A Multi-Technique Forensic Experiment for a Nonscience-Major Chemistry Course

Abstract

This multi-technique experiment with a forensic theme was developed for a nonscience-major chemistry course. The students are provided with solid samples and informed that the samples are either cocaine or a combination of drugs designed to mimic the stimulant and anesthetic qualities of cocaine such as caffeine and lidocaine. The students carry out, in order, color tests, thin-layer chromatographic analysis (TLC), and gas chromatographic–mass spectrometric analysis (GC–MS). The testing methods progress in the sophistication and reliability of their outcomes. In accord with the forensic theme, the color tests and TLC represent presumptive identification methods and the GC–MS an evidentiary method. Presumptive methods are quick and relatively inexpensive but do not provide definitive compound identification. Evidentiary methods identify specific individual compounds. The presumptive identification with TLC is accomplished by comparison of the experimentally determined retardation values with literature values for cocaine and known cocaine mimics. The evidentiary identification with GC–MS is carried out through a visual comparison of experimental and reference spectra.

Using forensic science to teach method development in the undergraduate analytical laboratory

“…Examples include exercises and laboratories in courses for nonscience majors [4,5], general chemistry [6,7], and organic chemistry [8]. Forensic science laboratories have often been used as the context for teaching more standard laboratory techniques in both quantitative analysis and instrumental analysis courses [9][10][11].…”

Identifying the Unknown Content of an Ancient Egyptian Sealed Alabaster Vase from Kha and Merit’s Tomb Using Multiple Techniques and Multicomponent Sample Analysis in an Interdisciplinary Applied Chemistry Course

“…The replica could be prepared by mixing a vegetable oil with a pigment (ochre) and previously aging it in a climate chamber. The approach could be considered similar to the ones used in forensic chemistry. − However, its use has been extended in the field of Cultural Heritage give to students in Archaeology, Conservation Science, or Chemistry the possibility to know how a scientist could operate, even comparing with other approaches. − In fact, in this field, there is a different problematic need to choose the specific and proper approach for the problem solving.…”

Design of a drug discovery course for non‐science majors

“…Though there is a tradeoff between breadth and depth in theme-based non-science majors courses versus traditional introductory courses, theme-based courses benefit from linking the process and products of science to pressing societal issues, ultimately providing a platform for lasting impact. Recent papers have described successful theme-based courses focused on food chemistry, [1] forensics, [2] scents, [3] and environmental chemistry, [4] for example. Each of these topics offers a unique and creative opportunity to analyze chemistry in context while creating a venue that promotes student engagement.…”

“…Recent papers have described successful theme-based courses focused on food chemistry [1,2], forensics [3,4], scents [5], and environmental chemistry [6], for example. Each of these topics offers a unique and creative opportunity to analyze chemistry in context while creating a venue that promotes student engagement [5].…”