Forensics or CSI Lincoln

Course DescriptionCourse overview:

Forensics is designed as a third year of college-prep laboratory science for students that are college bound and/or interested in the field of Forensics. This class will introduce students to the field of Forensic Science providing a general overview of the scientific practices involved in solving crimes.  Students will participate in many qualitative hands-on labs and simulations that develop practical and theoretical aspects of Forensics while developing proficiency in the eight Science and Engineering Practices (SEP) and seven Crosscutting Concepts (CCC) detailed in the Next Generation Science Standards. This class will integrate previous science courses and demonstrate the relevance of science education for practical use.

 

Course content:Forensics - Unit 1 Introduction to Forensic Science, The Crime Scene, Death Investigation & Careers In Forensics 

Unit 1-  Introduction to Forensic Science, The Crime Scene, Death Investigation and Careers in Forensics

Students will investigate the evolution of modern Forensic Science and potential careers that the practice entails.   Using mock crime scenes students will follow crime scene protocol to collect and assess evidence related to insects, skeletal remains and evidence collected related to the Principle of Exchange in order to solve the assigned crime.

Essential Questions:

• What is the history of forensic science?
• How is forensic science used today?
• What procedures are used by investigators in processing a crime scene
• What are the legal implications of following crime scene protocol?
• How do insects contribute to the decomposition of a body?
• How can we use skeletal remains to help identify a person/body?
• What disciplines are entailed in Forensic Science?
• What is my pathway to becoming a Forensic Scientist?

Learning Targets: 

• Define forensic science and list the major disciplines it encompasses.
• Recognize the major contributions to the development of forensic science.
• Describe the services of a typical comprehensive crime laboratory.
• Learn where to search for information about forensic science on the Internet.
• Define physical evidence and investigate how it relates to Locard's Principle of Exchange.
• Discuss the role of the first officer who arrives at a crime scene.
• Explain the steps to be taken to thoroughly record the crime scene.
• Describe proper procedures for conducting a systematic search of a crime scene for physical evidence.
• Define and understand the concept of chain of custody.
• Understand the contributions the forensics pathologist, entomologist, and anthropologist can make to a homicide investigation.
• Classify different insects found on a body over time.
• Describe process of insect driven decay.
• Collect and analyze qualitative and quantitative data from bones.
• Use data from bones to determine gender, race, age, height, weight, and occupational information about a body.

 Assessment throughout the course

Assessments are aligned with Common Core State Standards and Next Generation Science Standards and include a variety of formative and summative assessments.

1. Vocabulary and reading quizzes for each chapter- Students access text to determine the meaning of key terms, and other forensic science specific words and phrases. 

2. Case study analysis- Students read and analyze case studies of crimes pertaining to unit of study; use of paired reading and summary protocol with whiteboard share out of summaries, or think-pair-share. Cases include Dr. Sam Sheppard in the Bloodstain Pattern Analysis, OJ Simpson in Forensic Serology/DNA unit and Impressions unit, Boston Marathon Bombing and Unabomber in the Explosions unit.

3. Chapter review questions

4. Laboratory activities to introduce or reinforce concepts in forensics- Students create an Evidence Log to record laboratory data, the analysis of data, and a report of findings (conclusion). Labs include a reading component to introduce concept(s); evaluation through rubric with self and peer review.  

5. Challenge statements to assess student thinking- This writing component requires that students take a position (agree or disagree) and support their position with information from their text, readings done in class, video, or internet sources. Students respond individually, have small group dialogue, then are given an opportunity to rewrite their responses. 

6. Unit Exam (1-2 chapters per exam depending on the unit)- Exams include multiple choice, short answer, written response involving crime scene evaluation procedure, evidence collection, or procedures for performing a forensic test. Lab practical component includes testing or analyzing evidence studied in the unit (i.e., Kastle-Meyer reagent test for presence of blood or hair and fiber analysis).

7. Group, Partner or Individual Projects- Include Forensics Time ine Poster and Presentation, Drug Analysis Powerpoint and Poster, Forensic Career Poster and Presentation, Crime Scene in a Box (students create crime scenes for other students to solve), Innocence Project Assignment or Forensic Science Board Game and Presentation.

8. Final Exam- one per semester

 Unit Assignment(s):

NGSS Targets (SEP 1-8 & CCC 1-7): 

• Students plan and investigate through  a t-shirt examination to confirm Locard's Exchange Principle.
• Students construct explanations about the type of trace evidence collected from the t-shirts and where that trace evidence was obtained.
• Students obtain information from a variety of sources (Internet, text) to investigate the services provided in a forensic laboratory.
• Students obtain, evaluate, and communicate information by making an accurate depiction of a mock crime scene by measuring the classroom, identifying evidence in the crime scene and accurately depicting its location and condition, and exchanging information with classmates. 
• Students analyze and interpret human body measurements for comparison.
• Students plan and investigate through a decomposition by insect lab.
• Students practice the important concept of chain of custody by modeling how evidence must be handled to be useful in court.
• Students analyze and interpret entomological and weather information to determine the time of death and identify a most likely suspect .
• Forensic Careers & Pathway: Students will research and create a presentation regarding different Forensic Science career disciplines and potential pathways to becoming a Forensic scientist.
• Forensic Laboratory Tour: Students go online with in-class Chrome books or in computer lab and access www.mycrimekit.com to take a tour of a forensic laboratory, exploring lab set-up and different forensic disciplines. 

 Unit Lab Activities:

Introductory Microscope Lab- The microscope is an important tool in forensic science. We will allow students to explore a number of specimens to become familiar with how to use the microscope correctly by setting us different wet mounts. 

Metric Lab- Students will use different metric measurements to become familiar with the metric system of measurment for Length, Mass, Volume and Temerature. Students will learn all of the meteric measurements as well as be able to covert between the standard and meteric systems. 

Forensic Laboratory Tour- Go online with in-class chromebooks and access www.mycrimekit.com to take a tour of a forensic laboratory exploring lab set-up and different forensic desiplines. 

 

 

Unit 2 - Physical Evidence and Matter & GlassUnit 2 - Physical Evidence and Matter & Glass

Students will investigate physical evidence and the properties of matter in order to solve crimes. Using mock crime scenes students will follow crime scene protocol to collect and assess evidence related to physical evidence and glass properties in order to solve the assigned crime.

Essential Questions:

• What is physical evidence?
• How is physical evidence used to solve crime?
• How is physical evidence used to profile a serial crime?
• How do forensic scientists use the properties of matter to analyze glass evidence?

Learning Targets: 

• Identify the common types of physical evidence encountered at crime scenes.
• Explain the difference between the identification and comparison of physical evidence.
• Define and contrast individual and class characteristics of physical evidence. 
• Appreciate the value of class evidence as it relates to a criminal investigation.
• Describe the use of evidence in determining the psychological and social behaviors of a serial murderer .
• List and explain the function of national databases available to forensic scientists.
• Define and distinguish the physical and chemical properties of matter.
• Define and distinguish elements and compounds.
• Contrast the differences between a solid, liquid and a gas.
• Understand the difference between the wave and particle theory of light.
• Understand and explain the dispersion of light through a prism.
• Describe the electromagnetic spectrum.
• Define and understand the properties of density and refractive index.
• List and explain forensic methods for comparing glass fragments.
• Understand how to examine glass fractures to determine the direction of impact for a projectile.

Assessment throughout the course

Assessments are aligned with Common Core State Standards and Next Generation Science Standards and include a variety of formative and summative assessments.

1. Vocabulary and reading quizzes for each chapter- Students access text to determine the meaning of key terms, and other forensic science specific words and phrases. 

2. Case study analysis- Students read and analyze case studies of crimes pertaining to unit of study; use of paired reading and summary protocol with whiteboard share out of summaries, or think-pair-share. Cases include Dr. Sam Sheppard in the Bloodstain Pattern Analysis, OJ Simpson in Forensic Serology/DNA unit and Impressions unit, Boston Marathon Bombing and Unabomber in the Explosions unit.

3. Chapter review questions

4. Laboratory activities to introduce or reinforce concepts in forensics- Students create an Evidence Log to record laboratory data, the analysis of data, and a report of findings (conclusion). Labs include a reading component to introduce concept(s); evaluation through rubric with self and peer review.  

5. Challenge statements to assess student thinking- This writing component requires that students take a position (agree or disagree) and support their position with information from their text, readings done in class, video, or internet sources. Students respond individually, have small group dialogue, then are given an opportunity to rewrite their responses. 

6. Unit Exam (1-2 chapters per exam depending on the unit)- Exams include multiple choice, short answer, written response involving crime scene evaluation procedure, evidence collection, or procedures for performing a forensic test. Lab practical component includes testing or analyzing evidence studied in the unit (i.e., Kastle-Meyer reagent test for presence of blood or hair and fiber analysis).

7. Group, Partner or Individual Projects- Include Forensics Time ine Poster and Presentation, Drug Analysis Powerpoint and Poster, Forensic Career Poster and Presentation, Crime Scene in a Box (students create crime scenes for other students to solve), Innocence Project Assignment or Forensic Science Board Game and Presentation.

8. Final Exam- one per semester

 Unit Assignment(s):

NGSS Targets: (SEP 1-8 & CCC 1-7)

• Students use mathematics and computational thinking after obtaining information about common class characteristics of clothing of students in the classroom to calculate the probability of certain combinations in the total student population of our school. Additionally, students analyze and interpret that data to determine the usefulness of class characteristics, exploring how the the product rule increases the value of class evidence.
• Students ask questions in a virtual exploration of the nature of light as a wave and as a particle in order to form a basis for understanding forensic analytical tools such as the GRIM 3 for determining refractive index, and spectrophotometers.
• Students use mathematics and computational thinking to measure density of various irregular and regular objects, using formula and displacement methods.
• Students develop and use a model by creating density columns to determine relative densities of very small glass fragments (flotation method) and contrast that to density determined by water displacement.
• Students construct explanations for differences in precision and accuracy of density measurements, identifying variables that influence outcomes.
• Students engage in argument to match glass from a crime scene using evidence from density measurements and glass fracture analysis to support their claim.

 Unit Lab Activities:

Laboratory activites to introduce or reinforce concepts in forensics- Students create an Evidence Log to record laboratory data, analysis of data, and a report of findings (conclusions). Labs include reading components to introduce concept(s); evaluation through rubric with self and peer review. 

Locard's Exchange Principle Lab- Students will bring a shirt from home and identify materials that were on that shirt that were brought from hom using microscopic examination as well as UV lighting to find trace evidence. 

Unit 3- Trace Evidence and FingerprintsUnit 3- Trace Evidence and Fingerprints

Students will investigate trace and fingerprint evidence in order to solve crimes. Using mock crime scenes students will follow crime scene protocol to collect and assess evidence related to trace and fingerprints in order to solve the assigned crime.

Essential Questions:

• What are the categories of trace evidence commonly found at a crime scene?
• How is trace evidence used?
• How are fingerprints classified?
• How are fingerprints used for individual identification?

Learning Targets: 

• Identify the cuticle, cortex, and medulla areas of hair.
• List the three phases of hair growth.
• Distinguish between animal and human hair.
• List hair features that are useful for microscopic comparison of human hairs.
• Describe proper collection of hair and fiber evidence.
• Describe the role of DNA typing in hair comparison.
• Understand the difference between natural and manufactured fibers.
• List the properties of fibers that are most useful for forensic comparison.
• Define and distinguish protons, neutrons, and electrons.
• Define and distinguish atomic number and atomic mass.
• Define and identify the monomers of common polymers such as carbohydrates, proteins, lipids, nucleotides.
• List the important forensic properties of soil.
• Describe the proper collection of soil evidence.
• Identify common ridge characteristics of a fingerprint.
• List the three major fingerprint patterns and their respective subclasses.
• Distinguish visible, plastic, and latent fingerprints.
• List the techniques for developing latent fingerprints on porous and nonporous objects.
• Describe the proper procedures for preserving a developed latent fingerprint.
• Understand the use of Automated Fingerprint Identification Systems (AFIS) and the FBI's Integrated AFIS (IAFIS) and how primary classification of prints is the basis for the FBI system.

Assessment throughout the course

Assessments are aligned with Common Core State Standards and Next Generation Science Standards and include a variety of formative and summative assessments.

1. Vocabulary and reading quizzes for each chapter- Students access text to determine the meaning of key terms, and other forensic science specific words and phrases. 

2. Case study analysis- Students read and analyze case studies of crimes pertaining to unit of study; use of paired reading and summary protocol with whiteboard share out of summaries, or think-pair-share. Cases include Dr. Sam Sheppard in the Bloodstain Pattern Analysis, OJ Simpson in Forensic Serology/DNA unit and Impressions unit, Boston Marathon Bombing and Unabomber in the Explosions unit.

3. Chapter review questions

4. Laboratory activities to introduce or reinforce concepts in forensics- Students create an Evidence Log to record laboratory data, the analysis of data, and a report of findings (conclusion). Labs include a reading component to introduce concept(s); evaluation through rubric with self and peer review.  

5. Challenge statements to assess student thinking- This writing component requires that students take a position (agree or disagree) and support their position with information from their text, readings done in class, video, or internet sources. Students respond individually, have small group dialogue, then are given an opportunity to rewrite their responses. 

6. Unit Exam (1-2 chapters per exam depending on the unit)- Exams include multiple choice, short answer, written response involving crime scene evaluation procedure, evidence collection, or procedures for performing a forensic test. Lab practical component includes testing or analyzing evidence studied in the unit (i.e., Kastle-Meyer reagent test for presence of blood or hair and fiber analysis).

7. Group, Partner or Individual Projects- Include Forensics Time ine Poster and Presentation, Drug Analysis Powerpoint and Poster, Forensic Career Poster and Presentation, Crime Scene in a Box (students create crime scenes for other students to solve), Innocence Project Assignment or Forensic Science Board Game and Presentation.

8. Final Exam- one per semester

 

 Unit Assignment(s):

NGSS Targets: (SEP 1-8 & CCC 1-7)

• Students obtain, evaluate, and communicate information by microscopically examining hair and fiber from various sources, identifying unknown samples and communicating the evidence for a match.
• Students ask questions about polymers and monomers in food and how they could lead to information about the location of a crime victim's last meal, leading them to construct explanations for the victim's whereabouts before death.
• Students develop and use a model in the form of soil density profiles of suspects and crime scene soil samples.
• Students analyze and interpret the results of the soil density profiles and chemical testing of soil to match crime scene soil samples to a suspect. 
• Students identify patterns and classify fingerprints, then use mathematics and computational thinking to calculate the percentage of loops, whorls and arches in each lab group, then as a whole class, comparing those percentages to known percentages of each class of fingerprints.  
• Students analyze and interpret fingerprint patterns to determine the uniqueness of fingerprints.
• Students use mathematics and computational thinking to compute the primary classification of their prints, based on the original Henry system, the first classification step in the FBI system (IAFIS).
• Students plan and carry out investigation of a crime scene using fingerprint lifting skills employing a variety of methods such as lifting prints with powder and cyanoacrylate fuming.

 Unit Lab Activities:

Fingerprint Exploratation Lab- Students will use an ink pad and make a print of all five fingers. Students must identify unique features of finger prints. 

Fingerprint Classification lab- Students must identify the main fingerprint patterns loops, whorls and arches along with the sub categories. Students must fill out a modus operandi sheet and identify which patterns each one of their fingers has. 

Mintiae Lab- Students will identify all minutiae of their own fingerprint patters. 

Visualization fo latent fringerprints on porous and nonporous surfaces. Students will leave a print on a nonporous microscope slide and a hand print on a porous paper. Students will also fill out an Modus Operandi sheet and give to another group. That group must visualize the prints using magnetic dust and find out which one of the group members left each print based on comparison from the Modus Operandi sheet. 

 

Unit 4 - Drugs and Forensic ToxicologyUnit 4 - Drugs and Forensic Toxicology

Students will investigate drug and toxicology evidence in order to solve crimes. Using mock crime scenes students will follow crime scene protocol to collect and assess evidence related to drug and toxicology in order to solve the assigned crime.

Essential Questions: 

• How can we test for the presence of drugs?
• How can we use toxicology in forensic investigations?

•  

Learning Targets

• Compare and contrast psychological and physical dependence.
• Name and classify commonly abused drugs.
• Describe the laboratory tests normally used to perform a routine drug identification analysis.
• Describe and explain the process of chromatography.
• Explain the difference between thin-layer chromatography and gas chromatography.
• Describe the use of ultraviolet and infrared spectroscopy for the identification of organic compounds.
• Describe the concept and use of mass spectrometry for identification analysis.
• Understand the proper collection and preservation of drug evidence.
• Explain how alcohol is absorbed into the bloodstream, transported throughout the body, and eliminated by oxidation and excretion.
• Understand the process by which alcohol is excreted in the breath via the lungs.
• Understand the concepts of infrared and fuel cell breath-testing devices for alcohol testing.
• Describe the commonly employed field sobriety tests to assess alcohol impairment.
• Describe techniques that forensic toxicologists use to isolate and identify drugs and poisons. 

 

Assessment throughout the course

Assessments are aligned with Common Core State Standards and Next Generation Science Standards and include a variety of formative and summative assessments.

1. Vocabulary and reading quizzes for each chapter- Students access text to determine the meaning of key terms, and other forensic science specific words and phrases. 

2. Case study analysis- Students read and analyze case studies of crimes pertaining to unit of study; use of paired reading and summary protocol with whiteboard share out of summaries, or think-pair-share. Cases include Dr. Sam Sheppard in the Bloodstain Pattern Analysis, OJ Simpson in Forensic Serology/DNA unit and Impressions unit, Boston Marathon Bombing and Unabomber in the Explosions unit.

3. Chapter review questions

4. Laboratory activities to introduce or reinforce concepts in forensics- Students create an Evidence Log to record laboratory data, the analysis of data, and a report of findings (conclusion). Labs include a reading component to introduce concept(s); evaluation through rubric with self and peer review.  

5. Challenge statements to assess student thinking- This writing component requires that students take a position (agree or disagree) and support their position with information from their text, readings done in class, video, or internet sources. Students respond individually, have small group dialogue, then are given an opportunity to rewrite their responses. 

6. Unit Exam (1-2 chapters per exam depending on the unit)- Exams include multiple choice, short answer, written response involving crime scene evaluation procedure, evidence collection, or procedures for performing a forensic test. Lab practical component includes testing or analyzing evidence studied in the unit (i.e., Kastle-Meyer reagent test for presence of blood or hair and fiber analysis).

7. Group, Partner or Individual Projects- Include Forensics Time ine Poster and Presentation, Drug Analysis Powerpoint and Poster, Forensic Career Poster and Presentation, Crime Scene in a Box (students create crime scenes for other students to solve), Innocence Project Assignment or Forensic Science Board Game and Presentation.

8. Final Exam- one per semester

 Unit Assignment(s):

NGSS Targets: (SEP 1-8 & CCC 1-7)

• Students obtain, evaluate, and communicate information pertaining to methods used to identify drugs by their physical and chemical properties.
• Students analyze and interpret the results of drug testing in order to engage in an argument from evidence.
• Students construct explanations for the relationship between alcohol in the bloodstream and alcohol in alveolar breath. 
• Drug Analysis Foldable or other graphic organizer: Students create a graphic organizer to compare and contrast the various analytical procedures to ensure the specific identification of a drug (solubility, appearance, flame test, etc.)

 Unit Lab Activities:

Students will use appendix A-E (page169-177) in the text book to identify testing procedures for several drugs and examine trafficing and use penalties for each. 

 

Unit 5- Forensic Serology, DNA, and Crime Scene Reconstruction: Blood Stain Pattern AnalysisUnit 5- Forensic Serology, DNA, and Crime Scene Reconstruction: Blood Stain Pattern Analysis

Students will investigate blood and DNA evidence in order to solve crimes. Using mock crime scenes students will follow crime scene protocol to collect and assess evidence related to blood and DNA in order to solve the assigned crime.

Essential Questions:

• All humans have a specific blood type that can be characterized and classified.
• Blood stains have unique characteristics which can be classified and described.
• How do investigators collect and analyze DNA evidence?
• How is DNA used as a forensic tool of identification?

Learning Targets:

• Identify the A-B-O antigens and antibodies found in the blood for each of the blood types: A, B, AB, and O.
• Understand and describe how whole blood is typed.
• List and describe forensic tests used to characterize a stain as blood.
• Understand the concept of antigen-antibody interactions and how they are applied to species identification and drug identification.
• Explain how surface texture, directionality, and angle of impact affect the shape individual bloodstains.
• Calculate the angle of impact of a bloodstain using its dimensions.
• Describe the classification of low, medium, and high-velocity impact spatter and describe how the classifications should be used.
• Discuss the methods to determine the area of convergence and area of origin for impact spatter patterns.
• Understand how various blood pattern types are created and which features of each pattern can be used to aid in reconstructing events at a crime scene.
• Describe the methods for documenting bloodstain patterns at a crime scene.
• Contrast chromosomes and genes.
• Learn how the Punnett square is used to determine the genotypes and phenotypes of offspring.
• Identify the parts of a nucleotide and explain how nucleotides are linked to form DNA.
• Understand base pairing as it relates to the double helix structure of DNA.
• Contrast DNA strands that code for the production of proteins with strands that contain repeating base sequences.
• Explain the technology of polymerase chain reaction (PCR) and how it applies to forensics DNA typing.
• Contrast the newest DNA typing technique, short tandem repeats (STRs), with previous DNA typing technologies.
• Describe the difference between nuclear and mitochondrial DNA.
• Understand the use of DNA computerized databases in criminal investigation.
• Identify necessary procedures for proper preservation of biological evidence for laboratory DNA analysis.

Assessment throughout the course

Assessments are aligned with Common Core State Standards and Next Generation Science Standards and include a variety of formative and summative assessments.

1. Vocabulary and reading quizzes for each chapter- Students access text to determine the meaning of key terms, and other forensic science specific words and phrases. 

2. Case study analysis- Students read and analyze case studies of crimes pertaining to unit of study; use of paired reading and summary protocol with whiteboard share out of summaries, or think-pair-share. Cases include Dr. Sam Sheppard in the Bloodstain Pattern Analysis, OJ Simpson in Forensic Serology/DNA unit and Impressions unit, Boston Marathon Bombing and Unabomber in the Explosions unit.

3. Chapter review questions

4. Laboratory activities to introduce or reinforce concepts in forensics- Students create an Evidence Log to record laboratory data, the analysis of data, and a report of findings (conclusion). Labs include a reading component to introduce concept(s); evaluation through rubric with self and peer review.  

5. Challenge statements to assess student thinking- This writing component requires that students take a position (agree or disagree) and support their position with information from their text, readings done in class, video, or internet sources. Students respond individually, have small group dialogue, then are given an opportunity to rewrite their responses. 

6. Unit Exam (1-2 chapters per exam depending on the unit)- Exams include multiple choice, short answer, written response involving crime scene evaluation procedure, evidence collection, or procedures for performing a forensic test. Lab practical component includes testing or analyzing evidence studied in the unit (i.e., Kastle-Meyer reagent test for presence of blood or hair and fiber analysis).

7. Group, Partner or Individual Projects- Include Forensics Time ine Poster and Presentation, Drug Analysis Powerpoint and Poster, Forensic Career Poster and Presentation, Crime Scene in a Box (students create crime scenes for other students to solve), Innocence Project Assignment or Forensic Science Board Game and Presentation.

8. Final Exam- one per semester

 Unit Assignment(s):

NGSS Targets: (SEP 1-8 & CCC 1-7)

• Students analyze and interpret blood typing information after using simulated anti A, B, and Rh serums to test blood for agglutination reactions.
• Students plan and carry out an investigation to identify the presence of blood using Kastle-Meyer reagent testing; students prepare blood and non-blood (i.e. ketchup, food coloring, paint) samples for testing by other lab groups.
• Students use mathematics and computational thinking to construct and interpret Punnett squares.  Inheritance of Blood Type/Punnett square: Students determine probability of offspring blood type given parental blood types, utilizing monohybrid crosses and exploring concepts of dominance, recessiveness, and co-dominance, as well as genotype and phenotype.
• Students develop and use models of blood spatter from various positions and with various tools to have a reference to interpret crime scene blood spatter. 
• Students drop blood from different heights, establish the relationship of height to diameter, and measure angle of impact to establish position of blood spattering event, employing mathematics and computational thinking.
• Students analyze and interpret data from a crime scene to establish the events that took place at the crime scene, employing documentation skills such as note-taking, sketching, and photography practiced in previous units.
• Students construct explanations after data analysis to reconstruct a crime and communicate that information in the form of a detailed written report.
• Students obtain, evaluate and communicate information from DNA samples from a crime scene and three suspects, measuring the DNA bands created through gel electrophoresis to match crime scene DNA to a suspect.
• Students analyze and interpret electrophoreograms that depict alleles as peaks on a graphs to establish the paternity of a child, utilizing real world data.

 Unit Lab Activities:

Blood Typing Lab ABO/Rh- Students will use blood typing kits to identify blood type and to understand why people can or cannot recieve certain blood during a blood transfusion. 

Blood Spatter Lab- Students will create different spatter patterns and be able to describe the type of imact/object that made the spatter. Students will also be able to identify the direction of blows and what side of the body the suspect was in relationship to the victim. 

Blood Drop Angle- Students will be able to figure out the angle in which the blood drop was dropped. Students should be able to figure out the angle and direction the victim was traveling.  

Unit 6 -  Fire Investigation and  Investigation of ExplosionsUnit 6 -  Fire Investigation and  Investigation of Explosions

Students will investigate fire and explosives evidence in order to solve crimes. Using mock crime scenes students will follow crime scene protocol to collect and assess evidence related to fire and explosives in order to solve the assigned crime.

Essential Questions:

• What are some of the common causes of fires and explosions?
• How do forensic scientists analyze fire evidence?

Learning Targets:

• List the conditions necessary to initiate and sustain combustion
• Understand the three mechanisms of heat transfer
• Recognize the telltale signs of an accelerant-initiated fire.
• Describe how to collect physical evidence at the scene of a suspected arson.
• Describe laboratory procedures used to detect and identify hydrocarbon residue.
• Understand how explosives are classified.
• List some common commercial, homemade, and military explosives.
• Describe laboratory procedures used to detect and identify explosive residue.

Assessment throughout the course

Assessments are aligned with Common Core State Standards and Next Generation Science Standards and include a variety of formative and summative assessments.

1. Vocabulary and reading quizzes for each chapter- Students access text to determine the meaning of key terms, and other forensic science specific words and phrases. 

2. Case study analysis- Students read and analyze case studies of crimes pertaining to unit of study; use of paired reading and summary protocol with whiteboard share out of summaries, or think-pair-share. Cases include Dr. Sam Sheppard in the Bloodstain Pattern Analysis, OJ Simpson in Forensic Serology/DNA unit and Impressions unit, Boston Marathon Bombing and Unabomber in the Explosions unit.

3. Chapter review questions

4. Laboratory activities to introduce or reinforce concepts in forensics- Students create an Evidence Log to record laboratory data, the analysis of data, and a report of findings (conclusion). Labs include a reading component to introduce concept(s); evaluation through rubric with self and peer review.  

5. Challenge statements to assess student thinking- This writing component requires that students take a position (agree or disagree) and support their position with information from their text, readings done in class, video, or internet sources. Students respond individually, have small group dialogue, then are given an opportunity to rewrite their responses. 

6. Unit Exam (1-2 chapters per exam depending on the unit)- Exams include multiple choice, short answer, written response involving crime scene evaluation procedure, evidence collection, or procedures for performing a forensic test. Lab practical component includes testing or analyzing evidence studied in the unit (i.e., Kastle-Meyer reagent test for presence of blood or hair and fiber analysis).

7. Group, Partner or Individual Projects- Include Forensics Time ine Poster and Presentation, Drug Analysis Powerpoint and Poster, Forensic Career Poster and Presentation, Crime Scene in a Box (students create crime scenes for other students to solve), Innocence Project Assignment or Forensic Science Board Game and Presentation.

8. Final Exam- one per semester

 Unit Assignment(s):

NGSS Targets (SEP 1-8 & CCC 1-7): 

• Students develop and use models of combustion by observing patterns in the behavior of materials when burned, noting color of flame, smoke, odor, soot color, and rate of combustion.
• Explosives Foldable or Flowchart: Students create a graphic organizer to identify the type and nature of explosives to distinguish between high explosives, low explosives, primary explosives and secondary explosives.
• Students plan and carry out investigations to test unknown materials through burn testing.
•  
• Students ask questions about how attainable materials can be used to make explosives, examining case studies such as Oklahoma City Bombing, the Shoe Bomber, the Unabomber and the Boston Marathon Bombings to obtain and evaluate information.

 Unit Lab Activities:

Evidence Packaging lab- Packaging burn evidence in sealed containers to keep smell and evaporating particles in the evidence package. 

 

Unit 7- Firearms, Toolmarks and Other ImpressionsUnit 7- Firearms, Toolmarks and Other Impressions

Students will investigate impression evidence in order to solve crimes. Using mock crime scenes students will follow crime scene protocol to collect and assess evidence related to impressions, including firearm marking and toolmarks, in order to solve the assigned crime.

Essential Questions:

• How do forensic scientists analyze impressions and tool mark evidence?
• How can impressions be classified as individual and class evidence?

Learning Targets:

• Recognize the class and individual characteristics of bullets and cartridge cases.
• Understand the use of the comparison microscope to compare bullets and cartridge cases.
• Explain the use of the NIBIN database.
• Identify the laboratory tests for determining whether an individual has fired a weapon.
• Explain the forensic significance of class and individual characteristics to the comparison of tool marks, footwear, and tire impressions.
• Describe methods for collecting, casting or printing, and then comparing tool marks and footwear.

Assessment throughout the course

Assessments are aligned with Common Core State Standards and Next Generation Science Standards and include a variety of formative and summative assessments.

1. Vocabulary and reading quizzes for each chapter- Students access text to determine the meaning of key terms, and other forensic science specific words and phrases. 

2. Case study analysis- Students read and analyze case studies of crimes pertaining to unit of study; use of paired reading and summary protocol with whiteboard share out of summaries, or think-pair-share. Cases include Dr. Sam Sheppard in the Bloodstain Pattern Analysis, OJ Simpson in Forensic Serology/DNA unit and Impressions unit, Boston Marathon Bombing and Unabomber in the Explosions unit.

3. Chapter review questions

4. Laboratory activities to introduce or reinforce concepts in forensics- Students create an Evidence Log to record laboratory data, the analysis of data, and a report of findings (conclusion). Labs include a reading component to introduce concept(s); evaluation through rubric with self and peer review.  

5. Challenge statements to assess student thinking- This writing component requires that students take a position (agree or disagree) and support their position with information from their text, readings done in class, video, or internet sources. Students respond individually, have small group dialogue, then are given an opportunity to rewrite their responses. 

6. Unit Exam (1-2 chapters per exam depending on the unit)- Exams include multiple choice, short answer, written response involving crime scene evaluation procedure, evidence collection, or procedures for performing a forensic test. Lab practical component includes testing or analyzing evidence studied in the unit (i.e., Kastle-Meyer reagent test for presence of blood or hair and fiber analysis).

7. Group, Partner or Individual Projects- Include Forensics Time ine Poster and Presentation, Drug Analysis Powerpoint and Poster, Forensic Career Poster and Presentation, Crime Scene in a Box (students create crime scenes for other students to solve), Innocence Project Assignment or Forensic Science Board Game and Presentation.

8. Final Exam- one per semester

 Unit Assignment(s):

NGSS Targets (SEP 1-8 & CCC 1-7): 

• Students analyze data after examining and cataloguing the features of common household tools through measurement, sketching, and casting of the tool's surface and interpret the data to discover matching tool marks.
• Students engage in argument from evidence to support the claims made in the identification of tool marks and footwear, correlating the important individual characteristics that may be present, including nicks and breaks on tool surfaces and wear patterns on shoes.
• Students obtain, evaluate, and communicate information from reading and online sources to explore firearms identification, which includes bullet and cartridge comparisons.

 Unit Lab Activities:

Tool Mark Exploration- Students make different tool marks with different tool on several surfaces to see if those marks can be individualized. This will allow the students to see the value in court. 

Ballistics- Students will look at different samples of bullet rounds and casings to see how the marks are individualized. 

Foot/Tire Impressions-  Students will examine footprints and try to individualize the print due to shoe make/modle and then look at wear patterns to individualize the print and give it probative value. Student will look at tire impressions to see if they can be individualized based on make/model and wear pattern. 

Unit 8 -  Document Examination & Computer ForensicsUnit 8 -  Document Examination & Computer Forensics

Students will investigate document and computer evidence in order to solve crimes. Using mock crime scenes students will follow crime scene protocol to collect and assess evidence related to document examination and computer forensics in order to solve the assigned crime.

Essential Questions:

• What time of evidence can be collected from a questioned document? 
• How do forensic scientists evaluate digital evidence?

Learning Targets:

• Define questioned documents.
• Identify common individual characteristics associated with handwriting.
• List important guidelines for collecting known writings for comparison to a questioned document.
• List some of the techniques document examiners use to uncover alterations, erasures, obliterations, and variations in pen ink.
• Demonstrate the use of paper chromatography to differentiate between class ink characteristics.
• Identify areas of the computer that contain visible and latent data.

Assessment throughout the course

Assessments are aligned with Common Core State Standards and Next Generation Science Standards and include a variety of formative and summative assessments.

1. Vocabulary and reading quizzes for each chapter- Students access text to determine the meaning of key terms, and other forensic science specific words and phrases. 

2. Case study analysis- Students read and analyze case studies of crimes pertaining to unit of study; use of paired reading and summary protocol with whiteboard share out of summaries, or think-pair-share. Cases include Dr. Sam Sheppard in the Bloodstain Pattern Analysis, OJ Simpson in Forensic Serology/DNA unit and Impressions unit, Boston Marathon Bombing and Unabomber in the Explosions unit.

3. Chapter review questions

4. Laboratory activities to introduce or reinforce concepts in forensics- Students create an Evidence Log to record laboratory data, the analysis of data, and a report of findings (conclusion). Labs include a reading component to introduce concept(s); evaluation through rubric with self and peer review.  

5. Challenge statements to assess student thinking- This writing component requires that students take a position (agree or disagree) and support their position with information from their text, readings done in class, video, or internet sources. Students respond individually, have small group dialogue, then are given an opportunity to rewrite their responses. 

6. Unit Exam (1-2 chapters per exam depending on the unit)- Exams include multiple choice, short answer, written response involving crime scene evaluation procedure, evidence collection, or procedures for performing a forensic test. Lab practical component includes testing or analyzing evidence studied in the unit (i.e., Kastle-Meyer reagent test for presence of blood or hair and fiber analysis).

7. Group, Partner or Individual Projects- Include Forensics Time ine Poster and Presentation, Drug Analysis Powerpoint and Poster, Forensic Career Poster and Presentation, Crime Scene in a Box (students create crime scenes for other students to solve), Innocence Project Assignment or Forensic Science Board Game and Presentation.

8. Final Exam- one per semester

 Unit Assignment(s):

NGSS Targets (SEP 1-8 & CCC 1-7): 

• Students create chromatograms of various inks to identify suspect inks, using mathematics and computational thinking to calculate the Rf factor and the analysis and interpretation of the banding patterns of the inks in various solvents such as water and isopropyl alcohol.
• Students obtain, evaluate and communicate information, reading case studies about Hitler's Diaries and Howard Hughes' will, and the criteria for handwriting analysis, including methods for obtaining known writing samples. Students then analyze and interpret the samples, note similarities and differences, and construct explanantions about the authenticity of the samples.
• Students create exemplar and questioned documents for other students to analyze, then plan and carry out an investigation of a different set of handwriting samples to determine if the questioned document matches any of the exemplars provided.

 Unit Lab Activities:

Handwriting Exercise Lab- Students are in groups and perform a number of handwriting exemplars to see if their handwriting can be individualized and disguised. 

Ink Chromatogrphy- Students will take 6 different markers with black ink that all make a similar mark and use chromatography to see if the ink can be individualized or classified by the ink combinations. 

 Know Your Money- Students will use the Chromebooks and explore bep.gov/uscurrency to find the different measures taken to prevent counterfeit bills. Next we will explore www.secreteservice.gov to see the history of paper money and the current counterfeit measures that are taken on bills 2013 and newer. 

Letter Angle Template- Students will use a template to determine the letter angle of handwriting to try and individualize known samples with exemplars. 

Deliberatley Disquised Handwriting - Students will try and disguise their own handwriting and will be able to see the similarities and how to notice if letters are authentic. Students will also look at Hiter's Diaries and examine how they were proven to not be authenic. 

 Course MaterialsTextbooksTitleAuthorPublisherEditionWebsitePrimaryForensic Science for High SchoolBarbara Deslich and John FunkhouserKendall/Hunt1st/2006https://k12.kendallhunt.com/program/forensic-science-high-schoolYe