forensic biology - paterson public schools · 2017-01-27 · found on page 326 in the textbook...

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Forensic Biology

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Course Description

This course focuses on the skills and biological concepts behind crime scene investigation and forensic science. Fundamental procedures of DNA

technology is explored as well as it applies to forensic settings (human and non-human).

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Pacing Chart

Unit 1 Observation and Evidence Collection 4 weeks

Unit 2 Collecting and Analyzing Biological and

Environmental Evidence:

fingerprinting

hair analysis

blood analysis,

pollen and spores

soil

14 weeks (total)

2 weeks

3 weeks

3 weeks

3 weeks

3 weeks

Unit 3 Cause and Time of Death:

manner of death and body systems

time of death

entomology

9 weeks (total)

5 weeks

1 week

3 weeks

Unit 4 Anthropology 4 weeks

Unit 5 DNA 5 weeks

Review & Final Exam Review for Final Exam 1 week

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Educational Technology

Standards

8.1.12.A.3, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.3, 8.1.12.E.2, 8.1.12.F.1, 8.2.12.A.2, 8.2.12.B.4, 8.2.12.E.4

Technology Operations and Concepts

Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word

processing program.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Communication and Collaboration

Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or

issue, and propose possible solutions.

Digital Citizenship

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Research and Information Literacy

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world

problem.

Critical Thinking, Problem Solving, Decision Making

Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of

other cultures about a current event or contemporary figure.

http://www.state.nj.us/education/cccs/def/8/TECH_OnlineLearning.html

http://www.state.nj.us/education/cccs/def/8/TECH_DataCollect.html

http://www.state.nj.us/education/cccs/def/8/TECH_ElectAuthor.html

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are

practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career

exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of

study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this

understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the

environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to

the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and

in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They

make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the

use of an academic skill in a workplace situation.

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that

understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to

contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute

more fully to their own career success.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They

communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they

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master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting

with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their

communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate

negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures,

materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability

of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and

productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or

problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of

sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an

organization.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use

reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external

information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the

problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause

of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow

through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to

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positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use

a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on

productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals.

They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them

and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step

in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek

counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve

workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications.

They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid

barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and

facilitate effective team meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Enrichment

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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Interdisciplinary Connections

English/Language Arts:

“You Be the Detective: Sherlock Holmes and Deductive Reasoning”

Found online on page 18:

http://www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_FullUnit.pdf

“How Sherlock Changed the World”

Video and article found online at:

http://www.pbs.org/program/sherlock-changed-world/

“Lasting Impression: How Fingerprints Are Created”

Article found online at:

http://www.livescience.com/30-lasting-impression-fingerprints-created.html

“Fingerprinting’s Reliability Draws Growing Court Challenges”

NY Times article found online at:

http://www.truthinjustice.org/fingerprints.htm

English/Writing:

“Hair Testimony Essay”

Found on page 75 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino


http://www.truthinjustice.org/fingerprints.htm

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“Writing the Police Report”



“Presenting the Case”



Public Speaking and English/Writing:

“Pollen Expert Witness Presentation”


“Field Notes and Interviews”



Math:

“Time of Death: The Law of Cooling”



“Calculating Time of Death Using Rigor Mortis”


“Calculating Time of Death Using Algor Mortis”






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“Height and Body Proportions”


“Entomology/Time of Death”

Found online at:

http://www.academia.edu/3467740/Forensic_Estimation_of_Time_of_Death_A_Mathematical_Model

History and English/Language Arts:

“Gathering Evidence, Bringing Justice”



Law Enforcement and the rise of police forces

Found online at:

http://plsonline.eku.edu/insidelook/history-policing-united-states-part-1

Native Americans connected to Eurasians – DNA

Found online at:

http://news.nationalgeographic.com/news/2013/11/131120-science-native-american-people-migration-siberia-genetics/

Thomas Jefferson & Sally Hemings – DNA

Found online at:

https://www.monticello.org/site/plantation-and-slavery/jefferson-hemings-resources

History of Fingerprinting & the William West- Will West Case

Found online at:

http://www.crimescene-forensics.com/History_of_Fingerprints.html



http://plsonline.eku.edu/insidelook/history-policing-united-states-part-1

http://news.nationalgeographic.com/news/2013/11/131120-science-native-american-people-migration-siberia-genetics/

https://www.monticello.org/site/plantation-and-slavery/jefferson-hemings-resources

http://www.crimescene-forensics.com/History_of_Fingerprints.html

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“The Secret in the Cellar: A Written in Bone forensic mystery from colonial America”

Found online at:

http://anthropology.si.edu/writteninbone/comic/#

“Pollen Helps War Crime Forensics”


http://news.bbc.co.uk/2/hi/science/nature/3640788.stm

“Season of Death”


http://www.nature.com/news/1998/981008/full/news981008-2.html

Josef Mengele – Nazi Hunters

Found online at:

http://www.auschwitz.dk/mengele.htm

“The Romanovs and DNA: An Internet Activity”


Bill of Rights – search and seizure

Found online at:

http://www.crimescene-forensics.com/Bill_of_Rights.html

http://anthropology.si.edu/writteninbone/comic/

http://news.bbc.co.uk/2/hi/science/nature/3640788.stm

http://www.nature.com/news/1998/981008/full/news981008-2.html

http://www.auschwitz.dk/mengele.htm

http://www.crimescene-forensics.com/Bill_of_Rights.html

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Grade: 11

Unit 1: 4 weeks

Topic: Observation and Evidence Collection

Description: Develop organizational skills,

and understand the importance of observation

to the forensic scientist. Analyze factors that

influence eyewitness testimony. Distinguish

between the different types of evidence.

Demonstrate how to properly handle, collect,

and label evidence in order to maintain the

chain of custody.

NGSS: HS-ETS1-2

Common Core State Standards (CCSS): RST.9-10.1, RST.9-10.3, RST.9-10.4, RST.11-12.1, RST.11-12.3, RST.11-12.4, WHST.9-10.1,

WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1, HSG.SRT.C.6

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

Design a solution to a

complex real-world

problem by breaking it

down into smaller, more

manageable problems that

can be solved through

engineering. HS-ETS1-2

Demonstrate the

principals of solution

preparation, sterile

techniques, contamination

control, and measurement

and calibration of

instruments used in

biotechnology research.

9.3 HL- BRD.4

How are observations

used to gather, collect and

analyze data in order to

solve a crime?

Acquisitive:

listening

observing

inquiring

investigating

gathering data

researching

Organizational:

recording

comparing

contrasting

classifying

organizing

outlining

reviewing

evaluating

analyzing

Creative:

planning ahead

designing

synthesizing

Manipulative:

Books:

“Forensic Science – Fundamentals

and Investigations”

By: Anthony J. Bertino

South-Western, Cengage

Learning, 2012

“Crime Scene Investigations –

Real Life Science Labs”

By: Pam Walker and Elaine

Wood

John Wiley and Sons, Inc., 1998

Websites:

http://www.forensicpage.com/new

09.htm

www.connectedcalifornia.org/files

/LJCrimeSceneInvestigation_Full

Unit.pdf

http://bsapp.com/forensics_illustra

ted/index.html

Labs/Activities:

The following labs and

activities can be found in the

books and on the websites

mentioned under the resources

heading along with numerous

other labs from which the

teacher can choose.

Learning To See

You’re An Eyewitness!

What Jennifer Saw

What Influences Our

Observations?

That’s My Story and

I’m Sticking to It!

http://www.forensicpage.com/new09.htm





http://bsapp.com/forensics_illustrated/index.html


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NJDOE Student

Learning Objective


collecting

demonstrating

experimenting

Communicative:

asking questions

discussing

explaining

reporting

writing

criticizing

http://www.oldbaileyonline.org/

http://www.slideshare.net/portleste

r/forensic-science-crime-scene-

investigation-evidence-collection

http://school.cengage.com/forensic

science/

https://www.nlm.nih.gov/visiblepr

oofs/resources/weblinks.html

http://www.innocenceproject.org/

http://shodor.org/succeed-

1.0/curriculum/FOR/observation.h

tml

http://www.crime-scene-

investigator.net/collect.html

http://www.theforensicteacher.co

m/Home.html

http://forensics.rice.edu/en/For-

Educators/Online-Activities.html

http://sciencespot.net/Pages/classf

orsci.html


http://www.slideshare.net/portlester/forensic-science-crime-scene-investigation-evidence-collection



http://school.cengage.com/forensicscience/


https://www.nlm.nih.gov/visibleproofs/resources/weblinks.html



http://shodor.org/succeed-1.0/curriculum/FOR/observation.html



http://www.crime-scene-investigator.net/collect.html


http://www.theforensicteacher.com/Home.html


http://forensics.rice.edu/en/For-Educators/Online-Activities.html


http://sciencespot.net/Pages/classforsci.html


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NJDOE Student

Learning Objective



complex real-world






Demonstrate the



techniques, contamination

control, and measurement

and calibration of

instruments used in


9.3 HL- BRD.4

Summarize and explain

the larger ethical, moral,

and legal issues related to

biotechnology research,

product development, and

use in society. 9.3 HL-

BRD.6

What are the different

types of evidence found at

a crime scene, and how

are they collected and

analyzed and by whom in

order to solve a crime?

Acquisitive:

listening

observing

inquiring

investigating

gathering data

researching

Organizational:

recording

comparing

contrasting

classifying

organizing

outlining

reviewing

evaluating

analyzing

Creative:

planning ahead

designing

synthesizing

Manipulative:

Books:

“Forensic Science – Fundamentals

and Investigations”



Learning, 2012




Wood


Websites:

https://www.fbi.gov/about-

us/lab/handbook-of-forensic-

services-pdf

http://www.forensicpage.com/new

09.htm

www.connectedcalifornia.org/files

Labs/Activities:







teacher can choose.

Locard’s Principle

Crime-Scene

Investigation

On the Scene

Don’t Touch the

Evidence

I’m Clueless

The Deadly Picnic

I’ve Got My Eye On

You

https://www.fbi.gov/about-us/lab/handbook-of-forensic-services-pdf






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NJDOE Student

Learning Objective


collecting

demonstrating

experimenting

Communicative:

asking questions

discussing

explaining

reporting

writing

criticizing

/LJCrimeSceneInvestigation_Full

Unit.pdf

http://bsapp.com/forensics_illustra

ted/index.html


http://www.slideshare.net/portleste

r/forensic-science-crime-scene-

investigation-evidence-collection

http://school.cengage.com/forensic

science/

https://www.nlm.nih.gov/visiblepr

oofs/resources/weblinks.html



1.0/curriculum/FOR/observation.h

tml

Crime Scene

Investigation - Clue

















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NJDOE Student

Learning Objective


http://www.crime-scene-

investigator.net/collect.html

http://www.csigizmos.com/produc

ts/evidencepackaging/pharmaceuti

cal.html

http://www.theforensicteacher.co

m/Home.html

http://forensics.rice.edu/en/For-

Educators/Online-Activities.html


orsci.html

http://www.njsp.org/division/inves

tigations/forensic-sciences.shtml



http://www.csigizmos.com/products/evidencepackaging/pharmaceutical.html









http://www.njsp.org/division/investigations/forensic-sciences.shtml


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Unit 1 Vocabulary

analytical skills

chain of custody

circumstantial evidence

class evidence

crime-scene investigation

crime-scene reconstruction

deductive reasoning

direct evidence eyewitness

fact

first responder

forensic

individual evidence

logical

observation

opinion paper bindle

perception

primary crime scene

secondary crime scene

trace evidence

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Unit 1 Project (Choose 1) Option 1 Option 2

Complete the interdisciplinary project:

“You Be the Detective: Sherlock Holmes and Deductive

Reasoning”

Found online on page 18 at:

http://www.connectedcalifornia.org/files/LJCrimeSceneInv

estigation_FullUnit.pdf

“Introduction to Forensic Investigations”


www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_

FullUnit.pdf





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Grade: 11

Unit 2: 14 weeks

Topic: Collecting and Analyzing Biological

and Environmental Evidence

Description: Properly collect and analyze

biological evidence. Distinguish between the

different types of fingerprints. Analyze hair to

determine if it is human or nonhuman, and to

determine if it belongs to a particular person.

Explain the composition of blood and how to

determine blood type. Collect, analyze, and

evaluate evidence to determine if it is pollen or

a spore and identify the plant it came from.

Recognize different soil types and perform a

soil analysis.

NGSS: HS-LS3-3


WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1, HSN.VM.A.1, HSG.SRT.C.7

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NJDOE Student

Learning Objective


Apply concepts of

statistics and probability

to explain variation and

distribution of expressed

traits in a population.

HS-LS3-3

Demonstrate the



techniques,

contamination control,

and measurement and

calibration of

instruments used in


9.3 HL- BRD.4

Demonstrate basic

knowledge of

recombinant DNA,

genetic engineering,

bioprocessing,

monoclonal antibody

production,

nanotechnology,

bioinformatics,

genomics, proteomics,

and transcriptomics to

How do you collect and

analyze biological and

environmental evidence in

order to determine its origin?

Acquisitive:

listening

observing

searching

inquiring

investigating

gathering data

researching

Organizational:

recording

comparing

contrasting

classifying

organizing

outlining

reviewing

evaluating

analyzing

Books:

“Forensic Science –

Fundamentals and

Investigations”



Learning, 2012




Wood

John Wiley and Sons, Inc.,

1998

Websites:

http://www.forensicpage.com/

new09.htm

www.connectedcalifornia.org/

files/LJCrimeSceneInvestigati

on_FullUnit.pdf

Labs/Activities:







teacher can choose.

Study Your Fingerprints

Giant Balloon

Fingerprint

Studying Latent

Fingerprints

How to Print a Ten Card

Is it a Match?

Fingerprint Matching

Print Patterns

Pointing Out

Perpetrators






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NJDOE Student

Learning Objective


conduct biotechnology

research and

development. 9.3 HL-

BRD.3

Creative:

planning ahead

designing

synthesizing

Manipulative:

using an instrument

caring for an instrument

collecting

demonstrating

experimenting

Communicative:

asking questions

discussing

explaining

reporting

writing

criticizing

graphing

http://bsapp.com/forensics_ill

ustrated/index.html

http://www.computer.org/csdl

/trans/tp/2007/01/i0015-

abs.html

http://www.slideshare.net/port

lester/forensic-science-05-

finger

http://www.macaulay.ac.uk/so

ilfit/soilfit_evidence.php

https://www.fbi.gov/about-

us/cjis/fingerprints_biometrics

/recording-legible-

fingerprints/takingfps

http://www.abc.net.au/cgi-

bin/common/printfriendly.pl?/

science/news/enviro/EnviroRe

publish_1105992.htm

Trace Evidence: Hair

Hair Measurement and

Match

Only Your Hairdresser

Knows for Sure

Hairy Cat Capers

Hair Directory

What Type Are You?

Could the Criminal Live

In This House?

Give it a Test

A Presumptive Test For

Blood

Blood Typing

Blood Stains on the

Ground

Pollen Examination:

Matching a Suspect to a



http://www.computer.org/csdl/trans/tp/2007/01/i0015-abs.html



http://www.slideshare.net/portlester/forensic-science-05-finger



http://www.macaulay.ac.uk/soilfit/soilfit_evidence.php

http://www.macaulay.ac.uk/soilfit/soilfit_evidence.php

https://www.fbi.gov/about-us/cjis/fingerprints_biometrics/recording-legible-fingerprints/takingfps




http://www.abc.net.au/cgi-bin/common/printfriendly.pl?/science/news/enviro/EnviroRepublish_1105992.htm




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NJDOE Student

Learning Objective


presenting

http://myweb.dal.ca/jvandom

m/forensicbotany/palynology.

html

http://www.care2.com/c2c/gro

ups/disc.html?gpp=5154&pst

=733166

http://www.geoforensics.com/

fgeology.html

http://safety-identification-

products.com/fingerprint-

information.html

http://school.cengage.com/for

ensicscience/

http://forensics.rice.edu/en/Fo

r-Educators/Online-

Activities.html

http://sciencespot.net/Pages/cl

assforsci.html

Crime Scene

Examination of Sand

Soil Profile

Examination

Chemical and Physical

Analysis of Sand

The Dirt on Crime

Dirty Characteristics

http://myweb.dal.ca/jvandomm/forensicbotany/palynology.html



http://www.care2.com/c2c/groups/disc.html?gpp=5154&pst=733166



http://www.geoforensics.com/fgeology.html

http://www.geoforensics.com/fgeology.html

http://safety-identification-products.com/fingerprint-information.html










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“Murder in the Classroom”


www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_Fu

llUnit.pdf

“Palynology Case Studies Presentation”

Found on page 130 in the textbook “Forensic Science –

Fundamentals and Investigations” by Anthony J. Bertino

Unit 2 Vocabulary agglutination

angiosperm

antibodies

antigen-antibody response

antigens

arch

cell surface protein

class evidence

clay

comparison microscope

core

cortex

cuticle

delta

exine

geology

gymnosperm

hair follicle

humus

individual evidence

keratin

latent fingerprint

leaching

loop

medulla

melanin granules

mineral

minutiae

neutron activation analysis

palynology

patent fingerprint

pistil

plastic fingerprint

pollen “fingerprint”

pollen grain

pollination

red blood cells

ridge pattern

rock

sand

silt

soil

soil profile

spore

stamen

ten card

trace evidence

weathering

white blood cells

whorl



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Grade: 11

Unit 3: 9 weeks

Topic: Cause and Time of Death

Description: Distinguish between the four

manners of death. Differentiate between cause,

manner, and mechanism of death. Explain the

development of rigor, algor, and livor mortis,

and how these are used to calculate time of

death. Describe the stages of decomposition.

Explain different ways you can estimate time

of death. Determine the succession of different

types of insects that are found on a body as it

decomposes.

NGSS: HS-LS1-2


WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1

29 | P a g e

NJDOE Student

Learning Objective


Develop and use a model to

illustrate the hierarchical

organization of interacting

systems that provide

specific functions within

multicellular organisms.

HS-LS1-2

Summarize and explain the

larger ethical, moral, and

legal issues related to




BRD.6

Demonstrate the principals

of solution preparation,

sterile techniques,

contamination control, and

measurement and

calibration of instruments

used in biotechnology

research. 9.3 HL- BRD.4

How do you examine and

analyze an organism in

order to determine cause

and time of death?

Acquisitive:

listening

observing

searching

inquiring

investigating

gathering data

researching

recording

Organizational:

recording

comparing

contrasting

classifying

organizing

outlining

reviewing

evaluating

analyzing

Books:


Fundamentals and

Investigations”



Learning, 2012

“Crime Scene Investigations

– Real Life Science Labs”


Wood


1998

Websites:

http://www.forensicpage.co

m/new09.htm

http://school.cengage.com/f

orensicscience/

Labs/Activities:




mentioned under the

resources heading along with

numerous other labs from

which the teacher can choose.

Forensic Entomology

Case Study

Time of Death: The

Law of Cooling

Calculating Time of

Death Using Rigor

Mortis

Calculating Time of

Death Using Algor

Mortis

Insect Study





30 | P a g e

NJDOE Student

Learning Objective


Creative:

planning ahead

designing

synthesizing

Manipulative:

using an instrument


collecting

demonstrating

experimenting

Communicative:

asking questions

discussing

explaining

reporting

writing

criticizing

graphing

presenting

http://sciencespot.net/Pages/

classforsci.html

www.connectedcalifornia.or

g/files/LJCrimeSceneInvesti

gation_FullUnit.pdf

http://bsapp.com/forensics_i

llustrated/index.html


1.0/curriculum/FOR/stella2j

avadead/dead.html

http://www.abc.net.au/scien

ce/articles/2006/05/18/2809

176.htm

http://www.studyworld.com

/basementpapers/papers/stac

k12_14.html

http://www.academia.edu/3

467740/Forensic_Estimatio

n_of_Time_of_Death_A_M

athematical_Model

Tommy the Tub

Time of Death

Flying Clocks

Entomology/Time of

Death








http://shodor.org/succeed-1.0/curriculum/FOR/stella2javadead/dead.html



http://www.abc.net.au/science/articles/2006/05/18/2809176.htm



http://www.studyworld.com/basementpapers/papers/stack12_14.html







31 | P a g e

Unit 3 Vocabulary algor mortis

autolysis

cause of death

death

decomposition

forensic entomology

instar

larva

livor mortis

manner of death

mechanism of death

pupa

rigor mortis

32 | P a g e

Unit 3 Project (Choose 1)

Option 1 Option 2

“Using Forensic Entomology to Solve Crimes”



“Estimating Time of Death Using Insect, Algor, and Livor

Mortis Evidence”



33 | P a g e

Grade: 11

Unit 4: 4 weeks

Topic: Anthropology

Description: Describe how bone is formed.

Distinguish between a male and female

skeleton. Estimate a person’s age by

examining their bones. Explain what

information bones can tell you about a person.

Examine differences in facial structure to

determine a person’s race. Explain how

mitochondrial DNA can be used to identify

bones.

NGSS: HS-ETS1-2



34 | P a g e

NJDOE Student

Learning Objective



complex real-world






Demonstrate the principals

of solution preparation,

sterile techniques,

contamination control, and

measurement and




Summarize and explain the

larger ethical, moral, and

legal issues related to




BRD.6

How can anthropological

studies lead to the

identification of human

remains and help determine

the cause of death?

Acquisitive:

listening

observing

inquiring

investigating

gathering data

researching

recording

Organizational:

recording

comparing

contrasting

classifying

organizing

outlining

reviewing

evaluating

analyzing

Books:


Fundamentals and Investigations”



Learning, 2012




Wood


Websites:

https://www.nlm.nih.gov/visiblep

roofs/resources/weblinks.html

http://www.forensicpage.com/ne

w09.htm

http://bsapp.com/forensics_illustr

ated/index.html

www.connectedcalifornia.org/file

s/LJCrimeSceneInvestigation_Ful

lUnit.pdf

Labs/Activities:




mentioned under the

resources heading along with

numerous other labs from

which the teacher can

choose.

Wanted – Butch and

Sundance

Determining the age

of a skull

Bones: Male or

Female?

The Romanovs and

DNA: An Internet

Activity

Estimation of Body

Size from Individual

Bones










35 | P a g e

NJDOE Student

Learning Objective


Creative:

planning ahead

designing

synthesizing

Manipulative:

collecting

demonstrating

experimenting

Communicative:

asking questions

discussing

explaining

reporting

writing

criticizing

http://web.utk.edu/~fac/

http://de.slideshare.net/erinmucci/

forensic-

anthropology?qid=8a6bfb74-

98c2-4c53-b8d2-

2c0861bc52ad&v=qf1&b=&from

_search=2

http://manuampim.com/2005_upd

ate.html

https://www.nlm.nih.gov/visiblep

roofs/education/anthropological/i

ndex.html

http://school.cengage.com/forensi

cscience/


orsci.html

http://www.njsp.org/division/inve

stigations/forensic-sciences.shtml

What the Bones Tell

Us

Who Did It? Owl

Pellet Lab

Skull Identification

Lab

Height and Body

Proportions

Making No Bones

About It!

Bone Bonanza

Bits and Pieces

Your Bones Have a

Message

Missing Persons

http://web.utk.edu/~fac/

http://de.slideshare.net/erinmucci/forensic-anthropology?qid=8a6bfb74-98c2-4c53-b8d2-2c0861bc52ad&v=qf1&b=&from_search=2






http://manuampim.com/2005_update.html

http://manuampim.com/2005_update.html

https://www.nlm.nih.gov/visibleproofs/education/anthropological/index.html









36 | P a g e

Unit 4 Vocabulary anthropology

epiphysis

forensic anthropology

joints

mitochondrial DNA

ossification

osteobiography

osteoblast

osteoclast

osteocyte

osteoporosis

skeletal trauma analysis

37 | P a g e


“Medical Examiner’s Findings”



CSI Facial Reconstruction Kit

Given the skull, use clay to reconstruct the face of your victim.

38 | P a g e

Grade: 11

Unit 5: 5 weeks

Topic: DNA

Description: Explain the structure and

function of DNA. Determine how DNA is

collected and processed as crime-scene

evidence. Explain the process of DNA

fingerprinting. Analyze DNA evidence to

determine if a sample is a match, a familial

relationship, or unrelated to a particular

individual.

NGSS: HS-LS1-1



39 | P a g e

NJDOE Student

Learning Objective


Construct an explanation

based on evidence for

how the structure of

DNA determines

structure of proteins

which carry out the

essential functions of life

through systems of

specialized cells. HS-

LS1-1

Demonstrate the



techniques,

contamination control,

and measurement and




How do you collect,

process and analyze

DNA to determine if a

sample is a match, a

familial relationship, or

unrelated to a particular

individual?

Acquisitive:

listening

observing

searching

inquiring

investigating

gathering data

researching

recording

Organizational:

recording

comparing

contrasting

classifying

organizing

outlining

reviewing

evaluating

analyzing

Books:


Fundamentals and

Investigations”



Learning, 2012

“Crime Scene Investigations

– Real Life Science Labs”


Wood


1998

Websites:

https://www.nlm.nih.gov/visi

bleproofs/resources/weblinks

.html

http://www.forensicpage.co

m/new09.htm

www.connectedcalifornia.or

g/files/LJCrimeSceneInvesti

gation_FullUnit.pdf

http://bsapp.com/forensics_il

lustrated/index.html

Labs/Activities:







teacher can choose.

Interactive Investigator

The Case for Innocence

Incriminating Evidence

A Simple DNA

Extraction

Creating a DNA

Fingerprint

Ladder of Life Lesson

Plan

Virtual DNA

Fingerprinting Lab











40 | P a g e

NJDOE Student

Learning Objective


Creative:

planning ahead

designing

synthesizing

Manipulative:

using an instrument


collecting

demonstrating

experimenting

Communicative:

asking questions

discussing

explaining

reporting

writing

criticizing

graphing

presenting

http://www.slideshare.net/po

rtlester/forensic-science-

crime-scene-investigation-

evidence-collection


1.0/curriculum/FOR/index.ht

ml

http://www.slideshare.net/M

MASSY/dna-forensic

http://www.dnai.org/

http://school.cengage.com/fo

rensicscience/

http://forensics.rice.edu/en/F

or-Educators/Online-

Activities.html

http://sciencespot.net/Pages/

classforsci.html

http://www.njsp.org/division

/investigations/forensic-

sciences.shtml

DNA Fingerprinting

DNA Fingerprinting

Simulation Using Dyes

The Break-In

Which Man is the

Father?

Who Are the Parents?

What a Cell Can Tell?

Missing Parents?





http://shodor.org/succeed-1.0/curriculum/FOR/index.html



http://www.slideshare.net/MMASSY/dna-forensic

http://www.slideshare.net/MMASSY/dna-forensic

http://www.dnai.org/











41 | P a g e

42 | P a g e

Unit 5 Vocabulary allele

chromosome

DNA fingerprint

DNA probe

electrophoresis

gene

PCR

restriction enzyme

STR

VNTR

43 | P a g e

Unit 5 Project (Choose 1)

Option 1 Option 2

“Where’s the Cat? Simulation”



“Ward’s DNA Fingerprinting Simulation”



44 | P a g e

Rubric(s):

Many individual assignments and labs have their own specific rubrics which are found attached directly to the activity.

Class Participation in Science

The advancement of knowledge and understanding depends on your engagement in the class. You are expected to:

1. Treat other members of the class with respect, avoid interruptions or shouting. Argue against an idea and

not against a person.

2. Defend claims you make with evidence; scientists try to eliminate emotion from arguments, using logic

and evidence to advance their positions.

3. Be prepared every day to discuss the topic at hand. This includes completing reading assignments, video

assignments, or just reviewing your notes and handouts from the previous day.

4. Ask for clarification if someone says something you don't understand.

5. Contribute to group and class discussions by adding your own ideas and thoughts, asking questions that

seek a deeper level of understanding, and encouraging others to contribute.

You will be given a participation grade at the end of a unit. Your grade is based on the following rubric.

45 | P a g e

Not

Evident

(0 pts)

Needs work

(1 pt)

Good

(2 pts)

Skilled

(3 pts)

Exemplary

(4 pts)

Class

Engagement

Student is

silent, does

not speak

or

contribute

in any way.

Some

contributions in

class, though

comments are

irrelevant, or

lacking in

detail.

Statements lack

support or are

off-topic.

Occasionally offers

ideas and asks

questions, usually

listens to others, does

not derail

conversation. Claims

lacking support or

depth of

understanding.

Sometimes

contributes to class

by offering ideas

and asks question,

listens to others,

claims are

supported by

evidence and

reasoning.

Routinely

contributes to class

by offering ideas

and asking

questions,

encourages further

discussion; claims

are supported by

evidence and

reasoning.

Interactions

with other

students

Does not

interact

with others

in any

meaningful

way

Interrupts, uses

language that

does not further

discussion,

argumentative

or dismissive.

Generally helpful and

listens to other

without interrupting,

may sometimes be

argumentative or

dismissive.

Generally helpful,

listens to others, is

supportive,

language used

furthers discussion.

Generally helpful,

listens to others and

builds upon their

ideas, is supportive,

language used

furthers discussion.

Interactions

with

Instructor

Does not

appear to

be focused

or

listening,

or taking

notes.

Appears to be

listening, but

cannot answer

specific

questions and

does not appear

to be taking

notes.

Listens to lectures but

may seem distracted,

can answer questions

with prompting and

leading, takes notes,

sometimes engaged in

other activities.

Clearly listens to

lectures, can

sometimes answer

questions, takes

notes.

Clearly engaged in

lectures and can

answer specific

questions about the

content when asked,

takes notes.

46 | P a g e

Self and Group Evaluation

Instructions: Consider the unit of instruction or project and evaluate each member of your group, including yourself. Your instructor will have the

final say in each member's grade but will take your assessment into consideration.

Point Values:

5 = Frequently

4 = Most of the time

3 = Sometimes

2 = Occasionally

1 = Rarely

47 | P a g e

Name:

(your name)

(group member)

(group member)

(group member)

Contributions: contributed in a

valuable way to discussions,

proposed answers or solutions to

the problems presented

Focus: members on task, did not

cause distractions, kept up with

the discussion or the procedure,

present and engaged for the entire

activity

Written: member wrote down

data, answers to essay questions as

the activity progressed and did not

wait for someone else to write the

answer and just copy it

Laboratory: member was helpful

with lab procedures, gathering

materials, reading directions,

cleaning up (or not making a

mess)

Preparedness: member was

prepared each day, required

readings or homework completed

I would want this person on my

team again. NA yes / no yes / no yes / no

48 | P a g e

Structured Learning Experience:

Partnership with the Paterson Police Department

Partnership with William Paterson University and their Forensic Program

Collect oral histories from Paterson residents – connects with witness interviewing skills

Archeological Society of New Jersey – volunteer at an archeological site http://www.asnj.org

Guest Speakers: The Medical Examiner for the State of New Jersey

New Jersey Evidence Analysis and Preservation Expert Witnesses

Forensic Scientist

Forensic Psychologist

Paterson Police Officer

Passaic County Sheriff’s Officer

Field Trip Ideas:

Paterson Police Department

Passaic County Sheriff’s Office

Passaic County Canine Unit

American Museum of Natural History

Cold Spring Harbor Lab https://www.dnalc.org/programs/fieldtrips/hsschool.html

http://www.asnj.org/

forensic biology - paterson public schools · 2017-01-27 · found on page 326 in the textbook...

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