1) The document describes activities for teaching middle school students about forensic science techniques, including fiber analysis, shoeprint casting, powder analysis, paper analysis, and hair analysis. 2) Students learn how to examine different types of evidence under microscopes and identify characteristics like fiber type, paper properties, and hair structure. 3) The activities aim to help students understand how forensic scientists analyze evidence to solve crimes and either prove guilt or innocence in court cases.

1. Be Scientist:
Biology &
Medical Science
Mr. Zeyad Dadarah

2. CREDITS: This presentation template was created by Slidesgo, and
includes icons by Flaticon, and infographics & images by Freepik
Second Week
Day 8

3. Activity
Warm-Up and
Routines Classroom
‫االستعد‬ ‫ونشاط‬ ‫الروتينية‬ ‫الصفية‬ ‫األعمال‬
‫اد‬

4. Materials Needed
• Students' notebooks (student provided)
• Pens or pencils (student provided)
• Permanent marker (for instructor use)
• Chalkboard and chalk or whiteboard and markers
• Homework handouts (students previously
completed)

5. Remember
Not all evidence
is regarded as
equally effective
in proving guilt
or innocence.
1

6. Grouping
Pairs

7. The Prompt
Four suspects have
been identified and
these individuals
have cooperated in
supplying samples by
which a match with
the crime scene
might be established! Shoes
print
Fingers
print
Fiber Handwritten
note
Mariam Ali Sara Fahad

8. The Prompt
Each student
take turns and
share how they
responded to
both parts of the
prompt:

9. Part 1:
Imagine that you
are a prosecuting
attorney and are
using forensic
evidence to convict
an individual.

10. Identify the type of
evidence and/or
forensic test you
would use and
explain why you
would do so.

11. Part 2:
Now, imagine that
you are a defense
attorney and are
using forensic
evidence to prove
your client's
innocence.

12. Identify the type
of evidence
and/or forensic
test you would
use and explain
why you would do
so.

13. Hits
For Teacher:
Here are some examples of how a
prosecutor works in court in a case
of a parrot theft from a school:

14. Hits For Teacher:
The prosecutor will
present the evidence
that was found at the
crime scene, such as footprints,
fingerprints, fabric threads, and a
handwritten note. The prosecutor will
explain how this evidence links the
defendants to the crime.

15. Hits For Teacher:
The prosecutor will ask
witnesses about their
observations of the
crime. Witnesses may include
school staff, students, and
community members who were
in the area at the time of the
crime.

16. Hits For Teacher:
The prosecutor will try to
prove that the defendants
had the motive and means
to commit the crime. This may
include proving that the defendants
knew about the parrot's existence at
the school and that they had access to
the crime scene.

17. Hits For Teacher:
In contrast, a student
representing the role
of the defense lawyer
can refute this evidence
in defense of his client
accused in this case by
doing the following:

18. Hits For Teacher:
In contrast, a student
representing the role
of the defense lawyer
can refute this evidence
in defense of his client
accused in this case by
doing the following:

19. Hits For Teacher:
The student defense
lawyer can question the
credibility of the
evidence presented by
the prosecutor.

20. Hits For Teacher:
They can do this by
asking questions of the
witnesses about their
observations of the crime
or by proving that the
evidence could have
been tampered with or
damaged.

21. Hits For Teacher:
The student defense lawyer can prove
that his client did not have the motive or
means to commit the crime.

22. Hits For Teacher:
They can do this
by proving that
his client did not
know about the
parrot's existence
at the school or
that he did not
have access to

23. Hits For Teacher:
The student defense
lawyer can prove that his
client was in a different
place at the time of the
crime.
They can do this by
presenting evidence from
witnesses or documents

24. Hits For Teacher:
In the end, the judge
or jury will decide who
they believe is guilty in
the case.
Their decision will be
based on the evidence
presented by both
sides.

25. Remember
Quantitative evidence,
especially biological
evidence (e.g., DNA),
Can make for the
strongest claim of guilt
or innocence.
2

26. Remember
Importantly, logic and
reason, when applied
to evidence, makes the
best argument from
either perspective.
3

27. Shoeprint Casting
Part 2
‫صندوق‬ ‫ية‬‫ر‬‫حف‬
‫اأحلذية‬
‫الثاين‬ ‫اجلزء‬

28. Materials Needed
• Chalkboard and chalk or whiteboard and markers
• Shoeprint castings (students previously
prepared)
• Rulers (1 per student)
• Casting Impression Part 2 handouts (1 per
student)
• Box, large enough to store students' molds
• Packing peanuts or shredded paper

29. Grouping
Pairs

33. Remember
Store the molds in a box with packing
peanuts or shredded
paper for safekeeping.
Take your own cast
home at the end of
The program.

34. Fiber Analysis
‫األلياف‬ ‫حتليل‬

35. Materials Needed
• Students' notebooks (student provided)
• Pens or pencils (student provided)
• Word Wall
• Fiber Analysis handouts (l per student)
• Compound microscopes (1 per pair of students)
• Forceps (1 per student)
• Colored pencils, assorted colors (l set per student)
• Polyester fiber samples (1 per pair of students)
• Nylon fiber samples (1 per pair of students)
• Cotton fiber samples (1 per pair of students)
• Wool fiber samples (1 per pair of students)
• Rulers (1 per pair of students)

37. Remember
Forensic scientists gather
information about crimes
by studying physical
evidence recovered from
crime scenes and
suspected criminals.
1

38. Remember
This evidence can be in
the form of synthetic or
natural fibers.
Clues gathered from fibers
might be helpful in
matching a crime scene
with a suspect.
2

39. Grouping
Pairs

40. Natural fibers (‫طبيعية‬ ‫)ألياف‬.
Synthetic fibers (‫صناعية‬ ‫)ألياف‬.
Luster (‫)اللمعان‬.

41. Natural fibers (‫طبيعية‬ ‫)ألياف‬: fibers that come
from plant and animals including wool,
cotton, and hemp.
Synthetic fibers (‫صناعية‬ ‫)ألياف‬: fibers that
are made by humans including polyester
and nylon.
Luster (‫)اللمعان‬: a measure of how shiny a
substance is.

42. Remember
Forensic science examines
fibers for these traits:
• Diameter (‫)القطر‬.
• Color (‫)اللون‬.
• Luster (‫)اللمعان‬.
• Texture (smooth, rough) (‫)امللمس‬.
3

46. Paper Analysis
‫الورق‬ ‫حتليل‬

47. Materials Needed
• Students' notebooks (student provided)
• Pens or pencils (student provided)
• Word Wall
• Compound microscopes (1 per pair of students)
• Microscope slides, glass (6 per pair of students)
• Magnifying lenses (1 per pair of students)
• Forceps (1 per student)
• Scissors (1 per student)
• Paper samples (silk, newsprint, copy paper) (1 of each
• per pair of students)
• Paper Analysis handouts (l per student)

48. Remember
In gathering information about crimes,
forensic scientists might examine a
document to
determine its
date or origin.
1

49. Remember
Paper is made up of
fibers from plant
materials including
bark, wood pulp,
cotton, and grasses
(papyrus).
2

50. Remember
When paper is torn it
can reveal the different
lengths of fibers
unique to a given type
and quality of that is
typically paper.
3

51. Remember
These details can be
observed under
increased powers of
magnification.
4

52. Finish (‫)التشطيب‬.
Brightness (‫)السطوع‬.
Fiber pattern (‫األلياف‬ ‫)منط‬.

53. Finish (‫)التشطيب‬: the appearance and feel of paper;
expressed as high, medium, and low on the basis of
its surface and appearance
Brightness (‫)السطوع‬: the measure of how much light is
reflected; newsprint (62) and fully bleached paper
(95) are the extremes.
Fiber pattern (‫األلياف‬ ‫)منط‬: observable microscopic
pattern that is typically "macerated" (ground into a
uniform layer of plant material) or formed from
individual fibers (e.g., silk)

54. Remember
Forensic science examines
paper fibers for these traits:
• Finish (‫)التشطيب‬.
• Color (‫)اللون‬.
• Brightness (‫)السطوع‬.
• Fiber pattern (‫األلياف‬ ‫)منط‬.
5

55. Remember
Share that forensic scientists use
specialized tools for their
examinations, such as
Digital imaging instruments,
infrared and ultraviolet light
sources, and a machine
called the Video Spectral
Comparator 2000.
6
Video Spectral Comparator 2000

56. Remember
Use less formal means to
analyze paper samples.
7
Ultraviolet light sources

57. Different Kind of papers Under Miroscope

58. Different Kind of papers Properties
Visit the link

59. Brightness Property
A
B
C D
E
F

60. Color Property
A
B
C D
E
F

61. Finish Property
A
B
C D
E
F

62. Fiber Pattern Property
A
B
C D
E
F

63. Grouping
Pairs

68. • Are the fibers rough or smooth?
• What pattern, if any, do they
observe?
• Did they see how the two pieces fit
together like a puzzle?
• Are the fibers relatively long or
short?
For each of the paper samples,
discuss your observations.

69. Powder Analysis
‫املسحوق‬ ‫حتليل‬

70. Materials Needed
• Powder Analysis handouts (1 per student)
• Safety goggles (1 per student, instructor, and instructional
assistant)
• Latex-free gloves (l pair per student, instructor, and
instructional assistant)
• Spoons (l per group)
• Eye droppers (l per group)
• Cups, 50 mL (12 per group)
• Water (100 mL per group)

71. Materials Needed
• Iodine (one dropper full per two students (3 mL))
• Vinegar (one dropper full per two students (3 mL))
• Labeled re-sealable plastic bags containing these known
powders (1 per group of each)
• baking soda (5 grams)
• sugar (5 grams)
• salt (5 grams)
• cornstarch (5 grams)
• Students' notebooks (student provided)
• Pens or pencils (student provided

72. Remember
Sometimes the
evidence collected
by forensic
scientists is in
powder
1

73. Remember
Scientists identify
these unknown
substances by using
chemical indicators.
2

74. Remember
Write these terms on the board.
• Solubility (‫)الذوابن‬.
• Wafting (‫فواح‬ ‫)عطري‬.
• Physical change (‫الفيزايئي‬ ‫)التغري‬.
• Chemical change (‫الكيميائي‬ ‫)التغري‬.
3

75. In this activity,
you do a powder
analysis.
About Our Activity

76. Grouping
Pairs

82. Smell Color Bobles Solubility Wafting

83. Hair Analysis
‫الشعر‬ ‫حتليل‬

84. Materials Needed
• Compound microscopes (1 per pair of students)
• Microscope slides, glass (4 per pair of students)
• Magnifying lenses (1 per pair of students)
• Variety of hair samples (4 per pair of students)
• Forceps (1 per pair of students)
• Clear adhesive tape (1 dispenser per pair of students)
• Hair Anal sis handouts (1 er student)

85. Remember 1 Forensic scientists
gather information
about crimes by
studying physical
evidence recovered
from crime scenes
and suspected
criminals.

86. Remember 2
This evidence can
take the form of
human or animal
hairs and must
be identified.

87. Remember 3 Using chemical
preparation
techniques and
microscopy, scientists
can discover
information such as
whether the hair is
human or animal.

88. Remember 4 If human, they might
also learn race,
hair color, and
hair style, as well as
whether the hair has
been dyed or if there
is evidence of poison
or drugs.

89. Trichology (‫الشعر‬ ‫)علم‬.
Cuticle (‫)اجلليدة‬.
Cortex ( ‫قشرة‬
‫الشعر‬ ).
Medulla (‫)اللب‬.
Pigment granules ( ‫احلبيبات‬
‫الصبغية‬ ).

90. Trichology (‫الشعر‬ ‫)علم‬: the scientific study of hair.
Cuticle (‫)اجلليدة‬: the outer covering that is transparent and
made from tough overlapping scales that
point toward the tip end.
Cortex (‫الشعر‬ ‫)قشرة‬: segment that contains pigment
granules, which give hair its color.
Medulla (‫)اللب‬: the hollow tube that runs the length of
the hair
Pigment granules (‫الصبغية‬ ‫)احلبيبات‬: the small, dark, and solid
bodies typically found near the cuticle.

91. Remember 5
Forensic scientists
are often asked to
compare hair found
at a crime scene with
hair from a particular
individual who might
be a suspect.

92. Remember 6
Different hairs on the
same person can
show variations in
length, width, color,
shape, and texture,
therefore, the larger
the sample the better.

93. Remember 7
Fifty strands of hair
provide a desirable
amount of sample.

94. Remember 8
Hairs are examined on the basis of:
• Color.
• Coarseness.
• How the pigment granules are spread
within the hair strand.
• Hair diameter.
• The presence.
• Absence of a medulla.

95. Remember 9
Hair samples might
also carry trace
evidence such as dirt,
blood, or paint.

96. Remember 10
When compared with
human hairs, animals
typically have a thicker
medulla and cuticle
than human hair, which
provides more warmth
to the animal.

97. Grouping
Pairs

101. Homework
‫املنزيل‬ ‫ألواجب‬

102. Homework
Respond to the prompts in the space below.
1) Reflect on today's activities, the skills you learned, and how
you used them to engage in forensic science. Based on today's
activities only, respond to the next two items.
2) Imagine that you are a prosecuting attorney and are using
forensic evidence to convict an
individual. Identify the type of evidence and/or forensic test you
would use and explain why you would do so.
3) Now, imagine that you are a defense attorney and are using
forensic evidence to prove your client's innocence. Identify the
type of evidence and/or forensic test you would use and explain
why you would do so.