Download Forensics - Owego Apalachin Central School District

Owego Apalachin Central School District
Subject:
Forensics
Course Title: Forensics
Unit: Criminalistics and the Crime Scene
Essential Questions:
#/Placement of Unit: 1
Duration: 4 weeks
What is forensic science?
How long has Forensic science been around?
What are our capabilities today in regards to forensic testing? 10 years from now?
How is evidence collected? Whose job is it, how is it stored and kept on file?
What is a crime scene? How do we protect it?
TV shows like CSI, do they depict true and accurate information?
What responsibilities do police officers have in crime scene investigations?
Goals:
o Understand the history of forensic science and the importance technology has in determining a persons’
innocence or guilt.
o Use tools and equipment to collect evidence at a “crime scene” and see through the Chain of command
o To begin to think objectively, and see the whole picture in relation to a crime scene.
o Explain the importance of police agencies working together and availabilities/ limitations of each level (Town,
State, Federal)
o Read and analyze Case studies
Time
Frame
5
Days
Content
1. Origins
2. Important people
& contributions.
3. Where are we
today?
4. Locard’s
Exchange
Principle
Skills
1.
2.
3.
4.
5.
Performance Tasks/ Instructional
Activities
Define the scope of forensic
o Metric system lab
science.
o Identify tools of criminologist
Detail history & development
o Match scientist with their
of forensic science.
contribution.
Discuss limitations of
o Role play ( Mock trial )
science.
Review legal system of US
(innocent until proven guilty)
Review metric system &
conversion units
Resources/ Technology
Integration
Saferstein text,
Carpenter’s Forensic
Resources:
www.3street.com/forensi
cs/,
Powerpoint Notes
5 Days
8 Days
1. Crime Laboratory
& services provided
2. Validity Vs
Reliability
3. Evidence &
Testimony in the
courtroom
1. Discuss the various levels
and sub units within a
forensic crime unit.
2. Comprehend amount of time
forensic testing takes to
complete (Measurement lab)
3. Identify validity & reliability of
each test being performed
and how evidence will
measure up in the courtroom.
o Practice in Making Laboratory
measurements lab.
o Analyze Case
Study(Jascalevich Murder)Saferstein text
o Test on Chapter 1
Compound light
microscope,
Sketch pad,
Slide show from NYS
Police crime lab
Saferstein Text Ch. 1
ADVANCED Forensic
Science
Teacher Resource
Manual
http://www.crimeandclue
s.com/
1. Physical
Evidence
2. Securing Crime
scene
3. Recording the
scene
o Notes
o Photos
o Sketches
4. Searching for &
Collecting evidence
1. Define: physical evidence,
Chain of custody
2. Discuss responsibilities of 1st
Police officer who arrives at
the scene of the crime.
3. Explain and demonstrate
steps to be taken for
thoroughly recording scene.
4. Describe proper procedure
for conducting systematic
search.
5. Describe proper packaging
techniques for physical
evidence
6. Discuss implications of the
Mincey & Tyler case
o Mock Crime Scene set up.
o Crime scene sketches
o Collecting and packaging
evidence.
o Practice Crime scene search
patterns (p 41)
o Follow the chain of custody
Lab. NYS Police evidence file
papers.
o Quiz
o Enrique Camarena Case
“Forensic Nightmare”
Crime scene sketch kitSirchie Laboratories
Evidence: The True
witness(http://library.thi
nkquest.
org/17049/gather/)
Criminal Investigation
Saferstein Text
http://www.crime-sceneinvestigator.net/csiresponse.html
Powerpoint Notes
Assessments:
Standards
Class Discussions / Participation
Case Study questions
Lab answers ( Metric System , Measurement Lab)
Guided worksheets
Quiz Matching (People and achievements)
A 1, 2, 3, 4
B 1, 3, 4
D 1, 2
F 1, 2, 3, 4, 5, 6, 7
http://www.crimeandclue
s.com/
Unit test Multiple choice, Short answer
Demonstrated evidence collection techniques
Crime scene sketch
Saferstein text p 52 -53
Self Assessment/ Reflection
Owego Apalachin Central School District
Subject:
Forensics
Unit: Physical Evidence
Essential Questions :
Goals :
Course Title: Forensics
#/Placement of Unit: 2
Duration: 3 weeks
What types of evidence are collectable?
Are some types of evidence better than others? More reliable?
What role does the criminologist play in presenting evidence in the courtroom?
What information can be determined from my hair?
What constitutes a crime scene? How do you prevent crime scenes from contamination?
How is a crime scene reconstructed for courtroom presentations?
How long does it take to collect, process, and analyze evidence from various crime scenes?
Recreate evidence that may be left behind at a crime scene.
Analyze hair fibers and determine which ones belong to humans.
Explain and provide examples of the various types of physical evidence ( Comparison , Class, Identification)
Provide insight as to different types of physical evidence a police officer may look for at a crime scene.
Discuss how evidence is used to in crime scene reconstruction.
Sequence events in chronological order.
Explain the importance of proper crime scene reconstruction in court room presentations.
Give students the feel of how it feels to be a witness to a crime.
Time
Frame
7 days
5 days
Content
1. Common types of
physical evidence
2. Identification
evidence.
3. Comparison
evidence
4. Class evidence
5. “jig saw fit”
1. Crime- scene
reconstruction
2. technological
advancements
3. Observation
skills –How good
are mine?
Skills
1. List the common types of
evidence at the crime scene
2. Create “collect” impression
evidence ( foot, bitemark)
3. Explain the difference
between identification and
comparison of physical
evidence.
4. Discuss the value of class
evidence to a criminal
investigation
1. Explain the purpose physical
evidence plays in
reconstructing the events
surrounding the commission
of a crime.
2. View a reconstructed case.
3. Describe with precision a
brief, shocking mocked
assault that takes place.
Assessments:
Hair identification lab
Sequencing activity
Guided questions ( Wayne Williams Trial)
Review questions - Saferstein text p74 -75
Unit test Multiple choice, Short answer
Standards:
A
B
C
D
F
1, 2, 3, 4
2
2
1, 2, 3
1, 2, 3, 4, 5, 7
Performance Tasks/ Instructional
Activities
x Construct bite mark
impressions
x Analyze reliability of various
types of evidence Ex
( footprint vs blood)
x Hair identification lab
Resources/ Technology
Integration
Casts (foot, bite mark
impressions)
Stereomicroscope
Compound light
microscope
Saferstein text
Powerpoint Notes
http://www.crimeandclue
s.com/
x
x
x
x
Watch video on reconstructed DVD
Elmo projection unit
case
Slide show Sketches
You make the call ( You are
jury- what is your decision ) showing drawings
Powerpoint Notes
What happened when?
ADVANCED Forensic
Sequencing activity
Science Teacher
How observant are you
Resource Manual
activity.
http://www.crimeandclue
s.com/
Dental & Shoe impression activity
Explanation of Jury Duty answers
How observant are you? Descriptive writing
Class Discussions/ Participation
Case Study questions
Self Assessment/ Reflection
Owego Apalachin Central School District
Subject:
Forensics
Unit: Forensic Science Research
Essential Questions:
Goals:
Course Title:
Forensics
#/Placement of Unit:
3
Where can I find information from when I do research for this class this year?
Who is the worst serial killer / most notable of all time?
How do I access information from the Tri-County Public Library system ?
What will I do when I am denied access to the websites I need?
Research information about a serial killer and the crimes they committed.
Use three alternative methods of research other than the world wide web.
Develop confidence in research skills.
Refer back to multiple resources in order to gain knowledge.
Duration:
8 days
Time
Frame
8 days
Content
1. Library skills to
access
information from
3 sources.
2. Serial killers
3. Psychology of a
murderer
Assessments:
Standards:
Performance Tasks/ Instructional
Activities
1. Practice information retrieval x Gather information from a
on the internet.
reliable source.
2. Describe and gather
x Organize information in
information from methods
chronological order.
other than the Internet.
x Prepare a biography.
3. Prepare a biography of a
x Present information to an
serial killer.
audience.
4.
Biography of a Serial killer
Oral presentation of biography
A 1, 2, 3, 4
C 3
F 1, 2, 4
Self Assessment / Reflection:
Skills
Resources/ Technology
Integration
Internet
http://www.crimeandclue
s.com/
Owego Apalachin Central School District
Subject:
Forensics
Course Title:
Forensics
Unit:
Fingerprints
#/Placement of Unit:
4
Duration:
3 weeks
Essential Questions:
What are fingerprints? Who was responsible for and how were they discovered?
Are fingerprints unique to a specific individual?
What surfaces can fingerprints be lifted from?
How are prints lifted?
Can fingerprints be permanently altered to avoid detection?
Do other body parts (feet) leave distinguishable identification marks?
Is it right to fingerprint everyone at birth and enter the data into the FBI database?
Are there limitations to fingerprinting?
Goals:
To be able to identify the three types of prints. (Loops, swirls, arches)
Lift and preserve fingerprints using two different methods.
Detail the history of fingerprinting back to 1883.
Debate whether employers / schools have the right to mandate fingerprints for employment / attendance.
Identify surfaces that allow / do not allow for prints to be identified.
Explain various methods law enforcement may use in order to gain a suspects prints
Time
Frame
3 days
Content
History of fingerprints
1. Bertillion’s System
2. Chinese signed
documents
3. Henry Fauld
4. Francis Galton
Modern fingerprinting
1. Databases
Skills
1. Name individuals and their
significant contributions in
development of fingerprint
technology.
2. Define ridge characteristics.
3. Discuss the use of fingerprints
in today’s society. ( Criminal and
employment purposes ).
Performance Tasks/ Instructional Resources/ Technology
Activities
Integration
Saferstein Text Ch. 14
x Introduce students to FBI
http://www.fbi.gov
crime database.
x Analyze materials capable of VHS – for case study
Powerpoint Notes
retaining prints (evidence)
x Discuss case of United States http://homepage.ntlworld.co
m/bob.
v. Byron C. Mitchell
x Watch verdict of Mitchell case chappell/projects_page.html
5 days
4 days
Physiology of Prints
1. Formation
2. How are prints left
at crime scene?
3. Identification
A. Latent prints
B. Visible Prints
C. Plastic Prints
4. Principles of
fingerprint identification
Fingerprint
Classification
1. Primary
Classification
A. Loops
B. Whorls
C. Arches
2. Henry’s System
1. Explain why a fingerprint is a
permanent feature of the
human anatomy.
2. Create and lift three types of
prints.
3. Identify distinguishing
characteristics from the three
types of “lifted prints”
4. Analyze prints and determine if
they are smudged.
5. Describe the surfaces that are
“good” & “poor” for retaining
fingerprints.
6. Explain why some surfaces are
better than others for holding
prints.
1. Classify a set of fingerprints by
the primary classification of the
Henry System
2. Match lifted prints to each
member of the class.
3. Explain how much of a print is
needed to positively identify a
suspect.
4. Discuss legal ramifications of
fingerprinting everyone at birth for
legal purposes.
x
x
x
x
x
x
x
x
x
Take and lift latent prints
Obtaining an inked print
Matching class prints
Demonstrate the use of
Super-glue in print ID
Identify properties of skin
responsible for giving
humans distinguishable
prints
Observations of
fingerprints under light
microscope
http://www.crime-sceneinvestigator.net/prints.ht
ml
Internet
Print cards
x
Saferstein Text Ch. 14
Compound light
microscope
ADVANCED Forensic
x
Science
Teacher Resource
Manual
http://homepage.ntlworld.co
m/bob.
chappell/projects_page.html
Saferstein Text Ch. 14
Identifying prints by
distinguishing characteristics Print cards
Match lifted prints to various Ward’s fingerprinting
identification kit
“suspects” from class.
Observations of fingerprints Compound light
microscope
under light microscope
Class discussion: What to do Police officer
when there are multiple sets Powerpoint Notes
http://homepage.ntlworld.co
of prints?
Personal freedom notes and m/bob.
chappell/projects_page.html
discussion
Assessments:
Q 1- 40 Saferstein text p. 430 -431
Fingerprint ID Lab (Match prints to classmates)
Dusting and Lifting Prints Lab
Quiz
Fingerprint Classification activity sheet
study guide ( U.S. v. B. Mitchell)
Class Discussions / Participation
Unit test Multiple choice, Short answer
Case Study questions
Should US citizens be fingerprinted at birth? - worksheet
Standards:
A
D
F
G
1, 2, 3
2
1, 2, 4, 5, 6, 7
5
Self Assessment / Reflection:
Owego Apalachin Central School District
Subject:
Forensics
Course Title:
Unit:
Hair, Fibers, & Paint
#/Placement of Unit: 5
Essential Questions:
Goals:
Forensics
Duration: 3 weeks ( 23 days)
What information does a hair contain?
Can one distinguish between hairs from different regions of the body?
Why are there different types of hair found on a person’s body?
Can skin grafts obtained from a second party contain hair or skin cells with the original persons identifying
characteristics?
Is it possible to change hair characteristics through diet, or by bleaching ones hair?
If fibers are found on or near a victim can give crucial information to investigators?
How can paint chips found at the scene of an accident be considered evidence?
What is a famous case involving the collection of hair, fibers, or paint evidence?
Explain the development and structure of hair.
Compare / Contrast human and animal hairs under a microscope.
Create a model of layers of the dermis.
Comprehend the importance of finding hair, fibers, and / or paint chips at a crime scene.
Investigate the properties of hair, fibers, and paint chips using microscopes.
Understand the different methods of analyzing paint.
Compare various samples of paint using the comparison scope.
Match paint chips with the correct sources.
Time
Frame
Content
Hair
1. Searching & Collection
of Hair evidence
2. General morphology &
characteristics
8 days 3. Phases of growth
4. Human vs animal hair
5. Microscopic examination
Skills
1. Describe the cuticle, cortex,
& medulla of the hair.
2. Identify & explain the three
phases of hair growth.
3. Compare / Contrast human
& animal hairs.
4. Demonstrate the proper
collection of hair evidence.
5. List hair features that are
useful for the microscopic
comparison of human hair.
6. Describe the role of DNA
typing in hair comparisons.
x
x
x
x
x
x
x
9 days
Fibers
1. Types Natural or man
made
2. Identification &
comparison
3. Case study: Fiber
evidence from a van
1. Classify fibers
2. Describe the structure of a
polymer.
3. List properties of fibers
useful for forensic
comparisons.
4. Demonstrate the proper
collection of fiber evidence
5. Complete Identifying
Feathers Lab
x
x
x
x
x
Performance Tasks/
Resources/ Technology
Instructional Activities
Integration
Saferstein Text Ch. 8
Analyze hair under
Stereomicroscope
stereomicroscope
Flex cam
Identify various hair
Internet – Ennis Cosby
structures.
Find and collect different murder articles
hair samples from a mock
Animal hair database
scene.
List class characteristics AJ Lee
of collected hair samples.
http://www.crimeandclue
Predict origin of hair
s.com/
sample.
Discuss role of hair
evidence in the Ennis
Cosby murder & the
Central Park jogger murder
case (1989)
Prepare wet mount of
human hair.
Venn diagram – man made Saferstein Text Ch. 8
vs natural fibers
Analyze Major generic fiber Poster – Generic fibers
Compound light
chart p. 208 -209
microscope
Discuss domestic and
Read case study – Fiber
industrial uses in
evidence from van.
connection with fibers
Lab – Identifying
found at a crime scene
Feathers
Collect and view fibers
Lab – Using Polarized
under light microscope.
Compare collected fibers Light to Identify Fibers
(Prentice Hall)
to known fibers to try and
identify match
6 days
Paint
1. Components
2. Types of auto paints
3. Collection &
Preservation
4. Examination
A. Microscopic
B. Solvent test
C. Gas
chromatography
D. X-ray
spectroscopy
1. Describe the components of
paint.
2. Classify automobile paints.
3. Examine various paint
chips through various
testing methods.
4. Describe the proper
collection & preservation of
paint evidence.
x
x
x
x
x
Assessments:
Standards:
Class Discussions / Participation
Case Study questions (fiber evidence)
Demonstrated evidence collection techniques
Lab answers ( Identifying Feathers)
Guided worksheets
Quiz
A 1, 3
B 1
D 1, 2, 3
F 1, 2, 3, 4, 5, 7
Self Assessment / Reflection:
Paint chip analysis.
Determine the number of
layers of paint in a sample.
Video presentation of gas
chromatography in paint
identification.
Prepare examples to
examine ( spray paint,
clear coat, oil based, water
based paint.
View various chipped
samples under
microscopes.
Discuss how automobiles
are painted and how paint
evidence is left behind at
accidents.
Saferstein Text Ch. 8
Compound microscope
DVD “ Paint Analysis”
Pyrogram of auto
paint(overheads)
Various paint samples
ADVANCED Forensic
Science Teacher
Resource Manual
Unit test Multiple choice, Short answer
KWL
Venn diagram ( fiber )
Paint sample matching and analysis
Saferstein text p 230 - 231
Owego Apalachin Central School District
Subject:
Forensics
Unit: Glass & Soil
Essential Questions:
Goals:
Course Title:
Forensics
#/Placement of Unit: 6
Duration:
Why does a prism disperse light the way it does?
How can you distinguish the difference between various samples of glass?
How is glass formed? What does amorphous mean?
How can the direction and angle of a bullet be identified by examining a hole left in glass?
What physical evidence in soil is examined?
Is bulletproof glass really bulletproof? What is it made of?
How long will evidence in soil remain intact?
How does soil vary from one place to another?
With what degree of certainty does soil evidence link one to a crime?
Determine the density of various shards of glass in order to positively identify the origin of the glass.
Identify fracture patterns from a bullet.
Demonstrate proper technique of glass evidence.
Trace the path of a bullet by examining evidence collected at a crime scene.
Detail the difficulties investigators have in collecting and preserving glass samples.
Identify refractive values of glass samples.
View and analyze minerals found within soil samples.
Find soil evidence on garments and/or rugs and match to a specific location.
Discuss the importance of the camera in collection of physical evidence.
3 weeks (12 days)
Time
Frame
6 days
Content
Glass
1. Physical
Properties
A. Density
B. Refractive
Index
C. Elasticity
D. Fractures
2. Crime scene –
Common forms
3. Fracture Patterns
A. Radial
B. Concentric
4. Identification
5. Collection &
Preservation
A. Safety
Skills
1.
2.
3.
4.
5.
6.
7.
8.
Performance Tasks/ Instructional Resources/ Technology
Activities
Integration
Define physical & chemical
Saferstein Text Ch. 4
x Lab: Density of Glass by
properties.
Floatation & Density Gradient Digital camera
Measure & / or examine
Refractive Graph Index
Columns
physical properties (density,
Crime scene Photos
x Examine various glass
refractive index, elasticity,
Density gradient tubes
samples and compare to
fractures) of different types
refractive value index.
of glass.
x Analyze crime scene photos http://www.crimeandclue
Distinguish crystalline from
of glass fractures for direction s.com/
amorphous solids.
of entry and proximity.
Define double refraction &
x Make predictions about
birefringence.
“bulletproof” glass. (How,
Describe the dispersion of
why, to what degree does this
light through a prism.
withstand force.
Describe & practice the
x Take photos of simulated
flotation & immersion
crime scene for evidence
methods for comparing
collection.
glass specimens.
State how to examine glass
fractures to determine the
direction of impact for a
projectile.
Describe the proper
collection of glass evidence.
6 Days
Soil
1. Characteristics
A. Color, grain size,
composition
B. pH
C. Density
(Gradient Tubes)
2. Collection of
Evidence
A. Area (Outside)
B. Garments, rugs
1. List the important
properties of soil.
2. Describe and
demonstrate the
density-gradient tube
technique.
3. Take and examine core
samples of soil.
4. Perform tests (pH,
color, grain size) on
taken core samples.
5. Describe the proper
collection of soil
evidence.
Assessment:
Class Discussions / Participation
Case Study questions
Lab answers ( Metric System , Measurement Lab)
Guided worksheets
Quiz Matching (People and achievements)
Standards:
A
B
F
1, 2, 3, 4
1, 3
1, 2, 4, 6, 7
Self Assessment / Reflection:
x
x
x
x
Identifying minerals activityUsing reference table
Identify area of stained
garmets
Sequence proper steps /
techniques for collection of
soil sample.
Interpreting Insect Evidence
Lab ( materials of soil )
Saferstein Text Ch. 4
Earth Science Reference
Table
Internet access
BIODETECTIVES:
Investigations in
Forensics Prentice Hall
Unit test Multiple choice, Short answer
Demonstrated evidence collection techniques
Crime scene sketch
Saferstein text p 116 - 117
Owego Apalachin Central School District
Subject:
Forensics
Course Title:
Unit: Blood & Other Body Secretions
Essential Questions:
Goals:
Time
Frame
6 days
Forensics
#/Placement of Unit:
7
Duration: 15 days
Where
Wh is blood often “hidden” at a crime scene?
Can blood be completely cleaned up?
What components of blood are used and needed by organizations like the Red Cross?
What is your blood type? What does this mean?
How long does blood evidence remain useful?
How might blood splatter evidence give detectives clues as to what happened at a crime scene?
What are other types of body fluids that may be collected at various types of crime scenes?
Each student will type their own blood.
Compare / Contrast human and animal blood through microscopic investigation.
Create blood splatter patterns typical of various types of crimes.
Recreate a crime committed by investigating various blood splatter patterns.
Organize a blood drive .
Collect and preserve “simulated blood” evidence.
Create a hypothesis and work through scientific method to solve a crime.
Content
1. Composition of blood
A. Cellular components
B. Plasma
2. Blood types & heredity
A. A, B, O, AB
B. Rh factors
C. disorders
3. Information
A. genotype
B. phenotype
Skills
1. Review components of
blood.
2. Define importance of
blood identification at
the crime scene.
3. Discuss how blood type
can solve paternity tests.
4. Demonstrate the value of
Punnett squares.
5. Explain why
frequencies of blood
types can be predictable.
6. Understand important
blood disorders.
Performance Tasks/ Instructional
Activities
x Nurse will prick student’s
fingers to determine Blood
type.
x Individual Rh factor analysis
x View prepared slides of blood
cells.
x Sketch various blood
components
x Organize a blood drive and
present information on
important parts of blood.
x Worksheet: Am I the father?
x Create and read results of
Punnett Squares
Resources/ Technology
Integration
http://www.crime-sceneinvestigator.net/blood.ht
ml
Saferstein Text Ch. 12
http://www.romulus.net/
contextual
/science.htm#forensics
Red Cross
7 Days
2 Days
Forensic characterization of
1. Review crime scene
blood
investigators roles when blood
1. Lab tests for presence of is present.
blood
2. View various field tests to
A. Benzidine test detect human blood
B. Phenolthalein
3. Demonstrate method of
C. Luminol
detecting a “cleaned up” blood
D. Microcrystalline scene
2. Origin of Blood
4. Create blood splatters.
3. Aging of Blood
5. Record / Document
4. Blood Stain Patterns
patterns
5. Collection & Preservation
6. Discuss importance of
of evidence
pooling at a scene.
7. Collecting blood samples
(Dry & wet)
8. Research amount of time
blood will retain its defining
characteristics
9. View various
photographs and determine
impact angle of blood.
10. Predict type of weapon
responsible for creating
different types of blood
splatter
Other Body Fluids
1. List the lab tests necessary 1.
A. Semen / Spermatozoa
to collect seminal stains.
B. Perspiration
2. Explain how suspect stains 2.
C. Saliva
are properly preserved for
D. Urine
laboratory examination.
3.
E. Vaginal Secretions
3. Describe collection of
evidence in rape
investigation.
4.
4. Define identifying
characteristics present in
other body fluids.
5.
x
Saferstein Text Ch. 12
Blood splatter lab –Impact
http://www.romulus.net/
Angles
x Blood Splatter lab – Patterns contextual
/science.htm#forensics
Create splatter patterns from
various heights
x Draw blood components http://www.nvps.net/nps
from prepared microscope nhs/Cur riculum
%20Maps/Blood%20Imp
slide
x Collect and preserve blood act% 20Angle%20samples ( Wet /Dry blood ) %20Lab.doc
x Quiz matching: blood
splatter to type of weapon http://www.crimeandclue
s.com/
Sequence events of evidence
collection in rape cases
Microscopic examination of
secondary evidence.
Collect and process “potential”
evidence containing other body
fluids.( Mini lab )
Research evidence collection
chain of command- ( How is
evidence filed and stored at the
laboratory.
Watch video ( Hidden Pieces:
Evidence Collection)
http://www.crime-sceneinvestigator.net/evidenc
4.html
Saferstein Text Ch. 12
ADVANCED Forensic
Science
Teacher Resource
Manual
Hidden Pieces: Evidence
Collection VHS tape
Assessments:
Class Discussions / Participation
Case Study questions
Lab answers ( Blood typing) (Blood splatter)
Guided worksheets
Quiz (Genotypes / Phenotypes)
Standards:
A
C
D
F
G
1, 3, 4
1, 2, 3
1, 2
1, 2, 3, 4, 5, 6, 7
4
Self Assessment / Reflection:
Unit test Multiple choice, Short answer
Demonstrated evidence collection techniques
Study guide quiz : Hidden evidence
Saferstein text p 358 - 360
Owego Apalachin Central School District
Subject:
Forensics
Course Title:
Unit: DNA Evidence and Skeletal Remains
Essential Questions:
Goals:
#/Placement of Unit:
8
Duration: 18 days
How accurate is DNA evidence? What does this mean in a courtroom?
When was DNA discovered?
How many cases have been overturned since DNA evidence has been available?
Medical examiners often can determine time of death with a great degree of precision. How?
What does a visit to the morgue feel like?
What story do bones tell?
Are facial reconstructions accurate?
Construct a DNA molecule using the nucleotide kits
Debate the O.J. Simpson trial
Research and decide verdict based on evidence.
Present opinion based on scientific research and evidence.
Take a field trip to a morgue. (Lourdes Hospital)
See how DNA has helped convict and also acquit suspects since it’s discovery.
Time
Frame
Content
1.
2.
3.
4.
11 days
Forensics
DNA structure
Replication
DNA Typing
History of DNA
Evidence
5. DNA evidence
and criminal
investigations.
6. Analyze famous
cases: O.J.
Simpson & Sam
Sheppard
Skills
1. Understand where DNA is
located and components.
2. Describe implications of
DNA replication in Forensic
science.
3. Investigate the history of
DNA evidence
4. Research famous court
cases.
5. Present evidence supporting
or refuting jury’s verdict.
Performance Tasks/ Instructional Resources/ Technology
Activities
Integration
http://www.pbs.org/wgb
x Perform Web Quest
h/nova
x Read case study and analyze
Sam Sheppard and OJ Simpson /sheppard/chronology.ht
ml
cases
x Debate OJ Simpson case through
BIODETECTIVES:
Mock trial
Investigations
x Activity: Interpreting DNA
in Forensics Prentice
Evidence
Hall
http://www.crimeandclue
s.com/
KNEX DNA kits
Saferstein text Ch. 13
7 days
1. Human skeletons
Basic information
2. Rate of Decay
Building the body up
from nothing
reconstruction
3. September 11,
2001 World Trade
Center
Assessments:
Standards:
1. Measure human bones.
2. Predict age, race, sex of
individual from the measured
bones.
3. Estimate time of death due to
state / condition of the body.
4. Explain how environmental
factors play a role in decay.
5. Follow procedure to create a
potential victim
6. Understand role DNA had in
identifying bodies in 9/11
attacks.
7. State limitations of DNA
evidence
x
x
x
x
Lab: Interpreting Skeletal
Remains
Trip to the morgue
Facial reconstruction activity:
Name to a Face
Case Reading p 399 -404
Debate: Oral presentations, Written evidence based on research
DNA model construction
Facial reconstruction ( Following Directions )
Thank You letter ( Dr. Terzian )
September 11 Discussion worksheet
A
B
D
F
1, 2, 3, 4,
2
1
1, 2, 3, 4, 5, 6, 7
Self Assessment / Reflection:
BIODETECTIVES:
Investigations
in Forensics Prentice
Hall
http://www.feinc.net/csrecov.htm
Dr. Terzian Coroner /
Medical Examiner
http://www.crime-sceneinvestigator.net
Bones : A Forensic
Detective’s Casebook
Saferstein Ch 13
http://www.andreacampb
ell.com/
html/forensic_sculpture.
html
Quiz
Matching, Short Answer Exam
Interpreting Skeletal Remains Lab
Saferstein book questions p. 397 – 399
Owego Apalachin Central School District
Subject:
Forensics
Course Title:
Unit: Forensic Toxicology
Forensics
#/Placement of Unit:
9
Duration: 13 days
Essential Questions:
Do drug programs like D.A.R.E work?
Have you ever seen a Mock accident? What were your thoughts, feelings, view as to the effectiveness?
In your opinion, how many students in our high school do drugs? Drink and Drive?
What do you think happens to someone who is pulled over and is suspected of being under the influence?
Who has witnessed a mock accident? What are your thoughts / feelings as to their effectiveness?
Why do illegal substances make you feel the way they do?
Goals:
Perform field sobriety tests.
Simulate the booking process of a DWI suspect.
Reflect and share feelings after viewing mock DWI accident
Understand various types of drug and alcohol testing.
Conduct survey to analyze percentages of students involved in drug use.
Promote “safe” decision making skills in regards to peer pressure.
Comprehend the short and long term effects of various “commonly used” drugs.”
Make rationale life decisions in regards to drugs and alcohol.
Time
Frame
7 days
6 days
Content
1. Role of toxicologist
2. Alcohol & the human
body
A. Absorption, effects,
elimination
B. Impairment level
3. Alcohol testing
A. Breathalyzer
B. Field sobriety tests
4. Blood testing
5. Preservation of
evidence
1. Techniques for
identifying drugs &
poisons in the body
2. Overview of various
illegal drugs and effects on
the body
3. Significance of
toxicological findings
Skills
1. Explain absorption,
transportation, and
elimination of alcohol
throughout the body.
2. Describe process of
alcohol excretion via the
breath.
3. Perform and explain
results of Breathalyzer
test
4. Demonstrate some
common field sobriety
tests.
5. Research validity of
alcohol analysis.
6. View the legal system in
regards to alcohol (DWI)
7. Express feelings of
witnessed mock accident
1. Define acid and base
2. Trace the path of a nerve
impulse.
3. Identify drug classes and
effects on various body
systems.
4. Create drug survey for
students at OFA.
5. Develop an appreciation
for the forensic
toxicologist in the criminal
justice system.
6. Discuss the significance
of finding a drug in human
tissue.
Performance Tasks/ Instructional Resources/ Technology
Activities
Integration
Saferstein Text Ch. 10
x Trace path of alcohol
http://www.romulus.net/
(coloring activity)
contextual
x Perform Breathalyzer
/science.htm#forensics
x Take a tour of local or state
police office.
Owego Police
x Student will go through
“booking process” of a DWI Department
NYS Police
suspect
x View mock DWI accident
x Present feelings on “Effects of
DWI”
x Develop realistic approach
towards reducing DWI
amongst high school
students.
x
x
x
x
x
Saferstein Text Ch. 9 &
Administer drug survey to
10
students at OFA.
http://www.romulus.net/
Color Nervous system
Play drug JEOPARDY review contextual
/science.htm#forensics
game.
Watch Cold Case episode # 13
ADVANCED Forensic
Drug Findings worksheet
Science Teacher
Resource Manual
Assessments: Class Discussions / Participation
Case Study
Field Sobriety Tests
Lab answers ( Metric System , Measurement Lab)
Guided worksheets Drug Findings
Quiz (Drugs)
Standards:
A
C
D
G
Self Assessment / Reflection:
1, 2, 3, 4
1, 2, 3
1, 2, 3, 4, 6, 7
5
Unit test Multiple choice, Short answer
Demonstrated evidence collection techniques
Jeopardy Review game
Drug survey ( Analysis of results )
Saferstein text p 293 -295
Owego Apalachin Central School District
Subject:
Forensics
Course Title:
Unit: Firearms & Questioned Documents
Essential Questions:
Goals:
Time Frame
6 days
Forensics
#/Placement of Unit:
10
Duration: 22 days
What story do bullets and their casings tell?
Who killed John F. Kennedy?
How are bullets linked to a specific firearm? Where / How are the markings made?
What is a powder burn?
How has firearm technology changed?
Can you identify counterfeit money?
Why does money change appearance?
How am I able to determine whose name is not on their paper?
Review the JFK assassination
Identify the classifying features of bullets, firearms, and of casings.
Examine bullet holes to determine direction.
Evaluate forged documents.
Practice techniques in handwriting analysis.
Investigate U.S. currency and identify anti-counterfeit marks.
Content
Firearms
1. History or firearms
identification
A. Sacco & Vanzetti
B. Kennedy
assassination
Skills
1.
2.
3.
4.
Performance Tasks/ Instructional
Resources/ Technology
Activities
Detail the history of
Saferstein Text Ch. 15
x Define vocabulary list of
firearms identification
http://www.jfklancerforum.com/
firearm terms
Identify major
sherryg/page01.html
x Create outline
contributors to
http://www.crimeandclues.com/
x Watch JFK assassination
firearms identification
x Draw conclusion on who
Summarize evidence
killed JFK.
from the JFK
assassination.
Analyze information
and draw conclusion.
4 days
2. Principles of firearms
identification
A. Comparison
microscope
B. Bullet
comparisons
C. Lands & Barrel
grooves
D. Caliber
E. Cartridge casing
numbers
F. Breechblock
marks
G. Firing Pin Marks
H. Extractor &
Ejector
3. Gunpowder
Residue
4. Trajectory & other
firearms problems
A. Bullet direction
B. Clothing &
Body examination
1. Describe the
techniques for rifling
a barrel
2. Explain how a firearm
works.
3. Distinguish caliber
from gauge
4. List class &
individual
characteristics of
bullets and
cartridges.
5. Describe a lab test for
determining whether
an individual has
fired a weapon.
6. Explain the IBIS
system.
7. Test for gunpowder
residue.
8. Retrace the path of a
bullet.
9. Explain serial number
restoration process
x
x
x
x
x
x
Compare / Contrast bullet
and cartridge cases
Powder residue on Fabric
evaluation
Classifying bullets from
holes.
Define working mechanisms
of firearms
Hypothesize direction of
bullet travel and type of
firearm from evidence
samples.
View bullet wounds found on
human victims
Saferstein Text Ch. 15
ADVANCED Forensic Science
Teacher Resource Manual
http://www.firearms id.com
View firearms Identification proced
http://www.crimeandclues.com/
8 days
Questioned documents
& obliteration
1. History of
document
identification
2. “ Questioned”
documents
3. Handwriting
identification
principles
4. Types of
alterations
A. Erasures
B. Chemical
erasures
C. Overwriting
D. Serial numbers
x
Read about the
history of great
forgers: online
( Lindberg Jr. case)
x Examine online and
handwritten
forgeries
x Solve staged
“classroom crimes
x Practice techniques
to determine
difficulties of
forgery
x Identify critical
patterns within
ones own
handwriting style
x Discuss properties
of inks
x Create chemically
altered documents
x Analyze altered
documents
x
x
x
x
x
x
x
Analyze “ A partial Ransom http://www.crime-scene-investigat
.net/document.html
note
Solve kidnapping case based
Saferstein Text Ch. 16
on evidence left behind on
ransom notes
http://www.pbs.org/wgbh/nova /mo
Analyze own handwriting
style - forged signatures
Create and analyze partners http://www.romulus.net/contextual
science.htm#forensics
erasure marks
Examine critical ransom
notes of the Charles Lindberg http://www.courttv.com/forensics_
Jr. case implicating Clifford curriculum/msunit1.pdf (idea for
creating ransom note)
Irving
Read case study (Lindberg)
Determine quality of altered http://school.discovery.com/
lessonplans/programs/
documents
forgery/ (class readings
4 days
Counterfitting
1. U.S. currency
production
1. mint
locations
2. counterfeit
proof
money
2. History of safety
features
1. counterfeit
techniques
2. penalties for
counterfeiting
3. View different
markings on various
U.S. currency.
4. Describe how money
is produced.
5. Review locations and
purpose of a mint
6. Take a virtual tour
through the U.S. mint
7. Understand why
money needs to
change markings
through time.
8. Explain various
methods
counterfeiters use to
produce illegal
monies.
Assessments: Class Discussions / Participation
Case Study questions
Lab answers ( Handwriting Analysis)
Guided worksheets
Quiz
Standards:
A
B
D
F
G
Self Assessment / Reflection:
1, 3, 4
3, 4
1
1, 2, 4, 5, 6, 7
4, 5
x
x
x
x
x
x
x
View video
Analyze U.S. currency for
counterfeit marks
Compare money of today
versus past
Create timeline of U.S.
currency securities
Visit local bank
Webquest –US mint tour
On line exam
PBS video Making of Money
http://www.pbs.org/wgbh/nova /mo
Partners Trust Bank
http://www.ustreas.gov/
http://www.crimeandclues.com/
Unit test Multiple choice, Short answer
Demonstrated evidence collection techniques
Saferstein text p
465 – 464 & 487 – 488
Owego Apalachin Central School District
Subject:
Forensics
Course Title:
Unit: Impressions ( Footprints, Tire tracks, tools) #/Placement of Unit:
Essential Questions:
Goals:
Forensics
11
Duration: 2 weeks
Why was O.J. Simpson’s shoe print such a big piece of the puzzle in the Nicole Brown Simpson case?
Can you identify your own shoe from a lineup?
Rubber soles & tires display signs of wear. Why?
How can shoe prints be preserved?
What are typical objects used in a burglary? How can these lead to the incrimination of a suspect?
How are successful hunters able to use tracks in their favor?
How can detective s use footprints of humans to help get answers?
Can a case be solved without finding the tool / weapon that was used to commit the crime?
Find and identify footprint evidence planted at a crime scene.
Distinguish identifying features found in tread patterns.
Hypothesize actions of a suspect by analyzing a series of footprints.
Measure distances with precision.
Cast and mold shoe and print evidence.
Match tool marks with type of tool and type of crime.
Present information to class.
Provide rationale for conclusion. ( Whose shoes are these activity?)
Content
Skills
Time
Frame
9 days
2 days
Footprints & Tire Tracks
1.Design
2. Shape
3. Worn Areas
4. Size of tread
5. Manufacturer name
6. Distance between
repeating pattern
7. Imperfection in tread
8. Width of heel, length
impression
9. Collection of evidence
(Photos & casting)
Tool marks
1. Typical crimes where
tools are used
2. examination of
evidence
3. Importance of tool
recovery
Assessments:
1. Understand tires and
shoes have identifiable
tread patterns.
2. Look for repeating
patterns from shoe /
footprints
3. Classify tires by
manufacturer & type
4. Practice evidence
collection ( impression
casting )
5. Continue taking accurate
metric measurements.
6. Explain why a specific
shoe type / tire matches
an imprint.
7. Read case study
1. Explain typical tools/
weapons involved in
crime.
2. Examine various marks
from various cases.
3. Match a suspected tool to
a wound / tool mark.
Class Discussions / Participation
Case Study questions
Lab answers (Tool marks)
Guided worksheets
Quiz
Evidence presentations
Performance Tasks/ Instructional Resources/ Technology
Activities
Integration
x
x
x
x
x
x
http://www.crime-sceneLab: Restoring Bloody
investigator
Footprints
.net/footwear.html
Trace outline of shoes and
Saferstein Text Ch. 15
label areas of wear
Activity: Walking or running http://www.fbi.gov/hq/lab
/handbook
(Gait pattern)
Create Plaster of Paris mold /intro14.htm#shoeprint
ADVANCED Forensic
from soil imprint
Science Teacher
Create databank from class
imprints of shoe types. Whose Resource Manual
Comparison Microscope
Shoes are These? Activity
Presentation of evidence.
Kost Tire ( tire samples )
Movie clip: My Cousin
Vinny
x
x
x
Match marks to tools Quiz
Create tool marks,
impressions.
Weigh the value of tool marks
(Class vs Individual evidence)
Saferstein Text Ch. 15
http://www.crime-sceneinvestigator.net/csiresponse.html
http://www.crimeandclue
s.com/
Unit test Multiple choice, Short answer
Demonstrated evidence collection techniques
Foot casts
Saferstein text p 464 - 465
Cast impressions – wear patterns
Standards:
A
B
D
F
1, 2, 3, 4
1, 2, 4
1
1, 2, 3, 4, 5, 6, 7
Self Assessment / Reflection:
OWEGO APALACHIN CENTRAL SCHOOL DISTRICT
CURRICULUM COVER PAGE
Project:
Full year
Half year
Curriculum:
Review and Revision:
Full year
Half year
Quarter
Scope and Sequence
Modifications
Subject: Science
Course: Forensics
Grade Level(s): 11 & 12
Duration:
full year course
Written by:
Brian Kinney
Stephen Bingley
Date:
April 20, 2006
Approval Date:
half year course
quarter
other __________________