content area: science forensics gradelevel:11-12 r14the seven …€¦ · • timeof death • 1-2...

ContentArea:Science Course: Forensics Grade Level: 11-12 R14 The Seven Cs of Learning

Collaboration

Character Communication

Critical Citizenship Thinking

Creativity Curiosity

UnitTitles Length of Unit • Powerof Observation/IntroductiontoForensics • 2-3weeks

• Crime Scene Investigation and Evidence Collection • 3-4weeks

• Time of Death • 1-2weeks

• HairandFiberEvidence • 2-3weeks

• Fingerprint Analysis • 1-2weeks

• DNAAnalysis • 2-3weeks

• Blood and Blood Spatter Analysis • 2-3weeks

Region 14 Curriculum: High School Forensics (Science) BOEAdopted

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Strands Course Level Expectations

Forensics • Understand how scientific knowledge is created and communicated in the field. • Realizethe accuracyof forensicsas it is portrayed in movies, television or books? • Understandwaystoprotect and preserved evidence and artifacts.

Evidence • Realize that the structure of matter affects the properties and use of materials. • Understand that science and technology impact our world and how we learnabout it. • That traceevidence canbeanalyzedin a varietyof ways. • Prints can be developed, stored and used in solving crimes. • Sketches and models are used to rebuild scenes.

Technology • Know that forensic science uses DNAfor identificationpurposes (i.e fingerprinting). • Understand that toxicology is used to determine degree of harmand presence oif toxic

substances


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UnitTitle Powerof Observation/Introductionto Forensics Length of Unit 2-3weeks

Inquiry Questions(Engaging & Debatable)

• Are people reliable witnesses? • How long hasForensicscienceintriguedpeople? • How has forensic science changed over time? • Whatcareer pathways canbe used in Forensics?

Standards* HS-ETS1-1.

Unit Strands& Concepts

DISCIPLINARY CORE IDEAS (DCI): • Defining and Delimiting Engineering Problems

SCIENCE AND ENGINEERING PRACTICES (SEP): • Asking Questions and Defining Problems

Strands: • ObservationalSkills, • Forensicscienceis continuallychangingdue to technological advances

Key Vocabulary forensic science, deductivereasoning,eyewitness,perception,Bill ofRights,Miranda Rights,Locard’sPrinciple,Frye Standard, Daubert Ruling,pleas, booking procedure

* Standardsbased on the Next GenerationScience Standards(NGSS) and the National ResearchCouncil(NRC).For more info, visit: http://portal.ct.gov/SDE/Science/Science-Standards-and-Resources


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http://portal.ct.gov/SDE/Science/Science-�-Standards-�-and-�-Resources

UnitTitle Powerof Observation/IntroductiontoForensics Length of Unit 2-3weeks

Critical Content: My studentswill Know… Key Skills: My studentswill be able to (Do)…

● the differencebetweenobservationandperception. ● compare, critically, an eyewitness account to what● examples of factors that influence eyewitness accounts. actually happened. ● how forensic science has changed over time. ● relateobservational skillstoforensicscience. ● the difference among types of law: constitutional, civil, ● practice improving their observational skills.

criminal, statutory, common ,equity, and administrative. ● explainwhat happenswhena person getsarrested. ● the difference between a felony and a misdemeanor ● explain the difference among pleas: guilty, not

crime and punishment each ensues. guilty and not guilty by reasonof insanity. ● the difference betweenthe Billof Rights and the ● investigateandexplaintheaccuracyof the

MirandaRights. Bertillion measurement system. ● the divisions of a crime lab and what happens in each ● investigateLocard’sExchangePrinciple.

department of a crime lab ● researcha forensiccareerandpresent it tothe● whatthe “CSIEffect”is and howitrelates to juries. class.● examples of different education disciplines that can lead

to a career inforensic science.

Assessments: • Various formative assessments and various laboratoryactivities (performance tasks) • Summative Assessment

Teacher Resources: Region 14 Implementation Guide


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UnitTitle Crime Scene Investigation and Evidence Collection Length of Unit 3-4weeks

Inquiry Questions • How are crime scenes sketched? (Engaging & • What happens once a crime scene is found? Debatable) • How doesthepoliceprocess crime scenes?

• How isevidenceclassified? • How dothepoliceknow what isevidenceandwhat isnot? • How aredifferent typesof evidencecollectedproperly?

Standards HS-ETS1-2, HS-ETS1-4 Unit Strands& Concepts

DISCIPLINARY CORE IDEAS (DCI): • Optimizing the Design Solution

Science and EngineeringPractices(SEP): • Constructing ExplanationsandDesigning Solutions

Strands: • Crime scene sketching, • Proper procedures and techniques used by law enforcement in processing a crime scene, • Collecting evidence properly and maintaining a chain of custody is essential in forensic science

Key Vocabulary crime scene, chain of custody, first responder, crime-scenereconstruction,paperbindle(druggist fold),primary and secondary crime scenes, circumstantialevidence,directevidence,class evidence,individualevidence, traceevidence, product rule


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UnitTitle Crime Scene Investigation and Evidence Collection Length of Unit 3-4weeks

Critical Content: My studentswill Know…

Key Skills: My studentswill be able to (Do)…

• what constitutes a crime scene. • explainthejobsof thefirst responder andthefirst • the importance of first responding officer’s/crime scene responding officer in securing and maintaining theinvestigator’s actions in maintaining the integrity of the crime integrity of the crime scene. scene duringtheinvestigation. • create a rough sketch of a crime scene.

• crime scenes are sketched and the types of information that • use triangulation to locate evidence within a crimemust be included in the final sketch. scene so that it can be put into the crime scene

• what types of information need to be recorded at the crime sketch. scene. • create a final crime scene sketch to scale and

• evidence is classifiedasindividual or class. include all of the necessary information on that• how different pieces of evidence arecollectedand packaged sketch. properly (ex. hair, DNA, blood, fibers, firearms, etc.) • package different types of evidence and complete a

• the importance of the chain of custody of the evidence. chain of custodyproperly. • the differenttypes of evidence databases thatare available to • determine the probability of an occurrence usingpolice. the productrule.

Assessments: • Sketch of a crime scene (rough draft and final sketches) and commentary on what might have happened ,Various formative assessments and laboratory activities, Summative Assessment

TeacherResources:

Region 14 Implementation Guide


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UnitTitle Time of Death Length of Unit 1-2weeks


• How does the medical examiner estimate the time of death? • How can insects help estimate the time of death? • How do environmental factors influence the estimated time of death? • How isan autopsydone?

Standards HS-LS1-2,HS-LS2.2,HS-LS1-4,HS-ETS1-3


DISCIPLINARY CORE IDEAS (DCI): • Developing Possible Solutions

Strands: • Time of Death using: algor mortis, rigor mortis, livor mortis • Entomology • Autopsy

Key Vocabulary cause of death, manner of death, mechanismof death, algor mortis, rigor mortis, livor mortis, autolysis, entomology, larva, instar, spiracle, pupa,


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UnitTitle Time of Death Length of Unit 1-2weeks



● time of death can be estimated based on characteristicsof thebodyand stagesof insect development.

● the effects of environmental factors on bodydecomposition.

● the successionof different typesof insectsthat arefound on a body as it decomposes.

● autopsies are performed to gather information onthe cause, manner and mechanismof death and gather evidence.

● distinguish between the four manners of death: natural,accidental, suicidal and homicidal.

● describe the stages of decomposition of a corpse. ● calculate the approximate time of death using algor

mortis, rigor mortis and livor mortis, stomach contents ● calculate time of death using insect stage of

development of blowflies. ● predict the influence of environmental factors on body

decomposition

Assessments: • Various formative assessments and laboratory performance tasks • Summative Assessment

TeacherResources:



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UnitTitle Hair and Fiber Evidence Length of Unit 2-3weeks


● How do human and animal hairs differ? ● How doforensicscientiststell different hairsapart? ● How doforensicscientiststell different fibersapart? ● How arenaturaland synthetic fibersdifferent?

Standards HS-ETS1-3,HS-LS1-4,HS-LS3-1 Unit Strands& Science and EngineeringPractices: Concepts • Scientific Investigations Use a Varietyof Methods,

• Engaging in Argument fromEvidence, • Obtaining,Evaluating, and Communicating Information

Strands: • Hairstructure, Hairanalysis. • Natural vs.syntheticfibers,• Fiberanalysis

Key Vocabulary medulla, cortex, cuticle, hair follicle, follicular tag, keratin, melanin, neutron activation analysis,comparison microscope, natural fiber, synthetic fiber, textile, warp, weft, monomer, polymer, yarn,amorphous, flame test


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UnitTitle Hair and Fiber Evidence Length of Unit 2-3weeks



• the structure of a hair. • use a microscope to draw different types of human and• the different places hair is found on the human body animal hair. and howitis collected. • labeland describe the structure of hair.

• how to determine if hair is human or animal origin. • analyze an unknown hair to determine if it is of human or• how to measure and calculate the medullary index of a animal origin. hair. • calculate the medullary index of hair (if a medulla is

• the different techniquesthat canbeusedin hair present) analysis. • create a cuticle imprint froma hair.

• where DNAcan be found in hair. • use a microscope to draw different types of fibers: cotton,• the differenttechniques thatcanbe used infiber wool,polyester,rayon,nylonand acrylic. analysis. • performa burn test on a fiber to determine the type of

• how to determine if a fiber is natural or synthetic. fiber material. • analyze an unknown fiber to determine the type of fiber.

Assessments: • Various formative assessments,various laboratoryactivities, and summative assessment

TeacherResources:



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UnitTitle Fingerprint Analysis Length of Unit 1-2weeks

Inquiry Questions(Engaging &Debatable)

● How fingerprintsuniquetoeachperson? ● How are fingerprints lifted at a crime scene? ● How do forensic scientists match a fingerprint to a person?

Standards HS-ETS1-3,HS-LS3-1, HS-LS3-3


Science and EngineeringPractices: • Scientific Investigations Use a Variety of Methods, Engaging in Argument fromEvidence, • Obtaining, Evaluating, and Communicating Information

Strands: • Fingerprint types, • Minutiae patterns in fingerprints,• Lifting fingerprints

Key Vocabulary loop, whorl, arch, delta, core, minutiae (bridge, bifurcation, island, eye, ridge, dot, spur, trifurcation), ten-print card, Henry System, plastic fingerprint, latent fingerprint, patent fingerprint, ridge pattern,ninhydrin, cyanoacrylate fuming, silver nitrate, iodine fuming, magnetic powder


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UnitTitle Fingerprint Analysis Length of Unit 1-2weeks



• fingerprints are caused by dermal skin ridges that form • create a10 printcard of their fingerprints. in uteroandserve a purpose. • identifythecharacteristicsof fingerprints(loop,whorl or

• no two people have the same fingerprints based on arch and whattype). their ridge patterns called minutiae. • calculate their Henry systemnumber using their ten-print

• how fingerprintsareclassified. card.• how the Henry systemis used to classify fingerprints. • identifywhethera fingerprint is a patent,latent or plastic• fingerprints may be visible or invisible to the naked eye print. at a crime scene. • match prints if given samples.

• fingerprints can be lifted at a crime scene and analyzed. • identify minutiae patterns in fingerprints. • how some criminals attempted to alter their • properlycollect fingerprints usingcharcoaldustingfingerprints. powder, magnetic powder, cyanoacrylate fuming, iodine

• IAFIS is the database for fingerprints. fuming.

Assessments: • Various formative assessments, various laboratory activities, and summative assessment

TeacherResources:



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UnitTitle DNA Analysis Length of Unit 2-3weeks


• How is DNAunique to each individual (except identical twins)? • How does the structure of DNAlend itself to be used in forensic analysis? • Where can DNAbe found in a crime scene?

Standards HS-LS3-1, HS-LS3-2, HS-LS3-3 Unit Strands& Science and EngineeringPractices: Concepts • Planningand Carrying Out Investigations,

• Scientific Investigations Use a Varietyof Methods,• Using Mathematics and Computational Thinking, • Analyzing and Interpreting Data, • Engaging in Argument fromEvidence

Strands: • DNAstructure, DNAreplication, Restriction enzymes, • DNAidentification, Sources of DNA, • Gel electrophoresis,Recombinant DNA

Key Vocabulary double helix, nucleotide, nitrogen bases (adenine, thymine, guanine, and cytosine), deoxyribose, allele,chromosome, DNAfingerprint, restriction enzymes, gene, gel electrophoresis, PCR(polymerase chainreaction), STR (short tandemrepeat), recombinant DNA, VNTR (variable number of tandemrepeats), polymorphisms


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UnitTitle DNA Analysis Length of Unit 2-3weeks



• DNA, except for identical twins is unique to each individual. • explainthestructure of DNA. • DNAcan be found in the nucleus, mitochondria and • explain the significance of DNAin a human. chloroplastsof eukaryoticcells. • explainthebase-pairingrules for the nitrogen

• the structure and components of DNA. bases and use it to create the complementary• PCR (Polymerase Chain Reaction) is a technique used by strand of DNAif given one side of the strand. scientists to make multiple copies of DNAor segments of DNA. • explainhow PCR worksanditsbenefits.

• restriction enzymes are used to cut DNAinto fragments. • explain how gel electrophoresisis used toseparate• gel electrophoresis is a technique to separate fragments of fragments of DNA. DNAor proteins, which canthenbeused toidentifya person. • model how a restriction enzyme is used to cut DNA.

• DNAcan be found in saliva, skin, semen, blood, sweat, or hair • conduct a gel electrophoresis experiment usingat a crime scene. DNAsamples including: making the gel, loading the

• Recombinant DNAis DNAthat is inserted fromone species samples in the gel, staining the gel and analyzingintoanotherspecies. the gel.

• CODIS is the database for DNAsamples.


Teacher Resources:



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UnitTitle Blood and Blood Spatter Analysis Length of Unit 2-3weeks


• How doyou know what bloodtypeyou are? • What can blood or blood spatter at a crime scene tell forensic scientists about the crime? • How can you tell if blood found at a crime scene is human blood, animal blood or something else?

Standards HS-LS1-2,HS-LS3-2,HS-LS3-3

Unit Strands& Science and EngineeringPractices: Concepts • Planningand Carrying Out Investigations,

• Scientific Investigations Use a Varietyof Methods,• Using Mathematics and Computational Thinking, • Analyzing and Interpreting Data, • Engaging in Argument fromEvidence

Strands: • Blood characteristics • functionof blood • ABO • Blood typing • blood spatter analysis

Key Vocabulary agglutination,antibodies, antigens, antigen-antibody response, plasma membrane proteins, red bloodcells, white blood cells, plasma, , platelets, blood clotting, ABO blood groups, point of origin, line ofconvergence, satellitedrop, spike,velocity


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UnitTitle Blood and Blood Spatter Analysis Length of Unit 2-3weeks



• the composition of blood and the function of its • explain thecomponents in blood and their functions. components. • explain theantigen-antibodycomplex and how it relates to

• blood types (ABO system)is based on antigens found on the blood typing. surface of red blood cells. • conduct a blood typing analysis with simulated blood to

• Blood typing is based on antigen-antibodycomplexes that determine bloodtypes. are part of the normal immune system function in humans. • calculate the probability of certain blood types/ blood proteins

• how tocalculate the probability of certainbloodtypes or in a given population. blood proteins ina population. • conduct an experiment to determine if blood is present or not.

• the differenttests thatcan be used to determine the • conduct an experiment, gather data and analyze the effect ofpresence of blood: hemastix, Kastle-Meyer, blood typing, impact angle on blood drops. precipitan, etc. • conduct an experiment, gather data, and analyze the effect of

• blood spatter cantell forensic scientists: the velocity of height of a blooddrop onbloodspatter patterns. blood drop, directionthe blood came fromand at what • conduct experiments, gather data and analyzetheeffect of angle, what type of weapon mayhave been used, the height arterial spurts, walking, running, velocity, etc. have on bloodthe victim was atwhen they were attacked, where the spatterpatterns. personwas whenthey were attacked, etc.


TeacherResources:

Region 14 Implementation Guide .


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content area: science forensics gradelevel:11-12 r14the seven …€¦ · • timeof death • 1-2...

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