Download CURRICULUM FOR FORENSIC SCIENCE: A BIOCHEMICAL

COURSE OUTLINE Forensic Science
Instructor: Deborah Stripling
This course is designed to challenge students with topics such as fingerprinting,
DNA analysis, blood typing and spattering, trajectories (for ballistics as well as blood
spattering) comparative anatomy, and chemical analysis of drugs, poisons, and trace
evidence, and the dynamics of Physics.
Students will learn about the careers involved with Forensic Science and will play
mock roles as experts in the field to solve crimes. They will learn team work in solving
the mock crimes and have a chance to change their roles as the year progresses. The
students will all be given the tools to interpret data and techniques involved for both
chemical and biological analysis of evidence.
PACING GUIDE: Some of the material will require more time than others but you
should expect to cover three topics or units per marking period.
1. History and Development of Forensic Science
a. Organization of the Crime Laboratory
b. Services of the Crime Laboratory
2. The Crime Scene
a. Processing the Crime Scene
b. Legal Issues at the Crime Scene/ good lab techniques and safety
3. Physical Evidence
a. Types of Physical Evidence
b. Significance of Physical Evidence
4. Hairs, Fibers, and Paint
a. Morphology of Hair
b. Identification and Comparison of Hair
c. Types of Fibers
d. Comparison and Preservation of Fiber Evidence
e. Forensic Examination of Paint
5. Fingerprints
a. History of Fingerprints
b. Classification of Fingerprints
c. Methods of Detecting Fingerprints
d. Preservation of Developed Prints
6. Forensic Serology
a. The Nature of Blood
b. Forensic Characteristics of Bloodstains
c. Stain Patterns of Blood
d. Principles of Heredity
7. DNA
a. What is DNA?
b. DNA typing
c. Gel Electrophoresis
Page 1 of 20
d. The Combined DNA Index System (CODIS)
e. The Collection and Preservation of Biological Evidence for DNA analysis
8. Drugs
a. Drug Identification
b. Collection and Preservation of Drug Evidence
c. Chemical Analysis of Drugs using Spectroscopy
Forensic Anthropology- bones and comparative anatomy, Bertillion
measurements
9. Entomology- How bugs can give a time-line for death and bug morphology
10. Final Project
a. Use of all the above techniques and information to create their own crime
for another team of forensic scientists in their class to solve.
b. Ability to solve a crime that is developed for them by another team of
forensic scientists in their class or another class.
PURPOSE OF THE COURSE
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Students will:
Apply knowledge learned in previous courses such as Biology and Chemistry
Work independently and in groups to apply that knowledge
Use scientific terminology to describe the techniques they are using
Understand how science is used to solve societal problems such as crime
Incorporate History with science
Explain how Criminal justice fits in with Forensic Science
Understand that Forensic Science is applied Biology and Chemistry
Learn the new uses of technology in solving crimes and issues of biometrics.
Expand their use of the English language to document what took place and how
they arrived at their conclusions
Understand that there are limitations to what physical evidence can tell us but that
the evidence does not lie
Expand the use of critical thinking
GOALS AND OBJECTIVES
The goal of the course is to prepare our students for citizenship and advance their
knowledge of science and how it fits in to the world we live in. The course is designed to
motivate students to continue to explore alternate fields of science.
Page 2 of 20
National Standards for Science in Secondary Education
The National Standards for science state that the goals for students are to be able to:
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Understand the nature of the world around them
Use the scientific method and other scientific techniques, for problem solving
Discuss topics of a scientific nature intelligently
Use their knowledge of science to pick appropriate career paths and become
productive citizens
Specifically, the following standards are incorporated into this curriculum:
 Content standard A: all students should develop abilities to do scientific inquiry
and understandings about scientific inquiry.
 Content standard B: develop an understanding of the structure of atoms,
structure and properties of matter, chemical reactions, motions and forces,
conservation of energy, and interactions of energy and matter
 Content standard C: develop an understanding of the cell, molecular basis of
heredity, biological evolution, interdependence of organisms, matter, energy, and
organization in living systems, behavior of organisms
 Content standard F: develop understanding of personal and community health,
population growth, natural resources, environmental quality, natural and humaninduced hazards, and Science and technology in local, national and global
challenges
 Content standard G: develop an understanding of Science as a human endeavor,
nature of scientific knowledge and historical perspectives
The following curriculum is designed to meet these goals. For more specific goals, you
can refer to the standards for Biology, Chemistry and Physics as they apply to the topics
being studied.
Page 3 of 20
MONTHS
Jan/Feb
CYCLES
1
Review of Lab Safety
Introduction to Forensic ScienceChapter 1

Define Forensic Science

Demonstrate lab safety

Learn to use both the
stereoscopic microscope,
dissecting microscopes and the
compound microscope
Use the steps of the scientific method to
problem solve
Jan/Feb
2
RESOURCES
CHAPTERS/ TOPICS
Learning Objectives
Lab Safety Video provided
by the State
SUGGESTED
READINGS
Differentiated instruction
Powerpoint Lab Safety
Powerpoint notes: criminal
investigation: an overview
Microscopes LAB
Power Point Presentation
Bones A Forensic Detective’s
Casebook
TWO-MINUTE MYSTERIES
Case of the accidental drowning
A Forensic Detective’s
Casebook pg 1-3
Microscope lab
Brainpop
Study Guide for Criminal
Investigation (Orthman)
Vocabulary list and study
guide questions
Continued Chapter 1- History of Forensic
Science and Physical Evidence

Describe the use of the crime lab

Understand the importance of
each scientist that contributed to
the development of Forensic
Science

Define the role of the Forensic
Scientist in analysis of the
Physical Evidence
3
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
List the different Forensic Fields
of Science: Forensic Pathology,
Forensic Anthropology, Forensic
Entomology, Forensic
Psychiatry, Forensic Odontology
, Forensic Toxicology ,and
Forensic Engineering

Calculate probability of a
suspect being similar to another.

Sketch a crime scene using a
standard template and references
CSI EPISODE- A LITTLE
MURDER
MOVIE – THE BONE
COLLECTOR(OPTIONAL)
Bones reading 4-6
INTERNET,
POWER POINT,
MOCK CRIME SCENE LAB
Brain pop
Study Guide for Criminal
Investigation (Orthman)
Identify physical evidence:
1.
Blood, semen, and saliva
2.
documents
3.
drugs
4.
explosives
5.
fingerprints
6.
firearm and ammunition
7.
etc.

gather evidence and understand why
chain of custody is crucial

learn the parts of the skin and their
functions

identify and compare human hair with
animal hair
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pick out fiber from hair and recognize
Two minute mystery The
Case of Thirty Minutes or
Less
Page 4 of 20
Vocabulary list and study
guide questions
MONTHS
CYCLES
RESOURCES
CHAPTERS/ TOPICS
Learning Objectives
SUGGESTED
READINGS
Differentiated instruction
the difference between synthetic fiber
and natural fibers
November
4
(11/1812/2)
CHAPTER 12-FORENSIC
SEROLOGY

Describe the nature of
blood-antigens and
antibodies

Identify Blood typing

Forensic characteristics of
bloodstains

Stain patterns

Principles of heredity
TEXT-CHAPTER 12
TSF-PAGES 56-72
CSI EPISODE
BLOOD TYPING LAB
BLOOD SPATTER
IDENTIFICATION CARD
LAB
BLOOD SPATTER LAB
Court TV with Dr. Henry
Lee, case of Conchetta
Serra
CHAPTER 12
TSF-56-72
HANDOUTS DEALING
WITH BLOOD
TMMC-BRONZE NYMPH,
BURIED TREASURE, CAVE
PAINTINGS
INTERNET
Read The Case of Conchetta
Serra, Cracking More Cases
TCOFD – SEROLOGY PAGES
197-213
CHAPTER 14- FINGERPRINTING
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December
5
(12/1312/23)
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Recognize the fact that
fingerprints are a means of
identification and no two
are the same
Use techniques to compare
prints: delta, bifurcation,
ridge endings, etc.
Explain the methods of
detecting fingerprints:
superglue, powder both
white, black , magnetic,
and by use of modern
technology, such as,
Reflected ultraviolet
imaging system(RUVIS)
FINGERPRINTING LAB
CHAPTER 14
POWER POINT ON
PRINTS AND HOW TO
IDENTIFY THEM
HANDOUTS
Design our own data base
of prints in form of a
booklet.
PRIME SUSPECT-SUSPECT
IDENTIFICATION SYSTEMSCHOLASTIC SOFTWARE
PROGRAM
6
(1/20-2/1)
TCOFD- FINGERPRINTING
PAGES 90- 118
Identify their own prints as
to type: whorl, loop or arch
or combination of types
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CHAPTER 13- DNA
January
TMMC-DEAD BOXER,COIN
COLLECTOR, DEAD BROKER

Define DNA
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Recognize a model of DNA
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Page 5 of 20
DNA LAB WITH
WHEAT GERM
GELELECTORPHORE
SIS SIMULATED
TEXT –CHAPTER 13
HANDOUTS
CSI EPISODE CLIPS
MONTHS
CYCLES
RESOURCES
CHAPTERS/ TOPICS
Learning Objectives
SUGGESTED
READINGS
Differentiated instruction

Understand the molecular
structure as a polymer chain

Understand the difference
between nuclear DNA and
mitochondrial DNA

Explain the use of CODIS

Collect and preserve biological
evidence for DNA analysis
DNA LAB
 CASE READINGSPAGE 384 The
O.J. Simpson
Verdict and 395
INTERNET RESEARCH
CRACKING THE CODE OF
LIFE-MOVIE
INTERNET
TMMC-DEAD
FRENCHMAN,DEAD JUDGE,
DEAD MILLIONAIRE
TCOFD- DNA TYPING PAGES
55-67
CHAPTER 9-DRUGS
February
8
(2/16-3/3)
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Define what a drug is
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Identify narcotics
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Identify hallucinogens
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Identify barbiturates
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Identify “club drugs”
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Document identification of print
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WHITE POWDER
LAB
THIN LAYER
CHROM.LAB
PAPER CHROM.
LAB
SPECTROSCOPY
POWER POINT
CSI EPISODE
Use paper chromatography to identify the
ink used to print a document
3/6-3/21
March
9
(3/22-4/3)
FORENSIC ENTOMOLOGY-SUPPLEMENT
TAKEN FROM PROJECT SEARCH
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Classify bugs- dichotomous keys
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Describe the Morphology of
bugs
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Learn what bugs can tell us
about the decomposition of a
body
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Recognize at what stage a body
is in by visual comparison
CHAPTER 9
HANDOUTS
INTERNET
TMMC- DEAD PROFESSOR,
DEATH AT SUNRISE, DEATH
PLUNGE
TCOFD- TOXICOLOGY PAGES
230-246
HANDOUTS ON
CLASSIFICATION AND
KEYS FOR
MACROINVERTEBRATES
LIFE CYCLES OF
BEETLES AND FLIES
PROJECT SEARCH
MANUAL
INTERNET
THE BODY FARM
POWER POINT
Digital Detectives
Mysteries-“The Case of the
Killer Bugs”
CSI EPISODE-CLIPS
HANDOUTS
INTERNET
TMMC- THE CASE OF THE
WATER NYMPH
April/MAY
10
(4/24-5/4)
FORENSIC ANTHROPOLOGY- SUPPLEMENT
Demonstrate their knowledge of bones by
identifying different bones of the body.
SKELETAL LAB
LAB ON BONES
Compare human bones with animal bones.
ACTIVITY –BUILDING A
DINASAUR
Calculate the age of human remains based
on measurement of the bones.
Construct skeletons based on their
knowledge of the placement of certain
shapes of bones.
ACTIVITY- PUTTING A
PAPER MODEL OF
EXTINCT BIRD
TOGETHER
BONE LAB 1
BONE LAB 2
USE OF MATHEMATICAL
MEASUREMENTS TO
DETERMINE THE AGE OF
Page 6 of 20
HANDOUTS
TMMC-DENTIST’S PATIENT,
FLAWLESS PHIL,FOOTPRINT
TCOFD- FORENSIC
ANTHROPOLOGY-PAGES 122138
MONTHS
CYCLES
RESOURCES
CHAPTERS/ TOPICS
Learning Objectives
SUGGESTED
READINGS
Differentiated instruction
A VICTIM- BERTILLION
MEASUREMENTS
May
(5/18-6/1)
FINAL EXAMS ON THE LAST DAY OF THE
CYCLE
FINAL PROJECT- MOCK CRIME SCENE
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use all the techniques they
have learned to solve a
mock crime:
fingerprint dusting
blood spatter analysis
drug identification
documentation of the crime
scene
sketching the scene
photographing the scene
foot print analysis
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Write a scenario based on
the evidence
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Use analysis of data
collected at the scene to
determine the perpetrator
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Demonstrate through
gathering evidence,
documentation of crime
scene and analysis of
evidence that they have
learned the skills required
to be a Forensic Scientist
THIS IS A TOTAL LAB
EXPERIENCE, STARTING
WITH THE
INVESTIGATION OF THE
SCENE RIGHT UP TO
THE CONCLUSION OF
“WHO COMMITTED THE
CRIME”
 Fingerprint
dusting
 Foot print
analysis
 Skid mark
analysis
 DNA samples if
present
 Photographs of
crime scene
 Sketching crime
scene
 Blood spatter
analysis
 Age of victim
based on bones
 Drug testingTOXICOLOGY
GRADUATION DATE SUBJECT TO CHANGE
June
6/19
Forensic Science: A Biochemical Approach
Page 7 of 20
TEXT
FINGERPRINT DATA
BASE
PRIME SUSPECT
TSF
CRACKING MORE CASES
PHYSICAL EVIDENCE IN
FORENSIC SCIENCE
A QUESTION OF
EVIDENCE
HARD EVIDENCE
Curriculum developed for
Connecticut Technical High School System
GOAL 1: DEMONSTRATE SAFETY RULES IN A LAB SETTING.
CONTENT STANDARD A: DEVELOP ABILITIES NECESSARY TO DO
SCIENTIFIC INQUIRY AND UNDERSTANDINGS ABOUT SCIENTIFIC
INQUIRY
UNIT 1: Lab Safety, The Microscope(Chapter 7) and the Scientific Method
LEARNER OUTCOMES
Students will:
INDICATORS OF LEARNING


Define Forensic Science

Demonstrate lab safety

Learn to use both the stereoscopic
microscope, dissecting microscopes
and the compound microscope

Use the steps of the scientific
method to problem solve

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View power point presentation of “It is
not CSI”
Watch safety video
View basic prepared slides and learn to
make a wet mount slide
Look at macro-samples with dissecting
microscopes
Using the stereoscopic, and compound
microscope to look at trace evidence
______________________________________
TEXT/RESOURCES
Criminalistics – Chapter 7
Power Point of Henry C. Lee Institute
Program
CSI episode
______________________________________
EQUIPMENT/MATERIALS
Different types of microscopes
Slides
Forensic Science: A Biochemical Approach
Page 8 of 20
Curriculum developed for:
The Connecticut Technical High School System
GOAL 2: INVESTIGATE HOW FORENSIC SCIENCE WAS STARTED,
THE SOCIAL NEED FOR SOLVING CRIMES.
CONTENT STANDARD A: UNDERSTAND AND USE SCIENTIFIC
INQUIRY
UNIT 1: Chapter 1: The History of Forensic Science
Organization of the Crime Lab
Services of the Crime lab
LEARNER OUTCOMES
Students will be able to:
INDICATORS OF LEARNING

Describe the use of the crime lab

Understand the importance of each
scientist that contributed to the
development of Forensic Science

Define the role of the Forensic
Scientist in analysis of the Physical
Evidence

List the different Forensic Fields of
Science: Forensic Pathology,
Forensic Anthropology, Forensic
Entomology, Forensic Psychiatry,
Forensic Odontology , Forensic
Toxicology ,and Forensic
Engineering

Calculate probability of a suspect
being similar to another.

Sketch a crime scene using a
standard template and references
Exploration Activities:
 Characterizing Your Shoes
 Matching Pieces of Paper
 Comparison of paper matches
Forensic Activity:
 Solve Robbery
Math Background Activity:
 Probability and Statistics
Exploration Activity: Statistics
Handouts:
 Introduction to Physical Evidence
 Figure 4-8 Detailed Sketch of Crime
Scene
______________________________________
TEXT/RESOURCES
Criminalistics, Saferstein-Chapter 1
Top Shelf Forensic, Walch-Pages 4-12
CSI episode
The Bone Collector(optional)
______________________________________
EQUIPMENT/MATERIALS
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Paper matches
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Soda cans and tabs
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Printing paper
Page 9 of 20
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Page 10 of 20
Scissors, rulers and calculators
Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 3: INVESTIGATE HOW TO GATHER PHYSICAL EVIDENCE
AND DOCUMENT THE PARTICULARS OF A CRIME SCENE.
CONTENT STANDARD A: IDENTIFY QUESTIONS AND CONCEPTS
THAT GUIDE SCIENTIFIC INVESTIGATIONS
UNIT 1: Chapter 3- Physical Evidence*

Types of physical evidence
 Significance of physical evidence
*This information can take two cycles to complete or approximately 18 days
LEARNER OUTCOMES
STUDENTS WILL:

INDICATORS OF LEARNING

Identify physical evidence:
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8. Blood, semen, and saliva
9. documents
10. drugs
11. explosives
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12. fingerprints
13. firearm and ammunition
14. etc.

gather evidence and understand why
chain of custody is crucial

learn the parts of the skin and their
functions

identify and compare human hair with
animal hair

pick out fiber from hair and recognize
the difference between synthetic fiber
and natural fibers


Mock Crime Scene: Before and After,
importance of documentation
Photographing the crime scene
Fiber lab
Hair lab
Glass and soil lab
Background Handout- Hair as Forensic
Evidence, the Morphology of Human Hair
Exploration Activities: Probabilities
Comparison of Animal and Human Hair
Lab
Forensic Activity: Dog napping
Introduction of Crime Report
______________________________________
TEXT/RESOURCES
Criminalistics- Chapter 3
Top Shelf Forensics- Pages 15-37
CSI video- A Little Murder
Internet
From Physical Evidence in Forensic
Science-page 43 Bite Marks
Page 11 of 20
______________________________________
EQUIPMENT/MATERIALS
Hair samples, slides, microscopes
Fiber samples
Bunsen burners, Dissecting kit
FIBER ID KIT FROM CAROLINA
BIOLOGICAL
Page 12 of 20
Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 4: INVESTIGATE THE DIFFERENCES IN BLOOD TYPES AND
CHARACTERISTICS OF BLOOD
CONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF
MOLECULAR BASIS OF HEREDITY
UNIT 2: Chapter 12 – Forensic Serology
LEARNER OUTCOMES
Students will be able to:

Describe the nature of bloodantigens and antibodies

Identify Blood typing

Forensic characteristics of
bloodstains

Stain patterns

Principles of heredity
INDICATORS OF LEARNING


Blood typing lab
Blood spatter template lab/angles of
trajectory
 Blood spatter analysis lab
 Exploration Activity- page 59 TSF*
 Blood detection lab page 60 TSF
 Testing human and animal blood-page
63 TSF
 Forensic Activity – Assault- page 63
TSF
* Top Shelf Forensics
______________________________________
TEXT/RESOURCES
Criminalistics- chapter 12
Top Shelf Forensics- pages 56-72
CSI episodes
______________________________________
EQUIPMENT/MATERIALS
Tape measure, protractor,
meter stick
fake blood
animal blood (cow or pig)
Page 13 of 20
Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 5: IDENTIFY THE VARIOUS TYPES OF FINGERPRINTS AND
COMPARE THEM TO KNOW PRINTS
CONTENT STANDARD A: FORMULATE AND REVISE SCIENTIFIC
EXPLANATIONS AND MODELS USING LOGIC AND EVIDENCE
UNIT 2: Chapter 14- Fingerprints (Dactyloscopy)
LEARNER OUTCOMES
STUDENTS WILL BE ABLE TO:

Recognize the fact that
fingerprints are a means of
identification and no two are the
same

Use techniques to compare prints:
delta, bifurcation, ridge endings,
etc.

Explain the methods of detecting
fingerprints: superglue, powder
both white, black , magnetic, and
by use of modern technology,
such as, Reflected ultraviolet
imaging system(RUVIS)

Identify their own prints as to
type: whorl, loop or arch or
combination of types
INDICATORS OF LEARNING




Fingerprint lab- students will use a
template card for prints and print
each other (we will design our own
data bank based on the prints from
all Forensic classes)
Identification activity
Lifting prints lab- powder/glue and
black light techniques
Internet research
______________________________________
TEXT/RESOURCES
Criminalistics – chapter 14
Handouts
PowerPoint presentation
CSI episodes
Internet
From “A Question of Evidence”-The Bogus
Fingerprint pg.90
______________________________________
EQUIPMENT/MATERIALS
Police fingerprint cards or copies
Powders or use of kit(Carolina
Biological)
Black light
Page 14 of 20
Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 6: INVESTIGATE DNA EXTRACTION AND PROCESS OF DNA
CODING
CONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF
MOLECULAR BASIS OF HEREDITY
UNIT 2: Chapter 13- DNA: The Indispensable Forensic Science Tool
LEARNER OUTCOMES
Students will be able to:
INDICATORS OF LEARNING

Define DNA

Recognize a model of DNA

Understand the molecular structure
as a polymer chain

Understand the difference between
nuclear DNA and mitochondrial
DNA

Explain the use of CODIS

Collect and preserve biological
evidence for DNA analysis

Wheat germ DNA lab

Gel electrophoresis lab simulation

Case readings pg. 384 the O.J. Simpson
Verdict and 395

Internet research
______________________________________
TEXT/RESOURCES
Criminalistics – Chapter 12
Handouts
CSI episode
Cracking the Code of Life
Internet
______________________________________
EQUIPMENT/MATERIALS
Carolina Biological –ELECTROPHORESIS
AND FORENSICS KIT
Agar for gel electrophoresis
Wheat Germ for DNA extraction- Flynn
Scientific lab
Page 15 of 20
Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 7: STUDENTS WILL IDENTIFY DIFFERENT SUBSTANCES
BASED ON TESTING OF CHEMICALS AND THEIR REACTION TO
CERTAIN REAGENTS
CONTENT STANDARD B: STUDENTS WILL DEVELOP AN
UNDERSTANDING OF CHEMICAL REACTIONS AND PROPERTIES
OF MATTER
UNIT 3 : Chapter 9 – Drugs (Toxicology)
LEARNER OUTCOMES
Students will:

Define what a drug is

Identify narcotics

Identify hallucinogens

Identify barbiturates

Identify “club drugs”

Document identification of print

Use paper chromatography to
identify the ink used to print a
document
INDICATORS OF LEARNING




White powder analysis
Thin layer chromatography
Paper chromatography- used to
determine inks used in documentation
Spectroscopy
______________________________________
TEXT/RESOURCES
Criminalistics- chapter nine
Handouts
______________________________________
EQUIPMENT/MATERIALS
Thin layer chromatography paper.
Black light
Testing trays
Vinegar, Aspirin, Ibuprophen,
Acetometaphine, sugar
Baking Soda, salt, 3 different inks
Page 16 of 20
Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 8: STUDENTS WILL LEARN HOW ANIMALS AND HUMANS
HAVE A SIMILAR STRUCTURE THROUGH THEIR STUDY OF
SKELETAL COMPARATIVE ANATOMY.
CONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF
BIOLOGICALL EVOLUTION AND THE INTERDEPENDENCE OF
ORGANISMS
UNIT 3: Forensic Anthropology ( taken from handouts)- THE SKELETAL SYSTEM
LEARNER OUTCOMES
Students will:
INDICATORS OF LEARNING
Demonstrate their knowledge of bones by
identifying different bones of the body.
Compare human bones with animal bones.
Calculate the age of human remains based on
measurement of the bones.





Construct skeletons based on their
knowledge of the placement of certain
shapes of bones.
Activity- Forensic Bones
Bone identification lab
Comparative anatomy lab
Handouts of bones and skulls
The Skeletal system activity with
prehistoric bird bones and human
skeleton
______________________________________
TEXT/RESOURCES
Handouts from Taft Forensic Science
Biology books
Internet
CSI episode
Revisit the Bone Collector
______________________________________
EQUIPMENT/MATERIALS
Bone collection
Skeletons
CAROLINA BIOLOGICAL- WHO’S
BONES ARE THESE?
Page 17 of 20
Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 8: IDENTIFY BUGS AND BE ABLE TO CLASSIFY THEM
ACCORDING TO STAGE OF DEVELOPMENT, IN TERMS OF
DECOMPOSITION OF HUMAN REMAINS
CONTENT STANDARD C:DEVELOP AND UNDERSTANDING OF THE
INTERDEPENDENCE OF ORGANISMS AND BEHAVIOR OF
ORGANISMS
UNIT 3 : Forensic Entomology- Supplement
LEARNER OUTCOMES
Students will be able to:
INDICATORS OF LEARNING


Classify bugs- dichotomous keys

Describe the Morphology of bugs

Learn what bugs can tell us about the
decomposition of a body

Recognize at what stage a body is by
visual comparison




Macro-invertebrate collection- Project
Search format
Bug identification lab- use of key
Internet research on beetles and their
morphology
Comparison study of flies v. beetles
The body farm
______________________________________
TEXT/RESOURCES
Project Search Manual
Handouts
Internet
CSI episodes
Digital Detectives mysteries- ‘The Case of the
Killer Bugs’
______________________________________
EQUIPMENT/MATERIALS
Optional prepared labs from Carolina
Biological or other suppliers.
Microscopes
Field equipment for bug collection/ Project
Search supplies
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Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 9: INVESTIGATE THE DIFFERENT TYPES OF EVIDENCE
AND DEFEND A CONCLUSION BASED ON THE EVIDENCE AND
SCIENTIFIC RESULTS OF TESTING.
CONTENT STANDARD F: SCIENCE AND TECHNOLOGY IN
LOCAL,NATIONAL, AND GLOBAL CHALLENGES
CONTENT STANDARD A: RECOGNIZE AND DEFEND A SCIENTIFIC
ARGUMENT, USE OF SCIENTIFIC INQUIRY
UNIT 3: Students will demonstrate that they have mastered the techniques by use of
inquiry, data collection and analysis of evidence
LEARNER OUTCOMES
STUDENTS WILL:

INDICATORS OF LEARNING
use all the techniques they have
learned to solve a mock crime:
fingerprint dusting
blood spatter analysis
drug identification
documentation of the crime scene
sketching the scene
photographing the scene
foot print analysis

Final project -Mock Crime Scene
Analysis









Fingerprint dusting
Foot print analysis
Skid mark analysis
DNA samples if present
Photographs of crime scene
Sketching crime scene
Blood spatter analysis
Age of victim based on bones
Drug testing

Write a scenario based on the
evidence

Use analysis of data collected at
the scene to determine the
perpetrator

______________________________________
Demonstrate through gathering
TEXT/RESOURCES
evidence, documentation of crime
Criminalistics- all chapters covered
scene and analysis of evidence
Top
Shelf Forensics- entire book
that they have learned the skills
required to be a Forensic Scientist Handouts given during the course
______________________________________
EQUIPMENT/MATERIALS
Microscopes
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Fingerprint files/Dusting kits
Camera
Black light
Blood spatter analysis cards
CRIME SCENE 1-CAROLINA
BIOLOGICAL
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