Before viewing

(Class or group discussion.)

Students may find it useful to pool their existing knowledge of:

• the use of sniffer dogs in searching for missing persons
• the use of radar in searching for buried objects
• the value of archaeology in forensic investigations

(Students may find it helpful to jot down key words while watching the programme, as a basis for a discussion of the programme’s underlying ideas (see ‘Background’ section).)

(Class or group discussion.)

Discuss what the programme reveals about:

• the use of scientific techniques in criminal investigations
• the value of a multi-disciplinary approach in complex investigations
• the limitations of forensic techniques
• the reliability of witnesses
• the outcomes of inquiries
• the broader uses of forensic science

(Group activity.)

Convene your own Board of Inquiry and use the evidence available from the programme to arrive at a ‘verdict’ on what happened to the missing Marine. Compare your verdict with those of the Boards of Inquiry set up by other members of the class.

(Group activity.)

A regional police force has decided to set up its own rapid-response Forensic Science Advisory Unit to deploy in cases of missing persons. They want to include people from as many different disciplines as possible to ensure the team has all the skills that might be needed to find a missing person or identify a corpse.

Within your group, discuss:

• An appropriate composition for the rapid-response unit, and for the back-up team which could be called on to identify any body that is found.
• What potentially useful forensic equipment is to be carried on the rapid-response vehicle.

Create a poster summarising and giving reasons for your choices.