Explosives and Arson Investigation PDF
Preview Explosives and Arson Investigation
Forensi The Science of Crime-Solvi LOSIVES ‘ARSON by Jean Ford ~ ee Ree ee ees NTE Sraelsesc ea Carla Miller Noziglia, Senior Forensic Advisor, U.S.o nes of Justice Dr. Jay A. Siegel, Director of the Forensic and Investigative Sciences Program, Indiana University, Purdue University. Digitized by the Internet Archive in 2022 with funding from Kahle/Austin Foundation httos://archive.org/details/explosivesarsoni000Oford J363.25964 F753 SEP 1 5 2008 Ford, Jean Explosives and arson investigation MID-CONTINENT PUBLIC LIBRARY Kearney Branch 100 S. Platte-Clay Way Kearney, MO 64060 are EXPLOSIVES AND ARSON INVESTIGATION RORENSTGNS THE ©S GEBN Greets GESOE veaNG elas eles]; Computer Investigation Criminal Psychology and Personality Profiling DNA Analysis Document Analysis Entomology and Palynology: Evidence from the Natural World Explosives and Arson Investigation Fingerprints, Bite Marks, Ear Prints: Human Signposts Forensic Anthropology Forensics in American Culture: Obsessed with Crime Mark and Trace Analysis Pathology Solving Crimes with Physics EXPLOSIVES AND ARSON INVESTIGATION by Jean Otto Ford Mason Crest Publishers Philadelphia i UU em KE PUBLIC LIBRARY Kearney, MO 64060 Mason Crest Publishers Inc. 370 Reed Road Broomall, Pennsylvania 19008 (866) MCP-BOOK (toll free) Copyright © 2006 by Mason Crest Publishers. All rights re- served. No part of this publication may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, [os ais including photocopying, recording, taping, or any information == storage and retrieval system, without permission from the pub- i"¢ ) lisher. bd == ” First printing © onl U253"4, 51097 7819720 Bn 2S AIRNSVOENS TIGATION bad Library of Congress Cataloging-in-Publication Data Ford, Jean (Jean Otto) Explosives and arson investigation / by Jean Otto Ford. p. cm. — (Forensics, the science of crime-solving) Includes bibliographical references and index. ISBN 1-4222-0034-5 ISBN 1-4222-0025-6 (series) 1. Arson investigation—Juvenile literature. 2. Fires— Juvenile literature. 3. Explosions—Juvenile literature. I. Title. IT. Series. HV8079.A7F67 2006 363.25'964—dc22 2005017229 Produced by Harding House Publishing Service, Inc. www. hardinghousepages.com Interior and cover design by MK Bassett-Harvey. Printed in India. Contents Introduction 6 1. Igniting Interest: The Basics 9 2. Where There’s Smoke...:The Scene 27 MO 3. Too Hot to Handle: The Evidence 49 Oo = 4, Burning Questions: Accident or Crime? 65 ct 1) 5. Fire Starters: Common Motives 93 = ct Glossary 106 “ Further Reading 107 For More Information 108 Index 110 Picture Credits 111 Biographies 112 Introduction By Jay A. Siegel, Ph.D. Director, Forensic and Investigative Sciences Program Indiana University, Purdue University, Indianapolis ea It seems like every day the news brings forth another story as about crime in the United States. Although the crime rate has <= been slowly decreasing over the past few years (due perhaps in ” had part to the aging of the population), crime continues to be a = very serious problem. Increasingly, the stories we read that in- ” i) volve crimes also mention the role that forensic science plays oxadl in solving serious crimes. Sensational crimes such as the 0. J. As ba IANRVSEOSNT IGATION Simpson case, or more recently, the Laci Peterson tragedy, pro- bad vide real examples of the power of forensic science. In recent years there has been an explosion of books, movies, and TV shows devoted to forensic science and crime investigation. The wondrously successful CSI TV shows have spawned a major in- crease in awareness of and interest in forensic science as a tool for solving crimes. CSI even has its own syndrome: the “CST Effect,” wherein jurors in real cases expect to hear testimony about science such as fingerprints, DNA, and blood spatter be- cause they saw it on TV. The unprecedented rise in the public’s interest in forensic science has fueled demands by students and parents for more educational programs that teach the applications of science to crime. This started in colleges and universities but has filtered down to high schools and middle schools. Even elementary school students now learn how science is used in the criminal justice system. Most educators agree that this developing inter- est in forensic science is a good thing. It has provided an ex- cellent opportunity to teach students science—and they have fun learning it! Forensic science is an ideal vehicle for teach- ing science for several reasons. It is truly multidisciplinary;
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