Fingerprinting Lab  

Fingerprinting Labs with common household supplies

Crime Scene Science: Fingerprinting

http://sciencespot.net/Pages/classforsci.html#fiingerprint

http://www.hometrainingtools.com/a/forensics-science-newsletter

http://www.hometrainingtools.com/a/forensics-science-newsletter

Quiz: Can you spot the matching fingerprints?

Test YOUR Skills Are you as good as our fingerprint people?  

Fingerprinting Labs Options

A fingerprinting lab is recommended to be completed at the end of the unit. There are several options in which to choose from.

 Middle School Resource

We have included a website that is an excellent Middle School resource for all the information on fingerprinting basics including labs.

Introduce students to the history of Fingerprinting.

 HS-FS-F-1d Students will know the historical and current methods for fingerprint matching/

• HS-FS- F-1a

• Students will be able to construct an argument for the individuality of fingerprints from the three principles of fingerprints. They will use the premise that no two fingerprints are alike, that fingerprints remain unchanged over a lifetime, and that fingerprints have ridge patterns that permit them to systematically classified.

 CCSS.ELA-LITERACY.RST.9-10.2

 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.The reason for watching the video is to address multiple learning styles: visual and  auditory.

 HS-FS-F-1 Understand the characteristics of fingerprints that allow them be systematically classified.

.HS-FS-F-1a Students will be able to describe the physiology of fingerprints.

HS-FS-F-1b Students will be able to describe, compare, and identify the different types of fingerprints.

HS-FS-F-1c Students will be able to describe, compare, and perform fingerprint detection techniques.

HS-FS-F-1d Students will know the historical and current methods for fingerprint matching.

Give hw assignment to read Introduction and answer questions.

Weighing Fingerprints as Forensic Evidence

http://az-safford.civicplus.com/images/pages/N464/fingerprint.jpg

Introduction:  Adapted from Forensic Science: Fundamentals and investigation by Bertino &Bertino

For thousands of years, humans have been fascinated with the patterns found on the skin of their fingers.  Archeologists believe the fingerprints pressed into clay tablets as early as 1792 B.C. were used as personal markings.   The science of fingerprinting has been around for hundreds of years.  In 1684, Dr. Nehemiah Grew wrote a paper describing the patterns, including ridges, found on human hands under the microscope.  By 1788 Johann Christoph Andreas Mayer described that “the arrangement of skin ridges is never duplicated in two persons”.  The science developed further and by 1896 Sir Edmund Richard Henry and colleagues created a system that divided fingerprint records into groups based on three patterns; loop, whorl or arch.  Today we are able to take fingerprints digitally and scan them through a database search, IAFIS.  A fingerprint examiner makes the final decision concerning consistency.

The ability to use fingerprints as a mean to identify individuals was a major breakthrough in forensic science.  It gave law enforcement around the world a new tool to solve crimes, clear the innocent, and convict the guilty.  Mark Twain in his novel Pudd’nhead Wilson, created a character, a lawyer, Pudd’nhead Wilson, who in his final address to the jury said:

    “Every human being carries with him from his cradle to his grave, certain physical marks which do not change their character, and by which he can always be identified- and that without shade of doubt or question.  These marks are his signature, his physiological autograph, so to speak, and this autograph cannot be counterfeited, nor can he disguise it or hide it away, nor can it become illegible by the wear and mutations of time.”

Your Thoughts: After reading the introduction, please comment on the following:

1. What is your prior understanding of using fingerprints as evidence?
   

2. Do you believe fingerprinting is foolproof? Explain
   

3. Is this evidence enough to convict a person of a crime? Explain

Day 2- Discussion & questions -15 minutes

Formative assessment: student responses to lesson questions.

Day 2- Read and answer questions -30 minutes

Reading levels with effect speed at which students complete the assignment. Teachers may wish to extend this to 2 class periods or have students complete for homework.

Formative assessment: student responses to lesson questions.

Before you read the article, Weighing Fingerprints, answer this question

1. Do you believe fingerprinting analysis should be used for conviction if this is the only evidence that links a suspect to a crime?  Explain your reasoning.

Read the article - “Weighing Fingerprints as Forensic Evidence” and answer the following four questions and finish up as needed for homework.

www.cbsnews.com/news/weighing-fingerprints-as-forensic-evidence

1. In this story, fingerprints, which have historically been a widely accepted forensic tool, have been subjected to questioning.  Explain the argument Patrick Kent, Maryland Public Defender and forensic expert,  had about fingerprinting being an art and not a science.

2. Did the judge agree or disagree with Kent? Explain why.

3. How can this decision jeopardize other criminal investigations, current and past?

4. Tom Bush, FBI, had a convincing argument for using fingerprint evidence.  Explain his argument.

Question: Going Further

1. Do you agree or disagree with the following statement? At birth, all children should be fingerprinted and those fingerprints entered into a national database , so that in the guture it will be easier to identify them." Explain your reasoning.

Day 3-  42 minutes 

Watch the video and answer questions. 

Formative assessment: student responses to lesson questions.

Watch the NOVA video   Forensics  on Trial http://video.pbs.org/video/2290878958

and answer the questions as you go.(Adapted from Ms. Andersons Library Page, Stamford High School, http://www.stamfordhigh.org/anderson-science-1.aspx) 

Chapter 1: Preview

1. Based on the preview, what is Forensics on Trial about?

1. Briefly (but thoroughly) describe what happened in Madrid, Spain on March 11, 2004.
2. What technique was used to visualize the fingerprint relevant to the Madrid case and what are its limitations?
3. Who did the FBI match the fingerprint to?
4. Who did Spanish officials determine was really responsible for the terrorist attack in Madrid?
5. Describe the new technology that is being tested for visualizing fingerprints. What is its major advantage?
6. After watching the video, did your opinion or feelings change about the situation, compared to just reading about the event?  Did seeing the images of the bombing, the accused, the police work shift your feelings or interpretation? Explain why.
7. Do you feel a jury could be influenced by watching video or seeing images of the crime or crime scene? Explain.

Day 4- 42 minutes 

Go to webpage and answer questions listed here.

Formative assessment: student responses to lesson questions.

Going Further: Lessons on Fingerprints Go to the following site: A Simplified Guide to Fingerprint Analysis 

(You may wish to print out this text) www.crime-scene-investigator.net/SimplifiedGuideFingerprints.pdf*(if this is too long, here is an alternate site that is more simple) : http://www.afsp.org.uk/node/52

1. What are the three groups of friction ridge patterns?

1. Why are fingerprints used as a means of identification?

1. List and briefly explain several ways fingerprints can be used in the criminal justice system.

Read over the sections, Where Fingerprints May be Found and How Fingerprints are Collected.  We will be conducting several labs on collecting prints using different methods.  We will refocus on those techniques when it comes time for the lab

How and Where the Analysis is Performed

1. Explain what the analysis, comparison, evaluation and verification method is.

1. Crime shows tend to lead people to believe that if a fingerprint is discovered, the case will be solved and someone will be brought to justice. Explain the limitations of fingerprint analysis.

1. In the beginning we heard an argument that fingerprint analysis is an art.  Explain how scientists ensure the most accurate analysis of this evidence.

Day 5-  42 minutes 

Activities 1,2,and 3 are to be done in class and the Supplemental Reading is for homework.

Formative assessment: student's skills on matching fingerprints..

Going Further: Fingerprint Characteristics Assign for homework: Students must read at least 1 article of their choice. Supplemental Reading : to be used to further understand the potential flaws with forensic evidence.

1.Watch the following video and follow along with the lesson to learn fingerprint characteristic analysis

http://ed.ted.com/on/Aqvqkgjl#review

2. Now try on your own: Introduction to patterns with a quiz  on pattern recognition at the end.

  http://www.azafis.gov/skills.asp 

3. Here is another site with even more practice

:www.newscientist.com/gallery/mg20527522600-guess-the-fingerprints

Supplemental reading: to be used to further understand the potential flaws with forensic evidence.

1.The Troubling Flaws in Forensic Science 

 http://www.bbc.com/future/story/20150512-can-we-trust-forensic-science

2. Fingerprints: Not a Gold Standard 

 http://issues.org/20-1/mnookin/

3. 2003 article: FIngerprints: Infallible Evidence?

Lesley Stahl Explores the Problem With Fingerprint Evidence

  http://www.cbsnews.com/news/fingerprints-infallible-evidence/

4. Faulty fingerprints:

  http://www.bu.edu/sjmag/scimag2005/opinion/fingerprints.htm 

5.  Forensic Tools: What's Reliable and What's Not -So-Scientific PBS Frontline article

http://www.pbs.org/wgbh/pages/frontline/criminal-justice/real-csi/forensic-tools-whats-reliable-and-whats-not-so-scientific/

Day 6- 42 minutes

Fingerprinting Labs *Disclaimer- These are suggested labs , however it is up to teacher discretion whether to include these based on supply availability.

Formative assessment:

Lab skills and lab analysis.

Fingerprinting Lab  (must go to latent finger printing section)   http://sciencespot.net/Pages/classforsci.html#fiingerprint

Fingerprinting Labs- with common household supplies.  You may wish to have your students conduct some fingerprinting labs on their own.  Here is a link to a lab that can be conducted with simple household supplies.

 http://www.hometrainingtools.com/a/forensics-science-newsletter

Middle School Options Some of the material in this lesson maybe too complex for middle school.  This is a great site with complete lessons on many forensic topics, including fingerprinting   http://sciencespot.net/Pages/classforsci.html#fiingerprint

Day 7 & Day 8
End of Unit Activity 

Summative assessment:

After completing the activities in this unit, you will develop an argumentative response to the question: Should fingerprints be the only piece of evidence used to convict a person of a crime?

1. Create an argument that discusses the pros and cons of using fingerprints as evidence for convicting a person of a crime.

2. You must include a wide variety of lessons and examples in your argument, including information in any of the supplemental reading sources.

3. You must, at the end, have a conclusion to the question: Are fingerprints enough forensic evidence for conviction?

4. You may use any type of format to present this argument (essay, powerpoint, video, smore, prezi ,  etc...)