Overview of STEP Curriculum Module-Summer 2004

I. Title of Module:

II. Author:

III. Grade Level:

IV. Nature of The Students:

V. Purposes and Overview: (Course Description):

Each activity begins with a discussion where forensic analysis was significant in solving an actual case.  Kits were obtained from Ward’s Natural Science and Science Kit & Boreal.

Weeks 1 & 3

  1. Blood Spatter Analysis (2 days)-  Students create different samples of blood spatter and collect quantitative data for analysis.  Principles of physics are applied as they observe the characteristics of blood droplets and spatter.  Students measure using special instruments such as a protractor and caliper.  The analysis of blood offers investigators a way of recreating a crime and eliminating a group of suspects.  (Case:  J. McDonald)

  2. Forensic Impressions (1.5 days)-  Students create a set of impressions based on a simulated investigation.  At the crime scene investigators must photograph the crime scene.  However, photographs can get lost or fail to show all the evidence.  Impressions can help investigators distinguish crime scene evidence from materials obtained from suspects.  Types of impression include:  plastic prints of fingers and hand caused by handling soft material such as a bar of soap, handwriting on a pad of paper, rope impressions, shoe impressions, and tire impressions created in soft soil.  Students used plaster of Paris to form a mold of their evidence. (Case:  in the kit)

  3. Microfossil Mystery (0.5 days)-  Students obtain a sample of sedimentary rock containing index fossils from the Devonian Period. They use a stereomicroscope to remove the various species of a group of marine animals known as conodonts. Once the microfossils are separated and recorded, scientists can determine if there is an oil reserve in the area.  Geologists analyzing fossils this way are called biostratigraphists.  The data obtained from the earth can also help investigators determine the risk for earthquakes, volcanic activity, mining projects or just building a house or office building.

Weeks 2 & 4

  1. Fiber Analysis (2 days)-  Students identify characteristics of various fibers using qualitative tests.  The purpose of the lab is to observe the chemical reactions caused by six different fibers; wool, silk, cotton, acetate, rayon, and polyester.  Each fiber has a unique feature that is exposed by running at least six tests on each fiber.  Chemical reactions with acids and bases provide conclusive results.  Stereomicroscopes are used for visual observations. (Case: W. Williams)

  2. Mystery at 323 Maple (1 day)-  Students solve a crime using fingerprint analysis, blood analysis, fiber analysis, powder analysis, and human and animal hair analysis.  Students use a compound light microscope for analysis.

  3. Bone Analysis (0.5-1day)-  Students analyze bones to identify victims from cold case files.  They learn to distinguish between male and female skeletons.  Bone fragments, location where bones are found, and missing persons records are provided so students can solve a crime involving this type of evidence.

 Stories from the TV show Law & Order help students to understand how each activity is used to solve crimes.

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Last Updated August 2, 2004 by Roz Krakowsky
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