FSC 201 - Instructor: Arthur Alt
FORENSIC SCIENCES DPSC 127-B
Office hours – as posted or by appointment
SYLLABUS
FORENSIC SCIENCES
I. Objectives of the Course:
This course is designed to reveal the fascination of modern science as applied to the field of criminal investigation and problem-solving, as integrated and expressed through lectures, field experiences, and laboratory exercises. Areas to be included will include the historical perspectives of the forensic sciences in general, the application of the Scientific Method of inquiry to problems dealing with a range of criminal activities, the range of topics germane to modern forensic sciences, including investigations into DNA analysis, fingerprints, firearms, blood identification, and a wide variety of additional topics.
Course objectives:
By the end of the course, each student will be expected to be conversant with
a) the application of the scientific method to forensic problems;
b) methods for identifying evidence and handling a crime scene;
c) basic techniques for doing trace evidence analysis, including the major techniques of chemistry, geology, physics, and biology;
d) understand and be able to use the terminology of the basic sciences as applied to the solving of forensic problems;
e) possess a basic knowledge of forensic pathology, toxicology, drug analysis, and forensic anthropology in conjunction with solving problems;
f) be able to solve forensic case studies by identifying evidence, formulating hypotheses, gathering evidence, performing experiments, and drawing valid and rational conclusions.
Forensic Sciences has the following in common with other courses that fill requirements in the Forensic Sciences program and the UGF Goals for all degrees (as listed on page 8 of the catalogue):
Honors the cumulative wisdom of human inquiry, past and present, as a means of enriching the future; and developing the student’s ability to pursue truth and knowledge.
Encourages the ability to think critically and creatively, to be able to analyze situations and proposals accurately, identify issues, and evaluate alternate position
Emphasizes the cultural differences and similarities found throughout scientific development over time, and how such developments are in tune with the development of technology and cultural/societal issues.
Encourages students of science to communicate clearly and effectively in multiple models of discourse, including written, oral, and other means of presentation of information. Such expressions will be used to identify problems and articulate appropriate solutions, to ask questions and challenge authority, or be challenged, in a rational manner.
Emphasizes a wide spectrum of scientific, technological, and societal themes in the context of their historical origins, development, and impact on the human race through time.
The view of knowledge presented is that using several modes of inquiry, including Behavioral, Written Expression and Scientific, with some extra tappings of Historical, Philosophical, and Aesthetic. The instructor will add to the list at his leisure, depending on the particular topics being investigated. The acquisition and discovery of knowledge, as outlined in the Core Curriculum of the General Catalogue, will be emphasized, particularly in regards to analytical and critical thinking, and in the display of the three perspective modes - historical, modern, and future. In all cases, the learner is the prime motivating factor - materials are meant to be challenging, stimulating, thought-provoking, and require the student to become the focus of discovery, pushing the responsibility of learning on his/her shoulders. Since all the students at the university are adults, they will be treated with respect, share in the building of the optional course content, and be allowed to determine, within basic parameters, the grade that will be awarded upon completion.
The primary means of presentation will be lecture-discussion and laboratory, with a wide variety of hands-on demonstrations of the processes of forensic sciences, and the application of the Scientific Method of investigation and discovery -as a requirement, students will become familiar with the established tools pertinent to this scientific field. Included, and as a tool for establishing a grade, will be use of visual and graphical aides, in various forms (i.e. slides, overheads, use of computer programs, etc.). Students will be expected to become conversant with the technological capabilities and methodologies of the library system, for use in the papers and graded topics required. Lastly, students will be expected to participate fully in the laboratory exercises designed to complement the topics being covered in the classroom discussions.
II. Required Texts
1. Saferstein – Criminalistics – An Introduction to Forensic Sciences
2. Readings and Case Studies - in class
3. Lab exercises - passed out in class
4. Owen – Hidden Evidence
III. Course Outline
This lecture-lab course will be structured to cover a host of areas, including biology, chemistry, applied physics, field geology, and additional -ologies, -istries, and -ions. The topics listed are the basic ones to be covered - we will cover substantially more than listed here. Laboratories will complement the topic being studied.
Topics
1. Introduction & history of forensics (or Whose body was that, anyway?)
2. Crime scene & crime labs (or We prefer not to be processed)
3. Evidence of a physical nature (or Not picking up can be hazardous to your health)
4. Types: glass, soils, and others (or Here’s mud in your eyeballs!)
5. Evidence of an organic nature (or Science of the living and deadly universe)
6. Inorganic debris analysis (or To emit, or not to emit, that’s the question!)
7. Microscopes and instruments (or The invisible world uber alles!)
8. Debris - hairs, fibers, and paints (or Who was that blonde I saw you with?)
9. Forensic biology and anthropology (or Autopsies can be fun)
10. Forensic toxicology (or Poisonings in the best of families)
11. Drugs (or This class could be just a bad dream)
12. Forensic serology (or The greener the blood, the easier the identification)
13. DNA analysis (or Only your real ancestors know)
14. Fingerprints (or Even sanding can’t save your lines)
15. Arson and bombs (or Terrorists of the world, beware!)
16. Firearms and other tools (or Guns don’t leave the same marks teeth do)
17. Questionable documents (or Making your first million by forgery)
18. Miscellaneous topics - dentistry, voice analysis, etc. (or There’s crazies everywhere)
19. The Future (or You can’t escape Big Brother!!)
IV. Grading (a topic near and dear to the heart of all students)
Not having any specific desire to see students panic over exams or such grading trivia, the procedure will be much more flexible, within reason, here. There are two sets of projects: those that are required (with appropriate due dates), and those available for extra work (in case you flub one or more of the required works). Beside each project listed there is given a possible score. For example, an essay dealing with a travel trip is worth 20 points, if done correctly, less depending on how it is done. For each project that involves a report, with the exception of a term paper, the length is to be no less than three, no more than five, typed, double-spaced pages.
All projects, except as noted, are due the last week of class – this is so I will have a chance to return them to you, and let you know where you stand in terms of grades. Keep your own scores on the accompanying sheet. I don’t use a curve – the breakdown for grades is:
1000 points – A
900 points - B
700 points - C
Anything else gives you an “F”
(also, see Rules of the Game at the end in regards to “F”s and Incomplete grades)
Also, note the projects listed are not all inclusive – if you can dream up another idea for study, see me, and I will set a point total for it. Use your imagination in doing your reports – I don’t penalize you for incorrect answers if you can back it up scientifically. Finally, note there is a wide range of topics. Please don’t attempt to get all your points from one area – this will not be appreciated, since you are supposed to get a grasp on the entire subject matter. Spread yourself around!
CHEERS!
V. Project (these will indicate how well you met the objectives for the course)
Required:
Mind maps - there will be one map/chapter from Saferstein’s Criminalisstics and one from each chapter in Hidden Evidence. Use the two examples at the end of the syllabus as a guide. Be inventive, but be sure your map covers all the important concepts in the chapter in sufficient detail that you could give an hour talk on the chapter from your map. Please note arrows and colorization requirements. This is not an outline! Total points = 350.
Reader Reflection paper – you are to read the book by on any topic from forensic sciences (a small topic) and write a 3-5 page paper on the neat science you discovered in the work. Emphasize the material you find fascinating, and why. Due date = 8th week of class. Points = 100.
Research Project – this is a paper, 8-10 pages in length, using 4-5 references, on any topic of your choice involving forensics. It cannot be on a person, or serial murders, or crime shows – it must contain substance on an important topic in this discipline. Total point value = 100.
Scavenger Hunt – unlike a real hunt, this one will be done in the textbook. All answers will be found in that reference. Use the accompanying answer sheet for your answers. The only requirement is to work alone! Due date – last week of class. Total point value = 100.
Lab Identification – using the material passed out in class, your job will be to write up the labs in the form of conceptual maps. There will be 4 labs done, at 25 points each. Due date – last week of class. Total point value = 100.
Final (or set of 20 brief essay questions) – 200 points
In-class projects - to make this class much more fascinating, there will be numerous activities performed during class meetings. These include, but aren’t limited to, games (such as Jeopardy, Science Feud, Football), imaginative drawings, great debates, team challenges, etc. These will go on throughout the semester. Total point value = 200
Project Diary - this is a diary you will keep for each chapter you read in the texts, each video you observe, and each day you spend in class. It should highlight what you thought was important and/or neat, what was difficult, and maybe what you think could be improved on. It should be done in a bound notebook, with dates entered for each activity, and hand-written. Total point value = 100.
For discussion: replacement of required projects with others, including mid-term exam, coloring books, travel diary, computer Internet research, collections, etc.
Class Handouts (The Ant Colony, Hot Forensic MAG, etc.)
Extra-credit Work
For all additional work, you may do a total of five (5) projects, essays, etc. for the possible points – these are due the first day of final exam week. Remember, these are totally optional – do what you want, but remember to back up all your ideas with facts and data, not just emotions or feelings.
1. take-home essays – 10 points
2. Book reviews-reflection papers – 20 points
3. Planetarium trip – 25 points
4. Science museum trip – 25 points
5. Collage – 20 points
6. Film reviews – 20 points
7. Magazine reviews – 10 points
8. Personalities/ History – 20 points
9. Term paper – 50 points
10. Imagination topics – various to be agreed on with instructor
11. Sneaky quizzes – 5 points (but count against you as negative points)
So, in reality, you can lose quite a few points on the mandatory items and still get an “A” because there are variable bonus points available for your convenience and hard work!.
No curve is used, in the respect that you are judged how well you do on an accumulative basis, not necessarily against your fellow students (I want you to enjoy learning some science, not worrying how other geniuses study!). So work together, pull ideas from each other, be inventive together (except for on the Scavenger Hunt, of course).
Final note – class participation is not mandatory (you are adults, and I intend to treat you as such – see Rules of the Game). However, if you do not take an active part (such as listening to the lectures, playing the games, or conversing once in a blue moon with the instructor), it is guaranteed your grade will suffer – past classes have shown that those taking part always seem to learn faster, and can focus better on the relevant aspects of the class.
If you have questions, please do not hesitate to ask, either during class or later. When my office door is open, just walk in, even if it’s not regular office hours.
RULES OF THE GAME
So there will be no false misconceptions about what is expected of you from this class, be aware of the following rules/requirements that I will be placing upon you during this semester. Remember, for this class, the motto is always:
Don’t try: Don’t give it your best shot: JUST DO IT!
I expect you to develop, if you haven’t done so already, the abilities of creativity, critical analysis, information synthesis, problem-solving, and rational reasoning (based on scientific data, not emotions, religion, or pseudo-science nonsense). We’ll use about 20 such learning tools in the class – I expect you to learn each one and how to apply it! Above all else, I’m a firm believer that learning should be fun, an experience well worth repeating, for your entire life. If this isn’t, let me know (that does not include you concluding there’s too much work, or it’s too hard, etc.).
1. I appreciate students greatly, and I expect to be friends of the vast majority. But you cannot pass by making friends with me – if you don’t do the work expected, you won’t pass!
2. The class is your responsibility – don’t fight it! You need to be prepared to work alone, with another, and in teams – so if you’re bashful, shy, introverted, don’t expect that to last if you plan to get through the class successfully. One of the best ways to learn is through team interaction – you’re expect to participate as an active member of the team – you get nothing for being laid-back and letting others do all the work!
3. Attendance: you will not be penalized for missing classes. However, what is covered you are responsible for – and if you miss a quiz, lab, activity, be aware that those points count negative towards your grade (unless you have a phenomenal excuse! (See next rule). In other words, I expect 100% attendance, 100% of the time, with no major exceptions.
4. There will be no make-up exams, quizzes, labs, etc. unless you have made arrangements ahead of time, and have a valid excuse (i.e. 2 broken arms, brain surgery, kidnapped by aliens - your kitten ran away is not an adequate excuse!).
5. You missa de class, you finda the notes – don’t ask me for them (that is if you can find someone gullible enough to lend them to you).
6. For the duration, you belong to Me – this is not a Pass-or-Fail class, so everyone that makes it passes. There is no choice in this – set your mind so you will pass or go find another class to loaf in!).
7. This class is about results. Most people use circumstances as reasons not to have positive results – it’s always someone else’s fault. Not here – you are totally responsible for your grade, your actions, and your success!
8. There are no loopholes – I don’t believe the universe gives 2nd chances! (see next rule)
9. There will be no incompletes given at all unless absolute disaster falls (you not being able to finish your work on time isn’t a disaster – you just think it is!).
10. I don’t grade on a curve, but any evidence of cheating, copying, plagiarism, getting papers from other classes, etc. will get you an automatic “F”. Same goes for laboratory write-ups. Since no curve is used, you pick the grade by what work you’re willing to do – you’re not competing with other super-geniuses in the class, so help each other!
11. YOUR DISASTER ISN’T MINE – don’t ask!
12. For me, the defining definition of adulthood = responsibility. You have only one real choice: you can be free or you can be cattle. A free man or woman doesn’t survive – he or she challenges everything and anything. As a side-note, you are responsible for your own homework. It is due on the date due, not later – for each day late, 20% of the possible points will be lost.
13. Due to prior years, I’m not loaning anything, so research elsewhere. Also, if I find you borrowed from the library without borrowing correctly, you will receive a definite “F”.
14. Since this is a science class, be forewarned: the National Inquirer, all magazines of that same category, and the Bible, are not acceptable references. I expect you to cultivate an open mind in this class, but not so open your brains fall out!
15. DO NOT CALL ME AT HOME. (that will cost you 20 points and a nasty dialogue with my wife). Call or come in during office hours – if you have to, we’ll schedule some other time. Also, if I’m with someone else, respect their privacy and don’t barge in (I don’t like to be rude, but I will if necessary to make you aware of your actions).
16. I do not accept homework via e-mail, nor am I responsible for your trying to contact me via the Internet. Either do it in person or over the phone.
17. Last point – in class, I’m the boss (at least nominally). If you want to argue, great- I expect debate and controversy over the entire semester or you aren’t doing your readings. If you want to be nauseating, or a troublemaker, be prepared to be ejected! Rudeness will definitely act against you in class performance points.
Now, despite all that, I expect this to be an enjoyable learning experience, filled with challenges and meaningful activities you can carry away with you. The success of the course is totally up to you -–if you feel something is going wrong, speak up! The only way classes get better is by constructive criticism that is followed up on – I can’t tell if I’m doing something wrong unless students tell me it isn’t working right – so don’t be bashful. I’ve yet to murder a student for making critical evaluation comments (perfect murder schemes are just to darn hard to come by). But, again be forewarned – if you just like to whine, note the sign:
Whiners please use the cliff exit!
PROJECT RECORD
Required:
1. Mind maps – 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. 31.
2. Reader reflection paper - _____________ pts.
3. Virtual museum tour or Research Project - ______________ pts.
4. Scavenger Hunt - ________________ pts.
5. Laboratory Identification - _____________ pts.
6. Final - ____________
Or
Questions - 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
13. 14. 15. 16. 17. 18. 19. 20.
7. In-class projects: a) ______ b) _________ c) _________ d) __________ e) ________
f) ______ g) _______ h) ______ I) ____________ j) _________ k) ______
8. Extra credit projects:
Essay - ____________
Book review - ________
Museum trip - _________
Field trip - __________
Collage - __________
Film review - ___________
Magazine review - _________
Personality - ___________
Term paper - ____________
Laboratory write-up - __________
Imagination topic - __________