Forensic Science Curriculum

Deer Valley Unified School District

Science Curriculum

Forensic Science

Science Curriculum Team Members

Aguilar, Maggie – Barry Goldwater High School Allred, Chris – Boulder Creek High School Behrens, Kurt - Boulder Creek High School Bennett, Eric - Mountain Ridge High School Bingham, Brian - Deer Valley High School Blakeney, Donna - Deer Valley High School

Blanchard, Hilary - Sierra Verde Brookins, Lori - Hillcrest Middle School

Chang, Jeffery - Desert Sky Middle School Chatigny, Mark – Sandra Day O’Connor High School

Childs, Melissa - Village Meadows Devenney, Jon - Mountain Ridge High School

Duffield, Nancy – Barry Goldwater High School Endresen, Gina – Barry Goldwater High School

Evans, Jody - Sandra Day O'Conner High School Grunden, Amanda - Boulder Creek High School

Harshman, Shannon - Gavilan Peak Henderson, Janet - Deer Valley Middle School

Hubbard, Diane - Barry Goldwater High School Hughes, Kathy - Diamond Canyon

Jenkins, Mary - District Office Johnson, Susan – Barry Goldwater High School

Kent, Corbin – Norterra Canyon Lannen, Scott - Sandra Day O'Connor High School

Loxley, Kathy - Boulder Creek High School Mara, Melissa - Sandra Day O'Connor High School

McElhaney, Rex - Terramar McElroy, Randy – Barry Goldwater High School

Miller, Heather - Stetson Hills Ming, Susie - Stetson Hills

Mur, Marc - Sandra Day O'Connor High School Naasz, Jean - Sunset Ridge

Nichols, Christina - Stetson Hills Parcells, Denis – Canyon Springs

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Penrod, Susan - Village Meadows Pruet, Sonya - Desert Winds

Romero, Sean - Mountain Ridge High School Rushforth, Jessica - Deer Valley High School

Russell, Dana - Stetson Hills Scott, Diane - Deer Valley High School

Severn, Drew – Deer Valley High School Spencer, Matt – Mountain Ridge High School

Spurlock, Nancy - Village Meadows Strauss, Paul - Sunset Ridge

Strempel, Kristin – Boulder Creek High School Stubrud, Lindsey - Village Meadows

Swan, Jeanine - Village Meadows Taylor, David - Desert Mountain

VonKolen, Jennifer - Sierra Verde Walker, Amanda - Sandra Day O'Connor High School Walliser, James - Sandra Day O'Connor High School

Waltz, Joanne - Village Meadows Wann, Patti – Sierra Verde

Ware, Danielle - Sunset Ridge Wenzel, Virginia - Sandra Day O'Connor High School

Will, Rob - Mountain Shadows Williamson, Patty - Canyon Springs

Woodward, Alison - Paseo Hills

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Curriculum Definition Page

Enduring Understanding:

Topic: The organization of performance objectives into a common theme that promotes student engagement and focuses student inquiry.

Enduring Understanding: A central and organizing notion that gives meaning and connection to facts. It has lasting value and can transfer to other inquiries and requires “uncoverage”.

Standard and Related Concept: Identifies the standard and concept from the Arizona State Standards organized into the topic.

Performance Objectives: Observable and measurable objectives at each grade level from Arizona State Standards.

Resources: Materials that would benefit students as they develop a deep understanding of the topic. May include supplemental or adopted materials.

TOPIC:

Standard and Related Concept

Performance Objectives Resources

Semester Taught

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Concept Map Definition Page

TOPIC:

Enduring Understanding:

Student Learning Outcomes:

Key Concepts Key Vocabulary

Suggested Activities/Labs/Resources:

Topic: The organization of performance objectives into a common theme that promotes student engagement and focuses student inquiry.

Student Learning Outcomes: The goals that help students form a conceptual understanding of the concept or concepts. They point toward key ideas and issues and suggest meaningful and provocative inquiry into content.

Enduring Understanding: A central and organizing notion that gives meaning and connection to facts. It has lasting value and can transfer to other inquiries and requires “uncoverage”.

Suggested Activities/Labs/Resources: Examples demonstrate on-target learning for each grade level and/or help describe how a concept can be taught.

Key Vocabulary: The vocabulary that is important for students to know in order to demonstrate an understanding of a topic.

Key Concepts: The ideas that connects the PO’s to the overarching topic.

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The following Arizona High School Science performance objectives are repeated throughout the academic year.

Topic 1: Repeated Performance Objectives Standard and Related

Concept Performance Objectives

Strand 1: Inquiry Process Concept 1: Observations, Questions, and Hypotheses

PO 1. Evaluate scientific information for relevance to a given problem. (See R09-S3C1, R10-S3C1, R11-S3C1, and R12-S3C1)

PO 2. Develop questions from observations that transition into testable hypotheses.PO 3. Formulate a testable hypothesis.PO 4. Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).

Concept 2: Scientific Testing

PO 1. Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiry.

PO 2. Identify the resources needed to conduct an investigation. PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis:

• Identify dependent and independent variables in a controlled investigation. • Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes,

spectrophotometer, using qualitative changes). • Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts,

computers/calculators). PO 4. Conduct a scientific investigation that is based on a research design.PO 5. Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers.

Concept 3: Analysis, Conclusions, and Refinements

PO 1. Interpret data that show a variety of possible relationships between variables, including: • positive relationship • negative relationship • no relationship

PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis. PO 3. Critique reports of scientific studies (e.g., published papers, student reports). PO 4. Evaluate the design of an investigation to identify possible sources of procedural error, including:

• sample size • trials • controls • analyses

PO 7. Propose further investigations based on the findings of a conducted investigation. Concept 4: Communication

PO 1. For a specific investigation, choose an appropriate method for communicating the results. (See W09-S3C2-01 and W10-S3C3-01) PO 2. Produce graphs that communicate data. (See MHS-S2C1-02) PO 3. Communicate results clearly and logically. PO 4. Support conclusions with logical scientific arguments.

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The following Arizona High School Science performance objectives are repeated throughout the academic year.

Topic 1: Repeated Performance Objectives Standard and Related

Concept Performance Objectives

Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor

PO 1. Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide.PO 2. Describe how diverse people and/or cultures, past and present, have made important contributions to scientific

innovations.PO 3. Analyze how specific changes in science have affected society. PO 4. Analyze how specific cultural and/or societal issues promote or hinder scientific advancements.

Concept 2: Nature of Scientific Knowledge

PO 1. Specify the requirements of a valid, scientific explanation (theory), including that it be: • logical • subject to peer review • public • respectful of rules of evidence

PO 2. Explain the process by which accepted ideas are challenged or extended by scientific innovation.PO 3. Distinguish between pure and applied science.PO 4. Describe how scientists continue to investigate and critically analyze aspects of theories.

Strand 3: Science in Personal and Social Perspectives Concept 2: Science and Technology in Society

PO 2. Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.

PO 3. Support a position on a science or technology issue.

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Topic 2: Introduction to Forensic Science and the Law 1st SemesterEnduring Understanding: Forensic Science is the study and application of science to law.



Social Studies Strand 3: Civics/Government Concept 2: Structure of Government

PO 3. Examine the United States federal system of government: powers of the national government, powers of the state governments, powers of the people

Forensic Science for High School Chapter 1: Introduction to Forensic Science and the Law

PO 7. Analyze the structure, powers, and roles of the judicial branch of the United States government, including landmark United States Supreme Court decisions: specific powers delegated by the Constitution in Article III, judicial review developed in Miranda v. Arizona, Frye v. United States, Daubert v. Merrell Dow Pharmaceuticals, dual court system of state and federal courts

PO 9. Analyze the forms, structure, powers and roles of local government: county government, boards of supervisors, sheriffs, county attorneys, and others

PO 10. Examine the sovereignty of tribal governments and their relationship to state and federal governments, e.g., jurisdiction, land use, water and mineral rights, gaming pacts

Concept 3: Functions of Government

PO 2. Examine how the Constitution guarantees due process of law through Constitutional mandates and Amendments. Constitutional mandates (e.g., the right of habeas corpus, no bill of attainder, and the prohibition of ex post facto laws) Fourth, Fifth, Sixth, Seventh, and Eighth Amendments

Concept 4: Rights, Responsibilities, and Roles of Citizenship

PO 1. Analyze basic individual rights and freedoms guaranteed by Amendments and laws: freedom of religion, speech, press, assembly, and petition in the First Amendment, right to bear arms in the Second Amendment, Ninth Amendment and guarantee of people’s unspecified rights and conflicts which occur between rights (e.g., the tensions between the right to a fair trial and freedom of the press, and between majority rule and individual rights)

Social Studies Strand 1: American History Concept 1: Research Skills for History

PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.

PO 7. Compare present events with past events: • cause and effect • change over time • different points of view

Science Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor

PO 1. Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide.

PO 2. Describe how diverse people and/or cultures, past and present, have made important contributions to scientific innovations. (e.g., Chinese use of fingerprinting 3,000 years ago, 1248 AD first written account of using medicine and entomology to solve crimes, comparative bullet analysis began with JFK assignation, Alphonse Bertillon as the father of forensic science, Locard's Exchange Principle)

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Key Concepts: Key Vocabulary: • Many events, people,

and ideas contribute to the history of forensic science.

• Laws and rules govern admissibility of evidence.

TOPIC: Introduction to Forensic Science and the Law

Enduring Understanding: Forensic Science is the study and application of science to law.


Students read and report on precedent setting cases

Students discuss Frye and Daubert’s impact on the judicial system

• Daubert ruling • expert witness • Frye standard • Locard’s principle • methodology • Miranda rights • probable cause • probative

Students pick key dates and describe why they are important to forensic science

Student Learning Outcomes: • The students will identify key inventions, people, and dates that led to

forensic science. • The students will compare and contrast laws in the United States’ judicial

system • The students will identify individual rights guaranteed by the Bill of Rights. • The students will contrast different types of crimes and their penalties. • The students will discuss the federal rules of evidence, with specific

concentration on Frye v. United States and Daubert v. Merrell Dow Pharmaceuticals.

Interactive Constitution http://72.32.50.200/constitution/

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Topic 3: Types of Evidence 1st SemesterEnduring Understanding: All evidence can be characterized as either testimonial or physical.



Strand 1: Inquiry Process Concept 3: Analysis, Conclusions, and Refinements

PO 5. Design models (conceptual or physical) of the following to represent "real world" scenarios: • phase change • collisions

Forensic Science for High School Chapter 2: Types of Evidence

Repeated Performance Objectives for units 2-16 are on pages 6 and 7.

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Key Concepts: Key Vocabulary: • Two general categories of

evidence are testimonial and physical.

• Eyewitness testimony must be evaluated for its reliability.

• Forensic scientists concentrate on physical evidence.

• There are several types of physical evidence, including individual and class evidence.

• A questioned or unknown sample can be compared to a known or control sample.

TOPIC: Types of Evidence

Enduring Understanding: All evidence can be characterized as either testimonial or physical.


• Eyewitness testimony lab: create a crime scene and evaluate what students remember about the offender

• Case Study: Coral Eugene Watts

• Case Study: Ronald Cotton

• Probability activity page 28-29

• Individualizing Evidence

• Fracture match case study

• Case Study: Richard Crafts

• evidence o indirect o class/individual o physical o testimonial

Student Learning Outcomes: • The students will contrast testimonial and physical evidence. • The students will discuss why eyewitness testimony is not always

reliable. • The students will determine the common types of physical

evidence and estimate their value. • The students will differentiate between individual and class

evidence. • The students will use probability calculations to evaluate class

evidence.

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Topic 4: The Crime Scene 1st Semester Enduring Understanding: Crime scenes must be treated carefully, systematically, scientifically, and legally.




Forensic Science for High School Chapter 3: The Crime Scene

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Key Concepts: Key Vocabulary: • Evidence is gathered at a

crime scene in order to reconstruct the sequence of events.

• Crime scenes should be protected from contamination to preserve the integrity of the evidence.

• Crime scenes can be documented using notes, photography, video, and sketches.

• Evidence must be packaged correctly and the chain of custody maintained.

• Different types of evidence are collected in different ways at different times.

TOPIC: The Crime Scene

Enduring Understanding: Crime scenes must be treated carefully, systematically, scientifically, and legally.


• Collect evidence at a mock crime scene

• Case Study: Jeffrey MacDonald

• Case Study: Mark Winger

Write a report and/or have a discussion about different cases such as OJ Simpson and Jon Benet Ramsey in which the crime scene was compromised and how this affected the investigation

• chain of custody • crime scene • MO (modus operandi)

Student Learning Outcomes: • The student will demonstrate the proper sequence of events in

processing a crime scene. • The students will document and systematically collect evidence at a

crime scene. • The students will accurately package evidence and maintain chain of

custody.

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Topic 5: Fingerprints 1st SemesterEnduring Understanding: Fingerprints are unique to an individual. Standard and Related

Concept Performance Objectives Resources


PO 6. Use descriptive statistics to analyze data, including: • mean • frequency • range (See MHS-S2C1-10)

Forensic Science for High School Chapter 4 Fingerprints

Strand 5: Physical Science Concept 1: Structure and Properties of Matter

PO 1. Describe substances based on their physical properties.


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Key Concepts: Key Vocabulary: • The unique characteristic

ridges on fingerprints make them useful for identification.

• The systematic classification used for fingerprints is based on the presence of loops, whorls, and arches.

• A person’s fingerprints are formed prior to birth and last a lifetime.

TOPIC: Fingerprints

Enduring Understanding: Fingerprints are unique to an individual.

Collecting and classifying fingerprints based on the three basic patterns

Develop latent fingerprints using both physical and chemical methods

• fingerprint patterns o arch o loop o whorl o minutiae

• dermal papillae • epidermis • fingerprints

o latent o plastic o visible o digital

• IAFIS (AFIS) – (integrated automated fingerprint identification system)

Multicultural exploration of fingerprint history

Student Learning Outcomes: • The students will define the basic properties that make a fingerprint useful for

identification purposes. • The students will obtain an inked, readable fingerprint for each finger. • The students will identify general ridge patterns and apply the Henry

Classification System. • The students will identify friction ridge characteristics and compare two

fingerprints with at least ten points of identification. • The students will develop latent prints using physical and chemical methods.

See pg 103 in text, Forensic Science for High School, for list of websites


Classify toe prints based on the three basic patterns

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Topic 6: Hair 1st Semester Enduring Understanding: Hair is a class characteristic that corroborates circumstantial evidence or excludes suspects.



Strand 4: Life Science Concept 2: Molecular Basis of Heredity

PO 2. Describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis.

Forensic Science for High School Chapter 5 Hair

Concept 3: Interdependence of Organisms

PO 2. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment.




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Key Concepts: Key Vocabulary: • The morphology of hair

includes cuticle, cortex, medulla, follicle, keratin, and cortical fusi.

• Hair is made of polymers, which are molecules containing many identical repeating units.

• Medullary patterns can indicate the racial origin of a suspect.

• Hair has certain stages of growth: anagenic, catagenic, and telogenic.

• Chemical dyes can be observed in hair.

• Hair can be a chemical indicator of drugs, metabolites, vitamins, poisons, metals, smoke, or environmental pollutants.

• DNA obtained from a hair that has been forcibly removed can be an individual characteristic if it contains a follicular tag.

TOPIC: Hair

Enduring Understanding: Hair is a class characteristic that corroborates circumstantial evidence or excludes suspects.

Collection, microscopic examination, and identification of hair samples. (Classification and characteristics activity)

• cortex • cuticle • follicle • keratin • medulla • morphology

Identifying treatments on hair samples (dyes, bleaches, etc.)

Student Learning Outcomes: • The students will describe the structure of hair. • The students will distinguish between human and animal hair. • The students will describe which characteristics of hair are important for

forensic analysis.


See page 125 in text, Forensic Science for High School, for list of websites

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Topic 7: Fibers 1st SemesterEnduring Understanding: Fibers are class evidence and can be used as circumstantial evidence to link victim, suspect, and crime scene. Standard and Related




Forensic Science for High School Chapter 6 Fibers PO 6. Use descriptive statistics to analyze data, including:

• mean • frequency • range (See MHS-S2C1-10)

Strand 4: Life Science Concept 5: Matter, Energy, and Organization in Living Systems

PO 2. Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things.


PO 1. Describe substances based on their physical properties. PO 2. Describe substances based on their chemical properties. PO 4. Separate mixtures of substances based on their physical properties. PO 6. Describe the following features and components of the atom:

• mass Concept 4: Chemical Reactions

PO 2. Identify the indicators of chemical change, including formation of a precipitate, evolution of a gas, color change, absorption or release of heat energy.


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Key Concepts: Key Vocabulary: • Textiles and/or fibers are class evidence.

• A fiber’s value as evidence increases as physical and chemical characteristics narrow its origin to a limited number of sources.

• Fibers can be of natural or synthetic origin.

• All fibers are polymers, but not all polymers are fibers .

TOPIC: Fibers

Enduring Understanding: Fibers are class evidence and can be used as circumstantial evidence to link victim, suspect, and crime scene.

• Use stereoscopes and compound microscopes to describe, sketch, and classify fabric and fiber samples.

• Perform a sampling and statistics activity

• Fiber burn tests

• fabric o warp o weft o woof

• fabric blends • filament • fluorescence • inorganic • natural • organic • refractive index • synthetic

• Distinguishing fiber type by density and refractive index.

• Observing fluorescence of various fibers in order to identify them

Student Learning Outcomes: • The students will distinguish between different types of fibers based on color,

origin, and chemical composition. • The students will describe polymerization with regard to natural and synthetic

fibers. • The students will perform an experiment in chromatography. • The students will evaluate the probative value of fiber evidence.


See page 165 in text, Forensic Science for High School, for list of websites

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Topic 8: Document and Handwriting Analysis 1st Semester Enduring Understanding: Authenticity of documents can be verified through qualitative analysis.Standard and Related




Forensic Science for High School Chapter 16 Document and Handwriting Analysis Strand 5: Physical

Science Concept 1: Structure and Properties of Matter

PO 1. Describe substances based on their physical properties. PO 4. Separate mixtures of substances based on their physical properties.

Concept 2: Motions and Forces

PO 10. Describe the nature and magnitude of frictional forces.


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Key Concepts: Key Vocabulary:

• There are twelve characteristics commonly used to identify handwriting.

• Common handwriting features are normally used as class characteristics.

• Combinations of handwriting features can be used as individual characteristics.

• Ink samples can be identified using chromatography.

TOPIC: Document and Handwriting Analysis

Enduring Understanding: Authenticity of documents can be verified through qualitative analysis.


• Lab Activity: Analyze your own handwriting

• Lab Activity: Simulated forgery

• Lab Activity: Blind, simulated, and traced forgery

• Lab Activity: Analysis of handwriting using a letter angle template

• Lab Activity: Analysis of the tops and bottoms of letters

• Lab Activity: Detecting deliberately disguised handwriting

• Lab Activity: Finding Erasures

• Lab Activity: Enhancing indented writing

• exemplar • forgery • obliterations • watermark • chromatography

• Lab Activity: Analysis of paper

• Activity: Know your money • Lab Activity: Testing for

Counterfeit Currency • Lab Activity: Handwriting

Comparisons • Lab Activity: Ink

Chromatography

Student Learning Outcomes: • The students will explain important guidelines for collecting known

writing samples for comparison to a questioned document. • The students will compare handwriting samples to known documents. • The students will identify erasures and develop impression writing. • The students will distinguish between common individual and class

characteristics that are associated with handwriting. • The students will identify writing sources from various samples based on

chromatography analysis.

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Topic 9: Drugs 1st Semester Enduring Understanding: A majority of all crimes are associated with illicit drug use so forensic labs spend most of their time and resources testing for these drugs.





Forensic Science for High School Chapter 7 Drugs PO 6. Use descriptive statistics to analyze data, including:

• mean • frequency • range

(See MHS-S2C1-10) Strand 3: Science in Personal and Social Perspectives Concept 3: Human Population Characteristics

PO 2. Describe biotic (living) and abiotic (nonliving) factors that affect human populations.





• mass Concept 4: Chemical Reactions



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Key Concepts: Key Vocabulary: • The US DEA (United States

Drug Enforcement Administration) classifies controlled substances into five categories

• A presumptive test (screening test) is used to determine the type of drug

• A confirmatory test is a specific test that positively identifies a drug

• A false positive is a test that comes out positive when the drug is not actually there

• Chromatography is a test that separates materials based on their chemical characteristics

• Spectrometry separates materials according to their mass-to-charge ratio

TOPIC: Drugs

Enduring Understanding: A majority of all crimes are associated with illicit drug use so forensic labs spend most of their time and resources testing for these drugs.


• Lab Activity: Spot Test Lab

• Lab Activity: Is it Motrin? • Lab Activity: Quantitative

analysis of aspirin using spectrophotometry

• Lab Activity: Detecting Marijuana

• Lab Activity: Presumptive color tests

• Project: Opinion piece on legalization of drugs

• analysis o qualitative o quantitative

• controlled drugs o hallucinogens o narcotics o stimulants

• designer drug

Resources: Information on drugs from National Institute on Drug Abuse (NIDA): www.drugabuse.gov Drugs of Abuse: www.dea.gov/

Student Learning Outcomes: • The students will chemically identify illicit drug types • The students will examine the DEA schedule of controlled substances

and discuss the federal penalties for possession and use, as well as their physical effects.

• The students will explain the difference between, and the need for, confirmatory and presumptive tests.

• The students will describe the various types of spectroscopy and explain how they are used in forensic science.

• The students will relate the Daubert Ruling to tests used to identify designer drugs.

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Topic 10: Toxicology: Poisons and Alcohol 2nd Semester Enduring Understanding: “All substances are poisons. There is none which is not. The right dose differentiates a poison and remedy.” Paracelsus [Swiss physician and chemist (1495-1541)] Standard and Related




Forensic Science for High School Chapter 8 Toxicology: Poisons and Alcohol


Strand 3: Science in Personal and Social Perspectives Concept 1: Changes in Environments

PO 1. Evaluate how the processes of natural ecosystems affect, and are affected by, humans.

PO 2. Describe the environmental effects of the following natural and/or human-caused hazards: • pollution

Concept 3: Human Population Characteristics

PO 2. Describe biotic (living) and abiotic (nonliving) factors that affect human populations.





• mass PO 8. Explain the details of atomic structure (e.g., electron configuration, energy levels, isotopes).


PO 1. Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity).

Concept 4: Chemical Reactions


PO 3. Represent a chemical reaction by using a balanced equation. PO 8. Quantify the relationships between reactants and products in chemical reactions (e.g., stoichiometry,

equilibrium, energy transfers). Repeated Performance Objectives for units 2-16 are on pages 6 and 7.

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Key Concepts: Key Vocabulary: • Toxicity of poisons is

measured in terms of lethal dose

• Blood alcohol content is a measure of impairment

• The federal government has several regulatory agencies including the FDA (Food and Drug administration) and EPA (Environmental Protection Agency)

TOPIC: Toxicology: Poisons and Alcohol

Enduring Understanding: “All substances are poisons. There is none which is not. The right dose differentiates a poison and remedy.” Paracelsus [Swiss physician and chemist (1495-1541)]


• Lab Activity: Detecting lead

• Lab Activity: The investigation of a sudden death

• Lab Activity: Breath tests

• Case Study: The case of Georgi Markov

• acute toxicity • BAC (blood alcohol content) • chronic exposure • DWI (driving while

intoxicated) • DUI (driving under the

influence) • OWI (operating while

intoxicated) • OUI (operating under the

influence) • MIP (minor in possession) • LD (lethal dose) • synergism • toxicology • toxin

Resources: • About Alcohol:

www.intox.com/about_alcohol.asp • Forensic Toxicology slide show:

www.stfrancis.edu/ns/diab/Forensic1/Toxicology1_files/frame.htm

• How Breathalyzers Work: www.howstuffworks.com/breathalyzer.htm

Student Learning Outcomes: • The students will discuss the connection of blood alcohol levels to the

law, incapacity, and test results. • The students will compare the lethal dose of various substances. • The students will differentiate between chronic exposure and acute

exposure.

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Topic 11: Trace Evidence 2nd Semester Enduring Understanding: Trace evidence is identified through qualitative analysis.



Stand 1: Inquiry Process Concept 3: Analysis, Conclusions, and Refinements


Forensic Science for High School Chapter 9 Trace Evidence



PO 1. Evaluate how the processes of natural ecosystems affect, and are affected by, humans. PO 2. Describe the environmental effects of the following natural and/or human-caused hazards:

• pollution

Concept 2: Science and Technology in Society

PO 1. Analyze the costs, benefits, and risks of various ways of dealing with the following needs or problems: • various forms of alternative energy • storage of nuclear waste • abandoned mines • greenhouse gases • hazardous wastes


PO 1. Describe substances based on their physical properties. PO 2. Describe substances based on their chemical properties.PO 3. Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals,

bonding – ionic/covalent). PO 4. Separate mixtures of substances based on their physical properties.




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• Metals can be identified by both physical and chemical properties.

• Trace evidence is identified through qualitative analysis.

• Lips have patterns that can be used as class evidence.

• Automobile finishes are composed of multiple layers that can be used as class evidence.

TOPIC: Trace Evidence

Enduring Understanding: Trace evidence is identified through qualitative analysis.


• Lab Activity: Identification of metals

• Lab Activity: Testing for Environmental Contamination

• Lab Activity: Analysis of White Powders

• Lab Activity: The case of the purloined pennies

• Lab Activity: Lip Prints

• Lab Activity: Analyzing lipstick with Thin-layer Chromatography

• Lab Activity: paint chip analysis

• qualitative analysis • paint

Student Learning Outcomes: • The students will follow qualitative analytical schemes to

identify trace evidence. • The students will compare and contrast lip print patterns. • The students will compare and contrast paint chip layers. • The students will evaluate the probative value of paint chip

layers.

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Topic 12: Soil and Glass Analysis 2nd Semester Enduring Understanding: Soils and glass can be used as class evidence to identify the location of a crime.





Forensic Science for High School Chapter 10 Soil and Glass Analysis

PO 6. Use descriptive statistics to analyze data, including: mean, frequency, and range (See MHS-S2C1-10)


PO 1. Evaluate how the processes of natural ecosystems affect, and are affected by, humans.


PO 1. Describe substances based on their physical properties. PO 2. Describe substances based on their chemical properties.

PO 3. Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding – ionic/covalent).

PO 4. Separate mixtures of substances based on their physical properties. Concept 2: Motions and Forces

PO 2. Analyze the relationships among position, velocity, acceleration, and time: • graphically • mathematically

PO 3. Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity. PO 4. Using Newton’s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the

mass of the body, and the resulting acceleration: • graphically • mathematically

PO 5. Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).

PO 13. Analyze the impulse required to produce a change in momentum. PO 14. Quantify interactions between objects to show that the total momentum is conserved in both collision

and recoil situations. Concept 3: Conservation of Energy and Increase in Disorder

PO 2. Describe various ways in which energy is transferred from one system to another (e.g., mechanical contact, thermal conduction, electromagnetic radiation.)


PO 12. Compare the nature, behavior, concentration, and strengths of acids and bases.


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TOPIC: Soil and Glass Analysis • mineral • density gradient tube • Becke line • fractures

o concentric o conchoidal o radial

• projectile • refractive index • reflection • refraction • birefringence • polarization

• Lab Activity: Determining Refractive Index

• Lab Activity: Finding the refractive index of glass fragments

• Lab Activity: Analysis of glass fracture patterns

• Case Study: Baltimore Rapist

• Lab Activity: Glass fragment identification using refractive index measurement

• Activity: Observation of different types of glass

• Lab Activity: Characteristics of glass.

• Lab Activity: Forensic Glass Analysis

• Lab Activity: Collecting and observing soil samples

• Lab Activity: A Hit and Run Accident

• Lab Activity: Where is Alice Springs?

• Lab Activity: Density Gradient Tube

• Forensic Brief: Soil – The Silent Witness

• Case Study: Coors Kidnapping

References: • An Online report from Interpol about methods and

advances in soil examination: www.interpol.int/Public/Forensic/IFSS/meeting13/Reviews/soil.pfd

• An online PowerPoint Presentation on physical properties of soil: www.stfrancis.edu/ns/diab/ForensicCoursePPT/Ch4webGlass&Soil.htm

• An online PowerPoint Presentation on physical properties of glass: www.stfrancis.edu/ns/diab/ForensicCoursePPT/Ch4webGlass&Soil.htm

• Demo on density of glass samples: intro.chem.okstate.edu/ChemSource/Forensic/forechem8.htm

Student Learning Outcomes: • The students will identify soils based on their forensic properties. • The students will relate soil type to locality. • The students will describe proper collection of soil evidence. • The students will compare densities of glass particles. • The students will compare the dispersion of light through different

particles of glass. • The students will determine the direction of force by examining

radial, concentric, and conchoidal fractures of broken glass.

Enduring Understanding: Soils and glass can be used as class evidence to identify the location of a crime.

• The important forensic properties of soil are: color, particle size, density, acidity, appearance, and presence of organic or inorganic materials.

• Glass can be used as class evidence.

• Glass bends light in a characteristic manner that can be used to identify its origin.

• The standard methods of comparing glass fragments are the refractive index and density tests.

• Glass fractures can be analyzed to determine the direction of force of a projectile.


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Topic 13: Blood 2nd Semester Enduring Understanding: Blood typing can be used as class evidence and for exclusionary purposes.





Forensic Science in High School Chapter 11 Blood Strand 4: Life Science

Concept 1: The Cell PO 2. Describe the molecular basis of heredity, in viruses and living things, including DNA replication and

protein synthesis. Concept 2: Molecular Basis of Heredity

PO 1. Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes. PO 2. Describe the molecular basis of heredity, in viruses and living things, including DNA replication and

protein synthesis. Concept 5: Matter, Energy, and Organization in Living Systems



PO 1. Describe substances based on their physical properties. PO 2. Describe substances based on their chemical properties. PO 4. Separate mixtures of substances based on their physical properties.


PO 1. Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity). PO 2. Analyze the relationships among position, velocity, acceleration, and time:

• graphically • mathematically

PO 6. Analyze the two-dimensional motion of objects by using vectors and their components. PO 7. Give an example that shows the independence of the horizontal and vertical components of projectile

motion. PO 8. Analyze the general relationships among force, acceleration, and motion for an object undergoing

uniform circular motion. PO 10. Describe the nature and magnitude of frictional forces.


PO 11. Predict the effect of various factors (e.g., temperature, concentration, pressure, catalyst) on the equilibrium state and on the rates of chemical reaction.


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• Antibodies mixed with different antigens will agglutinate.

• Blood's general characteristics can be used as class evidence.

• DNA is an individual characteristic.

• Presumptive tests may also include false positive and false negative readings.

• Precipitin tests determine the origin of a blood sample; e.g., human vs. animal blood.

• Blood spatter patterns can be used to determine direction of travel, angle of impact, position of origin, and velocity.

TOPIC: Blood

Enduring Understanding: Blood typing can be used as class evidence and for exclusionary purposes.


LABS: • Blood detection • Human vs.

animal blood • ABO/Rh blood typing • Blood pattern analysis

VIDEOS: • The Killer's Trail:

Sam Sheppard (NOVA)

• The House That Roared: use of luminal

• (www.films.com)

• agglutination • antibody • antigen • blood type • DNA • precipitin test • Rh factor • secretor • serology

WEBSITES: • (see page 333) in

Forensic Science for High School textbook

Student Learning Outcomes: • The students will distinguish blood stains from other stains. • The students will distinguish between animal and human blood. • The students will determine human blood type using the ABO/Rh

system. • The students will analyze blood spatter patterns to determine velocity,

direction, and height of fall.

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Topic 14: DNA Analysis 2nd Semester Enduring Understanding: DNA contains genetic information and is found in all nucleated cells and can be used to identify or exclude potential suspects.





Forensic Science for High School Chapter 12 DNA Analysis

Strand 4: Life Science Concept 1: The Cell

PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.

Concept 2: Molecular Basis of Heredity

PO 1. Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes. PO 2. Describe the molecular basis of heredity, in viruses and living things, including DNA replication and

protein synthesis. PO 3. Explain how genotypic variation occurs and results in phenotypic diversityPO 4. Describe how meiosis and fertilization maintain genetic variation.

Concept 4: Biological Evolution

PO 6. Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species.

Concept 5: Matter, Energy, and Organization in Living Systems



PO 1. Describe substances based on their physical properties. PO 2. Describe substances based on their chemical properties.

PO 4. Separate mixtures of substances based on their physical properties.PO 5. Describe the properties of electric charge and the conservation of electric charge.


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• DNA can be extracted from blood, semen, urine, bone, hair follicles, and saliva.

• DNA fingerprinting can be used to identify suspects; clear the innocent; identify victims; establish paternity; match organ donors and recipients.

• Restriction enzymes are used to recognize and splice DNA at specific points.

• Gel electrophoresis is a procedure used to separate DNA fragments according to size.

• PCR is a technique used to make multiple copies of DNA from a small sample.

• FBI CODIS (combined DNA index system) electronically links federal and state databanks to share DNA profiles.

TOPIC: DNA Analysis

Enduring Understanding: DNA contains genetic information and is found in all nucleated cells and can be used to identify or exclude potential suspects.


• DNA extraction • RFLP simulation • Electrophoresis • Statistical sampling • PCR

• chromosome • DNA • electrophoresis • PCR (polymerase chain

reaction) • restriction enzymes • RFLP (restriction

fragment length polymorphism)

• STR (short tandem repeats)

Student Learning Outcomes: • The students will explain the structure of DNA. • The students will extract DNA from a cell. • The students will describe the function of restriction enzymes. • The students will calculate the probability of specific DNA sequences.

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Topic 15: Forensic Entomology 2nd Semester Enduring Understanding: Insects can help determine the postmortem interval (PMI).



Strand 4: Life Science Concept 3: Interdependence of Organisms

PO 1. Identify the relationships among organisms within populations, communities, ecosystems, and biomes.

Forensic Science for High School Chapter 13 Forensic Entomology

PO 2. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment.

PO 3. Assess how the size and the rate of growth of a population are determined by birth rate, death rate, immigration, emigration, and carrying capacity of the environment.

Concept 4: Biological Evolution

PO 4. Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem.


Strand 5: Physical Science Concept 2: Motions and Forces

PO 1. Determine the rate of change of a quantity (e.g., rate of erosion, rate of reaction, rate of growth, velocity).


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• Algor, livor, and rigor mortis are indicators used to determine time of death.

• Insects metamorphose through four principle stages (egg, larva, pupa, adult) at a rate that is dependent upon temperature.

• Insects can provide assistance in connecting suspects to victims and crime scenes as well as drug detection and contraband tracking.

Enduring Understanding: Insects can help determine the postmortem interval (PMI).

Lab Activity: Maggot ingestion of drugs from a corpse (p.399)

• Lab Activity: Fly Infestation as a Function of Habitat (p. 393)

• Lab Activity: Construct a rearing chamber for maggots. (p. 387)

• algor mortis • livor mortis • rigor mortis • metamorphosis

• Lab Activity: Determine the time of death with the Potato Corpse. (p. 377)

• Lab Activity: Collection and observation of insects (p. 13)

Student Learning Outcomes: • The students will distinguish among major insect types associated

with decomposition. • The students will estimate the time of death from a case description. • The students will explore variables affecting the determination of

time of death.

See page 407 in text, Forensic Science for High School, for list of websites.


TOPIC: Forensic Entomology

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Topic 16: Human Remains 2nd Semester Enduring Understanding: Soft tissues of the body provide clues to the time of death and bones can provide clues to identify unknown remains.





Forensic Science for High School Chapter 14 Human Remains

Strand 4: Life Science Concept 4: Biological Evolution

PO 1. Identify the following components of natural selection, which can lead to speciation: • potential for a species to increase its numbers • genetic variability and inheritance of offspring due to mutation and recombination of genes • finite supply of resources required for life • selection by the environment of those offspring better able to survive and produce offspring



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Key Concepts: Key Vocabulary: • Forensics anthropology is a

type of applied science used in the legal system to identify unknown remains.

• Bone structure can be used to identify sex, age, height, and race.

• Bone markings may provide clues to the cause of death.

• The three major racial groups are Caucasoid, Negroid, and Mongoloid.

TOPIC: Human Remains

Enduring Understanding: Soft tissues of the body provide clues to the time of death and bones can provide clues to identify unknown remains.


• estimating height • determining sex • determining age

• Caucasoid • Mongoloid • Negroid • os pubis • epiphyses • sutures

Student Learning Outcomes: • The students will distinguish between male and female skeletons. • The students will determine an age range of unknown remains. • The students will describe the differences in skull features of the

three major racial groups. • The students will estimate height by measuring long bones.

• NOVA video: Anastasia: Dead or Alive

• Lab Activity: Whose Ear Is It? http://www.pbs.org/wgbh/nova/teachers/activities/2209_anastasi.html

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Topic 17: Firearms, Tool Marks, and Impressions 2nd Semester Enduring Understanding: Mechanical and human interactions can result in unique markings that can be used as evidence. Standard and Related




Forensic Science for High School Chapter 15 Firearms, Toolmarks, and Impressions




PO 3. Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity.PO 4. Using Newton’s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the

mass of the body, and the resulting acceleration: • graphically • mathematically

PO 5. Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).

PO 6. Analyze the two-dimensional motion of objects by using vectors and their components. PO 7. Give an example that shows the independence of the horizontal and vertical components of projectile

motion. Concept 3: Conservation of Energy and Increase in Disorder

PO 1. Describe the following ways in which energy is stored in a system: • mechanical • electrical • chemical • nuclear

PO 2. Describe various ways in which energy is transferred from one system to another (e.g., mechanical contact, thermal conduction, electromagnetic radiation.)


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• Bullet weight, size, and rifling

marks are class characteristics. • Striations on bullets are

individual evidence. • Distance from a target can be

determined by a combination of factors that include residues and entry patterns.

• Footwear and tire tread marks are class characteristics.

• Bite marks are individual characteristics.

TOPIC: Firearms, Tool Marks, and Impressions

Enduring Understanding: Mechanical and human interactions can result in unique markings that can be used as evidence.


• Lab Activity: Characterization of Bullets and Cartridge Casings

• Lab Activity: Greiss Test • Lab Activity: Sodium

Rhodizonate Test for Lead Residue

• Lab Activity: The Case of the Bitten Bonbon

• Lab Activity: The Corpse in the Closet

• Lab Activity: Matching Tool marks

• Lab Activity: Casting Shoeprints

• Lab Activity: Relating Shoe Size to Height

• Lab Activity: Comparing Bite Marks

• caliber • grains • rifling • lands • grooves • striations • bullet • cartridge • tool mark • gauge • bore

Reference, Books, Articles, Websites, and Additional Project on page 475 of Forensic Science for High School

Student Learning Outcomes: • The students will determine distance from a target. • The students will compare markings on bullets to determine if they

were fired from the same weapon. • The students will test for gunshot residue using the Greiss Test. • The students will test lead residue using the sodium rhodizonate test. • The students will distinguish between tool marks on different objects. • The students will distinguish between different tire marks.

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Forensic Science Curriculum