university of toronto mississauga

University of Toronto Mississauga Forensic Science Program

CSI CLUB A Forensic After-School Program for

Secondary School Students

CURRICULUM This program was designed to introduce Canadian

students in grades 9 – 12 to the different fields in

forensic science. Using a variety of both critical

thinking and hands-on activities, students will learn

about how science has real-life applications to legal

investigations.

Jessica Frances Lam [email protected]

2015 Edition Preliminary Version – if topics are vague, that is probably because the session has not yet been completely created yet; more details will follow.

About the CSI Club After-School Program

By Jessica Frances Lam

The CSI Club after-school program was created when I was approached with the idea by a high-school teacher from the Toronto District School Board. At the time of its inception, I was a Master’s of Science (Anthropology) student at the University of Toronto Mississauga (UTM). I had just completed my Bachelor’s of Science (Honours) degree in Forensic Anthropology and Biology, and was hired by the Forensic Science program as their Program Outreach Administrator. It was in this capacity that I was asked to create an after-school program for young students interested in forensic science.

The CSI Club is structured in a lecture-activity style, where a brief lecture introduces the concept to the students before they partake in an activity. Each lecture/activity session is estimated to take approximately one hour, although this is subject to the efficiency of

how the materials are prepared, and the involvement of the students.

Originally, the CSI Club was meant to be run weekly over 20 weeks, where the first 5 weeks would be spent with ninth graders, the next 5 weeks would be geared towards tenth graders, and so on, with approximately 20 students per session. This structure is reflected in the way the Powerpoint lectures and the associated activities/materials are organized and coded. By no means is one obligated to follow this schedule or even the order. I do request, however, that modifications not be made to the Powerpoint lectures or the associated material. If modifications are necessary, please contact me. I also welcome constructive feedback, and am happy to provide clarification or assistance where needed.

As of 2015, I am a Marie Curie Early Stage Ph.D. researcher (INTREPID Forensics Programme) in the United Kingdom. Although I am no longer at UTM, I continue to have ties to the UTM Forensic Science Program and to other Canadian-based forensic science agencies. I aim to continue contributing to education in forensic science, both in Canada and abroad.

I hope that both you and your students will find this curriculum enjoyable and enlightening; more importantly, I hope that this will inspire a new generation of scientists.

Jessica Frances Lam, H.B.Sc., M.Sc.

Ph.D. Student, Department of Engineering

University of Leicester, United Kingdom

[email protected]

http://www.intrepid-forensics.eu/project-9/

http://www.intrepid-forensics.eu/project-9/

L = lecture, P = practical (activity) Compiled & organized by Jessica Frances Lam 09/10/11/12 = grade level ([email protected]) Last digit in activity code = week/session #

Summary of Curriculum

Grade 9 pg. 3-7

L091 - Introduction to Forensic Science/Evidence Collection P091 – Evidence Collection

L092 – Fingerprint Development P092 – Fingerprint Development: Granular Powder

L093/P093 – Crime Scene Processing

L094/P094 – 2D Facial Reconstruction

L095 – Forensic Anthropology: Field Basics P095 – Forensic Anthropology: Search

Grade 11 pg. 13-17

L111 – 3D Technology in Forensic Science P111 – Photogrammetry & 3D Models

L112 – Introduction to Forensic Biology

P112 – DNA Extraction

L113 – Forensic Anthropology: Biological Profile P113 – Constructing a Biological Profile from the Skeleton

L114 – Introduction to Forensic Psychology P114 – Contextual Bias

L115 – Introduction to Forensic Entomology P115 –PMI Estimation

Grade 10 pg. 8-12

L101/P101 – Fingerprint Identification

L102/P102 – Crime Scene Mapping

L103 – Questioned Documents P104 – Handwriting Analysis

L104 – Impression Evidence P104 – Footwear Identification

L105 – Crime Scene Investigators P105 – Police Obstacle Course

Grade 12 pg. 18-22

L121 – Introduction to Forensic Toxicology P121 – Detecting (Prescription) Drugs: Aspirin

L122 – Introduction to Forensic Pathology: Interpreting Trauma & Cause of Death P122 – Determining Cause, Manner, and Mechanism of Death

L123 – Forensic Biology: DNA Identification P123 – Population Genetics and Crime

L124 – Laws Governing Forensic Science in Canada P124 – Critical Examination of Cases as a Criminal Lawyer

L125/P125 – Mock Court

Compiled & organized by Jessica Frances Lam ([email protected])

3

Lecture & Activity Guidelines

Grade 9

Session 1 - Introduction to Forensic Science/Evidence Collection

Purpose: to define forensic science and introduce the concept of “evidence”, and how

evidence must be packaged/handled.

Material List:

Paper bags, various

sizes

Sharpie/markers for

labelling

Tape for sealing bags

Film roll containers

White sticker labels

Clear packing tape

Acetate sheets (or

even plain paper)

Swabs

Tubes for swabs

Miscellaneous items

as “evidence”

Outline:

Very basic evidence collection protocol

Give student’s items and materials (“evidence”) and packaging

Students have to decide what is the best way of handling and packaging evidence

o Clothing with “blood” = should be swabbed, then dried, then placed in paper bags

(plastic bag will cause mold)

o Hair/fibres = pick up with tweezers, place in paper bag OR lift with tape, mount tape on

acetate sheet or a piece of paper

o Sharp objects (e.g. knife) = hard container

o Most other objects can be packaged in paper bags

Proper labelling & sealing

o Seals can be labels, but labels are not necessarily seals!

o Seals = secure the opening of the bag firmly so that nothing falls out/in; prevent

contamination and tampering of evidence

o Labels = ensure evidence from other cases is not mixed up; furthermore, once in paper

bag, cannot see what is inside, so must be labelled

o Labels should include:

Name of officer seizing evidence

Case #

Date

Description of evidence

Where evidence found (both specific location, e.g. under bed, and address of

crime scene, e.g. 1234 High Road, etc.)

At the end of practical, each student can inspect other students’ packaging/labelling jobs – any

issues/problems?

o This is because any work done by any forensic scientist or investigator will be scrutinized

in court – does it uphold standards? Can any issues arise in court?


4

Grade 9

Session 2 – Fingerprint Development

Purpose: to explain how objects/surfaces are dusted for fingerprints, and how to collect

fingerprint evidence.

Material List:

Fingerprint kits (one per group) stocked with:

o Fibreglass brush

o Granular Powder, black

o Tape

o Backing cards

Kraft paper to put over tables – powder can be messy

Items to fingerprint (e.g. CD cases, cups/mugs, books, glass objects)

Hand wipes/wet wipes to clean objects/surfaces

Paper towels to dry objects/surfaces

Outline:

Group work; group size depends on number of kits available

Fingerprint deposits left behind on items consist of moisture, which is what the granular powder

sticks to

o To deposit fingerprints on object, rub forehead and/or back of neck (because of

naturally-occurring oil) and then touch object lightly – do not need to press very hard,

handle object normally

Use minimal powder on brush – do NOT need a lot at all

Twirl brush gently over surface of object

When lifting fingerprints, try to get rid of air bubbles

Mount lifted fingerprint onto a backing card, label

Students should try a variety of objects (e.g. curved, textured objects vs. flat, smooth surfaces)

Wipe objects/surfaces with wet wipes and use paper towel to dry before attempting to

fingerprint the object again


5

Grade 9

Session 3 – Crime Scene Processing

Purpose: to introduce the roles of Crime Scene Technicians and Scenes of Crime Officers

(SOCO’s) and to teach students how to properly process a crime scene.

Material List:

Cameras

Evidence placards (can be made instead

of purchased; use cardboard/cardstock)

Spiral notebooks (from dollar store)

Mini rulers to use as scales

Lab gloves

Same materials as P091 for evidence

collection (miscellaneous items as

“evidence”)

Outline:

Turn classroom into mini crime scene(s)

Each group of students (if 20 in total, 4 to a group) has a role:

o Photographer

o Note taker

o Evidence collector

o Team leader

Photographer:

o Overall shots, document scene in situ

o Photos of evidence WITHOUT scale & placard

Midrange – establishes where item is in relation to another object/feature in

room

Close-up – item fills up entire photo

o Photos of evidence with scale & placard

Repeat midrange and close-up shots

Scale should be in the same plane as the object, and parallel to camera

Note taker:

o Records who is on scene; where the scene is; when team arrives/leaves scene; who does

what and when; what evidence is collected, how, and why

o Extremely important when going to court years later – need to know exactly what

happened at crime scene and how it was processed

Evidence collector

o Must wear gloves

o Same procedure as in P901

Team Leader

o Ensures that team is following proper protocol

o Ensures that scene is processed in a systematic, least-destructive manner (e.g. no

trampling across crime scene without regards to evidence on floor)

o Assists with anything that other members may need help with


6

Grade 9

Session 4 – 2D Facial Reconstruction

Purpose: to show how forensic artists can reconstruct faces based on skulls, which can

then be circulated in the media and aid in identification.

This activity was put together by Marc Dryer ([email protected]) from the University of

Toronto Mississauga.

Material List:

Photocopies of the skull image, printed at 100% zoom (provided in Grade 9 activities folder)

Quarters (to trace the size of eyeballs)

Pencils, erasers

Tracing paper to be taped as a flap on top of the skull image; this is what the students will be

drawing on (should be transparent enough to see the features of the skull image underneath)

Outline:

The activity can be done alongside the Powerpoint lecture, which instructs and demonstrates

the process of sketching a facial reconstruction

mailto:[email protected]


7

Grade 9

Session 5 – Forensic Anthropology: Field Basics & Search

Purpose: to introduce students to the role of a forensic anthropologist in the field, and the

two main questions encountered: 1) is it bone? 2) if so, is it human or animal? The

students will also learn how to conduct a proper line search to look for evidence in a

thorough manner.

Students’ Preparation:

Wear proper outdoor clothes, proper closed-toe shoes

Bring garden gloves if possible

Material List:

Garden gloves (for students who don’t have any)

Knee pads for students to wear (protects pants and more comfortable for students)

Small pieces of evidence

Animal bones (e.g. chicken bones, ribs)

Paper bags for evidence collection

Outline:

Forensic anthropologists are not necessarily involved with just finding human remains – their

skills are very useful for finding small pieces of evidence in rough environments (e.g. forest)

Field/forest area – choose an area large enough so that 20 students (or however many are

involved) can be side-by-side and go forward in a line search

Scatter pieces of evidence and bone

If possible, choose an area where there are small rocks or branches – bone can sometimes look

like these

During the line search, students must stay and move together; teacher should be the line

director to ensure everyone is working at the same pace

Students are shoulder-to-shoulder, on hands and knees, searching the grass/area in front of

them, left to right, very systematically

When evidence is found, student calls out for line director; searching stops and no one moves

forward until the teacher collects the evidence and bags it, preferably putting the name of the

student who found it on the bag

After the line search, the class can go through the evidence collected and decide whether

identification is possible (bone or not bone? animal or human? is it even “evidence”?)


8

Grade 10

Session 1 – Fingerprint Identification

Purpose: expanding on P902, students are challenged to critically examine fingerprint

evidence to come to a sound conclusion as to whom it belongs.

Material List:

Magnifying glasses to help see fine detail

“Crime scene” fingerprints (an example is provided in Grade 10 activities folder)

Suspect fingerprints (examples are provided in Grade 10 activities folder as well as a blank

template if you want to create your own) printed on legal-size paper

o If creating your own template, will need fingerprint ink and inkpad

Outline:

Can be done individually, in pairs, or in small groups

Show images of 1st level detail (overall fingerprint pattern – loop, whorl, arch)

Show images of 2nd level detail (ridge detail – bifurcations, dots, enclosures, etc.)

Briefly explain 3rd level detail (can show images, not much to see without a microscope though)

Hand out “crime scene” prints and “suspect” prints for students to make an identification

o Need to explain why the other suspects are eliminated as the perpetrator, as well as

why they have made an identification


9

Grade 10

Session 2 – Crime Scene Mapping

Purpose: to teach students the basics of mapping a crime scene, and how to use

measurements to create a scaled map.

Material List:

Retractable measuring tape, 2 per group OR one measuring tape and one meter stick per group

Sketch map form (provided in Grade 10 activities folder)

Items for “evidence” scattered on floor

Pencils, erasers

If creating a scaled map:

o Graph paper

o Compass kit

o Protractor

o Small ruler

Outline:

Baseline measurement is easiest – set up one long measuring tape or (a couple) meter stick(s)

on the ground – make sure that all evidence can be reached if extending a line perpendicular to

this baseline

Groups of 3 people

o One person holds measuring tape along baseline and reads out number on baseline (“X”

number); ensures measuring tape is perpendicular to baseline

o Second person holds the other end of the measuring tape at the item of evidence and

measures “Y” number

o Third person records X and Y numbers, creates sketch map

If there is time, the sketch map can be turned into a to-scale map using graph paper

All maps should be labelled with:

o Title – view of map (e.g. bird’s eye view), using what method (i.e. baseline), and location

o Compass bearing* (optional, but this is mandatory in real life)

o Name of person creating the map

o Date

o Scale (or, conversely, “Not-to-scale”)

o Legend

Items of evidence should be given an exhibit #

Evidence should be mapped, along with furniture (e.g. desks and chairs), and room features if

possible (e.g. doors, windows, etc.)


10

Grade 10

Session 3 – Questioned Documents/Handwriting Analysis

Purpose: to discuss how physical properties can be used to assess the validity of

questioned documents, and how handwriting analysis in particular is used.

Material List:

Writing sample from teacher (photocopy as many copies as needed, one for each group of

students)

Blank sheets of paper for students to write on

Pens of the same make and colour to be used exclusively in this exercise

Outline:

Split class into small groups (e.g. for a class of 20, split into 4 groups of 5 students). Each group is

given a piece of paper with a paragraph hand-written by the teacher (e.g. an excerpt from a text

book). Provide pens of the same make and colour for everyone to use.

Obtaining the forged document: Amongst each group, one student is chosen to try and copy the

handwriting style of the teacher and write an unrelated sentence (e.g. a short ‘ransom’ note –

for ease of facilitating this activity, this sentence should be pre-determined by the teacher and

instructed to the students). This forged note should be done on blank paper. This forgery then

becomes the ‘crime scene exhibit’ and should be labelled to identify which student group it

came from. These exhibits are then collected so that none of the students have reference to it.

Obtaining writing samples: all the students have to write, in their own handwriting, the same

‘ransom note’ sentence 5 times on a sheet of blank paper.

Investigating the forgery: each group switches their writing samples and forged note with those

of another group’s (e.g. group 1’s writing samples and forged note go to group 2 for analyses,

group 2’s documents go to group 3’s, etc.). Using the criteria outlined in the Powerpoint, each

group should attempt to identify who the perpetrator is from the other group.


11

Grade 10

Session 4 – Impression Evidence/Footwear Identification (Cartridge Case Comparison)

Purpose: to discuss how general/class characteristics can be used to exclude an object as

the source of an impression, and how accidental/unique characteristics can be used to

positively identify the source.

Material List:

If doing footwear identification:

o Cooking oil in a spray bottle

o Legal-size white paper or cardstock

o Fingerprint powder & brushes

OR:

o Bag of old shoes

o A cast of a shoe impression in soil (can use Plaster of Paris or dental stone to cast the

impression in 3D)

e.g. http://web.uri.edu/riscl/files/trace_impressions.jpg

If doing cartridge case comparison:

o Cartridge case comparison kits (e.g.

https://www.boreal.com/store/catalog/product.jsp?catalog_number=368973)

o Instructions are usually provided with kit

Outline:

If providing own 3D footprint cast:

o Class can go through bag of old shoes and try and determine which shoe made the print

If students are to make their own impressions for comparison:

o Spray bottom of shoe with cooking oil

o Walk on a sheet of white paper

o Develop print with fingerprint powder and brushes

o Students can either see whether they have enough unique characteristics in their shoe

print in order to make an identification or not

Brand new shoes will not have unique characteristics!

Regardless of which activity is done, students should be able to explain their thought process

o Why they believe a sample “matches” and why they were able to exclude the others

http://web.uri.edu/riscl/files/trace_impressions.jpg

https://www.boreal.com/store/catalog/product.jsp?catalog_number=368973


12

Grade 10

Session 5 – Crime Scene Investigators/Police Training

Purpose: to introduce students to the role of a scenes of crime officer/crime scene

technician, the difference between the two, and the preparation needed for each career

Material List:

A CPR or first-aid training dummy (or something that weighs similar to this)

Benches/something for students to jump over

Anything else that is available to help set up an obstacle course

Outline:

This is a good physical activity to get students active

The Toronto Police Services’ guidelines here can be used to get an idea of what kind of obstacle

course to set up for this activity:

http://www.torontopolice.on.ca/careers/forms/uni_prep_guide.pdf

http://www.torontopolice.on.ca/careers/forms/uni_prep_guide.pdf


13

Grade 11

Session 1 – 3D Technology in Forensic Science

Purpose: to show how different 3D imaging modalities can be applied to forensic science,

and hopefully encourage students to think about new applications for existing technology

Material List:

If iPads or smartphones are allowed at the school, I highly recommend that students download

the photogrammetry app (http://www.123dapp.com/catch) ahead of time

o If not, camera(s) can be used as long as there is some way to upload the photos to a

computer with an internet connection (same website)

Interesting objects to image using photogrammetry – anything works as long as you can

photograph in a circle around the object, from different heights/perspectives

Could also create a fake “grave” on school grounds (i.e. dig a hole, then fill it up – disturbed soil,

perhaps even with evidence protruding from the soil)

Outline:

Follow instructions given in the app! Remember, an internet connection is needed to generate a

3D model (even on iPads or smartphones)

Ensure that the guidelines in the Powerpoint for how to create a good 3D image with

photogrammetry are followed

If the resulting 3D models are of poor quality or have gaps/holes, try to figure out what caused

these errors

o Are these errors due to lack of training, or is it a systematic error? This question is very

important when applying new technology to forensic science – can we get better results

by training forensic practitioners, or should we be wary of technologies that have a

systematic error? Acknowledging limitations to technologies is extremely important!

http://www.123dapp.com/catch


14

Grade 11

Session 2 – Introduction to Forensic Biology/DNA Extraction

Purpose: to introduce serology and the premise of DNA identification to students. Students

will also perform their own DNA extraction.

Material List:

Kit available for purchase:


Instructions based on this kit are adapted into a worksheet (provided in Grade 11 activities

folder); since there is a 12-minute incubation half-way through the activity, this worksheet has

questions that students can think about/discuss during this 12-minute break

Outline:

Students will use their biology background to understand how DNA extraction works (e.g.

macromolecules, basic chemistry, etc.)

DNA extraction is the first step in DNA identification – this process can be complicated if the

sample is not pristine, which is often the case in forensic contexts

o e.g. burning, decomposition, environmental extremes, low sample quantity, etc.

Fun fact: it was previously thought that identical twins could only be distinguished by their

fingerprints because their DNA was identical, but a complex procedure has been developed

which can actually tell identical twins apart!



15

Grade 11

Session 3 – Forensic Anthropology: Constructing a Biological Profile from the Skeleton

Purpose: to introduce basic skeletal analyses to assess sex and age for generating a

biological profile to identify an individual.

Material List:

Anatomically correct disarticulated skeleton

o Other options: It may be possible to buy casts of individual bones if a cheaper option is

necessary

Worksheets (provided in Grade 11 activities folder)

Ruler

Outline:

Worksheets are fairly straightforward. Bones will have to be labelled, along with some

anatomical features.

Age estimation

o Look at epiphyseal fusion on long bones and then decide how to combine the age range

for each bone to come up with an age estimate

Sex assessment

o Developmental differences between males and females – sexual dimorphism


16

Grade 11

Session 4 – Introduction to Forensic Psychology/Contextual Bias

Purpose: to introduce the roles of the forensic psychologist in consulting and in research.

Students will learn about contextual bias and discuss possible ways to mitigate this in

forensic analyses.

Material List:

Worksheets – 2 sets (provided in Grade 11 activities folder)

Outline:

The class will be shown a crime scene, and using the worksheet, they are to choose the evidence

they would collect if they were a CSI

The class will be divided into two groups:

o Short Debrief

Given the 1st worksheet set with little information as to the crime scene

background

o Long Debrief

Given the 2nd worksheet set with a lot of background information about the

crime scene

The students, regardless of what group they are in, are not allowed to talk to each other or

discuss their answers until they are completely finished their worksheet

The different items of evidence will be identified and a tally will be taken to compare how many

people from each group decided to seize that evidence based on the debriefing they got

The result will most likely be that those given more background information will collect the

evidence most pertinent to the case information, whereas those given little information might

decide that certain “evidence” is irrelevant

The discussion will then focus on how a priori knowledge can influence decision-making

o Sometimes it is good to have more information because you can make more informed

decisions

o Sometimes it can wrongfully influence/bias you

How do we decide what is relevant information and what is not?

o Fingerprint examiners and lab analysts can all be biased if too much information is

given, but knowing some background information can help direct analyses – what is a

good compromise?


17

Grade 11

Session 5 – Introduction to Forensic Entomology/PMI Estimation

Purpose: to teach students how insect species and development stages can help

investigators establish the Post-Mortem Interval (PMI) of a deceased individual.

Material List:

A “victim”

o Could be as simple as a cardboard cut-out body or even a CPR dummy

Print-out images of certain insects in certain stages to go on top of the “body”

o Should do your own Google-image search to get images that are different than the ones

used in the provided Powerpoint lecture, to make identification more challenging

Outline:

Different species of insects will be attracted to a decomposing body at different times after the

body has been deposited

o Therefore, the combination of inspect species can assist in establishing how advanced

decomposition is

In addition, insects will lay eggs and develop on the body, so the stage of insect development is

also important for timing

o This will help in inferring how long the body has been exposed for

Combining the stage of decomposition and the amount of time a body has been exposed can

help infer the post-mortem interval (i.e. how long an individual has been dead for) as well as

whether the rate of decomposition is consistent with the environmental factors (e.g. if the

insect development shows that the body has been exposed for a rather short amount of time

but the body is in advanced decomposition, perhaps the body was not exposed until some time

after death? Body was moved? Other possibilities exist as well).


18

Grade 12

Session 1 – Introduction to Forensic Toxicology/Detecting (Prescription) Drugs: Aspirin

Purpose: to teach students how chemistry can be used for identifying drugs, and how

toxicologists can use this information to infer the behaviour/mental state of an individual

under the influence.

This activity was put together by Agata Gapinska-Serwin ([email protected]) from the

University of Toronto Mississauga, adapted from Robert Bruce Thompson – The Home Scientist.

(http://www.youtube.com/watch?v=1DU3R8kkBI8)

Preparation:

Prepare chemicals ahead of time

Crush drugs into powder, label with a code (so that students don’t know what it is, but can tell

the drugs apart; you should have your own legend so that you know what drug each code

corresponds to)

Material List:

Several over-the-counter drugs in pill form (not liquid); the ones specifically used in the activity

are:

o Aspirin

o Imodium (each tablet only contains 2mg of active reagent, therefore may need to crush

more than one)

o Chlorpheniramine maleate – common allergy medication ingredient (each tablet only

contains 4mg of active reagent, therefore may need to crush more than one)

o Claritin

o Benedryl

o Dramamine

Mandelin reagent

o 0.1g of ammonium metavandinate (fishersci.ca – Chemical #: ICN19385510 - $38.45 /10

g) in 10 mL of concentrated sulfuric acid

Marquis reagent

o 10 mL of concentrated sulfuric acid with 0.5 mL of 37% formaldehyde solution

(fishersci.ca – Chemical # AC11969-0010 - $33.40/kg)

Porcelain or plastic spot plate/reaction plate

Pipette/eyedropper

Outline:

Detection, quantification, and interpretation of drug content

Did the person die because of a drug overdose? Or could the drug have influenced their

behaviour, leading to their death (e.g. drug caused impairment, leading to a car accident that

killed them)?

mailto:[email protected]

http://www.youtube.com/watch?v=1DU3R8kkBI8


19

Grade 12

Session 2 – Introduction to Forensic Pathology/Determining Cause, Manner, and Mechanism

of Death

Purpose: to show students how forensic pathologists proceed with a death investigation,

and the differences between cause, manner, and mechanism of death.

Material List:

Worksheets (provided in Grade 12 activities folder)

Outline:

Death investigations are undertaken by the coroner, who is legally responsible for obtaining the

cause, manner, and mechanism of death

The forensic pathologist is one of the people who work for the coroner, and conducts the

autopsy in order to determine the cause, manner, and mechanism of death

o Common misconceptions in social media that are WRONG:

The forensic anthropologist can figure out cause of death

The police can figure out cause of death

Students will learn the differences between the cause, manner, and mechanism of death, and

will have a chance to apply critical thinking skills to scenarios to distinguish between the three


20

Grade 12

Session 3 – Forensic Biology: DNA Identification/Population Genetics & Crime

Purpose: to teach students the general process of DNA identification, and how population

genetics can be used to generate statistics, which are useful for court purposes

Material List:

Worksheet (provided in Grade 12 activities folder)

Outline:

Scenarios and worksheets will be given to students, who will need to use their knowledge of

phenotypes, genotypes, Punnet Squares, Mendelian genetics, and simple probability

calculations to assess the likelihood of guilt

This is very much a critical thinking exercise rather than a hands-on activity

o Forensic science involves a lot of practical experience, but equally important is the

interpretation of evidence and the use of critical thinking skills


21

Grade 12

Session 4 – Laws Governing Forensic Science in Canada/Critical Examination of Cases as a

Criminal Lawyer

Purpose: to inform students about the laws that govern how forensic science research is

conducted and what kind of evidence/analyses are acceptable in court. Students will also

critically examine court cases and prepare to defend one side as a lawyer in a mock court.

Material List:

Provide court cases or a recent controversial social debate

o Each case will have 2 teams – suggested team size = 2-4, so 4-8 students per case

o # of cases depends on what is feasible: considerations include team sizes and the time

taken to present one case in court in the next session (~20 min per case)

Outline:

R vs. Mohan set the standards for forensic science in Canada; Daubert in the States

Why are these standards important? What are the moral and legal implications of wrongfully

convicting an innocent person?

For the activity, students will be given a case to work on; they will act as lawyers the following

session in mock court

Students work in small groups to create an argument for their “client”.

o Prosecution team (Crown): defending the victim, wants to convict the suspect – must

anticipate the problems the defense might find, and must defend the validity of the

evidence. What argument can be made to convince the jury that the suspect is guilty?

o Defense team (Client): defending the suspect, wants to prove innocence – what was

wrong with how the evidence was handled, collected, and interpreted? What argument

can be made to convince the jury that the suspect might not have done it? How else can

the evidence have been interpreted? Instill reasonable doubt.

Students spend the entire time working with their partner to create their arguments

o Even if one pair is working on one perspective (prosecution or defense), they must still

anticipate what the other team will say; need to address these points


22

Grade 12

Session 5 – Mock Court

Purpose: to host a debate session for students to practice verbally defending their position.

Outline:

20 minutes per group

Court procedure:

o Teacher acts as the judge/time-keeper

o Prosecutors explain the issues presented in the court case (5 minutes)

o Defense lawyers have to address the issues presented by the prosecutors, then make

their own argument defending the suspect (10 minutes)

o Prosecutors have one last chance to address the issues presented by the defense

lawyers – but cannot add any more information that has not been previously brought up

(5 minutes)

o The other students from other groups can act as the “jury” – they vote for which side

was most convincing