Fingerprint & Impression Analysis
Lesson Overview
Media: Video (34 minutes)
Seat Time: 6 Classes | 300 minutes teaching
Goal:
To explain how fingerprints and other impressions are analyzed as part of a forensic investigation.
Description:
This lesson begins with an introduction to the history of fingerprints and their use in solving criminal cases in the United States. After explaining the anatomy of fingerprints, the lesson explains the different methods used by forensic scientists to visualize and collect prints from the crime scene. Finally, the lesson concludes with an explanation of how prints collected from a crime scene to identify an individual would be used.
Objectives:
1. To compare the three major fingerprint patterns of arches, loops and whorls and their respective subclasses.
2. To identify the minutiae of fingerprints, including bifurcations, ending ridges, dots, short ridges, and enclosures.
3. To distinguish among patent, plastic and latent impressions
4. To explain the Automated Fingerprint Identification System (AFIS) and describe the characteristics examined within the system.
5. To compare impression evidence collected at a simulated crime scene with the known impression.
6. To perform laboratory procedures for lifting latent prints on porous and nonporous objects using chemicals.
7. To perform laboratory procedures for lifting latent prints on nonporous objects using fingerprint powders.
8. To identify and utilize appropriate techniques used to lift and evaluate readable, latent, plastic and visible fingerprints.
Class 1
Class Overview:
Introduction to Fingerprints Video Segment
Anatomy of Fingerprints Video Segment
Action Plan
Vocabulary Handout
Key Concepts
Introduction to Fingerprints Check for Understanding
Anatomy of Fingerprints Check for Understanding
Classifying Prints Activity
Essential Questions:
1. What is the history of fingerprints?
2. What are ridge characteristics
3. What are fingerprint patterns?
Step 1: Bell Ringer:
· Students should examine their own fingerprints and determine what they believe is unique about their own.
Step 2: Distribute the Action Plan, Vocabulary Handout and Key Concepts.
· The Action Plan lays out a list of tasks for students to complete during the lesson.
· The Vocabulary Handout is a list of terms used throughout the lesson.
· The Key Concepts is an outline which identifies the main ideas presented in the lesson which students can fill in to aid in note taking during the lesson.
Step 3: Show the Introduction to Fingerprints video segment.
· This video is three minutes long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 4: Administer the Introduction to Fingerprints Check for Understanding.
· The Check for Understanding is a short review of the content presented in the segment.
Step 5: Show the Anatomy of Fingerprints video segment.
· This video is eight minutes long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 6: Administer the Anatomy of Fingerprints Check for Understanding.
· The Check for Understanding is a short review of the content presented in the segment.
Step 7: Students should begin the Classifying Prints Activity.
· With a partner, students will collect fingerprints, determine the pattern of the print and record the fingerprint patterns found on their fingers.
Step 8: Exit Ticket:
· Have a class discussion to name the anatomy of fingerprints and their purposes to review what students have learned.
Class 2
Class Overview:
Visualizing & Collecting Prints with Powder Video Segment
Action Plan
Key Concepts
Visualizing & Collecting Prints with Powder Check for Understanding
Classifying Prints Activity
Label the Print Activity
Essential Questions:
1. What are the types of fingerprint impressions?
2. Why are alternative light sources important?
Step 1: Bell Ringer:
· Show a photo of each type of impression. Have students guess if they are latent, visible or plastic impressions.
Step 2: Show the Visualizing & Collecting Prints with Powder video segment.
· This video is 11 minutes long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 3: Administer the Visualizing & Collecting Prints with Powder Check for Understanding.
· The Check for Understanding is a short review of the content presented in the segment.
Step 4: Students should complete the Classifying Prints Activity.
· With a partner, students will collect fingerprints, determine the pattern of the print and record the fingerprint patterns found on their fingers.
Step 5: Students should begin the Label the Print Activity.
· Students will determine the pattern type and label the print pattern for the fingerprint images provided.
Step 6: Exit Ticket:
· Review each type of impression with the students.
Class 3
Class Overview:
Visualizing & Collecting Prints with Chemicals Video Segment
Action Plan
Key Concepts
Visualizing & Collecting Prints with Chemicals Check for Understanding
Collecting Fingerprints on Adhesive Surfaces Student Handout
Classroom Vandalism Activity
Essential Questions:
1. What are the methods to develop fingerprints?
Step 1: Bell Ringer:
· Students should write down as many items as they can think of that they believe are important in fingerprinting. Students can share one answer with the class.
Step 2: Show the Visualizing & Collecting Prints with Chemicals video segment.
· This video is seven minutes long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 3: Administer the Visualizing & Collecting Prints with Chemicals Check for Understanding.
· The Check for Understanding is a short review of the content presented in the segment.
Step 4: Review the Collecting Fingerprints on Adhesive Surfaces Student Handout.
· The handout reviews processes for collecting prints on adhesive surfaces.
Step 5: Students should begin the Classroom Vandalism Activity.
· In groups, students will solve the mystery of who vandalized the classroom and participate in a class discussion about the best evidence to collect.
Step 6: Exit Ticket:
· Students should describe how testing fingerprints with powder and with chemicals are different.
Class 4
Class Overview:
Identifying & Comparing Prints Video Segment
Action Plan
Next Generation Identification System Student Handout
Key Concepts
Identifying & Comparing Prints Check for Understanding
Classroom Vandalism Activity
Print Minutiae Activity
Essential Questions:
1. How are fingerprints compared?
Step 1: Bell Ringer:
· Students should independently review the Next Generation Identification System Student Handout.
Step 2: Show the Identifying & Comparing Prints video segment.
· This video is five minutes long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 3: Administer the Identifying & Comparing Prints Check for Understanding.
· The Check for Understanding is a short review of the content presented in the segment.
Step 4: Students should complete the Classroom Vandalism Activity.
· In groups, students will solve the mystery of who vandalized the classroom and participate in a class discussion about the best evidence to collect.
Step 5: Students should complete the Print Minutiae Activity.
· Students will practice documenting a print as if they are a forensic analysist in AFIS.
Step 6: Exit Ticket:
· Students should turn in their completed activities.
Class 5
Class Overview:
Action Plan
NGI Systems Bell Ringer Activity
Debating AFIS Project
Step 1: Bell Ringer:
· Have students answer questions about NGI systems of the NGI Systems Bell Ringer Activity.
Step 2: Students should begin the Debating AFIS Project.
· Students will research and decide whether or not everyone should be required to submit their fingerprints to AFIS. Students will then share their findings in a two-to three-page essay.
Step 3: Exit Ticket:
· Students should review the NGI System Bell Ringer Activity with another group.
Class 6
Class Overview:
Action Plan
Fingerprint & Impression Analysis Final Assessment
Debating AFIS Project
Step 1: Bell Ringer:
· Allow students time to review notes before the assessment.
Step 2: Administer the Fingerprint & Impression Analysis Final Assessment.
· The Final Assessment is a comprehensive assessment covering material throughout the entire lesson.
Step 3: Students should complete the Debating AFIS Project.
· Students will research and decide whether or not everyone should be required to submit their fingerprints to AFIS. Students will then share their findings in a two-to three-page essay.
Step 4: Exit Ticket:
· Students should turn in their completed project.
Activity Overview
Classifying Prints
With a partner, students will collect fingerprints, determine the pattern of the print and record the fingerprint patterns found on their fingers.
Accommodations:
Provide a short demonstration of how to collect the prints.
Modifications:
Walk through the first couple steps with the students.
Extension:
Students can write a lab report over the results of their table.
Classroom Vandalism
In groups, students will solve the mystery of who vandalized the classroom and participate in a class discussion about the best evidence to collect.
Supplies List:
Sticky tack and clear adhesive tape
Large sharpie
Large sheets of paper
Glass bottles or cans
Microscope slides and blank paper
Ink pad
Printed copies of the fingerprint card
Goggle and mask
Crystal violet solution
Flat processing tray to collect solution
Ninhydrin (in spray or solution)
Iron or blow dryer to heat samples
Optional: other items to vandalize your classroom
Accommodations:
Provide an example of how to collect a print as a guide.
Modifications:
Have students find the first fingerprint and complete that fingerprint collection with them.
Extension:
Students can write their own report about what they believe happened and the results.
Label the Print
Students will determine the pattern type and label the print pattern for the fingerprint images provided.
Accommodations:
After completing the first print, students can come show the instructor the ensure the correct answer.
Modifications:
Provide students with a word bank to complete the activity.
Extension:
Students should add a description to each print explaining the pattern and unique characteristics.
Print Minutiae
Students will practice documenting a print as if they are a forensic analysist in AFIS.
Accommodations:
Walk through the instructions and expectations with the students.
Modifications:
Begin at the core and work the first two pieces with the students.
Extension:
Students can find a print online and try to document that print on their own.
Project Overview
Debating AFIS
Students will research and decide whether or not everyone should be required to submit their fingerprints to AFIS. Students will then share their findings in a two-to three-page essay.
Accommodations:
Provide students with questions to cover within their essay.
Modifications:
The essay can be cut shorter for students.
Extension:
Students can create a short infographic promoting the submission of prints to AFIS or to not submit prints.
Career & Technical Student Organizations
Skills USA
Crime Scene Investigation
Criminal Justice
Career Connections
Using the Career Connections Activity allows students to explore careers associated with this lesson by viewing career interviews with various industry professionals. The career interviews are located in the Select Media drop-down menu on the lesson page. See the Career Connections Activity for more details.
Jorn Yu, Ph.D., Associate Professor, Sam Houston State University
