“Dial V for Murder”

1. “Dial V for Murder” Investigating 11th Grade Chemistry through Forensic Science

2. Science -Technology - Society Topic • Teaching multidisciplinary science through the use of crime scene investigations. • Introducing Forensic Science as a mechanism of society that focuses on technology to understand crime and crime scenes as a function of government and justice.

3. Rationale Students will experience a real world application involving multi-subject high school science competencies. This method will show the interrelationships between concepts and principles, allowing the student to synthesize new thoughts and to apply previous knowledge to these thoughts through actions.

4. Application Topic • Forensic science has resulted in the increase of the conviction and imprisonment of crime perpetrators. • Forensic science is based on hard scientific principles and the application of those principles for a purpose. • This topic is in the spirit of the STS approach because students are interested in the functions of the police and justice system in their communities. This chart from the U.S. Bureau of Justice supports the notion that forensics plays an import role in the Justice system. Source: Federal Criminal Case Processing, 2001 with trends 1982-2001, Reconciled Data

5. “The Murder Scene” Mr. Vitrone has been murdered! The police have removed the body to the morgue and left you just a chalk line. The class must solve the crime and catch the culprit.

6. Potential Questions for Investigations • Who killed Mr. V? How can we find out? • What is proof? Is proof scientific? • How can we investigate this murder scene? • What is evidence, how can we collect it? • How much evidence is enough? • What is scientific about this? • Why do we need to be thorough investigators? • Who decides if our evidence is compelling? • How does the scientific method apply to forensic science? • What methods are necessary to solve the crime?

7. Learning Explorations • Students will determine how best to investigate the crime scene. • Students will make groups based on specialty (chemical analysis, biological analysis, ballistics, etc.) • Students will investigate the crime. • Students will build a body of evidence based on science and according to their plan. • The students will arrive at the identity of the perpetrator. http://www.gfy.ku.dk/~ams/sh/bust.html

8. Human Resources Chief Robbie Williams from the local public safety will also comment on the conduct of murder investigations in our hometown of Morganton. Students will be visited in class by an office of the North Carolina State Bureau of Investigation who will assist the students in planning the methods used for the investigation

9. Local Resources School science labs and equipment. Donated fingerprinting and blood typing equipment from police. Forensic catalogs used to compare things like sneaker and shoe treads, caliber from bullets, etc. Internet Resources http://home.earthlink.net/~thekeither/Forensic/forsone.htm http://www.union.k12.ia.us/ukhs/WebQuest/Physics%20Crime%20Scene/physics_crime_scene.htm http://www.rcmp-learning.org/docs/ecdd1004.htm Physical Resources

10. Science Concepts –Taken from the NC SCOS competency goals for Chemistry, Biology, & Physical Science. Also coincides with similar goals from the NSES. Major Competencies Investigated in STS Module • Chemistry - 1.04 Identify substances using their physical properties. • Chemistry - 2.04 Calculate quantitative relationships in chemical reactions . • Chemistry - 4.04 Compare and contrast the nature, behavior, concentration, and strength of acids and bases • Biology - 2.01 Analyze the molecular basis of heredity/DNA including • Biology - 2.04 Assess the application of DNA technology to forensics, medicine, and agriculture. • Physical Science Competency Goal 1 - The learner will construct an understanding of mechanics.

11. Strands • Nature of Science – students explore the role of science in society. • Science as Inquiry - the essence of the inquiry process is to ask questions that stimulate students to think critically and to formulate their own questions. Observing, classifying, using numbers, plotting graphs, measuring, inferring, predicting, formulating models, interpreting data, hypothesizing, and experimenting help students build knowledge and communicate what they have learned. • Science and Technology in Local, National, andGlobal Challenges - the involvement of human decisions in the application of scientific and technological knowledge for the betterment of humankind

12. Projected Outcomes • Students having achieved their goals in solving the crime should have a better understanding of police procedures allowing the student to make better informed decisions as a citizen, juror, police officer, or legal participant. • The student will realize the role of science in their local community and be empowered to act scientifically in daily settings . • Students will understand and apply multidisciplinary science concepts to their everyday lives.

13. Evaluation • Informal formative evaluations will be administered by the teacher in written forms and be recorded by individual effort assessments on a daily basis • Student groups will be evaluated as to their contribution to the overall goal of catching the crook and proving guilt. Each group will present their findings in a mock trial to an impartial judge chosen from the community. • Students will be individually assessed as to their knowledge of the procedures and steps used towards the major goals. This evaluation will take place through written analysis by each.