Missing Children:
A Devastating Dilemma

The Bronx High School of Science
Forensic Science/Criminalistics Web Quest (12th Grade)
Supervised By: Ms. Mary Villani

Mission:
THE SCIENCE BEHIND THE CRIME

Task:

A juvenile skull was found in construction debris by a demolition crew working on tearing down an old apartment building near the White House. The skull was sent to a nearby forensic crime lab where you work. The skull needs to be examined by five divisions of the crime lab: forensic anthropology, facial reconstruction, forensic odontology (forensic dentistry), forensic artistry and DNA. You and your team must identify the skull and determine the cause of death.

Process:

· Select the division of the lab you want to work in.

· Research the equipment and tests you need to perform in this division of the lab to identify the unidentified skull. Refer to some of the suggested web sites listed in the resources at the end of this web quest and/or use search engines to locate additional references.

· Examine the unidentified skull from the perspective of the expert you have selected.

· Research and evaluate the policies that guide forensic investigations in the identification of missing children.

· Determine if these policies are adequate, and suggest new policies if necessary.

PUBLIC POLICY DECISIONS

Task:

Assume that after you have completed your laboratory investigation, the President of the United States asks you to serve along with parents of missing children and other concerned individuals on a newly formulated Missing/ Homicide Victims Committee. You are to examine and assess the extent of the problem of missing children in America, examine the policies that address the problem and suggest new policy, if necessary.

Process:

· Select the role you want to play on this committee. Each committee must consist of at least one forensic investigator and one parent.

· Research why missing children is a devastating problem in America.

· Statistics

· Case Studies

· Articles By Experts

· Identify the cause(s) of the problem

· Research and evaluate the current policies that address the problem of missing children in America.

· Determine if these policies adequately address the problem, and suggest new policy, if necessary.

POWERPOINT PRESENTATION

Task:

Your class will prepare a PowerPoint presentation in which you should address the following information:

· A clear identification of the problem.

· An explanation of the causes of the problem.

· An explanation of the process you followed as forensic investigators to identify the missing victim in question, which should include your theory as to the nature of the victim’s death.

· How forensic anthropologists determine the age, sex and race of a skull.

· How a skull is reconstructed into a face.

· How a forensic artist works along with a facial reconstruction expert in this quest.

· How teeth and DNA can help identify a missing child.

· An evaluation of the current policies relating to the collection and processing of physical evidence in cases relating to missing children.

· An evaluation of the current public policies relating to missing children in America

· Your most effective and feasible lab policy.

· Your most effective and feasible public policy.

Process:

For the science behind the crime, search the Internet to find information such as: laboratory protocols and equipment, diagrams, photographs, etc. Also evaluate the results and incorporate this information into your PowerPoint presentation. For the policy decision component of this quest, search the web for pertinent information, including surveys, statistics, case studies, etc. Evaluate the information in relation to the problem, present data to support your position and, if necessary, generate alternate laboratory and public policies you think are most appropriate for missing children in America.
Develop the appropriate slides for your presentation. For each slide, include a synthesis of the information you collected in a clear and concise manner. Include graphic elements to make visual connections and contribute to the understanding of concepts, ideas and relationships. Be sure to include references that are the source of information that you have collected for your slides and which support your policy decisions.

· Present your slide show to the Forensic Science classes at the Bronx High School of Science.

· Post your slide show on the Forensic Science section of The Bronx High School of Science’s web site, Forensic biology's Website (or go to www.bxscience.edu, click on Academics, followed by Departments, followed by Biology, followed by Home Page, followed by Forensic Biology, to Web Quest).

RESOURCES

TIPS PUBLIC POLICY GUIDELINES

· Tips Public Policy Analyst

http://www.maxwell.syr.edu/plegal/TIPS/welcome.html

THE PROBLEM

· Missing Children Statistics and FAQ

www.missingkids.com/html/publicaffairs_stats.html

· Missing Children Resources

www.vachss.com/help_text/missing_kids.html

· Stats Index

www.stats.org/crime.htm

· Statistics of Missing Children

www.childalert.org/statistics.htm

· Information About Runaway Children

www.criminaljustice.state.ny.us/missing/aware/runaway.htm

· Bureau of Justice Statistics Homepage

www.ojp.usdoj.gov/bjs/

· Missing Children Legal Update Team H.O.P.E.

www.teamhope.org/index_legal.html

· Runaways and Missing Children

www.focusas.com/Runaways.html

· Stolen Children

www.stolenchildren.net

· Missing Children in the United States

http://www.interpol.int/public/Children/Missing/NationalLaws/mcUSA.asp

THE SCIENCE BEHIND THE CRIME

· All about Forensic Anthropology by Katherine Ramsland

http://www.crimelibrary.com/forensics/anthropology/5.htm

· Forensic Anthropology Education Forensic Anthro.com

http://www.forensicanthro.com/education.htm

· Facial Reconstruction

http://www.forensicartist.com/reconstruction.html

· 3Dfacial Reconstruction

http://www.shef.ac.uk/~assem/1/evison.html

· Forensic Art

http://www.crimelibrary.com/forensics/art/2.htm

· DNA Forensics

http://www.ornl.gov/hgmis/elsi/forensics.html

· DNA Analysis: A Powerful Investigative Tool

http://promega.com/profiles/302/302_08/default.htm

· Article on Skull Fracture

http://www.findarticles.com/cf_dls/m3225/8_61/61456465/p1/article.jhtml

· Head Injuries

http://www.health.adelaide.edu.au/paed-neuro/HeadInjury/injury.html

CONTACT EXPERTS IN THE FIELD

· The New York State Police Forensic Science Laboratory System

http://www.troopers.state.ny.us/ForSc/ForScindex.html

· Northeastern Association of Forensic Scientists (NEAFS)

http://www.geocities.com/CapeCanaveral/Lab/5122/labs.htm

· American Academy of Forensic Sciences (AAFS)

http://www.aafs.org/

· American Board of Criminalistics (ABC)

http://www.criminalistics.com/ABC/abchome.htm

· American Society of Crime Laboratory Directors (ASCLD)

http://www.ascld.org/

· DNA Learning Center (Cold Spring Harbor Laboratory)

www.cshl.org

POLICIES

· Mayor Guiliani Announces Fingerprinting Program To Help Parents Keep Kids Safe

www.ci.nyc.ny.us/html/om/html/2000a/pr151-00.html

· Parents Want to Make a Difference

www.galaxymall.com/children/missing/about.html

· Missing Children Laws-US

www.interpol.int/public/children/missing/nationallaws/Mcusa.ASP

· Model State Sex Offender Policy

http://www.missingkids.com/html/sexoffender.html

· State and federal role in missing children cases.

www.policyalmanac.org/social_welfare/child_abuse.shtml

· Megan’s Law in all 50 States

www.800usakids.org/

· Vanished Children’s Alliance

www.vca.org/pages/links.htm

· Knights of Kindness-Missing Children- Existing Laws

www.baddteddy.com/missing/existing.htm

· Laws, Treaties and Conventions elating to International Child Abduction

www.childrenabduction.com/resources/laws.htm

· Missing Children Policies

www.state.ct.us/dcf/Policy/Trmt36/36-93.htm

· Parental Participation Justice Issues

www.ed.gov/pubs/AchGoal8/justice.html

SEARCH ENGINES

· Alta Vista

· Excite

· ERIC

· Entire Web

· Google

· San Diego State University Library

http://infodome.sdsu.edu/

· Specialized Search Engines

www.SpecializedSearchEngines.com

· Yahoo

www.Yahoo.com

· Clip Art

www.ArtClipArt.com

EVALUATION

Your grade will be determined according to the following scale:

· PowerPoint Presentation. (35%) Your PowerPoint presentation will consist of 10-15 slides. Use the guidelines outlined in the PowerPoint presentation section of this quest as your guide. Make certain that your audience can navigate easily from slide to slide. Your final slide must identify your class, list the names of the students in the class and generate a MLA style list of the sources you used throughout your previous slides. Be certain that each of your slides is thoroughly designed and well prepared to make a positive visual impact on the audience. Use qualitative and quantitative information. All kinds of photographs, graphs, drawings, etc., can be presented. Be certain to gather information from multiple sources and to synthesize the information well. Also, utilize this information to succinctly state the problem, identify the causes of the problem and a formulate a clearly stated conclusion regarding the best policy for forensic investigators and the public in general regarding missing/murdered American children.

· Written Reports (35%) You will be required to write mini research reports. In order to do this, you will have to search the Internet for appropriate articles, synthesize, analyze and draw conclusions from the information you have collected. Research topics include: identifying the problem and causes of the problem; the legal issues at the crime scene and in the lab; how to determine the age, sex and race of the skull; how a face is reconstructed from a skull; and how DNA can be used to identify missing/ murdered children. All information submitted must be appropriately documented and must include the appropriate graphics to illustrate the content and conceptual understanding behind the investigation.

· Oral Evaluation (15%) You will serve as a guest speaker for all of the forensic science classes at The Bronx High School of Science. Your oral PowerPoint presentation will be graded on your familiarity with the topic, clarity of concepts, use of visual aids, how well you held the audience’s attention, audibility, and grammar.

· Bibliography (15%) Use the MLA format to correctly attribute information to all rightful sources.

GRADING POLICY

Range

1 = Poor

5 = Excellent

Written Research Projects	Scoring
· Facts and information from multiple internet sources	1 2 3 4 5
· Synthesis of information from multiple references	1 2 3 4 5
· Analysis of information	1 2 3 4 5
· Conclusions drawn from the results of the investigation	1 2 3 4 5
· Written clearly and succinctly	1 2 3 4 5
· Grammar	1 2 3 4 5
· Understanding of scientific concepts	1 2 3 4 5
· Understanding of public policy	1 2 3 4 5
· Policy evaluation and design	1 2 3 4 5
· Bibliography	1 2 3 4 5


Oral Presentations	Scoring
· State the purpose for your project	1 2 3 4 5
· Supporting information	1 2 3 4 5
· Presents information clearly and succinctly	1 2 3 4 5
· Clarity of concepts	1 2 3 4 5
· Effective use of PowerPoint slides	1 2 3 4 5
· How well presenter held the audience’s attention	1 2 3 4 5
· The organization of facts and information	1 2 3 4 5
· Public policy	1 2 3 4 5
· Policy decisions and solutions	1 2 3 4 5
· Bibliography	1 2 3 4 5


PowerPoint Presentations	Scoring
· Ten to fifteen slides	1 2 3 4 5
· Visual impact of slides	1 2 3 4 5
· Easy navigation from slide to slide	1 2 3 4 5
· Use of qualitative and quantitative information	1 2 3 4 5
· Clear and succinct presentation	1 2 3 4 5
· Use of multiple sources	1 2 3 4 5
· Appropriate graphics to illustrate the content and conceptual understandings	1 2 3 4 5
· Policy and policy solutions	1 2 3 4 5
· Bibliography	1 2 3 4 5

Determination of Grades

40 – 50 = A

30 – 39 = B

20 – 29 = C

10 – 19 = D

Below 10 = F

Timeframe

· Mini research reports collected bimonthly up to and including March 1^st.

· Slide show due April 30^th.

· Oral presentations for all forensic science classes due on May 1^st.

· PowerPoint presentation posted online May 10^th.

High School Performance Standards

HIGH SCHOOL SCIENCE PERFORMANCE STANDARDS

S1 Physical Sciences Concepts

S1b Demonstrates an understanding of structure and properties of matter.

S2 Life Sciences Concepts

S2d Demonstrates an understanding of matter, energy, and organization

in living systems.

S2f Demonstrates an understanding of behavior of organisms.

S4 Scientific Connections and Applications

S4a Demonstrates an understanding of big ideas and unifying concepts.

S4d Demonstrates an understanding of the impact of technology.

S4e Demonstrates an understanding of the impact of science.

S5 Scientific Thinking

S5a Frames questions to distinguish cause and effect; and identified or

controls variables.

S5b Uses concepts from Science Standards 1 to 4 to explain a variety of observations and phenomena.

S5c Uses evidence from reliable sources to develop descriptions, explanations, and models; and makes appropriate adjustments and improvements.

S5d Proposes, recognizes, analyzes, considers, and critiques alternative explanations; and distinguishes between fact and opinion.

S5e Identifies problems; proposes and implements solutions; and evaluates the accuracy, design, and outcomes of investigations.

S5f Works individually and in teams to collect and share information and ideas.

S6 Scientific Tools and Technologies

S6a Uses technology and tools to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely, with appropriate consideration of accuracy and precision.

S6b Records and stores data using a variety of formats.

S6c Collects and analyzes data using concepts and techniques in Mathematics Standard 4.

S6d Acquires information from multiple sources.

S6e Recognizes and limits sources of bias in data.

S7 Scientific Communication

S7a Represents data and results in multiple ways.

S7b Argues from evidence.

S7c Critiques published materials.

S7d Explains a scientific concept or procedure to other students.

S7e Communicates in a form suited to the purpose and the audience.

S8 Scientific Investigation

S8b Demonstrates scientific competence by completing fieldwork.

S8d Demonstrates scientific competence by completing secondary research.

HIGH SCHOOL MATH PERFORMANCE STANDARDS

M1 Number and Operation Concepts

M1a Use addition, subtraction, multiplication, division, exponentiation, and root-extraction.

M1e Represent numbers in various forms and graph them.

M1f Compare numbers using order relations, differences, ratios, proportions, percents, and proportional change.

M1l Recognize and respect basic number patterns.

M2 Geometry and Measurement Concepts

M2b Work with two- and three- dimensional figures and their properties.

M2c Use congruence and similarity in describing relationships between figures.

M2h Analyze figures in terms of their symmetrics.

M2m Understand the structure of standard measurement systems.

M2n Solve problems involving scale.

M3 Function and Algebra Concepts

M3k Make predictions by interpolating or extrapolating.

M4 Statistics and Probability Concepts

M4a Organize, analyze, and display single-variable data appropriately.

M4b Organize, analyze, and display two-variable data appropriately.

M4c Use sampling techniques to draw inferences.

M4d Understand that inferencing from a sample involves uncertainty and that the role of statistics is to estimate the size of that uncertainty.

M4e Formulate hypotheses to answer a question and use data to test hypotheses.

M4f Interpret representations of data, compare distributions of data, and critique conclusions.

M4g Explore questions of experimental design, control groups and responsibility.

M4h Create and use models of probability and understand the role of assumptions.

M5 Problems Solving and Reasoning

M5a Formulation.

M5b Implementation.

M5c Conclusion.

M5d Mathematical reasoning.

M6 Mathematical Skills and Tools

M6a Carry out numerical calculations and symbol manipulations effectively.

M6e Make and use rough sketches, schematic diagrams, or precise scale diagrams.

M6g Create and interpret graphs of many kinds.

M6j Use technology to create graphs or spreadsheets.

M6l Use tools in solving problems.

M6m Know standard methods to solve basic problems and use these methods in approaching more complex problems.

M7 Mathematical Communication

M7a Be familiar with basic mathematical terminology, standard notation and use of symbols, common conventions for graphing, and general features of effective mathematical communication styles.

M7b Use mathematical representations with appropriate accuracy.

M7c Organize work and present mathematical procedures and results correctly.

M7d Communicate logical arguments clearly, showing sensibility and validity.

M8 Putting Mathematics to Work

M8a Data study.

M8b Mathematical model.

HIGH SCHOOL ENGLISH LANGUAGE ARTS PERFORMANCE STANDARDS

E1 Reading

E1c Read and comprehend informational materials.

E2 Writing

E2a Produce a report of information.

E3 Speaking, Listening, and Viewing

E3a Participate in one-to-one conferences with the teacher.

E3b Participate in group meetings.

E3c Prepare and deliver an individual presentation.

E4 Conventions, Grammar, and Usage of the English Language

E4a Independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.

E4b Analyze and subsequently revise work to improve its clarity and effectiveness.

E5 Literature

E5a Respond to non-fiction, fiction, poetry, and drama using interpretive and critical processes.

E6 Public Documents

E6a Critique public documents with an eye to strategies common in public discourse.

E6b Produce public documents.

E7 Functional Documents

E7a Critique functional documents with an eye to strategies common to effective functional documents.

E7b Produce functional documents appropriate to audience and purpose.

HIGH SCHOOL APPLIED LEARNING PERFORMANCE STANDARDS

A1 Problem Solving

A1a Design a Product, Service, or System: Identify needs that could be met by new products, services, or systems and create solutions for meeting them.

A1b Improve a System: Develop an understanding of the way systems of people, machines, and processes work; troubleshoot problems in their operation and devise strategies for improving their effectiveness.

A2 Communication Tools and Techniques

A2c develop a multi-media presentation.

A3 Information Tools and Techniques

A3a Gather information to assist in completing project work.

A3b Use on-line sources to exchange information for specific purposes.

A3c Use word-processing software to produce a multi-page document.

A4 Learning and Self-Management Tools and Techniques

A5b Review one’s progress in completing work activities and adjust priorities.

A5 Tools and Techniques for Working With Others

A5a Participate in the establishment and operation of self-directed work teams.