TOUGH-CALL.CO.UK Investigation pack › forensics › pdf › Forensics_TEACHERSPACK_v5.pdfbulul letet. tioiotio n 2.2 2 - SS pee d a nd nd dis tanta ce den ts com par e t te t he

Investigationpack

TEACHERs’ GUIDE

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TOUGH-CALL.CO.UK

The

The project combines a range of practical activities with interactive resources to give students an invaluable insight into the work of the police and the effects of gun crime.

A pilot project has been carried out at Litherland High School, and was enthusiastically received by staff and pupils alike.

“The whole day was great. I really learned more about what forensic science is and how the scientists actually work on cases” (Kaitlyn, age 14)

“I never knew that forensic science was so varied. I really enjoyed taking fingerprints.” (Louis, age 14)

“My favourite was the flame tests to identify the gun residue.” (Craig, age 13)

“Brilliant – I have never enjoyed a whole day at school as much as I did.” (Mark, age 14)

This gun crime forensics project has been developed to show students how science can be applied to real-life situations. Based around a crime scene scenario, it directly links school science to forensic fieldwork, allowing students to develop important practical skills and learn essential scientific terminology.

... 2

The

Visit the Teachers’ Zone atwww.tough-call.co.uk/forensics for complementary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum.

This flexible project has been designed so you can:

• Fit it into KS3, KS4 and BTEC programmes of study.

• Encourage cross-curricular links with citizenship and PHSE within your school.

• Adapt it to suit the individual needs of students and the resources of the school.

• Extract specific activities to complement existing schemes of work.

• Deliver the complete project at school or through departmental events such as collapsed curriculum days.

Key curriculum learning covered in this pack includes:

• Key concepts - Scientific thinking - Applications and implications of science

• Key processes - Practical and enquiry skills

• Range and content - Energy, electricity and forces - Chemical and material behaviour

... 3

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Physicsssssssssssssssssssssssssssssssssssssssssssssssssssssstsstsssssssstssssssstsstttsttsstttttttttttttsstssssssts

Ask students to complete the CSI survey at the very beginning of the project. Then show animation 1, where Chief Inspector Lewis will introduce the assignment and explain what they are required to do.

Once students have watched animation 1, which incorporates a video of a shooting incident, they will apply some of the principles they learn

in Physics to help them understand a real-life crime scene.

They will conduct a series of ballistics tests about aerodynamics, projectiles and angles of deflection to identify the speed the bullet was travelling when it went through the victim’s leg. This information will help students narrow down the police search for the missing bullet

SECTION 1

Visit the Teachers’ Zone at www.tough-call.co.uk/forensics for complimentary resources including videos, animated characters, experimental set-up guides and a detailed breakdown of the curriculum.

SHOW ANIMATION 1 BEFORESTUDENTS BEGIN THIS SECTION

Key Curriculum Subjects

Attainment target 4: Energy, forces and space

Level 4

Students describe energy and forces, recognising how forensic scientists use ballistics to support or refute scientific ideas as part of a legal process.

Level 5

Students draw on abstract ideas to describe how energy and forces are applied in the study of ballistics.

Level 6

Students describe processes and phenomena related to students take account of a number of factors in their

explanations of processes and phenomena. They apply knowledge to refine the search for a bullet at a fictitious crime scene.

Level 7

Students describe a wide range of processes and phenomena. Using abstract ideas where appropriate, students explain the application and implications of science within the field of forensic science.

Level 8

Students interpret, evaluate and synthesise data from a range of sources, showing an understanding of the relationship between evidence and scientific ideas that underpin the work of forensic scientists.

... 6

ANGLE OF DEFLECTIONANGLE OFINCIDENCE

350

400

450

TEST 1 TEST 2 TEST 3 AVERAGE T1+T2+T33

Angle of

SECTION 1.1

The Task

Students investigate the impact of a bullet when it hits the body at different angles. This will help narrow down the search for the missing bullet later on in the project. To do this, they will first fire a ball bearing against a hard, smooth surface (similar to the density of bone) at 35, 40 and 45 degrees.

This will help them work out the angle at which the bullet could have deflected when it went through Dean’s leg.

Students are told that Dean was shot in the leg, and that the bullet hit him at an angle of between 35 and 45 degrees. They will have to perform an experiment, using their knowledge of angles of deflection, to try and determine where the bullet could have deflected when it went through Dean’s leg.

Task 1 – Fire the ball bearing at 35 degrees

Fire a ball bearing at a smooth, hard surface from an angle of 35 degrees and measure the angle of deflection. Repeat this three times to make sure your data is reliable.


Repeat step 1 at an angle of 40 degrees.


Repeat step 1 from an angle of 45 degrees.


EQUIPMENT LIST• Pistol (as per example in set-up video X)• Appropriately sized ball bearings

(11mm used)• Wooden surface to fire at • Large laminated A3 protractor • Strips of plasticine stuck along one

half of the protractor to measure angle of deflection

Please see experiment set-up video X to see how the equipment is used.

... 7

T1+T2+T33

DISTANCEAVERAGE

TIME

BULLET TRAVELLING THROUGHGLYCEROL

1 METRE

1 METRE

BULLET TRAVELLING THROUGHAIR

TIME 2 (S)TIME 1 (S) TIME 3 (S) AVERAGETIME

DISTANCE (m) SPEED (cm/s)

SECTION 1.2

This experiment will also help students narrow the search for the missing bullet.

We know that the bullet was deflected when it hit the bone in Dean’s leg and slowed down as it passed through the tissue.

This experiment will demonstrate how a bullet slows down when it passes through a dense medium such as human muscle.

The Task

Students will measure the change in speed of a ball bearing travelling through air compared to when it travels through a dense object such as human muscle. They will use a ball bearing to imitate a bullet and glycerol to simulate human muscle.

Task 1 – Collect experimental data as the ball bearing travels through air

Drop a ball bearing down a 1.25 acrylic metre tube filled with air and use a stop clock to time how long it takes the ball bearing to travel 1 metre. Repeat this three times to make sure your data is reliable.

Task 2 – Collect experimental data as the ball bearing travels through glycerol

Repeat the process using a 1.25 acrylic metre tube filled with glycerol.

Task 3 – Calculate average times

Calculate the average time that the ball bearing takes to travel 1 metre through both air and glycerol.

Task 4 – Calculate the average speeds

Calculate the average speed of the ball bearing as it travels through both air and glycerol. You can use this equation:

SPEED = DISTANCE AVERAGE TIME

Speed and distance

EQUIPMENT LIST• 2 x large cylinders• Glycerol solution (to simulate human muscle)• Ball bearing (to imitate a bullet)• Stop watch



... 8

WIDTH OF IMPACTELASTICDISPLACEMENT

5cm

10cm

15cm

TEST 1 TEST 2 TEST 3 AVERAGE T1+T2+T33

Measuring

SECTION 1.3

The Task

Students will use a piece of apparatus (see set-up video 2) to fire a ball bearing at plasticine from different elastic displacements. This will help demonstrate

the effects of speed on the impact of a bullet. They will repeat the experiment three times to ensure their results are accurate.

In this experiment, students will learn how speed is an important factor affecting the impact of a bullet when it hits its target.


Task 1 - Perform the experiment three times at each distance, making sure conditions are the same for each experiment.

Task 2 - Record the results in the table.

EQUIPMENT LIST• Pistols (as per example in set-up video 2)• Appropriately sized ball bearing

(11mm used)• Strips of plasticine for students to

fire at• Clear plastic rules to measure the

impact diameter


... 9

Eliminating suspects through forensic chemistry experiments.

Students will watch animation 2 where Chief Inspector Lewis will introduce the forensic chemistry experiments. They are told that Crime Scene Investigators have collected evidence at the scene and that they will act as forensic scientists to try and link that evidence to

a list of suspects. Students will carry out experiments on compounds, fibres and soil samples that were found on the suspects’ clothes. They will use the results of these experiments in section 3 to find out who fired the gun.

Chemistrysst

SECTION 2




Attainment target 3: Materials, their properties and the Earth

Level 4

Students describe phenomena related to materials and their properties, recognising that evidence can support or refute scientific ideas as part of a legal process.

Level 5

They draw on abstract ideas to describe how materials are applied in the study of forensic evidence.

Level 6

Students take account of a number of factors in their explanations of processes and phenomena. They apply knowledge to

eliminate suspects from a fictitious enquiry and describe the evidence that they’ve used.

Level 7

Using abstract ideas where appropriate, students explain the application and implications of science within the field of forensic science.

Level 8

Students interpret, evaluate and synthesise data from a range of sources, showing an understanding of the relationship between evidence and scientific ideas that underpin the work of forensic scientists.

... 10

COLOUROF FLAME

NAME OFCOMPOUND

WHAT IS THIS COMPOUND CLOSELY ASSOCIATED WITH IN EVERYDAY LIFE?

COMPOUND A COMPOUND B COMPOUND C COMPOUND D

SODIUM CHLORIDE

YELLOW

• WINDOWS FOR ANALYTICAL INSTRUMENTS

• DE-ICING• FOOD AND COOKING

CALCIUM CARBONATE

RED

• BUILDING• OPTICAL APPLICATIONS • PAPER, PLASTICS,

PAINTS AND COATINGS

POTASSIUM CHLORIDE,LEAD OR EQUIVALENT

LILAC

• MEDICINE• FOOD PROCESSING• FERTILISERS• BULLET MANUFACTURE

COPPER SULPHATE

BLUE/GREEN

• PESTICIDE• FUNGICIDE• HERBICIDE

Task 1 - Perform the flame test on each of the compounds.

Task 2 - Use the table on the next page to identify what the compound is.

Task 3 - Write down what types of things this compound is often found in.

Flame testing

SECTION 2.1

The Task

Students will carry out flame tests on four substances to find out which one contains the same elements as gunpowder (potassium chloride, lead or equivalent). This will help them identify who may have fired the gun in section 3 of the project.

Students are told that eight suspects have been arrested and that forensic scientists have found different substances on their clothes. Their task is to find out if any of those substances are found in gunpowder, and therefore may link some of these suspects to the crime scene.



EQUIPMENT LIST• Compounds A, B, C, D as listed above• Bunsen burners• Heatproof mats• Flame loop• Glass beaker of 2m hydrochloric acid or

alternative for cleaning and rinsing• Beaker of water (between samples)• Acid

... 11

• Windows for analytical instruments

• De-icing

• Food and cooking

• High power lasers

• To produce chlorine and sodium

• Historically it has been used as a form of currency

• Building

• Optical applications

• Paper, plastics, paints and coatings

• Antacids

• Medicine

• Food processing

• Fertilisers

• Lethal injections

• Production of glass

• Bullet manufacture

• Pesticide

• Fungicide

• Herbicide

• Test blood for iron and anaemia

PROPERTIES FLAME COLOUR USESCOMPOUND

Compound

SODIUMCHLORIDE

CALCIUMCARBONATE

POTASSIUMCHLORIDE

LEADCHLORIDE

COPPERSULPHATE

• Has a cubic crystalline structure

• Is clear when pure, although may also appear white, grey or brownish, depending upon purity

• Is soluble in water

• Is slightly soluble in other liquids

• Is odourless

• Has a characteristic taste

• Molten sodium chloride is an electrical conductor

• Produces CO2 when in

contact with acids

• Crystals are usually white or transparent

• Crystals can cause double refraction of light ionic

• Has a cubic crystalline structure

• It will precipitate insoluble chloride salts when added to a solution of an appropriate metal ion

• White solid poorly soluble in water

• Occurs naturally in the form of the mineral cotunnite

• It is colorless, white, yellow, or green toxic

• Reacts with more reactive metals than copper

Yellow

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Blue/green

SECTION 2.1 CONTINUED

... 12

Fingerprinting

SECTION 2.2

Students learn that fingerprints are unique to one person. They are told that if officers can match fingerprints at the scene of a crime to an individual, it can help lead to a prosecution.

The Task

Students will familiarise themselves with the three types of fingerprints; arches, loops and whorls. The teacher will demonstrate how students can lift their own set of fingerprints to see what type they have.

In the second part of the experiment, students will use a microscope to analyse fingerprints that police have found on the gun. They will use the results of this experiment in Section 3 to eliminate people from the investigation.

Students will use the results of this experiment in the section 3 of the project to link the suspects to the crime scene and identify the shooter.


Task 1 - Analyse your own set of fingerprints to see what type you have.

Task 2 - Use a microscope to analyse the fingerprint found on the gun to see what type it is.


EQUIPMENT• Glassware • Hand lens• Sticky tape• Ink pad• Example of fingerprinting powder

(extra fine aluminium powder)

... 13

pH VALUE

ACIDITY

SOIL SAMPLE A SOIL SAMPLE B SOIL SAMPLE C

NEUTRAL ACID ALKALINE/BASIC

Task 1 - Use the pH meter to test the soil samples found on the suspects’ shoes.

Task 2 - Record your results in the table.

Students will use the results of this experiment in the section 3 of the project to link the suspects to the crime scene and identify the shooter.

Testing the

Merseyside Police found a gun buried in a field, a mile away from where Dean was shot. They believe it belonged to the shooter. Students are asked to work out if any of soil samples found on the suspects clothes match the soil the gun was buried in.

SECTION 2.3

The Task

The soil that the gun was buried in was very acidic. Students will carry out an experiment to work out which of the three soil samples found on the

suspects’ shoes is neutral, alkaline or acid. Once they have found which is the acidic one, they can eliminate more suspects to the crime.

1.0 ACIDIC

NEUTRAL

ALKALINE

2.0

3.0

4.0

6.0

7.0

8.0

9.0

10.0

5.0

pH indicator



EQUIPMENT LIST• Soil samples A, B and C as listed above• Boiling tubes• Bungs • Universal indicator solution and card,

or pH meters to test soil samples• Barium sulphate to flocculate• Spatulas• Wash bottles

... 14

DESCRIPTION

SKETCH

FIBRE TYPE

FIBRE A FIBRE B FIBRE C FIBRE D

COTTON POLYESTER WOOL FAKE HAIR

Microscopic

SECTION 2.4

Students discover that the gun that police think was used in the shooting was found buried in a field, wrapped in a red polyester scarf. They will analyse the fibres found on the suspects’ clothes to see if they can find a match to the fibres from the scarf.

The Task

Students will analyse four different red fibres found on the suspects’ clothes. They will analyse the fibres to determine what they


Task 1 – Analyse the four red fibres A, B, C, D to determine what they are. Write a brief description of the fibre and draw a sketch of what it looks like under a microscope.

Students will use the results of this experiment in the section three of the project to link the suspects to the crime scene and identify the shooter.


are (cotton, polyester, wool or fake hair) to establish if one of them is the same as the fibres found on the gun.

EQUIPMENT LIST• Microscopes• Microscope slides • Fibres A, B, C and D as listed above

... 15

Presentingeeeecccccccccccnnnnnnnnnnnnnnnnnnnnnnnnnnnnneeneeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeededeeeeddeeeddedeeddddededdddddddddddddddddddddddddddddddvvv denccneeeede

Building a case and securing a conviction.

The final task for students is to present the results from their forensic science investigation to the Senior Investigating Officer, and then to a judge and jury in court. But before they do this, they need to do some further analysis on the results from their physics and chemistry experiments, to ensure their evidence is valid and reliable.

They will speak to Chief Inspector Lewis at the beginning of section 3.1, and then Judge

Aston at the beginning of section 3.2, who will provide them with instructions.

To get students even more involved, you could choose to conduct section 3.3 in a courtroom style scenario.

A video then reveals the correct suspect and the full story behind the shooting. Judge Aston thanks students for their efforts, stressing how important valid and accurate evidence were in securing a conviction.

SECTION 3



Attainment target 1: How science works

Level 4

Students record their observations, comparisons and measurements using tables and bar charts, then communicate their conclusions using appropriate scientific language as if they were in a court of law.

Level 5

Students interpret numerical data and draw conclusions, then communicate them using scientific conventions and terminology as if they were in a court of law.

Level 7

Students make systematic observations and measurements with precision, using a range of apparatus. They then communicate effectively, using symbols and flow diagrams as if they were in a court of law.

Level 8

Students analyse data and begin to explain anomalies, showing awareness of a range of views and evaluating evidence critically as if they were in a court of law.

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Presenting evidencefrom your physics tests...

SECTION 3.1

to narrow the search for the bullet

Review of Section 1.1 – Angle of deflection

In this section, students will perform some further calculations and analysis on their physics experiments, to try and narrow down

Witnesses have come forward and given police three possible positions from where Dean was shot (these positions are marked on the crime scene map on the next page).

Using a pair of compasses and the results from section 1.1, students will draw the average angles of deflection at 35, 40 and 45 degrees onto the crime scene map. This will help to narrow down where the bullet could have gone when it passed through Dean’s leg.

the search for the missing bullet. Students are told that police need this to prove that it’s from the gun that they have found.


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A B C D E F G H I J K L M N O P Q R S T U

Possible shooter-position A

Possible shooter-position B

VICTIM

Possible shooter-position C

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The Crime SceneThis map will help you record the results of two experiments and narrow down your search for the bullet.

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BALL BEARING TRAVELLING THROUGH MUSCLE (SIMULATED BY GLYCEROL)

AVERAGE TIME DISTANCE SPEED = DISTANCE AVERAGE TIME

BALL BEARING TRAVELLING THROUGH AIR

1 METRE

1 METRE

BULLETS TRAVELLING THROUGH AIR USUALLY TRAVEL AT LEAST 100M*. USE YOUR CALCULATIONS TO ESTIMATE HOW FAR THE BULLET COULD HAVE TRAVELLED AFTER IT PASSED THROUGH DEAN’S LEG. THE FORMULA BELOW WILL HELP.

PERCENTAGE CALCULATED ABOVE X DISTANCE TRAVELLED THROUGH AIR (100M) =

*estimated for the purposes of this project

ESTIMATE THE DISTANCE THE BULLET MAY HAVE TRAVELLED BY WORKING OUT THE CHANGE IN SPEED OF THE BALL BEARING THROUGH AIR COMPARED TO GLYCEROL.

SPEED THROUGH GLYCEROLSPEED THROUGH AIR X 100

%X 100 =

Students will use the map and their results from this section to draw the distance the bullet may have travelled when it went through Dean’s leg.


Review of Section 1.2 – Speed and distance

Students know the bullet went through Dean’s leg, which will have slowed it down and affected how far it travelled. In this section, students will use their results from experiment 1.2 to calculate how much the ball bearing slowed down, so that they can estimate how far the bullet may have travelled.

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DISCUSS ANY PROBLEMS WITH THIS EXPERIMENT E.G. ARE THERE ANY ERRORS? DOES THIS EXPERIMENT ACCURATELY REPLICATE A BULLET PASSING THROUGH DEAN’S LEG?

DISCUSS THE RELIABILITY AND ACCURACY OF THE DATA YOU RECORDED. WHAT DOES THIS MEAN FOR THIS INVESTIGATION?

LIST ANY SUGGESTIONS YOU HAVE TO IMPROVE THIS EXPERIMENT TO MAKE IT MORE ACCURATELY REFLECT A BULLET PASSING THROUGH MUSCLE.

WHAT DOES THE DATA THAT YOU COLLECTED FROM YOUR EXPERIMENT TELL US ABOUT THE RELATIONSHIP BETWEEN THE MOMENTUM OF A BULLET AND THE IMPACT THAT IT MAKES?

DISCUSS THE RELIABILITY AND ACCURACY OF THIS EXPERIMENT AND THE DATA YOU RECORDED. DOES THIS ACCURATELY REFLECT THE ACTION OF A BULLET TRAVELLING THROUGH MUSCLE?

The experiment in section 1.3 helped to demonstrate to students that speed is an important factor affecting the impact of a

Review of Section 1.3 – Measuring impact

bullet. Students will discuss the reliability and accuracy of the experiment and any suggestions they may have to improve it.

WHAT COULD YOU DO TO IMPROVE THE RESULTS TO MAKE THEM MORE ACCURATE?


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IN THIS SECTION, STUDENTS WILL PRESENT THE FINDINGS FROM THEIR PHYSICS EXPERIMENTS TO THE SENIOR INVESTIGATING OFFICER, TO HELP HIM NARROW DOWN THE SEARCH FOR THE MISSING BULLET. THEY WILL PRESENT CHIEF INSPECTOR LEWIS WITH THEIR CRIME SCENE MAP AND EXPLAIN HOW THEY NARROWED DOWN AN AREA FOR HIS OFFICERS TO SEARCH. THEY WILL SPEND SOME TIME PREPARING THEIR RESULTS TO ENSURE THEY’RE READY.

Conclusion


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SECTION 3.2

Presenting evidencefrom your chemistry tests...to eliminate suspects

In this section, students will use the results from their chemistry experiments to carry out further analysis of the evidence and eliminate suspects from the enquiry. The will use the suspects list (see page 24) to help them.

WHAT COMPOUND IS FOUND IN GUNPOWDER?

DISCUSS THE RELIABILITY AND ACCURACY OF THIS EXPERIMENT AND THE DATA YOU RECORDED.

WHICH OF THE SUSPECTS WERE FOUND WITH THIS ON THEIR CLOTHING?

(CIRCLE THE COMPOUND FOUND IN GUNPOWDER (A,B,C OR D) UNDER THE SUSPECTS WHO WERE FOUND WITH IT ON THEIR CLOTHING)

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WHAT TYPE OF FINGERPRINT WAS FOUND ON THE GUN?

WHICH OF THE SUSPECTS HAVE THIS TYPE OF FINGERPRINT?

(CIRCLE THE FINGERPRINT TYPE UNDER ALL THE SUSPECTS WHO HAVE THE SAME TYPE)

DISCUSS THE RELIABILITY AND ACCURACY OF THIS EXPERIMENT WHEN LINKING THESE SUSPECTS TO THE CRIME SCENE.

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3.

Review of Section 2.2 – Fingerprinting

Review of Section 2.1 – Flame testing different compounds


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THE GUN WAS FOUND BURIED IN ACIDIC SOIL. WHICH OF THE SUSPECTS WERE FOUND WITH THIS TYPE OF SOIL ON THEIR CLOTHES?

(CIRCLE THE ACIDIC SOIL SAMPLE (A,B OR C) UNDER THE SUSPECTS WHO WERE FOUND WITH IT ON THEIR CLOTHING)


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WHICH SUSPECTS WERE FOUND WITH RED POLYESTER FIBRES ON THEIR CLOTHES, AND THEREFORE COULD BE LINKED TO THE CRIME SCENE?

(CIRCLE THE POLYESTER FIBRE (A,B,C OR D) UNDER EACH OF THE SUSPECTS WHO HAD IT ON THEIR CLOTHING)


Review of Section 2.4 – Microscopic analysis of fibres

Review of Section 2.3 – Testing the pH of soil

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By now, students should have linked the evidence found at the scene to the list of suspects. The person who has the most evidence linked to them is their prime suspect of the shooting.

To help make the investigation more realistic and fun, you will notice a suspects section on the website where (If computer and internet access is permitted) students can play the ‘suspect’s game’ to make sure their prime suspect is the correct person.

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suspects

Stephen McNallyCompounds found:

Fibres found:

Soils found:

Fingerprint type:

Chantelle WilliamsCompounds found:

Fibres found:

Soils found:

Fingerprint type:

Sophie JonesCompounds found:

Fibres found:

Soils found:

Fingerprint type:

Thomas RichardsCompounds found:

Fibres found:

Soils found:

Fingerprint type:

James TaylorCompounds found:

Fibres found:

Soils found:

Fingerprint type:

Ryan StephensCompounds found:

Fibres found:

Soils found:

Fingerprint type:

Kev DixonCompounds found:

Fibres found:

Soils found:

Fingerprint type:

James SmithCompounds found:

Fibres found:

Soils found:

Fingerprint type:

A C

a b

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c d

c d

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WHORL

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WHORL

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b c

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a

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a

c

Here is a list of suspects who have been arrested because police believe they were involved in the shooting. As students link evidence gathered at the crime scene to the suspects’ clothing, they should mark it on this page e.g. compound ‘c’ is potassium chloride which is found in gunpowder, so students should circle the letter ‘c’ under

each of the suspects who had it on their clothing (Stephen McNally, James Taylor, Kev Dixon, Thomas Richards, Ryan Stephens and James Smith). At the end of this section, Ryan Stephens should have the most evidence linked to him and will therefore be their prime suspect.

SECTION 3.2

he suspects who had it on their clothing lly, James Taylor, Kev Dixon, Thomas

and James Smith). At the should have

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ConclusionBY NOW, STUDENTS SHOULD HAVE LINKED THE EVIDENCE FOUND AT THE SCENE TO THE LIST OF SUSPECTS. THE PERSON WITH THE MOST EVIDENCE FOUND ON THEIR CLOTHING IS THEIR PRIME SUSPECT TO THE SHOOTING. IN THIS FINAL SECTION, STUDENTS WILL PRESENT THIS EVIDENCE TO JUDGE ASTON IN COURT TO HELP SECURE A CONVICTION.

THEY WILL GIVE THE JUDGE THE NAME OF THE PRIME SUSPECT AND USE THE INFORMATION IN REVIEW SECTIONS 2.1-2.4 TO JUSTIFY THEIR REASONS. THEY WILL SPEND SOME TIME PREPARING TO ENSURE THEY’RE READY.IN THIS FINAL SECTION, THE CLASSROOM COULD BE SET UP LIKE A COURTROOM AND STUDENTS SHOULD PRESENT THEIR EVIDENCE AS IF THEY WERE DOING SO IN COURT.

SECTION 3.3 SHOW ANIMATION 5 AFTERSTUDENTS HAVE COMPLETED THIS SECTION AND FINISHED THE PROJECT

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This project is supported by:

It’s a tough callwalking awayfrom gun crime.For more information about the consequences of gun crime and where to get help visit:

TOUGH-CALL.CO.UK

Documents

TOUGH-CALL.CO.UK Investigation pack › forensics › pdf › Forensics_TEACHERSPACK_v5.pdfbulul letet. tioiotio n 2.2 2 - SS pee d a nd nd dis tanta ce den ts com par e t te t he