ࡱ>  qbjbjcTcT hl>>h3///$SSSPODSg(ggggggg$Oik>g/""">gSgC%C%C%"8/gC%"gC%C%N`e\S]#vb0gig0gb$l#l`el/e C%h O>g>g$g""""l :  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. History and Development of Forensic Science Organization of the Crime Laboratory Services of the Crime Laboratory The Crime Scene Processing the Crime Scene Legal Issues at the Crime Scene/ good lab techniques and safety Physical Evidence Types of Physical Evidence Significance of Physical Evidence Hairs, Fibers, and Paint Morphology of Hair Identification and Comparison of Hair Types of Fibers Comparison and Preservation of Fiber Evidence Forensic Examination of Paint Fingerprints History of Fingerprints Classification of Fingerprints Methods of Detecting Fingerprints Preservation of Developed Prints Forensic Serology The Nature of Blood Forensic Characteristics of Bloodstains Stain Patterns of Blood Principles of Heredity DNA What is DNA? DNA typing Gel Electrophoresis The Combined DNA Index System (CODIS) The Collection and Preservation of Biological Evidence for DNA analysis Drugs Drug Identification Collection and Preservation of Drug Evidence Chemical Analysis of Drugs using Spectroscopy Forensic Anthropology- bones and comparative anatomy, Bertillion measurements Entomology- How bugs can give a time-line for death and bug morphology Final Project Use of all the above techniques and information to create their own crime for another team of forensic scientists in their class to solve. 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 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. National Standards for Science in Secondary Education The National Standards for science state that the goals for students are to be able to: 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 human-induced 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. MONTHSCYCLESCHAPTERS/ TOPICS Learning ObjectivesRESOURCESSUGGESTED READINGS Differentiated instruction Jan/Feb 1  Review of Lab Safety Introduction to Forensic Science- Chapter 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 Lab Safety Video provided by the State Microscopes LAB Power Point Presentation Bones A Forensic Detectives Casebook Brainpop Study Guide for Criminal Investigation (Orthman) Powerpoint Lab Safety Powerpoint notes: criminal investigation: an overview TWO-MINUTE MYSTERIES Case of the accidental drowning A Forensic Detectives Casebook pg 1-3 Microscope lab Vocabulary list and study guide questionsJan/Feb 2 3 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 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 Identify physical evidence: Blood, semen, and saliva documents drugs explosives fingerprints firearm and ammunition 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  CSI EPISODE- A LITTLE MURDER MOVIE THE BONE COLLECTOR(OPTIONAL) INTERNET, POWER POINT, MOCK CRIME SCENE LAB Brain pop Study Guide for Criminal Investigation (Orthman)  Two minute mystery The Case of Thirty Minutes or Less Bones reading 4-6 Vocabulary list and study guide questions  November  4 (11/18-12/2)  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  December  5 (12/13-12/23) CHAPTER 14- FINGERPRINTING 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 FINGERPRINTING LAB POWER POINT ON PRINTS AND HOW TO IDENTIFY THEM Design our own data base of prints in form of a booklet.CHAPTER 14 HANDOUTS TMMC-DEAD BOXER,COIN COLLECTOR, DEAD BROKER PRIME SUSPECT-SUSPECT IDENTIFICATION SYSTEM- SCHOLASTIC SOFTWARE PROGRAM TCOFD- FINGERPRINTING PAGES 90- 118  January  6 (1/20-2/1)  CHAPTER 13- DNA 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 DNA LAB WITH WHEAT GERM GEL- ELECTORPHORESIS SIMULATED DNA LAB CASE READINGS-PAGE 384 The O.J. Simpson Verdict and 395 INTERNET RESEARCHTEXT CHAPTER 13 HANDOUTS CSI EPISODE CLIPS CRACKING THE CODE OF LIFE-MOVIE INTERNET TMMC-DEAD FRENCHMAN,DEAD JUDGE, DEAD MILLIONAIRE TCOFD- DNA TYPING PAGES 55-67 February  8 (2/16-3/3) CHAPTER 9-DRUGS 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 documentWHITE POWDER LAB THIN LAYER CHROM.LAB PAPER CHROM. LAB SPECTROSCOPY POWER POINT CSI EPISODECHAPTER 9 HANDOUTS INTERNET TMMC- DEAD PROFESSOR, DEATH AT SUNRISE, DEATH PLUNGE TCOFD- TOXICOLOGY PAGES 230-246  March 3/6-3/21 9 (3/22-4/3) FORENSIC ENTOMOLOGY-SUPPLEMENT TAKEN FROM PROJECT SEARCH 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 in by visual comparison HANDOUTS ON CLASSIFICATION AND KEYS FOR MACROINVERTEBRATES LIFE CYCLES OF BEETLES AND FLIES INTERNET POWER POINT CSI EPISODE-CLIPSPROJECT SEARCH MANUAL HANDOUTS INTERNET THE BODY FARM Digital Detectives Mysteries-The Case of the Killer Bugs 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. 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. SKELETAL LAB LAB ON BONES ACTIVITY BUILDING A DINASAUR ACTIVITY- PUTTING A PAPER MODEL OF EXTINCT BIRD TOGETHER BONE LAB 1 BONE LAB 2 USE OF MATHEMATICAL MEASUREMENTS TO DETERMINE THE AGE OF A VICTIM- BERTILLION MEASUREMENTSHANDOUTS TMMC-DENTISTS PATIENT, FLAWLESS PHIL,FOOTPRINT TCOFD- FORENSIC ANTHROPOLOGY-PAGES 122-138  May  (5/18-6/1) FINAL EXAMS ON THE LAST DAY OF THE CYCLE FINAL PROJECT- MOCK CRIME SCENE 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 Write a scenario based on the evidence Use analysis of data collected at the scene to determine the perpetrator 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 testing-TOXICOLOGY TEXT FINGERPRINT DATA BASE PRIME SUSPECT TSF CRACKING MORE CASES PHYSICAL EVIDENCE IN FORENSIC SCIENCE A QUESTION OF EVIDENCE HARD EVIDENCE June  6/19 GRADUATION DATE SUBJECT TO CHANGE Forensic Science: A Biochemical Approach 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 INQUIRYUNIT 1: Lab Safety, The Microscope(Chapter 7) and the Scientific Method LEARNER OUTCOMESINDICATORS OF LEARNINGStudents will: 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 solveView 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 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 INQUIRYUNIT 1: Chapter 1: The History of Forensic Science Organization of the Crime Lab Services of the Crime lab LEARNER OUTCOMESINDICATORS OF LEARNINGStudents will be able to: 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 Paper matches Soda cans and tabs Printing paper 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 INVESTIGATIONSUNIT 1: Chapter 3- Physical Evidence* Types of physical evidence Significance of physical evidence *This information can take two cycles to complete or approximately 18 daysLEARNER OUTCOMESINDICATORS OF LEARNINGSTUDENTS WILL: Identify physical evidence: Blood, semen, and saliva documents drugs explosives fingerprints firearm and ammunition 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 ______________________________________ EQUIPMENT/MATERIALS Hair samples, slides, microscopes Fiber samples Bunsen burners, Dissecting kit FIBER ID KIT FROM CAROLINA BIOLOGICAL Forensic Science: A Biochemical Approach Curriculum developed for Connecticut Technical High School System GOAL 4: INVESTIGATE THE DIFFERENCES IN BLOOD TYPES AND CHARACTERISTICS OF BLOODCONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF MOLECULAR BASIS OF HEREDITYUNIT 2: Chapter 12 Forensic Serology LEARNER OUTCOMESINDICATORS OF LEARNINGStudents will be able to: Describe the nature of blood-antigens and antibodies Identify Blood typing Forensic characteristics of bloodstains Stain patterns Principles of heredity  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)  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 PRINTSCONTENT STANDARD A: FORMULATE AND REVISE SCIENTIFIC EXPLANATIONS AND MODELS USING LOGIC AND EVIDENCEUNIT 2: Chapter 14- Fingerprints (Dactyloscopy) LEARNER OUTCOMESINDICATORS OF LEARNINGSTUDENTS 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  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 Forensic Science: A Biochemical Approach Curriculum developed for Connecticut Technical High School System GOAL 6: INVESTIGATE DNA EXTRACTION AND PROCESS OF DNA CODINGCONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF MOLECULAR BASIS OF HEREDITYUNIT 2: Chapter 13- DNA: The Indispensable Forensic Science Tool LEARNER OUTCOMESINDICATORS OF LEARNINGStudents will be able to: 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  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 REAGENTSCONTENT STANDARD B: STUDENTS WILL DEVELOP AN UNDERSTANDING OF CHEMICAL REACTIONS AND PROPERTIES OF MATTERUNIT 3 : Chapter 9 Drugs (Toxicology) LEARNER OUTCOMESINDICATORS OF LEARNINGStudents 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 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 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 ORGANISMSUNIT 3: Forensic Anthropology ( taken from handouts)- THE SKELETAL SYSTEM LEARNER OUTCOMESINDICATORS OF LEARNINGStudents will: 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- WHOS BONES ARE THESE?  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 REMAINSCONTENT STANDARD C:DEVELOP AND UNDERSTANDING OF THE INTERDEPENDENCE OF ORGANISMS AND BEHAVIOR OF ORGANISMSUNIT 3 : Forensic Entomology- Supplement LEARNER OUTCOMESINDICATORS OF LEARNINGStudents will be able to: 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  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 INQUIRYUNIT 3: Students will demonstrate that they have mastered the techniques by use of inquiry, data collection and analysis of evidenceLEARNER OUTCOMESINDICATORS OF LEARNINGSTUDENTS WILL: 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 Write a scenario based on the evidence Use analysis of data collected at the scene to determine the 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