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TEACHERS` PACK (pdf Download)
ME E P EYS ID RS O LI C E TOUGH-CALL.CO.UK Investigation pack E D I U G HERs’ TEAC The This gun crime forensics project has been developed to show students how science can be applied to real-life situations. Based around a crime scene scenario, it directly links school science to forensic fieldwork, allowing students to develop important practical skills and learn essential scientific terminology. The project combines a range of practical activities with interactive resources to give students an invaluable insight into the work of the police and the effects of gun crime. A pilot project has been carried out at Litherland High School, and was enthusiastically received by staff and pupils alike. “The whole day was great. I really learned more about what forensic science is and how the scientists actually work on cases” (Kaitlyn, age 14) “I never knew that forensic science was so varied. I really enjoyed taking fingerprints.” (Louis, age 14) “My favourite was the flame tests to identify the gun residue.” (Craig, age 13) “Brilliant – I have never enjoyed a whole day at school as much as I did.” (Mark, age 14) ... 2 The This flexible project has been designed so you can: • Fit it into KS3, KS4 and BTEC programmes of study. • Encourage cross-curricular links with citizenship and PHSE within your school. • Adapt it to suit the individual needs of students and the resources of the school. • Extract specific activities to complement existing schemes of work. • Deliver the complete project at school or through departmental events such as collapsed curriculum days. Key curriculum learning covered in this pack includes: • Key concepts - Scientific thinking - Applications and implications of science • Key processes - Practical and enquiry skills • Range and content - Energy, electricity and forces - Chemical and material behaviour Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complementary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. ... 3 SECT SE CTIO CT ION IO N3 C EM CH EMIS ISTR IS TRY TR Y Introd Int roduct rod uction uct ion on an and d a wo works kshee ks he t for hee for thi this s experi exp er men e t will w l be av a ail ai abl ab e on on page ag 6 of the st stude udent ude t pac pack. k k. Sectio Sec tio ion n 2.1 2 1 – Angl Ang e of of defle defle flecti ct on Studen Stu de ts wil w lu wi use se the in nfor ormat mation mat i io p vid pro vided e to ed o nar narrow ow th t e sear sear earch ch for fo the missi sing bul s ullet ul et. et Sectio Sec tion ion 2.2 2 2 - Spee peed d and and dis distan ta ce tan Studen Stu de ts com compar pare par e the spe speed ed an and distan dis tance tan ce of a bull bulll et whe when n it’s tr trave ve velli elll ng g throug thr ou h air oug ai and th t rough rou ough g gly glycer cerol. cer o ol 5 Introd Int rod duct uction on an and d a wo w rks kshee ks h t for he hee for thiis experi exp err men ment t will w l be av avail ai abl ab e on on page e 8 of the stude st tude u nt t pac p k. k A sect ection ion on in ntro troduc d tio duc tion n for for stu studen de ts den t is i on pag page e 9 of th t e stud stud tudent ent n s’ s pac ack. ac k Sectio Sec tion n 2.3 3 – Test Test esting i pr ing p ojecti oje jecti tiles t le es Studen Stu de e ts tes test t the h imp impact act t of bu b lle ets s when whe n the hey e ’re ’rre firred at dif d fer fe ent n displa dis placem pla cement ement ents.. Sectio Sec tio ion n3– Introd Int roduct rod uction on to ch c emi em str st y test test ts. s Stu t den de e ts per p for form m chem chem em mist istryry-bas ryb ed ba bas tests tes ts to t eli elimin minate min at su ate suspe sp pects s fr from om m the th irr enquir enq uir iries es. es 7 8 Introd Int roduct duct uction on n an and d a wo works kshee ks he t for hee forr thi this s experi exp err men ment t willl be av avail ai abl ab e on on page g 7 of the st tude udent t pac p k. k. A sect ection ion on n in ntro troduc d tio duc on for for stu st t den de ts s is s on pag ge 5 of th t e stud stud tudent dents’ nts pac ack. ac k Sec e tio ion n2 In rod Int roduct uction uct on to t th he phys phys hysics cs s te tests sts. sts Studen Stu de e ts app apply y phy p sic sics-b s-base s-b ased ase d prin rii cip cii les es to a crim c ime im me scen cene. e. 3 SECT SE CTIO CT I N2 IO P YS PH Y IC ICS S TE TEST S S ST 6 An int introd roduct rod uc ion uct io fo forr stud stud tudent ents ent s is is on on page ag 4 of of the t e stu studen dents’ den ts pack. ts’ pa ack Sectio Sec tio ion n1 An int introd roduct rod uc ion to th uct this s Gun Gu Cr C ime i Forens For ensics ens cs Proje Prroje oject. ct. t. 2 This can Th can be fou o nd on page pag age 3 of the th he s de stu den e ts’ pa pack. ck ck. An int introd roduct rod uc ion uct on to t gu gun n crim crim rime. e. GUN GU N CR CRIM IM IME ME INTR IN TROD TR O UC OD UCTI T ON TI SECT SE CTIO CT ION IO N1 INTR IN TROD TR ODUC OD UCTI UC TION TI ON This can Th can be fou found nd on pag page e 2 of th the e st den stu de ts’ ts pa p ck. ck A ques ques uestio tionna tio nn ire ab nna about out st stude udents ude nt ’ p cep per ceptio ti ns tio s of f gun g cr c ime. ime e This sh shoul o d be ou be comple com pleted ple te be ted befor fore for e stud stud tu ents ent nts are are r han handed ded theirr pac the packs k to avo ks avoid d an any ny pr primi ming mi n of answer ans wers. wer s s. PREPR E-PR EPROJ PR OJEC OJ ECT EC T QUES QU ESTI ES TION TI ON NNA N IRE IR RE STUDENTS’ PRINTED RESOURCES ST TUD UDEN ENTS EN TS’ PA TS PACK CK REF EFER EREN ER ENCE EN CE SECT SE CTIO CT ION IO N OV OVER ER RVI V EW PAGE PA GE NO. NO - Set-up video X. Photo reference. – – This animated video explains the importance of forensic analysis in eliminating suspects. Students see a gallery of suspects and are briefed on the evidence that has been found and how they’re going to analyse it. ANIMATION 2: To be shown after the 3 physics experiments (before the chemistry experiments). This introduces the students to the next section. – - CONTINUED... Set-up video X. Photo reference. Set-up video X. Photo reference. - ANIMATION 1: An introductory animation to be shown at the beginning of the project (after students have completed the initial questionnaire). An officer outlines the case, explaining that students will be assuming the role of forensic scientists. – – Pre-project questionnaire can be downloaded. - - SET-UP VIDEO AND OTHER RESOURCES TEACHERS’ ZONE – RESOURCE CENTRE ANIMATION & VIDEO SECTION 1 – Project Overview POST PO ST-P ST -PRO -P ROJE RO JECT JE CT QUES QU ESTI ES TION TI ONNA ON N IRE NA IR RE SECT SE CTIO CT ION IO N4 PRES PR ESEN ES ENTI NTI T NG G T E EV TH E ID IDEN E CE EN SECT SE CTIO CT ION IO N3 CHEM CH EMIS EM ISTR STR TRY Y (CON (C ONTI ON TINU INU NUED ED) ED – Sectio Sec tio ion n 3.4 3 4 – Micr Micr ic osc oscopi opi pic c anal nalysi y s ysi An int introd rod duct uction io ion o an nd work work r she sheet e are on et of f fibr fibre e p e1 pag 14 4 of the the e stu studen den e ts’ pa p ck. c ck Studen Stu de ts t con conduc duct duc t a mi micro cro osco c pic an analy a sis aly of a numb umber er of dif d fer ferent ent fib fibre e typ ty es es to find a mat match atch h wit with h fibre fibre bres s foun foun ound d on suspec sus pects’ pec ts cl c oth othes. es. Introd Int roduct rod uction uct on se secti ct on 4 is s avai ava lab able l le for stude udents dents on pa page g 15 ge 5 of the th studen stu de ts’ s pa pack. ckk ck. Worksh Wor ksheet heet e s for for o thi th his writ writ rite-u e-up e-u p will i b ava be va ailable lable on n pa p ges 16 16-20 -2 -20 2 of o th the e studen stu de e ts’ pa p ck. ck Wo ksh Wor ksheet eets eet s for for o thi th s writ ri e up will w lll be ava vailable lable le on pa pages ge 21 ges 21-25 -2 of th -25 t e studen stu de ts’ s pa pack. ckk ck. Sectio Sec tion ion 4 – Pre Presen sentin sen ting tin g evid videnc ence enc e Studen Stu de ents see ee ho how w alll the ev e ide idence ce they’v the y’ve y’v e coll coll o ect ol ected e can he ed help lp bui bu ld d a case case a as and se secur c e a co cu c nvi nvicti ct on. cti on Sectio Sec tio ion n 4.1 4 – Phys Phys h ics ic se secti cti t on sum u mar um mary y Stu t den de e ts t eva e lua ua ate t the theirr find ding ng gs and and d presen pre se t them in a rep sen report ort fo orma mat. t. Teache Tea chers che rs can as sk stud stud tudent ents ent s to to stan stan tand d up up and fo forma rm lly rma ly pr prese esent ese nt t the t irr rep report o in ort i a court cou rt t roo ro m scen scen enari ar o. S tion Sec tio on 4.2 4 2 – Chem Chem e ist st stry t y sec ectio ec tion tio n summ u ary ry Studen Stu de ts eva den valua uate ua te the th irr find finding ngs ng s and and d presen pre se t them sen h in n a rep report ort fo forma rma ma at. t 14 15 16 Sectio Sec tio ion n 3.1 3 – Susp Susp us ect ects s Stu t den de e ts t are gi g ven a lis iist of of poss os ibl ib e su pec sus pe ts t and ar are e aske sked d to to elim imina nate na t te them the m one by one e frrom the en enqui qu ry by b carryi car rying ryi ng g out o a series es of o te tests st . sts This ques Th ques uestio tionna tio nn ire is sd de esig sii ned to fin fi d o if out f st stude dents ents nts’ perc erc ercept cept eption ons on sa abou bo t gun n cr me hav cri ave e chan chan hanged ged d. 9 17 This can Th can be fou ound nd on pag page e 28 of o the e st den stu de ts’ ts pa pack. ck ck. An int introd rod duct uction io an ion nd inst inst truc ructio tio i ns f st for tude udents nts’ a are re on o pag page e 26 2 o of f the the h studen stu de e t’s pa p ck. ck – An int introd rod duct uction io an ion and d work work orkshe sheet she et are ar on page pag e 13 13 of the the stu t den dents’ ts’ pa pack. ck Sectio Sec tion tio n 3.3 3 3 – pH pH soil soil te testi st t ng Studen Stu de ents con onduc duct duc t a pH p test te est on soi so oil sample sam ples ple s to to help ma match tch th t e soil soi ty t pe to soi soil samp amples es s fo found und on th the e eigh eight ght suspec sus pects’ pec ts sh ts’ s oes e . 13 4 – An int introd roduct rod uc ion uct io o an and d work workshe rkshe sheet et are e on page pag e1 12 2 of the the e stu studen dents’ den ts’ pack. pa ackk Sectio Sec tio ion n 3.2 3.2 2 – Fing F ng ngerp er rin erp ri ti tin ing Studen Stu de e ts s conduc con onduc u t some some om fingerp fing e rin erp rint t test test ts. s 12 - ANIMATION 5: To be shown after the courtroom video at the very end of the project, where the full set of videos will be shown to explain the whole story. ANIMATION 4: To be shown at the beginning of section 3.2. This will introduce the final part of the project. Pupils will be asked to present their evidence to the jury. ANIMATION 3: To be shown at the beginning of section 4.1. Students will be given an overview of the section and asked to present their evidence as if they were reporting to a senior officer or giving evidence at a trial. – – Compou pound ou d tab table le is ava availa ilable ila ble in th the e studen stu de e ts’ pa pack ck pag ge 11.. A com compou pound pou d table tab ble l is s pr p ovi ov ded fo or studen stu de ts, den ts to he help p the them m iden d tif if fy and and n eliimin minate ate t su suspe spects spe cts. cts 11 Post-project questionnaire. - – – Set-up video X. Photo reference. Set-up video X. Photo reference. Set-up video X. Photo reference. – Set-up video X. Photo reference. – An int introd roduct rod uction uct io an ion and d work work orkshe sheet she et are ar on pa e 10 pag 10 of the the stu studen d ts’ pa den pack. ck Sectio Sec tion tio n 3.1 3 – Flame lame m tes te tin tii g S de Stu den ents wi wilil t test est st an a d identif den entif tify y differ dif ferent fer ent co ompo mpound unds.. The und ey will w l th t en e use th the e comp comp o oun ound d tabl table ble to iden ide e tif ti y elemen ele ments. men t ts EXPERIMENT SET-UP: VIDEO & PHOTO TEACHERS’ ZONE – RESOURCE CENTRE ANIMATION & VIDEO 10 STUDENTS’ PRINTED RESOURCES SU UPP PPOR ORTI OR TING TI NG G MAT ATER ERIA ER IALS IA LS & STUD ST UDEN UD E TS EN TS’ PA P CK SECT SE CTIO CT ION IO N OV OVER ER RVI V EW PAGE PA GE NO. NO SECTION 1 – Project Overview SECTION 1 SHOW ANIMATION 1 BEFORE STUDENTS BEGIN THIS SECTION Physics sts ts Ask students to complete the CSI survey at the very beginning of the project. Then show animation 1, where Chief Inspector Lewis will introduce the assignment and explain what they are required to do. Once students have watched animation 1, which incorporates a video of a shooting incident, they will apply some of the principles they learn in Physics to help them understand a real-life crime scene. They will conduct a series of ballistics tests about aerodynamics, projectiles and angles of deflection to identify the speed the bullet was travelling when it went through the victim’s leg. This information will help students narrow down the police search for the missing bullet Key Curriculum Subjects Attainment target 4: Energy, forces and space Level 4 Students describe energy and forces, recognising how forensic scientists use ballistics to support or refute scientific ideas as part of a legal process. Level 5 Students draw on abstract ideas to describe how energy and forces are applied in the study of ballistics. Level 6 Students describe processes and phenomena related to students take account of a number of factors in their explanations of processes and phenomena. They apply knowledge to refine the search for a bullet at a fictitious crime scene. Level 7 Students describe a wide range of processes and phenomena. Using abstract ideas where appropriate, students explain the application and implications of science within the field of forensic science. Level 8 Students interpret, evaluate and synthesise data from a range of sources, showing an understanding of the relationship between evidence and scientific ideas that underpin the work of forensic scientists. Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. ... 6 SECTION 1.1 Angle of Students are told that Dean was shot in the leg, and that the bullet hit him at an angle of between 35 and 45 degrees. They will have to perform an experiment, using their knowledge of angles of deflection, to try and determine where the bullet could have deflected when it went through Dean’s leg. The Task EQUIPMENT LIST Students investigate the impact of a bullet when it hits the body at different angles. This will help narrow down the search for the missing bullet later on in the project. To do this, they will first fire a ball bearing against a hard, smooth surface (similar to the density of bone) at 35, 40 and 45 degrees. • Pistol (as per example in set-up video X) • Appropriately sized ball bearings (11mm used) • Wooden surface to fire at • Large laminated A3 protractor • Strips of plasticine stuck along one half of the protractor to measure angle of deflection This will help them work out the angle at which the bullet could have deflected when it went through Dean’s leg. ANGLE OF INCIDENCE Please see experiment set-up video X to see how the equipment is used. ANGLE OF DEFLECTION TEST 1 TEST 2 TEST 3 AVERAGE T1+T2+T3 3 350 400 450 Task 1 – Fire the ball bearing at 35 degrees Task 2 – Fire the ball bearing at 40 degrees Fire a ball bearing at a smooth, hard surface from an angle of 35 degrees and measure the angle of deflection. Repeat this three times to make sure your data is reliable. Repeat step 1 at an angle of 40 degrees. Task 3 – Fire the ball bearing at 45 degrees Repeat step 1 from an angle of 45 degrees. Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. ... 7 SECTION 1.2 Speed and distance This experiment will also help students narrow the search for the missing bullet. We know that the bullet was deflected when it hit the bone in Dean’s leg and slowed down as it passed through the tissue. EQUIPMENT LIST • • • • This experiment will demonstrate how a bullet slows down when it passes through a dense medium such as human muscle. 2 x large cylinders Glycerol solution (to simulate human muscle) Ball bearing (to imitate a bullet) Stop watch Please see experiment set-up video X to see how the equipment is used. TIME 1 (S) TIME 2 (S) TIME 3 (S) AVERAGE TIME T1+T2+T3 3 DISTANCE (m) BULLET TRAVELLING THROUGH AIR 1 METRE BULLET TRAVELLING THROUGH GLYCEROL 1 METRE SPEED (cm/s) DISTANCE AVERAGE TIME The Task Students will measure the change in speed of a ball bearing travelling through air compared to when it travels through a dense object such as human muscle. They will use a ball bearing to imitate a bullet and glycerol to simulate human muscle. Task 2 – Collect experimental data as the ball bearing travels through glycerol Task 1 – Collect experimental data as the ball bearing travels through air Calculate the average time that the ball bearing takes to travel 1 metre through both air and glycerol. Drop a ball bearing down a 1.25 acrylic metre tube filled with air and use a stop clock to time how long it takes the ball bearing to travel 1 metre. Repeat this three times to make sure your data is reliable. Repeat the process using a 1.25 acrylic metre tube filled with glycerol. Task 3 – Calculate average times Task 4 – Calculate the average speeds Calculate the average speed of the ball bearing as it travels through both air and glycerol. You can use this equation: SPEED = DISTANCE AVERAGE TIME Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. ... 8 SECTION 1.3 Measuring In this experiment, students will learn how speed is an important factor affecting the impact of a bullet when it hits its target. The Task Students will use a piece of apparatus (see set-up video 2) to fire a ball bearing at plasticine from different elastic displacements. This will help demonstrate ELASTIC DISPLACEMENT the effects of speed on the impact of a bullet. They will repeat the experiment three times to ensure their results are accurate. WIDTH OF IMPACT TEST 1 TEST 2 TEST 3 AVERAGE T1+T2+T3 3 5cm 10cm 15cm EQUIPMENT LIST • Pistols (as per example in set-up video 2) • Appropriately sized ball bearing (11mm used) • Strips of plasticine for students to fire at • Clear plastic rules to measure the impact diameter Please see experiment set-up video X to see how the equipment is used. ... 9 Task 1 - Perform the experiment three times at each distance, making sure conditions are the same for each experiment. Task 2 - Record the results in the table. Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. SECTION 2 Chemistry ts Students will watch animation 2 where Chief Inspector Lewis will introduce the forensic chemistry experiments. They are told that Crime Scene Investigators have collected evidence at the scene and that they will act as forensic scientists to try and link that evidence to SHOW ANIMATION 2 BEFORE STUDENTS BEGIN THIS SECTION Eliminating suspects through forensic chemistry experiments. a list of suspects. Students will carry out experiments on compounds, fibres and soil samples that were found on the suspects’ clothes. They will use the results of these experiments in section 3 to find out who fired the gun. Key Curriculum Subjects Attainment target 3: Materials, their properties and the Earth eliminate suspects from a fictitious enquiry and describe the evidence that they’ve used. Level 4 Level 7 Students describe phenomena related to materials and their properties, recognising that evidence can support or refute scientific ideas as part of a legal process. Using abstract ideas where appropriate, students explain the application and implications of science within the field of forensic science. Level 5 Level 8 They draw on abstract ideas to describe how materials are applied in the study of forensic evidence. Students interpret, evaluate and synthesise data from a range of sources, showing an understanding of the relationship between evidence and scientific ideas that underpin the work of forensic scientists. Level 6 Students take account of a number of factors in their explanations of processes and phenomena. They apply knowledge to Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. ... 10 SECTION 2.1 Flame testing Students are told that eight suspects have been arrested and that forensic scientists have found different substances on their clothes. Their task is to find out if any of those substances are found in gunpowder, and therefore may link some of these suspects to the crime scene. The Task Students will carry out flame tests on four substances to find out which one contains the same elements as gunpowder (potassium chloride, lead or equivalent). This will help them identify who may have fired the gun in section 3 of the project. COMPOUND A COMPOUND B COMPOUND C COMPOUND D COLOUR OF FLAME YELLOW RED LILAC BLUE/GREEN NAME OF COMPOUND SODIUM CHLORIDE CALCIUM CARBONATE POTASSIUM CHLORIDE, LEAD OR EQUIVALENT COPPER SULPHATE WHAT IS THIS COMPOUND CLOSELY ASSOCIATED WITH IN EVERYDAY LIFE? • WINDOWS FOR ANALYTICAL • BUILDING INSTRUMENTS • OPTICAL APPLICATIONS • DE-ICING • PAPER, PLASTICS, • FOOD AND COOKING PAINTS AND COATINGS • • • • • PESTICIDE • FUNGICIDE • HERBICIDE Task 1 - Perform the flame test on each of the compounds. Task 2 - Use the table on the next page to identify what the compound is. Task 3 - Write down what types of things this compound is often found in. Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. ... 11 MEDICINE FOOD PROCESSING FERTILISERS BULLET MANUFACTURE EQUIPMENT LIST • • • • • Compounds A, B, C, D as listed above Bunsen burners Heatproof mats Flame loop Glass beaker of 2m hydrochloric acid or alternative for cleaning and rinsing • Beaker of water (between samples) • Acid Please see experiment set-up video X to see how the equipment is used. SECTION 2.1 CONTINUED Compound COMPOUND PROPERTIES FLAME COLOUR USES SODIUM CHLORIDE • Has a cubic crystalline structure Yellow • Windows for analytical instruments • Is clear when pure, although may also appear white, grey or brownish, depending upon purity • De-icing • Is soluble in water • To produce chlorine and sodium • Food and cooking • High power lasers • Is slightly soluble in other liquids • Historically it has been used as a form of currency • Is odourless • Has a characteristic taste • Molten sodium chloride is an electrical conductor CALCIUM CARBONATE • Produces CO2 when in contact with acids Red • Optical applications • Crystals are usually white or transparent • Paper, plastics, paints and coatings • Crystals can cause double refraction of light ionic POTASSIUM CHLORIDE • Has a cubic crystalline structure • Antacids Lilac • White solid poorly soluble in water • Medicine • Food processing • It will precipitate insoluble chloride salts when added to a solution of an appropriate metal ion LEAD CHLORIDE • Building • Fertilisers • Lethal injections Blue/white • Production of glass • Bullet manufacture • Occurs naturally in the form of the mineral cotunnite • It is colorless, white, yellow, or green toxic COPPER SULPHATE • Reacts with more reactive metals than copper Blue/green • Pesticide • Fungicide • Herbicide • Test blood for iron and anaemia ... 12 SECTION 2.2 Fingerprinting Students learn that fingerprints are unique to one person. They are told that if officers can match fingerprints at the scene of a crime to an individual, it can help lead to a prosecution. The Task Students will familiarise themselves with the three types of fingerprints; arches, loops and whorls. The teacher will demonstrate how students can lift their own set of fingerprints to see what type they have. In the second part of the experiment, students will use a microscope to analyse fingerprints that police have found on the gun. They will use the results of this experiment in Section 3 to eliminate people from the investigation. EQUIPMENT • Glassware • Hand lens • Sticky tape • Ink pad • Example of fingerprinting powder (extra fine aluminium powder) Please see experiment set-up video X to see how the equipment is used. Task 1 - Analyse your own set of fingerprints to see what type you have. Task 2 - Use a microscope to analyse the fingerprint found on the gun to see what type it is. Students will use the results of this experiment in the section 3 of the project to link the suspects to the crime scene and identify the shooter. ... 13 Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. SECTION 2.3 Testing the Merseyside Police found a gun buried in a field, a mile away from where Dean was shot. They believe it belonged to the shooter. Students are asked to work out if any of soil samples found on the suspects clothes match the soil the gun was buried in. The Task The soil that the gun was buried in was very acidic. Students will carry out an experiment to work out which of the three soil samples found on the suspects’ shoes is neutral, alkaline or acid. Once they have found which is the acidic one, they can eliminate more suspects to the crime. SOIL SAMPLE A SOIL SAMPLE B SOIL SAMPLE C NEUTRAL ACID ALKALINE/BASIC pH VALUE ACIDITY EQUIPMENT LIST • Soil samples A, B and C as listed above • Boiling tubes • Bungs • Universal indicator solution and card, or pH meters to test soil samples • Barium sulphate to flocculate • Spatulas • Wash bottles Please see experiment set-up video X to see how the equipment is used. Task 1 - Use the pH meter to test the soil samples found on the suspects’ shoes. Task 2 - Record your results in the table. Students will use the results of this experiment in the section 3 of the project to link the suspects to the crime scene and identify the shooter. 10.0 ALKALINE 1.0 ACIDIC 9.0 2.0 8.0 Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. 3.0 pH indicator 7.0 4.0 NEUTRAL 6.0 ... 14 5.0 SECTION 2.4 Microscopic Students discover that the gun that police think was used in the shooting was found buried in a field, wrapped in a red polyester scarf. They will analyse the fibres found on the suspects’ clothes to see if they can find a match to the fibres from the scarf. The Task Students will analyse four different red fibres found on the suspects’ clothes. They will analyse the fibres to determine what they are (cotton, polyester, wool or fake hair) to establish if one of them is the same as the fibres found on the gun. FIBRE A FIBRE B FIBRE C FIBRE D COTTON POLYESTER WOOL FAKE HAIR DESCRIPTION SKETCH FIBRE TYPE EQUIPMENT LIST • Microscopes • Microscope slides • Fibres A, B, C and D as listed above Please see experiment set-up video X to see how the equipment is used. Task 1 – Analyse the four red fibres A, B, C, D to determine what they are. Write a brief description of the fibre and draw a sketch of what it looks like under a microscope. Students will use the results of this experiment in the section three of the project to link the suspects to the crime scene and identify the shooter. Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. ... 15 SECTION 3 Presenting v de dence denc The final task for students is to present the results from their forensic science investigation to the Senior Investigating Officer, and then to a judge and jury in court. But before they do this, they need to do some further analysis on the results from their physics and chemistry experiments, to ensure their evidence is valid and reliable. They will speak to Chief Inspector Lewis at the beginning of section 3.1, and then Judge Building a case and securing a conviction. Aston at the beginning of section 3.2, who will provide them with instructions. To get students even more involved, you could choose to conduct section 3.3 in a courtroom style scenario. A video then reveals the correct suspect and the full story behind the shooting. Judge Aston thanks students for their efforts, stressing how important valid and accurate evidence were in securing a conviction. Key Curriculum Subjects Attainment target 1: How science works Level 7 Level 4 Students make systematic observations and measurements with precision, using a range of apparatus. They then communicate effectively, using symbols and flow diagrams as if they were in a court of law. Students record their observations, comparisons and measurements using tables and bar charts, then communicate their conclusions using appropriate scientific language as if they were in a court of law. Level 5 Students interpret numerical data and draw conclusions, then communicate them using scientific conventions and terminology as if they were in a court of law. Level 8 Students analyse data and begin to explain anomalies, showing awareness of a range of views and evaluating evidence critically as if they were in a court of law. Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum. ... 16 SECTION 3.1 SHOW ANIMATION 3 BEFORE STUDENTS BEGIN THIS SECTION Presenting evidence from your physics tests... to narrow the search for the bullet In this section, students will perform some further calculations and analysis on their physics experiments, to try and narrow down the search for the missing bullet. Students are told that police need this to prove that it’s from the gun that they have found. Review of Section 1.1 – Angle of deflection Witnesses have come forward and given police three possible positions from where Dean was shot (these positions are marked on the crime scene map on the next page). Using a pair of compasses and the results from section 1.1, students will draw the average angles of deflection at 35, 40 and 45 degrees onto the crime scene map. This will help to narrow down where the bullet could have gone when it passed through Dean’s leg. ... 17 U T S R Q P O N M L K J I H G F E D C B A 21 The Crime Scene 13 14 Lamp post Grassed Area 8 Bollards 9 10 11 12 Tree 7 Tree VICTIM 6 Possible shooter-position A Possible shooter-position C Grassed Area 1 2 3 4 5 Possible shooter-position B ... 18 Pavement Road a Pavement Hedge 15 Tree ////////////////////////////////////////////////////////////////////////////////////////////////////// 16 17 18 Fence 19 20 This map will help you record the results of two experiments and narrow down your search for the bullet. SECTION 3.1 CONTINUED Review of Section 1.2 – Speed and distance Students know the bullet went through Dean’s leg, which will have slowed it down and affected how far it travelled. In this section, students will use their results from experiment 1.2 to calculate how much the ball bearing slowed down, so that they can estimate how far the bullet may have travelled. AVERAGE TIME DISTANCE BALL BEARING TRAVELLING THROUGH MUSCLE (SIMULATED BY GLYCEROL) 1 METRE BALL BEARING TRAVELLING THROUGH AIR 1 METRE SPEED = DISTANCE AVERAGE TIME ESTIMATE THE DISTANCE THE BULLET MAY HAVE TRAVELLED BY WORKING OUT THE CHANGE IN SPEED OF THE BALL BEARING THROUGH AIR COMPARED TO GLYCEROL. SPEED THROUGH GLYCEROL SPEED THROUGH AIR X 100 = X 100 BULLETS TRAVELLING THROUGH AIR USUALLY TRAVEL AT LEAST 100M*. USE YOUR CALCULATIONS TO ESTIMATE HOW FAR THE BULLET COULD HAVE TRAVELLED AFTER IT PASSED THROUGH DEAN’S LEG. THE FORMULA BELOW WILL HELP. PERCENTAGE CALCULATED ABOVE X DISTANCE TRAVELLED THROUGH AIR (100M) = *estimated for the purposes of this project Students will use the map and their results from this section to draw the distance the bullet may have travelled when it went through Dean’s leg. ... 19 % SECTION 3.1 CONTINUED DISCUSS ANY PROBLEMS WITH THIS EXPERIMENT E.G. ARE THERE ANY ERRORS? DOES THIS EXPERIMENT ACCURATELY REPLICATE A BULLET PASSING THROUGH DEAN’S LEG? DISCUSS THE RELIABILITY AND ACCURACY OF THE DATA YOU RECORDED. WHAT DOES THIS MEAN FOR THIS INVESTIGATION? LIST ANY SUGGESTIONS YOU HAVE TO IMPROVE THIS EXPERIMENT TO MAKE IT MORE ACCURATELY REFLECT A BULLET PASSING THROUGH MUSCLE. Review of Section 1.3 – Measuring impact The experiment in section 1.3 helped to demonstrate to students that speed is an important factor affecting the impact of a WHAT DOES THE DATA THAT YOU COLLECTED FROM YOUR EXPERIMENT TELL US ABOUT THE RELATIONSHIP BETWEEN THE MOMENTUM OF A BULLET AND THE IMPACT THAT IT MAKES? DISCUSS THE RELIABILITY AND ACCURACY OF THIS EXPERIMENT AND THE DATA YOU RECORDED. DOES THIS ACCURATELY REFLECT THE ACTION OF A BULLET TRAVELLING THROUGH MUSCLE? WHAT COULD YOU DO TO IMPROVE THE RESULTS TO MAKE THEM MORE ACCURATE? ... 20 bullet. Students will discuss the reliability and accuracy of the experiment and any suggestions they may have to improve it. SECTION 3.1 CONTINUED Conclusion IN THIS SECTION, STUDENTS WILL PRESENT THE FINDINGS FROM THEIR PHYSICS EXPERIMENTS TO THE SENIOR INVESTIGATING OFFICER, TO HELP HIM NARROW DOWN THE SEARCH FOR THE MISSING BULLET. THEY WILL PRESENT CHIEF INSPECTOR LEWIS WITH THEIR CRIME SCENE MAP AND EXPLAIN HOW THEY NARROWED DOWN AN AREA FOR HIS OFFICERS TO SEARCH. THEY WILL SPEND SOME TIME PREPARING THEIR RESULTS TO ENSURE THEY’RE READY. ... 21 SECTION 3.2 SHOW ANIMATION 4 BEFORE STUDENTS BEGIN THIS SECTION Presenting evidence from your chemistry tests... to eliminate suspects In this section, students will use the results from their chemistry experiments to carry out further analysis of the evidence and eliminate suspects from the enquiry. The will use the suspects list (see page 24) to help them. Review of Section 2.1 – Flame testing different compounds WHAT COMPOUND IS FOUND IN GUNPOWDER? WHICH OF THE SUSPECTS WERE FOUND WITH THIS ON THEIR CLOTHING? 1. (CIRCLE THE COMPOUND FOUND IN GUNPOWDER (A,B,C OR D) UNDER THE SUSPECTS WHO WERE FOUND WITH IT ON THEIR CLOTHING) 3. 2. 4. 5. 6. DISCUSS THE RELIABILITY AND ACCURACY OF THIS EXPERIMENT AND THE DATA YOU RECORDED. Review of Section 2.2 – Fingerprinting WHAT TYPE OF FINGERPRINT WAS FOUND ON THE GUN? WHICH OF THE SUSPECTS HAVE THIS TYPE OF FINGERPRINT? (CIRCLE THE FINGERPRINT TYPE UNDER ALL THE SUSPECTS WHO HAVE THE SAME TYPE) DISCUSS THE RELIABILITY AND ACCURACY OF THIS EXPERIMENT WHEN LINKING THESE SUSPECTS TO THE CRIME SCENE. ... 22 1. 2. 3. SECTION 3.2 CONTINUED Review of Section 2.3 – Testing the pH of soil THE GUN WAS FOUND BURIED IN ACIDIC SOIL. WHICH OF THE SUSPECTS WERE FOUND WITH THIS TYPE OF SOIL ON THEIR CLOTHES? 1. (CIRCLE THE ACIDIC SOIL SAMPLE (A,B OR C) UNDER THE SUSPECTS WHO WERE FOUND WITH IT ON THEIR CLOTHING) 3. 2. DISCUSS THE RELIABILITY AND ACCURACY OF THIS EXPERIMENT AND THE DATA YOU RECORDED. Review of Section 2.4 – Microscopic analysis of fibres WHICH SUSPECTS WERE FOUND WITH RED POLYESTER FIBRES ON THEIR CLOTHES, AND THEREFORE COULD BE LINKED TO THE CRIME SCENE? 1. (CIRCLE THE POLYESTER FIBRE (A,B,C OR D) UNDER EACH OF THE SUSPECTS WHO HAD IT ON THEIR CLOTHING) 3. 2. DISCUSS THE RELIABILITY AND ACCURACY OF THIS EXPERIMENT AND THE DATA YOU RECORDED. By now, students should have linked the evidence found at the scene to the list of suspects. The person who has the most evidence linked to them is their prime suspect of the shooting. To help make the investigation more realistic and fun, you will notice a suspects section on the website where (If computer and internet access is permitted) students can play the ‘suspect’s game’ to make sure their prime suspect is the correct person. ... 23 SECTION 3.2 suspects Here is a list of suspects who have been arrested because police believe they were involved in the shooting. As students link evidence gathered at the crime scene to the suspects’ clothing, they should mark it on this page e.g. compound ‘c’ is potassium chloride which is found in gunpowder, so students should circle the letter ‘c’ under Stephen McNally Compounds found: A C Fibres found: B Soils found: C Fingerprint type: ARC Chantelle Williams Compounds found: a b Fibres found: a b d Soils found: a b c Fingerprint type: ARC Sophie Jones Compounds found: a d Fibres found: B d Soils found: b c Fingerprint p type: WH WHORL RL Thomas Richards Compounds p found: c Fibres found: a c Soils found: c d Fingerprint type: LOOP each of the he suspects who had it on their clothing (Stephen McNally, lly, James Taylor, Kev Dixon, Thomas Richards, Ryan Stephens and James Smith). At the end of this section, Ryan Stephens should have the most evidence linked to him and will therefore f be their prime suspect. James Taylor Compounds found: a b c Fibres found: a c Soils found: a Fingerprint type: LOOP Ryan Stephens Compounds p found: c d Fibres found: a b d Soils found: a b d Fingerprint p type: WH WHORL RL Kev Dixon Compounds found: c d Fibres found: a Soils found: a Fingerprint type: ARC James Smith Compounds found: a c Fibres found: a Soils found: c Fingerprint p type: WH WHORL RL SECTION 3.3 SHOW ANIMATION 5 AFTER STUDENTS HAVE COMPLETED THIS SECTION AND FINISHED THE PROJECT Conclusion BY NOW, STUDENTS SHOULD HAVE LINKED THE EVIDENCE FOUND AT THE SCENE TO THE LIST OF SUSPECTS. THE PERSON WITH THE MOST EVIDENCE FOUND ON THEIR CLOTHING IS THEIR PRIME SUSPECT TO THE SHOOTING. IN THIS FINAL SECTION, STUDENTS WILL PRESENT THIS EVIDENCE TO JUDGE ASTON IN COURT TO HELP SECURE A CONVICTION. ... 25 THEY WILL GIVE THE JUDGE THE NAME OF THE PRIME SUSPECT AND USE THE INFORMATION IN REVIEW SECTIONS 2.1-2.4 TO JUSTIFY THEIR REASONS. THEY WILL SPEND SOME TIME PREPARING TO ENSURE THEY’RE READY. IN THIS FINAL SECTION, THE CLASSROOM COULD BE SET UP LIKE A COURTROOM AND STUDENTS SHOULD PRESENT THEIR EVIDENCE AS IF THEY WERE DOING SO IN COURT. It’s a tough call walking away from gun crime. For more information about the consequences of gun crime and where to get help visit: TOUGH-CALL.CO.UK This project is supported by:
