Science Crimebusters/ Forensics: (B/C)
Aug 1-3 Notes from Science Olympiad Teacher Training Camp
- Presented by Brent Horn (Utah event coordinator)
a- problems
- don’t follow rules
b- What to wear
- Apron/lab coat
- Closed toe shoes
- Chemical splash goggles (OSHA)
- No shorts (Capri’s ok)
B. What to bring
- Sharpies/writing utensils
- Ph Scale and paper (scale should be on container of pH paper or student should know scale
- Gloves if you want them
- What the rules require the student to bring in
C- What is in the event?
- Shoe print
- Ink
- Unknown powders/ metals (50-60% of score)
- Items found at crime scene
- Essay: articulate reasons why/ how they came to the conclusion about the
suspect
D- Competition
- Chromatography (do this 1st because it takes the longest)
make cheat sheet for identifying chemicals (pH, soluble)
when training, start by having students look at & identify different
powders
- Finger printing
Patterns (arches, whorls, tents)
- Cross out/eliminate pattern types from suspects whose fingerprints don’t match evidence, then look at details of fingerprints comparing to the evidence
- DNA - Electrogerrograms- digital outputs
E- Helpful hints
- Essay:
Needs to be in communication form - not just in their head, for example:
This is what I did . . ., This is what I saw. . ., This is what it means . . ., and these were my conclusions. . .
Have students do descriptive writing for practice.
Will probably do fibers but not plastics (in 2008)
Go online for samples of human and animal hair
A good reference is the forensics textbook by Richard Saferstein
How to approach/train for this event:
Teach students problem solving skills
Identify what you know- highlight facts of crime scene
Then identify what you don’t know
What questions do I have to answer?
Analyze:
Identify associations between suspects and crime scene
Write down associations
Analyze everything
Answer all of the given questions
Understand manufacturing - what things are use for (chemicals etc)
Don’t make assumptions-just look @ evidence
Does this evidence answer the issue of the case
Does this result answer my question – Who did it?
Evidence of fingerprints don’t place a person there at the time of the crime
Sat, Oct 27
Cryptology should always be the first task in the event - train kids to begin
the event by starting with the cryptology to get that going firstCreate flow charts by testing the things
$15.00 send samples of Palmers Easy
Hands on plastics www.teachingplastics.org (Free)
Tire tracks
Use tempura paint and butcher paper to practice with
Blood splatters
Use 2% milk and food coloring - about the same consistency as blood
Science Crimebusters/Forensics Resources:
http://fso.creol.ucf.edu/conference
User Name conference Password cc2007
East - Orlando Oct 19-20, 2007
Science Crimebusters
Fingerprint Quiz.doc
Fingerprint examples.doc
IMG 0820.jpg - IMB 0836.jpg (pictures of powders on a rug and
shoe soles)
Science Crimebusters Notes from Sharon Miya
from Coaches Conference in San Francisco
Resources
www.virtualsciencefair.org/2004/fren4j0/
www.middleschoolscience.com/myspow.html
www.middleschoolscience.com/flowchart.html
safety-identification-products.com/fingerprint-information.html
www.polymers.eezway.com For samples of polymers
One student should work on powder identification and partner goes to collect other
evidence around the roomSpot plates recommended for powders
On fingerprints students should know loops, whorls, and arches; make sure they look at all
the suspects
Do chromatography first
Use tempura paint to make tire prints
Know difference between human, dog, and cat hair
Make blood splatter using red tempura paint or 2% milk and food coloring
Scrambler (B):
Fri, Oct 26 Science Olympiad Teacher Training Camp
Presented by Wayne Sumner (Utah event coordinator)
Scoring:
How quickly you are to the barrier without touching it and
How quickly you got there (time is more critical than getting closer to
the barrier)
Work on your time, a faster time is awarded more points
A simple machine (a pulley) is used for weight so you can accelerate
the car with more than 1G (look for ideas on the internet)
Know how many times the wheel will turn from the starting point to
the stopping point - use a wheel counter made with a wing nut
(wing nut stops the car) Most difficult part is stopping the vehicle before touching the barrier
You get two runs - the first one is to see if the floor is clean & where you
need to break; the second is for the competition
Make a seat/bench for the egg to sit on
Simple is best
Sat, Oct 27
Going straight is key - very important
Distance is measured from center point on wall
2x time + distance from wall (points are based on these factors)
Stopping close is more important
Hints for a good scrambler:
the lighter the vehicle, the faster it will be
Be sure axels are perfectly parallel
Good friction on wheels to reduce skidding
Lots of good designs on internet
A longer vehicle will go straight better than a shorter vehicle
Wayne Sumner is willing to help anyone with their scrambler events: E-mail: wsumner@dsdmail.net and # (801) 721-5852
Scrambler Notes from Sharon Miya
from Coaches Conference in San Francisco
Important to go straight down track since stopping as close as possible to the center
mark
Distance given at event—8 to 10 meters
A separate propulsion system gives faster acceleration
Light car will accelerate faster
Braking mechanism—threaded rod with wing nut
Wheels should provide good friction to reduce skidding at the stop
Research design ideas on internet
Axles must be perfectly parallel or it will veer to left or right
Simple Machines (B):
Fri, Oct 26 Science Olympiad Teacher Training Camp
Presented by Wayne Sumner Fri, Oct 26
Key formulas to know:
Ideal Machine Efficiency (IMA = Din/Dout)
Actual Machine Efficiency (AMA= Fout/Fin)
Efficiency E=A/I
Slogans to remember formulas:
IMA & AMA = I didn’t doubt A fout over fin
Efficiency = He has artificial intelligence
Best place to find bearings is to buy a pair of in-line skates at DI
Simple Machines Resources:
http://fso.creol.ucf.edu/conference
User Name conference Password cc2007
West - San Francisco Oct 5-6, 2007
Simple Machines
SimpleMachinesAnswerKey.pdf
SimpleMachinesNationalEvent.doc
SimpleMachinesWebsiteRef.doc
Sounds of Music ( C):
Aug 1-3 Science Olympiad Teacher Training Camp
Presented by Frank Stevens (Utah event coordinator)
Competition consists of:
Assigned music piece
Scale
Range
Composition of own choosing – it is ok to use music processor to write music in correct key, # of sharps, etc.
Sat, Oct 27
Know wavelength theory
Keep it simple in building instruments
Make sure instruments are durable
Use different categories of instruments (string, wind, etc)
Sounds of Music Resources:
http://fso.creol.ucf.edu/conference
User Name conference Password cc2007
West - San Francisco Oct 5-6, 2007
Sounds of Music
SoundBasicsStudent.pdf
SoundBasicsTeacher.pdf
Sounds of Musics Coaches Conference 2007 Background.doc
(background information on Sounds of Music)
Sounds of Music Notes from Trish Wade
Coaches Conference in San Francisco
Before students start building
Teach them how to tune or have them try it with supplies (tuning forks,
electric tuner)
Students must understand about wave theory
Resonance
Nodes
What is vibrating
Beat frequency
Have students keep it simple
Things to keep in mind
Must have 2 different instruments
Shorter wavelength = higher pitch
Make sure the instruments are rugged & transportable
Bring in band members – students who understand music theory
Instruments should be as different as possible
Must play God Bless America
Instruments must stay within their octaves
Students must design instruments in 2 different categories out of four