You are on page 1of 5

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
**************************
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 students
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 students contribution to a laboratory project/cooperative group activity. Writing
assignments will be used to evaluate a students 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 Group discussions of reading assignments
chemistry
Analysis of evidence
Gain a solid grounding in the principles and Laboratory experiments (written reports)
practice of scientific inquiry/discovery
Cooperative activities (writing assignment)
Critically analyze scientific data and formulate Group discussions of reading assignments
a testable hypothesis based on the information
Critical analysis of experimental data
Develop logical thinking
Cooperative activities
Writing assignments
Learn about the inter-relationship of Group discussions of reading assignments
mathematics, logic, and science in formulating Critical analysis of experimental data
scientific models
Laboratory experiments
Develop problem solving skills
Group discussion
Laboratory experiments
Develop an understanding of scientific Group discussions of reading assignments
discoveries and understand the distinction Analysis of evidence
between scientific data and proof of crime
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, email 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.

You might also like