ABC TECHNOLOGIES. Forensic Science II. SAMPLE PAGES Not for Duplication. by Greg and Carolyn Ulmer

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1 ABC TECHNOLOGIES Forensic Science II by Greg and Carolyn Ulmer Copyright 2009, Greg and Carolyn Ulmer, All Rights Reserved

2 CONTENTS Disclaimer/Acknowledgments, 1 Teacher Instructions for ABC Technologies, 2-10 Reference Materials For Students, ABC Technologies Materials *Training Lab - Blood As Evidence-Blood Drops Dripping From A Wound* Training Lab, 22 Teacher Notes, 30 Questions, 26 Key, 33 *Training Lab Blood As Evidence-Blood Drops Falling At An Angle* Training Lab, 37 Teacher Notes, 47 Questions, 45 Key, 51 *Training Lab Blood As Evidence-Analyzing Blood Spatters* Training Lab, 53 Teacher Notes, 62 Questions, 59 Key, 64 *Job Nashville Police Blood Spatter* Letter, 67 Teacher Script, 78 Memo, 68 Key to Crime, 80 Teacher Notes, 74 *Reference Page Firearms And Ballistics-Part 1: Bullets and Barrels* Reference Page, 82 Questions, 85 Key, 87 *Training Lab Firearms And Ballistics: Barrel and Bullet Striations* Training Lab, 89 Teacher Notes, 97 Questions, 96 Key, 98 *Reference Page Firearms And Ballistics-Part 2: Cartridges* Reference Page, 99 Questions, 103 Key, 106 *Training Lab Firearms and Ballistics: How To Determine A Bullet s Trajectory* Training Lab, 109 Teacher Notes, 116 Data Page And Questions, 113 Key, 119 *Training Lab Firearms and Ballistics: Using Bullet Trajectory To Determine The Position Of A Close Range Shooter* Training Lab, 122 Teacher Notes, 128 Questions, 127 Key, 131

3 *Training Lab Firearms And Ballistics: Using Bullet Trajectory To Determine The Position of a Distant Shooter* Training Lab, 132 Teacher Notes, 140 Questions, 138 Key, 144 *Job The Case Of Shattered Dreams* Memo, 146 Evaluation Page, 167 Crime Scene Evidence, 151 Teacher Notes, 168 Police Report Form, 162 Key 170 *Proficiency Quiz* Quiz, 177 Teacher Notes, 183 Key, 184 *Reference Page Glass As Evidence* Reference Page, 188 Teacher Notes, 196 Questions, 191 Key, 198 *Training Lab Glass As Evidence: Density And Refractive Index* Training Lab, 202 Questions, 208 Teacher Notes, 211 Key, 217 *Reference Page/Training Lab Soil As Evidence* Reference Page/Train Lab, 220 Teacher Notes, 232 Questions, 229 Key, 239 *Reference Page/Training Lab Plant Pollen As Evidence* Reference Page/Train Lab, 242 Teacher Notes, 256 Questions, 254 Key, 260 *Job Evergreen Sheriff Pollen Evidence* Letter, 262 Evaluation Page, 265 Memo, 263 Teacher Notes, 266 Client Responses, 264 *Training Lab Improving Your Observation And Memory Skills* Training Lab, 269 Teacher Notes, 276 Key, 279 *Job Constructing A Suspect s Composite Face* Memo, 281 Evaluation Page, 283 Questioning A Witness, 282 Teacher Notes, 284

4 *Training Lab Forensics Chemistry: Identifying White Powder* Training Lab, 288 Teacher Notes, 296 Questions, 294 Key, 300 *Job Forensic Chemistry Challenge* Chemistry Challenge, 302 Teacher Notes, 305 Evaluation Page, 304 Key, 307 *Reference Page/Training Lab Forensic Chemistry: Identifying Chemicals With Spectrophotometry* Reference Page/Train Lab, 308 Contract, 321 Questions, 316 Teacher Notes, 322 Data Tables and Graph, 318 Key, 329 *Job Puppy Love Veterinary Clinic* Letter, 331 Client Responses, 335 Memo, 332 Evaluation Page, 336 Table and Graph, 333 Teacher Notes, 337 *Training Lab Skeletal Remains: Identifying Bones* Training Lab, 342 Questions, 350 Teacher Notes, 352 Key, 355 *Training Lab Skeletal Remains: Determining A Victim s Height* Training Lab, 357 Questions, 362 Teacher Notes, 363 Key, 366 *Training Lab Skeletal Remains: Determining A Victim s Sex* Training Lab, 367 Questions, 377 Teacher Notes, 379 Key, 387 *Training Lab Skeletal Remains: Determining A Victim s Age* Training Lab, 389 Teacher Notes, 399 *Job Skeletal Remains Discovered At School* Letter, 410 Evaluation Page, 414 Memo, 411 Teacher Notes, 415 Organizing Your Analysis, 412 Key, 419 Skeletal Remains ID Form, 413 *Reference Page Estimating Time of Death* Reference Page, 420 Teacher Notes, 427 Questions, 424 Key, 428

5 *Job The Square Root Kidnapper Crime* Crime Introduction, 431 Detailed Teacher Notes, 432 Setting Up The Crime Scene, 439 How To Prepare The Evidence To Hand Out To Students To Analyze, 447 Preparing The Map That Leads To Sammy s Location, 458 Preparing The Clues That Lead To The Map s Location, 460 Preparing The Six Forensic Challenges, 462 Preparing Sammy To Be Kidnapped, 472 Student Pages To Hand Out, 472 Official Police Report, 473 Memo, 474 Student Investigator Forms, 475 The Evidence Never Lies Form, 478 Evaluation Page, 479 Final Teacher Checklist, 480 Summary Of Forensic Challenges, 481 Day-By-Day Summary Of How To Run The Crime, 482 Key, 485 *Proficiency Quiz* Quiz, 490 Key, 496 Materials List For ABC Technologies Equipment and Supplies Needed, 498

6 ABC Technologies Materials 21

7 TRAINING LAB BLOOD AS EVIDENCE BLOOD DROPS DRIPPING FROM A WOUND NAME Background: Blood drops at a crime scene, called BLOOD SPATTER, can be important clues to help you recreate how the crime occurred. The shape of the blood drops can help you determine the location of the victim when they were injured, how an injured person moved about a crime scene, and even the method used to injure a victim. In this Training Lab you will be investigating blood that is dripping from a stationary (non-moving) victim. Blood drops dripping in this way are called PASSIVE BLOOD DROPS because they drop straight down with no outside forces pushing on them (and making them fall at an angle). 1. You will be trained to analyze passive blood drops to determine the height from which the blood drops fell. Procedures: Part 1 Collecting Blood Drops That Have Fallen From Different Heights 1. You will need a clipboard, SEVEN large note cards, a covered beaker of simulated blood, a dropper, an eight foot piece of string or cord, a meter stick, a roll of masking tape, and old newspaper to spread on the floor. 2. Tie a knot very close to one end of the string. Accurately measure 1 foot up from the knot at the end of the string and place a small piece of masking tape at this location (fold the tape over so it wraps around the string and sticks to itself forming a flag-like tab). Label this piece of tape 1foot. 3. Accurately measure 2 feet up from the knot at the end of the string and add another tab of tape. Label this piece of tape 2 feet. tape tab string 4. Repeat measuring, placing, and labeling tape tabs at 3 feet, 4 feet, 5 feet, 6 feet, and 7 feet up from the knot you placed at the end of the string. These tape tabs will represent the different heights from which you will release and observe blood drops. 5. Place your clipboard on the floor on top of newspaper (to protect the floor from any mess). Write your name and 1 foot in a corner of one of the large note cards (use a blank side of the note card). Place the labeled card on the clipboard (blank side up). You do not need to clip the card to the clipboard. 6. Clip the knot you placed at the end of the string just under the clip of the clipboard so it will be held in place. Stretch out the string above the clipboard and note card (see sketch at right). 7. Suck up simulated blood into the dropper (avoid sucking up bubbles). 8. Hold the OPEN END of the dropper EXACTLY 1 foot above the note card (even with the 1 foot tape tab on the string). Gently squeeze the dropper to release THREE separate drops of blood from 1 foot each drop falling on a different location of the card (the drops should not touch or overlap). You should NOT allow bubbles to form as you release drops. Add additional drops if any bubbles are present, or any drops overlap. string 22

8 9. Carefully remove the note card with blood drops (be careful and don t tilt the card or your blood drops will run and change shape). Place the card with wet blood drops on a flat surface where they can dry without being disturbed. 10. Repeat Steps #5 - #8 and collect THREE separate drops of blood from each of the remaining heights of 2 feet, 3 feet, 4 feet, 5 feet, 6 feet, and 7 feet. The blood dropped from each height should be collected on separate, labeled note cards. For the higher heights you may need to stand on a chair be careful! 14. After the blood drops are dry you can make observations and measurements. Part 2 Analyzing Blood Drops That Have Fallen From Different Heights 1. Observe the shapes of the blood drops on your cards. Because the drops fell straight down to the ground they should be a round shape as if dripping from a victim that was standing still. Blood drops that strike a surface at an angle (blood drops that are flung from a victim or drip from a moving victim) are more oval-shaped. 2. Look around the edges of your blood drops. You may notice that the blood drop edges are smooth, or there may be some jagged, pointy areas along the edges. Satellites These jagged, pointy areas are called SPIKES. Blood drops that fall on smooth, hard surfaces, like glass or tile, have smooth edges with few spikes. Blood drops that fall on a rough, fiber surface, like wood or paper, usually have jagged edges with more spikes. Blood 3. You may also notice smaller, separate specks of blood surrounding Drop some of your drops. These small specks are called SATELLITES and are sometimes thrown out of the large blood drop during impact with a hard surface. Spikes 4. Accurately measure the DIAMETER (in millimeters to the nearest 0.5mm) of each of the three blood drops you dropped from 1 foot. DO NOT include spikes or satellites in your diameter measurements. Record these measurements in Table 1 Blood Drop Diameters From Different Heights. 5. Repeat Step #4 by measuring and recording (in Table 1) the diameters (in millimeters to the nearest 0.5mm) of the blood drops you released from each height. 6. Calculate and record (in Table 1) the Average Blood Drop Diameter for each height. 7. Pick up Figure 1 Standard Curve For Diameter Of Passive Blood Drop vs. Height Blood Drop Fell from your supervisor. This graph already has points and a line on it, however, you should plot your AVERAGE Blood Drop Diameter for each height on this same graph. However, DO NOT draw a line through your points. Part 3 How To Use The Blood Drop Diameter vs. Height Graph 1. The graph in Figure 1(Diameter of Blood Drop vs. Height of Blood Drop) is an important tool. The graph contains a line called a STANDARD CURVE for Blood Drop Diameter vs. Blood Drop Height, and it can help you analyze blood spatter at a crime scene. Example - Pretend you are working a crime scene and the only evidence you find is a single, round blood drop on the floor. 1 st - Measure the diameter of the blood drop (to the nearest 0.5 millimeter). 2 nd - Find this diameter along the Y axis of the Blood Drop Diameter vs. Blood Drop Height graph and place your finger on this point. 23

9 3 rd - Next, move your finger straight and level across the graph (toward the right) to the Standard Curve and stop when you touch the line. 4 th - Next, move your finger straight down from the Standard Curve to the X axis and stop when you reach the axis. 5 th - What Height Value along the X axis is your finger touching? You will need to accurately estimate the Height Value if your finger is between two values. 6 th - The Height Value you determine from the X axis is the approximate height the blood drop fell before hitting the floor. This can tell you the approximate location of a bleeding person s injury even if the injured person is no longer present! 2. Look closely at your average blood drop diameters you plotted on the graph. Imagine what a best fit curve through your points would look like (imagine it don t actually draw one). This line would be a Standard Curve for Blood Drop Diameter vs. Blood Drop Height based on your measurements. It should look like the Standard Curve already drawn in but don t be disappointed if it doesn t. Your data was based on only three blood drops for each height. The Standard Curve on the graph was made by averaging the diameters of many blood drops therefore, it should be a little more accurate. Height of Blood Drop Table 1 Blood drop diameters from different heights 1 foot 2 feet 3 feet 4 feet 5 feet 6 feet 7 feet Trial # Diameter of Blood Drop (mm) 24 Average Diameter of Blood Drop (mm)

10 Diameter of the ROUND Passive Blood Drop (mm) Figure 1 - STANDARD CURVE FOR DIAMETER OF PASSIVE BLOOD DROP vs. HEIGHT BLOOD DROP FELL 1 foot 2 foot 3 foot 4 foot 5 foot 6 foot 7 foot 8 foot Height of the PASSIVE Blood Drop (feet) 25

11 QUESTIONS BLOOD AS EVIDENCE BLOOD DROPS DRIPPING FROM A WOUND NAME 1. Observe the blood drop points you plotted on the Blood Drop Diameter vs. Blood Drop Height graph and finish the following statement. My blood drop points would produce a Standard Curve that is (choose one): almost exactly like the Standard Curve that is already on the graph. somewhat similar to the Standard Curve that is already on the graph. not much like the Standard Curve that is already on the graph. 2. How can you look at a blood drop and determine if it dripped straight down from a wound or hit the floor at an angle (from a bleeding person that was running)? 3. How does a blood drop that falls on glass appear different from a blood drop that falls on a piece of paper? 4. You are looking at a blood drop from a crime scene that has a diameter of 16.5 mm. From approximately what height did this blood drop fall? THE CASE OF THE PARKING LOT MURDER You are investigating a murder that occurred approximately four hours earlier in the day. A witness saw two men arguing in a parking lot. She did not recognize either of the men, but described them both as being about 6 feet tall. The witness saw one man pull out a knife and swing it several times at the other man. The attacked man took a few steps back and stood for several seconds as he looked at his wounds which appeared to be bleeding. He then pulled out a gun, shot the man that was holding the knife, and ran from the scene. The man that was shot died of his wounds, and you are now on a search for the missing suspect. You find blood drops on the parking lot where the shooter stood and bled from his knife wounds. These exact same blood drops are visible on the next page, ready for your analysis (carefully measure blood drop diameter to the nearest 0.5mm). You decide to call area hospitals and see if anyone recently checked themselves in for treatment of lacerations (cuts). You discover that FIVE people recently checked in for laceration injuries: Patient A cut on the right calf (below the knee) Patient B cut left calf (below the knee) and left cheek Patient C cut along right hip region (just below waist) Patient D cut along left hip region (just below waist) and right cheek Patient E cut on left shoulder and forehead 26

12 #2 #5 #1 #3 #4 Complete the Blood Drop Evidence Form below and then answer the questions that follow about the crime. Evidence # Location of Blood Drop Diameter of Blood Drop (mm) Approximate Height Blood Drop Fell BLOOD DROP EVIDENCE FORM Parking Lot Parking Lot Parking Lot Parking Lot Parking Lot 5. In your opinion, did all the evidence blood drops fall from the same height? If you answered YES for Question #5 from approximately what height did all the blood drops fall? If you answered NO for Question #5 from how many different heights do you think the blood drops fell? 6. Based on the height(s) the evidence blood drops fell - list the body area (or body areas) where you think the suspect was injured by the knife. 7. Based on the blood drop evidence you analyzed, which patient is most likely your suspect? 27

13 THE CASE OF THE BLOODY KNEE You have been called to investigate a robbery at a local business. A single employee was working at the time. The employee stated that two men entered the business. One of the men quickly pulled a 2-foot tall stepladder (used to reach items on the store s top shelf) to the corner of the store near the door. The man stood on top of the stepladder, and pulled a plug on a security camera located there presumably so they could not be filmed. The man jumped down, picked up the ladder, then threw it across the store at the employee and demanded money. The employee was scared and gave the men all the cash that was in the register - $2,500. The men quickly left with the money and the employee immediately called the police. You notice several fresh drops of blood on the floor - three blood drops next to the cash register and four drops in the corner of the store beneath the disabled security camera near the door. These exact same blood drops are visible below, ready for your analysis (carefully measure blood drop diameter to the nearest 0.5mm). The employee states that all the blood drops came from a cut on her knee. She shows you the fresh cut on her knee and explains that the stepladder has a sharp edge and as the thrown ladder bounced across the floor it hit her knee and cut it. She says the drops by the cash register must have fallen while she removed the money, and the drops by the camera must have fallen as she stood near the door waiting for the police to arrive. You ask the employee how tall she is she looks a little confused, but answers 5 foot 6 inches tall. #1 #2 #4 #5 #3 #7 #6 Blood Drops By Cash Register Blood Drops Beneath Security Camera and Near Door 28

14 Complete the Blood Drop Evidence Form below and then answer the questions that follow about the crime. Evidence # BLOOD DROP EVIDENCE FORM Location of Blood Drop Diameter of Blood Drop (mm) Approximate Height Blood Drop Fell 8. Do all the evidence blood drops by the cash register appear to have fallen from the same height? 9. Which evidence blood drops by the cash register could have fallen from the employee s knee as stated? 10. Do all the evidence blood drops by the security camera and door appear to have fallen from the same height? 11. Which evidence blood drops by the security camera and door could have fallen from the employee s knee as stated? 12. A blood test completed back at the lab confirms that all the evidence blood drops belong to the employee. Soon after you complete your analysis of the blood drops you file a report to have the employee arrested for faking a robbery and stealing the $2,500 from the cash register. The employee later admitted her guilt, stating that she had worked alone to steal the money and made the robbery story up. Everyone in the crime lab is amazed that you solved this crime based on only a few drops of blood. Recreate (describe) the events you think happened as the employee stole the money including your conclusions about each of the evidence blood drops. 29

15 TEACHER NOTES Lab/Activity: Training Lab Blood As Evidence Blood Drops Dripping From A Wound Equipment To Prepare: 1 clipboard/group 7 5 x 8 white note cards/group the cards can be blank on both sides or just one side 8 feet of cotton twine, string, or thin cord/group for students to use as a measuring device 1 roll masking tape/group to place at 1 foot intervals along the string 1 meter stick/yard stick that measures in inches/group to measure out 1 foot intervals a small cup or beaker with cover/group to hold the simulated blood. Add only 10 to 15ml of simulated blood to the small cup/beaker. Cover the container with aluminum foil or similar to keep the blood from drying out throughout the day. 1 disposable, plastic dropper pipette (or similar)/group to drop blood drops old newspapers to cover the floor where students will be dropping blood. This will help prevent any messes. small millimeter ruler (clear works best)/group for students to measure their blood drops you will also need to find a place for students to place their cards while their blood drops dry (it may take several hours for the drops to dry). Have each group carefully overlap their cards as much as possible (without damaging their wet blood drops) to help save on space. When dry, you can stack them up Solutions To Prepare: Simulated Blood you will use about 40 to 50ml of simulated blood/class (each group will only use 2 to 3ml of simulated blood) however, you should make about 150ml of simulated blood and give each group 10 to 15ml (it is easier for students to suck up blood in their pipettes without getting bubbles if they have a larger volume of blood to work with). We purchase our simulated blood around Halloween from Walmart in the Halloween section (you can buy 1 pint/473ml of simulated blood for just a few dollars and it works great). Some simulated bloods will be thicker than others and give slightly different results when completing this Training Lab. We prefer to use slightly thinner blood than what is purchased, so we thin the purchased blood by mixing 20ml of water to every 30ml of purchased, simulated blood (2 water to every 3 blood). This makes the simulated blood last longer and slightly increases the diameter of the blood drops. You can store the diluted blood in a sealed container with no problems. To be consistent from year to year we check our simulated blood by dropping several drops on a note card from 6 feet high. The diameter most drops from this height should be around 19mm to 20mm. If the drops are too small we add a little more water to the simulated blood. Use this simple test if you want to end up with results similar to what we get. 30

16 There are several sources for simulated blood. You can purchase simulated blood from Biological Supply Companies (such as Wards Biological #37W5310), you can purchase Theatrical simulated blood through your Theatre Department (or Internet), you can purchase simulated blood from local stores (like Walmart, Kmart, Target, etc.) around Halloween which is where we get our simulated blood, you can often purchase simulated blood year-round from specialty stores that sell costumes and party supplies, or you can make your own simulated blood (there are many recipes on the Internet). As mentioned several times we always purchase our blood around Halloween in pint containers from Walmart. However, below is a recipe for making blood that seems to work fairly well. We ve never used it in class, but have tried it out ourselves (although we still prefer Walmart blood): 3 Tablespoons of clear corn syrup 2 ½ Tablespoons of water ½ teaspoon of powdered cocoa red food coloring to taste 1 drop of blue or green food coloring can also be added to darken color add more water if it is still too thick This blood recipe can t be stored for too long as fungus will begin to grow on it. This also produces a blood that can be a little sticky (from the syrup). Comments/Problems: This Training Lab usually takes 2 days to complete (Day 1 to make blood drops with time to spare, Day 2 to measure drops and answer Questions). Some students may need help using the dropper pipette to produce blood drops without air bubbles. The first drop released from the dropper pipette often has an air bubble in it. This lab was designed to use English units for height (since most students are more familiar with human heights measured in feet and inches). You can have students convert all height measurements to metric if you prefer. Use the approximate conversion 1 foot = 30.5 cm. Students should NOT produce their own Standard Curve from their blood drop results. Students will only compare the blood drop diameter versus blood drop height results they obtained to the supplied Standard Curve results. Students should use this supplied Standard Curve to answer all the Training Lab Questions. The Standard Curve used in this lab is not an official Standard Curve for Blood Drop Diameter vs. Blood Drop Height. It was constructed using the average of 20 blood drop diameters for each height (using Walmart simulated blood that was diluted 2 water for every 3 blood). 31

17 The results of this Training Lab can be variable usually based on the simulated blood your students use. Thicker simulated blood will produce slightly smaller blood drops, while thinner simulated blood will produce slightly larger blood drops. We try to use blood with a thickness that will produce a 19mm to 20mm diameter blood drop when dropped from a height of 6 feet (the supplied Standard Curve is based on this mixture of blood). Thicker or thinner simulated blood may cause your student s blood drops to be smaller or larger than the Standard Curve Diameters shown on the graph although this will NOT affect your student s ability to understand the Diameter vs. Height relationship, or answer the Training Lab Questions correctly. Remind students to measure blood drop diameter accurately to 0.5mm if possible (does the edge of the blood drop end up between mm lines on the ruler or right on a line?). Remind students there is a relationship between blood drop height and blood drop diameter (as seen in their results and on the supplied Standard Curve), however, the blood drop heights they determine when using the Standard Curve are still only an APPROXIMATE or ESTIMATED height. Students should be careful not to get the simulated blood on their clothes, etc. Some simulated bloods will stain. As an extra activity you could have students release blood drops on different materials to see the affect. Smoother materials (like glass) should produce drops with a smooth edge. Rougher materials (like textured wallpaper, ceiling tile) should produce drops with more spikes. Typical Results: Please see the KEY to the Questions that follows these Teacher Notes. Although student results can be variable, everyone should see there is a relationship between the height a blood drop falls and the diameter of the resulting blood drop. The results students get from their blood drops will NOT affect their ability to answer the Training Lab Questions correctly. 32

18 QUESTIONS BLOOD AS EVIDENCE BLOOD DROPS DRIPPING FROM A WOUND NAME KEY 1. Observe the blood drop points you plotted on the Blood Drop Diameter vs. Blood Drop Height graph and finish the following statement. My blood drop points would produce a Standard Curve that is (choose one): almost exactly like the Standard Curve that is already on the graph. somewhat similar ANSWERS to the Standard WILL VARY Curve that is already on the graph. not much like the Standard Curve that is already on the graph. 2. How can you look at a blood drop and determine if it dripped straight down from a wound or hit the floor at an angle (from a bleeding person that was running)? A BLOOD DROP THAT FALLS STRAIGHT DOWN WILL BE CIRCULAR, WHILE A BLOOD DROP THAT FALLS AT AN ANGLE WILL APPEAR OVAL-SHAPED. 3. How does a blood drop that falls on glass appear different from a blood drop that falls on a piece of paper? A BLOOD DROP THAT FALLS ON A SMOOTH SURFACE, LIKE GLASS, USUALLY HAS A SMOOTH EDGE, WHILE A BLOOD DROP THAT FALLS ON PAPER USUALLY HAS A ROUGH EDGE WITH MORE SPIKES. 4. You are looking at a blood drop from a crime scene that has a diameter of 16.5 mm. From approximately what height did this blood drop fall? AROUND 2 5 THE CASE OF THE PARKING LOT MURDER You are investigating a murder that occurred approximately four hours earlier in the day. A witness saw two men arguing in a parking lot. She did not recognize either of the men, but described them both as being about 6 feet tall. The witness saw one man pull out a knife and swing it several times at the other man. The attacked man took a few steps back and stood for several seconds as he looked at his wounds which appeared to be bleeding. He then pulled out a gun, shot the man that was holding the knife, and ran from the scene. The man that was shot died of his wounds, and you are now on a search for the missing suspect. You find blood drops on the parking lot where the shooter stood and bled from his knife wounds. These exact same blood drops are visible on the next page, ready for your analysis (carefully measure blood drop diameter to the nearest 0.5mm). You decide to call area hospitals and see if anyone recently checked themselves in for treatment of lacerations (cuts). You discover that FIVE people recently checked in for laceration injuries: Patient A cut on the right calf (below the knee) Patient B cut left calf (below the knee) and left cheek Patient C cut along right hip region (just below waist) Patient D cut along left hip region (just below waist) and right cheek Patient E cut on left shoulder and forehead 33

19 #2 #5 #1 #3 #4 Complete the Blood Drop Evidence Form below and then answer the questions that follow about the crime. Evidence # Location of Blood Drop Diameter of Blood Drop (mm) Approximate Height Blood Drop Fell BLOOD DROP EVIDENCE FORM Parking Lot Parking Lot Parking Lot Parking Lot Parking Lot 17.5mm 19.5mm 17.5mm 19.5mm 19.5mm 3 2 to to to to to 5 3 SHOULD 5. In your opinion, did all the evidence blood drops fall from the same height? BE NO If you answered YES for Question #5 from approximately what height did all the blood drops fall? If you answered NO for Question #5 from how many different heights do you think the blood drops fell? TWO 6. Based on the height(s) the evidence blood drops fell - list the body area (or body areas) where you think the suspect was injured by the knife. SOMEWHERE ABOUT 3 FEET HIGH NEAR THE HIP/WAIST AREA SOMEWHERE A LITTLE ABOVE 5 FEET HIGH AROUND THE FACE/HEAD AREA 7. Based on the blood drop evidence you analyzed, which patient is most likely your suspect? SUSPECT D INJURED AT HIP AND CHEEK 34

20 THE CASE OF THE BLOODY KNEE You have been called to investigate a robbery at a local business. A single employee was working at the time. The employee stated that two men entered the business. One of the men quickly pulled a 2-foot tall stepladder (used to reach items on the store s top shelf) to the corner of the store near the door. The man stood on top of the stepladder, and pulled a plug on a security camera located there presumably so they could not be filmed. The man jumped down, picked up the ladder, then threw it across the store at the employee and demanded money. The employee was scared and gave the men all the cash that was in the register - $2,500. The men quickly left with the money and the employee immediately called the police. You notice several fresh drops of blood on the floor - three blood drops next to the cash register and four drops in the corner of the store beneath the disabled security camera near the door. These exact same blood drops are visible below, ready for your analysis (carefully measure blood drop diameter to the nearest 0.5mm). The employee states that all the blood drops came from a cut on her knee. She shows you the fresh cut on her knee and explains that the stepladder has a sharp edge and as the thrown ladder bounced across the floor it hit her knee and cut it. She says the drops by the cash register must have fallen while she removed the money, and the drops by the camera must have fallen as she stood near the door waiting for the police to arrive. You ask the employee how tall she is she looks a little confused, but answers 5 foot 6 inches tall. #1 #2 #4 #5 #3 #7 #6 Blood Drops By Cash Register Blood Drops Beneath Security Camera and Near Door 35

21 Complete the Blood Drop Evidence Form below and then answer the questions that follow about the crime. BLOOD DROP EVIDENCE FORM Evidence # Location of Blood Drop Cash Register Cash Register Cash Register Security Camera Security Camera Security Camera Security Camera Diameter of Blood Drop (mm) Approximate Height Blood Drop Fell 15mm 15mm 15mm 18mm 18mm 1 5 to to to mm 8. Do all the evidence blood drops by the cash register appear to have fallen from the same height? YES 15mm to Which evidence blood drops by the cash register could have fallen from the employee s knee as stated? #1, #2, #3 10. Do all the evidence blood drops by the security camera and door appear to have fallen from the same height? NO 11. Which evidence blood drops by the security camera and door could have fallen from the employee s knee as stated? #7 12. A blood test completed back at the lab confirms that all the evidence blood drops belong to the employee. Soon after you complete your analysis of the blood drops you file a report to have the employee arrested for faking a robbery and stealing the $2,500 from the cash register. The employee later admitted her guilt, stating that she had worked alone to steal the money and made the robbery story up. Everyone in the crime lab is amazed that you solved this crime based on only a few drops of blood. Recreate (describe) the events you think happened as the employee stole the money including your conclusions about each of the evidence blood drops. THE EMPLOYEE PLACED THE 2-FOOT TALL STEPLADDER UNDER THE SECURITY CAMERA AND IN THE PROCESS CUT HER KNEE ON THE SHARP EDGE OF THE LADDER. SHE CLIMBED TO THE TOP OF THE LADDER AND UNPLUGGED THE SECURITY CAMERA SO IT COULD NOT RECORD HER AS SHE TOOK THE MONEY. WHILE ON TOP OF THE LADDER BLOOD DROPS #4, 5 AND 6 DROPPED TO THE GROUND FROM THE LADDER S HEIGHT + HER KNEE HEIGHT. BACK ON THE GROUND DROP #7 FELL FROM KNEE HEIGHT ONLY. SHE THEN MOVED TO THE REGISTER AND TOOK THE MONEY. WHILE THERE, DROPS #1, 2, AND 3 FELL FROM KNEE HEIGHT. SHE MADE THE ROBBERY STORY UP TO TRY AND COVER UP HER THEFT. 36

22 TRAINING LAB BLOOD AS EVIDENCE BLOOD DROPS FALLING AT AN ANGLE NAME Background: You just completed studying the behavior of passive blood drops that drip straight down from a wound, but not all blood drops fall straight down. Blood drops often travel at angles before hitting a surface and forming blood spatter. For example: blood drops flying away from a wound just made by a gunshot or blow. blood drops falling from a moving victim. blood drops that are flying from a swinging weapon. Angled blood drops appear oval in shape when they hit a surface and their unique shape can help you determine the direction they were flying. A collection of angled blood drops (blood spatter) in a room can help you determine where a victim was injured in a room even if the victim is no longer present. In this Training Lab you will be investigating the behavior of Angled Blood Drops falling at different angles. 1. You will be trained to observe a blood drop that fell at an angle and determine the direction it was moving. 2. You will be trained to observe a blood drop that fell at an angle and determine its Angle of Impact or Impact Angle. Procedures: Part 1 Collecting Blood Drops Released From Different Angles 1. You will need a clipboard, NINE large note cards, a covered beaker of simulated blood, a dropper, a meter stick, a protractor, a roll of masking tape, and a small stack of books. 2. When a blood drop falls straight down, or hits a wall 90 o straight on, it contacts the surface at a 90 o angle. 90 o floor wall A blood drop striking the floor or wall at a wall 30 o angle would look something like this: floor 30 o 30 In this Training Lab you will observe blood drops striking a surface o at several different angles. To simulate blood dropping at different angles you will adjust the angle of the surface the blood drops are hitting. 3. Place the clipboard on a flat table. Tape the LONG EDGE of the clipboard to the table (using pieces of tape like hinges) so you can tilt the clipboard up and down at different angles (see Figure 1 below). read angle here protractor in 10 o 20 o correct position Figure 1 How to set up the clipboard to test angled blood drops note card tape hinges note card place clipboard clip on opposite side from protractor place books behind to support the clipboard 37

23 4. Tape TWO of the large note cards on the clipboard, side by side. Orient the cards on the clipboard as shown in Figure Label one of the note cards 10 o Angle in the upper right corner along with your name. Label the second note card 20 o Angle in the upper right corner along with your name. 6. Place the EXACT CENTER of the protractor s flat edge (usually indicated by a line coming from a hole) next to the hinged edge of the clipboard (see protractor in correct position in Figure 1). The numbers along the curved edge of the protractor will tell you the angle the clipboard is raised (see read angle here in Figure 1). This number is NOT the angle the blood drop will be falling. 7. Carefully tilt the clipboard so it is tilted at an 80 o angle in relation to the tabletop (almost straight up and down). The edge of the clipboard should be next to 80 on the protractor. Place books behind the clipboard to hold it in position at this exact angle. 8. A drop of blood released from above the 80 o tilted clipboard will hit the note card at a 10 o angle (see the diagram at right). 9. Suck up simulated blood into the dropper (avoid sucking up bubbles). All drops will be released from EXACTLY 15 inches above the tabletop (hold a meter stick upright on the table next to the clipboard to measure 15 inches high). 10 o clipboard blood drop 10. Hold the open end of the dropper over the 10 o Angle note card. Gently squeeze the dropper to release THREE separate drops of blood from 15 inches each drop falling on a different location of the 10 o Angle card (the drops should not touch or overlap). You should NOT allow bubbles to form as you release drops. Add additional drops if any bubbles are present, or any drops overlap. blood 11. Leave the card on the clipboard and lower the clipboard clipboard drop slightly so it is now tilted at 70 o 20 o (measured with the protractor) and support from behind with books. This means 70 o falling blood drops will hit the note card at a 20 o angle. table 12. Release three drops of blood from 15 inches above the tabletop so they will hit the 20 o Angle note card. Add additional drops if any bubbles are present, or any drops overlap. 13. Lower the clipboard and carefully remove the two note cards with blood drops. Place the note cards with wet blood drops on a flat surface where they can dry without being disturbed. 14. Repeat the above steps to drop blood on labeled note cards from the remaining angles: 30 o Angle note card clipboard set to a 60 o angle 40 o Angle note card clipboard set to a 50 o angle 50 o Angle note card clipboard set to a 40 o angle 60 o Angle note card clipboard set to a 30 o angle 70 o Angle note card clipboard set to a 20 o angle 80 o Angle note card clipboard set to a 10 o angle 90 o Angle note card clipboard flat on the table (0 o angle) 16. Clean up your lab station and make sure all your note cards with wet blood drops are in a flat, safe area while they dry. 80 o table 38

24 Part 2 Analyzing Blood Drops Released From Different Angles IT IS POSSIBLE TO DETERMINE IF A BLOOD DROP WAS TRAVELING AT AN ANGLE WHEN IT HIT THE SURFACE 1. Observe the shapes of your blood drops that fell straight down ( 90 o angle card) and compare them to the shapes of your other blood drop cards that fell at an angle ( 80 o to 10 o angle cards). You should be able to look at the shape of a blood drop and tell if it fell straight down or fell at an angle. Draw a neat sketch, in Table 1, to show the characteristic shape of one of your blood drops that fell straight down. For comparison, also draw a neat sketch, in Table 1, to show the characteristic shape of one of your blood drops that fell at an angle. IT IS POSSIBLE TO DETERMINE THE DIRECTION A BLOOD DROP WAS TRAVELING WHEN IT HIT THE SURFACE 2. Draw arrows on your 80 o to 10 o Angle note cards to indicate the direction the blood drops were traveling when they hit the card at an angle. 3. Observe the shapes of the blood drops that fell at angles. You should be able to tell the direction a blood drop was traveling by the general shape of the blood drop. Blood drops that fall at an angle are stretched out, with one end more rounded and the opposite end more pointed. The pointed end will be pointing in the direction the blood drop was traveling when it hit the surface (the pointed end will be pointing AWAY from the source of the blood drop). The pointed end may also have a drip or tail extending beyond the blood drop. Also, if there are any satellites present they will be located around the pointed end of the blood drop (pointing AWAY from the source of the blood drop). 4. Draw TWO neat sketches, in Table 2. One sketch should show the characteristic shape of one of your 20 o angled blood drops, and the second sketch should show the characteristics of one of your 50 o angled blood drops. Label each sketch with its correct angle, and include an arrow next to each sketch to show the direction the blood drop was traveling when it hit the surface. IT IS POSSIBLE TO DETERMINE THE IMPACT ANGLE OF A BLOOD DROP 5. Pull out your 10 o Angle note card. You should be able to look at the shapes of the blood drops on this card and tell the drops fell at an angle, and even use drop shape to determine the direction the blood drops were falling when they hit the card. But, what if you wanted to know the ANGLE OF IMPACT or IMPACT ANGLE of the drops (both names simply mean the angle that the drop hit the surface). Of course, you know the Impact Angle is 10 o because you set it up this way. But, what if you didn t know the angle? The shape of the drop can also help you determine the Impact Angle. 6. Use a small millimeter ruler and accurately measure, in millimeters to the nearest 0.5mm, the WIDTH (at the drop s widest point) and length LENGTH of each of the three blood drops you dropped at a 10 o Impact Angle. DO NOT include spikes, satellites, or tails in your length measurements length (see sketch at right). Record these measurements in Table 3 Calculating The Impact Angle Of Blood Drops. 39

25 7. Repeat Step #6 and measure the WIDTH and LENGTH of all blood drops collected on all your note cards. Record all measurements in Table Calculate and record (in Table 3) the Average Blood Drop WIDTH (from your three width measurements) and Average Blood Drop HEIGHT (from your three length measurements) for the drops collected on your 10 o Angle card. Round your calculations to hundredths (2 decimal places). 9. Repeat Step #8 and calculate the Average WIDTH and LENGTH for the drops collected on all your note cards. Record these calculations in Table Finally, use the Trigonometry Formula below to calculate the Impact Angle for the drops on your 10 o Angle card. Use your Average Width and Average Height numbers when completing this calculation. You will need a scientific calculator to complete the Inverse Sine calculation (see your supervisor for help finding the correct buttons to push on your calculator for Inverse Sine ) OR simply use a Trigonometry Table that contains Inverse Sine. Round your Impact Angle calculations to the nearest, whole degree. Record your Calculated Impact Angle in Table 3. Impact Angle of Blood Drop (Approximate) = Inverse Sine of Width of Blood Drop Length of Blood Drop Example: The width of the blood drop = 5mm, the length of the blood drop = 36mm 5mm Impact Angle of Blood Drop = Inverse Sine of 36mm Impact Angle of Blood Drop = Inverse Sine of 0.14 Impact Angle of Blood Drop = 8 o (the blood drop hit the surface at an 8 o angle) 11. Repeat Step #10 and calculate the Impact Angle for the drops collected on all of your note cards. Record these calculations in Table Look over the Reference Page Trigonometry and Blood Drops Part 1 to get a better understanding of why this strange Impact Angle formula works! 40

26 Table 1 How to tell if a blood drop fell at an angle by its shape Characteristic Shape Of On Of My Blood Drops That Dropped Straight Down Characteristic Shape Of One Of My Blood Drops That Fell At An Angle Table 2 How to tell the direction a blood drop was moving by its shape Actual Impact Angle 10 o 20 o Drop 1 Width (mm) Characteristic Shapes Of Two Of My Blood Drops That Helps Indicate The Direction It Was Moving Table 3 Calculating the Impact Angle of blood drops Drop 2 Width (mm) Drop 3 Width (mm) Average Width (mm) Drop 1 Length (mm) Drop 2 Length (mm) Drop 3 Length (mm) Average Length (mm) Ave. Width Ave. Length Calculated Impact Angle 30 o 40 o 50 o 60 o 70 o 80 o 90 o 41

27 REFERENCE PAGE TRIGONOMETRY AND BLOOD DROPS PART 1 *Trigonometry is a useful math that can help you determine unknown angles and unknown side lengths around a Right Triangle (a triangle with one of its angles being 90 o ). *A Right Triangle is usually labeled like this: Angle B side a side c (hypotenuse) 90 o angle a Right Triangle Angle C side b Angle A *PROBLEM - If you knew that Angle A = 10 o and that side c was 1 foot long you could easily calculate the length of side a using the trigonometry formula: sine of 10 o = length of side a 1 foot sine of Angle A = 0.17 = length of side a length of side c length of side a 1 foot 0.17 feet = length of side a Think of sine in the above formula like a conversion factor that converts the unit degrees of an angle (10 o in this problem) into units of length (0.17 in this problem) so the problem can be worked correctly. *Scientific calculators have a sine button that will complete the conversion for you otherwise you would have to look up the conversion on a chart. *You may have also heard of cosine, and tangent. These also work like conversion factors to convert degrees of an angle into units of length in trigonometry formulas. We will only be using sine and will NOT be using cosine or tangent in this Training Lab. *PROBLEM If you knew that side a was 5cm long and that side c was 15cm long you could easily calculate Angle A using the trigonometry formula: Angle A = Inverse sine of length of side a length of side c Angle A = Inverse sine of 5cm 15cm Angle A = Inverse sine of 0.33cm Angle A = 19 o Inverse sine in the above problem is just the opposite of sine. It converts the unit of length (0.33cm in this problem) into the unit degrees of an angle (19.3 o in this problem). *Scientific calculators have an Inverse sine button that will complete the conversion for you. The Inverse sine of 0.33 = 19.3 o SO what does all this have to do with blood drops?? Flip over to the next page and see! 42

28 *When a blood drop hits a surface at an angle, it can be defined by an upside-down, right triangle! direction the blood drop was moving Angle C side a Angle B side b blood drop side c Angle A Angle A = blood drop s Impact Angle side c = Length of blood drop side a = Width of blood drop *This makes it very easy to calculate the Impact Angle of any blood drop you find! Simply use the formula: IMPACT ANGLE = Inverse sine of (Angle A) *What is the Impact Angle of this blood drop? IMPACT ANGLE (Angle A) width of blood drop side a length of blood drop side c length = 12mm IMPACT ANGLE = Inverse sine of 0.46mm (Angle A) width = 5.5mm 5.5mm = Inverse sine of 12mm find the Inverse sine of 0.46 IMPACT ANGLE = 27 o 43

29 Table of Sine and Tangent Values 1. To find the Sine or Tangent of an Angle, simply look up the angle and move over to the correct column. 2. To find the Inverse Sine of a number, simply look up the number in the Sine/Inverse Sine column and move over to the Angle column. Angle Sine Inv. Sine Tangent Angle Sine Inv. Sine Tangent Angle Sine Inv. Sine Tangent

30 QUESTIONS BLOOD DROPS AS EVIDENCE BLOOD DROPS FALLING AT AN ANGLE NAME 1. Observe the eight blood drops below. Draw a neat arrow next to each blood drop to indicate the direction the blood drop was traveling when it hit the surface. 2. Which group of blood drops do you think is easier to tell their direction of travel? (circle one) A. blood drops that fell at a 10 o to 40 o angle B. blood drops that fell at a 50 o to 80 o angle 3. Why do you need to use Inverse sine rather than just sine when calculating the Impact Angle of a blood drop? 4. Complete the following table by writing in your Calculated Impact Angles for your blood drops. Actual Impact Angles Of Blood Drops 10 o 20 o 30 o 40 o 50 o 60 o 70 o 80 o 90 o My Calculated Impact Angles For Blood Drops Draw a neat STAR below the Calculated Impact Angles you think were the most accurate. Draw a neat FROWNY FACE below the Calculated Impact Angles you think were the least accurate. 45

31 5. List TWO errors that could possibly account for any inaccurate Calculated Impact Angles while completing this Training Lab. 6. Determine the Impact Angles of the following blood drops. Remember you DO NOT include tails when measuring length! PLEASE SHOW YOUR WORK. Impact Angle = Impact Angle = Impact Angle = Impact Angle = Use the blood drops below to answer Questions #7 - #10. A B C 7. A victim is bleeding from their shoulder and left behind blood drops B, D, and E. Which of these blood drops came from this victim when they were: running fast, walking, and running medium? Choose from drops B, D, and E only! E F D running very fast? walking? running medium speed? 8. Which blood drop came from a person standing still and bleeding from their head? 9. Which blood drop came from a person standing still and bleeding from their knee? 10. A victim, bleeding from both their head and their knee, is running and leaving blood spatter drops D and F behind on the tile floor. Which drops most likely came from : their head? (choose D or F) their knee? (choose D or F) 46

32 TEACHER NOTES Lab/Activity: Training Lab Blood As Evidence Blood Drops Falling At An Angle Equipment To Prepare: 1 clipboard/group 9 5 x 8 white note cards/group the cards can be blank on both sides or just one side 1 roll masking tape/group to hold cards on clipboard and use as hinges 1 protractor/group run off copies of the supplied protractor image (located after these Teacher Notes) on card stock paper. Purchased protractors do not always work well for this lab because their scale is often elevated and does not begin along the bottom, flat surface of the protractor (which is necessary for this lab). 1 meter stick/yard stick that measures in inches/group to measure 15 inches of height a small cup or beaker with cover/group to hold the simulated blood. Add only 10 to 15ml of simulated blood to the small cup/beaker. Cover the container with aluminum foil or similar to keep the blood from drying out throughout the day. 1 disposable, plastic dropper pipette (or similar)/group to drop blood drops small millimeter ruler (clear works best)/group for students to measure their blood drops 1 scientific calculator OR provided Table of Sine and Tangent Values /group you will also need to find a place for students to place their cards while their blood drops dry (it may take several hours for the drops to dry). Have each group carefully overlap their cards as much as possible (without damaging their wet blood drops) to help save on space. When dry, you can stack them up. Solutions To Prepare: Simulated Blood you will use about 50 to 60ml of simulated blood/class (each group will only use 3 to 4ml of simulated blood) however, you should make about 150ml of simulated blood and give each group 10 to 15ml. Prepare your simulated blood in the same method used for previous Blood As Evidence Training Labs. Comments/Problems: This Training Lab usually takes 2-3 days to complete (Day 1 to make blood drops with time to spare, Day 2 to measure drops, complete calculations, and possibly work on Questions, Day 3 to work on Questions). Students should be careful not to get the simulated blood on their clothes, etc. Some simulated bloods will stain. Remind students to measure blood drop diameter accurately to 0.5mm if possible (does the edge of the blood drop end up between mm lines on the ruler or right on a line?). 47

33 This lab contains Trigonometry math, however, students with less math background seem to catch on with little problem. Have students help each other as much as possible. Don t forget to run off the Reference Page Trigonometry And Blood Drops Part 1 for students. This Reference Page will help students understand why they are using Trigonometry to find the Impact Angle of their blood drops. Also, run off the Table of Sine and Tangent Values for students to use (students can look up Inverse Sine values on the table rather than use a scientific calculator). Students should pick a number in the Inverse Sine column that is closest to their width / length number when using this table. Students may wonder why there is a Tangent column on the table (there is no mention of using the Tangent column in this Training Lab). Tell students they will be using the Tangent column in the next Training Lab they complete. Students can also use a scientific calculator to find Inverse Sine. Students may come to you asking how to use their calculator to find this number, however, different calculators have different buttons to find Inverse Sine. Inverse Sine is usually one of the second tier buttons and the 2 nd button must be pushed first to use it. The Inverse Sine is usually located above the Sine (sin) button. It may be labeled sin-1, or arcsin (Arcsine is another name for Inverse Sine). You usually have to push the Inverse Sine button first, then enter the value, then hit Enter or Equals. Typical Results: Students usually calculate Impact Angle values that are close to the actual angle. Typical results can be found on the page immediately following these Teacher Notes. Blood drop shapes should become more rounded as their Impact Angle approaches 90 o. You can expect blood drop shapes to be similar to these: Small Impact Angle 10 o Large Impact Angle 90 o Direction of Travel 48

34 Table 1 How to tell if a blood drop fell at an angle by its shape KEY Characteristic Shape Of One Of My Blood Drops That Dropped Straight Down SHOULD BE A CIRCLE SHAPE Characteristic Shape Of One Of My Blood Drops That Fell At An Angle SHOULD BE A SHAPE THAT IS MORE ROUNDED AT ONE END AND POINTED AT THE OTHER Table 2 How to tell the direction a blood drop was moving by its shape Actual Impact Angle Drop 1 Width (mm) Characteristic Shapes Of Two Of My Blood Drops That Helps Indicate The Direction It Was Moving ANSWERS WILL 20 O angle VARY SLIGHTLY 50 O angle Table 3 Calculating the Impact Angle of blood drops Drop 2 Width (mm) Drop 3 Width (mm) Average Width (mm) Drop 1 Length (mm) Drop 2 Length (mm) Drop 3 Length (mm) Average Length (mm) Ave. Width Ave. Length Calculated Impact Angle 10 o o These are the actual results from a student group. Your results will vary, but should be similar 30 o o o o o o o

35 50

36 QUESTIONS BLOOD DROPS AS EVIDENCE BLOOD DROPS FALLING AT AN ANGLE NAME KEY 1. Observe the eight blood drops below. Draw a neat arrow next to each blood drop to indicate the direction the blood drop was traveling when it hit the surface. 2. Which group of blood drops do you think is easier to tell their direction of travel? (circle one) A. blood drops that fell at a 10 o to 40 o angle B. blood drops that fell at a 50 o to 80 o angle 3. Why do you need to use Inverse sine rather than just sine when calculating the Impact Angle of a blood drop? INVERSE SINE CONVERTS A LENGTH MEASUREMENT (WIDTH/LENGTH) INTO DEGREES OF AN ANGLE, WHICH IS THE UNIT WE NEED FOR IMPACT ANGLE. SINE CONVERTS DEGREES OF AN ANGLE INTO LENGTH MEASUREMENTS. 4. Complete the following table by writing in your Calculated Impact Angles for your blood drops. Actual Impact Angles Of Blood Drops My Calculated Impact Angles For Blood Drops 10 o 20 o 30 o 40 o 50 o 60 o 70 o 80 o 90 o ANSWERS WILL VARY Draw a neat STAR below the Calculated Impact Angles you think were the most accurate. Draw a neat FROWNY FACE below the Calculated Impact Angles you think were the least accurate. 51

37 5. List TWO errors that could possibly account for any inaccurate Calculated Impact Angles while completing this Training Lab. MEASURING THE ANGLE INCORRECTLY WHEN DROPPING BLOOD ON THE CARD TILTING THE CARD AND CHANGING THE BLOOD DROP S SHAPE WHEN WET MEASURING LENGTH OR WIDTH OF THE BLOOD DROP INCORRECTLY ROUNDING OFF NUMBERS, OR ROUNDING OFF NUMBERS INCORRECTLY (LETTING GO OF THE BLOOD DROPS TOO HIGH SHOULDN T REALLY MAKE A DIFFERENCE) 6. Determine the Impact Angles of the following blood drops. Remember you DO NOT include tails when measuring length! PLEASE SHOW YOUR WORK. Impact Angle = 11o 7mm / 37mm = 0.19 mm Inverse sine of 0.19 = 11 o 11.5mm / 23.5mm = 0.49 mm Impact Angle = 29 o Inverse sine of 0.49 = 29 o Impact Angle = 52 o Impact Angle = 18 o Use the blood drops below to answer Questions #7 - #10. A B C 7. A victim is bleeding from their shoulder and left behind blood drops B, D, and E. Which of these blood drops came from this victim when they were: running fast, walking, and running medium? Choose from drops B, D, and E only! running very fast? E walking? B running medium speed? D 8. Which blood drop came from a person standing still and bleeding from their head? A 9. Which blood drop came from a person standing still and bleeding from their knee? C 10. A victim, bleeding from both their head and their knee, is running and leaving blood spatter drops D and F behind on the tile floor. Which drops most likely came from : their head? (choose D or F) their knee? (choose D or F) F D E 13.5mm / 17mm = 0.79 mm Inverse sine of 0.79 = 52 o 9mm / 29mm = 0.31 mm Inverse sine of 0.31 = 18 o 52 F D

38 TRAINING LAB BLOOD AS EVIDENCE ANALYZING BLOOD SPATTER NAME Background: You have learned how to analyze individual blood drops to determine the height a passive drop fell, the direction a moving drop was falling when it hit a surface, and the Impact Angle of a falling drop. It s now time to learn how to put it all together and interpret the blood spatter at a crime scene to find out where the blood drops came from, to move back in time to recreate what happened and tell the story of the crime. 1. You will be trained to analyze blood spatter pattern to determine the Point of Convergence. 2. You will be trained to analyze blood spatter pattern to determine the Point of Origin. Procedures: Part 1 The Appearance Of Blood Spatter 1. The initial blood spatter from a gunshot wound usually forms a collection of many, smaller blood droplets that fly outward from the wound and may land on walls, ceilings, or floors. 2. The initial blood spatter traveling from someone being hit usually forms average-sized blood drops that fly outward from the wound and may land on walls or floors. 3. Blood spatter from a swinging weapon usually forms a long line of average-sized blood drops that may land on walls, ceiling, or floors. 4. Blood spatter from a bleeding wound usually forms average-sized drops that drop to the ground. They can be round if the person is standing still, or oval-shaped if the person is moving. Part 2 Analyzing Blood Spatter To Determine The Point Of Convergence 1. A blood spatter pattern on the wall, floor, ceiling, or similar surface can help you find the location in a room where a victim was injured. 2. Your first step is to draw STRAIGHT LINES through all the blood drops that fell at an angle to see where they came from (you don t need to draw lines through the perfectly round blood drops you already know they came from a wound directly above the drop). A. Use a ruler/meter stick to draw your straight lines OR stretch out and tape down strings to form the straight lines. B. Draw lines through the Long Axis of the blood drops (see picture at right). C. Draw the line so it travels back toward where the drop came from (opposite the direction of travel). direction of travel 53

39 3. The collection of lines through several blood drops should intersect at some point. This area of intersection is called the POINT OF CONVERGENCE (see the diagram at the bottom of the page). The Point of Convergence is the location where the injury must have taken place and it is always where your blood drop travel lines intersect. 4. Look at Figure 1 Training Lab Crime Scene. The Setup - This page represents a miniature version of a floor in a room. Everything is drawn to scale, exactly as it was found in the room. However, the blood drops have been enlarged so they will be easier for you to analyze. MAKE ALL MEASUREMENTS IN THIS MINIATURE ROOM USING MILLIMETERS. The Story - A male victim was found unconscious on the floor and had been hit in the head with a rock. Blood spatter evidence is present on the floor (the blood drops have been enlarged for your analysis). No suspects have been located. The Problem You must: 1. Find where the victim was located in the room when he was struck with the rock (the Point of Convergence). 2. Determine the exact height of the victim s head when it was struck with the rock (was the victim standing, kneeling, or lying on the floor?). 5. Determine the Point Of Convergence in the Training Lab Crime Scene by drawing lines though the blood drops and looking for the point of intersection. This intersection point is where the victim was located in the room when he was struck with the rock. 6. To determine the height of the victim s head when it was struck will require a little more work. Move on to Part 3 to learn how to answer this problem. Part 3 Analyzing Blood Spatter To Determine The Point Of Origin 1. The Point of Convergence is important when analyzing blood spatter it shows you the general location where an injury was inflicted at a crime scene. However, EXACTLY where along a line extending out from the Point of Convergence did the injury occur close to the surface or far away from the surface? 2. The EXACT location of where the injury occurred along this Point of Convergence line is called the POINT OF ORIGIN. Point of Convergence IF BLOOD SPATTER IS ON A WALL The Point of Origin = How far away from the wall (out from the Point of Convergence) did the injury occur? IF BLOOD SPATTER IS ON THE FLOOR The Point of Origin = How high above the floor (above the Point of Convergence) did the injury occur? Point of Convergence 54

40 THE POINT OF ORIGIN CAN BE EASILY CALCULATED 3. To calculate the Point of Origin complete the following steps. Step #1 Determine the Point of Convergence Step #2 Calculate the Impact Angle of one of the blood drops you used to find the Point of Convergence (DO NOT measure tails!). Step #3 Accurately measure the distance from the FRONT EDGE of this same blood drop to the Point of Convergence (see diagram at right). You can measure in any units, however, you should measure in millimeters in this activity. Step #4 Use the Trigonometry formula below to calculate the Point of Origin. You will need a scientific calculator OR trigonometry table to complete the Tangent of Blood Drop Impact Angle calculation (see your supervisor for help finding the correct buttons to push on your calculator for Tangent ). Tangent of Blood Drop Impact Angle = front edge of blood drop Where did the injury occur along this line? measure this distance Distance To Point of Origin Distance From Blood Drop To Point of Convergence Point of Origin is the exact distance along this Point of Convergence line where the injury occurred Point of Convergence is where all the blood drop travel lines intersect Example #1: Impact Angle of the blood drop = 40 o and the front edge of the blood drop is 38.7cm away from the Point of Convergence. Where is the Point of Origin? Impact Angle = 40 o front edge of blood drop BLOOD SPATTER ON THE FLOOR Distance to Point of Convergence = 38.7cm Distance To Point of Origin =? Tangent of 40 o Distance To Point of Origin = cm Distance To Point of Origin = 38.7cm 32.5cm = Distance To Point of Origin The injury occurred exactly 32.5cm above the Point of Convergence! 55

41 Example #2: Impact Angle of the blood drop = 70 o and the front edge of the blood drop is 28.5cm away from the Point of Convergence. Where is the Point of Origin? BLOOD SPATTER ON A WALL Distance to Point of Origin =? Distance to Point of Convergence = 28.5cm Impact Angle = 70 0 Tangent of 70 o Distance To Point of Origin = 28.5cm The injury occurred exactly 78.3cm away from the Point of Convergence 4. Look over the Reference Page Trigonometry And Blood Drops Part 2 to get a better understanding of why this Point of Origin formula works. 5. Calculate the Point of Origin for the Training Lab Crime Scene. Use Evidence Blood Drop #1 for your calculations. Record your results in Table 1 (located on the Training Lab Crime Scene ) 6. Calculate the Point of Origin for the Training Lab Crime Scene using Evidence Blood Drop #2 for your calculations, and then repeat your calculations one more time using Evidence Blood Drop #3 for your calculations. Record all results in Table Distance To Point of Origin = 28.5cm 78.3cm = Distance To Point of Origin 56

42 Figure 1 Training Lab Crime Scene Make all measurements in millimeters Table 1 Blood spatter analysis Evidence #1 Evidence #2 Evidence #3 Impact Angle Distance To Point of Convergence (mm) Point of Origin Height (mm) Evidence #1 Evidence #2 Evidence #3 Rock 57

43 REFERENCE PAGE TRIGONOMETRY AND BLOOD DROPS PART 2 *Recall a Right Triangle and its labels: Angle B side a side c (hypotenuse) Angle C side b Angle A *A Right Triangle is defined when calculating the Point of Origin from blood spatter. Point of Origin Blood Drops Point of Origin Distance (side a ) Distance from blood drop to Point of Convergence Point of (side b ) Convergence Impact Angle (Angle A) Blood Drop *This makes it very easy to calculate the Distance To The Point of Origin for blood splatter! Simple use the Trigonometry Formula: Tangent of Impact Angle (Angle A) Distance To Point of Origin (side a ) = Distance From Blood Drop To Point of Convergence (side c ) *Tangent works like a conversion factor to convert degrees of an angle into units of length so the problem can be worked correctly. *PROBLEM What is the Point of Origin of the blood spatter shown below? Distance To Point of Origin Tangent of 70 o = 12 inches Distance To Point of Origin 2.75 = 12 inches 33 inches = Distance To Point of Origin Point of Origin? Blood Drop #2 Blood Drop #1 The injury occurred 33 inches above the Point of Convergence Distance from the front edge of Blood Drop #1 to Point of Convergence = 12 inches Impact Angle of Blood Drop #1 =

44 QUESTIONS BLOOD AS EVIDENCE ANALYZING BLOOD SPATTER NAME 1. A victim was shot and found at the bottom of a ladder. You are preparing to analyze blood spatter at the crime scene to determine if the victim was on the ground or on the ladder when they were shot. What do you need to find first the Point of Origin or the Point of Convergence? 2. You enter a crime scene and discover one, single blood drop. You immediately measure the drop and calculate it s Impact Angle. However, you will not be able to determine the Point of Origin of this single blood drop. Why can t you determine the Point of Origin from a single blood drop? 3. Think back to the first Training Lab you completed on blood drops (passive blood drops falling straight down to the ground not at an angle). How did you determine the Point of Origin Height for these round, passive blood drops? Use your Figure 1 - Training Lab Crime Scene results to answer Questions #4 #8. 4. List your calculated Point of Origin Heights in Table 2 (provided to the right). 5. All three of my Point of Origin Height calculations were (check one): identical similar very different Table 2 - Calculated Point of Origin Heights for Training Lab Crime Scene Evidence #1 Evidence #2 Evidence #3 Point of Origin Height (mm) Average Point of Origin Height (mm) 59

45 6. Why should you complete Distance To Point of Origin calculations using several blood drops (like Evidence Blood Drops #1, #2, and #3) rather than simply calculating Distance To Point Of Origin from one drop (like Evidence Blood Drop #1 only)? 7. Calculate your Average Point of Origin Height and record in Table 2. For Questions #8 **Every 1mm of measurement you make in the miniature crime scene = 1 inch of measurement in the actual room where the crime occurred (scale is 1mm = 1 inch). 8. Remember, blood spatter analysis can help you move back in time to recreate what happened at a crime scene. Let s give it a try! About how tall is the victim of the crime? Use a ruler and measure his height. Remember, the scale is 1mm = 1inch. What is the Average Point of Origin Height in inches? (scale is 1mm = 1 inch) Was the victim most likely: standing / on their knees / on their hands and knees / or lying down near the ground when struck with the rock? Based on the evidence was the victim likely struck: once / twice / three or more times? How far did the victim move after being struck before collapsing? (scale is 1mm = 1 inch) 60

46 9. Use the blood spatter evidence below to determine how many times the victim was hit (find the Points of Convergence only you do not need to determine Points of Origin). Also, DRAW A SMALL CIRCLE at each location in the room where the victim was hit. The victim was hit times. 10. A victim was shot and you are analyzing the crime scene. You find blood spatter on the wall. You must calculate where along the wall (Point of Convergence), and how far away from the wall (Point of Origin), the victim was standing when they were shot. In this crime scene 1mm = 1 inch, however, the blood drops have been enlarged so they will be easier for you to analyze. PLEASE SHOW YOUR WORK. W ALL FLOOR A. How far away from the wall (in inches) was the victim standing when he was shot? The Point of Origin = B. How far above the ground was the gunshot wound on the victim s body (in inches)? Simply measure the height. C. What part of the victim s body was likely shot? HINT - When working with blood spatter on a wall the Point of Origin becomes the distance AWAY FROM THE WALL (not the height). Height can simply be measured as the distance from the floor to the Point of Convergence. 61

47 TEACHER NOTES Lab/Activity: Training Lab Blood As Evidence Analyzing Blood Spatter Equipment To Prepare: small millimeter ruler (clear works best)/student 1 scientific calculator OR provided Table of Sine and Tangent Values /student or group Comments/Problems: This Training Lab usually takes 2 days to complete. This is a paper and pencil lab activity. Students will be solving simulated crimes by measuring and analyzing simulated blood spatter. This lab requires more Trigonometry, however, students have few problems putting it all together. Students will obtain the most accurate results if they complete their measurements to the nearest 0.5mm. Don t forget to run off the Reference Page Trigonometry And Blood Drops Part 2 for students. This Reference Page will help students understand why they are using Trigonometry to find the Point of Origin for blood spatter. Students can use the Table of Sine and Tangent Values they received in the previous Training Lab to look up the Tangent values of their Impact Angles (necessary to calculate the Point of Origin) OR students can also use a scientific calculator to find Tangent. You might want to carry around the Key to Figure 1 Training Lab Crime Scene and check student s work as they are completing it just to see if they are on the right track. Some students will mistakenly measure the blood drop tails when calculating the Impact Angles of Blood Drops Evidence #1 and Evidence #3 (they were taught in an earlier Training Lab NOT to measure the tails ). This will result in an incorrect Impact Angle and incorrect Point of Origin Height. Students sometimes have a difficult time understanding the concept of Point of Origin. Point of Origin will be HEIGHT above the Point of Convergence when working with blood spatter on the floor. Point of Origin will be DISTANCE AWAY FROM THE WALL when working with blood spatter on a wall. Students will get practice with both floor and wall blood spatter when completing their questions. Make sure students feel comfortable with the concepts of this Training Lab. The upcoming Job will require these exact same skills. Typical Results: The Key to Figure 1 Training Lab Crime Scene can be found following these Teacher Notes. 62

48 KEY Figure 1 Training Lab Crime Scene Make all measurements in millimeters Table 1 Blood spatter analysis Evidence #1 Evidence #2 Evidence #3 Impact Angle 15 o 24 o 13 o Distance To Point of Convergence (mm) 94mm 57mm 108mm Point of Origin Height (mm) 25.2mm 25.4mm 24.9mm RESULTS WILL VARY SLIGHTLY DEPENDING ON WHERE STUDENTS DRAW POINT OF CONVERGENCE LINES AND HOW THEY MEASURE BLOOD DROPS. Evidence #1 Length = 29mm Width = 7.5mm Evidence #2 94mm Length = 27mm Width = 11mm 108mm 57mm Evidence #3 Length = 37mm Width = 8mm Rock 63

49 QUESTIONS BLOOD AS EVIDENCE ANALYZING BLOOD SPATTER NAME 1. A victim was shot and found at the bottom of a ladder. You are preparing to analyze blood spatter at the crime scene to determine if the victim was on the ground or on the ladder when they were shot. What do you need to find first the Point of Origin or the Point of Convergence? POINT OF CONVERGENCE 2. You enter a crime scene and discover one, single blood drop. You immediately measure the drop and calculate it s Impact Angle. However, you will not be able to determine the Point of Origin of this single blood drop. Why can t you determine the Point of Origin from a single blood drop? 3. Think back to the first Training Lab you completed on blood drops (passive blood drops falling straight down to the ground not at an angle). How did you determine the Point of Origin Height for these round, passive blood drops? Use your Figure 1 - Training Lab Crime Scene results to answer Questions #4 #8. 4. List your calculated Point of Origin Heights in Table 2 (provided to the right). 5. All three of my Point of Origin Height calculations were (check one): Table 2 - Calculated Point of Origin Heights for Training Lab Crime Scene Evidence #1 Evidence #2 Evidence #3 KEY WITH A SINGLE BLOOD DROP YOU CAN T DETERMINE THE POINT OF CONVERGENCE (THE ARE NO INTERSECTING LINES TO SHOW YOU THE LOCATION OF THE INJURY). WITHOUT A POINT OF CONVERGENCE YOU CAN T CALCULATE THE POINT OF ORIGIN. TO DETERMINE THE POINT OF ORIGIN OF A PASSIVE BLOOD DROP YOU MEASURE THE DIAMETER OF THE ROUND BLOOD DROP - THEN USE THE STANDARD CURVE ON A BLOOD DROP DIAMETER VS. HEIGHT GRAPH identical ANSWERS MAY VARY BUT similar SHOULD BE SIMILAR very different Point of Origin Height (mm) 25.2mm 25.4mm 24.9mm Average Point of Origin Height (mm) 25.2mm ANSWERS WILL VARY SLIGHTLY 64

50 6. Why should you complete Distance To Point of Origin calculations using several blood drops (like Evidence Blood Drops #1, #2, and #3) rather than simply calculating Distance To Point of Origin from one drop (like Evidence Blood Drop #1 only)? SMALL VARIATIONS IN RESULTS FROM INDIVIDUAL BLOOD DROPS MAY LEAD YOU TO A WRONG CONCLUSION. IT IS ALWAYS BEST TO COMPLETE SEVERAL CALCULATIONS, THEN GET AN AVERAGE VALUE. 7. Calculate your Average Point of Origin Height and record in Table 2. For Questions #8 **Every 1mm of measurement you make in the miniature crime scene = 1 inch of measurement in the actual room where the crime occurred (scale is 1mm = 1 inch). 8. Remember, blood spatter analysis can help you move back in time to recreate what happened at a crime scene. Let s give it a try! About how tall is the victim of the crime? Use a ruler and measure his height. Remember, the scale is 1mm = 1inch. THE VICTIM MEASURES OUT TO BE ABOUT 68mm TALL = 68 INCHES TALL = 5 8 What is the Average Point of Origin Height in inches? (scale is 1mm = 1 inch) AVERAGE POINT OF ORIGIN HEIGHT IS ABOUT = 25.2mm = 25 INCHES = 2 1 Was the victim most likely: standing / on their knees / on their hands and knees / or lying down near the ground when struck with the rock? THE VICTIM WAS MOST LIKELY ON THEIR HANDS AND KNEES HEAD 25 ABOVE THE FLOOR Based on the evidence was the victim likely struck: once / twice / three or more times? THE VICTIM WAS MOST LIKELY STRUCK ONLY ONCE How far did the victim move after being struck before collapsing? (scale is 1mm = 1 inch) 175mm = 175 INCHES = 14 7 TO THE VICTIM S FEET 150mm = 150 INCHES = 12 6 TO THE VICTIM S CHEST 130mm = 130 INCHES = TO THE VICTIM S HEAD 65

51 9. Use the blood spatter evidence below to determine how many times the victim was hit (find the Points of Convergence only you do not need to determine Points of Origin). Also, DRAW A SMALL CIRCLE at each location in the room where the victim was hit. The victim was hit THREE times. 10. Angle of Impact = 34 o Width = 10mm Length = 18mm Point of Origin = 30.4mm Distance = 45mm Distance = 38mm Width = 9mm Height = A victim was shot and you are analyzing the crime scene. You find blood spatter on the wall. You must calculate where along the wall (Point of Convergence), and how far away from the wall (Point of Origin), the victim was standing when they were shot. In this crime scene 1mm = 1 inch, however, the blood drops have Length = 15mm been enlarged so they will be easier for 35-36mm SIMPLY you to analyze. PLEASE SHOW YOUR MEASURE WORK. WITH RULER Angle of Point of Origin A. How far away from the wall (in inches) was Impact = 37 o = 28.6mm the victim standing when he was shot? The Point of Origin = ABOUT 29.5 INCHES B. How far above the ground was the gunshot AVERAGE Point of Origin = 29.5mm wound on the victim s body (in inches)? Simply measure the height. 35 TO 36 INCHES C. What part of the victim s body was likely FLOOR shot? THIGH/HIP AREA (about high) RESULTS WILL VARY SLIGHTLY W ALL HINT - When working with blood spatter on a wall the Point of Origin becomes the distance AWAY FROM THE WALL (not the height). Height can simply be measured as the distance from the floor to the Point of Convergence. 66

52 Nashville, Tennessee Nashville Police Department of Forensics ABC Technologies Forensic Division Dear Forensic Team: We have had a recent death in our community that requires your expertise in blood spatter analysis. Roommates Brandon Coates and David Short, both 24 and both approximately 6 1 in height, became engaged in an argument, which ultimately led to the death of David Short. The following information was gathered from Brandon Coates police statement: I was relaxing on the back concrete patio of our house when David came out and began yelling and gesturing in a threatening manner. He was claiming that I had stolen a large sum of money from his room, even though I kept telling him I didn t even know he had any money in the house. David started going crazy and I began to fear for my life so, in self-defense, I hit David once in the face. I must have hit him harder than I thought because he fell to the ground and hit the side of his head on the concrete patio. He immediately stopped breathing and I didn t know what to do so I picked him up and drove him to a nearby hospital. David Short was pronounced dead at the hospital. An autopsy revealed that Mr. Short had bleeding impact wounds on his left cheek, nose, and right temple region. The right temple impact is most likely what caused Mr. Short s death. It is unknown if this lethal blow came from an impact with the concrete patio, as claimed by Mr. Coates, or from a blow by Mr. Coates. Brandon Coates had swelling and scrapes on both his right and left hands, which he claims came from scraping the concrete patio as he picked up David Short. Brandon Coates is awaiting charges, however, his lawyer says they will be claiming selfdefense. We need your team to analyze the blood spatter at the crime scene and let us know of your final conclusions. We will gladly take care of all expenses and only hope you have time in your busy schedule to take on this case. Thank you, Karen McDowell Nashville Police, Department of Forensics 67

53 ABC Technologies, Inc. TO: All Research Teams DEPARTMENT MEMO I have complete confidence in your abilities to analyze blood spatter evidence. Show them how it s done! After analyzing the evidence you will be answering TWO questions for Karen McDowell: 1. What story does the blood spatter tell you about what happened at the crime scene? Does what you see match Brandon Coates story? 2. What is your professional opinion concerning the guilt of Brandon Coates? Could Brandon Coates have delivered the fatal blow to David Short s temple region? Pack your Sine/Tangent Trig Table, your trusty ruler, and take some string just in case you need to string the crime scene. During your analysis of the blood spatter evidence you should carefully calculate: 1. All Points of Convergence 2. Impact Angle for all blood drops 3. All Points of Origin 4. The Heights of all impact events And most important let the blood spatter tell the story of what really happened at the crime scene. Your team will be expected to serve as expert witnesses in the upcoming court case against Brandon Coates. You should be prepared to answer all questions about your analysis of the blood spatter evidence from both the prosecuting and defense attorneys. Be prepared to bring the following information to the courtroom: A neat, correctly labeled, and titled Table (or Tables) that shows ALL the blood spatter evidence you collected and calculated. A neat sketch of the crime scene that illustrates Points of Convergence, Points of Origin, and Heights of all impact events. You will be allowed to use this sketch to help you answer questions while serving as an expert witness in court. Your salary will be determined by your ability to analyze the blood spatter evidence, organize your data, and answer questions from the prosecuting and defense attorneys while serving as an expert witness in court. 68

54 INSTRUCTIONS FOR CONSTRUCTING AND ANALYZING THE BLOOD SPATTER EVIDENCE Figure 1 How to construct the Constructing The Evidence blood spatter evidence pages 1. Pick up FOUR pages with evidence blood spatter (Page 1, Page 4, Page 10, and Page 11) and SEVEN blank pages from your supervisor. 2. Tape your eleven pages together EXACTLY as shown in Figure 1. Line up the edges of each page perfectly side-by-side before taping. DO NOT overlap the pages and DO NOT leave spaces between the pages. 3. Tape your connected pages to the wall so it is straight up and down (not tilted) and the bottom is EXACTLY foot up from the floor (see Figure 1). 4. This represents the blood spatter evidence as it was found at the crime scene and it is now ready for your 4 9 analysis Analyzing The Evidence To be most efficient you should complete your analysis in the following order: Step #1 Determine all Points of Convergence by stringing the blood spatter. A. Rather than draw lines, use strings to form the long, straight lines you will need to find your Points of Convergence (see example drawn to the right). B. Tape down one end of string near drop. Stretch out the string, making sure it passes through the drop perfectly to show the EXACT direction the drop came from (just like you did when drawing a line through the drop). C. Once you are satisfied that you have a long enough line of paper blood 1 foot up from floor string string you should cut and tape this end of the string down keeping the string pulled tight in a straight line (no sags). Continue on to string the next Evidence Blood Spot. D. The points of intersecting lines you discover may not be perfect at first. Adjust the strings slightly to find the perfect point of intersection the Point of Convergence. Feel free to ask your supervisor for assistance if you need extra help with stringing. Step #2 Measure the distance from each drop to its Point of Convergence. This must be completed with your blood spatter evidence taped to the wall. Step #3 Measure the height of impact for each Point of Convergence (what height above the floor did the impact take place?) This must be completed with your blood spatter evidence taped to the wall. Step #4 Measure blood drops and calculate the Impact Angle of each drop. This can be completed with blood spatter papers at your table. Step #5 Calculate all Points of Origin. This can be completed with blood spatter papers at your table. tape 69

55 PAGE #1 Evidence #1 Evidence #3 Evidence #2 70

56 PAGE #4 Evidence #6 71

57 PAGE #10 Evidence #7 Evidence #8 Evidence #9 72

58 PAGE #11 Evidence #4 Evidence #5 73

59 TEACHER NOTES Lab/Activity: Job Nashville Police Blood Spatter Equipment To Prepare: small millimeter ruler (clear works best)/student 1 meter stick/yard stick that measures in inches/group to measure 1 foot, etc. 1 tape dispenser/group to tape their crime scene together and tape up strings 1 spool of thin string/group used to make lines through blood drops to determine Points of Convergence. Each group will need approximately feet of string. 1 pair of scissors/group 4 pages of blood drop evidence (Page #1, #4, #10, and #11)/group to construct crime scene 7 pages of blank photocopy paper/group to construct crime scene about 10 feet of blank wall space (and at least 6 feet high)/group this could be in your room, out in the hall (along lockers), in stair wells, etc. Solutions To Prepare: NONE! Setting Up And Analyzing The Crime Scene Evidence: 1. Set up one crime scene in your room that is always available for students to observe. You can use the same photocopied blood drops that you will give students (Page #1, #4, #10, and #11) OR you can print off more realistic red-colored blood drops - these can be found on the CD included with this book in the folder labeled Blood Spatter For Nashville Police Job. Tape together the blood spatter pages and blank pages as shown in the student s Instructions For Constructing And Analyzing The Blood Spatter Evidence and tape to a wall in your room with the bottom placed 1 foot above the floor. Try to tape the blood spatter evidence pages in the middle of a wall (if you have room) so there is a 2 foot area of free space to the left (as you face the wall) and at least 5 feet of free space to the right (as you face the wall). DO NOT string this crime scene it is only available for students to observe. 2. Each student group will also have to set up their own crime scene for analysis. They should first tape their blood spatter pages and blank pages together (following their instructions), then find a place they can hang the evidence on a wall. Each group will need about 10 feet of flat wall space that is at least 6 feet tall (we have students tape their crime scenes to the lockers in the hall outside our classrooms). Make sure each group has at least a 2 foot area of free space to the left of their evidence (as you face the wall) and at least a 5 feet area of free space to the right of the evidence (as you face the wall). They will need this space to locate the Points of Convergence (for instance, the evidence should not be placed near a corner. 3. Students will next use the string to create lines through the blood drops finding the Points of Convergence. 74

60 4. Near the end of class students will need to dismantle their crime scenes (unless you are lucky and have a protected area where they can remain up). Students can carefully remove their large crime scene from the wall (without tearing) and fold the pages up along their taped edges (it should fold up to a one page size). Students will need to remove strings from where they are taped to the wall, but SHOULD NOT remove the strings where they are taped next to blood drops on their papers. The strings can simply be folded up in the papers. The next day students should be able to quickly set up the crime scene again, pull their strings out, and tape the strings back in place on the wall for analysis. Students can also place tape around the strings where they intersect at a Point of Convergence to hold them together, which will make it easier to set up again. 5. Students will need to have their crime scene constructed on the wall to: A. string the blood spatter and find the different Points of Convergence (there are THREE see Key To The Crime) B. Measure the distances from blood drops to Points of Convergence (so they can calculate how far away from the wall the victim was when hit the Points of Origin). C. Measure the height of each Point of Convergence from the ground (so they will know at what height the victim was hit each time). D. Make a sketch of the crime scene to use in court. Most students can build their crime scene and complete these measurements in two-50 minute class periods. 6. Students can complete the remaining measurements and calculations without constructing their crime scene: A. measure the length and width of all blood drops to calculate Impact Angle. It is easiest if you have extra single sheets of the blood drops on Pages #1, #4, #10, and #11 that you give to students for them to measure. B. calculating Points of Origin. 7. Students can always observe the crime scene you have constructed in your room if they need to OR they can tape their crime scene back on the wall for additional information. How To Set Up and Complete Court: 1. This Job will be graded by having each group attend court as expert witnesses. You will play the part of both a prosecuting attorney and defense attorney asking the group members questions. 2. Print off copies of the Teacher Script, Questions, and Scoring Guide For Blood Spatter Court Case (this can be found following these Teacher Notes). You will need one scoring guide per group. This page contains an exact script for you to follow. Group members will be asked questions, and you will mark a grade on the form based on the answers that are given. 3. Decide where you want court to be held. To prevent groups from hearing each other we have court in the hall, just outside our rooms. 75

61 4. Set up court by placing a table with chairs (or desks) for the group members to sit you can stand or sit. You should have a copy of the crime scene blood spatter available (you will be asking group members to show you where the impacts/hits took place). You can either tape up and use the life-sized blood spatter crime scene (that you constructed to use in your room) OR you can use the Courtroom Blood Spatter Evidence Page that follows these Teacher Notes. If you use the life-sized blood spatter crime scene you should have students get up and show you locations as you ask them questions from the script. If you use the Courtroom Blood Spatter Evidence Page you would simply have students point to different areas of the page as you ask them questions from the script. 5. The Teacher Script, Questions, and Scoring Guide For Blood Spatter Court Case is easy to use. By rotating through the group as you ask questions (as stated in the scoring guide instructions) you can prevent a strong group member from dominating. However, make sure everyone in the group knows they have the right to make corrections or add to an answer after the initial response has been given (this is only fair since it is a group grade). 6. As stated in the scoring guide, the final questions from the defense attorney are individual questions for individual grades. Each group member must attempt to answer their question without help from others. 7. This is a great opportunity for students to experience oral communication. Some students will be nervous especially when they realize they will be under pressure to answer their own question. 8. Have fun playing your attorney parts! Comments/Problems: This Training Lab usually takes 4-5 days to complete. Day 1 introduce crime, students tape together blood spatter pages, students begin stringing crime scene, begin taking measurements if time permits; Day 2 finish stringing crime scene (if needed) or tape crime scene back up to take measurements, sketch crime scene, begin calculations to find Impact Angles, and Points of Convergence, begin organizing data; Day 3 finish any calculations, organize data for court, analyze data to come to conclusions; Day 4 you can begin court with those groups that are ready, while other groups finish organizing and analyzing; Day 5 finish court with the remainder of your groups. The strings students initially stretch out from the blood drops will rarely intersect perfectly to indicate Point of Convergence. A small error in lining up the string through a blood drop could easily result in a several inch error in string placement 4 feet away from the drop. Students will need to have patience and spend some time adjusting the strings to locate the exact points of intersection (Points of Convergence). You should not expect each group to have the EXACT same calculated results. As stated in the previous comment each group will likely have slight variations in their Point of Convergence locations, which will affect their calculations. However, each group should have SIMILAR calculated results and come to the same conclusions concerning what happened on the day in question. 76

62 You may want to set up an example on your chalkboard to show students how to use strings to find a Point of Convergence (draw three blood drops, tape strings, then adjust strings to find the exact point of intersection). The blood drops found on the Blood Evidence Pages #1, #4, #10, and #11 were positioned perfectly on the pages so students could find Points of Convergence, and calculate Impact Angles and Points of Origin accurately. However, during the copying process a page may be twisted slightly or shifted a little to one side. This will result in the drops on that page being slightly out of position, however, this rarely results in a problem and students still manage to successfully solve this crime. A page titled Instructions For Constructing And Analyzing The Blood Spatter Evidence has been included with this job. It is your choice to make it available for students or not. The Instructions page helps students become a little more organized as they work their way through the many measurements and calculation needed for this activity. Students will feel like they are reconstructing a crime scene directly out of a C.S.I. episode. Typical Results: A Key to the Crime Scene (sketch of the blood spatter, Points of Convergence, Points of Origin, Heights of Impact, and probably sequence of events immediately follows these Teacher Notes. Refer to Table 1- Table Of Typical Measurements and Calculations for a typical set of data and calculation results. Table 1 immediately follows these Teacher Notes. 77

63 TEACHER SCRIPT, QUESTIONS, AND SCORING GUIDE FOR BLOOD SPATTER COURT CASE Instructions: Read the script below out loud while playing the roles of prosecuting and defense attorneys (text in italics is information for you only and should not be read out loud). Numbers to the left of each question tell you which witness should be asked that question. Other group members may add to an answer or change an answer only after the original person asked has had a chance to respond. Underlined questions are those that will be graded for a correct response. Grade as you go - check the star if the response is correct, circle the appropriate minus points for an incorrect response. Total Points for the group grade = 125 points. Points for the Individual Question grade = 30 Points. Have fun and play the parts! I would like to call (fill in the names) to the witness stand. (have the team come to court) Please state your names for the record. (write down student names below) Witness #1 Witness #2 Witness #3 I am the prosecuting attorney in this trial against Brandon Coates, and I would like to ask your team some important questions that might help prove Mr. Coates guilt. #1 - What is your profession? #2 - Did you observe the crime scene at the home of David Short and Brandon Coates? #3 - And what kind of evidence did you find at the crime scene? #1 How many total blood drops did you find at the crime scene? (9 drops) #2 - Did you complete a thorough analysis of the blood evidence at the crime scene? #3 - Do you have a copy of all the blood spatter evidence calculations you made during your analysis? (collect the group s Data Table or Tables at this time and grade it) Table/Tables are neat, correctly labeled, and easy to understand and follow. Table displays all important data, including all blood drop lengths/widths, all blood drop Impact Angles, and all blood drop Points of Origin. #1 - I see here that you calculated something called Impact Angle. Can you explain to the court what an Impact Angle is? (the angle a blood drop hits a surface) #2 - I also see that you calculated Point of Convergence. Can you explain to the court what a Point of Convergence is? (the general location of the impact) #3 - And I also see that you calculated Point of Origin. Can you explain to the court what a Point of Origin is?(the exact location of the impact above convergence) #1 - Can the calculations you just described help you analyze blood spatter evidence and determine how many times a person may have been hit? #2 - Brandon Coates claims he hit David Short one, single time. Based on your calculations and analysis of the blood spatter evidence - do you agree with this statement? (NO) #3 - Based on your calculations and analysis of the blood spatter evidence - how many times do you believe David Short was hit? (THREE) / -5 / / / / / / -5 /

64 Here is a replica of the blood spatter found at the crime scene (show the team the actual sized blood spatter taped to the wall or the single page replica of blood spatter see Teacher Notes for details ) #1 - Would you show the court where you believe David Short was located when he was hit for the first time? (look at crime scene key should be similar) #1 - How far from the wall was David Short standing when this first blow occurred? (about 2 5, or 29, or 73cm) #1 - At what height did this first blow occur? (about 5 7, or 67, or 171cm) #1 - An autopsy revealed that David Short s injuries were found only on his head. Is / -5 / -5 / -5 it possible that a blow at this height could have hit David Short in the head? #2 - Would you show the court where you believe David Short was located when he was hit for the second time? (look at crime scene key should be similar) / -5 #2 - How far from the wall was David Short standing when this second blow occurred? (about 1 10, or 22, or 55cm) / -5 #2 - At what height did this second blow occur? (about 4 9, or 57, or 143cm) #2 - Is it possible that a blow at this height could have hit David Short in the head? / -5 #3 - Would you show the court where you believe David Short was located when he was hit for the third time? (look at crime scene key should be similar) / -5 #3 - How far from the wall was David Short standing when this third blow occurred? (about 1 7, or 19, or 47cm) / -5 #3 - At what height did this third blow occur? (about 10, or 26cm) #3 - This third blow to David Short s head appears to be slightly above the ground. In your opinion, what was the probable cause of this blow? (kick or similar) Ask all - In your professional opinion do you think Brandon Coates is responsible for the death of David Short? Thank you, I have no more questions for these witnesses. (now, change hats and become the defense attorney) I m the defense attorney and I am representing Brandon Coates in this case. I would simply like to ask each of you a question about blood spatter analysis to see how qualified you really are as an expert witness in this subject. (Each student in the group should be asked one of these questions. Each student must answer their question without help from other group members. These questions are for an individual grade (not a group grade). Each student will either get their question right and earn 30 points or get their question wrong and earn no points.) #1 - What measurements do you need to know to correctly calculate the Impact Angle of a blood drop? (drop width and drop length) #2 - What measurements do you need to know to correctly calculate the Point of Origin of a blood drop? (Impact Angle and distance to Point of Convergence) #3 Describe TWO things you could look for on a blood drop to help you identify the direction the drop was traveling when it hit the surface. (1. the pointed side 2. the tail or spike 3. any satellites - would be on the side of the drop opposite the source) Thank you, I have no more questions for these witnesses. You can give students the correct answers and their group/individual grades before they leave, but make sure they know not tell other groups the questions they will be asked. / -5 / -5 Total Score = / pts. 0 pts. 30 pts. 0 pts. 30 pts. 0 pts. 79

65 Key To The Crime Blood Spatter Evidence (Not drawn to perfect scale) #2 #1 IMPACT #1 About 2 6 to the left of Evidence Blood Drop #1 Height of Impact is about 5 7, 67, or 171cm Point of Origin is about 2 5, 29, or 73cm away from the wall David Short was likely standing and hit in the face at this location (he was about 6 1 tall according to police information) IMPACT #3 About 1 8 to the left of Blood Drop #8 Height of Impact is about 10 or 26cm Point of Origin about 1 7, 19, or 47cm away from the wall David Short was likely lying on the ground and was most likely kicked at this location #3 #6 #8 #7 #9 #5 #4 IMPACT #2 About 2 2 to the right of Evidence Blood Drops #2 and #3 Height of Impact is about 4 8, 56, or 143cm Point of Origin about 1 10, 22, or 55cm away from the wall David Short was likely bent over when hit at this location 1 Foot FLOOR FLOOR 80

66 Table 1 Typical measurements and calculations taken from the blood spatter evidence. The values calculated below will vary slightly from group to group depending on where each group establishes their Points of Convergence Evidence Blood Drop # Width (mm) Length (mm) Impact Angle Distance to Point of Convergence Point of Origin Average Point of Origin Height of the Impact # o 29" 74cm 28.5" 72.5 cm Impact #1 Impact #2 # o 47" 119.5cm # o 64" 162.5cm # o 25.5" 65cm # o 27.5" 70cm # o 39" 99cm 28.5" 72.4cm 29.5" 75.1cm 22" 55.5cm 20.5" 52.6cm 22.5" 57.2cm 2' 5" 29" 73.3cm 1' 9.5" 21.5" 55.1cm 5' 7" 67" 171cm 4' 8.5" 56.5" 143cm # o 52.5" 133cm 19" 48.7cm Impact #3 # o 24" 60.5cm 19" 47.8cm 1' 6.5" 18.5" 47.1cm 10" 26cm # o 20" 50cm 17.5" 44.7cm 81

67 REFERENCE PAGE GLASS AS EVIDENCE NAME The Story Of Glass *Glass can be important evidence at a crime scene for example: glass with bullet holes can help tell the story of the shooting, and glass fragments found on a suspect can be matched to broken glass found at the crime scene. *Glass is commonly made by melting sand (silicon dioxide SiO 2 ), a little lime (calcium oxide CaO), and a little soda (sodium carbonate Na 2 CO 3 ) together which takes a temperature of around 2100 o F. When cooled, the resulting material forms the clear, hard material we call glass. *Different kinds of glass can be made by changing the recipe and adding different metal oxides like boron oxide and lead oxide. Each kind of glass has slightly different properties. *Kinds of glass, their uses, and their special properties can be found in Table 1 below. Table 1 Kinds of glass and their properties NAME USES SPECIAL PROPERTIES HOW IT IS CONSTRUCTED Soda-Lime Glass Borosilicate Glass Lead Glass / Lead Crystal Tempered Glass / Safety Glass Laminated Glass Optical Glass / Crown Glass / Flint Glass windows, bottles, drinking glasses, etc. car headlights, pyrex dishes, lab beakers/test tubes decorative glassware like bowls, vases, crystal common glass heat resistance glass - can be heated/cooled rapidly without cracking clear, sparkling glass for decoration doesn't break like normal glass side and back windows in cars, - breaks into small squares, some doors and windows in which is less likely to cause homes and businesses cuts/injuries front windshield in cars breaks like ordinary glass, but pieces stick to plastic, which prevents cuts/injuries sand + lime + soda boron oxide is added to the glass lead oxide is added to the glass lenses for glasses, telescopes, microscopes, etc. very clear glass with few impurities - gives a very clear view when used as a lens Mirrored Glass mirrors has a reflective surface glass is stressed by rapidly heating and cooling during production a layer of plastic is sandwiched between two panes of glass very purified materials are used one side of the glass is coated with a shiny metal (silver or aluminum) *Colored glass is produced by adding various metals to the molten glass. For example: cobalt oxide produces blue glass, iron oxide produces green glass, nickel oxide produces violet glass, and selenium oxide produces red glass. 188

68 Glass Fracture Patterns Holes From A Projectile *When a fast moving projectile, like a bullet or small rock, hits glass it often punches a hole through the glass leaving behind a fracture pattern that can help tell a story. *When a projectile punches a hole in glass it typically causes CONCENTRIC FRACTURE LINES that form circles around the hole, and RADIAL FRACTURE LINES that travel away from the hole like spokes on a bicycle wheel. See the bullet hole sketch below for an example. Concentric Fracture Lines Bullet Hole Radial Fracture Lines *When a projectile punches a hole in glass it typically leaves a cone-shaped hole behind. One side of the glass will have a smaller hole, while the opposite side of the glass will have a larger hole (see the sketch below). Find the side of the glass with the smaller hole this is the ENTRY POINT of the projectile. The side with the larger hole is the EXIT POINT of the projectile. 1. side view of glass 2. *It is often possible to observe multiple bullet holes in glass and determine the order that the holes were made. A Radial Fracture from a new bullet hole will stop radiating outward if it hits a previous fracture line from an earlier bullet hole. For example: 3. smaller hole larger hole stopped Bullet A must have been fired first followed by Bullet B stopped Bullet A stopped Bullet B 189

69 Working With Broken Glass Pieces *When glass is struck by a large object or a slow moving projectile it often breaks into many pieces. When hit, radial fractures form from the point of impact and move outward. The glass usually falls apart along these radial cracks (see sketches below). point of impact *Large glass pieces can often be placed back together like a puzzle to determine the impact point that caused the glass to break. Once pieced back together the radial fractures should originate from the point of impact (see sketches above). *Glass pieces can often be placed back together like a puzzle to help locate a missing piece. For example: a driver hits a parked car and leaves the scene without telling anyone. The driver s headlight was broken in the accident, which left several glass fragments behind. Later, a car with a broken headlight is found. The broken pieces, when re-assembled, fit perfectly in the broken headlight and the driver confesses to the accident. glass headlight pieces left at the crime scene pane of glass radial fractures form outward from point of impact glass headlight pieces reassembled *The EDGE of a broken piece of glass also has a story to tell. Carefully observe the edge of broken glass with a magnifying glass and you will likely see small, curved, wave-like lines. These curved lines are called WALLNER LINES (see the figures at right). These lines form in relation to the direction of stress placed on the glass when it was broken. The lines will be at right angles to the glass surface on one side and more parallel to the glass surface on the opposite side. Locate the side where the lines are more parallel to the glass surface. This is the side where the force was applied to the glass. broken headlight discovered on car glass falls apart in pieces 190 right angle lines parallel lines right angle lines a perfect match! WALLNER LINES parallel lines glass was hit from this direction glass was hit from this direction

70 QUESTIONS GLASS AS EVIDENCE NAME 1. Think of the different types of glass your family owns from the list below. Place a 1 by the type of glass your think your family owns the most of, a 2 by the second most common type of glass your family owns, a 3 by the third most common, and so on to a 7 - the least common type of glass you think your family owns. Soda-lime glass Borosilicate glass Mirrored glass Lead glass or crystal Tempered glass Laminated glass Optical glass 2. Glass is mainly composed of this material. 3. What type of glass is most commonly found in cars? 4. Below is a plate glass window from a store that was recently robbed. Three shots were fired through the window as the criminals escaped with the money. Indicate the order the shots were fired by labeling the circle near each bullet hole with a 1 st, 2 nd, or 3 rd. 5. Pick up safety goggles and a piece of broken glass from your supervisor (wear the safety goggles to help prevent eye injury!). Handle the broken glass with extreme care to prevent injury. Look carefully along the broken edges of the glass piece for Wallner Lines. It helps to tilt the glass piece slowly back and forth in the light to find the perfect angle where the lines are most visible. You can also use a magnifying glass to help you see the Wallner Lines. Did the force that caused this glass to break come from: A. the side with the piece of tape attached? B. the side with no tape attached? Answer = 191

71 6. A bicycle rider was riding down Flint Glass Road when a speeding car swerved too close and hit the bicycle rider with their passenger side-view mirror. The bicycle rider was knocked to the ground and suffered a broken arm and collar bone, while the driver sped away without stopping. You arrive at the scene to investigate and discover several pieces of mirrored glass on the ground glass broken out of the side-view mirror that hit the bicyclist. These pieces of broken mirror can be found in Figure 1. You search the city and discover THREE cars with broken passenger side-view mirrors (see below). Cut out the broken mirror pieces you found (see Figure 1) and determine which car they belong to. Correctly re-assemble and tape the pieces into the mirror you believe they came from to confirm they are a perfect match. This mirror belongs to the hit and run car that sent the bicycle rider to the hospital with injuries. Car #1 Mirror Car #2 Mirror Missing Mirror Pieces Go Here Missing Mirror Pieces Go Here Car #3 Mirror Missing Mirror Pieces Go Here 192

72 7. You arrive at a crime scene to discover FOUR bullet holes in a large window of a store and two suspects being held by police. Suspect A is being held outside on the store s parking lot with a superficial bullet wound to his leg and Suspect B is being held in the store (Suspect B has no wounds). You talk to each suspect individually to hear their stories: Suspect A I walked in the store to by some groceries and the store owner just went nuts claiming that I had been stealing food from him. I decided I better just get out of the store, so I put my groceries down and left. When I was out in the parking lot I heard two shots from inside the store the second shot hit my leg. I was panicked, so I pulled out my registered handgun and fired twice into the window to scare the owner. I then fell to the ground and the police arrived almost immediately. Suspect B The man you see in the parking lot came to the counter with some groceries. He dropped the groceries and demanded all the money in my cash register. I immediately pulled out my registered handgun and told him to get out of my store. He ran out to the parking lot, stopped, pulled out a gun, and fired two times through my window. Luckily he missed me. I fired twice in selfdefense and hid behind the counter. Thankfully, the police arrived immediately. To determine which suspect is telling the truth you examine the bullet holes. STEP #1 Examine the bullet holes below to determine the order they were made. STEP #2 Examine the bullet hole shapes for each bullet hole below. STEP #3 Analyze your bullet hole information to answer the questions on the next page Bullet Hole Shapes Hole #2 Edge View of Hole #1 Glass Hole #1 Hole #2 Outside of Store Outside of Store Hole #4 Outside of Store Hole #3 Outside of Store Hole #3 Hole #4 193

73 Complete the table below to organize information about your crime scene observations. Order of Shots 1st Shot Fired 2nd Shot Fired 3rd Shot Fired 4th Shot Fired Bullet Hole # Bullet Entry Point (Outside or Inside Surface of Glass?) Bullet Exit Point (Outside or Inside Surface of Glass?) Who fired the 1 st shot Suspect A or Suspect B? Who fired the 2 nd shot Suspect A or Suspect B? Who fired the 3 rd shot Suspect A or Suspect B? Who fired the 4 th shot Suspect A or Suspect B? Which suspect s story is supported by the evidence? Based on the evidence, which suspect do you believe fired their weapon in self-defense? Which surface of glass would you expect to have a smaller hole? A. bullet hole entry point B. bullet hole exit point C. both would be the same size Which was more important in helping you determine the order the bullet holes were made Concentric Fractures or Radial Fractures? 8. A student has been turned in for breaking the front glass in a snack machine. The student claims they were buying a candy bar when the machine went crazy and threw the candy against the inside of the glass with such force that the glass broke and crashed to the floor. A teacher walking by turned the student in to the principal. Is the student s story true, or did the student break out the glass? You observe the edge of some broken glass that is still intact in the snack machine and immediately know the student is telling the truth. Observe Figure 2 and find TWO pictures that show the edge of broken glass. Cut out the ONE glass edge you observed in the snack machine (and proves the student s innocence) and tape it in the box found at right. 194

74 Figure 1 Broken pieces of mirror to use with Question #6. You will need to cut these glass pieces out to answer Question #6. up up up up Figure 2 Edges from broken glass to use with Question #8. Cut out the ONE edge that came from the snack machine and tape next to Question #8. Broken Edge up Broken Edge this surface is inside of snack machine this surface is inside of snack machine 195

75 TEACHER NOTES Lab/Activity: Reference Page: Glass As Evidence Equipment To Prepare: 1 pair of safety goggles/student to protect eyes when working with broken glass 1 pair scissors/group to cut out broken glass and view of broken glass edge 1 roll of clear tape/group to tape broken glass pieces and broken glass edge few magnifying glasses for students who want to magnify the Wallner Lines on the glass 1 small piece of broken Soda-Lime Glass/group to observe the Wallner Lines on the broken edges of the glass. See below for details: You will need to prepare the broken glass pieces before class, however, once prepared you can use the same pieces for many years. 1. Get a sheet of soda-lime glass that you don t need (you will be breaking it). The easiest thing to do is purchase several cheap, 8 x 11 picture frames and use their glass panes (make sure their panes are not made of plastic before you buy them!). 2. Next, you will need to break the glass into smaller pieces that students will use. Wear safety glasses and protective gloves at all times while working with the glass small glass pieces can easily go flying during these steps. Completely wrap the flat glass in a thick towel (that you don t plan on using again) and find a safe location to break the glass (small pieces may fall to the ground). Tilt one end of the glass up and place a strip of wood under this end (so the glass is raised). Use a hammer to perfect sized lightly hit the glass (completely wrapped in the towel) to break it. piece of glass If you hit the glass too hard it may fracture into pieces too small to use. You want glass pieces that have edges not much longer than 1 long, (the exact size is not important) 3. Keep breaking the larger glass pieces to smaller sizes BUT you must make sure that you always hit the glass from the same side so the Wallner Lines are the same all the way around the pieces of glass. Look at the edge of a piece of glass before striking it to make sure you are hitting it from the right direction (the parallel Wallner line should be facing up and the right angle Wallner line should be pointing down when you strike the glass. Tilt one end of the glass up by supporting one edge on a small piece of wood before striking (this makes it easier to break) and always cover the glass with the towel before striking and be very careful of the broken glass. It takes some trial and error to find a method that allows you to break the glass in just the right size pieces without destroying it. You will definitely waste some glass that just won t break the right size or contains an edge or point that is just too dangerous to use with your students. 4. Pick out at least 12 to 15 pieces of glass that are a right size, and contain visible Wallner lines on at least one edge (also make sure the Wallner lines are pointing the same direction on all sides otherwise students will not be able to interpret the glass correctly). 196

76 5. Next, get a piece of Course Sandpaper, wear protective gloves and safety goggles, and rub the sharp corners of each glass piece on the sandpaper to round them off. Carefully check the edges of each piece of glass. If a very sharp edge is present you can rub it on the sandpaper to smooth it some, however, you don t want to sand all the edges too much or you may ruin the Wallner lines the students are supposed to look for. It is your responsibility to make sure the glass samples are safe for students to handle. You should not use any questionable pieces of glass with your students either sand the glass more to remove sharp edges or throw that piece out. 6. Safely dispose of all the broken glass you will not be using (bagged and placed in a labeled box so others won t be injured). Carefully check your clothes for glass pieces. 7. Place all the glass pieces with the side that was struck DOWN (the parallel Wallner lines should be down and the right angle Wallner lines should be up). Place a small piece of clear tape on the face-up side of each piece of glass (the side with the parallel Wallner lines. Students will use this piece of tape as a reference point for identifying the sides of the glass when answering Question #5. 8. Place each piece of glass in its own container. We use small petri dishes, however, zip-lock bags would work. Label each container Wallner Lines. 9. Breaking, sanding, and preparing these glass samples is labor intensive, however, once completed you should be able to use the same set for many years. Comments/Problems: This Training Lab usually takes 1 to 2 days to complete. Students enjoy looking at the actual broken glass to find the Wallner lines. We have never had a student injured while observing the broken glass. Typical Results: See the Questions Key on the page that follows these Teacher Notes. 197

77 KEY QUESTIONS GLASS AS EVIDENCE NAME 1. Think of the different types of glass your family owns from the list below. Place a 1 by the type of glass your think your family owns the most of, a 2 by the second most common type of glass your family owns, a 3 by the third most common, and so on to a 7 - the least common type of glass you think your family owns. Soda-lime glass Borosilicate glass Mirrored glass Lead glass or crystal Tempered glass ANSWERS WILL VARY BUT SODA-LIME GLASS IS Laminated glass Optical glass PROBABLY THE MOST COMMON 2. Glass is mainly composed of this material. SAND 3. What type of glass is most commonly found in cars? USUALLY TEMPERED 4. Below is a plate glass window from a store that was recently robbed. Three shots were fired through the window as the criminals escaped with the money. Indicate the order the shots were fired by labeling the circle near each bullet hole with a 1 st, 2 nd, or 3 rd. 2 ND 3 RD 1 ST 5. Pick up safety goggles and a piece of broken glass from your supervisor (wear the safety goggles to help prevent eye injury!). Handle the broken glass with extreme care to prevent injury. Look carefully along the broken edges of the glass piece for Wallner Lines. It helps to tilt the glass piece slowly back and forth in the light to find the perfect angle where the lines are most visible. You can also use a magnifying glass to help you see the Wallner Lines. Did the force that caused this glass to break come from: A. the side with the piece of tape attached? B. the side with no tape attached? Answer = B NO TAPE ATTACHED 198

78 TRAINING LAB GLASS AS EVIDENCE: DENSITY AND REFRACTIVE INDEX NAME Background: Color differences can be an obvious way to tell one glass sample from another. Example: A burglar breaks through a stained-glass window to enter a house. A piece of red stained glass from the broken window sticks in the bottom of their shoe as they walk across the floor. A suspect is later apprehended - but do you have any evidence to help prove the suspect entered the house? Yes - it would be easy to match the color of the red stained glass from the broken window to the red glass stuck in the suspect s shoe. Now pretend the broken glass was clear like much of the glass in the world. Is there a way to match broken, clear glass at the crime scene with clear glass found in the suspect s shoe? In this Training Lab you will learn methods that can be used to help identify and match clear glass samples and help prove that a suspect was present at a crime scene. 1. You will be trained to determine the Density of unknown glass samples. 2. You will be trained to determine the Refractive Index of unknown glass samples. 3. You will be trained to analyze the Density and Refractive Index of an unknown glass sample to determine its identity and match it with a known glass sample. Procedures: Part 1 Determining The Density Of A Glass Sample 1. Pick up containers of the unknown glass samples your supervisor has prepared for you. Keep the glass samples in their correct containers DO NOT get them mixed up! 2. You should also pick up SAFETY GOGGLES, a 12 piece of thread, clear tape, scissors, 100ml beaker, and have access to a balance (manual balance or electronic balance). 3. DENSITY is a measure of how much mass (weight) of something there is in a given unit of volume usually a cubic centimeter (cm 3 ). A cubic centimeter is about this size. If a substance is made of many heavy atoms or molecules crammed tightly together it has more density. A cubic centimeter of this material would feel heavy to you. On the other hand, a substance made of lighter atoms or molecules not crammed so tightly together has less density. A cubic centimeter of this material would feel lighter to you. A cubic centimeter of pure lead weighs grams, so we say the density of lead is g/cm 3. A cubic centimeter of pure aluminum weighs 2.7 grams, so its density is 2.7 g/cm 3 much lighter than lead. The density of water is 1 g/cm 3. If you drop an object with a density greater than 1 g/cm 3 in water, the object will sink (like lead and aluminum). If you drop an object with a density less than 1 g/cm 3 in water, the object will float (like wood, which has an average density around 0.7 g/cm 3 ). 4. Density can help you identify broken pieces of clear glass found on a suspect and match these glass pieces to those found at a crime scene. This is because each type of glass is made with different kinds and amounts of chemicals, which can cause each type of glass to have a slightly different density. And best of all, the density of glass can be easily determined a perfect way to help identify an unknown piece of glass. 202

79 6. A bicycle rider was riding down Flint Glass Road when a speeding car swerved too close and hit the bicycle rider with their passenger side-view mirror. The bicycle rider was knocked to the ground and suffered a broken arm and collar bone, while the driver sped away without stopping. You arrive at the scene to investigate and discover several pieces of mirrored glass on the ground glass broken out of the side-view mirror that hit the bicyclist. These pieces of broken mirror can be found in Figure 1. You search the city and discover THREE cars with broken passenger side-view mirrors (see below). Cut out the broken mirror pieces you found (see Figure 1) and determine which car they belong to. Correctly re-assemble and tape the pieces into the mirror you believe they came from to confirm they are a perfect match. This mirror belongs to the hit and run car that sent the bicycle rider to the hospital with injuries. Car #1 Mirror Car #2 Mirror Missing Mirror Pieces Go Here PIECES BELONG TO CAR #2 Missing Mirror Pieces Go Here Car #3 Mirror Missing Mirror Pieces Go Here 199

80 7. You arrive at a crime scene to discover FOUR bullet holes in a large window of a store and two suspects being held by police. Suspect A is being held outside on the store s parking lot with a superficial bullet wound to his leg and Suspect B is being held in the store (Suspect B has no wounds). You talk to each suspect individually to hear their stories: Suspect A I walked in the store to by some groceries and the store owner just went nuts claiming that I had been stealing food from him. I decided I better just get out of the store, so I put my groceries down and left. When I was out in the parking lot I heard two shots from inside the store the second shot hit my leg. I was panicked, so I pulled out my registered handgun and fired twice into the window to scare the owner. I then fell to the ground and the police arrived almost immediately. Suspect B The man you see in the parking lot came to the counter with some groceries. He dropped the groceries and demanded all the money in my cash register. I immediately pulled out my registered handgun and told him to get out of my store. He ran out to the parking lot, stopped, pulled out a gun, and fired two times through my window. Luckily he missed me. I fired twice in selfdefense and hid behind the counter. Thankfully, the police arrived immediately. To determine which suspect is telling the truth you examine the bullet holes. STEP #1 Examine the bullet holes below to determine the order they were made. STEP #2 Examine the bullet hole shapes for each bullet hole below. STEP #3 Analyze your bullet hole information to answer the questions on the next page Bullet Hole Shapes Hole #2 Edge View of Hole #1 Glass Hole #1 Hole #2 3 RD 2 ND Outside of Store Outside of Store Hole #3 Hole #4 1 ST Outside of Store Outside of Store Hole #3 4 TH Hole #4 200

81 Complete the table below to organize information about your crime scene observations. Order of Shots Bullet Hole # Bullet Entry Point (Outside or Inside Surface of Glass?) Bullet Exit Point (Outside or Inside Surface of Glass?) 1st Shot Fired 2nd Shot Fired 3rd Shot Fired 4th Shot Fired #3 #2 #1 #4 INSIDE INSIDE OUTSIDE OUTSIDE OUTSIDE OUTSIDE INSIDE INSIDE Who fired the 1 st shot Suspect A or Suspect B? SUSPECT B Who fired the 2 nd shot Suspect A or Suspect B? SUSPECT B Who fired the 3 rd shot Suspect A or Suspect B? SUSPECT A Who fired the 4 th shot Suspect A or Suspect B? SUSPECT A Which suspect s story is supported by the evidence? SUSPECT A Based on the evidence, which suspect do you believe fired their weapon in self-defense? SUSPECT A Which surface of glass would you expect to have a smaller hole? A ENTRY POINT A. bullet hole entry point B. bullet hole exit point C. both would be the same size Which was more important in helping you determine the order the bullet holes were made Concentric Fractures or Radial Fractures? RADIAL FRACTURES 8. A student has been turned in for breaking the front glass in a snack machine. The student claims they were buying a candy bar when the machine went crazy and threw the candy against the inside of the glass with such force that the glass broke and crashed to the floor. A teacher walking by turned the student in to the principal. Is the student s story true, or did the student break out the glass? You observe the edge of some broken glass that is still intact in the snack machine and immediately know the student is telling the truth. Observe Figure 2 and find TWO pictures that show the edge of broken glass. Cut out the ONE glass edge you observed in the snack machine (and proves the student s innocence) and tape it in the box found at right. Broken Edge this surface is inside of snack machine 201

82 5. To determine the density of glass (or any object) you only need to know TWO things: A. the mass (weight) of the object (in grams) B. the volume of the object (in cubic centimeters) 6. FINDING THE MASS. Wear your safety goggles to help prevent eye injury and carefully remove the Unknown Glass Sample A from its container. Be VERY careful handling the glass the edges of the glass have been sanded smooth, however, it can still cause injury. 7. Weigh the glass sample (to two decimal places or hundredths of a gram, if possible) to determine its MASS. Record the sample s Mass in Table 1 Density Data For Unknown Glass Samples. glass sample tape thread 8. FINDING THE VOLUME. Use a very small piece of clear tape (cut it with scissors) and tape one end of the thread to the surface of Glass Sample A (see drawing above). 9. Place 60 to 80 ml of water in your 100ml beaker (you can use the approximate measurements on the side of the beaker). Place your beaker of water on the balance and weigh it (to two decimal places, if possible). Record the Beaker,Water weight in Table Leave the beaker on the balance. Pick up the glass sample by the thread and carefully lower the glass sample into the beaker of water on the balance. Lower the glass in the beaker so it is completely submerged, BUT don t let the glass sample touch the bottom or sides of the beaker. Hold the glass sample completely still in this position (submerged, but not touching the sides or bottom) and record the new weight of the Beaker, Water, and Glass Sample. Record the Beaker,Water,Glass Sample weight in Table Remove the glass sample from the beaker, remove the tape/thread, dry off the sample, and return it to its container. Save the thread to use with your next glass sample. 12. Calculate the VOLUME of your glass sample using the following formula: Glass Sample s Volume (cm 3 ) = Beaker,Water,Glass Sample Weight (g) _ 1g/cm 3 (the Density of Water) Beaker,Water Weight (g) Example: The Beaker,Water Weight = 10 grams The Beaker,Water,Glass Sample Weight = 13 grams _ 13g 10g Glass Sample s Volume = Glass Sample s Volume = 3cm 3 1g/cm 3 Record your Glass Sample s Volume in Table 1. This method of determining the volume of an object is called Archimedes Principle. 203

83 13. FINDING THE DENSITY. Calculate the Density of your Glass Sample using the Density Formula found below. Density = Object s Mass (Weight) Object s Volume Record your Glass Sample s Density in Table Repeat Steps #6 - #13 for each of the remaining glass samples. Record all collected data in Table 1. Part 2 Determining The Refractive Index Of A Glass Sample 1. Light waves travel about 186,000 miles/second in air, but when light waves pass through other materials (like water or glass) they slow down a little. REFRACTIVE INDEX is a measure of how much light waves slow down when they pass through different materials. The Refractive Index of water is 1.33 (light waves travel about 140,000 miles/second as they pass through water) and the Refractive Index of olive oil is 1.47 (light waves travel about 124,000 miles/second as they pass through olive oil). The larger the Refractive Index number, the more the light waves are slowed down. 2. Have you ever looked at a pencil in a glass of water and noticed how it looks bent, or noticed that a person s legs in a pool sometimes look shorter than normal? These visions are due to bending light waves. Light waves bend when they suddenly change speeds like they would do when they pass from water (Refractive Index = 1.33) to air (Refractive Index = 1.00). 3. Different types of glass have different Refractive Indexes and this property can help you identify clear glass pieces found on a suspect and match these glass pieces to those found at a crime scene. 4. FINDING THE REFRACTIVE INDEX. Make sure you have safety goggles, glass samples from Part 1, forceps, 1-250ml beaker (or similar sized cup), paper towels, and 4 small beakers that contain different solutions with known Refractive Indexes. 5. First, place soapy water in your 250ml beaker. This beaker will be used to wash your glass samples after each test. 6. The 4 small beakers contain solutions with the following Refractive Indexes (see Table below). REFRACTIVE INDEX OF KNOWN LIQUIDS Liquids Refractive Index Water (Wat) 1.33 Isopropyl Alcohol (Iso) 1.37 Mineral Oil (Min) 1.47 Immersion Oil (Imm)

84 7. Wear your safety goggles to help prevent eye injury and carefully remove the Unknown Glass Sample A from its container. Hold the glass sample with forceps. 8. Lower the glass sample into the Water beaker and look closely (from the top and sides) to see if the glass sample is plainly visible in the water, or does it disappear some. Use the following Visibility Scale Ratings to describe how easy it is to see the glass sample in the water. 2 Very Visible (looks like a piece of glass in liquid) 1 Somewhat Visible (still visible, but less obvious) 0 Invisible (although the edges may still be somewhat visible) The 0 Rating may only be used ONCE for each glass sample Record your Visibility Scale Rating in Table 2 Refractive Index Data For Unknown Glass Samples 9. Remove the glass sample from the Water and CAREFULLY dry the sample on paper towels. 10. Use forceps to lower the glass sample in the Isopropyl Alcohol liquid. Record your Visibility Scale Rating in Table 2. Remove the glass sample and let the excess liquid run back into its beaker. Use forceps and swish the sample around in the soapy water to help clean the glass. CAREFULLY and COMPLETELY dry the sample on paper towels. 11. Repeat the Refractive Index test in the Mineral Oil and record your results in Table 2. Let as much oil as possible drip back into the beaker, then CAREFULLY clean and COMPLETELY dry the glass sample to remove ALL the oil. 12. Repeat one more time to test the glass sample in the Immersion Oil. Record your results in Table 2. Let as much oil as possible drip back into the beaker, then CAREFULLY clean and COMPLETELY dry the glass sample to remove ALL the oil. 13. Repeat Steps #7 - #12 for the remaining glass samples. Record all results in Table 2. Remember, you can only use the 0 Visibility Scale Rating ONE time for each glass sample. Continue with Step #14 below when you have finished testing. 14. Observe your Refractory Index Test results for your Unknown Glass Samples (see Table 2). The Refractory Index of each Glass Sample will be the point where it became invisible in one of the known liquids (had a Visibility Scale Rating of 0 ). The glass became invisible in this liquid because the glass and liquid have the same Refractory Index and light waves passed straight through both substances without bending. Record each Glass Sample s Refractory Index (1.33, 1.37, 1.47, 1.52, or Greater Than 1.52 (see below)) in Table 2. If a Glass Sample never received a 0 Rating (and never completely became invisible in any of the liquids) you have TWO options: A. the Glass Sample may have a Refractive Index of greater than 1.52, and would not become invisible in any of our known liquids. If you feel confident this is the case you should record the Glass Sample s Refractive Index as Greater Than B. you may have made an incorrect observation and the glass sample really did become invisible (with slightly visible edges) in one of the known liquids. 15. Clean up your lab station - make sure ALL glass samples, and their containers, are clean, dry, and oil free. Cover the Refractive Index solutions with plastic wrap or aluminum foil. 205

85 Part 3 Using Density and Refractive Index To Identify Unknown Glass Samples 1. You have determined the Density and Refractive Index for each Unknown Glass Sample. This important information can now be used to identify these glass samples! Step #1 Record each Unknown Glass Sample s Density and Refractive Index in Table 3 - Identities Of The Unknown Glass Samples Step #2 Use the information found in Table 4 Reference Table: Properties Of Glass to help you identify each Unknown Glass Sample. Record the correct identity of each Unknown Glass Sample in Table Complete the Training Lab Questions. Table 4 Reference Table: Properties of Glass Typical Density (g/cm3) Typical Refractive Index Borosilicate Glass Soda Lime Glass Lead Glass (crystal) Examples Pyrex Cookware, Lab Glassware, Car Headlights Windows, Bottles, Picture Frames, Common Glass Decorative Glassware - Bowls, Vases, Stemware 206

86 Table 1 Density Data For Unknown Glass Samples Glass Sample A Glass Sample B Glass Sample C Glass Sample D Glass Sample E Mass (weight) of Glass Sample (g) Used To Determine Glass Sample's Volume Mass (weight) of Beaker,Water (g) Mass (weight) of Beaker,Water, Glass Sample (g) Table 2 - Refractive Index Data For Unknown Glass Samples Glass Sample A Glass Sample B Glass Sample C Glass Sample D Glass Sample E Water R.I. = 1.33 Table 3 Identities Of The Unknown Glass Samples Scale: 2 (Very Visible), 1, 0 (Invisible - may have visible edges) Glass Sample A Glass Sample B Glass Sample C Glass Sample D Glass Sample E Isopropyl Alcohol R.I. = 1.37 Glass Sample's Density (g/cm3) Mineral Oil R.I. = 1.47 Glass Sample's Refractive Index Volume of Glass Density of Glass Sample (cm 3 ) Sample (g/cm 3 ) Immersion Oil R.I. = Tested Glass Sample's Identity Refractive Index of Glass Sample

87 QUESTIONS GLASS DENSITY AND REFRACTIVE INDEX NAME 1. Complete the following table (copy your Table 3 information). Glass Sample A Glass Sample B Glass Sample C Glass Sample D Glass Sample E Glass Sample's Density (g/cm3) Glass Sample's Refractive Index Tested Glass Sample's Identity 2. See your supervisor for the ACTUAL identities of the Unknown Glass Samples. Record these actual identities in the table above ( Actual Glass Sample s Identity ). 3. How many of the Unknown Glass Samples did you correctly identify? out of 5 4. What do you need to know about a piece of glass (or any substance) to determine its density? 5. A single piece of glass is broken in two pieces a larger piece and a smaller piece. You determine the density of both pieces. Which answer below would be correct? (place an X by the correct answer) The larger piece of glass would have a greater density than the smaller piece of glass. The larger piece of glass would have a smaller density than the smaller piece of glass. Both pieces of glass large and small would have the same density. 6. Why would leaded glass have a higher density than soda-lime glass? Actual Glass Sample's Identity 208

88 7. Observe the Unknown Glass Samples one more time. Which sample appears to contain the greatest amount of IRON? (Hint: the Glass Reference Page can help you answer this question) Glass Sample seems to contain the most iron. Explain how you determined which glass sample contained the most iron. 8. A lab technician left the lab and walked two blocks to remove some money from her bank s teller machine. She then returned to the lab and began working. A strange man suddenly entered the lab and demanded the money the woman had withdrawn. The woman grabbed two pieces of lab glassware (beakers) from the counter and threw them at the intruder. The beakers hit the intruder, broke, and he ran from the lab. The police have a suspect that matches the intruder s description, and a piece of broken glass (Evidence Glass) was recovered from the bottom of the suspect s shoe. Collect this important glass evidence from your supervisor and analyze it. Record your data in the table below. Evidence Glass Mass Of Evidence Glass (g) Volume of Evidence Glass (cm3) Density Of Evidence Glass (g/cm3) Refractive Index Of Evidence Glass What type of glass was thrown and broken at the laboratory (the crime scene)? Did the Evidence Glass match the type of glass thrown and broken at the laboratory? (yes or no) Does the Evidence Glass help prove that the suspect was in the laboratory? Evidence Glass Identity (yes or no) Would the Evidence Glass you tested be considered Class Evidence or Individual Evidence? 209

89 9. Why does a glass sample with a Refractive Index of 1.52 become invisible when it is placed in a liquid with a Refractive Index of 1.52? 10. Which type of glass does light travel through with the greatest speed? 11. Which type of glass does light travel through with the slowest speed? 12. The Refractive Index of glass is determined in a real crime lab by using a larger number of known liquids each with a slightly different Refractive Index. How would this affect the results of your Refractive Index test? 13. We determined the volume of broken glass pieces using an unusual method called the Archimedes Principle. Describe TWO other methods that could be used (and are more common) to determine an object s volume. Method #1 Method #2-14. A small piece of a car headlight was discovered at a hit and run accident. You find that that the mass of the glass piece is 3.15 grams and its volume is 1.5 cm 3. You have two suspect cars with broken headlights and you analyze a piece of headlight glass from each. Car A headlight glass piece: mass = 6.22 g, volume = 2.79 cm 3. Car B headlight glass piece: mass = 5.35 g, volume = 2.55 cm 3. Which car was most likely involved in the hit and run accident? 210

90 TEACHER NOTES Lab/Activity: Training Lab: Glass As Evidence: Density And Refractive Index Equipment To Prepare: 1 pair of safety goggles/student to protect eyes when working with broken glass 1 spool of thread students will cut a 12 piece of thread to use with density experiments 1 pair scissors/group for students to cut thread and tape for density experiments 1 roll of clear tape/group students will need to cut small pieces of tape to stick the thread to the unknown glass samples (for density experiments) 1-100ml beaker/group to place water in and weigh electronic or accurate manual balances (triple-beam or cent-o-gram) you can set up several weighing stations around the room, or have one balance/group 1 set of Unknown Glass Samples/group the following glass samples will be used: Sample A. broken lab large test tube, beaker, flask, etc. (borosilicate glass) Sample B. broken bottle glass (soda-lime glass) Sample C. broken lead glass/crystal (stemware or decorative glass of some kind) Sample D. broken car headlight (borosilicate glass) Sample E. broken picture frame glass (soda-lime glass) See How To Prepare The Glass Samples below for more details 1 Evidence Glass Sample/group this glass sample will be borosilicate glass from broken beaker glassware (see How To Prepare The Glass Samples below for more details). It will be used to answer Question #8 on the Training Lab Question Page. 1 pair forceps/group to pick up glass samples and place in Refractive Index liquids 1-250ml beaker/group (or similar container) to fill with soapy water and use to help clean the glass samples during the Refractive Index tests. paper towels to clean Refractive Index liquids from glass samples. 1 Set of Refractive Index liquids/group placed in clear, 50ml beaker. Or, if you prefer, you can set up several Refractive Index stations in your room and have groups share. Refractive Index Liquid #1 WATER (Refractive Index = 1.33). Tap water is fine. Refractive Index Liquid #2 ISOPROPYL ALCOHOL (Refractive Index = 1.37). Isopropyl alcohol can be purchased at just about any drug store, Walmart, etc. as rubbing alcohol. Refractive Index Liquid #3 MINERAL OIL (Refractive Index = 1.47). Mineral oil can be purchased at just about any drug store, Walmart, etc. as pure Baby Oil (check the ingredient label to make sure it is mineral oil). You can substitute any lighter colored vegetable oil for the mineral oil if you prefer (both have the same Refractive Index). 211

91 Refractive Index Liquid #4 IMMERSION OIL (Refractive Index = 1.52). Immersion oil is used with microscopes when viewing objects at high magnification (a small drop of this oil is placed between the slide and objective lens to prevent light from bending, which results in a clearer image). Immersion oil can be purchased from Biological Supply Companies such as: Wards Biological 14W3333 or Carolina Science NP Immersion oil comes in two types A and B. Purchase Type A it is thinner and easier to use. One small bottle of the Immersion Oil (1 oz or 30ml) will be enough for one group or one station. Label 50ml beakers (1set/group or 1set/station) Wat, Iso, Min, and Imm (use a small label near the top of the beaker or you can write near the top with a water soluble marker). Fill each beaker about ½ full with its appropriate liquid. Cover the beakers with aluminum foil or plastic wrap to prevent evaporation. How To Prepare The Glass Samples: 1. You will need to collect the following types of glass: A. large test tube, beaker, flask or similar pyrex-type lab glassware (borosilicate) B. clear jar or bottle cleaned and label removed (soda-lime) C. some type of lead crystal (stemware, vase, platter, etc.). Look for cheap lead crystal on sale or ask at a store if they have any that is already broken. D. car headlight can be purchased at auto part store, Walmart, etc. E. picture frame glass purchase cheap, 8 x 11 picture frames to get the glass. Evidence Glass beaker glass (borosilicate) 2. Next, you will need to break each type of glass into smaller pieces that students will use. Wear safety glasses and protective gloves at all times while working with the glass small glass pieces can easily go flying during these steps. Wrap the glass object in a thick towel (that you don t plan on using again) and find a safe location to break the glass (small pieces may fall to the ground). Use a hammer to lightly hit the object (completely wrapped in the towel) to break it. If you hit the object too hard it will fracture into pieces too small to use. You want glass pieces that have edges not much longer than 1 long, but not smaller than ½ long (the exact size is not important the glass piece just needs to fit into a 50ml beaker). If you hit the glass too hard it will break into many small pieces perfect sized piece of glass too small to use. If you are breaking a flat piece of glass it works best to lift an edge and place it on a piece of wood and strike the glass in the middle of the pane. 3. Keep breaking the larger glass pieces to smaller sizes (always cover the glass with the towel before striking) and be very careful of the broken glass. It sometimes works best to cover a piece of glass with the towel, grab the glass piece with two pairs of pliers (on the outside of the towel) and snap the glass in two. It takes some trial and error to find a method that allows you to break the glass in just the right size pieces without destroying it. You will definitely waste some glass that just won t break the right size or contains an edge or point that is just too dangerous to use with your students. 4. You should make at least 12 to 15 pieces of glass for each glass sample (A through E). Make sure you keep the different glass samples separate and don t get them mixed up. Safely dispose of all the broken glass you will not be using (bagged and placed in a labeled box so others won t be injured). Carefully check your clothes for glass pieces. 212

92 5. Next, get a piece of Course Sandpaper, wear protective gloves and safety goggles, and rub the sharp corners and side edges of each glass piece on the sandpaper to round off the sharp corners/edges. Double check to make sure there are no sharp edges or corners remaining on any of the glass pieces remember, your students will be handling these glass samples. It is your responsibility to make sure the glass samples are safe for students to handle. You should not use any questionable pieces of glass with your students either sand the glass more to remove sharp edges or throw that piece out. 6. When you are convinced that all the glass pieces are safe to use you should put each glass sample in its own labeled container. We use small, plastic, petri dishes although zip-lock bags would also work. If you use petri dishes you should label both the top and bottom of the dish to prevent them from getting mixed up. Label the containers and fill them as follows: Sample A place a piece of broken lab glassware in each (borosilicate glass) Sample B place a piece of broken bottle glass in each (soda-lime glass) Sample C place a piece of broken lead glass/crystal in each (stemware or decorative glass of some kind) Sample D place a piece of broken car headlight in each (borosilicate glass) Sample E place a piece of broken picture frame glass in each (soda-lime glass) Evidence Glass place a piece of broken beaker/lab glassware in each (borosilicate glass) This glass sample will be used to answer Question #8 on the Question Page. 7. Breaking, sanding, and preparing these glass samples is labor intensive, however, once completed you should be able to use the same sets for many years. Comments/Problems: This Training Lab usually takes 2 to 3 days to complete. There are several methods that could be used to determine each glass sample s volume (to calculate density). The method used in this Training Lab (Archimedes Principle) is easy to complete and has always given our students accurate results. However, the lab doesn t explain to students why it works Archimedes Principle states that an object (glass in this case) lowered in water will be buoyed up by a force equal to the weight of the water displaced by the object. Example: A beaker + water weight = 100 grams. A piece of glass is suspended in the beaker of water and the weight of the beaker + water + glass increases to 101 grams. The extra 1gram equals the weight of the water displaced by the glass. For water, 1 gram of water is 1cm 3 in size (the density of water is 1g/cm 3 ). Therefore, if 1 gram of water was displaced by the glass, that means 1cm 3 of water was displaced by the glass, which means the volume of the glass must have been 1cm 3. The glass pieces may not completely disappear in the Refractive Index Liquids (an outline of the glass is often still visible). This is probably due to the fact that the edges of the glass were sanded and have many small scratches. The Actual Density Ranges of the different glasses have been expanded slightly in this lab to increase the chances that students will get correct answers. 213

93 The oils used in this lab (as all oils) are slightly messy and hard to clean off the glass samples. Make sure students help clean all glass samples before you put them away for the year so they will be clean when you pull them out to use next year. The oils you use in this Training Lab can be saved from year to year. You may notice small droplets of water on the bottom of the beakers filled with mineral oil and immersion oil. These droplets came from contamination while students were completing the lab (not drying their glass samples well). Slowly pour the oils back into their containers so the water stays in the beaker. Here are some other liquids and their Refractive Indexes. These could be substituted for the liquids used in this lab (although we have never used Orange, Clove, or Wintergreen Oils): Ethyl Alcohol 1.36 Glycerine 1.47 Safflower Oil, Olive Oil, Corn Oil 1.47 Orange Oil 1.47 Oil of Clove 1.54 Oil of Wintergreen 1.54 You will need to make a few copies of the Key To Unknown Glass Samples page that follows these Teacher Notes (it is made to be cut in half). Students will ask to see this page when answering Question #2 to check their results and see how many glass samples they correctly identified. You will need to have the original Unknown Glass Samples A-E available for students to observe for Question #7 (to see which sample contains the most Iron). You will need to have the Evidence Glass Samples available for students to use when answering Question #8. You will also need to keep all the testing materials available (density equipment: safety glasses, string, tape, balances, etc and Refractive Index equipment: Refractive Index Liquids, forceps, etc.) for students to use for Question #8. Typical Results: Table 3 below and Table 1/Table 2 on the next page contain typical student data for this Training Lab. Table 3 Identities of unknown glass samples Glass Sample's Density (g/cm3) Glass Sample's Refractive Index Tested Glass Sample's Identity Actual Glass Sample's Identity Glass Sample A Glass Sample B Glass Sample C Glass Sample D Glass Sample E greater than BOROSILICATE SODA-LIME LEADED BOROSILICATE SODA-LIME BOROSILICATE SODA-LIME LEADED BOROSILICATE SODA-LIME 214

94 Table 1 Density Data For Unknown Glass Samples Glass Sample A Glass Sample B Glass Sample C Glass Sample D Glass Sample E Mass (weight) of Glass Sample (g) Used To Determine Glass Sample's Volume Mass (weight) of Beaker,Water (g) Mass (weight) of Beaker,Water, Glass Sample (g) Table 2 - Refractive Index Data For Unknown Glass Samples Glass Sample A Glass Sample B Glass Sample C Glass Sample D Glass Sample E 1.20 g 1.45 g 1.68 g 3.40 g 2.10 g Scale: 2 (Very Visible), 1, 0 (Invisible - may have visible edges) Water R.I. = g g g g g Isopropyl Alcohol R.I. = g g g g g Mineral Oil R.I. = Volume of Glass Density of Glass Sample (cm 3 ) Sample (g/cm 3 ) 0.54 cm cm cm cm cm 3 Immersion Oil R.I. = g/cm g/cm g/cm g/cm g/cm 3 Refractive Index of Glass Sample greater than

95 Key To Unknown Glass Samples Actual Glass Sample's Identity Glass Sample A Glass Sample B Borosilicate Glass (from lab glassware) Soda-Lime Glass (from a bottle) Glass Sample C Glass Sample D Glass Sample E Glass Sample A Glass Sample B Leaded Glass (from a leaded crystal glass) Borosilicate Glass (from a car headlight) Soda-Lime Glass (from a picture frame) Key To Unknown Glass Samples Actual Glass Sample's Identity Borosilicate Glass (from lab glassware) Soda-Lime Glass (from a bottle) Glass Sample C Glass Sample D Glass Sample E Leaded Glass (from a leaded crystal glass) Borosilicate Glass (from a car headlight) Soda-Lime Glass (from a picture frame) 216

96 QUESTIONS GLASS DENSITY AND REFRACTIVE INDEX NAME 1. Complete the following table (copy your Table 3 information). Glass Sample A Glass Sample B Glass Sample C Glass Sample D Glass Sample E Glass Sample's Density (g/cm3) Glass Sample's Refractive Index greater than KEY Tested Glass Sample's Identity BOROSILICATE SODA-LIME LEADED BOROSILICATE SODA-LIME Actual Glass Sample's Identity 2. See your supervisor for the ACTUAL identities of the Unknown Glass Samples. Record these actual identities in the table above ( Actual Glass Sample s Identity ). 3. How many of the Unknown Glass Samples did you correctly identify? VARIES out of 5 4. What do you need to know about a piece of glass (or any substance) to determine its density? YOU NEED TO KNOW THE MASS AND VOLUME OF THE PIECE OF GLASS 5. A single piece of glass is broken in two pieces a larger piece and a smaller piece. You determine the density of both pieces. Which answer below would be correct? (place an X by the correct answer) The larger piece of glass would have a greater density than the smaller piece of glass. The larger piece of glass would have a smaller density than the smaller piece of glass. Both pieces of glass large and small would have the same density. x 6. Why would leaded glass have a higher density than soda-lime glass? LEAD IS A HEAVY ATOM, THEREFORE, IT WOULD MAKE A CUBIC CENTIMETER OF LEADED GLASS WEIGH MORE. 217

97 7. Observe the Unknown Glass Samples one more time. Which sample appears to contain the greatest amount of IRON? (Hint: the Glass Reference Page can help you answer this question) USUALLY GLASS SAMPLE E Glass Sample seems to contain the most iron. Explain how you determined which glass sample contained the most iron. IRON GIVES GLASS A GREEN COLORING AND SAMPLE E HAD MORE OF A GREEN APPEARANCE THAN THE OTHER GLASS SAMPLES 8. A lab technician left the lab and walked two blocks to remove some money from her bank s teller machine. She then returned to the lab and began working. A strange man suddenly entered the lab and demanded the money the woman had withdrawn. The woman grabbed two pieces of lab glassware (beakers) from the counter and threw them at the intruder. The beakers hit the intruder, broke, and he ran from the lab. The police have a suspect that matches the intruder s description, and a piece of broken glass (Evidence Glass) was recovered from the bottom of the suspect s shoe. Collect this important glass evidence from your supervisor and analyze it. Record your data in the table below. TYPICAL RESULTS Evidence Glass Mass Of Evidence Glass (g) Volume of Evidence Glass (cm3) Density Of Evidence Glass (g/cm3) Refractive Index Of Evidence Glass What type of glass was thrown and broken at the laboratory (the crime scene)? Evidence Glass Identity BOROSILICATE BOROSILICATE (LAB GLASSWARE) Did the Evidence Glass match the type of glass thrown and broken at the laboratory? SHOULD BE (yes or no) YES Does the Evidence Glass help prove that the suspect was in the laboratory? SHOULD BE (yes or no) YES Would the Evidence Glass you tested be considered Class Evidence or Individual Evidence? CLASS EVIDENCE 218

98 9. Why does a glass sample with a Refractive Index of 1.52 become invisible when it is placed in a liquid with a Refractive Index of 1.52? AS LIGHT PASSES THROUGH THE LIQUID AND GLASS THE LIGHT WAVES PASS STRAIGHT THROUGH WITHOUT BENDING THIS MAKES IT DIFFICULT TO SEE THE GLASS 10. Which type of glass does light travel through with the greatest speed? BOROSILICATE IT HAS THE LOWEST REFRACTIVE INDEX 11. Which type of glass does light travel through with the slowest speed? LEADED IT HAS THE HIGHEST REFRACTIVE INDEX 12. The Refractive Index of glass is determined in a real crime lab by using a larger number of known liquids each with a slightly different Refractive Index. How would this affect the results of your Refractive Index test? THE REFRACTIVE INDEX RESULTS SHOULD BE MORE ACCURATE BECAUSE YOU COULD FIND OUT WHAT EXACT REFRACTVIE INDEX THE GLASS DISAPPEARS. 13. We determined the volume of broken glass pieces using an unusual method called the Archimedes Principle. Describe TWO other methods that could be used (and are more common) to determine an object s volume. Method #1 Method #2 - YOU COULD MEASURE THE LENGTH, WIDTH, AND HEIGHT OF THE GLASS PIECE TO CALCULATE ITS VOLUME YOU COULD PLACE THE GLASS PIECE IN A GRADUATED CYLINDER OF WATER AND SEE HOW MUCH THE WATER IN THE CYCYLINDER RAISES UP. THIS WOULD BE THE VOLUME. 14. A small piece of a car headlight was discovered at a hit and run accident. You find that that the mass of the glass piece is 3.15 grams and its volume is 1.5 cm 3. You have two suspect cars with broken headlights and you analyze a piece of headlight glass from each. Car A headlight glass piece: mass = 6.22 g, volume = 2.79 cm 3. Car B headlight glass piece: mass = 5.35 g, volume = 2.55 cm 3. Which car was most likely involved in the hit and run accident? CAR B EVIDENCE HEADLIGHT DENSITY = 2.1 g/cm 3 CAR A = 2.23 g/cm 3 CAR B = 2.1 g/cm 3 219

99 REFERENCE PAGE/TRAINING LAB SOIL AS EVIDENCE NAME Background: A robbery recently occurred at an isolated farmhouse and several thousand dollars worth of electronic equipment was stolen. A neighbor noticed an unusual vehicle in the area on the day of the robbery, a light-yellow SUV, and even managed to remember part of the vehicle s license plate number - 3 M 6. You complete a quick reference check over the computer and discover four possible vehicle matches in the area but which vehicle could have been involved? You then remember the farmhouse had a long, dirt drive leading up to the house and you immediately know the perfect forensic technique to use. You collect an evidence soil sample from the farmhouse drive, and then collect evidence soil samples from the tire treads and wheel wells of the four vehicles. Do any of the soil samples from the vehicles match the farmhouse soil? What soil characteristics will you look for to help you find a match? This Training Lab will teach you the skills necessary to analyze these soil samples and solve this crime. 1. You will be trained to analyze a soil sample to determine its characteristics. 2. You will be trained to use soil characteristics and match soil evidence discovered on a guilty suspect to soil from a crime scene. Reference Page Soil *Soil in an area is formed over a long period of time as weathering and erosion slowly breaks down larger rocks and minerals. Weathering and erosion forces can come from wind, temperature changes, rainfall, running water, ice, chemicals, and mechanical forces. *The small rock and mineral particles that make up soil can be placed into three categories based on their size: 1. Sand the largest particles of soil (2mm 0.05mm in size) 2. Silt medium sized particles in soil ( mm in size) 3. Clay the smallest sized particles in soil (less than 0.002mm in size) *Soils can have different combinations of Sand, Silt, Clay which can be observed and used to help identify a soil sample. Soil from one location may contain more sand, while another location might have little sand and be composed mostly of clay particles. *The characteristics of the sand found in the soil can be used to help identify a soil sample. The sand found in soil can vary greatly from one place to another. The sand can be different colors (depending on which rocks or minerals it came from), different sizes, and different shapes. *Different soils have different chemical properties that can be measured. For example, soil in one location may be acidic (have a ph less than 7), while another location might have soil that is more basic (has a ph greater than 7). *Soil also contains various amounts and kinds of Organic Material (decomposing plant and animal remains). *Different soils have different Colors (soils come in all shades of red, brown, black, gray, and others). A soil s color comes from the kinds of minerals, chemicals, and organic materials it contains. Color is an important characteristic to help identify a soil sample. 220

100 *Different soils may also contain unusual objects or materials such as plant or animal parts that are found only in a particular area, or material like pieces of glass, brick, concrete, or asphalt that might help you identify a soil sample. Procedures: 1. In the Background section of this Training Lab (see Page 1) you began investigating a farmhouse robbery. The soil samples you collected at the farmhouse and from the four suspect vehicles are in the lab and are available for your analysis. Please read the story found in the Background section if you have not already done so. 2. To determine each of the soil sample s characteristics you will need: five Soil Texture Tubes with lids, ten small test tubes in a test tube holder of some kind, plastic spoon, dropper pipette, beaker of distilled water with dropper pipette, soil separating screen, petri dish, stereomicroscope (dissecting microscope), and a needle probe or small paintbrush to move soil particles when observing under the stereomicroscope. 3. Before a soil sample can be analyzed properly it must first be dried and the large soil clumps broken up. The samples you collected have already been dried, de-clumped, and are ready for testing. 4. The soil samples you collected and will be testing are: Farm Soil taken from the dirt drive leading up to the farmhouse Vehicle #1 license number 4T6-3M6 belonging to Sandy Spangler Vehicle #2 license number 8G2-3M6 belonging to Clay Barkley Vehicle #3 license number 2L9-3M6 belonging to Josh Silt Vehicle #4 license number 1W8-3M6 belonging to Luigi McSoil Soil Texture Test Complete the following steps for each of your soil samples: 1. Place a plastic spoonful of one of the soils in a Soil Texture Tube (remove larger stones and debris from the spoon before placing it in the Soil Texture Tube). Label the tube with the soil sample it contains and your name. 2. Fill the rest of the tube with Soil Texture Solution, however, leave some air space at the top of the tube so you can shake up your sample. The Soil Texture Solution can be found in the front of the room it contains a special detergent that helps break apart the soil particles. 3. Place a lid or stopper on the texture tube and shake until the soil and soil texture solution are well mixed. If some of the soil stays stuck to the bottom of the tube you will need to open the tube and stir with a stirring rod to mix it up. 4. Let the soil texture tube set for approximately 10 minutes (you can continue on with other tests while waiting) 5. After approximately 10 minutes you should gently shake the texture tube for about 5 minutes, then place the tube in an area where it can set undisturbed for 24 hours. SOIL TEXTURE TEST 24 HOURS LATER 6. After the soil sample has set for 24 hours it is time to observe and measure the different soil particle layers that have settled out. When moving and observing a tube be careful that you don t disturb the soil that has settled to the bottom. 221

101 7. You should notice that the soil has settled to the bottom (ignore any dark liquid or loose particles of material floating above the soil layers). You should also notice that there are one, two or three different layers of soil that have settled to the bottom (some layers may be thin). You can usually identify the different layers by their shades of color or their different textures (size of particles). Decide how many layers you see in the tube (1, 2, or 3) and record these observations in Table 1 Soil Texture Results. 8. If THREE layers are present in a tube the bottom layer will be sand (the largest sized particles), the middle layer will be silt (the middle sized particles), and the top layer will be clay (the smallest sized particles). Use a ruler and measure the height (in mm) of the sand layer only and record in Table 1. Measure the height (in mm) of the silt layer only (do not include the sand layer) and record in Table 1. Measure the height (in mm) of the clay layer only (do not include the sand or silt layers) and record in Table If TWO layers area present the bottom layer will be either sand or silt and the top layer will be either silt or clay. Look closely at the particle size of these layers and decide what they are (sand, silt, or clay). Use a ruler and measure the height (in mm) of the bottom layer only and record in the correct location (sand or silt) in Table 1. Measure the height (in mm) of the top layer only (do not include the bottom layer) and record in the correct location (silt or clay) in Table If only ONE layer is present you must decide if it is sand, silt, or clay. Measure the height of this single layer (in mm) and record in the correct location (sand, silt, or clay) in Table Add the heights of each layer in your sample together and record this number in Table 1 Total Height Of All Layers. 12. Use the formula below to calculate the percent of each particle type (sand, silt, and clay) present in the soil sample. Record these percent calculations in Table 1. % Of Sand, Silt, Or Clay Particles In The Soil Sample = Height Of Particle Layer (mm) Total Height Of All Layer (mm) x Clean up your soil texture tubes by first shaking your samples to re-suspend them, then pour the muddy mixture in the soil disposal container (do not pour soil down the sink). Finish by rinsing and cleaning the remaining soil out of the tubes (once again, please do not pour soil down the sink). Soil ph Test Complete the following steps for each of your soil samples: 1. Place soil in a small test tube to about 1cm in height (do not add larger stones or debris). Label the tube with its soil sample name. 2. Use a dropper pipette and add distilled water to fill the small test tube ½ full. 3. Place your thumb over the top of the test tube and shake for about 30 seconds. 4. Place the test tube in the test tube rack. Let the soil settle to the bottom of the tube until the water above the soil becomes clear (or mostly clear). This may take several minutes (some organic matter may float near the top and never settle out). 222

102 5. Use a dropper pipette to remove some of the clear (or mostly clear) liquid above the settled soil. Add this liquid to a new small test tube to a height of about 1cm. Label this test tube of liquid if necessary so the soil sample it came from can be identified. You can use the same dropper pipette for all soil samples, however, rinse with tap water between samples to avoid contamination. 6. Add one drop of Universal Indicator Solution (found at the front desk) to your test tube of liquid and swirl to mix. 7. Use the color chart provided by your supervisor, or the color scale below, to determine the ph of the soil (match the color of the liquid in the test tube to the chart or scale). You can choose a ph of 0.5 if you think your color is between two colors on the scale. Red = ph 3 Yellow-Green = ph 7 Red-Orange = ph 4 Green = ph 8 Orange = ph 5 Blue/Blue-Gray = ph 9 Yellow = ph 6 Violet = ph ph is a measure of how acidic or basic a substance is. If your soil has a ph = 7, then it is neutral. If your soil has a ph less than 7, then it is acidic (the smaller the number, the more acidic). If your soil has a ph greater than 7, then it is basic (the larger the number, the more basic). Record the soil s ph in Table Clean your test tubes, however, DO NOT pour soil down the sink. Pour all soil into the soil disposal container. Color Of Soil Sample Complete the following steps for each of your soil samples: 1. Describe the color of your dried soil sample (soil samples usually appear a different color when they are wet or damp so they should always be dried). Is it light brown, medium brown, dark brown, black, white, light red, medium red, dark red, gray, brown-gray, black and gray speckled, etc.. Simply describe how the general color appears to you. 2. Record your observations in Table 2. Unusual Material In Soil Sample Complete the following steps for each of your soil samples: 1. Look for unusual materials in the soil (that are not normal sand/silt/clay soil components). You may find important materials such as: unusual rocks, plant material, small animal life, or human products like concrete pieces, brick pieces, rubber pieces, glass pieces, paint chips, plastic pieces, etc.. 2. Describe, in Table 2, any unusual materials you observe in the soil sample. 223

103 Ultraviolet (UV) Light Examination Of Soil Sample Complete the following steps for each of your soil samples: 1. Some minerals and human products will fluoresce (glow) when viewed with an ultraviolet (UV) light. Find the ultraviolet (UV) light station in the room (WARNING: Wear UV Safety Goggles at this station and NEVER look directly into a UV light source it can damage your eyes). Observe the soil sample in a dark area with the ultraviolet light held above the sample. Describe the level of fluorescence (glowing) you see as: None, A Few Points, Several Points, Many Points, or Large Number Of Points. 2. Record the results of your UV light examination in Table 2 Microscopic Examination Of Soil Sample Complete the following steps for each of your soil samples: 1. Place a blank piece of white paper on your table. Pick up about 1/3 of a plastic spoonful of soil sample (DO NOT pick up any rocks, larger pebbles, or debris). 2. Pour this 1/3 spoonful of soil sample into the Soil Separating Screen while holding it over the white paper. Gently shake the Soil Separating Screen to move the dried soil sample around. The smaller particles of soil will fall through the screen and collect on the white paper. Shake until all the smaller particles have fallen through. 3. Pour the larger soil particles, remaining in the screen, into a petri dish bottom. Pour the small particles that collected on the paper into a different petri dish (the lid). 4. Place the petri dish with the LARGER soil particles on the stereomicroscope and observe. It will be easier to see the soil particles if you place a piece of white paper under the petri dish. Adjust the magnification and light for a clear view of the soil particles (adjusting the light to shine from above only usually give you a better view). 5. You will most likely see clumps/balls of small soil particles stuck together and sand particles (which look like tiny rocks). You will be observing the sand particles only you should completely ignore the clumps of small soil particles. 6. Find an area in the petri dish where the sand particles are more spread out (or use a needle probe or small brush to spread them out). Observe the kinds of sand particles that are present in this spread out area. You might see some sand particles that are a solid, opaque color (that light can t pass through) and other sand particles that are translucent or clear (light can pass through). You might also see several colors of sand particles. You might see blacks, reds/pinks, whites, yellows/browns, or others. 7. Use the needle probe or small brush to move the sand particles that you see into a pile out of your way, however, as you move them you should also COUNT THEM BY TYPE AND COLOR. Count them using the following categories: SOLID/OPAQUE COLORS blacks, pinks/reds, whites, yellows/browns, others TRANSLUCENT/CLEAR COLORS clear, pinks/reds, milky whites, yellows/browns, others Count, and record in Table 3, the type and color of the sand particles in the sample as you move them out of your way. COUNT A TOTAL OF 50 TO 100 DIFFERENT SAND PARTICLES IN THE SAMPLE BEFORE YOU STOP. It is easiest if you observe the sand particles, tell your partner the type and color of each, and your partner tallies and records the results in Table

104 8. The different colored sand particles you might see are due to the presence of different minerals. For example: black sand particles can be due to the presence of a mineral called Hornblend or volcanic rocks opaque red/pink sand particles can be due to a mineral called Feldspar opaque white sand particles can come from eroded shells or coral Quartz is a common mineral that can be many different colors including clear, milky-white, translucent red-pink, or translucent yellow-brown. 9. Record, in Table 3, the total number of all sand particles you counted for each sample. 10. Use the formula below to calculate the Percent of each different sand particle found in each soil sample. Record your results in Table 4 Sand Particle Percentages. % Of This Sand Particle = Type Found In Soil Sample Number Of This Sand Particle Type Counted In The Soil Sample Total Number Of All Sand Particles Counted In The Soil Sample X Observe the edges of the large sand particles and decide if they are mostly: Rounded Edges Sharp Edges Some Rounded/Some Sharp Edges Record your observation in Table Finally, weigh all the large soil/sand particles in your petri dish (pour the particles on a piece of paper on the balance). Record this weight in Table Remove the large particles from the balance, then weigh all the small soil/sand particles you collected in the second petri dish (pour the small particles on a piece of paper on the balance). Record this weight in Table Calculate the Percent Of Larger Soil Particles and Percent Of Smaller Soil Particles found in the soil sample using the formula below. Record your results in Table 5. % Of This Soil Particle = Size Found In Soil Sample Weight Of This Soil Particle Size In The Soil Sample Total Weight Of Both Large And Small Soil Particle Sizes In The Soil Sample X Clean up your lab station your supervisor will tell you where to dispose of your soil. Final Conclusions 1. Complete Table 6 Summary Of Soil Test Results to help you determine if any of the Vehicle Soil Samples match the Farm Soil. Place a dot in a Vehicle Soil s square if its test results were the same, or very similar to the Farm Soil test results. 2. Observe Table 6 to determine which Vehicle Soil appears to match the Farm Soil. Neatly mark/label on the table which Vehicle you think was involved in the Farm House robbery. 3. Answer the Training Lab Questions. 225

105 SOIL AS EVIDENCE DATA TABLES NAME Table 1 Soil Texture Test Results Farm Soil Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 Farm Soil Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 Total Number of Layers Height of Sand Layer (mm) Height of Silt Layer (mm) Height of Clay Layer (mm) Total Height of All Layers (mm) ph Color of Dry Soil Unusual Material in Soil % of Sand In Soil Table 2 General Soil Characteristics % of Silt In Soil % of Clay In Soil Appearance With UV Light 226

106 Table 3 Microscopic Examination Of Soil Results Large Sand Particle Color Counts SOLID/OPAQUE COLORS TRANSLUCENT/CLEAR COLORS Blacks Reds/ Pinks Whites Yellows/ Browns Others Clear Reds/ Pinks Milky Whites Yellows/ Browns Other Total Sand Particles Counted Farm Soil Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 Table 4 Microscopic Examination Of Soil Results Large Sand Particle Color Percentages Farm Soil Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 Blacks % SOLID/OPAQUE COLORS Reds/ Pinks % Whites % Yellows/ Browns % Others % Clear % TRANSLUCENT/CLEAR COLORS Reds/ Pinks % Milky Whites % Yellows/ Browns % Other % 227

107 Farm Soil Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 Sand Particles Have Mostly: *Rounded Edges *Sharp Edges *Some Rounded/Some Sharp Edges Soil Texture Soil ph Color Of Soil Table 5 Characteristics of sand particles. Weight Of Larger Soil Particles (g) Table 6 Summary of soil test results. Which vehicle s soil most closely matches the Farm Soil? (dots indicate a close match to the Farm Soil) Farm Soil Vehicle #1 Weight Of Smaller Soil Particles (g) Vehicle #2 Total Weight Of All Soil Particles (g) Vehicle #3 % Of Larger Soil Particles In Soil Sample Vehicle #4 % Of Smaller Soil Particles In Soil Sample Unusual Material In Soil UV Light Results Large Sand Particle Color Percentages Sand Particle Edges % of Large And Small Soil Particles 228

108 QUESTIONS SOIL AS EVIDENCE NAME Use your analysis of the Farm Soil Sample and Vehicle Soil Samples to answer Questions #1 - #6 1. Did you discover a Vehicle Soil Sample that you believe is a perfect match to the Farm Soil? (yes or no) 2. If you answered Yes to Question #1 Which vehicle contained soil that perfectly matched the Farm Soil? If you answered No to Question #1 Which vehicle (or vehicles) contained soil that was the closest match to the Farm Soil? 3. Which person would you most likely search out as a prime suspect in the farmhouse robbery? (give their name) 4. List the test (or tests) you considered to be the MOST useful in helping you match the Farm Soil to the soil located on one of the a vehicles. 5. List the test (or tests) you considered to be the LEAST useful in helping you match the Farm Soil to the soil located on one of the vehicles. 6. Do you think your MOST useful test list (from Question #4) and LEAST useful test list (from Question #5) would stay the same every time you tried to match up evidence soil samples? (yes or no) Explain your answer. 229

109 7. Explain how can you tell the difference between Sand, Silt, and Clay? 8. You complete a Soil Texture Test and find THREE different soil particle layers in the soil texture tube. Which soil particle would be found in the top (uppermost) layer? Which soil particle would be found in the middle layer? Which soil particle would be found in the bottom layer? 9. Describe how soil might be collected and used as evidence at the following crime scenes you are investigating. 9A. You are investigating the possibility that several horses discovered in a trailer were stolen from a stable 150 miles away. Describe how soil could be collected and used as evidence in this case to help prove the horses were stolen from the stable. 9B. A body has been discovered in a wooded park. You believe the victim may have been murdered in another area of the park, then moved to this location. Describe how soil could be collected and used as evidence in this case to help prove the victim was murdered in another area of the park. 9C. A suspect has been arrested for murder, however, the victim s body has not been located and the arrested suspect refuses to talk. A search of the suspect s car turns up a shovel covered with fresh dirt and a pair of muddy boots. Describe how soil could be collected and used as evidence to help locate the body of the victim. 230

110 10. You are talking to a rookie C.S.I. agent describing a crime you solved several years ago. You explain that the crime scene contained a sample of soil and you decided this soil evidence must have come from the suspect s muddy shoes. You took a closer look and noticed some sort of plant, animal, or human product material in the soil sample. You quickly identified this unusual material in the soil sample, and you immediately knew where you should go searching for the person that committed the crime. Sure enough, this material allowed you to narrow your search down to a more specific location - and within a day you had a suspect in custody. The rookie is impressed and asks you what you found in the soil, and how it helped you narrow down the location of your search. Finish the story below (be creative there is not one correct answer) and tell the rookie what you found in the soil sample and how it helped you narrow down the location of your search. 11. Return you thoughts back to the farmhouse robbery you solved in this Training Lab. List any unusual material (plant, animal or human product material) you observed in any of the Vehicle Evidence Soil Samples (list None if nothing was observed in a sample). Then, based on any unusual materials you observed, attempt to describe a general location where you think this soil sample may have come from. Vehicle #1 Soil Sample Vehicle #2 Soil Sample Vehicle #3 Soil Sample Vehicle #4 Soil Sample Unusual Plant, Animal, or Human Product Material Found In Soil Sample Possible Location Where Soil Sample Originated 231

111 TEACHER NOTES Lab Activity: Training Lab: Soil As Evidence Equipment To Prepare: 4 different soil samples to represent the soil removed from the 4 Vehicles. See Preparing The Soil Samples section later in the Teacher Notes. 1 soil sample to represent the Farm Soil. The soil sample must match one of the Vehicle Soil Samples. See Preparing The Soil Samples section later in the Teacher Notes. 5 glass or clear plastic vials each with caps or stoppers/every group throughout the day for soil texture tests. We use 25mm x 95mm glass vials with screw tops (such us Science Kit 63565M08 or Wards Natural Science 17W0169), however, any clear, flat-bottomed vial or cylinder will work. Screw tops will work better than rubber stoppers (they usually end up leaking). Remember, each group will need their own set of 5 texture tubes throughout the day (tubes can t be re-used throughout the day because the soil texture test requires 24 hours of settling time). labels/tape to label soil texture tubes cut paper in small squares for students to tape to their tubes. 1 plastic spoon/group for students to pick up soil samples as needed 1 small millimeter ruler/group to measure layers in soil texture test (day 2) x 100mm test tubes in test tube rack (or similar holder)/group used to test the ph of the soil samples. 1 or 2 dropper pipettes/group to move liquids associated with the ph test 1 soil separating screen/group for students to separate large sand particles from smaller sand particles. We use tea strainers/infusers for our soil separating screens (tea strainers are made with very fine screen, which works perfectly for separating soil particles. Tea strainers/infusers can be purchased cheaply at Walmart or similar stores. A tea strainer often comes as a screen ball made of two halves that open up (to place the tea leaves inside). Completely separate the two halves (it is easy to take them apart) and you now have TWO soil separating screens! You can also purchase soil sieves from Science Supply Companies (these are usually five plastic containers that sit on top of each other each container contains a screen in its bottom with progressively smaller holes. A soil sample is placed in the top, shaken, and the particles of soil will be separated by size the top container will contain rocks, the next pebbles, the next sand, the next silt/sand, and the bottom clay). This Training Lab has been written using tea strainers as the soil separating screens. 1 plastic petri dish (or similar container)/group students can put large sand particles in the bottom half and small sand particles in the top half of the dish for observing. Rinse out and use from year to year. 1 needle probe or small paintbrush/group to move sand particles around while observing white photocopy paper to use with soil separating screen. Also, students will be able to see sand particles better if they place white paper under their petri dish on the stereomicroscope (they are easier to see against a white background). Also, to use when weighing the larger and smaller soil particles. 232

112 1 stereomicroscope (dissecting microscope)/group to view and count sand particles electronic or accurate manual balances (triple-beam or cent-o-gram) set up 2 or 3 weighing stations around the room for all groups to use when weighing large and small soil particles from the soil samples. Include paper squares at the stations for students to place their soil samples on when weighing. blacklight /longwave UV-A light station for students to view soil samples with UV light. It is easiest to place the soil samples in a location of the room with the UV light source preferably in an area away from bright light. You could allow students to go to the station as individual groups, or have all groups observe at one time. Turning out the lights in the room makes it easier to observe any fluorescence. Longwave UV-A light sources can be purchased from many Science Supply Companies (such as Wards Natural Science 29W3010 or 29W3005) SAFETY NOTE: UV-A light is usually considered safe for short exposures, however, we recommend that students wear UV safety goggles when using this station and students should never stare into the light. You also may encounter students with UV sensitive skin. Skin irritation may result if these students get their skin too close to the light. UV safety goggles have several pairs of safety goggles around the UV light station. Many safety goggles (that you may already have) are rated for UV-A protection otherwise, they can be purchased from any Science Supply Company soil texture solution station fill 2 or 3 beakers with soil texture solution and place in the front of the room (students will get soil texture solution from this station) distilled water station - fill 2 or 3 beakers with distilled water and place in the front of the room (students will use the distilled water for their soil ph tests) universal indicator solution station place a bottle of universal indicator solution in the front of the room (students will use drops of this solution when testing soil ph). Universal indicator solution is a common ph indicator and can be purchased from just about any Science Supply Company. Some bottles contain a color chart that allows students to make a match and determine a solution s ph. A color/ph chart has also been included in the Training Lab for students to use. Note not every bottle of Universal indicator solution contains the exact same color chart (we have two different bottles at our school with slightly different charts). As long as your students use the same color chart for all soil samples it should not be a problem. soil disposal station for students to dispose of wet soils (from texture test and ph tests). Place a plastic bucket (or similar container) by the sink for disposal of all wet soil samples. This will prevent students form pouring soil down your sink and possibly stopping it up. The liquid in the bucket can be carefully poured down the sink. Let the soil dry out and place it in the trash. 233

113 Solutions To Prepare: soil texture solution mix 15 grams of Calgon brand bath powder + 285ml tap water. Each group will use approximately 80ml-100ml of the solution (to place in their five soil texture tubes). Calgon bath powders (such as Ocean Breeze, English Garden, Island Escape ) can be purchased in stores like Walmart. Calgon is a bath powder/water softener that contains the chemical Sodium Hexametaphosphate the chemical used for professional soil texture testing. The Calgon product you find might be a colored powder (usually blue or pink). This color will NOT affect the soil texture results. How To Prepare The Soil Samples: 1. You will need to collect FOUR different soils from different locations to represent the soil removed from the 4 suspected vehicles. It is up to you to decide what kind of soils you will collect. Collect soils that have obvious differences if you want to make it easier for students to solve the crime (different colors, different textures, different kinds of visible materials in the soil) collect soils that are more similar if you want to make it more difficult. A one-gallon zip-lock bag full of each soil will be enough for at least 5 classes (you can use left-over soil the next year). YOU MUST ALSO CHOOSE ONE OF THESE FOUR SOILS TO REPRESENT THE FARM SOIL (the soil that will match one the vehicle soils). You should collect DOUBLE the amount of this soil (half to be used as the farm soil, half to be used as vehicle soil). 2. Spread out the collected soils on newspaper and allow them to completely dry out. You should attempt to break up any larger clumps of soil before the soil becomes completely dried (completely dried soil clumps often become so hard it requires a hammer to break them up). Keep track of the two soil samples that match. 3. When your soil samples are dried you have two options: A. use the soil samples as they are B. customize your soil samples to give them special qualities We always choose to customize our soil samples (our soil samples in St. Louis, Missouri are often filled with clay particles and has little sand so we customize our soils to make them more interesting for students to test). How we customize our soil samples: Vehicle #1 soil we sprinkle Glo-Germ Powder on the soil and mix it in. Glo-Germ is a white powder that fluoresces brightly when placed under a long-wave UV-A light. This allows students to see a soil that fluoresces in their ultraviolet light test. Glo-Germ powder can be purchased from different Biological Supply Companies (such as Wards Natural Science 36W9902) Vehicle #2 soil we scatter some unusual plant, animal, or human product in the soil that is a clue to where the soil originated. Example: we add small pieces of broken clay pottery to the soil as a clue that maybe this soil came from a greenhouse area. 234

114 Vehicle #3 soil AND Farm Soil (we make Vehicle #3 match the Farm Soil) we purchase a bag of play sand from a hardware store. Mix about 40% sand and 60% soil. The play sand usually has many different colors of sand particles. It also usually gives the soil a higher percentage of larger soil particles. Vehicle #4 we mix in several spoons of Coarse Sand. Course sand can be purchased from most Biological Supply Companies (such as Wards Natural Science 942W5608). Purchased course sand is usually all one color (usually white) and is made of larger particles with sharp edges. How you choose to customize your soil samples will depend on the type of soil you have in your area and the materials you have available. 4. Place each of the five soil samples in some sort of container that allows easy access for students (and ultraviolet light testing). We place the soil samples on cafeteria trays. Correctly label each container Vehicle #1, Vehicle #2, Vehicle #3, Vehicle #4, and Farm Soil. Make sure that your Farm Soil label and Vehicle #3 label are on matching soils. 5. Place the soil samples in a location where students can easily access them and can easily perform the ultraviolet UV-light test. 6. You can tell students to throw away their dry soil samples after testing them or you can have them pour the dry samples back into their correct soil containers. 7. Place leftover soil samples in zip-lock bags to use next year. Comments/Problems: This Training Lab usually takes 3-4 days to complete. Day 1 texture, ph, general observations. Day 2 finish texture, microscopic observations. Day 3 finish observations, calculations, begin questions. Day 4 finish questions if needed. It s always a little funny watching an entire class of students shaking their soil texture tubes in unison. Students are usually surprised by the appearance and colors of the magnified sand grains. Typical Results: Typical Results (what our students find testing the soils we provide) can be found in the Data Tables that follow these Teacher Notes as well as a KEY to the Soil Training Lab Questions. 235

115 SOIL AS EVIDENCE DATA TABLES NAME Table 1 Soil Texture Test Results EXAMPLE KEY Farm Soil Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 Farm Soil Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 Total Number of Layers Height of Sand Layer (mm) Height of Silt Layer (mm) Height of Clay Layer (mm) Total Height of All Layers (mm) % of Sand In Soil Table 2 General Soil Characteristics % of Silt In Soil % of Clay In Soil 3 10mm 21mm 3mm 34mm 29.40% 61.80% 8.80% 3 10mm 15mm 5mm 30mm 33.30% 50% 16.70% 3 2mm 25mm 7mm 34mm 5.90% 73.50% 2.60% 3 10mm 20mm 3mm 33mm 30.30% 60.60% 9.10% 3 4mm 34mm 3mm 41mm 9.76% 82.90% 7.30% ph Color of Dry Soil Unusual Material in Soil Appearance With UV Light 8 LIGHT BROWN LARGER ROCKS NONE 9 BROWN GRAY MOSS AND ROCKS 7 DARK BROWN MULCH, POTTERY PIECES, AND ROCKS MANY POINTS OF FLUORESCENCE FEW POINTS OF FLUORESCENCE 8 LIGHT BROWN ROCKS NONE 7 LIGHT BROWN LOTS OF ROCKS NONE 236

116 Table 3 Microscopic Examination Of Soil Results Large Sand Particle Color Counts Farm Soil Vehicle #1 Blacks SOLID/OPAQUE COLORS Reds/ Pinks Whites Yellows/ Browns Others Clear TRANSLUCENT/CLEAR COLORS Reds/ Pinks Milky Whites Yellows/ Browns Other Total Sand Particles Counted Vehicle #2 Vehicle #3 Vehicle # Table 4 Microscopic Examination Of Soil Results Large Sand Particle Color Percentages Farm Soil Blacks % SOLID/OPAQUE COLORS Reds/ Pinks % Whites % Yellows/ Browns % Others % Clear % TRANSLUCENT/CLEAR COLORS Reds/ Pinks % Milky Whites % Yellows/ Browns % Other % 0% 3% 1% 26% 4% 16% 7% 31% 10% 2% Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 2% 0% 8% 80% 1% 3% 0% 3% 2% 0% 0% 4% 6% 85% 0% 3% 0% 2% 0% 0% 9% 1% 0% 27% 2% 15% 11% 24% 11% 1% 0% 0% 1% 64% 0% 6% 0% 26% 3% 0% 237

117 Table 5 Characteristics of sand particles. Farm Soil Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 Sand Particles Have Mostly: *Rounded Edges *Sharp Edges *Some Rounded/Some Sharp Edges Weight Of Larger Soil Particles (g) Weight Of Smaller Soil Particles (g) Total Weight Of All Soil Particles (g) % Of Larger Soil Particles In Soil Sample % Of Smaller Soil Particles In Soil Sample ROUNDED 0.84g 0.91g 1.75g 52% 48% CHIPPED 1.73g 0.82g 2.55g 68% 32% CHIPPED 0.99g 0.2g 1.19g 83% 17% ROUNDED 1.11g 0.91g 2.02g 55% 45% CHIPPED 1.24g 0.23g 1.47g 84% 16% Table 6 Summary of soil test results. Which vehicle s soil most closely matches the Farm Soil? (dots indicate a close match to the Farm Soil) Soil Texture Soil ph Color Of Soil Farm Soil Vehicle #1 Vehicle #2 Vehicle #3 Vehicle #4 Unusual Material In Soil UV Light Results Large Sand Particle Color Percentages Sand Particle Edges % of Large And Small Soil Particles 238

118 QUESTIONS SOIL AS EVIDENCE KEY NAME Use your analysis of the Farm Soil Sample and Vehicle Soil Samples to answer Questions #1 - #6 1. Did you discover a Vehicle Soil Sample that you believe is a perfect match to the Farm Soil? (yes or no) YES UNLESS A GROUP S TESTS REVEAL A CLOSE MATCH, BUT NOT PERFECT (THEY MAY ANSWER NO ) 2. If you answered Yes to Question #1 Which vehicle contained soil that perfectly matched the Farm Soil? SHOULD BE VEHICLE #3 If you answered No to Question #1 Which vehicle (or vehicles) contained soil that was the closest match to the Farm Soil? SHOULD BE VEHICLE #3 3. Which person would you most likely search out as a prime suspect in the farmhouse robbery? (give their name) JOSH SILT 4. List the test (or tests) you considered to be the MOST useful in helping you match the Farm Soil to the soil located on one of the a vehicles. ANSWERS WILL VARY DEPENDING ON THE CHARACTERISTICS OF THE SOIL SAMPLES YOU ARE USING. 5. List the test (or tests) you considered to be the LEAST useful in helping you match the Farm Soil to the soil located on one of the vehicles. ANSWERS WILL VARY DEPENDING ON THE CHARACTERISTICS OF THE SOIL SAMPLES YOU ARE USING. 6. Do you think your MOST useful test list (from Question #4) and LEAST useful test list (from Question #5) would stay the same every time you tried to match up evidence soil samples? (yes or no) SHOULD BE NO Explain your answer. WITH SOME SAMPLES THE SOIL S COLOR MAY BE THE MOST USEFUL TEST TO MAKE A MATCH ESPECIALLY WHEN THE REMAINING TESTS HAVE SIMILAR RESULTS. HOWEVER, ANOTHER GROUP OF SOILS MAY HAVE THE SAME COLOR, BUT EACH MAY HAVE A DIFFERENT ph MAKING ph THE MOST USEFUL TEST TO MAKE A MATCH. THE MOST USEFUL TEST CAN BE DIFFERENT DEPENDING ON THE CHARACTERISTICS OF THE SOIL SAMPLES BEING TESTED. 239

119 7. Explain how can you tell the difference between Sand, Silt, and Clay? BY SIZE - SAND PARTICLES ARE THE LARGEST, SILT PARTICLES ARE MIDDLES SIZED, AND CLAY PARTICLES ARE THE SMALLEST 8. You complete a Soil Texture Test and find THREE different soil particle layers in the soil texture tube. Which soil particle would be found in the top (uppermost) layer? CLAY Which soil particle would be found in the middle layer? SILT Which soil particle would be found in the bottom layer? SAND 9. Describe how soil might be collected and used as evidence at the following crime scenes you are investigating. 9A. You are investigating the possibility that several horses discovered in a trailer were stolen from a stable 150 miles away. Describe how soil could be collected and used as evidence in this case to help prove the horses were stolen from the stable. SOIL SAMPLES COULD BE REMOVED FROM THE HORSE S HOOVES OR THE TRAILER FLOOR AND COMPARED WITH A SOIL SAMPLE FROM THE STABLE TO SEE IF THERE WAS A MATCH. 9B. A body has been discovered in a wooded park. You believe the victim may have been murdered in another area of the park, then moved to this location. Describe how soil could be collected and used as evidence in this case to help prove the victim was murdered in another area of the park. LOOK FOR SOIL SAMPLES ON THE VICTIM S SHOES OR CLOTHES AND COMPARE THESE WITH A SOIL SAMPLE TAKEN FROM THE AREA THE VICTIM WAS DISCOVERED. THE VICTIM MAY HAVE BEEN MURDERED IN ANOTHER AREA OF THE PARK IF THE SOIL SAMPLES DO NOT MATCH. 9C. A suspect has been arrested for murder, however, the victim s body has not been located and the arrested suspect refuses to talk. A search of the suspect s car turns up a shovel covered with fresh dirt and a pair of muddy boots. Describe how soil could be collected and used as evidence to help locate the body of the victim. REMOVE AND ANALYZE SOIL SAMPLES FROM THE SHOVEL AND BOOTS IN THE CAR. SAMPLE AND ANALYZE SOILS FROM DIFFERENT LOCATIONS IN THE SURROUNDING AREA IN AN ATTEMPT TO FIND A MATCH. THE VICTIM MAY BE BURIED SOMEWHERE IN THE AREA WITH MATCHING SOIL. 240

120 10. You are talking to a rookie C.S.I. agent describing a crime you solved several years ago. You explain that the crime scene contained a sample of soil and you decided this soil evidence must have come from the suspect s muddy shoes. You took a closer look and noticed some sort of plant, animal, or human product material in the soil sample. You quickly identified this unusual material in the soil sample, and you immediately knew where you should go searching for the person that committed the crime. Sure enough, this material allowed you to narrow your search down to a more specific location - and within a day you had a suspect in custody. The rookie is impressed and asks you what you found in the soil, and how it helped you narrow down the location of your search. Finish the story below (be creative there is not one correct answer) and tell the rookie what you found in the soil sample and how it helped you narrow down the location of your search. STUDENT ANSWERS WILL VARY, HOWEVER, THEIR STORY SHOULD TELL OF SOME PLANT, ANIMAL, OR HUMAN PRODUCT FOUND IN THE SOIL THAT MADE IT OBVIOUS WHERE THE SOIL S SOURCE WAS LOCATED. EXAMPLE: A SMALL SECTION OF A PINE NEEDLE WAS DISCOVERED IN THE SOIL SAMPLE AND EVERYONE IN THE AREA KNOWS THE ONLY PINE TREE FOR MILES AROUND IS FOUND IN KRISTEN HANSEN S BACK YARD. KRISTEN SAYS SHE RECENTLY HIRED JACK LANDERS TO PAINT THE PRIVACY FENCE IN HER BACK YARD. WHEN CONFRONTED, JACK LANDERS ADMITTED TO COMMITTING THE CRIME. CASE CLOSED! 11. Return you thoughts back to the farmhouse robbery you solved in this Training Lab. List any unusual material (plant, animal or human product material) you observed in any of the Vehicle Evidence Soil Samples (list None if nothing was observed in a sample). Then, based on any unusual materials you observed, attempt to describe a general location where you think this soil sample may have come from. Unusual Plant, Animal, or Human Product Material Found In Soil Sample Possible Location Where Soil Sample Originated Vehicle #1 Soil Sample Vehicle #2 Soil Sample Vehicle #3 Soil Sample ANSWERS WILL VARY DEPENDING ON THE SOIL SAMPLES YOU USE OR IF YOU ADD UNUSUAL MATERIAL TO ANY OF THE SOIL SAMPLES (SEE TEACHER NOTES). EXAMPLES OF SOME THINGS THAT COULD BE LISTED: LEAVES, SEEDS, GLASS PIECES, BRICK PIECES, ANIMAL HAIR, ETC. Vehicle #4 Soil Sample 241

121 REFERENCE PAGE/TRAINING LAB PLANT POLLEN AS EVIDENCE NAME Background: Leaves, flowers, stems, and roots these are plant parts that are obvious and easiest to observe. However, there is one part of a plant that can help solve crimes, yet is practically invisible POLLEN! What is pollen? Where is it found? How can pollen help solve a crime? This Training Lab is all about pollen and how it can be used as an important forensic tool 1. You will be trained to identify the different flower structures and understand their functions. 2. You will be trained to observe and identify pollen grains from the flowers of different plants. 3. You will be trained to interpret pollen grains found at a crime scene or discovered on a suspect and use this information to help solve the crime. Reference Page Pollen *A flower is a plant s reproductive organ. *Pollen grains are a plant s male reproductive cells. They are produced in the plant s flower and are eventually released into the air, or are picked up by animals that come to feed on the flower s nectar. *Pollen grains by themselves are very small, microscopic cells. *A group of pollen grains together, however, is usually easy to see. A large concentration of pollen grains, like you might get by rubbing against a flower, usually forms a very fine, yellow powder that is often difficult to remove from clothing. *Pollen grains can help you identify where a suspect, a victim, or an object has been. This is because pollen grains from different plants have different shapes, which makes it possible to identify types of pollen grains. Pretend you collect pollen grains from a suspect s clothes. 1 st Observe the shape of the pollen grains. 2 nd Identify the kind of plant the pollen grains came from (pretend you identify them as Oak Tree pollen. 3 rd You know the suspect has been around blooming Oak Trees. *Pollen grains can help you identify when a suspect, a victim, or an object was in an area. Many plants bloom only at specific times of the year, which means a plant s pollen will only be in the air at specific times of the year. Pretend a decomposed body of a murdered person is discovered buried in an area with no trees. Pollen is discovered on a piece of the victim s clothing. 1 st Observe the shape of the pollen grains. 2 nd Identify the kind of plant the pollen grains came from (pretend you identify them as Oak Tree pollen. 3 rd The victim was most likely murdered in an Oak Forest in the SPRING (when Oak Trees typically bloom). *The study of pollen is called PALYNOLOGY and the use of pollen to help solve crimes is FORENSIC PALYNOLOGY. 242

122 Procedures: Part 1 Flower Dissection 1. Pick up a dissecting needle, dissecting scissors, a pair of forceps, a scalpel, a microscope slide and cover slip, a stereomicroscope (dissecting microscope), and a compound microscope. 2. Use a flower supplied by your supervisor, or the flower you brought with you. Record, in Table 1, the KIND OF FLOWER you are observing. Use the stereomicroscope at any time to get a better view of your flower and its parts. 3. The flower you are observing is a plant s reproductive structure. Most people think about a living organism being either a male or a female, however, the majority of the flowers you are familiar with are both male and female (and contain BOTH male and female reproductive organs). 4. A flower is composed of several important parts that are usually arranged in whorls (arranged in a circle that goes around the flower). These parts are attached to the base of the flower an area called the RECEPTACLE. 5. Let s start at the bottom of the flower and work our way up and toward the inside. The bottom of the flower is usually composed of a leaf-like whorl called the CALYX. The calyx can be green, brown, or can even be the same color as the flower s petals (which might make it difficult to identify). Each individual, leaf-like part of the Calyx is called a SEPAL. A Calyx is usually composed of several sepals, but in some flowers there may only be a single sepal (different kinds of flowers have different numbers of sepals). The Calyx surrounds and protects the flower before it opens. Record the following Calyx/Sepal information in Table 1: What is the color of your flower s Calyx? How many total Sepals are present on your flower? 6. Located above the Calyx is another whorl called the COROLLA. The Corolla is composed of individual PETALS that are usually brightly colored (this is the part of a flower you are probably most familiar with). The Petals are colored to help attract pollinators (like insects and birds). Some plants have odd-shaped Petals that form tubes, trumpets, and hoods. Some Petals also contain oils that give the flower its scent (to help attract pollinators). Some petals also contain special glands (usually near their base) that produce sweet tasting nectar (to help attract pollinators). Record the following Corolla/Petal information in Table 1: Describe the color or combination of colors of your flower s Corolla. How many total Petals are present in your flower (including any unusual petals)? Does your flower have a distinctive scent? If yes, do you like the scent? 7. Look inside the Corolla of your flower and you should see the reproductive structures. The male structures usually form a whorl around the single female structure, which is usually in the center. Use scissors to remove the Sepals and Petals of your flower so you will have a better view of the reproductive structures. 243

123 8. Locate the whorl of male reproductive structures (each has a thin stalk with an enlarged, club-like end). Each stalk and club-like end is called a STAMEN. The stalk is called a FILAMENT and the enlarged, club-like end is the ANTHER. Record the following Stamen information in Table 1: How many Stamen does your flower have? 9. Remove one of the Stamens and look at it under the stereomicroscope. The Anther is where POLLEN is produced. Pollen are male reproductive cells (like sperm in animals). The pollen cells are produced in pollen sacs found within the Anther. If the Anther is mature you should be able to see the very small Pollen cells (sometimes called pollen grains). The pollen will probably resemble a very fine powder. 10. Tap the Anther on a microscope slide to collect some pollen, add a drop of water, and cover with a cover slip (if you are having trouble getting pollen you can also place a piece of the Anther on the slide, add water, cover with a cover slip, and squash the Anther to release some pollen). Observe the pollen with a compound microscope. Remember, Pollen grains from different plants have different shapes. Some pollen are round, some have rounded bumps, some are more triangular-shaped, some have small hooks, some have clear areas on their insides, etc.. View with HIGH POWER and make a NEAT and ACCURATE sketch of the pollen grains from your flower in Table The last part if the flower to observe is the female reproductive structure. This structure is usually located in the very center of the flower and appears as a stalk rising up in the middle of the Stamens. The entire female structure is called the PISTIL. The Pistil is composed of a stalk, called the STYLE, and an enlarged end at the top of the stalk, called the STIGMA, that may be split into several sections. The Stigma is often sticky try touching it! You should also notice a swelling at the base of the Pistil (near the receptacle area). This is the OVARY. The Ovary is where the eggs are produced and where the seeds (the babies) develop once the eggs are fertilized. 12. Determine if the Ovary is located Above The Receptacle (the ovary is above the petals), Below The Receptacle (the ovary is below the petals), or Within The Receptacle (the petals are attached to the sides of the ovary). Record the Ovary s location (using one of the above descriptions) in Table The inside of the Ovary is usually divided into several, room-like spaces called LOCULES. Each Locule is filled with OVULES the round, cut ovary here developing eggs that will someday become the seeds. Different kinds of plants have different numbers of side view Locules with different numbers of Ovules. Use a scalpel to cut off the Pistil and a small portion of the upper Ovary (see the sketch at right). Look down on the cut 1 2 section of the Ovary (use the stereomicroscope if 3 needed) to determine how many Locules your ovary contains (see sketch at right). top view this ovary contains 3 Locules each filled with ovaries 244

124 14. Use a scalpel and cut the ovary in half lengthwise (see sketch at right). Count how many Ovules are present in ONE Locule (use a stereomicroscope for magnification). cut here to open up the ovary Record the following information about your flower s Ovary in Table 1: How many Locules does your flower s Ovary contain? How many Ovules are there in one Locule? 15. It all works together like this: Pollen grains carried by the wind or on an insect/bird pollinator get stuck on the sticky Stigma. The Pollen then grows a long tube all the way through the Style down to the Ovary. The Pollen then fertilizes an egg in the Ovary (releases its DNA into the egg). The fertilized egg then becomes a seed. The ovary often swells and grows to become a fruit (like an apple), which surrounds the seeds. 16. Clean up your lab station as you prepare for Part 2 of the Training Lab. Part 2 Observing Pollen From Different Plants 1. Pollen wouldn t be a very useful forensic tool if all pollen looked the same. You are about to discover, however, that pollen comes in many shapes and sizes and that it is possible to identify the source of the pollen (what kind of plant it came from) by observing a pollen s unique size and shape. PREPARING TO COLLECT WIND-BLOWN POLLEN FROM OUTSIDE 2. Pick up a clean, glass microscope slide and use a water-soluble marker to label one corner of the slide with your initials (or attach a label). Each person can make their own slide or you can make a single slide for your group. 3. Use your finger to place a thin layer of Vaseline/petroleum jelly on one side of the microscope slide (cover the middle third of the slide with Vaseline/petroleum jelly). 4. Place your microscope slide outside (Vaseline/petroleum jelly side UP) where it can sit undisturbed for 24 hours. Wind-blown pollen in the area will stick to your microscope slide. You will observe the pollen you collected tomorrow. Continue on with Step #5. OBSERVING POLLEN PHOTOGRAPHS 5. Pick up the Pollen Reference Photographs Pollen From Various Plants from your Supervisor. These pages contain pictures of pollen taken from eight different plants. 6. Complete the following observations for all eight pollen samples shown in the Pollen Reference Photographs. Record your observations in Table 2. A. RELATIVE SIZE OF THE POLLEN GRAIN compare the sizes of the eight pollen grains (the pollen grain magnifications are visible on each picture). Record each pollen grain size as: SMALL, MEDIUM, or LARGE. B. SHAPE OF THE POLLEN GRAIN describe the shape of each pollen grain as: ROUND, OVAL, TRIANGULAR, or OTHER (if other, describe the pollen s shape). C. OUTER COVERING CHARACTERISTICS pollen is composed of both an outer and inner covering. The outer covering often has special characteristics that can help you identify the pollen you are observing. Describe the outer covering characteristics of each pollen grain as: SMOOTH, PATTERNED, BUMPY WITH GROOVES, obvious clear/round PORES PRESENT, ear-like BLADDERS PRESENT, or SPIKES PRESENT. 245

125 D. WHEN IS THE POLLEN RELEASED? copy down the information (from the Pollen Reference Photograph pages) that describes WHEN the flower blooms. E. MAKE A NEAT, ACCURATE SKETCH OF THE POLLEN make a neat sketch of the pollen that would allow you to identify the pollen if you ever saw it again (and you did not have the Pollen Reference Photographs to use). OBSERVING THE WIND BLOWN POLLEN YOU COLLECTED OUTSIDE (AFTER 24 HOURS) 7. Pick up the microscope slide you left outside and bring it back to your lab table, along with a compound microscope. Add a few drops of the stain (found in the front of the room) to the Vaseline/petroleum jelly on the slide. The stain will color any pollen grains you collected on the slide a pink color (although it may take a few minutes). Place a cover slip on top of the stain and Vaseline/petroleum jelly. 8. Observe the slide with the microscope (there MUST be a cover slip on your slide before you use the microscope otherwise Vaseline/petroleum jelly will get on the microscope lenses). Scan the slide first using MEDIUM POWER (usually 100X). You may see: A. tiny air bubbles. These will be clear and perfectly round. B. irregular shaped dust particles (some of these may be stained pink) C. small bits of plant material (plant hairs, parts of leaves, etc.). You can sometimes see the rectangular plant cells in this material. D. fungus spores. Fungus spores can be very common. They appear a brownish color. They occur in various shapes but are usually spheres. ovals, or clubshaped. They will NOT be stained pink. These spores will eventually grow into new fungus organisms. E. algae cells. Algae cells are greenish color and are often clumped together. F. POLLEN. The pollen you collect will usually be stained a pink color. 9. Observe any pollen you see with HIGH POWER (usually 400X). Complete the following observations for each kind of pollen grain you collected on your slide. Record your observations in Table 3 (you do not need to fill in every space on Table 3 if you only see three different kinds of pollen grains, then you only need to complete three lines). you might see A. SHAPE OF THE POLLEN GRAIN describe the shape of each pollen grain as: ROUND, OVAL, TRIANGULAR, or OTHER (if other, describe the pollen s shape). B. OUTER COVERING CHARACTERISTICS Describe the outer covering characteristics of each pollen grain as: SMOOTH, PATTERNED, BUMPY WITH GROOVES, obvious clear/round PORES PRESENT, ear-like BLADDERS PRESENT, or SPIKES PRESENT. C. WHEN IS THE POLLEN RELEASED? record the date when the pollen was collected. D. MAKE A NEAT, ACCURATE SKETCH OF EACH TYPE OF POLLEN YOU COLLECTED E. PLACE A STAR BY THE MOST ABUNDANT POLLEN TYPE (OR TYPES) YOU COLLECTED F. ATTEMPT TO IDENTIFY THE POLLEN YOU COLLECTED use the Pollen Reference Photographs or the Internet to help. Record the names of any pollen you identify, however, you probably will not be able to identify all the different pollen you collected. 10. Wash your pollen slide in warm, soapy water and clean up your lab station. 11. Answer the Training Lab Questions. 246

126 Table 1 Characteristics of my flower NAME Kind Of Flower? Color Of Calyx? How Many Sepals? Color/Colors Of Corolla? How Many Petals? Is There A Scent - And Do You Like It? How Many Stamen? Neat Sketch Of Pollen (viewed with High Power) Location Of Ovary In Relation To The Receptacle? How Many Locules In The Ovary? How Many Ovules In One Locule? 247

127 Table 2 Characteristics of pollen from Pollen Reference Photographs Plant Name Relative Size Of Pollen Shape Of Pollen Outer Covering Characteristics When Is Pollen Released? Sketch Of Pollen (viewed with High Power) Crocus Dafodill Cherry Apple White Oak Pine Daylilly Ragweed 248

128 Table 3 Characteristics of pollen collected from outside Plant Name (if known) Shape Of Pollen Outer Covering Characteristics Other Identifying Characteristics Sketch Of Pollen (viewed with High Power) Pollen #1 Pollen #2 Pollen #3 Pollen #4 Pollen #5 Pollen #6 249

129 POLLEN REFERENCE PHOTOGRAPHS - POLLEN FROM VARIOUS PLANTS 100X 100X CROCUS Blooms: usually blooms early in spring (March/April). 400X 400X DAFFODIL Blooms: blooms early to late spring (March/April). 1000X 250

130 100X 400X 1000X CHERRY Blooms: blooms in spring (April/May). 100X 400X APPLE Blooms: blooms in spring (April/May). 1000X 251

131 100X 400X 1000X White Oak Blooms: usually blooms in spring (April/May). 100X 400X PINE 1000X Blooms: can bloom from spring through summer (depends on the kind of pine and location). 252

132 100X 400X DAYLILY Blooms: usually blooms from early to late summer (May/September). 100X 400X RAGWEED Blooms: blooms in late summer (August/September). 1000X 253

133 QUESTIONS PLANT POLLEN AS EVIDENCE NAME 1. Neatly label the flower drawing below. Include the following structures: CALYX, SEPAL, COROLLA, PETAL, STAMEN, ANTHER, FILAMENT, PISTIL, STIGMA, STYLE, OVARY, LOCULE, OVULE. 2. What part of a flower releases the pollen? 3. Why is plant pollen so common in the air? 4. How could you easily tell if you rubbed against a flower and got pollen on your clothing? 5. Explain how pollen can help determine WHEN a crime occurred. 254

134 6. Explain how pollen can help determine WHERE a crime occurred. 7. How many different kinds of pollen did you collect in your outdoor pollen sample? 8. Did you identify any of the pollen grains you collected from outdoors? (yes or no) If yes what pollen grains did you find? 9. On July 12 a bloody blouse was discovered in a plastic bag buried in the middle of a large field of corn. The blood was analyzed by DNA fingerprinting and it was concluded the blood belonged to Cheryl Kemp a local woman that was reported missing on January 16, almost six months ago. It is believed that Cheryl Kemp was murdered, although her body has never been found. Pollen evidence was also discovered on the blouse (see below for a picture of this pollen evidence). Describe your interpretation of the pollen evidence. What information does the pollen evidence reveal about the January disappearance of Cheryl Kemp and her possible murder? (you will NOT be able to solve the crime from this evidence however, you may gain important information about the crime). 400X 1000X Pollen Evidence Removed From The Blouse Discovered In The Large Field Of Corn 255

135 TEACHER NOTES Lab/Activity: Training Lab: Plant Pollen As Evidence Equipment To Prepare: PART 1 FLOWER DISSECTION a living flower of some kind/group. Almost any type of flower will work, however, you should avoid composite flowers (like dandelions, sunflowers, black-eyed susans, etc.). Composite flowers look like a single flower, but are actually a composite of many small flowers stuck together (each small flower has its own reproductive parts, which are smaller and difficult for students to see). We do this lab in the spring here in Missouri and use daffodil flowers. 1 dissecting needle/group 1 pair of dissecting scissors/group 1 pair of forceps/group 1 scalpel/group 1 stereomicroscope (dissecting microscope)/group to view plant parts 1 microscope slide and cover slip/group to place pollen on 1 beaker of water with dropper pipette in the front of the class access to water to make pollen wet mount slide 1 compound microscope/group to view pollen collected from the flower PART 2 and PART 3 OBSERVING POLLEN FROM DIFFERENT PLANTS 1 set of Pollen Reference Photographs Pollen From Various Plants /group these pollen reference photographs are provided in the book and on the CD that comes with this book. There are photographs of eight different types of pollen. You can prepare black and white copies of the Reference Photographs for students to use (the pollen don t have any specific colors for students to observe) OR print off color pages of the pollen photographs (the color Pollen Reference Photographs can be found on the CD that comes with this book found in the file named Pollen Training Lab Reference Photographs. Place the Pollen Reference Photographs in clear, page protectors and you can use them for many years! 1 or 2 microscope slides/group to collect pollen from outside jar of Vaseline or similar petroleum jelly students will use this to coat one side of their microscope slide and collect wind-blown pollen outside location to place pollen catching slides outside where they can remain undisturbed for 24 hours 1 small container and dropper pipette to hold the Pollen Stain (placed in the front of the room 1 or 2 cover slips/group to place on pollen slides before viewing 1 compound microscope/group to view pollen slides 256

136 Solutions To Prepare: Pollen Stain add together: 15ml distilled water + 10ml of 95% Ethanol + 5ml glycerin + 6 drops of 1% Safranin stain (Safranin and Safranin O are the same thing). This amount should easily last through your day (students only need a 1-2 drops each). This preparation will stain the pollen a light pink color. If you want the pollen to stain a darker color simply add 1 or more extra drops of Safranin to the Pollen Stain mixture. Comments/Problems: This Training Lab usually takes 3 days to complete. Typical Schedule: Day 1 complete Part 1 (dissect flower) and begin Part 2 (place slides outside to collect pollen). Day 2 Part 2 (observe Pollen Reference Photographs and observe pollen collected outside on slides). Day 3 Complete Questions Schedule Option students sometimes don t have enough time to finish looking at their pollen collection slide on Day 2 and it usually isn t satisfactory to save this stained slide overnight to finish looking at it on Day 3 (the stain dries out). Simply have each group make TWO pollen-catching slides to place outside on Day 1. They can stain one slide on Day 2 and observe until they run out of time. They can then stain and look at the second slide on Day 3 to finish their observations before beginning their questions (unstained slides can be kept for days). Try to coincide this lab with a time of the year when you know there are many plants flowering in your area (to catch the most pollen) usually in the spring, although you can catch pollen in the fall as well. Check to make sure it is not going to rain the night you plan on placing the pollen slides outside. Rain usually removes the petroleum jelly from slides and ruins the experiment. It takes time for students to take their slides outside, find a place to put them, then go back outside the next day to retrieve them. Here are some options for placing the pollen collection slides outside that can save you time! 1. have students tape their slides to a windowsill outside your windows for 24 hours. 2. have students take slides home with them, place them somewhere around their house for 24 hours, then bring them back to the classroom for observation. 3. have students prepare the slides with petroleum jelly and place all the slides on a cafeteria tray (or similar) to make them easy to carry. Then YOU take the trays of slides outside and bring them back inside 24 hours later (you could even take them home with you). 4. Here s what we do. We place the slides outside (on trays) for 24 hours, then before carrying them in we walk by some of the different flowering trees on campus and shake the limbs over the trays. This makes sure there is plenty of pollen on the slides for students to observe! 257

137 Students will probably not be able to identify many of the wind blown pollen grains they collect on their slides (unless they are similar to the pollen found on the Pollen Reference Photographs). You could give time for students to complete an Internet search to see if they can identify some of the different pollen they collect. It s easiest if they search for the pollen of plants you know might be blooming in your area then look to see if any of their collected pollen matches. Some of the pollen grains collected on the petroleum jelly may actually begin to grow pollen tubes (these are the tubes that grow down to the ovary and fertilize the eggs). Leave the Pollen Reference Photographs out and available for students to use throughout this Training Lab (students may want to use the photographs to help them identify pollen they collect from outside, and help them answer Training Lab Questions). Students will be required to use their Pollen Sketches they made in Table 2 (sketches of the eight different pollen grains found in the Pollen Reference Photographs) during the Job that immediately follows this Training Lab. Let students know they should be prepared to use their pollen sketches to identify pollen evidence collected at a crime scene and will NOT be allowed to use the Pollen Reference Photographs during this upcoming Job without paying a fee! See the Job that follows for details. A great optional activity, if you have a microscope camera, would be to have students collect pollen from known flowers in your area and photograph the magnified pollen for a reference collection (include a photo of the plant and flower as well). This reference collection might even be useful to your local crime lab! Typical Results: A key to Table 2 can be found immediately following these Teacher Notes. Table 1 results will vary depending on the flower your students dissect, and Table 3 results will vary depending on the wind blown pollen your students collect from outside. 258

138 KEY Table 2 Characteristics of pollen from Pollen Reference Photographs Plant Name Relative Size Of Pollen Shape Of Pollen Outer Covering Characteristics When Is Pollen Released? Sketch Of Pollen (viewed with High Power) Crocus LARGE ROUND SMOOTH MARCH/ APRIL Dafodill Cherry Apple White Oak Pine Daylilly MEDIUM - LARGE MEDIUM MEDIUM MEDIUM MEDIUM MEDIUM - LARGE OVAL ROUND TRIANGULAR ROUND OTHER ROUND WITH EARS OVAL SMOOTH BUMPY WITH GROOVES SMOOTH or PORES PRESENT PORES PRESENT BLADDERS PRESENT PATTERNED MARCH/ APRIL APRIL/ MAY APRIL/ MAY APRIL/ MAY SPRING/ SUMMER MAY- SEPTEMBER Ragweed SMALL ROUND SPIKES PRESENT AUGUST/ SEPTEMBER 259

139 KEY QUESTIONS PLANT POLLEN AS EVIDENCE NAME 1. Neatly label the flower drawing below. Include the following structures: CALYX, SEPAL, COROLLA, PETAL, STAMEN, ANTHER, FILAMENT, PISTIL, STIGMA, STYLE, OVARY, LOCULE, OVULE. Anther Stamen Filament Petal Stigma Style Pistil Corolla Sepal Ovary 2. What part of a flower releases the pollen? STAMEN/ANTHER 3. Why is plant pollen so common in the air? Locule Ovule Calyx THE ONLY WAY FOR POLLEN TO TRAVEL TO THE PISTIL AND FERTILIZE THE OVULES IS TO BLOW IN THE WIND OR TRAVEL ON A POLLINATING INSECT/BIRD. 4. How could you easily tell if you rubbed against a flower and got pollen on your clothing? POLLEN USUALLY FORMS A YELLOW POWDER THAT WOULD BE EASY TO SPOT AS A YELLOW STAIN ON CLOTHING. 5. Explain how pollen can help determine WHEN a crime occurred. PLANTS TYPICALLY BLOOM AT CERTAIN TIMES OF THE YEAR. THIS MEANS THAT POLLEN FROM A PARTICULAR PLANT CAN ONLY BE FOUND AT CERTAIN TIMES OF THE YEAR. IF YOU FIND A PLANT S POLLEN AS EVIDENCE IT USUALLY MEANS THE CRIME MUST HAVE OCCURRED WHEN THAT PLANT WAS BLOOMING. 260

140 6. Explain how pollen can help determine WHERE a crime occurred. PLANTS ARE OFTEN FOUND GROWING IN VERY SPECIFIC LOCATIONS. IF YOU FIND A PLANT S POLLEN AS EVIDENCE IT USUALLY MEANS THE PARTICULAR PLANT THAT RELEASED THE POLLEN MUST BE SOMEWHERE NEAR WHERE THE CRIME OCCURRED. ANSWERS WILL VARY 7. How many different kinds of pollen did you collect in your outdoor pollen sample? ANSWERS WILL VARY 8. Did you identify any of the pollen grains you collected from outdoors? (yes or no) If yes what pollen grains did you find? ANSWERS WILL VARY 9. On July 12 a bloody blouse was discovered in a plastic bag buried in the middle of a large field of corn. The blood was analyzed by DNA fingerprinting and it was concluded the blood belonged to Cheryl Kemp a local woman that was reported missing on January 16, almost six months ago. It is believed that Cheryl Kemp was murdered, although her body has never been found. Pollen evidence was also discovered on the blouse (see below for a picture of this pollen evidence). Describe your interpretation of the pollen evidence. What information does the pollen evidence reveal about the January disappearance of Cheryl Kemp and her possible murder? (you will NOT be able to solve the crime from this evidence however, you may gain important information about the crime). 1000X 400X Pollen Evidence Removed From The Blouse Discovered In The Large Field Of Corn STUDENT ANSWERS WILL VARY BUT SHOULD INCLUDE SOME OF THE MAJOR POINTS GIVEN BELOW: 1. THE POLLEN IS FROM A CHERRY TREE BLOSSOM. 2. CHERYL KEMP WAS LIKELY MURDERED IN AN AREA WITH CHERRY TREES. 3. CHERRY TREES BLOOM IN THE SPRING (APRIL/MAY). 4. CHERYL KEMP WAS LIKELY MURDERED IN APRIL OR MAY WHEN CHERRY TREES WERE BLOOMING. 5. CHERYL KEMP WAS MISSING FOR 3-4 MONTHS BEFORE HER MURDER (WAS SHE KIDNAPPED? DID SHE LEAVE ON HER OWN? SOMEBODY MUST HAVE SEEN HER IN THIS PERIOD OF TIME). 261

141 Evergreen Sheriff Department Evergreen, Colorado ABC Technologies Forensic Palynology Department Dear ABC Technologies: On September 15 a decomposed body was discovered near a hunting cabin in our rural community. The body was found in a small, abandoned shed near a hunting cabin in the pine forests outside our town. We have not been able to identify the body or determine the cause of death - and the only evidence we have been able to collect is pollen from the victim s sweater. The pollen evidence that was collected from the victim is being shipped to your forensic lab for analysis. The hunting cabin in question is rented throughout the year by various individuals and groups. We believe that one of the persons who rented the hunting cabin this past season placed the body in the abandoned shed in the hopes it would never be discovered. We have obtained a list of all the renters from this past season and will be including this information with the pollen evidence. We know that pollen can be important evidence, however, our forensic background does not include palynology. Could you please analyze the pollen evidence we are sending you and determine which hunting cabin renter we should question as the main suspect in this possible homicide? Any assistance you could give us would be greatly appreciated. Thank you, Brandon Collier Jefferson County Sheriff Department 262

142 ABC Technologies, Inc. TO: All Research Teams DEPARTMENT MEMO Your palynology skills should prove useful in this challenge! After analyzing the evidence you will be answering THREE questions for Sheriff Collier: 1. What is the correct identification of all evidence pollen grains found on the victim? 2. What is the identity of the single, main suspect that should be questioned in this case? 3. In your opinion, what do you think may have happened in this crime? (there is NOT one correct answer the Sheriff just wants your professional opinion) I have received the evidence pollen and renter list for the hunting cabin from Sheriff Collier and will turn this information over to you for analysis. Unfortunately, I had had to send the Pollen Reference Photographs to Key West, Florida for a Palynology Conference that is taking place this week. You will need to use your own Training Lab pollen sketches and notes to help you with this job. NOTE: I can have the actual Pollen Reference Photographs shipped back from Florida if your group needs them to help identify the evidence pollen however, it will cost you $10 for the shipping charges (this $10 charge will be deducted from your Evaluation Page final payment). It may help you to look up the RANGE of any plants you identify from the pollen (the RANGE of a plant is where it grows). Knowing where a plant grows can help you narrow down your search for a suspect. The RANGE of plants can easily be found by completing a search on the Internet. You will need to complete the following items to mail back to Sheriff Collier: A neat, professional letter that explains the answers to each of Sheriff Collier s questions A page that neatly and clearly summarizes how you used the pollen evidence to determine which renter was the main suspect (this can be done using words, pictures or figures, diagrams, etc. whatever you feel works best for you). You final payment will be determined by how pleased Sheriff Collier is with your work. I will be sending the attached Evaluation Form to Sheriff Collier to fill out. 263

143 Evergreen Police Hunting Cabin Renters 100X and Pollen Evidence Removed From Victim Hunting Cabin Renters NAME HOME ADDRESS DATE AT CABIN Tom Lawson Indiana Feb.13 Feb.20 Cody Morrison Nevada Mar.15 Mar.22 Steven Phelps Arizona Apr.8 Apr.15 Alex Conner Missouri Apr.22 Apr.29 Lindsay Harris Colorado May 5 May 12 James York Utah June 20 June 25 Matt Hawk Illinois July 2 July 9 Carrie Weaver Florida July 24 July 31 Lester McNeal Arkansas Aug. 6 Aug. 13 Andrew Keele Missouri Aug. 20 Aug. 27 Robert Blakely Colorado Aug. 29 Sept X 1000X 1000X 1000X 264

144 ABC Technologies, Inc. Evaluation Form Names LETTER YES NO The letter is neat -5 The letter is properly constructed - Letter Heading / Introduction Paragraph / Body / Closing -5 The evidence pollen grains are identified in the letter -5 The evidence pollen grains are identified correctly (in both the letter and in the evidence summary page) The single, main suspect that should be questioned is identified in the letter The single, main suspect is identified correctly (in both the letter and in the evidence summary page) A reasonable explanation of how the crime may have happened is included -10 / / / -10 EVIDENCE SUMMARY PAGE YES NO The evidence summary page is neatly completed -5 / -10 The evidence summary page is designed in a way that makes it easy to understand and interpret how the main suspect was determined The evidence summary page clearly demonstrates how the main suspect was determined by using the TIME of pollen release The evidence summary page clearly demonstrates how the main suspect was determined by using the LOCATION of pollen release -5 / / / -10 Shipping charges for Pollen Reference Photographs -10 The information we received did not meet our deadline and was late -50 COMMENTS TOTAL SCORE /

145 TEACHER NOTES Lab/Activity: Job Evergreen Sheriff Pollen Evidence Equipment To Prepare: Students will need access to the Internet to look up the Range of White Oak and Daffodil (where these plants grow in the United States). Have copies of the Pollen Reference Photographs (from the previous Training Lab Plant Pollen As Evidence ) for groups to use if they need it. Comments/Problems: This Training Lab usually takes 2 days to complete. Day 1 to analyze the pollen and renter list - and begin organizing the information, Day 2 to finish the Letter and Evidence Summary Page to send back to the Evergreen Sheriff s Department. Students will first need to identify the Evidence Pollen Grains. They should use their own sketches from the previous Training Lab Plant Pollen As Evidence to help them identify the Evidence Pollen Grains. The Pollen Reference Photographs (from the previous Training Lab) can be used by groups if they are needed, however, you will charge the group $10 for shipping these photographs back from Florida (where they are being used at a Forensic Palynology Conference). Keep track of any group who uses the Photographs and deduct 10 points from their grade (there is a line on the Evaluation Page to charge for the shipping costs). Groups usually have no problem identifying the Evidence Pollen using their sketches (especially if you warned them during the Training Lab that they would be using their sketches in an upcoming job). Students should have no problems working with black and white photocopies of the Evidence Pollen (we use black and white copies with our students). However, a color copy of the Pollen Evidence can be found on the CD that comes with this book found in the file named Evergreen Sheriff Job Pollen Evidence. If you prefer, you can print off a color copy of the evidence for each group to use. 266

146 Typical Results: The following points should be present in the group s Evidence Summary Page 1. The Pollen Evidence is from two plants White Oak and Daffodil. 2. Both White Oak and Daffodil bloom in the spring APRIL 3. White Oak is present in the Eastern U.S. Daffodil is more common in the Eastern U.S. but can be grown just about everywhere where it is not too hot or too dry. 4. The victim most likely came from an area where both White Oak and Daffodil are present (Eastern U.S.). 5. The victim came from an area where White Oak and Daffodil were blooming (APRIL). 6. The only suspect that matches both of these criteria is Alex Conner. 7. Alex Conner is the main suspect that should be questioned in the death of the victim. Daffodil natural range Hunting Cabin Renters White Oak range NAME HOME ADDRESS DATE AT CABIN Tom Lawson Indiana Feb.13 Feb.20 Cody Morrison Nevada Mar.15 Mar.22 Steven Phelps Arizona Apr.8 Apr.15 Alex Conner Missouri Apr.22 Apr.29 Lindsay Harris Colorado May 5 May 12 James York Utah June 20 June 25 Matt Hawk Illinois July 2 July 9 Carrie Weaver Florida July 24 July 31 Lester McNeal Arkansas Aug. 6 Aug. 13 Andrew Keele Missouri Aug. 20 Aug. 27 Robert Blakely Colorado Aug. 29 Sept. 5 Eliminated by Location Eliminated by Date/Time Students will come up with all kinds of stories to explain what they think happened in this crime. Copies of return letters from the Evergreen Sheriff s Department can be found following these Teacher Notes (attach the appropriate return letter to each group s Evaluation Page ). This return letter explains what really happened at the hunting cabin outside of Evergreen. 267

147 Dear ABC Technologies Forensic Palynologist: Your analysis of the pollen evidence we sent you was completed with perfection! You correctly identified the pollen evidence that was collected from the victim and your Evidence Summary Page was very easy to interpret and made it clear which hunting cabin renter we should question as our main suspect. We followed your advice and located Alex Conner in Jefferson City, Missouri. He immediately confessed and is currently in jail awaiting trial. It has been determined that Alex Conner and his friend Mark Adams left Jefferson City, Missouri on April 21 and drove to Evergreen, Colorado arriving at the hunting cabin on April 22. Within a few hours of arriving Alex claims that his hunting rifle accidentally discharged and shot Mark in the chest killing him. Alex was panicked and afraid he would be blamed for Mark s death, so he hid Mark s body in the abandoned shed hoping the body would completely decompose before being discovered. When Alex returned to Missouri he told everyone that Mark had decided to continue traveling West to California where he hoped to find a job and stay for awhile. Thanks to your training in palynology this case has been solved, and Alex Conner is still in a great deal of trouble for not reporting the death of Mark Adams even if it was accidental. If you ever find yourself in the area around Denver, Colorado please take a side trip to Evergreen and stop by. Maybe we can arrange a week for you to stay in a hunting cabin! Brandon Collier Jefferson County Sheriff Department Dear ABC Technologies Forensic Palynologist: Unfortunately, your analysis of the pollen evidence we sent you was not completed very accurately! We sent the pollen evidence to several other Forensic Palynologists and their conclusions were not the same as yours. In cases such as this it is important that all your work is perfect with no mistakes there is no room for errors when analyzing evidence! The Pollen Evidence in this case was identified as White Oak and Daffodil. This means that Alex Conner was the renter we should question. We located Alex Conner in Jefferson City, Missouri and he immediately confessed. It has been determined that Alex Conner and his friend Mark Adams left Jefferson City, Missouri on April 21 and drove to Evergreen, Colorado arriving at the hunting cabin on April 22. Within a few hours of arriving Alex claims that his hunting rifle accidentally discharged and shot Mark in the chest killing him. Alex was panicked and afraid he would be blamed for Mark s death, so he hid Mark s body in the abandoned shed hoping the body would completely decompose before being discovered. When Alex returned to Missouri he told everyone that Mark had decided to continue traveling West to California where he hoped to find a job and stay for awhile. Alex Conner is still in a great deal of trouble for not reporting the death of Mark Adams even if it was accidental. And you may also find yourself in trouble if you continue making mistakes when analyzing important evidence. Brandon Collier Jefferson County Sheriff Department 268

148 TRAINING LAB IMPROVING YOUR OBSERVATION AND MEMORY SKILLS NAME Background: Observation and memory skills are very important when working around crime scenes. As a witness to a crime you want to remember as many facts as possible about what you observed. Was the suspect wearing a red or blue shirt? What was that car s license plate number? While working a crime scene important evidence could be anywhere and your observation skills are often put to the test. Did you see that small piece of glass in the carpet? Did you catch a glimpse of the small bullet hole in the wall just below the picture frame? Let s brush up on your observation and memory skills and see how good you really are! 1. You will be trained to practice and sharpen your observation and memory skills. 2. You will be trained to construct the composite face of a suspect based on a witness s description. Procedures: Part 1 Observation And Memory Skills MEMORY/OBSERVATION GAME CHAMPIONSHIP 1. You will be competing in a Memory/Observation Game Tournament to see if you can become the champion!! 2. Your Supervisor will explain the rules of the Tournament. Good Luck!!! OBSERVING A FRIENDLY STREET CORNER 1. Find Figure 1 Crime Scene Challenge on the Data Pages. 2. Observe the street corner scene carefully for TWO MINUTES the police may want to question you about what you observed when you have finished! 3. After you have observed for two minutes turn the Crime Scene Page over (where you can t see it) and find Table 1 Crime Scene Witness Observations. Table 1 contains questions the police would like to ask you about the street corner activities you observed. Answer these questions, however, you MAY NOT look back at the scene. Remember, your answers might help the police find and arrest the guilty suspects! 4. After you have answered all the police questions you should check to see how many you answered correctly. A KEY to this challenge can be found in the front of the room. Mark your Table 1 questions so you know how many you answered correctly. OBSERVING A FAMILIAR OBJECT 1. There is a very familiar object that you have used for years and probably carry with you most of the time. You have likely seen this object hundreds of times but how well do you really know it? Pull out a dollar bill and let s test your observation skills! 2. Hold the dollar bill and carefully observe it (both sides!) for a total of 1½ minutes. 3. After 1½ minutes put the dollar bill away where you can t see it, then find Table 2 Dollar Bill Challenge with a picture of the front and back of a dollar bill. The problem seems to be that the dollar bill s familiar features are missing from these pictures. 269

149 4. Write the letters A through Q in the empty (white) spaces on the bill to place the missing features (found at the bottom of the page) in their correct locations. You may NOT look at a real dollar bill for help. 5. After you have placed all the features on the bill you should check to see how many you have correct. A KEY to this challenge can be found in the front of the room. Mark your bill so you know how many features you placed correctly. CHECKING YOUR OBSERVATION/MEMORY TOTAL SCORE 1. Find Table 3 Checking Your Observation/Memory Total Score and follow the directions found there to compute the Total Points you earned based on your Memory/Observation Game Championship performance, Observing A Friendly Street Corner score, and Observing A Familiar Object score. Hopefully you scored Excellent! Part 2 Constructing A Composite Face Of A Suspect Using Computer Software 1. You will be playing the part of both a Witness and a Forensic Investigator in this activity. You will first witness a crime and see the criminal s face. Next, you will be a Forensic Investigator and re-create the face of the suspect you, the witness, observed. Read and complete the Witness Instructions first, then continue on with the Forensic Investigator Instructions. WITNESS INSTRUCTIONS 1. You are at home alone when you look across the street and notice a strange person walking out of your neighbor s house. You are suspicious because you know your neighbors aren t home. You watch carefully as the stranger walks down to the street and then quickly runs out of site around the corner. When your neighbors return home they discover a broken window and stolen jewelry and call the police. No evidence was left behind in the house, however, you tell the police you had a good view of the suspect and watched them for about 30 seconds. The police ask you to come down to the station and re-create the suspect s face using a computer program. Your ability to recall the suspect s facial characteristics could help solve this crime! 2. Your Supervisor will hand you a folder with the suspect s picture inside DO NOT open the folder and look at the picture until you are told to do so. When your Supervisor gives you the signal, open the folder and observe the suspect s picture for 30 seconds (your Supervisor will let you know when 30 seconds are up). Observe the suspect closely and try to retain as many of their facial characteristics as possible. After 30 seconds close the folder and return it to your Supervisor. Record the Suspect Code Letter found on your folder here 270

150 FORENSIC INVESTIGATOR INSTRUCTIONS 1. You are now playing the part of the Forensic Investigator. Based on your observations, and memory, you will construct a composite picture of the suspect. 2. Open the FACES program on your computer. This is a program used by law enforcement officers, the FBI, and the CIA to construct suspect composite faces. 3. To start creating a new face you should click the button near the upper left corner that looks like a paper with the right corner turned down (or ask your Supervisor for help). 4. Click buttons found on the right half of the screen (eyes, nose, mouth, hair, etc.) to bring up choices for the part of the face you want to work with. It is usually best to start with EYES so click the EYES button. 5. Scroll through the many eye choices that are available by using the NEXT PAGE and PREVIOUS PAGE navigation buttons located below the pictures of all the eyes. 6. Click the pair of eyes that most closely matches the suspect s eyes. The chosen eyes will appear in the composite screen to the left as you begin to reconstruct your suspect. 7. You can easily choose another set of eyes for your suspect. Just click the eyes you want and they will appear in the composite screen. You can also jump back and forth between different eyes you have chosen by clicking the PREVIOUS SELECTED FEATURE and NEXT SELECTED FEATURE buttons located below the pictures of eyes. This allows you to quickly compare similar eyes and make the best choice. 8. You will also notice various DIRECTION ARROWS, SLIDER BARS, and ENLARGE/ REDUCE SIZE buttons that show up in the center area of the screen when different face parts are selected. These important buttons allow you to fine-tune the position of the various facial features (such as spread the eyes apart or move them closer together, raise or lower the position of the nose, etc.). 9. At any time you can click the FULL SCREEN VIEW button (it is a button with a computer monitor on it) to see an enlarged view of your suspect s composite face. 10. Continue adding other facial features to your suspect s composite face until you are satisfied that you have a perfect re-creation. You do not need to add every kind of facial feature if it is not needed. 11. You will notice a long CODE NUMBER that appears on the computer screen along with your composite picture. This Code Number is unique to your composite picture. This Code Number can be typed in to a Faces program on any computer and your exact composite picture will pop up with all the facial features you chose. 12. Print out your suspect s composite face. Simply click the PRINT button found above the composite face. Your composite face s unique Code Number will also be printed. 13. Write your Name and Suspect Code Letter (from Step #2, Witness Instructions) on the back of your paper and turn it in to your Supervisor. 271

151 TRAINING LAB SKELETAL REMAINS: IDENTIFYING BONES NAME Background: Skeletal remains are important pieces of evidence. The flesh, muscle, and organs of a victim rapidly decompose; however, the victim s skeleton may remain intact for years waiting to help tell the story of the victim. The identification and examination of skeletal remains is completed by a specialist called a FORENSIC ANTHROPOLOGIST. A Forensic Pathologist can often determine a victim s sex, race, approximate age and height by carefully analyzing the victim s skeletal remains. To analyze skeletal remains properly you first need to be able to identify the skeleton s individual bones. In this Training Lab you will learn how to recognize and identify many of the human body s 206 bones. 1. You will be trained to identify many of the major bones found in the human body. 2. You will be trained to determine if an individual bone came from the right or left side of the human body. Procedures: 1. The human body is composed of 206 separate bones and each bone has a name. There are: 28 skull bones, 26 vertebral bones, 25 rib bones and sternum, 10 bones for the shoulders and arms, 54 bones for the hands, 10 bones for the pelvis and legs, 52 bones for the feet, and 1 hyoid bone just under your skull. 2. You should be familiar with the following Anatomical Direction terms. These terms are commonly used to describe regions of the human body (a direction on a bone, the location of an injury on a body, etc.). You will use these terms in this Training Lab to help you identify a LEFT human bone from a RIGHT human bone. ANATOMICAL POSITION the Anatomical Position is a human standing, arms hanging by the sides, with the PALMS FACING FORWARD. Directions on the body are always given in relation to the Anatomical Position. Dorsal SUPERIOR upward, toward the head Surface INFERIOR downward, toward the feet (back) DORSAL toward the back (back of head, back of legs, back of arm, all of your back) VENTRAL toward the front (face, front of legs front of arms, palm of hand, chest and abdomen) MEDIAL closer to the middle of your body, or closer to your body LATERAL away from the middle of your body, away from your body, toward the sides Medial Lateral Palm Facing Forward Ventral Surface (front) Superior Inferior 342

152 3. The human skeleton is divided into two major regions: AXIAL SKELETON the skull, vertebra, sternum, and ribs APPENDICULAR SKELETON the shoulders, arms, hands, pelvis, legs, and feet 4. As a Forensic Anthropologist in training, you are responsible for learning to identify the list of bones that follows. Carefully read the bone descriptions below while observing the individual bones of a disarticulated skeleton. Sketches have also been supplied to help you identify individual bones AND identify if a bone came from the left or right side of a body. Your supervisor may also supply additional materials to help you learn the bones. #1 SKULL the skull is easy to identify. It is composed of 28 bones that have fused together. The SUTURE lines you see on the skull is where separate bones have grown together. #2 MANDIBLE (the jaw) Mandible Suture Lines Skull and Mandible #3 CERVICLE VERTEBRA there are SEVEN Cervical Vertebra located in your neck. They can easily be identified by their Transverse Foramen (holes for nerves). You can feel these projections (Spinous Processes) along the dorsal surface of your neck Cervical Vertebra Look for the holes (Transverse Foramen) on each side 343

153 #4 THORACIC VERTEBRA there are TWELVE Thoracic Vertebra in your upper back. The ribs attach to these vertebra. They can usually be identified by their shape they look like a giraffe s head. Thoracic Vertebra You can feel these projections (Spinous Processes) along the dorsal surface of your upper back Each Thoracic Vertebra looks like a giraffe when held like this! The smooth surface of these ears (Superior Articulating Facets) face FORWARD #5 LUMBAR VERTEBRA there are FIVE Lumbar Vertebra in you lower back. These are the most massive vertebra and they can usually be identified by their shape they look like a moose s head. Lumbar Vertebra You can feel these projections (Spinous Processes) along the dorsal surface of your lower back The smooth surface of these ears (Superior Articulating Facets) face INWARD (medially) toward each other Each Lumbar Vertebra looks like a moose when held like this! #6 RIBS there are TWElVE PAIRS of ribs of various sizes (24 total ribs) attached to the Thoracic Vertebra. 1 st Rib 6 th Rib 344

154 #7 SACRUM this is made of several vertebra that have fused together as one larger bone for strength. It makes up the Dorsal surface of the pelvis. #8 COCCYX your tailbone. #9 COXAL BONE (or INNOMINATE BONE) your pelvic bone. The entire pelvis is composed of TWO Coxal (Innominate) Bones and ONE Sacrum. The two Coxal Bones can be separated from each other. YOU SHOULD BE ABLE TO IDENTIFY IF IT IS A LEFT OR RIGHT COXAL BONE. Follow the steps below to learn how to identify a left or right coxal bone. Coxal Bone Sacrum Coxal Bone You can feel this part of your Coxal Bone on the sides of your hips Coxal Bone Step #2 Orient the socket so it is pointing Lateral Coccyx Socket (Acetabulum) where your Femur goes Step #1 Hold the Coxal bone next to your hip and orient the fan-shaped part of the bone so it is Superior Step #3 The Pointy edge here should be toward your Ventral surface Step #3 the Rounded, rough edge here should be toward your Dorsal surface THIS IS A RIGHT COXAL BONE 345

155 #10 FEMUR your upper leg bone. YOU SHOULD BE ABLE TO IDENTIFY IF IT IS A LEFT OR RIGHT FEMUR. Follow the steps (to the right) to learn how to identify a left or right femur. #11 PATELLA your kneecap #12 TIBIA your shin bone found in your lower leg. YOU SHOULD BE ABLE TO IDENTIFY IF IT IS A LEFT OR RIGHT TIBIA. Follow the steps below to learn how to identify a left or right Tibia. #13 FIBULA this long, thin bone runs beside your tibia on the lateral edge of your lower leg. You DO NOT need to know Left or Right Fibula. Patella You can easily feel your Patella (your kneecap) Feel that big, round bump on the lateral side of your ankle? You are feeling this! Femur Step #2 - The side of the femur with the big notch is the Dorsal surface of your knee THIS IS A RIGHT TIBIA Fibula Step #1 Hold this end next to your hip and orient the ball (Head) so it is pointing Medial THIS IS A RIGHT FEMUR Tibia Step #2 - This side of the femur is the Ventral surface of your knee You can feel the sides of your femur on either side of your knee Step #1 Hold this end next to your knee. The big bump that sticks out (the Tibial Tuberosity) should be on the Ventral surface. You can feel this bump just inferior of your knee. Step #2 The side of the Tibia that hangs down here (Medial Maleolus) goes on the Medial surface of your ankle. You can easily feel this big round bump on the inside of your ankle. 346

156 #14 CLAVICLE your collar bone. This bone has a slight S shape. You DO NOT need to know left or right Clavicle. Clavicle #15 SCAPULA your shoulder blade. YOU SHOULD BE ABLE TO IDENTIFY IF IT IS A LEFT OR RIGHT SCAPULA. Follow the steps below to learn how to identify a left or right Scapula. Scapula Step #1 Place the smooth, flattened side of the Scapula against your back in your shoulder area. THIS IS A RIGHT SCAPULA Step #2 The small, shallow, socket located at this end points lateral (toward your shoulder). The Humerus attaches to this socket. Step #1 This raised area (Spine) points away from your back. You can feel this Spine in your upper back/shoulder area. Step #3 The longest part of the blade points inferior 347

157 #16 HUMERUS your upper arm bone. YOU SHOULD BE ABLE TO IDENTIFY IF IT IS A LEFT OR RIGHT HUMERUS. Follow the steps (to the right) to learn how to identify a left and right Humerus. #17 ULNA the Ulna runs from your elbow to the little finger side of your wrist (it is Medial in the Anatomical Position). The Ulna has a very distinctive U-Shaped notch. YOU SHOULD BE ABLE TO IDENTIFY IF IT IS A LEFT OR RIGHT ULNA. Follow the steps below to learn how to identify a left and right Ulna. #18 RADIUS the Radius runs from your elbow to the thumb side of your wrist (it is Lateral in the Anatomical Position). The Radius has a very distinctive circular end (found on its Superior end). You DO NOT need to know left and right Radius. The obvious circular end (the Superior end) attaches to the humerus Radius Step #2 - This larger, deeper depression goes toward the dorsal surface of your elbow Step #3 On one side of the U- Shaped notch find a shallow, curved, depression. This depression faces Lateral. Humerus Step #1 Hold this end to your shoulder and orient the ball (Head) so it is pointing Medial THIS IS A RIGHT HUMERUS Step #2 - This side of the Humerus is the Ventral surface of your elbow. There is a very shallow depression here. Ulna THIS IS A RIGHT ULNA You can easily feel this on the Medial surface of your elbow. Step #1 Place this end at your elbow. The back of the ulna here IS your elbow 348 Step #2 The U- Shaped notch faces toward the Ventral surface. The Humerus attaches here. You can easily feel this as a bump on the little finger side of your wrist

158 #19 CARPALS the EIGHT small bones in each hand that make up the wrist. #20 METACARPALS the FIVE longer bones in each hand that make up your palm. #21 PHALANGES the FOURTEEN bones that make up your fingers in each hand (three for each finger and two for each thumb). #22 TARSALS the SEVEN smaller bones in each foot that make up the ankle. CALCANEUS the large tarsal that makes up your heel TALUS the large tarsal that connects with your Tibia #23 METATARSALS the FIVE longer bones in each foot. #24 PHALANGES the FOURTEEN bones that make up your toes. #25 STERNUM the bone in the middle of yours chest. The ribs attach to this bone. Stenurm Cartilage Where Ribs Attach #26 HYOID this SINGLE, small, curved bone is found beneath your skull. It helps support your larynx ( voicebox, adam s apple ). Dorsal Surface Ventral Surface Carpals Phalanges Metacarpals Phalanges Metatarsals Tarsals Talus Hyoid Bone Calcaneus 4. Answer the Training Lab Questions when you feel confident you can properly identify skeletal remains that you encounter at a crime scene. 349

159 QUESTIONS SKELETAL REMAINS: IDENTIFYING BONES NAME 1. Neatly label the skeleton diagram with the following bones: Skull, Mandible, Ribs, Cervicle Vertebra, Thoracic Vertebra, Lumbar Vertebra, Coxal Bone, Sacrum, Coccyx, Clavicle, Sternum, Scapula, Humerus, Radius, Ulna, Femur, Tibia, Fibula, Patella, Carpals, Metacarpals, Phalanges, Tarsals, Metatarsals. 350

160 2. Which bone is the easiest for you to tell left from right? 3. Which bone is the most difficult for you to tell left from right? 4. Observe the skeletal remains that were discovered in a shallow grave by a hunter (your Supervisor will let you know where these bones can be found). As our crime lab s Forensic Anthropologist we need for you to complete an inventory of the bones that were discovered. Complete the following Bone Inventory Table you DO NOT need to mark Left or Right for any Radius, Fibula, or Clavicle bones you find. Bone Inventory Table Check One Evidence I.D. A B C D E F G H I J K L Name of Bone Left Side Right Side Not Applicable 351

161 TEACHER NOTES Lab/Activity: Training Lab Skeletal Remains: Identifying Bones Equipment To Prepare: 2, 3, or 4 Plastic Disarticulated Human Skeletons (the more the better) these can be purchased from any Science Supply Company, however, you should be able to borrow them from the Anatomy/Physiology teacher in your building. If you do purchase more than one disarticulated skeleton you should consider the following: Try to purchase ONE plastic FEMALE disarticulated skeleton (purchased skeletons that are not labeled are typically MALE). An upcoming Training Lab teaches students to use bones to determine sex, and these female bones will come in handy! Any other disarticulated skeletons you purchase can all be male. Each student group will need to be able to observe all the bones of the human body as they practice identifying each and learn to identify left and right for many of the bones. We prepare trays of bones for student groups to use, randomly mixing together left and right bones in the trays. In each tray we place: 1 cervical vertebra (not an axis or atlas cervical vertebra) 1 thoracic vertebra 1 lumbar vertebra 2 or 3 ribs of different sizes 1 clavicle 1 scapula 1 humerus 1 radius 1 ulna 1 coxal (innominate) bone 1 femur 1 tibia 1 fibula 1 patella Make as many trays as you can for students to share several groups could easily share from one tray of bones if necessary. 352

162 We place other bones in the front of the room for everyone to share as needed (there are usually fewer of these bones): skulls mandibles sacrum coccyx hyoid bone articulated pelvis (if available) sternum articulated foot articulated hand If you only have one disarticulated skeleton: it is probably easier to just place all the bones in a pile in the front of the room and let everyone share as needed. 1 Articulated Skeleton to allow students to see the bones in their correct positions. Borrow this from the Anatomy/Physiology teacher in your building. 1 set of Skeletal Remains for Question #4 we usually only make one set of these Skeletal Remains and let everyone share. You can place the bones in a tray, on the floor in your room, or even outside where they were discovered. Students must identify these bones for Training Lab Question #4 and, where required, identify if the bone is from the left or right side of a human. Tape the correct Evidence Identification Letter to each of the following bones: Evidence A Cervical Vertebra Evidence B Left Femur Evidence C Right Tibia Evidence D Lumbar Vertebra Evidence E Right Scapula Evidence F Left Ulna Evidence G Lumbar Vertebra Evidence H Right Ulna Evidence I Thoracic Vertebra Evidence J Left Coxal (Innominate) Bone Evidence K Right Humerus Evidence L Fibula If you only have one disarticulated skeleton your students will probably not be able to answer Question #4 on the first day of this Training Lab (you won t have any extra bones to label for the Skeletal Remains). You will have to set up the Skeletal Remains for Day

163 Comments/Problems: This Training Lab usually takes 1 day to complete. The Coxal Bone can also be called the Innominate Bone. I have used the term Coxal Bone for years in both my High School and College Anatomy classes that I teach and out of habit chose to use the name Coxal Bone here. Many students may know their bones, but most will not be familiar with telling a right from a left bone. Feel free to supply any of your own resources to help students with bone identification. Many Anatomy Books have pictures of real human bones that students always find interesting. Some students may need extra help understanding how to tell right from left bones. It usually helps if students hold the bones up to their own bodies as they try to figure it out. We chose not to have students identify left and right Radius, Fibula, and Clavicle. These bones can certainly be identified as left or right, however, they are a little more difficult than the others. Typical Results: A key to the Questions follows these Teacher Notes. 354

164 QUESTIONS SKELETAL REMAINS: IDENTIFYING BONES KEY NAME 1. Neatly label the skeleton diagram with the following bones: Skull, Mandible, Ribs, Cervicle Vertebra, Thoracic Vertebra, Lumbar Vertebra, Coxal Bone, Sacrum, Coccyx, Clavicle, Sternum, Scapula, Humerus, Radius, Ulna, Femur, Tibia, Fibula, Patella, Carpals, Metacarpals, Phalanges, Tarsals, Metatarsals. SKULL ULNA CARPALS METACARPALS PHALANGES CLAVICLE SCAPULA HUMERUS MANDIBLE CERVICLE VERTEBRA RIBS STERNUM THORACIC VERTEBRA LUMBAR VERTEBRA RADIUS SACRUM COXAL BONE COCCYX FEMUR PATELLA FIBULA TARSALS TIBIA METATARSALS PHALANGES 355

165 2. Which bone is the easiest for you to tell left from right? ANSWERS WILL VARY 3. Which bone is the most difficult for you to tell left from right? ANSWERS WILL VARY 4. Observe the skeletal remains that were discovered in a shallow grave by a hunter (your Supervisor will let you know where these bones can be found). As our crime lab s Forensic Anthropologist we need for you to complete an inventory of the bones that were discovered. Complete the following Bone Inventory Table you DO NOT need to mark Left or Right for any Radius, Fibula, or Clavicle bones you find. Evidence I.D. Bone Inventory Table Name of Bone Left Side Check One Right Side Not Applicable A Cervical Vertebra X B Femur X C Tibia X D Lumbar Vertebra X E Scapula X F Ulna X G Lumbar Vertebra X H Ulna X I Thoracic Vertebra X J Coxal Bone X K Humerus X L Fibula X 356

166 TRAINING LAB SKELETAL REMAINS: DETERMINING A VICTIM S HEIGHT NAME Background: As a Forensic Anthropologist you have been trained to identify skeletal remains but what can the bones you identify tell you about the victim? One important piece of information a bone can help you uncover is the victim s approximate height. Knowing the victim s height can be an important first step in discovering the victim s identity. 1. You will be trained to analyze skeletal remains to determine a victim s height. Procedures: Part 1 Measuring Your Own Bones To Determine Your Height 1. Use a meter stick and accurately measure the length of your Femur to the nearest 0.5 centimeter. Record your measurement in Table Repeat Step #1 and measure the length of your Tibia, Humerus, and Ulna to the nearest 0.5 centimeter. Record these measurements in Table Finally, measure your height to the nearest 0.5 centimeter. Record your height in Table Anthropologists have measured the heights and bone lengths of many humans to see if there is a relationship between bone length and height. After analyzing a large mass of data they discovered a distinct relationship between bones and height. Formulas were derived from this data that will allow a Forensic Anthropologist to measure the length of a single bone from a person and calculate that person s approximate height (the height is usually accurate to 1 or 2 inches). These important formulas can be found in Table Use your Femur length measurement (from Table 1) and the correct Femur formula (from Table 2) to calculate your approximate height in centimeters. Record your Calculated Height in Table Repeat Step #5 to calculate your approximate height using your Tibia, Humerus, and Ulna length measurements. Check carefully to make sure you are using the correct formula for each calculation. Record each Calculated Height in Table Convert all your Table 1 Centimeter Heights (Actual and Calculated) into the more familiar Feet and Inches. Follow these simple steps: Step #1 Use the following Formula to convert centimeters into inches. Round your answers to the nearest inch. Height in Centimeters Height in Inches = 2.54 Centimeters per Inch Step #2 Convert total Inches to Feet and Inches (48 inches = 4 feet, 60 inches = 5 feet, 72 inches = 6 feet). EXAMPLE: 65 inches = 5 feet 5 inches Record all Feet and Inch heights in Table

167 Part 2 Measuring Skeletal Remains To Determine A Victim s Height 1. Your Supervisor has a collection of skeletal remains from various crime scenes that have been sent to you for analysis. Studies of the skulls found with these bones helped investigators determine each victim s race and sex. They need your help to determine each victim s approximate height. Below is the information that is known about each of the bones. Bone Name Race Sex Ulna Caucasian Male Femur African-American Female Fibula Unknown Unknown Radius Asian Male Tibia African-American Male Humerus Caucasian Female Measure the total lengths of each of the bones as accurately as possible. Determine the Approximate Height (in Feet and Inches) of each of the victims. Record your results in Table 3. Part 3 Using Height Calculations To Analyze A Crime Scene 1. A shallow grave, filled with the skeletal remains of what is believed to be at least two people, was recently discovered in a nearby county. Only a mix of arm and leg bones were found in the grave, which has made it difficult for the sheriff s department to determine exactly how many victims were buried. The sheriff s department carefully measured each bone s length (bone length is the only information they have been able to gather from the skeletal remains). This bone length data just arrived in our lab today. They would like for you to use height calculations to help determine the number of victims in the grave. 2. The bone length data can be found in Table 4 Bone Evidence Summary Sheet. Complete the Bone Evidence Summary Sheet so we can send the results back to the Sheriff s Department. 358

168 DATA TABLES SKELETAL REMAINS: DETERMINING A VICTIM S HEIGHT Table 1 My bone lengths and calculated height NAME Bone Name Bone Length (cm) Calculated Height (cm) Calculated Height (inches) Calculated Height (ft./inches) Femur Tibia Humerus Ulna My Actual Height (cm) My Actual Height (inches) My Actual Height (ft/inches) Table 3 Estimated heights calculated from skeletal remains Bone Name Ulna Femur Fibula Radius Tibia Humerus Bone Length (cm) Calculated Height (cm) Calculated Height (inches) Calculated Height (ft./inches) 359

169 Table 4 Bone Evidence Summary Sheet Bone Name Bone Length (cm) Calculated Height (cm) Calculated Height (inches) Calculated Height (ft./inches) Ulna 24cm Femur 45cm Fibula 34cm Humerus 32cm Humerus 30cm Radius Femur Tibia Fibula Radius Tibia Radius Femur Humerus 24.5cm 41cm 36.5cm 39cm 24.5cm 33.5cm 26.5cm 48cm 36cm How many different victims do you believe were buried in the mass grave? List the Estimated Height of each victim below. Next to each victim s height write the number of bones from the grave that you believe belong to that victim. 360

170 Table 2 Formulas used to calculate Estimated Height (cm) from Bone Length (all bone measurements MUST be made in Centimeters) Bone Name Race Male Female Caucasian (2.89 x length) cm (3.36 x length) cm Humerus African-American (2.88 x length) cm (3.08 x length) cm Asian (2.68 x length) cm use unknown formula Unknown (4.62 x length) cm Caucasian (3.79 x length) cm (4.74 x length) cm Radius Ulna Femur Tibia African-American (3.32 x length) cm (3.67 x length) cm Asian (3.54 x length) cm use unknown formula Unknown Caucasian (3.76 x length) cm (4.27 x length) cm African-American (3.20 x length) cm (3.31 x length) cm Asian (3.48 x length) cm use unknown formula Unknown Caucasian (2.32 x length) cm (2.47 x length) cm African-American (2.10 x length) cm (2.28 x length) cm Asian (2.15 x length) cm use unknown formula Unknown (3.78 x length) cm (4.61 x length) cm (2.71 x length) cm Caucasian (2.42 x length) cm (2.90 x length) cm African-American (2.19 x length) cm (2.45 x length) cm Asian (2.39 x length) cm use unknown formula Unknown (3.29 x length) cm Caucasian (2.60 x length) cm (2.93 x length) cm Fibula African-American (2.34 x length) cm (2.49 x length) cm Asian (2.40 x length) cm use unknown formula Unknown (3.59 x length) cm 361

171 QUESTIONS SKELETAL REMAINS: DETERMINING A VICTIM S HEIGHT NAME 1. On the average, how far off (in inches) were your calculated heights from your actual height? 2. Which of your bone(s) gave you the most accurate estimation of your actual height? 3. Which of your bone(s) gave you the least accurate estimation of your actual height? 4. The formulas that you used for calculating your estimated height are based on measurements from adult bones. How could this affect your calculated height results? 5. Why would knowing the sex of a bone allow you to make a more accurate estimation of the victim s height? 6. You measure a bone and calculate the height of the victim is 5 feet 11 inches. Why is it correct to say that this is the victim s Estimated Height? 362

172 TEACHER NOTES Lab/Activity: Training Lab Skeletal Remains: Determining A Victim s Height Equipment To Prepare: 1 meter stick/group to measure the lengths of bones 1 Height Measuring Station students will need to measure their correct height (in cm) during the Training Lab. This process can be sped up by taping two meter sticks to a a wall (one from the floor up and the second continuing onward from the end of the first). Students can stand in front of the two meter sticks and a third meter stick (or similar) can be placed flat on the student s head to help determine their correct height. 1 calculator/group to calculate heights 1 each of the following bones placed in a tray or a central location for student access (these can be a random assortment of right or left bones from different disarticulated sets). However, if you have female disarticulated bones you could place female bones for the Femur and Humerus although male bones will work fine for all. The bones should not be labeled in any way. 1 Humerus (female) 1 Femur (female) 1 Radius 1 Tibia 1 Ulna 1 Fibula These bones will be used for Part 2 of the Training Lab. All the students in the class can use these same bones SIX bones (it doesn t take long to measure the length of a bone so their isn t much wait time). You should also measure the lengths of the SIX bones you use, calculate approximate heights (according to the instructions in Part 2 of the Training Lab), and record these results in the supplied KEY (found after these Teacher Notes). Comments/Problems: This Training Lab usually takes 1 day to complete if students measure and calculate very quickly. Otherwise, it will spill over to a second day. The formulas used in the Training Lab came from Bass, W.M. (1987), Human Osteology: A Laboratory and Field Manual. Students sometimes find great variability when calculating their own heights from bone lengths. This is often due to inaccurate measurements (it is harder to measure the length of a bone when it is inside your body), the fact that the bone formulas are based on adult bones, and the fact that the calculations give an approximate height only. Typical Results: Keys to the Training Lab Tables and Questions follow these Teacher Notes. 363

173 DATA TABLES SKELETAL REMAINS: DETERMINING A VICTIM S HEIGHT KEY Table 1 My bone lengths and calculated height NAME Bone Name Bone Length (cm) Calculated Height (cm) Calculated Height (inches) Calculated Height (ft./inches) Femur Tibia Humerus Ulna My Actual Height (cm) My Actual Height (inches) MEASURE THE BONES YOU My Actual Height (ft/inches) USE, CALCULATE HEIGHTS, AND RECORD HERE. Table 3 Estimated heights calculated from skeletal remains Bone Name Ulna Femur Fibula Radius Tibia Humerus Bone Length (cm) Calculated Height (cm) ANSWERS WILL VARY FOR EACH STUDENT Calculated Height (inches) Calculated Height (ft./inches) 364

174 Table 4 Bone Evidence Summary Sheet Bone Name Bone Length (cm) Calculated Height (cm) Calculated Height (inches) Calculated Height (ft./inches) Ulna 24cm ' 2" Femur 45cm ' 6" Fibula 34cm ' 2" Humerus 32cm ' 6" Humerus 30cm ' 2" Radius 24.5cm ' 6" Femur 41cm ' 2" Tibia 36.5cm ' 6" Fibula 39cm ' 9" Radius 24.5cm ' 6" Tibia 33.5cm ' 2" Radius 26.5cm ' 9" Femur 48cm ' 9" Humerus 36cm ' 1" How many different victims do you believe were buried in the mass grave? List the Estimated Height of each victim below. Next to each victim s height write the number of bones from the grave that you believe belong to that victim. Victim #1 Height = bones Victim #2 Height = bones Victim #3 Height = bones Victim #4 Height = bone 4 365

175 QUESTIONS SKELETAL REMAINS: DETERMINING A VICTIM S HEIGHT KEY NAME 1. On the average, how far off (in inches) were your calculated heights from your actual height? ANSWERS WILL VARY SOME WILL BE VERY CLOSE, WHILE OTHERS WILL VARY GREATLY 2. Which of your bone(s) gave you the most accurate estimation of your actual height? ANSWERS WILL VARY 3. Which of your bone(s) gave you the least accurate estimation of your actual height? ANSWERS WILL VARY 4. The formulas that you used for calculating your estimated height are based on measurements from adult bones. How could this affect your calculated height results? STUDENTS ARE STILL GROWING, THEREFORE, IT IS MORE LIKELY THAT CALCULATED HEIGHTS WOULD BE INCORRECT AND SHOW MORE VARIATION. 5. Why would knowing the sex of a bone allow you to make a more accurate estimation of the victim s height? FEMALE BONES ARE TYPICALLY SHORTER THAN MALE BONES. CALCULATIONS WOULD BE MORE ACCURATE IF THE FORMULA IS BASED ON FEMALE BONES ONLY RATHER THAN USING A FORMULA THAT AVERAGES BOTH MALE AND FEMALE BONE LENGTHS TOGETHER. 6. You measure a bone and calculate the height of the victim is 5 feet 11 inches. Why is it correct to say that this is the victim s Estimated Height? THESE FORMULAS ARE BASED ON AVERAGE BONE LENGTHS. SOME PEOPLE MAY BE SOMEWHAT TALLER THAN THE CALCULATED HEIGHT, WHILE OTHERS MAY BE SOMEWHAT SHORTER THAN THE CALCULATED HEIGHT. CALCULATED HEIGHTS SHOULD ALWAYS BE REPORTED AS ESTIMATED HEIGHT. 366

176 TRAINING LAB SKELETAL REMAINS: DETERMINING A VICTIM S SEX NAME Background: Humans look different from each other on the outside each of us with our own external characteristics. We can easily recognize males and females, and one individual from another, because we have had years of experience observing these external differences. Forensic Anthropologists have also discovered male and female differences in a part of the body we re NOT used to observing the male and female skeletal system. Not only can a victim s approximate height be determined by skeletal remains, but the sex of the victim can also be determined with a fair degree of accuracy especially after you have had years of practice. 1. You will be trained to analyze skeletal remains to determine if a victim is a male or a female. Procedures: There are several different bones that can help determine if skeletal remains came from a male or female victim. In this Training Lab you will work with the bones that are most commonly used by Forensic Anthropologists for sex determination. You do NOT have to begin with Part 1 for this Training Lab. If other groups are using the Part 1 skulls you should move on to another section of the lab and come back to Part 1 later. Part 1 Using The Skull And Mandible For Sex Determination 1. Your Supervisor has set out skulls for you to observe. You may be asked to observe one or two different numbered skulls (your Supervisor will tell you how many different skulls you should observe). 2. Bring one of the skulls back to your lab station. Please DO NOT point to parts of the skull with your pen or pencil and mark on the skull. 3. Write the number of the skull you are observing in Table 5 Sex Determination Of Skeletal Remains - SKULL (the number can be found on the top of the skull). 4. Carefully observe the characteristics of your skull using Table 1 Characteristics of Male and Female Skulls as your guide (Table 1 can be found on the next page). This Table describes Male and Female characteristics that are generally visible on skulls. Labeled diagrams of Male and Female skulls/mandibles have also been included to assist you. 5. Record each of your skull s characteristics in Table 5. Record your observation in the Male column if you observed a Male characteristic, in the Female column if you observed a Female characteristic, and in the Can t Determine column if the observed characteristic seemed to be between Male and Female. 6. Look at all your observations and decide if you have a Male or Female skull (do you have more characteristics recorded in the Male or Female column)? Record your final result in Table Repeat Steps #3 - #6 for a second skull (if supplied by your Supervisor). 8. Check the KEY found in the front of the room to see if your conclusions are correct! 367

177 AREA OF SKULL Forehead Orbit Shape Upper Edge Of Orbit Mastoid Process External Occipital Protuberance Mandible Angle Table 1 - Characteristics of Male and Female Skulls MALE From A Side View - Appears to be sloping backward Usually more square-shaped More of a rounded, less sharp edge Larger Larger Closer to a 90 o Angle FEMALE From A Side View - Appears to be more straight up and down Usually more round-shaped More of a sharp edge Smaller Small or missing Angle much larger than 90 o Chin Shape More of a square shape More of a rounded, pointy shape Chin shape is more square MALE SKULL/MANDIBLE Upper orbit has more of a rounded edge More square orbit shape Chin shape is more rounded/pointy FEMALE SKULL/MANDIBLE Upper orbit has more of a sharp edge More rounded orbit shape Sloping forehead Straight forehead External Occipital Protuberance larger Mastoid process larger Mandible Angle closer to 90 0 External Occipital Protuberance small or missing Mastoid process smaller Mandible Angle much larger than

178 Part 2 Using The Pelvis (Coxal Bones, Sacrum, Coccyx) For Sex Determination 1. The next bone to observe is the Pelvis. You may be asked to observe more than one numbered Pelvis (your Supervisor will tell you how many you should observe). 2. Bring a Pelvis back to your lab station. Please DO NOT point to parts of the Pelvis with your pen or pencil and make marks on the bone. 3. Write the number of the Pelvis you are observing in Table 6 Sex Determination Of Skeletal Remains - PELVIS. 4. Carefully observe the characteristics of your Pelvis using Table 2 Characteristics of The Male and Female Pelvis as your guide (Table 2 can be found below). Labeled diagrams of the Male and Female Pelvis have also been included to assist you. 5. Record each of your Pelvis s characteristics in Table 6. Record your observation in the Male column if you observed a Male characteristic, in the Female column if you observed a Female characteristic, and in the Can t Determine column if the observed characteristic seemed to be between Male and Female. 6. Look at all your observations and decide if you have a Male or Female Pelvis (do you have more characteristics recorded in the Male or Female column)? Record your final result in Table Repeat Steps #3 - #6 for a second Pelvis (if supplied by your Supervisor). 8. Check the KEY found in the front of the room to see if your conclusions are correct! AREA OF PELVIS Front View Of The Subpubic Angle Top View Of The Pelvic Cavity Shape Sacrum Shape Table 2 Characteristics of the Male and Female Pelvis MALE Less than a 90 o angle Like a "V" shape The space you see inside is more "heart" shaped and small Sacrum is longer and thinner. The Sacrum and coccyx are tilted toward the inside of the Pelvic Cavity and are easily visible from a top view. FEMALE 90 o angle or larger angle Like an "L" shape The space you see inside is more oval/circular in shape and larger Sacrum is shorter and wider. The Sacrum and coccyx are tilted backward away from the Pelvic Cavity and are not very visible from a top view. Pubic Bone Width (in mm) From The Center Of The Pubis Symphysis To The Obterator Foramen (the large hole) Measure with a ruler (mm). The Pubic Bone Width at this location is less than 30mm. Measure with a ruler (mm). The Pubic Bone Width at this location is greater than 35mm. **PUBIS SYMPHYSIS** where the two coxal bones meet in the front (ventral) 369

179 MALE PELVIS Sacrum longer and thinner FEMALE PELVIS Sacrum shorter and wider Sacrum is tilted inward with coccyx pointing into the space Front view of subpubic angle is less than 90 0 V-shaped Top view of pelvic cavity space is small and heart shaped Measure the width of the pubic bone here (in mm). If it is less than 30mm = Male, greater than 35mm = Female Sacrum is tilted backward with coccyx barely pointing into the space Front view of subpubic angle is greater than 90 0 L-shaped Top view of pelvic cavity space is large and oval or circular shaped IF YOU ONLY HAVE ONE COXAL BONE #2 width of the Pubic Bone here 1. You can still accurately estimate what the subpubic angle would be (less than or greater than 90 0 ). 2. You can still measure the width of the Pubic Bone from the center of the Pubis Symphysis to the Obturator Foramen. #1 Subpubic Angle 370

180 Part 3 Using The Humerus For Sex Determination 1. The next bone to observe is the Humerus. You may be asked to observe more than one numbered Humerus (your Supervisor will tell you how many you should observe). 2. Bring a Humerus back to your lab station. Please DO NOT point to parts of the Humerus with your pen or pencil and make marks on the bone. 3. Write the number of the Humerus you are observing in Table 7 Sex Determination Of Skeletal Remains - HUMERUS. 4. Carefully observe the characteristics of your Humerus using Table 3 Characteristics of the Male and Female Humerus as your guide (Table 3 can be found below). You will be taking measurements of the Humerus (in millimeters) to determine sex. You can either place a millimeter ruler behind the Humerus when taking measurements, or you can use a caliper (for a more accurate measurement) if one is available. 5. Record each of your Humerus s characteristics in Table 7. Record your observation in the Male column if you observed a Male characteristic, in the Female column if you observed a Female characteristic, and in the Can t Determine column if the observed characteristic seemed to be between Male and Female. 6. Look at all your observations and decide if you have a Male or Female Humerus (do you have more characteristics recorded in the Male or Female column)? Record your final result in Table Repeat Steps #3 - #6 for a second Humerus (if supplied by your Supervisor). 8. Check the KEY found in the front of the room to see if your conclusions are correct! MEASUREMENTS OF THE HUMERUS Transverse Diameter Of The Head Vertical Diameter Of The Head Width Between Epicondyles Table 3 Characteristics of the Male and Female Humerus MALE greater than 47 mm COULD BE MALE OR FEMALE 43 to 47 mm FEMALE less than 43 mm closer to 48.8 mm 45.8 mm closer to 42.7 mm closer to 63.9 mm 60.4 mm closer to 56.8 mm Width Between Epicondyles Total Length Of The Humerus closer to mm mm closer to mm Vertical Diameter of Head Dorsal View Of The Humerus Transverse Diameter of Head 371

181 Part 4 Using The Femur For Sex Determination 1. The next bone to observe is the Femur. You may be asked to observe more than one numbered Femur (your Supervisor will tell you how many you should observe). 2. Bring a Femur back to your lab station. Please DO NOT point to parts of the Femur with your pen or pencil and make marks on the bone. 3. Write the number of the Femur you are observing in Table 8 Sex Determination Of Skeletal Remains - FEMUR. 4. Carefully observe the characteristics of your Femur using Table 4 Characteristics of the Male and Female Femur as your guide (Table 4 can be found below). You will be taking measurements of the Femur (in millimeters) to determine sex. You can either place a millimeter ruler behind the Femur when taking measurements, or you can use a caliper (for a more accurate measurement) if one is available. 5. Record each of your Femur s characteristics in Table 8. Record your observation in the Male column if you observed a Male characteristic, in the Female column if you observed a Female characteristic, and in the Can t Determine column if the observed characteristic seemed to be between Male and Female. 6. Look at all your observations and decide if you have a Male or Female Femur (do you have more characteristics recorded in the Male or Female column)? Record your final result in Table Repeat Steps #3 - #6 for a second Femur (if supplied by your Supervisor). 8. Check the KEY found in the front of the room to see if your conclusions are correct! MEASUREMENTS OF THE FEMUR Vertical Diameter Of The Head Bicondylar Width Trochanter Length Of The Femur Table 4 Characteristics of the Male and Female Femur MALE greater than 46.5 mm greater than 76 mm COULD BE MALE OR FEMALE 43.5 to 46.5 mm 74 to 76 mm FEMALE less than 43.5 mm greater than 430 mm 405 to 430 mm less than 74 mm less than 405 mm Bicondylar Width Dorsal View Of The Femur Vertical Diameter Of Head Trochanter Length Of Femur 372

182 Table 5 Sex determination of skeletal remains - SKULL NAME Characteristics That Were Observed Skull # MALE FEMALE CAN'T DETERMINE Forehead Shape Orbit Shape Upper Edge Of Orbit Mastoid Process External Occiptial Protuburance Mandible Angle Chin Shape Final Conclusion - Male or Female? Skull # MALE FEMALE CAN'T DETERMINE Forehead Shape Orbit Shape Upper Edge Of Orbit Mastoid Process Characteristics That Were Observed External Occiptial Protuburance Mandible Angle Chin Shape Final Conclusion - Male or Female? 373

183 Table 6 Sex determination of skeletal remains - PELVIS Pelvis # MALE FEMALE CAN'T DETERMINE Front View Of Subpubic Angle Top View Of The Pelvic Cavity Shape Characteristics That Were Observed Sacrum Shape Pubic Bone Width Between Pubis Symphysis and Obterator Foramen (in mm) Final Conclusion - Male or Female? Pelvis # MALE FEMALE CAN'T DETERMINE Front View Of Subpubic Angle Top View Of The Pelvic Cavity Shape Characteristics That Were Observed Sacrum Shape Pubic Bone Width Between Pubis Symphysis and Obterator Foramen (in mm) Final Conclusion - Male or Female? 374

184 Table 7 Sex determination of skeletal remains - HUMERUS Humerus # MALE FEMALE CAN'T DETERMINE Transverse Diameter Of The Head (mm) Vertical Diameter Of The Head (mm) Width Between Epicondyles (mm) Total Length Of The Humerus (mm) Final Conclusion - Male or Female? Characteristics That Were Observed Humerus # MALE FEMALE CAN'T DETERMINE Transverse Diameter Of The Head (mm) Vertical Diameter Of The Head (mm) Width Between Epicondyles (mm) Total Length Of The Humerus (mm) Final Conclusion - Male or Female? Characteristics That Were Observed 375

185 Table 8 Sex determination of skeletal remains FEMUR Femur # MALE FEMALE CAN'T DETERMINE Vertical Diameter Of The Head (mm) Bicondylar Width (mm) Trochanter Length Of The Femur (mm) Final Conclusion - Male or Female? Characteristics That Were Observed Femur # MALE FEMALE CAN'T DETERMINE Vertical Diameter Of The Head (mm) Bicondylar Width (mm) Trochanter Length Of The Femur (mm) Final Conclusion - Male or Female? Characteristics That Were Observed 376

186 QUESTIONS SKELETAL REMAINS: DETERMINING A VICTIM S SEX NAME 1. An old airplane crash site was recently discovered in the mountains of Wyoming. The wreckage has been identified as a small plane that was reported missing three years ago. It was known that the pilot of the plane was a MALE, however, it was believed that a FEMALE passenger may have also been in the plane when it disappeared. This fact was never confirmed and no missing females were ever reported. A search of the crash site was just completed and THREE human bones were found the only evidence that still remains. The THREE human bones (Evidence # 21, #22, and #23) from the crash site are available for you to observe and analyze (your Supervisor will tell you where they are located). Determine if the skeletal remains belong to a male, a female, or both. Record your data and conclusions in the Report Form below. EVIDENCE # 21 Tests Completed Test Data Collected Conclusions Of Tests EVIDENCE # 22 Tests Completed Test Data Collected Conclusions Of Tests Type Of Bone Type Of Bone 377

187 EVIDENCE # 23 Tests Completed Test Data Collected Conclusions Of Tests Type Of Bone FINAL CONCLUSIONS SEX DETERMINATION OF SKELETAL REMAINS: I believe that Evidence #21 came from a. I believe that Evidence #22 came from a. I believe that Evidence #23 came from a. Write a conclusion statement concerning the victim s that were likely in the plane when it crashed: 2. Which bone do you think is the most difficult to use when determining if a victim was a male or female? Explain why you think this bone is difficult to use. 3. Which bone do you think is the easiest to use when determining if a victim was a male or female? Explain why you think this bone is easy to use. 4. Why do you think a male s pelvis and female s pelvis are so different from each other? 378

188 TEACHER NOTES Lab/Activity: Training Lab Skeletal Remains: Determining A Victim s Sex Equipment To Prepare: 1 set of measuring instruments/group each student group will need: 1 smaller metric ruler OR a metric Vernier caliper (BEST CHOICE) that can be used to measure bone head diameters, widths, etc.. Plastic Vernier calipers can be purchased from most Science Supply Catalogs and are inexpensive (such as Wards Natural Science #15W4081 or Science Kit #66837M00). 1 meter stick to measure entire bone lengths. Skull, articulated Pelvis (the coxal bones, sacrum, and coccyx are all joined together as they are in the body), Femur, and Humerus bones for students to observe and measure from both a MALE and a FEMALE. You have several choices when purchasing MALE and FEMALE bones: 1. You can purchase a male disarticulated skeleton (with skull) and a female disarticulated skeleton (with skull) available from most Science Supply Catalogs. You will also need to purchase a male and female articulated pelvis with this choice available from most Science Supply Catalogs. 2. Carolina Science offers an excellent choice one skull, articulated pelvis, femur, and humerus for either a Male (cat. #NP ) or FEMALE (cat. #NP )! SKULLS you should have both a MALE skull and a FEMALE skull. Label the MALE skull #1 (tape a label on top of the head you can also tape another #1 label on the main skull somewhere in case the top gets separated). Label the FEMALE skull #2 in the same way. IF YOU ONLY HAVE MALE SKULLS IN YOUR COLLECTION you will only set out one skull for students to observe a #1 (male) skull. PELVIS you should have both a MALE articulated pelvis (the coxal bones, sacrum, and coccyx are all joined together as they are in the body) and a FEMALE articulated pelvis. Label the articulated Male pelvis #2 (tape a label on it) and the articulated Female pelvis #1. IF YOU ONLY HAVE A MALE ARTICULATED PELVIS IN YOUR COLLECTION you will only set out this one pelvis and label it #1. HUMERUS you should have both a disarticulated MALE humerus and a disarticulated FEMALE humerus. Label the MALE humerus #2 (tape a label on it) and the FEMALE humerus #1. IF YOU ONLY HAVE A MALE HUMERUS IN YOUR COLLECTION you will only set out this one humerus and label it #1. FEMUR you should have both a disarticulated MALE femur and a disarticulated FEMALE femur. Label the MALE femur #1 (tape a label on it) and the FEMALE femur #2. IF YOU ONLY HAVE A MALE FEMUR IN YOUR COLLECTION you will only set out this one femur and label it #1. 379

189 If you do not have any FEMALE bones you can still complete the lab and allow students to identify MALE bones only. However, some of the subjective tests (such as - upper edge of skull s orbit is sharp or rounded) will be difficult for students to determine as they have no basis for comparison. But students will still get some exposure to sex determination. Finally - it is not likely that you will have enough of the above bones (skull, pelvis, humerus, and femur for both MALE and FEMALE) to make a complete set for each student group to use. However, try to use as many sets of bones as possible so groups are not constantly waiting for bones to observe. Example: You have 1 FEMALE femur and 2 MALE femurs. Label the FEMALE femur #2 and each MALE femur #1. Place all three femurs out for groups to use. Each group will still need to observe both the #1 and #2 femurs. 1 KEY for each different kind of bone to identify which is MALE or FEMALE. These KEYS have already been made up for you (if you are using both MALE and FEMALE bones) and can be found following these Teacher Notes. Cut out each bone s KEY and tape, along the KEY s top edge only, to your board so the answers are not visible (the answers are facing your board). Write each bone s name on the back of it s KEY (so it s name is easily visible). Students can simply lift up the correct KEY and look beneath to see if they identified the bones correctly (the Training Lab instructs students to do this). Blank KEYS have also been provided for you to fill in if you are using only MALE bones for some, or all, of your bones. Preparing The Bone Evidence For Training Lab Question #1 1. You will also need to prepare THREE bones as evidence. This bone evidence will be used by students when answering Training Lab Question #1. 2. The scenario: a plane crashed years ago and it was believed two people perished in the crash a male and a female. The crash site was recently discovered and THREE bones were found a single Coxal bone, a Humerus, and a Femur. Students must analyze the THREE bones and determine if they are MALE bones, FEMALE bones, or BOTH. 3. You can choose to set your bone evidence up in one of three ways depending on the kind (and number) of disarticulated bones you have: All 3 bones are from a MALE. Conclusion: the male pilot s bones were found, however, there still could have been a female passenger in the plane. She may have survived and moved away from the crash site. All 3 bones are from a FEMALE. Conclusion: there were two people aboard the plane that crashed the male pilot and a female passenger. Some MALE some FEMALE bones. Conclusion: there were two people aboard the plane that crashed the male pilot and a female passenger. EVIDENCE #21 this is a FEMUR. You can choose to make it a MALE or FEMALE Femur. Label this bone as Evidence #21 (tape on a small label). EVIDENCE #22 this is a single COXAL BONE (NOT a complete pelvis). Choose this single Coxal Bone from your MALE or FEMALE disarticulated skeleton set (a left or right Coxal bone it doesn t matter). Label this bone as Evidence #22. EVIDENCE #23 this is a HUMERUS. You can choose to make it a MALE or FEMALE Humerus. Label this bone as Evidence #

190 4. How many Evidence Bone Sets will you make up? One set will work - everyone will be sharing this single set, however, the measurements/observations usually go fast. Two similar Evidence Sets usually works best (as long as you have enough disarticulated bones to make two sets). 5. You can set your Evidence Bones in trays, in a location in your room to simulate the crash, or even outside to simulate the crash site. Comments/Problems: This Training Lab usually takes 2 days to complete and will partially depend on how much sharing students will have to do as they look at the different bones. Some of the characteristics students will use to tell male from female bones are very objective - such as measuring lengths and widths. These characteristics will be easier for students to interpret. Some of the characteristics, however, are somewhat subjective - such as some of the skull features like orbit shape. These characteristics can be more difficult for students to interpret. Students should not hesitate to place a characteristic in the Can t Determine column on their Data Pages if they can t tell for sure if it is a male or female characteristic. The numbers and characteristics used in this Training Lab to determine Male and Female bones were derived from Bass, W.M. (1987), Human Osteology: A Laboratory and Field Manual. By the time students have completed this Training Lab they are feeling pretty confident in their abilities to identify and analyze skeletal remains. Typical Results: A typical key to Data Tables #5 - #8 and the key to the Training Lab Questions follows these Teacher Notes. 381

191 Table 5 Sex determination of skeletal remains - SKULL TYPICAL KEY NAME 1 Characteristics That Were Observed Skull # MALE FEMALE CAN'T DETERMINE Forehead Shape more sloping Orbit Shape Upper Edge Of Orbit Mastoid Process more square not such a sharp, more rounded appears to be larger External Occiptial Protuburance Mandible Angle Chin Shape Final Conclusion - Male or Female? 2 Skull # MALE FEMALE CAN'T DETERMINE Forehead Shape Orbit Shape Upper Edge Of Orbit present the angle is closer to 90 o the chin is definitely sqaured MALE Characteristics That Were Observed not sloping - straight forehead shape sharper edge difficult to tell - round or square Mastoid Process could be slightly smaller?? External Occiptial Protuburance Mandible Angle Chin Shape Final Conclusion - Male or Female? not really present large angle chin is smaller and not square FEMALE 382

192 Table 6 Sex determination of skeletal remains - PELVIS 1 Characteristics That Were Observed Pelvis # MALE FEMALE CAN'T DETERMINE Front View Of Subpubic Angle Top View Of The Pelvic Cavity Shape Sacrum Shape larger angle - at least 90 0 very open - an oval shape appears to be wider Pubic Bone Width Between Pubis Symphysis and Obterator Foramen (in mm) Final Conclusion - Male or Female? 2 37mm FEMALE Pelvis # MALE FEMALE CAN'T DETERMINE Front View Of Subpubic Angle Top View Of The Pelvic Cavity Shape angle definitely smaller- less than 90 0 small space, sacrum takes up space Characteristics That Were Observed Sacrum Shape Pubic Bone Width Between Pubis Symphysis and Obterator Foramen (in mm) Final Conclusion - Male or Female? appears to be longer and not so wide 29mm MALE 383

193 Table 7 Sex determination of skeletal remains - HUMERUS 1 Characteristics That Were Observed Humerus # MALE FEMALE CAN'T DETERMINE Transverse Diameter Of The Head (mm) Vertical Diameter Of The Head (mm) Width Between Epicondyles (mm) 42mm 41mm 57mm Total Length Of The Humerus (mm) Final Conclusion - Male or Female? 2 Humerus # MALE FEMALE CAN'T DETERMINE Transverse Diameter Of The Head (mm) Vertical Diameter Of The Head (mm) Width Between Epicondyles (mm) 47mm 49mm 63mm 310mm FEMALE Characteristics That Were Observed Total Length Of The Humerus (mm) Final Conclusion - Male or Female? 330mm MALE 384

194 Table 8 Sex determination of skeletal remains FEMUR 1 Characteristics That Were Observed Femur # MALE FEMALE CAN'T DETERMINE Vertical Diameter Of The Head (mm) Bicondylar Width (mm) 50mm 89mm Trochanter Length Of The Femur (mm) Final Conclusion - Male or Female? 2 MALE 425mm Femur # MALE FEMALE CAN'T DETERMINE Vertical Diameter Of The Head (mm) Bicondylar Width (mm) Trochanter Length Of The Femur (mm) Characteristics That Were Observed 42mm 72mm 401mm Final Conclusion - Male or Female? FEMALE 385

195 KEYS TO THE DIFFERENT BONES (WHICH ARE MALE AND WHICH ARE FEMALE?) CUT OUT AND HANG THESE ON YOUR BOARD SO STUDENTS CAN CHECK TO SEE IF THEIR ANALYSIS OF THE BONES IS CORRECT. SKULL Skull #1 = MALE Skull #2 = FEMALE PELVIS Pelvis #1 = FEMALE Pelvis #2 = MALE HUMERUS Humerus #1 = FEMALE FEMUR Femur #1 = MALE Humerus #2 = MALE Femur #2 = FEMALE BLANK KEYS FOR THE BONES TO FILL OUT AS YOU WISH SKULL Skull #1 = PELVIS Pelvis #1 = Skull #2 = Pelvis #2 = HUMERUS Humerus #1 = Humerus #2 = FEMUR Femur #1 = Femur #2 = 386

196 QUESTIONS SKELETAL REMAINS: DETERMINING A VICTIM S SEX NAME 1. An old airplane crash site was recently discovered in the mountains of Wyoming. The wreckage has been identified as a small plane that was reported missing three years ago. It was known that the pilot of the plane was a MALE, however, it was believed that a FEMALE passenger may have also been in the plane when it disappeared. This fact was never confirmed and no missing females were ever reported. A search of the crash site was just completed and THREE human bones were found the only evidence that still remains. The THREE human bones (Evidence # 21, #22, and #23) from the crash site are available for you to observe and analyze (your Supervisor will tell you where they are located). Determine if the skeletal remains belong to a male, a female, or both. Record your data and conclusions in the Report Form below. EVIDENCE # 21 Tests Completed Test Data Collected Conclusions Of Tests Tests Completed Test Data Collected Conclusions Of Tests Type Of Bone FEMUR EVIDENCE # 22 Type Of Bone PELVIS KEY RESULTS WILL VARY DEPENDING ON THE BONES YOU USE. WRITE THE ANSWERS FOR YOUR SKELETAL REMAINS BELOW. 387

197 EVIDENCE # 23 Tests Completed Test Data Collected Conclusions Of Tests Type Of Bone HUMERUS FINAL CONCLUSIONS SEX DETERMINATION OF SKELETAL REMAINS: I believe that Evidence #21 came from a. I believe that Evidence #22 came from a. I believe that Evidence #23 came from a. RESULTS WILL VARY DEPENDING ON THE BONES YOU USE. WRITE YOUR RESULTS HERE. Write a conclusion statement concerning the victim s that were likely in the plane when it crashed: 2. Which bone do you think is the most difficult to use when determining if a victim was a male or female? Explain why you think this bone is difficult to use. ANSWERS WILL VARY. 3. Which bone do you think is the easiest to use when determining if a victim was a male or female? Explain why you think this bone is easy to use. ANSWERS WILL VARY. 4. Why do you think a male s pelvis and female s pelvis are so different from each other? THE FEMALE PELVIS IS SPECIALIZED FOR CHILDBIRTH. THE SHAPE OF THE PELVIS AND THE PELVIC CAVITY IS SPECIALIZED SO A BABY CAN BE DELIVERED (WIDER PELVIS WITH A LARGER PELVIC CAVITY). 388

198 TRAINING LAB SKELETAL REMAINS: DETERMINING A VICTIM S AGE NAME Background: A body has been discovered in a shallow grave and foul play is suspected. Unfortunately, the body has been in the grave for some time and has almost completely decomposed. All that remains is a skeleton and a little mummified skin. The size of the skeleton tells you the victim was an adult, however, to make a positive identification it would help to know the actual age of the victim a seemingly impossible task with so little evidence. The skeletal remains, however, hold the secret to this information. Inside the bones you will find microscope structures called OSTEONS that can help you determine the age of the bone, and, therefore, the age of the victim. Evidence can be found just about everywhere if you know where to look! 1. You will be trained to observe and identify the microscopic structures of a bone. 2. You will be trained to determine the age of a bone by counting and measuring microscopic structures within the bone. Bones As Evidence Reference Information: *bones are not solid all the way through. Long bones contain a hollow space through their middle filled with yellow bone marrow (fat) and the ends of long bones contain many small spaces filled with red bone marrow (where blood cells are made). *the solid parts of bone are constructed of units called OSTEONS (or HAVERSIAN SYSTEMS). *each osteon is a very thin, long cylinder that runs the length of the bone. Glue thousands of these osteon Osteons cylinders together side-by-side (imagine gluing pencils together side-by-side in a large bundle) and you have a bone. *osteons can easily be viewed with a microscope. Slides are made by cutting a thin slice of bone (like a slice of bread), and viewing the tops of the osteons. *not all osteons are the same shape some are round, others are oval, some are larger, others smaller. Femur (upper leg bone) Yellow Bone Marrow Three Osteon cylinders in bone (outlined in black) viewed from above. You are viewing the TOPS of the Osteon Cylinders here. 389

199 Osteon A Single Osteon Bone Cells Haversian Canal Canaliculi *in the center of each osteon is a hollow tube called the HAVERSIAN CANAL. The Haversian Canal runs the entire length of the osteon and contains small blood vessels that will supply nutrients and oxygen to the bone cells. The Haversian Canal may appear clear or it may appear black (if it is filled up with material). *bone cells appear as scattered, dark, oval structures (when stained). The cells are usually arranged in rings around the Haversian Canal. Bones are always changing even in an adult. Some bone cells dissolve away the solid bone structure, while other bone cells build new bone (new osteons may be formed as older osteons are dissolved away). *the scattered bone cells are surrounded by a hardened, non-living material called MATRIX, which the bone cells produce. The matrix of bone is primarily composed of calcium compounds, phosphorus compounds, and proteins that make the bone hard, slightly flexible, and very strong. *CANALICULI are the thin, black lines you can see coming out of each bone cell. They are actually tiny tubes in the matrix that allow nutrients and oxygen from the Haversian Canal to reach the bone cells. *Studies have shown that as a person gets older: A. their will be an increase in the number of osteons that can be counted in their bones (an older person will have more osteons in a bone than a younger person). B. the general size of their osteons will be smaller (an older person will have smaller osteons than a younger person). C. the diameter of their Haversian Canals will also be smaller (an older person will have Haversian Canals with smaller diameters than a younger person). *A Forensic Anthropologist can count the number of osteons present in a bone sample, take measurements of Haversian Canal diameters, and use this information to calculate the approximate age of a bone sample at the time of death (the approximate age of the victim at the time of death). 390

200 Procedures: Part 1 The Crime The house at 1067 Madison, Seattle, Washington was well kept and neighbors reported the owner of the house, Marc Hailey a single male in his 40 s, was polite and friendly. Marc moved to Seattle eight years ago from Los Angeles, California. Apparently he had serious financial problems in Los Angeles (there is a rumor among the neighbors here that he had gambling problems) and eventually lost his family to divorce and his home to foreclosure. He told the neighbors that he had moved to Seattle for a fresh start on life. For the past eight years Marc has worked for the Washington State Division Of Personal Records. Two days ago Marc Hailey s world changed for the worse. A local utility company was digging trenches through the neighborhood to bury cables. While digging through Marc Hailey s back yard a surprising find was uncovered. A weathered, left human femur was discovered about one foot below the surface. The Seattle police were immediately called in and began a search for more bones. Thirty feet away from the first femur s location a second buried bone was found. This was a weathered, right human femur. No other bones were discovered in Hailey s yard. Police questioned Hailey, however, he claimed he knew nothing of the human remains in his yard. He gave the police permission to search his house, but after an extensive search no unusual evidence was discovered. However, as Hailey was speaking to the police, one of the investigators noticed an unusual white bracelet on Hailey s wrist. The bracelet was collected as evidence and tested. Results proved the bracelet was constructed of human bone. Marc Hailey was immediately arrested for suspicion of murder, but the victim s identity remains unknown and Hailey, who maintains his innocence, refuses to talk. It will be much easier to prosecute Marc Hailey if the human skeletal remains found in his possession are identified. As a Forensic Anthropologist you have the skills needed to help identify these remains and convict Marc Hailey. The Seattle Police Department has sent you the three bone evidence samples and a Seattle Area Missing Persons File listing all missing persons from the past eight years. It is assumed that the bones discovered on Marc Hailey s property belong to someone on this list. Analyze the evidence carefully this case may be more complex than it appears. When you have finished your analysis you should immediately send all results to the Seattle Police Department. Good Luck! 391

201 Name: Diane Anderson Occupation: Retired Accountant Date Reported Missing: August 5, eight years ago Age When Missing: 85 years old Seattle Police Department Missing Persons File Name: Ronald Beltz Occupation: Retired Bank Vice-President Date Reported Missing: July 8, seven years ago Age When Missing: 78 years old Name: Laura Clark Occupation: Retired Clerk at AmeriBank Date Reported Missing: July 1, six years ago Age When Missing: 71 years old Name: Mark Dickson Occupation: Debt Collector Date Reported Missing: June 3, six years ago Age When Missing: 63 years old Name: Nichole Eberhart Occupation: Economics Professor Date Reported Missing: May 6, five years ago Age When Missing: 56 years old Name: Karen Franklin Occupation: Financial Analyst Date Reported Missing: April 9, four years ago Age When Missing: 49 years old Name: Bonnie Garrison Occupation: Government Debt Assistance Officer Date Reported Missing: April 2, three years ago Age When Missing: 42 years old Name: Brad Howell Occupation: Home Loan Officer Date Reported Missing: March 5, two years ago Age When Missing: 35 years old Name: Kristen Ibex Occupation: Internal Revenue Service Auditor Date Reported Missing: February 8, two years ago Age When Missing: 28 years old Name: David Jaggie Occupation: Joint Loan Officer - Bank of Washington Date Reported Missing: February 1, one year ago Age When Missing: 21 years old 392

202 Part 2 Analyzing The Bone Evidence: Counting The Number Of Osteons 1. The three pieces of bone evidence have been shipped to you for analysis and can be picked up in the front of the room. Lab technicians have already taken small pieces from each bone, placed them on microscope slides, and ground them down to thin sections for your detailed analysis. EVIDENCE A = left femur bone discovered by utility company in Hailey s back yard EVIDENCE B = right femur bone discovered by police in Hailey s back yard EVIDENCE C = human bone bracelet worn by Hailey MAKE SURE THAT YOU PICK UP AND ANALYZE AN EVIDENCE A, EVIDENCE B, AND EVIDENCE C WITH THE SAME NUMBER (such as Evidence A-3, B-3, C-3 ). 2. Observe one of the evidence bone slides with LOW POWER (40X), then MEDIUM POWER (100X), and finally with HIGH POWER MAGNIFICATION (400X). Use the diaphragm and adjust the light for the best viewing. You should be able to see all the different bone structures Osteons with Haversian Canals, Bone Cells, and Canaliculi. 3. To determine the age of the bone sample you are observing you will first need to count the total number of Osteons that are visible in one complete MEDIUM POWER FIELD OF VIEW (100X). Change the microscope back to MEDIUM POWER (100X) and observe your bone specimen. 4. *If the bone specimen is large and completely fills your Medium Power Field Of View (all you can see is bone - there are no blank spaces around it) you should continue reading 4A below: *If the bone specimen is smaller and does not completely fill your Medium Power Field Of View (the bone specimen only fills up the center of your view and has blank space around it) you should skip 4A and continue reading 4B below: 4A make sure the bone specimen completely fills the MEDIUM power field of view. Carefully and accurately count the total number of osteons you see in this single field of view (do NOT move the bone specimen while counting). It will probably be easier if you simply count the number of Haversian Canals you see (each osteon contains one Haversian Canal). Ignore/do not count partial osteons without a Haversian Canal. Remember that some Haversian Canals may appear black (filled with material), while others appear clear (not filled). Record the Total Number Of Osteons Counted In An Entire Medium Power Field Of View in Table 1. 4B unfortunately, to determine the age of the bone you MUST know how many osteons would fill the entire MEDIUM power field of view. Since your bone specimen doesn t cover the entire MEDIUM power field of view you will have to make osteon counts using HIGH power, then calculate the number of osteons that would fill the MEDIUM power field of view. 1 st Change your microscope to HIGH power and focus on the bone specimen. 2 nd Determine how many osteons are visible in this HIGH power field of view by counting the number of Haversian Canals you see. Remember that some canals may appear black (filled with material), while others appear clear (not filled). If a Canal is only half visible, because it is around the edge of your field of view, you should count it as a 0.5 osteon! 393

203 3 rd Record your count (including any 0.5 osteons) in Table 1. 4 th Randomly move your slide to a new location and repeat your osteon count. Record your count in Table 1. 5 th Repeat the above steps to count a total of 10 locations on your bone specimen. You may end up counting some of the same osteons more than once. Record all counts in Table 1. 6 th Calculate the average number of osteons you counted in a HIGH Power Field Of View (add up all the osteons you counted and divide by 10). Record your Average Osteon Count With High Power in Table 1 (round to 2 decimal places). 7 th Use the following formula to calculate how many osteons in this bone specimen would be counted in one MEDIUM Power Field of View. Record your answer in Table 1 (round your answer to the nearest whole number). The following formula works because 16 High Power Fields Of View will fit inside 1 Medium Power Field Of View. Total # Osteons Counted In One Medium Power Field Of View Average # Osteons Counted In = X 16 One High Power Field Of View Part 3 Analyzing The Bone Evidence: Haversian Canal Diameter 1. The microscope you are using has a pointer in the eyepiece. The pointer has lines on it just like a ruler and can be used to measure the length of small objects viewed with the microscope. Numbers for measuring are not placed on the pointer/ruler because the values change for each magnification (from low, to medium, and to high). 2. The unit used to measure small, microscopic objects is called a Micrometer (μm). One thousand micrometers (μm) is the same length as one millimeter (mm). Below is a drawing of your microscope s pointer/ruler and the micrometer value for the spaces between each line when viewing with MEDIUM POWER and HIGH POWER. pointer/ruler values for MEDIUM POWER pointer/ruler values for HIGH POWER 3. To measure the length of an object with the pointer/ruler you should: A. move the microscope slide around to get the object you want to measure under the ruler (you can also rotate the eyepiece around to move the ruler). 394

204 B. line up one edge of the object with one of the lines on the ruler. Try to line the object up so the opposite end of the object falls in the ruler area where the smallest lines are located (this will allow you to measure more accurately). C. add up the number of micrometers for all the spaces covered by the object to determine the overall length of the object (just like you would with any ruler). D. Observe the example below for help. Example: How to measure an object with a pointer/ruler (using HIGH POWER) In this example the distance between: the larger spaces = 12.5 μm the smaller spaces = 2.5 μm 2.5 μm 12.5 μm object being measured This circle has a diameter of 20 μm. (12.5 μm μm +2.5 μm μm) 4. Accurately measure the diameter of SEVEN random Haversian Canals (DO NOT measure the entire osteon) in the evidence bone sample. It is more accurate to measure when viewing with HIGH POWER. Choose Haversian Canals to measure that are fairly round. Be random don t just measure the largest or smallest canals. Record your SEVEN Haversian Canal Diameters in Table Calculate the Average Haversian Canal Diameter for the evidence bone sample and record in Table 1. Part 4 Analyzing The Bone Evidence: Calculating The Age Of The Victim 1. Calculate the age of the victim (based on your bone measurements) by using the following formula (round your victim s age to the nearest year): Age of Victim + 3 years ( ) ( ) total number of = x osteons counted in the 0.3 x entire medium power field of view average Haversian Canal diameter μm 2. The + 3 years means that the age of the victim could be anywhere from 3 years younger to 3 years older than the calculated age. Example: You calculate your victim s age as years. Their age could be between 43 and 49 years old. 3. Record your Victim s Age results in Table 1 (round your victim s age to the nearest year). Part 5 Calculating The Age Of All Bone Evidence Samples 1. REPEAT ALL MEASUREMENTS AND CALCULATIONS FOR ALL THREE BONE EVIDENCE SAMPLES. RECORD ALL DATA AND RESULTS IN TABLE

205 Table 1 Measurements and calculations used to determine the age of Bone Evidence A, B, and C. NAME Bone Evidence A Bone Evidence B Bone Evidence C **IF NEEDED** 10 High Power Osteon Counts AND Average Number of Osteons Counted With High Power Total # of Osteons Counted in an Entire Medium Power Field of View Diameter of Haversian Canals (μm) Canal #1 Canal #2 Canal #3 Canal #4 Canal #5 Canal #6 Canal #7 Average Haversian Canal Diameter (μm) Calculated Age of Bone and Victim 396

206 Seattle Police - Expert Witness Form Please answer the following questions based on your expert opinions and analysis of the evidence. 1. Please state your name 2. Please identify which Bone Evidence Number you analyzed 3. We understand that you observed osteons in the evidence bones to determine each bone s age. Please explain in more detail what an osteon is. 4. Would you explain how osteons can help you determine a bone s age. 5. How accurate is your method for determining the age of a bone? 6. What did you determine to be the age of Bone Evidence A? 7. Which missing person likely belongs to Evidence A? 8. What did you determine to be the age of Bone Evidence B? 9. Which missing person likely belongs to Evidence B? 10. What did you determine to be the age of Bone Evidence C? 11. Which missing person likely belongs to Evidence C? 397

207 12. In your opinion, and based on your analysis of the evidence, Marc Hailey should be charged with the murder of which missing person(s)? 13. Based on the information available to you, do you believe Marc Hailey had a possible motive for murder, or do you believe it was simply a random act of violence? Please explain your answer. 14. It was recently revealed that Marc Hailey is obsessed with planning everything in his life based upon specific numerical or alphabetical patterns. With this new information in mind, we would like for you to go back and look at this case in more detail to determine if Mark Hailey could have been involved in the disappearance of any of the other missing persons. Please report below any information you uncover. 398

208 TEACHER NOTES Lab/Activity: Training Lab Bones As Evidence: Determining A Victim s Age Equipment To Prepare: 1 microscope with eyepiece micrometer (ruler) for measuring/group when you order microscopes you should choose those with an eyepiece micrometer in them. If your microscopes do not have eyepiece micrometers you have two options: 1. you can usually purchase replacement eyepieces for your microscopes that have micrometers in them (they usually aren t too expensive). 2. we have included Optional Replacement Pages beginning at PART 2 of of the Training Lab and continuing to the end that uses a different formula to calculate the age of the bone evidence without having to measure the Haversian Canal Diameters (located immediately following Teacher Notes). Your microscopes must also have a 100X (total magnification) Medium Power Objective. The formulas used in this Training Lab to calculate the victim s age require the use of a 100X Field Of View. at least 15 HUMAN Bone Tissue (ground, cross section c.s.) microscope slides these will represent the bone samples removed from the three evidence bones. These slides can be purchased from most Science Supply Catalogs (such as Wards - #93W6140, or Science Kit #69235M02. Make sure you are purchasing HUMAN bone slides in Cross Section (c.s.) and not Longitudinal Section (l.s.). 1/3 of your bone slides will be used for Evidence A, 1/3 for Evidence B, and 1/3 for Evidence C (if you have 15 bone slides you will have 5 slides to use for each bone evidence). You students will be sharing these slides so the more slides you have, the less sharing. Label 1/3 of your bone slides as EVIDENCE A, then number each slide in numerical order (A-1, A-2, A-3, A-4, A-5, and so on). The numbers will help you keep track of which exact slide each group uses (and will help students find the exact same slide if they need to observe it again). Label 1/3 of your bone slides as EVIDENCE B, then number each slide in numerical order (B-1, B-2, B-3, B-4, and so on). Label the last 1/3 of your bone slides as EVIDENCE C, then number each slide in numerical order (C-1, C-2, C-3, C-4, and so on). Students are told in the Training Lab that they should use the same number for each evidence bone slide (they might use A-4, B-4, and C-4). They are also asked to record this number on their Expert Witness Form so you will know the slides used. 399

209 PREPARING THE EYEPIECE MICROMETER (RULER) UNIT VALUES FOR THE TRAINING LAB (only if using the formula where students measure the Haversian Canals) 1. Eyepiece micrometers (rulers) vary from microscope to microscope. Therefore, a standard key to an eyepiece micrometer s unit values could not be supplied in the Training Lab. You will need to determine the unit values for your eyepiece micrometer (how much distance is between each line on your micrometer scale) and supply this information to students. 2. The unit values for an eyepiece micrometer scale will be different for Low, Medium, and High Power Magnifications. For this Training Lab you should supply students with the values for Medium and High Magnification. Step #1 print off PART 3 of the Training Lab. You will find a blank eyepiece pointer/micrometer scale drawn out on these pages. Look through one of your microscopes and neatly draw, on the Training Lab blank micrometer scale, exactly how your micrometer scale appears (how many lines you see along the scale, and how are they spaced out). When finished, your drawn scale should look just like what you see when you look in the microscope (see the example drawn below). Step #2 determine how many micrometers there are between each line on your micrometer scale when viewing with MEDIUM POWER. Some micrometer scales are already supplied with this information OR you can use a Stage Micrometer slide (a microscope slide you can purchase that has a small ruler on it) and actually measure the distance between the lines on your Eyepiece Micrometer. Just place the Stage Micrometer slide on the stage of the microscope, focus, line up the lines of the Stage Micrometer with the lines of your Eyepiece Micrometer and measure. Unfortunately, you can t use a Stage Micrometer to directly measure objects you are viewing (you can t place a Stage Micrometer on top of, or under, another object on the microscope and focus on both at the same time). Step #3 record the unit values you determined for MEDIUM POWER on the TOP HALF of the Training Lab micrometer scale you just drew in. See the example below for details. Students should now be able to use the Training Lab micrometer scale to help them measure objects with MEDIUM POWER. Step #4 complete Step #2 again, however, this time use HIGH POWER. Record the unit values you determined for HIGH POWER on the BOTTOM HALF of the Training Lab micrometer you just drew in. See the example below for details. Students should now be able to use the Training Lab micrometer scale to help them measure objects with HIGH POWER. pointer/ruler values for MEDIUM POWER The distance between these small lines = 10 μm The distance between these lines = 50 μm The distance between these small lines = 2.5 μm The distance between these lines = 12.5 μm pointer/ruler values for HIGH POWER 400

210 Comments/Problems: This lab usually takes 2-3 days to complete (Day 1 observe evidence bone slides and collect data, Day 2 finish observing, calculations, and complete the Expert Witness Form, Day 3 finish the Expert Witness Form One of the main problems we have always encountered with this lab is the purchase of the bone slides. The bone specimen in most of the slides you purchase will be so small that it will not fill up the entire Medium Power Field Of View (and the formulas require that you count all the osteons in one complete Medium Power Field Of View). We have tried to work around this problem by having students count and calculate average osteons using High Power and then multiply this average x 16 (there are 16 High Power 400X Fields Of View in one Medium Power 100X Field Of View. All of this is included in the student s Training Lab. Multiplying by 16 will only work, however, if your microscopes have 100X Medium Power and 400X High Power (microscopes almost always come with 100X Medium and 400X High). If your microscope s High Power is not 400X you will need to determine a new multiplier (other than 16) for your microscopes. Simply determine your microscope s Field Of View Area for Medium Power, and then Field Of View Area for High Power. Divide the Medium Power Field Of View Area by the High Power Field Of View Area to determine your multiplier. You will need to tell students to use this multiplier number rather than the 16 supplied in the Training Lab (found at the end of Part 2). Two Age Estimation Formulas were supplied for this Training Lab: 1. The formula that uses Total Osteon counts and Haversian Canal Diameter is probably the most accurate and should be used if possible (it also gives students practice measuring with the microscope). Unfortunately, we cannot determine the source of this formula although we have seen it used in several labs written for both high school and college students. 2. The alternate formula that uses only Total Osteon counts came from Rai Balwant, S. C. Anand, and S. K. Dhatarwal Osteons As An Age Determinant, Medico-legal, Vol.5, No.3 We have estimated the age of bone slides using both formulas and found they predict ages that are pretty much the same (usually within 5 to 6 years of each other). Other, more complex, formulas to determine age from bone are often used in forensic labs. These involve counting the different kinds of developmental osteons in the bone tissue sample. If you are using Eyepiece Micrometers and having students measure Haversian Canal diameters make sure you have drawn a micrometer scale on the Training Lab and included Medium Power and High Power unit values. This page (with the micrometer scale information) should be included as part of the Training Lab and be run off for every student). 401

211 If you are using the second formula found above (you are using only osteon counts to determine the bone s age and are NOT measuring Haversian Canals) you should replace the last THREE pages of the Training Lab (Part 2, Part 3, and Part 4) with the TWO Alternate Training Lab pages (Part 2 and Part 3) AND use the Alternate Data Page. These special Alternate pages can be found immediately following these Teacher Notes (however, they are not labeled Alternate ). Student results for age estimation are definitely variable. You should not expect two groups analyzing the same bone slide to calculate the exact same age. This is likely due to the fact that students are working with only a single, small sample of bone, they are not counting and averaging the number of osteons in several Medium Power Fields Of View, and are not measuring a larger number of Haversian Canals. There is no way to check for accuracy and place an actual age on the bones samples you purchase. We have never tried to call any of the Science Supply Companies to see if they could give us any specific information concerning the age of their bone samples. The lab progresses with little problems once students become familiar with the eyepiece micrometer and how to measure. The list of missing persons includes every possible age (within the + 3 year range) that students can calculate. This means that students should be able to match up every bone slide sample with at least one of the victims, no matter what age they calculate for the bone sample. Typical Results: You should NOT expect every student group to match up the evidence bones with the same missing persons. In fact, you will probably find that most groups will match up their bone evidence with an entirely different set of missing persons. This is due to the variability of bone samples found in the bone slides. You can check the results that students using the same bone slides get (you will know which students used the same slides, as they were asked to record the slide number they were observing on their Expert Witness Form. You would expect students using the same slides to get similar results. It may take some thinking but students should be able to figure out the patterns in the Missing Person s File and report this patterns on their Expert Witness Form. 1. The missing persons disappeared in alphabetical order based on their last name 2. The missing persons also disappeared in order of age the oldest disappeared first 3. Each missing person was reported missing on a date that corresponds with their age the 85 year old was reported missing on August, 5 (8 th month, 5), etc.. A typical key to Data Table #1 and the Expert Witness Form immediately follows these Teacher Notes. 402

212 Table 1 Measurements and calculations used NAME TYPICAL KEY to determine the age of Bone Evidence A, B, and C. Bone Evidence A Bone Evidence B Bone Evidence C **IF NEEDED** 10 High Power Osteon Counts AND Average Number of Osteons Counted With High Power 1, 2.5, 0.5, 1, 3, 1.5, 2.5, 3, 3, 1.5 Average = , 2.5, 3, 3, 4, 3.5, 1.5, 3, 2, 2 Average = , 1.5, 2.5, 1, 2, 1, 2, 1.5, 1, 2 Average = 1.7 Total # of Osteons Counted in an Entire Medium Power Field of View Diameter of Haversian Canals (μm) 1.95 x 16 = x 16 = x 16 = 27.2 Canal # Canal # Canal # Canal # Canal # Canal # Canal # Average Haversian Canal Diameter (μm) Calculated Age of Bone and Victim

213 Seattle Police - Expert Witness Form Please answer the following questions based on your expert opinions and analysis of the evidence. 1. Please state your name 2. Please identify which Bone Evidence Number you analyzed ANSWERS WILL VARY 3. We understand that you observed osteons in the evidence bones to determine each bone s age. Please explain in more detail what an osteon is. OSTEONS ARE THE MICROSCOPIC UNITS THAT MAKE UP BONE. OSTEONS ARE LONG, MICROSCOPIC CYLINDERS THAT RUN THE LENGTH OF THE BONE. EACH OSTEON IS COMPOSED OF SCATTERED BONE CELLS IN A NON-LIVING MATRIX MADE OF CALCIUM AND PHOSPHORUS COMPOUNDS, AND PROTEINS. A HAVERSIAN CANAL, WHICH CONTAINS BLOOD VESSELS, RUNS THROUGH THE CENTER OF EACH OSTEON. A BONE IS COMPOSED OF THOUSANDS OF OSTEON CYLINDERS CEMENTED TOGETHER. 4. Would you explain how osteons can help you determine a bone s age. AS A PERSON GETS OLDER, THEIR BONES CONTAIN A GREATER NUMBER OF OSTEONS - WHICH CAN EASILY BE COUNTED WITH A MICROSCOPE. AS A PERSON GETS OLDER, THE DIAMETER OF THEIR HAVERSIAN CANALS GETS SMALLER WHICH CAN EASILY BE MEASURED WITH A MICROSCOPE. THESE OSTEON COUNTS AND HAVERSIAN CANAL DIAMETER MEASUREMENTS CAN BE APPLIED TO A FORMULA TO DETERMINE THE AGE OF THE BONE. 5. How accurate is your method for determining the age of a bone? THE ACCURACY IS PLUS OR MINUS THREE YEARS FROM THE CALCULATED AGE. 6. What did you determine to be the age of Bone Evidence A? ANSWERS WILL VARY 7. Which missing person likely belongs to Evidence A? ANSWERS WILL VARY 8. What did you determine to be the age of Bone Evidence B? ANSWERS WILL VARY 9. Which missing person likely belongs to Evidence B? ANSWERS WILL VARY 10. What did you determine to be the age of Bone Evidence C? ANSWERS WILL VARY 11. Which missing person likely belongs to Evidence C? ANSWERS WILL VARY 404

214 12. In your opinion, and based on your analysis of the evidence, Marc Hailey should be charged with the murder of which missing person(s)? ANSWERS HERE SHOULD MATCH QUESTION #7, 9, AND 11 ANSWERS 13. Based on the information available to you, do you believe Marc Hailey had a possible motive for murder, or do you believe it was simply a random act of violence? Please explain your answer. IT APPEARS THAT MARC HAILEY MAY HAVE HAD A MOTIVE. IT WAS REPORTED THAT HAILEY HAD FINANCIAL PROBLEMS AND ENDED UP LOSING HIS FAMILY AND HOME. THE MISSING PERSONS IDENTIFIED AS BELONGING TO THE EVIDENCE BONES ALL WORKED IN THE FINANCE INDUSTRY. MARC HAILEY COULD BE BLAIMING THOSE THAT WORK IN FINANCE FOR HIS FINANCIAL PROBLEMS AND IS TARGETING THEM. 14. It was recently revealed that Marc Hailey is obsessed with planning everything in his life based upon specific numerical or alphabetical patterns. With this new information in mind, we would like for you to go back and look at this case in more detail to determine if Mark Hailey could have been involved in the disappearance of any of the other missing persons. Please report below any information you uncover. IT APPEARS THAT MARC HAILEY MAY HAVE MURDERED ALL OF THE MISSING PERSONS: A. ALL THE MISSING PERSONS WORKED IN THE FINANCIAL INDUSTRY B. THERE APPEARS TO BE A SPECIFIC PATTERN TO WHEN THE MISSING PERSONS DISAPPEARED THEY ARE NOT RANDOM EVENTS! THE MISSING PERSONS DISAPPEARED IN ALPHABETICAL ORDER BASED ON THEIR LAST NAME THE MISSING PERSONS ALSO DISAPPEARED IN ORDER OF AGE THE OLDEST PERSON DISAPPEARED FIRST EACH MISSING PERSON WAS REPORTED MISSING ON A DATE THAT CORRESPONDS WITH THEIR AGE THE 85 YEAR OLD WAS REPORTED MISSING ON AUGUST, 5 (8 TH MONTH, 5), ETC.. C. MARC HAILEY WORKED FOR THE DIVISION OF PERSONAL RECORDS AND WOULD HAVE HAD ACCESS TO EACH MISSING PERSON S PERSONAL INFORMATION (OCCUPATION, AGE, BIRTHDATE) 405

215 Part 2 Analyzing The Bone Evidence: Counting The Number Of Osteons 1. The three pieces of bone evidence have been shipped to you for analysis and can be picked up in the front of the room. Lab technicians have already taken small pieces from each bone, placed them on microscope slides, stained them, and ground them down to thin sections for your detailed analysis. EVIDENCE A = left femur bone discovered by utility company in Hailey s back yard EVIDENCE B = right femur bone discovered by police in Hailey s back yard EVIDENCE C = human bone bracelet worn by Hailey MAKE SURE THAT YOU PICK UP AND ANALYZE AN EVIDENCE A, EVIDENCE B, AND EVIDENCE C WITH THE SAME NUMBER (such as Evidence A-3, B-3, C-3 ). 2. Observe one of the evidence bone slides with LOW POWER (40X), then MEDIUM POWER (100X), and finally with HIGH POWER MAGNIFICATION (400X). Use the diaphragm and adjust the light for the best viewing. You should be able to see all the different bone structures Osteons with Haversian Canals, Bone Cells, and Canaliculi. 3. To determine the age of the bone sample you are observing you will first need to count the total number of Osteons that are visible in one complete MEDIUM POWER FIELD OF VIEW (100X). Change the microscope back to MEDIUM POWER (100X) and observe your bone specimen. 4. *If the bone specimen is large and completely fills your Medium Power Field Of View (all you can see is bone - there are no blank spaces around it) you should continue reading 4A below: *If the bone specimen is smaller and does not completely fill your Medium Power Field Of View (the bone specimen only fills up the center of your view and has blank space around it) you should skip 4A and continue reading 4B below: 4A make sure the bone specimen completely fills the MEDIUM power field of view. Carefully and accurately count the total number of osteons you see in this single field of view (do NOT move the bone specimen while counting). It will probably be easier if you simply count the number of Haversian Canals you see (each osteon contains one Haversian Canal). Ignore/do not count partial osteons without a Haversian Canal. Remember that some Haversian Canals may appear black (filled with material), while others appear clear (not filled). Record the Total Number Of Osteons Counted In An Entire Medium Power Field Of View in Table 1. 4B unfortunately, to determine the age of the bone you MUST know how many osteons would fill the entire MEDIUM power field of view. Since your bone specimen doesn t cover the entire MEDIUM power field of view you will have to make osteon counts using HIGH power, then calculate the number of osteons that would fill the MEDIUM power field of view. 1 st Change your microscope to HIGH power and focus on the bone specimen. 2 nd Determine how many osteons are visible in this HIGH power field of view by counting the number of Haversian Canals you see. Remember that some canals may appear black (filled with material), while others appear clear (not filled). If a Canal is only half visible, because it is around the edge of your field of view, you should count it as a 0.5 osteon! 406

216 3 rd Record your count (including any 0.5 osteons) in Table 1. 4 th Randomly move your slide to a new location and repeat your osteon count. Record your count in Table 1. 5 th Repeat the above steps to count a total of 10 locations on your bone specimen. You may end up counting some of the same osteons more than once. Record all counts in Table 1. 6 th Calculate the average number of osteons you counted in a HIGH Power Field Of View (add up all the osteons you counted and divide by 10). Record your Average Osteon Count With High Power in Table 1 (round to 2 decimal places). 7 th Use the following formula to calculate how many osteons in this bone specimen would be counted in one MEDIUM Power Field of View. Record your answer in Table 1 (round your answer to the nearest whole number). The following formula works because 16 High Power Fields Of View will fit inside 1 Medium Power Field Of View. Total # Osteons Counted In One Medium Power Field Of View Part 3 Analyzing The Bone Evidence: Calculating The Age Of The Victim 1. Calculate the age of the victim (based on your osteon counts by using the following formula (round your victim s age to the nearest year): Age of Victim + 3 years = Average # Osteons Counted In = X 16 One High Power Field Of View total number of osteons counted in the entire medium power field of view The + 3 years means that the age of the victim could be anywhere from 3 years younger to 3 years older than the calculated age. Example: You calculate your victim s age as years. Their age could be between 43 and 49 years old. 3. Record your Victim s Age results in Table 1 (round your victim s age to the nearest year). Part 4 Calculating The Age Of All Bone Evidence Samples 1. REPEAT ALL MEASUREMENTS AND CALCULATIONS FOR ALL THREE BONE EVIDENCE SAMPLES. RECORD ALL DATA AND RESULTS IN TABLE

217 Table 1 Measurements and calculations used to determine the age of Bone Evidence A, B, and C. NAME Bone Evidence A Bone Evidence B Bone Evidence C **IF NEEDED** 10 High Power Osteon Counts AND Average Number of Osteons Counted With High Power Total # of Osteons Counted in an Entire Medium Power Field of View Calculated Age of Bone and Victim 408

218 Table 1 Measurements and calculations used to determine the age of Bone Evidence A, B, and C. TYPICAL KEY ALTERNATE DATA TABLE NAME **IF NEEDED** 10 High Power Osteon Counts AND Average Number of Osteons Counted With High Power Total # of Osteons Counted in an Entire Medium Power Field of View Calculated Age of Bone and Victim Bone Evidence A Bone Evidence B Bone Evidence C 1, 2.5, 0.5, 1, 3, 1.5, 2.5, 3, 3, 1.5 Average = , 2.5, 3, 3, 4, 3.5, 1.5, 3, 2, 2 Average = , 1.5, 2.5, 1, 2, 1, 2, 1.5, 1, 2 Average = x 16 = x 16 = x 16 = THIS KEY IS FOR CALCULATED AGE USING OSTEON COUNTS ONLY AND NOT MEASURING HAVERSIAN CANALS. 409

219 Your Local Police Department Protecting Our Community Dear ABC Technologies: We were recently contacted by a local school in our area that was in the process of burying a new drainage pipe on their campus. The maintenance crew had been digging with a backhoe when what looked like a large bone appeared in the trench. The workmen stopped digging to take a look in the trench and discovered that several bones had been exposed. The crew decided to continue digging to see if more bones were present. Additional bones were soon uncovered in the same area and at that point the crew stopped digging and immediately called our department. We discovered several bones in the hole that was being dug, however, the bones had been scattered around and several of the bones were completely destroyed by the backhoe. It appears that the bones are very old and have likely been buried for many years. Also, no one at the school can remember the ground in this area ever being disturbed before. There is no record of an official cemetery in this area, and a quick search of the grounds has uncovered no more bones. Therefore, at this time we aren t sure if foul play was involved, or if this is the site of an old, private cemetery. Because your Forensic Lab is near the school, we would like for your Forensic Anthropology team to come visit the site, take a close look at the skeletal remains that were discovered, and complete an analysis of the bones. We are hoping that your team s analysis of the skeletal remains will allow you to create a profile that describes who the bones may have belonged to. We have already assigned a number to each of the bones found in the grave and currently have all the skeletal remains secured at the burial site. We look forward to meeting you and your team. Thank you in advance for your assistance, Officer Frank Pella Your Local Police Department 410

220 ABC Technologies, Inc. TO: All Research Teams DEPARTMENT MEMO You should probably go visit the burial site and get right to work. After analyzing the skeletal remains you should be prepared to answer the following questions for Officer Pella: 1. How many individuals were discovered at the burial site? 2. What was the probable sex of each individual discovered at the burial site? 3. What was the approximate height of each individual discovered at the burial site? 4. What was the approximate age of each individual discovered at the burial site? 5. Prepare a detailed inventory of all the bones found at the burial site. I have included a standard Skeletal Remains Identification Form for you to fill out as you complete your analysis of the bones. You can present the completed form to Officer Pella as a detailed inventory of all the bones found at the burial site. RULES: Each person will write their name on a single note card. You can use this note card to check out a SINGLE bone from the crime scene for closer inspection. Simply remove a bone and place your card down where the bone was located. When you have finished, return the bone to its original location at the burial site and remove your card. You will need to complete the following items to mail back to Officer Pella: A neatly completed Skeletal Remains Identification Form. A neat, organized page(s) that summarizes how you determined the sex of any individuals found at the burial site (including any measurement data you collected). A neat, organized page(s) that summarizes how you determined the height of any individuals found at the burial site (including any measurement data you collected). A neat, organized page(s) that summarizes how you determined the age of any individuals found at the burial site (including any measurement data you collected.) In addition to your normal salary, you will receive a payment whose amount will be determined by how pleased Officer Pella is with your work. I will be sending the attached Evaluation Form to Officer Pella to fill out on your work. 411

221 HOW TO ORGANIZE YOUR ANALYSIS OF SKELETAL REMAINS You can certainly analyze the skeletal remains using your own methods of organization and in your own order of importance, however, here are some helpful hints that might help get you started. STEP #1 Identify how many individuals you think are represented by the remains. A. use the number of skulls as a good starting point. B. check the bones that come in left and right pairs (like femurs and ulnas). If you find a left and right femur that are the same length they most likely came from one individual. If you find a left and right femur, but one is longer than the other they most likely came from two individuals. If you find 2 femurs, but both are left femurs they definitely came from two individuals. STEP #2 Determine the sex of the individuals you have identified and begin to sort the bones that belong to each individual by sex. A. use the skulls to help you determine sex. B. use any pelvis remains to help you determine sex. C. use the humerus and femur to help you determine sex. D. female bones go with female individuals, male bones go with male individuals STEP #3 Measure the long bones to determine heights and begin to sort the bones that belong to each individual based on the individual s height. A. bones that calculate to a similar height person likely go together. STEP #4 You should now have all the long bones, skulls, and pelvises identified and placed together by height and sex. STEP #5 Identify the smaller bones if you can t tell which individual they belong to you should list them in the Can t Determine Who These Belong To column. STEP #6 Determine the approximate age of each individual you identified. 1. ask your Supervisor to see a microscope slide bone sample for each of the individuals you identified so you can estimate each individual s age. You DO NOT need to check the age of every single bone!! If you think there is only one individual in the burial site then you will only need to look at one bone slide sample. If you think there are two individuals in the burial site they you will need to ask for two bone slide samples to analyze. Three individuals look at three bone slides. 412

222 NAMES: SKELETAL REMAINS IDENTIFICATION FORM Person #1 Person #2 Person #3 Can't Detemine who these bones belong to Sex of Individual Approximate Height Approximate Age Record ONLY Bone Identification Numbers In The Spaces Below Skull Mandible Hyoid Sternum Ribs Cervical Vertebra Throacic Vertebra Lumbar Vertebra Sacrum Coccyx Clavicle Scapula right Scapula left Humerus right Humerus left Ulna right Ulna left Radius Carpels Metacarpels Phalanges Fingers Coxa right Coxa left Femur right Femur left Patella Tibia right Tibia left Fibula Talus Calcaneus other Tarsals Metatarsals Phalanges Toes 413

223 ABC Technologies, Inc. Evaluation Form Names SKELETAL REMAINS IDENTIFICATION PAGE YES NO Identification Form is neatly completed -5 The group reported the correct number of individuals in the burial site -10 The group reported each individual's sex correctly -5 / -10 The group reported each individual's approximate height correctly -5 / -10 The group reported each individual's approximate age correctly -5 / -10 The bones found in the burial site were identified correctly -5 / The bones were correctly matched to each individual -5 / SUMMARY OF SEX DETERMINATION PAGE YES NO The page is neat and labeled appropriately -5 The page displays all data used to determine each individual's sex -5 / -10 The page makes it clear how each individual's sex was determined -5 / -10 SUMMARY OF HEIGHT DETERMINATION PAGE YES NO The page is neat and labeled appropriately -5 The page displays all data used to determine each individual's height -5 / -10 The page makes it clear how each individual's height was determined -5 / -10 SUMMARY OF AGE DETERMINATION PAGE YES NO The page is neat and labeled appropriately -5 The page displays all data used to determine each individual's age -5 / -10 The page makes it clear how each individual's age was determined -5 / -10 FINAL PAY /

224 TEACHER NOTES Lab/Activity: Job Skeletal Remains Discovered At School Equipment To Prepare: 1 set of measuring instruments/group each student group will need: 1 smaller metric ruler OR a metric Vernier caliper (BEST CHOICE) that can be used to measure bone head diameters, widths, etc. when determining sex of skeletal remains. 1 meter stick to measure entire bone lengths when determining sex and height of skeletal remains. 1 microscope with eyepiece micrometer (ruler) for measuring/group to view bone tissue and measure Haversian Canals when calculating age (you can skip the eyepiece micrometer if you use the alternate age formula requiring osteon counts only). male and female disarticulated bones and skulls to set up the skeletal remains discovered at the burial site. See How To Choose And Set Up Bones For The Burial Site below for more information. HUMAN Bone Tissue (ground, cross section c.s.) microscope slides for students to observe and determine the age of individuals found at the Burial Site. See How To Choose And Prepare Bone Tissue Slides below for more information. calculators note cards students will use a note card to check out a bone from the burial site. How To Choose And Set Up Bones For The Burial Site 1. You can choose to make this Job as easy or difficult as you want depending on how many, and what kinds of bones you choose to use in your burial site. 2. You first need to choose how many individuals you want to be found in your burial site and what sex they are going to be. We suggest that you place ONE MALE and ONE FEMALE in your burial site. A mixture of male and female bones are easier for students to tell apart and sort. Two males will only work if you have obvious male bones of two different heights (otherwise students won t be able to tell for sure which bones go to which individual). You could also place either a single male, or a single female in the burial site, however, this will make it much easier for students to complete the job. 3. You next need to decide which bones you are going to place in the burial site. The more bones you place, the more work the students will have to complete especially the long bones (students will need to measure all long bones to determine height and many for sex and then organize all the data they collect). On the next page you will find a list of the bones we place in the burial site for our students to analyze (bones from ONE MALE and ONE FEMALE). You don t need to use the exact same bones we choose to use. You can have a successful burial site with any combination of bones. 415

225 BONES FROM MALE BONES FROM FEMALE OTHER BONES skull skull 2 hyoid bones mandible humerus (left) 5 random ribs humerus (right) complete articulated pelvis 3 cervical vertebra radius (right) coxa (right) 2 thoracic vertebra ulna (right) coxa (left) 3 lumbar vertebra ulna (left) sacrum 1 calcaneus femur (right) coccyx 1 patella fibula femur (left) 1 clavicle single coxal bone (left) tibia (left) 4. Run off a copy of the Skeletal Remains Identification Form KEY (found immediately following these Teacher Notes). Fill this form out as you set up your burial site. This form will be your KEY to this Job. 5. You should measure all the long bones you choose to use with your male and calculate the height for each to make sure they all give a similar height (if the bones vary widely in calculated height your students will be confused and think they came from more than one individual). You should do the same for you female long bones. Record these heights in your Skeletal Remains Identification Form KEY. 6. You should also check to make sure the male bones you choose have characteristics and measurements that will allow them to be identified as male. Likewise for any female bones you choose. 7. The Other Bones won t really help students determine # of individuals, height, or sex but would likely be found at a burial site are good practice for identification. However, the two hyoid bones do indicate that two individuals are present in the grave. 8. You next need to place an Identification Number on each individual bone you decide to use. We write numbers on small paper squares and tape them to each bone. Randomly place the numbers on the bones so they are all mixed up - male, female, and other bones. As you place numbers on bones you should also write each bone s number in the correct location on your Skeletal Remains Identification Form KEY. 9. Find a location in your classroom where you can set up the burial site (on the floor, on a counter, or on a larger table). We place a blanket on a large table, then scatter the bones around on the blanket. Try to place the bones in NUMERICAL ORDER to make it easier for students to find a particular numbered bone. We start the smaller numbered bones at one end of the table and work our way to the larger numbered bones at the opposite end still randomly scattered around. 10. Each student should be given a note card they will use to check out single bones from the burial site. To remove a bone from the site they must first place their card down to mark the bone s location. When the bone is later returned the student simply places the bone back in its spot, marked by the card, and removes their card to use again. These instructions for checking out a bone are present in the student s memo. 416

226 11. Here are some options you can consider: Place the bones outside to be discovered in a real burial site situation. The first day students can work outside with the skeletal remains (have them bring measuring devices, calculators, their Training Labs, etc. outside with them). After the first day you can bring the bones inside and set up the burial site in your classroom. Add a few cat bones/cat skull or dog bones/dog skull to the burial site. Students will need to identify the bones and figure out what kind of animal it is (identification of mammal skulls is pretty simple and can be found on the Internet). Students are also amazed that the small cat or dog bones look just like miniature human bones and are easy to identify. How To Choose And Prepare Bone Tissue Slides 1. You will also need to choose a bone tissue slide for each individual you have in the burial site. It doesn t really matter which bone slide you pick. Label your male s bone slide A and your female s bone slide B (or something similar). Do a quick osteon count of each slide to determine the age of each and record this age in your Skeletal Remains Identification Form KEY. 2. All groups will need to observe these two slides, which will take awhile. We suggest that you look through your bone slides and find a second A slide that calculates out to a similar age as your original A slide, and a second B slide that calculates out to a similar age as your original B slide. This way you have two of each, which will speed things up. 3. When a student asks for a bone slide to analyze ask them which individual s bones they are trying to age. If they say the male or the female you can give them the correct bone slide. If they say a particular bone (like Bone #6 the femur) you can quickly look at your KEY to determine if this is a bone from the male or female then give them the correct bone slide. 4. In some instances a group might think there are THREE individuals in the burial site. Example: a group has already analyzed the female s bone slide, then they ask to see a bone slide from a SECOND FEMALE you can just give them the second, duplicate bone slide to analyze. They will hopefully see that both females are the same age and decide there really is just one female in the burial site. 5. Students were instructed in their How To Organize Your Analysis page that they only need to observe one bone slide sample for each individual to determine their age. You can remind students of this procedure if they keep asking for more bone slides. Comments/Problems: This lab can take 3 to 5 days to complete depending on the number of bones you place in the burial site for students to analyze. Either save the bone slides you picked out to use with this lab (and use them only with this lab) or mark them somehow so you can easily find them next year and use them again. You could mark the bones you picked out for this lab with small, colored, stickers of some kind or just leave the numbered stickers in place. This would make it easy to pick out the same bones and use them again next year. 417

227 Students typically feel like they have accomplished something when they have completed this lab discovered details about the profiles of individuals with nothing more than a few bones to work with! Typical Results: You will need to make your own KEY to this job that matches the burial site you organize. A blank Skeletal Remains Identification Form KEY can be found following these Teacher Notes. You should fill out this KEY as you choose the bones and bone microscope slides for your burial site (age of the individuals, bones used and their correct Identification Numbers). Most groups will analyze the burial site correctly, with the biggest variation being in the calculated age of the individuals. 418

228 NAMES: SKELETAL REMAINS IDENTIFICATION FORM KEY Person #1 Person #2 Person #3 Can't Detemine who these bones belong to Sex of Individual Approximate Height Approximate Age Record ONLY Bone Identification Numbers In The Spaces Below Skull Mandible Hyoid Sternum Ribs Cervical Vertebra Throacic Vertebra Lumbar Vertebra Sacrum Coccyx Clavicle Scapula right Scapula left Humerus right Humerus left Ulna right Ulna left Radius Carpels Metacarpels Phalanges Fingers Coxa right Coxa left Femur right Femur left Patella Tibia right Tibia left Fibula Talus Calcaneus other Tarsals Metatarsals Phalanges Toes 419

229 REFERENCE PAGE: ESTIMATING TIME OF DEATH NAME *After death, the human body tends to progress through specific stages of change, decay, and decomposition. Understanding this progression of events can help a Crime Scene Investigator or FORENSIC PATHOLOGIST estimate the victim s time of death. A Forensic Pathologist is a person who tries to determine the cause and manner of death. *Determining a victim s time of death can be an important clue when trying to solve a crime. By establishing a time of death it may be possible to eliminate some of your suspects and focus your attention on others based on the suspect s activities and location at the time of death. *Below are some of the events that can be used to help estimate a body s time of death. RIGOR MORTIS *Rigor Mortis is a Latin phrase that means Rigor (stiff) Death. *Rigor Mortis is when the body becomes stiff after death. *A body begins to stiffen about 2 hours after death. *Rigor Mortis is first noticeable in the smaller muscles of the face, neck, and shoulders, progresses inferiorly, and eventually becomes noticeable in the larger muscles of the lower body region (the legs). *Maximum stiffness of the body usually occurs 8 12 hours after death. *The body becomes frozen in the position of death. Trying to straighten an arm or leg in this state can result in a broken bone. *After hours the stiffness of Rigor Mortis disappears and the body becomes flexible once again. *Many variables can affect the timing of Rigor Mortis: A. warmer temperatures = progresses faster B. much body fat = progresses slower C. the victim was active before death (struggled or ran from an attacker) = progresses faster *Why does the body become stiff during Rigor Mortis? A. Muscle cells are filled with overlapping protein fibers. B. When a muscle cell contracts, these overlapping fibers lock together and pull inward to overlap even more (which requires energy). This shortens the muscle cell. C. To relax, a chemical reaction (which also requires energy) causes the protein fibers to unlock from each other and the muscle can stretch back out. INSIDE A MUSCLE CELL Relaxed (fibers are NOT locked together Contracted (fibers ARE locked together and pulling inward) 420

230 D. About 2 hours after death the protein fibers slowly begin to lock together, causing the body to become more and more stiff. However, the muscles don t contract because there is no longer any energy in the dead cells to make the fibers pull inward. The fibers just lock together. E. There is also no energy in the dead cells to make the protein fibers unlock from each other so the body becomes very stiff and rigid (the muscle fibers can t slide past each other anymore because they are all locked together). Eight to twelve hours have passed. F. Eventually, after 36 to 48 hours, the muscle cells and their protein fibers begin to decompose and fall apart. The body loses its stiffness and becomes flexible once again. LIVOR MORTIS *Livor Mortis is a Latin phrase and means Blue-ish Color Death. *Livor Mortis is when the body becomes discolored by forming a blue-purple color after death. *About 1 2 hours after death the blood in the body begins to settle. Gravity pulls the blood, which is no longer being pumped by the heart, to the lowest parts of the body toward the floor. Areas where the blood pools up become a blue-purple color. *The movement of blood in a dead body is also called LIVIDITY. *After 6 8 hours the blood becomes FIXED (thick and coagulated) and will no longer move. The blue-purple areas become permanent since they can no longer move. *Assume a person dies and falls so they are laying on their back: A. After 1 2 hours the backs of the body s legs, the entire backside, and the backs of the arms will begin to turn a blue-purple color. B. If the body is immediately turned over to be on its stomach the back will lose its color and the fronts of the legs, stomach area, etc. will turn a blue-purple color as the blood flows to the lowest part of the body. C. If you had waited 6 8 hours to turn the body over on its stomach you would have seen different results. No color changes would have occurred because the blood would have become Fixed and no longer move. The body s back would remain colored. D. If you decided to move the body to its stomach after 3 4 hours some, but not all, of the blood would likely be fixed. This fixed blood would remain in the body s back, while the rest of the blood (not fixed) would move to the front of the body. You would see bluepurple color in both the back AND front areas of the body. *Objects that push against the body s skin will cause the skin in that area to remain pale and not turn blue-purple. This is because the blood can t flow into this constricted or pushed-in area. ALGOR MORTIS *Algor Mortis is a Latin phrase and means Coolness Death. *Algor Mortis is when the body temperature cools after death. *The temperature of a living human is, on average, 98.6 O F. *The human body begins to cool after death. *For the first 12 hours after death the core of the human body cools at a rate of about 1.5 O F/hour. *After 12 hours the core of the human body cools at the slower rate of about 1 O F/hour 421

231 *The body will eventually cool to the environment s temperature. *The body s temperature is usually taken from the liver or the anus. *Examples of how to use Algor Mortis to estimate the time of death: A. A body is discovered. You take the body s temperature and find it is 92.6 O F. What is the estimated time of death? Estimated Time of Death = 4 HOURS AGO. The body has cooled by 6 O F (98.6 O F 92.6 O F = 6 O F). Cooling Rate for the first 12 hours = 1.5 O F per Hour x 4 HOURS = 6 O F B. A body is discovered. You take the body s temperature and find it is 75 O F. What is the estimated time of death? Estimated Time of Death = 17.5 HOURS AGO. The body has cooled by 23.6 O F (98.6 O F 75 O F = 23.6 O F). Cooling Rate for the first 12 hours = 1.5 O F per Hour x 12 Hours = 18 O F of cooling. Cooling Rate after 12 hours = 1 O F per Hour x 5.5 Hours = 5.5 O F of cooling. 12 HOURS (18 O F of cooling) HOURS (5.5 O F of cooling) = 17.5 HOURS AGO. *Many variables can affect the actual rate of cooling. A. air temperature B. types of clothes found on the body C. is the body in the sun or in the shade? STAGES OF DECOMPOSITION *Temperature and weather conditions can greatly affect the timing and appearance of the different stages of decomposition described below. 1. FRESH STAGE *Generally around Day 1 and Day 2 *Livor Mortis occurs *Rigor Mortis occurs *Algor Mortis occurs *The body s cells begin to be digested by enzymes. *Bacteria begin to decompose the body gases begin to be produced. *Flies quickly arrive and lay eggs on the body maggots begin to feed. 2. PUTREFICATION STAGE *Generally around Day 2 to Day 10 *Odor is present *Maggots and other insects feed *STAGE 1: Abdomen turns green color (due to bacteria in the digestive system) *STAGE 2: Marbling occurs veins near the skin become a dark color as the blood as the chemically changes. These dark colored veins can be seen seen through the skin and give the body a splotchy appearance. *STAGE 3: The body becomes bloated and swollen as feeding bacteria release gases that become trapped under the skin and in body cavities. *STAGE 4: Skin may blister, hair may fall out, and areas of skin (especially around the hands and feet) loosen and slip off the body. 422

232 3. BLACK PUTREFICATION *Generally around Day 8 to Day 20 *Fluids leak out of the body openings *Body darkens *Body becomes so bloated that it bursts open *Maggots and other insects feed 4. MUMMIFICATION * Generally around Day 20 and can continue for weeks *What is left of the body (usually skin, bones, ligaments, tendons, cartilage) begins to dry out. *Skeleton becomes obvious *Insects continue to feed on the remains THE MOST ACCURATE WAY TO ESTIMATE THE TIME OF DEATH IS TO USE AND CONSIDER ALL THE FACTORS AND METHODS DISCUSSED ABOVE RATHER THAN ONE SINGLE FACTOR OR METHOD. 423

233 QUESTIONS - REFERENCE PAGE: ESTIMATING TIME OF DEATH NAME 1. You discover a body. The body has no obvious signs of decomposition. You roll the body over and cover it with a blanket. You notice that the body s arms and legs moved easily when you turned the body over. What can you tell about the estimated Time of Death from the above information? 2. In your opinion, which single method Rigor Mortis, Livor Mortis, or Algor Mortis do you think would be the most accurate in estimating Time of Death? Explain your answer. 3. How did Rigor Mortis get its name? 4. How did Algor Mortis get its name? 5. How did Livor Mortis get its name? 6. A body has a definite blue-purple color along the right leg, right arm, and right area of the face. A. In what position was the body probably oriented in when it was discovered? B. You touch the blue-purple colored skin along the leg with your finger and notice the blue-purple color temporarily disappears every time you push on the leg. What is the estimated Time of Death of this body? 7. Two bodies are discovered. You notice that Body A has Rigor Mortis of the face only. You notice that Body B has Rigor Mortis of the face and legs. Which body has likely been dead the longest? What is the estimated Time of Death of the body you listed above? 424

234 8. A body has complete Rigor Mortis. You are surprised to see that several hours later the body no longer has Rigor Mortis. A. Explain what happened to the Rigor Mortis. B. What is the estimated Time of Death based on your last observation of the body. 9. You discover a body lying face down (on their stomach). You notice a blue-purple color along the back, buttocks, the back of the legs and NO where else. Describe THREE important pieces of information you learned about the body from your observations. 10. Describe how a body could end up with obvious Livor Mortis on their front AND back. 11. Approximately how much heat would a body lose if the Time of Death was 8 hours ago? You take the temperature of this 8 hour-old body. Approximately what temperature would you expect to see on the thermometer? 12. Approximately how much heat would a body lose if the Time of Death was 17 hours ago? You take the temperature of this 17 hour-old body. Approximately what temperature would you expect to see on the thermometer? 13. A body is discovered. You take the temperature of the body it is 91.1 O F. What is the estimated Time of Death? 425

235 14. A body is discovered. You take the temperature of the body it is 77.6 O F. What is the estimated Time of Death? 15. John Smith was found murdered in his home at 11:00 P.M.. John owned his own company and worked out of his house. The only evidence police found was an appointment book, which listed two appointments earlier in the day: Jake Long had an appointment in John Smith s house at 8:00 A.M. Tom Walker had an appointment in John Smith s house at 10:00 A.M. It is believed one of these two men is likely guilty of the murder but which one? Jake Long was interviewed and claimed he did not murder John Smith, and that John was still alive when their meeting was over at about 8:30. Tom Walker was interviewed and said he had cancelled his appointment with John Smith and had not even been to John s house. The temperature of John Smith s body was taken at 11:30 P.M. and found to be 79.6 O F. Which single suspect will you have arrested on suspicion of murder? Why did you choose the above suspect as the one to be arrested? 16. Why are all three methods that can help you determine Time of Death (Livor Mortis, Rigor Mortis, and Algor Mortis) considered to be ESTIMATES of Time of Death and not exact? 17. Explain why bodies become swollen and bloated while decomposing. 18. What is the estimated Time of Death of a body that is very swollen and bloated? 19. During the Mummification Stage of decomposition insects may still be feeding on the body remains. What remains would these insects possibly find to eat? 426

236 TEACHER NOTES Lab/Activity: Reference Page Estimating Time Of Death Comments/Problems: This lab usually takes 1 Day to complete. This Reference Page is intended as a general overview of what happens to a body after death. The timelines given are highly variable especially in different temperatures or weather conditions. The Cooling Rates given in this Reference Page (1.5 O F/hour for the first 12 hours and 1 O F/ hour beyond 12 hours) were mentioned in several sources, however, there is great variability in the literature when it comes to cooling rates from 1.8 O F/hour to 0.7 O F/hour. Investigators typically use a more complex (and more accurate) formula than the simple method presented here when estimating Time of Death from Rigor Algor. This more complex method involves not only the body s temperature, but also the air temperature, takes into account the clothes found on the body, etc.. Typical Results: A key to the questions follows this page. 427

237 QUESTIONS - REFERENCE PAGE: ESTIMATING TIME OF DEATH KEY NAME 1. You discover a body. The body has no obvious signs of decomposition. You roll the body over and cover it with a blanket. You notice that the body s arms and legs moved easily when you turned the body over. What can you tell about the estimated Time of Death from the above information? THE BODY IS PROBABLY LESS THAN 2 HOURS OLD (RIGOR MORTIS USUALLY BEGINS AFTER 2 HOURS). RIGOR MORTIS USUALLY DISAPPEARS 36 TO 48 HOURS AFTER DEATH, HOWEVER, THERE WOULD LIKELY BE SIGNS OF DECOMPOSITION. 2. In your opinion, which single method Rigor Mortis, Livor Mortis, or Algor Mortis do you think would be the most accurate in estimating Time of Death? Explain your answer. ANSWERS WILL VARY (SINCE STUDENTS ARE ASKED FOR THEIR OPINION). HOWEVER, THE BEST METHOD FOR TIME OF DEATH ESTIMATION WOULD BE TO USE ALL THREE TOGETHER. 3. How did Rigor Mortis get its name? THE NAME DESCRIBES THE STIFFNESS OF THE BODY THAT OCCURS 8-12 HOURS AFTER DEATH. 4. How did Algor Mortis get its name? THE NAME DESCRIBES THE GRADUAL COOLING OF THE BODY TEMPERATURE THAT OCCURS AFTER DEATH. 5. How did Livor Mortis get its name? THE NAME DESCRIBES THE BLUE-PURPLE COLOR THAT BECOMES VISIBLE IN THE BODY DURING THE FIRST 6-8 HOURS AFTER DEATH. 6. A body has a definite blue-purple color along the right leg, right arm, and right area of the face. A. In what position was the body probably oriented in when it was discovered? THE BODY WAS LAYING ON ITS RIGHT SIDE B. You touch the blue-purple colored skin along the leg with your finger and notice the blue-purple color temporarily disappears every time you push on the leg. What is the estimated Time of Death of this body? BECAUSE THE COLOR WENT AWAY WHEN PROBABLY 1 TO 8 HOURS AGO PUSHED ON IT WAS LIKELY NOT YET FIXED 7. Two bodies are discovered. You notice that Body A has Rigor Mortis of the face only. You notice that Body B has Rigor Mortis of the face and legs. Which body has likely been dead the longest? BODY B HAS BEEN DEAD THE LONGEST What is the estimated Time of Death of the body you listed above? PROBABLY 8-12 HOURS AGO 428

238 8. A body has complete Rigor Mortis. You are surprised to see that several hours later the body no longer has Rigor Mortis. A. Explain what happened to the Rigor Mortis. THE MUSCLE CELLS AND THEIR LOCKED PROTEIN FIBERS EVENTUALLY BEGIN TO DECOMPOSE AND BREAK APART. THAT IS WHAT HAPPENED HERE. B. What is the estimated Time of Death based on your last observation of the body. PROBABLY 36 TO 48 HOURS AGO 9. You discover a body lying face down (on their stomach). You notice a blue-purple color along the back, buttocks, the back of the legs and NO where else. Describe THREE important pieces of information you learned about the body from your observations. THE BODY IS AT LEAST 6-8 HOURS OLD (THE COLOR APPEARS TO BE FIXED) THE BODY WAS ORIGINALLY ON ITS BACK AND WAS LATER MOVED ON ITS STOMACH THE BODY WAS MOVED ON ITS STOMACH AFTER 6-8 HOURS HAD GONE BY 10. Describe how a body could end up with obvious Livor Mortis on their front AND back. A BODY ON ITS BACK COULD BE MOVED TO ITS STOMACH AFTER 5 HOURS (CLOSE TO 6 HOURS). SOME OF THE BLOOD WOULD BE FIXED AND NOT MOVE (REMAIN ON THE BACK) WHILE THE UNFIXED BLOOD WOULD MOVE TO THE STOMACH AREA AND LATER BECOME FIXED THERE. 11. Approximately how much heat would a body lose if the Time of Death was 8 hours ago? 12 O F (8 hours X 1.5 O F per hour) You take the temperature of this 8 hour-old body. Approximately what temperature would you expect to see on the thermometer? 86.6 O F (98.6 O F - 12 O F) 12. Approximately how much heat would a body lose if the Time of Death was 17 hours ago? 23 O F (12 hours X 1.5 O F per hour + 5 hours X 1 o F per hour) You take the temperature of this 17 hour-old body. Approximately what temperature would you expect to see on the thermometer? 75.6 O F (98.6 O F - 23 O F) 13. A body is discovered. You take the temperature of the body it is 91.1 O F. What is the estimated Time of Death? 5 HOURS AGO 98.6 O F O F = 7.5 O F Heat Loss 1.5 O F loss per hour X 5 hours = 7.5 O F heat loss 429

239 14. A body is discovered. You take the temperature of the body it is 77.6 o F. What is the estimated Time of Death? 98.6 O F O F = 21 O F Heat Loss 15 HOURS AGO 18 O F heat loss in first 12 hours + 3 O F heat loss in next 3 hours 15. John Smith was found murdered in his home at 11:00 P.M.. John owned his own company and worked out of his house. The only evidence police found was an appointment book, which listed two appointments earlier in the day: Jake Long had an appointment in John Smith s house at 8:00 A.M. Tom Walker had an appointment in John Smith s house at 10:00 A.M. It is believed one of these two men is likely guilty of the murder but which one? Jake Long was interviewed and claimed he did not murder John Smith, and that John was still alive when their meeting was over at about 8:30. Tom Walker was interviewed and said he had cancelled his appointment with John Smith and had not even been to John s house. The temperature of John Smith s body was taken at 11:30 P.M. and found to be 79.6 o F. Which single suspect will you have arrested on suspicion of murder? 98.6 O F O F = 19 O F Heat Loss TOM WALKER 18 O F heat loss in first 12 hours + 1 O F heat loss in next 1 hour Why did you choose the above suspect as the one to be arrested? ESTIMATED TIME OF DEATH WAS 13 HOURS AGO. THIS WOULD BE AT 10:30 A.M. - THE TIME THAT TOM WALKER WAS SCHEDULED TO BE WITH JOHN SMITH. IF TOM WALKER HAD CANCELLED HIS APPOINTMENT IT MOST LIKELY WOULD HAVE BEEN MARKED OFF THE APPOINTMENT BOOK. 16. Why are all three methods that can help you determine Time of Death (Livor Mortis, Rigor Mortis, and Algor Mortis) considered to be ESTIMATES of Time of Death and not exact? THERE ARE TOO MANY VARIABLES, LIKE TEMPERATURE AND WEATHER, THAT CAN DIRECTLY AFFECT HOW FAST OR SLOW THESE PROCESSES OCCUR. THIS MAKES IT VERY DIFFICULT TO DETERMINE AN EXACT TIME OF DEATH. 17. Explain why bodies become swollen and bloated while decomposing. BACTERIA PRODUCE WASTE GASES AS THEY FEED ON/DECOMPOSE A BODY. THESE GASES COLLECT IN BODY CAVITIES AND UNDER THE SKIN, CAUSING THE BODY TO BECOME BLOATED AND SWOLLEN. 18. What is the estimated Time of Death of a body that is very swollen and bloated? PROBABLY 5 TO 10 DAYS, DEPENDING ON THE TEMPERATURE AND WEATHER 19. During the Mummification Stage of decomposition insects may still be feeding on the body remains. What remains would these insects possibly find to eat? INSECTS COULD FEED ON THE DRIED SKIN, DRIED LIGAMENTS AND TENDONS, AND ANY OTHER MATERIALS THAT REMAIN. 430

240 THE SQUARE ROOT KIDNAPPER CRIME DETAILED TEACHER NOTES HOW TO SET UP AND RUN THE CRIME STUDENT PAGES TEACHER PAGES KEYS TO THE CRIME EVERYTHING YOU NEED TO KNOW TO RUN A SUCCESSFUL CRIME 431

241 Materials List for ABC Technologies - Forensic Science 2 The Materials List includes the equipment and supplies needed to complete all the activities included in ABC Technologies - Forensics Science 2. Quantities are based on a class of 24 students working in a group of 2 (for most Training Labs) and 3 (for most Jobs). For more detailed information about the materials and quantities needed, please consult the Teacher Notes found following each Training Lab and Job. Equipment Quantity FACES software (example - Wards #74W4270) 1 per computer Deck of cards 6 Clipboards 12 Small clear millimeter ruler 12 Scissors 12 Stereomicroscopes 12 Safety goggles 12 Electronic or accurate manual balance 4-6 Forceps 12 Magnifying glasses 4-6 Longwave UV-A black light (example - Wards #29W3010 or 29W3005) 1 UV safety goggles 4-6 Plastic bucket or similar container 2-3 Test tube rack 12 Dissecting needles 12 Dissecting scissors 12 Scalpels 12 Compound microscopes (with eyepiece micrometer rulers, if possible) 12 Spectrophotometer (example - Science Kit #45240M00), or if you use computer probeware, try Vernier SpectroVis spectrophotometer (Vernier #SVIS) Plastic female disarticulated female human skeleton 1 or more Plastic male disarticulated male human skeleton 1 or more Chemical scoops 12 Solid rubber stopper, size Yardsticks 12 Metersticks 12 Metric Vernier calipers 12 Stuffed toy monkey 1 Silk daffodil flowers 1 small bouquet Glass marbles 1 small bag Clear glass flower vase 1 498

242 Glassware Quantity Glass vials with caps (example - Wards #17W0169) 60/class Test tubes (13 x 100 mm) 120 Beakers, 50 ml 12 Beakers, 100 ml 12 Beakers, 250 ml 12 Prepared Slides Human bone tissue (example Wards #17W0169) 15 Supplies Simulated blood 1 bottle (see teacher notes) Note cards, 5 x 8 1 package/class Cotton twine 12 spools Masking tape 12 rolls Aluminum foil 1 roll Disposable plastic dropper pipettes 1 box Clear tape with tape dispenser 12 Ziploc bags (gallon size) 1 box Pencils, new and unsharpened 36 Metal Binder Clips, ¾ inch 36 Adhesive Putty 3 packs Black electrical tape 1 roll Pieces of wood (2 ) containing drilled bullet holes (to be constructed by teacher) Thread 1 spool Glass samples (to be provided by teacher) Coarse sandpaper 1 package Protective gloves 1 pair Play sand 1 bag Coarse sand (example - Wards #942W5608) 1 container Calgon brand bath powder 1 box Plastic spoons 1 bag Soil separating screen (tea strainers work well) 12 Petri dishes 12 Microscope slides 1 box/class Cover slips, plastic 1 box/class Vaseline or similar petroleum jelly 1 jar Manila folders Plastic wrap 1 box Food Coloring 1 box 499

243 Chemicals 95% Ethanol Glycerin Isopropyl alcohol Mineral oil Safranin stain Immersion oil, Type A (example - Wards #14W3333) Glo-Germ powder (example - Wards #36W9902) Universal indicator solution Corn starch Epsom salt Calcium carbonate Gypsum Sucrose Baking Soda Salt Borax Sodium carbonate Lugol s iodine Phenolphthalein Sodium Hydorxide Vinegar Salcylic Acid Iron III Nitrate 500