Download and read the scenario in: https://web.ung.edu/media/university-press/write-protect-serve-audio/murder-crime-scene.pdf Explain how you would respond to the scene of the incident fr

Objectives After reading this chapter, you will understand:

• The steps to take when processing a crime scene.

• That type of evidence determines what packaging should be used.

• Why the chain of custody must be preserved.

You will be able to:

• Isolate, record, and search for evidence at a mock crime scene.

• Collect and package evidence at a mock crime scene using proper forensic procedures.

The Crime SceneChapter 3

54

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“Oh, how simple it would all have been had I been here before they came like a herd of buffalo and wallowed all over it.”

—A. Conan Doyle, The Boscombe Valley Myster y, 1892

55

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Forensic science begins at the crime scene, which can provide useful information that must be carefully, systematically, scientifi cally, and legally

collected. If the crime scene is not treated carefully, it can make vital information not only useless, but even deceptive, pointing an investigation in the wrong direction.

Crime scene investigators gather important information at the crime scene that must be used later in reconstructing the sequence of events,

the modus operandi, and the motive for the crime. Investigators must treat the crime scene meticulously and accurately, taking great care to observe and collect all evidence that will be used for scientifi c analysis and its legal application.

The main reason to carefully analyze the crime scene is to learn what happened and to gather evidence that can be used to identify and, ultimately, convict the people responsible.

The crime scene investigator’s experience, knowledge, and capabilities are critical for deciding which items at the crime scene are actual evidence, because if all physical objects at the scene were gathered for analysis, the lab would be overwhelmed with insignifi cant testing unrelated to the case. Sometimes errors made during the investigation may be corrected, but errors at the crime scene in protecting, gathering, and analyzing the evidence can never be made right.

Sometimes a crime scene may be more than one single place; for example, a person whose body is found in one area may have been murdered in another and kidnapped in a third!

There are special steps the investigator must follow in handling the crime scene, beginning with securing and isolating it.

Preserving and Isolating the Crime Scene The fi rst offi cer on the scene determines the nature of the crime. He or she has a basic responsibility, fi rst, to get medical assistance for anyone who is injured and,

At the Crime Scene

crime scene: any place where evidence may be located and

gathered to help explain events

modus operandi: the characteristic method of operation

of a criminal; sometimes referred

to as MO

Preparing to process a crime scene

GO TO www.sclinks.org

TOPIC crime scene

CODE forensics2E56

Teacher Note

The TRCD for this chapter

includes a PowerPoint

presentation, which

is an overview of the

chapter. It can be

used as introductory

material or at the

end as a review.

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if possible, to make an arrest. Saving lives is the absolute fi rst priority, even if this means that important evidence may be missed or destroyed. The scene must immediately be protected from unauthorized people who might add new material or alter evidence. Also, suspects and witnesses must be detained. This is a lot to ask of the fi rst responder!

The fi rst offi cer on the scene, the crime scene investigator, and sometimes the lead detective perform a preliminary walk-through or crime scene survey. The walk-through has several purposes. Any transient or conditional evidence that could change with time must be noted; some examples are temperature, odors, whether lights are on or off, whether windows are locked or unlocked, and trace evidence that may be blown away. Points of entry and exit, as well as the path of travel, are noted. Any special needs to consider or precautions that are needed are noted.

If there has been a death, the medical examiner should note the body’s condition and, if possible, estimate the time of death. Physical evidence (such as fi ngerprints, hair, fi bers, and the like) can be very fragile and must be protected against destruction or alteration. Destroyed or altered evidence can never be used. As additional personnel arrive, crime scene tape, barricades, rope, and strategically placed guards may all be used to isolate and protect the scene.

The investigator interviews the fi rst responder, victim, or witness to learn what may have happened. Law enforcement offi cers should try to note and record details such as weather conditions, particular odors, whether lights are on or off, any signs of prior activity at the scene, light, and visibility.

Observing and Documenting the Scene The investigators should examine the crime scene to get an overall view, to fi nd possible items of evidence, to identify the points of entry and exit, to consider what may have happened, and to mentally outline how the scene should be handled. Keen observation and detailed notes are essential.

A good observation technique to use indoors on hard surfaces such as fl oors, tables, countertops, and the like is oblique lighting, where the beam from a fl ashlight is swept back and forth at an angle about one inch off the surface

Offi cer interviewing witnesses at a crime scene

Classroom Activity

A short exercise on observation

and sketching can prepare

students for processing the

more detailed crime scenes to

follow in the course. Find an

area of a room that will remain

undisturbed for a day or so.

Place a number of objects on a

table or desk and maybe a few

underneath it. These objects

may include a pen, a pencil, a

notepad (with a written note),

a paper clip, a matchbook, or

whatever. Rope or tape the area

off so nothing can be touched.

Have each student investigative

group make notes and a sketch

of what they observe. After the

students leave, change a few

items—for example, put in a

different brand of pencil or

type of pen, or change a word

on the note, or use a different

matchbook cover—and bring

the students in again to note

changes. You may wish to use

the photographs in the TRCD,

Blackline Masters 3.1 and 3.2,

as an example for this exercise.

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in a semidarkened area (see Figure 3.1). This technique can reveal items not visible under ordinary light.

There are several methods of documentation: Notes, photography, sketches, and video are all important.

Notes Note taking is one of the most important parts of processing the crime scene. It forces investigators to be more observant; when writing things down, people frequently remember details that may otherwise be overlooked. Notes should be complete and thorough, written clearly and legibly. They should detail step-by-step every action that the investigator takes and the order in which it is taken. The investigator should measure the scene and refer to these measurements in describing all evidence and where it was found. Notes should include the date and time; a description of the location, weather, and environmental conditions; a description of the crime; the location of the evidence relative to other key points; the names of all people involved, including authorized personnel, witnesses, and victims; all changes that have occurred; and any other relevant information.

The investigator should continue to take notes throughout the processing of the scene. He or she needs to make a written description of the physical

evidence, its location, the time of its discovery, and packaging. The investigator may also tape- record descriptions; the tape can be transcribed later and the transcription added to the notes.

Offi cer taking notes at a crime scene

Collecting physical evidence; a palm print

Figure 3.1 Oblique lighting

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Photographs and Videotape There is an old saying that “a picture is worth a thousand words.” Photographs can capture details that even the most observant investigator may miss. Before making any detailed examination and before touching or moving any evidence, the investigator should photograph the scene. He or she should give special attention to points of entry and exit. Photographs help the investigator and witnesses remember details; they show where evidence is placed in the scene, and sometimes they help the judge and jury visualize the crime scene.

The investigator should take photographs that clarify the scene, close-up photos of evidence, photos of the scene as viewed through the eyes of a witness, and photos of the location of the scene and its surroundings. Several photos of the same object may be taken from different angles to provide different perspectives and perhaps new details. All photographs should include a ruler for scale and be carefully documented and kept as evidence.

Videotape is becoming more common as another way to record and show details of the crime scene. The investigator can narrate, giving relevant information while moving through the scene. Videotaping should begin outdoors and move into the indoor scene, including the external setting. Videotape should be treated as evidence and not edited or erased.

Sketches As well as taking photographs, the crime scene investigator draws sketches. Sketches and photography work together, with the sketches giving perspective to the photographs. As with note taking, sketching the scene can help the investigator to notice and remember details. Sketches also give a permanent record of the relationships of different points of interest to each other in the scene. Sketches may give a better overall layout of the scene than photographs. They allow for selectivity; that is, the investigator can leave out extra details that may be confusing.

One of the most important roles of the sketch is to give measurements, scale, and relative placement of all important details in the crime scene. Sketches can combine the best features of crime scene notes and photography. They should include the date and time; scale; reference points; distance measurements; the names of investigators, victims, and suspects; and a legend.

An original sketch is considered evidence and must be treated as such, never changed or tampered with after completion. The original must be properly safeguarded.

An example of a rough sketch is shown in Figure 3.2 on the next page.

Offi cer taking photograph of vehicle in possible hit and run

59The Crime Scene

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Figure 3.2 Student sketch of crime scene

Searching the Scene for Evidence Investigators must methodically and thoroughly search the crime scene for physical evidence. This search can be the most important phase of the investigation. Basically, the investigators are looking for anything that should not be there. Anything that might carry trace

evidence, such as clothes, documents, or rugs, may have to be collected for later examination in the lab. The search involves extreme care in identifying, packaging, and labeling each piece of evidence. Special lighting, such as ultraviolet light, may be used to spot body f luids that would be invisible in normal light.

Different search methods may be employed depending on the circumstances and the area to be searched. A line, or strip, method is best used in large outdoor scenes. Offi cers form a line, shoulder to shoulder, and walk through the area searching for evidence. The grid method is basically a double line search, with offi cers moving parallel to each other and then repeating the sweep from a different direction, making a grid pattern, as shown in Figure 3.3. The zone method is most effective in houses or buildings; teams are assigned rooms or small zones for searching. The wheel, or ray, method is best used in small areas. Offi cers begin at the center of the scene and move outward in a pattern that makes a circle. The spiral method may move inward or outward, with team members

start

end

Figure 3.3 Grid search

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TOPIC forensic analysis

CODE forensics2E60

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BOTCHED EVIDENCE KILLS MURDER CASE The wrong hair strand submitted for DNA test leaves prosecutors without a case.

—June 2000

moving in a circular or spiral pattern; it is best used in areas where there are no barriers or walls.

How the investigator carries out the search depends on the location, the size of the area, and the complexity of the crime scene. Too many investigators get in each other’s way and may destroy evidence; too few may miss evidence. A large area may be divided into designated sections for systematic searching.

Collecting and Packaging Evidence The next step in processing the crime scene is to collect and package the evidence. The investigators must put each item collected in a separate container or package, and then label it. This helps protect the item and avoids any contamination. The most fragile evidence, such as fi ngerprints, bloodstains, and other trace evidence, is collected and packaged fi rst. If evidence is found sticking to a larger object, for instance blood or hair on a piece of clothing, the whole garment is collected, packaged, and sent to the lab.

Generally, pill bottles, vials, manila envelopes, and plastic bags are good containers for most evidence. There are some special considerations:

Wet items must be dried before packaging to prevent mold and mildew.

Containers should be sealed tightly to prevent leaks or breakage.

Biological items should be dried and kept in a freezer.

Clothing with trace evidence (such as a hair) should be packaged carefully to avoid disturbing the evidence.

Firearms should be fi xed rigidly inside a wooden container.

Evidence from a suspected arson should be kept in an airtight container so that fumes from an accelerant cannot evaporate. A collection may be made using adhesive tape to pick up the evidence. This method, however, picks up everything, not just the traces associated with the crime.

•

•

•

•

•

•

•

Offi cer collecting evidence in possible hit and run

accelerant: a fl ammable substance used to help start a fi re

Teacher Note

Midterms and fi nals should involve

a crime scene, which can be set

up in the back of the room or in

an isolated place in the school, for

students to process. The crime can

be of any type and can include

evidence that has been studied

as well as extraneous material.

You may wish to assign each

investigative group a specialized

task such as fi ngerprints, soil

analysis, and so on. The students

should decide how to process the

crime scene. They should consider,

among other things, the following

questions: What specialists should

go in fi rst so the scene is the least

disturbed? At what point should

photographs be taken? When may

a particular piece of evidence be

removed for analysis? A digital

camera should be available and

all photos logged in. See the crime

scene schematic in the TRCD,

Blackline Master 3.3, for ideas in

setting up a crime scene.

If you have a mock

murder or suicide, a

“resuscitation Annie”

(CPR dummy) makes

61The Crime Scene

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A vacuum cleaner with a special attachment is sometimes used, but it, too, picks up everything.

Controls must also be collected to compare with any evidence from the crime scene whose source is unknown. Remember that controls are samples with a known origin. For example, if blood is found at a crime scene, its source will be unknown until it is compared to the blood of the victim and suspect (controls). These control samples can later be compared with evidence found at the crime scene. The source of evidence at a crime scene is considered unknown (or questioned), even though it may seem to be obvious where it came from.

The investigator should properly package all evidence and controls, sealing the items with tamper-proof tape and labeling each. If there

is a body, it is considered the property of the coroner or medical examiner; this department does collection of the evidence on the body.

Maintaining the Chain of Custody There must be a written record of who has had possession of the evidence at all times. This is called the chain of custody. The court needs to know who has been responsible for evidence from the

time it is collected to the time it may appear in court. The record shows who collected the evidence; who had contact with the evidence, at what time, and under what circumstances; and what, if any, changes were made. The record of the chain of custody is frequently a label on the package itself. It is not uncommon for every person who collected, transported, or tested the evidence to testify in court.

Crime Scene Investigation Crime scene investigation is based on the scientifi c method, the Locard Exchange Principle, logic, and forensic techniques. It involves not only processing the crime scene but also the steps that lead to reconstruction of the crime. The crime scene processing, recognition, documentation, and collection come fi rst. Next comes identifi cation and classifi cation of evidence. The investigator must determine what the evidence is and where it came from. Individualization is always the goal, involving comparison testing, evaluation, and interpretation of the evidence. In the end, an

•

chain of custody: a written record of all people who have had

possession of an item of evidence

Plastic evidence bag

A sample chain of custody label

a good body. Ask your local Red

Cross or fi re department to donate

one that is worn out.

If you have an “Annie,”

it can be dressed up

and positioned in the

crime scene. A store

mannequin is next

best; otherwise, a chalk outline on

the fl oor will work. Use yellow tape

to isolate the area.

Crime scene tape is very important.

You want to make your scenes and

evidence handling as authentic

as possible. Tape is available from

many lab supply houses, as are

evidence bags, labels, and other

materials. See, for example, Ward’s

Natural Science website at www.

wardsci.com, or use the evidence

labels from the TRCD (Blackline

Master 3.4) as a format for

generating your own evidence tags

and labels. The small ones can be

printed on a page of clear, suitably

sized labels (like those made by

Avery) and used to seal plastic

zipper-style baggies, which are far

less expensive than “professional”

baggies.

A description of each suspect can

be distributed. See, for example,

the Personal Information Form (PIF)

in the TRCD (Blackline Master 3.5).

As each investigative group reports

Teacher Note, continued

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attempt is made to reconstruct the crime, determine the sequence of events, and then report and present all fi ndings.

After the crime scene has been investigated, evidence is sent to the forensic lab to be analyzed. The investigator may ask for a particular type of examination to be made with each piece of evidence; but the analyst is not strictly bound by specifi c requests.

Mock crime scene in high school lab with CPR dummy

3.1: Jeffrey MacDonald

Captain Jeffrey MacDonald called military police in the middle of

the night on February 17, 1970. He said he had just regained

consciousness and found his wife and two young daughters massacred

in their home. He told the military investigators that he had been asleep

in the living room when he was abruptly awakened by four hippies

saying, “Acid is groovy . . . kill the pigs.” The intruders had tried to kill

MacDonald with an ice pick, but he fought them off.

As the MPs arrived at the scene, they all entered the house, walking

around and touching what may have proven to be evidence. Investigators

looking at the crime scene believed that the scene looked as if it had

been staged. It seemed odd to them that MacDonald’s injuries were

relatively minor, considering he had been fi ghting for his life. His wife,

Collette, had been stabbed more than 20 times in the chest, and her

head was crushed by a half dozen blows. One of the daughters, two-year-

old Kristen, had 33 stab wounds, while the other, Kimberly, age fi ve, had

been both beaten and stabbed.

Dr. Jeffrey MacDonald

its fi ndings, you can fi ll in a matrix

matching clues to suspects. See

the TRCD, Blackline Master 3.6, for

an example of a matrix. You should

discuss a probable reconstruction

of the crime. A recap of failures,

anomalies, and errors may help

make the next event better.

Consider also initiating a mock

trial with judge and jurors, where

a speaker for each investigative

group can be the expert witness,

subject to cross-examination (by

the teacher, perhaps). See the

TRCD, Blackline Master 3.7, for an

example of a grading scheme for an

expert witness at a mock trial.

Teacher Note, continued

Teacher Note

Have students review the

case study on Mark Winger on

page 64. This case illustrates the

importance of using accurate

sketching techniques; good

sketches can be used in a court

of law as evidence.

63The Crime Scene

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3.2: Mark Winger

After a strange, two-hour shuttle-van ride home from the St. Louis

airport on August 23, 1995, Donnah Winger was stalked by the driver

of the van, Roger Harrington. When she got home, she told her

husband, Mark, about this incident.

Six days after that ride, police were called to the Winger home, where they

found Donnah Winger bludgeoned to death, Harrington shot twice in the

head, and Mark Winger distraught. Mark Winger said that while he was

in the basement, he heard a scuffl e, ran upstairs, and found Harrington

beating his wife with a hammer, so Winger shot him.

The obvious conclusion was that because Mrs. Winger had complained

to family, friends, and the airport limousine company about Harrington,

he had come after her to retaliate. However, a crime scene site

survey was done, and a three-dimensional, scale trial model was

constructed and sent to the police department in Springfi eld, Illinois.

The reconstruction depicted the distance between the two victims and

Mark Winger’s path inside the residence during the time of the deaths.

The exhibit also illustrated Mark Winger’s line of sight according to his

statements, which were inconsistent with the evidence and physical

layout of the residence. A visual information specialist from the

structural design unit testifi ed as an expert witness to the accuracy

of the reconstructed crime scene. As a result of these inconsistencies, Mark

Winger was convicted of murder and sentenced on August 1, 2002, to life in

prison without the possibility of parole.

—from the 2002 FBI annual report

Mark Winger

Many types of evidence were gathered: blue fi bers matching MacDonald’s

pajamas, knives wiped clean, an ice pick wiped clean, hair, candle wax, a blood

trail that led from room to room, but, strangely, no fi ngerprints. The evidence

was carelessly gathered, and the chain of custody was poorly maintained. Not

all evidence given to the prosecution was given to the defense, judge, or jury.

Ten years after the crime, after several motions, countermotions, and

delays, MacDonald was convicted of the murders, although he maintains

his innocence to this day. He has plenty of supporters who believe in his

innocence, while plenty of others believe in his guilt. How do you think things

may have turned out if investigators had properly documented the scene,

collected and packaged evidence, and maintained the chain of custody?

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Activity 3.1Evaluating a Crime Scene

Crime scene: The body of a scientist, whose name and identity are being withheld, is discovered in a science lab at the local high school. The body

is located in the corner of the classroom in a sprawled position, faceup.

The victim is wearing a disguise of some kind, and a small amount of dirt

is lying nearby. There is some evidence of a struggle, and foul play has not

been ruled out. A broken beaker is found next to an overturned microscope.

It appears that the victim may have attempted to identify the aggressor by

writing an incriminating note, which is found torn and crumpled next to the

body. Blood, hair, and fi ber evidence are collected at the scene along with a

variety of fi ngerprints. Police are baffl ed about what actually took place.

Consider each of the possible scenarios as to how the scene was handled.

Carefully review each, taking into account proper crime scene processing.

Scenario A: One morning, a teacher, Mr. Woodward, enters a classroom to fi nd the body of a former science teacher sprawled on the classroom fl oor.

He immediately checks the body for a pulse. Hearing a janitor in the hall,

he calls him into the room. The janitor notices the blood around the body

and, wearing gloves, attempts to clean it up, hoping to avoid its spread to

the rest of the room. Meanwhile, Mr. Woodward runs next door and calls the

principal, Mr. Glynn. The principal, having just entered the offi ce, hurries

down to the crime scene. He moves around the area, carefully avoiding the

body. Making a quick decision, he calls the superintendent at home, who

immediately calls the police. The fi rst offi cer to arrive at the scene puts up a

barrier and posts guards at the entrance to the room. The forensic technician

soon arrives to process the crime scene.

Scenario B: An early-morning janitor spots the body through the classroom door and immediately calls the police. The fi rst offi cer to arrive enters the room

and walks around the body, accidentally stepping in the blood and tracking it

through the soil, leaving a bloody shoe print on the fl oor. He quickly wipes his

shoe on a lab coat and checks the body for a pulse. Finding none, he calls for

additional help. As he waits, he views the crime scene. Spotting the torn and

crumpled paper on the fl oor, he smooths it out and pieces it together. Some

blood, apparently from the body, is on the note, making it diffi cult to read, so

he replaces it where he found it. The second offi cer to arrive at the scene puts

up barrier tape and isolates the scene, preventing the teacher and principal

from coming in. The forensic technician soon arrives to process the scene.

Scenario C: Patrolling the halls in the early morning hours, security offi cer Morgan notices a light on in the classroom. She slowly opens the door and

notices the body on the fl oor. She immediately calls for backup and secures

and isolates the scene, preventing anyone from entering the room. As the

supporting offi cers arrive, she places a barrier around the area and posts

guards at the scene. The second offi cer to respond attempts to enter the

area but is not allowed to enter until the forensic experts have completely

recorded the scene and collected the evidence.

65The Crime Scene

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Answer the following questions. Keep the answers in your notebook, to be turned in to your teacher at the end of the unit.

1. What is physical evidence? List some examples.

2. In addition to the location where the crime was committed, what other places may be considered part of the crime scene?

3. How does the investigator decide which evidence at the crime scene is signifi cant and which evid

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