course rationaledata.cteunt.org/.../7-01-paint/7.01-fsci-paint-analysis.pdfforensic paint analysis...

1 Copyright © Texas Education Agency 2011. All rights reserved

Forensic Paint Analysis Course Forensic Science

Unit VII Paint

Essential Question How can paint chips be observed, compared, and used to prove ownership? TEKS §130.295(c) (1)(A)(B) (2)(F)(G)(H) (3)(A)(D)(E)(F) (5)(C)(E–J) (6)(A–D)(G)(H) (7)(A) Prior Student Learning

Compounds/ elements

Solutes and solvents

How paint is considered a basic compound

Estimated Time 4 hours total

45 min. lecture

45 min. Paint Activity Day 1

30 min. Paint Activity Day 2

30 min. Review Puzzle

30 min. Quiz

Rationale A black car is not always “just a black car.” When black paint from several different vehicles is compared, it can sometimes look as though they are all the same. If a person wanted to cover a small scratch or ding, any black paint might do. However, when the situation is more serious, such as a hit-and-run, forensic science can be used to analyze the paint and tell different shades of black from each other to solve crimes. Objectives The student will be able to:

1. Identify the different components of automobile paint. 2. Characterize the microscopic examination of paint. 3. List and define the techniques used in paint comparisons. 4. Understand how to properly collect and preserve paint evidence.

Engage Use the following story and questions for a class discussion. Use the Discussion Rubric for assessment. http://en.wikipedia.org/wiki/Murder_of_Vicky_Lynn_Hoskinson

How was the bicycle (pink paint) a key piece of evidence in this case?

Could it have been any pink bike?

What other factors linked investigators to the suspect? Key Points I. Comparison of Paint

A. Paint is composed of a binder and pigments, and other additives that are dissolved or dispersed in a solvent

B. Auto paint is the most common type of paint examined in crime labs C. Layers of automobile paint

1. Electrocoat primer – applied to the steel body of a car for corrosion resistance; colors range from black to grey

2. Primer surfacer – applied to the primer to completely smooth it out and hide any seams or imperfections; highly pigmented (light grey for lighter colored cars and red oxide under dark colors)

3. Basecoat – the actual color of a vehicle 4. Clearcoat – unpigmented; improves gloss, durability, and

appearance II. Microscopic Examination of Paint

A. A microscope is the most important instrument for locating and comparing paint specimens

B. Color is the most distinctive forensic characteristic of paint C. An examiner observes color layers and tries to match the number and

sequence of colors. This process can connect paints to a common

http://en.wikipedia.org/wiki/Murder_of_Vicky_Lynn_Hoskinson


origin D. Unfortunately, most paint specimens do not have layers that can be

individualized to a single source, so a chemical analysis must be done III. Techniques Used in Paint Comparisons

A. Characterization of paint binders 1. Pyrolysis gas chromatography

a) Many solids cannot be injected into a gas chromatograph, so items must be heated, or pyrolyzed, to high temperatures so that they will decompose into gaseous products

b) Then they are put into a chromatograph, and a pyrogram is produced showing the chemical makeup of the binder

c) Even the smallest of paint chips can be pyrolyzed and sent through the gas chromatograph

d) Pyrograms can distinguish one polymer from another 2. Infrared spectrophotometry

a) Binders absorb infrared radiation to yield a spectrum that is characteristic to that specimen

B. Characteristics of paint pigments 1. Emission spectrograph

a) Can detect 15 – 20 elements in auto paint simultaneously b) Some are common to all paints, but others have significant

forensic uniqueness IV. Significance of Paint Evidence

A. How to tell if two similar paints come from the same surface 1. Paint layers beneath the surface layer offer valuable points of

comparison 2. Color charts for automobile finishes are available from

manufacturers 3. Paint Data Query (PDQ)

a) A database that provides information on paints based on make, model, and year

b) Maintained by the Royal Canadian Mounted Police V. Collection and Preservation of Paint Evidence

A. Paint evidence is mostly involved in burglaries and hit-and-run incidents

B. Paint chips should be picked up with forceps and placed in a paper druggist fold or a glass or plastic container

C. If the paint is smeared on or embedded into something, package the entire item

D. With hit-and-run cases, collect uncontaminated paint from an undamaged area as a reference for comparison

E. ¼-inch square samples are sufficient, but you must go all the way to the bare metal


Activities 1. Forensic Paint Crossword Puzzle. Have students review forensic paint

analysis terminology by completing the Forensic Paint Crossword. It may be helpful to allow students to use their lecture notes. Use the Forensic Paint Crossword Puzzle Key for assessment.

2. Paint Layer Determination (this is a 2-day assignment). Prepare and distribute the materials before class. Divide the class into four groups (A, B, C, and D). Have the students create paint samples according to the procedure for Day 1 of the Paint Layer Determination Lab. For Day 2, have students analyze the samples and answer the lab questions (although they are working in groups, the students should complete the Day 2 work individually). See the Paint Layer Determination Lab Teacher’s Notes and the Paint Layer Determination Lab for details. Use the Paint Layer Determination Lab Key and/or the Individual Work Rubric for assessment.

Assessments Forensic Paint Analysis Quiz and Key Forensic Paint Crossword Puzzle Key Paint Layer Determination Key Discussion Rubric Individual Work Rubric Presentation Rubric Materials Forensic Paint Analysis computer-based presentation Forensic Paint Crossword Puzzle and Key Paint Layer Determination Lab

Paint Layer Determination Lab handout (one per student)

Paint Layer Determination Lab Teacher’s Notes

Paint Layer Determination Lab Key

4 index cards (3x5)

4 different colors of poster paint (to be shared among the 4 groups)

4 sponge paintbrushes (one for each color paint)

4 re-sealable sandwich bags (one for each group)

Scissors (for each group)

Forceps (for each group)

Hand lenses or stereoscopic microscopes (for each group)

Scrap paper or newspaper

Colored pencils Resources Saferstein, Richard. Forensic Science: An Introduction. New Jersey: Pearson Prentice Hall, 2008


Saferstein, Richard. Forensic Science: An Introduction. 2nd ed. New Jersey: Pearson Prentice Hall, 2011 Saferstein, Richard. Criminalistics: An Introduction to Forensic Science. 8th ed. Upper Saddle River, NJ; Pearson Prentice Hall, 2004B http://en.wikipedia.org/wiki/Murder_of_Vicky_Lynn_Hoskinson Accommodations for Learning Differences For reinforcement, students will write 3 test questions from the class notes and present them to the class. The questions must be one of each of the following: multiple choice, true/false, and completion. Use the Presentation Rubric for assessment (Note: The students’ questions may be used as additional items on the quiz or even as bonus questions). For enrichment, students will match paint chips to a crime scene sample. Obtain 3 to 4, ¼-inch sized paint chips from various items. Sources could include paint from houses, old bicycles, wrecked vehicles, etc. This activity will be more “authentic” if you use the same type of paint source (for example, three paint chips that come from 3 different red vehicles). Make sure you obtain 2 samples from each to allow for the crime scene sample. Label the crime scene sample and then label the other samples “Sample A,” “Sample B,” etc. Using the microscopes and the hand lenses, students are to try to determine which sample matches the crime scene sample. Use the Individual Work Rubric for assessment. State Education Standards Texas Essential Knowledge and Skills for Career and Technical Education §130.295. Forensic Science (One Credit).

(1) The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to: (A) demonstrate safe practices during laboratory and field

investigations; and (B) demonstrate an understanding of the use and

conservation of resources and the proper disposal or recycling of materials.

(2) The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to: (F) collect and organize qualitative and quantitative data and

make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides,

http://en.wikipedia.org/wiki/Murder_of_Vicky_Lynn_Hoskinson


stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, meter sticks, and models, diagrams, or samples of biological specimens or structures;

(G) analyze, evaluate, make inferences, and predict trends from data; and

(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

(3) The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique

scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(D) evaluate the impact of scientific research on society and the environment;

(E) evaluate models according to their limitations in representing biological objects or events; and

(F) research and describe the history of science and contributions of scientists.

(5) The student recognizes the procedures of evidence collection while maintaining the integrity of a crime scene. The student is expected to: (C) conduct a systematic search of a simulated crime scene

for physical evidence following crime scene protocol; (E) describe the elements of a crime scene sketch such as

measurements, compass directions, scale of proportion, legend, key, and title;

(F) develop a crime scene sketch using triangulation, rectangular coordinates, straight-line methods, and use of coordinates on transecting baseline;

(G) outline the chain of custody procedure for evidence discovered in a crime scene;

(H) demonstrate proper techniques for collecting and packaging physical evidence found at a crime scene;

(I) explain the functions of national databases available to forensic scientists; and

(J) collect and preserve physical evidence from a simulated crime scene.


(6) The student analyzes the evidence collected from a crime scene using scientific methods. The student is expected to: (A) demonstrate conversions of measurements between

English and International System (SI) of units; (B) distinguish between physical and chemical properties of

matter using the periodic table; (C) determine the elements within a compound or mixture; (D) identify the four types of chemical reactions; (G) identify the light sources used in forensic science such as

ultraviolet light; (H) explain the examination of trace evidence using

instruments such as a spectrophotometer, stereoscope, electron microscope, and compound microscope;

(7) The student recognizes the methods to process and analyze trace evidence commonly found in a crime scene. The student is expected to: (A) perform continuous and light emissions laboratory

procedures to identify trace evidence; College and Career Readiness Standards Science Standards I. Nature of Science: Scientific Ways of Learning and Thinking

C. Collaborative and safe working practices 1. Collaborate on joint projects. 2. Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms. 3. Demonstrate skill in the safe use of a wide variety of apparatuses, equipment, techniques, and procedures.


Name________________________________ Date______________________

Forensic Paint Analysis Quiz Matching _____1. The most important instrument for comparing

paint chips _____2. The layer of automobile paint that contains the

actual color of the vehicle _____3. A component of paint that is dissolved or

dispersed in a solvent _____4. The unpigmented paint layer that adds gloss and

durability _____5. Something an examiner would observe to match

the number and sequence of colors _____6. The most distinctive forensic characteristic of

paint _____7. The layer of automobile paint that hides

imperfections _____8. The process of heating a paint sample to high

temperatures until it transforms into a gas _____9. Radiation absorbed by paint binders to yield a

spectrum that is unique to a specimen ____10. One of the most common types of crime in which

paint analysis is used ____11. The database that provides information about

automobile paint ____12. The layer of automobile paint applied directly to

the steel body for corrosion resistance ____13. Capable of detecting 15 – 20 elements in auto

paint simultaneously ____14. Should be collected from an undamaged area as

a reference for comparison in a hit-and-run case ____15. The minimum size of a paint sample for analysis

A. Basecoat

B. Binder

C. Clearcoat

D. Color

E. Electrocoat Primer

F. Emission Spectrograph

G. Hit-and-Run

H. Infrared

I. Microscope

J. Paint Data Query

K. Paint Layers

L. Primer Surfacer

M. Pyrolysis

N. Quarter-inch

O. Uncontaminated Paint


Forensic Paint Analysis Quiz Key

1. I 2. A 3. B 4. C 5. K 6. D 7. L 8. M 9. H 10. G 11. J 12. E 13. F 14. O 15. N


Name________________________________ Date______________________

Forensic Paint Crossword Puzzle

8

6 2 4

3

5

1

9

7

10

Across: 1. Unpigmented paint layer; adds gloss and

durability 5. Paint is composed of pigments and a _____ 6. The most important instrument for

comparing paint chips 7. When a paint sample is heated to high

temperatures until it transforms into a gas 10. Most common type of crime where paint

analysis is utilized

Down: 2. Paint layer; hides imperfections 3. Absorbed by binders to yield a spectrum

that is unique to a certain specimen 4. Examiner matches number and sequence of

colors 8. Paint layer; actual color of a vehicle 9. The most distinctive forensic characteristic

of paint


Forensic Paint Crossword Puzzle Key

8b

6m i c r o s c o 2p e 4p a

r 3i a s

i n 5b i n d e r

m f n c

1c l e a r c o a t o

9c r a l a

7p y r o l y s i s r a t

l u e y

o r d e

r f r

a s

c

e

10h i t a n d r u n

Across: 1. Unpigmented paint layer; adds gloss and

durability (clearcoat) 5. Paint is composed of pigments and a _____

(binder) 6. The most important instrument for

comparing paint chips (microscope) 7. When a paint sample is heated to high

temperatures until it transforms into a gas (pyrolysis)

10. Most common type of crime where paint analysis is utilized (hitandrun)

Down: 2. Paint layer; hides imperfections

(primersurfacer) 3. Absorbed by binders to yield a spectrum

that is unique to a certain specimen (infrared)

4. Examiner matches number and sequence of colors (paintlayers)

8. Paint layer; actual color of a vehicle (basecoat)

9. The most distinctive forensic characteristic of paint (color)


Name________________________________ Date______________________

Paint Layer Determination Lab

Rationale: Oftentimes, paint consists of several layers of different substances, as is the case with automobile paint, or it may be several layers of different colors painted on top of one another. In the event that a paint chip is a piece of evidence, it may need to be compared to a known sample. Observation of paint layers is the first step in completing the comparison and does not destroy the sample as other methods of determination can. This activity provides an opportunity to observe and compare paint layers. Materials (needed per group):

3x5 cards, 1 per group

Piece of scrap paper or newspaper

4 different colors of poster paint (or 1 color for each group, and they trade off)

4 sponge paintbrushes (1 per color)

Resealable sandwich bag

Scissors

Hand lens or stereoscopic microscope

Forceps

Colored pencils Procedure (Day 1): 1. Place the 3x5 card on the piece of scrap paper or newspaper

2. Using the appropriate paintbrush, paint the entire surface of the card with one color of paint

3. Allow the paint to dry (it will dry faster if a hairdryer, fan, or incubator is available)

4. Once the paint is dry, choose another color and an appropriate paintbrush, and paint over the entire surface of the previous color

5. Repeat the steps until all 5 colors have been used (the sequence of colors used should be random among the groups)

6. When the card is completely dry, cut it into 8 equal pieces as illustrated

7. On the back, label 4 pieces with your group letter and leave the other 4 blank

8. Place all 8 pieces into the plastic bag and turn it in to the instructor


Procedure (Day 2): 1. Pick up a plastic bag and remove the contents using forceps. You will find 1 piece from each

group (A – D) and one labeled Crime Scene

2. Using either a hand lens or the stereoscopic microscopic, observe the different layers of paint

3. Compare each of the 4 group cards to the crime scene to see which one matches it

4. In the appropriate column, draw horizontal lines in colored pencil to represent the layers

5. Answer the questions that follow

PAINT “CHIP” LAYERS

Group A Group B Group C Group D Crime Scene

Top

Bottom

Questions: 1. Did you determine which group matched the crime scene sample? If so, which one? If not,

why?

2. Is it possible for the crime scene sample to match more than one group? How could that

happen?

3. Would observation of paint layers alone be enough to determine an exact match? Explain

your answer.


Paint Chip Determination Lab Teacher’s Notes

Review the Paint Chip Determination Lab materials. Use the following notes to prepare and lead the lab activity:

If possible, make sure each group has a different sequence of paint layers. However, it is more challenging to have them all end up with the same color on top so they cannot automatically determine a match. If you choose, more paint color layers could also be used.

After Day 1, remove all 8 samples from each bag. For the ones that have the group letter, divide them into 4 groups, each containing A – D.

For the remaining blank samples, choose one group to be the “crime scene.” On the back of those 4, write, “Crime Scene.”

Discard all of the groups’ blank samples.

When the samples are dispersed to the students for Day 2, each group should have 5 samples: A – D and a Crime Scene.

Place the cards back into the bags and distribute them to the groups to complete the lab procedure.


Paint Chip Determination Lab Key 1. Answers will vary depending on the class. Although it is tedious, students should be able to

match the sample to the crime scene. 2. Yes, it is possible to have more than one group match the crime scene if the layers were

painted in the same sequence. This could happen in reality, such as with cars that happened to be painted more than once with the same sequence of colors.

3. It would be difficult to allow color layers alone to be considered an exact match for reasons

such as the explanation in #2 above. However, sometimes paint chips have a particular shape that may be matched to the source, much like a jigsaw puzzle. Most likely, if layers match a source, further testing would determine exactness.

15 Copyright © Texas Education Agency, 2011. All rights reserved.

Name_______________________________________ Date_______________________________

Discussion Rubric

Objectives 4 pts. Excellent

3 pts. Good

2 pts. Needs Some Improvement

1 pt. Needs Much Improvement

N/A Pts.

Participates in group discussion

Encourages others to join the conversation

Keeps the discussion progressing to achieve goals

Shares thoughts actively while offering helpful recommendations to others

Gives credit to others for their ideas

Respects the opinions of others

Involves others by asking questions or requesting input

Expresses thoughts and ideas clearly and effectively

Total Points (32 pts.)

Comments:


Name______________________________________ Date_______________________________________

Individual Work Rubric


3 pts. Good


1 pt. Needs Much Improvement N/A Pts.

Follows directions Student completed the work as directed, following the directions given, in order and to the level of quality indicated

Time management Student used time wisely and remained on task 100% of the time

Organization Student kept notes and materials in a neat, legible, and organized manner. Information was readily retrieved

Evidence of learning Student documented information in his or her own words and can accurately answer questions related to the information retrieved

*Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information


Comments:


Name:____________________________________ Date:_____________________________

Presentation Rubric

Comments:


3 pts. Good


1 pt. Needs Much Improvement

N/A Pts.

Topic/Content

Topic discussed completely and in-depth

Includes properly cited sources (if used)

Creativity/Neatness

Integrates a variety of multimedia effects to create a professional presentation (transition and graphics) or appropriate visual aid used

Title slide, table of contents, bibliography are included, using acceptable format

Mechanics

Grammar, spelling, punctuation, and capitalization are correct

Image and font size are legible to the entire audience

Oral Presentation

Communicates with enthusiasm and eye contact

Voice delivery and projection are dynamic and audible

Audience Interaction

Presentation holds audience’s attention and relates a clear message

Clearly and effectively communicates the content throughout the presentation


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