Reflections on class activities

o    Fingerprints

o     In this activity we learned to correctly identify and lift fingerprints. There are three main types of fingerprint patterns; arches, loops, and whorls. In class we lifted our individual fingerprints, organized them on a sheet of paper, and determined what type of prints we thought we had. Then in groups we discussed our prints and came to a final conclusion. Although 60-70% fingerprints are identified as loops, I noticed that the majority of my own fingerprints are whorls, which was interesting

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o    Hair/Fiber

o     In this activity we learned how forensic scientists use microscopic examinations to determine the source of hair and fibers found at crime scenes. In class, we examined ten different samples of hair and fibers such as, kacotton, nylon, sdf, cat hair, dog hair, African American hair, Asian hair, color treated hair, synthetic hair, sdfsd . Through a microscope we were able to observe the sample and distinguish their characteristics. Classifications included a picture, the color, the condition of the tip, and spots or distinguishing features. The most complex parts of the activity were distinguishing between the different types of hair and portraying those differences in the diagrams we drew

o    Handwriting

o     In this activity we learned the twelve characteristics used to compare written documents. In class, we first wrote the phrase, “the quick brown fox jumps over the lazy dog,” so that we could analyze how we individually wrote the letters of the alphabet. Next we analyzed others and tried to forge their writing; first, we tried to copy their writing freehand and then tried tracing it. We noticed a big difference between the two, in that the traced copy was much more accurate than the freehanded copy. This is likely because the when a person tries to forge someone else’s writing freehanded, their own writing habits effect their execution. Afterwards, we used our newly learned skills to forge checks, tear them into unreadable pieces, and try to match them with the correct writer. We were successful in this because every person had characteristics in their writing that revealed their identity.

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o    Creating a Profile

o     In this activity we used our new skills to piece together evidence and create the profile of a person. In class we were given fingerprints, a smeared blood sample, a person’s hair sample, an animal’s hair sample, and a torn written note. We then analyzed the evidence and determined what we knew for sure, what we wanted to test further, and if there was any evidence that we still needed in order to prove the person’s identity. Based on that information, we were then able to infer what the individual’s character based on that information. This activity was important in that it closely imitated how forensic scientists narrow down suspects with evidence from a crime scene

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ebriganttiforensics

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o    Lipstick

o    In this activity we learned how to take and analyze lip prints. To do this, we used lipstick and half of a notecard to make a visible print of our lips. We then identified individual characteristics of our lips such as its shape, size, or visible cracks. After we analyzed the prints personally, others tried to determine who each print belonged to. The most difficult prints to identify were ones that were slightly smeared or light in color from the type of lipstick .

o    Witness

o     In this activity we learned how to memorize facial features of witnesses and correctly recall them at a later time. To begin, we each found pictures of faces in magazines that were about the same size and cut out parts of their face such as the mouth, nose, eyes, and hair. Then we studied all the faces and their corresponding pieces. Last we mixed up all the pieces and tried to accurately assemble other people’s faces. We found that most of the faces were easy to reconstruct because none of them looked very similar. With additional faces, or more resembling features, the activity would be more difficult

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o    Footprint

o     In this activity we learned how to analyze and identify a person’s footprint. Our first step was to gather a bunch of mud and dirt in a bin so that we could each have our own prints analyzed. Our analysis of the footprints included taking measurements of the length and width, and noting any unique indentations such as brand name or worn edges. Two of the four footprints were from Converse shoes, so in order to identify whose footprint it was we had to consider the size. One footprint was larger than the other, so from the prior knowledge that guys usually have larger feet than girls, we were able to infer which footprint belonged to which person. The third and fourth shoes were easy to identify because although they were close in size, one was a heel and the other was a flat

o    Drugs

o     In this activity we simulated drug analysis techniques that are used by forensics scientists. The three drugs under investigation were “cocaine,” “LSD,” and “methamphetamine.” To know if the substance was a simulated drug, we added a 25mL beaker of water to the unknown substance. Then, in a petri dish, we added indicators and pH strips to observe effects, such as a change in color.

o    Poison

o     In this activity we identified common sources of poison that could be found in a crime scene. To do this, we each started with a specific poison to identify. With various indicators, we determined if it was a metal, ammonia, iodine, cyanide, aspirin, or sugar. After we identified the type of poison we rotated to another group and analyzed another type. This process not only helped us to identify different types of poison but also understand their effects on people. For example, sugar can be harmful to a person with diabetes while Iodine can be dangerous to a person with thyroid problems.

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