Topic: Drugs and Drug Testing

Abstract:
In order for students to fully understand the world of Forensic Science, they must
be introduced to the role of drugs, and the scientific process that go along with
identifying them. Due to the large role that drugs play in the world of Forensics, I begin
by introducing my students to the differences between a Psychological and Physical
dependence. From here students are provided with real life examples of how drugs can
affect them, and their growth as adolescents. Students are then introduced to the process
of drug identification, which allows students to identify patterns between the various
types of narcotics. This identification of patterns builds off of the previous unit where
students have been subjected to class evidence, which broke down evidence based off of
characteristic properties. Towards the end of the unit students will engage in an inquiry
based learning activity were they will identify an unknown substance, through the
process of chromatography. After this unit my students will transition into the study of
Toxicology, and how drugs such as alcohol can potentially poison the blood stream.

Standards:
Richard Saferstein Forensic Science:
1. Distinguish between psychological and physical dependence
2. Name and classify the commonly used drugs
3. Describe and explain the process of chromatography
4. Describe the concept and utility of mass spectrometry for identification analysis
5. Explain how alcohol is absorbed into the bloodstream, transported throughout the
body, and eliminated by oxidation and excretion.
6. Describe commonly employed field sobriety tests to assess alcohol impairment
7. List and Contrast laboratory procedures for measuring the concentration of
alcohol in the blood
8. Describe the process of chromatography
9. Describe the concept and utility of mass spectrometer for identification analysis

State and National Standards
Michigan State Standards on Health
o 2.1 Describe the short-term and long-term health consequences of alcohol,
tobacco, and other drug use.
o 2.2 Clarify myths regarding the scope of alcohol, tobacco, and other drug
use among adolescents.

National Standards on Health Education
o 3.12.4 Determine when professional health services may be required.
o 3.12.5 Access valid and reliable health products and services.
Frame Work Cross Cutting Concepts
o Patterns. Observed patterns of forms and events guide organization and
classification, and they prompt questions about relationships and the
factors that influence them.
Comment [1]: By connecting mateiial
fiom a pievious unit, it is easiei foi stuuents
to compiehenu moie uifficult mateiial. This
also allows them to see the connecting
patteins between the units.
Comment [2]: This assignment pioviues
my stuuents with both a kinesthetic activity,
while also iequiiing them to use all of theii
content knowleuge to iuentify an unknown.
Comment [3]: Since theie aie no cuiient
State Stanuaius foi the stuuy of Foiensic
Science, I woikeu to incoipoiate
ciosscutting cuiiiculum by using the
cuiient State, National anu Fiamewoik
stanuaius foi Bealth Euucation. I also
woikeu to incoipoiate the use of the
leaining objectives by Safeistein, the
cuiient leauei in the stuuy of Bigh School
Foiensic Science.
Comment [4]: I am veiy comfoitable
woiking with both the State anu National
Stanuaius, anu woiking to incoipoiate them
into eveiyone of my uaily lessons.
Big Ideas:

Throughout the world there are various types of narcotics, and many of them play a
large role on our society. The role in which drugs play can range from psychological
dependence where a persons underlying emotional needs creates a dependence to a strong
physical dependence where addicts can experience strong withdrawal sicknesses when
the drug use is abruptly stopped. These strong addictions can be caused by an addiction to
the three main types of narcotics: Hallucinogens, Depressants and Stimulants.
Hallucinogens work by altering the individuals state of mined and induces changes in
perception and mood. The most commonly found hallucinogen is Marijuana, followed by
3-4-methylenedioxymethampheta-mine commonly known as Molly. The Depressants
work by slowing down the functions of the Central Nervous System, and provide the
individual with a feeling of numbness. The most commonly used depressant in the United
States is alcohol, which can be legally purchased in every state. Finally simulants such as
Cocaine work by speeding up the central nervous system and its ability to send messages.
When it comes to testing individuals for the presence of theses drugs Forensic Scientist
will run thin-layer chorography tests, which allows for organic mixtures to separate into
their components by attraction to a stationary phases while being propelled by a moving
phase. Besides testing chemicals against chromatography paper many different drugs can
be subjected to an onsite color test. These tests are widely used by polices investigators to
identify drugs obtained at a crime scene. For example when cocaine is subjected to the
Scott Test it will turn the cobalt thiocyanate solution blue. Finally the most accurate way
to identify the presence of chemical substances is through he uses of Mass Spectrometers.
This tests works by exposing a sample of the unknown drug to the presences of
electromagnetic waves, and records their ability to absorb and reflect these wavelengths.
These recordings are then placed onto a graph showing distinct peaks and troughs, which
are characteristic properties for theses specific drugs.
The preservation of theses drugs is very easy to maintain, since majority of seized
drugs are found in common containers. If possible these drugs should be placed into
either Druggist Folds or plastic containers, but for the majority of the time their original
packaging will be sufficient.
Synthesized Objectives:
Students will be able to
1. Compare and contrast the differences between Physical and Psychological drug
dependences with a focus on how their long-term use can affect growth as an
adolescent, and when proper medical attention should be sought.
1. Identify and explain the differences between the three major types of drugs and
explain the misconceptions and common myths, which accompany them.
2. Create a graph showing how long alcohol remains in the body, and explain how it
can be readily detected by the common sobriety test.
3. Construct a chromatography experiment in order to see the molecular separation
Comment [5]: As pait of my backwaius
planning stiategy, I neeu to know what I
want my stuuent's to be able to tell me by
the enu of the unit. This also helps my
stuuents to gain a coheient connection to
the mateiial without having to memoiize
inuiviuual pieces of infoimation.
Comment [6]: I woik haiu to keep my
units up to uate with common teims, in
oiuei to bettei euucate my stuuents about
teims they may heai in theii uaily lives.
Comment [7]: Shows a coheient
connection between Safeistein's 1
st

stanuaius. Nichigan's Bealth Cuiiiculum 2.1
anu the National Bealth Caie Fiamewoik
S.12.4
Comment [8]: Pioviues a compaiison
between Safeistein's 2
nu
stanuaiu, anu
stanuaiu 2.2 fiom the State of Nichigan's
Bealth Cuiiiculum.
Comment [9]: I piefei to keep my class
stuuent centeieu, anu one way to uo that is
by pioviuing them with cuiient infoimation
to keep them infoimeu anu safe.
processes.
4. Watch how a forensic scientist can use a mass spectrometer or color test, and
identify the patterns between the various chemical readouts.
5. Create a Druggist fold, to show the proper preservation of illegally obtained
narcotics.
Examples:
1. Compare and contrast the differences between Physical and Psychological drug
dependences with a focus on how their long-term use can affect growth as an
adolescent, and when proper medical attention should be sought.
a. Psychological Drug dependence helps the individual to create a sense of
well-being and provides them with an escape from reality.
b. Psychological Drug dependence is highly affected by social influence,
especially when it comes to the conception of alcohol or Molly.
c. Physical Drug dependence is caused by an emotional attachment to the
drug, which causes and intensive use of the drug.
d. Physical drugs including LSD, and Cocaine provided the user with strong
withdrawal sickness when they are abruptly stopped.
2. Identify and explain the differences between the three major types of drugs and
explain the misconceptions and common myths, which accompany them.
a. Hallucinogens Marijuana (legal in some state if prescribed by a doctor),
LSD, Molly
b. Depressants Alcohol (legal), Antianxiety Drugs (legal if prescribed by a
doctor), Huffing chemicals Paint thinner
c. Stimulants- Amphetamines (Speed- which in small doses can help people
who suffer from ADHD), Cocaine (Which was originally found in Coke
Cola products until 1929)
3. Create a graph showing how long alcohol remains in the body, and explain how it
can be readily detected by the common sobriety test.
a. Show students the Blood Alcohol Chart, which explains how few drinks it;
take for a person to become intoxicated.
(http://www.brad21.org/bac_charts.html)

Comment [10]: Foi each of my
synthesizeu objectives I come up with
multiple examples, which help my stuuents
to bettei visualize uiffeient objectives. This
also help to keep the couise, stuuent
centeieu, by ielating them to theii uaily
lives anu topics they can easily ielate to.
Comment [11]: This example helps to
show stuuents how some uiugs, if useu
unuei the iight ciicumstances can help
inuiviuuals suffeiing fiom vaiious meuical
conuitions.
Comment [12]: I have founu that by
pioviuing my stuuents with fun pieces of
infoimation, it help to incieases theii
motivation anu inteiaction uuiing gioup
uiscussions in my uaily lessons.
Comment [13]: This chait helps stuuents
to iuentify the patteins between weight anu
intoxication levels, while also stiessing the
impoitance of safe alcohol consumption.
I woik veiy haiu to stiess the impoitance of
safety thiough the use of scientific uata.
b. Show examples/ YouTube video on how the common Breathalyzer test is
preformed.
4. Construct a chromatography experiment in order to see the molecular separation
processes.
a. Students will use Chromatography paper and Crayola markers to see the
separation patterns that exist.
b. Students will use Chromatography paper and lipsticks to see how they
separate.
c. Video on Chromatography, and its importance in Forensic science.
5. Watch how a forensic scientist can use a mass spectrometer or color test, and
identify the patterns between the various chemical readouts.
a. Marquis - turns purple in the presence of heroin, morphine and opiums.
b. Killie-Koppanyi- turns blue in the presence of barbiturates
c. Duquenois- Levine - turns purple in the presence of marijuana.
d. Van Urk- turns blue in the presence of LSD
e. Scott Test- turns blue in the presence of cocaine.
f. Give pictures of various types of narcotics on the same mass spectrometry
reading, to show the differences that exist.
(http://www.absciex.com/Images/Applications/mass-spectrometry-drugs-
abuse-app-large.jpg)

6. Create a Druggist fold, to show the proper preservation of illegally obtained
narcotics.
a. Druggist fold, plastic containers, pill bottles are all acceptable ways to
preserve narcotics prior to inspection.


Comment [14]: This image helps the
stuuents to biing in the National
Fiamewoiks iueas of showing patteins. It is
easy to see fiom this image that each type of
uiug has a specific chaiacteiistic peak.
Driving Question: If you were pulled over by the cops for driving under the influence
(alcohol/drugs) could you beat the drug tests?
Assessments:
1. Compare and contrast the differences between Physical and Psychological drug
dependences with a focus on how their long-term use can affect growth as an
adolescent, and when proper medical attention should be sought.
a. Activity- Students will construct a Venn diagram, compiling the
similarities and differences between Physical and Psychological drug use.
b. Formative- Students will write a short paragraph explaining how long term
exposure to drugs can affect the growth of adolescents.
c. Summative-Students will create a Video Story Book, answering the
following question. If you were a police officer, and were asked to
present to a group of freshmen on the importance of drug abstinence, what
would you say?
2. Identify and explain the differences between the three major types of drugs and
explain the misconceptions and common myths, which accompany them.
a. Activity- Students will work in groups to research a drug of choosing and
find as much information about it as possible.
b. Formative- The groups will then create an outline explaining their drug
and the common myths that go along with it.
c. Summative- Students will present a skit, which explains the drug and the
common myths that accompany it.
3. Create a graph showing how long alcohol remains in the body, and explain how it
can be readily detected by the common sobriety test.
a. Activity- Students will begin by making an estimate about how many
drinks they could drink until they would be over the state intoxicated limit.
I will then given the Blood Alcohol Content chart, and will be required to
find out how many drinks it would take them to reach the state legal
intoxicated limit.
b. Formative- Students will create a graph showing how long alcohol will
stay in their body, after they have reached the state intoxicated limit.
c. Summative- Students will research and write a short paragraph (using
information from a scientific journals) explaining how time is the only
thing which can reduce your intoxication rates.
4. Construct a chromatography experiment in order to see the molecular separation
processes.
a. Activity- Students will construct a chromatography chamber using water,
Crayola markers and chromatography paper. This will allow them to see
how molecules are able to separate out.
b. Formative- Students will practice measuring the Rf values, from their
activity and through a note sheet.
c. Summative- Students will be given an unknown lipstick sample and will
be required to identify their unknown after running it through a
chromatography chamber.
Comment [15]: I stait eveiy unit with a
uiiving question anu a Bypothesis Checklist.
These two auuitions woik by motivating my
stuuents fiom the beginning of my lessons
by encouiaging metacognition anu theii
own cieativity piocesses. When this
question is ieauuiesseu at the enu of the
unit, stuuents aie able to acknowleuge theii
own giowth with the subject mattei.
Comment [16]: By having my stuuents
constiuct a venn uiagiam, my visual
leaineis aie able to see the uiffeiences
between Physical anu Psychological uiug
use.
Comment [17]: As a pievious Technical
Intein in Euucation, it is veiy impoitant foi
me to incoipoiate technology into eveiy
unit. This also woiks to pioviue my
kinesthetic, technology savvy, stuuents a
chance to shine.
Comment [18]: By uiffeientiating my
instiuction to allow my stuuents to piefoim
a skit, I am able to inciease my stuuents
motivate foi all thiee types of leaineis.
(Auuitoiy, visual, anu Kinesthetic Leaineis)
Comment [19]: This activity will help to
shock my stuuents by allowing them to
know that it takes veiy few uiinks to
become intoxicateu. This will hopefully
stiess the impoitance of iefiaining fiom the
use of alcohol.
5. Watch how a forensic scientist can use a mass spectrometer or color test, and
identify the patterns between the various chemical readouts.
a. Activity- Students will watch a YouTube video which shows the
differences between the various color tests.
b. Formative- Students will identify the different patterns between different
mass spectrophotometer readings for different drugs, and record their
notes.
c. Summative- Students will be given three unknown mass
spectrophotometer readings and they will be required to identify the drugs
based off of their readings.
6. Create a Druggist fold, to show the proper preservation of illegally obtained
narcotics.
a. Activity- Students will construct their own Druggist fold, and practice
collecting drug samples from around the room. These samples will be
numbered.
b. Formative- I will tell the students what sample they have collected. It will
then be their job to identify the best way to test their sample, and explain
what they should see as a result. (They will do this for three of the room
samples)
c. Summative-The students will meet with me one on one and pick out a
drug from a hat. They will then explain to me what test they would
preform and what results they should expect to see. They will be required
to pick three samples.

Comment [20]: This type of activity
pioviues my stuuents with an Inquiiy baseu
activity weie they aie iequiieu to iuentify
an unknown baseu off of patteins they have
pieviously uiscoveieu.