A Forensics Webquest
Applying Biology to Solving Real-World Problems
Introduction
Task
Process
Evaluation
Conclusion
Teacher Page
Bibliography
Teacher's Page
This webquest was designed to be used with a tenth grade biology
class towards the end of the year after students have learned about ecology and genetics. For
a review of the New Hampshire Curriculum Frameworks that correspond with this webquest, click here.
All the evidence for each crime scene can be found on this website. However, if you would like to make this activity more life-like for
your students, you can put together one or two actual crime scenes at your school for the students to process and
solve. Listed below are some resources (books, lab materials, and companies) I have found to be useful when
setting up my own crime scenes. If you have any questions or concerns, please feel free to
email me.
Lab Materials and Ideas
These are the lab materials I use in my classroom when working through a crime scene.
- Flinn Scientific Fingerprinting Lab - Item #
- Flinn Scientific ABO/Rh Blood Typing Kit - Item #
- Edvotek DNA Fingerprinting Kit - Item #
- Hair Identification Lab from Crime Scene Investigations: Real-Life Science Labs for Grades 6-12 by Pam Walker and Elaine Wood.
Books: Labs and Activities
- Butler, Mary Anne. Strengthening Your Science Instruction Using NEW and Innovative Forensic Science Strategies (Grades 7-12). Bellevue, Washington: Science Sleuther, LLC, 2004.
- Deslich, Barbara and John Funkhouser. Top Shelf Forensics. Portland, Maine: J. Weston Walch, 2003.
- Duke University Talent Identification Program. Forensic Science Unit Training Manual. Knoxville, Tennessee: erroyo, 2002.
- Walker, Pam and Elaine Wood. Crime Scene Investigations: Real-Life Science Labs for Grades 6-12. New York: Center for Applied Research in Education, 1998.
Textbooks and Informational Books
- Genge, N.E. The Forensic Casebook: The Science of Crime Scene Investigation. New York: Ballantine Books, 2002.
- Platt, Richard. Crime Scene: The Ultimate Guide to Forensic Science. New York: DK Publishing, 2003.
- Saferstein, Richard. Criminalistics: An Introduction to Forensic Science. New Jersey: Prentice Hall, 2001.
Websites for More Information
Companies: Scientific Supplies and Forensic Supplies
New Hampshire Curriculum Frameworks
Broad Goals in Science:
- Students will use problem-solving strategies to investigate and understand the natural world.
- Students will demonstrate an understanding of the impact of science and technology on society.
- Students will be able to apply rational, creative-thinking, and investigative skills and
use scientific knowledge in their roles as citizens, workers, family members, and consumers in
an increasingly technological society.
- Students will use oral and written communication, mathematical representation, and physical
and conceptual models to describe and explain scientific concepts and ideas, and will be able to
apply scientific knowledge.
Specific Goals in Science, Technology, and Society:
Students will be able to
- plan and conduct a scientific research project using technology
- identify and gather information needed to make a decision on a science- and/or
technology-related issue
- determine how technology affects their lives and predict how it might affect their future
- demonstrate that knowledge makes it possible to make informed decisions
and
- demonstrate, by giving examples, the relationships between the maintenance and progress of
society and scientific and technological advancement.
All graphics from Animation
Factory, except for divider line, which is used by permission from
Crime Scene Investigations.
This site designed and maintained by Brianna Abraham.
Last modified 04/05/11