In the module two of this version of the "Cookie Jar Mystery" students will begin to examine the evidence discovered at the crime scene discovered in module one. The focus of this activity is analyzing the note left behind which is really two clues in one: the handwriting and the ink used to write the note. As in the first module, the students are introduced to the module through a story:
In Mrs. Johnson’s science classroom, an awful crime has taken place: someone has broken her cookie jar! In an effort to solve the mystery of “whodunit,” Mrs. Johnson has decided to involve her students.
“We’re not detectives,” began Ashley, shaking her ponytail doubtfully. “How can we solve the mystery?”
“Well, this IS a science class,” said Mrs. Johnson. “We know how to do experiments. Investigating a crime is usually done by a team of technicians who’ve been trained in forensic science. Forensic science uses scientific tools and skills and experiments to solve crime-related puzzles.”
“You know, just like they do on TV,” interjected Jack. “It’s just like CSI!”
“You’re right, Jack. Forensic science is very popular right now, in television, books, and in movies. But it’s not entirely new! Some people think forensic science is new, but scientists have been using special techniques to solve crimes for hundreds of years.”
“In our last class we examined the scene of the crime and took some statements from some of our suspects, but we weren’t able to determine who broke the cookie jar,” said Mark to his classmates. “What else can we do?”
“Well, there was a note!” exclaimed Ashley. “That must be a clue!”
Mrs. Johnson motioned for her students to take their seats. She crossed her arms in front of her and thought for a moment. “Ashley suggested that the note might be a clue, a kind of evidence. But evidence of what?”
George, a normally quiet boy, spoke up. “Well, the note is evidence if it helps us figure out the truth.”
“What do you think the note can tell us, George?” asked Mrs. Johnson.
“Yeah,” said Mark. “It’s not like the criminal signed it!”
“If the paper was a special paper, too, like a certain color paper or graph paper, we might be able to connect it to a particular person.”
“But this paper’s not special,” offered Jack glumly. “The note’s just on regular school paper, the same kind we all use.”
“Well, maybe there’s something in the handwriting,” said George. “We don’t all write alike, so maybe we can figure out who the author is.”
“Good, good thinking,” nodded Mrs. Johnson. “You’re on the right track. I’ve got two experiments for us today. First—as George suggested--we’ll tackle handwriting analysis. Then, we’ll use a special process called ink chromatography to see if we can match the ink on the paper to a particular pen.”
Jack rubbed his hands together. “We’re hot on the criminal’s trail, Mrs. J!”
Ms. Johnson laughed. “Let’s get started.”
Continue the story in the next module, Without a Trace, here!
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