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Murder In The Science Lab

Exploration After students hypothesized about the events that may have occurred in the lab, I gave each group a bag of evidence, telling them the bags were left by homicide detectives and contained clues about what happened. The students used compound microscopes to explore the evidence, making wet- and dry-mount slides, identifying magnification, and drawing and labeling what they saw. Explanation After extensive observation, students began to piece together some of the clues. Each forensic team prepared a report describing . . . [its] findings and conclusions about the event. Teams shared their reports with the entire class. Elaboration At this point, I presented a more formal introduction to the fascinating field of forensic science, which involves many different sciences, such as chemistry, biology, botany, zoology, physics, and medicine. Students read about the history of forensics, its relationship to the sciences, and the contributions of the father of forensic science, Edmund Locard of France.

Evaluation Student achievement can be assessed in many ways during this activity. I used scoring rubrics to evaluate students as they worked cooperatively, used their microscopes, and postulated possible solutions to the mystery. I find that scoring rubrics are holistic and very useful for assessing students' progress over time. Unsolved Mysteries My students came up with some interesting conclusions about what actually occurred in the science lab. Some concluded that a scientist snuck into the lab after hours to work on a prize onion project. When a rat tried to eat this prize onion, the scientist and the rat engaged in a struggle. The rat won, thus murdering the scientist. However, some other students said that no murder actually took place since most of the blood turned out to be ketchup. These students concluded that the scientist was eating a hamburger in the lab and fell asleep. Students still ask me "What really happened in the lab?" but I continue to tell them that I know no more than they do. I usually let the students in on my solution on the last day of school, that is, if they remember to ask. I emphasize, however, that in real crimes we often never really know what happened. We can piece the evidence together like a puzzle and hope that our analysis will lead to a logical conclusion. I make a point to note that no murder actually occurred at our classroom crime scene. If students analyze their evidence well, they will discover that no murder could have occurred. This investigation set the stage for future scientific investigations of all kinds in my classroom. I found that students were able to draw better conclusions as they gained more experience. Concepts such as variables, controls, and the process of investigation had new meaning for students. Above all, it helped my students to use their minds and become confident problem solvers. The student who saw no connection between microscopes and law actually thanked me for making him aware of how significant science would be to his future law career. Even though this particular student moved shortly after the lesson, I am sure that he, like the other students, still remembers the forensic skills he learned. Perhaps one day he will use these skills to defend or prosecute front-page cases. Move over Shapiro and Dershowitz!

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