MASTER SYLLABUS

Course number & title: CHEM 252 “The Chemistry of Crime Scene Investigation”

Department(s): Chemistry/Geology/Physics

Credit hours: 3

Prerequisites: High School Chemistry

Fees and charges: $25 laboratory fee for equipment and supplies

Effective catalog date for this master syllabus: Spring 2006

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1. Catalog description:

This course relates “real world” applications of analytical chemistry to the investigation of crimes.

The underlying chemical principles involved in forensic analysis are addressed. Also, the

exploration of scientific inquiry as it relates to developing hypotheses and providing proof of a

crime is investigated. Meets Tier II credit for natural sciences

2. Course content:

This course addresses specific applications of analytical chemistry to the analysis of criminal

investigation. Since many techniques used by crime laboratories have just recently been

developed, the course will rely on primary journal sources for classroom discussion. Students are

expected to read assigned material on their own time and come to class prepared for critical

discussion. The course will consist of some of the topics from the list below:

Trace Analysis – “Every contact leaves a trace” (Dr. Edmond Locard, 1910 French

Criminologist). Since physical contact is involved in almost every crime, the analysis of

trace evidence plays a crucial role in crime scene investigation. Current experiments

include: ink identification, cocaine analysis, powder identification*, arson accelerants,

gunshot residue, blood analysis*, and hair and fiber analysis.

*see attached handouts for these experiments

Drug Analysis – Forensic drug analysis deals with the identification of illicit drugs. Two

types of analysis are made: (1) Identification of chemicals found at a crime scene, (2)

Analysis of tissue and body fluids to identify drugs and drug metabolites. Types of analysis

include: Cocaine and methadone analysis, Analysis of an unknown powder*, analysis of

bodily fluids for drug metabolites.

*see the attached module

Toxicological Analysis – Monitoring raw drinking water for contamination due to spills,

point source or non-point source pollution, or sabotage using the newly acquired

Microtox® Rapid Toxicity Testing System.

Significance of Chemical Evidence in Court – An important aspect of all forensic

chemistry is maintaining the chain of custody (the time-course in which evidence was

handled and a log of all persons involved in handling evidence) in order to ensure the

accuracy of the findings. Students will also examine the application and validity of

forensic evidence in court cases.

Particular activities that will enhance students’ understanding of the topics in this course are:

Laboratory exercises

Chemical demonstrations

Cooperative activities

Writing assignments allowing students to observe a chemical phenomenon, record

observations, draw conclusions and formulate models

3. Student learning objectives:

Forensic chemistry is defined as analytical chemistry as it pertains to law enforcement. This

course will examine the analytical and biochemical techniques used by law enforcement crime

laboratories in criminal investigations. This class has six major student outcomes:

1. Students will gain a historical perspective forensic analytical chemistry. Students will

examine the impact of the technology on the both the science of criminal investigation and

the criminal investigators.

2. Students will be engaged in forensic decision-making and real-world chemical

measurement.

3. Students will be engaged in the use of the scientific method through the development and

testing of hypotheses and theories by means of laboratory and writing assignments.

4. Students will learn about the inter-relationship of mathematics, logic, and science in

formulating scientific models.

5. Students will critically evaluate and be able to critique the strengths and weaknesses of

scientific data used in developing court cases.

6. Students will gain an understanding of analytical and biochemical principles pertaining to

crimes involving trace evidence.

4. Student assessment criteria:

Class preparation and class presentations, laboratory reports, writing assignments, and

examinations

20% - In-class participation and writing assignments

20% - Capstone Presentation

60% - Laboratory participation and reports

Participation/Writing Assignments – participation will be evaluated in terms of a student’s

involvement in group discussions, in-class cooperative activities, and laboratory projects. Two

types of cooperative in-class activities will be used:1) activities to demonstrate techniques

used by chemists in analyzing evidence, 2) activities to analyze scientific inquiry. Peer

evaluation and professor/student interaction during assignments/discussion will be used for

evaluating a student’s contribution to a laboratory project/cooperative group activity. Writing

assignments will be used to evaluate a student’s comprehension and ability to critically

evaluate the discussion topics.

Capstone Presentation – Students will make a final presentation to their peers based on the

findings of a criminal investigation. They will collect evidence, analyze data and draw

conclusions for a “hypothetical” crime.

Laboratory – The laboratory component will consist of the analysis of “real-world” samples

associated with criminal investigations. Examples of laboratory investigations are attached.

Laboratory reports will be written for each assignment.

Grades will be based upon the student's successful completion of the following outcomes - as

determined by the following measures.

Outcomes Measures

Gain a historical perspective of forensic

chemistry

Group discussions of reading assignments

Analysis of evidence

Gain a solid grounding in the principles and

practice of scientific inquiry/discovery

Laboratory experiments (written reports)

Cooperative activities (writing assignment)

Critically analyze scientific data and formulate

a testable hypothesis based on the information

Group discussions of reading assignments

Critical analysis of experimental data

Develop logical thinking Cooperative activities

Writing assignments

Learn about the inter-relationship of

mathematics, logic, and science in formulating

scientific models

Group discussions of reading assignments

Critical analysis of experimental data

Laboratory experiments

Develop problem solving skills

Group discussion

Laboratory experiments

Develop an understanding of scientific

discoveries and understand the distinction

between scientific data and “proof of crime”

Group discussions of reading assignments

Analysis of evidence

5. Additional information (optional): (This section provides additional information that

enhances understanding of the course. May include suggested texts, readings, instructional

approach, etc. Indicate if this information is prescriptive [e.g. core requirements] or

nonprescriptive.)

Instructional Approach:

Classroom lecture/discussion of assigned readings - Guided discussion of analytical and

biochemical techniques and their applications to criminal investigation. This will provide

the background information that students will use in laboratory and cooperative, in-class,

activities.

Classroom demonstrations – Students will view demonstrations, and in some cases do their

own chemical demonstrations, and then discuss key aspects related to the experience.

Classroom cooperative activities – Group investigation of experimental data to engage the

student in scientific discovery

Student presentations – Students present their findings for a capstone investigative project.

Laboratory experience – Hands-on experiments to engage the student in scientific

discovery and inquiry. Numerous instrumental methods of analysis will be implemented to

analyze “real-world” samples. See the attached descriptions of topics.

Resource Materials: A mixture of chemistry, toxicology, and forensic texts will be used for this course. Since many

techniques used by forensic scientists are relatively new, some primary literature will be used for

discussion in this course.

Beyond the Crime Lab: The New Science of Investigation, Jon Zonderman, John Wiley

and Sons, NY, 1999.

Carey, S. C. A Beginners Guide to Scientific Method, 2nd

Ed., Wadsworth Pub. Co.,

Boston, MA, 1998.

Loucinda Carey & Luba Mitnik, “Trends in DNA forensics analysis”, Electrophoresis,

2002, 23, 1386-1397.

“Solid Phase Microextraction for Arson Analysis and Drug Identification”, Supelco, 1997

Source of method is in Journal of Forensic Sciences and Japanese Journal of Forensic

Toxicology.

Brewer, W. E.; Galipo, R. C.; Morgan, S. L.; Habben, K. H. “Confirmation of Volatiles by

Solid-phase Microextraction and GC/MS”, Journal of Analytical Toxicology, 1997, 21(4),

286-290)

Ho, M. H., Analytical Methods in Forensic Chemistry, Ellis Horwood, Ltd. London, 1990.

Tebbett, I., Gas Chromatography in Forensic Science, Ellis Horwood, Ltd. London, 1993.

Yinon, J. Ed., Forensic Applications of Mass Spectrometry (Modern Mass Spectrometry),

CRC Press, Boca Raton, FL, 1995.

Terry, I. M.; Robertson, J. C. Instrumental Data for Drug Analysis, CRC Press, Boca

Raton, FL, 1991.

White, P. C. Crime Scene to Court, Royal Society of Chemistry, 2000.

Kaye, B. H., Science and the Detective: Selected Readings in Forensic Science, John

Wiley & Sons, NY, 1995.

Evans, C. The Casebook of Forensics Detection, John Wiley & Sons, NY, 1996.

Negrusz, A; Perry, J.L.; Moore, C. M. J. Forensic Science, 1998, 43, 626-629

Pain, S. New Scientist, 1997, 156, 2-3

Rang, H. P.; Dale, M. M.; Ritter, J. M.; Gardner, P. Pharmacology; Churchhill

Livingstone: NY, 1995, pp 639-640.

Supelco. Bulletin 922- SPME, 1998

Pearson, D. E. “A simple Conformation of Kerosene from Debris in Arson Cases”,

American Laboratory, 1991, 63-64

Georgia Crime Lab, http://www.state.ga.us/gbi/labmanual.html#52

Zonderman, J. “The Mind and Brain of Violent Criminals” Beyond the Crime Lab, 1999,

John Wiley and Sons, Inc. pp161-163

Note: Additional items for the student syllabus would be the instructor's name, office phone, e-

mail address, office number, etc.; more specific assessment criteria; resource materials/required

text(s); attendance policy; class preparation and participation; academic responsibility/integrity

statement; accommodation statement for students with disabilities; day to day schedule of

assignments, tests, major projects, final exam, etc.