Forensic

Science
Teacher Edition

Oak Meadow, Inc.

Post Office Box 615
Putney, Vermont 05346
oakmeadow.com
 Table of Contents
Teacher Edition Introduction...................................................................................0vii
Coursebook Introduction..........................................................................................0xi
Course Disclaimer
Course Materials

Lesson 1 Forensic Science and the Law..................................................................01

Activity A: Locard Exchange Principle
Activity B: Crime Labs Near You
Activity C: Binge-Worthy True Crime: The CSI Effect

Lesson 2 Evidence and the Crime Scene...............................................................011

Activity A: How Accurate Are Eyewitness Accounts?
Activity B: Crime Scene Sketching and Evidence Collection

Lesson 3 Fingerprints..................................................................................................023
Lab 1: Classification of Fingerprints
Lab 2: Dusting and Lifting Fingerprints
Lab 3: Latent Detection Methods

Lesson 4 Blood and DNA............................................................................................037

Activity A: Blood Pattern Analysis
Option 1: Release Height
Option 2: Angle of Impact
Option 3: The Effect of Movement
Option 4: Arterial Blood
Option 5: Hand Preference

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Activity B: Who Robbed the Bank? Suspect CODIS Analysis

Lab: Extracting DNA from a Banana

Lesson 5 Hair, Fibers, and Glass...............................................................................053

Activity: Virtual Microscope
Lab 1: Fabric and Fiber Observation
Lab 2: Observation of Human and Animal Hairs
Lab 3: Analysis of Glass

Lesson 6 Drugs, Alcohol, Poisons, Arson, and Explosives..............................071

Activity A: The Great Drug Debate
Activity B: Calculating Blood Alcohol Concentration
Lab 1: Arson Investigation
Lab 2: Explosives and Explosive Residue

Lesson 7 Firearms, Toolmarks, Impressions, and Forgery..............................083

Activity A: Shoe Prints in the Snow
Activity B: Toolmark Challenge
Activity C: Analyze Your Own Handwriting
Activity D: Simulated Forgery (Group Project)
Activity E: Gun Control Laws
Activity F: Comparing Bite Marks

Lesson 8 Entomology and Human Remains.......................................................093

Activity A: Ulna Height
Activity B: The Baked Potato Corpse
Activity C: Estimating PMI
Activity D: Forensic Anthropology and Modern Refugees

Lesson 9 Computer and Mobile Devices...............................................................0103

Activity A: Cyberstalking, Harassing, and Bullying Discussion
Activity B: Satellite Imaging

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Forensic Science Table of Contents

Lesson 10 Careers and Final Project......................................................................0109

Activity A: Revisit the CSI Effect
Activity B: Careers in Forensic Science
Activity C: Mock Crime Scene
Activity D: Infamous Case Study

Appendix.........................................................................................................................0115
Lab Materials List
Academic Expectations
Original Work Guidelines
Finding Reputable Sources
Citing Your Sources
Elements of Good Writing
The Writing Process

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 Teacher Edition
Introduction
This teacher edition is designed to help you guide your student through Oak Meadow’s course, Forensic
Science.
This single-semester course is a hands-on laboratory and project-based learning course that intro-
duces students to a foundation of law and criminal justice, history of forensics, and modern scientific
advances in the field. Hair, fibers, DNA, ballistics, serology, poisons, drugs, arson, explosions, finger-
printing, forgery, and entomology are studied in detail. The scientific method, data analysis, and
powers of observation and critical thinking to solve a problem are addressed in all aspects of the
course.

Course Disclaimer
Being enrolled in forensic science, it is important that both students and their parents/guardians are
aware of the topics covered as part of this course. In this course, students will study several controver-
sial topics, which include the following:
1. Crime scene situations and evidence
2. Fingerprint analysis
3. Hair and fiber analysis
4. Blood spatter evidence
5. Handgun and bullet analysis
6. The effects of a fired bullet on objects and people
7. Detection of alcohol and drugs (legal and illegal) associated with a criminal/crime scene
8. Detection of poisons in blood
9. Impressions from weapons, footprints, and bite marks
10. Handwriting analysis as it relates to the forgery of documents
11. Arson, explosives, and hazardous materials
12. Decomposition of a body and forensic entomology

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Teacher Edition Introduction Forensic Science

13. Cybercrime and the use of mobile devices by criminals and detectives
14. Case studies on infamous crimes and serial killers
It is important that students are comfortable with these topics and understand that at several points
during the study of these topics they may encounter graphic images, videos, and illustrations in order
to further their understanding of certain topics. It is important to note that to convict criminals, one
must first understand the circumstances of criminals, the crimes they commit, and the tools they use
to commit them. This course is not a criminal’s “how-to” guide, but the science behind how criminals
are caught; and they are almost always caught!

Course Materials
This course will utilize the following items:
• This coursebook, which includes a full description of all course assignments.
• The textbook, Forensic Science for High School (Kendall Hunt Publishing, 2016), used as the primary
source for lesson information. It is a comprehensive text tailored to high school students and we
will cover almost all the text.
• Hands-On Laboratory (HOL) Forensic Science Kit, designed specifically for Oak Meadow. This kit
includes many of the materials needed for the experiments.
• Additional activity and laboratory materials, as needed. See the appendix for a full list of lab
materials.
• Scientific calculator, used in select lessons.
• Smartphone clip-on microscope, 60x zoom. If you don’t have a smartphone, please discuss other
options with your teacher.
The student’s coursebook contains all the instructions and assignments for this single-semester
course, which includes 10 lessons spread over 18 weeks. Throughout the course, students will be doing
research and reading using additional online sources. A list of these curriculum resources can be found
online at oakmeadow.com/curriculum-links.
This teacher edition includes not only factual answers to assignment questions, but also tips on how to
assess student responses, and suggestions for ways to guide your student’s learning. It includes all the
text from the student coursebook except for the lab procedures.
In this teacher edition, answers are seen in color. When applicable, page numbers are included after
the answer to indicate where the information can be found in the textbook, Forensic Science for High
School.
When a student gets a factual answer wrong, you can share the correct answer and address any under-
lying misconceptions. Several incorrect answers related to a particular topic point to an area the stu-
dent will benefit from revisiting.

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Forensic Science Teacher Edition Introduction

For obvious reasons, it is best not to share this teacher edition with your student. Each student is
expected to produce original work, and any incidence of plagiarism should be taken very seriously. If
you notice a student’s answers matching those of the teacher edition word for word, a discussion
about plagiarism and the importance of doing original work is necessary. While students in high
school are expected to be well aware of academic honesty, any discussion about it should be
approached as a learning opportunity. Make sure your student is familiar with when and how to prop-
erly attribute sources (there’s an extensive section on this in the appendix).

How This Course Is Set Up

This course is arranged into categories of the types of evidence typically found at a crime scene. There
are activities, laboratory experiments, quick labs, and written and creative assignments. Written
responses should be in complete sentences with proper punctuation, capitalization, paragraph
mechanics, and grammar. Calculations need to show all work and include units.
Important note: You will notice that the student coursebook does not include images. This is by design
to take into account students who may be sensitive to such material. Students are encouraged to use
discretion if looking up case studies online. There is an abundance of highly graphic images online that
in many cases do not serve any purpose in understanding how the crime scene was processed or how
the evidence was analyzed. Highly graphic images may be desensitizing and are not in keeping with
Oak Meadow’s educational philosophy. Students are encouraged to focus on the information in the
lessons and textbook and only seek additional images or information when directed to do so.

Suggested Lesson Timetable (based on 18 weeks of study)

Lesson Topics Time to Complete

1 Forensic Science and the Law 2 weeks
2 Evidence and the Crime Scene 2 weeks
3 Fingerprints 2 weeks
4 Blood and DNA 1 week
5 Hair, Fibers, and Glass 2 weeks
6 Drugs, Alcohol, Poisons, Arson, and Explosives 3 weeks
7 Firearms, Toolmarks, Impressions, and Forgery 2 weeks
8 Entomology and Human Remains 1 week
9 Computer and Mobile Devices 1 week
10 Careers and Final Project 2 weeks

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Teacher Edition Introduction Forensic Science

A Note About the Workload

Please note that there are a wide variety of assignments included in this course to give many options
for engaging with the material. Students vary greatly in terms of reading speed and comprehension as
well as writing ability. Some may find the reading in this course takes longer than expected; others
may find the written assignments take a great deal of time. In general, students can expect to spend
about five hours each week on this course. If students need more time to complete the work, lessons
can be modified to focus on fewer assignments, or students can be given the option to complete some
of the written assignments orally. Modifications like these can allow students to produce work that is
of a higher quality. Each lesson in this course can be customized to suit your student’s needs.
Keep an eye on the workload as students progress through the course, and make adjustments so that
they have time for meaningful learning experiences rather than rushing to try to get everything done.

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 Coursebook
Introduction
Course Disclaimer
Being enrolled in forensic science, it is important that both you and your parent/guardian are aware of
the topics covered as part of this course. In this course, you will study several controversial topics,
which include the following:
• Crime scene situations and evidence
• Fingerprint analysis
• Hair and fiber analysis
• Blood spatter evidence
• Handgun and bullet analysis
• The effects of a fired bullet on objects and people
• Detection of alcohol and drugs (legal and illegal) associated with a criminal/crime scene
• Detection of poisons in blood
• Impressions from weapons, footprints, and bite marks
• Handwriting analysis as it relates to the forgery of documents
• Arson, explosives, and hazardous materials
• Decomposition of a body and forensic entomology
• Cybercrime and the use of mobile devices by criminals and detectives
• Case studies on infamous crimes and serial killers
It is important that you are comfortable with these topics and understand that at several points during
our study of these topics you may encounter graphic images, videos, and illustrations in order to fur-
ther your understanding of certain topics. It is important to note that to convict criminals, one must
first understand the circumstances of criminals, the crimes they commit, and the tools they use to
commit them. This course is not a criminal’s “how-to” guide, but the science behind how criminals are
caught; and they are almost always caught!

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Coursebook Introduction Forensic Science

Should you or your parent have any questions or concerns regarding the materials being used in this
course, please contact your teacher. Make a note in your course doc that you have read this course dis-
claimer and shared it with your parent/guardian.

Course Materials
This course will utilize the following items:
• This coursebook, which includes a full description of all course assignments.
• The textbook Forensic Science for High School (Kendall Hunt Publishing, 2016), used as the primary
source for lesson information. It is a comprehensive text tailored to high school students and we
will cover almost all the text.
• Hands-On Laboratory (HOL) Forensic Science Lab Manual and Lab Kit, designed specifically for
Oak Meadow. The lab kit includes many of the materials needed for the experiments.
• Additional activity and laboratory materials, as needed. See the appendix for a full list of lab
materials.
• Scientific calculator, used in select lessons.
• Smartphone clip-on microscope, 60x zoom, or access to a compound light microscope. If you
don’t have a smartphone or access to a microscope, please discuss other options with your
teacher.
Oak Meadow has partnered with Hands-On Laboratories (HOL) to provide you a fully customized labo-
ratory manual and lab kit to accompany this course. These labs are property of HOL and cannot be
copied or distributed. Plagiarism of any material (HOL or Oak Meadow) is grounds for dismissal from
the school.
Throughout the course, you will be using articles, videos, and other resources that will enhance your
understanding of the material. All of these online resources can be found under the Forensic Science
tab at www.oakmeadow.com/curriculum-links. You can bookmark this webpage for easy reference.
Important note: You will notice that this coursebook does not include images. This is by design to take
into account students who may be sensitive to such material. Use discretion if looking up case studies
online. There is an abundance of highly graphic images online that in many cases do not serve any pur-
pose in understanding how the crime scene was processed or how the evidence was analyzed. Highly
graphic images may desensitize you and are not in keeping with Oak Meadow’s educational philoso-
phy. You are encouraged to focus on the information in the lessons and textbook and only seek addi-
tional images or information when directed to do so.

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Lesson

1 Forensic Science
and the Law
Learning Objectives ASSIGNMENT CHECKLIST

■ Review laboratory safety

At the end of this lesson you will be able to:
procedures.
• Describe the basic types of law in the criminal justice system.
■ Review course disclaimer.
• Explain the major differences between the Frye standard and
■ Answer Before You Begin
Daubert ruling.
questions.
• Recognize that technological problems often create a demand
■ Read chapter 1 in the
for new scientific knowledge.
textbook.
• Explain the Locard Exchange Principle.
■ Read three case studies.
• Study how crime labs in the United States are organized and
■ Complete lesson
what services they provide.
assignments.
■ Activity A: Locard
“In the criminal justice system, the people Exchange Principle
are represented by two separate yet equally ■ Complete either Activity
important groups: the police who investigate B or C.
crime and the district attorneys who
Activity B: Crime Labs
prosecute the offenders.” Near You
Activity C: Binge-Worthy
Dun Dun.
True Crime: The CSI Effect
Sound familiar? Chances are you have watched at least one crime
show or movie. Perhaps your love for Law & Order, CSI, or a similar
show is what led you to take this course. Most people seem to have
an interest in the criminal system and how science is used to bring
justice for the victims. The goal of this course is to take that natural curiosity and delve into each major
type of forensic evidence to explore exactly how that evidence is analyzed and used in court. But first,
let’s take a look at the history of forensic science and the law.
This lesson will take about two weeks to complete.

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Review of Laboratory Safety

Throughout the course, you will conduct home experiments that involve the use of potentially harmful
chemicals. For example, in lesson 3, you will conduct a series of labs that use highly toxic chemicals for
the chemical development of latent fingerprints. These labs are designed to give you a hands-on learn-
ing experience, but they need to be done in a safe manner. As such, it is important that we begin this
course with a review of safe laboratory techniques.
1. Wear closed-toe shoes when working with chemicals.
2. Keep all other nonessential items, such as bags, papers, food, cosmetics, lotions, etc., out of the
work space.
3. Never eat, drink, or chew gum when working on labs.
4. Before every lab, read the directions carefully before beginning. Make sure you understand the
overall goal of the lab before you start the procedure.
5. Check all equipment and supplies to ensure they are clean and in working order before
beginning.
6. Gather all equipment needed for the lab. Keep all other lab materials packaged and out of the
work space.
7. Always wear safety goggles and gloves. They are provided in your lab kit.
8. Tie back long hair and loose clothing to keep them away from chemicals and flames.
9. Remove dangling jewelry.
10. Never touch, taste, or smell any chemical. To note odor, gently wave your hand over the opening
of the container to direct the fumes toward your nose and smell carefully (wafting).
11. Never conduct your own experiments. Follow the directions provided and use materials for their
intended use.
12. Hot glassware does not appear hot. Carefully check the temperature before touching.
13. Dispose of any unused or spilled chemicals by soaking them up with a paper towel and placing it
in a trash can. Never dispose of chemicals down the sink or toilet.
14. Clean up your work space and all equipment after the experiment. Dispose of materials as
noted above or place them back in your lab kit for future use. Since you are conducting these
experiments at home, and presumably in your kitchen, it is critically important that you clean up
your work space before anyone else uses the area or food is prepared.
15. Wash your hands after each experiment!
Enrolled students: Make note in your course doc that you have read these rules and understand them.
If at any point during this course, you have questions on the laboratory directions or need assistance,
you are urged to stop work and contact your teacher immediately.

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Forensic Science Lesson 1: Forensic Science and the Law

Before You Begin

Consider the following scenario:
A man took a slug of what he thought was Jack Daniel’s whiskey. He suffered extreme oral and
esophageal burns. It was thought that the Jack Daniel’s bottle contained not whiskey, but sulfu-
ric acid. The lawyer representing the plaintiff (the man who drank the stuff) contacted a foren-
sic scientist to analyze the contents. A chemical spot test and simple titration of the diluted
product confirmed that it was, indeed, sulfuric acid, at a concentration of approximately
83 percent.
Manufactured strength of sulfuric acid is commonly 98 percent or 93 percent, which in both
cases is termed “concentrated.” The former is what chemists use; the latter is sold in stores as
drain cleaner. The next common industrial grade is 70 percent. So a concentration of 83 per-
cent was perplexing. (Battery acid is usually about 33 percent.) The forensic scientist surmised
that the product in the liquor bottle was used drain cleaner; this would account for the dilution
as well as the light brown color (similar to that of true whiskey), which probably resulted from
dissolved metals. A cursory spot test indicated the presence of metals in the acid.
Someone had probably used the drain cleaner, decided to save it, and so poured it into a handy
receptacle, but did not label it.
Answer the following questions and explain your reasoning:
1. Was a crime committed?
2. If so, who would be at fault?
(Source: Ball, Barbara. Forensic Science for High School, 1st edition)
This scenario will help students begin to understand some of the many factors they will be
examining in this course. They will revisit their answers to these questions at the end of the
lesson.

Reading
Read chapter 1 (pages 4–35) in your textbook.

Case Studies
In each lesson of this course, case studies are used to help provide more insight to the topic being
discussed. Sometimes these case studies are major cases or serial killers, other times they are little-​
known cases that still serve as a key example of the type of evidence being studied. Occasionally, these
cases are extremely complex and involve several types of major evidence; several of these cases will be
revisited in subsequent lessons.

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Lesson 1: Forensic Science and the Law Forensic Science

1. Richard Crafts
Read the case study on pages 30–31.
2. Casey Anthony and the Frye Hearings
In a widely publicized trial, Casey Anthony was charged with first-degree murder of her two-year-old
daughter, Caylee Anthony, in Orlando, Florida. The case gained media attention in part from Casey’s
mother, Cindy Anthony, reporting her granddaughter missing in a 911 call stating Caylee had not been
seen for over a month and her daughter’s car smelled like a dead body had been inside it.
Caylee’s body was found five months later in a trash bag in the woods near the Anthony home. The
trial began in 2011 with the prosecution arguing that Casey murdered her daughter because she no
longer wanted to be a parent. Casey was caught in several lies to detectives and there was evidence
that she enjoyed partying. The defense presented a story that Caylee drowned in the family pool and
that Casey’s father, George, disposed of Caylee’s body.
The case hinged on the scientific credibility of the evidence presented at trial and went through weeks
of Frye hearings before the judge. During these hearings, the evidence was critiqued to determine if it
was “generally accepted” by the scientific community. The critical piece of evidence in question was a
new technique used for analyzing the presence of a decaying corpse in Casey Anthony’s trunk. The test
results showed decomposition from a human body; however, this test had never been used in court
before this trial and there were no peer-reviewed studies conducted. The judge ruled the evidence was
allowed at trial based on other circumstantial evidence and computer searches on Casey’s computer.
On July 5, 2011, the jury found Casey Anthony not guilty of first-degree murder. Following the trial,
jurors stated that their critique of the scientific validity of the evidence is what resulted in them find-
ing Casey not guilty.
(Source: “Casey Anthony Trial,” crimemuseum.org)
3. The Murder of Danielle van Dam
On February 2, 2002, seven-year-old Danielle van Dam was reported missing by her parents. Her body
was discovered on February 27th partially decomposed, unclothed, and there were several teeth miss-
ing, likely from some trauma to her face.
Neighbor David Westerfield was immediately identified as a suspect as he had gone camping in his RV
during the time in question and when asked if he had any information about the girl’s disappearance,
Westerfield responded that she must have been kidnapped and murdered. Among the pieces of evi-
dence used against David Westerfield were:
• Hairs consistent with the van Dams’ dog found in Westerfield’s RV
• Carpet fibers consistent with Danielle’s bedroom found in his RV
• 14 hairs consistent with Danielle’s found in his belongings in the RV

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Forensic Science Lesson 1: Forensic Science and the Law

• Lack of fibers found in his home, suggesting that fibers found in the RV may have come from
someone going directly from her house to his RV
• Lack of evidence (sand, soil, and vegetation from the dump site was not found on his shoes, laun-
dry, shovel, or RV) suggesting he disposed of evidence and went on a cleaning frenzy
Westerfield was convicted of kidnapping and first-degree murder. He was sentenced to death in 2003
and is currently serving his sentence in California. However, the state of California ruled the death pen-
alty unconstitutional in 2014, so it is presumed he will not face execution. This case is an example of
the most fundamental forensics principle, the Locard Exchange Principle, bringing justice to a
murderer.
(Source: “DNA expert: Blood on Westerfield’s jacket matches slain girl’s,” cnn.com)

Assignments
1. Answer the following questions about the Richard Crafts case study.
a. What would have been considered hearsay evidence at Crafts’s trial?
The hearsay in this case was the reports made by Helle Crafts’s friends and family to
police that she told them, “If anything happens to me, don’t think it was an accident.”
While this prompted the investigation into her husband’s connection with her
disappearance, it is considered hearsay since it cannot be stated under oath by Crafts
directly. [25, 30]
b. Why is hearsay inadmissible in court? During what type of case is hearsay allowed?
Hearsay is inadmissible in criminal court as it is secondhand testimony. Secondhand
testimony means that, when in court, the credibility of the firsthand witness cannot be
evaluated and is not present for cross examination. However, hearsay is permitted in
civil court. [25]
2. Answer the following questions about the Casey Anthony case study.
a. What is the importance of establishing evidence according to the Frye standard and Daubert
ruling? What is the difference between the two?
Frye and Daubert, in general, establish good science and prevent junk science or science
that has not been peer reviewed from being admissible in court. The Frye standard
applies only to new or novel scientific research methods and dictates what is admissible
at trial. The Daubert Ruling was a revision of the Frye standard regarding admissibility
of scientific evidence and specifically required peer review publications and general
acceptance within the scientific community. [26–27]
b. Is it the judge or the jury who should decide what evidence is admissible at trial?
The judge decides at the start of a trial which evidence will be allowed. It is then left to
the jury to make their conclusions based on the evidence that is presented. [27]

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Lesson 1: Forensic Science and the Law Forensic Science

c. Does the result of Casey Anthony’s trial mean that she is innocent? Explain.
Casey Anthony was found not guilty based solely on the junk science presented in
court. The jury ruled that the science behind the results of the tests done on her trunk
was not based on peer reviewed studies, and therefore was deemed “junk science.”
It is unknown if Casey is truly innocent or guilty since the jury could not make the
connection based on the results presented at trial.
3. Why is it important that a forensic scientist’s results be scientifically and legally sound?
The results of the forensic scientist must be scientifically and legally sound so they do not
qualify as junk science and can be used in court. Therefore, the forensic scientist must
provide proof of evidence, results, and conclusions via written report that is based on peer
reviewed studies. In addition, these results are used to determine the suspect’s guilt or
innocence. The results of the forensic scientist can therefore determine life and liberty for
the person at trial. [27]
4. Explain how the steps of the scientific method apply to an investigation.
All evidence must be examined according to the standard scientific method or hypothesis,
testing, peer review publication, and general acceptance. [26–27]
5. Using the time line of forensic science (pages 8–17), select any three scientific discoveries and
discuss how they overlap with other courses you may have taken.
Students should explain which discoveries they selected and have a logical explanation for
how each overlaps with other courses. For example, in 1984 Professor Jeffreys discovered
DNA is unique to each person (except identical twins); DNA is also studied in biology. An
example of overlap between forensics and literature could be the 1841 short story, “The
Murders in the Rue Morgue” by Edgar Allen Poe. [8–17]
6. It is very common in TV shows for the suspect to be read his rights when arrested. In reality,
though, the reading of the Miranda rights may not happen as often as we are led to believe.
When does an officer not have to read Miranda rights to an arrested person?
When the person being arrested will not be questioned, the Miranda rights will not be
read. Miranda rights apply only when a suspect is to be questioned by a law enforcement
officer. [24]
7. In a few short sentences, describe what typically happens to a suspect after a person is arrested
and charged with a crime (from being identified as a suspect to the trial date).
In general, upon arrest, if the person is to be questioned, they will be read their Miranda
rights. Then arraignment is held before a judge and bail is set, the person is read their
charges, and appointed a public defender. The suspect enters a plea and future court dates
are set. The preliminary hearing is done before a judge without a jury and the evidentiary
hearing is also done at this time; however, felonies are presented before a grand jury
instead of a judge at a preliminary hearing. The judge or grand jury (depending on the
nature of the crime) will then decide if there is enough evidence for trial. If so, the suspect
is indicted, and the trial date is set. [23–24]

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Forensic Science Lesson 1: Forensic Science and the Law

8. Why would a suspect enter a plea of nolo contendere?

The plea of nolo contendere means the suspect enters a plea of no contest. The accused
does not deny the facts or claims to the crime, or does not understand the charges. [24]
9. What must a defendant prove to be found not guilty by reason of insanity?
The defendant did not know that what they were doing was wrong or would harm another.
[24–25]
10. Revisit your answers to the Before You Begin section above.
a. Was a crime committed? Explain your reasoning.
Answers will vary.
b. Who was at fault, the man who took a drink or the person who did not label what was in the
bottle?
Answers will vary.
c. Suppose the victim died of his injuries. Does this change your opinion? If this is to be viewed as
a crime, what category of crime does this fall under and what are the charges?
Answers will vary. Students will likely report that if this is now a death, it would be
considered a felony and be charged as involuntary manslaughter. [21–22]

Activity Choices
Complete Activity A and then choose between Activity B or C.
• Activity A: Locard Exchange Principle
• Activity B: Crime Labs Near You
• Activity C: Binge-Worthy True Crime: The CSI Effect

Activity A: Locard Exchange Principle

The Locard Exchange Principle states that every time you make contact with a person or object there is
an exchange of materials. This exchange is what forensic scientists use to collect trace evidence and
possibly track a person’s daily movements.
Let’s take a closer look at your schedule and how the Locard Exchange Principle could be applied to
what you did today.

Before you begin

1. Make a list of all activities you did since waking up today until this very moment.
2. As you went through each of the above activities, what did you come in contact with?

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Lesson 1: Forensic Science and the Law Forensic Science

3. Did you leave any evidence of where you were?

4. Were you observed by others who would be able to provide eyewitness accounts of your
activities?
5. Now, focus on the present. As you sit right now, what are you in contact with? What possible
transfer of material could have taken or is taking place? Make a list.
6. How could you have prevented any transfer if you had thought about it first? What transferred
materials could be traced to you directly?
7. Is it difficult not to leave a trace? Do you think premeditated contact can diminish identifiable
transfers? Give some hypothetical examples where destroying evidence might leave more that
could identify you. Compile your responses for this activity into a two-paragraph response.
Students should provide a detailed list of what they did, what they came in contact with, what
evidence may have been left, and who may have observed them. Students should reflect that it
is incredibly difficult to not leave any trace evidence, even when premeditated. Arson is a good
example of attempting to destroy evidence but leaving more evidence behind.

Activity B: Crime Labs Near You

When a crime has been committed in your town, where does the evidence from the crime scene go to
be analyzed? Start by googling your state (or country if you are outside the U.S.) to find out where the
publicly operated state crime labs are located. How many labs are there within your state? What ser-
vices do they provide? Create a map showing their location and the types of evidence handled at each
location.
Students will provide a map (via poster, PowerPoint, or other means) that shows their state,
the location of nearby crime labs, and a list of what evidence is handled at each lab. A quick
Google search for crime labs in each state produces a Google Map image with the locations;
students will have to click around to determine what evidence is examined at each of those
locations.

Activity C: Binge-Worthy True Crime: The CSI Effect

Chances are you are taking this course because you have been impacted by what is called the “CSI
Effect” (pages 28–30). We are going to put your ability to understand Hollywood’s depiction of a crime
versus real forensic science to the test. For this activity, select a podcast series or documentary/true
crime series. You will listen/watch the complete series this week. Note that you should check the rating
and obtain parental permission prior to viewing. Below are some suggested series:
Podcasts:
• Dr. Death • Over My Dead Body
• Dirty John • Serial

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Forensic Science Lesson 1: Forensic Science and the Law

Netflix series:
• The Staircase • Making a Murderer
• Amanda Knox • The Innocent Man
• Evil Genius
There are many others. If you select another, it should focus on just one crime, not a different crime in
each episode. Notify your teacher which series you select before beginning.
As you watch/listen, complete the following:
1. Take detailed notes on the elements of the crime and crime scene, victim(s), suspect(s),
investigation details, and the trial(s). Include these notes in your course doc for this lesson.
Consider organizing your notes into a table or chronological list of details.
2. Provide your opinion on this case. Do you think the evidence supports the results of the trial?
3. What is the current status of this case? You will revisit the case at the end of this course, so make
sure your notes are detailed enough that you will not have to relisten/watch at the end of the
course.
Students must notify the teacher at the start of the lesson which program they select. Students
should produce an organized and detailed table or list of notes, based on the prompts above.
Look for quality of work that is consistent with watching the entire series, not just the first few
episodes. If they select an older documentary, students will also need to complete their own
research into the current status of the case.

Further Study
(This is an optional activity.)
There are many great books related to forensic science that will not only make your under-
standing of this course deeper, but are page turners too! Here are some great options, if you
are interested:
• Stiff: The Curious Lives of Human Cadavers by Mary Roach
• Death’s Acre: Inside the Legendary Forensic Lab, the Body Farm, Where the Dead Do Tell Tales by
William Bass and Jon Jefferson
• Silent Witnesses: The Often Gruesome but Always Fascinating History of Forensic Science by
Nigel McCrery
There any many more. Let your teacher know what you have read or are currently reading
that relates to forensic science.

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SHARE YOUR WORK

When you have completed this lesson, submit the following work to your teacher:
• Acknowledgment of lab safety rules
• Acknowledgment of the course disclaimer
• Answers to Before You Begin questions
• Assignment responses
• Activity A: Locard Exchange Principle
• Choice of Activity B (Crime Labs Near You) or Activity C (Binge-Worthy True Crime: The CSI Effect)
• Optional extra credit: Further Study

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Lesson

2 Evidence and the

Crime Scene
Learning Objectives ASSIGNMENT CHECKLIST

■ Read chapters 2 and 3 in

At the end of this lesson you will be able to:
the textbook.
• Explain the difference between indirect and direct evidence.
■ Read five case studies and
• Describe what is meant by physical evidence and give examples. answer questions.
• Describe the difference between individual and class evidence. ■ Complete lesson
• Create a final crime scene sketch and identify potential evidence. assignments.
■ Activity A: How Accurate
Are Eyewitness Accounts?
“I always go in with an open mind . . . ​
I don’t even believe what the police tell ■ Activity B: Crime Scene
Sketching and Evidence
me . . . ​I let the evidence speak for itself.”
Collection
Dr. Henry C. Lee (a leading forensic scientist who has gained
fame working on high profile and cold cases)

In this lesson, you will gain an understanding of how crime scenes are secured as well as the types of
evidence investigators look for when processing a crime scene and working an investigation. It often
takes several iterations of testing and analysis for a crime to be fully processed and for investigators to
understand what occurred. Information and samples collected take teams of scientists many months
or years to analyze and test, depending on the nature of the crime.
Crimes can go unsolved due to lack of sufficient evidence. Innocent people can be convicted on inaccu-
rate evidence. Juries can be swayed based on how evidence is presented in court. Likewise, heinous
crimes can be solved, and criminals caught, on just one piece of crucial physical evidence, if preserved
and analyzed correctly. It all starts at the crime scene. Let’s take a closer look at how important evi-
dence is to solving a crime.
You have two weeks to complete this lesson.

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Lesson 2: Evidence and the Crime Scene Forensic Science

Reading
Read chapter 2 (pages 38–53) in your textbook.
Read chapter 3 (pages 60–72) in your textbook.

Case Studies
1. Ronald Cotton
Ronald Cotton was wrongfully accused and convicted of a crime he did not commit, based partially on
an eyewitness account that later proved to be inaccurate.
In July 1984, an assailant broke into two apartments on separate occasions in Burlington, North
Carolina. He cut phone wires, attacked and raped the women living there, searched through their
belongings, and stole money. After photo identification by one of the victims, Ronald Cotton was
arrested for the crimes. The prosecutor’s evidence consisted of the following:
• Testimony by the other victim after seeing a lineup
• A flashlight found in Cotton’s home that resembled one the assailant used
• Rubber from Cotton’s tennis shoe that was found to be consistent with rubber found at the crime
scene
• The photo ID from the victim
It was not disclosed at the trial, but the second victim had picked out another man from the lineup.
Cotton’s attorney filed an appeal based on this information. At the second trial, the second victim had
decided that Cotton was indeed the assailant. Also during the second trial, a prison inmate, Bobby
Poole, confessed to fellow inmates that he was the one who had committed the crimes. The judge
refused to have this information submitted into evidence.
At the conclusion of the second trial in November 1987, Cotton was convicted of both rapes and sen-
tenced to life plus 54 years in prison.
Cotton continued to claim that he was innocent and repeatedly asked for appeals. In 1994, Cotton got
two new lawyers who filed a motion for DNA testing. The evidence sample from one of the victims was
too degraded and did not give any information, but samples from the other were intact enough to be
tested. The sample did not match Cotton, and so he was ruled out as the perpetrator. At the request of
the defense, the DNA was submitted to the North Carolina convicted violent felon database; it
matched that of the inmate Bobby Poole.
Cotton was released in 1995 after spending almost 11 years in prison for a crime he did not commit. He
was officially cleared of all charges and offered $5,000 as compensation.
(Source: innocenceproject.org)

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Forensic Science Lesson 2: Evidence and the Crime Scene

2. Jeffrey MacDonald
Read the case study on pages 67–68.
3. Amanda Knox
Read the case study on pages 68–71. Answer questions 1 and 2 on page 71.
1. The crime scene was originally processed by police not trained in murder scenes; police
allowed roommates into the room and they broke down the door; the scene was secured
only after all the roommates and boyfriends had broken the door, observed Meredith’s
body, and likely contaminated the scene; body temperature was not taken so time of death
could not be determined; evidence was not packaged and stored correctly so it could not
be used at trial.
2. The crime scene should have been secured from the start with roommates not allowed in
at all and evidence packaged correctly.
4. O. J. Simpson
Orenthal James Simpson (“O. J.”) was an accomplished football player, sports commentator, and actor
well known in the 1990s. On June 12, 1994, O. J.’s ex-wife Nicole Brown and her friend Ronald Goldman
were found murdered outside Brown’s condo in Los Angeles. Nicole Brown had been brutally stabbed
in the head and neck with defense wounds on her arms. Reconstruction of the crime scene indicated
that Goldman likely arrived sometime during or shortly after Brown was murdered and was also
stabbed to death.
O. J. Simpson was identified as a suspect and asked to turn himself in to the Los Angles Police
Department, which led to a high-profile chase in June 1994 of Simpson in his white Ford Bronco.
Simpson pleaded not guilty to both murders and a highly publicized trial began in January 1995.
Key evidence in this case included the following:
• DNA from Simpson, Brown, and Goldman found on a glove at the crime scene and in Simpson’s
Ford Bronco
• A match to the glove at the crime scene found behind the guest house on Simpson’s property
• A bloody sock at Simpson’s house contained Brown’s blood (discredited by Dr. Henry Lee, medical
expert for the defense who argued contamination during collection of evidence)
• Blond hairs were found on Simpson’s glove; African American hairs were found on Goldman’s shirt
• Bloody footprints at the crime scene matched Simpson’s shoe size and were a match to a rare,
expensive type of shoe; it was never proven that Simpson owned such a pair of shoes
Much of the DNA and physical evidence was argued by the defense as invalid due to lack of PPE during
collection and alleged cross-contamination.
On October 3, 1995, Simpson was acquitted of all murder charges. However, from 1996 to 1997, a civil
case by the families of Brown and Goldman was brought against O. J. for the wrongful deaths. The jury

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Lesson 2: Evidence and the Crime Scene Forensic Science

in the civil trial found Simpson liable for the wrongful death of Ronald Goldman and battery of Nicole
Brown. He was ruled to pay $33.5 million in penalties to the families.
(Source: “O.J. Simpson acquitted,” history.com)
5. JonBenét Ramsey
On December 25, 1996, a six-year-old beauty pageant contestant was reported missing from her home
in Boulder, Colorado. According to JonBenét’s mother, Patsy Ramsey, she woke up to find a note on the
stairs that demanded $118,000 in ransom. Police were contacted (despite instructions in the ransom
note) and responded to the scene of a kidnapping. This was a highly publicized case; however, several
serious mistakes were made in the initial response to the scene that had significant impact on the abil-
ity to ultimately solve the case:
• An appropriate chain of command was not followed.
• The home was not secured; this meant that others were allowed into the house, which led to pos-
sible cross-contamination.
• Not all areas of the home were initially investigated (including the basement).
• The parents were the sole focus of the investigation instead of considering all plausible options.
• The body of JonBenét was found inside the house eight hours after she was reported missing but
was not found in the initial search of the home.
• She had been struck in the head, sexually molested, and strangled by garrote.
• The body was moved from the original location before any evidence was collected.
Critical evidence in this case included the following:
• Paint brush used in strangulation
• Broken basement window in the room where body was recovered
• A suitcase found alongside the body with fibers from JonBenét’s clothing on the interior
• Footprints in the basement that suggested two intruders and did not match any family member
• DNA extracted in 2003 that suggested unknown male blood in a sample found on JonBenét’s
underwear
This is a highly unusual cold case that was reopened in 2010 by state and federal investigators. In
2008, the parents were formally announced by the DA’s office as no longer suspects in the case.
Unfortunately, Patsy Ramsey died of ovarian cancer in 2006.
(Source: “JonBenét,” crimemuseum.org)

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Assignments
1. What skills have you learned in your previous courses that apply to how these case studies are
critically reviewed? In other words, is it enough to read the case studies as is, or do you need to
think deeper and apply your prior skills and knowledge to understand what is presented?
Answers will vary.
2. Do you think the compensation offered to Ronald Cotton for his wrongful imprisonment was fair?
Explain your reasoning and offer insight on why you do or do not support the compensation.
Answers will vary. It is likely that students will feel that the compensation was unfair and
prejudiced.
3. Recall the O. J. Simpson case study, and answer the following questions:
a. How can someone be found not guilty in criminal court, but guilty of the same crime in civil court?
The two cases have different burdens of proof. In a criminal case, you must prove guilt
beyond a reasonable doubt.
b. How did the evidence play a role in this case?
Not all evidence was processed and ready at the time of the criminal trial, so it was not
presented.
c. How does this relate to individual versus class evidence?
The shoe print is an example of class evidence being used as individual evidence.
4. Why is securing a crime scene a crucial first step in responding to the scene of a crime? Provide
support from one of the case studies in your answer.
If the scene is not secure, it is impossible to tell the original condition of the scene and link
evidence to the suspect(s) and/or crime scene. A good example of this is how the JonBenét
Ramsey scene was not secured for hours following the initial response, which is largely
why the case remains unsolved today.
5. Consider the following crime scene scenario. Identify how the crime scene was contaminated and
what was done correctly.
An early-morning janitor spots a body through an office door and immediately calls the police.
The first officer to arrive enters the room and walks around the body, accidentally stepping in the
blood and tracking it through the room, leaving a bloody shoe print on the floor. He quickly wipes
his shoe on a jacket and checks the body for a pulse. Finding none, he calls for additional help. As
he waits, he views the crime scene. Spotting a torn and crumpled paper on the floor, he smooths it
out and pieces it together. Some blood, apparently from the body, is on the note, making it diffi-
cult to read, so he replaces it where he found it. The second officer to arrive at the scene puts up
barrier tape and isolates the scene, preventing the janitor and office manager from coming in. The
forensic technician soon arrives to process the scene.

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Lesson 2: Evidence and the Crime Scene Forensic Science

The site was contaminated by the first officer stepping in the blood, wiping blood on the
jacket, and touching/moving the paper. The second officer correctly secured the scene.
6. Consider the following types of evidence found at a crime scene. Classify each as individual or class.
a. Some blond hairs were found on the gloves of a suspected kidnapper who has brown hair.
Hair is considered class evidence, unless DNA has been extracted.
b. A bloody knife has been found in the backyard of a murder suspect.
Blood type is class evidence; DNA from blood is individual.
c. Tire impressions are left in soil near the crime scene.
Tire impressions are individual evidence.
7. What does MO mean?
MO is modus operandi, which is the characteristic method of operation of a criminal.
8. Identify at least three important elements that are missing from the following crime scene sketch.
Elements missing include a north-pointing arrow, scale, dimensions of items in the room,
measurements of the sides of the room, the revolver, and the letters in the key are not
shown on the figure.

Door
2741 Aragon St.
9/6/06
Sketch by Officer
John Smith

A – Dining room
table
Window

B – Chair
C – Overturned
Window

chair
D – .38 Revolver
E – Male body
F – Table

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Activity A: How Accurate Are Eyewitness Accounts?

In this activity, you take on the role of interrogator. Your goal is to challenge your own eyewitnesses on
their accounts. Ideally, you want two or three people to unknowingly participate in your scenario. You
want to be able to compare eyewitness accounts of multiple people from the same event to see where
inaccuracies may lie.

Before You Begin

Think of a scenario you want to create. For instance, you might let the dog loose during dinner, bring in
the mail in an overly dramatic way, or even stage a fake altercation with a sibling. Be creative, but safe.
The scenario is entirely up to you. The idea is to create a scene that is out of the ordinary. Plan the exact
time, place, what you (and if you have any accomplices) will be wearing, etc. What is the script for the
encounter?

The Scene
Come up with a short disruption of some sort (five minutes or so) and then act it out for your two or
three unknowing participants. Don’t announce what you are doing. Really try to play it off as a real
thing. Consider filming the event. This will help you recall exactly the events and what was said.
Submit your video with your lesson for extra credit.

Follow Up
Let some time pass (at least an hour) before you let your participants in on the gag. But here is where
the real lesson starts! Each of your participants needs to complete a series of questions related to your
staged event. Ask them to identify the following, without input from anyone else. Tailor the questions
to your scenario; you will likely need to modify or add your own questions.
1. What is today’s date?
2. At what time did the event occur?
3. What was the weather at the time?
4. What was everyone wearing?
5. Describe the height, weight, hair style, eye color, etc., of those involved.
6. Describe the actions or events that took place.
7. What, if any, conversation took place? How long did it last? What was said?
8. How confident are you in your recounting of what happened?

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Putting It All Together

Compare the responses from your participants.
1. Were they accurate? If not, identify the inaccuracies.
2. How accurate do you think their answers would have been if they were not asked to recall
information until tomorrow? Next week?
3. How accurate do you think their answers would have been if the events had taken place in a
darkened room or outside at night? How does the situation influence a person’s ability to recall
information?

Review
Follow up this activity by watching these three TED Talks. Links to these resources can be found at
www.oakmeadow.com/curriculum-links.
Why Eyewitnesses Fail (Thomas Albright, November 15, 2016)
Social Influence and Eyewitness Testimony (Elizabeth Brimacombe, December 22, 2014)
How Reliable Is Your Memory? (Elizabeth Loftus, September 23, 2013)
Provide a detailed description of your initial staging, scene, results, and answers to the questions in
this activity. What would you do differently if you were to do this activity again? Write approximately
three or four paragraphs. Provide photos and video if possible.
Answers will vary. Students are strongly encouraged to provide photos and video to help
improve memory and the summary of results. Students should also provide references to the
three videos they watched and what they learned about testing someone’s memory.

Activity B: Crime Scene Sketching and Evidence

Collection
The initial processing of a crime scene is that of sketching and photographing the scene. This is done
before any evidence is collected or the body is searched and studied for clues. The sketch and photo-
graphs, in many cases, are the most important components of the trial to assist jurors in understand-
ing the conditions at the time of the crime and connect the evidence to the story of what happened.
There are two phases of crime scene sketching: the rough sketch and the finished sketch. Most com-
monly, the sketches are done from a bird’s eye view (directly above). An elevation view is also used,
which shows the view from the side and must be accompanied by noting a cardinal direction. The
address, date, and time must be noted on the sketch. The first step to a rough sketch is to outline the
floor plan using immovable, permanent features of the building or landscape (walls, trees, etc.). The
sketch will begin with the general dimensions of the space as well as the orientation to due north, as it
would appear on a map. Distances to roads, other buildings, or vehicles are measured and noted. Key

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components of the scene, such as the body or weapon, are located and measured in reference to the
permanent features. Orientation of these features is accurately depicted (i.e., body facing up versus
down or weapon pointed northeast, etc.).
The scene is then walked in a circle or grid pattern, working toward the center. Furniture, blood spatter,
or any other items of interest are included with distance from each item to two permanent reference
features. Since it is unknown at the time of the rough sketch what items or features may or may not be
important, everything must be carefully documented and measured. Letters or numbers are assigned
to each item and then a key is provided. The appearance and orientation of all items are documented
and photographed. Photographs are given numbers to correlate back to what is identified on the
sketch.
Other details, such as odors, sounds, or other facts not encompassed by the sketch are also noted. The
level of detail needs to be sufficient to refresh your memory as you may be required to testify at trial.
The final sketch is prepared back at the lab or offices in a controlled environment. It is neatly done and
drawn to scale. It may be done by hand or with the use of computer programs.
Let’s test your ability to turn a rough sketch into a final sketch.

Materials
• graph paper
• ruler

Procedure
1. Review the rough sketch provided.
2. Using the graph paper, create a scaled final sketch. Note that your sketch should fill the page, so
select an appropriate scale. For example, if you use one square as equal to one foot, you will end
up with a sketch far too small to be useful. Consider that this final sketch would be used at trial
and you would be called to testify. Providing a final sketch of poor quality or poor scale could
result in the entire case being lost.
3. Note the location of any “evidence” and include those measurements in your sketch.
4. Indicate the exact location and size of features. Provide orientation within the crime scene.
5. Correct any mistakes from the rough sketch. Anything missing or not clarified in the rough sketch
must be called out in a separate table.
6. Include the address, date, and your name.
7. Include items of “evidence” listed with an assigned letter or number and reference key.
8. Create a table of the evidence items you feel may be relevant to the investigation and suggest
what information could be obtained. For example, dusting for prints, sending to DNA lab, etc.

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Rough Sketch

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Forensic Science Lesson 2: Evidence and the Crime Scene

Sketches should be neat and include appropriate scale. Look for the date, time, address, and
investigator information. Confirm all features of the room and scene were included.
Students should generate a table similar to the one below.

Item Suggested Method of Analysis

Blood; blood spatter DNA; direction of shooting
Victim Autopsy to determine cause of death
Bullet holes Bullets sent for ballistics analysis
Glass Lip prints or fingerprints

Students should point out that the exact location of the bullet holes relative to the site features
was not given.

Further Study
(These activities are optional.)
1. Every crime and case is unique. Some are so heinous or bizarre that they capture the
public’s attention. Research the following case studies. Provide a background of the
victim, crime scene, suspect(s), evidence, and trial. Clearly state how this relates to what
was studied in this lesson.
• Enrique Camarena
• Manson murders
2. Explore the Innocence Project (innocenceproject.org). Select a case and summarize it.
How was the wrongful imprisonment compensated? Do you feel the outcome was fair
to all parties involved?
3. You may also look further into the Ronald Cotton case by reading Picking Cotton: Our
Memoir of Injustice and Redemption by Jennifer Thompson-Cannino, Ronald Cotton, and
Erin Torneo, and providing a short summary on the case and book.

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SHARE YOUR WORK

When you have completed this lesson, submit the following work to your teacher:
• Answers to case study questions (case study #3)
• Answer to lesson questions
• Activity A: How Accurate Are Eyewitness Accounts?
• Activity B: Crime Scene Sketching and Evidence Collection
• Optional extra credit: Further Study

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Lesson Drugs, Alcohol,

6 Poisons, Arson,
and Explosives
Learning Objectives ASSIGNMENT CHECKLIST

■ Read chapters 7 and 8 in

At the end of this lesson you will be able to:
the textbook.
• Classify the types of illicit drugs and their negative effects.
■ Read six case studies and
• Discuss the federal penalties for possession and use of con- answer questions.
trolled substances.
■ Complete lesson
• Explain the need for confirmatory tests. assignments.
• Describe various laboratory techniques and instrumentation ■ Activity A: The Great Drug
used to analyze for the presence of illicit drugs, arson, and Debate
explosive residues.
■ Activity B: Calculating
• Discuss the connection of blood alcohol levels to the law, inca- Blood Alcohol
pacity, and test results. Concentration
• Describe physical evidence at the scene of a suspected arson or ■ Lab 1: Arson Investigation
explosion.
■ Lab 2: Explosives and
• Understand how explosives are classified. Explosive Residue
Say ahhhhhhhhh! The dose makes the poison, so no harm in taking
this tiny pill, right? Would you take something someone offered you
without knowing exactly what it is or what its purpose is? Probably
not, but chances are that at some point in your life you actually have, and likely from a family member
or friend and without even thinking twice about it!
Medications, drugs, and poisons can look surprisingly innocent and even be designed to look like
harmless candies. In this lesson, we will look at several cases of poisonings, explore what blood alcohol
content really means, and take a short detour into arson and explosive investigations and how crimes
can be solved using clues, even when it appears there was total destruction of the crime scene.
This lesson will take three weeks to complete.

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Reading
Read chapter 7 (pages 176–208) in your textbook.
Read chapter 8 (pages 218–235) in your textbook.

Case Studies
1. The Drugs Made Me Do It
Read the case study on pages 188–189. Answer the following questions:
1. Is an individual responsible and culpable for criminal acts performed under the influence of
drugs, including alcohol?
2. What is your opinion on insanity defense for someone under the influence of drugs while
performing criminal acts?
2. 52 Years for Selling “Incense”
Read the case study on pages 207–208. Answer questions 1–3 on page 208.
1. This case is significant because although the suspects were not selling an illegal drug, they
were selling a synthetic product that was chemically similar to cannabis and was therefore
considered analogous.
2. The DEA had jurisdiction over this case since the charges involved possessing, packaging,
and distributing a synthetic substance that was similar to an illegal drug and was
distributed nationally.
3. This case was tried in a federal court since the charges included defrauding the FDA.
3. Georgie Markov and the Poison Umbrella
This case reads more like a scene from a James Bond movie. Agents of the Bulgarian secret police
assassinated Georgi Ivanov Markov in September 1978. Markov had defected to London from Bulgaria
years before and was broadcasting programs critical of the Bulgarian regime.
On September 7, as Markov was waiting at a bus stop at Waterloo Bridge, he felt a sharp jab in his right
thigh. He turned to see a man behind him with an umbrella, who apologized with a foreign accent.
Markov thought nothing more of it, but the next morning he was admitted to the hospital with a high
fever and vomiting. Despite being given massive amounts of antibiotics, Markov died three days later.
During an autopsy, examiners found in Markov’s thigh a small platinum-iridium pellet, 1.7 mm in diam-
eter, with two tiny holes precisely drilled at right angles to each other. The design of the pellet and the
circumstances of Markov’s death led investigators to believe that this was a poison pellet fired by some
device in the umbrella. Markov was a healthy, husky, six-foot-tall man, but the pellet could not have
contained much poison. No telltale metabolites were found in his body.

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By a process of elimination, ricin became the suspected probable poison; the assassin used perhaps as
little as 2 mg. Tests on a pig corroborated this assumption. Coincidentally, investigators learned that,
in the previous year, another Bulgarian defector has been jabbed outside a Paris metro station. He had
fallen ill but recovered. A surgeon extracted an identical pellet from his body. He had been jabbed in a
muscle in his upper back, away from major blood vessels, which may be why he lived.
(Source: “The Curious Case of the Poisoned Umbrella: The Murder of Georgi Markov,” The View East)
4. Viktor Yuschenko
Read the case study on page 222 (see blue textbox).
5. Aleksandr Litvinenko
Read the case study on page 223. Answer questions 1 and 2 on page 223. Provide references for your
answer to question 2.
1. This case highlights radiation poisoning and the ability to track the source using a Geiger
counter.
2. The results of the inquiry indicated that President Putin approved the poisoning murder
of Litvinenko.
6. Oklahoma City Bombing
In 1995, Timothy McVeigh parked a truck packed with explosives outside the Alfred P. Murrah Federal
Building in Oklahoma City. The bombing ripped a massive hole in the building and killed 168 people.
Until September 11, 2001, the Oklahoma City bombing was the worst terrorist attack on U.S. soil.
Optional extra credit
Watch the Netflix documentary, Oklahoma City. Write a brief two- or three-paragraph summary of
what you learned, or draw, sketch, or create a response to the details of this crime.

Assignments
1. Poisonings are not just crimes of the past; they are still going on today. Briefly research the
poisonings of Sergei and Yulia Skripal in 2018. What happened in this case?
Sergei and Yulia were poisoned in March 2018 by Russian operatives with the Novichok
nerve agent. Sergei was a former Russia agent who became a double agent for the UK.
Both Sergei and Yulia made a full recovery.
2. What would be considered a confirmatory test for the presence of drugs or poisons in a sample of
blood? Describe how this test works.
Answers will vary, but will include either IR, mass spec, or GC-MS. [201–206]
3. Briefly explain the classification of drugs as either illegal, illicit, OTC, or controlled substance.
All drugs covered by law are considered controlled substances, some of which are illegal.
Any legal or illegal drug taken for pleasure is referred to as an illicit drug. Those that can

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be obtained at drugstores without a prescription are considered over-the-counter drugs

(OTC). [176]
4. Briefly explain stimulant, narcotic, depressant, and hallucinogen, and give an example of each.
Stimulant: substances that make the user feel better and more energetic; one example is
crack cocaine [178–179]
Narcotic: substances that relieve pain; examples include opium, heroin, and codeine
[179–180]
Depressant: substances that make the user feel extremely relaxed; one example is alcohol
[180]
Hallucinogen: substances that make the user feel disconnected; one example is LSD
[177–178]
5. A new prescription drug is being tested by a major pharmaceutical company to determine the
toxicity in humans. The drug is identified as having a LD50 in rats that is less than 1 mg/kg. What
does this data mean?
This means that at 1 mg/kg, 50 percent of the population of rats died.
6. Explain the phrase from the start of this lesson, “the dose makes the poison.” Identify two
substances that are useful in low doses to the human body, but can be poisonous in larger doses.
Answers will vary. “The dose makes the poison” indicates that everything is toxic in some
quantity.
7. An unknown white powder mixture has been submitted to your lab for analysis. You analyzed
the components of the unknown powder hoping that the mixture might provide a clue about
whether or not the substance is an illegal drug. Your results are below. Calculate the Rf value (see
textbook page 188) of Drug Component A and Drug Component B. Then using the database table
provided, indicate the likely drug mixture present.

Drug Component A
8.5 cm 5.8 cm

3.1 cm
Drug Component B

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DRUG COMPONENT Rf VALUE

Laced Marijuana PCP 0.68
Marijuana 0.40
Excedrin Aspirin 0.72
Tylenol 0.36
Laced Tylenol PCP 0.68
Tylenol 0.36

Drug A = 5.8/8.5 = 0.68 (PCP)

Drug B = 3.1/8.5 = 0.36 (Tylenol)
The substance is laced Tylenol.
8. Select one of the following Forensic Files episodes related to arson investigations. Discuss the
evidence from the case and the resulting outcome. Do you feel the conviction was appropriate in
this case?
Option 1: Season 11, Episode 39, “Fired Up”
Evidence included microscopic brass beads on the threading of the dryer vent; cat litter
potentially used as an accelerant; no evidence of fire in the wife’s lungs, indicating she
was dead before the fire; evidence the wife aspirated blood, which also indicated death
via major head trauma before the fire occurred. The husband was convicted of arson and
manslaughter and sentenced to ten years. The jury could not determine exact cause of
death, which meant he could not be charged with murder.
Answers will vary on the opinion of the conviction.
Option 2: Season 9, Episode 21, “Point of Origin”
Evidence included fingerprints developed via ninhydrin on the paper used in the
incendiary device. This was the major break in the case, along with the tracking of the
fires relative to arson investigation conventions, before and after fire photos in his home,
and the book John Orr was writing, which contained strikingly similar information to the
real fires under investigation. John Orr was convicted of arson and 4 counts of first-degree
murder and sentenced to 20 years without parole.
Answers will vary on the opinion of the conviction.

Activity A: The Great Drug Debate

There are many issues regarding illegal and illicit drugs that fall on the political spectrum. You have
likely heard of the “war on drugs.” This is your opportunity to consider some other key aspects of the
drug debate and sound your opinion.

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For this activity, you will participate in an online debate with other students of this course. In order to
prepare, do some quick research on the following topics. Make notes and be ready to discuss your find-
ings and opinions.

Topic 1: Legalization of Drugs

Billions of dollars have been spent on the “war on drugs.” Seventy-five percent of people in prison are
there on drug or drug-related crime charges.
• Do we need more severe drug laws?
• Would legalization benefit society?
• Which drugs have already been legalized and where? What impacts has legalization had to that
state/area?
• Should other drugs be legal?
• How would the cost of drugs be affected?
• How would the cost of drugs affect violent crimes?
• Should the state protect people from harm to themselves?
• What has history taught us about government control?
• Can the success or failure of drug laws in other countries help us decide?

Topic 2: Whose Problem Is It?

Is the illicit drug trade the fault of the supplier or the user? Support your opinion.

Topic 3: Drug Testing at Schools and Work

Some schools are administering urine tests to teenagers to determine if they have been using tobacco.
Random drug testing of students involved in extracurricular activities has been affirmed by the U.S.
Supreme Court, but opponents say such tests violate the students’ rights.
This headline appeared in a local newspaper in October 2002:
Schools Add Tobacco to List for Student Drug Screening
Critics Say Tests Are Invasion of Kids’ Privacy
• Do you think it is an invasion of privacy to be subjected to random drug testing at school or work?
• Do you think that tobacco products should be included in the drug testing programs?
• Is tobacco a drug?
• What constitutional amendment pertains to individual privacy?
• For states where marijuana has been legalized, should schools and workplaces still be testing for
marijuana use?

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After the class debate, write up an individual response to each topic based on what you learned and
the ideas discussed.
Participation in a group discussion is required. Look for preparedness and contributions to the
discussion. Answers will vary on the response paper. Reference citations should be included.

Activity B: Calculating Blood Alcohol Concentration

Blood Alcohol Concentration, or BAC, is the amount of alcohol in the blood at any given time, which
determines the effects the alcohol is having. The body burns, or metabolizes, alcohol at a steady rate.
The only thing that can lower BAC is time. A person will lose 0.015 per hour from their BAC if no further
alcohol is consumed.
So what does it actually look like to have a BAC of 0.04 or of 0.13? Use the chart below as a quick guide.
But remember, some people will feel, and seem, pretty normal even with a BAC of 0.12. It’s important
to remember that no matter how you feel, the alcohol is affecting your judgment, reaction time, and
driving ability.

BAC Effects
.30–.50 Death may occur at .37 or higher. BACs of .45 and higher are fatal to nearly all people.
.25–.30 Very drunk. May lose consciousness.
.15 Obviously drunk; staggering, weaving, irrational behavior.
.12–.15 Vomiting may occur. May be drowsy. Loss of critical judgment, impairments of memory
and comprehension. Vision impaired.
.10 Loss of inhibition. Judgment and driving impaired. Clear deterioration of reaction time
and control.
.08 Defines intoxication in most states.
.06 Judgment and driving somewhat impaired.
.05 Most people are mellow at this point. There can be some impairments and the ability to
drive safely begins to be limited.
.04 Most people begin to feel relaxed, sociable, and talkative.
.02 Moderate drinkers may feel some relaxation and warmth.

(Source: alcohol.org)
What does all this mean? Everyone knows that it is unsafe to drink and drive, or to be under the influ-
ence of any amount of alcohol or drugs and drive.
Using the formulas on page 233 of your textbook, calculate the BAC in the following scenarios. Show
your work.

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Lesson 6: Drugs, Alcohol, Poisons, Arson, and Explosives Forensic Science

1. What would be the approximate BAC of a 185-pound man who has consumed three shots (1.5 oz
each) of Jack Daniel’s (80 proof = 40 percent alcohol) in a half hour?
[0.071 × (3 × 1.5) × 40%]
BACmale = = 0.065
185
2. Is it okay for the man in the example above to drive home? Explain your reasoning.
No, driving ability is becoming impaired.
3. A 120-pound woman has had four pints of beer (pint size, 16 oz, 5 percent alcohol) in two hours.
What is her BAC?
[0.085 × (4 × 16) × 5%]
BACfemale = = 0.2267 – (2 × 0.015) = 0.196
120
4. Mike is out drinking with friends. He weighs 190 pounds, and he has been out since 8:00 p.m. It
is now 11:00 p.m., and Mike has had a total of five mixed drinks (2 oz each, 40 percent alcohol).
What is Mike’s BAC?
[0.071 × (5 × 2) × 40%]
BACmale = = 0.149 – (3 × 0.015) = 0.104
190
5. How long does Mike have to wait before he can drive safely, if he stops drinking now? How long
before all alcohol is out of his system?
0.104 – 0.015 = 0.089 (1 hour)
= 0.74 (2 hours)
= 0.059 (3 hours)
= 0.045 (4 hours)
= 0.029 (5 hours)
= 0.014 (6 hours)
= 0 (7 hours)
6. A 165-pound man was involved in a car accident at 10 p.m. His BAC was measured at the time at
0.08, which he said was impossible because he had only two beers (pint size, 5 percent alcohol)
just after work at 6 p.m. How many beers did he actually have?
Step One: Solve for BAC at alleged time of consumption, 6 p.m. (4 hour time difference)
BACmale = 0.08 + (0.015 × 4)
= 0.14 BAC at 6 p.m.
Step Two: Use BAC at 6 p.m. to solve for the number of drinks
0.071 × [Vol in oz] × [%alc]
BACmale =
body weight
0.071 × [# drinks of beer • 16 oz] × 5
0.14 =
165
0.14 × 165
# drinks of beer =
0.071 × 16 × 5
= 4 beers

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Forensic Science Lesson 6: Drugs, Alcohol, Poisons, Arson, and Explosives

7. Read the blurbs in the yellow boxes on pages 232 and 233. Do you agree that individuals found
driving drunk/under the influence should be charged with murder and even sentenced to death?
Do additional research to support your opinion, if necessary.
Answers will vary, but should be supported by case studies with references provided.

Lab 1: Arson Investigation

Complete the following lab experiment in your HOL lab kit and lab manual.

Exploration
Read the Exploration section for the Arson Investigation lab experiment. Highlight important informa-
tion or take additional notes as you read.

Experiment
Follow the procedure for the Arson Investigation experiment. Complete the exercise.

Exercise 1
1. Charcoal lighter fluid
2. Lacquer thinner
3. Lacquer thinner and lamp oil
4. Charcoal lighter fluid
5. No, it does not. Charcoal lighter fluid is found in many homes. The presence in his home
could be a coincidence, but it could also be the source of the accelerant used in the fire.

Lab 2: Explosives and Explosive Residue

Complete the following lab experiment in your HOL lab kit and lab manual.

Materials
• bottle of distilled water

Exploration
Read the Exploration section for the Explosives and Explosive Residue lab experiment. Highlight
important information or take additional notes as you read.

Experiment
Follow the procedure for the Explosives and Explosive Residue experiment. Complete the exercise.

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Exercise 1
1. Nitrates and nitrite are frequently found in the residue of the “low” explosives. Reagents
used in these tests can safely be used at home.
2. Aluminum powder is often added to explosives to increase total energy and explosive
effect. The aluminum test is reasonably easy to perform.
3. It is extremely sensitive to shock.
4. The components were once easily available and produced very powerful explosions.
5. Griess nitrite tests = pale orange
Griess nitrate tests = pale pink
6. the speed of the combustion

Data Table 1: Known Chemical Testing

Test Color of Test Solution Color of Water Control

Nitrite ion test using iron II Dark greenish or brownish No change; very slight pink
sulfate
Nitrite test using Griess Pale orange No change; very slight pink
reagent
Nitrate test using Griess Pale pink No change; very slight pink
reagent
Aluminum ion test using Pink Yellow
aluminon reagent

Data Table 2: Unknown Chemical Testing

Test Result (Positive or Negative)

Unknown 1 – nitrite with iron II sulfate Negative
Unknown 1 – nitrite with Griess reagent Negative
Unknown 1 – nitrate with Griess reagent Negative
Unknown 1 – aluminum Negative
Unknown 2 – nitrite with iron II sulfate Negative
Unknown 2 – nitrite with Griess reagent Negative
Unknown 2 – nitrate with Griess reagent Positive
Unknown 2 – aluminum Positive

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Further Study
(This is an optional activity.)
The widely popular Netflix series, Narcos, is based on the story of Pablo Escobar, who was
arguably the biggest drug trafficking lord of all time. In 1989, Forbes magazine listed Pablo
Escobar as the seventh richest man in the world. Escobar began his climb to wealth as a teen-
age car thief in the streets of Medellín, Colombia, and eventually moved into the
cocaine-smuggling business. At the peak of his power in the mid-1980s, he was shipping as
much as 11 tons of cocaine per flight in jetliners to the United States. Law enforcement offi-
cials estimate that the Medellín Cartel controlled 80 percent of the world’s cocaine market
and was taking in about $25 billion annually.
Escobar ruthlessly ruled by the gun: murdering, assassinating, and kidnapping. He was
responsible for killing three presidential candidates in Colombia as well as the storming of
the Colombian Supreme Court, which resulted in the murder of half the justices. All the
while, Escobar curried favor with the Colombian general public by cultivating a Robin Hood
image and distributing money to the poor.
In 1991, hoping to avoid extradition to the United States, Escobar turned himself in to the
Colombian government and agreed to be sent to prison. However, the prison compound
could easily be mistaken for a country club. There he continued his high-flying lifestyle, traf-
ficking drugs by telephone and even murdering a few associates. When the Colombian gov-
ernment attempted to move Escobar to another jail, he escaped, again fearing extradition to
the United States.
Pressured by the U.S. government, Colombia organized a task force dedicated to apprehend-
ing Escobar. The manhunt for Escobar ended on December 2, 1993, when he was cornered on
the roof of one of his hideouts. A shootout ensued and Escobar was fatally wounded by a bul-
let behind his ear.
(Source: “Pablo Escobar,” crimemuseum.org)
Watch this video of the DEA agents who took down Pablo Escobar.
Who Killed Pablo Escobar? Truth Told by DEA Agents
Write a one-page summary of what you learned and your personal reaction to this case.
Answers will vary.

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SHARE YOUR WORK

When you have completed this lesson, submit the following work to your teacher:
• Answers to case study questions
• Responses to lesson assignments
• Activity A: The Great Drug Debate
• Activity B: Calculating Blood Alcohol Concentration
• Lab 1: Arson Investigation
• Lab 2: Explosives and Explosive Residue
• Optional extra credit (case study extra credit assignment and/or Further Study)

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 Appendix
Lab Materials List.........................................................................................................0116
Academic Expectations..............................................................................................0119
Original Work Guidelines..........................................................................................0119
Plagiarism
Finding Reputable Sources.......................................................................................0120
Citing Your Sources......................................................................................................0121
In-text citations
Citing print, online, and film sources
Citing images
Elements of Good Writing.........................................................................................0124
Varied sentences
Strong paragraphs
The Writing Process....................................................................................................0127
Prewriting activities
Writing the rough draft
Revising
Editing
Proofreading
Publishing, submitting, or sharing your work
Five-paragraph essay
Comparative essay
Multimedia presentations

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Appendix Forensic Science

Lab Materials List

The following materials are required for this course and will need to be provided by the student. In
most cases, these are common household items. Please plan in advance so you have these materials on
hand when they are needed. Other necessary materials are included in the lab kit.

LESSON PROJECT MATERIALS

1 No additional materials required.
2 graph paper
ruler
3 Classification of Fingerprints camera
paper towels
white paper
soap
3 Dusting and Lifting Fingerprints soda can
camera
drinking glass
flashlight
water bottle
index card
mirror
scissors
white paper
paper towels
Silly Putty or clay, soap, and tape
3 Latent Detection Methods camera
dish soap
disposable plate
heat resistant cup
heat resistant tray or bowl
lamp with incandescent bulb
measuring cups
microwave or teakettle to boil water
oven mitt
scissors
pencil
paper towels
white paper
tap water
clear tape
4 Simulated Blood corn syrup
red food coloring
water
dropper bottle or airtight container

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LESSON PROJECT MATERIALS

4 Blood Pattern Analysis poster board, scrap paper, or index cards
simulated blood
popsicle stick
protractor
ruler/meter stick
clipboard
dropper bottle or straw
tape
syringe
sine table
rag
4 Extracting DNA from a Banana ripe banana
water
salt
dishwashing soap
5-in square of cheesecloth or coffee filter
cold rubbing alcohol (isopropyl alcohol)
toothpick or popsicle stick
glass cup
ziploc bag
5 Fabric and Fiber Observation fabric samples (wool, silk, rayon, nylon, cotton, linen, acetate,
and polyester)
clip-on smartphone microscope
tweezers
5 Observation of Human Hair clip-on smartphone microscope
scissors
tweezers
sample hairs
ruler
black paper
white paper
5 Observation of Animal Hair clip-on smartphone microscope
microscope slides
ruler
clear nail polish
black paper
white paper
sample human hairs
sample animal hairs

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Appendix Forensic Science

LESSON PROJECT MATERIALS

5 Analysis of Glass Lab distilled water
camera
corn oil
hammer
glass samples
paperclip or toothpick
nail or screw
plastic sealable bag, quart size
paper towels
white paper
tape
5 Fiber Analysis Burn Test (optional) fiber samples (wool, silk, rayon, cotton, linen, acetate, and
polyester)
unknown blended fabric sample
candle
matches
metal tweezers
6 Explosives and Explosive Residue bottle of distilled water
7 Toolmark Challenge five different common household tools (hammers, pliers,
screwdrivers, etc.)
play-doh or modeling clay, or scrap wood, board, or stiff
cardboard
comparing bite marks
play-doh or modeling clay
plastic baggie
8 Ulna Height ruler
tape measure
graph paper
8 Baked Potato Corpse several large russet potatoes in different sizes
several large sweet potatoes in different sizes
one large beet
one large apple
microwave oven
thermometer
9 No additional materials required.
10 No additional materials required.

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