Download West Windsor-Plainsboro Regional School District Forensic Sciences

West Windsor-Plainsboro Regional School District
Forensic Sciences
Unit 0: Lab Safety and Procedures
Content Area: Science
Course & Grade Level: Forensic science, 11-12
Summary and Rationale
This unit introduces students to basic chemical laboratory techniques, and safety standards. This is key
to maintaining a safe working environment for the students and instructor. These concepts and
practices will be used throughout the year any time students are working in the lab.
Recommended Pacing
1 cycle
NGSS Standards/Performance Expectations
Demonstrate how to use scientific tools and instruments with respect for student safety.
HS-ETS1-3
Evaluate a solution to a complex real-world problem based on prioritized criteria and
trade-offs that account for a range of constraints, including cost, safety, reliability, and
aesthetics, as well as possible social, cultural, and environmental impacts.
Instructional Focus
Unit Enduring Understandings
● Clear, accurate, organized and concise communication is essential for scientists.
● Safety in the chemistry laboratory requires using your common sense at all times!
● Different systems of measurement are used for different purposes.
● Correct selection of measurement instruments and measurement language will ensure
accurate results.
Unit Essential Questions
● Are all laboratory activities approached in the same manner?
● Why do we need to practice safe habits in the chemistry laboratory?
● Is it necessary to use a common set of measurement units? Why or why not?
Content Standards:
● How to identify common lab equipment.
● How to identify the lab book setup and guidelines
Ability Objectives:
● Demonstrate safe behavior in the laboratory.
● Properly use common laboratory equipment (Bunsen burner may be covered later).
● Demonstrate proper use and care of triple beam and/or top loading, and electronic balances.
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● Demonstrate proficient setup and data collection/analysis in lab notebook.
● Demonstrate proper graphical analysis techniques; including preparing and reading graphs,
identifying the dependent and independent variables, interpolating and extrapolating data.
Evidence of Learning
Sample performance task:
 Demonstrate personal safety while using Bunsen burners, glassware, and handling acids, bases
and other chemicals. (HS-ETS1-3)
Resources
Reference Text:
Chemistry, Wilbraham, et al., Pearson Prentice Hall, ISBN 131152629
Suggested Resources:
● ACS safety video
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Unit 1:
Observation and Conclusion – The Science Process for Forensics
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
As an introduction to forensic science, it is necessary to talk about how our observations are perceived
by our brains. This is tied into looking for patterns in order to make sense of evidence and a situation.
Activities in this unit help students see that like science, crime cases are solved by making conclusions
based on observations. However, we recognize the unreliability of eyewitness testimony or
observations that are made by humans. Students study that there are internal and external influences
on our ability to make reliable observations. This leads into our study of the Innocence Project and how
in turn, this leads to the importance of physical evidence in a case.
Recommended Pacing
3-4 Cycles
NGSS Standards/Performance Expectations
HS-FS1-1
Apply psychological principles and evidence to provide an explanation as to why
eyewitness accounts are often unreliable.
NGSS Dimensions
Dimension I (scientific practices)
● Construct and revise an explanation based on valid and reliable evidence obtained from a
variety of sources (including students’ own investigations, models, theories, simulations, peer
review) and the assumption that theories and laws that describe the natural world operate
today as they did in the past and will continue to do so in the future.
● Scientific Investigations Use a Variety of Methods Scientific inquiry is characterized by a
common set of values that include: logical thinking, precision, open-mindedness, objectivity,
skepticism, replicability of results, and honest and ethical reporting of findings.
Dimension II (crosscutting concepts)
● Cause and effect: Mechanism and explanation. Events have causes, sometimes simple,
sometimes multifaceted. A major activity of science is investigating and explaining causal
relationships and the mechanisms by which they are mediated. Such mechanisms can then be
tested across given contexts and used to predict and explain events in new contexts.
● Patterns. Observed patterns of forms and events guide organization and classification, and they
prompt questions about relationships and the factors that influence them.
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Dimension III (disciplinary core ideas)
DCI Description
● Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in
Natural Systems Science assumes the universe is a vast single system in which basic laws are
consistent.
Instructional Focus
Unit Enduring Understandings
● Science is dynamic and is a constant influx of information & technological advances
impacts existing knowledge.
● A scientific problem may have more than one viable answer.
● The scientific process is a cycle of making observations, asking questions, making predictions,
testing predictions and asking more questions.
● Forensics uses observed patterns to solve mysteries.
● The human brain perceives information uniquely in each individual.
Unit Essential Questions
● How much of science is "common sense"?
● How do scientists think?
● Is there a right way to act in lab?
● How reliable are eyewitnesses?
● What evidence is used to overturn convictions that were based on eyewitness testimony?
Ability Objectives:
● Share observation skills and their use in forensic science.
● List the limitations of eyewitness accounts of events and the factors that influence them.
● Draw conclusions based on eyewitness accounts and compare to conclusions from physical
evidence.
● Understand the goal of forensic science is to find the unique source of the evidence.
● Practice and improve your own observation skills.
● Make accurate observations while in labs and record results clearly and concisely.
● Differentiate between an observation and a conclusion.
● Explain that the scientific process is never ending.
● Perform laboratory activities in class while following all safety rules.
● Solve pretend criminal cases using observation and deduction skills.
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Understanding Observations and Witness Testimony
APA National Standards for High School Psychology Curricula
Standard Area: Social Interactions
● 1.2 Describe the relationship between attitudes (implicit and explicit) and behavior.
● 1.3 Identify persuasive methods used to change attitudes.
● 2.2 Describe effects of others’ presence on individuals’ behavior.
● 3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination.
Standard Area: Memory
● 3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination.
● 3.1 Analyze the importance of retrieval cues in memory.
● 3.4. Explain how memories can be malleable.
Standard Area: Thinking
● 1.2 Define processes involved in problem solving and decision making.
Sample performance task:
● Based on observed patterns and the knowledge that the universe is consistent, predict an
unknown characteristic(s) and support it using logical thinking.(HS-FS1-1)
Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
Awareness video clip – how many passes?... bear = http://il.youtube.com/watch?v=Ahg6qcgoay4
Accuracy & precision = http://il.youtube.com/watch?v=ZikusWkFF4c&feature=related
Mini- Crime Scene observations & questions
Inquiry cubes - missing side prediction
Purse Lab “tell the tale in 2 ways”
Computer chip mystery
Cartoon pages (arguing from evidence activity)
Ghost crystal lab
Safety contract
Faces program
Jane’s Café observation with questions
Use the following link for activities below: (http://school.cengage.com/forensicscience/# )
FSFI text- Activity 1-3 What influences our observations? Commercial tape (45min?)
Pelican Brief video
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Unit 2: Physical Evidence and Law
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
Forensic science utilizes all levels of scientific inquiry to analyze physical evidence with the ultimate goal
of recreating the events of the crime for a jury in a court of law. Hence, for this unit students will learn
proper crime scene procedure and understand the necessity for establishing a chain of custody. They will
detail the role that evidence plays in recreating the events of a crime. They will be able to describe the
two types of evidence that can be found at a crime scene and differentiate between class and individual
evidence. This lays the foundation for the upcoming units that delve into different pieces of evidence,
such as hair, blood, and bones. They will understand the importance of following the principals of
scientific method and the need for collecting control samples at every crime scene. They will define and
demonstrate proper evidence collection procedure at a mock crime scene. This helps to explain the
rationale for the laws around evidence collection and presentation in court.
Recommended Pacing
6-7 Cycles
NGSS Standards/Performance Expectations
HS-FS2-1 Use existing civil and criminal law and apply it to scientific evidence in order to determine its
admissibility in court.
HS-FS2-2 Develop a two dimensional model representing a mock crime scene.
HS-FS2-3 Observe, document and analyze evidence at a mock crime scene.
NGSS Dimensions
Dimension I (scientific practices)
● Develop and/or use a model (including mathematical and computational) to generate data to
support explanations, predict phenomena, analyze systems, and/or solve problems.
● Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the
process of development and the design and performance of a proposed process or system) in
multiple formats (i.e., orally, graphically, textually, mathematically).
Dimension II (crosscutting concepts)
● Patterns. Observed patterns of forms and events guide organization and classification, and they
prompt questions about relationships and the factors that influence them.
● Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy and to recognize how changes in scale,
proportion, or quantity affect a system’s structure or performance.
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Dimension III (disciplinary core ideas)
DCI Description
Criteria may need to be broken down into simpler ones that can be approached systematically, and
decisions about the priority of certain criteria over others (trade-offs) may be needed.
Instructional Focus
Unit Enduring Understandings
● Physical evidence is crucial to solving cases.
● Physical evidence must be handled correctly in order to be acceptable in court.
● The Frye and Daubert rulings dictate the admissibility of scientific evidence into court.
Unit Essential Questions
● Is the scientific analysis of physical evidence truly unbiased?
● What individualizes evidence?
● Why must a crime scene be secured and processed in a methodical and procedural manner?
● What procedures at a crime scene help to preserve the admissibility of evidence in court?
● How is the location and handling of evidence essential to crime scene investigation?
Ability Objectives:
● Distinguish what physical evidence can and cannot prove in court.
● Describe what is meant by physical evidence and give examples.
● Tell individual evidence apart from class evidence.
● Determine the significance of class evidence.
● Explain Locard’s exchange principle.
● Critique how evidence is collected and whether it violates an individual’s rights.
● List the steps of Crime Scene Processing/Management and describe the tasks necessary
(preserving & isolating the scene, observe & document the scene, search scene, collect and
package evidence, maintain chain of custody)
● Preserve (photograph) and protect the crime scene from contamination by using appropriate
equipment
● Observe (using an appropriate search pattern) and document the scene (photograph and map)
● Search the scene using designated patterns
● Distinguish between the different methods of collection and packaging of the various pieces of
evidence that may be found at a crime scene.
● Properly open and seal an evidence bag and fill out the chain of custody form.
● Explain the Frye and Daubert standards and their relationship to the 4th amendment.
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Sample performance task:
● Utilizing a systematic approach to observations, communicate technical information in the form of
a two dimensional crime scene map drawn to scale that allows for the recreation of the crime
scene. (HS-FS2-3, HS-FS2-2)
Resources
Core Text:
Forensic Science: Fundamentals and Investigations (FSFI), Bertino, ISBN 9780538731553
Saferstein Text: Class vs. individual lab
Case studies – emphasis on evidence collection and rights
Use the following link for activities below: (http://school.cengage.com/forensicscience/# )
FSFI text- Activity 2-1 Locard’s Principle
Sock lab - with variations/adaptations
White t-shirt analysis (Locard’s principle)
6 stations/xerox box = locations to visit with socks into evidence bag then switch
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Unit 3: Hair Evidence
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
Hair is a frequently found piece of class evidence which can identify a group or class of people who share
similar traits. Hair has the ability to narrow the suspect pool, playing a crucial role at a crime scene. Hair
also has severe limitations on its use in court. Students will compare and contrast human and other
animal hair as well as use the biology adage, “function follows form.” This is the first unit in which
students will ask a testable question and then design an investigation to answer their question, followed
by communicating the results to colleagues. It is assumed students have working knowledge of a
compound light microscope but a review during this unit is advisable.
Recommended Pacing
2-3 Cycles
NGSS Standards/Performance Expectations
HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that
provide specific functions within multicellular organisms.
HS-LS3 Apply concepts of statistics and probability to explain the variation and distribution of expressed
traits in a population.
Dimension I (scientific practices)
● Scientific inquiry is characterized by a common set of values that include: logical thinking, precision,
open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting
of findings.
● Plan and conduct an investigation individually and collaboratively to produce data to serve as the
basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data (e.g., number
of trials, cost, risk, time), and refine the design accordingly.
● Ask questions to clarify and refine a model, an explanation, or an engineering problem.
● Evaluate a question to determine if it is testable and appropriate, frame a hypothesis based on
observations and scientific principles.
● Ask questions that can be investigated within the scope of the school laboratory, research facilities,
or field (e.g., outdoor environment) with available resources and, when appropriate, frame a
hypothesis based on a model or theory.
● Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to
determine the merits of arguments. (HS-PS4-3)
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Dimension II (crosscutting concepts)
● Investigating or designing new systems or structures requires a detailed examination of the
properties of different materials, the structures of different components, and connections of
components to reveal its function and/or solve a problem. (HS-LS1-1)
Dimension III (disciplinary core ideas)
● Systems of specialized cells within organisms help them perform the essential functions of life.
(HS-LS1-1)
● Each atom has a charged substructure consisting of a nucleus, which is made of protons and
neutrons, surrounded by electrons. (HS-PS1-1)
Instructional Focus
Unit Enduring Understandings
● Different types of hair have unique and measurable characteristics that will lead to a particular
species.
● Hair evidence is used to eliminate and /or identify suspects.
Unit Essential Questions
● How can you identify the hair as animal or human?
● Whose hair is it? How can you individualize the hair to a particular person or animal?
● How are hair samples collected for evidence?
● How does the Locard Principle connect to the discovery of hair as forensic evidence?
Ability objectives:
● Understand how hair is class evidence.
● Explain how hair can be used to support circumstantial evidence.
● Explain how hair absorbs and adsorbs substances from within the body and from the environment.
● Identify the structure of hair and the purpose of each.
● Identify the three stages of growth.
● List the information that hair can tell the investigator and what it can't.
● Use of the microscope to identify the scale pattern and medulla patterns of hairs.
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Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● Reviewing with the Microscope
● Hair Lab using (animal and human hairs)
● Hairy Capers Lab
● Use the following link for activities below: (http://school.cengage.com/forensicscience/# )
o FSFI text- Activity 3-2 Hair Measurement and Match
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Unit 4: Fibers
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
Apply forensic science techniques to analyze fibers. Fibers from clothing can be transferred from one
person to another or discarded unnoticed at the crime scene. the presence of unique fibers on a
suspect’s clothing or belongings does not prove guilt, but can link them to a particular person or
location. Since fiber evidence is considered class evidence, understanding the importance of probability
and statistics help the development of probative evidence in a criminal case.
Recommended Pacing
2-3 Cycles
NGSS Standards/Performance Expectations
HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that
provide specific functions within multicellular organisms.
HS-FS4-1 Apply concepts of statistics and probability to explain the distribution of particular fibers in a
population.
Dimension I (scientific practices)
● Scientific inquiry is characterized by a common set of values that include: logical thinking,
precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical
reporting of findings.
● Plan and conduct an investigation individually and collaboratively to produce data to serve as the
basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data (e.g.,
number of trials, cost, risk, time), and refine the design accordingly.
● Ask questions to clarify and refine a model, an explanation, or an engineering problem.
● Evaluate a question to determine if it is testable and appropriate, frame a hypothesis based on
observations and scientific principles.
● Ask questions that can be investigated within the scope of the school laboratory, research
facilities, or field (e.g., outdoor environment) with available resources and, when appropriate,
frame a hypothesis based on a model or theory.
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Dimension II (crosscutting concepts)
● Investigating or designing new systems or structures requires a detailed examination of the
properties of different materials, the structures of different components, and connections of
components to reveal its function and/or solve a problem. (HS-LS1-1)
● Empirical evidence is required to differentiate between cause and correlation and make claims
about specific causes and effects.
Dimension III (disciplinary core ideas)
● Systems of specialized cells within organisms help them perform the essential functions of life.
(HS-LS1-1)
Instructional Focus
Unit Enduring Understandings
● Different fibers have different and often unique physical and chemical properties.
Unit Essential Questions
● What are fibers?
● What factors increase the probative value of fibers?
Ability objectives:
● Identify weave patterns to help identify material left at a crime scene.
● Analyze fiber evidence and understand how it can be useful in analyzing class evidence.
● Understand that probability can be used to determine the chances that a fiber is a match, even
when it is class evidence.
● Compare and contrast various types of fibers through physical and chemical analysis.
● Describe principal characteristics of common fibers used in their identification.
● Apply forensic science techniques to analyze fibers.
Sample performance task:
● Using detailed examinations of fiber properties, frame a hypothesis as to their origin being either
synthetic or organic.( HS-LS1-2)
● Use the mathematical model for probability and given data to determine the likelihood of a given
fiber coming from a given suspect. (HS-FS4-1)
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Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● Fiber Lab using different fiber samples (H2O, flame, microscope)
o Multi-fiber Fabric Dye Lab (brown vs. black dye, Kool-aid, natural dyes)
● Use the following link for activities below: (http://school.cengage.com/forensicscience/# )
▪ FSFI text- activity 4-1 microscopic fiber (Similar to Fiber Lab above)
▪ FSFI text- Activity 4-5 burn analysis of fibers (Similar to Fiber Lab above)
▪ FSFI text- activity 4-2 Bed Sheet thread count
▪ FSFI text- activity 4-3 Weave pattern analysis
● FBI Hair Analysis - http://www.fbi.gov/about-us/lab/forensicsciencecommunications/fsc/april2009/review
● Fiber Analysis - http://www.sciencedaily.com/releases/2013/10/131029133122.htm
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Unit 5: Casts and Impressions
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
Forensic specialists use impressions left by shoes, feet, tires, and teeth during crime-scene investigations.
Forensic investigators have developed procedures for observing and capturing information from each kind
of impression. In some criminal investigations, impressions and the casts made of impressions found at a
crime scene are the only evidence that can help an investigator to reconstruct a crime. Shoe, footprint, tire
tread, and bite-mark evidence is usually class evidence. (Bertino and Bertino, 2016) This provides the
basis for the further study of individualized impressions, fingerprints.
Recommended Pacing
2-3 Cycles
NGSS Standards/Performance Expectations
HS-FS5-1 Collect and evaluate anthropometric data in order to observe patterns in groups of individuals
that can then be used to profile a suspect
Dimension I (scientific practices)
● Design a test of a model to ascertain its reliability
● Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order
to make valid and reliable scientific claims or determine an optimal design solution.
Dimension II (crosscutting concepts)
● Observed patterns of forms and events guide organization and classification, and they prompt
questions about relationships and the factors that influence them.
Dimension III (disciplinary core ideas)
Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1)
Instructional Focus
Unit Enduring Understandings
● Shoeprints and bite mark impressions can be individualized, although they are usually class
evidence.
● Each kind of impression tells an important piece of what has happened at the crime scene.
● Due to the transitory nature of impressions special techniques are used to collect evidence from
shoes, footprints, tire treads, and bite marks.
Unit Essential Questions
● What factors increase the probative value of impressions?
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Ability Objectives:
● Describe how to make foot, shoe, and tire impressions
● Distinguish between latent, patent, and plastic impressions
● Explain how various types of impressions can be used as trace evidence.
● Prepare dental impressions and match them with bite marks.
Sample performance task:
● Classify individual teeth based on their location, shape, and function. (HS-FS5-1)
● Compare patterns and measurements between a bite mark impression from a crime scene and from
the lab to determine if they match. (HS-FS5-1)
Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● FSFI text- Activity 15-1
● FSFI text- Activity 15-2
● FSFI text- Activity 15-5
● CSI- Chasing the Bus
● The New Detectives- Lasting Impression
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Unit 6: Fingerprints
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
The patterns found on the skin of our fingers were realized long ago, but fingerprint analysis was a major
breakthrough in forensic science as a means of personal identification. This was a massive development
and is still used today as individual evidence to clear the innocent and convict the guilty. Close attention
to detail and patience are a must throughout this unit.
Recommended Pacing
3-4 Cycles
NGSS Standards/Performance Expectations
HS-FS6-1 Provide data to support the identification of a suspect based on a fingerprint
Dimension I (scientific practices)
● Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions
to determine the merits of arguments.
● Ask questions that arise from examining models or a theory to clarify relationships.
● Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in
order to make valid and reliable scientific claims or determine an optimal design solution.
Dimension II (crosscutting concepts)
● Patterns. Observed patterns of forms and events guide organization and classification, and they
prompt questions about relationships and the factors that influence them.
● Structure and function. The way in which an object or living thing is shaped and its substructure
determine many of its properties and functions.
Dimension III (disciplinary core ideas)
● Environmental factors also affect expression of traits, and hence affect the probability of
occurrences of traits in a population. Thus the variation and distribution of traits observed
depends on both genetic and environmental factors.
Instructional Focus
Unit Enduring Understandings
● Fingerprints have distinct features that allow for personal identification.
● Fingerprints are unique and do not change over an individual’s lifetime.
● Fingerprints can be collected and documented using physical and chemical techniques.
Unit Essential Questions
● What makes fingerprints individual evidence?
● How, when and why do fingerprints form?
● How did the use of fingerprints change over time?
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Ability objectives
● Understand that fingerprints are left by three "methods"
● Distinguish between the main types of prints as loops, arches and whorls and their subtypes of
ulnar, radial, tented, accidental, plain, and central pocket.
● Learn to observe high level of detail (i.e. minutiae)
● Demonstrate the ability to develop, lift and classify a fingerprint.
Sample performance task:
● Collect and classify student data to confirm the occurrences of loops, arches, and whorls found
within the world population. (HS-FS6-1)
● Determine if two prints match based on the identification and location of minutiae. (HS-FS6-1)
Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● CASE STUDIES:
o THOMAS AND ANNA FURROW
o IRMA HORVATH
o GREGORY GALLAGHER
o WILLIAM HAMM KIDNAPPING
o JUNE DEVANEY
o FORNEY HAAS
o GENAI COLEMAN
o AMY IGNATOWSKI
o DARICK ANDERSON
o BRIAN KEITH ROSE
o JAMES SMITH
o RICHARD RAMIREZ
● Anthropometry lab - body measurements (Bertino website?)
● Grouping Similar Patterns activity
● Disappearing Fingerprints “Chem Matters” article
● Latent Lift activity
● Use the following link for activities below: (http://school.cengage.com/forensicscience/# )
o FSFI text- activity 6-1 Study your Fingerprint?
o FSFI text- activity 6-3 Studying Latent Fingerprint
o FSFI text- activity 6-4 How to Print a Ten Card
o FSFI text- activity 6-5 Is It A Match? (Minutia)
o FSFI text- activity 6-6 Fingerprint Matching (Minutia)
● CSI: LOST AND FOUND
● THE NEW DETECTIVES: DEATH GRIP
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Unit 7: Death and Entomology
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
Many crimes involve intentional or unintentional death of a person. Hence, one task of the medical
examiner is to determine the official manner, cause and mechanism of death. Time of death is also
an important clue for investigators. Biological changes in the body, as well as entomological
succession, offer clues that may be vital to catching a killer or setting a suspect free.
Recommended Pacing
3-4 Cycles
NGSS Standards/Performance Expectations
HS-FS7-1 Use mathematical models of patterns of change in the post-mortem body to determine the
time of death.
HS-FS7-2 Use models of insect succession to determine the time of death.
Dimension I (scientific practices)
● Evaluate merits and limitations of two different models of the same proposed tool, process,
mechanism or system in order to select or revise a model that best fits the evidence or design
criteria.
● Develop and/or use multiple types of models to provide mechanistic accounts and/or predict
phenomena, and move flexibly between model types based on merits and limitations.
● Consider limitations of data analysis (e.g., measurement error, sample selection) when
analyzing and interpreting data.
Dimension II (crosscutting concepts)
● Models (e.g., physical, mathematical, computer models) can be used to simulate systems and
interactions—including energy, matter, and information flows—within and between systems
at different scales.
Dimension III (disciplinary core ideas)
● Ecosystems have carrying capacities resulting from biotic and abiotic factors. The fundamental
tension between resource availability and organism populations affects the abundance of
species in any given ecosystem.
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Unit Enduring Understandings
● Insects are the first on the Crime Scene.
● The variety of insects found at the scene build an estimated time line.
● The decomposition of a corpse has different stages.
● Various environmental factors may influence the estimation of time of death.
● The time of death can be determined based on physical characteristics of the corpse.
Unit Essential Questions
● What can insects tell us?
● What can learn from a dead body?
Ability Objectives
● Identify and describe the four stages of a blow fly.
● List the different insects that can arrive at a crime scene and when they would be present.
● Identify the conditions that exist to cause the different insects to arrive at the scene.
● Given the proper tables students can identify the possible time of death for a given scenario.
● Determine the manner, cause and mechanism of death.
Sample performance task:
● Evaluate the merits and limitations of the insect-based time of death models that incorporate
biotic and abiotic factors. (HS-FS7-2)
● Adjust the time of death based on environmental factors that affect the use of the algor
mortis mathematical model.(HS-FS7-1)
Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● FSFI Activity 11-4 Estimating Time of Death Using Insect, Algor, and Livor Mortis Evidence
● FSFI Activity 11-1 Calculating Time of Death Using Rigor Mortis
● FSFI Activity 11-2 Calculating Time of Death using Algor Mortis
● Video- the New Detectives- Coronor’s Investigation
● The Body Farm
● Of Maggots and Murder (lab)
● Critters on a Cadaver (lab)
● Video- The New Detectives- Web of Clues
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Unit 8: Forensic Anthropology
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
Sometimes a body found at a crime scene is beyond recognition and bones may be able to offer the
only clues to the person’s identity as well as manner and cause of death. Evaluating subtle differences
in characteristics in bones demonstrates the power of patterns as well as the fallibility of forensic
investigations. Using body measurements to determine height allows for comparison of data and
evaluation of patterns.
Recommended Pacing
3-4 Cycles
NGSS Standards/Performance Expectations
HS-FS8-1 Use mathematical models and graphical representation to identify the height of the
decedent.
HS-FS8-2 Evaluate evidence on skeletal models to determine the sex of the individual.
Dimension I (scientific practices)
● Develop and/or use multiple types of models to provide mechanistic accounts and/or predict
phenomena, and move flexibly between model types based on merits and limitations.
● Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing
and interpreting data.
● Plan an investigation collaboratively to produce data to serve as the basis for evidence as part of
building and revising models, supporting explanations for phenomena, or testing solutions to
problems. Consider possible confounding variables or effects and evaluate the investigation’s
design to ensure variables are controlled
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Dimension II (crosscutting concepts)
● Investigating or designing new systems or structures requires a detailed examination of the
properties of different materials, the structures of different components, and connections of
components to reveal its function and/or solve a problem.
● The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it
occurs.
● Mathematical representations are needed to identify some patterns.
● Empirical evidence is needed to identify patterns.
Dimension III (disciplinary core ideas)
● Multicellular organisms have a hierarchical structural organization, in which any one system is
made up of numerous parts and is itself a component of the next level. (HS-LS1-2)
Instructional Focus
Unit Enduring Understandings
● Bones and teeth provide evidence to physical characteristics of the person and their lifestyle.
● Characteristics of the bones and teeth can provide clues as to the manner and cause of death.
Unit Essential Questions
● What can bones tell us about the death of a person and about the people themselves?
● Are there any relationships between bone length and an individual’s height?
Ability Objectives:
● Bones contain a record of injuries and disease.
● A person's approximate age could be determined by examining his or her bones.
● Distinguish between male and female skeletal remains based on skull, jaw, brow ridge, pelvis,
and femur.
Sample performance task:
● Based on numerous parts of the skeletal system, plan an investigation of the proportional
relationships between certain bones and overall height. (HS-FS8-1)
● Identify the key features of a pelvis and take measurements and observations in order to
conclude the sex of the individual.(HS-FS8-2)
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Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● Sherlock Bones Lab
● Mystery of the Bones Lab https://www.biologycorner.com/projects/bones/
● Use the following link for activities below: (http://school.cengage.com/forensicscience/# )
o FSFI Activity 13-2 Bones: male or female
o FSFI Activity 13-4 Estimation of Body Size from Individual Bones
o FSFI Activity 13-5 What the Bones Tell Us
o FSFI Activity 13-7 Height and Body Proportions
o FSFI Activity 11-4 Estimating Time of Death Using Insect, Algor, and Livor Mortis
Evidence
● Video- the New Detectives- Faces of Tragedy
● Video- CSI- Who Are You?
● Video- Bones episode- The Woman in the Car
● FSFI Activity 13-3 Romanov’s and DNA
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Unit 9: DNA Evidence
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
No two people have the exact same DNA, except for identical twins. DNA is an important form of
individual evidence that carries an individual’s genetic information. Electrophoresis of DNA creates a
fingerprint or profile can be used to identify or exonerate persons of interest in crimes. Discussion
and observation of how scientists determine the guilt or innocence of a person of interest.
Recommended Pacing
2-3 Cycles
NGSS Standards/Performance Expectations
HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of
expressed traits in a population.
HS-FS9-1 Apply knowledge of DNA variations in order to identify an individual.
HS-FS9-2 Apply knowledge of DNA similarities in order to determine relationships between
individuals.
Dimension I (scientific practices)
● Make and defend a claim based on evidence about the natural world that reflects scientific
knowledge, and student-generated evidence.
● Consider limitations of data analysis (e.g., measurement error, sample selection) when
analyzing and interpreting data.
Dimension II (crosscutting concepts)
● Technological advances have influenced the progress of science and science has influenced
advances in technology.
● Different patterns may be observed at each of the scales at which a system is studied and can
provide evidence for causality in explanations of phenomena.
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Dimension III (disciplinary core ideas)
● All cells contain genetic information in the form of DNA molecules.
● Each chromosome consists of a single very long DNA molecule, and each gene on the
chromosome is a particular segment of that DNA. Not all DNA codes for a protein; some
segments of DNA are involved in regulatory or structural functions, and some have no as-yet
known function. (Explanation: STRs, VNTR, etc.)
Instructional Focus
Unit Enduring Understandings
● DNA is individualizing evidence.
● Although all people share the same genetic code, there are enough differences between
individuals in specific regions of the genome to differentiate between people.
● Statistical analysis helps determine the probability that two people would have the same
sequence in a fragment of DNA.
● DNA evidence can be used to exonerate or convict, depending on the circumstances.
Unit Essential Questions
● To what extent can DNA analysis be used to determine relatedness among individuals and to
help solve crimes?
● How does a DNA fingerprint/profile link to me?
● If all human beings share the same genetic code, how can DNA evidence be used to identify
anyone?
● To what extent is DNA evidence conclusive?
● Why is DNA stronger evidence than blood types?
Ability Objectives
● Describe how crime scene evidence is processed to obtain DNA.
● Explain how DNA evidence is compared for matching.
● Explain how a DNA fingerprint/profile is made.
● Describe the function and purpose of a restriction enzyme.
● Describe how radioactive probes are used in DNA fingerprinting.
● Read and compare gels to identify the person of interest that matches with the crime scene.
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Sample performance task:
● Make a claim about the identity of a person based on the patterns of a DNA profile. (HS-FS9-1)
● Using the limitations of DNA analysis defend a person of interest. (HS-FS9-1)
● Compare and contrast various patterns from DNA samples to establish paternity. (HS-FS9-2)
Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● Case Studies: Colin Pitchfork, Tommie Lee Andrews, Ian Simms, Kirk Bloodsworth, OJ,
Identification of Human Remains
● FSFI Activity 13-3 Romanov’s and DNA
● Computer DNA Lab simulation – websites
o http://gslc.genetics.utah.edu/units/biotech/gel/
o http://library.thinkquest.org/24355/data/details/media/polymeraseanim.html
o http://library.thinkquest.org/24355/data/details/media/polymeraseanim.html
● DNA Extraction (lab)
● Where’s the Cat? or Simulation of RFLP
● Who’s the Daddy? https://www.youtube.com/watch?v=bMLu-K8lPv0
● Barcode activity Kit
● Use the following link for activities below: (http://school.cengage.com/forensicscience/# )
o FSFI text- activity 7-4 Who are the Parents?
o FSFI text- activity 7-5 Which man is the father?
o FSFI text- activity 7-6 The Break-In
● Video- The New Detective- Double Helix
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Unit 10: Blood Evidence
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
In order to use blood in an investigation, one must understand the function and composition of blood
in the human body. The presence of blood at a crime scene can help to eliminate suspects based on
blood type. Forensics scientists not only test blood type, but also may be able to test for a DNA profile.
Before these tests, scientists first use chemical reactions to determine that the stain is indeed blood
and furthermore that it is human blood. This unit leads into the physics of blood in the next unit on
blood spatter.
Recommended Pacing
1-2 Cycles
NGSS Standards/Performance Expectations
HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that
provide specific functions within multicellular organisms.
HS-FS10-1 Apply knowledge of blood antigens and their presence or absence to differenciate between
groups of individuals.
Dimension I (scientific practices)
● Use a model based on evidence to illustrate the relationships between systems or between
components of a system.
● Construct an explanation based on valid and reliable evidence obtained from a variety of sources
(including students’ own investigations, models, theories, simulations, peer review) and the
assumption that theories and laws that describe the natural world operate today as they did in
the past and will continue to do so in the future.
● Ask questions that arise from examining models or a theory to clarify relationships.
● Use mathematical and/or computational representations of phenomena or design solutions to
support explanations.
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Dimension II (crosscutting concepts)
● Investigating or designing new systems or structures requires a detailed examination of the
properties of different materials, the structures of different components, and connections of
components to reveal its function and/or solve a problem.
● Empirical evidence is required to differentiate between cause and correlation and make claims
about specific causes and effects.
Dimension III (disciplinary core ideas)
● Systems of specialized cells within organisms help them perform the essential functions of life.
(HS-LS1-2)
Instructional Focus
Unit Enduring Understandings
● Blood's unique characteristics are used to eliminate and/or identify suspects.
● Genetic variation gives rise to different antigens on the red blood cells causing different blood
types.
● Statistical analysis helps determine the probability that people would have the same blood
type.
Unit Essential Questions
● Is it blood?
● Is it Human blood?
● Whose blood is it?
● How is blood typed?
Ability Objectives
● Discuss and determine the presence of blood by using laboratory tests.
● Explain how blood is characterized based on presence or absence of antigens including A,B,O,Rh.
● Discuss the percent occurrence of the blood types within the population and relate to
probability.
● Determine the blood type of an unknown blood sample using the ABO/Rh system. (simulated
blood)
● Describe how to screen for the presence of human blood.
● Describe a brief history of the use of blood in forensics.
● Describe the composition and general function of blood cells and the location of DNA.
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Sample performance task:
● Make a claim about the identity of a person based on the antigen - antibody relationship of a
person’s blood type. (HS-FS10-1 )
● Draw a model of the antigen-antibody complex and describe the empirical evidence you would
observe for any given combination. (HS-FS10-1 , HS-LS1-2)
Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● Ludwig , Zeigler, and Graham Backhouse case studies
● http://www.youtube.com/watch?v=H4qkwW-Fl3E&feature=related
● blood model kit
● OJ Simpson Webquest and New Detective video - The Trial of the Century
● FSFI text- activity 8-1 - Blood Type (Lab)
● Calculating probability using blood types
● Microscopic examination of human vs. animal blood slides
● FSFI text- activity 8-1 Presumptive Test for Blood
(http://school.cengage.com/forensicscience/# )
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Unit 11: Toxicology Evidence
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
Forensic toxicology is the study of poisons, the identification of drugs a person may have used, and the
effects of poisons and drugs on the body. Using chemical reactions, drugs can be identified. Toxicological
testing can also help determine the cause-and-effect relationships between exposure to a drug or other
substance and the toxic or lethal effects of that exposure to humans. Controlled substances are divided
into five classes based on patterns of effects on the body.
Recommended Pacing
2-3 Cycles
NGSS Standards/Performance Expectations
HS-FS11-1 Plan and conduct an investigation to compare the chemical reactions of known substances in
order to identify an unknown.
HS-FS11-2 Research and describe the mechanism of death due to a chemical exposure and its postmortem determination.
Dimension I (scientific practices)
● Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions
to determine the merits of arguments.
● Apply scientific principles and evidence to provide an explanation of phenomena and solve design
problems, taking into account possible unanticipated effects.
● Plan an investigation or test a design individually and collaboratively to produce data to serve as
the basis for evidence as part of building and revising models, supporting explanations for
phenomena, or testing solutions to problems. Consider possible confounding variables or effects
and evaluate the investigation’s design to ensure variables are controlled.
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Dimension II (crosscutting concepts)
 Modern civilization depends on major technological systems.
 The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it
occurs.
 Empirical evidence is needed to identify patterns.
Dimension III (disciplinary core ideas)
● Unique chemical properties of substances allows for their identification.
Instructional Focus
Unit Enduring Understandings
● Different chemicals have unique properties and have wide-ranging affects on human physiology.
● Chemical compounds are classified in the Controlled Substances Act are regulated by the United
States government.
● Toxicology has a long historical presence and many applications in assessing possible cause of
death.
Unit Essential Questions
● Is foul play involved?
● What laboratory tests do forensic scientists rely on to identify unknown chemicals?
● What effects do toxins have on the body?
Ability Objectives
● Define and describe the goals and practices of toxicology and the vocabulary associated with
poisons.
● Explain the various types of toxins that cause death.
● Identify the five types of controlled substances.
● Relate signs and symptoms of overdose with a specific class of drugs or toxins.
● Briefly discuss the diverse agents that maybe used in bioterrorism.
Sample performance task:
● Plan an investigation that will use empirical evidence of chemical reactions to identify an unknown
substance.
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Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● Toxicology Poster Project
● Use the following link for activities below: (http://school.cengage.com/forensicscience/# )
o FSFI text- activity 9-1 Drug Analysis --Bertinol drug test solution
o FSFI text- activity 9-3 Drug Identification - Spot Test Id.
● The Poisoner Handbook video
Blood alcohol levels - http://www.trackstar.hprtec.org/
Napoleon’s Death - http://www.trutv.com/library/crime/terrorists_spies/assassins/napoleon_bonaparte/
● Mary Ann Butler workshop materials (See above) – What Makes a Heavy Metal a Poison?
● Video- Forensic files- Penchant for Poison
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Unit 12: Blood Spatter Evidence
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
By examining blood spatter patterns left at a crime scene and using properties of physics, investigators
can tell the direction the blood was traveling, the angle of impact, and the point of origin of the blood.
Recommended Pacing
3-4 Cycles
NGSS Standards/Performance Expectations
HS-FS12-1 Analyze blood spatter data to reconstruct the events that took place at the crime scene.
Dimension I (scientific practices)
● Plan and conduct an investigation individually and collaboratively to produce data to serve as the
basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data (e.g., number
of trials, cost, risk, time), and refine the design accordingly.
● Use mathematical representations of phenomena to describe explanations.
Dimension II (crosscutting concepts)
● When investigating or describing a system, the boundaries and initial conditions of the system
need to be defined.
● Systems can be designed to cause a desired effect.
● Investigating or designing new systems or structures requires a detailed examination of the
properties of different materials, the structures of different components, and connections of
components to reveal its function and/or solve a problem.
Dimension III (disciplinary core ideas)
● Newton’s second law accurately predicts changes in the motion of macroscopic objects.
Instructional Focus
Unit Enduring Understandings
● Patterns in blood distribution help sequence and reconstruct events.
● Blood spatter analysis can help determine the manner of death.
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Unit Essential Questions
● What does the blood pattern left at a scene tell us about the crime that took place?
Ability Objectives
● Explore bloodstain patterns as a function of velocity, direction, and height of fall.
● Identification of blood drops in terms of height from which they may have fallen from and the
angle with which they came into contact with the surface.
● Apply mathematics and physics (calculate angle of impact) to the recreation of a crime scene.
● Use blood-spatter evidence to recreate the events at a crime scene
Sample performance task:
● Using the properties of Newton’s Second Law plan an investigation that examines the properties of
blood when acted upon gravity of different heights above the earth. (HS-FS12-1)
Resources
Core Text:
Forensic Science: Fundamentals and Investigations, Bertino, ISBN 9780538731553
Suggested Resources:
● http://www.youtube.com/watch?v=Od8YuwUT794
● http://www.sho.com/site/dexter/special_features.do
● Blood drop Lab from various heights as 90 degrees and identification of an unknown
drop. Analysis of data using a graph.
● Blood drops from various angles from the same height (Lab)
● Blood drops on various surfaces from the same height (Lab)
● Use the following link for activities below:(http://school.cengage.com/forensicscience/#)
FSFI text- activity 8-5 Area of Convergence
FSFI text- activity 8-7 Crime-Scene Investigation
● Forensic Files- Insignificant Others
● The New Detectives- Written in Blood
● CSI - Friends and Lovers
● CSI- Blood Drops
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Unit 13: end of year project (Common Assessment)
Content Area: Science
Course & Grade Level: Forensic Sciences, 11-12
Summary and Rationale
Utilizing knowledge and skills acquired throughout the year to produce an original crime story and
scene.
Recommended Pacing
2-3 Cycles
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