Medical Forensics Lab Book v5 2017 2018

Lab Book V 5.0 SHS MEDICAL FORENSICS Updated 2017 - 2018 1 Table of Contents # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ...

0 downloads 265 Views 5MB Size
Lab Book V 5.0

SHS MEDICAL FORENSICS

Updated 2017 - 2018

1

Table of Contents # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Name Notes: History of Forensic Science. Notes: Crime Labs Lab: Metric System and Lab Measurements Lab: Use of a Microscope in a Forensics Laboratory Lab: Use of a Micropipette in a Forensics Laboratory Notes: Crime Scenes Notes: Documenting a Crime Scene Lab: Documenting a Crime Scene Notes: Physical / Trace Evidence Lab: Forensic Soil Analysis Lab: Ink Chromatography Notes: Introduction to Fingerprints Notes: How to Collect Fingerprints Lab: Taking Ink Fingerprints Lab: Methods of Collecting Fingerprints Lab: Finding Common Minutiae in You Own Latent Prints Notes: Hair Evidence Notes: Fiber Evidence Lab: Examining Hair and Fiber Prepared Slides in a Microscope Lab: Hair and Fiber Analysis Notes: Blood Types Lab: Blood Typing Notes: Blood Spatter Analysis Lab: Introduction to Blood Spatter Analysis Notes: Interpreting Bloodstain Patterns Lab: Blood Spatter Analysis Intermediate Level Lab: Advanced Techniques in Blood Spatter Analysis Notes: Manner and Method of Death

SHS MEDICAL FORENSICS

Page 3 6 9 10 14 16 24 27 29 34 38 45 49 54 55 59 61 66 69 71 83 86 88 95 100 102 106 111

# 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56

Name Notes: Forensic Entomology Lab: Forensic Entomology Investigation – Death of Candi Roberts Lab: Critters on Cadavers Notes: Introduction to Autopsies Lab: Forensic Autopsy of a Fetal Pig Notes: Behavioral Psychology Notes: Psychopaths and Sociopaths Notes: Forensic Psychology and Profiling Notes: Forensic Anthropology Lab: Anthropology - Determining the Characteristics of Bones Lab: Sherlock Bones Notes: Impression Evidence Lab: One Bite Out of Crime Lab: Forensic Impressions Notes: Drug Classification Presumptive Drug Test (Narc) Lab Notes: DNA Basics Notes: Replication and PCR Notes: How is DNA Used to Solve Crimes? Lab: Forensic DNA – Crime Scene DNA Fingerprinting Lab: Crime Scene PCR Basics Lab: Solving Cold Cases with DNA – The Romanov Mystery Performance Skills Evaluation Score Sheet Graduation Preparedness Checklist Term 1 Goal Sheet Term 2 Goal Sheet Term 3 Goal Sheet Term 4 Goal Sheet

Page 116 123 127 139 148 153 158 162 170 176 181 193 198 201 204 209 212 215 218 225 229 235 239 240 242 243 244 245

2

Notes: History of Forensic Science I.

II.

III.

IV.

Why do we look to science for assistance in our legal system? a. Increasing Crime Rates b. New or Changed Laws c. New Crimes d. New Weapons e. Response to Public Concerns f. Response to Law Enforcement Concerns Applying Science to Law a. How well science is applied in the Criminal Justice System depends on a scientist’s ability to supply accurate & objective information that reflects the events that have occurred at a crime. i. Accurate = correct, Objective = absence of bias. b. Forensic Science (or Criminalistics) is the use of science & technology to enforce civil & criminal laws. i. It is vague & hard to define because it includes so many other areas of science. c. Criminal Law vs Civil Law History of Forensic Science a. “Forensic” comes from the Latin word “forensis” meaning forum. i. During the time of the Romans, a criminal charge meant presenting the case before the public. ii. Both the person accused of the crime & the accuser would give speeches based on their side of the story. iii. The individual with the best argumentation would determine the outcome of the case. Major Contributors to Forensic Science: a. Marcello Malphighi – 1686 i. First recorded notes about fingerprint characteristics. However, he did not acknowledge their value as a method of identification. b. Carl Wilhelm Scheele – 1775 i. Devised the first successful test for detecting the poison arsenic in corpses. c. Sir Arthur Conan Doyle - Sci-fi author in late 1800’s i. Popularized scientific crime-detection methods through his fictional character ‘Sherlock Holmes’. ii. Based Holmes on a real person – one of his Med School teachers: Joseph Bell. d. Mathieu Orfila (1787-1853) - “Father of Toxicology” i. Wrote about the detection of poisons & their effects on animals. ii. 1814 – published the first treatise on detection of poisons and their effects on animals. e. Alphonse Bertillon (1879) - “Father of Anthropometry” i. Developed a system to distinguish one individual person from another based on certain body measurements.

SHS MEDICAL FORENSICS

3

ii. Anthropometry is a systematic procedure for taking body measurements as a means of distinguishing one individual from another. f. Francis Galton (1822-1911) - “Father of Fingerprinting” i. Developed fingerprinting as a way to uniquely identify individuals. ii. In 1892 he published the book, “Finger Prints,” which contained the first statistical proof supporting the uniqueness of his method of identification. g. Hans Gross – 1893 i. Published the book, “Criminal Investigation,” which detailed how to use microscopy, chemistry, physics, mineralogy, botany, zoology, etc. in crime scene investigation. h. Dr. Karl Landsteiner – 1901 i. Discovered that blood could be grouped into different categories (ABO). i. Leone Lattes (1887-1954) - “Father of Bloodstain Identification” i. He developed a procedure for determining the blood type (A, B, AB, or O) of a dried blood stain. ii. 1915 – Devised a simple test to determine the blood group of dried blood. j. Albert S. Osborn – 1910 i. Pioneer in document examination, published his book, “Questioned Documents.” ii. His work led to the acceptance of documents as scientific evidence by the courts. k. Edmond Locard – 1910 i. France: Set up the first crime lab in an attic of a police station. With few tools, he became known world-wide to forensic scientists. ii. He eventually founded the Institute of Criminalistics in France. iii. His most important contribution was: “Locard’s Exchange Principle” 1. It is impossible for a criminal to enter a crime scene, without leaving a trace. 2. Locard’s Exchange Principle - “Every Contact Leaves a Trace.” 3. He believed that every criminal can be connected to a crime by particles carried from the crime scene. 4. When a criminal comes in contact with an object or person, a cross-transfer of evidence occurs. l. Walter C. McCrone (1916 - 2002) - “Father of Microscopic Forensics”. i. Became the world’s preeminent microscopist. ii. Developed & applied his microscope techniques to examine evidence in countless court cases through-out the world. m. Calvin Goddard - (1891-1955) - “Father of Ballistics” i. Developed the technique to examine bullets, using a comparison microscope, to determine whether or not a particular gun fired the bullets. ii. Refined techniques of firearms examination including microscopic examination. n. J. Edgar Hoover - “Father of the FBI” - Director of Federal Bureau of Investigation during the 1930’s SHS MEDICAL FORENSICS

4

V.

i. Hoover's leadership spanned 48 yrs & 8 presidential administrations. ii. His reign covered Prohibition, the Great Depression, WWII, the Korean War, the Cold War, & the Vietnam War. iii. He organized a national laboratory to offer forensic services to all law enforcement agencies in the U.S. iv. A VERY CONTROVERSIAL Person. To name a small portion of the things he did: 1. He exceeded & abused his authority with unjustified investigations & illegal wiretaps based on political beliefs rather than suspected criminal activity. 2. FBI directors are now limited to 10-year terms . o. Sir Alec Jeffreys – 1984 - Created the first DNA profiling test. i. English molecular biologist and discoverer of DNA fingerprinting. ii. He is holding the original autoradiogram that led to his discovery of the technique in 1984. Applications of Forensic Science a. Identification of Criminals or Victims. Solving: i. Past crimes (unsolved or wrongfully convicted). ii. Cause, Location, Time of Death. iii. Paternity cases. b. Cyber crimes. c. Corporate Crimes (Enron). d. Voice Analysis. e. DNA evidence. f. Prevention of crime vs. Reaction to it. g. Catastrophes & Wars i. ID remains of victims (either civilian or soldiers). ex. Holocaust or Katrina h. Military & International Forensics i. Terrorism. i. The search for WMD’s, stockpiled or stored weapons from past wars.

SHS MEDICAL FORENSICS

5

Note: Crime LABORATORIES I.

II.

III.

IV.

V.

VI.

Crime Laboratories: Facilities specifically dedicated to forensic analysis of criminal evidence. a. Centers for forensic investigation of ongoing criminal cases. b. Research new techniques and procedures to aid investigators in the future. c. There are things that are still beyond the reach of current technology to accomplish. Oldest American Crime Lab a. LAPD - 1923 August Vollmer- Police Chief. i. 1930’s he headed the first U.S. university institute for criminology and criminalistics at UC at Berkeley FBI Crime Lab a. 1932 - J. Edgar Hoover organized the national laboratory that would offer assistance to all law enforcement agencies. b. Currently world’s largest lab, performing more than 1 million examinations per year. c. Early FBI Crime Lab circa 1930’s. d. 1981 FBI’s Forensic Science Research and Training center opened. i. Facility dedicated to conducting research to develop new and reliable scientific methods. ii. Used to train crime lab personnel in latest techniques and methods. Several reasons explain the unparalleled growth of crime labs in the last 40 years: a. #1 - Supreme Court decisions in the 1960’s: i. Compelled police to put greater emphasis on securing scientifically evaluated evidence. (Due to advising suspects of their rights, confessions have essentially been eliminated). ii. Modern technology has provided forensic scientists with many new skills and technologies to meet the challenges that come with their increased participation in law enforcement. iii. A staggering increase in crime rates in the USA over the past 40 years. Specifically, illicit drug seizures which must all be sent to a forensic lab for analysis. iv. The advent of DNA profiling. b. DNA (1990’s) i. It is foreseen that 10 thousand forensic scientists will be needed to process crime scene evidence for DNA doubling the number of current scientists in the field of forensics. ii. 200-300,000 convicted offender samples and more than 540,000 evidentiary samples for which no suspect has been located remain to be analyzed nationwide. Organization of a crime lab a. Because of the exponential growth in the last forty years there has been a lack of national and regional coordinating and planning. b. Due to this the crime lab does not have one distinctive model- the size and diversity of the crime lab varies c. Organization of crime lab. Approximately 350 crime labs in US: i. Federal, state, county, and municipal. ii. Most function as part of a police department. iii. Others fall under direction of the prosecutor or district attorney’s office. iv. Some work with labs of the medical examiner or coroner. v. A few are affiliated with universities or exist as independent agencies in government. d. Laboratory staff ranges from one person to more than 100. Their services can be diverse or specialized. 4 Major federal crime labs

SHS MEDICAL FORENSICS

6

VII.

VIII.

IX.

a. FBI- largest crime lab in the world located in Quantico, Virginia. b. DEA (Drug Enforcement Agency). c. ATF (Bureau of Alcohol, Tobacco, Firearms, and Explosives). d. US postal inspection service. Other countries a. Great Britain- national systems of labs controlled by governments’ Home Office. b. Canada 3 government funded institutes: i. 6 Royal Canadian Mounted Police regional laboratories. ii. Centre of Forensics in Toronto. iii. Institute of Legal Medicine and Police Science in Montreal. Why is there little organization or consistency among American labs? a. Variations to local laws. b. Different capabilities and functions or organizations to which a lab is attached. c. Budgetary and staffing limitations. Full service crime lab would include…. a. Physical Science Unit- applies principles and techniques of chemistry, physics and geology to identification and comparison of crime scene evidence i. Staffed by criminalists who have the expertise to use chemical tests and modern analytical instrumentation ii. Responsible for drugs, glass, paint, explosives, soil, mineral analyses, variety of trace physical evidence b. Biology Unit i. Include biologists and biochemists who identify and perform DNA profiling. ii. Samples include dried blood, bodily fluids, hair, fibers, wood, plants. c. Firearms Unit i. Examines firearms, discharged bullets, cartridge cases, shotgun shells and ammunition of all types, tool markings. ii. Garments and other objects can be examined to detect residues and approximate distance to a target to which a weapon was fired. d. Document Examination Unit i. Studies handwriting, typewriting on questioned documents for authenticity and source ii. Includes analyzing paper and ink, indented writings, obliterations, erasures, and burned/charred documents e. Photography Unit i. Examines and records physical evidence and makes the invisible visible. ii. Includes digital imaging, infrared, ultraviolet, X ray. iii. Prepares photographic exhibits for use in courtroom. f. Toxicology Unit i. Examines bodily fluids for presence of drugs, alcohol, or poisons. g. Latent Fingerprint Unit i. Processes and examines evidence for latent fingerprints. h. Polygraph Unit i. “Lie detector” tests. i. Voice Print Analysis Unit i. Tape recorded messages or telephone threats.

SHS MEDICAL FORENSICS

7

ii. Uses sound spectrograph that transforms speech into visual graphic called a voiceprint. Crime Scene Investigation Unit i. Dispatches specially trained personnel to collect and preserve physical evidence that will be later processed at the crime lab. 5 Basic services of crime lab: a. Physical science Unit, Biology Unit, Firearms Unit, Document Examination Unit, & Photography Unit. Specialized Forensic Services a. Forensic Pathology- ME or coroner b. Forensic Anthropology- bones c. Forensic Entomology- bugs d. Forensic Psychiatry- mental health e. Forensic Odontology- teeth/bites f. Forensic Engineering- reconstruction g. Forensic computer and digital analysis- hacking, cell phone, computers. The Utah Bureau of Forensic Services a. American Society of Crime Laboratory Directors / Laboratory Accreditation Board (ASCLD/LAB) International accredited state laboratory system that specializes in forensic science. We offer all of our services free of charge to the police agencies of Utah. b. The Utah Bureau of Forensic Services Laboratory System was created by the Legislature to provide timely and comprehensive criminalistic services to criminal justice entities within the State of Utah. c. The system is composed of three laboratories that are located: i. Central Lab: 4501 S Constitution Blvd, Salt Lake City, UT 84129. ii. Northern Lab: 819 West 2nd Street, Ogden, Utah 84404 iii. Southern Lab: SUU Tech Building Room 9. 351 West Center, Cedar City, Utah 84720 d. Areas of expertise are: i. Forensic Biology: Serology (Central and Northern Labs), DNA, CODIS. ii. Forensic Chemistry: Controlled Substances (all labs), Fire Debris, Paint. iii. Impressions: Footwear, Tire, Latent Print Processing, Latent Print Comparison, AFIS (Central Lab) and Latent Print Processing and Latent Print Comparison (Southern Lab) iv. Firearms/Tool marks: Physical Matches (Northern Lab) v. We are currently in the process of preparing for accreditation in the following areas: Crime Scene and Fibers e. All services are performed at the Central Lab only unless stated otherwise j.

X. XI.

XII.

SHS MEDICAL FORENSICS

8

Process Lab: Metric System & Lab Measurements 1. Using a meter stick, measure the length of your lab counter (from the wall to the end of the counter) in the following units: mm cm m 2. Using a meter stick, measure the height of one lab counter door in the following units: mm cm m 3. Using a meter stick, measure the length and width of one tile in the floor, then calculate the surface area of the tile: L mm X W mm L cm X W cm Lm X Wm Area: (cm2 , etc) 4. Measure the Length Height and Width of one of the boxes provided, and use this to calculate the volume in cm3: Length in cm Height in cm Width in cm

Metric Conversion

Metric

Conversion

1 mm

= 0.03937 in

1 mm

= 0.03937 in

1 cm

= 0.39370 in

1 cm

= 0.39370 in

1m

= 39.37008 in

1m

= 39.37008 in

1m

= 3.28084 ft

1m

= 3.28084 ft

1m

= 1.09361 yd

1m

= 1.09361 yd

1 km

= 1093.6133 yd

1 km

= 1093.6133 yd

1 km

= 0.62137 mi

1 km

= 0.62137 mi

5. Using the balance and objects at the mass lab station, take the mass of the numbered objects in grams. Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7

Volume in cm3 (L x W x H)

Item 8

6. Using the materials found at the volume station, measure the volume of liquid that each of the following items can hold. Test Tube Flask (all the way full) Cup Plastic Tube Bottle

7. Measure your height in metric units then, using the table, convert these into the standard units (feet, inches, etc.) mm cm m inches Feet + inches Yards 8. Measure your foot in metric units, then, using the table, convert it into the standard system (feet, inches, etc.) mm cm m inches Feet + inches Yards 9. Measure the perimeter of the classroom using Feet and Inches. Then, convert these measurements into metric units. Feet and Inches Inches Centimeters Meters

SHS MEDICAL FORENSICS

9

Process Lab: The Use of the Microscope in a Forensics Lab Purpose: Demonstrate the proper procedures in correctly using the microscope. Prepare and use a wet mount. Determine the total magnification. Explain why objects must be centered in the field of view before going to a higher power. Explain how to increase the amount of light when using the microscope. Explain how to focus under low and high power. Materials: Prepared slides, Microscope, Blank Slides, Cover Slips, Toothpick, Bunsen Burner, Wooden Clothes Pin Methylene Blue Dye Protocol: Part I: Parts of the Microscope 1. Using the diagram below, label the parts of the microscope and detail the functions of each: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

SHS MEDICAL FORENSICS

10

Part II: Preparing a wet-mount of a thread 1. With your scissors cut a short piece of 3 different colors of thread (about 1 cm long). 2. Place the three threads on a glass slide such that they criss-cross. 3. Cover it with a clean cover slip. 4. Using a dropper, place a drop of water on the edge of the cover slip where it touches the glass slide. The water should be sucked under the cover slip if done properly. 5. Turn on the microscope and place the slide on the stage. 6. Using the course to focus on low power until the threads can be seen clearly. Draw what you see in table 1. 7. Record the following observations in Table 3: a. Looking through the eyepiece, move the slide to the upper right area of the stage. What direction does the image move? b. Now, move it to the lower left side of the stage. What direction does the image move? 8. Re-center the slide and change the scope to medium power. You will have to refocus the slide and center the image again. 9. Change the objective to high power. DO NOT touch the coarse focus knob, instead use the fine focus to focus the image. Draw the image you see of the threads on high power. 10. Locate the diaphragm under the stage. Move the lever all the way to the right. Record what happens to the light in the image when you do this in Table 3. 11. Now move the lever all the way to the left. Record what happens to the light in the image when you do this in Table 3. Part III: Determining Total Magnification: Locate the numbers on the eyepiece and objective lenses and fill in the Table below. Eyepiece Magnification Objective / Magnification Total Power of Magnification Low = Medium = High = Oil Immersion = Part IV: Observing Trace Evidence on Prepared Slides with the Oil immersion Lense. 1) Obtain 2 prepared slides of trace evidence from the front counter. 2) These slides should be placed into the microscope and viewed using the following procedure: a. Turn the turret until the low power objective is pointing down at the slide. b. Find the specimen on low power. Center it and focus it clearly. c. Switch to the medium power objective. d. Find the specimen, center it and focus it clearly. e. Switch to the high power objective. f. Find the specimen, center it and focus it clearly. g. Switch to the Oil immersion objective. h. Find the specimen, center it and focus it clearly. i. Draw the specimen on this power in Table 1. If the object is magnified to greatly, you may need to clean the slide and return to medium power to draw it.

SHS MEDICAL FORENSICS

11

Part V: Staining a Slide. 1. 2. 3. 4. 5. 6.

Obtain one blank slide, a toothpick and a bottle of methylene blue stain from the front counter. Place the slide on the edge of a staining tray, and drip two drops of water onto the center of the slide. Using the toothpick, scrape the inside of your cheek to dislodge several cheek cells. Stir the toothpick around in the water drop on the slide to mix your cells into the water. Heat Fix the cells as demonstrated by your teacher in class using the Bunsen burner and a clothes pin. Place the slide on the counter top to cool before placing it in the microscope to observe it. Note the appearance of the slide on High power before taking it out of the microscope. 7. Return the slide to the edge of the staining tray. 8. Place three drops of Methylene Blue stain on top of the heat fixed cells and spread the dye around to cover the entire mass. Let the stain remain on the cells for 30 seconds. 9. Rinse the stain off with water into the staining tray, and allow the slide to dry before viewing in the microscope. 10. Place a drop of immersion oil on the cheek cell specimen and then place a cover slip onto the specimen as demonstrated by your teacher. 11. View the slide using the procedure described in Part II above. 12. Draw the cells on High Power in Table 2.

Results: T A B L E 1

SHS MEDICAL FORENSICS

12

Table 2

Table 3 What happens to the image when you move the slide to the upper right area of the stage.

ANSWER:

What happens to the image when you move it to the lower left side of the stage?

ANSWER:

What happens to the light of the image when you move the diaphragm knob all the way to the right?

ANSWER:

What happens to the light of the image when you move the diaphragm knob all the way to the left?

ANSWER:

Conclusion Questions: 1. Explain why the specimen must be centered in the field of view on low power before going to high power. 2. How do you calculate total power of magnification? 3. A microscope has a 20 X ocular (eyepiece) and two objectives of 10 X and 43 X respectively. a. Calculate the low power magnification of this microscope. ________________ b. Calculate the high power magnification of this microscope. ________________ 4. In three steps using complete sentences, describe how to make a proper wet mount of the letter e. 5. Describe the changes in the field of view and the amount of available light when going from low to high power using the compound microscope. 6. Explain what the microscope user may have to do to combat the problems incurred in question # 5. 7. How does the procedure for using the microscope differ under high power as opposed to low power?

SHS MEDICAL FORENSICS

13

Process Lab: The use of the Micropipette in the Forensics Lab Background on How to Use Micropipettes: The micropipette is an instrument that allows us to accurately measure μl volumes of reagents. Micropipettes are delicate, very expensive, and the cornerstone of our work with DNA. In this lab, you will learn to properly use and care for micropipettes. A micropipette uses suction to draw up specific amounts of liquid. Its parts allow you to control how much liquid to suck up and dispense. It is essentially a hollow barrel with an adjustable plunger through it. On the right is a diagram of a micropipette and its specific parts. • The control button, or plunger, allows the user to suck up and dispense liquid. • The eject button allows ejection of micropipette tips after use. • The volume knob allows the user to dial the amount of liquid to be measured. • The number window shows the amount dialed. • The tip of the micropipette is where the micropipette tips are placed. The entire white part is called the barrel. Damaging these instruments can be avoided by following a few simple rules: 1. Never rotate the volume knob beyond the upper and lower limits of its range. 2. Never use a micropipette without a tip in place. 3. Never lay down a micropipette with a filled tip. 4. Never allow the plunger to snap back up after ejecting liquid. 5. Never immerse the barrel in fluid. 6. Never flame micropipette tips. Perhaps the most difficult part of using micropipettes is setting them properly. On each of the micropipettes, you will find 3 numbers places in the number windows. However, the numbers represent different volumes for P1000, P200, and P20: You will also notice a line across the dials of some micropipettes. This represents a decimal point in µl. HOW TO USE A MICROPIPETTE: 1. Choose a micropipette and set the dial to a desired volume. To operate, your thumb should be at the top of the plunger, and your fingers wrapped around the body. You may have the ejector positioned under your thumb or facing out. 2. Place a tip onto the micropipette by pressing the tip of the micropipette barrel firmly into a tip of the appropriate type (blue or yellow) 3. Depress the plunger to the first stop. 4. While holding the plunger down, place the tip into microfuge tube and into the liquid. 5. Slowly withdraw your thumb to suck liquid into tip. Watch that it goes up without air bubbles. Do not snap back plunger! 6. Place the tip into the bottom of the receiving microfuge tube. 7. Press plunger to first stop to dispense liquid. Continue to press beyond to first stop to get out all of the remaining liquid in the tip. 8. Pull tip out of liquid before relaxing the plunger back to original position. 9. Eject tip into waste container by pressing the ejector button. SHS MEDICAL FORENSICS

14

Purpose: To learn the proper handling and use of a micropipette in a forensics lab. Materials: Various sizes of Micropipettes, Pipette Tips, Microwell Plate, Water, Food Coloring Protocol: 1. Obtain the microwell plate and label ten of the larger wells 1 – 10. 2. Obtain the p200 micropipette, and set it to 150 µL. Put a new tip on the pipette and add 150 µL of water into each of 10 wells in the microwell plate. 3. Next, set the p100 micropipette to 50 µL. Put a new tip on the pipette and add 50 µL of green dye to wells 4, 5, 7, 8 & 10. 4. Next, set the p100 micropipette to 40 µL. Put a new tip on the pipette and add 40 µL of yellow dye to wells 2, 4, 7, 8 & 9. 5. Next, set the p20 micropipette to 15 µL. Put a new tip on the pipette and add 15 µL of blue dye to wells 1, 2, 4, 5, 6 & 7. 6. Next, set the p20 micropipette to 20 µL. Put a new tip on the pipette and add 20 µL of red dye to wells 1, 3, 7, 9 & 10. 7. Next, add up the volumes in each of the wells and describe the colors in each well. Record these in Table 1. Results: Table 1 Well # Volume (µL) Color 1 2 3 4 5 6 7 8 9 10

SHS MEDICAL FORENSICS

15

Crime Scene Notes I.

II.

III.

What is testimonial evidence? a. Includes oral or written statements given to police as well as testimony in court by people who witnessed an event. b. Not viewed as highly reliable. c. So, why do we need physical evidence? i. Because witnesses are not as reliable. What will evidence collected at a scene do for the investigation? a. May prove that a crime has been committed. b. Establish key elements of a crime. c. Link a suspect with a crime scene or a victim. d. Establish the identity of a victim or suspect. e. Corroborate verbal witness testimony f. Exonerate the innocent. g. Give detectives leads to work with in the case. Primary Crime Scene Personnel a. Police Officer – Basic role is public safety. They are typically the first responder. i. Make arrests / Detaining persons of interest in the crime. ii. Calling in EMTs. iii. Taking statements from witnesses. iv. Securing the scene so no evidence is destroyed. b. Crime Scene Tech: i. Shift Work. Not 8 – 5. ii. Documents the crime scene in detail and collects any physical evidence. c. Detective (Primary Investigator): i. Responsible for entire scene investigation. ii. Interviews witnesses and consults with the CSI unit. iii. They investigate the crime by following leads provided by witnesses and physical evidence. d. Laboratory Personnel: SHS Medical Forensics Lab Book v 5.0

Page 16

IV.

V.

VI.

i. 8 to 5 work. ii. Most work done in the lab. Secondary Crime Scene Personnel a. DISTRICT ATTORNEY i. Is often present to help determine if any search warrants are required to proceed and obtains those warrants from a judge. b. MEDICAL EXAMINER / CORONER i. (If a homicide) may or may not be present to determine a preliminary cause of death. c. SPECIALISTS i. Forensic entomologists, anthropologists, or psychologists. ii. May be called in if the evidence requires expert analysis. In order to get these jobs: a. Background investigation (on you). b. Interview. c. Polygraph test. d. Financial check. First Responders a. When approaching a crime scene, a responder has 3 prime considerations: i. Personal Safety and the well-being of victims. ii. Preserving and Isolating the crime scene. iii. Start recording the crime scene. b. Initial Response - Beginning recording time-related events. c. Safety - Identify threats (suspect lose, drug lab present) d. Emergency care - Direct EMTs to prevent destruction of evidence. i. The first priority should be given to obtaining medical assistance. e. Secure and Control people at the scene: i. NOBODY GOES IN UNLESS THERE IS AN IMPLICIT PURPOSE!! ii. Exclude and separate: suspects, witnesses, family & nonessential personnel. f. Preserve & protect the crime scene to the greatest extent possible. g. Call for back-up / investigative personnel. h. Establish the boundaries of the crime scene. SHS Medical Forensics Lab Book v 5.0

Page 17

VII.

VIII.

IX.

i. Identify the entry and exit of the suspect. j. Keep a written log of who enters and exits the scene & when they do so. k. Consider whether you need to get a search warrant. The Investigator or Detective a. First steps for the Investigator: i. Debrief with the first responders. ii. Evaluate safety (broken gas line, hazmat issues). iii. Search and seizure issues (do you need a warrant?). iv. Look at your path of entry into the scene. Does it protect the evidence? If not, do you need to change it? v. Evaluate the scene boundaries. Go bigger or smaller? Do you have multiple scenes? Continued scene integrity. vi. Establish the incident command center. vii. Establish a temporary evidence storage area. viii. Consider if you have enough help. ix. Do you need the medical examiner? x. Are there federal agencies that may need to be called? xi. Identify witnesses, and separate them. xii. Canvas the surrounding area around crime scene. 1. Surveillance equipment may have a picture of the perpetrator. 2. Dumpsters or garbage cans where evidence could have been dropped? 3. People nearby who may have witnessed something? xiii. Take the preliminary photos of the scene. Crime Scene Management and Processing means: a. The crime scene must be identified. b. The scene must be secured. c. Access and departure must be logged. d. Access must be restricted to authorized personnel. e. A chain of custody MUST be established for every piece of evidence from collection to inspection. Crime Scene Protocol – The overall steps in working the crime scene. a. Step 1: Interview SHS Medical Forensics Lab Book v 5.0

Page 18

X.

XI.

i. Interview the first officer at the scene or the victim to determine what allegedly happened, what crime took place, and how was the crime committed. This information may not be factual information but it will give the investigators a place to start. b. Step 2: Examine i. This will help identify possible evidence, identify the point of entry and point of exit, and outline the general layout of the crime scene. c. Step 3: Document i. Involves creating a pictorial record of the scene as well as a rough sketch to demonstrate the layout of the crime scene and to identify the exact position of the deceased victim or other evidence within the crime scene. d. Step 4: Process i. The crime scene technician will process the crime scene for evidence, both physical and testimonial evidence. It is the crime scene technician’s responsibility to identify, evaluate and collect physical evidence from the crime scene for further analysis by a crime laboratory. Step 1: The Interview a. Talk to everyone who was at the crime scene before you were. b. Document what is said and done before you assumed control. Step 2: Examine a. Take a long detailed look at the scene in phases: i. Survey., Walkthrough & Assign Tasks. b. Surveying the Crime Scene i. Once secured, the lead investigator gets an overview of the scene and develops a plan for the systematic examination and documentation of the crime scene. c. The Walk-Through: i. Perpetrator’s entry and exit path should be established. ii. Focus on these key points. 1. Investigators should follow an indirect path to the center of the scene. 2. Investigators must document and photograph obvious items. 3. Items that might suggest the timing of the incident (newspaper dates etc.). SHS Medical Forensics Lab Book v 5.0

Page 19

XII.

4. Presence or absence of evidence may suggest whether the scene is the primary or secondary scene (missing TV, baby toys in a house without a baby). d. Assign Tasks (to be carried out in this order): i. Locating possible evidence. ii. Assessing the evidence. iii. Processing the evidence (taking prints off of objects). iv. Photographing and sketching the scene. v. Searching the Crime Scene: How someone carries out the search depends on the locale, size of the area, actions of suspects and victims. a. Types of search patterns: i. Line Search Pattern 1. 1 or 2 investigators. Start at the boundary at one end of the scene and walk straight across to the other side. Then move a little farther along the border and walk back in the other direction. ii. Grid Search Pattern 1. 2 or more people. Perform line searches that originate from adjacent corners and form perpendicular lines. Very thorough but boundaries must be well established. iii. Spiral Search Pattern 1. Usually 1 person. Investigator moves either in an inward spiral from the boundary or in an outward spiral from the center. 2. Inward works well because you are moving from an area that is light in evidence to an area that is heavy in it. iv. Wheel / Ray Search Pattern

SHS Medical Forensics Lab Book v 5.0

Page 20

XIII.

1. Employs several people. Move from the boundary straight toward the center. Not most preferable because it leaves space between the rays. v. Quadrant/Zone Search Pattern 1. Several people. Involves dividing the scene into zones or quadrants, and team members are assigned to search each section. These can be subdivided for smaller teams within the original team. 2. Best suited to large areas. vi. Vehicle Searches 1. At all times investigators must avoid contact with all surfaces. 2. In hit-and-run cases, the outside and undercarriage must be searched. 3. In theft or burglary, the focus is on the place of entry (tool marks, fingerprints). 4. In the case of crime transportation (getaway, moving body) the interior gets more attention. vii. Night Searches 1. When possible, the area should be taped off and searched in daylight. Leave undisturbed and guarded until the next day. 2. When this cannot wait, the boundaries should be taped off and floodlights set up prior to the search. Locating Evidence – What to search for will be determined by the circumstances of the crime. a. Special attention should be paid to the body and the area surrounding it. b. When an investigator finds something of possible evidentiary value, they should: i. Record its location in the notes, Record it in the sketches, Document with photographs, Mark its location with an evidence marker. c. The search ends when the lead investigator determines that all of the evidence has been located to the best of the team’s ability. i. When this is determined the following happens: 1. Conduct a visual overview of all parts of the scene. 2. Inventory of all evidence collected. 3. Collect and clean up equipment. SHS Medical Forensics Lab Book v 5.0

Page 21

XIV.

XV.

XVI.

XVII.

4. Ensure all threats at the scene have been dealt with properly. 5. Scene is released to the proper authorities. Step 3: Document – This key step that always gets overlooked. a. EVERYTHING has to be recorded correctly for future reference. b. Also useful in refreshing your memory before testifying in court. c. Three primary methods of crime scene recording: i. Notes, Photographs, Sketches Step 4: Process - Perhaps the most challenging skill of the crime scene technician is the recognition of the probative value of evidence. a. Probative – means to help answer an unknown fact. b. Don’t squander the resources of the laboratory on evidence that does not matter. c. Evaluation of evidence – How will you collect it? Have a plan BEFORE you collect it: i. Focus on the easy to access evidence first, then work on the most difficult. ii. Move from the least intrusive collection process to the most intrusive. iii. Assess environment for changes. iv. There is a potential for multiple scenes (evidence from one may be important at another. v. Identify alternate methods of collecting evidence. Crime Scene Closeout: a. Debrief: Include all relevant personnel. Including legal counsel. Also, first responders. i. Determine what you collected. ii. Brief the person in charge. Hopefully they will be in the debrief meeting. iii. Determine post crime scene responsibilities. iv. Perform Final Scene Survey. v. Release the crime scene. vi. Assemble all documentation to a single file. Crime Scene Processing Order a. Photography b. Search and mark evidence c. Collection of evidence i. Hair and fibers ii. Serological specimens SHS Medical Forensics Lab Book v 5.0

Page 22

XVIII.

XIX.

XX. XXI. XXII.

iii. Other physical evidence d. Fingerprinting e. Alternate light sources f. Chemical processing g. Re-Search h. Post evidence recovery photographs Handling Evidence: Investigators should handle and process physical evidence in a way that prevents any change from taking place between the time it is removed from the crime scene to the time when it is examined at the crime lab. Changes can arise from: a. Contamination, Breakage, Evaporation, Scratching, Bending, Careless packaging. b. Trace evidence should not be removed from the items that bear them. Instead, the entire object should be sent to the lab for processing. Packaging Evidence: a. Sealable containers should be used when evidence can be lost through evaporation (ie. Petroleum fumes on items) b. Small trace evidence can be placed into a piece of paper folded with a druggists fold. c. Each item from each area gets is own packaging, preventing cross contamination from different areas. d. Biological materials: Should not be stored in an air-tight container (mold growth). Should be air dried, then stored in individual wrapping paper, manila envelopes, paper bags. Handled by a minimum of personal contact and should be assumed to be infectious. Gloves should be worn and changed frequently. Maintaining the chain of custody: Whenever evidence is presented in court as an exhibit, the investigator must establish continuity of possession. This means he must account for every person who handled it. Obtaining Standard / Reference Samples: When examining evidence (soil, blood, etc) the scientist must often compare it to a reference sample. Submitting Evidence: Evidence can be submitted in person or by mail. Some labs require evidence to come with an evidence-submission form. Once evidence has been tested, it can be submitted to long-term storage.

SHS Medical Forensics Lab Book v 5.0

Page 23

Notes: Documenting the Crime Scene I.

XXIII.

Notes: When the lead investigator arrives, the note-taker (often the investigator) should record: a. Date and time of arrival. Who is present. Identities of any other personnel contacted. b. Investigators must keep accurate records of Personnel movements. First responding officer. Tasks assigned to each person. c. Format for notes: i. In ink (blue or black), and Written in a bound notebook, Written at the time of the initial investigation, not left to memory for later. d. Once the initial search for evidence has taken place, team members mark the location of all evidence. Before any evidence is physically collected, the investigator must completely describe it in their notes: i. Who found it, Its location, How, who and when it was packaged. e. Any bodies present must be described before the medical examiner or coroner moves in. i. Appearance, position, wounds, blood spatter f. Notes need to be sufficiently detailed to refresh examiners memory months, or years down the road. g. Crime Scene Notes Should be: i. Concise, Legible, Accurate, Objective (contain no theories, opinions, or speculation). h. They are subject to legal discovery. Are legally required in some jurisdictions and must be maintained and surrendered. Photography: Sequence of photography should be the same for all crime scenes. a. Show the overall scene first. Then work down to individual pieces of evidence. i. Pristine  Overall  Intermediate  Close-up. b. Pristine Photos: The first photos taken are “Pristine”. Unaltered photos without markers, scales, etc. c. Overall Photos: i. Used to demonstrate: 1. How all of the pieces of evidence relate to each other, 2. Documents the scope of the scene, including entry and exit. SHS Medical Forensics Lab Book v 5.0

Page 24

XXIV.

d. Intermediate Photos: i. Done as sections of the overall photos. ii. Documents the interrelationship of multiple items of evidence. iii. Shows the layout of smaller significant areas. iv. Should be taken with evidence markers in place. v. Should include the center of the scene. e. Close-up Photos: i. Taken last. ii. Show the detail of individual objects or evidence. iii. Taken at a 90 degree angle to the object, then other angles may be taken. iv. With and w/o evidence markers and scales. v. Necessary to apply individualization to items. vi. MUST include: 1. A scale, Case Number, Item number, Date & Initials. Sketching the crime scene - Done after the notes and photos. Especially important for showing the location of collected evidence. a. Rough Sketch: There isn’t time for making a polished sketch at the scene, so a rough sketch simply shows an accurate depiction of the dimensions of the scene and the location of all objects that have a bearing on the case. i. Shows all recovered items and other important features of the scene. b. Sketches must include the following: i. Title block – the case number, agency number, Name and title of the artist, location of the scene, Date and time the sketch was created. ii. Legend – Key to identifying and dimensions of objects that may be represented by symbols in the sketch. iii. Compass – and arrow to denote north in the sketch. iv. Body - the drawing itself of the layout. c. Creating the sketch: i. Define the boundaries. ii. Establish known fixed points from which to measure the locations of objects and evidence. iii. Walls or boundaries should be drawn in first. Their dimensions should be recorded. SHS Medical Forensics Lab Book v 5.0

Page 25

iv. Measurements should be taken from the fixed points to the pieces of evidence. d. 3 methods for measuring with 2 points of reference: i. Rectangulation method: 1. Measures 2 distances to an object that make a right angle to one another (usually 2 walls to the object). ii. Triangulation method 1. Measure the distance to an object from 2 fixed points of known distance from each other. 2. Recording the angle formed by the lines within the triangle. iii. Baseline method 1. 2 fixed objects on opposite sides of the scene are located. A line is measured between these. Each object or piece of evidence has a line drawn from it to the baseline at a 90 angle. The distance of this line is then measured. iv. Polar coordinates: 1. Uses only 1 reference point. The sketch shows the distance and angle at which the object is located relative to the reference point. e. Finished Sketch: i. Constructed with care and concern for aesthetic appearance. ii. Must be drawn to scale. iii. Legend contains the scale (ie. ½” = 1’) iv. Contains all of the required parts listed above. f. Computer Aided Drafting has become the standard method for reconstructing crime scenes from rough sketches. i. 3D CAD sketches can also be created of a crime scene.

SHS Medical Forensics Lab Book v 5.0

Page 26

Process Lab: Documenting a Crime Scene Lab Background: A murder has been committed. The victim was identified as a 25-year-old male. At 2:00 P.M. he was discovered by a maintenance worker. The victim has been stabbed in the chest and is laying face-up when he was found. Nothing from the scene has been disturbed. Objective: You will draw rough and final sketches of a crime scene, and explain the crime scene in a written report. Materials: Tape measure, Compass, Graph Paper, Clipboard, Ruler, Paper, Pencil Procedure: 1. Identify all items in the room that you believe are physical evidence. 2. Place evidence markers next to each piece of physical evidence in the room. 3. Determine the width and length of the room (Record in Data Table 1). 4. Use a compass to determine the orientation of the room. 5. Use the fixed coordinate method and the long measuring tape to mark out the main line. 6. Measure out the distances to other pieces of evidence; also determine the angle from the main line using the protractor. 7. Once your lines are all set, sketch the crime scene. As you work, follow these directions: a. Draw the room in which the crime occurred. Your sketch should take up the paper. b. Indicate North on your sketch. c. Draw all doors and windows in their proper location (measure everything and write it on all of the sketches). d. Measure and record all dimensions of the room (Lengths of all walls). e. Use squares and circles to represent the locations of different objects in the room. Draw larger objects with larger squares or circles, i.e. a table should be larger than a chair. f. Label each piece of physical evidence on your sketch with the corresponding number from the evidence marker. At the bottom of the page, list each number and describe the item it identifies. g. Use dashed lines to indicate the lines from the fixed points. Write the actual distances above the dashed lines on the drawing. h. Use the “rough” sketch you made of the crime scene to draw a polished, final sketch. 8. The rough Sketch will remain in your notebook, but the final sketch will be handed in on a large sheet of paper as a finished project. 9. The final sketch should: a. Be neatly drawn in black marker on a large sheet of poster paper b. Be drawn to scale. In your drawing let 1 inch equal 10 inches of space in the room. c. Label North on the drawing. d. Draw the squares and circles that represent physical evidence in proportion to each other. For instance, the tables should be drawn larger than the chairs, and the body, etc. e. Have the lines from the two fixed points in proportion to the rest of the drawing. Remember your scale; 1 inch equals 10 inch of actual length. SHS Medical Forensics Lab Book v 5.0

Page 27

Rough Sketch

SHS Medical Forensics Lab Book v 5.0

Page 28

Physical / Trace Evidence Notes Let the evidence speak for itself. I. What is Physical Evidence? a. Items that can be collected at a crime scene, returned to a lab for examination and possibly brought into a courtroom for observation. b. Examples of this type of evidence include: a bloody shirt, the mold of a foot print, a bullet casing. II. What is trace evidence? a. A very small piece of evidence left at a crime scene that may be used to identify or link a suspect to a crime. b. Trace evidence analysts may use a variety of instrumentation and visualization tools in their analysis of evidence. III. Locard’s Exchange Principle - "Every Contact Leaves a Trace" a. The value of trace forensic evidence was first recognized by Edmund Locard in 1910. b. The Locard’s Exchange Principle states that "with contact between two items, there will be an exchange." IV. Types of Analysis: a. Comparison. i. Most types of evidence require a control with which to be compared. b. Visual. i. Evidence utilized through unaided observation c. Microscopic. i. Evidence observed with a microscope. d. Chemical. i. Evidence subjected to any type of chemical procedure. V. Types of Characteristics: a. Class Characteristics. i. Properties that items have in common. ii. Forensic science is frequently unable to relate physical evidence to a common origin with a high degree of certainty. iii. Evidence is said to have class characteristics when it can only be associated with a group and not a single source. b. Individual Characteristics:

SHS Medical Forensics Lab Book v 5.0

Page 29

VI.

i. Evidence that can be associated with a common source with an extremely high degree of probability is said to possess individual characteristics. ii. Something that only 1 particular item on the planet may have – the nicks and cuts on a specific person’s shoe imprints. iii. Examples: matching ridge characteristics of 2 fingerprints, or the comparison of random striations on bullets or tool marks. Physical Evidence: a. Paint i. Physical and chemical analysis of paint evidence (chips or residue) can indicate it’s class, such as automobile paint, house paint, nail polish, etc. ii. The evidence can be compared to 40,000 different types of paint classified in a database, which can be used to identify a particular make or model of car or brand of tool. iii. Paint evidence can also indicate individual characteristics if an investigator is able to find similarities between two samples, such as: 1. The color, number of layers, chemical composition, or a physical match between the edges of two paint chips. b. Glass i. Glass at a crime scene is analyzed to determine its: 1. Color, surface characteristics, tint, thickness, density, chemical composition, & refractive index (RI). ii. The results of the tests provide clues about the crime and help investigators connect the evidence to a suspect or other object used in a crime. iii. What can Glass Fractures tell us? 1. How it was broken. Link a suspect to a crime scene. Fingerprints. Blood. iv. Types of fracture lines 1. Radial Fracture - A crack in a gloss that extends outward like the spoke of a wheel from the point at which the glass was struck. 2. Concentric Fracture - A crack in a glass that forms a rough circle around the entry/exit point. v. Fractures 1. Direction of Penetration. a. A projectile hole is inevitably wider on the exit side. vi. Stress marks - are shaped like arches that are perpendicular to one glass surface and curved nearly parallel to the opposite surface. SHS Medical Forensics Lab Book v 5.0

Page 30

1. The perpendicular edge always faces the surface on which the crack originated & on the opposite side from which the force of impact was applied. 2. A convenient way for remembering these observations is the 3R Rule-Radial cracks form a Right angle on the Reverse side of the force. 3. This will determine the side on which a window was broken. vii. Successive Penetrations 1. A fracture always terminates at an existing line of fracture. c. Soil - Forensic Soil Analysis is the use of soil sciences and other disciplines to aid in criminal investigation. i. Soils are like fingerprints because every type of soil that exists has unique properties that act as identification markers. ii. This means that the origin of the soil sample can be identified. iii. The majority of soil cases involve footprints or tire marks that have been left in the soil. iv. The unique properties of soil are: 1. Sediment– the original solid particles that were weathered from rock. 2. Form due to physical & chemical alteration. 3. Color– indicates its history as well as the compounds present in the soil: a. White or gray = contains lime or has been leeched by a liquid passing through it. b. Gray = organic material or moisture is present. c. Black = suggests the same. d. Red, brown or yellow = iron present. 4. Structure-indicates whether a soil is composed of a single type of particle or not. v. To examine the samples, the examiner will first want to use microscopic analysis to perform testing on the mineral content. vi. Another test is a density test. 1. This test consists of adding liquid to two glass tubes. After the soil samples become suspended in the liquid the separation of the bands can then be analyzed to reveal the profile of the soil. vii. Chemical tests can also be done to determine the mineral content of the soil. viii. Dust, dirt, or sand evidence can reveal where a person has traveled and may be picked up at a crime scene or left behind. d. Ballistics - the science of mechanics that deals with the launching, flight, behavior, and effects of projectiles. SHS Medical Forensics Lab Book v 5.0

Page 31

i. In forensics, it typically involves bullets, gravity bombs, rockets, or the like. ii. What can Firearms and Ammunition tell about a crime? 1. Circumstances of discharge. Link to suspect to crime/victim. Link to weapon to crime/suspect. Link to victim to suspect. iii. What can Powder Residue tell about a crime? 1. Provide evidence that a shooting happened. Describe the circumstances of the shooting. Determine the type of weapon used. iv. Characteristics of ammunition, firearms, and residue are examined to find matches between suspects and the evidence found at a crime scene. v. Rifling (grooves) in a gun barrel causes distinctive grooves, indentations and scratches upon fired bullets. vi. Police are able to search the Integrated Ballistics Identification System (IBIS) database to compare markings from bullets. vii. Wound tracks can also be used to identify the type of weapon: e. What can Fingerprints tell us? i. Link a suspect to a crime scene/victim. Link multiple crimes together. Identify suspects/victims. ii. AFIS (Automated Fingerprint Identification System) is a database used by investigators to search for matches to fingerprints found at a crime scene. f. Impressions i. Shoeprints & Tire Tracks are the most common. ii. Can be photographed, lifted with tape, or cast with plaster to compare to a suspect’s shoes or tires. iii. Evidence can identify the brand of shoe or tire based on its physical features. iv. Shoes and tires will also show wear patterns that can be used to match evidence to specific items. g. Bite Marks (actually a type of impression). i. Each of the 32 teeth in humans is unique due to age and wear & can often be matched to dental records. h. Tool Marks (another type of impression) i. Tiny nicks and chips form on the edges of a tool as it is used. ii. Tools may also pick up traces of blood or other substances. i. Documents: i. Finding hand- writing matches. Typewriter or Printer matches. Authenticity of documents. Questioned Documents. SHS Medical Forensics Lab Book v 5.0

Page 32

j.

k.

l.

m.

n.

o.

ii. Examiners will analyze a document to find clues to link it to a crime scene or a specific suspect. 1. They will analyze the type of paper used, printing method, handwriting style, type of ink. Wounds - can often be matched to weapons or tool marks on the weapon. i. A wound may provide clues to characteristics of the suspect: 1. Left-handed or right-handed, height, positions of the victim and suspect at the time of the incident. Insects - the study of insects is called Entomology. When applied to crime scene investigation, it is called Forensic Entomology. i. Flies, beetles, and other insects can provide useful clues about a corpse: 1. Approximate time of death, Environment, Circumstances of death. DNA - Investigators can extract DNA from almost any tissue, including: i. Hair, fingernails, bones & teeth, body fluids. ii. The DNA is used to create a profile that can be compared to profiles from suspects or victims. iii. CODIS (Combined DNA Index System) is a database maintained by the FBI that is used to find matches to unknown DNA samples from a crime scene. Skeletal Remains - Forensic anthropologists analyze skeletal remains to determine four characteristics for a victim: i. Age, sex, race, stature (height/build). ii. They may also be able to gain clues as to a person’s past, recent injuries, or the cause of death based on bone fractures and trauma. Hair - Can be used to determine the following: i. What species? How it was removed. Match to a person through DNA. Race and body region the hair came from. Fibers - Can be used to: i. Link suspect to a location or victim. ii. Hairs and fibers may be transferred from the suspect or the suspect’s clothes to the victims’ and vice versa.

SHS Medical Forensics Lab Book v 5.0

Page 33

Process Lab: Forensic Soil Analysis Background: Since each soil possesses unique properties that serve as identification markers, soils can be traced and matched to each other. For example, clay embedded in the sneaker of a criminal can be traced back to a specific clay type found along a lake where a murder victim was discovered. Each soil type has unique characteristics that provide important clues about its history, formation and location of origin, such as color, texture and structure. For example, the color of a soil indicates its history as well as the compounds present in the soil. The Crime Scene: The body of a murder victim was located by police buried in a forest in the year 2000. Three possible suspects were taken in and questioned with hopes of a confession from one of them. They all had alibis, however, and none of the suspects’ alibis could be disproven, so they were released. Years later, the case was revisited as a cold case after the development of forensic soil techniques. You and a team of forensic soil scientists are asked to re-examine the pants and shoes of the three suspects, which have been kept by police since 2000. You and your team have carefully collected and prepped the soil samples that came from the suspects’ belongings. All that is left to do is analyze the samples, but the clock is ticking and the judge needs to know who the real suspect is by the end of the day! Be sure you have some soil representing these 4 collected soil samples: • Crime Scene • Suspect 1 • Suspect 2 • Suspect 3 Materials: Plastic vials with caps 1 Crime Scene Soil sample

1 Plastic spoon Paper plates Marker pH color chart

1 Pipette or small graduated cylinder 3 Suspect Soil samples soil color chart Soil textural flow chart Universal Indicator

Procedure: 1. Using a scoop, place a small amount of each soil into a petri dish (you should COLOR LIST have 4 total dishes). White Pale Brown 2. Determine the color of the soil by choosing a descriptive color from the list Pale Yellow Strong Brown provided. These colors are linked to the mineral content of the soil, so choose Yellow Light Gray the color that most closely matches your soil from the color list table. Orange Dark Gray 3. Determine the texture of the soil samples recovered. Soil texture is determined Red Black (metallic) by the relative proportion of sand, silt and clay found in a given soil. Using the Dark Red Black Soil Texture Flow Chart determine the texture of each soil. a. Sand is gritty to the touch and the individual grains can be seen with the naked eye. Sandy soils are coarse in texture and are the largest of the three size classes. b. Silt is smooth and slippery to the touch, like flour or baby powder. The individual grains are much smaller than those of sand. These individual particles can only be seen with a microscope. c. Clay is sticky when wet. It can easily be rolled into balls between the forefinger and thumb. The individual particles are extremely small and can only be seen with an electron microscope. Clay soils are the finest in texture and the smallest of the three size classes. SHS Medical Forensics Lab Book v 5.0

Page 34

4. Note anything unusual present within your sample, such as organic matter present (animal material, vegetation, roots, hair, fibers, shells, etc.) and inorganic matter present (metals, plastics, etc.). Record your observations in Table 1. 5. Determine the pH of your samples. a. Using a marker and tape, label a plastic vial for each soil with your name and the sample name being tested in the vial. b. Add a small amount of that soil directly into the vial. c. Using a pipette or graduated cylinder, add 6 mL of distilled water to the vial. d. Place the cap on the vial and turn it upside down for 2–3 seconds. DO THIS ONLY ONCE. DO NOT SHAKE!! e. Let the solution settle for 1 minute. f. Add 10 drops of Universal Indicator to the vial. g. Place the cap on the vial and turn the vial upside down for 2–3 seconds. DO THIS ONLY ONCE. DO NOT SHAKE!! h. Wait 5 minutes. Using the pH color chart, determine the color and pH range of the soil sample in the vial. Record the color of the solution and its pH in Table 1. 6. Using the Color / Mineral Chart, determine the minerals present in the soil and/or the assumed history of the soil record these in Table 2. 7. Based on all of the data you collected, determine if there is a match between the crime scene sample and any of the suspect samples. Soil Color Minerals Present / History of Soil White or Gray soil May contain lime or have been leeched. White Calcite & Dolomite Light Gray Quartz Black or Gray soil Indicates that the soil contains organic materials and/or moisture. Black Todorokite, Iron Sulfide Black (Metallic) Pyrite Dark Gray Glauconite Red, Brown or Yellow Indicates the presence of iron compounds. Dark Red Ferrihydrite Red Hematite, Lepidocrocite Orange Lepidocrocite Yellow Goethite Pale Yellow Jarosite Strong Brown Goethite Pale Brown Gypsum

SHS Medical Forensics Lab Book v 5.0

Page 35

Soil Texture Flow Chart

SHS Medical Forensics Lab Book v 5.0

Page 36

Results: Table 1: Sample

Color

Odor

Texture

Plant or Animal Debris

Inorganic Debris Present

CS S1 S2 S3

Table 2: Sample

Color

Minerals Present / Assumed History

CS S1 S2 S3

Which sample matched the crime scene sample? ___________________________________________________________

SHS Medical Forensics Lab Book v 5.0

Page 37

pH

Lab: Ink Chromatography – With Lab Report Question: Can the identity of the crime scene ink sample, taken from a ransom note, be matched to a sample of suspect ink taken from a set of pens that could have written the ransom note? Materials: Chromatography Paper Disc Metric Ruler Glass Jar with Cap Magnifying Lens 3 Suspect Ink Samples 1 Crime Scene Ink Sample Chromatography Solvent Scissors Pencil Fume Hood Protocol: 1. Preparing the paper (this will also be demonstrated by your teacher). a. Obtain 1 piece of round chromatography paper. b. Create a crease down the center of the paper by folding it in half. c. On the center crease of the paper, measure up from the bottom of the disc and make a mark (IN PENCIL) at 2.5 cm and a second mark at 3.5 cm. d. Using a ruler, draw a line straight across the circle at the 2.5 cm and 3.5 cm sites. e. Using a pair of scissors, cut the line at the 2.5 cm line. f. Measure in from each side 2 cm. Draw a line at these points and cut along the line so your chromatography paper looks like the picture here. g. Label four sites on the 3.5 cm line as follows: 1, 2, 3 & X (these are the places for the samples from the suspects and crime scene). ALWAYS USE PENCIL to label on the chromatography paper. 2. On the pencil line directly above the number 1, apply a sample of suspect #1 ink by dipping a toothpick into the ink sample and putting a dot of the ink on line by simply letting the ink absorb into the paper. Apply a second dab of ink to the same spot. Try not to allow the dot to grow larger than a pencil eraser. 3. Repeat step #2 above for each of the remaining three samples (including the crime scene sample). 4. Bring your jar and the chromatography paper in the fume hood for the next step. Put your names on the chromatography paper on the back side. Label your jar with a piece of tape and the names of the people in your group. 5. Partially fold the chromatography paper down the center again to create a “V-shaped” paper that will stand on its own. It needs to fit inside of the jar without touching the sides. Remove before adding the solvent in the next step. 6. Add about 15 mL of solvent to the jar. You may need to adjust this slightly. You do not want the ink samples to make direct contact with the solvent. 7. Stand the chromatography paper in the jar and screw the lid on. 8. Let it stand undisturbed for 20 to 30 minutes. Take the paper out of the jar before it passes the flat corners at the top of the paper (right as the paper rounds out again). 9. Take it out and IMMEDIATELY draw a line across the paper to show the total distance that the solvent moved. Now allow the paper to dry completely. 10. Pour the solvent back into the container you got it from. SHS Medical Forensics Lab Book v 5.0

Page 38

11. Note any visible color bands created by each ink by drawing a short dash next to the highest point for each. 12. You will need to calculate the Rf Value for each of the bands on the paper. To do this see the formula here: a. Make all measurements in mm. b. Measure the distance from the bottom edge of the paper to the height that you marked for the height that the solvent moved. Record this in Table 1. c. d. e. f.

Measure from the bottom edge of the paper to the mark you made by each band on the paper. Record this in Table 1. Divide the distance traveled by each band by the distance traveled by the solvent. Record the Rf value and color for each of the components in each ink in Table 2. Determine which suspect (1, 2, 3) matches the sample crime scene sample.

SHS Medical Forensics Lab Book v 5.0

Page 39

SHS Medical Forensics Lab Book v 5.0

Page 40

Ink Chromatography Lab Report Name: _____________________________________________ Due Date: __________________ Mechanics: This report is to be written clearly and concisely and reported honestly, using the data that you collected. The report should be clear of spelling mistakes, typographical errors, and grammatical errors. Complete all sections of the report, including the analysis questions at the end. Problem: Can the identity of the crime scene ink sample, taken from a ransom note, be matched to a sample of suspect ink taken from a set of pens that could have written the ransom note? Hypothesis (Written in correct If, Then, Because format): _____________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Variables: • Independent: __________________________________________________________________ • Dependent: ___________________________________________________________________ Experimental Design - Summarize in 5 to 10 numbered steps how you test a sample using the techniques described in the lab. Include the materials needed in your procedure. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ _____________________________________________________________________________________ SHS Medical Forensics Lab Book v 5.0

Grading Rubric – For Teacher’s Use I will deduct points for each of the following:

Lab Report Clarity:  Not written in complete sentences.  Does not use correct grammar spelling & punctuation.  Report is sloppy, incomplete &/or unreadable.

/10 Hypothesis:  Does not use proper format – If/Then/Because.  Hypothesis does not completely answer lab question or does not make sense.  Hypothesis is poorly stated.  Does not clarify what the student is thinking.

/10 Independent Variable:  No variable identified.  Incorrect Independent variable.

/5 Dependent Variable:  No variable identified.  Incorrect Dependent variable.

/5 Experimental Design:  Answer not 5 – 10 numbered steps.  Question is not answered.  Explanation of process not clear.  No materials are given / described.  Important steps left out.

/10

Page 41

Table 1 Completed:

Experimental Results:

/5

______ Table 2 Completed:

TABLE 1 Sample Initial Ink Color Distance Traveled by Solvent Front Distance Band 1 Traveled by Band 2 Each Band Band 3 (mm) Band 4

Crime Scene

Band 1 Band 2 Band 3 Band 4

2

3

/5

______ Data Analysis    

Color Color & Rf Value of Each Band

1

Rf

TABLE 2 Color Rf

Does not identify the correct suspect (#1). Does not give matching Rf for samples (#2). Does not tell what the data means (#3). Does not tell how to calculate Rf (#4).

_____/8 Color Rf

Color

Rf

Mistakes / Sources of Error:  Doesn’t tell how to fix mistakes.  Should be longer than 1 sentence.  “We didn’t make any mistakes,” is worth 0 points.  Saying, “Follow all the steps better,” does not work for an answer.  This student does not understand what was happening in the lab.  Based on my observations in lab, this student did not help their lab partners to collect the data.

Data Analysis: 1. According to the data you collected, which suspect ink matched the ink collected from the ransom note? 2. What was the Rf for the matching suspect ink: _________. What was the Rf for the crime scene ink: __________. 3. Based on the above data, what can we conclude about the pen from which the crime scene ink was taken? ___________________________________________________ _____________________________________________________________________ 4. Describe the process for calculating Rf (minimum 2 sentences). _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________ Discussion & Interpretation: 1. What are some sources of error? How could you have minimized your experimental error? (If you feel you made no mistakes, you must still identify at least 2 places where mistakes could have been introduced to your lab procedure.) (minimum 2 sentences) _______________________________________________________________________________________________________________ _______________________________________________________________________________________________________________

_____/10

SHS Medical Forensics Lab Book v 5.0

Page 42

______________________________________________________________________ ______________________________________________________________________ 2. Did the data and results yield a clear relationship between the crime scene sample, or was the data too unclear to allow you to draw a conclusion? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Based on the data collected, was your hypothesis correct? Give 2 pieces of data that clarify your decision: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. How can the results of your investigation be applied to two different situations in a forensic investigation? Describe each of these situations in one sentence that clearly illustrate the direct connection between your results and the application you choose. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

A sample of a chemical found at a crime scene was tested using paper chromatography. The pigments in the chemical were separated into the pattern you see below. There were also three similar chemical samples collected from the homes of three suspects. Determine the Rf of each of the pigments in the samples and match the correct suspect sample to the crime scene sample.

Quality of Data:  Student does not describe the quality of their data.

/3 Hypothesis Correct?     

The word is “Yes” or “No” and does not state clearly, “My hypothesis was correct/not correct.” 2 items of detailed data measured in lab (numbers, observations) were not provided to support decision. Data used is not explained. Student does not make a choice. A hypothesis cannot be both right and wrong. The decision about hypothesis correctness does not match the data collected in lab.

_____/10 Application:   



Answers is not specific about how the process is used in an investigation. Not 2 sentences long. Student does not understand how to apply this to an investigation. Don’t retell what we did in lab.

_____/10

SHS Medical Forensics Lab Book v 5.0

Page 43

Chromatography Question: 

Minus 1 point per incorrect answer.

_____/13 Total Score:

Sample Crime Scene Suspect 1 Suspect 2 Suspect 3

Rf Lowest Pigment

Rf Middle Pigment

Rf Top Pigment

________/104

Which suspect sample matches the crimes scene sample? ________________________________

SHS Medical Forensics Lab Book v 5.0

Page 44

Notes: Introduction to Fingerprints I.

History of Fingerprints a. In ancient Babylon, fingerprints were used on clay tablets for business transactions. b. In ancient China, thumb prints were found on clay seals. c. In 14th century Persia, various official government papers had fingerprints (impressions), and one government official, a doctor, observed that no two fingerprints were exactly alike. d. Marcello Malpighi – 1686 - Professor of anatomy at the University of Bologna. i. Noted in a paper the ridges, spirals and loops in fingerprints. ii. He made no mention of their value as a tool for individual identification. e. John Evangelist Purkinji – 1823 - A professor of anatomy at the University of Breslau. i. Published his thesis discussing 9 fingerprint patterns, but he too made no mention of the value of fingerprints for personal identification. f. Dr. Henry Faulds – 1880 - British Surgeon & Superintendent of Tsukiji Hospital in Tokyo. i. Began to study what he called "skin-furrows" after noticing finger marks on specimens of prehistoric pottery. ii. Dr. Faulds not only recognized the importance of fingerprints as a means of identification, but devised a method of classification as well. iii. In 1880, Faulds forwarded an explanation of his classification system and a sample of the forms he had designed for recording inked impressions, to Sir Charles Darwin. iv. Darwin, in advanced age and ill health, informed Dr. Faulds that he could be of no assistance to him, but promised to pass the materials on to his cousin, Francis Galton. g. Father of Contemporary Fingerprinting: Sir Francis Galton – 1888 - A British anthropologist, began his observations of fingerprints as identification in the 1880's. i. In 1892, he published his book, "Finger Prints", establishing the individuality and permanence of fingerprints. The book included the first classification system for fingerprints. ii. According to his calculations, the odds of two individual fingerprints being the same were 1 in 64 billion. iii. Galton identified the characteristics by which fingerprints can be identified. These same characteristics (minutiae) are basically still in use today, and are sometimes referred to as Galton's Details. h. 1901 - Introduction of fingerprints for criminal identification in England and Wales, using Galton's observations and revised by Sir Edward Richard Henry. i. Thus began the Henry Classification System, used even today in all English speaking countries. i. 1902 - First systematic use of fingerprints in the U.S. by the New York Civil Service Commission for testing. i. Dr. Henry P. DeForrest pioneers U.S. fingerprinting.

SHS Medical Forensics Lab Book v 5.0

Page 45

j.

II.

1903 - The New York State Prison system began the first systematic use of fingerprints in U.S. for criminals. k. 1904 - The use of fingerprints began in Leavenworth Federal Penitentiary in Kansas, and the St. Louis Police Department. They were assisted by a Sergeant from Scotland Yard who had been on duty at the St. Louis Exposition guarding the British Display. l. 1905 - saw the use of fingerprints for the U.S. Army. Two years later the U.S. Navy started. Joined the next year by the Marine Corp. i. During the next 25 years, more law enforcement agencies joined in the use of fingerprints as a means of personal identification. ii. Many of them began sending copies of their fingerprint cards to the National Bureau of Criminal Identification, (established by the International Association of Police Chiefs). m. 1918 - Edmond Locard wrote that if 12 points (Galton's Details) were the same between two fingerprints, it would suffice as a positive identification. This is where the often quoted (12 points) originated. i. Be aware though, there is "NO" required number of points necessary for an identification. Some countries have set their own standards which do include a minimum number of points, but not in the United States. n. 1924 - an Act of Congress established the Identification Division of the F.B.I. i. The National Bureau and Leavenworth consolidated to form the nucleus of the F.B.I. fingerprint files in 1946. ii. By 1946, the F.B.I. had processed 100 million fingerprint cards in manually maintained files; and by 1971, 200 million cards. iii. With the introduction of AFIS technology, the files were split into computerized criminal files and manually maintained civil files. Future of fingerprinting a. FBI hopes to stop using paper fingerprint cards completely inside their new Integrated AFIS (IAFIS) site at Clarksburg, WV. b. IAFIS initially had individual computerized fingerprint records for approximately 33 million criminals. c. In September 2014 - The FBI announced that Integrated Automated Fingerprint Identification System was at full operation. i. IAFIS, is a national fingerprint and criminal history system that responds to requests 24 hours a day, 365 days a year to help our local, state, and federal partners solve and prevent crime and catch criminals and terrorists. ii. IAFIS provides automated fingerprint search capabilities, latent search capability, electronic image storage, and electronic exchange of fingerprints and responses. iii. How fast it works: The average response time for an electronic criminal fingerprint submission is about 27 minutes, while electronic civil submissions are processed within an hour and 12 minutes.

SHS Medical Forensics Lab Book v 5.0

Page 46

III.

IV.

V.

VI.

VII.

VIII.

iv. IAFIS processed more than 61 million ten-print submissions during Fiscal Year 2010. Limitations of fingerprints a. Most prints are not useful for a comparison, there is not enough information available in the print. b. Prints can be too old, too small, too dirty or damaged. c. Most fingerprints disappear after a few days or weeks. Principles of Fingerprints a. First Principle: A fingerprint is an individual characteristic; no two fingers have yet been found to posses identical ridge characteristics. b. Second Principle: A fingerprint will remain unchanged during an individual's lifetime. However, the print itself may change due to permanent scars and skin diseases. c. Third Principle: Fingerprints have general ridge patterns that permit them to be systematically classified. Basic Parts of a Print: a. Core – The central pattern in the middle of the print. b. Delta – A small “up-side-down” V shape that appears within most fingerprint patterns. c. Type Line – The ridges that diverge (separate) above and below the delta. Fingerprint Classes a. There are 3 specific classes for all fingerprints based upon their visual pattern: arches, loops, and whorls. b. Each group is divided into smaller groups. c. Comparing the 3 classes: i. Dactyloscopy is the study of fingerprint identification. ii. Police investigators are experts in collecting “dactylograms”, otherwise known as fingerprints. iii. Percents within the population: 1. 60% of people have loops, 35% have whorls, 5% have arches. Arches - are the simplest type of fingerprints that are formed by ridges that enter on one side of the print, rise slightly, and then exit on the other. No deltas are present. a. Only 5 percent of the population has arches. b. Two distinct types-- plain arches and tented arches. i. Plain arches tend to show a wave like pattern. ii. Tented arches show a sharp spike at the center of the arch. c. Arches do not have type line, deltas or cores. d. Plain Arch - The simplest of all fingerprint patterns; a plain arch is formed by ridges entering from one side of the print, rising slightly and exiting on the opposite side. e. Tented Arch - A tented arch rises sharply upward causing the center of the print to look like a tent. i. By definition, the angle of the lines on a tented arch meets at less than a 90-degree angle. Loops - must have one delta and one or more ridges that enter and leave on the same side of the core. These patterns are named for their positions related to the radius and ulna bones.

SHS Medical Forensics Lab Book v 5.0

Page 47

Radial Loops – enter the core from the side of the hand where the radius is located, and exit on the same side. Both lines lead to the radius. Loop opening toward thumb = radial loop. b. Ulnar Loops - enter the core from the side of the hand where the ulna is located, and exit on the same side. Both lines lead to the ulna. Loop opening toward little finger = ulnar loop. c. Loops: 60-65% of the population has loops: i. 1 or more ridges entering from one side of the print, curving, and exiting from the same side. ii. The pattern area of a loop is surrounded by 2 diverging ridges known as type lines. iii. All loops must have at least 1 delta. iv. The Core is the approximate center of the pattern. Whorls - have at least one ridge that makes (or tends to make) a complete circuit. They also have at least two deltas. If a print has more than two deltas, it is most likely an accidental. a. Draw a line between the two deltas in the plain and central pocket whorls. If some of the curved ridges touch the line, it is a plain whorl. If none of the center core touches the line, it is a central pocket whorl. b. Double loop whorls are made up of any two loops combined into one print. c. Accidental whorls contain two or more patterns (not including the plain arch), or does not clearly fall under any of the other categories. d. Whorls have: i. One or more cores. ii. At least two deltas. iii. All whorl patterns must have type lines and two deltas. e. Whorls: 30-35% of the population has whorls: f. Four major types: plain, central pocket, double loop, accidental i. Plain whorls must have at least one ridge that makes a complete circuit, and an imaginary line from one delta to the other must touch a whorl ridge. ii. Central pocket whorls must have at least one ridge that makes a complete circuit, and an imaginary line from one delta to the other cannot touch a whorl ridge. iii. Double loop is two loops combined to make one whorl. iv. Any other types not in the three categories are called accidentals (generally, they have a whorl type pattern, which is why they are in the whorl grouping). a.

IX.

SHS Medical Forensics Lab Book v 5.0

Page 48

Notes: How to Collect Latent Fingerprints I.

II.

FINGERPRINT CLASSIFICATION a. The sorting of fingerprints into groups. b. Then they are examined for more distinct characteristics to Individualize them. The Process of Fingerprint Identification a. Level 1: Determine the Class of the fingerprint. i. Arches – Plain and Tented. ii. Loops – Radial and Ulnar. iii. Whorls – Plain, Central Pocket, Double Loop, and Accidental. b. Level 2: Identifying the minutiae points within the print in order to individualize or match it to a single source. i. RIDGE CHARACTERISTICS (GALTON'S DETAILS) - Fingerprint ridges are not continuous. ii. An average rolled inked finger print may contain 125 ridge characteristics. iii. They break and divide and these points are given specific names: 1. Ridge Endings - a ridge will suddenly end in the middle of a print. 2. Bifurcations - when a single ridge divides into two separate ridges. 3. Dots - exactly what you think it is. A dot in the middle of the pattern. 4. Short ridge or Island – a ridge that commences, travels a short distance and then ends. A ridge ending that is not connected to all other ridges. 5. Enclosure or Eye - a single ridge divides into two ridges, or bifurcates, and then the two ridges come back together again to reform the single ridge. 6. Hook or Spur – a bifurcation with a short ridge branching off a longer ridge, which does not merge with another ridge. 7. Crossover – two on-going ridges that crisscross over one another, forming an “X”. 8. Bridge – a short ridge that runs between two parallel ridges 9. Delta – a Y-shaped ridge meeting 10. Core – a U-turn in the ridge pattern

Characteristic

Drawing:

Ridge Ending

Bifurcation

SHS Medical Forensics Lab Book v 5.0

Page 49

Dot

Short Ridge or Island Enclosure or Eye Hook or Spur Crossover

Bridge

Delta

Core

c.

III.

Level 3: The individual ridges are magnified and examined. i. Pores and ridge width are examined, and areas can be convex, concave or open. ii. Using a brush and powder to find the latent print (invisible prints) can destroy the details, and they also don't produce good level 3 details. iii. Your best option would be to take a good, clear photograph. iv. Good quality prints with clear minutiae points marked can be scanned into IAFIS and checked for a match. Types of Fingerprints a. Visible or patent prints are made after coming in contact with colored material such as blood, paint, grease, or ink. b. Plastic prints are ridge impressions left on a soft material such as putty, wax, soap, or dust. c. Latent prints (invisible prints) are impressions caused by the transfer of body perspiration or oils present on the finger to the surface of an object.

SHS Medical Forensics Lab Book v 5.0

Page 50

IV.

V.

VI.

VII.

VIII.

i. Latent prints must be developed or made visible. Developing Latent Prints: Many techniques are available. a. These range from application of powder and chemicals to the use of lasers. b. Each process has an appropriate application or type of surface, or situation for which it can be used. c. The type of surface being searched for fingerprints often determines the technique employed by investigators. Dusting - The most well known. a. Appropriate Surface: Ridged/non-porous such as glass, plastic, or metal. b. Theory: Dust will adhere to sweat & oils left behind. c. Tools for applying powder or dust: i. Camel hair is the most common animal hair used to make fingerprint brushes. ii. However, many today brushes are made out of fiberglass. d. The Process of Dusting for Latent Fingerprints: i. Cover Surface with Dust. ii. Remove Excess Dust. iii. Use Tape to Lift the Print iv. Place Print on a Card e. Tips for Using Fine Powders: i. Brush the surface lightly with powder – not too much. It just makes the print dirty. ii. Twist brush gently to remove excess powder. iii. Use clear tape to lift print and stick it to a card & catalogue location of print and time collected. f. Some investigators use fluorescent powder and UV lights to help them find latent prints on multi-colored or dark surfaces. g. Magnetic powder can also be used to reveal latent prints. This type of powder works better on shiny surfaces or plastic baggies or containers. It’s also cleaner. Iodine Fuming a. Appropriate Surface: Porous and non-porous such as paper, index cards, magazines, and cardboard. b. Theory: Sweat and oil will absorb iodine vapors. c. Process: i. Place the Object in an Enclosed Container with Iodine Crystals. ii. Print Should Develop in a Few Minutes. Ninhydrin a. Appropriate Surface: Porous such as paper, tissue, and clothing. b. Theory: Ninhydrin reacts with amino acids to form a purple compound. c. Process: i. Soak Suspected Surface with Ninhydrin Solution & Allow to Dry. ii. Print Should Develop Within 24 Hours. Silver Nitrate & UV-Light

SHS Medical Forensics Lab Book v 5.0

Page 51

a. b.

IX.

X.

XI.

XII.

XIII.

Appropriate Surface: Porous such as paper or drywall. Theory: When exposed to ultra-violet (UV) light, silver nitrate reacts with the salt in sweat to form a blackish-brown compound. c. Process: i. Spray Surface with Silver Nitrate Solution. ii. Expose to UV-Light. iii. Print Should Develop in 5-10 Minutes. Cyanoacrylate (super glue) a. Appropriate Surface: Used on nonporous surfaces. b. Theory: Superglue is approximately 98 – 99% cyanoacrylate ester, a chemical that interacts with and visualizes a latent fingerprint. c. Process: i. Hang material to be printed with wire in a closable container as fumes are toxic. ii. Heat small amount of glue on light bulb. iii. Allow fumes to clear. Observe prints & collect as usual. iv. Compare using overhead projector to suspects. Other Methods - There are over a hundred different methods used to develop fingerprints, depending on the surface being examined. a. Prints on Human Skin are incredibly difficult: i. The first major obstacle is finding the print since the oily residue left by fingers that creates the fingerprint itself is often present on human skin. ii. Further, the oily residue often disperses and is absorbed into the skin, blurring the print. iii. Two hours is the maximum amount of time that a print on skin may be viable. b. Textured Surfaces - such as a painting with brush strokes or a golf ball will make the process of identifying and collecting fingerprints more difficult, but not impossible. Photographing the fingerprint - After the print is located, it is vital that it is photographed before it is lifted. a. Captures where the print was located in comparison to other objects and the orientation of the print. b. Photographing the print’s location at the crime scene also guards against tampering of evidence. Lifting the fingerprint means to make a permanent impression of the fingerprint. a. Lifting a print can be accomplished on either flat surfaces or round surfaces. b. Lifting a print usually involves tape with an adhesive surface which is applied to the fingerprint, leaving an imprint on the tape. c. Next, the tape is carefully peeled off the surface and is placed on a cord or piece of paper. d. Identification information and a description of the location of the print should be written on the back. e. After the print is lifted, it is converted into digital data that can be modified to create a clearer image. Comparing the Fingerprint - The final step involves a close examination of the characteristics of the fingerprints. a. The fingerprint examination process utilizes the ACE-V method which stands for:

SHS Medical Forensics Lab Book v 5.0

Page 52

i. ii. iii. iv.

Analysis, Comparison, Evaluation, Verification

SHS Medical Forensics Lab Book v 5.0

Page 53

Process Lab: Taking Ink Fingerprints: Right Little (Pinky)

Right Ring

Right Middle

Right Index

Right Thumb

Left Little (Pinky)

Left Ring

Left Middle

Left Index

Left Thumb

Print

Class of Print

Print

Class of Print

SHS Medical Forensics Lab Book v 5.0

Page 54

Methods of Collecting Fingerprints – Process Lab Introduction & Warnings – Iodine is considered hazardous, and you should only handle it with protective (latex) gloves on. Also, be aware that Iodine will STAIN clothing and skin. Cyanoacrylate works very well for visualizing prints on a nonporous surface. Prints can easily be lifted from objects such as glass and metal. However, the fumes can be toxic and should not be breathed. Materials:

Lugol’s Iodine Solution Ninhydrin Solution Fingerprint Powders (Graphite & Magnetic) Aluminum Foil Paper Super Glue Hotplate Fuming Chamber Jars with Lids 2 Glass Slides *** ALWAYS put your name on the fingerprint samples with a pencil. PART I - Ninhydrin: 1. Ninhydrin binds to amino acids in latent prints and can be used to develop prints left on paper. 2. Obtain a 1” X 1” square of paper. Create a print on the square of paper by pressing down firmly on the paper as it sits on the countertop. Try to center the print on the paper and do not rock or roll your finger around. 3. Take the paper with your print on it to the Ninhydrin spraying station in fume hood #1. Do not touch it without gloves on, since this will leave more prints. 4. Spray the ninhydrin solution on the print until the paper is wet. 5. Place the paper in a tray and leave it in the incubator until the paper is dry. 6. Tape the Ninhydrin print into your lab book and answer the questions in that section. PART II: Lugol’s Iodine 1. Place 10 drops of Lugol’s Iodine solution into a small plastic jar. Close the lid on the jar. Make sure to wear you gloves when doing this. 2. Take a square of paper, and place it on a clean surface (handle while wearing gloves). 3. Touch the surface of the paper to leave a print behind. Try to center the print on the paper and do not rock or roll your finger around. Then put your gloves back on. 4. Cut a piece of tape about 1” long. Use it to tape the paper to the underside of the lid of the jar, allowing it to dangle into the jar. The paper should not touch the Iodine. 5. Screw the lid on the jar to seal the jar with the paper inside. 6. Allow the paper to be exposed to the fumes of the Iodine for 3 to 5 minutes, or until your print is visible. 7. Remove the paper, and put your name on the FRONT side of the paper. Once your teacher has the iodine print from every group, he will photocopy each print to permanently document the results. 8. Tape the copy of the print and the original into the correct section in the results. 9. Rinse the Iodine out of the jar with a small amount of water, and dry the jar out before returning to the front table. PART III: Cyanoacrylate (Superglue) Fuming 1. Obtain a square of aluminum foil. Make sure it is clear of prints. 2. Place a fingerprint on the foil square. Again, do not wiggle the finger around. 3. Using a permanent marker (NO tape – just write directly on the foil), label the print with your name.

SHS Medical Forensics Lab Book v 5.0

Page 55

4. 5.

Place the foil square into a clip for the fuming chamber. Once everyone has placed their foil in a clip, your instructor will add 10 drops to a dish on a hot plate in the chamber. There will also be a beaker of boiling water in the chamber to enhance the process. The chamber should be operated inside of a fume hood to prevent fumes from penetrating into the breathable air. Let this operate for up to 20 minutes. 6. Once complete, tape the foil into the correct section in the results. PART IV: Graphite Dusting 1. Touch a glass slide with 3 of your fingers to leave 3 prints. 2. Set the slide on a piece of paper before dusting, for easier cleanup. 3. Sprinkle a little bit of powder on the microscope slide, then gently swipe off the excess powder with the soft brush, being careful to leave the fingerprint intact. This may take some practice to get right. 4. Stick a piece of clear tape over each fingerprint firmly, and then lift it up. 5. The print should adhere to the tape. You can then stick it to one of the three boxes in the results section. Magnetic Dusting Station: 1. Use the same methods as you used in the graphite dust. However, you will substitute the magnetic dust for graphite dust.

RESULTS: Part I - NINHYDRIN 1. Describe what the ninhydrin print looks like. 2. What is the quality of the minutiae characteristics using the following scale: __________ a. 0 = no print, b. 1 = some evidence of reaction but no clear ridge lines, c. 2 = can see some ridges but cannot make out minutia, d. 3 = can see some minute characteristic but only in a portion of the print, e. 4 = can identify the type of print & several minutiae, but some of the print is unclear, f. 5 = as good as a high-quality inking. 3. With what component of a latent print does Ninhydrin bind? 4. What type of surface is this method suitable for? 5. Does the chemical method alter or destroy the print for possible future testing?

SHS Medical Forensics Lab Book v 5.0

Page 56

Part II - IODINE

1. Describe what the iodine print looks like. 2. What is the quality of the minutiae characteristics using the scale described previously: __________ 3. With what component of a latent print does Iodine bind? 4. What type of surface is this method suitable for? 5. Does the chemical method alter or destroy the print for possible future testing? PART III - SUPERGLUE FUMING

1.

Describe what the I cyanoacrylate print looks like.

2. What is the quality of the minutiae characteristics using the scale described previously: __________ 3. With what component of a latent print does cyanoacrylate bind? 4. What type of surface is this method suitable for? 5. Does the chemical method alter or destroy the print for possible future testing? PART IV – Graphite Dusting 1. like.

Describe what the graphite dusted prints look

2. What is the quality of the minutiae characteristics using the scale described previously: __________ 3. With what component of a latent print does graphite dust bind?

SHS Medical Forensics Lab Book v 5.0

Page 57

4. What type of surface is this method suitable for? 5. Does the chemical method alter or destroy the print for possible future testing? PART IV – Magnetic Dusting 1. Describe what the magnetic dusted prints look like. 2. What is the quality of the minutiae characteristics using the scale described previously: __________ 3. With what component of a latent print does magnetic dust bind? 4. What type of surface is this method suitable for? 5. Does the chemical method alter or destroy the print for possible future testing? Determine how to handle the following situations: 1. SCENARIO 1: An alleged 16th century map is discovered. Historians would like to authenticate the map. They would like to see if there are latent prints on the map they can use to map back to suspected cartographer. Which chemical method would be the best to use and why? 2.

SCENARIO 2: A new house still under construction is vandalized. The builders would like to know who may have caused this property damage. He hopes there may be fingerprints on a 2x4 piece of wood near the damaged part of the house. Which chemical method would be the best to use and why?

3.

SCENARIO 3: A ransom note is left at a family's house stating their son has been kidnapped and will be returned if an amount of money is paid to the kidnapper. The police hope the kidnapper may have touched the paper without gloves and hopes a latent print may be recovered. Which chemical method would be the best to use and why?

SHS Medical Forensics Lab Book v 5.0

Page 58

Process Lab: Finding Common Minutiae in Your Own Latent Fingerprints Introduction: You will be attempting to identify the minutiae points within your own fingerprints to learn how police & investigators link prints to suspects. Materials: Ink Pads Magnifying glass Fingerprinting powders Lifting Tape PART I - Dusted Fingerprints: 1. Choose a hand that you will be focusing on detecting prints for the entire experiment. 2. Obtain a glass slide for each person in your group. 3. Each student will make fingerprints of all five fingers of on one hand. 4. Firmly press three fingers at a time down on the glass slide. Try not to wiggle them! 5. Using one type of fingerprinting powder & brush, follow your teacher’s instructions to uncover the print. 6. Then place a piece of scotch tape, or clear packing tape onto slide over each print. Press the tape down firmly. Carefully peel off the fingerprints and place them into Table 1 in the results section of this lab write-up. 7. Label which type of print you have on each finger. The categories you should use are Plain Arch, Tented Arch, Radial Loop, Ulnar Loop, Plain Whorl, Central Pocket Whorl, Double Loop Whorl & Accidental Whorl. PART II - Inked Fingerprints: 8. Use the same hand that you used for part 1. 9. Following the same procedures used in class to obtain ink impressions of your print, roll the print of each finger on your hand into the correct section of table 2. 10. Examine the inked prints. Record the class of print for each in Table 2. 11. In each print, circle 3 minutiae points. 12. Locate and circle these same minutiae points in the dusted version of the fingerprints you made for Table 1.

Results: Table 1 Inked Print

Which hand are you using? ___________ Finger: Class of Print

Little (Pinky)

Ring

Middle

Index

SHS Medical Forensics Lab Book v 5.0

Page 59

Thumb

Table 2 Dusted Print

Finger: Class of Print

Little (Pinky)

Ring

Middle

Index

Analysis Questions: Name of Minutiae Point: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

12.

SHS Medical Forensics Lab Book v 5.0

Page 60

Thumb

Hair Evidence Notes I.

II.

The Biology of Hair a. Hair is composed of the protein keratin, which is also the primary component of finger and toe nails. b. Hair is produced from a structure called the hair follicle. c. Humans develop hair follicles during fetal development, and no more new follicles are ever produced after birth. d. Hair color is mostly the result of pigments, which are chemical compounds that reflect certain wavelengths of visible light. e. Follicle - Hair is an appendage of the skin that grows out of a hair follicle. i. The follicle contains more than enough cells for simple DNA Analysis. f. Root - A hair grows as it extends from the root embedded in the follicle. i. Shape and size of the hair root is determined by the current phase of growth. 1. Anagen phase – (initial growth phase) may last up to 6 years. The root is attached to the follicle. Gives a “flame-shaped” appearance. 2. Catagen phase – (transition stage) may last 2 to 3 weeks. Bulb becomes elongated as it shrinks and is pushed out of the follicle. 3. Telogen phase – (falls out) lasts 2 to 6 months. The hair is pushed out and the bulb looks club-shaped. g. Hair that has DNA: Hair that has all or a portion of the follicle attached to it is said to have a “Follicular Tag”. h. Hair shape (round or oval in cross-section) and texture (curly or straight) is influenced heavily by genes. i. The physical appearance of hair can be affected by nutritional status and intentional alteration (heat curling, perms, straightening, etc.). j. The body area (head, arm, leg, back, etc.) from which a hair originated can be determined by the sample’s length, shape, size, color, and other physical characteristics. Hair Structure: Hair is composed of three principal parts: a. Cuticle b. Cortex c. Medulla

SHS Medical Forensics Lab Book v 5.0

Page 61

III.

IV.

d. The structure of hair has been compared to that of a pencil with the medulla being the lead, the cortex being the wood and the cuticle being the paint on the outside. Cuticle is the outside covering of the hair. a. It is formed by overlapping scales that always point toward the tip of the hair. i. These scales are formed from special cells that are hardened and flattened while progressing from the follicle. b. It varies in: Its thickness, whether it contains pigment. c. Scale Characteristics: number per centimeter, how much they overlap, their overall shape, how much they protrude from the surface. d. The cuticle is important in distinguishing between different species but not useful between different people. e. Types of Cuticle Scales: i. coronal (crown-like), ii. spinous (petal-like), iii. imbricate (flattened). f. Combinations and variations of these types are possible. g. Coronal, or Crown-like scales - found in hairs of very fine diameter and resemble a stack of paper cups. i. Coronal scales are commonly found in the hairs of small rodents and bats. h. Spinous or Petal-like scales - triangular in shape and protrude from the hair shaft. i. They are found at the proximal region of mink hairs and on the fur hairs of seals, cats, and some other animals. ii. They are never found in human hairs. i. Imbricate or Flattened-scale - consists of overlapping scales with narrow margins. i. They are commonly found in human hairs and many animal hairs. Figure 89 is a, and Figure 90 is a photomicrograph of the distal-scale pattern in mink hairs. Cortex is the main body of the hair. a. Composed of elongated and fusiform, spindle-shaped cells called microfibrils that run parallel to the length of the hair. b. It may contain cortical fusi (pigment granules), and/or large oval-to-round-shaped structures called ovoid bodies.

SHS Medical Forensics Lab Book v 5.0

Page 62

V.

i. Cortical Fusi – Irregular-shaped airspaces of varying sizes. They are commonly found near the root of a mature human hair, although they may be present throughout the length of the hair. ii. Pigment Granules - Small, dark, and solid structures that are granular in appearance and considerably smaller than cortical fusi. They vary in color, size, and distribution in a single hair. 1. In humans, pigment granules are commonly distributed toward the cuticle, except in red-haired individuals. 2. Animal hairs have the pigment granules commonly distributed toward the medulla. 3. Pigment granules are absent in grey hairs iii. Ovoid Bodies - Larger than pigment granules. Solid structures that are spherical to oval in shape, with very regular margins. 1. They are abundant in some cattle and dog hairs as well as in other animal hairs. 2. To varying degrees, they are also found in human hairs. c. The Cortex varies in its thickness, texture, color. i. Distribution of the cortex is perhaps the most important component in determining from which individual a human hair may have come. Medulla is a central core of cells that may be present in the hair. If it is filled with air, it appears as a black or opaque structure under transmitted light, or as a white structure under reflected light. a. In human hairs the medulla is generally amorphous in appearance, whereas in animal hairs, its structure is frequently very regular and well defined. b. The medulla is the most predominant hair feature in many species. c. Human head hairs tend to be absent or fragmented. d. Humans and most other animals have medulla that are nearly cylindrical. e. The Medulla may vary in its thickness, continuity (one continuous structure or broken into pieces), & opacity (how much light is able to pass through it). i. It may also be absent in some species. f. Like the cuticle, the medulla can be important for distinguishing between hairs of different species, but usually not between hairs from different people. g. 4 Basic Patterns of Medulla: Continuous Fragmented Interrupted i. Serial medulla is the term used to a describe multiple medulla within a single hair

SHS Medical Forensics Lab Book v 5.0

Page 63

VI.

VII.

VIII.

ii. There are also several Medulla Pattern Subcategories: h. Medullary Index - The fraction of the hair’s width occupied by the medulla i. [between 0 and 1] ii. Measured by the medullary index, expressed as a fraction. iii. Human medullary index is usually less than 1/3. Most other animals = ½ or greater. Can the body area from which the hair originated be determined? a. Yes: Scalp hair show very little difference in diameter along the shaft and has a more uniform distribution of pigment molecules. i. Pubic hairs are short, curly, and have wide variation in shaft diameter. ii. Beard hairs are usually short and have a triangular cross-section. Can the race of hair be determined? a. First, we have to discuss race in forensics. There are 3 categories that all races are placed in: i. Mongoloid, Caucasoid, Negroid. ii. Can the race of hair be determined? Mostly yes. b. Negroid hair is usually kinky, containing dense and unevenly distributed deposits of pigments. c. Cross-sections of Caucasian hair are round to oval in shape. Negroid hair is flat to oval in cross-section. d. Follicle Shape Determines Hair Form and Texture. Hair Identification - Animal Vs Human Hairs: a. Human hairs are distinguishable from hairs of other mammals. b. Animal hairs are classified into three basic types. i. Guard hairs that form the outer coat of an animal and provide protection. ii. Fur or wool hairs that form the inner coat of an animal and provide insulation. iii. Tactile hairs (whiskers) are found on the head and provide sensory functions. iv. Other types of hairs found on animals include tail hair and mane hair (horse). c. Human hair is not so differentiated and might be described as a modified combination of the characteristics of guard hairs and fur hairs.

SHS Medical Forensics Lab Book v 5.0

Page 64

IX.

i. Human hairs are generally consistent in color and pigmentation throughout the length of the hair shaft, whereas animal hairs may exhibit radical color changes in a short distance called banding. ii. The pigmentation of human hairs is evenly distributed, or slightly more dense toward the cuticle, whereas the pigmentation of animal hairs is more centrally distributed, although more dense toward the medulla. iii. The medulla, when present in human hairs, is amorphous in appearance, and the width is generally less than one-third the overall diameter of the hair shaft. d. The medulla in animal hairs is normally continuous and structured and generally occupies an area of greater than one-third the overall diameter of the hair shaft. e. The root of human hairs is commonly club-shaped, whereas the roots of animal hairs are highly variable between animals. Conclusions - There are three basic conclusions that can be reached from a microscopic examination and comparison of hairs. a. If the hairs from the questioned (Q) source exhibit the same microscopic characteristics as the hairs in a known (K) hair sample, they can be associated to the source of the known hairs. b. The hairs from the questioned source are microscopically dissimilar to the hairs in a known hair sample, they cannot be associated with the source of the known hairs. c. The questioned hairs exhibit both similarities and slight differences to hairs found in a known hair sample, no conclusion can be reached about their origin.

SHS Medical Forensics Lab Book v 5.0

Page 65

Fiber Evidence Notes I.

II.

III.

Right this minute, countless fibers are on and around you. Some of them originated from your home and some were passed to you when you hugged your parents or bumped into a classmate on the way to class. a. Clothing, carpet, car mats, bedding, towels, and thousands of other things that you use every day are composed of various fabrics. b. Because they’re so common and come in such a wide variety of types, fibers from these fabrics are an important type of trace evidence. c. Like hair, they’re easily shed, transferred, and transported. d. They stick to skin and clothing and become entangled in hair. e. Criminalists may collect fibers from the victim’s or the suspect’s body, hair, clothing, home, or car, or from the crime scene. f. The crime lab may use these fibers to try to identify the manufacturer or the source of a particular fiber or match one fiber with another. Fiber Evidence a. A fiber is the smallest unit of a textile material that has a length many times greater than its diameter. i. A fiber can be spun with other fibers to form a yarn that can be woven or knitted to form a fabric. ii. The type and length of fiber used, the type of spinning method, and the type of fabric construction all affect the transfer of fibers and the significance of fiber associations. iii. This becomes very important when there is a possibility of fiber transfer between a suspect and a victim during the commission of a crime. b. The rarity or commonness of the fiber affects their probative value. i. Cotton fibers are the most commonly used plant fibers in textile production. The type of cotton, the fibers' length, and the degree of twist contribute to their diversity. ii. Processing techniques, such as mercerization, and color applications also influence the value of cotton fiber identifications. iii. The presence of other less common plant fibers at a crime scene or on the clothing of a victim or suspect increases its significance. Fibers come in 2 basic categories: NATURAL and SYNTHETIC. a. Natural fibers: Come from various animals, plants, and minerals. i. Examiners can often easily identify and compare these fibers by microscopic inspection alone.

SHS Medical Forensics Lab Book v 5.0

Page 66

IV.

ii. Animal Fibers: wool, mohair, cashmere, and silk. Plant fibers: cotton, hemp, flax, and jute. iii. Undyed white cotton is so common that it’s of little evidentiary value. 1. When cotton is examined under a microscope, it has an easily recognizable twisted-ribbon pattern. iv. The most common animal fiber used in textile production is wool originating from sheep. v. Natural fibers derived from minerals include such materials as asbestos. vi. The fineness or coarseness of woolen fibers often dictates the end use of wool. Woolen fibers may come from: sheep, camel, alpaca, cashmere, and mohair. 1. The most common wool fibers originate from sheep. vii. Many different natural fibers that come from plants and animals are used in the production of fabric. 1. Cotton fibers are the plant fibers most commonly used in textile materials. b. Synthetic Fibers: Come from polymers, which are substances made up of a series of monomers (single molecules) strung together to make larger molecules that is thousands of monomers long. i. Nylon and polyester are synthetic fibers. ii. Fabrics like rayon, acetate, and triacetate are made from raw cotton or wood pulp that is dissolved, and cellulose is extracted. The cellulose is then regenerated into fibers. iii. Over half of all fibers used in the production of textile materials are manufactured. Some manufactured fibers originate from natural materials such as cotton or wood, whereas others originate from synthetic materials. iv. Polyester and nylon fibers are the most common synthetic fibers, followed by rayons, acetates, and acrylics. v. Typically a product of chemistry – plastics and minerals. 1. Also called, “Manufactured, or Man-Made.” Fiber Evidence (II) a. Collecting Fibers i. Time is critical when collecting fiber evidence because studies show that fibers clinging to the clothing of a victim or suspect are lost quickly. 1. After four hours, 80 percent of them may have fallen away. 2. After 24 hours, 95 percent may be gone. 3. A search for trace evidence on the clothing of the victim and any suspects therefore needs to take place as soon as possible. ii. Fibers can be lifted from clothing with tape or by vacuuming. SHS Medical Forensics Lab Book v 5.0

Page 67

b. Comparing Fibers i. In the lab, a fiber analyst first examines unknown fibers under a stereomicroscope, assessing their diameters, shapes, colors, shininess, and curls and crimps, and then looking for any attached debris. When matching two fibers, the analyst uses a comparison microscope so that two or more fibers can be compared side-by-side. c. Other tools to determine a fiber’s physical and chemical characteristics: i. Birefringence: When light passes through some synthetic fibers, it’s refracted twice and emerges as two different wavelengths of polarized light, each with its own refractive characteristics. A comparison of the birefringence of two fibers is useful for identification and comparison. ii. Microspectrophotometry: This process helps the examiner determine a fiber’s true color without the problem of observer bias. iii. Polarized light: This tool estimates the reflective index (the amount and angle of light reflected by an object or substance) of the fiber and helps determine its makeup. iv. Refractive index: The refractive index is measured by directing a narrow light beam at a fiber and calculating the degree to which light is bent as it passes through. This index varies from fiber to fiber. v. Scanning electron microscope: Whenever a fiber or piece of fabric is damaged, the fiber analyst can use an SEM to examine fine structural and surface details that can reveal exactly how the damage occurred. vi. Flame Tests are another method for determining what type of fiber you are examining.

SHS Medical Forensics Lab Book v 5.0

Page 68

Process Lab: Examining Hair and Fiber Prepared Slides in a Microscope Objective: To gain practice in the process of hair and fiber identification through microscopy. Materials: Microscope Prepared Slide Hair Samples Prepared Slide Fiber Samples Protocol: 1. Use a microscope to examine the hair and fiber samples provided by your teacher. 2. Sketch the view under MEDIUM POWER and write a DESCRIPTION that would help you identify the sample, such as unique marks, type of cuticle or medulla, medullary index, or other details in the case of a fiber. Results:

SHS Medical Forensics Lab Book v 5.0

Page 69

SHS Medical Forensics Lab Book v 5.0

Page 70

Hair and Fiber Analysis Lab – With Lab Report Materials: Microscope Blank Slides Slide Cover Slips Prepared Slides Metric Ruler Butane Lighter Hair Samples (Human, Cat, Dog, Rabbit & Rat) Fiber Type Samples (Cotton, Wool, Nylon, Polyester, Acrylic & Rayon)

Forceps Clear Nail Polish

Protocol: PART I – Known Fiber Sample Analysis 1.

Examine each known fiber sample in the microscope. In Table 1 of your results section, draw the fiber as it appears under the medium power objective. Also record the Color, Texture and Thickness of the fiber. 2. Using a pair of forceps, obtain only ONE fiber sample at a time. This will reduce the chance that you will get one fiber confused for another. 3. Hold the fiber with the forceps at one end, and then slowly put the other end into the flame of the Bunsen burner. 4. Record your observations about the response of the fiber to the flame. Record these observations in Table 2. Make note of the following characteristics as the fiber burns. a. Burn Characteristics = i. Do the fibers melt or burn? ii. Do they shrink from the flame? iii. What color is the flame? iv. Is there smoke? If so, what color is the smoke? b. Odor = i. Is there an odor? ii. If there is an odor, what does it smell like? c. Residue Characteristics = i. How does the end of the fiber appear (shiny, dull, round, irregular)? ii. Is there any ash or powder present? iii. If there is ash, what color is it? 5. Repeat this process for all fibers. PART II – Known Hair Sample Analysis 1. Examine the hair samples provided using the microscope. Use the process described in the fiber section of this lab to determine the thickness of the hair. 2. Sketch your observations, as well as providing the information described below: a. Form = Straight, Wavy, Curly, Tightly Curled. b. Color = Black, Brown, Red, Blonde, Gray, Dyed, or Multicolored. c. Medulla Type = Continuous, Intermediate, Fragmented, Serial. d. Medullary Index = How much of the shaft’s diameter is occupied by the medulla. Use the formula provided to determine the medullary index of each hair. e. Cuticle Scale Pattern = (coronal, Spinous, imbricate) to see the patterns clearly, follow the procedures listed below:

SHS Medical Forensics Lab Book v 5.0

Page 71

i. Spread a thin layer of clear fingernail polish on a blank glass microscope slide. ii. Lay a hair on top of the polish on the slide. Leave one end free from the polish. iii. Let the hair sit on the polish for about 45 seconds. iv. Quickly pull the hair upward from the polish. v. Allow the polish to completely dry before observing it in the microscope. vi. The light will have to be adjusted in order to see the cuticle patterns. f. Additional Characteristics = anything else such as burned, damaged, or other debris. 3. Repeat these observations for each of the hair samples provided and record the results in Table 3. PART III – Unknown Hair and Fiber Analysis for Determining the Identity of Fibers 1. Using the data and procedures learned in the first two parts of the lab, analyze and identify the unknown fibers and record their characteristics and identities in Table 4. 2. Likewise identify the unknown hairs and record their characteristics and identities in Table 5.

SHS Medical Forensics Lab Book v 5.0

Page 72

SHS Medical Forensics Lab Book v 5.0

Page 73

SHS Medical Forensics Lab Book v 5.0

Page 74

Grading Rubric – For Teacher’s Use

Hair and Fiber Analysis Lab Report Name: _____________________________________________ Due Date: __________________ Mechanics: This report is to be written clearly and concisely and reported honestly, using the data that you collected. The report should be clear of spelling mistakes, typographical errors, and grammatical errors. Complete all sections of the report, including the analysis questions at the end. Problem: Can the identity of two unknown hairs and 2 unknown fibers, found at a crime scene, be identified through comparison? Hypothesis (Written in correct If, Then, Because format): _____________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Variables: • Independent: __________________________________________________________________ • Dependent: ___________________________________________________________________ Experimental Design - Summarize in 5 to 10 numbered steps how you test a sample using the techniques described in the lab. Include the materials needed in your procedure. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ _____________________________________________________________________________________

I will deduct points for each of the following:

Lab Report Clarity:  Not written in complete sentences.  Does not use correct grammar spelling & punctuation.  Report is sloppy, incomplete &/or unreadable.

/10 Hypothesis:  Does not use proper format – If/Then/Because.  Hypothesis does not completely answer lab question or does not make sense.  Hypothesis is poorly stated.  Does not clarify what the student is thinking.

/10 Independent Variable:  No variable identified.  Incorrect Independent variable.

/5 Dependent Variable:  No variable identified.  Incorrect Dependent variable.

/5 Experimental Design:  Answer not 5 – 10 numbered steps.  Question is not answered.  Explanation of process not clear.  No materials are given / described.  Important steps left out.

SHS Medical Forensics Lab Book v 5.0

/10

Page 75

Table 1 Completed:

Experimental Results: Table 1 – Characteristics of Reference Fiber Samples Cotton Wool Rayon Acetate/Acrylic Polyester Sketch

/5

Nylon

______ Table 2 Completed: ______

/5

Color Texture Table 2 – Burn Test Results of KNOWN Fiber Samples Sample: Burn Characteristics Odor Cotton

Residue Characteristics

Wool

Rayon

Acetate or Acrylic Polyester

Nylon

SHS Medical Forensics Lab Book v 5.0

Page 76

Table 3 – Characteristics of KNOWN Hair Samples Hair Sample Sketch

Table 3 Completed: ______

/5

Form Color(s) Medulla Type Medullary Index Cuticle Scale Pattern

SHS Medical Forensics Lab Book v 5.0

Page 77

Table 4 – Unknown Fibers Fiber Sample Unknown 1 Sketch

Unknown 2

Table 5 – Unknown Hairs Hair Sample Unknown 1 Sketch

Table 4 Completed: Unknown 2

/5

______ Table 5 Completed:

/5

______ Data Analysis:

/4

Texture

Form

Color(s)

Color(s)

Burn Characteristics Odor

Medulla Type

Residue Characteristics

______ Quality of Data:  Student does not describe the quality of their data.

/3

Medullary Index Cuticle Scale Pattern Additional Characteristics to Note

Data Analysis: 1. According to your observations, Unknown Hair #1 was _____________________ and #2 was _____________________. 2. According to your observations, Unknown Fiber #1 was _____________________ and #2 was _____________________. Discussion & Interpretation: 3. Did the data and results yield a clear relationship between the crime scene sample, or was the data too unclear to allow you to draw a conclusion? __________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________

SHS Medical Forensics Lab Book v 5.0

Page 78

Hypothesis Correct? 

4. Based on the data collected, was your hypothesis correct? Give 2 pieces of data that clarify your decision: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5. How can the results of your investigation be applied to two different situations in a forensic investigation? Describe each of these situations in one sentence that clearly illustrate the direct connection between your results and the application you choose. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 6. Were there any Unknown samples that could not definitively be matched to a known sample? Describe which ones. b) Why should someone examining a hair or fiber always have comparison or reference samples collected for analysis as well as the questioned samples? (minimum 2 sentences)

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

   

The word is “Yes” or “No” and does not state clearly, “My hypothesis was correct/not correct.” 2 items of detailed data measured in lab (numbers, observations) were not provided to support decision. Data used is not explained. Student does not make a choice. A hypothesis cannot be both right and wrong. The decision about hypothesis correctness does not match the data collected in lab.

_____/10 Application:   



Answers is not specific about how the process is used in an investigation. Not 2 sentences long. Student does not understand how to apply this to an investigation. Don’t retell what we did in lab.

_____/10 Matching Unknowns:    

Student did not answer part a. Student did not discuss any unmatched samples from their lab data. Student did not answer part b. Nor enough detail in the answer.

_____/10

SHS Medical Forensics Lab Book v 5.0

Page 79

7. Were there any mistakes made in the process you used to evaluate the evidence in lab? a) Tell what these were, and how they affected your determination. b) How could these mistakes be corrected for (be detailed)? c) If you feel you made no mistakes, how could the experiment be repeated to make it more accurate (If you don’t answer a/b, you must answer c)? (minimum 2 sentences) _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 8. Application: How can the process of matching unknown hair samples to a known sample be used in a forensic setting? In other words, what is the practical application of this process when it comes to linking a suspect to a crime scene (minimum 3 sentences)? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 1)

The cuticle of a hair is useful in distinguishing the difference between what? _______________________________________ 2) The cortex of a hair is useful in distinguishing the difference between what? _______________________________________ 3) The medulla of a hair is useful in distinguishing the difference between what? _______________________________________ You have an unknown fiber which you have just performed burn tests on. Here is a description of how the fiber behaved when burned. 4) The fiber melts and produces gray ash. It extinguishes itself and smells like celery. What type of fiber is this? __________________________________________________ 5) This fiber does not melt and smells like burning paper. A soft gray ash is produced after burning. What type of fiber is this? ______________________________________________

SHS Medical Forensics Lab Book v 5.0

Mistakes in Procedure:  Doesn’t tell how to fix mistakes.  Should be longer than 1 sentence.  “We didn’t make any mistakes,” is an incorrect answer. You should have answered question c.  Saying, “Follow all the steps better,” does not work for an answer.  This student does not understand what was happening in the lab.  Based on my observations in lab, this student did not help their lab partners to collect the data.

_____/10 Application:   



Answers is not specific about how the process is used in an investigation. Not 3 sentences long. Student does not understand how to apply this to an investigation. Don’t retell what we did in lab.

_____/10 Questions 1) – 3) 

Minus 1 point for each incorrect or unanswered question.

_____/3 Questions 4) – 5) 

Minus 1 point for each incorrect or unanswered question.

_____/2

Page 80

In the picture below, use your lab data to determine what organism the hair pictured is likely to have come from: A = ________________________ B = ________________________

Questions A – E 

Minus 1 point for each incorrect or unanswered question.

_____/5 Total Score:

C = ________________________ D = ________________________

________/127

E = ________________________

SHS Medical Forensics Lab Book v 5.0

Page 81

SHS Medical Forensics Lab Book v 5.0

Page 82

Blood Types Notes I.

How much blood is in the human body? About 5 liters. a. Why is blood red? Blood is red because it contains hemoglobin, an iron rich pigment. b. 7-8% of human body weight is from blood. c. This essential fluid carries out the critical functions of: i. transporting oxygen and nutrients to our cells, getting rid of carbon dioxide & ammonia, transporting other waste products. ii. In addition, it plays a vital role in our immune system and in maintaining a relatively constant body temperature. d. Blood is a highly specialized tissue composed of more than 4,000 different kinds of components. Four of the most important ones are red blood cells, white blood cells, platelets, & plasma. e. All humans produce these blood components. i. Red Blood Cells 1. Proper name: Erythrocytes. 2. The most abundant cells in our blood. 3. Produced in the bone marrow. 4. Contain a protein called hemoglobin that carries oxygen to our cells. 5. Shaped like round plates indented in the center. 6. Have no nucleus, so they carry no DNA. ii. White Blood Cells 1. Proper Name: Leukocytes. 2. They are part of the immune system and destroy infectious agents called pathogens. Fight infections. 3. Large in size. 4. Have a nucleus, so they DO carry DNA. iii. Plasma 1. This is the yellowish liquid portion of blood. 2. Contains: electrolytes, nutrients and vitamins, hormones, clotting factors, proteins such as antibodies to fight infection. 3. Straw colored, nonliving part of blood. 90% Water. 4. Helps to regulate body temperature. SHS Medical Forensics Lab Book v 5.0

Page 83

II.

III.

5. Transports blood cells, products of digestion and hormones throughout the body. iv. PLATELETS 1. The clotting factors that are carried in the plasma; they clot together in a process called coagulation to seal a wound and prevent a loss of blood. 2. Proper Name: Thrombocytes. 3. Smallest part of blood. 4. No nucleus (so, no DNA). 5. Live 2-4 days. Blood Facts: a. There are about one billion red blood cells in two to three drops of blood. b. For every 600 red blood cells, there are about 40 platelets and one white cell. c. The blood of different species looks different under the microscope: What is it in your blood that creates your blood type? a. The genes that determine your blood type cause one or more types of proteins, called AGGLUTINOGENS, to exist on the surface of all of your cells (including your RBCs). b. ABO Blood Groups i. There are 3 alleles for the gene that create these agglutinogens: A, B, & O. ii. We get 2 of these genes from our parents, and there are 6 possible combinations. c. Antibodies vs Agglutinogens i. Type A blood cells carry the A agglutinogen, which determines a person’s blood type. ii. However, each type of blood also carries small proteins, called antibodies or agglutagens, for the opposite type of blood. So, Type A blood carries the antibody against Type B blood. d. Rh Factor i. Scientists sometimes study Rhesus monkeys because there similarities between us. ii. While studying Rhesus monkeys, a “new” blood protein was discovered. iii. This protein is also present in the blood of some people. iv. The presence of the protein is referred to as the Rh (for Rhesus) factor. v. If your blood does contain the protein, your blood is said to be Rh positive (Rh+). vi. If your blood does not contain the protein, your blood is said to be Rh negative (Rh).

SHS Medical Forensics Lab Book v 5.0

Page 84

IV.

V.

VI.

e. The type of agglutinogen and antibodies you have determines the blood you can be transfused with. i. A blood transfusion is a procedure in which blood is given to a patient through an intravenous line into one of the blood vessels. ii. Blood transfusions are done to replace blood lost during surgery, injury or illness. iii. People with TYPE O blood are called Universal Donors, they can give blood to any blood type. iv. People with TYPE AB blood are called Universal Recipients, because they can receive any blood type. 1. Rh +  Can receive + or - . 2. Rh -  Can only receive - . Precipitin Test - A test performed by mixing the antibodies of each type of blood (A, B and Rh) with a sample of blood to determine its type. a. A positive reaction is determined by agglutination (clumping) of the blood. Blood Types and Genetics a. Your blood type is established before you’re BORN, by GENES inherited from your parents. You inherit one gene from your MOTHER and one from your FATHER. b. In humans, your blood type is determined by the ABO blood groups. c. How genes control blood type: i. The gene inherited from your mother determines HALF of your blood type. ii. The one inherited from your father determines the other half. iii. A, B and O are all considered dominant genes. 1. Heterozygous = Different Genes: Heterozygous type A = AO, Heterozygous Rh positive = +-. Type AB has to be heterozygous = AB 2. Homozygous = Same genes: Homozygous type A = AA, Homozygous Rh positive = ++, Homozygous Rh negative = -- Type O must be homozygous = OO Blood as Evidence a. Blood samples – Can be analyzed to determine blood type and DNA, which can be matched to possible suspects. b. Blood droplets – Can be analyzed to give clues to the location of a crime, movement of a victim, and type of weapon. c. Blood spatter – Can be analyzed to determine patterns that give investigators clues to how a crime might have happened. SHS Medical Forensics Lab Book v 5.0

Page 85

Process Lab: Blood Typing Introduction: Blood type is determined by the presence or absence of specific antigens on the surface of erythrocytes. There are two different classes of antigens: the A and B antigens, and the Rh antigens. A person's blood type is determined by mixing blood with specific antisera which contain antibodies for the A, B, or Rh antigens. If the blood agglutinates (clumps together) with a particular antiserum, then the blood contains that antigen. The alleles for these traits combine to produce the different possible blood types: A+, A-, B+, B-, AB+, AB-, O+, or O-. In this lab, we will be using simulated blood to determine the possible blood types present. You will then use human antibodies to test your own blood (should you desire to do so) to determine your blood type.

Materials • Four different simulated bloods • Three different simulated antisera and real antisera (same types): o Anti-A o Anti-B o Anti-Rh • Five sample plates • Toothpicks for stirring • Lancets for your own blood sample Procedure PART I – Simulated Blood Typing 1. Label each sample plate: 1, 2, 3, 4 and Self. If there is more than one person who wants to test their own blood in each group, you will need an extra plate for each person. 2. Place ONE drop of the Sample #1 "blood" in each of the wells of the sample plate labeled "1". 3. Do the same for each of the other "blood" samples, each in their own plates. 4. Place ONE drop of the simulated anti-A serum in each A well on the four sample plates. 5. Place ONE drop of the simulated anti-B serum in each B well on the four sample plates. 6. Place ONE drop of the simulated anti-Rh serum in each Rh well on the four sample plates. 7. Stir each well with a separate clean toothpick for 30 seconds. To avoid splattering the simulated blood, do not press too hard on the sample plate. 8. Observe each slide for the agglutination of the blood in the well, and record your results in Table 1. PART II – Typing Your Own Blood SHS Medical Forensics Lab Book v 5.0

Page 86

1. Since we will be using real blood in this section, make sure to: a. Handle only your own blood. That includes CLEAN-UP! b. You must wear Latex gloves through the entire experiment. c. Clean your finger before lancing and after testing with alcohol. d. Remove the glove on the hand to be lanced, and replace it as soon as you have cleaned the wound, but before continuing with the test. 2. Prick your index finger with a lancet to produce a drop of blood. You will need 3 total drops, so squeeze you finger to produce more blood. 3. Put one drop of blood in each of the wells on the plate labeled “Self”. 4. Place ONE drop of the Sample #1 "blood" in each of the wells of the sample plate labeled "1". 5. Do the same for each of the other "blood" samples, each in their own plates. 6. Place ONE drop of the simulated anti-A serum in each A well on the four sample plates. 7. Place ONE drop of the simulated anti-B serum in each B well on the four sample plates. 8. Place ONE drop of the simulated anti-Rh serum in each Rh well on the four sample plates. 9. Stir each well with a separate clean toothpick for 30 seconds. To avoid splattering the simulated blood, do not press too hard on the sample plate. 10. Observe each slide for the agglutination of the blood in the well, and record your results in Table 2. Results: Table 1 Sample

Agglutination with A antibodies? (Y/N)

Agglutination with B antibodies? (Y/N)

Agglutination with Rh antibodies? (Y/N)

Final Blood Type

#1 #2 #3 #4 Table 2 Agglutination? (Y/N) A antibody applied: B antibody applied: Rh antibody applied: Final Blood Type:

SHS Medical Forensics Lab Book v 5.0

Page 87

Notes: Blood Spatter Analysis I.

II.

III.

The first step in analyzing blood: Making sure a substance is actually blood. There are several ways to do this. a. Investigators will first examine the crime scene to look for areas that may contain blood. b. The second step involves conducting a presumptive test to determine if the substance you found is actually blood. Finding the blood: a. Alternate Light Source: A high-intensity light or UV light helps to find traces of blood as well as other bodily fluids that are not visible under normal lighting conditions. b. Luminol / Blue Star: Used to locate traces of blood, even if it has been cleaned or removed. i. Spray a luminol solution throughout the area. Look for the reactions with the iron present in blood, which causes a blue luminescence. ii. One problem is that other substances also react, such as some metals, paints, cleaning products, and plant materials. iii. Another problem is that the chemical reaction can destroy other evidence in the crime scene. c. Fluorescein: This chemical is also capable of detecting latent or old blood, similar to luminol. i. Ideal for fine stains or smears found throughout a crime scene. ii. After the solution has been sprayed onto the area suspected to contain blood, a UV light and goggles are used to detect any illuminated areas. iii. They will appear greenish-white if blood is present. iv. It may also react to many of the same things as luminol (copper, ammonia, bleach, etc). d. LCV or Leuco Crystal Violet, is one type of chemical process that is used for blood enhancement. i. Using this test helps to make the blood evidence more visible so it can be photographed and analyzed. Verifying that the substance is blood - Blood Reagent Tests

SHS Medical Forensics Lab Book v 5.0

Page 88

IV.

V.

VI.

a. These tests, referred to as presumptive tests, are used to detect blood at crime scenes based upon the properties of hemoglobin in the blood. Further tests at the crime lab must be done to verify that it is human blood. i. Kastle-Meyer test (see next section). ii. HemaStix is a strip that has been coated with tetramethylbenzidine (TMB) and will produce a green or blue-green color with the presence of hemoglobin. The Kastle-Meyer test - Presumptive blood test, first described in 1903. a. The chemical indicator phenolphthalein is used to detect the possible presence of hemoglobin. b. It relies on the peroxidase-like activity of hemoglobin in blood to catalyze the oxidation of phenolphthalein which is initially colorless, and turns pink color in the presence of hemoglobin. Blood Spatter Analysis is more correctly called Bloodstain Pattern Analysis (BPA). a. One of several specialties in the field of forensic science, involves the study and analysis of bloodstains with the goal of helping investigators draw conclusions about the nature, timing and other details of the crime. b. Using bloodstains as evidence is not new; however, modern science has brought it to a higher level since the 1970s and '80s. c. BPA draws on the disciplines of biology, chemistry, mathematics and physics. i. 1894 - Pitorowski wrote earliest reference to bloodstain pattern analysis. ii. 1939 - Balthazard was first to use physical interpretations of stains. iii. 1955 - Dr. Paul Kirk used bloodstain pattern interpretation as a defense witness in the Sam Shepherd case. iv. 1971 - Professor Herbert MacDonnell promoted bloodstain pattern interpretation as a tool for modern criminalistics. v. 1983 – The International Association of Bloodstain Pattern Analysis was formed. Basic Principles of Blood Spatter a. Blood drops form patterns of different shapes and sizes. b. Blood spatter analysis uses the shapes and sizes to reconstruct the crime scene. c. Basic Principles of Blood Spatter. i. A free falling drop of blood forms a sphere or ball. ii. A spherical drop will break when it strikes another object or when acted upon by some force. SHS Medical Forensics Lab Book v 5.0

Page 89

VII.

VIII.

d. What can an investigator learn from the analysis of a blood spatter? i. Type and velocity of weapon ii. Number of blows iii. Handedness of assailant (right or left-handed) iv. Position and movements of the victim and assailant during and after the attack v. Which wounds were inflicted first vi. Type of injuries vii. How long ago the crime was committed viii. Whether death was immediate or delayed e. Blood Pattern Analysis is the use of physics and math to interpret bloodstain patterns within a forensic setting. It may show: i. Activity at scene, Number of blows, Position of victim and assailant, Whether death was immediate or delayed, Weapon characteristics. Bloodstain Pattern Analysis Terms a. Origin/Source – The place from where the blood spatter came from or originated. b. Spatter – Bloodstains created from the application of force to the area where the blood originated. c. Angle of Impact – The angle at which a blood droplet strikes a surface. d. Bloodstain Pattern Analysis Terms e. Parent Drop – The droplet from which a satellite spatter originates. f. Satellite Spatters – Small drops of blood that break of from the parent spatter when the blood droplet hits a surface. g. Spines – The pointed edges of a stain that radiate out from the spatter; can help determine the direction from which the blood traveled. Velocity - Speed applied in a specific direction. Certain blood patterns are created by blood moving at a specific speed. This speed affects the way the spatter looks. a. Spatter size is dependent upon velocity i. Low velocity: Speed = about 5 ft/second. 1. Usually 3 mm or greater in diameter. 2. Indicates blood is dripping. ii. Medium velocity: Speed = 6 – 25 ft/second. 1. Between 1 - 3 mm in diameter. 2. Usually indicates blunt trauma, sharp trauma or cast-off. SHS Medical Forensics Lab Book v 5.0

Page 90

IX.

X.

iii. High velocity: Speed = 100+ ft/second. 1. Less than 1 mm in diameter. 2. Indicating gunshot trauma, power tools, an object striking with extreme velocity (airplane prop) or an explosion. 3. May be referred to as fly specks. There are 3 categories of spatter patterns: a. Passive Bloodstains - Formed by the force of gravity acting alone. i. Subdivided into: drops, drip patterns, pools & clots, and flows. ii. Created by oozing from a wound dripping, or drops from an object (knife). iii. Drops and Drip Patterns are single blood drops. 1. When they strike a surface at 90º, the spatter created will be circular. 2. When they strike at anything other than 90º, they become more oval. 3. The oval shape becomes more exaggerated the farther you move away from 90º. iv. Pools & Clots, and Flow patterns 1. Pooling bloodstains refer to the accumulation of blood on a particular surface, generally from prolonged bleeding from a wound or accumulation of arterial blood. a. Gravity has no pull on it, so it collects in one spot. 2. Clots can be found in passive patterns when the blood coagulates and is added to, moved or disturbed. 3. Flow occurs when a large amount of blood hits a vertical surface at one time. 4. Gravity will pull excess blood to one point and cause it to run down the surface. v. Satellite Spatter - Caused by free falling drops of blood that fall onto a pre-existing drop. 1. These drips are usually much larger than impact spatter. 2. However, blood dripping into blood can create a spatter. Projected Bloodstains - Is created when an exposed blood source is subjected to an action or force greater than gravity. a. Blood pools due to internal activity (expirated blood) OR external force (stabbing, beating, gunshot).

SHS Medical Forensics Lab Book v 5.0

Page 91

b. Subdivided in to the following types: arterial spurt/gush, cast off stains, expiratory blood blown out of the nose, mouth, or wound and impact spatter. i. Impact Spatter - The result of a forceful impact between an object and wet blood, causing the blood to break into smaller droplets. 1. A greater force will typically produce smaller droplets, with the density of blood drops decreasing moving further away from the initial blood source. 2. The study of impact spatter may provide insight into the relative position of individuals and objects during an incident and the nature of the incident. 3. Beating and Stabbing Spatter = larger individual stains. a. First blow usually doesn’t result in spatter since there is not yet any exposed blood. 4. Gunshot Spatter = can result in a mist-like spatter that indicates a gunshot. a. If misting is present, it is most likely a gunshot. b. Not all gunshots will result in misting. c. Gunshots result in back spatter (where bullet enters) and forward spatter (where bullet exits). 5. Expiratory blood from the nose/mouth, a. Often associated with injury to the respiratory tract, this type of bloodstain is caused by blood being coughed or otherwise expelled from the mouth. b. The stains will often be slightly diluted in appearance due to the additional presence of saliva or mucous. c. When blood is expirated from the mouth, it will often produce a pattern of small, round stains that could be likened to a fine mist. 6. Arterial spurt/gush - This type of bloodstain results from the discharge of pressurized blood onto a target surface, for instance the ejection of blood from a punctured artery. a. Areas of the body in which wounding may cause arterial bloodstains include the carotid artery, the radial artery in the wrist, the femoral artery in the inner thigh, the brachial artery in the arm, temporal regions of the head, and the aorta.

SHS Medical Forensics Lab Book v 5.0

Page 92

XI.

b. Blood is expelled from the artery as the heart continues to pump and, as the blood travels, it breaks up into smaller individual droplets. c. Bloodstains produced will usually represent the beating of the heart as blood is expelled in periodic spurts. d. The resulting bloodstains can vary depending on a variety of factors, including: i. Whether the victim was stationary or moving as blood was being ejected, ii. Where on the body the injury occurred and the extent of the wound. e. If a wound is smaller in size, naturally smaller blood drops will be produced, which can subsequently be expelled further from the injury site than larger blood drops f. Blood pressure causes the blood to bleed out at a rapid, intermittent rate, in a spray or jet, coinciding with the beating of the heart. g. High amounts of blood and a “wave” pattern is observed on vertical surfaces. 7. Cast-off bloodstains occur when centripital force causes blood drops to fall from a bloodied object in motion. a. If an object is repeatedly moved, each subsequent swing will result in less cast-off as less blood remains on the object. b. Bloodstains produced in this fashion can be particularly difficult to interpret as there is a great deal of possible variation in patterns produced. c. However, depending on the nature of the motion of the bloodied object, cast-off blood will at least produce relatively linear stains. d. Castoff Pattern can reconstruct where assailant and victim were positioned. Transfer Bloodstains - These patterns are created when a wet, bloody object comes in contact with a target surface; may be used to identify an object or body part. a. Specific types of transfer patterns are: SHS Medical Forensics Lab Book v 5.0

Page 93

XII.

XIII. XIV.

i. Contact: shoe print, weave pattern on pants. ii. Wipe: a wipe through existing spatter. iii. Swipe: finger smudge, wipe hand on clothing. b. Result when a bloodied surface or object comes into contact with another surface, transferring blood to create a pattern in the shape of an object. There are several other things that can be interpreted from specific things that happen to spatter. a. Void patterns - indicating some object was removed or a person was hit by spatter. b. Drying Time - Drying begins at periphery and proceeds inward i. Drying time is affected by Surface type, Amount of blood, Climatic conditions c. Skeletonization - Partially dry stains leave a ring that outlines original spatter. i. The drier the stain, the less skeletonization shown. d. Clotting Time - Clotting time outside the body ranges from 3 – 15 minutes. i. Spattered clots indicate that time passed between the initial bleeding and later blows. ii. Coughing of clotted blood may indicate post-injury survival of victim. Alteration of bloodstain over time - Blood dries and clots over time. It can be difficult to estimate the time the blood exited the body. Clotted smears can indicate time of movement. Always remember, before any calculations or measurements are taken, blood patterns must be documented!!

SHS Medical Forensics Lab Book v 5.0

Page 94

Process Lab: Introduction to Blood Spatter Analysis Introduction: You will be using several types of math skills in this lab. You will be expected to KNOW HOW to calculate the problems in this lab for future tests.

Purpose: To gain practice with interpreting blood spatter and the types of patterns it creates. Materials: Simulated Blood Blood Spatter Posters Cardboard Paper

Meterstick Tape Paper Grocery Bag

5 x 8 Notecards Syringe Plastic Grocery Bag

Metric Calipers Tongue Depressor Glass Slides

15 & 30 cm Rulers Printer Paper Poster Paper

Protocol: PART A: Vertical Drip Pattern Recognition 1. Hold the bottle of simulated blood upside down in a vertical position so that the dropper end is 15 cm from the card below. 2. Gently squeeze the bottle so that ONE drop is released from the 15 cm height, and lands on the card. 3. Label the card “15 cm”, and the names of the people in your group, then set it aside to dry. 4. Place a new card on the table and reposition the bottle so that the nozzle is 30 cm above the card. 5. Repeat the process by dropping ONE drip onto the card and labeling it with the group name and “30 cm”. 6. Repeat this process for each of the heights listed in Table 1 of your results section. 7. Once the blood drops are dry, place the cards under the correct section of Table 1 and trace the drop into the data table. 8. Next, measure the diameter of the drop in mm and record it in Table 1. PART B: Multiple Drip Recognition 1. Label a new index card “1 drop”. 2. Using the simulated blood. Hold the dropper nozzle 30 cm above the card and drip ONE drop onto the card. 3. Set this card aside to dry and label a new card “2 drops”. 4. Using the same method, drop one drop onto the card (from 30 cm height). Then as accurately as possible, drop a second drop right into the pattern made by the first drop. 5. Repeat this process, giving the third card THREE drops into exactly the same spot on the card. Followed by the fourth card, which should receive four drops in exactly the same spot on the card. 6. Label the fifth card, “Large Volume”. Suction 2 mL of simulated blood into the syringe. 7. Holding the tip of the syringe 30 cm above the card, push all of the blood out of the syringe in one squirt so that all of the blood initially hits the same spot on the card. 8. After all of the blood drops have dried, measure the diameter of each drop and trace it into Table 2 just as you did in Part I. PART C: Common Blood Stain Patterns 1. For each of the stain types listed in Table 3 of your results section, locate the poster that shows that type of blood pattern. 2. In the data table, sketch what the pattern looks like, and give a one sentence description of the appearance of the stain. PART D: Common Blood Stain Patterns

SHS Medical Forensics Lab Book v 5.0

Page 95

1. 2. 3. 4. 5.

Using a 5 x 8 notecard as the target surface, hold the nozzle of the simulated blood bottle 30 cm above the target. Squeeze the bottle so that one drop is released from the bottle from a height of 30 cm. Repeat this process with the following surfaces (always making the drop from 30 cm): Computer Paper, Cardboard, Paper Bag, Plastic Bag & Glass. Once the patterns have dried, trace the pattern created and then measure the diameter of the stain. Record these in Table 4.

Results: Table 1 – Height of Drops Height of Blood Drop Diameter of Blood Drop (mm) 15 cm

Trace the drop from the card:

30 cm

45 cm

60 cm

75 cm

SHS Medical Forensics Lab Book v 5.0

Page 96

100 cm

150 cm

Table 2 – Multiple Drops Number of Drops One

Diameter

Sketch

Two

Three

SHS Medical Forensics Lab Book v 5.0

Page 97

Four

Large Volume

Target Surface Material 5 x 8 Notecard

Table 4 – Surface Texture Diameter

Sketch

Computer Paper

Cardboard

Paper Bag

Plastic Bag

Glass

SHS Medical Forensics Lab Book v 5.0

Page 98

Walking Drip Pattern

Table 3 – Sketch and Description of Various Common Types of Blood Patterns Void Wipes

Swipes

Drips

Transfer Stains

Arterial Spurts (Vertical)

Flows

Arterial Spurts (Horizontal)

Cast Off Spatter

Satellite Spatter

Expiratory

SHS Medical Forensics Lab Book v 5.0

Page 99

Interpreting bloodstain Patterns Notes I.

II.

There are basic factors that determine the size of spatter patterns: Height, Speed in Flight, Volume of Blood., Surface Impacted Upon. a. Effect of Height: i. Higher distance = larger diameter. ii. This is impacted greatly by wind resistance. Therefore, diameter size does not increase for heights over 7ft. b. Effect of Speed: i. Slower drop = larger diameter ii. Due to air resistance, speed maxes out at distances above about 7 feet. iii. Faster drops break apart and make smaller spatter. c. Effect of Blood Volume: i. More Blood = More spatter and/or larger spatter. d. Effect of Type of Surface: i. Smooth surface = smooth sphere. ii. Rough surface may cause some splatter Determining Location of Blood Source a. Involves locating or calculating the following: Direction of Travel, Angle of Impact, Point of Convergence, Area of Origin. b. Determining Direction of Blood i. Narrow end of a blood drop will point in the direction of travel. ii. If more than one drop results from a spatter, the point of origin can be determined c. How to Calculate the Angle of Impact i. Measure the width and the length (excluding tail) of the stain/spatter. ii. Divide width by length. This number is the sine. iii. Using the chart of trigonometric values, find the angle that corresponds to the sine. d. Calculating the Point of Convergence i. For each blood drop, a string can be guided back to the point of origin. ii. The area of convergence is the box formed by the intersection of several stains from opposite sides of the impact pattern. iii. It is a 2-Dimentional region that is perpendicular to the area in the room where the blood came from. iv. “Stringing” stains is a method of visualizing this. e. The point of convergence is the spot in the center of the Area of convergence. SHS Medical Forensics Lab Book v 5.0

Page 100

f.

The Point of Origin i. The area in 3-dimensional space where the blood source was located at the time of the bloodletting incident. ii. It includes the area of convergence with a third dimension on the z axis, which is perpendicular to it. iii. How to Calculate the Point of Origin 1. Measure the distance from the leading edge of each blood stain in the pattern to the point of convergence. 2. Use the angle of impact to find the tangent of the stain. 3. Multiply the distance for each stain by the tangent. 4. This is the distance, perpendicular to the point of convergence, to the point of origin. 5. Average this distance for each stain in the pattern to get the 3-dimensional spot in the room that is perpendicular to the point of convergence where the blood came from. 6. Now you can move all of the strings from their 2-D spot forming the point of convergence to a stand positioned at the point of origin to show the path that each drop of blood traveled. 7. The strings should be double checked to make sure that they are at the correct angle previously calculated.

SHS Medical Forensics Lab Book v 5.0

Page 101

Process Lab: Blood Spatter Analysis Intermediate Level Introduction: You will be using several math skills in this lab. You will be expected to KNOW HOW to calculate the problems in this lab for future labs & tests.

Purpose: To gain practice with interpreting blood spatter angle of impact and finding the Area of Convergence Materials: Simulated Blood Tape

Meterstick Metric Calipers

5 x 8 Paper Calculator

Metric Calipers Table of Trig. Values

15 & 30 cm Rulers Clipboard/Impact Angle Apparatus

Protocol: PART I: Mathematical Relationship Between Stain Shape and Impact Angle 1. Assembling and using the impact angle apparatus: a. Tape one end of the clipboard to the edge of the countertop to create a hinge. b. The clipboard should be at a right angle to the edge of the countertop. c. Hold the protractor to the edge of the clipboard, and center the protractor at the corner created by the clipboard and the countertop. d. Clip a 5 x 8 paper onto the clipboard. When measuring the angle to drip the blood at, if the desired angle is 70◦ then the clipboard needs to be lifted 20◦ off of the counter top (90 – 20 = 70). 2. Select one of the angles in Table 1 to study. You will have to study each of the angle listed here. 3. Lift the clipboard to the appropriate angle, and place an object under the board to retain that angle while you work. 4. Hold the simulated blood dropper at approximately 30 cm above the table top. 5. Squeeze the bottle to release one drop onto the card. 6. Move the bottle slightly and drop a second drop onto the card. Then move the bottle again to make a third drop. DO NOT allow the drops to overlap. 7. Label the card with the angle of impact used. 8. Set the paper aside to dry, and replace it with a clean paper.

SHS Medical Forensics Lab Book v 5.0

Page 102

9. Repeat this process for each of the angles listed in the Table 1. 10. Once the cards have dried, complete the measurements below for each bloodstain pattern: a. Use the calipers (or a ruler) to measure the length and width of each blood droplet (3 per card). Record these in Table 1. b. Calculate the width to length ratio for each droplet by dividing the width by the length, and record this in Table 1 c. Locate this number on the “Sin” column of the Table of Trigonometric Values to determine the Angle – found in the first column of this chart. Record this in Table 1. d. Average together the angles for all three drops on a single card & record this in Table 1. e. Find the difference between the angle that you set on the clipboard and the angles calculated for each drop. Record these differences in the last column of Table 1. Average these differences together to see how accurate your calculations were and record this in Table 1 as well. PART II: Determining Area of Convergence 1. To find the approximate area where the victim was when blood spray was created, you start by finding the area of convergence. To practice this, follow the instructions below: a. The tails and spines of the spatter indicate the direction of travel, you will draw the lines described on the opposite end of the spatter. SHS Medical Forensics Lab Book v 5.0

Page 103

b. Draw a long line in the direction opposite the spatter flow that runs through the LONG axis of the pattern. c. Repeat this for as many spatter patterns as possible (all of them if the direction the spatter moved can be determined for each). d. Locate the area where all of the lines in the pattern cross, and draw as small a circle as possible around this area. e. This is the AREA OF CONVERGENCE. This represents the 2-Dimensional space where the blood was released from the victim. But, we do not live in a 2-D world.

Results: Blood Spatters for PART II: Area of Convergence

SHS Medical Forensics Lab Book v 5.0

Page 104

Table 1 Impact Angle 10

20

30

40

50

60

70

80

90

Rep # 1 2 AVG 1 2 AVG 1 2 AVG 1 2 AVG 1 2 AVG 1 2 AVG 1 2 AVG 1 2 AVG 1 2 AVG

Length (mm)

Width (mm)

R= W/L

Angle

Observed - Calculated

SHS Medical Forensics Lab Book v 5.0

Page 105

Advanced Techniques in Blood Spatter Analysis Lab – With Lab Report Materials: Simulated Blood

15 & 30 cm Rulers

String

Metric Calipers

Calculator Table of Trig. Values

Protocol: Determining Area of Origin 1. Each group needs to retrieve a simulated blood stain poster. Tape the poster to your lab table to simulate a wall where blood spatter has occurred. 2. Identify the long axis of each stain. Carefully tape a string on the wall just beyond the end of one of the stain. 3. Stretch the string all the way across the stain to the opposite side of the wall. Make sure that the string runs parallel through the long axis of the stain, then tape it down. 4. Repeat these steps for each of the stains on the wall. 5. Place a piece of tape across the point where strings converge to hold them in place. This is the point of convergence. 6. Using a permanent marker, place a mark at the center of this area (on the tape). This will be the point from which we will be making measurements. 7. Measure back from this mark to the closest edge of each stain in cm. And record these distances in the column labeled “D (cm)” on Table 1. 8. Next, determine the angle of impact by measuring the length and width of each stain (record these numbers in Table 1). 9. Divide Width by the Length to find R, record this in Table 1. 10. Scan down the “Sine” column in the Table of Trigonometric Values until you find the number closest to the one you calculated. Look over to the angle column to identify the angle of impact, record this in Table 1. 11. Still using the Table of Trigonometric Values, record the tangent equal to the angle you determined in the “Angle Tangent” column of Table 1. 12. For each stain, multiply the tangent of the stain by the distance measured from the point of convergence to the closest edge of the stain (D). Record this in the column labeled “P (cm)” in Table 1. This is the distance that is perpendicular to the wall at the point of convergence where the blood originated, or the point of origin. 13. Since all stains that come from the same area of convergence, and are within a 30 cm from one another are considered to have the same point of origin, we are going to simplify this a bit by averaging all of the perpendicular measurements together. 14. Set up a ringstand or a meter stick so that it is standing this distance from the wall. Bring the strings from all stains out and tape them to this point of origin to display the 3-Dimensional movement of the blood. 15. Have your teacher initial in the correct spot in Table 1 to show that they have seen your work before you disassemble it to clean up.

Results:

SHS Medical Forensics Lab Book v 5.0

Page 106

Advanced Techniques in Blood Spatter Lab Report

Grading Rubric – For Teacher’s Use

Name: _____________________________________________ Due Date: __________________

I will deduct points for each of the following:

Lab Report Clarity:  Not written in complete sentences.  Does not use correct grammar spelling & punctuation.  Report is sloppy, incomplete &/or unreadable.

Mechanics: This report is to be written clearly and concisely and reported honestly, using the data that you collected. The report should be clear of spelling mistakes, typographical errors, and grammatical errors. Complete all sections of the report, including the analysis questions at the end. Problem: Can the location of one specific blood-letting event be determined using the spatter found at the crime scene?

Hypothesis (Written in correct If, Then, Because format): _____________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Variables: • Independent: __________________________________________________________________ • Dependent: ___________________________________________________________________ Experimental Design - Summarize in 5 to 10 numbered steps how you test a sample using the techniques described in the lab. Include the materials needed in your procedure. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ _____________________________________________________________________________________

/10 Hypothesis:  Does not use proper format – If/Then/Because.  Hypothesis does not completely answer lab question or does not make sense.  Hypothesis is poorly stated.  Does not clarify what the student is thinking.

/10 Independent Variable:  No variable identified.  Incorrect Independent variable.

/5 Dependent Variable:  No variable identified.  Incorrect Dependent variable.

/5 Experimental Design:  Answer not 5 – 10 numbered steps.  Question is not answered.  Explanation of process not clear.  No materials are given / described.  Important steps left out.

SHS Medical Forensics Lab Book v 5.0

/10 Page 107

Table 1 Completed:

Experimental Results: Table 1 – Note that some rows in this table may not be needed. Stain D (cm) Width Length R= Impact of Stain of Stain Width / Angle (mm) (mm) Length A B C D E Avg: Teacher Initial:

/5

______ Hypothesis Correct? Angle Tangent

P (cm) Perpendicular Distance

    

The word is “Yes” or “No” and does not state clearly, “My hypothesis was correct/not correct.” 2 items of detailed data measured in lab (numbers, observations) were not provided to support decision. Data used is not explained. Student does not make a choice. A hypothesis cannot be both right and wrong. The decision about hypothesis correctness does not match the data collected in lab.

_____/10 Application: 

I.

Answers is not specific about how the process is used in an investigation. Not 2 sentences long. Student does not understand how to apply this to an investigation. Don’t retell what we did in lab.

Based on the data collected, was your hypothesis correct? Give 2 pieces of data that clarify  your decision: ____________________________________________________________  ________________________________________________________________________ ________________________________________________________________________  ________________________________________________________________________ ________________________________________________________________________ How can the results of your investigation be applied to two different situations in a forensic investigation? Describe each of these situations in one sentence that clearly illustrate the direct connection between your results and the application you choose. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

_____/10

II.

SHS Medical Forensics Lab Book v 5.0

Page 108

Matching Unknowns:  

III.

IV.

V.

VI.

Were there any spatters that didn’t seem to fit in with the rest of the pattern? If so, describe which ones. If not, describe why you feel this is the case. (minimum 2 sentences)

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Were there any mistakes made in the process you used to evaluate the evidence in lab? a) Tell what these were, and how they affected your determination. b) How could these mistakes be corrected for (be detailed)? c) If you feel you made no mistakes, how could the experiment be repeated to make it more accurate (If you don’t answer a/b, you must answer c)? (minimum 2 sentences) _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ In your own words, summarize the steps required to calculate the angle of impact of a specific drop in a blood spatter pattern. (minimum 3 sentences) _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ In your own words, summarize the steps required to calculate the perpendicular distance from the blood spatter where the source of the blood was in relation to where the spatter landed?



Student did not answer. Student did not discuss any unmatched samples from their lab data. Not enough detail in the answer.

_____/10 Mistakes in Procedure:  Doesn’t tell how to fix mistakes.  Should be longer than 1 sentence.  “We didn’t make any mistakes,” is an incorrect answer. You should have answered question c.  Saying, “Follow all the steps better,” does not work for an answer.  This student does not understand what was happening in the lab.  Based on my observations in lab, this student did not help their lab partners to collect the data.

_____/10 Question 5 

Minus 3 points for an incorrect or unanswered question.

_____/3 Question 6 

Minus 3 points for an incorrect or unanswered question.

_____/3

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

SHS Medical Forensics Lab Book v 5.0

Page 109

Angle

Questions 7 - 9 

7) Calculate the angle of impact for this drop.

Minus 1 point for each incorrect or unanswered question.

_____/3 Angle / Perpendicular Distance (#10)

8) Calculate the angle of impact for this drop.

 

9) Calculate the angle of impact for this drop.

Minus 1 point for incorrect or unanswered angle of impact. Minus 1 point for incorrect or unanswered perpendicular distance.

_____/2 Total Score:

________/96 10.

Calculate the angle of impact and the perpendicular distance of the blood spatter below. Pretend that the spatter is actual size not a small diagram on the paper. As a result, the distance that you calculate that is perpendicular from the spatter may be small.

Angle of Impact: ________________, Perpendicular Distance: ________________.

SHS Medical Forensics Lab Book v 5.0

Page 110

Manner and Method of Death Notes I.

II.

III.

IV. V.

VI.

Forensic Pathology - postmortem investigation of sudden, unexpected death or trauma to the living. a. Involves the investigation of sudden, unnatural, unexplained, or violent deaths. b. Typically determined by medical examiners or coroners. c. Done to answer these questions: i. Who is the victim? ii. What injuries are present? iii. When did the injuries occur? iv. Why and how were the injuries produced? v. What is the cause of death? Four Broad determinations are to be made by the pathologist: a. Cause of Death b. Mechanism of Death – altered physiology by which disease/injury produces death (arrhythmia, exsanguination) c. Manner of Death - 1. Homicide 2. Suicide 3. Accidental 4. Natural Causes 5. Unknown d. Time of Death Cause of Death - Medical diagnosis denoting disease or injury that caused someone to die. a. For Example: Asphyxiation due to Strangulation. b. Natural deaths are the cause of the majority of deaths that occur. Deaths that would fall into this category include: i. Heart failure, disease, and death during sleep etc. c. The autopsy reveals certain aspects of the death, whether it occurred suddenly, unexpectedly or if the person was critically ill and hadn't seen a doctor in the last two weeks. Mechanism of Death - The altered physiology by which disease/injury produces death. Manner of Death - The broad category a death is placed into. a. There are 6 main categories: i. Natural: 80 year old dies of congestive heart failure. ii. Homicide: death caused by another person. iii. Suicide: death inflicted upon self. iv. Accidental: unintentional and without malice, group swimming and one drowns. v. Undetermined: absolute cause not able to be determined. vi. Unclassified / Pending: Not yet known. Estimating Time of Death a. Importance of time of death - An accurate assessment is of great importance to police in narrowing down the list of suspects. SHS Medical Forensics Lab Book v 5.0

Page 111

VII.

VIII.

i. It can allow police to pinpoint the time during which they need to find out what the suspects/victim were doing and allows them to eliminate people who have an alibi for that period from their enquiries. b. Time of death can be estimated from: i. Body temperature (algor mortis). ii. Normal postmortem changes (Rigor and Livor Mortis). iii. Last known activity (last sighting, newspaper/mail). iv. Stomach contents (stage of digestion). v. Insect action (forensic entomology). Algor Mortis: postmortem changes that cause a body to lose heat. Process in which the body continues to cool until it reaches room temperature (or environmental temperature if the body is outdoors). a. Avg. = 1 – 1.5 C degree/hour. b. Following death, the body begins to cool at a rate which depends on a range of factors. i. A naked body will cool faster than a clothed one; ii. A large adult will cool slower than an infant; iii. A body in a prone spread-eagled position will cool faster than a body slumped in the corner due to increased surface area; iv. A body exposed to air currents will cool faster than one in a protected area. c. The environmental temperature is a crucial factor. Here is a great example of why: d. As a general rule, a body starting at 37°C will drop on average by 1°C per hour. i. This rate is then adjusted according to particular circumstances of the environment. ii. To determine rate of cooling more accurately a pathologist arriving at the scene of a crime will take body temperature readings at timed intervals. iii. These results are plotted on a graph of temperature vs. time and the graph is extrapolated back to give an estimate of the time of death. iv. These temperatures should be taken internally. Rigor Mortis: medical condition that occurs after death and results in the shortening of muscle tissue and the stiffening of body parts in the position they are in when death occurs. a. Begins within 24 hours and gone within 36 hours. b. The term ‘stiff’ is often used to refer to a dead body as a result of the stiffness that occurs during rigor mortis. c. This condition occurs because of the failure of enzymatic processes and the build-up of wastes, such as lactic acid, in the body. d. As this builds up in muscle tissues it causes the muscle fibers to shorten and stiffen.

SHS Medical Forensics Lab Book v 5.0

Page 112

IX.

X.

e. Small muscles, such as the jawbone, are usually affected first. The condition later spreads to the larger muscles in the limbs. f. Rigor mortis develops during the first 12 to 24 hours. By 24 hours the body is in Full Rigor. g. It decreases again until 36 to 48 hours. At this time, it is completely gone. i. This reversal is because the cells in the muscles begin to degenerate as decomposition sets in. h. Approximate Time Frame for Rigor Mortis Livor Mortis or lividity: Time After Death Stage of Rigidity medical condition that occurs after death and 1 – 4 hours. Jaws and neck rigid; rest of the body results in the settling of limp. blood in areas of the body closest to the ground. Up to 8 hours. Everything down to the legs is rigid. Begins immediately after death. 12 – 24 hours. Everything remains rigid. a. Lividity or ‘liver 24 - 30 hours. Jaw is limp but everything else is rigid. mortis’ is also known as 30 – 32 hours. Everything but legs are limp. hypostasis. It is a term used to 36 – 48 hours. No rigidity. describe the draining of the blood to lower portions of the body due to the influence of gravity. b. The body develops a patchy discoloration within 1-2 hours of death. c. The process is complete within 6 to 12 hours. d. On its own, lividity is of limited use in establishing the time of death, but can be used in conjunction with other methods of determination. However, it can provide other useful information. i. Areas of the body which experience continual pressure do not usually show lividity. ii. If the body has been moved, there may be parts of the body which show no lividity even though it should be expected. iii. The coloring of the skin can indicate certain types of death. 1. Carbon monoxide poisoning, Cyanide poisoning. Additional Information:

SHS Medical Forensics Lab Book v 5.0

Page 113

a. The digestive tract moves at a fairly consistent rate. Judging by the progress of food through the system, a general idea of the number of hours between last meal and death can be calculated. b. Witness testimony of last seeing a person, newspaper dates, phone records, credit card transaction records and other data can be used to gain insight on the last time of activity of a victim. Time since death: Change observed c. The key changes which take place within 48 hours of death: 1-2 hours: Early signs of lividity. Putrefaction is one of the stages in the decomposition of a 5-7 hours: Rigor mortis begins in face. body. a. Essentially, it is the 8-12 hours: Rigor mortis established throughout the body, decomposition of proteins in a extending to arms and legs. process that results in the eventual breakdown of tissues and the 12 hours: Body has cooled to about 25°C internally. liquefaction of most organs. 20-24 hours: Body has cooled to surrounding temperature. b. It is caused by bacterial or fungal decomposition of organic 24 hours: Rigor mortis begins to disappear from the body matter and results in production of in roughly the same order as it appeared. noxious odors. c. 10 – 20 days after death. 36 hours: Rigor mortis has completely disappeared. XII. Cell Autolysis is cellular death 48 hours: Body discoloration shows that decomposition is followed by enzymatic breakdown. beginning. a. When this happens, the cell bursts all of its lysosomes (which contains digestive enzymes) that destroys the cell from the inside-out. b. Typically begins between 1 and 3 hours after the death of the organism. XIII. Dry Decay - The body is now dry – all water is gone. It decays very slowly. a. Eventually all the hair disappears leaving only bones. b. 50-365 days after death. XIV. Forensic Entomology - Study of insects and their relation to a criminal investigation. a. After decomposition begins, insects such as blow flies are the first to infest the body XV. Pathologists must also record any Trauma to the Body a. Determine type of wound. 2-5 hours:

Clear signs of lividity throughout body.

XI.

SHS Medical Forensics Lab Book v 5.0

Page 114

XVI.

b. Measure the dimensions (length, width, depth). c. Position relative to anatomical landmarks. d. Determine initial location if wound involves cutting, slashing, etc. e. Determine height from heel. Types of Wounds (Trauma) a. Lacerations: Tearing or rupturing of soft tissue such as skin by blunt or mechanical trauma. Avoid extending this term to all open wounds, including incised wounds. i. Creates a torn or jagged wound. b. Incised Wound: A cut, slash, or slice. i. It is a clean cut through the tissues, (usually the skin and subcutaneous tissues, including blood vessels), caused by sharp-edged instrument, which is longer than it is deep. c. Puncture – penetrating injury due to an object with no blade d. Defense Wounds: Here is a typical "defense wound" on the forearm of the victim of an assault with a sharp weapon, producing the laceration. e. Abrasion: an area damaged by scraping or wearing away: f. Contusions – bruises or bleeding in the skin tissue. Color changes a bruise goes through can give rough estimate of time of injury i. Dark blue/purple (1-18 hours) ii. Blue/brown (~1 to 2days) iii. Green (~ 2 to 3 days) iv. Yellow (~3 to 7 days) g. Gunshot Wounds – damage caused by firearms. Things for pathologist to learn: i. Type of firearm. Distance of gun to victim. Entrance vs exit wounds. Track of projectile. ii. Stippling – powder burns on the skin when the gun is inches to a few feet from the victim iii. Starring of a contact wound – barrel touching the skin

SHS Medical Forensics Lab Book v 5.0

Page 115

Forensic Entomology Notes I.

II.

III.

IV.

Insect Biology a. Insects are the most diverse and abundant forms of life on earth. b. There are over a million described species - more than 2/3 of all known organisms. c. Insects are a class of Arthropods that have: i. three segments to their body; ii. one pair of antennae; iii. three pairs of legs; iv. compound eyes; v. and breathe air via small holes or spiracles along the side of their body. Most arthropods are insects BUT there are also bugs that are NOT insects such as: spiders (Arachnida), crayfish & woodlice (Crustacea) and millipedes & centipedes (Diplopoda & Chilopoda - sometimes collectively known as Myriapoda). Structure of an insect’s body: a. 3 body segments: Heat, Thorax, Abdomen. b. All appendages are attached to the thorax. c. 6 legs, 1 or 2 sets of wings. d. Head has a pair of compound eyes and 1 or 2 pair of antenna. Insect Life Cycles a. Complete metamorphosis - The complete form of metamorphosis in which an insect passes through four separate stages of growth, as embryo, larva, pupa, and imago. Also called holometabolism. i. Insect Orders with Complete metamorphosis: 1. Coleoptera – beetles 2. Lepidoptera - moths & butterflies a. Moth or butterfly? i. Moths fly by night. Moths fold their wings over their backs. Moths have feathered antennae. ii. Butterflies are brightly coloured and active by day. Butterflies rest with their wings held together above their backs. Butterflies have clubbed tips to their antennae. 3. Hymenoptera -wasps, ants & bees 4. Diptera – flies b. Incomplete metamorphosis - A life cycle of certain insects, such as crickets and grasshoppers, characterized by the absence of a pupal stage between the immature and adult stages. SHS Medical Forensics Lab Book v 5.0

Page 116

V.

i. Insect Orders with Incomplete metamorphosis 1. Collembola -springtails 2. Ephemeroptera -mayflies 3. Odonata – dragonfly 4. Blattodea – cockroaches 5. Isoptera -termites 6. Mantodea - mantids 7. Dermaptera – earwigs 8. Orthoptera – grasshoppers 9. Phthiraptera -parasitic lice 10. Hemiptera -true bugs 11. Thysanoptera – thrips 12. Neuroptera – lacewings 13. Phasmatodea -leaf insects What is Forensic Entomology? Forensic Entomology is the use of the insects and other arthropods that feed on decaying remains to aid legal investigations. a. There are 3 categories of entomological investigations: i. Medicolegal (criminal) ii. Urban (criminal and civil) iii. Stored product pests (civil) b. Medicolegal Forensic Entomology - We are mostly concerned with this category. i. Often focuses on violent crimes. ii. Determination of the time (postmortem interval or PMI) or site of human death based on identification of arthropods collected from or near corpses. iii. Cases involving possible sudden death. iv. Traffic accidents with no immediately obvious cause. v. Possible criminal misuse of insects. c. Entomology is mostly used in determining Time of Death i. Insect life cycles are very specific. ii. This can be used to calculate time since death. iii. This calculation is called Post Mortem Interval (PMI). d. Postmortem interval (PMI) - In reality, PMI is the time between insect egg laying on a corpse and corpse discovery. However, insects typically lay eggs on a dead organism within minutes or hours of death. i. Other uses for PMI may include: SHS Medical Forensics Lab Book v 5.0

Page 117

1. 2. 3. 4.

VI.

VII.

Determining movement of the corpse. The manner and cause of death. The association of suspects with the death scene. The detection of toxins, drugs, or even the DNA of the victim through analysis of insect larvae. Forensic Entomology is Applied Biology. If it weren’t for decomposition of all living things, our world would fill up with dead bodies. When an animal dies, female insects will be attracted to the body. They enter exposed orifices or wounds and lay eggs or larvae. a. A forensic entomologist: identifies the immature insects; determines the size and development of the insects; calculates the growth of the insects and passage through stages of the life cycle in laboratory; compares the growth against weather conditions to estimate time of oviposition (laying of eggs by insects). b. Estimates of PMI are based on: i. The time required for a given species to reach a particular stage of development. ii. Comparisons of all insect species present on the remains at the time of examination. c. Ecological succession occurs as a corpse is invaded by a series of different organisms. i. The first invasion is by insect species which will alter the habitat in some form by their activities. These changes make the habitat attractive to a second wave of organisms which, in turn, alter the habitat for use by yet another organisms. d. Ecology of Decomposition: i. Necrophages - the first species feeding on corpse tissue. Includes rue flies (Diptera) and beetles (Coleoptera). ii. Omnivores - species such as ants, wasps, and some beetles that feed on both the corpse and associated maggots. Large populations of ominvores may slow the rate of corpse’s decomposition by reducing populations of necrophagous species. iii. Parasites and Predators - beetles, true flies and wasps that parasitize immature flies. iv. Incidentals – pill bugs, spiders, mites, centipedes that use the corpse as an extension of their normal habitat e. Decay Rates Are Variable - Studies of decay rates of 150 human corpses at in the Anthropological Facility in Tennessee (The Body Farm). Most important environment factors in corpse decay: i. Temperature; Access by insects; Depth of burial. f. Other Factors: i. Chemical-- embalming agent, insecticides, lime, etc.; Animals disrupting the corpse. Remember, Time of Death can be broadly estimated up to about 36 hours. SHS Medical Forensics Lab Book v 5.0

Page 118

VIII.

a. Differentiate between PMI and Time of Death: The two estimates may not always equate. i. Post mortem interval is restricted to the time that the corpse or body has been exposed to an environment which would allow insect activity to begin (usually hours to days after death). 1. Can be affected by: a. Closed windows; Body in box or bag; Cold temperatures; Deeper burial. 2. PMI is typically used to estimate time of death when a corpse has been dead longer than 24 hours. b. Time of death is calculated when the corpse has been death for less than 24 hours. ADH and ADD a. Accumulated Degree Hours, or ADH, is a measurement of thermal units required for growth and development of an arthropod, based on the measurement of heat requirements in hours. b. ADD is a similar measurement, but it simplifies ADH by calculating the daily totals instead of the hourly totals. c. ADH and ADD - Calculate the heat/thermal energy (accumulated degree hour) required for each stage of each insect’s life cycle. i. Because arthropods are cold-blooded, their development is influenced by ambient temperature. 1. Each species requires a specific temperature range for development to occur. If the temperature is too low or too high, development slows and eventually stops. 2. Calculating ADD - There are several methods used to calculate ADD. For most purposes, a simple method using the average daily temperature will produce an acceptable result. 3. The process for calculating ADH is very similar. Steps: a. Add the minimum and maximum temps for the day together. b. Divide the answer by 2 to get the average temperature. c. If the result is greater than the threshold temperature, subtract the threshold temperature (base number) from the average to get the accumulated degree days for that 24 hour period. d. If the average temperature did not exceed the threshold temperature, then no degree days were accumulated for that time period. d. ADD Example - Using the alfalfa weevil, which has a threshold of 48 ° F. i. On day one, the maximum temperature was 70 ° and the minimum temperature was 44 ° (70+44). SHS Medical Forensics Lab Book v 5.0

Page 119

IX.

ii. Divide by 2 to get an average temp of 57 ° F. iii. Now we subtract the threshold temperature (57-48) to get the accumulated degree days for day one – 9 ADD. iv. On day two, the max temp was 72 ° and the min temp was 44 ° F. The average temperature for this day is therefore 58 ° F. v. Subtracting the threshold temperature, we get 10 ADD for the second day. vi. For two days, then, the accumulated degree days total 19 – 9 ADD from day one, and 10 ADD from day two. Finding PMI a. When a suspicious death occurs, a forensic entomologist may assist in processing the crime scene. Insects found on or near the body may reveal clues about the victim's time of death. b. Insects colonize cadavers in a predictable sequence, also known as insect succession. c. Blow flies can invade a corpse within minutes of death, and flesh flies follow close behind. d. Soon after, come the dermestid beetles. More flies gather, including house flies. Predatory and parasitic insects arrive to feed on the maggots and beetle larvae. Eventually, as the corpse dries, hide beetles and clothes moths find the remains. e. Forensic entomologists collect samples of crime scene insects, making sure to take representatives of every species at their latest stage of development. f. Because arthropod development is linked directly to temperature, she also gathers daily temperature data from the nearest available weather station. g. In the lab, the scientist identifies each insect species & determines the developmental stage. h. Since the identification of maggots can be difficult, the entomologist usually raises some of the maggots to adulthood to confirm their species. i. Blow flies & flesh flies are the most useful crime scene insects for determining the PMI. j. Scientists have established the developmental rates of many insect species. k. This data relates a species' life stage to its age when developing at a constant temperature, & is used in conjunction with accumulated degree days, or ADD.

SHS Medical Forensics Lab Book v 5.0

Page 120

l.

X.

XI.

Using the known ADD, she can then calculate the likely age of a specimen from the corpse, adjusting for environmental conditions at the crime scene. m. Working backward through physiological time, the forensic entomologist can provide n. investigators with a specific time-period when the body was first colonized by insects. Calculating ADH from Climate Data a. 3928 ADH in these three days (952+1488+1488). b. How many ADH of 70º are there in these 3 days? i. 3928/70=56.11 hours ii. 72 hours at 70º From To Temp Hours ADH Cumulative would have the ADH insects passing to Egg 1st Instar 70° F 23 23 x 70= 1610 the 3rd instar. But 1610 ADH 72 hours at colder temperatures and 1st Instar 2nd Instar 70 ° F 27 27 x 70= 1610+ 1890 ADH 1890 insects will only nd be at 2 instar 2nd Instar 3rd Instar 70 ° F 22 22 x 70= 1610+1890+ stage. 1540 ADH 1540 c. How did we learn what we rd 3 Instar Pupa 70 ° F 130 130 x 70= 1610+1890+ know about death and 9100 ADH 1540+9100 decomposition? THE BODY FARM Pupa Adult Fly 70 ° F 143 143 x 70= 1610+1890+ 10010 ADH 1540+9100 i. PRIMARY +10010 GOAL: To understand the processes & timetable of postmortem decay, primarily to improve determining the "time since death" in murder cases. There are Five Stages of Decomposition Fueled by Insect Activity – Fresh, Bloat, Decay (Putrifaction), Post-decay (Butyric Fermentation), Dry Decay (skeletal) a. Fresh - Begins at death. Flies begin to arrive. i. Temperature falls to that of the ambient temperature. ii. Autolysis, the degradation of complex protein and carbohydrate molecules, occurs. iii. Lasts Day 0 – 3. b. Bloat – Body swells due to gases produced by bacteria. i. Temperature rise of the corpse ii. Flies still present. SHS Medical Forensics Lab Book v 5.0

Page 121

iii. Lasts Day 4 – 10. c. Active Decay or Putrifaction. i. Gases subside, decomposition fluids seep from body. ii. Bacteria and maggots break through the skin. Large maggot masses and extreme amounts of fluid. Unpleasant odor. iii. Larvae beginning to pupate. iv. Corpse reduced to about 20% of its original mass. v. Lasts Day 10 – 20 d. Butyric Fermentation – Post Decay i. Carcass reduced to hair, skin, and bones. Fly population reduced and replaced by other arthropods. Hide beetles are dominant in dry environments. Mite and predatory beetle populations increase. ii. Lasts Day 20 – 50 e. Dry Decay (Skeletal) - Does not always occur especially if corpse is in a wet region. Maggots will stay longer and hide beetles will not appear. i. In wet environments, the hide beetles are replaced with nabid and reduviid insects. ii. The corpse is reduced to at least ten percent of the original mass. In the last stage (Skeletal Stage), only bone and hair remain. iii. Lasts Day 50 to 1 year. f. Decay Stages – Timing: i. Fresh – Day 0 to day 3. ii. Bloat – Day 4 to day 10. iii. Putrifaction – Day 10 to day 20. iv. Butyric Fermentation – Day 20 to day 50. v. Dry Decay – Day 50 to day 365.

SHS Medical Forensics Lab Book v 5.0

Page 122

Process Lab: Forensic Entomology Investigation - the Death of Candi Roberts Background: Blow flies find and colonize dead bodies very quickly after death if environmental conditions are favorable. Some species can be found on a body within seconds to minutes after death, and eggs can be found within the first hour of death if it is warm or hot. However, there is a possibility of a delay in the time from death to the first eggs which are deposited. This time can be a few minutes when it is hot to a few days if it is cold. There is usually one or two very early species of blow flies which are the very first blow flies to find a body. The egg laying (oviposition) activity will then stimulate or attract other blow flies to come to this fresh food source to lay additional eggs. These blow flies, in turn, attract many (hundreds) more to come and lay eggs on the body. This is known as oviposition frenzy. Therefore, we will have different ages of eggs, larvae, or puparia associated with any corpse. The key to a precise estimate of the time of death is to recognize which of the samples collected is the oldest and use those specimens from that sample to make the final determination as to how long the body has been dead. Specimens from younger life stages can provide a minimum time of death, but your estimate will be short of the total time the victim has been dead. When the blow flies colonize a body the preferred site for colonization is the face (mouth, nose, and eyes). Sites on the body where there has been a wound are also places where initial or early colonization will occur. However, the location where the oldest specimens are usually found is the head or face area. Blow flies do not fly and oviposite (lay eggs) at night. KAA is a protein fixative and will also kill the fly larvae. It is comprised of 1 part kerosene, 2 parts glacial acetic acid, and 8 parts 95% ETOH (ethyl alcohol). When collecting from a death scene, the larvae (maggots) are placed into this solution for a few hours to a few days, then transferred into 95% ETOH for permanent storage (preservation can be for decades). The maggot motel (fly rearing container) is usually a pint sized container with saw dust, sand or vermiculite in the bottom. An aluminum foil pouch is made in which is placed (approximately) 2-3 oz. of meat product (beef liver is best, but other meat products will work) with 30 – 40 maggots placed on the liver. This pouch is then placed into the pint sized container and the larvae are allowed to mature from feeding maggots to migrating maggots to puparia (the cocoon stage) to the emerging adults. These rearing containers are checked daily, and if newly hatched adults are found, they are taken from the rearing containers, placed into a small cage or net and placed into a freezer for 15 to 20 minutes to kill them. Once they are dead, they can be pinned or placed into permanent storage vials with 95% ETOH. They are later identified to species and thus they confirm what species of blow flies the larvae were. One more item should be explained. For every habitat or environment, there is a temperature within a day (usually during the night time hours in the summer) when it is too cold for larvae to grow and mature. This is called the Base Temperature. It differs from area to area. This temperature is used in the calculations below as a way to account for periods of time during a day or an hour when larvae may not be getting the energy they need to mature. It is a way for averaging in lost time when the insects were not maturing. (10 is the base temperature in this case.) • •

Formula for the Conversion to Celsius from Fahrenheit: C = 0.5556(F – 32) Degree Day (DD): the average temperature for a single day in celcius. For example: o DD = (Maximum Daily Temp + Minimum Daily Temp)/2 – base temp o DD = (26 + 20) / 2 = 26 – 10 = 13 SHS Medical Forensics Lab Book v 5.0

Page 123

• •

Accumulated Degree Day (ADD): the Degree Day temperatures for two or more successive days added together in Celsius. For Example: o ADD = DD1+DD2+DD3+DD4 o ADD = 8 + 4 + 3 + 10 = 25 DD and ADD must be calculated in ºC

The Death of Candi Roberts (Timeline) • Goodtown, Indiana, Wonder County. Located in northeast Indiana. • July 19, 2014 (6:00PM) - Candi had a date with Jerry Higgins and went to a movie. • July 20, 2014 (10:15PM) - Friends of Candi, Kelly Bing and Sarah Smiley, went to one of the local bars in town with Candi. Candi stayed with some guys who were trying to sell the girls some meth. The other two girls, Kelly and Sarah, left the bar at about 1:30AM • July 23, 2014 (4:00PM) - Kelly Bing had not heard from Candi so she called her cell phone but received no answer. • July 24, 2014 (10:00PM) - When Candi’s roommate had not seen or heard from Candi since she left with the two girls to go to the bar on the night of the 23rd, the roommate called police and reported her missing. • July 28, 2014 (3:00PM) - Candi’s body was found in a wooded area known as Randall’s Woods. She was laying on her right side with three gunshot wounds to the side of her head. Decomposition was extensive with her head mostly skeltonized and large maggot mass moving into the upper torso of her body. No other wounds were seen at the time. Insect collections were made before body recovery at the scene. It was observed that maggots were beginning to leave the remains and wander into the surrounding forest leaf litter and underbrush. They were found about 8 to 10 feet from the remains in a southwesterly direction. • Autopsy Conducted: July 29,2014, 9:00 AM - Body Positively Identified: Candi Roberts • July 29, 2014 (4:20 PM) Police Interview - At this time Milton Henry stated to police that he and Candi talked briefly about the money she owed him when he saw her at the park on July 25, 2014 (7:15PM). -B10

Date 7/28/14 7/27/14 7/26/14 7/25/14 7/24/14 7/23/14 7/22/14 7/21/14 7/20/14

Daily Max/Min Temperatures from July 28, 2014 to July 15, 2014 - NWS Station Goodtown, Indiana Max °F Min °F Mean °F Mean °C DD-B10 ADD Notes 83 74 Body Found 88 76 94 77 92 77 Friend Talked to Her 89 69 87 63 84 66 84 65 83 62 Out with Friends SHS Medical Forensics Lab Book v 5.0

Page 124

7/19/14 88 65 7/18/14 85 61 7/17/14 80 71 7/16/14 79 63 7/15/14 75 58 Complete the chart above and then compare your temperature data to the insect developmental data below:

SHS Medical Forensics Lab Book v 5.0

Page 125

Insect Evidence Recovered from the Body at the Scene (Temperature from climatological data sheet calculated above) RESULTS OF EXAMINATION • Sample #1 – 7/28/14 (1530hrs) – larvae from head area–at scene; preserved KAA o (36) – mature 3rd stage larvae -- Diptera: Calliphoridae, Lucilia sericata o (15) – 3rd stage larvae -- Diptera: Calliphoridae, Phormia regina • Sample # 2 – 7/28/14 (1530hrs) – larvae from head area–at scene; live into maggot motel –at scene; with liver o (12) – adult fly -- Diptera: Calliphoridae, Lucilia sericata reared 8/5/14 o (9) – adult flies -- Diptera: Calliphoridae, Phormia regina reared 8/10/14 • Sample #3 – 7/28/14 (1600hrs) – larvae from 5 feet north of head –at scene; preserved KAA o (14) – migrating larvae -- Diptera: Calliphoridae, Lucilia sericata • Sample #4 – 7/28/14 (1606hrs) – larvae from 5 feet north of head –at scene -- live into maggot motels with liver. o (10) – adult flies -- Diptera: Calliphoridae, Lucilia sericata reared 8/3/14 Based on the above findings from the insect evidence, you, as a forensic entomologist, must provide answers to the coroner and the police as to the happenings of the case. What is your estimate of the time / date of death?

SHS Medical Forensics Lab Book v 5.0

Page 126

Process Lab: Critters on Cadavers Materials: Pipette Petrie Dishes Paper Towels Forceps Magnifying Glass Insect Keys Larva & Adult Insect Samples Protocol: PART I – Insect Identification. 1. Obtain 3 vials labeled A, B & C. 2. Observe the specimens in each vial, there should be a larva, pupa and an adult of the same species. Determine if the three vials contain the same species. 3. Empty the entire contents of vial A into a Petrie dish. Use the feather-weight forceps to pick up the adult fly and place it on the paper towel and allow it to dry slightly before examination. 4. While the adult fly is drying, use the Simple Key to Fly Larva to identify the maggot. To do this: a. You will need to closely examine the posterior end of the maggot. The posterior end is the blunted end (anterior ends tend to be pointed). b. Use a hand lens to identify the tiny structures called Spiracular Slits in order to identify your larva. These will be VERY small, so you will have to focus in order to see it. 5. Next, use the Simple Key to Fly Adults and a magnifying glass to identify the adult. Remember to handle all of the insects carefully so you do not damage them. 6. Record the identity in Table 1 in your results section. 7. Return the adult, pupa and larva to the vial. Then use a pipette to suction up the preservative liquid and return it to the vial too. 8. Repeat these steps for vials B and C. PART II – Case Study #1 1. Determine the mean temperature for each day in Table 2. 2. Convert the mean temperatures from Fahrenheit to Celsius in Table 2 by using the following formula: ◦C = (◦F – 32) x 5/9. 3. Subtract the base temperature (6◦) from the mean ◦C temperature for each day, and record it in Table 2. This will be the temperature used when referencing the developmental data and graphs used throughout the activity. 4. Calculate the Accumulated Degree Days (ADD) in Table 2. 5. Use the appropriate developmental temperature column from Table A (in the information for case study 1) to determine the developmental time for the fly species. 6. In Table 2, indicate the minimum and maximum date that you believe the body could have been colonized. SHS Medical Forensics Lab Book v 5.0

Page 127

Case Study #1 Scenario: The Lady in the Park The body of a white female in active decay was found in a wooded section of the park in the Southeastern United States. The victim was lying face-up with a pair of pajama pants around her neck and gnaw marks from animals were noticed on her thigh area. Maggot samples were collected from the scene and later identified as third instar Cochliomyia macellaria. Temperature data collected at the scene and from a local meteorological station (Table 2) was used as a basis for analysis of the time of colonization of flies. Table A – For Use with Case Study #1 Developmental Data for Cochliomyia macellaria 15.6 ± 2◦ C 21.1 ± 2◦ C 26.7 ± 2◦ C (Time to (Time to (Time to reach stage reach stage reach stage in hours) in hours) in hours) Stage Average Average Average 1st instar 32 12 18 nd 2 instar 70 30 32 3rd instar 122 72 56 Pupal Stage 276 172 112 Adult 588 297 177

SHS Medical Forensics Lab Book v 5.0

Page 128

PART III – Case Study #2 1. Determine the mean temperature for each day in Table 3. 2. Convert the mean temperatures from Fahrenheit to Celsius in Table 3 by using the following formula: ◦C = (◦F – 32) x 5/9. 3. Subtract the base temperature (6◦) from the mean ◦C temperature for each day, and record it in Table 3. This will be the temperature used when referencing the developmental data and graphs used throughout the activity. 4. Calculate the Accumulated Degree Days (ADD) in Table 3. 5. Using the average lengths of specimens (you will have to calculate this) Table 4, and the “Using Larval Length to Determine Hours of Development” graphs, determine the developmental stage and number of hours needed to reach this length for each species. 6. Use the developmental data for each species (Found in Tables B and C of Case Study 2 in the Additional Resources Section of this lab), to verify the accumulated temperatures required to reach the stages of development that you determined above. 7. Use this information to determine the earliest and latest possible dates of colonization and record these dates in Table 5. Case Study #2 Scenario: The Man in the Woods In a small rural town during the summer of 2003, the body of a white male, approximately 40 years of age, was found in a sparsely wooded area. An investigation revealed that this individual died from a single gunshot wound to the head. The victim had additional injuries to his abdomen and right knee. While no adult flies were collected at the crime scene, samples of maggots were collected and preserved from the victim’s abdomen, skull and knee injuries during the autopsy at the Office of the Medical Examiner. The maggots were identified as the mature larva of two different species: C. macellaria & C. rufifacies.

Table 4: Sample:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Total Average

Chrysomya rufifacies Length (mm) 6 13 17 15 17 8 14 9 7 8 10 7 8 8 9 7 8 6 8 8 8 15 13 8 9 14

SHS Medical Forensics Lab Book v 5.0

Cochliomyia macellaria Length (mm) 12 9 10 13 13 14 9 10 10 10 10 12 9 10 10 10 10 11 13 9 10 9 12 9 11 10

Page 129

Table B Developmental Data for Cochliomyia macellaria 15.6 ± 2◦ C 21.1 ± 2◦ C 26.7 ± 2◦ C (Time to reach (Time to reach (Time to reach stage in hours) stage in hours) stage in hours) Stage Average Average Average st 1 instar 32 12 18 2nd instar 70 30 32 rd 3 instar 122 72 56 Pupal Stage 276 172 112 Adult 588 297 177

Table C Developmental Data for Chrysomya rufifacies 15.6 ± 3◦ C 21.1 ± 3◦ C 26.7 ± 3◦ C (Time to reach (Time to reach (Time to reach stage in hours) stage in hours) stage in hours) Stage Average Average Average st 1 instar 46 26 18 2nd instar 54 30 24 rd 3 instar 154 92 78 Pupal Stage 298 128 82 Adult 598 296 216

SHS Medical Forensics Lab Book v 5.0

Page 130

PART IV – Case Study #3 1. Your instructor will provide you with 5 fly larvae of two species (Cochliomyia macellaria & Sarcophaga bullata). 2. Determine the mean temperature for each day in Table 5. 3. Convert the mean temperatures from Fahrenheit to Celsius in Table 5 by using the following formula: ◦C = (◦F – 32) x 5/9. 4. Subtract the base temperature (6◦) from the mean ◦C temperature for each day, and record it in Table 5. This will be the temperature used when referencing the developmental data and graphs used throughout the activity. 5. Calculate the Accumulated Degree Days (ADD) in Table 5. 6. Get 5 specimens of each species listed in Table 8. Using a ruler or set of calipers, measure the length (in mm) of each larva and record it in Table 8. 7. Collect the length data for 30 total larvae from the other groups in the class. Total the lengths of all the larva, then average it together for an average for each larval species. 8. Using the average lengths of specimens in Table 8, and the “Using Larval Length to Determine Hours of Development” graphs (D & E), determine the developmental stage and number of hours needed to reach this length for each species. 9. Use the developmental data for each species (Found in Tables D and E) of Case Study 3 in the Additional Resources Section of this lab), to verify the accumulated temperatures required to reach the stages of development that you determined above. 10. Use this information to determine the earliest and latest possible dates of colonization and record these dates in Table 5.

Table D Developmental Data for Cochliomyia macellaria 15.6 ± 2◦ C 21.1 ± 2◦ C 27.6 ± 2◦ C (Time to (Time to (Time to reach stage reach stage reach stage in hours) in hours) in hours) Stage Average Average Average 1st instar 32 12 18 nd 2 instar 70 30 32 3rd instar 122 72 56 Pupal Stage 276 172 112 Adult 588 297 177

Case Study #3 Scenario: The Bagged Lady The body of an unknown female was found dumped along a secondary road in a rural part of Ohio on August 21, 2002. An individual walking along the road noticed a foul odor and upon investigating this odor found a body inside an industrial type garbage bag. Within the garbage bag, the body was wrapped in a sheet. The garbage bag had a small hole in the bottom, which allowed for the entrance of flies, which SHS Medical Forensics Lab Book v 5.0

Page 131

laid eggs that led to the production of maggots. Maggots were collected from the scene on August 21, 2002 and submitted for identification. Meteorological data was submitted along with the specimens for analysis.

Stage 1st instar 2nd instar 3rd instar Pupal Stage Adult

Table E Developmental Data for Sarcophaga bullata 15.6 ± 3◦ C 21.1 ± 3◦ C 27.6 ± 3◦ C (Time to reach (Time to reach (Time to reach stage in hours) stage in hours) stage in hours) Average Average Average * * * 14 12 6 72 48 26 262 160 110 802 504 252

S bullata does not lay eggs so there is no time required to reach 1st instar.

SHS Medical Forensics Lab Book v 5.0

Page 132

SIMPLE KEY TO SELECTED 3RD INSTAR FLY LARVAE

Step 1

2

Choices . . . . . . . . . . . . . . . . . Directions/Identification A. Spiracular slits are classified as “sinous” or “S-shaped”; not straight = MUSCA DOMESTICA (HOUSE FLY)

B. Spiracular slits are straight = Go To 2. A. Peritreme complete, totally encircling the slits within = CALLIPHORA VOMITORIA (BLUE BOTTLE FLY)

B. Peritreme incomplete, broken or open at about the 4 o’clock position = Go To 3.

3

A. Spiracular slits directed away from the opening of the peritreme = SARCOPHAGA BULLATA (FLESH FLY).

4

B. Spiracle slits directed toward the opening in the peritreme = Go To 4. A. Peritreme is not very thick = COCHLIOMYIA MACELLARIA (SECONDARY SCREW WORM FLY).

B. Peritreme is very thick = CHRYSOMYA RUFIFACIES (HAIRY MAGGOT FLY).

SHS Medical Forensics Lab Book v 5.0

Page 133

SIMPLE KEY TO SELECTED FLY ADULTS

Step 1 2

3

Choices . . . . . . . . . . . . . . . . . Directions/Identification A. Thorax with distinct striping = Go To 2. B. Thorax without distinct stripes = Go To 4. A. Thorax and abdomen dull colored, not bright and shiny = Go To 3. B. Thorax and abdomen shiny, bright metallic green, three distinct stripes on the thorax = COCHLIOMYIA MACELLARIA (SECONDARY SCREW WORM).

A. Larger flies ( 1/3 of an inch or more) gray color, three distinct stripes on thorax, abdomen with a red tip = SARCOPHAGA BULLATA (FLESH FLY).

B. Smaller flies, gray color, 4 distinct stripes on thorax, no red tip on abdomen = MUSCA DOMESTICA (HOUSEFLY).

4

A. Thorax dull, contrasting with shiny dark blue abdomen = CALLIPHORA VOMITORIA (BLUE BOTTLE FLY).

B. Thorax and abdomen bright metallic green = CHRYSOMYA RUFIFACIES (HAIRY MAGGOT FLY).

SHS Medical Forensics Lab Book v 5.0

Page 134

Results: Table 1: Insect Identification Larva I.D.

Vial: A B C

Date:

Max ◦F

6/22/2003 6/21/2003 6/20/2003 6/19/2003 6/18/2003 6/17/2003 6/16/2003 6/15/2003

90◦ 90◦ 90◦ 90◦ 90◦ 90◦ 90◦ 90◦

Table 2: Meteorological Data Needed for Case #1 Min ◦F Mean ◦F Mean ◦C Degree ADD Day- B6 73◦ 73◦ 73◦ 73◦ 73◦ 73◦ 73◦ 73◦

Adult I.D.

Colonization

SHS Medical Forensics Lab Book v 5.0

Page 135

Table 3: Meteorological Data Needed for Case #2 Date: 7/14/2003 7/13/2003 7/12/2003 7/11/2003 7/10/2003 7/9/2003 7/8/2003 7/7/2003 7/6/2003 7/5/2003

Max ◦F 93◦ 91◦ 83◦ 88◦ 76◦ 87◦ 89◦ 92◦ 92◦ 93◦

Min ◦F 70◦ 74◦ 71◦ 71◦ 72◦ 71◦ 72◦ 71◦ 70◦ 69◦

Mean ◦F

Mean ◦C

Degree Day- B6

ADD

Table 8: Sample

Colonization

Sarcophaga bullata

Cochliomyia macellaria

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

SHS Medical Forensics Lab Book v 5.0

Sample

17 18 19 20 21 22 23 24 25 26 27 28 29 30 Total Avg.

Page 136

Sarcophaga bullata

Cochliomyia macellaria

Date:

Max ◦F

8/21/2003 8/20/2003 8/19/2003 8/18/2003 8/17/2003 8/16/2003 8/15/2003 8/14/2003 8/13/2003 8/12/2003

90◦ 91◦ 92◦ 91◦ 94◦ 90◦ 92◦ 92◦ 88◦ 91◦

Table 5: Meteorological Data Needed for Case #3 Min ◦F Mean ◦F Mean ◦C Degree ADD Day- B6 70◦ 69◦ 70◦ 68◦ 68◦ 71◦ 71◦ 71◦ 71◦ 73◦

Colonization

The measurement of the thermal input required for the growth and development of insects is referred to as ADD or ADH. The development of important insects has been studied in the lab and we and a very good idea of what their life looks like at specific temperatures. However, temperature does not stay constant, so calculating ADH is not always straight forward. However, an approximation can be made using daily high and low temperatures. For instance, you would first have to calculate the mean temperature and then convert to Celsius. We next need to consider that each species has a threshold temperature beneath which no development will occur. For this activity, assume that the threshold is 6 C. Therefore, no development will occur between 0 and 6 C. You will need to subtract that from the mean temps for each day (Put in Degree Day column). Finally, we can do the ACCUMULATED part of the Accumulated Degree Day (ADD). Date

High Temp (F)

Low Temp (F)

5-28-14

77

51

5-29-14

78

53

5-30-14

75

64

Mean Temp (F)

Mean Temp (C)

Degree Day (C)

ADD

How is this technique useful? ______________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________

SHS Medical Forensics Lab Book v 5.0

Page 137

Calculate the ADH in the chart below:

Date 4-26-09 4-25-09 4-24-09 4-23-09 4-22-09 4-21-09 4-20-09 4-19-09 4-18-09

Mean Temp (C) 23.5 20.5 24 23 23.5 22 22.5 24 23 Avg =

Degree Hour

ADH

Avg =

Total =

SHS Medical Forensics Lab Book v 5.0

Page 138

Introduction to Autopsies Notes I.

II.

What is an Autopsy? A postmortem examination of the organs and tissues of a body in an effort to determine cause of death or pathological conditions. a. Type of Autopsies: Medical, Forensic & Private. Why do an Autopsy? a. The primary reason to perform an autopsy is to determine cause of death. But, there are other benefits to individual’s families, the practice of medicine, & the community at large. b. Other Benefits of an Autopsy: i. Allaying a family’s fears about what they could have done to prevent the death. ii. Providing family members information about potential genetic diseases that may have implications for them. iii. Medical education, training and research leading to improved health care. iv. Providing information about preventable causes of disease, accidents and other public health hazards. c. Purpose For Families: i. To determine why death occurred. ii. To learn whether everything medically possible was done. iii. To determine what the likelihood is that other members of the family may be affected. d. Purpose For Non-family Members - Layman unrelated to the deceased: i. Establish the cause of death in cases where death is unexplained or is poorly understood by the medical team. e. Law enforcement officials: i. Attempts to clarify the circumstances of violent and unexplained deaths. ii. Provides documentation of the injuries. f. Primary-Care Physicians & Consultants, Surgical Specialists, Hospital Staff & Administrators: i. Provides a final determination of the diagnosis. ii. Provides explanation of doubtful observations. iii. Provides evaluation of treatment. iv. Provides information on why a postoperative death occurred, the condition of the suture lines, and the completeness of removal of a lesion. v. Provides a quality control mechanism, a final yardstick by which the care of a patient can be measured. g. Researcher: i. A source of new ideas as to cause of disease. SHS Medical Forensics Lab Book v 5.0

Page 139

III.

IV.

ii. An evaluation of new procedures or therapeutic agents. iii. Explanation of adverse reactions to treatments, with the hope that they can be prevented in the future. h. All members of the medical team: i. Provides a learning experience: ii. Medical student - a first understanding of the effects of disease. iii. Explains the meaning of certain observations which were unexplained during life, such as a heart murmur, a shadow in a chest x-ray, or an abnormal laboratory result. i. Society in general: i. Used to compare the incidence of particular diseases in different geographic areas. ii. To survey the changing status of health and disease in the populace from year to year. iii. To evaluate the impact of environmental hazards. iv. To determine priorities among various research programs and effectiveness of sanitary measures in force. Limitations of an Autopsy a. You are viewing results in “retrospect” – In other words knowing the results won’t help you to go back and save the person’s life. b. Lessons learned may not carry over to current patients. c. In 1 to 2 percent of cases a definitive cause of death cannot be found. Brief History of Autopsy a. Earliest applications had to do with the interdiction against suicide. 10th century suicide became a crime under the common law in England. i. 1184 the Council of Nimes made the condemnation of suicide part of the canon law of the Roman Catholic Church. ii. Decisions as to manner of death seem to have been made mostly by an investigation of the circumstances without specific examination of the body. b. The written records of the development of forensic pathology in Europe begin in 1507. c. Twenty-three years later, an extensive penal code, known as the Constitutio Criminalis Carolina, was issued by Emperor Charles V for all lands included in his empire. i. Required medical testimony as an integral part of proof in trials involving decisions about the manner of death. ii. Did not specify that complete autopsies were to be performed, but wounds were opened to determine their depth and direction. d. In the 16th and 17th centuries, scientists were engaged in anatomical dissections and reported analyses of injuries to internal organs (even though this was technically illegal). SHS Medical Forensics Lab Book v 5.0

Page 140

V.

e. First formal lectures in forensic pathology were held by Michaelis and Bohn at the University of Leipzig. f. Around this time, judicial authorities & police in Europe began to call upon physicians to aid in the solution of fatal crimes. i. Most larger jurisdictions developed Institutes of Forensic Medicine, where experts carried out investigations. ii. In the year 925: The Chart of Privileges, mentioned in English historical sources included a grant of the coroner’s office by King Athelstane. g. In September of 1194 (over 200 years later), the office of the coroner was formally described. i. Justices were required to provide three knights and one clerk in every county as “keepers of the pleas of the crown.” ii. The term “coroner” is a corruption of the word “crowner” applied to these “keepers”. 1. Among the duties of the coroner were the holding of inquests over dead bodies and “appeals”: 2. Inspection of an individual’s wounds. 3. Recording the accusation against another individual. 4. If wounds appear likely to be fatal, arresting the accused individual. 5. Coroner was also authorized by county courts to arrest witnesses or suspects and to appraise and safeguard any lands or goods that might later be forfeited by reason of guilt of the accused. iii. In 1877 a law enacted requiring an inquest be conducted: 1. Whenever coroner had reasonable cause to suspect violent or unnatural death. 2. When cause of death was unknown. iv. This granted the coroner the widest authority to investigate cases. v. 1915 - New York City adopted a law eliminating the coroner’s office and created a medical examiner system, authorizing investigation of deaths resulting from: Criminal violence, Casualties, Suicide, Sudden death while in apparent health, When not attended by a physician, when Imprisoned, or in any suspicious or unusual manner. Becoming a Forensic Pathologist a. Step 1 - Accredited college or university degree (usually a B. S. or four year program). b. Step 2 - Passing the Medical Colleges Admissions Test, applying to and being accepted to a medical school. c. Step 3 - Graduate from medical school (4 years) and pass the three parts of the United States Medical Licensing Examination before being granted licensure in a given state.

SHS Medical Forensics Lab Book v 5.0

Page 141

VI.

d. Step 4 - Acceptance into a Pathology Residency Program with successful completion (currently 4 years of additional training which was previously 5 years). e. Step 5 - Passing the board examination given by the American Board of Pathology (ABP) to become a board certified pathologist. f. Step 6 - Applying to and being accepted into an approved Forensic Pathology fellowship program (subspecialty of pathology) which requires an additional year of training. g. Step 7 - Successfully completing the fellowship and sitting for the board examination in Forensic Pathology to become a board certified Forensic Pathologist. h. Total Time Invested = 13 years and $$$. Introduction to Medicolegal Case Work a. Five categories of medicolegal cases: i. Violent deaths, i.e., non-natural deaths (accidents, suicides and homicides). ii. Suspicious deaths, i.e., those that may be due to violence. iii. Unattended deaths, i.e., those in which a physician is not in attendance. iv. Sudden and unexplained deaths. v. Deaths in custody. vi. Individual jurisdictions may modify these categories, either expanding them or contracting them. b. Objectives of medicolegal examination: i. To positively identify a body. ii. Determine the cause of death. iii. Determine the manner of death. iv. To document all findings. v. To determine or exclude other factors that may have contributed to the death or how the manner of death should be classified. vi. To collect trace evidence from the bodies in criminally related cases. c. Pathologist may subsequently be called to: i. Testify in Court to the findings & Interpret their significance. ii. Describe how the offense occurred. iii. Describe the nature of the weapon used (if any). iv. Determine time of death. d. Review Cause, Mechanism And Manner Of Death i. Cause of death is the disease or injury that produces the physiological disruption in the body resulting in the death of the individual, e.g., a gunshot wound to the chest.

SHS Medical Forensics Lab Book v 5.0

Page 142

VII.

VIII.

ii. Mechanism of death is the physiological derangement due to the cause that results in the death, e.g., hemorrhage. iii. Manner of death is how the cause of death came about. Manners of death are: 1. Natural, Accident, Suicide, Homicide, Undetermined or Unclassified. 2. A homicide classification does not necessarily indicate that a crime has been committed: a. Term of homicide is not synonymous with murder. “Homicide” means that one individual killed another. Classification of death as murder is done by a Court not a pathologist. 3. Manner of death is classified as undetermined when after an investigation of circumstances surrounding death, a postmortem examination and appropriate laboratory tests, there is insufficient information to classify the death as natural, homicide, suicide or accident. a. Some forensic pathologists use a classification of “unclassified” when the death does not fall into any of the aforementioned manners of death. e. Evidence to be Collected at Autopsy: i. Victim’s clothing, Fingernail scrapings, Head and pubic hairs, Blood (for DNA typing), Vaginal, anal, and oral swaps (sex-crimes), Recovered bullets/knives from body, Hand swabs from shooting victims (for GSR analysis). Three Steps Of Medicolegal Death Investigation a. Step 1 - investigation of circumstances leading up to and surrounding the death. i. Obtain as much information as possible prior to examining the body. ii. Postmortem examination of a body should never be conducted until one knows the circumstances of the death. iii. Investigation of the circumstances of a death may involve: 1. Investigation of the scene. Talking to witnesses, next-of-kin and attending physicians. Obtaining past medical records and/or police reports. a. Cases where homicide is suspected, talk to the police to find out any special examinations or tests that they may desire. 2. Circumstances of death may determine to some degree the extent of the subsequent postmortem examination. b. Step 2 - examination of body, whether it be an autopsy or an external examination c. Step 3 - performance of laboratory tests (including but not limited to toxicology, ballistic test firings, etc.) Forensic Autopsy Versus An External Examination SHS Medical Forensics Lab Book v 5.0

Page 143

IX.

a. It is not necessary to perform a full autopsy in all medicolegal cases. The reasons for performing an autopsy can include: i. To determine the cause of death when it is not known. ii. To document injuries. iii. To exclude other causes of death. iv. To determine and/or exclude contributory factors to the death. Note: Reason why autopsies are performed in most homicides, suicides and accidents. b. External Examination i. Measurements - length, weight of the body. ii. Inspection of external surface for injury, discoloration, & “cause of death” signs. c. After the autopsy is done, the following things are accomplished: i. Handling Of Bodies From A Hospital ii. Handling Of Bodies From The Morgue iii. The Autopsy Report is written, and it contains: 1. External examination, Evidence of therapeutic intervention, Evidence of injury, Internal examination, Microscopic examination, Toxicology, Findings & Opinion on cause of death. Here's how an autopsy is done, described by an actual Medical Examiner. In this example, there are three pathologists working together. The body has already been identified and lawful consent obtained: a. The pathologist first examines the outside of the body. A great deal can be learned in this way. Many pathologists use scalpels with rulers marked on their blades. i. The pathologist uses a scalpel for these incisions. There is almost no bleeding, since a dead body has no blood pressure except that produced by gravity. ii. The incisions are carried down to the skull, the rib cage and breastbone, and the cavity that contains the organs of the abdomen. b. The scalp and the soft tissues in front of the chest are then reflected back. Again, the pathologist looks around for any abnormalities. c. The body is opened using a Y-shaped incision from shoulders to mid-chest and down to the pubic region. i. If the head is to be opened, the pathologist makes a second incision across the head, joining the bony prominences just below and behind the ears. When this is sewed back up, it will be concealed by the pillow on which the dead person's head rests.

SHS Medical Forensics Lab Book v 5.0

Page 144

d. e. f.

g. h. i. j. k.

l.

m.

ii. The Y Incision: Starts at the shoulders (right & left). These cuts merge over the sternum. A single cut continues through the torso. It is diverted around the navel. It ends above the pubic bone, sometimes splitting into two cuts again. Here, one pathologist is preparing to open the skull, using a special vibrating saw that cuts bone but not soft tissue. This is an important safety feature. Another pathologist is cutting the cartilages that join the ribs to the breastbone; in order to be able to enter the chest cavity. The third pathologist is exploring the abdominal cavity. i. The first dissection in the abdomen is usually freeing up the large intestine. Some pathologists do this with a scalpel, while others use scissors. The skull vault is opened using two saw cuts, one in front, and one in back. These will not show through the scalp when it is sewed back together. When the breastbone and attached rib cartilages are removed, they are examined for fractures formed during CPR. Freeing up the intestine takes some time. The pathologist in this picture is cutting along the attachment using a scalpel. The top of the skull is removed, and the brain is very carefully cut free of its attachments from inside the skull. The chest organs, including the heart and lungs, are inspected. i. Sometimes the pathologist takes blood from the heart to check for bacteria in the blood. ii. Samples may also be sent to the microbiology lab to search for infection. iii. Sometimes samples of fluids are sent to toxicology to look for medicine, street drugs, alcohols, and/or poisons. iv. The team will remove organs individually. After the intestines are mobilized, they may be opened using special scissors. The pathologist examines the heart, and generally the first step following its removal is sectioning the coronary arteries that supply the heart with blood. There is often disease here, even in people who believed their hearts were normal. Removing the Organs: i. The pathologists must cut the ligaments holding organs in the body cavity and through the trachea and rectum. ii. They then transfer the organs to the organ block or a dissecting table. iii. Examination of the organs has a proper process (weigh, physical exam in and out, take tissue samples, save other appropriate samples).

SHS Medical Forensics Lab Book v 5.0

Page 145

n.

o.

p. q. r.

s. t. u.

iv. They save postage stamp sized amount of tissue to examine under a microscope for bacteria, disease. v. Typically, organs are examined in this order: 1. heart  liver  spleen  kidneys pancreas  bladder  genitalia  complete G.I. tract. vi. After any organ is removed, the pathologist will save a section in preservative solution. The rest of the organ goes into a biohazard bag. The pathologist weighs the major solid organs (heart, lungs, brain, kidneys, liver, spleen) on a scale. The next step in this abdominal dissection will be exploring the bile ducts and then freeing up the liver. i. After weighing the heart, the pathologist completes the dissection. ii. The liver has been removed. iii. The liver is cut at intervals of about a centimeter, using a long knife. This enables the pathologist to examine its inner structure. The rest of the team is continuing with the removal of the other organs. i. The pathologist weighs both lungs together, then each one separately. ii. Afterward, the lungs may get inflated with fixative. The air spaces of the lungs will be evaluated based on their texture and appearance. The lungs are almost never normal at autopsy. The pathologist checks pneumonia and other abnormalities. One pathologist will save a portion of the gastric contents to check for poison. Another pathologist will open the kidneys, ureters, and bladder and examine them carefully. Before the autopsy is over, the brain is usually suspended in fixative for a week so that the later dissection will be clean, neat, and accurate. If no disease of the brain is suspected, the pathologist may cut it fresh. The kidneys are weighed before they are dissected. The pathologist will decide whether to open the small intestine and colon. There is seldom significant pathology on the inside. The last pathologist is preparing the big needle and thread used to sew up the body. i. When the internal organs, have been examined, the pathologist may return them to the body cavity. Or the organs may be cremated without being returned. The appropriate laws, and the wishes of the family, are obeyed. ii. The breastbone and ribs are usually replaced in the body. The skull and trunk incisions are sewed shut ("baseball stitch"). The body is washed and is then ready to go to the funeral director.

SHS Medical Forensics Lab Book v 5.0

Page 146

X.

iii. The pathologists will submit the tissue they saved to the histology lab to be made into microscopic slides. v. When these are ready, they will examine the sections, look at the results of any lab work, and draw their final conclusions. w. A final report is ready in a month or so. The glass slides and a few bits of tissue are kept forever, so that other pathologists can review the work. Utah’s Medical Examiner Act - Under Utah Law, the following situations warrant an autopsy or exam by the medical examiner: a. Deaths by violence, gunshot, suicide, or accident, except highway accidents. (Utah is unique in the nation in excluding any death resulting from a highway accident). b. Sudden death while in apparent health. (This is defined as any instantaneous death without obvious natural cause, death during or following an unexplained syncope or coma, or death during an acute or unexplained rapidly fatal illness). c. Unattended deaths. (Unattended means that the person has not been seen by a physician within 30 days of their death. 4. Deaths under suspicious or unusual circumstances. 5. Deaths resulting from poisoning or overdose of drugs. d. Deaths resulting from disease, injury, toxic effect or unusual exertion incurred within the scope of the decedent's employment. e. The Medical Examiner may also assist in the identification of a deceased individual. In cases where injury or decomposition make visual identification or fingerprints impossible, the use of dental records may be required. f. Deaths resulting from diseases which may constitute a threat to the public health. g. Deaths due to the Sudden Infant Death Syndrome. h. Deaths resulting while the deceased was in prison, jail, in police custody, in the state hospital, or in a detention or medical facility operated for the treatment of the mentally ill or emotionally disturbed or delinquent persons. i. Deaths associated with diagnostic and therapeutic procedures.

SHS Medical Forensics Lab Book v 5.0

Page 147

Forensic Autopsy of a Fetal Pig – Process Lab Purpose - You will examine a fetal pig using the protocol of a human autopsy. The anatomy of a fetal pig is very similar to human anatomy. The pig’s external features such as birth marks, hair, and skin, and internal features such as organs, systems and tissues are much like those of a human. Autopsy is a Greek word meaning “to see for oneself.” There are two types of human autopsies; clinical which is done in a hospital to determine the cause of death which is usually for research or due to a family request) and forensic which is done for legal purposes when ‘foul play’ is suspected. You are now a forensic pathologist (someone who studies/determines the cause(s) of death) and you will be conducting an autopsy on your piglet. You are usually helped by a morgue assistant, which will be your partner. The information you obtain from the autopsy will be admitted as evidence in a court of law for convicting person(s) responsible for the victim’s death. A forensic pathologist has graduated from medical school and completed a residency (4-6 years of training in pathology and forensic pathology) which qualifies them to sit for a board exam. Upon passing the exam, they become referred to as ‘board certified’ in forensic pathology. You will examine the body with care and professionalism, recording all of the minute details of what is seen externally and internally that would have caused the pig’s death. As you conduct your investigation, you will remove all of the organ systems from the body cavity. This will give you a better view of all the organs in each system and how space is conserved through the folding and placement of the organs within the body cavity. You will conclude your investigation by placing all of the organs and tissues back into the body cavity. You will then suture the incision with a surgeon’s curved suture needle and thread. In the real world, the human body would then be sent to the mortuary, where it would be embalmed and dressed for public viewing or cremated without embalming.

Materials – Fetal Pig

Scalpel

Dissecting Tray

Balance

Forceps

Procedure / Results Combined – 1. 2. 3. 4.

If procedures tell you to examine, you must write down what you see. Get your equipment. Rinse your pig under a low stream of water near the bottom of the sink. Measure the length of the pig from the tip of the nose to the base of the tail. The age of your fetal pig from conception can be determined from the overall length. See the following table. How old is your pig? ______________ Length of Specimen Approximate Age in Days from Fertilization 4 cm 56 days 20 cm 75 days 25 cm 100 days 30 cm 112 – 115 days (full term) 5. Use the following orientation terms when describing the location of external and internal features: a. Dorsal side – the top side or above b. Ventral side – the lower side c. Anterior – toward the head of front SHS Medical Forensics Lab Book v 5.0

Page 148

6.

7. 8.

9. 10. 11. 12.

13. 14.

15. 16. 17.

d. Posterior – toward the tail or rear e. Lateral – toward the side f. Medial – toward the midline g. Proximal – near a point of reference h. Distal – away from a point of reference Examine the external features of your pig beginning with the head. What is the color of the hair, any birthmarks noticeable, or other markings? ________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Examine the mouth, nostrils, tongue, ears and eyes. Note anything unusual: _______________ ______________________________________________________________________________ Examine the feet and describe any deformities that might affect how this animal would walk and run: ___________________________________________________ _______________________________________________________ _______________________________________________________ Determine the sex of your pig by locating the external genitalia (if it has developed far enough). What is its sex? _______________________ Place the pig in the dissecting tray on its back. You can then pull the hind legs farther apart by tying using rubber bands to secure the legs. You will want to connect the rubber bands together. See figure below. With a scalpel, make a Y-shaped incision. The arms of the Y start from the top of each shoulder anterior to the front legs and come down to the sternum, which is directly over the heart between the front legs. The incision should be just deep enough to cut through the muscular chest wall. Cut away the tissue and pull the flap back toward the nose until the protruding larynx is exposed. What organ system does the larynx belong to? Continue to cut the tail of the Y down the middle of the abdomen to the top of the umbilical cord. If the pig is male, cut a semicircle around the anterior portion of the umbilical cord, then cut straight down on each side of the abdomen. If the pig is female, the incision should circle the entire umbilical cord, then with a single cut, continue straight down. With dissecting scissors, start at the bottom of the ribcage and cut the ribs in half going up the right and lift sides of the sternum. The chest plate can now be lifted up. Remove the chest plate and expose the heart, lungs, and liver as shown in the picture below. All of the organs of the trunk can now be removed in ‘one block.’ Use a scalpel to free the larynx and esophagus. Make a cut just below the larynx and pull the attached trachea downward. Detach the chest organs from the spine with your scalpel. SHS Medical Forensics Lab Book v 5.0

Page 149

18. Cut the diaphragm away from the body cavity and pull the abdominal organs out and down. The only remaining attachments to the organs are pelvic ligaments, the bladder, and the rectum. These can be severed with a scalpel or scissors. Then all the organs can be removed in one block. 19. Place the entire block of organs in an adjacent dissecting pan. Note how all the organs are connected and how their symmetry allows for a perfect fit in the body cavity. 20. Respiratory system: Locate the larynx and follow the ribbed trachea until it branches into two bronchi that each lead to a lung. The right lung should have four lobes and the left lung should have three lobes. 21. Locate the esophagus, which is flat when it does not contain food. Separate it from the rest of the chest organs using a blunt probe. 22. Find the thymus on either side of the trachea. It is an endocrine gland involved in the immune system during infancy. 23. Ventral to the thymus and dorsal to the trachea is a small reddish brown oval structure. This is the thyroid. It regulates metabolic rates. 24. The diaphragm is located just above the liver. This is a curved muscle that separates the thorax from the abdomen and is responsible for breathing. As it contracts and moves downward the chest cavity expands and the lungs fill with air. As it relaxes and moves up, it forces air out of the lungs. 25. Cut the left and right lobes of the lungs from the bronchi with your dissecting scissors, measure, weigh the right lobes and record their weights here.________________________ 26. Why is it necessary for the trachea to have rings of cartilage on its walls? _______________________________________ ___________________________________________________________________________________________________

SHS Medical Forensics Lab Book v 5.0

Page 150

27. Why do the lungs have a large number of blood vessels? _________________________________________________________________ _______________________________________________________________________________________________________________ 28. Circulatory system: Cut away the pericardial sac surrounding the heart and cut the pulmonary artery (adjacent to the aorta on the left side) where it exits the heart. 29. Locate the coronary artery and the coronary vein in the groove between the two ventricles. These blood vessels supply and drain the cardiac muscle tissue of the heart. If the coronary arteries have a blockage, a heart attack can occur. These are the arteries in humans that are bypassed during bypass surgery. They will often replace them with veins from the patient’s leg. 30. Cut all the arteries and veins surrounding the heart and remove it. Measure the length of the heart in cm and the weight in grams. Record the data here:__________________ 31. Orient the heart as shown in the picture below. Make a cross section cut of the heart to expose the four chambers. Can you find the sections labeled in the picture? 32. The right side of the heart receives deoxygenated blood into the right atrium. After passing through the tricuspid valve and into the right ventricle, the blood is pumped through the pulmonary valve and into the pulmonary artery going to the lungs. The left atrium receives the oxygenated blood from the lungs and then the blood passes through the mitral valve and into the left ventricle. The left ventricle pumps oxygenated blood through the aortic valve, into the aorta, and out to the body. 33. What are the blocked arteries called that are bypassed in humans by using veins from the patient’s legs? _______________________________________________________________ 34. Digestive system: Just below the diaphragm is the liver, located at the top of the abdominal cavity. This liver has five lobes. The liver breaks down ingested toxins and drugs as well as the waste byproducts of protein metabolism. It is also a storage site for vitamins, iron, and glycogen. 35. Dorsal to the right lobe is a small, green sac-like structure called the gall bladder. This stores bile produced by the liver. Bile is secreted into the small intestine to emulsify fat. Detach the gall bladder, measure its length, weigh it and record the data here:_________________________ 36. Remove the liver for weighing. Record the weight here:_________________________ 37. Now you can see the stomach and spleen. The spleen is a brown, flat structure lying dorsal to the stomach. Part of the lymphatic system, the spleen filters the blood for old red blood cells, makes new red and white cells, and produces antibodies. Remove the spleen, measure its length, weigh it and record the data here:_________________________________ 38. Trace the path of the esophagus down to where it enters the upper section of the stomach known as the cardiac region. Remove the stomach by cutting the esophagus just above the cardiac region and cutting eh small intestine just below the end of the stomach. Measure the length and weight of the stomach and record the data here:________________________ 39. Lift the upper end of the small intestine. Lying ventrally to the small intestine is the pancreas, which is lighter in color than the stomach or intestines. The pancreas is an endocrine gland that produces pancreatic juice and the hormones insulin, glucagon, and somatostatin.

SHS Medical Forensics Lab Book v 5.0

Page 151

40. Insulin decreases blood sugar and glucagon increases it to help regulate blood sugar levels. Somatostatin inhibits the release of both of these hormones. 41. The small intestine has three main sections – the duodenum (adjacent to the stomach), the jejunum (middle section), and the ileum (the end). 42. Look just below the junction of the small and large intestine. Notice the caecum (the large pouch-like structure). The bacteria in this structure secrete the enzyme cellulose, which helps to digest cellulose from plant material. These are similar to the protozoans in the digestive system of termites. Humans do not have this structure. We do have an appendix that aids our immune system. 43. To remove the small intestine, cut it away with the pancreas. Weigh the small intestine and record that here:_________________

SHS Medical Forensics Lab Book v 5.0

Page 152

Behavioral Psychology Notes I.

II.

III.

Any study of behavior has to start with the Nervous System. The Nervous system has 3 major functions: a. Sensory – monitors internal & external environment through presence of receptors. b. Integration – interpretation of sensory information (information processing); complex (higher order) functions. c. Motor – response to information processed through stimulation of effectors. d. General Organization - 2 Anatomical Divisions: i. Central nervous system (CNS). 1. Brain, Spinal cord. ii. Peripheral nervous system (PNS). 1. All the neural tissue outside CNS. Functional Classification of Neurons - Based on type of information & direction of transmission: a. Sensory (afferent) neurons – Transmit sensory info. from receptors of PNS towards the CNS. b. Motor (efferent) neurons – Transmit motor information from the CNS to effectors (muscles/glands/adipose tissue) in the periphery of the body. c. Association (interneurons) – Transmit information between neurons within the CNS; analyze inputs, coordinate outputs. i. The most common type of neuron (20 billion). Neuron structure - Basically there are 3 parts: a. Dendrites – receive incoming nerve signals.

SHS Medical Forensics Lab Book v 5.0

Page 153

IV.

V.

VI.

b. Cell Body – contains all of the parts of the cell needed for it to live. c. Axon – relays the out-going nerve signal to the next neuron d. Synaptic Terminals are part of the axon. They are the endpoint where the nerve signal becomes a chemical signal as the message moves to the next cell. i. Conduction Across Synapses - In order for nerve “information” to be conducted along nerve cells, it but must be transferred from one nerve cell to another across a gap between neurons called a synapse. ii. Most synapses within the nervous system are bridged by chemicals, & involve the release of a neurotransmitter. The Brain a. Parts of the Cerebrum (see diagram). b. Cerebellum and Interior (see diagram). What do you think can change neurons and their connections? a. Accidents, Drugs, Alcohol, Disease, Accidents - Physical injury of your neurons. b. Drugs = neuron death. i. Drugs and alcohol bind to important receptors on neurons and tie them up so they can’t work. Repeated binding by drugs causes the neuron to die: 1. Alcohol damaged dendrites can repair after abstinence. 2. Drug Damaged ones do NOT. 3. This is because drugs bind to receptors, alcohol merely blocks them from being bound to. c. Your Brain is the center of your personality. Therefore, behavior is affected by your brain. i. Behavior is Affected by Personality. Early Biological Theories a. Cesare Lombroso: 1876 i. Argued that the criminal is a separate species between modern and primitive humans. He argued that the physical shape of the head and face determined the "born criminal". ii. Lombroso studied and measured the bodies of executed and deceased offenders as well as examining living inmates to locate physical differences or abnormalities. iii. Claimed to have found a variety of bodily features predictive of criminal behavior. 1. Long arms, large teeth, ears lacking lobes, lots of body hair. 2. Also identified characteristics of particular types of offenders. b. William Sheldon: 1898 i. Used body measurement techniques to connect body type with personality. ii. Outlined three basic body types and their associated personalities. SHS Medical Forensics Lab Book v 5.0

Page 154

VII.

VIII.

IX.

1. Endomorphic (fat and soft) tend to be sociable and relaxed. 2. Ectomorphic (thin and fragile) are introverted and restrained. 3. Mesomorphic (muscular and hard) tend to be aggressive and adventurous. iii. Sheldon found (in a study) that many convicts were mesomorphic, and they were least likely to be ectomorphic. iv. The pictures can be misleading. Endomorphs aren’t all fat, and Ectomorphs are not all skinny. Studies into the Biological Roots of Criminal Behavior a. Major Principles of Biological Theories i. The brain is the organ of the mind & location of personality. ii. Basic determinants of human behavior are genetically based, and are passed on from generation to generation. iii. Differences in criminality between races & genders may be partially the result of biological differences. iv. Much of human conduct is rooted in instinctive behavioral responses of biological organisms everywhere. v. The interplay between heredity, biology, and the social environment provides the nexus for any realistic consideration of crime causation. Modern Biological Theories a. Reject both biological determinism and nature vs. nurture. b. Genetics codes for physical and behaviorally linked traits that may predispose criminality through interaction with environmental factors. i. In other words, behavior is not inherited, but “traits” that influence how an individual responds to their environment are inherited. c. Example of How Physical and Social Environments Interact: i. The genes a person receives may predispose them to have ADD. ii. If this appears in a person who has an environment that feeds or fails to correct the problem, they will have difficulty dealing with others, creating social problems. iii. If these problems become chronic, they may continue to worsten until criminal behavior evolves in the person. So, is criminality in our genes? Two studies have been done in an attempt to answer this problem: a. Adoption Studies: i. If a genetically dissimilar child is raised in a criminal environment, will they become a criminal? ii. Likewise, if they are raised in a non-criminal environment, will they become a criminal? SHS Medical Forensics Lab Book v 5.0

Page 155

X.

XI.

XII.

XIII.

iii. These studies attempt to control for genetic similarity between father and son, & consider only the adoption environment. iv. They look at the rate of incarceration for sons as compared to fathers and step fathers. b. Twin Studies: i. Twins share all the same genes. Do they behave similarly even in different environments? ii. This study looks at the likelihood of twins ending up incarcerated during their lifetime using an idea called concordance. 1. Concordant: A twin of a delinquent/criminal is also found to have a delinquent/criminal record. iii. These studies attempt to control for environment and focus only on genetic influence. Personality Theory a. Personality is defined as: Stable patterns of behavior, including thoughts and emotions, that distinguish one person from another. b. Remember, there is an interplay between genes and environment that completes the overall personality. i. Personality = genotype + environment c. Some people have abnormal, inadequate, or specifically criminal personalities. i. What is inherited genetically are certain peculiarities of the brain that interact with certain environmental factors which increase the likelihood that a given person will act in a particular antisocial manner in a given situation. Cognitive Psychology a. Basic Beliefs of Cognitive Psychology i. Cognitions are thoughts. Humans have the ability to engage in complex thoughts which influence behavior. 1. These cognitions are influenced by genetics and environment. 2. Cognitions (like behaviors) can be learned. ii. Cognitive Psychology focuses on: 1. Cognitive structure (how people think). 2. Cognitive content (what people think). Kohlberg's theory of moral reasoning: Humans advance through predictable stages of moral reasoning. The reasoning of higher moral stages is less likely to fit in with a criminal lifestyle. People may develop through the stages as they mature, or freeze in one of the stages. Justifications for violating the law can be found at all stages. Kohlberg’s Stages of Moral Development: a. Level I: Preconventional Morality SHS Medical Forensics Lab Book v 5.0

Page 156

XIV.

i. Stage 1 – Punishment Orientation: 1. Rules are obeyed to avoid punishment. 2. It is right to blindly obey those with power & authority. 3. Interests of others are not considered. ii. Stage 2 – Personal Gain Orientation: 1. Rules are obeyed for personal gain. 2. It is right to further one’s own interests. 3. Interests of others are important only as a way to satisfy self-interests. b. Level II: Conventional Morality i. Stage 3 – “Good Boy” (or Girl) Orientation: 1. Rules are obeyed for approval. 2. Motivated by loyalties to others and a desire to live up to other’s standards. ii. Stage 4 – Maintenance of Social Order: 1. Rules are obeyed to maintain social order. 2. It is right to follow the rules of society & maintain social institutions (e.g., family). c. Level III: Postconventional Morality i. Stage 5 – Morality of Contract & Individual Rights: 1. Rules are obeyed if they are important; democratic rules are challenged if they infringe on the rights of others. 2. Moral decisions are made by weighing individual rights against legal principles and the common good. ii. Stage 6 – Morality of Conscience: 1. The individual establishes his or her own rules in accordance with a personal set of ethical principles. 2. Moral decisions are based on universal principles (e.g., human dignity, desire for justice) and are independent of the law. Applied Moral Development - Research shows that: a. Criminals tend to be in stages 1 and 2. Non-criminals are in higher stages. b. People in lower stages fear punishment. c. People in middle stages fear reaction of family and friends. d. People in highest stages believe in duty to others, universal rights.

SHS Medical Forensics Lab Book v 5.0

Page 157

Psychopaths & Sociopaths Notes I.

II.

What is a psychopath? a. The psychopath is an individual who is incapable of feeling guilt, remorse or empathy for their actions. b. They are generally cunning, manipulative and know the difference between right and wrong - but dismiss it as not applying to them. c. They are incapable of normal emotions such as love & generally react without considering the consequences of their actions. d. They show extreme egocentric and narcissistic behavior. e. Common Psychopathic Characteristics: i. Superficial charm and average intelligence. ii. Absence of delusions and other signs of irrational thinking. iii. Absence of nervousness or neurotic manifestations. iv. Unreliable and very impulsive. v. Untruthfulness and insincerity. vi. Lack of remorse or shame. vii. Antisocial behavior without apparent compunction. viii. Poor judgement and failure to learn from experience. ix. Pathological egocentricity and incapacity to love. x. General poverty in major affective reactions. xi. Unresponsiveness in general interpersonal relations. xii. Suicide threats rarely carried out. xiii. Sex life impersonal, trivial, and poorly integrated. xiv. Have difficulty maintaining a relationship. xv. Failure to follow any life plan. xvi. Tend to be a bit more careless at a crime scene. Causes of Psycopathy a. Psycopaths seem to have impaired frontal lobe functioning: i. Lack of forethought and ability to consider implications. ii. Less limbic input to frontal cortex. b. How much of this is inherited genetically? At this point, we are unsure. c. Two Factors in diagnosing Psychopathy (see chart).

SHS Medical Forensics Lab Book v 5.0

Page 158

III.

IV. V.

What is a sociopath? a. The main characteristic of a sociopath is a disregard for the rights of others. b. Sociopaths also: i. Unable to conform to what society defines as a normal personality. ii. Antisocial tendencies. iii. Usually comes into evidence around the age 15. iv. Physical aggression. v. Inability to hold down a steady job. vi. Hard to sustain relationships. vii. Shows a lack of regret in his or her actions. viii. Violation of the rights of others. This can appear as a disregard for the physical or sexual wellbeing of another. ix. Tend to be a bit more careful at a crime scene. Self-concept: Invulnerable Characteristics shared by Both Psychopaths & Sociopaths: Superior Anti-social Personality Disorder DSMIVR: Pre-emptive rights a. Both Sociopathy and Psychopathy are classified under this category of disorders. Sees Others: Dupes/stupid b. Diagnostic criteria: There is a pervasive pattern of Inferior disregard for and violation of the rights of others Weak occurring singe age 15, as indicated by 3 or more of the following: i. Failure to conform to social norms with Strategies Manipulative respect to lawful behaviors as indicated by when dealing Violence repeatedly performing acts that are grounds with Others: for arrest.

SHS Medical Forensics Lab Book v 5.0

Page 159

VI.

VII.

VIII.

ii. Deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or pleasure. iii. Impulsivity or failure to plan ahead. iv. Irritability and aggressiveness, as indicated by repeated physical fights or assaults. v. Reckless disregard for the safety of self or others. vi. Consistent irresponsibility, as indicated by repeated failure to sustain consistent work behavior or honor financial obligations. vii. Lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen form another. Prevalence in General Community: a. 3% of males b. 1% of females c. Prevalence in treatment [psychiatric institutions] and forensic populations [prisons]: i. Up to 30% of subjects. Causes of Sociopathy a. Sociopaths seem to result from exposure to harsh environmental influences or stresses. Thus the idea that they are made not born. b. How much of this is inherited genetically? i. May be a combination of heredity and extreme environmental influence. ii. Some researchers distinguish between primary and secondary sociopathy. c. Primary sociopathy - thought to be highly influenced by heredity. d. Secondary sociopathy - a learned behavioral strategy more related to social and environmental conditions. i. Low SES, dysfunctional families (esp. alcohol abuse), childhood abuse correlated with sociopathy. ii. How are Psychopaths Different from Sociopaths? Psychopathy and Sociopathy are both anti-social personality disorders. a. While both these disorders are the result of an interaction between genetic predispositions and environmental factors, psychopathy leans towards the hereditary whereas sociopathy tends towards the environmental. b. Psychopaths are born with temperamental differences such as impulsivity, cortical underarousal, and fearlessness that lead them to risk-seeking behavior and an inability to internalize social norms.

SHS Medical Forensics Lab Book v 5.0

Page 160

c. Sociopaths have relatively normal temperaments; their personality disorder being more an effect of negative sociological factors like parental neglect, delinquent peers, poverty, and extremely low or extremely high intelligence. d. Either type of Anti-social personality disorder results in extremely violent acts. e. Though psychiatrists often consider and treat sociopaths and psychopaths as the same, criminologists treat them as different because of the difference in their outward behavior. Psychopath (Sloppy)

Sociopath (Careful)

Predisposition to Violence

High

Varied

Impulsivity

High

Varies

Behavior

Erratic

Controlled

Criminal behavior

Tendency to leave clues and act on impulse.

Tendency to participate in schemes and take calculated risks to minimize evidence or exposure.

Criminal Predispositions

Tendency for impulsive or opportunistic criminal behavior, excessive risk taking, impulsive or opportunistic violence.

Tendency for premeditated crimes with controllable risks, criminal opportunism, fraud, calculated or opportunistic violence.

Social relationships

Unable to maintain normal relationships. Values relationships that benefit themselves.

Tendency to appear superficially normal in social relationships, often social predators.

Suffers from

Antisocial personality disorder (ASPD); lack of empathy or conscience, delusional.

Antisocial personality disorder (ASPD).

Knows right from wrong, but does not care because doing wrong satisfies some need they have

Believes their behavior is right, or does not know how to interpret situations for correct behavioral cues.

Attitude

SHS Medical Forensics Lab Book v 5.0

Page 161

Forensic Psychology and Profiling Notes I.

Definition of Murder Types a. In the past thirty years, multiple definitions of serial murder have been used by law enforcement, clinicians, academia, and researchers. b. These definitions share several common themes, but differ on specific requirements: i. The number of murders involved, the types of motivation, the timing aspects of the murders. c. Most of the definitions also require a period of time between the murders. i. This “Cooling-Off Time” is necessary to distinguish between a mass murder and a serial murder. d. Mass Murder - Generally described as a number of murders (four or more) occurring during the same incident. i. No distinctive time period between the murders. ii. Typically involves a single location, where the killer murdered a number of victims in an ongoing incident. - Think of the holocaust. e. Spree Murder - The general definition is two or more murders committed by an offender or offenders, without a cooling-off period. i. The factors included in the definition of spree murder include: ii. One or more offenders. iii. Two or more murdered victims. iv. Incidents occur in separate events, at different times, but with short intervals between. f. Serial Murder - The unlawful killing of two or more victims by the same offender(s). i. Separate events. ii. With a cool down period. II. There are a few more common terms that you need to learn before we can really get started on this subject: a. Corpus delicti: Latin for "body of crime“. i. The principle that a crime must be proven to have occurred before a person can be convicted of committing that crime. ii. The fact of a crime having been actually committed. b. Modus Operandi – The operating technique used by the offender. i. The actions necessary to commit the crime. ii. A criminal’s way of working. For example: Killer will break into the house at night, kill the men first, rape the women, then kill them, then ransack the house to make it look like a burglary. c. Signature – The “calling card” of the offender. i. The person goes beyond what is necessary to commit the crime, i.e. stab a specific number of times. ii. Meets some psychological need in the killer. d. Staging – Altering the crime scene to throw the investigation. i. This often happens with organized offenders. e. Undoing – Usually takes place when there is a close relationship between the victim and offender.

SHS Medical Forensics Lab Book v 5.0

Page 162

i. A defense mechanism in which a person tries to 'undo' an unhealthy, destructive or threatening thought or action by engaging in contrary behavior. f. Concept of Escalation - Involves an increase in the intensity of criminal behavior. i. Crimes start at a minor level and progress to worsening levels. Burglary or arson are often correlated later with murder. III. Investigative Psychology: The application of psychology to criminal investigations. a. Broadly defined, investigative psychology includes research and practice involving: i. Profiling , Risk Assessment, Police Line-ups, Interrogation, Polygraph, & Hypnosis. b. Profiling is only one of the tasks often associated with investigative psychology. i. Requires sketching the significant psychological and demographic features of a person or persons. c. Criminal Profiling is: i. The process of identifying: personality traits, behavioral tendencies, geographical location. ii. Demographic/biographic descriptors of offenders - Based on crime scene characteristics. IV. 3 Questions asked by Profilers a. What are the important behavioral features of the crime that may help identify and successfully prosecute the perpetrator? b. What inferences can be made about the characteristics of the offender that may help identify him or her? c. Are there any other crimes that are likely to have been committed by the same person? V. Geographical Profiling and Mapping a. Geographical profiling: The analysis of geographical locations associated with the movements of a single serial offender. b. Geographical mapping: Analyzing the spatial patterns of crimes committed by numerous offenders over a period of time. c. Focuses on identifying the “hot spots” of certain types of crime. VI. Goals of Profiling a. The primary goal of profiling is to narrow the field of possible suspects. b. Profiling is also a form of prediction -- the profiler tries to “predict” who the offender or offenders might be and where and how the next crime may occur. c. Why Use Criminal Profiles in Law Enforcement? i. Traditional investigative techniques often fall short in extreme cases. ii. Certain subsets of offenses/offenders are considered most suitable for profiling. d. What crimes are more suitable for profiling? i. Sadistic sexual assaults, Sexual homicide, Postmortem cases of abuse and humiliation, Motiveless fire settings, Lust and mutilation murders, Rape, Occult and ritualistic crimes, Child sexual abuse including pedophilia, Bank robberies, & Anonymous obscene communications. VII. The Nuts & Bolts of Profiling a. All of the following assumptions must be true about a subject in order for profiling to be at all possible. i. Crime scene reflects the personality of the offender. ii. M.O. remains similar in all of their crimes.

SHS Medical Forensics Lab Book v 5.0

Page 163

iii. Signature will remain the same in all of their crimes. iv. Offender’s personality will not change over the course of time they are committing the crimes. VIII. The Organized-Disorganized Typology - The FBI Model a. Whether the crime scene is left ORGANIZED or DISORGANIZED is said to provide information about the offender’s criminal sophistication and personality. b. An Organized crime scene reflects: i. An offender who commits crime out of a need for power or control. ii. Motivation associated with PSYCHOPATHY or SOCIOPATHY. iii. The Organized Crime Scene: Offense planned, Victim a targeted stranger, Victim personalized, Controlled conversation, Crime scene reflects overall control, Demands submissive victim, Restraints used, Aggressive acts prior to death, Body hidden, Weapon/evidence absent, victim or body transported from scene, Associated with Psychopathy/Sociopathy. c. A Disorganized crime scene reflects: i. An offender who commits crime out of passion, compulsion, frustration, or anxiety. ii. Motivation associated with PSYCHOSIS. iii. The Disorganized Crime Scene: Spontaneous offense, Victim or location known, Depersonalizes victim, Minimal conversation, Crime scene random and sloppy, Sudden violence to victim, Minimal use of restraints, Sexual acts after death, Body left in view, Evidence/weapon often present, Body left at death scene, Associated with Psychosis. d. Classification of Offenders (see table). IX. Distinction Between Psychopathy & Psychosis a. PSYCHOPATHY - Personality disorder made up of a particular constellation of characteristics). i. Lack of attachment, Defect in affect, Absence of anxiety. In touch with reality. Severe Lack or Empathy. b. PSYCHOSIS - Clinical mental illness – such as Schizophrenia. i. May meet legal definition of insanity. Out of touch with reality. X. Current Approaches to Offender Profiling: a. American Approach: i. Incarcerated serial murderers (36) interviewed. ii. Categorised into organised or disorganised. iii. View crime scene for indicators. iv. View the crime scene and MO as indicators of individual pathology. v. Compare these observations with known offenders. This crime may fit a pattern. vi. Can be used to detect &/or predict and hopefully prevent. b. Goals of American Profiling Approach: i. Reduce scope of investigation. ii. Allow some prediction of future offences. iii. Provide a psychological evaluation of offender’s belongings, e.g. souvenirs from previous offences. iv. Provide strategies for interviewing.

SHS Medical Forensics Lab Book v 5.0

Page 164

ORGANIZED

DISORGANIZED

VICTIMS

Wives and girlfriends safe – gets more pleasure from killing than sex with wives and girlfriends.

Anybody – very poor relations with women in general. Usually live alone.

CRIME SCENE

Crime scene staged, and transport body

No staging, leave body where killed.

WEAPON

May carry weapon with him, and take them away after the crime, i.e. rape kits

Uses weapon of opportunity, frenzied attack, often depersonalizes the victim.

CHILDHOOD

Troublemaker at school.

Classmates won’t remember them.

PERSONALITY

Externalize anger, often attractive, confident, intelligent, good verbal skills. History of problems with authority.

Internalize anger, physically unattractive, low selfesteem, and previous suicide attempts, not very articulate.

RELATIONSHIPS WITH WOMEN

Talks to women, mood is fairly controlled.

Doesn’t often talk to women, mood is anxious

PLACE OF RESIDENCE

Live some distance from the crime, except the first crime. Usually live with a woman.

Kills where there is familiarity, usually close to home or to work. Lives alone.

PRE-OFFENCE

May be precipitated by loss of job or break-up with partner.

Low self-esteem; comes on victim of opportunity.

PUBLICITY

Takes interest in media reports of crime, will often try to get involved in investigation.

No interest in / fear of media reports of crime.

SHS Medical Forensics Lab Book v 5.0

Page 165

Steps in the FBI’s Profiling Process: The FBI's Crime Scene Analysis consists of six steps: YOU NEED TO KNOW THESE FOR THE TEST AND THE FOR THE FINAL TEST AT THE END OF THE YEAR!!!! XI. Profiling Inputs. The collection & assessment of all of materials relating to the specific case: a. photographs taken of the crime scene and victim, b. comprehensive background check of the victim, c. autopsy protocols, other forensic examinations relating to the crime, d. any relevant information that is necessary to establish an accurate picture about what occurred before, during or after the crime. e. This stage serves as the basis for all others, and should incorrect or poor information be provided, the subsequent analysis will be affected. f. Describing the Crime Scene: i. Much of the useful information you will obtain about the serial homicide case will be gathered at the crime scene, which is why it is vitally important that this be done correctly. ii. A complete description of the victim should be recorded: sex, age, build, hair color, clothing or missing clothing, positioning of the body, evidence of premortem injury or postmortem mutilation, evidence that could yield clues to cause of death. g. Describe the immediate surroundings including location of the body in relation to objects, furnishings & landmarks at the crime scene. i. Note the presence of any obvious weapons. Common or unusual objects that could be used as potential weapons (workshop tools, cooking utensils, etc). Look for obvious signs of violence. Bullet holes, shell casings, blood stains, vials, or syringes). ii. Don’t collect evidence at this stage of the investigation, but observe and document anything of relevance on the scene. iii. An important aspect is an analysis of crime scene staging, in an attempt to confuse or misdirect law enforcement away from cause of death or motive. iv. Many serial killers are more likely to stage murder scenes to shock &/or taunt police & the media. v. When examining a scene, be sure to consider who would benefit from the scene being staged as it is. h. Preliminary Interviews. i. Obtain a detailed account from the on-scene officer(s). ii. Any potential witnesses should be interviewed at the scene to take advantage of their fresh memories/the opportunity to guide investigators to evidence. iii. Some witnesses may be transported to the department for further questioning or revisited at another time. i. Victimology i. Many serial killers tend to specialize in specific types of victims. ii. One key aspect of developing a profile is an understanding of the killer’s victims.

SHS Medical Forensics Lab Book v 5.0

Page 166

j.

k.

XII. a. b. c. XIII. a. b. c. d. XIV.

iii. Understanding who the victim is, where they lived & worked, their background and social relationships may be vital in ascertaining: why they were victimized, who the killer was, preferred type of victim. Victim Data Collection i. Victim’s wallet or other form of identification. ii. Accurate description of clothing & personal effects at the scene. iii. Viable victim fingerprints. iv. Photograph of victim. v. The medical examiner will document any distinguishing features, marks, scars, tattoos, piercings, etc. during autopsy. vi. Check against Missing Person Reports. Important Evidence for Victimology i. Pattern of Injuries: may yield clues to the killer’s motives, identity and their relationship to the victim. This may lead to someone’s identity. 1. Rage typically indicates some level of familiarity. ii. Location: Many homicides occur because a particular victim was at the wrong place at the wrong time. 1. It is important to assess whether the victim belongs where the body was found. 2. When the victim’s body is dumped, the case is notoriously more difficult cases to solve because it almost impossible to trace the victim’s last steps. iii. Occupation: What did the victim do for a living and what kinds of people would they be likely to come in contact with in the course of their work and social life? iv. Family and Friends: Most interpersonal violence occurs between people who know each other. You may well uncover clues to the perpetrator’s identity. The victim may have confided in close friends or relatives about a clue to their whereabouts shortly before they were killed. v. Legal History: Check for a criminal or civil litigation history. Decision Process Models. Evidence is organized, studied, and analyzed to discern patterns and commonalities that can link the crime to others and yield clues to offender detection. This stage simply involves arranging all of the information gathered in the previous stage (Profiling Inputs) into a logical and coherent pattern. This might also establish how many victims were involved, with the purpose of establishing whether the crime was the result of a serial offender. Crime Assessment. From the pattern analysis, investigators attempt to reconstruct the crime, including: A time-line or sequence of events, The role each person present, whether the perpetrator, victim, or a bystander, Specific behaviors of both the victim and perpetrator. Criminal Profile.

SHS Medical Forensics Lab Book v 5.0

Page 167

a.

Steps 1-3 are used to create a profile incorporating the motives, physical qualities, personality, and behavioral tendencies of the perpetrator. b. This profile is also used to guide interview strategies for different types of suspects. c. This stage would also inform investigators on tactics to identify and apprehend the perpetrator. d. Give as complete a description of the perpetrator as possible: gender, age, race or ethnicity, intelligence level, education, military service, job status, living circumstances, nature of interpersonal relationships, & social contacts. e. Regard these as hypotheses that you will test against accumulating information. i. Many of these will be generalizations based on training and experience. ii. Others may be arrived at by mentally playing out the crime in different scenarios and imagining what sort of person would be involved. f. Then, match these alternatives to your local and regional criminal databases to see if any further identifying leads come up. g. Be willing to update and revise the profile as new data come in. h. Training, experience, creativity, and flexibility are the keys to effective case solving. XV. Investigation. a. The working profile is distributed to active investigators on the case and to any other organizations that may have databases or information pertinent to identifying the suspect. b. New information may be used to revise the profile. XVI. Apprehension. a. If a suspect is identified (about 50% of cases), he is interviewed, investigated, and compared to the profile. b. If a reasonable suspicion exists, a warrant is issued for his arrest. c. At trial, the careful presentation of evidence by law enforcement agents, forensic laboratory analysts, forensic psychologists, and others is what proves critical in making the case against the offender. d. Occasionally, this is extremely difficult as the offender may never be apprehended, or apprehended in another jurisdiction. XVII. The British Approach is less subjective, called the “bottom up”, or “data-driven” method. a. Data is collected and analysed to produce definite, measured, specific associations between offences and offender characteristics. b. Originated by David Canter with the “Railway Rapist” in 1985. c. Canter’s Approach - Traditionally, the only valuable clues at a crime scene were hard evidence, (e.g. blood, semen, fingerprints, hair, etc). d. Canter proposes that there are also less recognised clues which also define the offender. The problem is to interpret these clues correctly: the choice of victim, the location, the nature of the assault, what is and isn't left behind, what is and isn't said to the victim, whether or not the victim is killed XVIII. Law Enforcement Satisfaction a. Evaluation studies, police say: i. 83% – of the time it is “operationally useful.”

SHS Medical Forensics Lab Book v 5.0

Page 168

b.

XIX. a. b. c.

d. e.

ii. 69% – of them would definitely use profiling again. But only… i. 2.7% said profiling helped identify offender. ii. 14% said it helped solve their case. iii. 16% said it opened new lines of inquiry. Who profiles offenders in the USA? National Center for the Analysis of Violent Crime. The NCAVC is a component of the FBI’s Critical Incident Response Group (CIRG), located in Quantico, Virginia. Its primary mission is to provide behaviorally-based, operational support to federal, state, local, and international law enforcement agencies. The NCAVC is comprised of 4 units: i. Behavioral Analysis Unit-1 (Counterterrorism/Threat Assessment), ii. Behavioral Analysis Unit-2 (Crimes Against Adults), iii. Behavioral Analysis Unit-3 (Crimes Against Children), iv. Violent Criminal Apprehension Program (ViCAP). NCAVC staff members conduct detailed analyses of crimes from behavioral, forensic, and investigative perspectives to assist law enforcement agencies in identifing offenders. The NCAVC also conducts research into violent crime from a law enforcement perspective to gain insight into criminal thought processes, motivations, and behaviors.

SHS Medical Forensics Lab Book v 5.0

Page 169

Forensic Anthropology Notes I.

II.

III.

IV.

V.

VI.

Two Divisions of the Skeleton a. The Axial Skeleton i. Forms the longitudinal part of the body. This is the main body including the pelvis. ii. Consists of three parts: Skull, Vertebral Column, Rib Cage b. The Appendicular Skeleton i. Any appendage coming off of the Axial skeleton (Arms and Legs). Osteology: Study of Bones. a. Each bone studied INDIVIDUALLY. b. Bone injuries and birth defects can be very important in identifying a missing person. c. Unique combinations of injuries – Healed and Unhealed. Diseases of the bones. a. Arthritis - Inflammation of the joints. A degenerative disease that grows worse as someone ages. Leaves clear damage to the bones. b. Scoliosis - Is an abnormal curvature of the spine. Runs in families. i. Effects of scoliosis worsen with age. c. Kyphosis - The spine develops a hump. Can result from developmental problems; disease, osteoporosis, or fractures & trauma to the spine. d. Rickets - The softening and weakening of bones in children because of an extreme vitamin D deficiency. e. Gout - Results from excessive uric acid in the body. This leads to the formation of tiny crystals of urate that deposit in the joints. This causes recurring joint inflammation and may cause joint destruction. f. Acromegaly - Occurs when the body produces too much growth hormone. The hormone is produced by the pituitary gland in the brain. It promotes growth of tissues. When there is too much, these tissues grow larger than normal. This excessive growth can cause serious disease and even premature death. Forensic Anthropology: “Anthropo” is Greek for humankind or man, “logos” means the study of. a. The study of human skeletal remains to determine sex, age, and race in an effort to identify an individual. It includes newer topics of facial reconstruction and age progression. What Can We Learn? a. To Determine Sex Use: Pelvis first, then Skull. b. To Determine Race Use: Skull. c. To Determine Approximate Age Use: Growth of long bones. d. To Determine Approximate Stature Use: Length of long bones. e. Also look for Postmortem, perimortem or antemortem injuries. Determination of Sex a. Pelvis is the best bone (differences due to adaptations to childbirth): i. Females have wider sub-pubic arch angle. ii. Females have a sciatic notch > 90°. iii. Females have a broad pelvic inlet.

SHS Medical Forensics Lab Book v 5.0

Page 170

Sex Determination – Skull. Cranium = second best bone to use. i. Crests and ridges are more pronounced in males. ii. Chin significantly more square in males. iii. Jaw, mastoid process wide and robust in males. iv. Forehead slopes more in males. c. Determination of sex without pelvis or skull: i. Normally, the long bones alone are not used to estimate gender. ii. If these are the only bones present, there are characteristics that can be used for sex determination. iii. E.g. maximum length of humerus in females is 305.9 mm, while it is 339.0 mm in males. iv. VII. Determination of Race Trait Female Male a. It can be extremely difficult to determine the true race of a skeleton Upper Edge of Eye Orbit Sharp Blunt for several reasons: Shape of Eye Orbit Round Square i. Forensic anthropologists generally use a three-race Not expressed beyond Expressed beyond model to categorize skeletal Zygomatic Process external auditory external auditory traits: Caucasian (European), meatus meatus Asian (Asian/Amerindian), Nuchal Crest (Occipital and African (African and Smooth Rough and bumpy Bone) West Indian). ii. Although there are certainly External Occipital Generally Absent Generally present Protuberance some common characteristics within these groups, not all Frontal Bone Round, globular Low, slanting individuals are completely Mandible shape Rounded, V-shaped Square, U-shaped consistent with their geographic origin. Ramus of mandible Slanting Straight iii. People of mixed racial ancestry are common. iv. Often times, a skeleton exhibits characteristics of more than one racial group and does not fit neatly into the three-race model. v. The majority of the skeletal indicators used to determine race are non-metric traits which can be highly subjective. vi. Despite these drawbacks, race determination is viewed as a critical part of the overall identification of an individual's remains. b. THREE-RACE model i. Caucasoid: Europe, North Africa, West Asian. ii. Mongoloid: East Asia, Arctic, Native Americans (North and South). iii. Negroid: Sub-Saharan Africa. b.

SHS Medical Forensics Lab Book v 5.0

Page 171

c.

Two ways of determining race of a skull. i. Empirical = measurable 1. Cranial Index 2. Facial Index 3. Nasal Index ii. Observational = non-measurable 1. Eye Orbit Shape 2. Mastoid Process size/projection VIII. Empirical Measurements taken on a skull a. Nasal Index: Nasal breadth divided by nasal height i. Nasal Breadth (mm)= distance from alare to alare (al). ii. Nasal Height (mm) = dist. from naison (n) to nasospinale (ns). b. Cranial Index: the ratio between cranial breadth and cranial height i. Breadth (mm) = euryon (eu) to euryon (eu). ii. Height (mm) = Glabella (g) to Opistocranium (op). c. Facial Index: Facial height divided by Facial width. i. Facial Height (mm) = distance from nasion (n) to gnathion (gn) ii. Facial width (mm) = distance from zygion (zy) to zygion.(zy) (width) IX. Non-measurable features of skulls a. Nasal Spine: Bony projection that sticks out at the base of the nose. b. The shape of nasal spine varies between races. i. Nasal Silling and Guttering c. Gonial angle: The angle of the jaw. i. Related to the face shape 1. Referred to as either rounded or not rounded. d. Shape of Mandible: The shape of the jaw i. Referred to as either rounded or squared. e. Face Shape: i. Prognathism: The protruding of the lower jaw. 1. Most evident in Negroid skulls. ii. Orthognathism: No protrusion of lower jaw. 1. Most evident in caucasoid skulls f. Eye Orbit: The bony area surrounding an eyeball. Usually described as one of four shapes using a combination of the descriptions below: i. Round or Squared, Slanted or Not Slanted X. Determination of Age:

SHS Medical Forensics Lab Book v 5.0

Page 172

Ages 0-5: teeth are best – forensic Trait Caucasoid Negroid Mongoloid odontology i. Baby teeth are lost and adult teeth Cranial Index .74 -.79 .75 or less .80 or more erupt in predictable patterns b. Ages 6-25: epiphyseal fusion – fusion of bone Nasal Index Less than .48 .53 or greater .49-.52 ends to bone shaft Facial Index Greater than .90 .85 or less .86-.89 i. Epiphyseal fusion varies with sex and is typically complete by age 25 Facial Orthognathic Prognathic Variable c. Ages 25-40: very hard Profile/Shape d. Ages 40+: basically wear and tear on bones Eye Orbit Squared and Squared and Rounded and i. Periodontal disease, arthritis, Shape/Direction Slanted Straight Straight breakdown of pelvis, etc. ii. Can also use ossification of bones such as those found in the cranium Gonial Angle Shape Slightly Flared Straight (very Flared e. The long bones are those that grow primarily (a little over 90) close to 90) (greater than 90) by elongation at an epiphysis at one end of the growing bone. The long bones include the Chin Profile Pointed Flat Flat femurs, tibias, and fibulas of the legs, the humeri, radii, and ulnas of the arms, and the phalanges of the fingers and toes. i. As a child grows the epiphyses become calcified (turn to hard bone) called Epiphyseal Fusion. ii. The epiphyses have fully joined when a person reaches adulthood, closing off the ability to grow taller or in the case of the arms, to grow longer. XI. Determination of Stature a. Long bone length (femur, tibia, humerus) is proportional to height b. There are tables that forensic anthropologists use (but these also depend to some extent on race) c. Since this is inexact, there are ‘confidence intervals’ assigned to each calculation. d. For example, imagine from a skull and pelvis you determined the individual was an adult Caucasian, the height would be determined using Humerus length = 30.8 cm. i. Height = 2.89 (MLH) + 78.10 cm = 2.89 (30.8) + 78.10 cm = 167 cm (5’6”) ± 4.57 cm. ii. See your lab handout for the formula table. XII. Other Information We Can Get From Bones: a. Evidence of trauma (here GSW to the head) b. Evidence of post mortem trauma (here the head of the femur was chewed off by a carnivore) XIII. Scans: Medical scans are sometimes used to see inside of a bagged or mummified corpse. Damage to bones can be an indicator of the identity of an individual. a. MRI: Magnetic Resonance Imaging - is a test that uses a magnetic field and pulses of radio wave energy to make pictures of organs and structures inside the body. In many cases it gives different information about a.

SHS Medical Forensics Lab Book v 5.0

Page 173

b.

c. d.

structures in the body than can be seen with an X-rays, ultrasounds, or other scans. It also may show problems that cannot be seen with other imaging methods. CT Scan: Computed Tomography (also called CAT Scan) - Combines a series of X-ray views taken from many different angles and computer processing to create cross-sectional images of the bones and soft tissues inside your body. The resulting images can be compared to looking down at single slices of bread from a loaf. It is particularly well suited to quickly examine people who may have internal injuries from car accidents or other types of trauma. Polygraph: Measures and records several physiological indices such as blood pressure, pulse, respiration, and skin conductivity while the subject is asked and answers a series of questions. PET Scan: Positron Emission Tomography - Uses radiation to produce 3-dimensional, color images of the functional processes within the human body. The machine detects pairs of gamma rays which are emitted indirectly by a tracer which is placed in the body on a biologically active molecule. The images are reconstructed by computer analysis. These can be used to diagnose a health conditions, as well as for finding out how an existing condition is developing. They are often used to see how effective an ongoing treatment is.

SHS Medical Forensics Lab Book v 5.0

Page 174

31. _________________________________ 32. _____________________________

33. _____________________________________

1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________ 6. _____________________________________ 7. _____________________________________ 8. _____________________________________ 9. _____________________________________ 10. _____________________________________ 11. _____________________________________ 12. _____________________________________ 13. _____________________________________ 14. _____________________________________ 15. _____________________________________ 16. _____________________________________ 17. _____________________________________ 18. _____________________________________ 19. _____________________________________ 20. _____________________________________ 21. _____________________________________ 22. _____________________________________ 23. _____________________________________ 24. _____________________________________ 25. _____________________________________ 26. _____________________________________ 27. _____________________________________ 28. _____________________________________ 29. _____________________________________ 30. _____________________________________

SHS Medical Forensics Lab Book v 5.0

Page 175

Process Lab: Anthropology Lab - Determining the Characteristics of Bones Background Information: Gender Skull Traits:

Female

Male

Upper Edge of Eye Orbit

Sharp

Blunt

Shape of Eye Orbit

Round

Square

Not expressed beyond external auditory meatus

Expressed beyond external auditory meatus

Smooth

Rough and bumpy

Generally Absent

Generally present

Zygomatic Process

Nuchal Crest (Occipital Bone) External Occipital Protuberance

SHS Medical Forensics Lab Book v 5.0

Page 176

Frontal Bone Mandible shape

Round, globular

Low, slanting

Rounded, V-shaped

Square, U-shaped

Slanting

Straight

Ramus of mandible

SHS Medical Forensics Lab Book v 5.0

Page 177

Objective: Practice observing the characteristics of bones, and then use these to determine the height, race and gender of individuals.

Materials: Bone Models

Information Charts

Protocol: 1.

2. 3.

4.

5.

6. 7.

This lab has been broken into a series of stations. At each station is a bone that has been labeled with a tag.

BONE

RACE Caucasoid Femur Negroid Mongoloid Caucasoid Tibia Negroid Mongoloid Caucasoid Fibula Negroid Mongoloid Caucasoid Humerus Negroid Mongoloid Caucasoid Ulna Negroid Mongoloid Caucasoid Radius Negroid Mongoloid

MALE EQUATION 2.32 x femur + 65.53 ± 3.94 cm 2.10 x femur + 72.22 ± 3.91 cm 2.15 x femur + 72.57 ± 3.80 cm 2.42 x tibia + 81.93 ± 4.00 cm 2.19 x tibia + 85.36 ± 3.96 cm 2.39 x tibia + 81.45 ± 3.24 cm 2.60 x fibula + 75.50 ± 3.86 cm 2.34 x fibula + 80.07 ± 4.02 cm 2.40 x fibula + 80.56 ± 3.24 cm 2.89 x humerus + 78.10 ± 4.57 cm 2.88 x humerus + 75.48 ± 4.23 cm 2.68 x humerus + 83.19 ± 4.16 cm 3.76 x ulna + 75.55 ± 4.72 cm 3.20 x ulna + 82.77 ± 4.74 cm 3.48 x ulna + 77.45 ± 4.66 cm 3.79 x radius + 79.42 ± 4.66 cm 3.32 x radius + 85.43 ± 4.57 cm 3.54 x radius + 82.00 ± 4.60 cm

At the long-bone stations, determine the height of the individual using the formula sheet provided. Measure the bone in millimeters, and then apply the measurement to the correct formula. Fill out Table 4. At the skull stations, you will be making both observations and measurements in order to determine the gender and race of the individual. Fill out Tables 1 and 2. At the pelvis stations, you will be making some measurements and observations to determine the gender of the individual. Fill out Table 3. At the Maxilla stations, determine the race of the maxilla by looking at the shape of the dental arch.

FEMALE EQUATION 2.47 x femur + 54.10 ± 3.72 cm 2.28 x femur + 59.76 ± 3.41 cm (Use Male) 2.90 x tibia + 61.53 ± 3.66 cm 2.45 x tibia + 72.56 ± 3.70 cm (Use Male) 2.93 x fibula + 59.61 ± 3.57 cm 2.49 x fibula + 70.90 ± 3.80 cm (Use Male) 3.36 x humerus + 57.97 ± 4.45 cm 3.08 x humerus + 64.67 ± 4.25 cm (Use Male) 4.27 x ulna + 57.76 ± 4.30 cm 3.31 x ulna + 75.38 ± 4.83 cm (Use Male) 4.74 x radius + 54.93 ± 4.24 cm 3.67 x radius + 71.79 ± 4.59 cm (Use Male)

Results:

Table 1: Gender of Pelvis Pelvis Trait:

Pelvis C – Gender: ________________

Pelvis R – Gender: ________________

A = females have wider sub-pubic arch angle. B = females have a sciatic notch > 90°. C = females have a broad pelvic inlet.

SHS Medical Forensics Lab Book v 5.0

Page 178

Table 2: Gender of Skulls – Use Skull L1, L2, L3, I1, I2, or I3 Upper Edge of Eye Orbit Shape of Eye Orbit Zygomatic Process Nuchal Crest (Occipital Bone) External Occipital Protuberance Frontal Bone Mandible shape Ramus of mandible Gender Determination: Table 3: Race of Skulls – Use the same skull as used for Table 2 Cranial index Facial index Nasal Index Facial Profile/Shape Eye Orbit Shape/Direction Gonial Angle Shape Chin Profile Race Determination:

SHS Medical Forensics Lab Book v 5.0

Page 179

Table 4: Calculating Height with Long Bones Bone

Race / Gender Info.

Humerus A

Mongoloid / Female

Humerus K

Caucasoid / Male

Ulna E

Caucasoid / Male

Ulna O

Negroid / Female

Radius F

Mongoloid / Female

Radius P

Negroid / Male

Femur D

Caucasoid / Male

Femur G

Negroid / Female

Tibia B

Mongoloid / Female

Tibia J

Caucasoid / Male

Length of Bone (cm)

Table 5: Determining Race with Dental Arch of Maxilla Maxilla Exhibit: Maxilla 8 Dental Arch Shape / Race

Height Range

Maxilla 9

Maxilla 10

SHS Medical Forensics Lab Book v 5.0

Page 180

Sherlock Bones Lab – with Report Objective: Correctly determine the vital statistics of the skeleton your group receives, which could lead to an identification. Be aware that your group could receive bones from a combination of individuals – a body dump. Calipers Protractors Metric Measuring Tape Calculator Bone Specimens

Scenario: Your local police department has been searching for three individuals who have been reported missing within the last two years. Recent news of the discovery of human bones in the area has given rise to the new hope in their families that their loved ones may finally have been located. You will play the part of a famous forensic anthropologist named Sherlock Bones. It is you job to provide the authorities with a physical description of the individual whose remains you will be studying.

Combined Protocol and Results: Part I – Examination of the Pelvis for Sex and Age Determination 1. Determine the sub-pubic angle by doing the following, then record this in Table 1. a. Situate your protractor so that the black dot on the base is positioned at the center of the angle created by the pubic symphysis. b. Align the baseline of the protractor so that it runs parallel to the ramus of the left ischium. c. Read the angle where the right ischium intersects the angle on the protractor. 2. Next, use the calipers to measure the Pubis Body width and record this in Table 1 as well. 3. Locate the greater sciatic notch and measure its angle, then record in Table 1. 4. Locate the Sacrum and the Coccyx. Judge the space between these bones and the pubis. Is it circular and wide, or heart-shaped and narrower? Record in Table 1. 5. Refer to Table 8 to determine the approximate age when each particular bone would have completely ossified leaving no evidence of epiphysis.

SHS Medical Forensics Lab Book v 5.0

Page 181

6. Inspect the entire pelvis carefully. Pay close attention for any evidence of epiphyseal unions. Check off each level in Table 8 to identify each age group through which this particular pelvis has passed. Record the highest age group into which the bone has passed in Table 1. Table 8 Pelvis Developmental Occurrence The pubis bone and the ischium are almost completely united by bone. The ischium, ilium and pubis bones are completely joined together. The 2 lowest segements of the sacral vertebrae become joined together. The ilium, ischium and pubis bones become fully ossified with no evidence of epiphyseal unions (no lines are visible). All segments of the sacrum are united with no evidence of epiphyseal unions. Table 1 Pelvis Gender and Age Data Trait Age (From Table 8) Sub-Pubic Angle Pubis Body Width Greater Sciatic Notch Pelvic Cavity Shape

Result

Approx. Age 7–8 13 – 14 18 20 – 25 25 – 30

Female Data Male Data USE TABLE 8 TO DETERMINE > 90◦ < 90◦ Approx. 40 mm 25 – 30 mm > 68◦ < 68◦ Circular & Wide Heart-Shaped & More Narrow

Final Sex Determination

SHS Medical Forensics Lab Book v 5.0

Page 182

Part IIA – Examination of the Skull for Sex Determination 1. 2. 3. 4. 5.

Record all of your observations for this part of the lab in Table 2 of your results section. Run your finger over the upper edge of the eye orbit. Is it rounded or sharp? Observe the shape of the eye orbit. Is it closer to being round or square? Locate the Zygomatic Process. Is this ridge expressed beyond the External Auditory Meatus? Observe the Occipital region of the skull. The Nuchal Crest is a ridge that runs along the base of the occipital bone. Is this area smooth (like the rest of the skull), or is it bumpy and rough? Record you answer in Table 2. 6. In the same region, is there a bump, known as the External Occipital Protuberance? Record in Table 2. 7. Observe the frontal bone from the side. Is it low and slanting, or rounded and globular? 8. Observe the mandible from the inferior side. Does it look U-Shaped or rounded and V-Shaped? 9. Observe the ramus of the mandible. Is the ramus fairly straight as it proceeds toward the skull, or is it slanted? Table 2 Skull Gender Data Trait Result Female Data Male Data Upper Edge of Eye Orbit Sharp Blunt Overall Shape of Eye Round Square Orbit Zygomatic Process Not expressed beyond Expressed beyond the the External Auditory External Auditory Meatus. Meatus. Nuchal Crest (on Smooth Rough and Bumpy Occipital Bone) External Occipital Generally Absent Generally Present Protuberance Frontal Bone Round, Globular Low, Slanting Mandible Shape Rounded, V-Shaped Square, U-Shaped Ramus of Mandible Slanting Straight Final Sex Determination SHS Medical Forensics Lab Book v 5.0

Page 183

Part IIB – Examination of the Skull for Race Determination 1. Record the following observations in Table 5. 2. Using your calipers, determine the nasal width by taking the inside measurement of the widest portion of the nasal cavity. Then, measure the height of the nasal cavity. Determine the nasal index by dividing the width by the length. 3. The nasal Spine is located medially at the base of the nasal cavity. Would you consider this spine to be prominent, somewhat prominent or very small? 4. Leading to the nasal spine is a ridge of bone that may or may not be present. Run your finger along this ridge. Do you feel sharp ridges (nasal silling). 5. A jaw is considered Prognathic if it juts out away from the face. To test this, hold a ruler vertically in front of the face. If you can touch the area where the nasal spine would be found and the base of the mandible, and it remains vertical, there is no prognathism. If the ruler is at any angle when doing this, there is a prognathism. Record your observation in Table 5. 6. Observe the shape of the eye orbits. Are they somewhat square but rounded, rounded and circular, or fairly rectangular? Table 5 Skull Race Data Trait Nasal Width (mm) Nasal Height (mm) Nasal Index Nasal Spine Nasal Silling/Guttering Prognathism Shape of Orbital Openings Final Race Determination

Result

Caucasoid

Mongoloid

Negroid

< .48 Prominent Spine

.49 - .52 Somewhat Prominent Rounded Ridge

> .53 Very Small Spine

Sharp Ridge (silling) Straight Rounded edges & somewhat square

Variable Rounded edges & somewhat circular

No Ridge (guttering) Prognathism Rectangular or squared

SHS Medical Forensics Lab Book v 5.0

Page 184

Part IIIA – Examination of long bones for Sex, Race and Age Determination (USE ONLY IF THE

FEMUR IS PRESENT) 1. Record your observations of the either the femur or the tibia in Table 3. 2. Using your caliper, measure the vertical diameter of the femoral head. 3. Again using your caliper, measure the distance between the most lateral portion of the internal condyle and the most lateral portion of the external condyle. 4. Measure the entire length of the femur but measuring from the highest point of the femoral head, to the most inferior portion of the inferior condyle. 5. Inspect the entire Femur carefully. Pay close attention for any evidence of epiphyseal unions. Check off each level in Table 9 to identify each age group through which this Table 9 Femur Developmental Occurrence The greater trochanter first appears. The lesser trochanter first appears. The head, greater trochanter & lesser trochanter first join the shaft. The condyles first join the shaft.

Table 3 Femur Gender Data Measurement Vertical Diameter of the Femoral Head (mm) Bicondylar Width (mm) Maximum Length (mm) Age based on Table 9:

Result

Female

Approx. Age 4 13 – 14 18 20

< 43.5

Indeterminate Sex 43.6 – 44.4

> 44.5

< 74 < 405

74.1 – 75.9 406 - 429

76 430

particular bone has passed. Record the highest age group into which the bone has passed in Table 3.

Male

SHS Medical Forensics Lab Book v 5.0

Page 185

Part IIIB – Examination of long bones for Sex, Race and Age Determination (USE ONLY IF THE TIBIA IS

PRESENT) 1. Using your caliper, determine the maximum epiphyseal breadth of the proximal tibia by measuring across the maximum distance between the lateral condyle and the medial condyle. 2. Using your caliper, determine the maximum epiphyseal breadth of the distal tibia by measuring across the maximum distance between the lateral condyle and the medial condyle. 3. Measure the maximum length of the tibia by measuring from the most superior point on the proximal epicondyle to the most inferior point on the distal epicondyle. 4. Using table 11, determine the age range of the individual. 5. Record the data for this bone in Table 12. Table 11 Tibia Developmental Occurrence Distal head of the Tibia has fused to the shaft. Proximal head of the Tibia has fused to the shaft. Table 12 Tibia Gender Data Measurement Maximum Epiphyseal Breadth of Proximal Tibia (mm) Maximum Epiphyseal Breadth of Distal Tibia (mm) Final Sex Determination: Height Based on bone length: Age Based on Table 11

Result

Approx. Age 16 - 19 17 – 19

Avg. Female 70.26

Avg. Male 79.40

46.31

52.48

Part IIIC – Examination of long bones for Sex, Race and Age Determination (USE ONLY IF THE HUMERUS IS PRESENT) 1. Record this data in Table 4. 2. Measure the transverse diameter of the humeral head. SHS Medical Forensics Lab Book v 5.0

Page 186

3. Next, measure the vertical diameter of the humeral head. 4. Measure the maximum length of the humerus from the most superior point of the head to the most inferior point on the trochlea (at the bottom). 5. Using your caliper, measure the width of the epicondylar width. 6. Inspect the entire Humerus carefully. Pay close attention for any evidence of epiphyseal unions. Check off each level in Table 10 to identify each age group through which this particular bone has passed. Record in Table 4. Table 4 Humerus Data Measurement Transverse Diameter of Humeral Head (mm) Vertical Diameter of Humeral Head (mm) Maximum Length (mm) Epicondylar Width (mm) Final Sex Determination: Height Based on Bone Length: Age Based on Table 10:

Result

Avg. Female 37.0 – 39.0

Avg. Male 42.7 – 44.7

42.7

48.8

305.9 56.8

339.0 63.9

Table 10 Humerus Developmental Occurrence The head and tuberosities join to become a single large epiphysis. The radial head, trochlea & external condyle blend and unite with the shaft. The internal condyle unites with the shaft. The upper epiphysis unites with the shaft.

Approx. Age 6 16 – 17 18 20

SHS Medical Forensics Lab Book v 5.0

Page 187

SHS Medical Forensics Lab Book v 5.0

Page 188

Sherlock Bones Lab Report

Grading Rubric – For Teacher’s Use

Name: _____________________________________________ Due Date: __________________

I will deduct points for each of the following:

Mechanics: This report is to be written clearly and concisely and reported honestly, using the data that you collected. The report should be clear of spelling mistakes, typographical errors, and grammatical errors. Complete all sections of the report, including the analysis questions at the end. Problem: Can the vital statistics (Gender, Race, Height, Age) of an unknown set of bones be determined accurately? Hypothesis (Written in correct If, Then, Because format): _____________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Variables: • Independent: __________________________________________________________________ • Dependent: ___________________________________________________________________ Experimental Design - Summarize (very generally) in 5 to 10 numbered steps how you test a sample using the techniques described in the lab. Include the materials needed in your procedure. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ _____________________________________________________________________________________

Lab Report Clarity:  Not written in complete sentences.  Does not use correct grammar spelling & punctuation.  Report is sloppy, incomplete &/or unreadable.

/10 Hypothesis:  Does not use proper format – If/Then/Because.  Hypothesis does not completely answer lab question or does not make sense.  Hypothesis is poorly stated.  Does not clarify what the student is thinking.

/10 Independent Variable:  No variable identified.  Incorrect Independent variable.

/5 Dependent Variable:  No variable identified.  Incorrect Dependent variable.

/5 Experimental Design:  Answer not 5 – 10 numbered steps.  Question is not answered.  Explanation of process not clear.  No materials are given / described.  Important steps left out.

SHS Medical Forensics Lab Book v 5.0

/10 Page 189

Table X Completed:

Experimental Results: Characteristic Gender Race Height Age Identity of Skeleton VII.

VIII.

IX.

TABLE X Skeleton # ____________

/15

______ Hypothesis Correct?    

Based on the data collected, was your hypothesis correct? Give 2 pieces of data that clarify your decision: ____________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How can the results of your investigation be applied to two different situations in a forensic investigation? Describe each of these situations in one sentence that clearly illustrate the direct connection between your results and the application you choose. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Were there any bones that could not definitively be described for their gender, race, age, height? a) If so, describe which ones and why you could not identify them. OR b) If you identified all bones, tell what the most useful feature is for one characteristic. (minimum 2 sentences)



The word is “Yes” or “No” and does not state clearly, “My hypothesis was correct/not correct.” 2 items of detailed data measured in lab (numbers, observations) were not provided to support decision. Data used is not explained. Student does not make a choice. A hypothesis cannot be both right and wrong. The decision about hypothesis correctness does not match the data collected in lab.

_____/10 Application:   



Answers is not specific about how the process is used in an investigation. Not 2 sentences long. Student does not understand how to apply this to an investigation. Don’t retell what we did in lab.

_____/10 Any bones unidentified:    

Student did not answer part a. Student did not discuss any unmatched samples from their lab data. Student did not answer part b. Not enough detail in the answer.

_____/10

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ SHS Medical Forensics Lab Book v 5.0

Page 190

X.

Were there any mistakes made in the process you used to evaluate the evidence in lab? a) Tell what these were, and how they affected your determination. b) How could these mistakes be corrected for (be detailed)? c) If you feel you made no mistakes, how could the experiment be repeated to make it more accurate (If you don’t answer a/b, you must answer c)? (minimum 2 sentences) ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 12. What is the difference between direct and circumstantial evidence when dealing with the bones of a victim in a crime scene investigation? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Mistakes in Procedure:  Doesn’t tell how to fix mistakes.  Should be longer than 1 sentence.  “We didn’t make any mistakes,” is an incorrect answer. You should have answered question c.  Saying, “Follow all the steps better,” does not work for an answer.  This student does not understand what was happening in the lab.  Based on my observations in lab, this student did not help their lab partners to collect the data.

_____/10 Question 12 

Minus 3 pts if incorrect or unanswered.

13. What information can a victim’s remains provide to a forensic investigation after their death? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

_____/3

14. Gender – Determining gender with adult remains can be accomplished by observing differences in the pelvis. In adult females the sub-pubic angle is typically _________ ____________ and in adult males the subpupic angle is _____________________.

Question 14

15. Age – Determining the age of a person from skeletal remains depends on a number of observations. Describe which regions of the body you would want to observe in order to attempt to determine the age of a victim based on their skeletal remains. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

SHS Medical Forensics Lab Book v 5.0

Question 13 

Minus 3 pts if incorrect or unanswered.

_____/3 

Minus 3 pts if incorrect or unanswered.

_____/3 Question 15 

Minus 3 pts if incorrect or unanswered.

_____/3

Total: _____/ 107 Page 191

SHS Medical Forensics Lab Book v 5.0

Page 192

Impression Evidence Notes I.

II.

III.

What is the difference between Class Evidence & Individual Evidence? a. Class Evidence (Characteristics) - Properties of evidence that can only be associated with a group and not a single source. i. Measurable features of an item that indicate a restricted group source based on design factors determined prior to manufacture. ii. May be shown to be like or consistent with a questioned source, although not uniquely identifiable with that source. b. Individual Evidence (characteristics)- Properties of evidence that can be attributed to a common source with a high degree of certainty. i. Marks on an object produced by the random imperfections or irregularities on the surfaces of the tools used to manufacture the object. ii. Produced incidental to the manufacturing process and typically seen at microscopic level. iii. Can be produced on an object by use, abuse, and/or corrosion. iv. May be uniquely identifiable with a source. Significance of Physical Evidence: a. One of the primary endeavors of forensic scientists must be to create and update statistical databases for evaluating the significance of class physical evidence. (More on these in a minute.) b. The chances of finding class physical evidence are much greater than individual physical evidence. c. Assessing the Value of Evidence: i. The value lies in its ability to corroborate events with data in a manner that is, as nearly as possible, free of human error and bias. ii. It is the thread that binds together other findings. iii. The chances of finding two identical pieces of physical evidence at a crime scene that did not originate from the same source are low. iv. As the number of objects linking an individual to a crime scene increases, the likelihood that he/she was involved increases dramatically. d. Cautions and limitations in dealing with physical evidence: i. The weight of significance of physical evidence is left entirely to a jury of laypeople. ii. Physical evidence may also be used to exclude a person from suspicion. iii. The task of the forensic scientist is to find as many characteristics as possible to tie one substance with another. iv. For forensic examiners, reading text books and relevant journals is no substitute for experience. Forensic Databases a. In a criminal investigation, the ultimate contribution that a criminalist can make is the linking of a suspect to a crime through comparative analysis. Often done via a database.

SHS Medical Forensics Lab Book v 5.0

Page 193

b.

IV.

The following Databases are among the most commonly used. You will also need to know what they are used for and what the abbreviation of each name means. i. Fingerprint databases: Integrated Automated Fingerprint Identification Systems (IAFIS) – a national fingerprint and criminal history database maintained by the FBI and launched in 1999. ii. Once the quality of the print is suitable for the IAFIS search, the examiner creates a digital image of the print & marks points on the print to guide the search. iii. The print is then electronically submitted to IAFIS. iv. Within minutes, the examiner may receive a list of potential matches for verification. c. DNA Databases: i. In 1998, the FBI’s Combined DNA Index System (CODIS) became fully operational. ii. CODIS Creates investigative leads from 2 sources: 1. The forensic index - contains over 110,000 profiles from unsolved crime scene evidence. Based on a match, police in several jurisdictions can identify/link serial crimes. 2. The offender index - contains profiles from nearly three million convicted or arrested individuals. iii. Hundreds of thousands more are backlogged and waiting for entry into the system. d. National Integrated Ballistics Information Network (NIBIN). i. Maintained by the Bureau of Alcohol, Tobacco and Firearms. ii. Firearms and explosives – allows analysts to acquire, digitize, and compare markings made by a firearm on bullets and casings. iii. The heart of this database is the (IBIS) Integrated Ballistic Identification System. Comprising a microscope and a computer unit that can capture an image of a bullet or cartridge casing. Images are forwarded to a regional server. 1. IBIS does not definitively match a bullet to a firearm. It merely provides a list of candidates that the investigator can follow up on. e. International Forensic Automotive Paint Data Query (PDQ) – i. Database contains chemical and color information pertaining to original automotive paints. ii. Developed and maintained by the Royal Canadian Mounted Police. Contains information on the make, model, year and assembly plant of more than 13,000 vehicle types. Also has a library of more than 50,000 layers of paint. iii. Greatest use in hit-and-run cases. f. SICAR (Shoeprint Image Capture and Retrieval) – a NONgoverment database. i. Commercially available, used for comparing and identifying crime scene shoeprints. ii. Can link a crime scene shoe impression to a particular shoe manufacturer. g. Tread Assist – Tire Impressions. Impression Evidence: Includes any markings produced when one object comes into contact with another with enough force to leave behind some kind of indentation or print.

SHS Medical Forensics Lab Book v 5.0

Page 194

a.

V.

Common impression evidence encountered includes: footwear impressions, tire marks, markings created by tools and similar instruments. b. Impression Basics: i. Impressions may be found in or on many different types of materials. ii. The quality of the impression depends on: 1. The object making the impression. 2. The surface conditions, such as how hard or soft it is and what type of material it is (soil, mud, dust, concrete, grass, skin, etc.) Footwear Impressions a. May be two-dimensional - the print left behind on a flat surface in some deposited material. Or threedimensional - formed in a soft surface such as soil. b. Non-destructive methods methods of impression retrieval should always be employed before those that may damage the print. c. 2-D: i. Documented using photography. ii. Some may be dusted with fingerprint powder to be photographed or lifted with tape. iii. They may also be collected using an electrostatic dust lifting process. d. 3-D: i. Documented using photography as well as by casting. e. Impressions in dust: Are extremely delicate, though they can be carefully recovered using electrostatic treatment. i. An electrostatic lifter passes a voltage across a thin layer of conductive film, which is composed of a lower layer of black insulating plastic with an upper layer of aluminium foil. ii. The electrostatic charges cause particles of the impressions to jump onto the black underside, recovering the dust impression. f. Casting impressions in snow: i. In this instance aerosol products exist, such as Snow Impression Wax. ii. This is applied to the impression numerous times at intervals of one to two minutes and then left to dry. The impression can then be cast as normal. iii. Flour sulphur may be used to cast snow prints. g. Any footwear impressions collected from the crime scene may be useless unless there are suspect samples available for comparison. h. Even if no other samples are available for comparison, a recovered shoe impression may yield a vast amount of information. i. Almost all footwear bear undersoles with distinctive patterns, which manufacturers are increasingly designing to be specific to 1 style of shoe. i. In some locations such patterns have been stored in databases for comparison purposes. j. A certain degree of individuality may also be imparted from the manufacturing process or general wear.

SHS Medical Forensics Lab Book v 5.0

Page 195

k.

VI.

VII.

As a shoe is worn certain details fade in different places, depending on the weight and walk of the wearer, and specific damages may be caused. l. The size of the shoe may prove useful, though not as a positive identifier. m. Collection Methods: Investigators analyze the impression evidence to find unique characteristics to link shoes, tires, tools, and other objects found in a suspect’s possession to evidence at a crime scene. n. Matching a print to a shoe: Requires finding the individual characteristics in both the impression and a suspect shoe. i. Investigators can analyze a shoe print to determine its class, or brand of shoe. ii. Databases help determine the brand of shoe to provide leads for a case. iii. They also look for individual characteristics, such as wear patterns, damages or defects. Tire Impressions a. As vehicles are commonly present at crime scenes, before, during or after the crime, tire impressions will often be discovered at the scene, usually in soil. The enhancement and collection of these is similar to that of footwear impressions. b. If a tire impression is discovered at a second impression should also be searched for. c. The distance between these may provide further information on the vehicle in question. d. Tire Track Evidence - Usually found in road accident scenes or in the access and escape routes of other crime scenes. i. Help to type of vehicle that left them. ii. Investigators may make ink prints of a tire or plaster casts of a track. They will also take photographs that can later be used to prove a match. e. Features to analyze: i. Tread pattern. Width & depth of the tread pattern. Unique characteristics due to the wear pattern or defects. f. Tire databases are available help investigators determine the brand and model of the tire that left the impression. Instrument / Tool Marks a. Tools used during a crime will often leave marks behind at the scene, which may prove beneficial in establishing links between a particular object and the scene. b. Common instruments encountered fall into two categories; cutting instruments (knives, bolt cutters and drills), levering instruments (screwdrivers). i. Such instruments will often suffer damage when used, giving them characteristic features which may leave behind a distinctive impression. ii. A cast can be made of the impression at the scene, usually using a type of silicon rubber. iii. This can then be used in comparison with other impressions or instruments to establish a match and determine which tool was used. c. Tool marks can be classified two ways: i. Impressions – As a tool hits a softer surface, the shape of the tool and imperfections in its surface may be left behind as an impression.

SHS Medical Forensics Lab Book v 5.0

Page 196

ii. Scratches – As a tool moves across a surface, it may leave ridges or striations behind. Features to analyze: Dimensions of the impression. Ridges or striation patterns. Defects, such as nicks and chips. Paint chips or metal shards left on a tool. Bite Mark Evidence a. Investigators can analyze bite marks for characteristics to help identify victims or suspects or to exclude others. b. Marks can be left on a victim’s skin or other objects, such as Styrofoam cups, gum, or foods. c. Dental records & x-rays can also provide useful information, when attempting to identify an individual. d. Features to analyze: Type of bite mark (human or animal). Characteristics of the teeth (position, evidence of dental work, wear patterns, etc.). Color of area to estimate how long ago the bite occurred (old or recent bite). Swab for body fluids for DNA tests. Forensic Odontology Training Requires: a. Dental training  Licensed dentist  Special classes and seminars  Forensic Odontology certification from American Academy of Forensic Science. Human Identification a. Comparison of antemortem data with postmortem data. b. Presumptive vs. positive identification. i. Presumptive = to the best of our ability to determine, this is the person. ii. Positive = we know this is the person. c. Dental Charts and X-rays i. Using a pre mortem x-ray and a dental chart any major construction is marked on the dental chart. ii. Using a post mortem x-ray and a dental chart features are also marked. d. Comparative overlays of teeth angles and separations are also used to positively identify decedents. e. Bite Marks i. Often there are bite marks that can be used to identify perpetrators (Ted Bundy). ii. Photographic study and image enhancement with comparative study may exclude or positively identify a suspect. iii. Most often seen in rape, murder, child abuse and spousal abuse. d.

VIII.

IX.

X.

SHS Medical Forensics Lab Book v 5.0

Page 197

Process Lab: One Bite Out of Crime Lab Purpose: To Practice identifying an individual based on dental records and other evidence. Materials: X-rays Dental Records Dental Casts Wax Dental Impressions Bite Mark Impressions Skulls Measurement Equipment Protocol: Part 1: Using Dental Records 1. In this example, you will be using dental records and x-rays of skulls to match the identities of the victims involved in an airplane crash. Based on the passenger manifest, these are the few remaining people who have not been identified by other means. 2. Using the dental records provided, try to identify the individuals in the x-rays by matching fillings, crowns and other repair work done on the teeth of the victims. Part 2: Matching Bite Impressions 1. In this part of the lab, you have the bite marks taken from the skin of a victim. 2. You have ordered casts of the teeth of all of the suspects. 3. Using your wax “skin” impressions, visually match the bite marks to the teeth that provided them. Part 3: Making Bite Mark Measurements 1. You are going to be measuring the dental cast you have taken of your own teeth and comparing it to the bite you made in the wax in an effort to mathematically match they to one another. Complete the following measurements on both your dental cast and on the bite mark in the wax. a. Dental Arch Shape: Is the overall shape of the teeth an oval, Cshaped, or U-shaped? b. Alignment: Is there a tooth (or more than one) that is not in line with the others? If so which one(s)? c. Rotation: Is there a tooth (or more than one) that is twisted into a different direction from what it is supposed to be? If so which one(s)? d. Spacing = Are there any teeth that have larger than normal gaps? List them. e. Width: What is the width (in mm) of the second molar? f. Wear Patterns: Are there any unique wear patterns on the teeth, or missing teeth in the jaws? Describe these. g. LM2 – RM2 = Measure from Molar #2 on the Left side (LM2) across to Molar #2 on the right side (RM2) in mm. h. LM2 – RPM1 = Measure from Molar #2 on the Left side (LM2) across to PreMolar #1 on the Right Side (RPM1) in mm. i. LM2 – RCI = Measure from Molar #2 on the Left side (LM2) to the Right Center Incisor (RCI) in mm. j. RC – LC = Measure from the Right Canine (RC) across to the Left Canine (LC) in mm.

SHS Medical Forensics Lab Book v 5.0

Page 198

2.

Compare the measurements that you have made on the impressions to the actual teeth on the skulls. Determine which skull made the impression and list it in data table #3.

Results: Table 1: Victim #1 #2 #3 #4 #5

Name:

Table 2: Teeth #

Details that link the dental records to the x-ray:

Mark Letter:

# # # # Table 3: Characteristic: Dental Arch Shape:

Teeth #

Mark Letter:

# # # #

Name:

Name:

Name:

Alignment: Rotation: Spacing: Width: Wear Patterns:

SHS Medical Forensics Lab Book v 5.0

Page 199

LM2 – RM2 LM2 – RPM1 LM2 – RCI RC - LC Matching Mark Letter:

Additional Resources: Victim #1

Victim #3

Victim #2

Victim #4

Victim #5

SHS Medical Forensics Lab Book v 5.0

Page 200

Process Lab: Forensic Impressions Objective: Materials:

Analyze various types of impression evidence in order to link an object to a crime scene.

8 ½” X 11” Sheets of Paper Petrie Dishes Plastic Spoon 9 ½” X 12” Aluminum Pans

#2 Pencil Tongue Depressors Modeling Clay Soil

Carbon Powder Paper Cups Rope Samples Plaster of Paris

Paint Brush Toothbrushes Magnifying Glass Clipboard

Protocol: PART I – Writing Impressions 1. Take a sheet of 8 ½” X 11” paper, and fold it in half. Place this sheet on top of the paper of your lab notebook (it won’t work if you do not do this). 2. With a moderately pointy pencil, write your name address and phone number on top of the folded paper. Apply moderate pressure when writing – do not rip the paper. 3. Open the folded paper to the surface that was opposite to the side you wrote on. 4. Touch the paintbrush lightly in the graphite powder, then tap it on the side of the container a few times to get rid of some excess graphite powder. 5. Using very light, even, horizontal strokes, lightly swipe the bristles of the brush across the impression left by your message. Your brush should be at a 10 to 20 degree angle to the surface of the paper. 6. Hold your paper over a garbage can and tap the paper to loosen and graphite not bound to the paper. Look for the message you wrote. 7. Obtain a second piece of paper. One person in your lab person in your lab group should repeat the message writing process above on this new piece of paper. Pick a message that is 3 sentences long, and is APPROPRIATE for school. 8. Write the message, and do not allow the others in the group to see the message. When you are finished, rip off the half of the paper where the message was written, and give the impression half to the rest of your lab group. 9. Using the process above, reveal the message, and record what it said in the Table 1. PART II – Rope and Binding Impressions 1. Soften a ball of ½ of a stick of modeling clay. 2. Place the ball of clay into the center of a petrie dish, and flatten it out across the dish. 3. Place all five samples of rope or twine across the dish of clay so that they are parallel to one another. 4. Place a clipboard or other flat object on top of the disk and ropes. Press down with firm, even pressure until the ropes have left an impression in the clay. 5. Carefully remove the rope samples from the clay. Make sure they have made a clear impression. 6. Using a magnifying glass, carefully observe the impressions made by the ropes. 7. Clearly draw each of the bindings in Table 2. Describe any unique characteristics about each rope in Table 2. PART III – Shoe Impressions 1. Place the clean soil into the foil baking pan. 2. Lightly moisten and mix the soil if it appears dry. Then level it out by gently running your hand across the surface of the soil.

SHS Medical Forensics Lab Book v 5.0

Page 201

3.

One person from your group should be selected to leave their imprint in the soil. Examine your shoes and pick a person whose shoes have a distinctive, clear pattern on their shoes. 4. Place the pan of soil on the floor. 5. Have the selected person step into the soil with their shoe on. This should be done with firm, direct downward pressure. If the impression left behind is not as good as you would like, you can re-level the soil, or even add additional water, and try again. 6. Mix 2 cups of plaster with 1 cup of water. This ratio is not exact, so you want to add the water a little at a time, or you may need a little more than 1 cup. The plaster should be the consistency of pancake batter. Use the tongue depressor to mix it well. 7. Slowly pour the plaster into the impression across the entire impression. Make sure that the plaster completely fills the impression. 8. Put a piece of tape with the names of all lab partners on the foil pan, and let the cast harden until the next class period. 9. Using a toothbrush, clean out the impression by firmly brushing the debris from the cast. 10. Compare the plaster cast with the original shoe (if possible). 11. Reserve one page in your results section to produce a rubbing of the cast using a crayon. We will call this reserved page “Table 3”.

Results: Table 1 Message from the Second Handwriting Impression:

Table 2 Rope #

1

2

3

4

5

Descriptive Name

Drawing:

Unique Characteristics

SHS Medical Forensics Lab Book v 5.0

Page 202

1) Give an example of how rope or binding impressions are used in a forensic investigation. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2) Look at the impressions. Based on what you know, and using a little logic, determine which picture depicts each of these: 1. A man’s walk 2. A woman’s walk 3. Someone walking backward 4. Someone running 5. Someone carrying a load. A = ___________ B = ___________ C = ___________ D = ___________ E = ___________

SHS Medical Forensics Lab Book v 5.0

Page 203

Notes: Drug Classification I.

II.

III.

The first comprehensive work on forensic toxicology was published in 1813 by Mathieu Orifila, a Spanish chemist and physician. a. Called the, “Father of Toxicology," his work emphasized the need for adequate proof of identification & the need for quality assurance. Forensic toxicology is concerned with the study of toxic substances or poisons, including alcohol, drugs (licit and illicit) and poisons. a. It includes knowledge about the following characteristics of such substances in the body: i. Absorption characteristics, Distribution characteristics, Elimination characteristics, & the manner in which the body responds to their presence. b. To understand drug action one must know where and how the effects occur in the body. c. It involves the analysis of biological samples for the presence of toxins & drugs, producing a report. d. The toxicology report can provide key information about: i. The type of substances present in an individual & the amount of those substances e. If the amount is consistent with a therapeutic dosage or is above a harmful level. f. These results can be used to make inferences about substance's potential effect on an individual's death, illness, or mental or physical impairment. Top 8 Drug Categories a. Most drugs fit into one or several of the following categories: Opiates or Narcotics, Hallucinogens, Depressants, Stimulants, Inhalants, Cannabinoids, Anabolic Steriods, Prescription Drugs. b. Stimulants - Speed up the body’s nervous system. Create a feeling of energy. i. Called “uppers” because they make you feel awake. ii. When a stimulant wears off, the user is left with feelings of sickness and a loss of energy. Constant use can compound these symptoms. iii. Examples include: Cocaine, Methamphetamines, Amphetamines, Ritalin, Cylert, Caffeine, Nicotine. c. Depressants - Slow down activity in the CNS. i. Also called “downers” because they slow the body down and seem to give feelings of relaxation. ii. Some are available as prescription drugs to relieve stress and anger, although drowsiness is often a side effect. iii. Types of drugs: Barbiturates, Benzodiazepines, Flunitrazepam, GHB (Gammahydroxybutyrate), Methaqualone, Alcohol, Tranquillisers. SHS Medical Forensics Lab Book v 5.0

Page 204

iv. Breathalizers: 1. Lets say a driver is found to have a level of 0.15, but the legal limit is 0.08. But what do those figures mean? 2. How do police officers find out if a driver they suspect has been drinking is actually legally drunk? 3. Of the 42,000 traffic deaths in the United States in 1999, about 38% were related to alcohol. 4. Alcohol that a person drinks shows up in the breath because it gets absorbed from the mouth, throat, stomach and intestines into the bloodstream. 5. Alcohol is not digested upon absorption, nor chemically changed in the bloodstream. As the blood goes through the lungs, some of the alcohol moves across the membranes of the lung's air sacs (alveoli) into the air, because alcohol will evaporate from a solution -- that is, it is volatile. The concentration of the alcohol in the alveolar air is related to the concentration of the alcohol in the blood. As the alcohol in the alveolar air is exhaled, it can be detected by the breath alcohol testing device. 6. Because the alcohol concentration in the breath is related to that in the blood, you can figure the Blood Alcohol Content (BAC) by measuring alcohol on the breath. 7. The ratio of breath alcohol to blood alcohol is 2,100:1. This means that 2,100 milliliters (ml) of alveolar air will contain the same amount of alcohol as 1 ml of blood. 8. For many years, the legal standard for drunkenness across the United States was 0.10, but many states have now adopted the 0.08 standard. As of 2017, the standard in Utah is 0.05. 9. 3 major types of Devices - Each works the same, but is based on different principles: a. Breathalyzer - Uses a chemical reaction involving alcohol that produces a color change. b. Intoxilyzer - Detects alcohol by infrared (IR) spectroscopy. c. Alcosensor III or IV - Detects a chemical reaction of alcohol in a fuel cell. d. Inhalants - Inhalants are sniffed or huffed and give the user immediate results. i. Unfortunately, these immediate results can also result in sudden brain damage. When inhalants are taken, the body becomes deprived of oxygen, causing a rapid heart beat. SHS Medical Forensics Lab Book v 5.0

Page 205

ii. Other effects include liver, lung and kidney problems, affected sense of smell, difficulty walking and confusion. iii. Types of drugs include: Glues, Paint thinner, Gasoline, Laughing gas, Aerosol sprays. e. Hallucinogens: Switching emotions is frequent. These drugs affect the mind and cause the appearance of things that are not really there. i. Hallucinogens affect the body’s self-control, such as speech and movement, and often bring about hostility. ii. Other negative side effects of these drugs include heart failure, increased heart rate, higher blood pressure and changes in the body’s hormones. iii. Types of drugs include: LSD (lysergic acid diethylamide), Mescaline, Psilocybin, Cannabis, Magic Mushrooms, LSD Stamps, Magic Mushrooms f. Cannabinoids: Result in feelings of euphoria, and cause confusion and memory problems, anxiety, a higher heart rate, as well as staggering and poor reaction time. i. Types of drugs include: Hashish, Marijuana. ii. As of Nov. 8th 2016, 7 states have legalized RECREATIONAL Marijuana: 1. Massachusetts, California, Nevada, Colorado, Washington, Oregon, Alaska iii. However, it is still illegal on a FEDERAL level. g. Opioids & Morphine Derivatives (True Narcotics) - Can cause drowsiness, confusion, nausea, feelings of euphoria, respiratory complications, relieve pain. i. Types of drugs include: Codeine, Fentanyl and fentanyl analogs, Heroin, Morphine, Opium, Oxycodone HCL, Hydrocodone bitartrate, acetaminophen, Opioids & Morphine Derivatives. ii. Opioids and morphine derivatives can cause drowsiness, confusion, nausea, feelings of euphoria, respiratory complications and relieve pain. iii. Repeated injections may develop permanent slits in the skin. Skin Rash-common skin condition for addicts who shoot up h. Anabolic Steroids - Taken to improve physical performance as well as to enlarge muscles and increase strength. i. Negative effects of steroids include baldness, cysts, oily hair and skin, acne, heart attack, stroke and change in voice. ii. Hostility is also a frequent side effect of anabolic steroids. iii. Types of drugs include: Anadrol, Oxandrin, Durabolin, Stanozol, Dianabol i. Prescription Drugs - Can be very helpful drugs when used properly and when under the guidance of a qualified physician. Can be used as aids in surgery, to treat medical conditions and while controlling various symptoms. SHS Medical Forensics Lab Book v 5.0

Page 206

IV.

V.

VI.

VII.

j. Misuse and abuse of prescription drugs however can be very dangerous. k. Types of drugs include: Opiods: Codeine, Oxycodone, Morphine, Central nervous system depressants: barbiturates, benzodiazepines, Stimulants: dextroamphetamine, methylphenidate Federal Drug Classes a. The U.S. government maintains five schedules of classifications for controlled substances b. Controlled substances are placed in these schedules according to: i. Potential for abuse ii. Potential for dependence iii. Medical value – Primary concern. c. Abuse: Inappropriate use, Unwarranted use, Over use. May or may not be addictive d. Dependence: i. Physical dependence occurs when the drug becomes necessary for their body to function normally. ii. Psychological dependence occurs when a person thinks they need a drug to function normally. e. Drugs and other substances that are considered controlled substances under the Controlled Substances Act (CSA) are divided into five schedules. i. Substances are placed in their respective schedules based on whether they have a currently accepted medical use in treatment in the United States, their relative abuse potential, and likelihood of causing dependence when abused. Schedule I Controlled Substances a. No currently accepted medical use in the United States, b. A lack of accepted safety for use under medical supervision, c. High potential for abuse. d. Some examples of substances listed in Schedule I are: heroin, lysergic acid diethylamide (LSD), marijuana (cannabis), peyote, methaqualone, 3,4-methylenedioxymethamphetamine ("Ecstasy"). Schedule II Controlled Substances a. A high potential for abuse which may lead to severe psychological or physical dependence. b. Examples of Schedule II narcotics include: methadone (Dolophine®), meperidine (Demerol®), oxycodone (OxyContin®, Percocet®), morphine, opium, and codeine, amphetamine (Dexedrine®, Adderall®), methamphetamine (Desoxyn®), methylphenidate (Ritalin®). Schedule III Controlled Substances a. A potential for abuse less than substances in Schedules I or II and abuse may lead to moderate or low physical dependence or high psychological dependence.

SHS Medical Forensics Lab Book v 5.0

Page 207

VIII.

IX.

b. Examples of Schedule III narcotics include: combination products containing less than 15 milligrams of hydrocodone per dosage unit (Vicodin®), products containing not more than 90 milligrams of codeine per dosage unit (Tylenol with Codeine®), benzphetamine (Didrex®), phendimetrazine, anabolic steroids such as Depo®-Testosterone and Androgel®. Schedule IV Controlled Substances a. A low potential for abuse relative to substances in Schedule III. b. Examples of Schedule IV substances include: alprazolam (Xanax®), carisoprodol (Soma®), clonazepam (Klonopin®), diazepam (Valium®), triazolam (Halcion®). Schedule V Controlled Substances a. A low potential for abuse relative to substances listed in Schedule IV and consist primarily of preparations containing limited quantities of certain narcotics. b. Examples of Schedule V substances include: cough preparations containing not more than 200 milligrams of codeine per 100 milliliters or per 100 grams (Robitussin AC®, Phenergan with Codeine®), and ezogabine.

Legal Classification: Controlled Substances Act 1990 (original 1970). The following is only a partial listing: Schedule 1: High Abuse, No Recognized Medical Use, High Dependency Risk Heroin, LSD, Marijuana, Methaqualone Schedule 2: High Abuse, Medical Utility, High Dependency Risk Opium, Morphine, Cocaine, Methadone, Methamphetamine Schedule 3: Lower Abuse, Medical Utility, Moderate Dependency Risk Amphetamine, Barbiturate, Valium, Xanax, Anabolic, Steroids, Codeine Schedule 4: Limited Abuse, High Medical Utility, Limited Dependency Risk Chloral Hydrate, Phenobarbital Schedule 5: Minor Problems Typically includes preparations of the above drugs in limited amounts

SHS Medical Forensics Lab Book v 5.0

Page 208

Process Lab: Presumptive Drug Test Lab Introduction:

A presumptive test is a quick test done on a sample from a suspect or victim in order to establish if drugs may have been involved in any crime that may have been committed. This is most often done with some sample of body fluid obtained from those involved in the crime. If a sample is found to be positive for a presumptive test, it is sent to the toxicology lab to definitively verify the presence of one or more drugs. For the presumptive tests we will do today, the color change guide below is used to indicate the likelihood of a specific drug or class of drug being present in a sample of urine.

Presumptive Test

Positive Result – Indicator Chemical will turn: Cocaine Hot Pink Heroine Yellow Methamphetamines Red or Peach/Orange Marijuana Purple or Lavender

Negative Result – Indicator Chemical will turn: Red, Orange or Yellow Blue or Purple Blue to Gray Blue to Pink/Red

Materials: 4 Unknown Urine Samples Universal Indicator Depression Plate Glass Microscope Slides Lead Solution

Urine Test Chemicals 0.5 M HCl Toothpics Unknown “Heavy Metal”

Unknown Powders A & B Aspirin Simulated LSD Mercury Solution

Alka-Seltzer ® Sodium Bicarbonate Tylenol ® Distilled Water Simulated Marijuana Ultraviolet Light Potassium Chromate Solution

Protocol: Part I: Presumptive Urine Test 1. Place a drop of the each victim’s urine in four different wells in the well plate. 2. In each well, add a drop of each of the different indicators (each indicator in a different well of sample urine). 3. Based on the color change observed, indicate whether the sample had a presumptive positive or negative response to each specific drug indicator. Part 2: Testing For Over-The-Counter Drugs 1. Using one horizontal row on the depression plate, label 3 wells “A” for aspirin. 2. Place a few granules of aspirin in each of these wells. 3. Repeat this process for each of the following substances: AS = Alka-Seltzer ®, T = Tylenol ®, S = Sodium Bicarbonate, CS = Crime Scene Powder. 4. Observe the initial appearance of each of these powders (i.e. color & texture) and record it in Table 2. 5. In the first well for each substance, add 5 drops of distilled water. Note if any reactions take place, (i.e. no reaction, bubbles, dissolving, fizzing) and record this in Table 2. 6. Add 2 drops of Universal Indicator to each well with the powder and the distilled water (well #1). Mix each well with a clean toothpick, then let this sit for 3 minutes. Record your observations in Table 2. 7. Based on this color change, determine if the substance in acidic, basic or neutral and record in Table 2.

SHS Medical Forensics Lab Book v 5.0

Page 209

8. In well #2 for each substance, add 2 drops of hydrochloric acid. Is there a reaction? Record your observations in Table 2. 9. In well #3 for each substance, add 2 drops of ferric nitrate solution. Use toothpicks to mix the solutions. Note if the solution turns purple. 10. Based on the results you see in the plate, what are the possible identities of unknowns A & B and the powder from the crime scene? 11. Clean the well plate by washing the materials in the wells into the sink. Part 3 – Identification of Simulated Controlled Drugs 1. Place the small glass vial of simulated LSD under the UV light. There may only be a few particles in the substance, or the whole sample that fluoresces. Either way is a positive result. Note if there is any fluorescence in Table 3. 2. Now place the small glass vial of Alka-Seltzer ® under the UV light and note any fluorescence in Table 3. 3. Place a pinch of the simulated marijuana on a glass microscope slide. 4. Place 2 drops of hydrochloric acid on the slide with the simulated marijuana. 5. Note if there is any fizzing or gas produced when the HCl is added in Table 3. 6. Rinse the slide into the sink to clean up. Part 4 – Detection of Heavy Metal Poisons 1. Place 2 drops of the lead solution into one of the depressions in the depression well plate. 2. Add 2 drops of the potassium chromate solution to this well and mix with a toothpick. Record your observations in Table 4. The reaction that takes place in the well when these two substances are combined is: a. Pb(NO3)2 + K2CrO4  PbCrO4 + 2KNO3 3. In a new well, place 2 drops of the mercury solution, followed by 2 drops of the potassium chromate solution and mix with a toothpick. Record your observations in Table 4. The reaction that takes place in the well when these two substances are combined is: a. Hg2(NO3)2 + K2CrO4  Hg2CrO4 + 2KNO3 4. In a third well, place 2 drops of the unknown heavy metal solution, followed by 2 drops of the potassium chromate solution and mix with a toothpick. Record your observations in Table 4. 5. Based on your observations, what is the unknown heavy metal?

Results: Table 1 Presumptive Test Cocaine

Sample #1

Sample #2

Sample #3

Sample #4

Sample #5

Heroine Methamphetamines Marijuana

SHS Medical Forensics Lab Book v 5.0

Page 210

Table 2 Substance

Initial Appearance (Well #1)

Reaction w/ Distilled Water (Well #1)

Color Change w/ Univ. Indic. (Well #1)

Acid / Base / Neutral

Reaction w/ HCl (Well #2)

Reaction w/ Ferric Nitrate (Well #3)

Aspirin AlkaSeltzer ® Tylenol ® Sodium Bicarbonate Crime Scene Powder Table 3 Reaction

Simulated AlkaSimulated LSD Seltzer Marijuana ®

Fluorescence Reaction w/ HCl Table 4 Substance

Reaction w/ Potassium Chromate Solution

Identity of the Unknown Heavy Metal Solution

Lead Solution Mercury Solution Unknown Heavy Metal Solution

SHS Medical Forensics Lab Book v 5.0

Page 211

Identity of the Unknowns

DNA Basics Notes I.

II.

III.

The structure, type and functions of a cell are all determined by chromosomes: a. They are found in the nucleus of a cell. b. These chromosomes are composed of DNA, the acronym for deoxyribonucleic acid. c. This DNA determines all the characteristics of an organism, and contains all the genetic material that makes us who we are. This information is passed on from generation to generation within a species, and is utilized by the offspring throughout their lifetime. Structure of DNA and Nucleotides a. DNA is arranged into a double helix where the two backbones of the DNA are intertwined with one another. b. Technically, the molecule is actually two chains of smaller monomers (subunits). i. The two chains are composed on repeating sub-units called Nucleotides. ii. The two chains are bonded together in the middle. Forming a ladder shape that then twists into the double helix. This is the structure of a nucleotide, the building blocks of DNA: a. Each nucleotide is composed of: Deoxyribose Sugar, Phosphate Group, Nitrogen Base (A, T, C, G).

b.

IV.

V.

VI.

There are four different types of nucleotides possible in a DNA sequence: adenine, cytosine, guanine and thymine. c. There are billions of these nucleotides in our genome, and with all the possible sequences; this is what makes us unique. Four different Nitrogen Bases. Placed into 2 categories: a. Purines (Two Ringed): Adenine, Guanine. b. Pyramidines (One Ringed): Thymine, Cytosine. c. Nucleotides are situated in adjacent pairs in the double helix. The following rules apply in regards to what nucleotides pair with one another: i. Thymine and adenine will only pair with one another. ii. Guanine and cytosine will only pair with one another. Deoxyribose Structure: Made of a ring of 5 Carbons and 1 Oxygen. a. Carbons are numbered in a clockwise pattern. i. The 5’ (five prime) carbon is bonded to the phosphate. ii. The 3’ carbon will bond to the phosphate on the next nucleotide down in the chain. Phosphate Group a. The phosphate attached to the 5’ Carbon on the deoxyribose possesses a negative 2 charge.

SHS Medical Forensics Lab Book v 5.0

Page 212

VII.

VIII.

b. This gives DNA as a whole a negative charge that will be important to the process of DNA fingerprinting. DNA nucleotides are linked together by covalent bonds to form a single strand. a. Two nucleotides can be linked together by a covalent bond between the Deoxyribose of one molecule and the Phosphate of the next molecule. b. More nucleotides are added in the same manner until they form a chain of molecules. c. DNA consists of two nucleotide chains that are arranged into a ladder-like structure called a Double Helix. i. The 3’ Carbon of one Deoxyribose and the Phosphate group of another nucleotide are bonded together (in large numbers) to form a chain. ii. Complementary bases bond together on opposite chains of nucleotides to form the double helix. iii. Because of this complementary base pairing, the order of the bases in one strand determines the order of the bases in the other strand. iv. Because the bases must bond together in the middle of the molecule, one backbone must be upside down. 1. One backbone runs 5’ to 3’, and the other runs 3’ to 5’. This is called anti-parallel. 2. This continuous string of nucleotide bases and the sequence they are in, determine an organisms' structural, physical and anatomical features. 3. DNA double helix is formed using complementary base pairing & hydrogen bonds. 4. Two strands of these nucleotide chains are bonded together into a single molecule. 5. Hydrogen bonds link these two strands together, forming between the bases of each pair of nucleotides. Structure Review:

Trait Number of backbones: Sugar in the backbone: Bases: Bonding: Shape: Built from smaller subunits: Bon formed in backbones:

XI.

Description of DNA 2 = Anti-parallel Deoxyribose A,T,C,G A = T, & C = G Double Helix Nucleotides (DNTP’s) Phosphodiester Bond

IX. If a gene is a section of DNA that codes for a specific protein: a. Each unique gene has a unique sequence of bases. b. This sequence of bases will code for the production of a unique protein. c. Unique proteins & combination of proteins give us a unique phenotype. X. DNA Replication a. Cells do not live forever, and in light of this, they must pass their genetic information on to new cells. i. That means they must be able to copy the DNA to be passed on to offspring. b. It is essential that the replication of DNA is EXACT. In order for this to occur, the following must be available: i. The actual DNA to act as an exact template (original copy of the DNA). ii. A pool of freely available nucleotides (called dNTP’s before they added to the chain being replicated). iii. A supply of the relevant enzymes to stimulate reaction. iv. A supply of energy for these reactions. c. The energy is provided by the dNTPs (deoxynucleotide Triphosphates). i. The nucleotides and the energy all in one: dNTP. The Enzymes:

SHS Medical Forensics Lab Book v 5.0

Page 213

a.

b.

c.

d.

e. f.

g. h.

Helicase and RNA Primase: i. When replicating, Helicase uncoils the double helical structure so that the bases on each backbone of the DNA can be exposed. The area where the DNA is being separated is called the replication fork. ii. Once the nucleotides are exposed, RNA Primase will create a short, complimentary piece of RNA at the beginning or the area being replicated. DNA Replication Rules: i. DNA Polymerase Rule #1: New backbones can only be build in the 5’ to 3’ direction. ii. DNA Polymerase Rule #2: The enzyme must have something to build onto in order to build a new backbone. It cannot start from scratch. Once primers have been added to the strand, DNA Polmerase III will attach to the primer and begin bonding new nucleotides into the chain. i. dNTPs carry 3 phosphates. ii. Two of these will be broken off as the nucleotide is added to the new DNA backbone. 1. The breaking of the bonds that hook these phosphates to the nucleotide releases the energy needed to build the new backbone. Since the replication fork moves through the DNA like a wave, one backbone can replicate by following behind the fork, the other must wait for enough of the template DNA to be revealed to build a primer. i. The leading strand is assembled in one long piece, ii. The lagging strand is assembled in fragments that will need to be joined together later. iii. Replication proceeds in both directions on the DNA strand, there would be 2 replication forks that form and spread apart. iv. The small fragments formed on the lagging strand are called Okazaki Fragments. Once the new DNA is replicated, the RNA Primers must be removed by an enzyme called RNAse H. i. DNA Polymerase I will replace the removed RNA primers with DNA nucleotides. The backbones between the individual Okazaki Fragments are not connected. This needs to be fixed before the DNA will be complete. i. This is accomplished by an enzyme called Ligase. When all nucleotides are paired up with their new partners, they re-coil into the double helix. As there are two strands of DNA involved in replication, the first double helix produces 2 copies of itself via each strand. i. It is said that the replicated DNA is semi-conservative, because it possesses 50% of the original genetic material from its parent. These 2 new copies have the exact DNA that was in the previous one. This template technique allows genetic information to be passed from cell to cell and from parents to offspring.

SHS Medical Forensics Lab Book v 5.0

Page 214

Replication and PCR Notes I.

II.

III.

IV.

Invention of PCR a. Kary Mullis, Mile marker 46.58 in April of 1983. Pulled off the road and outlined a way to conduct DNA replication in a tube b. Worked for Cetus, which was purchased by Chiron and is now part of Novartis What is PCR? = Polymerase chain reaction. a. Simplified version of bacterial DNA replication. b. Copies a specific sequence of DNA called the Target Sequence. i. PCR products are called Amplicons. c. Target is determined by the primers. i. Short sequences of single-strand DNA. ii. To amplify a defined segment, two are required. iii. Annealing is when the primers bind to the target sequence. iv. The two primers are referred to as forward and reverse primers Challenges of DNA Replication in a Tube a. Normal replication uses enzymes that are heat sensitive. i. Using heat to denature the double strands of DNA, would damage the enzymes. b. Heat-stable DNA polymerases were needed. i. Thermus aquaticus was the bacteria from which the first heat-stable DNA polymerase was isolated and the enzyme was named Taq polymerase. ii. Materials of PCR 1. Target DNA, Taq DNA polymerase, 2 Primers (~20 nucleotides in length, Forward and Reverse), the four DNTP’S (Adenine, Thymine, Cytosine, Guanine), cofactor MgCl2. c. Primers: i. Two different primers are used because: ii. The backbones run in opposite directions. iii. The beginning and the end of the target sequence need to be marked. iv. Taq Polymerase must have a beginning point to build the rest of the DNA onto. d. DNTPs: are the nucleotides that the new DNA is built from. Locate the Target Sequence a. Scientists determine which GENE they are interested in replicating. i. Determine where primers would bond upstream and downstream of at each end of the gene. SHS Medical Forensics Lab Book v 5.0

Page 215

V.

VI.

VII.

VIII.

IX.

X.

Thermal Cyclers a. Initially water baths were used, but that was very labor intensive. b. Thermal cyclers are electronically controlled heat blocks that can quickly change from one temperature to another. c. They are programmable and are in many different configurations depending upon their purpose. Steps of PCR a. Denaturing: Separation of the backbones by heating. i. 94ᴼ C for 60 sec. b. Annealing: Bonding of the Primers. i. 50ᴼ - 65ᴼ C for 60 sec. c. Extension: Elongation or building of the rest of the backbone. i. 72ᴼ C for 2 min. Cycling temperatures and times a. The amount of time that each step is held depends on the length of PCR product and the amount of time it would take to amplify that length. Shorter lengths require shorter times. b. Generally, only the annealing temperature is adjusted. Over 10 Markers Can Be Copied at Once. a. Sensitivities to levels less than 1 ng of DNA. b. Ability to Handle Mixtures and Degraded Samples. c. Different Fluorescent Dyes Used to Distinguish STR Alleles with Overlapping Size Ranges. d. Available Kits for STR Analysis - Kits make it easy for labs to just add DNA samples to a premade mix. e. 13 CODIS core loci are required to scan into the system. i. Profiler Plus and COfiler (PE Applied Biosystems) ii. PowerPlex 1.1 and 2.1 (Promega Corporation). DNA Sequencing - Modern sequencing techniques use PCR to amplify the sequence to be determined a. A mixture of terminating and non- terminating nucleotides are used in the reaction b. Each terminating nucleotide has a different color dye added to it, a dideoxynucleotide triphosphate (ddNTP). Once the growing chain terminates, the nucleotide will have a unique color associated with it. c. Since the primer is known, each successive terminated fragment should be one nucleotide longer d. Automated sequencers read the colors as they electrophorese past a detector PCR in forensics a. Short tandem repeats (STR) analysis. i. Short tandem repeats are amplified and used as a method of identification. SHS Medical Forensics Lab Book v 5.0

Page 216

ii. They have repetitive regions from 2-6 bp. iii. They are inherited from parents. iv. They display lots of variety. b. Compare crime scene and suspects to allele ladder. c. Determine the genotype by recording the allele combinations. d. Determine if each suspect can be removed as a candidate from crime scene.

SHS Medical Forensics Lab Book v 5.0

Page 217

Notes: How is DNA used to solve crimes? I.

II.

III.

How is DNA used to solve crimes? a. Criminal cases are built on three types of evidence: i. Identification evidence – a witness coming into the court and saying, “That’s him, that’s the man.” ii. Physical evidence – the victim’s property or a weapon found in the defendant’s pocket. iii. Confessions – admissions from the defendant’s own mouth iv. Juries convict when all three kinds of evidence are present and when each kind corroborates the others. v. When there is only one kind of evidence, a jury may convict or they may not, depending on the weight and quality of the single leg of the triad of criminal proof. The Advent of DNA Evidence: DNA evidence technically doesn't pinpoint a single suspect, but rather narrows it down to just a few possibilities within the human population. However, it's extremely accurate and useful as long as it is handled and analyzed properly. a. DNA exists in the cells of all living organisms. b. Only one-tenth of 1 percent of human DNA differs from one individual to the next. Although estimates vary, studies suggest that forensic DNA analysis is roughly 95 percent accurate. c. DNA profiling didn't exist until the mid-1980s, when an English scientist, Dr. Alec Jeffreys, discovered that certain areas of the DNA strand contain patterns that repeat many times. VNTR = Variable Number Tandem Repeats. i. The number of these repetitions varies between individuals, and Dr. Jeffreys developed a test to measure the variation in length of these repetitions. ii. Using this test, Dr. Jeffreys found that he was able to identify individuals by comparing samples of their DNA. This test became known as RFLP = Restriction Fragment Length Polymorphism. RFLP is an accurate and reliable test, but it requires a relatively large amount of DNA to work with. Laboratories can now use tests based on the Polymerase Chain Reaction (PCR) method, which allows for testing on very small amounts of DNA from biological samples. a. Eukaryotic Genes: SHS Medical Forensics Lab Book v 5.0

Page 218

IV.

V.

VI.

i. Contain sections that code for a trait, mixed with sections that do not. These noncoding sections are called Introns: ii. 80 -10,000 nucleotides long. iii. Contain VNTRs, which make the introns found in some people’s DNA longer or shorter than those found in the same position in another person’s DNA. b. Exons are the coding sequences. i. Are the same size, in the same position from person to person. How DNA is Sourced & Analyzed a. Investigators can collect DNA evidence from any biological evidence found at a crime scene, although not every sample contains sufficient amounts of DNA to enable DNA profiling. b. If investigators already have suspect(s) in mind, they can collect samples to compare to the evidence collected at the scene. There are also a database of DNA profiles called CODIS (Combined DNA Index System) that investigators can use to identify suspects by comparing the database information to the DNA profile obtained from evidence. Contamination & Storage a. The risk of contamination of any crime scene can be reduced by limiting incidental activity (refrain from smoking, eating, drinking, littering, etc). b. Chain of Custody i. Documentation is critical to maintaining the integrity of the chain of custody. If laboratory analysis reveals that DNA evidence was contaminated, it may be necessary to identify persons who have handled that evidence. ii. In processing the evidence, the fewer people handling the evidence, the better. c. Transportation and Storage i. Direct sunlight and warmer conditions may degrade DNA, store it in a cold environment. ii. Any probative biological sample that has been stored dry or frozen, regardless of age, may be considered for DNA analysis. Nuclear DNA from blood and semen stains more than 20 years old has been analyzed successfully using polymerase chain reaction (PCR). d. Samples generally considered unsuitable for testing with current techniques include: i. Embalmed bodies; pathology or fetal tissue immersed in formaldehyde or formalin for more than a few hours; urine stains. How is DNA fingerprint produced using RFLP? a. Step #1 - Extract DNA from a sample of human material, usually blood.

SHS Medical Forensics Lab Book v 5.0

Page 219

b. Step #2 - Restriction enzymes are used to cut the DNA. This results in thousands of pieces of DNA with a variety of different lengths. i. What is a restriction enzyme, and how does it work? 1. Restriction enzymes cut a DNA molecule at a particular place. 2. They "scan" a DNA molecule, looking for a particular base sequence, usually of four to six nucleotides. 3. Once it finds this recognition sequence, it stops and cuts the strands. 4. The recognition sequence is on both strands, but runs in opposite directions. This allows the enzyme to cut both strands. 5. Restriction Enzymes evolved in bacteria to protect against them from viral DNA infection. 6. There are over 3,000 different restriction enzymes known. 7. Each one searches a DNA strand for a specific sequence of bases when they cut the DNA 8. The sequence is different for each enzyme.. 9. When restriction enzymes cut, they produce two different types of ends on the DNA molecule: a. Sticky Ends: have a short segment of single stranded DNA on each end of the fragments produced. b. Blunt Ends: have no single strands on their ends after they are cut. c. Step #3 - The pieces of DNA are then separated according to size by a process called gel electrophoresis: i. The DNA is loaded into wells at one end of a porous gel, which acts a bit like a sieve. ii. An electric current is applied which pushes the negatively-charged DNA through the gel. iii. The shorter pieces of DNA move through the gel easiest and therefore fastest. iv. It is more difficult for the longer pieces of DNA to move, so they travel slower. v. As a result, by the time the electric current was switched off, the DNA pieces have been separated by size. vi. The smallest DNA molecules are furthest away from where the original sample was loaded on to the gel. d. Step #4 - The pieces of DNA are transferred or ‘blotted’ out of the fragile gel onto a piece of nylon membrane.

SHS Medical Forensics Lab Book v 5.0

Page 220

VII.

e. Step #5 - The nylon membrane is incubated with radioactive Ethidium Bromide to stain the DNA and make it visible. i. Ethidium bromide, a fluorescent dye used for staining nucleic acids. It is a known mutagen and should be handled as a hazardous chemical. ii. Methylene Blue can be used as a dye to visualize the DNA as well. This is what we will use in class. f. Step #6 - The band pattern is then visualized by exposing the nylon membrane to X-ray film. i. When adequate migration has occurred (30 – 50 min. at 100 - 200 volts), DNA fragments are visualized by staining. ii. Be aware that DNA will diffuse within the gel over time, and examination or photography should take place shortly after completing. iii. Fragments of linear DNA migrate through agarose gels with a mobility that is inversely proportional to their molecular weight. In other words, longer fragments move slower than shorter ones. 1. So, fragments are separated by size in the gel. Long ones stay close to the wells, short one move farther away. How is DNA Used in Forensic Cases? a. Most often used in rape cases. More than 2 out of 3 cased involve rape. b. The goal is to find a match between evidence from a crime scene and suspect. c. The victim’s DNA is also profiled for purposes of comparison. d. Use of DNA in Human Identification i. Forensic cases -- matching suspect with evidence ii. Paternity testing -- identifying father iii. Historical investigations iv. Missing persons investigations v. Mass disasters -- putting pieces back together vi. Military DNA “dog tag” vii. Convicted felon DNA databases e. How is DNA Evidence Used? i. DNA collected from a crime scene can either link a suspect to the evidence or eliminate a suspect, similar to the use of fingerprints. ii. DNA can identify a victim through DNA from relatives, even when no body can be found. SHS Medical Forensics Lab Book v 5.0

Page 221

VIII.

IX.

iii. DNA can link crime scenes together by linking the same perpetrator to different scenes locally, statewide, and across the nation. iv. DNA can place an individual at a crime scene, in a home, or in a room where the suspect claimed not to have been. v. DNA can refute a claim of self-defense and put a weapon in the suspect's hand. vi. It can change a suspect’s story from an alibi to presence at a crime scene. f. What Factors Can Affect DNA Evidence? i. Environmental factors: heat, sunlight, moisture, bacteria and mold. ii. Therefore, not all DNA evidence will result in a usable DNA profile. g. DNA testing also cannot identify when the suspect was at the crime scene or for how long. What is a Marker? a. It is a known piece of DNA that is digested with a specific restriction enzyme. When this happens, bands of known size (base pair number) are produced. b. These bands are then used to determine the size of the DNA fragments in all other bands. What is CODIS? a. CODIS stands for COmbined DNA Index System b. CODIS is an electronic database of DNA profiles that can identify suspects. c. DNA profiles from individuals convicted of certain crimes, such as rape, murder, and child abuse, and other violent crimes are entered into CODIS and help officers identify possible suspects when no prior suspect existed. d. CODIS began as a pilot project in 1990 serving 14 state and local laboratories. i. Then, the DNA Identification Act of 1994 (Public Law 103 - 322) was passed. ii. It formalized the FBI's authority to establish a national DNA index for law enforcement purposes. iii. October 1998, the FBI's National DNA Index System (NDIS) became operational. iv. CODIS became the software portion of NDIS. e. NDIS is the highest level in the CODIS hierarchy. i. SDIS (State Level) is under that. ii. LDIS (Local Level) is under that. iii. Enables the laboratories participating in the CODIS Program to exchange and compare DNA profiles on a national level. f. How NDIS Works

SHS Medical Forensics Lab Book v 5.0

Page 222

X.

i. CODIS generates investigative leads in crimes where biological evidence is recovered from the crime scene using two indexes: the forensic and offender indexes. 1. NDIS Sub-Indexes a. The Forensic Index contains DNA profiles from crime scene evidence. b. The Offender Index contains DNA profiles of individuals convicted of sex offenses (and other violent crimes) with many states now expanding legislation to include other felonies. 2. Matches made in the Forensic Index can link crime scenes together; possibly identifying serial offenders. 3. Based on a match, police in multiple jurisdictions can coordinate their respective investigations, and share the leads they developed independently. 4. Matches made between the Forensic and Offender indexes provide investigators with the identity of the perpetrator(s). ii. After CODIS identifies a potential match, qualified DNA analysts in the laboratories contact each other to validate or refute the match. g. April 2004 - 49 States, US Army, the FBI, and Puerto Rico. All states currently participate in NDIS except for Mississippi h. Statistics: i. As of April 2004, the profile composition of the National DNA Index System (NDIS) is as follows: 1. Total Forensic profiles: a. 2004 = 80,302 b. 2016 = 684,519 2. Total Convicted Offender Profiles: a. 2004 = 1,681,703 b. 2016 = 2,205,768 3. Arrestee Profiles (2016) = 2,258,693 ii. As of February 2016, CODIS has produced over 322,011 hits assisting in more than 309,614 investigations. Brief History of Forensic DNA Typing a. 1980 - Ray White - describes first polymorphic RFLP marker. b. 1984 Dr. Alec Jefferys - Leicester University in England. Gave the name to this process – genetic fingerprinting. SHS Medical Forensics Lab Book v 5.0

Page 223

XI.

c. 1985 - Alec Jeffreys discovers multilocus VNTR probes. Jefferys also discovered particular locations of the DNA ladder where repetitive patterns show the greatest variability in the number of times they repeat. d. 1985 - first paper on PCR. e. 1988 - FBI starts DNA casework. f. 1991 - first STR paper. g. 1995 - FSS starts UK DNA database. h. 1998 - FBI launches CODIS database. i. Murder at Rodman Dam – 1988. i. First Case using DNA fingerprinting (in the USA) to hand down death penalty. DNA numbers are merely a means of stating the chances of particular matches to occur. Assuming that investigators properly collect & handle evidence, and that the forensic scientists employ accepted methods and conduct the analysis correctly, DNA evidence is extremely accurate. a. The chances of one individual’s DNA profile matching another person’s are extremely small. About one in a billion by some estimates. When comparing the band patterns in a profile, numbers grow exponentially (100 x 100). Consider that there are over 7 billion people on Earth right now: i. 1 DNA fragment match could happen in 1/100 people. ii. 2 DNA fragment matches = happen in 1/10,000. iii. 3 DNA fragment matches = 1/1,000,000. iv. 4 DNA fragment matches = 1/100 million. v. 5 DNA fragment matches = 1/10 billion. b. Compared to eyewitness testimony, DNA evidence is a highly effective way to match a suspect to a crime scene. c. Because of its accuracy, criminal lawyers increasingly rely on DNA evidence to prove a defendant guilt or innocence. d. DNA evidence has also exonerated people through post-conviction analysis of biological samples.

SHS Medical Forensics Lab Book v 5.0

Page 224

Process Lab: Crime Scene DNA Fingerprinting QUESTION: •

Can the identity of a suspect be determined based on DNA evidence collected at a crime scene?

MATERIALS: Ice Distilled water TAE buffer (50x) 100 ml DNA staining solution EcoRI/PstI, restriction enzymes Lambda HindIII DNA markers Gel staining trays Micropipettes Electrophoresis chamber Power supply

Agarose 50-100 ml beaker for ice bath Foam test tube rack Permanent marker

Microcentrifuge DNA sample loading dye 8 microtubes Pipette tips (sterile)

PROTOCOL: Part 1 Preparing the DNA Samples 1. Place the tube containing the restriction enzyme mix, labeled ENZ, on ice. 2. Label one of each colored micro-tube as follows: green CS = crime scene blue S1 = suspect 1 orange S2 = suspect 2 violet S3 = suspect 3 red S4 = suspect 4 yellow S5 = suspect 5 3. Label the foam boat with a piece of tape that contains your name, date, and lab period. Place the tubes in the foam micro-tube rack. 4. Pipette 10 μl of each DNA sample from the stock tubes into the corresponding colored micro-tubes. 5. Pipette 10 μl of enzyme mix (ENZ) into the very bottom of each tube. Use a separate tip for each sample. 6. Cap the tubes and mix the components by pulse spinning (buzzing) them in the centrifuge to collect all the liquid in the bottom of the tube. 7. Float the tubes in your foam boat in the hot water bath and incubate 45 min at 37 °C. 8. Mix and pour your agarose gel. 9. After the incubation period, remove the tubes from the incubator and refrigerate until the next lab period. Part 2: Gel Electrophoresis

SHS Medical Forensics Lab Book v 5.0

Page 225

1. 2. 3. 4. 5.

Remove your digested DNA samples from the refrigerator. Pulse spin the tubes in the centrifuge to bring all of the liquid into the bottom of the tube. Add 5 μl of loading dye (Tube labeled “LD") into each of your tubes. Cap the tubes and mix by pulse spinning in the centrifuge. Place an agarose gel in the electrophoresis apparatus. Fill the electrophoresis chamber with enough TAE buffer to cover the gel. Check that the wells of the agarose gels are closest to the black (-) electrode. Using a separate tip for each sample, load the indicated volume of each sample into 7 of the wells in the gel in the following order:

Lane Sample Amount Lane 1: M, DNA size marker 10 μl Lane 2: CS, green 20 μl Lane 3: S1, blue 20 μl Lane 4: S2, orange 20 μl Lane 5: S3, violet 20 μl Lane 6: S4, red 20 μl Lane 7: S5, yellow 20 μl 6. Place the lid on the electrophoresis chamber. Turn on the power and electrophorese your samples at 100 V for 50 minutes. 7. After electrophoresis, carefully remove the gel and tray from the gel box. Be careful—the gel is very slippery! Slide the gel into the staining tray. 8. Add DNA stain to the tray and completely cover the gel. Let the gel stain/de-stain overnight. Part 3 Analysis of the Gel (Thursday in class) 1) Pour off the DNA stain into a bottle. Add 60 ml of water to the gel and let the gel destain 15 minutes. 2) Pour off the water into the sink. 3) Using a ruler, measure and record (in table 1) the distance from the bottom of the well to the bottom of each fragment in all lanes of your gel in mm. 4) Using table one plot the data for your markers on the semi-log graph paper provided. 5) Determine the size of the fragments from the crime scene and all of the suspects. Semi-log graph paper will be provided by your teacher. You should tape this into your lab book in the results section.

SHS Medical Forensics Lab Book v 5.0

Page 226

RESULTS: Table 1 Lambda/Hin dIII Marker

Crime Scene (Green)

Suspect 1 (blue)

Suspect 2 (orange)

Suspect 3 (violet)

Suspect 4 (pink)

Suspect 5 (yellow)

Band #

Dist. (mm)

Dist. (mm)

Dist. (mm)

Dist. (mm)

Dist. (mm)

Dist. (mm)

Dist. (mm)

1

Actual Size (bp) 23,130

2

9,416

3

6,557

4

4,361

5

2,322

6

2,027

Appr. Size (bp)

Appr. Size (bp)

Appr. Size (bp)

Appr. Size (bp)

Appr. Size (bp)

Appr. Size (bp)

SHS Medical Forensics Lab Book v 5.0

Page 227

SHS Medical Forensics Lab Book v 5.0

Page 228

Crime Scene PCR Basics – With Lab Report Materials: DNA Samples

Master Mix

Thermal Cycler

Primers

Protocol: Part I: Setting up the PCR Reactions 1. Label 5 PCR tubes CS, A, B, C, or D, and include your group name or initials as well. 2. Place each PCR tube into a capless microcentrifuge tube in the foam float on ice. 3. Using the chart below as a guide, transfer 20 µl of the appropriate template DNA into the correctly labeled tube. Important: use afresh aerosol barrier pipet tip for each DNA sample. Label PCR tubes

Add DNA template

CS + your initials A + your initials B + your initials C + your initials D + your initials

20 μl Crime Scene DNA 20 μl Suspect A DNA 20 μl Suspect B DNA 20 μl Suspect C DNA 20 μl Suspect D DNA

Add Master mix + primers 20 μl MMP (blue) 20 μl MMP (blue) 20 μl MMP (blue) 20 μl MMP (blue) 20 μl MMP (blue)

4.

Once you transfer 20 µl of the blue MMP (master mix + primers) into each of the 5 PCR tubes containing template DNA. Pipet up and down to mix. Cap each tube after adding blue MMP. Important: use a fresh pipette tip each time. 5. Place your capped PCR tubes in their adaptors on ice. 6. When instructed to do so, place your tubes in the thermal cycler. Your instructor will program it for the correct times and temperatures. Part II: Electrophoresis of PCR Products Lane Sample Load volume 1. Set up your gel electrophoresis equipment as instructed. 1 Allele Ladder 20 µl 2. Obtain your 5 PCR tubes. Pulse-spin in a balanced microcentrifuge for a few seconds to collect 2 Crime Scene 20 µl all liquid to the bottom of the tube. 3 Suspect A 20 µl 3. Transfer 10 µl of Orange G loading dye (from the tube labeled 'LD') into each of your PCR tubes. 4 Suspect B 20 µl Pulse-spin to collect liquid in the bottom of the tube. 5 Suspect C 20 µl 4. Place an agarose gel in the electrophoresis apparatus. Check that the wells of the gel are near 6 Suspect D 20 µl the black (–) electrode. 5. Fill the electrophoresis chamber with enough 1x TAE buffer to cover the gel. 6. Using a clean tip for each, load 20 µl of the samples into 6 wells of the gel in the following order: 7. Secure the lid on the gel box in the proper orientation: red to red and black to black. Connect the leads to the power supply. 8. Turn on the power supply and electrophorese your samples at 100 V for 30 minutes. 9. Stain in Fast Blast DNA stain.

SHS Medical Forensics Lab Book v 5.0

Page 229

SHS Medical Forensics Lab Book v 5.0

Page 230

Crime Scene PCR Lab Report

Grading Rubric – For Teacher’s Use

Name: _____________________________________________ Due Date: __________________

I will deduct points for each of the following:

Mechanics: This report is to be written clearly and concisely and reported honestly, using the data that you collected. The report should be clear of spelling mistakes, typographical errors, and grammatical errors. Complete all sections of the report, including the analysis questions at the end. Problem: Can a person’s identity be distinguished by utilizing copies of just a few genes? Hypothesis (Written in correct If, Then, Because format): _____________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Variables: • Independent: __________________________________________________________________ • Dependent: ___________________________________________________________________ Experimental Design - Summarize (very generally) in 5 to 10 numbered steps how you test a sample using the techniques described in the lab. Include the materials needed in your procedure. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ _____________________________________________________________________________________

Lab Report Clarity:  Not written in complete sentences.  Does not use correct grammar spelling & punctuation.  Report is sloppy, incomplete &/or unreadable.

/10 Hypothesis:  Does not use proper format – If/Then/Because.  Hypothesis does not completely answer lab question or does not make sense.  Hypothesis is poorly stated.  Does not clarify what the student is thinking.

/10 Independent Variable:  No variable identified.  Incorrect Independent variable.

/5 Dependent Variable:  No variable identified.  Incorrect Dependent variable.

/5 Experimental Design:  Answer not 5 – 10 numbered steps.  Question is not answered.  Explanation of process not clear.  No materials are given / described.  Important steps left out.

SHS Medical Forensics Lab Book v 5.0

/10 Page 231

Table 1 Completed:

Results: Table 1 STR Drawing of the Final Gel: 14 13 12 11 10 9 8 7 6 5 4 3

Table 2 Sample: Crime Scene Suspect A Suspect B Suspect C Suspect D

/5

______ Table 2 Completed:

/5

______ Examination of the Data   

 

Does not identify the correct lipstick. Does not explain the data collected. Explanation of data does not support the determination made by the student. Not at least 2 sentences. No explanation of the data is given.

_____/15

Alleles Present:

Based on the data collected: a) Which suspect DNA sample appears to be consistent with the crime scene sample? b) Give an explanation of the data that you collected that helped you determine the match by referencing your data. (minimum 2 sentences) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

SHS Medical Forensics Lab Book v 5.0

Page 232

Were there any mistakes made in the process you used to evaluate the evidence in lab? a) Tell what these were, and how they affected your determination. b) How could these mistakes be corrected for (be detailed)? c) If you feel you made no mistakes, how could the experiment be repeated to make it more accurate (If you don’t answer a/b, you must answer c)? (minimum 2 sentences) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Application: How can the process of matching unknown hair samples to a known sample be used in a forensic setting? In other words, what is the practical application of this process when it comes to linking a suspect to a crime scene (minimum 3 sentences)? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ For each of the DNA fingerprints below, match the correct suspect DNA to that found at the crime scene.

Sam ple

DNA Profile

Mistakes in Procedure:  Doesn’t tell how to fix mistakes.  Should be longer than 1 sentence.  “We didn’t make any mistakes,” is an incorrect answer. You should have answered question c.  Saying, “Follow all the steps better,” does not work for an answer.  This student does not understand what was happening in the lab.  Based on my observations in lab, this student did not help their lab partners to collect the data.

_____/15 Application:   

Suspect Match:



1

Answers is not specific about how the process is used in an investigation. Not 3 sentences long. Student does not understand how to apply this to an investigation. Don’t retell what we did in lab.

_____/15 Questions 1 – 4 

Minus 1 point for each incorrect or unanswered question.

_____/4

SHS Medical Forensics Lab Book v 5.0

Page 233

2

Total Score:

________/99 Did the defendant commit the rape?

3

4

Once you have completed your DNA profile of blood found at a crime scene, and there are enough identifying markers present, the profile can be scanned and uploaded into CODIS. How many markers are required for it to be added to the database, and to which of the indexes within the database will the new profile be added?

Answer:

SHS Medical Forensics Lab Book v 5.0

Page 234

Process Lab: Solving Cold Cases with DNA – The Romanov Mystery – Pre-Lab Reading One of the greatest mysteries for most of the twentieth century was the fate of the Romanov family, the last Russian monarchy. Following the abdication of Tsar NicholasII, he and his wife, Alexandra, their five children and four loyal members of their staff, were held captive for a time by members of the Ural Soviet. According to historical reports, in the early morning hours of July 17, 1918 the entire family, along their staff, were executed by a firing squad. After a failed attempt to dispose of the remains in an abandoned mine shaft, the bodies were transported to an open field only a few kilometers from the mine shaft. Nine members of the group were buried in one mass grave while two of the children were buried in a separate grave. With the official discovery of the larger mass grave in 1991, and subsequent DNA testing to confirm the identities of the Tsar, the Tsarina, and three of their daughters – doubt persisted that these remains were in fact those of the Romanov family. The Grand Duchess Anastasia Nikolaevna Romanova was the youngest and most famous of Tsar Nicholas II’s four daughters. The mystery surrounding her death, and the number of people who came forward claiming to be her – notably Anna Anderson – has led to an enduring public fascination with her life and death. Along with her elder sisters and her younger brother, she was raised in a rather simple style by her parents, who were not believers in ostentatious displays of the Russian Royal family’s wealth. Anastasia was a relatively down to earth and energetic young girl, with a zest for life, and was well known for the pranks that she would play on fellow family members and servants. Like some of her other siblings, Anastasia’s health was not as good as her parents would have hoped. She suffered from a small deformity in her left foot, as well as a back weakness. There are some suspicions that, because Anastasia and her sisters were prone to bleeding, they were also sufferers, to a lesser extent, of hemophilia. Because of the poor health of her children, Anastasia’s mother Alexandra sought the counsel of many medical experts – some reputable, others far less so. One of the least reputable but most famous of those she consulted was Grigori Rasputin, a holy man with no medical qualification. He became very close to the family and has a great deal of undue influence on the family. So great was his perceived negative influence on the Romanovs that Rasputin (known to many as the Mad Monk) was murdered by members of the Russian nobility, and discredited the royal family in the eyes of the Russian people, perhaps contributing to the Russian Revolution of 1917. Final Years When her father abdicated on 15 March 1917, the family was confined to their residence at the Alexander Palace in St Petersburg. The family initially had hoped that they would be able to go into exile, perhaps to the United Kingdom, as they were quite closely related to the British Royal family. However, the British Government was reluctant to accept Nicholas II and his family, fearing that his arrival could lead to unrest. Instead, Anastasia and her family were moved to Tobolsk in August by the Russian Provisional Government, in an effort to prevent their capture by more radical forces such as the Bolsheviks. But, it wasn’t long before the Bolshevik’s toppled Krensky’s provisional government, and the Romanovs were transferred into their custody. On April 30, 1918, Anastasia and her family were moved to Yekaterinburg, in what was to prove their final move. On 17 July, Princess Anastasia Romanov, her parents, brother, sisters and remaining family staff were ordered to gather in the basement of the house where they were being held, and were executed by Bolshevik forces in a chaotic bloodbath of shooting and fighting. The Romanov family’s bodies were dumped into a mass grave nearby. The grave wasn’t discovered until the late 1970’s, and this led to many claims that some members of the Russian Royal Family had escaped the killing and fled abroad. Anastasia Impersonators Anna Anderson - Because no proof existed of her death, several people came forward over the next couple of decades claiming to be Princess Anastasia Romanov. At least ten people came forward over the years – most had entirely unconvincing claims, but a few were convincing enough to capture the world’s imagination.

SHS Medical Forensics Lab Book v 5.0

Page 235

The most famous Anastasia impersonator was an American woman called Anna Anderson. While being treated in a German mental hospital, Anna told doctors that she was, in fact, Anastasia Romanov. Her story was so convincing that many surviving members of the Russian nobility were persuaded to visit her, including Anastasia’s aunt, Olga Romanov, who met Anderson in 1925. Talking about the visit, Olga later told people that: “As soon as I sat down by that bed in the Mommsen Nursing Home, I knew I was looking at a stranger. … I had left Denmark with something of a hope in my heart. I left Berlin with all hope extinguished.” Nonetheless, Anderson’s claims continued to attract attention, to the extent that she spend several years in the United States in the late 1920s and early 1930s, becoming briefly a darling of New York society, before being condemned by a judge to a mental hospital and then returning to Germany. Anderson lived in Germany from 1931 before returning to the United States in 1968 for the final years of her life. Anna Anderson died in 1984. There have been at least five impostors who have claimed to be Anastasia – Anna Anderson, Eugenia Smith, Eleonora Kruger, Natalya Bilikhodze and Nadezhda Vasilyeva. At various times, other impostors also claimed to be her sisters, Maria, Olga and Tatiana, as well as her brother Alexei, but again, none captured the imagination as well as Anna Anderson in her claim to be Anastasia Romanov. Search for Proof As noted earlier, the lack of proof of their murder was the main reason why so many people were able to claim that they were Anastasia of the Romanov Dynasty. Because of the Bolsheviks were concerned that news of the brutality of the death would rally opposition to their tenuous new rule of Russia, the exact nature of the executions was covered up, and the bodies hidden in a mass grave. It wasn’t until 1979, when an amateur Soviet archaeologist stumbled across the grave, that their remains were found. And indeed, even that discovery was not conclusive. It wasn’t until 2007 that the final two bodies of the Romanov family were discovered, and some conclusive DNA testing, that solid evidence was able to be used to establish what happened to Anastasia Romanov. Even after the Romanovs grave was finally discovered in 1979, her death and whether the newly discovered grave contained Anastasia’s body, could not be confirmed. Anastasia had been executed with her family and servants, and it was thought that there should be eleven bodies in the grave – however, there were only nine. One of the bodies identified as Anastasia was re-buried in 1998, but it wasn’t until the summer of 2007, when a group of amateur archeologists discovered a collection of remains from the second grave approximately 70 meters from the larger grave, that it was conclusively proved that Anastasia had died in 1918. Forensic DNA testing on the remains discovered in 2007 (using mitochondrial DNA, autosomal STR, and Y- STR testing), combined with additional DNA testing of material from the 1991 grave, has provided virtually irrefutable evidence that the two individuals recovered from the 2007 grave are the two missing children of the Romanov family: the Tsarevich Alexei and one of his sisters. Your Job Using DNA Collected from the corpses of her parents, 3 of the individuals who claimed to be Anastasia, and the DNA collected from the final corpse found in 2007, you must differentiate which of the four possible samples belongs to the real Anastasia Romanov.

Process Lab: Solving Cold Cases with DNA – The Romanov Mystery SHS Medical Forensics Lab Book v 5.0

Page 236

Question: Can a case that is decades old be solved using new DNA techniques? Materials: Agarose gel Simulated DNA Samples A-F Electrophoresis Chamber Power Supply TAE Buffer Micropipettes Protocol: Part II: Electrophoresis of DNA Samples 1. Place the electrophoresis gel inside of the gel tray and then place it into the electrophoresis chamber (wells facing the black electrode). 2. Fill the chamber with TAE buffer so that it completely covers the gel. 3. Before loading the samples into the gel, quickly buzz the sample tubes in a centrifuge to pull all DNA to the bottom of the tube. 4. Load 20 µL of each sample into a different well. The samples should be loaded into the gel in the following order: Well # Sample Individual 1 A Nicholas II 2 B Alexandra 3 C Anastasia 1 4 D Anastasia 2 5 E Anastasia 3 6 F Anastasia 4 5. After Samples are loaded, place the cover on the chamber. Remember to line up the electrodes (red / red, black / black). 6. Plug the chamber into the power source (again, make sure to align the colors of the leads). 7. Run the electrophoresis at 80 volts for 20 minutes. 8. After electrophoresis is complete, remove the gel from the chamber and stain it in a tray for 20 minutes. De-stain overnight. 9. In the results section, draw a copy of the gel as it appears after staining. 10. Based on the DNA evidence, which of the old women claiming to be Anastasia is most likely Anastasia, based on the genetic comparison to her parents.

Result: SHS Medical Forensics Lab Book v 5.0

Page 237

Gel Sketch

Who is the most likely match to be Anastasia? Your Answer:

SHS Medical Forensics Lab Book v 5.0

Page 238

MEDICAL FORENSICS - Performance Skills Evaluation Score Sheet 2016 – 2017 Performance rating scale: A minimum score of 3 for each skill must be achieved to meet state skill certification requirements. 4 = highly skilled Successfully demonstrated without supervision. 3 = moderately skilled Successfully demonstrated with limited supervision. 2 = limited skill Demonstrated with close supervision. 1 = not skilled Demonstration requires direct instruction and supervision.

Performance Skill Objective:

Term

1. Demonstrate appropriate use of personal protective devices. 2. Demonstrate proper use and handling of micropipettes. 3. Competently focus a compound microscope.

3

2

2 4 1 1

4. Prepare a wet mount slide.

4

5. Maintain an accurate lab manual. 6. Develop a latent fingerprint and identify 10 ridge characteristics. 7. Classify blood spatter by velocity (high, medium, and low). 8. Identify the steps of an autopsy procedure by animal dissection. 9. Estimate time of death based on decomposition. 10. Identify the sex and approximate height of an individual using their skeletal remains. 11. Match a bite mark from a victim to the perpetrator. 12. Collect and properly label evidence.

4

1 2 3 2 3 3 4

SHS Medical Forensics Lab Book v 5.0

Page 239

1

Graduation Preparedness Checklist: Class Category English, 4.0 Credits

Math, 3.0 Credits

Specific Credits  English 9  English 10  English 11  English 12  Math 1: ______________________  Math 2: ______________________  Math 3: ______________________

Your CurrentCredits ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________

Science, 3.0 Credits

  

Science 1: ___________________ Science 2: ___________________ Science 3: ___________________

______________________ ______________________ ______________________

Geography for Life, .5 Credits Social Studies, 2.5 Credits

   

Geography World Civ US Studies US Govt

_____________________ ______________________ ______________________ ______________________

Fine Arts, 1.5 Credits (Choir, Band/Orchestra, Art, etc.)

  

F.A. 1: ______________________ F.A. 2: ______________________ F.A. 3: ______________________

______________________ ______________________ ______________________

Vocational or CTE, 1.0 Credits (FACS courses, Industrial Arts, DATC classes, etc.) P.E., 1.5 Credits (Must include .5 credits for Fitness for Life)

 

Voc 1: ______________________ Voc 2: ______________________

______________________ ______________________

  

P.E. 1: ____________________ P.E. 2: ____________________ P.E. 3: ____________________

______________________ ______________________ ______________________

Consumer Health, .5 Credits Computer Technology, .5 Credits

 

Health Computer Tech

_____________________ _____________________

SHS Medical Forensics Lab Book v 5.0

Page 240

Financial Literacy, .5 Credits Elective Classes, 8.5 Credits

Total Credits (27 req) Citizenship Credits (27 req)

         

Financial Literacy Elective1: ___________________ Elective 2: ___________________ Elective 3: ___________________ Elective 4: ___________________ Elective 5: ___________________ Elective 6: ___________________ Elective 7: ___________________ Elective 8: ___________________ Elective 9: ___________________

_____________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________

Your Credits: Your Credits:

SHS Medical Forensics Lab Book v 5.0

Page 241

Goals for Term 1:

Name:

Goal Completion Date: _____/_____/_____ What will you do to meet this goal?

What things will you need?

How will you know when this task is completed?

Target Date

Status

Student Self-Evaluation End of Term 1 Do these statements apply to you Always, Sometimes, or Never? Check the appropriate box for each.

A

S

N

Notes about your performance this term:

I arrive on-time to class, ready for work. I participate and help my lab partners. I don’t sit back and let them do all the work. I am able to work well with my lab partners. I am respectful of the teacher and other students. I work on homework outside of class. I turn in the majority of my assignments on time. I work on maintaining a positive attitude. I follow the appropriate procedures in the lab. I study outside of class for tests and quizzes. SHS Medical Forensics Lab Book v 5.0

Page 242

Goals for Term 2:

Name:

Goal Completion Date: _____/_____/_____ What will you do to meet this goal?

What things will you need?

How will you know when this task is completed?

Target Date

Status

Student Self-Evaluation End of Term 2 Do these statements apply to you Always, Sometimes, or Never? Check the appropriate box for each.

A

S

N

Notes about your performance this term:

I arrive on-time to class, ready for work. I participate and help my lab partners. I don’t sit back and let them do all the work. I am able to work well with my lab partners. I am respectful of the teacher and other students. I work on homework outside of class. I turn in the majority of my assignments on time. I work on maintaining a positive attitude. I follow the appropriate procedures in the lab. I study outside of class for tests and quizzes. SHS Medical Forensics Lab Book v 5.0

Page 243

Goals for Term 3:

Name:

Goal Completion Date: _____/_____/_____ What will you do to meet this goal?

What things will you need?

How will you know when this task is completed?

Target Date

Status

Student Self-Evaluation End of Term 3 Do these statements apply to you Always, Sometimes, or Never? Check the appropriate box for each.

A

S

N

Notes about your performance this term:

I arrive on-time to class, ready for work. I participate and help my lab partners. I don’t sit back and let them do all the work. I am able to work well with my lab partners. I am respectful of the teacher and other students. I work on homework outside of class. I turn in the majority of my assignments on time. I work on maintaining a positive attitude. I follow the appropriate procedures in the lab. I study outside of class for tests and quizzes. SHS Medical Forensics Lab Book v 5.0

Page 244

Goals for Term 4:

Name:

Goal Completion Date: _____/_____/_____ What will you do to meet this goal?

What things will you need?

How will you know when this task is completed?

Target Date

Status

Student Self-Evaluation End of Term 4 Do these statements apply to you Always, Sometimes, or Never? Check the appropriate box for each.

A

S

N

Notes about your performance this term:

I arrive on-time to class, ready for work. I participate and help my lab partners. I don’t sit back and let them do all the work. I am able to work well with my lab partners. I am respectful of the teacher and other students. I work on homework outside of class. I turn in the majority of my assignments on time. I work on maintaining a positive attitude. I follow the appropriate procedures in the lab. I study outside of class for tests and quizzes. SHS Medical Forensics Lab Book v 5.0

Page 245

SHS Medical Forensics Lab Book v 5.0

Page 246