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TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Unit VI Aspects of Arson and Explosion Investigations
Content Area/Course: Forensics
Pacing: 10 days
Stage 1- Desired Results
Content Standards/CPI’s Addressed in this Unit
Standard 5.1 Science Practices Science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning
skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
12. A.1. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations.
12. A.2. Develop and use mathematical, physical, and computational tools to build evidence-based models and pose
theories.
12. A.3. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting
evidence.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and
computational tools that need to be applied when constructing and evaluating claims.
12. B.2. Build, refine, and represent evidence based models using mathematical, physical, and computational tools.
12. B.4. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing
Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are
powerful conceptual tools for making sense of phenomena in physical, living, and earth systems science
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in
coming to the understanding that, for the most part, the natural world can be explained and is predictable.
12. C.1 Use the kinetic theory to describe and explain the properties of solids, liquids, gases.
D. Energy Transfer and Conservation. The conservation of energy can be demonstrated by keeping track of familiar forms of
energy as they are transferred from one object to another.
12. D.5 Model the change in rate of reaction by changing a factor.
Big Idea: Fire (Arson), and use of explosives are associated with a large percentage of
criminal. activity. The role of the forensic investigator or forensic scientist is to find evidence at
a crime scene for further investigation.
Essential Questions
1.
2.
3.
4.
5.
What is oxidation? What is energy?
What are the different forms of energy?
What role does heat play in chemical reactions?
What are heat of combustion? Ignition temperature?
What is the difference between exothermic and
endothermic reactions?
6. What are three mechanisms of heat transfer?
7. How is physical evidence treated and collected at a
crime scene of suspected arson?
8. What are typical laboratory tests and procedures for
detection and determination of residues from fire?
9. How are explosives classified and what are some
examples of these?
10. What are some common explosives?
11. How is physical evidence treated at a crime scene?
12. What are some laboratory procedures used to detect
and identify explosive residues.
Forensics
Enduring Understandings
1. An arson investigator needs to begin examing a fire scene
for sign of arson as soon as the fire has been extinguished;
concentrating on the source or finding the fire’s orign.
2. Materials found at the suspected point of origin need to be
collected and placed in airtight containers so any volatile
substance, like fuel or gasoline, is contained for testing.
3. To initiate and sustain combustion, a. Fuel must be present
b. oxygen must be available in sufficient amounts c. heat
must be applied to initiate the combustion and
d. sufficient
heat must be generated to sustain the fire.
4. Heat is transferred by conduction, convection, and
radiation.
5. Most arsons are initiated by petroleum distillates a s
gasoline and kerosene.
6. Fuel may be identified by gas chromatograph.
7. Explosives are classified as being high, like ammonium
nitrate and requires an ignition source; or low, like black
powder.
8. Debris from a crime scene may be examined
microscopically for evidence or clues.
9. Explosives may be identified by infared spectrophotometry
or by X-ray defraction, or mass spectrometry.
5
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
1.
2.
3.
4.
5.
6.
7.
Skills:Students will be able to:
Conditions necessary to initiate and sustain
combustion.
Signs of an accelerant-inititated fire
How evidence is collected and treated and stored at a
scene of suspected arson.
Standard laboratory tests and procedures used to
detect, and identify chemical substances used to
initiate and fuel fires (like gasoline); explosives and
ignitors.
Classification of explosives as high or low and
examples. The speed at which an explosive
decomposes determines this.
Explosions are substances that undergo a rapid
oxidation reaction with a release of heat and gases
caused by build-up of gas pressure.
The explosion site must be searched for evidence of
detonated material or any other foreign object.
1.
2.
3.
4.
5.
6.
7.
Give definition of oxidation and example.
Give examples of fuels used in arson.
Give signs of what to look for in suspected arson (fire starts
away from main source of heat/electricity in crime scene)
Give explanation about collection of evidence and its
treatment at a scene of suspected arson.
Give examples of explosives and classification.
Give examples of igniters commonly used in explosions.
Research a historic explosion site to determine how the
evidence was collected, treated, in order to put the crime
scene together and verify evidence in order to convict the
criminals. (Oklahoma City, Columbine High School, or
Lockerbie Scotland).
Stage 2- Assessment
Evidence that will be collected to determine whether or not desired results are achieved.
What evidence will show that students understand?
Suggested Performance Tasks:
(complex, real world, authentic applications demonstration of high level thinking, e.g., explain, interpret, apply…)
Lab on “Chemistry of Fire” Zumdahl.
Demo on using fire extinguisher and DVD to accompany
Saferstein book activities Chp 13 on forensic investigations of fire,
Chp 14 forensic investigations of explosions.
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence:
Prentice Hall Forensic Science
Chp 2-3 Identifying firearms with questions
Casebook of Forensic detection
Explosives and fire p. 70 and assorted case histories in that chapter.
Forensics
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TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Student Self-Assessment and Reflection:
Opportunities for self monitoring learning:
(e.g., reflection journals, learning logs, pre/post tests, self editing - based on ongoing formative assessments,
portfolios)
Suggested Strategies/Resources (See Appendix B)
Case Studies:
1. Oklahoma City
2. Columbine High School
Cross Curricular Connections
English language Arts Standards:
RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a
text by paraphrasing them in simpler but still accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks; analyze the specific results based on explanations in the text.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11–12 texts and topics.
Common Core Standards for Mathematics:
4.5 A. Problem Solving
3. Select and apply a variety of appropriate problem-solving strategies to solve problems.
4.5 B. Communication
1. Use communication to organize and clarify their mathematical thinking
2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.
3. Analyze and evaluate the mathematical thinking and strategies of others.
4.5 C Connections
2. Use connections among mathematical ideas to explain concepts.
3. Recognize that mathematics is used in a variety of contexts outside of mathematics.
4. Apply mathematics in practical situations and in other disciplines.
4.5 D Reasoning
4. Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.
5. Make and investigate mathematical conjectures
4.5 E Representations
1. Create and use representations to organize, record, and communicate mathematical ideas as pictorial or symbolic.
2.Select, apply, and translate among mathematical representations to solve problems.
4.5 F. Technology
6. Use computer-based laboratory technology for mathematical applications in the sciences.
.
Technology Integration
The ability to responsibly use appropriate technology to communicate, solve problems,
and access manage, integrate, evaluate, and create information


Forensics
Internet search In Library Webquest: Forensics
Power Point
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TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Unit VII :
Forensic Serology
Content Area: Forensics
Pacing:10 days
Stage 1- Desired Results
Content Standards/CPI’s Addressed in this Unit (See Appendix A)
Standard 5.1 Science Practices Science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning
skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
12. A.1. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations.
12. A.2. Develop and use mathematical, physical, and computational tools to build evidence-based models and pose theories.
12. A.3. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting
evidence.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and
computational tools that need to be applied when constructing and evaluating claims.
12. B.2. Build, refine, and represent evidence based models using mathematical, physical, and computational tools.
12. B.4. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing
Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on earth. Order in natural systems arises in accordance with rules that govern the physical world, and
the order of natural systems can be modeled and predicted through the use of mathematics.
A Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required
for life. Cellular units are composed of molecules, which also carry out biological functions.
12.A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a
variety of models.
12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
12.A.3 Predict a cell’s response in a given set of environmental conditions .
Big Idea : Due to the nature and diversity of the human blood type, blood stains are a piece of
physical evidence that may easily link the criminal to the crime.
Essential Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What are antigens and antibodies?
How are the four blood types different? A,B,AB, O?
What is the RH factor?
What is agglutination and why does it occur?
How is blood typed?
What is the makeup of blood?
How is blood identified at a crime scene as “blood”?
What is the precipitin test?
How are seminal fluids identified and collected?
How is physical evidence collected and what tests are
performed from a rape victim?
11. How can bloodstain patterns aid in a criminal
investigation?
Enduring Understandings
1.
2.
3.
4.
5.



6.
7.
8.
Forensics
An antigen is located on a surface of a cell; and is a
protein that stimulates the body to produce antibodies
against it. Every cell has antigens that can be grouped
into systems to determine blood type.
Most whole blood is typed for it A-B-O identify. Type O
blood is the most common; type AB is the least common.
Blood typing is used to identify both a victim and a
suspect.
When blood is tested with an antigen, it produces a
series of antibodies, all of which will attack the surface.
Blood must first be:
identified as blood with a luminal test,
identified a being human
associated with a particular individual before it is tested
for the DNA
The location, distribution, shape, and appearance of the
blood stains/spatters must be documented because it
may be used to reconstruct the crime and connect the
victim(s) with the suspect.
A rape victim must undergo an examination as soon as
possible after the assault, and tested for fluids before the
samples degrade.
The suspect of the rape victim must be apprehended
and tested within 24 hours of the crime in order to obtain
the victim’s DNA.
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TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
1.
2.
3.
4.
5.
6.
7.
Skills:
List A-B-O antigens and antibodies found in blood of each
of four blood types: A, B, AB, O.
Explain blood typing using punnet squares of genotype
and phenotype of each blood type.
Agglutination occurs from reaction of antigens and
antibodies of each type.
Describe tests to characterize a stain as blood.
Explain precipitin tests
Lab tests are used to identify DNA from seminal fluid
obtained from rape victims.
Blood samples and fluids from a rape victim must be
preserved and refrigerated in order to preserve samples
for testing. Blood is like meat and will rot at room
temperatures.
1.
2.
3.
4.
5.
6.
List the ABO antigens and antibodies found in the blood for
each of the four blood types
Explain why agglutination occurs.
Explain how whole blood is typed.
Describe tests used to characterize a stain as blood.
Describe how the angle , shape and size blood stains
occurred from the victim may help determine the impact,
weapon, and distance of the crime.
Describe viscosity and how it will affect the shape the blood
takes on impact of a surface.
7.
8.
Stage 2- Assessment
Evidence that will be collected to determine whether or not desired results are achieved.
What evidence will show that students understand?
Suggested Performance Tasks:
(complex, real world, authentic applications demonstration of high level thinking, e.g., explain, interpret, apply…)
Labs: Walker Wood
Saferstein
Bertino
Lab 3-8 Blood type
Lab 3-9 Blood
Lab 11 Blood spatter
Lab 12 Blook stain analysis
Lab 8-1 Test blood
Lab 8-3 Blood spatter
Lab 8-4 Impact angle
Lab 8-5 Convergence
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations)
Student Self-Assessment and Reflection:
Opportunities for self monitoring learning:
(e.g., reflection journals, learning logs, pre/post tests, self editing - based on ongoing formative assessments,
portfolios)
Write formulas for several ions, both positive and negative, on a transparency. Point out one positive and one negative ion, and have students
determine
Forensics
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TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Suggested Strategies/Resources
Prentice Hall Forensic Science
Chp 3-2 blood with questions
Casebook of Forensic detection
Serology p. 197
Cross Curricular Connections
English language Arts Standards:
RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the
author makes and to any gaps or inconsistencies in the account.
RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented
in a text by paraphrasing them in simpler but still accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks; analyze the specific results based on explanations in the text.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
specific scientific or technical context relevant to grades 11–12 texts and topics.
Common Core Standards for Mathematics:
4.5 A. Problem Solving
3. Select and apply a variety of appropriate problem-solving strategies to solve problems.
4.5 B. Communication
1. Use communication to organize and clarify their mathematical thinking
2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.
3. Analyze and evaluate the mathematical thinking and strategies of others.
4.5 C Connections
2. Use connections among mathematical ideas to explain concepts.
3. Recognize that mathematics is used in a variety of contexts outside of mathematics.
4. Apply mathematics in practical situations and in other disciplines.
4.5 D Reasoning
4. Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.
5. Make and investigate mathematical conjectures
4.5 E Representations
1. Create and use representations to organize, record, and communicate mathematical ideas as pictorial or symbolic.
2.Select, apply, and translate among mathematical representations to solve problems.
4.5 F. Technology
6. Use computer-based laboratory technology for mathematical applications in the sciences.
Technology Integration
The ability to responsibly use appropriate technology to communicate, solve problems,
and access manage, integrate, evaluate, and create information
Software for Blood typing: ABO Demonstration using computer and projector.
Websites for blood typing
Tutorials using powerpoint for blood typing and identification of blood cells.
Forensics
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TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Unit VIII : Handwriting Analysis
Content Area/Course: Forensics
Pacing: 10 days
Stage 1- Desired Results
Content Standards/CPI’s Addressed in this Unit (See Appendix A)
Standard 5.1 Science Practices Science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
A Understand Scientific Explanations: Student s understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed
world.
12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and
presenting evidence.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical,
physical, and computational tools that need to be applied when constructing and evaluating claims.
12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central
tendencies, causal/correlation relationships, and anomalous data.
12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established
scientific knowledge, models, and theories.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
12.C.3. Consider alternative theories to interpret and evaluate evidence-based arguments.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which
are social practices that are governed by a core set of values and norms.
12.D.1 Engage in multiple forms of discussion in order to process, make sense of , and learn from others’ ideas,
observations, and experience.
12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams.
Standard 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about
matter, energy, and motion, are poserful conceptual tools for making sense of phenomnena in physical, living, and Earth systems
science.
A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has
two fundamental properties: matter takes up space, and matter has inertia.
12.A.2. Account for the differences in the physical properties of solids, liquids, and gases.
12.A.5.. Describe the process by which solutes dissolve in solvents.
Big Idea: People have a distinct handwriting style that cannot be copied accurately and
distinctly.
Essential Questions
1.
2.
3.
4.
5.
6.
7.
Name some characteristics of handwriting which are
different and distinct between individuals.
Why is handwriting analysis important to forensics?
What are some characteristics that can add variability to
an individuals’ handwriting.
What are some distict characteristics of typewriters and
printing devices?
What are some common ways that documents are
changed?
How isink tested?
How are documents collected and preserved as evidence
in a criminal investigation?
Enduring Understandings
1.
2.
3.
4.
5.
6.
Forensics
Handwriting analysis includes: speed, pressure, letter and word
spacing, dimensions of letters, connections between letters and
words, pen, writing skill, angularity and hand dexterity.
Crimes involving forgery and falsification of documents require
skill of the examiner to identify and recognize the characteristics
of the writing and documents in question.
Some of the variations of non-writing characteristics include
margins, crowding, insertions, alignment, spelling, punctuation,
legibility, and grammar.
Variations between printing devices include ink, type of paper
used, variations in alignment of letters, alignment of paper to
machine, and defects in type. Copiers include patterns from the
glass platen and impression rollers.
In additions to individual handwriting differences; examiners may
identify documents that have been altered by clues including
erasures, white-out, pen differences, and handwriting.
Ink is tested using chromatography.
11
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Content:
Skills:
W
knowledge
and
skills
students
acquire
a result
of this
1. hat
Anykey
object
with handwriting
or print
whichwill
is in doubt
of
1. asStudents
will know
basicunit?
handwriting characteristics distinct
2.
3.
4.
5.
6.
authenticity is a questioned document.
Document examiners gather documents of know authorship
to compare them to individual characteristics of questioned
document.
Handwriting of two different individuals may never be
identical. However, it may be altered under influence of
drugs or alcohol.
Examiners identify the make and model of printing devices of
the questioned document.
Document examiners deal with evidence that may have been
changed in several ways, as through alterations, erasure,
and obliterations.
Studying chemical composition of writing ink present on
documents may verify whether known and questioned
documents were prepared by the same pen.
2.
3.
4.
to individuals involved; in addition to other characteristics
distinct to the crime itself.
Students will be able to identify vocabulary in identification
of documents.
List some of the techniques document examiners use to
uncover alterations, erasure, obliterations, and variations in
pen and paper.
Recognize individual characteristics of typewriters, printers
and copiers.
Stage 2- Assessment
Evidence that will be collected to determine whether or not desired results are achieved.
What evidence will show that students understand?
Suggested Performance Tasks:
(complex, real world, authentic applications demonstration of high level thinking, e.g., explain, interpret, apply…)
Labs: Walker Wood
Saferstein
Bertino
Lab 1-1 Forgery
Lab 1-2 typewriter
Lab 8 Handwriting analysis
Activity 10-1 Handwriting analysis
10-2 Analysis ransom note
10-3 US currency forgery
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations)
Packet of information on counterfeiting supplied by US Mint and website ID of currency Resources:
Prentice Hall Forensic Science
(Legal system and courts) Chp 4-1 through 4-4 with questions
Casebook of Forensic detection
Disputed documents p. 41
Voiceprints p. 291
Forensics
12
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Student Self-Assessment and Reflection:
Opportunities for self monitoring learning:
(e.g., reflection journals, learning logs, pre/post tests, self editing - based on ongoing formative assessments,
portfolios)
Keep journal of handwriting.
Strategies/Resources (See Appendix B)
Web quest

Video

Projector
Cross Curricular Connections
English language Arts Standards:
RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a
text by paraphrasing them in simpler but still accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11–12 texts and topics.
Common Core Standards for Mathematics:
4.5 A. Problem Solving
3. Select and apply a variety of appropriate problem-solving strategies to solve problems.
4.5 B. Communication
1. Use communication to organize and clarify their mathematical thinking
2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.
3. Analyze and evaluate the mathematical thinking and strategies of others.
4.5 C Connections
4. Apply mathematics in practical situations and in other disciplines.
4.5 D Reasoning
4. Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.
5. Make and investigate mathematical conjectures
4.5 E Representations
1. Create and use representations to organize, record, and communicate mathematical ideas as pictorial or symbolic.
2.Select, apply, and translate among mathematical representations to solve problems.
4.5 F. Technology
6. Use computer-based laboratory technology for mathematical applications in the sciences.
.
Technology Integration
The ability to responsibly use appropriate technology to communicate, solve problems,
and access manage, integrate, evaluate, and create information


Forensics
Computer
Projector
13
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Unit IX: Forensic Anthropology / Time of Death
Content Area/Course: Forensics
Pacing: 10 days
Stage 1- Desired Results
Content Standards/CPI’s Addressed in this Unit (See Appendix A)
Standard 5.1 Science Practices Science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning
skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
12. A.1. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations.
12. A.2. Develop and use mathematical, physical, and computational tools to build evidence-based models and pose
theories.
12. A.3. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting
evidence.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and
computational tools that need to be applied when constructing and evaluating claims.
12. B.2. Build, refine, and represent evidence based models using mathematical, physical, and computational tools.
12. B.4. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing
Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on earth. Order in natural systems arises in accordance with rules that govern the physical world, and
the order of natural systems can be modeled and predicted through the use of mathematics.
A Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required
for life. Cellular units are composed of molecules, which also carry out biological functions.
12.A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a
variety of models.
12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
12.A.3 Predict a cell’s response in a given set of environmental conditions .
Big Idea: The body and skeletal system have built in indicators that can tell us the manner of
death, the cause of death. Bones can tell us race, sex, habitat and age.
Essential Questions
1.
2.
3.
4.
5.
6.
7.
Forensics
What is the definition of death?
What is the difference between cause, manner,
mechanism of death? Distinguish between the
three manners.
What are algor, livor and rigor mortis.
Describe the decomposition stages of a corpse.
Define forensic entomology.
Define forensic anthropology.
What can bones tell us about sex, age, race, and
nature of the victim? What indicators do we
observe?
Enduring Understandings
1.
Recognize the eight basic signs of life from Biology.
2.
Definitions of cause, manner and mechanism of death
are all different and students must know than the cause may be
secondary to the actual crime; even if it occurs at a later date.
3.
Algor mortis is death temperature
4.
Livor mortis is death color
5.
Rigor mortis is stiffness or if past the point of rigor mortis
then breakdown of tissues. All these can determine how long
the victim has been dead.
6.
The corpse undergoes a critical series of stages that will
identify how long the person has been dead; based upon
studies conducted in various measured conditions. These
indicate to an expert the crime. That is why the crime scene
investigation must be done in a critical and timely manner.
Later, all evidence is destroyed and there will be nothing to
investigate if not conducted properly.
7.
Forensic entomology is the life cycle of the various insects
that inhabit the body after death.
8.
Forensic anthropology is the study of the breakdown of the
body in various conditions after death.
9.
The bone size is very important in a criminal investigation
involving a murder suspect. Bone size and shape different
between race and sex
14
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Skills:
Content:
1.
1.
2.
3.
4.
5.
6.
7.
8.
Explain how time of death is determined from
insects.
Discuss the sucession of insects found on a body
and the life cycle of each. What does each tell
you about the time of death of the victim?
Describe how environmental factors influence the
signs of death.
Describe forensic facial reconstruction.
Draw a composite facial picture of your lab
partner.
Know how to measure a body after death by
practicing on your lab partners.
Definition of death and the stages a body goes
through as it decomposes.
Know about the Science of Forensic Entomology.
Know about the Science of Forensic
Anthropology.
2.
3.
Construct a human skeleton from memory using cutouts of the
major bones of the body.
Measure and calculate the relationship between major bones of
the body using the tables in the book.
Describe the decomposition of a corpse.
Stage 2- Assessment
Evidence that will be collected to determine whether or not desired results are achieved.
What evidence will show that students understand?
Suggested Performance Tasks:
Labs: Walker Wood
Saferstein
Lab 4-1 Bones
Lab 4-2 A and B; Bones
Lab 2
Lab 9 Paper chromatography
Lab 10 Thin paper chromatography
Lab 16 Forensic Anthropology
Lab 17 Forensic Entomology
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations)
Resources:
Prentice Hall Forensic Science
Chp 3.3 with questions
Casebook of Forensic detection
Forensic Anthropology p. 122
Time of death p. 217
Identification of remains p. 166
Odontology p.142
Forensics
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TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Student Self-Assessment and Reflection
Opportunities for self monitoring learning:
(e.g., reflection journals, learning logs, pre/post tests, self editing - based on ongoing formative assessments,
portfolios)
Bertino and Bertino:
Chp 11: Death: Meaning, Manner, Mechanism, Cause, and Time.
Chp 13: Forensic Anthropology.
Cross Curricular Connections
English language Arts Standards:
RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text
by paraphrasing them in simpler but still accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11–12 texts and topics.
Common Core Standards for Mathematics:
4.5 A. Problem Solving
3. Select and apply a variety of appropriate problem-solving strategies to solve problems.
4.5 B. Communication
1. Use communication to organize and clarify their mathematical thinking
2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.
3. Analyze and evaluate the mathematical thinking and strategies of others.
4.5 C Connections
2. Use connections among mathematical ideas to explain concepts.
3. Recognize that mathematics is used in a variety of contexts outside of mathematics.
4. Apply mathematics in practical situations and in other disciplines.
4.5 D Reasoning
4. Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.
5. Make and investigate mathematical conjectures
4.5 E Representations
1. Create and use representations to organize, record, and communicate mathematical ideas as pictorial or symbolic.
2.Select, apply, and translate among mathematical representations to solve problems.
4.5 F. Technology
6. Use computer-based laboratory technology for mathematical applications in the sciences.
Technology Integration
The ability to responsibly use appropriate technology to communicate, solve problems,
and access manage, integrate, evaluate, and create information





Forensics
Computer
Power point
Transparency
Overhead projector
Calculator
16
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Unit 10 : Ballistics
Content Area/Course: Forensics
Pacing: 10 Days
Stage 1- Desired Results
Content Standards/CPI’s Addressed in this Unit (See Appendix A)
Standard 5.1 Science Practices Science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
A.
Understand Scientific Explanations: Student s understand core concepts and principles of science and use
measurement and observation tools to assist in categorizing, representing, and interpreting the natural and
designed world.
12.A.2. Develop and use mathematical, physical, and computational tools to build evidence-based models and pose theories.
12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting
evidence.
Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are
powerful conceptual tools for making sense of phenomena in physical, living, and earth systems.
E.
Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.
12.E.1. Compare the calculated and measure speed, average speed, and acceleration of an object in motion, and account
for differences that may exist between calculated and measured values.
12.E.4. Measure and describe the relationship between the force acting on an object and the resulting acceleration.
Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on earth. Order in natural systems arises in accordance with rules that govern the physical world, and
the order of natural systems can be modeled and predicted through the use of mathematics.
A Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required
for life. Cellular units are composed of molecules, which also carry out biological functions.
12.A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a
variety of models.
Big Idea: Weapons and bullets; tools and firearms leave trace evidence behind a crime.
Essential Questions
1.
What are main characteristics a bullet will shown after
passing through the barrel of a gun.
2. What is the importance of ballistics?
3. What is rifling?
4. How are bullets identified?
5. What are lands and groove s in a gun?
6. What is the difference between handguns and rifles?
7. What is the difference between a shotgun and a rifle?
8. What is comparison microscopy?
9. What is the IBIS database?
10. What is the Greiss test?
Forensics
Enduring Understandings
1. A bullet undergoes structural changesand markings as it passes
through the chamber. The role of the forensic ballistic expert is
to identify and match these markings.
2. Ballistics experts are trained in to match, identify any
ammunition and/or gun to a crime scene, suspect, or victim.
They use the markings on guns, markings imparted by guns,
shells, cartridges, a bullet casings as a means to identify and
link evidence to a crime scene.
3. Gun barrels are manufactured with spiral grooves which propel
and aim the bullet when the gun is triggered.
4. No two guns are identical and their rifling is different and distict
with each gun.
5. Lands and grooves are the high and low points of a gun barrel
which impart distict and unique markings on a bullet as it passes
through the barrel of the chamber.
6. Handguns are not able to shoot a bullet with the same force as a
rifle. They are more easily hidden, and faster to load.
7. A shotgun shoots a cluster of shot with powder which vary in
gauge(diameter) and are measured in the number of shot per
cartridge. A rifle has bullets which are measured in mm or
inches.
8. A comparison microscope is a side/side comparison of bullets
and markings in order to identify, line-up, and match the
markings imparted by the same gun. This is an important tool in
a criminal investigation.
9. The IBIS database is a national database for bullet identification.
10. The Greiss test is a chemical test used to develop patterns of
gunpowder residues around bullet holes.
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TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
What key knowledge and skills will students acquire as a result of this unit?
Content:
1. The role of ballistics experts in a criminal investigation.
2. The training a forensic scientist (specialized in ballistics)
undergoes in order to do his job.
3. Explain the use of comparison microscope with examples.
4. Explain the Greiss test.
5. Explain the IBIS database.
6. The procedure for determining how far a weapon was fired from a
target.
7. Laboratory tests used by forensic experts to identify and determine
whether a suspect as fired a gun.
8. Recognize class and individual characteristics of bullets and
cartridge cases.
1.
2.
3.
4.
5.
Describe the tests used to determine if an individual
fired a weapon, emphasizing the limitations of the
tests.
Explain why it may be possible to restore an obliterated
serial number.
List procedures for the proper collection and
preservation of firearm evidence.
Discuss famous cases in which a criminal is linked to a
crime, where they were incriminated by evidence used
by gun identification (Thorn and Nack).
Explain and write about the importance of ballistics
experts in a criminal investigation involving
ammunition.
Stage 2- Assessment
Evidence that will be collected to determine whether or not desired results are achieved.
What evidence will show that students understand?
Suggested Performance Tasks:
(complex, real world, authentic applications demonstration of high level thinking, e.g., explain, interpret, apply…)
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations)
. Resources:
Bertino Chp 17 and questions
Casebook of Forensic detection
Ballistics p. 3
Student Self-Assessment and Reflection
Opportunities for self monitoring learning:
(e.g., reflection journals, learning logs, pre/post tests, self editing - based on ongoing formative assessments,
portfolios)
Bertino and Bertino:
Forensics
Chp 17
18
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Cross Curricular Connections
English language Arts Standards:
RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author
makes and to any gaps or inconsistencies in the account.
RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text
by paraphrasing them in simpler but still accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks; analyze the specific results based on explanations in the text.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11–12 texts and topics.
Common Core Standards for Mathematics:
4.5 A. Problem Solving
3. Select and apply a variety of appropriate problem-solving strategies to solve problems.
4.5 B. Communication
1. Use communication to organize and clarify their mathematical thinking
2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.
3. Analyze and evaluate the mathematical thinking and strategies of others.
4.5 C Connections
2. Use connections among mathematical ideas to explain concepts.
3. Recognize that mathematics is used in a variety of contexts outside of mathematics.
4. Apply mathematics in practical situations and in other disciplines.
4.5 D Reasoning
4. Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.
5. Make and investigate mathematical conjectures
4.5 E Representations
1. Create and use representations to organize, record, and communicate mathematical ideas as pictorial or symbolic.
2.Select, apply, and translate among mathematical representations to solve problems.
4.5 F. Technology
6. Use computer-based laboratory technology for mathematical applications in the sciences.
Technology Integration
The ability to responsibly use appropriate technology to communicate, solve problems,
and access manage, integrate, evaluate, and create information





Forensics
Computer
Power point
Transparency
Overhead projector
Calculator
19
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Unit 11 : DNA
Content Area/Course: Forensics
Pacing: 5 Days
Stage 1- Desired Results
Content Standards/CPI’s Addressed in this Unit (See Appendix A)
Standard 5.1 Science Practices Science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning
skills that students must acquire to be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
12. A.1. Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations.
12. A.2. Develop and use mathematical, physical, and computational tools to build evidence-based models and pose theories.
12. A.3. Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting
evidence.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and
computational tools that need to be applied when constructing and evaluating claims.
12. B.2. Build, refine, and represent evidence based models using mathematical, physical, and computational tools.
12. B.4. Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing
Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on earth. Order in natural systems arises in accordance with rules that govern the physical world, and
the order of natural systems can be modeled and predicted through the use of mathematics.
A Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required
for life. Cellular units are composed of molecules, which also carry out biological functions.
12.A.1 Represent and explain the relationship between the structure and function of each class of complex molecules using a
variety of models.
12.A.2 Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.
12.A.3 Predict a cell’s response in a given set of environmental conditions .
Big Idea: DNA has become the Indispensable forensic science diagnostic tool.
Essential Questions
1.
2.
3.
4.
5.
6.
What is the basic structure of DNA?
How are proteins formed?
What is the connection between DNA and proteins?
What is the difference between DNA and RNA ?
How is DNA extracted from samples?
What is the sampling requirement and identification? How
are samples preserved?
7. What is electrophoresis and how is it used as a diagnostic
tool to extract DNA?
8. What is PCR (polymerase chain reaction) technology?
9. What is STR (short tandem repeat) DNA analysis?
Enduring Understandings
1.
2.
3.
4.
5.
6.
7.
Forensics
DNA is a large polymer molecule made of repeating
links called nucleotides. Four bases are Adenine,
guanine, cytosine, and thymine
The gene is a fundamental unit of heredity. Each
gene is made of DNA sequences to control the
genetic code of cells. Portions of DNA are unique to
each individual.
In the laboratory, DNA is cut by a restriction enzyme
and fragments are separated by electrophoresis.
Each molecule has a positive end and a negative
end; therefore, each segment has as well.
Polymerase chain reaction PCR is used to
understand how DNA replicates.
Short tandem repeat (STR) is the most successful
and wide y used DNA –profiling procedure. It is
derived from the cell’s nucleus.
The other method used is mitochondrial DNA which
is outside of the cell’s nucleus. It is derives from
samples as hair when STR is not possible.
DNA evidence should not be packaged in an airtight
container because of moisture that may cause
bacteria and mold growth. Instead, it needs well
ventilated box or paper container.
20
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
1.
Content:
Compare nuclear DNA and mitochondrial DNA
What1.keyLearn
knowledge
andof skills
students
resultthe
ofapplication
this unit?
2. a Discuss
of a DNA computerized
the components
DNA andwill
the structure
of theacquire as
2.
3.
4.
5.
6.
7.
molecule
Describe base-pairing rules
Explain how DNA sequence determine protein structure
Describe DNA replication
Understand how DNA can be spliced into a foreign DNA
strand
Describe commercial applications of recombinant DNA
technology
Compare coding and noncoding DNA
3.
database to a criminal investigation
List the procedures to be taken for the proper
preservation of blood stain evidence for laboratory
DNA analysis
Stage 2- Assessment
Evidence that will be collected to determine whether or not desired results are achieved.
What evidence will show that students understand?
Suggested Performance Tasks:
(complex, real world, authentic applications demonstration of high level thinking, e.g., explain, interpret, apply…)
Students will be able to write about the testing requirements for a famous case. Examples include the following:
1.
James Brown- establishment of paternity
2. O.J. Simpson- to establish a connection between suspect and the evidence.
3. Marie Antoinette- to establish paternity of person claiming to be her son and heir to the throne; and who escaped prison during the
revolution.
4. Thomas Jefferson- to establish the rights of heirs to his estate through Sally Hemmings; a mistress.
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations)
Bertino Chp 7 and questions
Casebook of Forensic detection
Forensics
21
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Cross Curricular Connections
English language Arts Standards:
RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the
author makes and to any gaps or inconsistencies in the account.
RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in
a text by paraphrasing them in simpler but still accurate terms.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks; analyze the specific results based on explanations in the text.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 11–12 texts and topics.
Common Core Standards for Mathematics:
4.5 A. Problem Solving
3. Select and apply a variety of appropriate problem-solving strategies to solve problems.
4.5 B. Communication
1. Use communication to organize and clarify their mathematical thinking
2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.
3. Analyze and evaluate the mathematical thinking and strategies of others.
4.5 C Connections
2. Use connections among mathematical ideas to explain concepts.
3. Recognize that mathematics is used in a variety of contexts outside of mathematics.
4. Apply mathematics in practical situations and in other disciplines.
4.5 D Reasoning
4. Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.
5. Make and investigate mathematical conjectures
4.5 E Representations
1. Create and use representations to organize, record, and communicate mathematical ideas as pictorial or symbolic.
2.Select, apply, and translate among mathematical representations to solve problems.
4.5 F. Technology
6. Use computer-based laboratory technology for mathematical applications in the sciences.





Forensics
Computer
Power point
Transparency
Overhead projector
Calculator
22
TRENTON CENTRAL HIGH SCHOOL CURRICULUM GUIDE
Books Used for curriculum development
Bertino and Bertino
Forensic Science; Fundamentals and Investigations
Mason, OH; South-Western Cengage learning, 2008.
Cocroft, Clarence
Forensic Science
Upper Saddle River, NJ; Pearson Education,Inc. 2009.
Ehrenfreund, Norbert
You be the Judge: 20 True Crimes and Cases to Solve
Naperville, IL; Sphinx Publishing, 2008.
Evans, Colin
Casebook of Forensic Detection
NY; John Wiley and Sons, 1996.
Richard Saferstein
(1st Ed., Prentice Hall 2006)
Forensic Science an Introduction
Richard Saferstein
(8th Ed., Prentice Hall 2004)
Criminalistics: An Introduction to Forensic Science
Walker, Wood
Crime Scene Investigations
West Nyack, NY; The Center for Applied Research in Education; 1998.
Resources for Teachers
Prentice Hall (Criminalistics)
CRC Press (Intro to Forensic
Science)
Loosleaf Law (NYS Penal Law)
American Academy of Forensic
Science
Practical Guide to Homicide
Investigation ISBN 0-8493-8160-6
Forensics
Managing Death Investigation (USDOJ)
Forensic Shows; Discovery, TLC, A&E
Court TV
FirearmsID.com
Arson Resources
The Casebook of Forensic Detection
ISBN 0-471-07650-3
23