FSB01 blo od spatte r Program overview Using the laws of physics to explain bloodstains in forensic evidence. Blood spatter: suggested lesson plan. The program is designed to enable students to participate in a range of activities that require them to make observations, collect, analyse and interpret data and try to form a conclusion. A scenario is included that drives the program however the program is flexible so it can be used in ways that suit you and your classroom. You may choose to introduce the online “crime scene” at the start of the program or you may leave the crime scene as a culminating activity. The suggested activity sequence is with the online crime scene at the conclusion of the program. It would be difficult to recreate the crime scene in your own classroom however certain sections could be created with care. The online crime scene was recreated specifically for a WA Police Forensics training program using porcine (pig) blood. The program is organised into a series of pdf files. • Background information for the teacher about various aspects of the program has been included. • Teacher activity information has been provided for each activity with hints and technical notes. • One PowerPoint presentation has been included for download. Session 1 – What is blood? Why is it useful to solve crimes. •FSB03, FSB04, FSB05 • Set the scene by showing some footage from a movie or episode of CSI where someone is injured resulting in blood spatter. • Use this to generate discussion on the use of blood to help solve crime. What do they already know about blood spatter? • Brainstorm ideas on what they already know about blood and its physical properties. Discussion of surface tension and why this is one of the most important properties of blood that allow forensics investigators to use blood spatter to solve crime. Session 2 – About blood spatter •FSB10 • Talk about the blood spatter footage shown yesterday. Let the students discuss amongst themselves what they saw. • Show the footage again and pause it on the blood spatter. • Ask the students to discuss what they could find out from the blood spatter pattern to help work out how the crime was done. Share the ideas with the class and record them on the board. • Show PowerPoint presentation (FSB10) of different types of blood spatter (passive, transfer, projected, dripped, spilled, projected, arterial spurt, cast off, impact spatter. • Computer-based resources include a crime scene and three statements about the crime: a suspect, a witness and a victim. Students use their knowledge gained from the program to decide what statement fits the evidence. • Ask the students to discuss how each type is created. • Student worksheets are divided between a Personal Dossier and a Crime Dossier. Both documents can be printed to form two separate booklets that students work from, or you may choose to print and use only specific activities. • Create some hypotheses. • Brainstorm other things that might cause the size and shape of a blood spatter to change. Conduct an experiment to find out how the angle of impact affects blood droplet patterns. FSB01 blo od spatte r Program overview Session 3 – The relationship between height and bloodstain diameter • Activity 1: FSB06, FSB07, FSB08 • Conduct an experiment to find out how drop size and shape changes with height. Session 4 – Influence of surface texture • Activity 3: FSB06, FSB07, FSB08 • Conduct an experiment to find out how the type of surface changes the size and appearance of a bloodstains. • (Compare surfaces such as glass, lino, carpet, wood, concrete and grass.) Session 5 - Determining the direction of travel from a blood droplet pattern Activity 4: FSB06, FSB07, FSB08 • Conduct an experiment to find out how you can determine the direction a blood droplet came from. and therefore the angle of impact. Session 9 – Determining the area of origin • Activity 7: FSB06, FSB07, FSB08 • Students receive a pattern of bloodstains that has been created by a different group of students. Using skills and techniques developed throughout the program they attempt to determine the area of origin of the bloodstains. Session 10 – Scenario • Activity 8: FSB07, FSB09, FSB11 • Given a scenario and using the knowledge they have gained over the last few lessons students try to reconstruct a crime scene using blood splatter (need to keep records of each experiment piece together Session 11 – What happened? • Sharing reconstructions and re-enacting what they think happened. • Students present their evidence. Session 6 – How does the angle of impact affect blood droplets? • Activity 2: FSB06, FSB07, FSB08 • Conduct an experiment to find out how the angle of impact affects blood droplet patterns. Session 7 – Calculate the angle of impact • Activity 5: FSB06, FSB07, FSB08 • Use the results from Activity 4 to calculate the angle of impact of various blood droplets. Session 8 – The effect of velocity on bloodstains • Activity 6: FSB06, FSB07, FSB08 • Do a demonstration or conduct an experiment to assess the effect that changing the amount of force has on the resulting bloodstains. FSB01 blo od spatte r MODULE OVERVIEW Using the laws of physics to explain bloodstains in forensic evidence. Science Outcomes Lesson Outline & Activities Assessment Resources FSB03 What is forensic science Introduction and setting the scene. What is forensic science? FSB03 Suggested episodes CSI How is blood used as evidence. FSB04 About blood Physical properties of blood. FSB05 Properties of blood About blood spatter FSB03 Suggested episodes CSI Discussions of previous CSI footage. FSB10 Blood spatter PowerPoint PowerPoint presentation. Activity 1 The relationship between the bloodstain diameter and dropping height. Activity 2 The effect of different receiving surfaces on bloodstains. Activity 3 Methods used to determine the direction of blood droplets. Activity 4 The effect of the angle of impact on the appearance of the blood spatter pattern. Activity 5 Calculation of the angle of impact Activity 6 The effect of velocity on bloodstains. Investigating scientifically: developing a hypothesis, identification of variables, results and conclusion writing. FSB07 Height and bloodstain activity. FSB008 Student Dossier Investigating scientifically: designing own experiment (hypothesis, variables, methods, results and conclusion) FSB05 Surface and bloodstain information. Investigating scientifically: designing own experiment (hypothesis, variables, methods, results and conclusion) FSB05 Direction of bloodstains information. Investigating scientifically: designing own experiment (hypothesis, variables, methods, results and conclusion) FSB05 Angle of impact information. Investigating scientifically: designing own experiment (hypothesis, variables, methods, results and conclusion) Energy and Change: explanation of why droplets change with speed using the ideas of energy and force. Activity 7 Determining the origin of the blood. FSB05 Height and bloodstain information. Investigating scientifically: designing own experiment (hypothesis, variables, methods, results and conclusion) FSB07 Surface and bloodstain activity. FSB08 Student Dossier FSB07 Direction of bloodstains activity. FSBS08 Student Dossier FSB07 Angle of impact activity. FSB08 Student Dossier FSB05 Velocity and bloodstains information. FSB07 Velocity and bloodstains activity. FSB08 Student Dossier FSB05 Area of origin calculations information FSB07 Area of origin calculations activity. FSB08 Student Dossier Students will problem solve and apply their understandings to solving the crime. Activity 8 The online scenario of the crime scene. Students will investigate the crime scene to try and determine “who did it”. Energy and Change: scientific ideas used in explanation of how the crime was committed. FSB07 Scenario information. Communicating scientifically: sharing results with rest of class in an oral presentation. FSB09 Crime File FSB11 Scenario activity. FSB09 Crime Dossier. This involves reconstructing “what happened” on the basis of the bloodstain pattern. Students may need to conduct more experiments themselves to determine what the spatter pattern is saying. Students will communicate ideas with other class members. Activity 9 Sharing reconstructions and re-enacting what they think happened.
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