Forensic Science: Crime Scene Investigation Project
Created byMeagan Wheeler
16 views0 downloads

Forensic Science: Crime Scene Investigation Project

Grade 9Science2 days
In this 9th-grade forensic science project, students apply the scientific method to analyze a simulated crime scene and identify a perpetrator. They design and conduct controlled experiments, collect and analyze evidence, and interpret data to develop logical conclusions. Emphasis is placed on lab safety protocols, proper use of lab equipment, and accurate metric conversions, ensuring students develop essential skills for forensic analysis and scientific investigation.
Scientific MethodCrime Scene InvestigationEvidence AnalysisLab SafetyData InterpretationExperimental DesignForensic Science
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can forensic science principles and techniques be applied to analyze a simulated crime scene, interpret evidence, and develop a logical conclusion that identifies the perpetrator while adhering to lab safety protocols and utilizing the scientific method?

Essential Questions

Supporting questions that break down major concepts.
  • How do forensic scientists use the scientific method to solve crimes?
  • How is evidence collected and analyzed at a crime scene?
  • What is the role of observation and inference in forensic science?
  • How can data analysis and graphing techniques be used to interpret forensic evidence?
  • How do forensic scientists use lab equipment and safety procedures to ensure accurate results?
  • How can metric conversions and scientific notation be applied in forensic science investigations?
  • How can experimental design principles be applied to forensic investigations?
  • How do you write a conclusion based on evidence?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Apply the scientific method to analyze a simulated crime scene.
  • Collect and analyze evidence using forensic techniques.
  • Develop logical conclusions to identify a perpetrator.
  • Adhere to lab safety protocols.
  • Utilize appropriate lab equipment for forensic analysis.
  • Accurately convert between metric units and use scientific notation in forensic measurements.
  • Design and conduct controlled experiments to test forensic hypotheses.
  • Interpret data and create graphs to represent forensic evidence.
  • Write conclusions that summarize data and relate to the hypothesis.
  • Communicate forensic findings using scientific terminology.

Teacher-Provided Standards

sci-method-steps
Primary
Identify steps of the scientific method.Reason: The project requires students to apply the scientific method to solve a crime.
sci-knowledge-dev
Primary
Describe how scientific knowledge is developed and revised.Reason: Students will understand how forensic science evolves through evidence analysis.
controlled-exp-design
Primary
Design a controlled experiment with clear procedures.Reason: Students will design experiments to test hypotheses related to the crime scene.
obs-inf-diff
Primary
Differentiate between observations and inferences.Reason: Critical skill in analyzing evidence and forming conclusions.
accurate-obs
Primary
Make accurate observations based on data or visual cues.Reason: Essential for collecting reliable evidence at the crime scene.
inf-justification
Primary
Justify inferences using observational evidence.Reason: Students must support their conclusions with evidence.
testable-hypothesis
Primary
Write a testable hypothesis using “If...then…” format.Reason: Formulating hypotheses is key to the scientific method.
exp-outcome-predict
Secondary
Predict the outcome of an experiment based on prior knowledge.Reason: Predicting outcomes reinforces understanding of cause and effect.
variable-identification
Primary
Identify and distinguish between independent, dependent, and controlled variables.Reason: Understanding variables is crucial for experimental design.
control-exp-groups
Secondary
Describe the purpose of control and experimental groups.Reason: Understanding experimental design helps to accurately analyze forensic evidence.
accurate-data-collection
Primary
Collect accurate and reliable data during investigations.Reason: Reliable data is the foundation of forensic analysis.
data-organization
Primary
Organize data in tables for clarity.Reason: Organizing data helps in identifying patterns and trends.
data-analysis
Primary
Analyze patterns and trends in data.Reason: Analyzing data is essential for drawing conclusions about the crime scene.
lab-equipment-id
Primary
Identify common lab equipment and its proper use.Reason: Students need to know how to use lab equipment for forensic analysis.
lab-safety
Primary
Follow lab safety rules and emergency procedures.Reason: Safety is paramount in a lab setting.
responsible-lab-behavior
Primary
Demonstrate safe and responsible behavior in lab settings.Reason: Reinforces the importance of following safety rules.
graph-type-choice
Primary
Choose the appropriate type of graph for a data set.Reason: Graphs are used to visualize and interpret forensic data.
graph-creation
Primary
Create graphs with appropriate labels, scales, and titles.Reason: Properly constructed graphs are necessary for accurate data representation.
graph-interpretation
Primary
Interpret trends and relationships shown in graphs.Reason: Interpreting graphs is key to understanding forensic evidence.
conclusion-writing
Primary
Write conclusions that summarize data and refer to the hypothesis.Reason: Students must be able to draw conclusions based on their analysis.
evidence-justification
Primary
Use evidence to justify scientific claims.Reason: Claims must be supported by evidence from the crime scene.
sci-communication
Primary
Communicate findings clearly using scientific terminology.Reason: Communicating findings is an important part of the scientific process.
si-units-id
Secondary
Identify SI units for length, mass, volume, and temperature.Reason: Understanding SI units is essential for accurate measurements.
metric-conversion
Primary
Accurately convert between metric units using conversion factors.Reason: Metric conversions are necessary for many forensic measurements.
sci-notation-conversion
Secondary
Convert between standard and scientific notation.Reason: Scientific notation is useful for expressing very large or small measurements.
sci-notation-calculations
Secondary
Perform basic calculations with scientific notation.Reason: Calculations may involve scientific notation.

Entry Events

Events that will be used to introduce the project to students

The Case of the Missing Evidence

The class receives an anonymous letter detailing a fictional crime, but key pieces of evidence are missing. Students must design experiments to analyze provided samples (e.g., fibers, fingerprints, unknown substances) and request additional evidence to reconstruct the crime and identify the perpetrator.
📚

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Hypothesis and Experimental Design: Cracking the Case

Students will learn to formulate a testable hypothesis related to the crime, design a controlled experiment, and identify variables.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the crime scene details and missing evidence from "The Case of the Missing Evidence" entry event.
2. Brainstorm potential hypotheses related to the missing evidence using the "If...then..." format.
3. Choose one hypothesis and design a controlled experiment to test it.
4. Identify the independent, dependent, and controlled variables in their experiment.
5. Write a detailed procedure, including materials, steps, and safety precautions.

Final Product

What students will submit as the final product of the activityA detailed experimental design proposal, including a hypothesis, identified variables, control and experimental groups, and a step-by-step procedure.

Alignment

How this activity aligns with the learning objectives & standardsCovers standards: sci-method-steps, controlled-exp-design, testable-hypothesis, variable-identification.
Activity 2

Data Collection and Analysis: Unveiling the Truth

Students will conduct their designed experiment, collect data, and represent it graphically.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Set up the lab according to their experimental design.
2. Collect data accurately and reliably, recording all observations.
3. Organize the data into a table.
4. Choose the appropriate type of graph for the data set (e.g., bar graph, line graph).
5. Create a graph with appropriate labels, scales, and titles.
6. Analyze patterns and trends in the data.

Final Product

What students will submit as the final product of the activityA lab report including collected data organized in tables, a graph representing the data, and a written analysis of patterns and trends.

Alignment

How this activity aligns with the learning objectives & standardsCovers standards: accurate-obs, inf-justification, data-organization, data-analysis, graph-type-choice, graph-creation, graph-interpretation.
Activity 3

Conclusion and Evidence: Closing the Case

Students will differentiate between observations and inferences, write a conclusion summarizing their findings, and justify their claims with evidence.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review their data and graphs.
2. Differentiate between observations made during the experiment and inferences drawn from the data.
3. Write a conclusion that summarizes the data and refers back to the hypothesis.
4. Use evidence from their experiment to justify their scientific claims.
5. Communicate their findings clearly using scientific terminology.

Final Product

What students will submit as the final product of the activityA final conclusion that summarizes the experiment, refers back to their initial hypothesis, and uses evidence to justify their scientific claims.

Alignment

How this activity aligns with the learning objectives & standardsCovers standards: obs-inf-diff, conclusion-writing, evidence-justification, sci-communication.
Activity 4

Forensic Lab Skills and Safety: Mastering the Tools

Students will practice identifying lab equipment, following safety rules, and performing metric conversions and scientific notation calculations relevant to forensic measurements.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Participate in a lab safety training session, reviewing rules and emergency procedures.
2. Identify common lab equipment and its proper use.
3. Complete practice problems on metric conversions, converting between units like meters, grams, and liters.
4. Practice converting between standard and scientific notation.
5. Perform basic calculations with scientific notation.
6. Complete a lab skills and safety quiz/practical exam to demonstrate proficiency.

Final Product

What students will submit as the final product of the activityA lab skills and safety certification, demonstrating proficiency in lab equipment identification, safety procedures, metric conversions, and scientific notation.

Alignment

How this activity aligns with the learning objectives & standardsCovers standards: lab-equipment-id, lab-safety, responsible-lab-behavior, si-units-id, metric-conversion, sci-notation-conversion, sci-notation-calculations.
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Forensic Science Project Rubric

Category 1

Experimental Design and Hypothesis Formulation

Assesses the student's ability to formulate a testable hypothesis and design a controlled experiment with clearly identified variables and a safe, detailed procedure.
Criterion 1

Hypothesis Clarity and Testability

The clarity and testability of the hypothesis formulated for the experiment.

Exemplary
4 Points

Hypothesis is clearly stated in "If...then..." format, directly addresses the missing evidence, and is highly testable with the designed experiment.

Proficient
3 Points

Hypothesis is stated in "If...then..." format, addresses the missing evidence, and is testable with the designed experiment.

Developing
2 Points

Hypothesis is vaguely stated or not in "If...then..." format, partially addresses the missing evidence, and/or has limited testability.

Beginning
1 Points

Hypothesis is missing, unclear, unrelated to the missing evidence, and not testable.

Criterion 2

Experimental Design Appropriateness

The appropriateness and thoroughness of the experimental design in testing the hypothesis.

Exemplary
4 Points

The experimental design is exceptionally well-suited to test the hypothesis, demonstrates a deep understanding of controlled experiments, and includes innovative approaches.

Proficient
3 Points

The experimental design is appropriate to test the hypothesis, demonstrates a good understanding of controlled experiments, and includes all necessary components.

Developing
2 Points

The experimental design has some flaws that may affect its ability to test the hypothesis, demonstrates a basic understanding of controlled experiments, and/or is missing some components.

Beginning
1 Points

The experimental design is inappropriate for testing the hypothesis, demonstrates a poor understanding of controlled experiments, and is missing critical components.

Criterion 3

Variable Identification and Description

The accurate identification and clear description of independent, dependent, and controlled variables.

Exemplary
4 Points

All variables are accurately identified and clearly described, demonstrating a sophisticated understanding of their roles in the experiment. Justification provided for variable selection.

Proficient
3 Points

All variables are accurately identified and clearly described.

Developing
2 Points

Some variables are misidentified or unclearly described.

Beginning
1 Points

Variables are not identified or are incorrectly identified.

Criterion 4

Procedure Clarity and Safety

The clarity, completeness, and safety considerations of the experimental procedure.

Exemplary
4 Points

Procedure is exceptionally clear, detailed, and includes all necessary steps and safety precautions. Demonstrates a comprehensive understanding of lab safety.

Proficient
3 Points

Procedure is clear, detailed, and includes all necessary steps and safety precautions.

Developing
2 Points

Procedure is missing some steps or safety precautions, or is unclear in some areas.

Beginning
1 Points

Procedure is incomplete, lacks essential steps and safety precautions, and is unclear.

Category 2

Data Collection and Graphical Representation

Evaluates the student's ability to collect accurate and reliable data, organize it effectively, and represent it graphically to analyze patterns and trends.
Criterion 1

Data Collection Accuracy

Accuracy and reliability of data collection, including thoroughness of observations.

Exemplary
4 Points

Data is meticulously collected, highly accurate, and thoroughly documented with detailed observations that reveal nuanced understanding.

Proficient
3 Points

Data is accurately collected and reliably recorded with sufficient observations.

Developing
2 Points

Data collection contains some inaccuracies or omissions, and observations are incomplete.

Beginning
1 Points

Data collection is significantly inaccurate, unreliable, or missing, with minimal observations.

Criterion 2

Data Organization

Organization of data into a clear and understandable table.

Exemplary
4 Points

Data is exceptionally well-organized in a table that is easy to understand, logically structured, and enhances data interpretation.

Proficient
3 Points

Data is well-organized in a clear and understandable table.

Developing
2 Points

Data is organized in a table, but the table is difficult to understand or lacks clarity.

Beginning
1 Points

Data is not organized in a table or the table is incomprehensible.

Criterion 3

Graphing Skills

Appropriateness of graph choice for the data set and accuracy of graph creation (labels, scales, titles).

Exemplary
4 Points

Graph choice is perfectly suited for the data, and the graph is flawlessly created with accurate labels, scales, and a clear title that enhances data interpretation.

Proficient
3 Points

Graph choice is appropriate for the data, and the graph is accurately created with appropriate labels, scales, and titles.

Developing
2 Points

Graph choice is questionable or the graph contains some errors in labels, scales, or title.

Beginning
1 Points

Graph choice is inappropriate for the data, and the graph contains significant errors or is missing labels, scales, or a title.

Criterion 4

Data Analysis

Thoroughness and accuracy of data analysis, including identification of patterns and trends.

Exemplary
4 Points

Data analysis is insightful, comprehensive, and accurately identifies subtle patterns and trends, demonstrating a deep understanding of the data.

Proficient
3 Points

Data analysis is thorough and accurately identifies key patterns and trends.

Developing
2 Points

Data analysis is superficial or contains some inaccuracies in identifying patterns and trends.

Beginning
1 Points

Data analysis is minimal or fails to identify key patterns and trends.

Category 3

Conclusion and Justification

Assesses the student's ability to draw conclusions based on experimental data, justify claims with evidence, and communicate findings using appropriate scientific terminology.
Criterion 1

Observation vs. Inference

The ability to differentiate between observations and inferences based on the experimental data.

Exemplary
4 Points

Demonstrates a sophisticated understanding of the difference between observations and inferences, providing nuanced distinctions and insightful justifications.

Proficient
3 Points

Clearly differentiates between observations and inferences, providing accurate and relevant examples from the data.

Developing
2 Points

Shows some confusion between observations and inferences, with limited or unclear examples from the data.

Beginning
1 Points

Fails to differentiate between observations and inferences or provides inaccurate or irrelevant examples.

Criterion 2

Conclusion Clarity

Clarity and completeness of the conclusion, including a summary of the data and reference to the initial hypothesis.

Exemplary
4 Points

Conclusion is exceptionally clear, concise, and thoroughly summarizes the data while providing a compelling connection to the initial hypothesis, offering insightful interpretations.

Proficient
3 Points

Conclusion is clear, summarizes the data, and refers back to the initial hypothesis.

Developing
2 Points

Conclusion is vague, incomplete, or only partially summarizes the data and/or makes a weak reference to the initial hypothesis.

Beginning
1 Points

Conclusion is missing, unclear, and does not summarize the data or refer to the initial hypothesis.

Criterion 3

Evidence-Based Justification

The use of evidence from the experiment to justify scientific claims.

Exemplary
4 Points

Provides compelling and comprehensive evidence from the experiment to justify scientific claims, demonstrating a deep understanding of the data and its implications.

Proficient
3 Points

Uses evidence from the experiment to justify scientific claims.

Developing
2 Points

Uses limited or weak evidence to justify scientific claims.

Beginning
1 Points

Fails to use evidence from the experiment to justify scientific claims.

Criterion 4

Scientific Communication

Clarity and accuracy of scientific communication, including appropriate use of terminology.

Exemplary
4 Points

Communicates findings with exceptional clarity and precision, using scientific terminology accurately and effectively to enhance understanding.

Proficient
3 Points

Communicates findings clearly using appropriate scientific terminology.

Developing
2 Points

Communication is unclear or uses scientific terminology incorrectly or inappropriately.

Beginning
1 Points

Communication is confusing and lacks appropriate scientific terminology.

Category 4

Lab Skills and Safety

Evaluates the student's practical lab skills, including safety procedures, equipment usage, metric conversions, and scientific notation.
Criterion 1

Lab Safety Proficiency

Demonstrates understanding and application of lab safety rules and emergency procedures.

Exemplary
4 Points

Demonstrates exemplary understanding and application of lab safety rules and emergency procedures, proactively ensuring a safe lab environment and assisting others.

Proficient
3 Points

Demonstrates understanding and consistent application of lab safety rules and emergency procedures.

Developing
2 Points

Shows some understanding of lab safety rules and emergency procedures but occasionally needs reminders or correction.

Beginning
1 Points

Demonstrates a lack of understanding or disregard for lab safety rules and emergency procedures.

Criterion 2

Lab Equipment Identification

Proficiency in identifying and using common lab equipment.

Exemplary
4 Points

Demonstrates exceptional proficiency in identifying and using all common lab equipment, including innovative and efficient applications.

Proficient
3 Points

Proficiently identifies and uses common lab equipment correctly.

Developing
2 Points

Can identify and use some common lab equipment but struggles with others or uses them incorrectly.

Beginning
1 Points

Struggles to identify or use common lab equipment.

Criterion 3

Metric Conversion Accuracy

Accuracy and efficiency in performing metric conversions.

Exemplary
4 Points

Performs metric conversions with exceptional accuracy and efficiency, demonstrating a deep understanding of unit relationships and applying them creatively.

Proficient
3 Points

Accurately performs metric conversions.

Developing
2 Points

Makes some errors in metric conversions.

Beginning
1 Points

Struggles significantly with metric conversions.

Criterion 4

Scientific Notation Skills

Competence in converting between standard and scientific notation and performing calculations.

Exemplary
4 Points

Demonstrates mastery in converting between standard and scientific notation and performs calculations flawlessly, showing a sophisticated understanding of scientific notation principles.

Proficient
3 Points

Competently converts between standard and scientific notation and performs calculations.

Developing
2 Points

Makes some errors in converting between standard and scientific notation or performing calculations.

Beginning
1 Points

Struggles significantly with converting between standard and scientific notation and performing calculations.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of the scientific method evolved through this forensic science project?

Text
Required
Question 2

In what ways did the 'Case of the Missing Evidence' challenge your problem-solving skills, and how did you overcome these challenges?

Text
Required
Question 3

How did collaborating with your peers enhance your ability to analyze evidence and develop a logical conclusion in this forensic science project?

Text
Required
Question 4

How confident are you in your ability to apply lab safety procedures and use lab equipment correctly in future scientific investigations?

Scale
Required
Question 5

To what extent do you believe forensic science can contribute to solving real-world crimes and promoting justice?

Text
Required