course discipline and€¦ · web view2011/03/28 · demonstrate knowledge of the language and...

GAVILAN COLLEGECURRICULUM DEVELOPMENT

FORM CModify or Inactivate an Existing Course

Date: 03/07/11 Prepared & Submitted by: Sherrean CarrDepartment: CTE Course Discipline and Number: JLE124

1. What is the effective term? Fall Spring Summer Year: 2011

2. Inactivate Course(s): (Inactivating a course will remove it from the course catalog. Courses may be re-activated by updating the course and bringing it back to the Curriculum Committee for approval. Transferable courses will need to be re-articulated, should you decide to reactivate the course.) Reason for inactivation:

3. Modification of the following: (Attach existing course outline, note changes as appropriate. Update Prerequisite/Advisory Form, if appropriate )

Number Hours Prerequisite/Advisory Discipline Title Units Description Content Grading GE Applicability Repeatability Transferability General Update Reinstate Course Cross list course with Update Textbook Other (please describe.)

FROM: JLE 124 Basic Fingerprint School 1 8 32Discipline & Number Course Title Units Lec

Hours per week

LabHours per

week

TO: JLE 124 Latent Print .5-1 .34-.8 .57-1.48

Discipline & Number Course Title Units LecHours per

week

LabHours per

week

Reason for modification: General Updates

4. Will this course be offered via distance education? Yes No If yes, fill out Form D – Distance Education form.

5. Routing/Recommendation for ApprovalSignatures Approval

Dept. Approval (Chair Sign) Date Yes ___ No ___

Area Dean Date Yes ___ No ___

Curriculum Committee Chair Date Yes ___ No ___

VP of Instruction Date Yes ___ No ___

Superintendent/President For District Board

Yes ___ No ___

CCC Chancellor’s Office(if applicable)

Date Yes ___ No ___

document.doc Revised: 3/18/2011

GAVILAN COLLEGECURRICULUM DEVELOPMENT

COURSE OUTLINE

DISCIPLINE: JLE 124 DEPARTMENT: CTE(Discipline and Number)

COURSE TITLE: Latent Print (Maximum of 58 spaces)

ABBREVIATED TITLE: LATENT PRINT (Maximum of 28 spaces)

SEMESTER UNITS: .5-1 LEC HOURS PER WEEK: .34-.8 LAB HOURS PER WEEK: .57-1.48

Classification:I) Occupational Education

Non Credit Category:Y Not Applicable, Credit Course

Occupational Code (SAM):C) Clearly Occupational

TOP Code: 2105.50 LEH Factor: FTE Load:

CATALOG DESCRIPTION: No Change Change Law enforcement agencies have a continual need to have employees trained in the identification and

classification of fingerprints. Students will have a need to know how to take legible fingerprints, how to compare and identify fingerprints and present expert testimony in a court of law, and have a basic understanding how to locate, develop and recover latent print impressions. The history, printing procedures, fingerprint forms, filing, classification, comparison prints, comparison testimony, identification and laboratory practice are presented.

COURSE REQUISITES: List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

No ChangeReplaces existing Advisory/Prerequisite In addition to existing Advisory/Prerequisite

Prerequisite: Co-requisite: Advisory:

GRADING SYSTEM:Select only one: No Change

Standard Letter grade Pass/ No Pass Option of a standard letter grade or pass/no pass Non Credit

REPEATABLE FOR CREDIT:(Note: Course Outline must include additional skills that will be acquired by repeating this course.)

No ChangeCredit Course Yes No If yes, how many times? 1 2 3 Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited

(Noncredit only)STAND ALONE:

No Change


Yes (Course is NOT included in a degree or certificate program) No (Course is included in a degree or certificate program)

METHODS OF INSTRUCTION:No Change

RECOMMENDED OR REQUIRED TEXT/S: (The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification)

Required Recommended N/AAuthor: Title: Publisher: Year of Publication: or other appropriate college level text.ISBN: (if available) Reading level of text:

gradeVerified by:

Other textbooks or materials to be purchased by the student: Instructor Handouts, Science of Fingerprints

STUDENT LEARNING OUTCOMES:1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills.

These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.

2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc

3. Identify which Institutional Learning Outcomes (ILO) apply to this course. List them, by number, in order of emphasis. For example: "2, 1" would indicate Cognition and Communication. (1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.

4. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

1) Student Learning Outcomes 2) Measure 3) Institutional Learning Outcome

4) GE Learning Outcome (only required if GE applicable)

1. identify why fingerprints are important to law enforcement.

Measure: oral exam

ILO: 1, 2,3 GE-LO:

2. review the historical background of the science of fingerprints and its use by law enforcement.

Measure: written exam

ILO: 2,3 GE-LO:

3. explain the NCIC Fingerprint Classification and AFIS Formulas and their uses

Measure: role playing

ILO: 2,1,3 GE-LO:

4. demonstrate procedures for taking legible inked fingerprint impressions

Measure: demonstrate

ILO: 2,3, GE-LO:

5. explain and demonstrate how latent fingerprints are developed on and recovered from non-porous surfaces

Measure: demonstrate, oral exam

ILO: 2,1,3 GE-LO:

6. Measure: ILO: GE-LO: 7. Measure: ILO: GE-LO: 8. Measure: ILO: GE-LO: 9. Measure: ILO: GE-LO: 10. Measure: ILO: GE-LO:

GENERAL EDUCATION LEARNING OUTCOMESAREA A Communications in the English Language


After completing courses in Area A, students will be able to do the following:A1. Receive, analyze, and effectively respond to verbal communication.A2. Formulate, organize and logically present verbal information.A3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve

the writing’s purpose.A4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.A5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written

work.A6. Read college course texts and summarize the information presented.A7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.A8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.A9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language

and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life FormsAfter completing courses in Area B, students will be able to do the following:

B1. Explain concepts and theories related to physical and biological phenomena.B2. Identify structures of selected living organisms and relate structure to biological function.B3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.B4. Utilize safe and effectives laboratory techniques to investigate scientific problems.B5. Discuss the use and limitations of the scientific process in the solution of problems.B6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.B7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and

disadvantages of that technology.B8. Work collaboratively with others on labs, projects, and presentations.B9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as

well as in present times.

AREA C Arts, Foreign Language, Literature and PhilosophyAfter completing courses in Area C, students will be able to do the following:

C1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.

C2. Analyze an artistic work on both its emotional and intellectual levels.C3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than

one’s own.C4. Recognize the universality of the human experience in its various manifestations across cultures.C5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual

response.C6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both

non-Western and Western cultures.C7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic InstitutionsAfter completing courses in Area D, students will be able to do the following:

D1. Identify and analyze key concepts and theories about human and/or societal development.D2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values

from scientific observation and study.D3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior

and societal change.D4. Analyze different cultures and their influence on human development or society, including how issues relate to race,

class and gender.D5. Describe and analyze cultural and social organizations, including similarities and differences between various

societies.

AREA E Lifelong Understanding and Self-DevelopmentAfter completing courses in Area E, students will be able to do the following:

E1. Demonstrate an awareness of the importance of personal development.E2. Examine the integration of one’s self as a psychological, social, and physiological being.E3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition,

health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity


After completing courses in Area F, students will be able to do the following:F1. Connect knowledge of self and society to larger cultural contexts.F2. Articulate the differences and similarities between and within cultures.

HOURS CONTENT, STUDENT PERFORMANCE OBJECTIVES, AND OUT-OF-CLASS ASSIGNMENTSHours - Total number of hours should be based on an 18 week term, even though we are on a

16 week calendar. For example, a 3 unit course should have 54 hours, less 2 for the final. Out of Class Assignments: essays, library research, problems, projects required outside of

class on a 2 to 1 basis for Lecture units granted.2-8 Hours CONTENT:

I. EXPLAIN MAKEUP OF A FINGERPRINT CARDA. Arrangements of informationB. Sequence of printsC. Rolled printsD. Plain impressions

II. FINGERPRINT CLASSIFICATION AND IDENTIFICATIONA. Classification is the sorting of fingerprints into file groups so that a file may be set

up on the basis of fingerprints alone. The classification tells us where to look for a print in the file and where to file any given print.

1. Fingerprints are classified by:a. General shapeb. Position in fingersc. Relative size

B. Fingerprints are identified by matching the individual ridge characteristics as to shape, direction and relationship.

III. RIDGE CHARACTERISTICS (GALTON DETAILS)A. Ridges in fingerprints are not continuous – if they were, there would be no

fingerprint classificationB. They end, break and divideC. These points are given specific names

1. Ridge ending2. Forking ridge (bifurcation)3. Island (dot or short ridge)4. Enclosure

D. An average rolled print may contain 125 detailsE. Black lines on fingerprint card are outlines of the ridges made with black printer’s

inkSTUDENT PERFORMANCE OBJECTIVES (SPO): Identify individual ridge characteristics during class assignement. OUT-OF-CLASS ASSIGNMENTS: List the details of an average rolled print.

2-8 Hours CONTENT: IV. FINGERPRINT PATTERNS

A. Plain arch (arch-like or mound-shaped)1. Pattern in which the ridges enter on one side of impression and flow or

tend to flow out the other side with a rise or wave in centera. Ridges do not have to flow all the way across pattern – need to

only tend to do so (illustrate)b. All ridges lie approximately parallelc. No ridge deviates markedly from general contourd. Various ridge formations such as dots, bifurcations, ending ridges,

etc., may be present in plain arch but will always follow general ridge contour


e. Symbol for pattern – capital “A” and small “a” Illustrations: Pages 31 – 33 “Science of Fingerprints”

Practice: Using practice fingerprint cards A1 through A4, student will indicate all plain arches.

B. Tented arch1. A pattern in which the ridges form an angle, upthrust, or possess two or

three basic characteristics of loopa. Angular type – angle or 90’ or less formed by two ridges (illustrate

angle)b. Upthrust type – ridges ending in space making definite change of

direction from base ridge. Must be at angle of 45’ or more (illustrate)

c. Tented arch having two of three basic requirements of loop (discuss after loop explanation)

d. Symbol – capital “T” and small “t”e. Arches and tented arches together comprise 5% of patterns

Illustrations: Pages 34 – 41 “Science of Fingerprints”Practice: Using practice fingerprint cards A1 through A4,

student will indicate all tented arches.C. Loop type (hairpin or staple shaped)

1. Pattern in which one or more ridges enter on one side, recurve, touch or pass an imaginary line between delta and core and pass out or tend to pass out on same side from which they entered.

a. Basic elements of loop1. Recurve2. Delta3. Ridge count

2. Recurve – ridge entering on one side, making a backward turn and exiting on same side

a. Must be round on topb. Sides do not have to continue to edge of printc. Most loops consist of a series of concentric recurves

3. Delta – point on a ridge in the center of two lines and located at or in front of the point of their divergence (analogy with river delta page 9)

a. Located in area where ridges merge going three directionsb. Delta is never imaginaryc. How to locate deltas

1. Locate type lines – two innermost ridges which run approximately parallel, diverge and surround or tend to surround pattern area

2. Only purpose of type lines is to locate deltas3. Type lines do not need to be any specific length4. Angular ridge junction is not a type line5. Type lines may be connected to recurve Illustrations:

Pages 10 – 18 “Science of Fingerprints”6. Delta rules

4. Core – needed to obtain ridge counta. Is approximate center of loopb. Core is located either on or inside of the shoulder area of the

innermost recurec. How to locate

1. Find innermost recurve – smallest recurve which you can trace, which is round on top

2. Locate shoulder area3. When recurve contains no rod in shoulder area – use

shoulder farther from delta


4. One rod – shoulder high – top of rod5. Two rods – top of far rod6. Multiple rods

d. Appendage rule1. Ridge joined on outside of shoulder area at right angle2. Spoils recurve and affects location of core (illustrate)

5. Ridge count – number of ridges intervening between delta and core (method of subdivision for large groups)

a. Place red line of reticule exactly on core and deltab. Count all ridges between delta and core excluding delta and core

1. Ridges must touch or cross red linec. One count must be a recurved. A white space must lie between delta and first ridgee. If bifurcation or island is crossed, both sides are countedf. Lower side of inner recurve is ordinarily countedg. Count placed in upper right corner of finger block

Illustrations: Pages 23 – 30 “Science of Fingerprints”6. Radial and ulnar loops

a. Named for bones or forearmb. Radial loop – slants downward toward thumb side of handc. Ulnar loop slants downward toward little finger sided. Illustrate method of determining by placing hands on fingerprint

cardse. Symbols for radial and ulnar loopsf. Loops constitute 65% of patterns Practice:

1. First pick out and mark loops as radial or ulnar on sets A1 through A 4

2. Count ridges on loops A1 through A4D. Whorls – are circular or spiral in shape

1. Have at least two deltas2. Recurving ridge passing in front of each delta3. Constitute remaining 30 % of patterns4. Four types (mentioned to aid recognition only)

a. Plain whorl – at least one ridge making a complete circuit and two deltas

1. Illustrations: Pages 48 – 51 “Science of Fingerprints”2. Transparencies

b. Central pocket loop (cite origin of name)1. Illustrations: Pages 52 – 59 “Science of Fingerprints”2. Transparencies

c. Double loop: consists of two separate loop formations1. Illustrations: Pages 60 – 62 “Science of Fingerprints”2. Transparencies

d. Accidental: consists of a combination of two different types of pattern, with exception of plain arch, or a pattern which does not conform to any of the definitions

1. May have more than two deltase. Symbol – “W” (always)

1. Illustrations: Pages 63 – 65 “Science of Fingerprints”2. Transparencies

Practice: Mark whorls on sets A1 through A4f. Tracing (method of subdivision for whorls)

1. Trace from left delta to right delta (both hands)(a) Start with left delta(b) When ridge ends, drop to ridge immediately


below(c) If ridge bifurcates, trace lower branch(d) Trace to point closes and opposite right delta(e) Breaks (illustrate)

2. Inner meeting and outer tracings(a) Inner – tracing ends three or more ridges inside

or above right delta (do not count delta or tracing ridge)(b) Meeting – two or less ridges either side of right

delta(c) Outer – three or more outside or below right delta(d) Symbols – I – M – O placed in upper right corner

of finger blocks. Illustration: Transparency

SPO: Trace whorl patterns on A1 through A4OUT-OF-CLASS ASSIGNMENTS: reading assingment

4-16 Hours CONTENT:

IV. CLASSIFICATION FORMULAA. Shorthand representation of pattern types, positions and relative sizes appearing in

ten fingers1. Ordinarily will consist of six parts but may have as few as two2. Method taught is standard practice for FBI files – small departments will

not need complete formula3. Parts are brought up in filing order, not in sequence, as they appear in

formula.B. Primary

1. Affords 1024 file groups2. Concerned with whorls only3. Sequence 1 through 32

4. How to calculatea. Assign numerical values to whorlsb. Numbers assigned by pairs of fingers

16 – 8 – 4 – 2 – 1c. Denominator consists of sum of whorl values in odd numbered

finger blocks (plus 1)d. Numerator consists of sum of whorl values in even numbered

finger blocks (plus 1)e. Show placement on classification line

Illustrate:Practice: Bring up primary on set A1 through A4

C. Secondary1. Consists of pattern symbols of index fingers plus small letter groups2. Right hand over left hand to right of primary3. To obtain

a. Bring up pattern symbols of index fingersA – T – R – U – W (always capital letters)

b. Add small letters to left or right of index symbols1. Small letter patterns a - t – r 2. Brought up to show number and position

Practice: Bring up small letters on sets A1 through A4

D. Sub-secondary1. Consists of I-O values of loops or the whorl tracings in fingers

numbered 2 – 3 – 4 – 7 – 8 – 92. Four, five or six fingers may be brought up depending on patterns present


3. Brought up to right of secondary, right hand on top, left hand on bottom of line

4. Following values are assigned to obtain I-O values of loops:Index – 1 – 9 = I

10 and over = 0Middle – 1 – 10 = I

11 and over = 0Ring – 1 – 13 = 0

14 and over = 05. Sub-secondary is omitted if there is a small letter to right of index symbol

Practice: Bring up sub-secondary on sets A1 through A4E. Major

1. Consists of S – M – L values of loops or whorl tracings in the two thumbs2. Brought up to left of primary, right thumb over left thumb3. Convert ridge counts to S, M, or L by following tables:

Left hand - 1 - 11 = S12 - 16 = M17 and over = L

Right hand - 1 - 11 = S12 - 16 = M17 and over = L

When left thumb count is 17 or more: 1 - 17 = S 18 - 22 = M 23 and over = L

4. Bring up left thumb value first5. Refer to correct table to obtain right thumb value 6. If left thumb is whorl and right a loop, use lower range of values for right

thumb, i.e., 1 – 11 = S, 12 – 16 = M, 17 or over = L7. If there is a small letter to left to index symbols, omit major

Practice: Bring up major on sets A1 through A4 F. Final

1. If ridge count of right little finger is a loop (may be radial or ulnar)2. If right little finger not a loop, use ridge count of left little finger3. If neither little finger is loop, there is no final4. Brought up on extreme right of classification line, right little on top, or left

little on bottom Practice: Bring up final on sets A1 through A4G. Key

1. Ridge count on first loop outside of little fingers2. If no loop outside little fingers, there is no key3. Placed on extreme left of classification line, always on top

Practice: Bring up key on sets A1 though A4

V. CLASSIFICATION OF AMPUTATIONS AND SCARSA. Amputations

1. Complete amputation – end joint of finger missing – give exact classification of corresponding opposite finger of other hand

2. Opposite fingers amputated – give both “M” whorls 3. Partially amputated – attempt to classify, insofar as possible (don’t

elaborate)4. Fingers missing at birth classified like amputations5. If all fingers are amputated, footprints should be taken for record purposes.

B. Scars


1. Complete scars (pattern types not discernible) treated like amputations2. Partially scarred patterns given reasonable classification (don’t elaborate)Practice: Will bring up complete classification on sets A5 through A40

SPO: Identify complete classification on sets A5 through A40OUT-OF-CLASS ASSIGNMENTS: Idenitying Classification of Prints

8-16 Hours CONTENT: VI. IDENTIFICATION BY FINGERPRINTS

A. Background 1. The presence of patterned fingerprint ridges was recognized prior to the Christian era 2. Scientific approach to fingerprinting was essential before it could be put to practical use 3. The first scientific method of classifying fingerprint patterns was in 1883 by Sir Francis Galton 4. In 1901 Sir Edward Richard Henry simplified fingerprint classification and made it applicable to police identifications and it is the basic Henry system with modifications used by the FBI and throughout the United States prior to July 28,1999 5. Fingerprints offer an infallible means of personal identification, other personal characteristics change but fingerprints remain constant 6. The friction ridges are formed prior to birth and remain until death and complete decomposition 7. Bruises do not permanently change the ridges but serious injuries or cuts that damage the second layer of skin and will change the friction ridges 8. Individuals may have the same pattern classification however the ridge detail of every fingerprint of every person is different this is also true of palms of the hands and the toes and soles of the feet

B. What are fingerprints? 1. Recorded impressions of the friction ridges located on the surface of the finger.

C. What is the purpose of fingerprint identification? 1. To establish the identity or non-identity of two sets of fingerprints.

D. What are fingerprint characteristics? 1. These are also known as ridge detail, points of identification, or identifying characteristics. a) Ending Ridges b) Bifurcations c) Dots d) Enclosures e) Short Ridges

E. How are Fingerprints compared? 1. Fingerprint are compared by noting the ridge characteristics in two prints to determine whether or not they match. 2. An identification is established when a number of these characteristics occupy the same relative position in the two prints.

F. How many points of identification (characteristics) are sufficient to establish an identification? 1. No set standard number required. 2. Left to each individual fingerprint examiner. 3. Deciding factors: a) Clarity of impressions b) Uniqueness of formations


c) Fingerprint examiners experience and ability

G. Be extremely cautious! 1. The integrity of the identification process depends on the fingerprint examiner devoting their attention to comparison work at all times. 2. All identifications should be verified by another qualified / certified fingerprint examiner 3. Be absolutely certain of your identification 4. NOTE: As many as 150 ridge characteristic can be observed in the average rolled fingerprint.

H. How To Compare Fingerprints 1. By noting the ridge characteristic in two fingerprint impressions to determine whether or not they match 2. An identification is established when a number of characteristics occupy the same relative position in the two fingerprint impressions a. First, observation should be are the fingerprints of the same type i. Arches ii. Loops iii. Whorls b. Second, examine the line of flow i. Right slant ii. Left slant c. Third, observation of the fingerprint characteristics looking for the most obvious point(s) of identification i. The areas near deltas and cores offer a multitude of characteristics to establish identity d. Fourth, ensure the characteristics are in the same relative position in both the known and unknown prints i. Count from one characteristic to another ii. Look for characteristics that are alike, not different remember inking, pressure, the person’s occupation and failure to roll fingerprints nail to nail can change the appearance of characteristics

I. Flat or Plain impressions taken simultaneously are often the clearest fingerprints to use for comparison purposes

SPO: Demonstrate making fingerprint identifications with the Fingerprint Identification Practice Sets provided. OUT-OF-CLASS ASSIGNMENTS: Reading assignement

8-16 Hours CONTENT: VII. THE FINGERPRINT WITNESS - PREPARING FOR COURTROOM TESTIMONY

A. Understanding the Judicial System: 1. Preliminary hearings 2. Discovery 3. Pre-trial interviews 4. Suppression hearings 5. Examination 6. Cross-examination

B. Anatomy of an Effective Fingerprint Witness 1. Pre-trial preparation 2. Pre-trial meeting with the prosecutor 3. Entering the courtroom 4. Taking the oath


C. Wintness stand 1. Posture in the witness stand 2. Leaving the witness standD. Educating the juryE. What the jury wants to see and hear 1. Telling the truth and being consistent 2. Techniques to sell yourself to the jury 3. Techniques for answering questionsF. Proven methods for controlling speaker anxiety 1. Development of good listening skillsG. Minding your manners and demeanor in and out of the courtroomH. Techniques of effective elocutionI. Positive non-verbal communication techniques and its impactJ. Experts for the defense 1. Their purpose 2. Their strategy 3 Rebutting their testimonyK. The Daubert Decision 1. What is the Daubert decision and why does it matter?L. Moot Court Demonstration / Roll Play

SPO: Students will demonstrate Moot Court fingerprint testimony and answer questions from roll players representing the prosecution and defense (video taped)

OUT-OF-CLASS ASSIGNMENTS: Review testimony material Hours CONTENT:

VIII. THE DEVELOPMENT AND RECOVERY OF LATENT FINGERPRINTS ON NON- POROUS SURFACES

A. What is a “Latent” Fingerprint? 1. “Latent” = hidden or invisible 2. Sweat, oil, grease, or other foreign substance 3. Visible or Invisible - invisible visualized by powders and chemicals

B. Composition of a Latent Fingerprint 1. Perspiration - 98.5% to 99.5% 2. Salt, urea, acids - .5% to 1.5%

C. Other Types of Latent Prints 1. Patent or Visible a. Impressed prints made in sticky paint, putty, plastic, soap, etc. b. Friction ridge impressions made with blood, paint, grease, dust, etc. c. Etched prints on copper, silver, etc.

D. Conditions for Leaving Latent Prints 1. ridges must bear sweat, grease, oil or foreign matter 2. cold weather closes pores - no perspiration

E. Two Types of Latent Bearing Surfaces 1. Non-porous or non-absorbent surfaces - use fingerprint powders 2. Porous surfaces - best developed chemically

F. Non-porous Surfaces 1. Oblique lighting - flashlight 2. Examine non-porous surfaces with latent print powders - magnetic or non-magnetic.


G. Non-porous Surfaces 1. Select powder to contrast with surface. a. White / gray powder for dark colored surfaces and for mirrors and chrome b. Black powder for light colored surfaces

H. Powdering Techniques 1. Always wear gloves 2. Hold brush lightly between index finger and thumb 3. Apply powder with TIPS of strands of brush

I. Powdering Techniques 1. Brush WITH the grain of the ridges 2. Multiple lifts 3. Use fiberglass brushes for graphite powder and magnetic wand for mag-powder

J. Photography 1. Photograph latent print life size - 1:1 2. If not 1:1 - fill the frame 3. Use macro lenses

K. Photography 1. Latents best photographed with available light, NOT flash. 2. Include identification tag with scale 3. Maintain photo log 4. Use black card behind latents on glass

L. Lifting Latent Impressions 1. After photography the latents should be lifted. 2. Transparent tape (2” to 4” width) 3. Rubber lifting tape (white or black) 4. Mikrosil® putty 5. Mounting cards (white & black) 6. Large cards - use B&W photo paper 7. Maintain latent print lift log

M. Super Glue, Crazy Glue, Cyanoacrylate Ester 1. History

N. Chemical Reaction 1. Polymerization occurs as the glue vapor adheres to amino acids, fatty acids and proteins in human sweat. 2. Bonds latents to surface. 3. Yields more prints than traditional methods.

O. Methods 1. Super glue is a fuming process - fumes are heavier than air 2. Should be done in an air tight chamber 3. Typical chambers

P. Equipment 1. Super glue - liquid or gel 2. Coffee cup warmer, hot plate, or electric light bulb 3. Air tight chamber (glass, plastic, sealed wood, metal, Styrofoam, cardboard, etc.) 4. Duct or masking tape for sealing 5. Aluminum dish 6. Transparent piece of plastic


7. Small battery operated fan 8. Gloves 9. Large fans to disperse glue fumes 10. String, thin wire, clips, clothes pins 11. Super glue wand

Q. Fuming Techniques 1. Suspend articles in chamber - use “clothesline” and clothes pins. 2. Place warm water in chamber to create humidity 3. Allow coffee cup warmer and aluminum dish to achieve maximum temperature before application of glue

R. Fuming Techniques 1. Place test prints on transparent plastic 2. Apply small amount (size of quarter) of liquid super glue to aluminum dish 3. Close and seal chamber

S. Large Objects 1. Build chambers with plastic tarps, PVC pipe, PVC connectors, and doweling 2. Entire rooms can be sealed and made into a chamber 3. Fuming Techniques

T. Three Superglue Acceleration Methods 1. Fume Circulation Method 2. Chemical Acceleration Method 3. Water Vapor Method

V. Fingerprint Recovery Method 1. Regardless of method used, latent print is not always easy to photograph 2. Fingerprint powder may be added to enhance latent 3. Safety Considerations

SPO: OUT-OF-CLASS ASSIGNMENTS:

Hours CONTENT: SPO: OUT-OF-CLASS ASSIGNMENTS:







Hours CONTENT:


SPO: OUT-OF-CLASS ASSIGNMENTS:



Hours Final

METHODS OF EVALUATION:CATEGORY 1 - The types of writing assignments required:

Percent range of total grade: 20 % to 35 % Written Homework

Reading Reports Lab Reports

Essay Exams Term or Other Papers Other:

If this is a degree applicable course, but substantial writing assignments are not appropriate, indicate reason:

Course is primarily computational Course primarily involves skill demonstration or problem solving

CATEGORY 2 -The problem-solving assignments required:Percent range of total grade: 25 % to 35 %

Homework Problems Field Work Lab Reports Quizzes Exams Other:

CATEGORY 3 -The types of skill demonstrations required:Percent range of total grade: 35 % to 55 %

Class Performance/s Field Work Performance Exams

CATEGORY 4 - The types of objective examinations used in the course:Percent range of total grade: 10 % to 40 %

Multiple Choice True/False Matching Items Completion Other:

CATEGORY 5 - Any other methods of evaluation:Percent range of total grade: % to %


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