Mississippi High School Mock Trial Competition

Transcription

1 Mississippi High School Mock Trial Competition 2012 IN THE CIRCUIT COURT OF CAMPBELL COUNTY FIRST JUDICIAL DISTRICT STATE OF MISSISSIPPI, ) ) ) v. ) Criminal Action No CR ) ) FINLEY PATTON ) NOTE: All characters, names, events, places and circumstances in this mock trial case are fictitious. The Mock Trial Program is a project of the Young Lawyers Division of The Mississippi Bar The 2012 Mississippi High School Mock Trial case, State v. Finley Patton, has been adapted from the 2008 Georgia High School Mock Trial case, State v. Sandy Bryant. The Mississippi High School Mock Trial Committee would like to thank Georgia for making its case available. 32

2 SUMMARY Finley Patton, a senior at Campbell County High School in Morris, Mississippi, has been charged with one count of sale of marijuana, less than an ounce. In Mississippi, this is a felony crime punishable by incarceration in the penitentiary. Patton allegedly sold the marijuana to Officer Sam Cooke, who had been conducting an undercover investigation of drug activity at Campbell County High School. Patton does not deny delivering the marijuana to Cooke, but instead asserts that Cooke entrapped him/her. The events leading up to the alleged sale are important and disputed. Prosecution witness Morgan Freeman, the principal of Campbell County High School, has known Patton for some time, and has heard that Patton was involved in the drug trade. Furthermore, Freeman witnessed the alleged sale from a van in the parking lot. Prosecution witness Shelby Foote describes Patton as someone who frequently smokes marijuana. Additionally, Foote tells the story of a scene in the hallway of Campbell County High School just before the alleged sale when Defense witness McKinley Morganfield told Patton where some marijuana could quickly be found. Defense witnesses Bobbie Gentry and McKinley Morganfield paint a picture of a Finley Patton that would never be involved in the drug trade. Morganfield also describes a scene in the hallway of Campbell County High School moments before the alleged sale that not only supports the defense of entrapment, but also calls into question the motives of Shelby Foote. Gentry will testify to a relationship between Cooke and Patton that supports the defense of entrapment. The Case Background is not to be used as evidence in the case, but rather is provided for background purposes only. This case is a work of fiction. The names and events described herein are intended to be fictional. Any similarity or resemblance of any character to an actual person or entity should be regarded as only fictional for purposes of this mock trial exercise. WITNESSES The following witnesses are available to be called by the parties. Prosecution witnesses may not testify or be called on behalf of the Defendant. Defense witnesses may not testify or be called on behalf of the Prosecution. All witnesses may be female or male. For the Prosecution Officer Sam Cooke Lt. Col. (Retired) Morgan Freeman Shelby Foote For the Defense Finley Patton, Defendant Bobbie Gentry McKinley Morganfield 33

3 STIPULATIONS 1. All exhibits included in the problem are authentic and accurate in all respects, and no objections to the authenticity of the exhibits shall be entertained. 2. Stipulations cannot be contradicted or challenged. 3. The signatures on the witness statements and all other documents are authentic. 4. Chain of custody for evidence is not in dispute. 5. No demurrer to the indictment shall be allowed. 6. Finley Patton was 18 years old at the time of his/her arrest. 7. Exhibits 1 and 9 were composed and compiled by the person whose name appears thereon and were each made in the regular course of business at the time of the act, transaction, occurrence or event or within a reasonable time thereafter. 8. Exhibits 2 and 6 fairly and accurately depict the item, scene, view or geography they purport to depict. 9. Exhibits 3, 5, 7 and 8 are admissible without further foundation. 10. The handwriting on Exhibit 4 is that of Sam Cooke. 11. Exhibit 11 contains certified copies from the Justice Court Clerk of Campbell County. 12. Sam Cooke created Exhibit 2. 34

4 EXHIBITS Teams in competition may use the following exhibits. They are pre-marked and are to be referred to by number, as follows: Exhibit No. Exhibit Description 1. Incident Report 2. Diagram of Seniors Parking Lot 3. Text Message Memo 4. Note 5. Honors Chemistry Syllabus 6. $10 Bill 7. Pre-Trial Diversion Agreement (S. Foote) 8. Drug Analysis Report 9. Locker List Homeroom 12-B 10. List 11. Accusation/Conviction (B. Gentry) 35

5 INDICTMENT SALE CIRCUIT COURT NO CR The State of Mississippi Circuit Court First Judicial District, Campbell County December Term, A.D., 2010 First Judicial District of Campbell County The Grand Jurors of the State of Mississippi, taken from the body of good and lawful persons of the State of Mississippi, elected, impaneled, sworn, and charged to inquire in and for said District, County, and State aforesaid, in the name and by the authority of the State of Mississippi, upon their oaths present: That FINLEY PATTON In the First Judicial District of Campbell County, Mississippi, on or about the 10 th day of December, 2010, did willfully, unlawfully, feloniously and knowingly sell to Officer Sam Cooke marijuana, a controlled substance, in the amount of less than thirty (30) grams, in violation of Section of the Mississippi Code of 1972, contrary to the form of the statute in such cases made and provided, and against the peace and dignity of the State of Mississippi. Endorsed: A True Bill /s/ FOREMAN OF THE GRAND JURY /s/ ASSISTANT DISTRICT ATTORNEY F I L E D December 28, 2010 Robert Johnson, Circuit Clerk By: /s/ D.C. 36

6 LEGAL AUTHORITIES Statutes Miss. Code Ann Uniform Controlled Substances Law: Prohibited acts; penalties. (a) Except as authorized by this article, it is unlawful for any person knowingly or intentionally: (1) To sell, barter transfer, manufacture, distribute, dispense or possess with intent to sell, barter, transfer, manufacture, distribute or dispense, a controlled substance (b) Except as otherwise provided in subsections (f) and (g) of this section or in Section , any person who violates subsection (a) of this section shall be sentenced as follows: (3) In the case of thirty (30) grams or less of marihuana or synthetic cannabinoids, such person may, upon conviction, be imprisoned for not more than three (3) years or fined not more than Three Thousand Dollars ($ 3,000.00), or both; (c) It is unlawful for any person knowingly or intentionally to possess any controlled substance unless the substance was obtained directly from, or pursuant to, a valid prescription or order of a practitioner while acting in the course of his professional practice, or except as otherwise authorized by this article. The penalties for any violation of this subsection (c) with respect to a controlled substance classified in Schedules I, II, III, IV or V, as set out in Section , , , or , including marihuana or synthetic cannabinoids, shall be based on dosage unit as defined herein or the weight of the controlled substance as set forth herein as appropriate: Dosage unit (d.u.) means a tablet or capsule, or in the case of a liquid solution, one (1) milliliter. In the case of lysergic acid diethylamide (LSD) the term, dosage unit means a stamp, square, dot, microdot, tablet or capsule of a controlled substance. For any controlled substance that does not fall within the definition of the term dosage unit, the penalties shall be based upon the weight of the controlled substance. The weight set forth refers to the entire weight of any mixture or substance containing a detectable amount of the controlled substance. If a mixture or substance contains more than one (1) controlled substance, the weight of the mixture or substance is assigned to the controlled substance that results in the greater punishment. Any person who violates this subsection with respect to: (2) Marihuana or synthetic cannabinoids in the following amounts shall be charged and sentenced as follows: (A) Thirty (30) grams or less by a fine of not less than One Hundred Dollars ($ ) nor more than Two Hundred Fifty Dollars ($ ). The provisions of this paragraph shall be enforceable by summons, provided the offender provides proof of identity satisfactory to the arresting officer and 37

7 gives written promise to appear in court satisfactory to the arresting officer, as directed by the summons. A second conviction under this section within two (2) years shall be punished by a fine of Two Hundred Fifty Dollars ($ ) and not less than five (5) days nor more than sixty (60) days in the county jail and mandatory participation in a drug education program, approved by the Division of Alcohol and Drug Abuse of the State Department of Mental Health, unless the court enters a written finding that such drug education program is inappropriate. A third or subsequent conviction under this section within two (2) years is a misdemeanor punishable by a fine of not less than Two Hundred Fifty Dollars ($ ) nor more than Five Hundred Dollars ($ ) and confinement for not less than five (5) days nor more than six (6) months in the county jail. Upon a first or second conviction under this section, the courts shall forward a report of such conviction to the Mississippi Bureau of Narcotics which shall make and maintain a private, nonpublic record for a period not to exceed two (2) years from the date of conviction. The private, nonpublic record shall be solely for the use of the courts in determining the penalties which attach upon conviction under this section and shall not constitute a criminal record for the purpose of private or administrative inquiry and the record of each conviction shall be expunged at the end of the period of two (2) years following the date of such conviction; (B) Additionally, a person who is the operator of a motor vehicle, who possesses on his person or knowingly keeps or allows to be kept in a motor vehicle within the area of the vehicle normally occupied by the driver or passengers, more than one (1) gram, but not more than thirty (30) grams, of marihuana or synthetic cannabinoids is guilty of a misdemeanor and upon conviction may be fined not more than One Thousand Dollars ($ 1,000.00) and confined for not more than ninety (90) days in the county jail. For the purposes of this subsection, such area of the vehicle shall not include the trunk of the motor vehicle or the areas not normally occupied by the driver or passengers if the vehicle is not equipped with a trunk. A utility or glove compartment shall be deemed to be within the area occupied by the driver and passengers; Miss. Code Ann Entrapment; affirmative defense to criminal prosecution; burden of proof (1) It is an affirmative defense to a criminal charge that the person was entrapped. To claim entrapment, the person must admit by the person's testimony or other evidence the substantial elements of the offense charged. (2) A person who asserts an entrapment defense has the burden of proving each of the following by clear and convincing evidence: (a) The idea of committing the offense was initiated by law enforcement officers or their agents rather than by the person. (b) The law enforcement officers or their agents urged and induced the person to commit the offense. 38

8 (c) The person was not predisposed to commit the type of offense charged before the law enforcement officers or their agents urged and induced the person to commit the offense. (3) A person does not establish entrapment if the person was predisposed to commit the offense and the law enforcement officers or their agents merely provided the person with an opportunity to commit the offense. It is not entrapment for law enforcement officers or their agents merely to use a ruse or to conceal their identity, nor is it entrapment for law enforcement officers or their agents to supply, furnish or sell contraband to an individual where: (a) There is a reasonable indication, based on information developed through informants or other means, that the subject is engaging, has engaged, or is likely to engage in illegal activity of a similar type; or (b) The opportunity for illegal activity has been structured so that there is reason for believing that persons drawn to the opportunity, or brought to it, are predisposed to engage in the contemplated illegal activity. (4) The issue of entrapment shall be tried by the trier of fact. The conduct of law enforcement officers and their agents may be considered in determining if a person has proven entrapment. Case Law The following excerpts are from Case Law concerning the legal issues raised in this Mock Trial Case. Only portions of the opinions are provided, and only those portions may be used in the course of the trial. Citations and internal quotation marks are omitted in the excerpts of the cases that follow. Miss. Code Ann requires only that the state prove that a defendant knowingly or intentionally transferred a controlled substance; the state is not required to prove that the defendant personally placed the substance in the hands of the buyer or even knew the buyer prior to the sale. Sullivan v. State, 749 So. 2d 983 (Miss. 1999). The word entrapment, as a defense, has come to mean the act of inducing or leading a person to commit a crime not originally contemplated by him, for the purpose of trapping him in its commission and prosecuting him for the offense. By way of contrast, an accused enjoys no immunity from conviction where agents of the state merely furnished him the occasion for committing an offense he was predisposed to commit. Avery v. State, 548 So.2d 385, 387 (Miss. 1989). Court rejected defendant's claim that she established a standard entrapment claim; defendant knew where to find cocaine and had asked the confidential informant to set aside some cocaine for her after the sale, there was no evidence that she was fearful or reluctant to participate on the day of the sale, and defendant was not excused from buying or selling cocaine simply because the informant asked her to do so. The jury, after receiving the entrapment defense instruction, clearly believed defendant was predisposed to commit both crimes of sale of cocaine and possession of cocaine. Pittman v. State, 987 So. 2d 1010 (Miss. Ct. App. 2007), writ of certiorari dismissed en banc by 2008 Miss. LEXIS 368 (Miss. July 31, 2008). 39

9 A defendant's testimony that a confidential informant, who was assisting law enforcement agencies in undercover investigations, had furnished the marijuana which the defendant later sold to an undercover police officer at the informant's request was sufficient to establish the defense of entrapment in a prosecution against the defendant for sale of marijuana. Pulliam v. State, 592 So. 2d 24 (Miss. 1991). The lower court in the case sub judice, granted an instruction on entrapment, but the jury rejected the law of entrapment as stated in the instruction. Had the State rebutted the testimony of (the defendant) by calling (the informant) or by some other credible evidence, the lower court properly would have declined to sustain the motion for directed verdict. However, where the evidence stands uncontradicted, undisputed, and unimpeached, even though the jury may not have believed (the defendant), that testimony stands and makes out the defense. In cases such as this, prosecutors must have rebuttal evidence at hand to refute such testimony. Gamble v. State, 543 So. 2d 184, 185 (Miss. 1989). A defendant accused of selling marijuana was entitled to have an entrapment instruction submitted to the jury based on his testimony that he had never made a sale of marijuana before, that he had no plans, intent or disposition to make such a sale, and that, had it not been for the importuning of the Bureau of Narcotics confidential informant, he would not have done so. King v. State, 530 So. 2d 1356 (Miss. 1988). Entrapment has been defined as the act of inducing or leading a person to commit a crime not originally contemplated by him, for the purpose of trapping him for the offense. The defense of entrapment is affirmative and must be proved by the defendant. If the defendant already possesses the criminal intent, and the request or inducement merely gave the defendant the opportunity to commit what he or she was already predisposed to do, entrapment is not a defense. Before a defendant can raise the defense of entrapment, he or she is required to show evidence of government inducement to commit the criminal act and a lack of predisposition to engage in the criminal act prior to contact with government agents. Hopson v. State, 625 So. 2d 395, (Miss. 1993) 40

10 Statement of Officer Sam Cooke 1. My name is Sam Cooke. I live at 307 Wilson Drive in Morris, Mississippi. I am a narcotics officer with the Campbell County Police Department. Although I am 24 years old and a graduate of Mississippi State University, I look young. I can pass for a 17 or 18 year old. That is why Chief Crocker assigned me to an undercover operation at Campbell County High School. Drug problems have been increasing among teenagers in this community in recent years. When one of the high school students died of an overdose last spring, Chief Crocker decided to try an undercover investigation in the school. I agreed to accept the assignment because I feel sorry for the young people who become involved with drugs because of peer pressure. It is important to remove those who supply young people with drugs and who encourage drug usage. 2. After graduation, I completed my required training at the Mississippi Law Enforcement Officers Training Academy in Rankin County, have maintained my certification every year after that. I have taken several different courses at the Law Enforcement Officers Training Academy, including the basic, two-week school resource officer training course. No, I never received any specialized training dealing with drug investigations or undercover operations. Nor did I get training about avoiding entrapment of potential defendants. That is irrelevant though, because I did not entrap anyone. 3. When Chief Crocker told the principal at Campbell County High School about the investigation, Principal Freeman was upset and objected to our idea. I have to admit that I was more than a little bit nervous about it myself. I knew I could pass for 17 or 18 by my looks I still get carded every time I order a beer but I was afraid that in daily contact with the students my deception might be discovered. After all, I am six years older than the real students, and I have a B.A. in Criminal Justice. Eventually, though, Freeman came around and later s/he even insisted on watching the incident that led to the arrest of Finley Patton. I knew there was a deadline imposed by Principal Freeman, but I never felt any pressure from Chief Crocker or Freeman to make any arrests. 4. I enrolled at Campbell County High School at the beginning of the school year and spent most of the fall semester at the school, posing as a senior. I joined some of the clubs, including the science club, and became involved in the student activities. I spent time where the kids hang out, the Pizza Now! restaurant. I got involved with a lot of kids, but not too close to any particular group. Undercover officers can t afford to develop any really close relationships. I had to associate with students who used drugs, without using them myself or suggesting the use of drugs, and without arousing suspicion. It s not easy, but I have absolutely never used any kind of illegal substance, even while doing undercover work. And even though I never used drugs or suggested the use of drugs, because of the nature of the investigation, I had to be around kids who did. 5. In the beginning, I was afraid that all my additional schooling would make me stand out in the crowd of high schoolers. Nothing could be further from the truth. I found that once I began playing the role of a student, I became a high school student. It became natural to talk and act like one. In fact, I found myself actually caring about the things a high schooler would care about. I think I wanted to really fit in, even more than just playing my role as a part of the investigation. I wanted to be liked to be popular. How weird is that? 6. I did not single out Finley Patton as a suspect, although the principal had suggested Finley might be involved with drugs. I didn t take the principal too seriously, though, because Freeman also said that the students were organizing a vigilante group of some kind, and I didn t see any 41

11 evidence of that. I just tried to make friends with as many students as possible, and to keep my eyes and ears open to see who was using drugs and who was selling them. By the end of October, I had a list of about six students who seemed to be involved in the drug scene at CCHS. I would go to parties with them, and I saw a lot of marijuana, some meth and some cocaine. Once the students became comfortable around me, I began to hear that Finley was a source of drugs, but I needed to verify what I had been told. No, that piece of paper with those names typed on it isn t that list of suspects; I have no idea where it came from. I would never compromise an investigation by leaving sensitive information out like that. 7. On November 15, I reported to Chief Crocker about the undercover operation. He reminded me that Principal Freeman had given us a deadline and that it was fast approaching. I told him that I had identified three subjects who appeared to be involved in the illegal sale of controlled substances at Campbell County High. One was arrested without compromising my identity, and entered a guilty plea. I never could make a good case on the other. The third was Finley Patton. Ever since s/he met me at a football game in October, Finley followed me around like a lost puppy. I was having a hard time keeping my distance from him/her and, at the same time, investigating his/her drug activities. Maybe because I was always friendly, s/he kept after me. I lucked out when, after a science club meeting, s/he asked me to edit one of his/her chemistry lab reports. (I guess s/he had confidence in me because of our relationship in the science club.) I thought this would be a good way to get close to him/her in order to try to determine if what I had heard was true. Finley s definition of edit is quite different from mine. S/he gave me a bunch of notes with equations and formulas and an outline and asked me to turn it into a proper lab report. 8. It took a long time before Finley Patton offered to get me some weed and after s/he offered, I texted him/her at work suggesting that we meet at the seniors parking lot, but got no response. I followed that up with a note on Friday. Finley finally came through on December 10 th. When we got to the parking lot, we talked for a while in the car; and I let him/her talk me into going over to a friend s apartment to smoke a joint. I pretended to think that s/he was just teasing me and said I wanted to see the weed if s/he really had any. S/he got out of the car, opened the trunk, and when s/he returned to the car, s/he handed me what appeared to be a hand rolled cigarette and said, This cost me $5. I gave Finley $10 in marked currency, put the item in my backpack and told him/her I would meet him/her at the apartment later. This was very disappointing because Finley had led me to believe that s/he would get me at least a one-ounce bag of marijuana. When I examined the cigarette more closely, I saw it contained a green leafy substance that appeared to me to be marijuana. I suspected there was more pot in the trunk, and I was disappointed that Finley only offered me a joint. 9. Later, in my presence, the Campbell County Police Marijuana Analysis Unit confirmed that the item contained marijuana with a street value of $3 to $5. I filled out all of the paperwork with the Department, and Judge Handy signed the arrest warrant the next day. I placed a tape-recording of the meeting with Finley in the property room, but unfortunately, now the tape is missing. (I sure do wish it had not gone missing because that tape would prove there was no entrapment.) Finley Patton was arrested two days later. An inventory search of the vehicle revealed no additional drugs or paraphernalia. 10. I ve been told that Patton has raised entrapment as a defense something about me blackmailing him/her with a lab report. I did agree to write the report, and I did pretend to lose the notes. But there was no blackmail, and there was no entrapment. It was a joke a high school prank. I can t help it if Patton couldn t take a joke. I did the report, and it was a good one. I m sure it was deserving of an A. Yes, I understand that I helped another student cheat on his 42

12 schoolwork. But I wanted to fit in so bad that it didn t seem wrong at the time. It is interesting how living as a student changes your whole perspective on things. 11. These are all the facts I can remember about this matter. WITNESS ADDENDUM I have reviewed this statement, previously made by me, and I have nothing of significance to add at this time. The material facts are true and correct. Signed, /S/ Sam Cooke SIGNED AND SWORN to me On this, the 15 th day of December, /S/ Richard Wright, Notary Public State of Mississippi My Commission Expires: 05/01/

13 Statement of Lt. Col. (Retired) Morgan Freeman 1. My name is Lt. Col. (Retired) Morgan Freeman. I live at Anton Place. I am the principal of Campbell County High School in Morris. I have been the principal of CCHS for nearly twenty-five years. I m looking forward to leaving the education field at the end of this school year and becoming a triple-dipper! That means I will get my military retirement pay, my pension from the school system and Social Security benefits. It s just my wife/husband and I at home now, since our little dog, Rags, died of heart failure on the 4 th of July, so we plan to start spending our children s inheritance by taking an Alaskan cruise and then following that up with a fall bus tour of foliage in New England. 2. I have loved my second career in education, all the more so because it was delayed by a 20- year military stint. When I started college at Ohio State University in 1961, I had my mind set on becoming a teacher. But when my father came to visit me on campus at the end of my sophomore year to tell me that his business was going bankrupt and that he couldn t afford to continue paying for my education, I was grateful that Ohio State was a land-grant institution with an ROTC program. As a result, I was able to move into a two-year ROTC program and obtain not only a scholarship, but also a monthly allowance greater than what my father had been able to give me. 3. The downside, however, was this meant deferring my dream of becoming a high school social studies teacher because I had to make a two-year commitment to the Army upon graduation from Ohio State. This occurred as the Vietnam War was escalating and the next thing I knew I was sent for not one, but two, tours of duty in Southeast Asia. 4. My commitment to a sense of order allowed me to begin working my way up the ranks. The promotions were an encouragement to stay with the Army beyond the relatively short requirement of my ROTC scholarship. Before I knew it, 20 years had passed. I was at the rank of lieutenant colonel, and I was stationed at Fort Abraham, just outside Morris. 5. The process of moving from a light colonel to a bird colonel is so fraught with politics that I knew I just didn t have the stomach for it. So, when I hit the 20-year mark, I decided it was time to cash out, quite literally. The Army would have sent me back to Ohio, but I wanted to stay here in Morris. I took my last Army paycheck to the Morris bank and asked the teller to cash it all in one dollar bills. I brought the bundle home and assembled my family and threw it up in the air to come raining down in a celebration of my newfound freedom. 6. Upon my retirement from the Army, the Campbell County School Board hired me to be a social studies teacher and ROTC sponsor at Campbell County High School. Once again, my commitment to discipline, along with my command experience, led to my promotion at CCHS. I had only been there a couple of years, before I was promoted to principal. 7. As principal, I urged PTA parents and members of the faculty to do something about drug use at the school. This was a particular concern to me because I had encountered drug use among the troops with whom I served in Vietnam. Over the years of my tenure as principal, many parents and a number of students became concerned about the use of narcotics and alcohol at school functions. The parental concern was elevated after the death of one of our students last spring, due to drug abuse. 8. Nonetheless, based on my observations of rampant drug abuse among some of the troops with whom I served in Vietnam, I was not convinced that there was a serious drug problem at 44

14 CCHS. For one thing, recent studies showed that the use of marijuana was declining among high school students. For another, I was very concerned about not disrupting the school atmosphere. I did not believe that drug-intervention and enforcement programs were necessary at CCHS. 9. However, in late July the Campbell County Police Department approached me about a onesemester plan to have an undercover officer enroll in the high school to find out who was supplying drugs to students. The police promised me to clear up the drug problems before Christmas. Because I didn t believe we had a problem, I agreed to the plan. 10. Sam Cooke enrolled in our Senior Class. Although s/he was a narc, in the terms of the 1960 and 70 s, s/he fit in with the rest of the kids. At the end of the first six weeks of school, s/he said s/he had compiled a list of students whom s/he believed were using marijuana regularly. By the end of the first nine weeks, Cooke said that s/he could identify six students as suppliers of marijuana. Still, no arrests had been made. 11. I reviewed Cooke s list and saw Finley Patton s name. I knew Finley was a good student, with no disciplinary problems, and with almost a straight A average. But I also had heard that Finley s cousin Bobbie, who was a former CCHS student, was involved with drugs. From all accounts, Finley and Bobbie were very close, more like siblings than cousins. I think Bobbie s influence was strong on Finley. 12. Not long before Thanksgiving vacation, Sam told me that Finley Patton had agreed to deliver marijuana to him/her in the Seniors parking lot at 4:00 p.m. I wasn t too surprised because after I had seen the list, I began to notice that Finley was off campus frequently during the noon hour. While speaking to Sam, his/her cell phone rang. Judging from the conversation I could hear, the person on the other end was not very happy with Sam at all and was yelling very loudly. Sam said a lot of yes, sir and no, sir and right away, sir, and told me as soon as s/he hung up that Chief Crocker was getting tremendous pressure for this program to work. Pressure from whom, Sam didn t say. Sam then said, If it doesn t work, it will be my head. 13. Sometimes students would sneak off at lunchtime to the cheese shop at the nearby shopping center, where they sold the most delicious roast beef sandwiches with thinly sliced pickles. To this day, I remember the flaky crust of the French bread and the homemade mayonnaise on those roast beef sandwiches. But I digress... I had no way of knowing if Finley was among the students who used to find their way to that shop at lunchtime to buy a few inches of sandwich rather than the green peas, carrots and mystery meat served up in the CCHS cafeteria. 14. Since no one except me knew of Officer Cooke s identity, and since I felt responsible for the police being on campus in the first place, I thought I ought to look into the matter personally. I parked the school van in the Seniors lot and waited for Finley to make the delivery. It was a little after 4:00 when Sam got in the car with Finley. It looked like they talked for a while, then Finley got out. S/he opened the trunk, retrieved something small, then returned to the car. A moment later, Officer Cooke left the vehicle and Finley drove away. For some reason, Officer Cooke looked happy. 15. I have known Finley since s/he was a freshman. S/he s been on the honor roll almost every semester since s/he has been at Campbell County High. S/he is the captain of the cross-country team and runs track. S/he s always been well liked by the other students and by his/her instructors. For example, Conway Twitty told me that back in December he d given Finley an extension, until 4:15 one Friday, on his/her final lab report. Conway said Finley had come in two days earlier and had literally gotten down on his/her knees, crying to beg for the extension something about blackmail, 45

15 but Conway wasn t clear on all the details. I was a little shocked because giving an extension didn t seem like something Conway would normally do; he s usually hard-core where deadlines are concerned. I guess Mr. Twitty is more of a pushover than I d thought. 16. We were asked to provide a list of the locker assignments in Wing A. Each wing has ten groups of 20 lockers, so Wing A has lockers 1 through 200. Odd numbered lockers are on the top and even numbered lockers are on the bottom. In the past, we have had no problems with students using unassigned lockers. We do periodic sweeps and if we find an unassigned locker being used, we cut the lock and throw away the contents. If textbooks are in an unassigned locker, they are returned to the teacher who assigned the text. 17. When I was on bus duty earlier this year, I overheard a couple of students saying that Finley always says it was not stupid to deal drugs; it was just stupid to get caught. I remember catching Finley s name and the word drugs in the same sentence, so I listened, but I don t remember who the kids were they had those hoody things on and were loading the bus. Finley has also told me in the past that his/her uncle was a big contributor to the District Attorney s campaign fund and that, even if s/he should get into trouble, the District Attorney would never prosecute him/her. Finley has never been a discipline problem, though, and I never would have thought such a good-looking, intelligent, personable kid like Finley would deal drugs. 18. These are all of the facts that I can remember about this matter. WITNESS ADDENDUM I have reviewed this statement, previously made by me, and I have nothing of significance to add at this time. The material facts are true and correct. Signed, /S/ Lt. Col. (Ret.) Morgan Freeman SIGNED AND SWORN to me On this, the 15 th day of December, /S/ Richard Wright, Notary Public State of Mississippi My Commission Expires: 05/01/

16 Statement of Shelby Foote 1. My name is Shelby Foote. I live at 9119 Peru Street in Morris, and I am currently a senior at Campbell County High. Once all this is behind me, I hope to graduate and go away. And I mean far, far away I m shaking the dust of this crummy little town off my feet, and I m gonna enjoy a full ride at the University of Nevada in Las Vegas. Assuming, of course, I can keep my golf scholarship. My test scores and grades aren t always the greatest, and I have to get this sordid mess behind me. 2. I m an OK student. I m not valedictorian material, but I can hold my own against any of those Nerds. Some of them are such posers, anyway. Take Finley Patton, for example Finley can t decide what s/he wants to be. See, you basically have three groups in our school: the Nerds, the Players, and the Spicolis. Nerds well that s self-explanatory. The Players are the athletes of the school. And Spicolis? Well, they re the druggies. My mom laughs at the old movie reference and tells me they were called hoodlums back in her day, but everyone knows the type, right? They show up at parties and pep rallies, immediately head to the back yard or the like, then about an hour later they come in all glassy eyed and eat all the Mallomars. Finley seems to move from group to group, always trying to fit in. Finley is like a chameleon s/he blends in with his/her surroundings. 3. I mainly hang with the other Players, which means I occasionally cross paths with Finley. S/he did help a few of us out with some tutoring at the beginning of the school year. It wasn t my idea to get tutored by someone who would get his/her mom to take him/her to a Hanson concert, but the other Players said s/he was a science whiz. They also said s/he taught them the science of relaxing after a hard-fought game. None of the other players told me that meant smoking pot, but you don t have to be a whiz to read between those lines. Anyway, Finley always poked fun at me for needing help. S/he made sure I felt stupid like I d lose my chances at a scholarship without his/her help. I always suspected s/he was giving me some wrong answers to the study guides, but I didn t know the real answers, so I could never prove it. Why would s/he do that to me? That scholarship is my only real shot at getting out of this town. Oh well, I m not gonna need to know any of that stuff when I get to UNLV. The coaches will take care of me if I can just get in. 4. Ever since Sam Cooke transferred here in the fall, s/he and Finley have been inseparable. Finley is smart and all, but what Finley wants most is to fit in. After all, who doesn t? I noticed another thing, too Finley started hanging with the Spicolis at the parties a lot more because Sam did. No, I ve never seen Finley smoke, but it doesn t take a rocket scientist to tell when someone is stoned, and Finley s been stoned more often than adulterers in the Old Testament. The Spicolis are always really happy to see Finley arrive at these parties; it is as if their party doesn t get started until Finley gets there. 5. I was at a pep rally last October, and it was the same old same old everyone in their cliques. I was hanging out near the bonfire and all of a sudden, Sam Cooke comes up to me and asks me if I know where to score some weed. This struck me as odd for a few reasons. First, up until then I probably haven t said five words to Sam all year. Second, the minute Sam came to campus s/he was hanging out with the Spicolis, so why ask a Player for pot? Third, I was pretty insulted that Sam would think I had anything to do with marijuana. I told him/her You came with Finley. Why don t you just ask him/her? Sam just smiled and went back to where the Spicolis were hanging out. 6. Yes, I did a stupid thing over Thanksgiving last year. I was at one of those parties, and I have to admit that curiosity got the better of me. I wandered to the back yard and talked to a few of the Spicolis. Anyway, the Spicolis were headed to another party and asked if I wanted to meet them there. They seemed like a nice enough group, not talking down to me like Finley, so I agreed. I 47

17 grabbed my letter jacket and hopped in my car. I couldn t have been in the car more than 30 seconds when I saw blue lights in my cracked rear view. I pulled over, got out and some drug dog starts barking at me and my car. I m patted down and the officer pulls out a baggie with what looked like oregano. I can only guess that the Spicolis were using me as a mule to get their stash to the next party. I was arrested for possession with intent to distribute. 7. When I get to the station, the cops start talking to me about what I could do for them, and saying something about improving my own situation by ratting on someone else. One cop even said, If you scratch our back, we ll scratch yours. The police didn t seem too interested in the other Spicolis, but they kept asking me about Finley. I told them what I knew up to that point, and they didn t seem impressed. I was facing expulsion and prison. 8. That s when Finley approached me a few days after my arrest. I suppose it was all over school that I was caught with pot, so I guess Finley thought I knew how to get hold of some when necessary. Finley asked me if I could score some pot for him/her. I asked why s/he needed it, and Finley said it was to impress Sam. I told Finley I had no idea where to get any, and I left it at that. 9. I remembered that the police were asking about Finley, so I called my lawyer, and we met with the police that afternoon. I told them about my conversation with Finley, and they said if they can make out a case against Finley and I testified against him/her, then I could still go to UNLV. I signed some document saying my case would go away if I tell the court what I know about Finley. And that s exactly what I am doing. 10. I kept close tabs on Finley for the next few days (from a distance, of course). On the morning of December 10 th, Sam collared me in the hallway right before lunch and asked me to give Finley a note. I agreed since Finley was in my next class. That afternoon, I was talking to McKinley Morganfield in Wing B when Finley came up to us asking if we knew where to get some pot fast. I was surprised s/he would ask me again after our previous conversation, but McKinley chimed in and mentioned that Finley could check a locker that is said to be a drug drop. Finley ran off, I guess to Wing A. When s/he was gone, I told McKinley that I had no idea we had that big of a drug problem at CCHS and that I hoped the culprits were exposed soon. 11. I was headed to my car a bit later when I saw Finley waiting in the parking lot all alone. Then Sam comes up with a yellow folder and gets in the car. Everybody knows that Mr. Twitty, the chemistry teacher, requires you to hand in all lab reports in a yellow folder. They talked in the car really closer to arguing, I d say then they both got out and went to the trunk. Finley opened the trunk and gave Sam a brown paper lunch bag, and Sam left. I heard Finley was arrested a few days later. 12. These are all the facts I can remember about this matter. WITNESS ADDENDUM I have reviewed this statement, previously made by me, and I have nothing of significance to add at this time. The material facts are true and correct. Signed, /S/ Shelby Foote SIGNED AND SWORN to me On this, the 15 th day of December, /S/ Richard Wright, Notary Public 48

18 State of Mississippi My Commission Expires: 05/01/

19 Statement of Finley Patton 1. My name is Finley Patton. I am seventeen years old and a senior at Campbell County High School. I have been an honor student throughout high school, with a 4.0 grade point average. I am president of the science club and a two-year letterperson in cross-country. School is important to me; I even drive a Ford Mustang because our mascot is the Mustang. I thought that my senior year would be a breeze, and I promised Bobbie Gentry, my cousin, that I would work extra hard this year for a scholarship. You see, I work at my cousin s Pizza Now! restaurant and each year the Pizza Now! Corporation awards an employee a college scholarship. I hope to attend the University of Mississippi after graduation, and I know I m going to need financial help, so it s important to me to be a good employee, in addition to a good student. 2. In September, my mother fell down a flight of stairs at a Hanson concert and hurt her back. She never even got to hear them sing MMMbop. Mom had a herniated disc, and she was confined to bed for over two months. I had to do all of the housework and cooking, which really put a crimp in my studies and extra-curricular activities. For a while in October and November, I even went home during the lunch hour to start dinner so that I d have more time after school and for weekend parties. 3. I met Sam Cooke after a football game in October. Since I am on the cross-country team, I know a lot of the guys on the football team, and I attend all of the games. However, I remember this game very clearly because the game was really crowded because the marching band was doing a salute to the musical stylings of Lil Nemesis T. Now I have never been a big fan of hip-hop banjo music, but everyone knows that School s for Suckas is sort of a party anthem for the drug crowd. When I met Sam Cooke, Sam was with a group of friends smoking marijuana behind the stands. Ordinarily, I don t go out with the drug crowd, but Sam was extremely friendly and a blast to be around. I thought we hit it right off. After that, I started seeing Sam regularly at school and on weekends. Sam talked a lot about buying and smoking marijuana, but I tried to tell Sam that I didn t do that. I would never smoke anything, much less use drugs, since I m an athlete. I guess it would be easy money if you sold drugs, but that s illegal so I would never do that. However, I didn t want to say anything that might have made Sam mad because I didn t want to jeopardize our friendship. Sam seemed so much more mature than all the other students. 4. The weekends and extra work at home eventually took its toll on my studies. My chemistry teacher, Mr. Twitty said I needed to turn in several exceptional lab reports in a row in order to maintain an A in the class, and I spent more time on those than my other work. After Thanksgiving, I realized that my last lab report wasn t going to be finished on time with everything else I had to do. I explained my problem to Sam, and s/he felt sorry for me. Sam promised to edit the report for me and type it. I was floored that generous offer would certainly save my hide, as well as my chemistry grade. 5. On Wednesday, two days before the lab report was due, Sam told me that s/he had lost all of my notes with the equations and formulas. I was shocked. Then I noticed that Sam had a kind of teasing look on his/her face. Sam said s/he might remember if I could get Sam a joint or two. I thought Sam was just kidding, but when I laughed, Sam said that it was no joke. Sam sternly warned, You give me what I want, and I ll give you what you want. The next day, on Thursday, Mr. Twitty told me that he was leaving on Friday night to go up to MIT for a weeklong conference, so I had to get my final lab report to him before he pulled out of the school parking lot the next afternoon. And Sam avoided me all day on Thursday. I tried to reconstruct my notes from memory and type the report myself, but I bogged down. All my tubes and wires and careful notes were 50

20 antiquated notions. I couldn t think. I was just so angry about being blackmailed, but I couldn t afford a B in chemistry. What could I do? If I got a B, I d never win the Pizza Now! scholarship or get into Ole Miss. It was down to the wire, and I was desperate. 6. The next morning at school Friday the day the report was due, Sam said that s/he had found my notes, had finished the report and if I really wanted them, I would do him/her a favor. I tried to pin Sam down about getting my notes and that finished report, but s/he just walked away and said, You ll be hearing from me. During lunch in the cafeteria, Shelby Foote walked by me and slipped me a note. It said, I ll see you in the parking lot at 4. The note was from Sam. I ran to Pizza Now! with what was left of my lunch hour and asked Bobbie for help, but all s/he wanted to do was quiz me about how I got involved in this in the first place. I went back to school and figured out what I had to do. 7. When I got back inside the main part of the school, I found Shelby talking to McKinley Morganfield in the hallway. I know both of them smoke pot. I mean, everyone knows that Shelby is the biggest dealer in school. I pleaded with them that I had to have a joint because Sam Cooke was holding my final lab report for ransom. Both Shelby and McKinley owed me a favor because I tutored them for their first nine-weeks chemistry exam. If they had flunked the exam, they would have been ineligible to play sports for the rest of the season. Neither one of them admitted having any pot, but Shelby said with a smirky grin that s/he had heard that Locker 143 was a drop and that if I went there about 3:30 that I might find what I was looking for. I followed Shelby s instructions, and I went to the locker at exactly 3:30 p.m. I looked around to make sure nobody in the hallway was watching me. My heart was racing as I slowly opened the locker. I didn t know what to expect or what I would find. The locker was crammed full of old schoolbooks and torn-out notebook paper. I rummaged through the locker and found nothing. Then I searched the pockets of a letter jacket that was hanging inside the locker, and I found a single joint inside one of the pockets. I don t know whose locker or coat it was, although I assumed it was Shelby s. 8. After school, I met Sam in the parking lot. I was so mad and so scared that I could hardly sit still. Sam coolly walked over to my car and slid into the passenger s seat. With a sly grin on his/her face, Sam handed me a yellow folder with my lab report and chemistry notes inside. I looked it over, and it looked okay. With my report safely in my hand, I proceeded to tell Sam in no uncertain terms just what I thought of his/her low down, dirty tricks. Sam just laughed it off and asked, Where s the pot? I got out of the car, opened the trunk and grabbed the joint I had gotten from Locker 143. I got back in the car, threw it at Sam and angrily told him/her to get out of my car and my life. Without saying another word to me, Sam then calmly got out of my car, threw a $10 bill at me, walked over and got into his/her own car and drove off. 9. A few days later, I was arrested. I have never smoked pot nor sold marijuana, and I wouldn t have given any to Sam, either, if s/he hadn t blackmailed me. Now I find out that Sam is an undercover cop and the police had already busted Shelby for dealing drugs. And I don t know what this business is about an ounce bag of marijuana. There was only a single joint in that locker. Obviously, Shelby lied all the way around to save his/her own hide and told the police that I m the real drug dealer. Then Shelby becomes Sam s stool pigeon to help set me up so that I have no choice but to get drugs for Sam. Now the school claims that Locker 143 was unassigned and the police say that the locker was completely empty when they searched it. The truth is out there. This whole thing is insane! I m innocent, I tell you!! 10. These are all of the facts that I can remember about this matter. 51

21 WITNESS ADDENDUM I have reviewed this statement, previously made by me, and I have nothing of significance to add at this time. The material facts are true and correct. Signed, /S/ Finley Patton SIGNED AND SWORN to me On this, the 15 th day of December, /S/ Richard Wright, Notary Public State of Mississippi My Commission Expires: 05/01/

22 Statement of Bobbie Gentry 1. My name is Bobbie Gentry. I am 29 years old. I live at 1111 Shady Trail, Morris, Mississippi. Finley Patton is my cousin, and we have lived down the block from each other for years. I have been with the Pizza Now! Corporation for thirteen years and have had my own franchise for six years. Business is good, and the kids hang out there, so that helps. Naturally, I have known Finley all of his/her life; I have grown to feel somewhat responsible for Finley and his/her well being. S/he has worked part-time as an assistant manager for me. S/he is a hard worker. Sometimes s/he comes over during the lunch hour to help out. S/he has never been in trouble with the law and has never given us any trouble at school. 2. The Pizza Now! Corporation awards a scholarship each year to the outstanding employee who is a graduating senior. I sponsored Finley in this competition this year because s/he has worked harder than anyone else and, with his/her grade point average and all of his/her accomplishments, is a sure bet to win. This award would be very prestigious for our family, too, and it would help Finley financially. Although Finley works part-time, s/he never seems to have any money saved up. 3. Around Homecoming, Finley came to me and said that Sam Cooke, a new friend in school, had come to him/her wanting to buy some marijuana. S/he pointed Sam out to me at the restaurant. I couldn t believe that Finley would hang around with trash like that. I had overheard him/her before trying to pressure other customers into getting him/her drugs. Finley said s/he knew that there were plenty of drugs to be had in school, but that s/he was not involved. S/he really liked Sam, though, and said that s/he was uptight because s/he was pressuring him/her to help him/her find some grass. Finley said every conversation with Sam always turned to the question of finding some pot. And if that weren t enough, each time Sam would ask Finley to find a larger amount. I could tell Finley was uneasy around Sam, but I could also see a bit of admiration in Finley s eyes. Finley has never had much of a social life, considering all the schoolwork and job-related obligations s/he has had to shoulder. I think Finley was really enjoying having someone to pal around with. 4. On the evening of December 8 th, I was working at Pizza Now! when I heard some sort of chirping in the back office. I went to investigate, and I found that Finley had left his/her cell phone when she worked the night before. (Finley was off that Wednesday.) I checked it, and it was some sort of text message from a phone number that I did not recognize. The text read something like, see you in the parking lot on Friday p4p. I had no idea what it meant it is my account, but Finley is also listed as a user. Come to think of it, I don t remember if I ever told Finley about the message. 5. Later, Finley showed me a note that s/he said was from Sam. Since Finley and I are so close, s/he came to me to ask for my help. I had heard from several other kids that there was a drug problem in the school, so I quizzed Finley all about Sam and his/her friends, hoping to keep him/her out of trouble. Finley s attitude toward him/her had changed. Finley was angry with Sam over something to do with Finley s science project. S/he said something about getting even with Sam. His/her remarks alarmed me; they were very unlike Finley. 6. The District Attorney is a friend of mine, so I spoke to her about drug cases among our teenagers. She told me there was a real push to get some convictions at the high school because of parental pressure on the police and the school administration. After that, I earnestly counseled Finley about picking his/her friends more carefully, giving up parties and concentrating on getting that scholarship. After all that heart to heart counseling on responsibility, Finley winds up being an hour late for the 5 p.m. shift that evening. 53

23 One time the principal asked me about Finley s mid-day absences from campus. I told Freeman that Finley had been working for me regularly, and, for a period in the fall, s/he had to help take care of his/her mom who had hurt her back. I am concerned about the atmosphere of paranoia at the school. Freeman never did anything about drug and alcohol use, or even absenteeism, at school until the parents put the pressure on. Now it seems s/he feels like s/he needs to catch up. 8. I know certain students use the weed and come to the restaurant looking stoned, particularly that kid with the funny name, Foot Leg Toe something. In fact, the last time I saw Foote at Pizza Now!, s/he was acting all funny, with blood-shot eyes and dilated pupils really sleepy and lethargic, too. I have never seen Finley under the influence of drugs either in the neighborhood or at work, and I m really surprised that Finley would even associate with the likes of him/her. I don t even think Finley drinks. His/her mom never mentioned any problems either. Even when his/her mom hurt her back and Finley had to take care of her on top of everything else s/he does at school and work, Finley managed to get it all done. S/he is very responsible. I think of Finley like my own child. S/he confides in me all of the time, and we are very close. S/he has never been any problem, except for being late to work a few times. Personally, I can t believe all this fuss over a little marijuana. Nobody s hurt and it is not as bad as other things these kids could get into. 9. I can t believe anyone is still talking about what happened during the summer of it is such a non-issue, I swear I had forgotten about it until just recently. I was out with some friends that night, and there was a big party going on at The Subway Lounge. I was enjoying a cold beverage when all of a sudden the police swarmed the place. They had their CSI flashlights out, shining them in everybody s face, and asking all sorts of nosy and inappropriate questions and wanting to know who everyone was and where they lived. I told my friends I was going to joke around with the officers, and they agreed to do the same the plan was when an officer came up and asked our name, we were going to say B. Diddley have you seen Billie Joe McAllister? One came up and asked me my name. I told the officer my name was B. Diddley. Unfortunately, my friends chickened out and gave the officer their real names. Well, next thing the officer asks me for my ID and suddenly I m in the back of a squad car. It was really just a joke, but I went ahead and pled guilty because I was only going to get community service, and I was already doing those hours through a local youth group. 10. These are all of the facts that I can remember about this matter. WITNESS ADDENDUM I have reviewed this statement, previously made by me, and I have nothing of significance to add at this time. The material facts are true and correct. Signed, /S/ Bobbie Gentry SIGNED AND SWORN to me On this, the 15 th day of December, /S/ Richard Wright, Notary Public State of Mississippi My Commission Expires: 05/01/

24 Statement of McKinley Morganfield 1. I am McKinley Morganfield, and I am a senior at Campbell County High School. I am the team captain and a wide midfielder on the school s soccer team. A recruiter for the University of Southern Mississippi watched me play in the game against our school s biggest rival, which was the last game of the season last year. I used my signature move to score the winning goal it was a very emotional moment for the whole team. Even the recruiter stood up and applauded the win. So, I was offered a decent ride at Southern Miss to play soccer. 2. Over the summer, I was practicing some soccer moves on the open field near my home with my younger cousin, Joe Willie Perkins. Okay, so maybe I was showing off a bit, but it was nice to just try some new moves without interference from other players. Joe will be a great player when he grows up, and I wanted him to see what he may be capable of when he grows up. Anyway, I went to kick the ball with my right foot and my left foot got caught on a rock. My right knee twisted in a weird way, I went down, hard, and the next thing I knew I was lying on the field seeing stars. Joe ran to my house and got my dad to take me to the ER. I had torn my Anterior Cruciate Ligament (also called the ACL). I rested the entire summer and did physical therapy (PT) every day. I was bummed because an ACL injury can be the death of a soccer player s career. Your ACL is critical to performing common maneuvers such as cutting, pivoting, and sudden turns. My injury made it more important than ever to get good grades and keep my nose clean in school so that I did not jeopardize my scholarship. 3. I had a meeting with my school advisor, and she recommended that I beef up my senior year classes to be more challenging instead of coasting, as I had planned. My experience in the ER turned me on to the world of medicine. So, I added a college-level chemistry and physics to my curriculum. I know Finley Patton because s/he helped me with the first half-semester of the very challenging chemistry class. Finley wasn t in the class, but s/he tutored me until I got over the tough stuff at the beginning. Mr. Twitty, the science teacher, doesn t cut anybody any slack. Thanks to Finley, I made it through that semester with my scholarship hopes intact. 4. I don t do drugs. I don t have a lot of pocket change and don t get an allowance from my parents like some kids do. I have to work for my money and have used every spare cent I have in fixing up a classic 1988 Pontiac Trans Am GTA. It has flame red metallic paint with T-tops, a digital dash, a notchback Ferrari Back hatch (which is rare for that model year), and tinted windows. I love my car; it suits my personality. It s unique, and it really turns heads. 5. But, who are you trying to kid by saying there is no drug use at our school? None are so blind as those who will not see, right? Even some of my friends from soccer smoke a little pot. But, I don t think that it s such an issue that the local police would send in narcs to spy on us. I can t understand how we have these senior meetings with the PTA, teachers, and the principal where they tell us how we are the future and how we need to take responsibility, but they send in spies and act like they don t trust us. 6. For some reason, drug use has been a big topic at the senior meetings this year. I was kind of ready for the lectures, since some people on the soccer team who were seniors when I was a junior told me what went on in their senior meetings. Principal Freeman kept saying that there was no drug problem at Campbell County High School, and the parents kept telling him/her that there was a problem. There were rumors of random searches, sweeps with the drug dog, and more police around campus. Then, suddenly, the PTA stopped talking about the drug problem and started talking about real problems like the portable trailers they have on campus to make up for the increasing student 55

25 population, the pitiful shape the athletic fields are in because of the numerous years of droughts, and the lack of funding for other things. I guess they decided it wasn t such a big problem after all. 7. Sam Cooke was supposed to be a transfer student. I never knew him/her very well. Campbell County High School is a medium-sized school, so you can be friends or not be friends with people in your class without it being front-page news in the Morris Gazette. Still, there was a great deal of talk around the school that Sam was not to be trusted. Take last October, for example. We were all at a pep rally and word got around that Sam was trying to score some pot. S/he was going at it like a bull in a china shop, I mean, it was embarrassing to watch. Nothing makes people shut up quicker than some loud-mouthed newbie, you know? I am proud to say that Sam never asked me for drugs, so I guess in hindsight, my reputation is intact. 8. Shelby and I know each other pretty well because we see each other in the gym pretty frequently and, until this year, had a lot of classes together. I was one of the first people Shelby told about the UNLV scholarship, so I d say we were pretty good friends. 9. Last December, Finley came up to me in the hallway while I was talking to Shelby Foote. Finley was sweating, wringing his/her hands and talking really fast. S/he said that s/he needed to find a bag of pot quickly, and s/he had no idea how to go about finding some. I was shocked never in a million years would I have imagined Finley Patton looking for pot. I asked why, and Finley said something about needing it for a science paper. Despite the fact that the upper level science classes were starting to sound really cool, I had no idea how to help him/her. Shelby said that s/he heard Locker 143 was commonly used as a drug drop and Finley should check it out at about 3:30 to see if there was anything useful in it. All this was news to me, so as Finley took off I asked Shelby about Locker 143. Shelby just winked, smiled and said, The drug problem has been exposed, so the pressure should be off. Then s/he walked away. 10. I am still enrolled in (among other classes) Mr. Twitty s Death by Chemistry this semester. My previous textbook was destroyed in an unfortunate Bunsen burner accident, and I was issued a new one at the beginning of winter term. While turning to the correct chapter during the first class, I came across a sheet of paper stuck in the book. It was a typed list of names and Finley s name was at the top of the list. I thought it was suspicious, so I gave it to Finley. It turns out I was given Cooke s old textbook (it still looked new), and that s where the piece of paper came from. I still have no idea what the paper was. 11. This whole thing is really mind-blowing. I never would have suspected Finley ever had anything to do with drugs. The first I heard about Shelby being arrested was a week or so after Finley was arrested! And when Shelby told Finley where to find drugs I was floored. I never knew Shelby would have an inkling about how to find stuff like that. I sure don t. I suppose it just goes to show that you never really know a person. 12. These are all the facts I can remember about this matter. WITNESS ADDENDUM I have reviewed this statement, previously made by me, and I have nothing of significance to add at this time. The material facts are true and correct. Signed, /S/ McKinley Morganfield SIGNED AND SWORN to me On this, the 15 th day of December,

26 /S/ Richard Wright, Notary Public State of Mississippi My Commission Expires: 05/01/

27 Campbell County Police Department Incident Report CASE NUMBER: DATE OF OCCURRENCE: 12/10/10 DATE OF REPORT TIME: 12/11/10 14:53 TIME OF OCCURRENCE: 16:25 INCIDENT LOCATION: 1373 Barker St., Morris, MS [ X ] ORIGINAL REPORT [ ] SUPPLEMENTAL REPORT DOW: [ ] 1 Sun [ ] 2 Mon [ ] 3 Tues [ ] 4 Wed [ ] 5 Thur [ X ] 6 Fri [ ] 7 Sat [ ] 98 Unk COMMON/BUSINESS NAME: BEAT: MAPR: Campbell County High School DISTRICT: ALCOHOL: [ ] YES [ ] NO [ ] UNK DRUG: [X ] YES [ ] NO [ ] UNK LOCATION TYPE: Parking Lot DEPT. CLASSIFICATION: CASE STATUS: [ ] 1 cleared by arrest [ ] 2 exceptionally cleared [ ] 3 unfounded [ ] 4 inactive [ X ] 5 pending arrest [ X ] 6 pending inv. results [ ] 7 info. Only [ ] 8 admin. cleared UCR STATE CLASSIFICATION: (STATUTE NUMBER AND TEXT) DATE: UCR CLASSIFICATION: (TABLE #8) ATTEMPTED/COMMITTED: [ ] 1 Committed [ ] 2 Accessory After [ ] 3 Accessory Before [ ] 4 Aid/Abet [ ] 5 Assault To [ ] 6 Attempt to [ ] 7 Conspiracy To [ ] 8 Facilitation Of [ ] 9 Solicitation To [ ] 10 Threat To [ ] 11 Unfounded ATTACK REASON: [ ] 1 Assault [ ] 2 Theft [ ] 3 Menace [ ] 4 Concerned Citizen [ ] 5 Mental WEAPON TYPE: [ ] 1 Firearm [ ] 2 Knife/Cutting Instrument [ ] 3 Hands/Fists/Feet, etc. [ ] 4 Other Weapon ENTERED: STRUCTURE OCCUPANCY: EVIDENCE OBTAINED: [ ] YES [ ] NO [ ] UNK LOCATION TYPE: JUVENILE DISPOSITION: [ ] 1 Handled w/in Dept. [ ] 2 Referred to Juvenile Court [ ] 3 Referred to Welfare Agency [ ] 4 Referred to Other Police [ ] 5 Referred to Adult Court UCR DISPOSITION: [ ] 1 Cleared by Arrest - Adult [ ] 2 Cleared by Arrest - JUV [ ] 3 Exceptionally Cleared Adult [ ] 4 Exception Cleared JUV [ ] 5 Unfounded [ ] 6 Active EX CLEARED TYPE: [ ] 1 Extradition Declined [ ] 2 Arrest on Primary Ofns [ ] 3 Death of Offender [ ] 4 Vict/Witn Refused Cooperate [ ] 5 Prosecution Declined [ ] 6 Juvenile/No Custody THEFT BY COMPUTER? [ ] YES [ ] NO [ ] UNK FORCED ENTRY? DATE CLEARED: # ARRESTED: [ ] YES [ ] NO [ ] UNK DRUG ACTIVITY: [ ] 1 N/A [X] 2 Buy [ ] 3 Deliver [ ] 4 Use [ X ] 5 Distribute [ ] 6 Manufacture [ ] 7 Produce [ ] 8 Cultivate [ ] 9 Possess [ ] 10 Smuggle [ ] 11 Sell [ ] 12 Traffic [ ] 13 Other DRUG TYPE: [ ] 1 N/A [ ] 2 Amphetamine [ ] 3 Barbiturate [ ] 4 Cocaine [ ] 5 Heroin [ ] 6 Hallucinogen [ X ] 7 Marijuana [ ] 8 Opium/Derivative [ ] 9 Paraphernalia [ ] 10 Synthetic QUANTITY:.4 g UNITS: [ X] 1 Gram VALUE [ ] 2 Milligram [ ] 3 Kilogram [ ] 4 Ounce [ ] 5 Pound $5 [ ] 6 Ton [ ] 7 Liter [ ] 8 Milliliter [ ] 9 Dose VICTIM/OFFENDER RELATIONSHIP: ASSAULT/HOMICIDE CIRCUMSTANCES: CHILDREN WERE [ x] 1 Involved [ ] 2 Present [ ] 3 N/A [ ] 4 Both PRIOR COURT ORDERS: [ ] YES [ ] NO [ ] UNK PREVIOUS COMPLAINTS: [ X ] 1 None [ ] 2 One-Five [ ] 3 Six-Ten [ ] 4 More than 10 [ ] 5 Unknown ALCOHOL: [ ] Aggressor [ ] Victim USED BY: [ ] Both Used [ ] Neither Used SERVICES: [ ] Advised [ ] Not Advised OFFICER ACTION: [ ] 1 Arrest Family Violence [ ] 2 Arrest Other Offence [ ] 3 Summons [ ] 4 Separation [ ] 5 Unfounded [ ] 6 Referred to Social DRUGS: [ ] Aggressor [ ] Victim USED BY: [ ] Both Used [ ] Neither Used AGGRESSOR IDENTIFIED BY: [ ] 1 Physical Evidence [ ] 2 Testimonial [ ] 3 Both 58

28 CASE NUMBER: BRIEF DESCRIPTION: DATE OF REPORT TIME: 12/11/10 14:53 [ X ] ORIGINAL REPORT [ ] SUPPLEMENTAL REPORT Pursuant to Undercover Operation Drugstore, which focused on Campbell County High School, I made contact with the offender, Finley Patton, over a three-month period. Based on conversations with Patton and others, it became apparent that Patton was dealing marijuana within the school. After earning Patton's trust, I set up a purchase of one ounce of marijuana to take place in the parking lot of Campbell County High School on Friday, December 10, I was to exchange money with Patton, as well as furnish him/her with a science report that was due that Friday. I met Patton at the seniors parking lot at approximately 1600 hours. I was wearing an undercover listening device that recorded our conversation. Patton immediately asked me for the lab report s/he had wanted me to prepare. I told him/her that I needed to see the weed if s/he really had any. At that point, Patton exited his/her vehicle, a 1988 white Ford Mustang hatchback, and removed something from the trunk area. Patton returned to the driver's side of the vehicle and showed me what I recognized from my training and experience to be a hand-rolled marijuana cigarette or joint. When I asked Patton where the rest of the dope was, s/he made some excuse about getting together to smoke at some apartment later. I gave Patton the $10 in Campbell County Police funds that had previously been photocopied, and expressed my disappointment. Patton said something about how the joint had cost him/her $5. I told him/her that I expected some change in return. S/he said I'd get what I deserved. The marijuana field tested positive for marijuana, and was logged into the drug vault for safekeeping. I reviewed the audio recording of the conversation in the vehicle, and the recording is of good quality. It was logged into the non-drug evidence vault. Contraband was sent to Marijuana Analysis Unit. Arrest warrant application will be filed based on test results. ATTACHMENTS: [ ] Persons [ ] Property [ ] Offenses [ ] Narrative GCIC ENTRY [ ] Warrant [ ] Vehicle [ ] Article [ ] Boat [ ] Gun DATE: REPORTING OFFICER: BADGE: Officer S. Cooke /s/ 9385 SUPERVISOR: BADGE: DATE: Sgt. D. Andrews /s/ 3765 DATA ENTRY: BADGE: DATE: GCIC OPERATOR: BADGE: DATE: 59

29 Wooded Area Seniors Parking Lot Campbell County High School This diagram is not drawn to scale X (School Building) Tennis Courts Cafeteria S B C C C C C C B U S Access Drive* To Soccer & Baseball Fields Cafeteria Exit Door Main Office Rex Road C C C Senior Parking Lot Window Lawn C C V A N Main Entrance Driveway Barker Street *The access drive is elevated on a small hill above parking lot. There is no direct access from the parking lot to the access drive. SB=White Ford Mustang; X=Shelby Foote; C=unoccupied car; BUS= school bus backed into space; VAN=school van backed into space 60

30 Stay Connected Horizon Wireless, Inc. Worldwide Headquarters 155 River Drive Jackson, Mississippi December 14, 2010 TO: FROM: RE: Officer Sam Cooke Philip Newton, Customer Service Director Text Message Inquiry CC: Chief Crocker I have been granted permission to comply with your request for information regarding the text message in question. I am confirming that a text message was sent on December 8, 2010 at 6:32 p.m. from 601/ to 601/ We have been able to determine that one text message was sent between those two numbers on that date and at that time. However, due to a recent computer malfunction we were unable to determine the content of that message. I can confirm that the number 601/ is assigned to Sam Cooke through an account with the Campbell County Police Department and that 601/ is assigned to Bobbie Gentry. Finley Patton is listed as an additional user on this account. 61

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32 Honors Chemistry Syllabus Instructor: Mr. Conway Twitty Campbell County High School Required Text: Chemistry by Zumdahl and Zumdahl, 6th ed., Houghton Mifflin Company, ISBN: Goals of the course Students are prepared to be critical and independent thinkers who are able to function effectively in a scientific and technological society. Students will be able to analyze scientific and societal issues using scientific problem solving. Students will emerge from this program with an appreciation for the natural world. In each laboratory experiment, students will physically manipulate equipment and materials in order to make relevant observations and collect data; use the collected data to form conclusions and verify hypotheses; and communicate and compare results and procedures (informally to other experimenters, and also in a formal, written report to the teacher). Required Materials Study Guides Study guides for each chapter must be brought to class daily. Students will complete their study guides in assigned groups immediately after the lecture. Students will be expected to collaborate with fellow group members while completing their study guides. Completed study guides could be an excellent review for chapter, mid-term, and semester exams. Student Solution Manual The Student Solution Manual is intended to be left at home. Students use it as a resource when completing their homework. Laboratory Manual The laboratory manual should be brought to class the day before and the day of the laboratory experiment. Check the weekly class syllabus for lab dates. Laboratory Notebook The laboratory notebook is designed to organize students GRADED lab reports. This notebook must be yellow. It should not be brought to class daily, but will be graded at the end of each 6-week period. THIS NOTEBOOK IS MANDATORY! If a student is missing more than one lab each 6 weeks, they will be given an incomplete until this deficiency is remedied. Once graded labs are returned, late labs will have a 50% reduction in points. Test Corrections Students may increase their test grade up to 2% (maximum grade of 87%) by doing test corrections. Students earning a grade of D or F on an exam must complete test corrections. Students earning a grade of B or C are strongly encouraged to examine problem area on their test also. Students will be given a test correction template to help guide them correct the errors on their exam. Homework Homework is due every quiz and test day. Since homework is designed to be practice for quizzes and tests, it is of little value after the fact. Therefore, late homework will not be accepted. Chapter syllabi (with homework questions) will be given well in advance of due dates allowing students the opportunity to work around sports, clubs, employment, and illness. Course Outline Introductory and review concepts (1 ½ weeks) Chapters 1-3 Primarily completed during the summer I. Measurement topics II. Atomic theory III. Symbols and formulas IV. Periodic table V. Ionic and covalent bonds VI. Nomenclature VII. Reactions VIII. Stoichiometry A. Percent composition B. Empirical formulas C. Solutions D. Mole relationships 1. percent (%) yield 2. Limiting reagents E. Titrations and other analyses The student will: 1. Define terms such as matter, energy, element, compound, mixture, solution. Learn the meaning of the 63

33 following thermodynamic terms: enthalpy, ΔH, exothermic, endothermic, system, surroundings, universe, heat of formation, heat of reaction, calorimetry, heat, calorie, joule, standard molar enthalpy of formation, molar heat of combustion. 2. Work comfortably with the metric system. Work problems using dimensional analysis. 3. Understand and work with the proper number of significant figures. 4. Apply knowledge of significant figures to laboratory work. 5. Correctly use an analytical balance, a vacuum flask, and Buchner funnel. 6. Know the name and application of the common laboratory equipment used in this course. 7. Work problems involving calories and specific heat. 8. Name the polyatomic ions, given the formula, and vice versa. 9. Name inorganic compounds, including acids, using the Stock system. 10. Write formulas for the names of inorganic compounds. 11. Work problems involving mole concepts, molarity, percent composition, empirical formulas, and molecular formulas. 12. Balance equations given both reactants and products 13. Solve stoichiometric problems involving percent yield, and limiting reagents. Laboratory The System Recycling in the Chemistry Classroom Clean and White An Inquiry Lab Types of Chemical Reactions and Solution Stoichiometry (2 weeks) Chapter 4 I. Reaction types A. Acid base reactions 1. Concepts of a) Arrhenius b) Lowry-Brønsted c) Lewis B. Precipitation reactions C. Oxidation reduction reactions 1. Oxidation number 2. Electron transport 3. Electrochemistry II. Stoichiometry III. Net ionic equations IV. Balancing equations including redox V. Mass-volume relationships with emphasis on the mole The student will: 1. Apply the periodic law to chemical reactivity in predicting reaction products. 2. Discuss the activity series of the elements. 3. Distinguish between metals and nonmetals. 4. Classify compounds as to acids, bases, acid anhydrides, basic anhydrides, salts, and covalent molecules. 5. Use the properties of metals and nonmetals to predict reaction products. 6. Write chemical equations for synthesis, decomposition, single replacement, metathetical, redox, combustion, and acid-base reactions. 7. Use the Periodic Table to predict common oxidation states. 8. Use the Activity series of elements to predict single replacement reactions. 9. Know the major components of the atmosphere. 10. List the major air pollutants. 11. Discuss some solutions to the air pollution problem 12. Know the major water pollutants. 13. Understand which ions make water hard and know methods of softening water. Laboratory Solutions and Reactions Percent composition of Epsom Salts Laboratory Practical Exam The Kinetic-Molecular Theory and States of Matter (2 weeks) Chapters 5, 10 I. Gases Laws A. Ideal gases B. Boyle s law C. Charles law D. Dalton s law of partial pressure E. Graham s law F. Henry s law G. Van der Waal s equation of state II. Kinetic-Molecular theory A. Avogadro s hypothesis and the mole concept B. Kinetic energy of molecules C. Deviations from ideality III. Liquids and solids A. Liquids and solids from the K-M viewpoint B. Phase diagrams of one-component systems C. Changes of state D. Structure of solids including lattice energies The student will: 1. State and discuss the major tenants of the kineticmolecular theory. 2. Apply the kinetic-molecular theory to liquids and solids, as well as gases. 3. Discuss intermolecular forces and relate them to physical properties such as boiling point. 4. Discuss the methods and units for measuring pressure; convert between units. 5. Work problems using: Charles s law, Boyle s law, Gay-Lussac s law, Avogadro s Law, Dalton s law. Maxwell-Boltzmann distribution law, the ideal gas law, and Van der Waal s equation. 64

34 6. Interpret heating curves as to melting point, boiling point, and specific heat. 7. Interpret phase diagrams and correctly define terms such as triple point, critical temperature, and critical pressure. 8. Discuss the phenomena of boiling, and be able to relate it to pressure. 9. Carry out a distillation to separate substances with differing boiling points. 10. Distinguish between crystalline and amorphous solids. 11. Use the unit cell information for calculation of ionic radii. 12. Use X-ray diffraction data to calculate unit cells. Laboratory Flick your Bic Triple Point of Dry Ice Thermochemistry (2 weeks) Chapter 6 I. Thermal energy, heat, and temperature II. Calorimetry III. Enthalpy changes IV. Hess s Law The student will: 1. Learn the meaning of the following thermodynamic terms: enthalpy, ΔH, exothermic, endothermic, system, surroundings, universe, heat of formation, heat of reaction, calorimetry, heat, calorie, joule, standard molar enthalpy of formation, molar heat of combustion. 2. Solve calorimetry problems involving q = mcδt. 3. Use Hess s Law to solve for heat of reaction. 4. Use stoichiometric principles to solve heat problems. Laboratory Heats of Reaction Atomic and nuclear structure (3 weeks) Chapters 7 and 21 I. Electronic Structure A. Evidence for the atomic theory B. Atomic masses C. Atomic number and mass number D. Electron energy levels: atomic spectra, quantum numbers, atomic orbitals E. Periodic relationships II. Nuclear structure A. Nuclear equations B. Half-lives C. Radioactivity D. Chemical application The student will: 1. Name the major subatomic particles in an atom. 2. List the types of radioactive emissions. 3. Discuss the Bohr model of the atom, and compare it to the quantum mechanical model of the atom. 4. Discuss the major differences in the classical mechanical model and the quantum mechanical model. 5. Work problems involving quantum numbers and energies of electron transitions. 6. Define and discuss the following terms or concepts: Heisenberg uncertainty principle, Pauli exclusion principle, wave-particle duality of matter, Wave function of electrons (Y), radial probability density, orbitals, aufbau process, and Hund s rule. 7. Draw and name the s, p, and d orbitals. 8. Understand the basis for the periodic law, and apply it to periodic trends such as atomic radii, ionization energy, electron affinity, density, melting point, oxidation states, and electronegativity. 9. Work problems involving nuclear binding energy. 10. Predict nuclear stability and mode of decay using N/Z ratio. 11. Work problems involving half-life Balance nuclear equations. Laboratory Atomic Spectrum of Hydrogen Radioactivity vs. Distance Bonding and Molecular Structure (3 weeks) Chapters 8 and 9 I. Binding forces A. ionic B. covalent C. metallic D. hydrogen bonding E. Van der Waals II. Relationships to states, structure, and properties of matter III. Polarity of bonds, Electronegativities IV. Molecular models A. Lewis structures B. Valence bond: Hybridization of orbitals, resonance, sigma and pi bonds V. VSEPR A. Geometry of molecules and ions B. Structural, geometric, optical, and conformational isomerism of: 1. Organic molecules 2. Coordination complexes VI. Polarity of molecules VII. Relation of molecular structure to physical properties The student will: 1. Draw Lewis structures for the common atoms, ions, and molecules. 2. Use periodic trends of electronegativity to predict bond type. 3. Distinguish between polar and nonpolar molecules. 4. Use electronegativity values and bonding concepts to determine oxidation states on atoms. 5. Draw resonance structures. Assign formal charges. 6. Pass a quiz over polyatomic ions with a 95 percent. 7. Name compounds and write chemical formulas. 65

35 8. Compare and contrast VB theory with MO theory. 9. Name and draw the molecular orbitals resulting from both positive and negative overlap of s and p atomic orbitals. 10. Draw molecular orbital energy level diagrams for all 1st and 2nd period homonuclear diatomic molecules and use it to predict stability, bond order, bond length, and magnetic properties. 11. Draw molecular orbital energy level diagrams for selected heteronuclear diatomic molecules. 12. Use the VSEPR model to predict molecular geometry. 13. Relate VSEPR to hybridization. Laboratory The Covalent Bond Gravimetric Analysis of Nickel Determination of Vitamin C Laboratory Semester Final: Analysis of Iron in Iron Pyrite Solutions and Colloids (2 ½ weeks) Chapter 11 I. Types of solutions II. Factors affecting solubility III. Concentration issues IV. Raoult s law and colligative properties V. Nonideality The student will: 1. Define solution vocabulary. 2. Discuss the effect that physical conditions have on solubility. 3. Discuss what is meant by an azeotrope. 4. Use the concepts of intermolecular forces in discussing the dissolving process. 5. Separate compounds into electrolytes and nonelectrolytes; separate electrolytes into ionic salts, acids, bases, acid anhydrides, and basic anhydrides. 6. Pass a quiz over the solubility rules; apply the solubility rules when predicting reaction products. 7. Solve problems involving molarity, molality, percent composition, mole fraction, and normality; to be able to convert between concentration designations. 8. List the colligative properties and solve problems involving depression of freezing point, elevation of boiling point, lowering of vapor pressure, and increasing of osmotic pressure. 9. Distinguish between an ideal and a nonideal solution; discuss the Debye-Huckel theory to explain ion activity. 10. Know the names of the various colloidal systems. 11. Explain Brownian movement. 12. Discuss the cleansing action of soaps and detergents. Laboratory Determining Molecular Weight by Freezing Point Depression Spectroscopy and Chromatography (3 weeks) Supplemental Chapter I. Spectroscopy A. Regions of Electromagnetic interest 1. Radio-nuclear magnetic resonance 2. Microwave-esr 3. IR-molecular vibrations 4. UV/visible 5. X-ray 6. Mass spectrometry II. Separation techniques A. Distillation B. Recrystallization C. Chromatography D. Ion Exchange columns The student will: 1. Correlate the various regions of the electromagnetic spectrum with its effect on matter. 2. Identify characteristic absorption bands in an IR spectrum. 3. Use visible spectroscopy to determine a point of maximum absorption (lmax). 4. Correctly use Beer s law to determine concentration of a solution. 5. Know the meaning of absorption, percent transmittance, _max, absorptivity. 6. Understand how a Spectronic-20 works. 7. Understand the concept of hydrogens in different chemical environments. 8. Correctly derive the structure of simple organic molecules from nmr data. 9. Understand the concepts of chemical shift and spinspin coupling. 10. Explain several other areas of spectroscopy such as esp and X-ray. 11. Understand the concept of chromatography as a separation technique. 12. Use column, paper, and thin layer chromatography in the laboratory to separate mixtures. 13. Explain the difference between normal phase and reverse phase chromatography. Vocabulary for Instrumentation unit: Laboratory The Absorption Spectrum of Cobalt (II) Chloride Identifying an Unknown from Physical Properties Separation of F, D, & C Dyes Chemical Kinetics (2 weeks) Chapter 12 I. Rate of reaction II. Order of the reaction III. Factors that change the rate of the reaction A. Temperature B. Concentration C. Nature of substance D. Catalysts IV. Relationship between the rate-determining step and the reaction mechanism 66

36 The student will: 1. List the factors that influence the rate of a chemical reaction. 2. Use experimental data to determine the rate law, determine the order of the reaction, and to define proper units for the constant. 3. Compare and contrast zero, first, and second order reactions in terms of the plot needed to give a straight line, the relationship of the rate constant to the slope of the straight line, and the half-life of the reaction. 4. Use experimental data to postulate a reaction mechanism. 5. Interpret how changing the conditions of the reaction (i.e., temperature, pressure, concentration, and addition of a catalyst) affects both the rate and the rate constant of the reaction. 6. Discuss the role of a catalyst in the rate and mechanism of a reaction; distinguish between a homogeneous and a heterogeneous catalyst. 7. Interpret data from a first order reaction to determine its half-life. 8. Solve problems involving activation energy and the Arrhenius equation. 9. Interpret the Boltzmann distribution law in light of reaction rates. Laboratory Determination of the half-life of a 1st order reaction. Laboratory Kinetics of Crystal Violet Determination of a first order reaction. Kinetic study of thiosulfate in acid. Determination of a rate law. Equilibrium (2 weeks) Chapter 13 I. Concept of dynamic equilibrium including Le Chatelier s principle II. Equilibrium constants and the law of mass action The student will: 1. Describe the meaning of physical and chemical equilibrium, and give real life examples of each. 2. Write the law of mass action for any system at equilibrium. 3. Understand the meaning of equilibrium constant and reaction quotient (Q). 4. Interpret the position of equilibrium from the size of the equilibrium constant. 5. Use Le Chatelier s principle to predict the direction a system in equilibrium will shift in order to re-establish equilibrium. 6. Know that temperature, pressure, and concentration will shift the position of equilibrium. 7. Understand that a catalyst will not have an effect of the equilibrium constant. Laboratory: Determination of equilibrium constant. Laboratory practical exam Acids and Bases (1½ weeks) Chapter 14 I. Arrhenius theory A. Properties of acids and bases B. Acid base neutralization II. Lowry-Brønsted theory A. Amphiprotic species B. Relative strengths of acids and bases C. Polyprotic acids III. Lewis acids and bases. Comparison of all three definitions. The student will: 1. Distinguish between the various modern theories of acids and bases. 2. Name and write formulas for normal salts, hydrogen salts, hydroxy salts, oxysalts, and acids. 3. Write balanced equations involving acids, bases, and salts. 4. Perform a titration and solve for the appropriate concentration. 5. Use the concept of conjugate acid-base pairs to predict reaction products. 6. Define and give examples of amphiprotic species. 7. List the six strong acids. 8. Recognize Lewis acid-base reactions. Laboratory Determination of an Ionization Constant, Ka Weak Ionic Equilibrium (2 ½ weeks) Chapter 15 I. Weak acids and bases A. ph B. poh C. Buffer systems D. Hydrolysis II. Solubility Product A. Factors involving dissolution B. Molar solubility The student will: 1. Identify weak electrolytes. 2. Write a law of mass action for any reaction in equilibrium. 3. Know and use the water constant, Kw. 4. Define ph, poh, pk, Ka, Kb, ionization constant, percent ionization, Ksp. 5. Convert from {H3O+} or {OH-} to ph or poh. 6. Use a ph meter to determine a titration curve and an ionization constant. 7. Pick a suitable indicator for a titration. 8. Recognize salts that undergo hydrolysis and write a reaction for the ion with water. 9. Given the concentration and amount of weak acids or bases and an appropriate titrant, calculate data to produce a titration curve. 10. Write solubility product expressions for slightly soluble compounds. 67

37 11. Solve problems involving: (a) solubility product constants from solubility; (b) molar solubility from Ksp; (c) concentrations of substances necessary to produce a precipitate; (d) concentrations of ions involved in simultaneous equilibrium. Laboratory Solubility Product Constant (Ksp) for Calcium Sulfate Chemical Thermodynamics (2 weeks) Chapter 16 I. State functions II. Laws of thermodynamics III. Relationship of change of free energy to equilibrium constants The student will: 1. List and define the meanings and common units for the common thermodynamic symbols. 2. Distinguish between a state function and a path function. 3. Define internal energy, PV work, enthalpy, entropy, and free energy. 4. Use Hess s law to solve problems of energy, entropy, and free energy. 5. Define the terms exothermic, endothermic, exergonic, and endergonic. 6. Determine the spontaneity of a reaction. 7. Discuss the laws of thermodynamics (in order). 8. Understand the relationship between free energy change and equilibrium constants. Laboratory Vapor Pressure and enthalpy of the vaporization of water. Analysis of nmr data to determine equilibrium constants, ΔG, ΔH, and ΔS of a reaction. Electrochemistry (1½ weeks) Chapter 17 I. Galvanic cells and cell potentials II. Electrolytic cells III. Redox equations The student will: 1. Use the half-reaction method to balance redox equations. 2. Define electrochemical terms: redox, anode, anion, cathode, cation, oxidizing agent, reducing agent, emf, electrode, etc. 3. Distinguish between an electrolytic cell and a voltaic cell in terms of function and *G. 4. Solve problems using Faraday s law. 5. Predict reaction products for both electrolytic and voltaic cells. 6. Discuss the importance of and draw a diagram of a standard hydrogen electrode. 7. Use a table of Standard Reduction Potentials to compute cell voltages. 8. Solve problems using the Nernst s equation. 9. Diagram voltaic cells using proper notation. 10. Establish the relationship between the free energy change, the cell potential, and the equilibrium constant. 11. Discuss and give examples of primary cells, secondary cells, and fuel cells. Laboratory Electrochemical cells. Transition Metals and Coordination chemistry (1½ week) Chapter 20 I. Names and structures of complexions II. Bonding in coordination systems III. Formation of complex ions (reactions). IV. Practical applications The student will: 1. Define the following: central ion or atom, coordination sphere, coordination number, polydentate ligand, ligand, chelating agent, cis and trans isomers, t2g and e.g. orbitals, ligand field splitting, 10 Dq, LFSE, low spin complex, high spin complex, paramagnetic, diamagnetic, % transmittance, Absorbance, Beer s law, spectrometer. 2. Name coordination complexes. 3. Draw geometric and optical isomers of various complexes. 4. Use crystal field theory to predict colors and magnetic properties of complexes. 5. Use crystal field theory to predict high spin and low spin complexes. 6. Write net ionic equations involving complex ions. Laboratory: (Final) Synthesis and analysis of a nickel(ii) ammine complex. Laboratory Final Synthesis and analysis of a nickel ammine complex (1 week) 68

38 Campbell County Police Department Evidence Logged in on 12/15/10 By Officer Sam Cooke Signed: /s/ S. Brown, Badge #

39 PRETRIAL DIVERSION PROGRAM Campbell County Police Department DIVERSION AGREEMENT WARRANT/CASE NUMBER I, Shelby Foote, have been charged with the criminal offense(s) of Possession of Marijuana (less than 30 grams) with the Intent to Distribute, a felony with a maximum penalty of 3 years in a penal institution of this state and a fine up to $3,000. I understand my constitutional rights, and I am freely and voluntarily waiving those rights. I agree to do the following: 1. Obey all local, state, and federal laws. 2. Keep the Diversion Representative advised of my current address, telephone numbers, and employment or school information. 3. Perform 80 hours of community service at a charitable or non-profit organization and provide documentation to the Diversion Representative. 4. Avoid places and associations of any undesirable character. 5. Provide truthful information to the Diversion Representative about any and all illegal activities involving Finley Patton. 6. Testify for the State in any court proceeding involving the criminal prosecution of Finley Patton relative to a drug investigation currently under way at Campbell County High School. 7. Keep this agreement and my participation in the Diversion Program confidential until such time as my testimony is required in court as stated above. 70

40 DIVERSION AGREEMENT PAGE 2 WARRANT/CASE NO I understand that if I abide by the terms of this agreement that the charges against me will be dismissed with no further obligation on my part, and there will be no conviction entered against me. Any bond previously posted will dissolve by operation of law at such time as the dismissal is entered. I further understand that a record of my arrest will still exist until such time as I apply for and obtain an expungement. I understand that if I do not abide by the terms of this agreement, I will be terminated from the program, and the case will be sent to the District Attorney s Office for Prosecution. Any information I have provided to the Diversion Representative may be used against me at that time. I hereby state that all information I have provided to the Diversion Representative is the truth. I am aware that participation is voluntary and that I may withdraw at any time. This 24 th day of November, /S/ Shelby Foote Participant /S/ Sgt. D. Andrews Diversion Representative 71