Subject: Forensics Course Title: Forensics Unit: Criminalistics and

Owego Apalachin Central School District

Subject: Forensics Course Title: Forensics

Unit: Criminalistics and the Crime Scene #/Placement of Unit: 1 Duration: 4 weeks

TimeFrame

Content Skills Performance Tasks/ Instructional Activities

Resources/ Technology Integration

5Days

1. Origins 2. Important people

& contributions.3. Where are we

today? 4. Locard’s

Exchange Principle

1. Define the scope of forensic science.

2. Detail history & development of forensic science.

3. Discuss limitations of science.

4. Review legal system of US (innocent until proven guilty)

5. Review metric system & conversion units

o Metric system lab o Identify tools of criminologist o Match scientist with their

contribution.o Role play ( Mock trial )

Saferstein text, Carpenter’s Forensic Resources:www.3street.com/forensics/,Powerpoint Notes

Goals:o Understand the history of forensic science and the importance technology has in determining a persons’

innocence or guilt. o Use tools and equipment to collect evidence at a “crime scene” and see through the Chain of command o To begin to think objectively, and see the whole picture in relation to a crime scene.o Explain the importance of police agencies working together and availabilities/ limitations of each level (Town,

State, Federal) o Read and analyze Case studies

Essential Questions: What is forensic science? How long has Forensic science been around?

What are our capabilities today in regards to forensic testing? 10 years from now? How is evidence collected? Whose job is it, how is it stored and kept on file? What is a crime scene? How do we protect it? TV shows like CSI, do they depict true and accurate information? What responsibilities do police officers have in crime scene investigations?

5 Days

1. Crime Laboratory & services provided 2. Validity Vs Reliability

3. Evidence & Testimony in the courtroom

1. Discuss the various levels and sub units within a forensic crime unit.

2. Comprehend amount of time forensic testing takes to complete (Measurement lab)

3. Identify validity & reliability of each test being performed and how evidence will measure up in the courtroom.

o Practice in Making Laboratory measurements lab.

o Analyze Case Study(Jascalevich Murder)-Saferstein text

o Test on Chapter 1

Compound light microscope,Sketch pad, Slide show from NYS Police crime lab Saferstein Text Ch. 1 ADVANCED Forensic

ScienceTeacher Resource Manual http://www.crimeandclues.com/

8 Days

1. Physical Evidence

2. Securing Crime scene

3. Recording the scene

o Noteso Photoso Sketches

4. Searching for & Collecting evidence

1. Define: physical evidence, Chain of custody

2. Discuss responsibilities of 1st

Police officer who arrives at the scene of the crime.

3. Explain and demonstrate steps to be taken for thoroughly recording scene.

4. Describe proper procedure for conducting systematic search.

5. Describe proper packaging techniques for physical evidence

6. Discuss implications of the Mincey & Tyler case

o Mock Crime Scene set up.o Crime scene sketches o Collecting and packaging

evidence.o Practice Crime scene search

patterns (p 41) o Follow the chain of custody

Lab. NYS Police evidence file papers.

o Quizo Enrique Camarena Case

“Forensic Nightmare”

Crime scene sketch kit-Sirchie Laboratories Evidence: The True witness(http://library.thinkquest.org/17049/gather/)Criminal InvestigationSaferstein Text http://www.crime-scene-investigator.net/csi-response.htmlPowerpoint Notes

http://www.crimeandclues.com/

Assessments: Class Discussions / Participation Unit test Multiple choice, Short answer Case Study questions Demonstrated evidence collection techniques Lab answers ( Metric System , Measurement Lab) Crime scene sketch Guided worksheets Saferstein text p 52 -53 Quiz Matching (People and achievements)

Standards A 1, 2, 3, 4 B 1, 3, 4 D 1, 2 F 1, 2, 3, 4, 5, 6, 7



Unit: Physical Evidence #/Placement of Unit: 2 Duration: 3 weeks

Essential Questions : What types of evidence are collectable? Are some types of evidence better than others? More reliable? What role does the criminologist play in presenting evidence in the courtroom? What information can be determined from my hair? What constitutes a crime scene? How do you prevent crime scenes from contamination? How is a crime scene reconstructed for courtroom presentations? How long does it take to collect, process, and analyze evidence from various crime scenes?

Goals : Recreate evidence that may be left behind at a crime scene. Analyze hair fibers and determine which ones belong to humans. Explain and provide examples of the various types of physical evidence ( Comparison , Class, Identification) Provide insight as to different types of physical evidence a police officer may look for at a crime scene. Discuss how evidence is used to in crime scene reconstruction. Sequence events in chronological order. Explain the importance of proper crime scene reconstruction in court room presentations. Give students the feel of how it feels to be a witness to a crime.

Self Assessment/ Reflection

TimeFrame



7 days

1. Common types of physical evidence

2. Identification evidence.

3. Comparison evidence

4. Class evidence 5. “jig saw fit”

1. List the common types of evidence at the crime scene

2. Create “collect” impression evidence ( foot, bitemark)

3. Explain the difference between identification and comparison of physical evidence.

4. Discuss the value of class evidence to a criminal investigation

� Construct bite mark impressions

� Analyze reliability of various types of evidence Ex

( footprint vs blood) � Hair identification lab

Casts (foot, bite mark impressions)StereomicroscopeCompound light microscopeSaferstein text Powerpoint Notes


5 days

1. Crime- scene reconstruction

2. technological advancements

3. Observation skills –How good are mine?

1. Explain the purpose physical evidence plays in reconstructing the events surrounding the commission of a crime.

2. View a reconstructed case. 3. Describe with precision a

brief, shocking mocked assault that takes place.

� Watch video on reconstructed case

� You make the call ( You are jury- what is your decision )

� What happened when? Sequencing activity

� How observant are you activity.

DVDElmo projection unit Slide show Sketches showing drawings Powerpoint Notes ADVANCED Forensic Science Teacher Resource Manual http://www.crimeandclues.com/

Assessments: Hair identification lab Dental & Shoe impression activity Sequencing activity Explanation of Jury Duty answers Guided questions ( Wayne Williams Trial) How observant are you? Descriptive writing Review questions - Saferstein text p74 -75 Class Discussions/ Participation Unit test Multiple choice, Short answer Case Study questions

Standards: A 1, 2, 3, 4 B 2 C 2 D 1, 2, 3 F 1, 2, 3, 4, 5, 7



Unit: Forensic Science Research #/Placement of Unit: 3 Duration: 8 days

Self Assessment/ Reflection

Essential Questions: Where can I find information from when I do research for this class this year? Who is the worst serial killer / most notable of all time? How do I access information from the Tri-County Public Library system ? What will I do when I am denied access to the websites I need?

Goals: Research information about a serial killer and the crimes they committed. Use three alternative methods of research other than the world wide web. Develop confidence in research skills. Refer back to multiple resources in order to gain knowledge.

TimeFrame



8 days

1. Library skills to accessinformation from 3 sources.

2. Serial killers 3. Psychology of a

murderer

1. Practice information retrieval on the internet.

2. Describe and gather information from methods other than the Internet.

3. Prepare a biography of a serial killer.

4.

� Gather information from a reliable source.

� Organize information in chronological order.

� Prepare a biography. � Present information to an

audience.

Internethttp://www.crimeandclues.com/

Assessments: Biography of a Serial killer Oral presentation of biography

Standards: A 1, 2, 3, 4 C 3 F 1, 2, 4

Self Assessment / Reflection:



Unit: Fingerprints #/Placement of Unit: 4 Duration: 3 weeks

TimeFrame



3 days

History of fingerprints 1. Bertillion’s System 2. Chinese signed

documents 3. Henry Fauld 4. Francis Galton

Modern fingerprinting 1. Databases

1. Name individuals and their significant contributions in development of fingerprint technology. 2. Define ridge characteristics. 3. Discuss the use of fingerprints in today’s society. ( Criminal and employment purposes ).

� Introduce students to FBI crime database.

� Analyze materials capable of retaining prints (evidence)

� Discuss case of United States v. Byron C. Mitchell

� Watch verdict of Mitchell case

Saferstein Text Ch. 14 http://www.fbi.govVHS – for case study Powerpoint Notes http://homepage.ntlworld.com/bob.chappell/projects_page.html

Goals: To be able to identify the three types of prints. (Loops, swirls, arches) Lift and preserve fingerprints using two different methods. Detail the history of fingerprinting back to 1883. Debate whether employers / schools have the right to mandate fingerprints for employment / attendance. Identify surfaces that allow / do not allow for prints to be identified. Explain various methods law enforcement may use in order to gain a suspects prints

Essential Questions: What are fingerprints? Who was responsible for and how were they discovered? Are fingerprints unique to a specific individual? What surfaces can fingerprints be lifted from? How are prints lifted? Can fingerprints be permanently altered to avoid detection? Do other body parts (feet) leave distinguishable identification marks? Is it right to fingerprint everyone at birth and enter the data into the FBI database? Are there limitations to fingerprinting?

5 days

Physiology of Prints 1. Formation 2. How are prints left

at crime scene? 3. Identification

A. Latent prints B. Visible Prints C. Plastic Prints

4. Principles of fingerprint identification

1. Explain why a fingerprint is a permanent feature of the human anatomy.

2. Create and lift three types of prints.

3. Identify distinguishing characteristics from the three types of “lifted prints”

4. Analyze prints and determine if they are smudged.

5. Describe the surfaces that are “good” & “poor” for retaining fingerprints.

6. Explain why some surfaces are better than others for holding prints.

� Take and lift latent prints � Obtaining an inked print � Matching class prints � Demonstrate the use of

Super-glue in print ID � Identify properties of skin

responsible for giving humans distinguishable prints

� Observations of fingerprints under light microscope

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

Internet Print cards Saferstein Text Ch. 14 Compound lightmicroscopeADVANCED Forensic

Science Teacher Resource Manualhttp://homepage.ntlworld.com/bob.chappell/projects_page.html

4 days

FingerprintClassification

1. Primary Classification

A. Loops B. Whorls C. Arches

2. Henry’s System

1. Classify a set of fingerprints by the primary classification of the Henry System 2. Match lifted prints to each member of the class.3. Explain how much of a print is needed to positively identify a suspect.4. Discuss legal ramifications of fingerprinting everyone at birth for legal purposes.

� Identifying prints by distinguishing characteristics

� Match lifted prints to various “suspects” from class.

� Observations of fingerprints under light microscope

� Class discussion: What to do when there are multiple sets of prints?

� Personal freedom notes and discussion

Saferstein Text Ch. 14 Print cards Ward’s fingerprinting identification kit Compound light microscope Police officer Powerpoint Notes http://homepage.ntlworld.com/bob.chappell/projects_page.html

Standards: A 1, 2, 3 D 2 F 1, 2, 4, 5, 6, 7 G 5

Assessments: Q 1- 40 Saferstein text p. 430 -431 Fingerprint ID Lab (Match prints to classmates) Dusting and Lifting Prints Lab Quiz Fingerprint Classification activity sheet study guide ( U.S. v. B. Mitchell)

Class Discussions / Participation Unit test Multiple choice, Short answer Case Study questions Should US citizens be fingerprinted at birth? - worksheet



Unit: Hair, Fibers, & Paint #/Placement of Unit: 5 Duration: 3 weeks ( 23 days)


Essential Questions: What information does a hair contain? Can one distinguish between hairs from different regions of the body? Why are there different types of hair found on a person’s body?

Can skin grafts obtained from a second party contain hair or skin cells with the original persons identifyingcharacteristics?

Is it possible to change hair characteristics through diet, or by bleaching ones hair? If fibers are found on or near a victim can give crucial information to investigators?

How can paint chips found at the scene of an accident be considered evidence? What is a famous case involving the collection of hair, fibers, or paint evidence?

Goals: Explain the development and structure of hair. Compare / Contrast human and animal hairs under a microscope. Create a model of layers of the dermis. Comprehend the importance of finding hair, fibers, and / or paint chips at a crime scene. Investigate the properties of hair, fibers, and paint chips using microscopes. Understand the different methods of analyzing paint. Compare various samples of paint using the comparison scope. Match paint chips with the correct sources.

TimeFrame



8 days

Hair1. Searching & Collection

of Hair evidence 2. General morphology &

characteristics3. Phases of growth 4. Human vs animal hair 5. Microscopic examination

1. Describe the cuticle, cortex, & medulla of the hair.

2. Identify & explain the three phases of hair growth.

3. Compare / Contrast human & animal hairs.

4. Demonstrate the proper collection of hair evidence.

5. List hair features that are useful for the microscopic comparison of human hair.

6. Describe the role of DNA typing in hair comparisons.

� Analyze hair under stereomicroscope

� Identify various hair structures.

� Find and collect different hair samples from a mock scene.

� List class characteristics of collected hair samples.

� Predict origin of hair sample.

� Discuss role of hair evidence in the Ennis Cosby murder & the Central Park jogger murder case (1989)

� Prepare wet mount of human hair.

Saferstein Text Ch. 8 StereomicroscopeFlex cam Internet – Ennis Cosby murder articles

Animal hair database AJ Lee


9 days

Fibers1. Types Natural or man

made2. Identification &

comparison3. Case study: Fiber

evidence from a van

1. Classify fibers 2. Describe the structure of a

polymer. 3. List properties of fibers

useful for forensic comparisons.

4. Demonstrate the proper collection of fiber evidence

5. Complete Identifying Feathers Lab

� Venn diagram – man made vs natural fibers

� Analyze Major generic fiber chart p. 208 -209

� Discuss domestic and industrial uses in connection with fibers found at a crime scene

� Collect and view fibers under light microscope.

� Compare collected fibers to known fibers to try and identify match

Saferstein Text Ch. 8

Poster – Generic fibersCompound light microscopeRead case study – Fiber evidence from van. Lab – Identifying FeathersLab – Using Polarized Light to Identify Fibers (Prentice Hall)

6 days

Paint1. Components 2. Types of auto paints 3. Collection &

Preservation4. Examination

A. Microscopic B. Solvent test C. Gas

chromatography D. X-ray

spectroscopy

1. Describe the components ofpaint.

2. Classify automobile paints.3. Examine various paint

chips through various testing methods.

4. Describe the proper collection & preservation of paint evidence.

� Paint chip analysis. Determine the number of layers of paint in a sample.

� Video presentation of gas chromatography in paint identification.

� Prepare examples to examine ( spray paint, clear coat, oil based, water based paint.

� View various chipped samples under microscopes.

� Discuss how automobiles are painted and how paint evidence is left behind at accidents.

Saferstein Text Ch. 8 Compound microscope

DVD “ Paint Analysis” Pyrogram of auto paint(overheads)

Various paint samples

ADVANCED Forensic Science Teacher Resource Manual

Assessments: Class Discussions / Participation Unit test Multiple choice, Short answer Case Study questions (fiber evidence) KWL

Demonstrated evidence collection techniques Venn diagram ( fiber ) Lab answers ( Identifying Feathers) Paint sample matching and analysis Guided worksheets Saferstein text p 230 - 231 Quiz

Standards: A 1, 3 B 1 D 1, 2, 3 F 1, 2, 3, 4, 5, 7




Unit: Glass & Soil #/Placement of Unit: 6 Duration: 3 weeks (12 days)

Essential Questions: Why does a prism disperse light the way it does? How can you distinguish the difference between various samples of glass? How is glass formed? What does amorphous mean? How can the direction and angle of a bullet be identified by examining a hole left in glass?

What physical evidence in soil is examined? Is bulletproof glass really bulletproof? What is it made of? How long will evidence in soil remain intact? How does soil vary from one place to another? With what degree of certainty does soil evidence link one to a crime?

Goals: Determine the density of various shards of glass in order to positively identify the origin of the glass. Identify fracture patterns from a bullet. Demonstrate proper technique of glass evidence. Trace the path of a bullet by examining evidence collected at a crime scene. Detail the difficulties investigators have in collecting and preserving glass samples. Identify refractive values of glass samples. View and analyze minerals found within soil samples. Find soil evidence on garments and/or rugs and match to a specific location. Discuss the importance of the camera in collection of physical evidence.

TimeFrame



6 days

Glass1. Physical

PropertiesA. Density B. Refractive

IndexC. Elasticity D. Fractures

2. Crime scene – Common forms

3. Fracture Patterns A. Radial B. Concentric

4. Identification 5. Collection &

Preservation A. Safety

1. Define physical & chemical properties.

2. Measure & / or examine physical properties (density, refractive index, elasticity, fractures) of different types of glass.

3. Distinguish crystalline from amorphous solids.

4. Define double refraction & birefringence.

5. Describe the dispersion of light through a prism.

6. Describe & practice the flotation & immersion methods for comparing glass specimens.

7. State how to examine glass fractures to determine the direction of impact for a projectile.

8. Describe the proper collection of glass evidence.

� Lab: Density of Glass by Floatation & Density Gradient Columns

� Examine various glass samples and compare torefractive value index.

� Analyze crime scene photos of glass fractures for direction of entry and proximity.

� Make predictions about “bulletproof” glass. (How, why, to what degree does this withstand force.

� Take photos of simulated crime scene for evidence collection.

Saferstein Text Ch. 4 Digital camera Refractive Graph Index Crime scene Photos Density gradient tubes


6 Days

Soil1. Characteristics

A. Color, grain size, composition

B. pH C. Density

(Gradient Tubes) 2. Collection of

EvidenceA. Area (Outside) B. Garments, rugs

1. List the important properties of soil.

2. Describe and demonstrate the density-gradient tube technique.

3. Take and examine core samples of soil.

4. Perform tests (pH, color, grain size) on taken core samples.

5. Describe the proper collection of soil evidence.

� Identifying minerals activity-Using reference table

� Identify area of stained garmets

� Sequence proper steps / techniques for collection of soil sample.

� Interpreting Insect Evidence Lab ( materials of soil )

Saferstein Text Ch. 4 Earth Science Reference TableInternet access

BIODETECTIVES:Investigations in Forensics Prentice Hall

Assessment: Class Discussions / Participation Unit test Multiple choice, Short answer Case Study questions Demonstrated evidence collection techniques Lab answers ( Metric System , Measurement Lab) Crime scene sketch Guided worksheets Saferstein text p 116 - 117 Quiz Matching (People and achievements)

Standards: A 1, 2, 3, 4 B 1, 3 F 1, 2, 4, 6, 7




Unit: Blood & Other Body Secretions #/Placement of Unit: 7 Duration: 15 days

Wh

TimeFrame



6 days

1. Composition of blood A. Cellular components B. Plasma

2. Blood types & heredity A. A, B, O, AB B. Rh factors C. disorders 3. Information A. genotype B. phenotype

1. Review components of blood.

2. Define importance of blood identification at the crime scene.

3. Discuss how blood type can solve paternity tests.

4. Demonstrate the value ofPunnett squares.

5. Explain why frequencies of blood types can be predictable.

6. Understand important blood disorders.

� Nurse will prick student’s fingers to determine Blood type.

� Individual Rh factor analysis � View prepared slides of blood

cells.� Sketch various blood

components� Organize a blood drive and

present information on important parts of blood.

� Worksheet: Am I the father? � Create and read results of

Punnett Squares

http://www.crime-scene-investigator.net/blood.htmlSaferstein Text Ch. 12 http://www.romulus.net/contextual/science.htm#forensicsRed Cross

Essential Questions: Where is blood often “hidden” at a crime scene? Can blood be completely cleaned up? What components of blood are used and needed by organizations like the Red Cross? What is your blood type? What does this mean? How long does blood evidence remain useful? How might blood splatter evidence give detectives clues as to what happened at a crime scene? What are other types of body fluids that may be collected at various types of crime scenes?

Goals: Each student will type their own blood. Compare / Contrast human and animal blood through microscopic investigation. Create blood splatter patterns typical of various types of crimes. Recreate a crime committed by investigating various blood splatter patterns. Organize a blood drive . Collect and preserve “simulated blood” evidence. Create a hypothesis and work through scientific method to solve a crime.

7 Days

Forensic characterization of blood1. Lab tests for presence of

bloodA. Benzidine test B. Phenolthalein C. Luminol D. Microcrystalline

2. Origin of Blood 3. Aging of Blood 4. Blood Stain Patterns 5. Collection & Preservation

of evidence

1. Review crime scene investigators roles when blood is present. 2. View various field tests to detect human blood 3. Demonstrate method of detecting a “cleaned up” blood scene 4. Create blood splatters. 5. Record / Document patterns 6. Discuss importance of pooling at a scene. 7. Collecting blood samples (Dry & wet) 8. Research amount of time blood will retain its defining characteristics 9. View various photographs and determine impact angle of blood. 10. Predict type of weapon responsible for creating different types of blood splatter

� Blood splatter lab –Impact Angles

� Blood Splatter lab – Patterns Create splatter patterns from various heights

� Draw blood components from prepared microscope slide

� Collect and preserve blood samples ( Wet /Dry blood )

� Quiz matching: blood splatter to type of weapon

Saferstein Text Ch. 12http://www.romulus.net/contextual/science.htm#forensics

http://www.nvps.net/npsnhs/Cur riculum %20Maps/Blood%20Impact% 20Angle%20-%20Lab.doc


2 Days

Other Body Fluids A. Semen / Spermatozoa B. Perspiration C. Saliva D. Urine E. Vaginal Secretions

1. List the lab tests necessary to collect seminal stains.

2. Explain how suspect stains are properly preserved for laboratory examination.

3. Describe collection of evidence in rape investigation.

4. Define identifying characteristics present in other body fluids.

1. Sequence events of evidence collection in rape cases

2. Microscopic examination of secondary evidence.

3. Collect and process “potential” evidence containing other body fluids.( Mini lab )

4. Research evidence collection chain of command- ( How is evidence filed and stored at the laboratory.

5. Watch video ( Hidden Pieces: Evidence Collection)

http://www.crime-scene-investigator.net/evidenc4.htmlSaferstein Text Ch. 12


Hidden Pieces: Evidence Collection VHS tape

Assessments: Class Discussions / Participation Unit test Multiple choice, Short answer Case Study questions Demonstrated evidence collection techniques Lab answers ( Blood typing) (Blood splatter) Study guide quiz : Hidden evidence Guided worksheets Saferstein text p 358 - 360 Quiz (Genotypes / Phenotypes)

Standards: A 1, 3, 4 C 1, 2, 3 D 1, 2 F 1, 2, 3, 4, 5, 6, 7 G 4




Unit: DNA Evidence and Skeletal Remains #/Placement of Unit: 8 Duration: 18 days

TimeFrame



11 days

1. DNA structure 2. Replication 3. DNA Typing 4. History of DNA

Evidence5. DNA evidence

and criminal investigations.

6. Analyze famous cases: O.J. Simpson & Sam Sheppard

1. Understand where DNA is located and components.

2. Describe implications of DNA replication in Forensic science.

3. Investigate the history of DNA evidence

4. Research famous court cases.

5. Present evidence supporting or refuting jury’s verdict.

� Perform Web Quest � Read case study and analyze

Sam Sheppard and OJ Simpson cases

� Debate OJ Simpson case through Mock trial

� Activity: Interpreting DNA Evidence

http://www.pbs.org/wgbh/nova/sheppard/chronology.html

BIODETECTIVES:Investigations in Forensics Prentice Hall


KNEX DNA kits Saferstein text Ch. 13

Essential Questions: How accurate is DNA evidence? What does this mean in a courtroom? When was DNA discovered? How many cases have been overturned since DNA evidence has been available? Medical examiners often can determine time of death with a great degree of precision. How? What does a visit to the morgue feel like? What story do bones tell? Are facial reconstructions accurate?

Goals: Construct a DNA molecule using the nucleotide kits Debate the O.J. Simpson trial Research and decide verdict based on evidence. Present opinion based on scientific research and evidence. Take a field trip to a morgue. (Lourdes Hospital) See how DNA has helped convict and also acquit suspects since it’s discovery.

7 days

1. Human skeletons Basic information

2. Rate of Decay Building the body up from nothing reconstruction3. September 11, 2001 World Trade Center

1. Measure human bones. 2. Predict age, race, sex of

individual from the measured bones.

3. Estimate time of death due to state / condition of the body.

4. Explain how environmental factors play a role in decay.

5. Follow procedure to create a potential victim

6. Understand role DNA had in identifying bodies in 9/11 attacks.

7. State limitations of DNA evidence

� Lab: Interpreting Skeletal Remains

� Trip to the morgue � Facial reconstruction activity:

Name to a Face � Case Reading p 399 -404

BIODETECTIVES:Investigations in Forensics Prentice Hallhttp://www.feinc.net/cs-recov.htmDr. Terzian Coroner / Medical Examiner

http://www.crime-scene-investigator.netBones : A Forensic Detective’s Casebook

Saferstein Ch 13 http://www.andreacampbell.com/html/forensic_sculpture.html

Assessments: Debate: Oral presentations, Written evidence based on research Quiz DNA model construction Matching, Short Answer Exam Facial reconstruction ( Following Directions ) Interpreting Skeletal Remains Lab Thank You letter ( Dr. Terzian ) Saferstein book questions p. 397 – 399 September 11 Discussion worksheet


Standards: A 1, 2, 3, 4, B 2 D 1 F 1, 2, 3, 4, 5, 6, 7



Unit: Forensic Toxicology #/Placement of Unit: 9 Duration: 13 days

Essential Questions: Do drug programs like D.A.R.E work? Have you ever seen a Mock accident? What were your thoughts, feelings, view as to the effectiveness? In your opinion, how many students in our high school do drugs? Drink and Drive? What do you think happens to someone who is pulled over and is suspected of being under the influence? Who has witnessed a mock accident? What are your thoughts / feelings as to their effectiveness? Why do illegal substances make you feel the way they do?

Goals: Perform field sobriety tests. Simulate the booking process of a DWI suspect. Reflect and share feelings after viewing mock DWI accident Understand various types of drug and alcohol testing. Conduct survey to analyze percentages of students involved in drug use. Promote “safe” decision making skills in regards to peer pressure.

Comprehend the short and long term effects of various “commonly used” drugs.” Make rationale life decisions in regards to drugs and alcohol.

TimeFrame



7 days

1. Role of toxicologist 2. Alcohol & the human body A. Absorption, effects, elimination B. Impairment level 3. Alcohol testing A. Breathalyzer B. Field sobriety tests 4. Blood testing 5. Preservation of evidence

1. Explain absorption, transportation, and elimination of alcohol throughout the body.

2. Describe process of alcohol excretion via the breath.

3. Perform and explain results of Breathalyzer test

4. Demonstrate some common field sobriety tests.

5. Research validity of alcohol analysis.

6. View the legal system in regards to alcohol (DWI)

7. Express feelings of witnessed mock accident

� Trace path of alcohol (coloring activity)

� Perform Breathalyzer � Take a tour of local or state

police office. � Student will go through

“booking process” of a DWI suspect

� View mock DWI accident � Present feelings on “Effects of

DWI”� Develop realistic approach

towards reducing DWI amongst high school students.

Saferstein Text Ch. 10 http://www.romulus.net/contextual/science.htm#forensics

Owego Police DepartmentNYS Police

6 days

1. Techniques for identifying drugs & poisons in the body 2. Overview of various illegal drugs and effects on the body 3. Significance of toxicological findings

1. Define acid and base 2. Trace the path of a nerve

impulse.3. Identify drug classes and

effects on various body systems.

4. Create drug survey for students at OFA.

5. Develop an appreciation for the forensic toxicologist in the criminal justice system.

6. Discuss the significance of finding a drug in human tissue.

� Administer drug survey to students at OFA.

� Color Nervous system � Play drug JEOPARDY review

game.� Watch Cold Case episode # 13� Drug Findings worksheet

Saferstein Text Ch. 9 & 10http://www.romulus.net/contextual/science.htm#forensics


Assessments: Class Discussions / Participation Unit test Multiple choice, Short answer Case Study Demonstrated evidence collection techniques Field Sobriety Tests Jeopardy Review game Lab answers ( Metric System , Measurement Lab) Drug survey ( Analysis of results ) Guided worksheets Drug Findings Saferstein text p 293 -295 Quiz (Drugs)

Standards: A 1, 2, 3, 4 C 1, 2, 3 D 1, 2, 3, 4, 6, 7 G 5




Unit: Firearms & Questioned Documents #/Placement of Unit: 10 Duration: 22 days

Time Frame Content Skills Performance Tasks/ Instructional Activities

Resources/ Technology

6 days

Firearms 1. History or firearms identification A. Sacco & Vanzetti B. Kennedy assassination

1. Detail the history of firearms identification

2. Identify major contributors to firearms identification

3. Summarize evidence from the JFK assassination.

4. Analyze information and draw conclusion.

� Define vocabulary list of firearm terms

� Create outline � Watch JFK assassination � Draw conclusion on who

killed JFK.

Saferstein Text Ch. 15 http://www.jfklancerforum.com/sherryg/page01.htmlhttp://www.crimeandclues.com/

Essential Questions: What story do bullets and their casings tell? Who killed John F. Kennedy? How are bullets linked to a specific firearm? Where / How are the markings made? What is a powder burn? How has firearm technology changed? Can you identify counterfeit money?

Why does money change appearance? How am I able to determine whose name is not on their paper?

Goals: Review the JFK assassination Identify the classifying features of bullets, firearms, and of casings. Examine bullet holes to determine direction. Evaluate forged documents. Practice techniques in handwriting analysis. Investigate U.S. currency and identify anti-counterfeit marks.

4 days

2. Principles of firearms identification A. Comparison microscope B. Bullet comparisons C. Lands & Barrel grooves D. Caliber E. Cartridge casing numbers F. Breechblock marks G. Firing Pin Marks H. Extractor & Ejector 3. Gunpowder Residue 4. Trajectory & other firearms problems A. Bullet direction B. Clothing & Body examination

1. Describe the techniques for rifling a barrel

2. Explain how a firearm works.

3. Distinguish caliber from gauge

4. List class & individualcharacteristics of bullets and cartridges.

5. Describe a lab test fordetermining whether an individual has fired a weapon.

6. Explain the IBIS system.

7. Test for gunpowder residue.

8. Retrace the path of a bullet.

9. Explain serial number restoration process

� Compare / Contrast bullet and cartridge cases

� Powder residue on Fabric evaluation

� Classifying bullets from holes.

� Define working mechanisms of firearms

� Hypothesize direction of bullet travel and type of firearm from evidence samples.

� View bullet wounds found on human victims

Saferstein Text Ch. 15ADVANCED Forensic Science Teacher Resource Manual

http://www.firearms id.com

View firearms Identification procedhttp://www.crimeandclues.com/

8 days

Questioned documents & obliteration

1. History of documentidentification2. “ Questioned” documents 3. Handwriting identificationprinciples4. Types of alterations A. Erasures B. Chemical erasures C. Overwriting D. Serial numbers

� Read about the history of great forgers: online

( Lindberg Jr. case) � Examine online and

handwritten forgeries

� Solve staged “classroom crimes

� Practice techniques to determine difficulties of forgery

� Identify critical patterns within ones own handwriting style

� Discuss properties of inks

� Create chemically altered documents

� Analyze altered documents

� Analyze “ A partial Ransom note

� Solve kidnapping case based on evidence left behind on ransom notes

� Analyze own handwriting style - forged signatures

� Create and analyze partners erasure marks

� Examine critical ransom notes of the Charles Lindberg Jr. case implicating Clifford Irving

� Read case study (Lindberg) � Determine quality of altered

documents

http://www.crime-scene-investigat.net/document.html


http://www.pbs.org/wgbh/nova /mo

http://www.romulus.net/contextualscience.htm#forensics

http://www.courttv.com/forensics_curriculum/msunit1.pdf (idea for creating ransom note)

http://school.discovery.com/lessonplans/programs/forgery/ (class readings

4 days Counterfitting

1. U.S. currency production

1. mint locations

2. counterfeit proofmoney

2. History of safety features

1. counterfeit techniques

2. penalties for counterfeiting

3. View different markings on various U.S. currency.

4. Describe how money is produced.

5. Review locations and purpose of a mint

6. Take a virtual tour through the U.S. mint

7. Understand why money needs to change markings through time.

8. Explain various methodscounterfeiters use to produce illegal monies.

� View video � Analyze U.S. currency for

counterfeit marks� Compare money of today

versus past � Create timeline of U.S.

currency securities � Visit local bank � Webquest –US mint tour � On line exam

PBS video Making of Moneyhttp://www.pbs.org/wgbh/nova /mo

Partners Trust Bank

http://www.ustreas.gov/


Assessments: Class Discussions / Participation Unit test Multiple choice, Short answer Case Study questions Demonstrated evidence collection techniques Lab answers ( Handwriting Analysis) Guided worksheets Saferstein text p 465 – 464 & 487 – 488 Quiz

Standards: A 1, 3, 4 B 3, 4 D 1 F 1, 2, 4, 5, 6, 7 G 4, 5




Unit: Impressions ( Footprints, Tire tracks, tools) #/Placement of Unit: 11 Duration: 2 weeks

Essential Questions: Why was O.J. Simpson’s shoe print such a big piece of the puzzle in the Nicole Brown Simpson case? Can you identify your own shoe from a lineup? Rubber soles & tires display signs of wear. Why? How can shoe prints be preserved? What are typical objects used in a burglary? How can these lead to the incrimination of a suspect? How are successful hunters able to use tracks in their favor?

How can detective s use footprints of humans to help get answers? Can a case be solved without finding the tool / weapon that was used to commit the crime?

Goals: Find and identify footprint evidence planted at a crime scene. Distinguish identifying features found in tread patterns. Hypothesize actions of a suspect by analyzing a series of footprints. Measure distances with precision. Cast and mold shoe and print evidence. Match tool marks with type of tool and type of crime. Present information to class. Provide rationale for conclusion. ( Whose shoes are these activity?)

TimeFrame



9 days

Footprints & Tire Tracks 1.Design 2. Shape 3. Worn Areas 4. Size of tread 5. Manufacturer name 6. Distance between repeating pattern 7. Imperfection in tread 8. Width of heel, length impression 9. Collection of evidence (Photos & casting)

1. Understand tires and shoes have identifiable tread patterns.

2. Look for repeating patterns from shoe / footprints

3. Classify tires by manufacturer & type

4. Practice evidence collection ( impression casting )

5. Continue taking accurate metric measurements.

6. Explain why a specific shoe type / tire matches an imprint.

7. Read case study

� Lab: Restoring Bloody Footprints

� Trace outline of shoes and label areas of wear

� Activity: Walking or running (Gait pattern)

� Create Plaster of Paris mold from soil imprint

� Create databank from class imprints of shoe types. WhoseShoes are These? Activity

� Presentation of evidence.

http://www.crime-scene-investigator.net/footwear.htmlSaferstein Text Ch. 15 http://www.fbi.gov/hq/lab/handbook/intro14.htm#shoeprintADVANCED Forensic Science Teacher Resource Manual Comparison Microscope

Kost Tire ( tire samples )

Movie clip: My Cousin Vinny

2 days

Tool marks 1. Typical crimes where tools are used 2. examination of evidence 3. Importance of tool recovery

1. Explain typical tools/ weapons involved in crime.

2. Examine various marks from various cases.

3. Match a suspected tool to a wound / tool mark.

� Match marks to tools Quiz � Create tool marks,

impressions.� Weigh the value of tool marks

(Class vs Individual evidence)


http://www.crime-scene-investigator.net/csi-response.htmlhttp://www.crimeandclues.com/

Assessments: Class Discussions / Participation Unit test Multiple choice, Short answer Case Study questions Demonstrated evidence collection techniques Lab answers (Tool marks) Foot casts Guided worksheets Saferstein text p 464 - 465 Quiz Cast impressions – wear patterns Evidence presentations

Standards: A 1, 2, 3, 4 B 1, 2, 4 D 1 F 1, 2, 3, 4, 5, 6, 7


OOWWEEGGOO AAPPAALLAACCHHIINN CCEENNTTRRAALL SSCCHHOOOOLL DDIISSTTRRIICCTTCCUURRRRIICCUULLUUMM CCOOVVEERR PPAAGGEE

Project: Curriculum: Review and Revision: Full year Full year Scope and Sequence Half year Half year Modifications Quarter

Subject: Science

Course: Forensics

Grade Level(s): 11 & 12

Duration: full year course half year course quarter other __________________

Written by: Brian Kinney Stephen Bingley

Date: April 20, 2006

Approval Date: