by
Adam M. Boyd and Randolph K. Larsen III
Department of Chemistry and Biochemistry
St. Mary’s College of Maryland

A typical GC-MS. An HP 5970 was used in this experiment. Alhough this GC-MS is shown with an auto sampler, injections were performed manually, at the injection port shown.
In gas chromatography (GC), a sample is transported through a chromatography column by a gas mobile phase, called the carrier gas. When a volatile or semi-volatile liquid sample is injected into the heated injection port of the GC, the sample volatilizes into a gas and is swept out of the injection port and through the column via the carrier gas. Because the components of a mixture move through the column at different rates based on their affinity to the column material, they are said to have different retention times. These retention times can be used to help identify components of the sample.
Mass spectrometry (MS) is an analytical technique in which atoms or molecules from a sample are ionized, separated according to their mass to charge ratio, and then recorded. In mass spectrometry, molecules are bombarded with high energy electrons. When an electron with a sufficient amount of energy collides with a sample molecule, it dislodges an electron from the sample molecule and creates a molecular ion called a cation ion radical. The cation radical is positively charged and has an odd number of electrons but has basically the same mass as the uncharged parent compound because the mass of an electron is negligible. The positively charged ions are then directed into an analyzer tube surrounded by a magnet. Given that different fragments will be formed, and they will have different sizes, particular types of cationic species will have characteristic mass-to-charge ratios (m/z). A mass spectrometer scans all the m/z values and gives a distribution of positive ions, called a mass spectrum, which is characteristic of a certain compound. The most intense peak in the mass spectrum is called the base peak and is assigned a relative intensity of 100.
When these two methods are coupled together into the same machine, we perform gas chromatography / mass spectrometry or GC-MS analysis. Gas chromatography is used to separate a mixture and mass spectrometry is used to analyze it. If we can selectively monitor specific ions we can easily measure one component, for example an accelerant, in a complex chromatogram of poorly separated compounds.
To recover and identify accelerants from charred debris, forensic chemists typically use either headspace analysis or steam distillation. In headspace analysis, a portion of the matrix (which contains the analyte) is placed in a glass tube, which is covered with a rubber septum. When the tube is heated, volatile residue present in the debris will vaporize and will be enclosed in the air space above the sample in the tube. The vapor can be removed with a syringe and subsequently analyzed by gas chromatography. There are three different types of headspace analysis (Grob, 1995):
In the given scheme, the students are tasked with developing a methodology, determining if the fire was arson, and determining the innocence or guilt of Dr. Marie Stanforth. Depending on how the instructor wishes to arrange the experiment, Dr. Stanforth may be guilty or she may be innocent. Yet, both in planning the experiment, and allowing students to conduct their investigation, the instructor should keep in mind that some accelerants may have a logical explanation for their presence other than arson. The detection of isopropyl alcohol in the bathroom, for example, would not prove arson because it is not uncommon for people to store this product in the bathroom.
The instructor may want to remind students of this fact, or may want to hint at it, so that the detection of one accelerant does not force the students into automatically assuming the fire was arson or that the suspect in question is guilty. For more advanced classes, the instructor may want students to make this conclusion on their own.
Consider the environment from which the sample was taken—if an analyte is detected, is there any other logical explanation for its presence other than arson?
Inspect clothing for traces of accelerant.
Students should use headspace analysis on the clothing sample in the same fashion as the charred samples provided to them. Their conclusions about the guilt or innocence of Dr. Marie Stanforth should evolve from the correlation of any accelerants found on the clothing swatch recovered from Marie and the accelerant (if any) found near the point of origin (which would indicate the fire to be the result of arson).
Originally published at http://www.sciencecases.org/burning_house/burning_house_notes_sup.asp
Copyright © 1999–2010 by the National Center for Case Study Teaching in Science. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.