Forensic Science
Susquehanna Township School District
Unit 1: History of Forensic Science
10 days
Unit 2: Blood as Evidence
20 days
Unit 3: Impressions as Evidence
30 days
Unit 4: Trace Evidence
30 days
Unit 5: Physical Evidence
20 days
Unit 6: Document Examination
5 days
Unit 7: Timeline Reconstruction and Eyewitnesses as Evidence
10 days
Unit 8: Criminology
15 days
Unit 9: DNA as Evidence
15 days
Unit 10: Death Investigations
25 days
Last updated: August 15, 2016
Page 1 of 36
Unit 1: History of Forensic Science
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
PA 3.1.12.C.
Assess and apply patterns in science and technology.
1
Compare and contrast structure and function relationships as they relate to patterns.
2
Assess patterns in nature using mathematical formulas.
PA 3.1.12.E.
Evaluate change in nature, physical systems and man made systems.
1
Analyze how models, systems and technologies have changed over time
PA 3.1.12.D.
Analyze scale as a way of relating concepts and ideas to one another by some measure.
1
Compare and contrast various forms of dimensional analysis.
2
Assess the use of several units of measurement to the same problem.
3
Analyze and apply appropriate measurement scales when collecting data.
PA 3.2.10. B.
Apply process knowledge and organize scientific and technological phenomena in varied ways.
1
Describe materials using precise quantitative and qualitative skills based on observations.
PA 3.3.12. A.
Explain the relationship between structure and function at all levels of organization
1
Explain and analyze the relationship between structure and function at the molecular, cellular and organsystem level.
Susquehanna Township School District
Page 2 of 36
Unit 1: History of Forensic Science
Forensic Science - Last Updated on August 15, 2016
PA 3.3.12. B.
Analyze the chemical and structural basis of living organisms.
1
Evaluate relationships between structure and functions of different anatomical parts given their structure.
ESSENTIAL QUESTIONS
How in the development of forensic science did criminal investigators identify suspects?
What were the problems with using the Bertillon System of measurements for identifying criminals?
How do investigators estimate the height or stature of victims based on bone measurements?
How did Edmond Locard develop the Exchange Principle as one of the first investigative tools in forensic
science ?
What is Forensic Science? What is the job of a Forensic Scientist?
ACADEMIC VOCABULARY
Locard’s Exchange Principle
Bertillonage System of Identification
Edmond Locard
trace evidence
stature femure
Anthropometry
Trotter Formula of Estimating Stature
Criminalistics
ASSESSMENTS
Lab: Anthropometry Lab: stature reconstructure Locard Exchange Principle
Lab : Mapping Trace Evidence
Susquehanna Township School District
Page 3 of 36
Unit 1: History of Forensic Science
Forensic Science - Last Updated on August 15, 2016
STRATEGIES FOR ELLS
Big Ideas: origins of crime detection and historical criminal case, first scientific system of personal
identification, Locard’s Exchange Principle,
UEQ: How did investigators identify criminals? What is forensic science?
Objectives:
-students will learn how crime investigators attempted to identify criminals using Bertillon Measurements
-students will learn that there is an exchange of materials between two objects that occurs whenever two objects
come into contact with one another
-students will measure their own femur length and estimate their height or stature
RESOURCES
Dr.Henry Lee, Forensic Scientist
http://www.henryleeinstitute.com/?page_id=863
Sherlock Holmes -The Inspiration for Forensic Science
http://sherlockholmes.com/
How the fictional character of Sherlock Holmes changed the world
http://www.pbs.org/program/sherlock-changed-world/
Forensic Science Glossary
http://www.ncids.com/forensic/terminology/terminology.shtml
Susquehanna Township School District
Page 4 of 36
Unit 2: Blood as Evidence
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
BIO.A.1.2
Describe relationships between structure and function at biological levels of organization.
PA 3.3.12. C.
Apply the elements of scientific inquiry to solve multi-step problems
1
Generate questions about objects, organisms and/or events that can be answered through scientific
investigations.
2
Organize experimental information using analytic and descriptive techniques
3
Evaluate the significance of experimental information in answering the question.
PA 3.3.12. A.
Explain the relationship between structure and function at all levels of organization.
1
Explain and analyze the relationship between structure and function at the molecular, cellular and organsystem level.
PA 3.3.12. B.
Analyze the chemical and structural basis of living organisms.
1
Evaluate relationships between structure and functions of different anatomical parts given their structure.
PA 3.4.12. C.
Apply the principles of motion and force.
1
Analyze the principles of translational motion, velocity and acceleration as they relate to free fall and projectile
motion.
Susquehanna Township School District
Page 5 of 36
Unit 2: Blood as Evidence
Forensic Science - Last Updated on August 15, 2016
ESSENTIAL QUESTIONS
How do crime scene investigators identify blood as evidence, blood types, and blood spatter patterns?
How is blood evidence identified using presumptive testing procedures such as the Kastle Meyer test?
How can blood be used to identify an individual based on blood typing using ABO blood types?
How are blood spatter patterns used in a criminal investigation?
How does the angle of impact affect the size and shape of a blood drop?
How does the distance a blood drops falls affect its shape and size?
ACADEMIC VOCABULARY
presumptive tests , Kastle Meyer , luminol,enzymes, hemoglobin, phenolphthalein ,false-positive results
,luminescence
ABO blood types, erythrocytes, leukocytes, thrombocytes ,serology ,antigens ,Anti-A serum ,Anti-B serum, AntiRh serum, agglutination, universal acceptor, universal donor ,Secretors
velocity, impact blood splatter,vNewton’s 2nd Law of Motion
void, spatter pattern analysis, back spatter, forward spatter, impact spatter, cast-off blood trails, point of
convergence, directionality, smears ,wipe, swipe, transfer pattern stains,splashes, arterial spurt
ASSESSMENTS
Activity : mapping blood stains
Activity: Mapping Blood Trails
Labs: Presumptive Blood Testing, ABO Blood Typing, Blood Drops impact Analysis, Blood Spatter Pattern
Analysis
Unit Test
Susquehanna Township School District
Page 6 of 36
Unit 2: Blood as Evidence
Forensic Science - Last Updated on August 15, 2016
STRATEGIES FOR ELLS
Big Idea: blood is often found as evidence during a crime scene investigation, serology, blood drop
behavior,blood spatter pattern, blood pattern analysis
UEQ: How do crime scene investigators identify blood as evidence, blood types, and blood spatter
patterns?
Objectives:
-students will be able to describe how blood is identified using presumptive testing procedures such as the
Kastle-Meyer Test
-students will be able to describe the cell and liquid portions of blood
-students will be able to describe how blood typing works based on the antibody-antigen reactions of blood cells
-students will be able to describe blood drop behavior in the air once it has left the body
-students will describe the size and shape of the drop based on how far the blood drop fell
-students will be able to explain how the angle; at 90 degree , a slight angle, or a steep angle affects the shape
of the blood drop
-students will be able to explain the creation of a void pattern as an empty space where blood should have been
- students will be able to describe blood spatter patterns
RESOURCES
How to do Blood Stain Analysis
http://www.forensicsciencesimplified.org/blood/how.html
Serology Overview
http://www.ncids.com/forensic/serology/serology.shtml
Inside the Staircase Case
http://abcnews.go.com/Primetime/story?id=96693&page=1
ABO blood typing
https://www.britannica.com/science/ABO-blood-group-system
Phenolphthalein
https://dps.mn.gov/divisions/bca/bca-divisions/forensic-science/Pages/forensic-programs-crime-scene-phenol.aspx/
blood stain patterns
http://www.crimescene-forensics.com/Crime_Scene_Forensics/Bloodstains.html
Susquehanna Township School District
Page 7 of 36
Unit 3: Impressions as Evidence
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
PA 3.7.12.D.
Evaluate the effectiveness of computer software to solve specific problems.
1
Analyze, select and apply the appropriate software to solve complex problems.
PA 3.7.10.D.
Utilize computer software to solve specific problems.
1
Apply advanced graphic manipulation.
PA 3.7.10.A.
Identify and safely use a variety of tools, basic machines, materials and techniques to solve problems and answer
questions.
1
Select and safely apply appropriate tools, materials and processes necessary to solve complex problems.
2
Apply advanced tool and equipment manipulation techniques to solve problems.
PA 3.1.12.D.
Analyze scale as a way of relating concepts and ideas to one another by some measure.
1
Compare and contrast various forms of dimensional analysis.
2
Assess the use of several units of measurement to the same problem
3
Analyze and apply appropriate measurement scales when collecting data.
PA 3.3.12. A.
Explain the relationship between structure and function at all levels of organization.
1
Explain and analyze the relationship between structure and function at the molecular, cellular and organsystem level.
Susquehanna Township School District
Page 8 of 36
Unit 3: Impressions as Evidence
Forensic Science - Last Updated on August 15, 2016
ESSENTIAL QUESTIONS
How are tire impressions used as evidence in solving crimes?
How are tire databases created and used in an investigation?
How are shoe impressions used as evidence in solving crimes?
What characteristics are used to differentiate between class and individual evidence?
How can using digital image processing techniques enhance our observations of individual characteristics in
shoe impression evidence?
How do crime scene investigators use bite mark and lip impression analysis to establish the identity of a
homicide victim or to associate a suspect with a crime scene?
How do investigators to detect latent fingerprints on various surfaces and preserve latent fingerprints?
How do investigators classify fingerprint patterns as arches, loops or whorls?
How do crime scene investigators use digital imaging to identify ridge pattern types and minutiae?
ACADEMIC VOCABULARY
impressions, tire prints, sipes, tread patterns, wheel base, tire database
tread patterns, class versus individual evidence, class evidence, individual evidence, individualization of
evidence,incidentals,accidents
forensic odontology ,exemplar, cheiloscopy, incisors ,cuspids, bicuspids, molars ,wisdom teeth ,bite marks
whorl ,arch, ridges, minutiae, accidentals, double loop ,ulnar loop, radial loop, latent prints, patent print, plastic
print, inked print, Super glue fuming, core, delta, ridge count,points of comparison, AFIS, Automated Fingerprint
Identification System, digital image processing
Susquehanna Township School District
Page 9 of 36
Unit 3: Impressions as Evidence
Forensic Science - Last Updated on August 15, 2016
ASSESSMENTS
Go!Activity
Tread Not So Lightly Lab:Tire Tack Lab
Tire Impressions LAB
Look at the Bottom of your Shoes Activity
If the Shoe Fits Lab: Using Digital Image Processing
Shoe size Vs. Height Statically Correlation Lab
One Story 1 Lie and One Truth Lab
Taking a Bite Out of Crime Lab:Teeth as Evidence
Cheiloscopy Lab :lip impressions as evidence
Inked Cards Activity:making fingerprints
Dusting,Lifting and Carding Latent Prints Lab
IPX Computer Lab: AFIS Simulation
Big Print Lab
Fingerprint Portfolio Project
Unit Test
Susquehanna Township School District
Page 10 of 36
Unit 3: Impressions as Evidence
Forensic Science - Last Updated on August 15, 2016
STRATEGIES FOR ELLS
Big Idea: impressions as evidence: tires, shoes, lip, teeth and fingerprints
UEQ: How do crime scene investigators use impressions as evidence?
Objectives:
-Students will describe the nature of tire tread impressions
-Students will demonstrate techniques for collection, photographing and identification of tire tread impressions
-students will create a tire tread database by inking, measuring and recording specs on tires in the school
parking lot
-Students will describe the nature of footwear impressions
-Students will demonstrate techniques for examination, collection, casting, lifting, photographing and
identification of footwear impressions
-Students will use observation and measurement to compare impression patterns of questioned prints to known
patterns
Students will understand the difference between class and individual evidence
-Students will be able to describe how using digital image processing techniques enhances their observations of
individual characteristics in shoe impression evidence
-Students will describe the nature of dental and lip pattern impressions
-Students use bite mark analysis to establish the identity of a homicide victim or to associate a suspect with a
crime scene
-Students will demonstrate techniques for examination, documentation, lifting and identification of dental and lip
impressions
-Students will use observation and measurement to compare impression patterns of questioned lip patterns to
known patterns
-Students will describe the history of fingerprinting as a form of identification
-Students will be able to classify fingerprint patterns as arches, loops or whorls
-Students will further be able to classify ridge patterns
-Students will use observation to detect latent fingerprints on various surfaces
-Students will be able to describe how to develop and preserve latent fingerprints
-students will be able to describe how to use digital image processing to enhance their observation of print type
and minutiae
RESOURCES
Susquehanna Township School District
Page 11 of 36
Unit 3: Impressions as Evidence
Forensic Science - Last Updated on August 15, 2016
Tire Tread Examination
http://www.ncids.com/forensic/sbi/Latent/Technical/Tire-Tread-Examinations-10-31-2013.pdf
Bite Mark Analysis
http://www.ncids.com/forensic/bitemark/bitemark.shtml
Timeline of Fingerprinting
http://www.crimescene-forensics.com/History_of_Fingerprints.html
What are fingerprints?
http://science.howstuffworks.com/fingerprinting1.htm
classifying fingerprints
http://www.exploreforensics.co.uk/fingerprints.html
Susquehanna Township School District
Page 12 of 36
Unit 4: Trace Evidence
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
PA 3.7.10.A.
Identify and safely use a variety of tools, basic machines, materials and techniques to solve problems and answer
questions.
1
Apply advanced tool and equipment manipulation techniques to solve problems.
PA 3.7.10.B.
Apply appropriate instruments and apparatus to examine a variety of objects and processes.
1
Describe and use appropriate instruments to gather and analyze data.
2
Compare and contrast different scientific measurement systems; select the best measurement system for a
specific situation.
PA 3.7.10.D.
Utilize computer software to solve specific problems.
1
Apply advanced graphic manipulation
PA 3.7.12.D.
Evaluate the effectiveness of computer software to solve specific problems.
1
Analyze, select and apply the appropriate software to solve complex problems.
PA 3.1.10.D.
Apply scale as a way of relating concepts and ideas to one another by some measure.
1
Apply dimensional analysis and scale as a ratio
2
Convert one scale to another.
PA 3.3.12. A.
Explain the relationship between structure and function at all levels of organization
Susquehanna Township School District
Page 13 of 36
Unit 4: Trace Evidence
Forensic Science - Last Updated on August 15, 2016
1
Explain and analyze the relationship between structure and function at the molecular, cellular and organsystem level.
PA 3.3.12. B.
Analyze the chemical and structural basis of living organisms.
1
Evaluate relationships between structure and functions of different anatomical parts given their structure.
PA 3.3.12. C.
Apply the elements of scientific inquiry to solve multi-step problems
1
Generate questions about objects,organisms and /or events that can be answered through scientific
investigations
2
Organize experimental information using analytic and descriptive techniques
ESSENTIAL QUESTIONS
What is physical evidence? How is physical evidence used in an investigation?
What is trace evidence? How is trace evidence collected and examined?
How do investigators describe the significant microscopic features of hair: such as structures, color and texture?
How do investigators describe the morphology of hair: such as cuticle, cortex and medulla?
How do crime scene investigators use digital image processing to visualize the microscopic characteristics of
human hair?
What is the nature and occurrence of fiber evidence?
How do investigators classify fibers as natural or man made (synthetic)?
What are the features and chemical properties of fibers?
Susquehanna Township School District
Page 14 of 36
Unit 4: Trace Evidence
Forensic Science - Last Updated on August 15, 2016
ACADEMIC VOCABULARY
physical evidence, trace evidence, class evidence, individual evidence
medulla, cortex, cuticle, pigment granules, medulla index, scales, medulla classification, pigmentation,
mitochondrial (mt) DNA, medullary ratio, digital image processing (IPX)
fiber, filament, comparison and identification, rayon, acetate, polyester, wool, cotton, bindle
ASSESSMENTS
Microscope Lab
Trace Evidence Lab *
Human vs. Animal Hair Microscope Lab
IPX Hair Lab: Using Digital Image Processing (ImageJ)
Fiber Burn Lab*
Picking up the Pieces Lab:microscopic examination of fibers*
Multifiber Ribbon Lab:dying fibers
Lab Practical Quiz
Unit Test
Susquehanna Township School District
Page 15 of 36
Unit 4: Trace Evidence
Forensic Science - Last Updated on August 15, 2016
STRATEGIES FOR ELLS
Big Idea: hair and fibers as physical evidence
UEQ: What is trace evidence? How are hair and fibers used as evidence in a crime scene investigation?
Objectives:
-students will learn to identify the principles, techniques and skills of the natural and physical sciences required to
analyze the many types of evidence that may be recovered during a criminal investigation
-students will describe how to recognize, collect and preserve of physical evidence
-Students will learn to make observations, use their senses and enhance visual clues use oblique lighting to
recognize physical evidence
-Students will learn to identify, compare and classify common types of trace physical evidence such as hair and
fibers
-students will be able to explain how physical evidence is collected for comparison and identification
-Students will be able to describe the nature of hair evidence
-Students will describe the significant microscopic features of hair: structures, color and texture
-Students will describe the morphology of hair: cuticle, cortex and medulla
-Students will characterize human versus animal hair
-Students will be able to explain how to use digital image processing to visualize the microscopic characteristics
of human hair
-Students will be able to describe the nature and occurrence of fiber evidence
-Student will be able to classify fibers as natural or man made (synthetic)
-Students will describe the significant microscopic features and chemical properties of fibers: flammability,
weave, color and texture
-Students will describe how to make a bindle as a way to store collected crime scene trace evidence
RESOURCES
FBI Trace Evidence Laboratory
https://www.fbi.gov/services/laboratory/scientific-analysis/trace-evidence
Wayne Williams, Fiber Evidence and the Atlanta Child Murders
http://www.nytimes.com/1982/01/20/us/expert-on-fibers-testifies-in-atlanta-murder-trial.html
Susquehanna Township School District
Page 16 of 36
Unit 5: Physical Evidence
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
PA 3.1.12.E.
Evaluate change in nature, physical systems and man made systems.
1
Analyze how models, systems and technologies have changed over time
PA 3.1.12.D.
Analyze scale as a way of relating concepts and ideas to one another by some measure.
1
Compare and contrast various forms of dimensional analysis.
2
Assess the use of several units of measurement to the same problem.
3
Analyze and apply appropriate measurement scales when collecting data.
PA 3.5.12. A.
Analyze and evaluate earth features and processes that change the earth.
1
Apply knowledge of geophysical processes to explain the formation and degradation of earth structures (e.g.
soil composition).
PA 3.5.10. A.
Relate earth features and processes that change the earth.
1
Interpret topographic maps to identify and describe significant geologic history/structures in Pennsylvania.
2
Describe and identify major types of rocks and minerals.
PA 3.7.10.B.
Apply appropriate instruments and apparatus to examine a variety of objects and processes.
1
Describe and use appropriate instruments to gather and analyze data.
2
Compare and contrast different scientific measurement systems; select the best measurement system for a
specific situation.
Susquehanna Township School District
Page 17 of 36
Unit 5: Physical Evidence
Forensic Science - Last Updated on August 15, 2016
3
Explain the need to estimate measurements within error of various instruments.
4
Apply accurate measurement knowledge to solve everyday problems.
PA 3.7.10.D.
Utilize computer software to solve specific problems.
1
Apply advanced graphic manipulation
PA 3.7.12.D.
Evaluate the effectiveness of computer software to solve specific problems.
1
Analyze, select and apply the appropriate software to solve complex problems.
PA 3.4.12. C.
Apply the principles of motion and force.
1
Apply the principles of motion and force
ESSENTIAL QUESTIONS
What is the nature of glass evidence and its significance at a crime scene?
How does glass fracture into patterns based on forces from projectiles?
What is the nature and occurrence of soil evidence?
What are the forensic characteristics of soil evidence?
How do investigators use Geographic Information Systems to solve crimes involving soil evidence?
ACADEMIC VOCABULARY
glass fracture patterns, radial fracture, Concentric fracture, density, tempered glass, Laminated glass
soil , pH, soil profile, parent rock, bedrock, O horizon, A horizon, B horizon, C horizon
Geographic Information Systems, Global Positioning Systems, databases
Susquehanna Township School District
Page 18 of 36
Unit 5: Physical Evidence
Forensic Science - Last Updated on August 15, 2016
ASSESSMENTS
Glass Density Labs
Soil Analysis Lab :dirty deed
GIS computer Lab: No Corpus Delicti
Unit Test
STRATEGIES FOR ELLS
Big Idea: glass and soil as physical evidence in a criminal, crime mapping, GIS (Geographic Information
Systems
UEQ: How can glass and soil be considered physical evidence in a criminal investigation?
Objectives:
- Students will be able to describe the nature of glass evidence and its significance at a crime scene
-Students will compare the physical properties of of glass
-Students will describe glass comparison standards used to identify unknown or questioned glass evidence
-Students will describe glass how glass fractures into patterns based on forces from projectile
-Students will be able to describe the nature and occurrence of soil evidence
-Students will describe techniques to determine color and texture of questioned and known soil particles
-Students will describe the forensic characteristics of soil evidence
-students will use Geographic Information Systems to solve crimes involving soil evidence
-Students will be able to describe how to use Geospatial technologies to determine the significance of soil
evidence to link a suspect to a crime scene
RESOURCES
What is GIS, Geographic Information Systems ?
http://www.esri.com/what-is-gis/howgisworks
Soil Evidence solves a crime
http://www.macaulay.ac.uk/geoforensic/RFitzpatrick.pdf
Glass Evidence Analysis
http://www.crimemuseum.org/crime-library/glass-analysis/
Susquehanna Township School District
Page 19 of 36
Unit 6: Document Examination
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
PA 3.1.12.D.
Analyze scale as a way of relating concepts and ideas to one another by some measure.
1
Compare and contrast various forms of dimensional analysis.
2
Analyze and apply appropriate measurement scales when collecting data.
PA 3.7.10.D.
Utilize computer software to solve specific problems.
1
Apply advanced graphic manipulation
PA 3.7.12.D.
Evaluate the effectiveness of computer software to solve specific problems.
1
Analyze, select and apply the appropriate software to solve complex problems
ESSENTIAL QUESTIONS
What are the basic characteristics for making handwriting comparisons?
How do forensic investigators analyze and compare a questioned documents ?
How do forensic scientists use computer image processing to detect document alterations?
ACADEMIC VOCABULARY
handwriting comparisons , questioned documents, forgery
Oblique lighting, Electrostatic detection apparatus (ESDA), verification, authentication, characterizing papers
pigments and inks
ASSESSMENTS
LABS: the basic characteristics for making handwriting comparisons and analysis and disquised handwriting
Computer Lab: Digital Analysis of Handwriting Characteristics, Digital Image Processing of Questioned
Documents
Thin Layer Chromatography Lab:inks*
Susquehanna Township School District
Page 20 of 36
Unit 6: Document Examination
Forensic Science - Last Updated on August 15, 2016
STRATEGIES FOR ELLS
Big Idea:document Examination, ink examinations, questioned writings and documents
UEQ: How do documents get used as evidence in a criminal investigation?
Objectives:
-students will be able to describe the basic characteristics for making handwriting comparisons and analysis,
questioned documents, forgery
-Students will be able to list the 12 basic characteristics for making handwriting comparisons
-Students will be able to describe methods for the collection of writing samples for comparison and to account for
the natural variations in writing style
-Students will describe steps in examination of a questioned document or forger
-students will be able to describe the analysis and comparison of questioned documents with known material
(exemplar) in order to identify the author or origin of the questioned document
-students will explain how document obliteration, that is the removal of writing by physical or chemical means ,
detected with the use of the Microscope; UV or infrared (IR) light and digital image processing
-students will describe how writing Impressions or , Indentations can be detected with the use of Oblique lighting
and ElectroStatic Detection Apparatus (ESDA)
-students will explain how document investigations include: verification, authentication,characterizing papers,
pigments, and inks
RESOURCES
Forensic Document Examination
http://www.forensicsciencesimplified.org/docs/how.html
Forensic Files :Last Will
https://youtu.be/p59BIwKD2Gk
Susquehanna Township School District
Page 21 of 36
Unit 7: Timeline Reconstruction and Eyewitnesses as Evidence
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
PA 3.1.12.D.
Analyze scale as a way of relating concepts and ideas to one another by some measure.
1
Assess the use of several units of measurement to the same problem.
2
Analyze and apply appropriate measurement scales when collecting data.
PA 3.7.10.D.
Utilize computer software to solve specific problems.
1
Apply advanced graphic manipulation
PA 3.1.12.E.
Evaluate change in nature, physical systems and man made systems.
1
Evaluate fundamental science and technology concepts and their development over time
2
Analyze how models,systems, and technologies have changed over time
PA 3.3.12. B .
Evaluate experimental information for appropriateness and adherence to relevant science processes.
1
Evaluate experimental data correctly within experimental limits
2
Conduct a multiple step experiment
3
Organize experimental information using a variety of analytic methods
Susquehanna Township School District
Page 22 of 36
Unit 7: Timeline Reconstruction and Eyewitnesses as Evidence
Forensic Science - Last Updated on August 15, 2016
ESSENTIAL QUESTIONS
How can a time line reconstruction be used in crime scene investigations?
How does testimonial evidence compare to physical evidence?
How reliable is eyewitness testimony as evidence?
How do investigators use FACES software to create a composite image of a suspect's face to help with a
criminal investigation?
ACADEMIC VOCABULARY
time line, crime reconstruction
testimonial evidence, direct evidence, eyewitness,facial recognition, composite , composite sketch
ASSESSMENTS
Time line Reconstruction Lab
Video Clips:Zen and the art of Murder: Homicide Life on the Street - Eyewitnesses as Evidence
Video Clips:The Subway Episode-Homicide Life on the Street - Eyewitnesses as Evidence
FACES software lab:eyewitnesses
Susquehanna Township School District
Page 23 of 36
Unit 7: Timeline Reconstruction and Eyewitnesses as Evidence
Forensic Science - Last Updated on August 15, 2016
STRATEGIES FOR ELLS
Big Ideas: time line reconstruction , eyewitnesses as evidence, composite sketch software
UEQ: How can a time line reconstruction be used in crime scene investigations? How reliable are
eyewitnesses as evidence?
Objectives:
-Students will learn to identify the methods used to reconstruct a crime scene using a time line
-students will be able to describe how testimonial Evidence is a statement made under oath by a witness to a
crime
-students will be able to describe how testimonial Evidence is compared to physical evidence
-students will be able to explain how victims of a serious crime tend to remember more over time, because they
relive it
-students will be able to describe the difficulties in trying to remember a suspects appearance
-students will explain how investigators use FACES software to create a composite image of a suspect's face to
help with a criminal investigation
RESOURCES
Homicide Life on the Street:Zen and the Art of Murder Episode description
https://en.wikipedia.org/wiki/Zen_and_the_Art_of_Murder
Homicide Life on the Streets: The Subway -Episode description
https://en.wikipedia.org/wiki/Subway_(Homicide:_Life_on_the_Street)
How to make a timeline
http://dohistory.org/on_your_own/toolkit/timeline.html
How reliable are eyewitnesses as evidence?
http://www.innocenceproject.org/causes/eyewitness-misidentification/
Susquehanna Township School District
Page 24 of 36
Unit 8: Criminology
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
PA 3.7.10.E.
Apply basic computer communications systems.
1
Identify, describe and complete advanced on-line research
PA 3.7.12.D.
Evaluate the effectiveness of computer software to solve specific problems.
1
Design and apply advanced multimedia techniques.
PA 3.7.10.D.
Utilize computer software to solve specific problems.
1
Apply advanced graphic manipulation and desktop publishing techniques
ESSENTIAL QUESTIONS
What is the difference between murder and manslaughter?
What is the difference between Serial Murder and Spree Murder?
What is criminal profiling?
How was criminal profiling developed by investigator at Scotland Yard and the FBI?
ACADEMIC VOCABULARY
felonious, nonfelonious assault , justifiable, Murder, excusable murder, manslaughter ,Serial Murder, spree
murder
criminology, victimology, behavior profiles, FBI classification system, Disorganized Murders ,Organized Murders,
Signature Crime ,Modus Operandi
ASSESSMENTS
Wanted Poster Project
Susquehanna Township School District
Page 25 of 36
Unit 8: Criminology
Forensic Science - Last Updated on August 15, 2016
STRATEGIES FOR ELLS
hmBig Idea: Homicide investigations, criminology
UEQ: What is a homicide investigation?
Objectives:
-students will be able to describe the difference between felonious assault, homicide committed for the purpose
of inflicting severe bodily harm or death and nonfelonious homicides which may be justifiable or excusable
-students will be able to describe that manslaughter is homicide committed under circumstances not severe
enough to constitute murder, yet it cannot be classified as excusable
-students will be able to explain that felonious assault are punished as crimes such as murder which they will be
able to define by common law as the killing of any human being by another with malice aforethought
-students will be able to describe that a justifiable homicide is the necessary killing of another person in
performance of a legal duty
-students will be able to explain that with excusable homicide there is some degree of fault ,but not enough to
constitute a criminal homicide
-students will be able to differentiate between serial murder and spree murder
-Students will be able to describe historical cases that developed criminal profiling methods
-Students will be able to list the profiling steps developed by the Scotland Yard and Federal Bureau of
Investigation
-Students will apply criminal profiling techniques to infamous crimes, criminals and crimes in the news
-students will be be able to differentiate between disorganized and organized murders
-students will be able to describe a criminal's modus operandi or M.O. as an offender’s method of carrying out
the offense.
RESOURCES
Famous Cases
http://www.crimemuseum.org/
FBI 10 Most Wanted
https://www.fbi.gov/wanted/topten/
Susquehanna Township School District
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Unit 9: DNA as Evidence
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
PA 3.1.10.B
Describe concepts of models as a way to predict and understand science and technology.
1
Distinguish between different types of models and modeling techniques and apply their appropriate use in
specific applications (e.g. DNA).
PA 3.3.12. A.
Explain the relationship between structure and function at all levels of organization.
1
Explain and analyze the relationship between structure and function at the molecular, cellular and organsystem level.
PA 3.3.12. B.
Analyze the chemical and structural basis of living organisms.
1
Evaluate relationships between structure and functions of different anatomical parts given their structure
BIO.B.2.4.1
Explain how genetic engineering has impacted the fields of medicine, forensics, and agriculture (e.g., selective breeding,
gene splicing, cloning, genetically modified organisms, gene therapy).
PA 3.7.10.A.
Identify and safely use a variety of tools, basic machines, materials and techniques to solve problems and answer
questions.
1
Select and safely apply appropriate tools, materials and processes necessary to solve complex problems.
2
Apply advanced tool and equipment manipulation techniques to solve problems.
Susquehanna Township School District
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Unit 9: DNA as Evidence
Forensic Science - Last Updated on August 15, 2016
ESSENTIAL QUESTIONS
What is DNA? Where is DNA found ?
l What is DNA typing? l What is DNA profiling? l What is DNA coding?
How are Restriction Fragment Length Polymorphisms used to individualize DNA evidence?
How is electophoresis used to separate fragments for analysis of RFLP patterns ?
How do forensic scientists amplify very small amounts DNA found at crime scenes using the PCR technique ?
What are the more recent developments in DNA analysis?
When and who was the first person convicted on DNA evidence?
What is nuclear DNA? What is Mitochondrial DNA and where is it found?
How are national databases of DNA evidence used for linking serial crimes and unsolved (cold) cases with
repeat offenders?
ACADEMIC VOCABULARY
nucleus, Double helix structure, Deoxyribonucleic Acid, nucleotides, sugar molecule, (deoxyribose),nitrogrencontaining bases, Adenine, Cytosine, Guanine ,Thymine, base unit pairs, Junk DNA, Genes buccal (cheek) cells,
epithelial cells
DNA typing, DNA profiling, junk DNA, electrophoresis, band patterns, sequences,DNA Coding, proteins, amino
acids
RFLP—Restriction Fragment Length Polymorphisms, Analysis of RFLP patterns, Electrophoresis, Gels,
banding, Polymorphism, PCR—PolymeraseChain Reaction, Denaturization, Annealing, primer, polymerase,
Short Tandem Repeats (STR), variants
Combined DNA Index System ,CODIS, Cold Cases databases
Susquehanna Township School District
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Unit 9: DNA as Evidence
Forensic Science - Last Updated on August 15, 2016
ASSESSMENTS
Lab: RFLP—Restriction Fragment Length Polymorphisms Simulation
Analysis of RFLP patterns Activity
DNA Extraction Lab
IPX Computer Lab: Electrophoresis Simulation using Digital Image Processing
STR lab simulation Activity
Paternity Lab
Unit Test
Susquehanna Township School District
Page 29 of 36
Unit 9: DNA as Evidence
Forensic Science - Last Updated on August 15, 2016
STRATEGIES FOR ELLS
Big Ideas:DNA as evidence, DNA as biological material, the discovery of DNA typing , DNA profiling, junk
DNA, RFLP—Restriction Fragment Length Polymorphisms,DNA extraction, analysis of RFLP patterns,
electrophoresis, PCR— Polymerase Chain Reaction,discovery of DNA as evidence, STR- Short Tandem
Repeats, nuclear DNA, mitochondrial DNA, FBI’s CODIS DNA databases
UEQ: How do crime scene investigators use DNA as evidence in a criminal investigation?
Objectives:
-students will be able to explain how DNA is “blueprint” for all biological characteristics
-students will be able to describe how DNA is found in all nucleated body cells—white blood cells, semen, saliva,
urine, hair root, teeth, bone, tissue
- students will be able to explain how DNA typing is a method in which DNA is converted into a series of bands
that ultimately distinguish each individual.
-students will be able to describe how only 1/10th of a percent of DNA differs from one person to the next
-students will be able to describe how scientists use these regions of the DNA to generate the DNA profile of an
individual
-students will be able to explain how restriction enzymes are used to cut DNA into smaller fragments that can
then be separated and characterized for identification
-students will be able to describe how to analyze the specific sequence fragments for identification
-students will describe the steps required to extract human DNA from buccal cells
-students will explain that polymorphism is found when sequences are of different shapes and sizes
-students will be able to describe how electrophoresis is used to separate DNA fragments
-students will be able to describe how PCR is a technique used for making copies of a segment of a DNA
molecule. (DNA Xeroxing)
-students will give the steps in PCR
-students will be able to explain how polymerase is an enzyme (protein) that acts to create the new chain. It
helps to recreate the POLYMER (DNA) double MOLECULE
-students will be able to describe how STR typing is visualized by peaks shown on a graph
-students will be able to describe how Alec Jefferies was the first scientist to use DNA in a criminal investigation
in the case of the Foot Path Murders in England in 1985
-students will be able to describe how Colin Pitchfork was the first suspect to be caught using DNA evidence ,
and the first person convicted on DNA
-students will be able to explain that Nuclear DNA found only in the nucleus and it constitutes 23 pair of
chromosomes inherited from both parents
-students will be able to describe how Mitochondrial DNA can be found in skeletal remains and hair and it is
inherited only from your mother
Susquehanna Township School District
Page 30 of 36
Unit 9: DNA as Evidence
Forensic Science - Last Updated on August 15, 2016
-students will be able to explain that Combined DNA Index System (October 1998) is used for linking serial
crimes and unsolved (cold) cases with repeat offenders
RESOURCES
DNA Analysis -Basics
http://nij.gov/topics/forensics/evidence/dna/basics/pages/analyzing.aspx
The Innocence Project: Exoneration through DNA
http://www.innocenceproject.org/
CODIS
https://www.fbi.gov/services/laboratory/biometric-analysis/codis
Susquehanna Township School District
Page 31 of 36
Unit 10: Death Investigations
Forensic Science - Last Updated on August 15, 2016
COMPETENCIES
PA 3.1.12.E.
Evaluate change in nature, physical systems and man made systems.
1
Evaluate fundamental science and technology concepts and their development over time (e.g. DNA ).
2
Analyze how models, systems and technologies have changed over time
PA 3.3.12. A.
Explain the relationship between structure and function at all levels of organization.
1
Explain and analyze the relationship between structure and function at the molecular, cellular and organsystem level.
PA 3.3.12. B.
Analyze the chemical and structural basis of living organisms.
1
Evaluate experimental data correctly within experimental limits
Susquehanna Township School District
Page 32 of 36
Unit 10: Death Investigations
Forensic Science - Last Updated on August 15, 2016
ESSENTIAL QUESTIONS
What is physical anthropology? When are anthropologist called to a death scene investigation?
What is archaeology? When is an archaeologist called to a death scene?
How do anthropologist and archaeologist assist in criminal investigations?
What evidence can be determined from a whole or part of a bone found in a grave?
What is the function of bone?
How do anthropologist classify bones?
How do scientists differentiate between human and animal bones?
How do anthropologist determine the age of a victim from their skeletal remains?
How do anthropologist determine gender differences in bones?
How anthropologist determine race from skeletal remains ?
How is time of death or PostMortem Interval (PMI) determined ?
What is the significance of entomological evidence to fixing the time of death ?
How is the life cycle of the blow fly used to determine the time of death?
What are the stages of death?
Susquehanna Township School District
Page 33 of 36
Unit 10: Death Investigations
Forensic Science - Last Updated on August 15, 2016
ACADEMIC VOCABULARY
Archaeology, Anthropology
skeleton, decompose, mummified, skeletonized
Osteology, Osteons, morphology, muscles, long bones, short bones, irregular bones, flat bones
epiphyses, cartilage, ribs, pelvic bones, fontanelles, cranial sutures, fusion
Sub-pubic angle, rib cage, skull, jaw (mandible), coccyx (tailbone)
Caucasian, Africoid, Mongoloid, Skull Characteristics, Facial Restoration
Algor Mortis, Livor Mortis, lividity, Rigor Mortis , Ocular Indicators
blow fly, larvae, carion, beetles, life cycles
Initial Decay ,Putrefaction,Purging, Black putrefaction,Butyric fermentation ,Dry decay or mummification; and
skeletalization
ASSESSMENTS
Pelvic Puzzle Computer Lab: Digital Image Processing of skeletal remains and comparisons of male and female
pelvic bones*
Build-A-Skeleton Activity
Bone Bonanza Lab
Mini-Dig Archaeology Lab
Lab: Deer Death Scene Investigation and website /web streaming updates
Susquehanna Township School District
Page 34 of 36
Unit 10: Death Investigations
Forensic Science - Last Updated on August 15, 2016
STRATEGIES FOR ELLS
Big Ideas: forensic anthropology, physical anthropology, archaeology, osteology, bone classification,
function of bones or bone morphology, age determination, children vs. adults skeletal remains,gender
differences in bones, race Identification of skeletal remains, skull characteristics, time of death , P.M.I. or
postmortem (after death) interval, forensic entomology, stages of decomposition
UEQ: How do the anthropologist and archaeologist assist in a criminal investigation? What are the
stages of death? How is time of death determined? How do insects assist in death investigations?
Objectives:
-students will be able to explain how physical anthropology involves the study of human skeletal systems; its
changes and variations (age, sex, race)
-students will be able to describe how archaeology is the study the “remains” of human cultures from the past
-students will be able to describe how archaeologist are trained to reconstruct events from the recent past and to
excavate bones from the ground
-students will explain that an archaeologist is called in to assist with excavating and mapping bones and related
artifacts
-students will be able to explain that forensic anthropology specializes in the changes and variations in the
human skeleton for the purpose of legal inquiry
-students will describe how forensic anthropologist may provide basic identification of skeletonized or badly
decomposed remains
-students will explain that much of our knowledge of forensic anthropology comes from the "Body Farm" whose
main purpose is to observe and understand the processes and timetable of postmortem decay.
-students will be able to describe the function and morphology of bones
- students can differentiate between differences between human and animal bones
-students will be able to describe how anthropologist determine the age of a victim
-students will be able to explain how anthropologist differentiate the skeletal remains of children vs.adults
-students will explain how to differentiate between male and female skeletal remains
-students will explain that the sub-pubic angle is used to differentiate the sexes
-students will describe how skull categories and classifications are used to determine race
-students will be able to explain the significance body temperature, color and rigor in determining PMI
-students will be able to explain the significance of entomological evidence to fixing the time of death of a victim
(PMI)
-students will describe how to collect and preserve insects at a crime scene
-students will describe the life cycle of fly species
-students will analyze ;insect diversity, ambient temperatures and weather conditions at death scene in
determining time of death
Susquehanna Township School District
Page 35 of 36
Unit 10: Death Investigations
Forensic Science - Last Updated on August 15, 2016
-students will be able to describe the various stages of decomposition during the postmortem period
-students will be able to describe how temperature affects the rate of decomposition
-students will be able to list the stages of decomposition
RESOURCES
Nova:The Perfect Corpse
http://www.pbs.org/wgbh/nova/bog/
The Real "Bones" at the Smithsonian
http://anthropology.si.edu/writteninbone/forensic_files.html
Forensic Archaeology
http://www.exploreforensics.co.uk/forensic-archaeology.html
National Geographic :The Body Farm
http://video.nationalgeographic.com/video/body-farm-sci
Forensic Entomology
http://www.forensic-entomology.com/
Susquehanna Township School District
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