTIVE
Students will work in CSI teams to make visual observations, take
crime scene photographs, collect and analyze fingerprints, and
make a visual/oral presentation that identifies the culprit of a
crime.

POINT TO
PONDER

It takes a village to solve a crime


ESSENTIAL
QUESTION
Are forensic scientists accurately portrayed in crime television
shows?

CONTENT
Outline the content
you will teach in
this lesson.
I. Forensic Specialty Areas
A. Impression Evidence
1. Defined as objects that have retained the
characteristics of other object through direct
contact.
2. Impressions are created when one object is
pressed against another material with enough
force to leave an impression of the object.
3. Examples: Shoeprints, tool marks, tire tracks,
bite marks, and marks on a fired bullet.
B. Shoe Prints
1. Investigators analyze a shoe print to
determine its class, or the type and brand of
shoe. They will also look for individual
characteristics, such as wear patterns and
specific damage or defects.
2. Features to analyze
Tread patterns, size, and depth
Wear patterns caused by the way a person
walks
Materials defects or damage
Other trace materials such as soil, tar, rocks,
and paint.
C. Handwriting Analysis
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 67 of 76
1. Graphology is the study of handwriting
2. A Forensic Document Examiner is someone
who scientifically examines a document to
gather facts that will establish the true nature
of its history and origin.
3. Individuality of each person's handwriting
comes from the individuality of each person's
body's motor control program. It is because
each body's motor control program is so
unique that handwriting can be used for
identification.
D. Document examiners consider a variety of things when
analyzing a document.
1. Slant
2. Size of letters
3. Distinct formations
4. Spacing of letters
5. Spacing of words
E. Hair and Fiber Analysis
1. Hair Analysis
a. Hair is composed of the protein keratin, which is also the
primary component of finger and toe nails.
b. Hair color is mostly the result of pigments. Hair shape
(round or oval) and texture (curly or straight) is influenced heavily
by genes. The physical appearance of hair can be affected by
nutritional status and intentional alteration.
c. The body area from which a hair originated can be
determined by its length, shape, size, color, and other physical
characteristics.
Fiber Analysis
. A fiber is the smallest unit of a textile material that has a
length many times greater than its diameter. It can be spun with
other fibers to form a yarn that can be woven or knitted to form a
fabric.
a. Matching unique fibers on the clothing of a victim to fibers
on a suspects clothing can be very helpful to an investigation,
whereas the matching of common fibers such as white cotton or
blue denim fibers would be less helpful.
b. Types of Fibers:
1. Natural Fibers: come from
plants and animals are used in
the production of fabric.
a. Examples: Cotton and Wool Fibers
Synthetic Fibers: More than half of all fibers used in the
production of textile materials are synthetic or man-made
. Examples: Nylon, rayon, and polyester
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 68 of 76
III. Forensic Job Descriptions:
. LEAD INVESTIGATOR:
1. Role is to make systematic observations
about the pre-constructed crime scene in the
classroom.
2. Completes the Crime Scene Observation
Sheet to document what you see, what you
think, and what you wonder. (See attached
sheet entitled Crime Scene Observation
Sheet)
A. FORENSIC PHOTOGRAPHER
1. Role is to photograph the overall crime scene
and physical evidence collected.
2. Documents the crime scene using long, mid,
and short range techniques.
3. Links mid-range and close up pictures and
uses an appropriate scale when measurement
is important to the photograph
B. .PRINT SPECIALIST
1. Collects and analyzes fingerprints from the
crime scene. Make sure to look for patent,
impression, and latent prints.
2. Uses the following resources to lift and
analyze prints: Tape, powder, brush, and
index card, and evidence bag.



Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 69 of 76
II. PRE-
PLANNING

What will students
UNDERSTAND as
a result of this
lesson? How does
this connect to the
Essential
Question?
1. Students will understand how specialists and investigators
interact to observe, document, and analyze a crime scene.
This addresses both our point to ponder and essential
question. Our point to ponder states It takes a village to
solve a crime. Similar to common adage It takes a village
to raise a child it also takes many different specialist to
effectively solve a case. While the job may seem fast and
simple on television, the opposite is true. Many popular
television shows combine the jobs of almost five different
specialists into one super scientist This addresses our
essential question Are forensic scientists accurately
portrayed in crime television shows?
2. Students will understand and know how to apply prior
observation, photography, and fingerprint principles to a
new crime scene.
3. Students will understand how to use evidence collected
from the crime scene to defend their conclusions about the
case.
4. Students will understand how shoe-print impressions,
handwriting, and fiber/hairs can be used for identification
purposes.



What will students
be able to DO as a
result of this
lesson?
1. Students will be able to make strategic observations about
a crime scene documenting both quantitative and
qualitative observations by completing a Crime Scene
Observation Sheet which requires them to document what
they see, what they think, and what they wonder.
2. Students will be able to photograph a crime scene using
long, mid, and short range techniques as well as quick
create a crime scene sketch.
3. Students will be able to collect and analyze latent prints
4. Students will be able to analyze shoe print impressions,
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 70 of 76
handwriting, and fiber/hairs
5. Students will be able to deliver an oral/visual presentation
that uses the evidence collected to identify a suspect,
motive, and probable order of events.


Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 71 of 76
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME: 5 Minutes
1. We will show the students a 40 second YouTube clip that
contains the intros to several popular crime television shows
including Law and Order, NCIS, and CSI.
https://www.youtube.com/watch?v=y2NaIn9s2-k


2. We will ask the students if they have seen any of shows or have
watched another crime investigation show that was not presented
in the video.

3. Next, we will present and discuss our essential question: Are
forensic scientist accurately portrayed in crime television shows?

4. Based on what the students have learned the past three days,
we will ask students to discuss ways television shows accurately
and inaccurately portray forensic scientist.

5. We will also address our point to ponder It takes a village to
solve a crime and explain that similar to the common adage It
takes a village to raise a child it also takes many different
specialist to effectively solve a case. While the job may seem fast
and simple on television, the opposite is true. Many popular
television shows combine the jobs of almost five different
specialists into one super scientist

INSTRUCTION
Explain Step-by-
step what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
TIME: 15 minutes
Instruction:
1. We will explain that the past three days they have practiced
making strategic observations, photographing the crime scene, and
analyzing fingerprints and now it is time for them to choose their
area of specialty. We will explain that todays challenge will be set
up differently than the past days. Today the students will actually
be able to choose one out of the three areas offered to specialize in
based on their own personal interests.

2. We will then give a brief overview of each specialty area.
Specialty Area #1 Impression Evidence
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 72 of 76
support and
teaching materials
with your unit.
- Love taking measurements and identifying patterns? Then this
specialty area is for you! Help identify suspects by learning how to
analyze shoe prints based on size, width, tread patterns, and wear
patterns.

Specialty Area #2 Handwriting Analysis
- Ever wondered why people have different handwriting styles?
Choose this specialty area to learn about the uniqueness of
handwriting and how it can be used for identification purposes.

Specialty Area #3 Hair and Fiber Analysis
- Think you are a fashion know it all? Choose this specialty area to
use your advanced knowledge about hair and clothing to help
identify potential suspects.

3.The students will then choose which area they wish to specialize
in. Each specialty center will have a copy of student directions and
a set of materials needed to complete any assigned tasks. Listed
below are the directions/materials for each specialty center.

Specialty Area #1 Impression Evidence Directions:
https://www.dropbox.com/s/qb2twjm47w7l77q/ImpressionEvid
ence.pdf

Specialty Area #2 Handwriting Analysis Directions:
https://www.dropbox.com/s/92s51ulbjq3szoc/HandwritingAnalysis.p
df

Specialty Area #3 Hair and Fiber Analysis Directions:
https://www.dropbox.com/s/c6k4pawm4eu3c5e/Trace%20Evid
ence%20Center%20%281%29.pdf




Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 73 of 76

Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 74 of 76
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME: 45 minutes
* Instruction: While students are finishing their specialty area
centers the Forensic Academy will receive a call that a crime scene
has been uncovered and requires a team immediately. The
students will report to the crime scene that has been cordoned off
with caution tape. Students will see an office area that includes the
following: a desk that has been shoved out of the way with latent
prints left behind, papers scattered around with fingerprints left
behind, a filing cabinet that has been ransacked, a bent
GAMESTOP gift card laying on the ground, green fibers attached to
the corner of the desk, a potted plant spilt over with dirt on the
ground, a shoeprint in the dirt, and an AIG camp document with an
unknown suspects handwriting.

(Note: The crime scene will be pre-constructed with false leads,
several suspect possibilities, and multiple pieces of evidence.)

Next we will tell the students about the actual crime scene :
1. We will then break the students up to CSI teams. Each team
member will be assigned a specific role in the investigation. Your
team members will have to INTERACT with each other to help
solve the crime/identify the perpetrator. As a team you will
examine the scene from different perspectives and collect and
analyze different types of evidence to help you solve the case.

2.We will explain to the students that once they have reached a
conclusion, they will need to work collaboratively to create a
visual/oral presentation to present to their supervisors (Kelsey and
Lindsey) that uses the evidence they collected to defend their final
accusations.

The visual presentation will include all photographs taken of the
crime scene and specific evidence collected. The students will be
able to create visual presentations using either Prezi, Glogster, or
Haiku Deck. For the oral portion of the presentation the students
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 75 of 76
will need to identify the person responsible for the crime, come up a
reasonable motive, and discuss all physical evidence
(observations, photos, fingerprints, etc.)

We will explain to the students that their presentations will be used
to determine if there is enough probable cause to arrest the
suspect and to evaluate their forensic skills

3. We will pass out the role cards and supplemental materials. We
will explain each role(listed below) to the students as well as the
rubric(listed below) we will be using to evaluate their presentation.

1. LEAD INVESTIGATOR:
Your role is to make systematic observations about the pre-
constructed crime scene in the classroom.
You will need to complete the Crime Scene Observation Sheet to
document what you see, what you think, and what you wonder.
(See attached sheet entitled Crime Scene Observation
Sheet) Make sure to record both quantitative and qualitative
observations to help you solve the case.

2. FORENSIC PHOTOGRAPHER
Your role is to photograph the overall crime scene and physical
evidence collected.
You will need to effectively document the crime scene using long,
mid, and short range techniques. Make sure to link mid-range and
close up pictures and use an appropriate scale when measurement
is important to the photograph.

3. PRINT SPECIALIST

Your role is to collect and analyze fingerprints from the crime
scene. Make sure to look for patent, impression, and latent prints.

You will be provided the following resources: Tape, powder, brush,
and index card, and evidence bag. Make sure you are careful not
to destroy any evidence!

We will also explain that after the students have completed their
primary role, they may use their specialty skill (impression
Forensic Files: Can YOU crack the case?
Kelsey Bayse and Lindsey Scheppegrell
Page 76 of 76
analysis, handwriting analysis, hair/fiber analysis) to help solve the
case. We will have additional materials accessible for the students
to use their specialization.
Listed below is the rubric:

https://www.dropbox.com/s/3o0lb11zgfe1im8/Day4FinalAssessmen
t.pdf

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE
STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.

Suspect Information:
https://www.dropbox.com/s/xrpejtxonvau4la/SuspectInformation2.docx

Role Cards:
https://www.dropbox.com/s/nlwgll9ydqjp9kh/ROLECARDS.docx

Crime Scene Investigation Sheet:
https://www.dropbox.com/s/hq6bzztebbde5lj/Crime%20Scene%20Observation%20She
et.pages

Final Assessment Rubric:
https://www.dropbox.com/s/3o0lb11zgfe1im8/Day4FinalAssessment.pdf



Other materials needed:
- iPod touches
- Dusting Powder
- Brushes
- Index Cards
- Tape
- Chromebooks