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  • An Interdisciplinary Guided Inquiry Laboratory for First Year Undergraduate Forensic Science Students

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    CresswellPUB663.pdf (290.0Kb)
    File version
    Accepted Manuscript (AM)
    Author(s)
    Cresswell, Sarah L
    Loughlin, Wendy A
    Griffith University Author(s)
    Loughlin, Wendy A.
    Cresswell, Sarah L.
    Year published
    2015
    Metadata
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    Abstract
    An effective guided inquiry forensic case study (a pharmacy break-in) is described for first-year students. Four robust introductory forensic chemistry and biology experiments are used to analyze potential drug samples and determine the identity of a possible suspect. Students perform presumptive tests for blood on a “point of entry stain” sample; perform chemical presumptive tests on the “suspected drug” alongside known standards of codeine, morphine, and amphetamine; and carry out thin-layer chromatography analysis of the drug samples. They examine the specificity of the Kastle–Meyer and tetramethylbenzidine tests, prepare ...
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    An effective guided inquiry forensic case study (a pharmacy break-in) is described for first-year students. Four robust introductory forensic chemistry and biology experiments are used to analyze potential drug samples and determine the identity of a possible suspect. Students perform presumptive tests for blood on a “point of entry stain” sample; perform chemical presumptive tests on the “suspected drug” alongside known standards of codeine, morphine, and amphetamine; and carry out thin-layer chromatography analysis of the drug samples. They examine the specificity of the Kastle–Meyer and tetramethylbenzidine tests, prepare polymerase chain reaction samples from the suspects’ DNA samples, and perform gel electrophoresis to analyze the results. Students are required to analyze and integrate the results and to apply their acquired knowledge within the context of an engaging forensic case study. This first-year laboratory is part of a forensic case study vertically integrated into the curriculum.
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    Journal Title
    Journal of Chemical Education
    Volume
    92
    Issue
    10
    DOI
    https://doi.org/10.1021/acs.jchemed.5b00183
    Copyright Statement
    This document is the Accepted Manuscript version of a Published Work that appeared in final form in the Journal of Chemical Education, copyright 2015 American Chemical Society and the Division of Chemical Education, Inc., after peer review and technical editing by the publisher. To access the final edited and published work see DOI: 10.1021/acs.jchemed.5b00183
    Subject
    Chemical sciences
    Other chemical sciences not elsewhere classified
    Education
    Other education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/101622
    Collection
    • Journal articles

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