CURRICULUM FOR FORENSIC SCIENCE: A BIOCHEMICAL …



COURSE OUTLINE Forensic Science

Instructor: Deborah Stripling

This course is designed to challenge students with topics such as fingerprinting, DNA analysis, blood typing and spattering, trajectories (for ballistics as well as blood spattering) comparative anatomy, and chemical analysis of drugs, poisons, and trace evidence, and the dynamics of Physics.

Students will learn about the careers involved with Forensic Science and will play mock roles as experts in the field to solve crimes. They will learn team work in solving the mock crimes and have a chance to change their roles as the year progresses. The students will all be given the tools to interpret data and techniques involved for both chemical and biological analysis of evidence.

PACING GUIDE: Some of the material will require more time than others but you should expect to cover three topics or units per marking period.

1. History and Development of Forensic Science

a. Organization of the Crime Laboratory

b. Services of the Crime Laboratory

2. The Crime Scene

a. Processing the Crime Scene

b. Legal Issues at the Crime Scene/ good lab techniques and safety

3. Physical Evidence

a. Types of Physical Evidence

b. Significance of Physical Evidence

4. Hairs, Fibers, and Paint

a. Morphology of Hair

b. Identification and Comparison of Hair

c. Types of Fibers

d. Comparison and Preservation of Fiber Evidence

e. Forensic Examination of Paint

5. Fingerprints

a. History of Fingerprints

b. Classification of Fingerprints

c. Methods of Detecting Fingerprints

d. Preservation of Developed Prints

6. Forensic Serology

a. The Nature of Blood

b. Forensic Characteristics of Bloodstains

c. Stain Patterns of Blood

d. Principles of Heredity

7. DNA

a. What is DNA?

b. DNA typing

c. Gel Electrophoresis

d. The Combined DNA Index System (CODIS)

e. The Collection and Preservation of Biological Evidence for DNA analysis

8. Drugs

a. Drug Identification

b. Collection and Preservation of Drug Evidence

c. Chemical Analysis of Drugs using Spectroscopy

Forensic Anthropology- bones and comparative anatomy, Bertillion measurements

9. Entomology- How bugs can give a time-line for death and bug morphology

10. Final Project

a. Use of all the above techniques and information to create their own crime for another team of forensic scientists in their class to solve.

b. Ability to solve a crime that is developed for them by another team of forensic scientists in their class or another class.

PURPOSE OF THE COURSE

Students will:

• Apply knowledge learned in previous courses such as Biology and Chemistry

• Work independently and in groups to apply that knowledge

• Use scientific terminology to describe the techniques they are using

• Understand how science is used to solve societal problems such as crime

• Incorporate History with science

• Explain how Criminal justice fits in with Forensic Science

• Understand that Forensic Science is applied Biology and Chemistry

• Learn the new uses of technology in solving crimes and issues of biometrics.

• Expand their use of the English language to document what took place and how they arrived at their conclusions

• Understand that there are limitations to what physical evidence can tell us but that the evidence does not lie

• Expand the use of critical thinking

GOALS AND OBJECTIVES

The goal of the course is to prepare our students for citizenship and advance their knowledge of science and how it fits in to the world we live in. The course is designed to motivate students to continue to explore alternate fields of science.

National Standards for Science in Secondary Education

The National Standards for science state that the goals for students are to be able to:

• Understand the nature of the world around them

• Use the scientific method and other scientific techniques, for problem solving

• Discuss topics of a scientific nature intelligently

• Use their knowledge of science to pick appropriate career paths and become productive citizens

Specifically, the following standards are incorporated into this curriculum:

• Content standard A: all students should develop abilities to do scientific inquiry and understandings about scientific inquiry.

• Content standard B: develop an understanding of the structure of atoms, structure and properties of matter, chemical reactions, motions and forces, conservation of energy, and interactions of energy and matter

• Content standard C: develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, behavior of organisms

• Content standard F: develop understanding of personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, and Science and technology in local, national and global challenges

• Content standard G: develop an understanding of Science as a human endeavor, nature of scientific knowledge and historical perspectives

The following curriculum is designed to meet these goals. For more specific goals, you can refer to the standards for Biology, Chemistry and Physics as they apply to the topics being studied.

|MONTHS |CYCLES |CHAPTERS/ TOPICS |RESOURCES |SUGGESTED READINGS |

| | |Learning Objectives | |Differentiated instruction |

| | | |Lab Safety Video provided by the State |Powerpoint Lab Safety |

|Jan/Feb |1 | | |Powerpoint notes: criminal |

| | |Review of Lab Safety |Microscopes LAB |investigation: an overview |

| | |Introduction to Forensic Science- | | |

| | |Chapter 1 |Power Point Presentation |TWO-MINUTE MYSTERIES |

| | | | |Case of the accidental drowning |

| | |Define Forensic Science |Bones A Forensic Detective’s Casebook | |

| | |Demonstrate lab safety | |A Forensic Detective’s Casebook pg 1-3 |

| | |Learn to use both the stereoscopic | | |

| | |microscope, dissecting microscopes and the | |Microscope lab |

| | |compound microscope |Brainpop | |

| | |Use the steps of the scientific method to | |Vocabulary list and study guide |

| | |problem solve |Study Guide for Criminal Investigation |questions |

| | | |(Orthman) | |

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|Jan/Feb | |Continued Chapter 1- History of Forensic | | |

| |2 |Science and Physical Evidence | | |

| | | |CSI EPISODE- A LITTLE MURDER |Two minute mystery The Case of Thirty |

| | |Describe the use of the crime lab | |Minutes or Less |

| | |Understand the importance of each scientist |MOVIE – THE BONE COLLECTOR(OPTIONAL) | |

| | |that contributed to the development of | | |

| | |Forensic Science | |Bones reading 4-6 |

| |3 |Define the role of the Forensic Scientist |INTERNET, | |

| | |in analysis of the Physical Evidence |POWER POINT, | |

| | |List the different Forensic Fields of |MOCK CRIME SCENE LAB | |

| | |Science: Forensic Pathology, Forensic | |Vocabulary list and study guide |

| | |Anthropology, Forensic Entomology, Forensic |Brain pop |questions |

| | |Psychiatry, Forensic Odontology , Forensic | | |

| | |Toxicology ,and Forensic Engineering |Study Guide for Criminal Investigation | |

| | |Calculate probability of a suspect being |(Orthman) | |

| | |similar to another. | | |

| | |Sketch a crime scene using a standard | | |

| | |template and references | | |

| | |Identify physical evidence: | | |

| | |Blood, semen, and saliva | | |

| | |documents | | |

| | |drugs | | |

| | |explosives | | |

| | |fingerprints | | |

| | |firearm and ammunition | | |

| | |etc. | | |

| | |gather evidence and understand why chain of | | |

| | |custody is crucial | | |

| | |learn the parts of the skin and their | | |

| | |functions | | |

| | |identify and compare human hair with animal | | |

| | |hair | | |

| | |pick out fiber from hair and recognize the | | |

| | |difference between synthetic fiber and | | |

| | |natural fibers | | |

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| | | |TEXT-CHAPTER 12 | CHAPTER 12 |

|November |4 | |TSF-PAGES 56-72 | |

| |(11/18-12/2) |CHAPTER 12-FORENSIC SEROLOGY |CSI EPISODE |TSF-56-72 |

| | | |BLOOD TYPING LAB | |

| | |Describe the nature of blood-antigens and |BLOOD SPATTER IDENTIFICATION CARD LAB |HANDOUTS DEALING WITH BLOOD |

| | |antibodies |BLOOD SPATTER LAB | |

| | |Identify Blood typing | |TMMC-BRONZE NYMPH, BURIED TREASURE, |

| | |Forensic characteristics of bloodstains |Court TV with Dr. Henry Lee, case of |CAVE PAINTINGS |

| | |Stain patterns |Conchetta Serra | |

| | |Principles of heredity | |INTERNET |

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| | | | |Read The Case of Conchetta Serra, |

| | | | |Cracking More Cases |

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| | | | |TCOFD – SEROLOGY PAGES 197-213 |

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| | |CHAPTER 14- FINGERPRINTING |FINGERPRINTING LAB |CHAPTER 14 |

|December | |Recognize the fact that fingerprints are a | | |

| | |means of identification and no two are the |POWER POINT ON PRINTS AND HOW TO |HANDOUTS |

| |5 |same |IDENTIFY THEM | |

| |(12/13-12/23) |Use techniques to compare prints: delta, | |TMMC-DEAD BOXER,COIN COLLECTOR, DEAD |

| | |bifurcation, ridge endings, etc. |Design our own data base of prints in |BROKER |

| | |Explain the methods of detecting |form of a booklet. | |

| | |fingerprints: superglue, powder both white, | |PRIME SUSPECT-SUSPECT IDENTIFICATION |

| | |black , magnetic, and by use of modern | |SYSTEM- SCHOLASTIC SOFTWARE PROGRAM |

| | |technology, such as, Reflected ultraviolet | | |

| | |imaging system(RUVIS) | |TCOFD- FINGERPRINTING PAGES 90- 118 |

| | |Identify their own prints as to type: whorl, | | |

| | |loop or arch or combination of types | | |

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| | | |DNA LAB WITH WHEAT GERM |TEXT –CHAPTER 13 |

|January | |CHAPTER 13- DNA |GEL- ELECTORPHORESIS SIMULATED DNA LAB | |

| | |Define DNA |CASE READINGS-PAGE 384 The O.J. Simpson|HANDOUTS |

| |6 |Recognize a model of DNA |Verdict and 395 | |

| |(1/20-2/1) |Understand the molecular structure as a |INTERNET RESEARCH |CSI EPISODE CLIPS |

| | |polymer chain | | |

| | |Understand the difference between nuclear DNA| |CRACKING THE CODE OF LIFE-MOVIE |

| | |and mitochondrial DNA | | |

| | |Explain the use of CODIS | |INTERNET |

| | |Collect and preserve biological evidence for | | |

| | |DNA analysis | |TMMC-DEAD FRENCHMAN,DEAD JUDGE, DEAD |

| | | | |MILLIONAIRE |

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| | | | |TCOFD- DNA TYPING PAGES 55-67 |

| | |CHAPTER 9-DRUGS |WHITE POWDER LAB |CHAPTER 9 |

|February | |Define what a drug is |THIN LAYER CHROM.LAB | |

| |8 |Identify narcotics |PAPER CHROM. LAB |HANDOUTS |

| |(2/16-3/3) |Identify hallucinogens |SPECTROSCOPY | |

| | |Identify barbiturates |POWER POINT |INTERNET |

| | |Identify “club drugs” |CSI EPISODE | |

| | |Document identification of print | |TMMC- DEAD PROFESSOR, DEATH AT SUNRISE,|

| | |Use paper chromatography to identify the ink | |DEATH PLUNGE |

| | |used to print a document | | |

| | | | |TCOFD- TOXICOLOGY PAGES 230-246 |

| |3/6-3/21 |FORENSIC ENTOMOLOGY-SUPPLEMENT TAKEN FROM |HANDOUTS ON CLASSIFICATION AND KEYS FOR|PROJECT SEARCH MANUAL |

|March | |PROJECT SEARCH |MACROINVERTEBRATES | |

| |9 |Classify bugs- dichotomous keys |LIFE CYCLES OF BEETLES AND FLIES |HANDOUTS |

| |(3/22-4/3) |Describe the Morphology of bugs | | |

| | |Learn what bugs can tell us about the |INTERNET |INTERNET |

| | |decomposition of a body | | |

| | |Recognize at what stage a body is in by |POWER POINT |THE BODY FARM |

| | |visual comparison | | |

| | | |CSI EPISODE-CLIPS |Digital Detectives Mysteries-“The Case |

| | | | |of the Killer Bugs” |

| | | | | |

| | | | |TMMC- THE CASE OF THE WATER NYMPH |

| | |FORENSIC ANTHROPOLOGY- SUPPLEMENT |SKELETAL LAB |HANDOUTS |

|April/MAY | |Demonstrate their knowledge of bones by |LAB ON BONES | |

| |10 |identifying different bones of the body. | |TMMC-DENTIST’S PATIENT, FLAWLESS |

| |(4/24-5/4) |Compare human bones with animal bones. |ACTIVITY –BUILDING A DINASAUR |PHIL,FOOTPRINT |

| | |Calculate the age of human remains based on | | |

| | |measurement of the bones. |ACTIVITY- PUTTING A PAPER MODEL OF |TCOFD- FORENSIC ANTHROPOLOGY-PAGES |

| | |Construct skeletons based on their knowledge |EXTINCT BIRD TOGETHER |122-138 |

| | |of the placement of certain shapes of bones. | | |

| | | |BONE LAB 1 | |

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| | | |BONE LAB 2 | |

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| | | |USE OF MATHEMATICAL MEASUREMENTS TO | |

| | | |DETERMINE THE AGE OF A VICTIM- | |

| | | |BERTILLION MEASUREMENTS | |

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| | |FINAL EXAMS ON THE LAST DAY OF THE CYCLE |THIS IS A TOTAL LAB EXPERIENCE, |TEXT |

| | |FINAL PROJECT- MOCK CRIME SCENE |STARTING WITH THE INVESTIGATION OF THE | |

| | |use all the techniques they have learned to |SCENE RIGHT UP TO THE CONCLUSION OF |FINGERPRINT DATA BASE |

|May |(5/18-6/1) |solve a mock crime: |“WHO COMMITTED THE CRIME” | |

| | |fingerprint dusting |Fingerprint dusting |PRIME SUSPECT |

| | |blood spatter analysis |Foot print analysis | |

| | |drug identification |Skid mark analysis |TSF |

| | |documentation of the crime scene |DNA samples if present | |

| | |sketching the scene |Photographs of crime scene |CRACKING MORE CASES |

| | |photographing the scene |Sketching crime scene | |

| | |foot print analysis |Blood spatter analysis |PHYSICAL EVIDENCE IN FORENSIC SCIENCE |

| | |Write a scenario based on the evidence |Age of victim based on bones | |

| | |Use analysis of data collected at the scene |Drug testing-TOXICOLOGY |A QUESTION OF EVIDENCE |

| | |to determine the perpetrator | | |

| | |Demonstrate through gathering evidence, | |HARD EVIDENCE |

| | |documentation of crime scene and analysis of | | |

| | |evidence that they have learned the skills | | |

| | |required to be a Forensic Scientist | | |

| | |GRADUATION DATE SUBJECT TO CHANGE | | |

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|June |6/19 | | | |

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|Forensic Science: A Biochemical Approach |

|Curriculum developed for |

|Connecticut Technical High School System |

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|GOAL 1: DEMONSTRATE SAFETY RULES IN A LAB SETTING. |

|CONTENT STANDARD A: DEVELOP ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY AND UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY |

|UNIT 1: Lab Safety, The Microscope(Chapter 7) and the Scientific Method |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|Students will: |View power point presentation of “It is not CSI” |

|Define Forensic Science |Watch safety video |

|Demonstrate lab safety |View basic prepared slides and learn to make a wet mount slide |

|Learn to use both the stereoscopic microscope, dissecting |Look at macro-samples with dissecting microscopes |

|microscopes and the compound microscope |Using the stereoscopic, and compound microscope to look at trace |

|Use the steps of the scientific method to problem solve |evidence |

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| |______________________________________ |

| |TEXT/RESOURCES |

| |Criminalistics – Chapter 7 |

| |Power Point of Henry C. Lee Institute Program |

| |CSI episode |

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| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Different types of microscopes |

| |Slides |

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|Forensic Science: A Biochemical Approach |

|Curriculum developed for: |

|The Connecticut Technical High School System |

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|GOAL 2: INVESTIGATE HOW FORENSIC SCIENCE WAS STARTED, THE SOCIAL NEED FOR SOLVING CRIMES. |

|CONTENT STANDARD A: UNDERSTAND AND USE SCIENTIFIC INQUIRY |

|UNIT 1: Chapter 1: The History of Forensic Science |

|Organization of the Crime Lab |

|Services of the Crime lab |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|Students will be able to: | |

|Describe the use of the crime lab |Exploration Activities: |

|Understand the importance of each scientist that contributed to the|Characterizing Your Shoes |

|development of Forensic Science |Matching Pieces of Paper |

|Define the role of the Forensic Scientist in analysis of the |Comparison of paper matches |

|Physical Evidence |Forensic Activity: |

|List the different Forensic Fields of Science: Forensic Pathology, |Solve Robbery |

|Forensic Anthropology, Forensic Entomology, Forensic Psychiatry, |Math Background Activity: |

|Forensic Odontology , Forensic Toxicology ,and Forensic Engineering|Probability and Statistics |

|Calculate probability of a suspect being similar to another. |Exploration Activity: Statistics |

|Sketch a crime scene using a standard template and references | |

| |Handouts: |

| |Introduction to Physical Evidence |

| |Figure 4-8 Detailed Sketch of Crime Scene |

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| |______________________________________ |

| |TEXT/RESOURCES |

| |Criminalistics, Saferstein-Chapter 1 |

| |Top Shelf Forensic, Walch-Pages 4-12 |

| |CSI episode |

| |The Bone Collector(optional) |

| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Paper matches |

| |Soda cans and tabs |

| |Printing paper |

| |Scissors, rulers and calculators |

|Forensic Science: A Biochemical Approach |

|Curriculum developed for |

|Connecticut Technical High School System |

| |

|GOAL 3: INVESTIGATE HOW TO GATHER PHYSICAL EVIDENCE AND DOCUMENT THE PARTICULARS OF A CRIME SCENE. |

|CONTENT STANDARD A: IDENTIFY QUESTIONS AND CONCEPTS THAT GUIDE SCIENTIFIC INVESTIGATIONS |

|UNIT 1: Chapter 3- Physical Evidence* |

|Types of physical evidence |

|Significance of physical evidence |

|*This information can take two cycles to complete or approximately 18 days |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|STUDENTS WILL: |Mock Crime Scene: Before and After, importance of documentation |

|Identify physical evidence: |Photographing the crime scene |

|Blood, semen, and saliva |Fiber lab |

|documents |Hair lab |

|drugs |Glass and soil lab |

|explosives |Background Handout- Hair as Forensic Evidence, the Morphology of Human|

|fingerprints |Hair |

|firearm and ammunition |Exploration Activities: Probabilities |

|etc. |Comparison of Animal and Human Hair Lab |

|gather evidence and understand why chain of custody is crucial |Forensic Activity: Dog napping |

|learn the parts of the skin and their functions |Introduction of Crime Report |

|identify and compare human hair with animal hair | |

|pick out fiber from hair and recognize the difference between | |

|synthetic fiber and natural fibers | |

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| |______________________________________ |

| |TEXT/RESOURCES |

| |Criminalistics- Chapter 3 |

| |Top Shelf Forensics- Pages 15-37 |

| |CSI video- A Little Murder |

| |Internet |

| |From Physical Evidence in Forensic Science-page 43 Bite Marks |

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| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Hair samples, slides, microscopes |

| |Fiber samples |

| |Bunsen burners, Dissecting kit |

| |FIBER ID KIT FROM CAROLINA BIOLOGICAL |

|Forensic Science: A Biochemical Approach |

|Curriculum developed for |

|Connecticut Technical High School System |

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|GOAL 4: INVESTIGATE THE DIFFERENCES IN BLOOD TYPES AND CHARACTERISTICS OF BLOOD |

|CONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF MOLECULAR BASIS OF HEREDITY |

|UNIT 2: Chapter 12 – Forensic Serology |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|Students will be able to: | |

|Describe the nature of blood-antigens and antibodies |Blood typing lab |

|Identify Blood typing |Blood spatter template lab/angles of trajectory |

|Forensic characteristics of bloodstains |Blood spatter analysis lab |

|Stain patterns |Exploration Activity- page 59 TSF* |

|Principles of heredity |Blood detection lab page 60 TSF |

| |Testing human and animal blood-page 63 TSF |

| |Forensic Activity – Assault- page 63 TSF |

| |* Top Shelf Forensics |

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| |______________________________________ |

| |TEXT/RESOURCES |

| |Criminalistics- chapter 12 |

| |Top Shelf Forensics- pages 56-72 |

| |CSI episodes |

| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Tape measure, protractor, |

| |meter stick |

| |fake blood |

| |animal blood (cow or pig) |

|Forensic Science: A Biochemical Approach |

|Curriculum developed for |

|Connecticut Technical High School System |

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|GOAL 5: IDENTIFY THE VARIOUS TYPES OF FINGERPRINTS AND COMPARE THEM TO KNOW PRINTS |

|CONTENT STANDARD A: FORMULATE AND REVISE SCIENTIFIC EXPLANATIONS AND MODELS USING LOGIC AND EVIDENCE |

|UNIT 2: Chapter 14- Fingerprints (Dactyloscopy) |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|STUDENTS WILL BE ABLE TO: | |

|Recognize the fact that fingerprints are a means of identification |Fingerprint lab- students will use a template card for prints and |

|and no two are the same |print each other (we will design our own data bank based on the prints|

|Use techniques to compare prints: delta, bifurcation, ridge |from all Forensic classes) |

|endings, etc. |Identification activity |

|Explain the methods of detecting fingerprints: superglue, powder |Lifting prints lab- powder/glue and black light techniques |

|both white, black , magnetic, and by use of modern technology, such|Internet research |

|as, Reflected ultraviolet imaging system(RUVIS) | |

|Identify their own prints as to type: whorl, loop or arch or | |

|combination of types | |

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| |______________________________________ |

| |TEXT/RESOURCES |

| |Criminalistics – chapter 14 |

| |Handouts |

| |PowerPoint presentation |

| |CSI episodes |

| |Internet |

| |From “A Question of Evidence”-The Bogus Fingerprint pg.90 |

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| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Police fingerprint cards or copies |

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| |Powders or use of kit(Carolina Biological) |

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| |Black light |

|Forensic Science: A Biochemical Approach |

|Curriculum developed for |

|Connecticut Technical High School System |

| |

|GOAL 6: INVESTIGATE DNA EXTRACTION AND PROCESS OF DNA CODING |

|CONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF MOLECULAR BASIS OF HEREDITY |

|UNIT 2: Chapter 13- DNA: The Indispensable Forensic Science Tool |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|Students will be able to: | |

|Define DNA |Wheat germ DNA lab |

|Recognize a model of DNA | |

|Understand the molecular structure as a polymer chain |Gel electrophoresis lab simulation |

|Understand the difference between nuclear DNA and mitochondrial DNA| |

|Explain the use of CODIS | |

|Collect and preserve biological evidence for DNA analysis |Case readings pg. 384 the O.J. Simpson Verdict and 395 |

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| |Internet research |

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| |______________________________________ |

| |TEXT/RESOURCES |

| |Criminalistics – Chapter 12 |

| |Handouts |

| |CSI episode |

| |Cracking the Code of Life |

| |Internet |

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| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Carolina Biological –ELECTROPHORESIS AND FORENSICS KIT |

| |Agar for gel electrophoresis |

| |Wheat Germ for DNA extraction- Flynn Scientific lab |

|Forensic Science: A Biochemical Approach |

|Curriculum developed for |

|Connecticut Technical High School System |

| |

|GOAL 7: STUDENTS WILL IDENTIFY DIFFERENT SUBSTANCES BASED ON TESTING OF CHEMICALS AND THEIR REACTION TO CERTAIN REAGENTS |

|CONTENT STANDARD B: STUDENTS WILL DEVELOP AN UNDERSTANDING OF CHEMICAL REACTIONS AND PROPERTIES OF MATTER |

|UNIT 3 : Chapter 9 – Drugs (Toxicology) |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|Students will: | |

|Define what a drug is |White powder analysis |

|Identify narcotics |Thin layer chromatography |

|Identify hallucinogens |Paper chromatography- used to determine inks used in documentation |

|Identify barbiturates |Spectroscopy |

|Identify “club drugs” | |

|Document identification of print | |

|Use paper chromatography to identify the ink used to print a | |

|document |______________________________________ |

| |TEXT/RESOURCES |

| |Criminalistics- chapter nine |

| |Handouts |

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| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Thin layer chromatography paper. |

| |Black light |

| |Testing trays |

| |Vinegar, Aspirin, Ibuprophen, Acetometaphine, sugar |

| |Baking Soda, salt, 3 different inks |

|Forensic Science: A Biochemical Approach |

|Curriculum developed for |

|Connecticut Technical High School System |

| |

|GOAL 8: STUDENTS WILL LEARN HOW ANIMALS AND HUMANS HAVE A SIMILAR STRUCTURE THROUGH THEIR STUDY OF SKELETAL COMPARATIVE ANATOMY. |

|CONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF BIOLOGICALL EVOLUTION AND THE INTERDEPENDENCE OF ORGANISMS |

|UNIT 3: Forensic Anthropology ( taken from handouts)- THE SKELETAL SYSTEM |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|Students will: | |

|Demonstrate their knowledge of bones by identifying different bones|Activity- Forensic Bones |

|of the body. |Bone identification lab |

|Compare human bones with animal bones. |Comparative anatomy lab |

|Calculate the age of human remains based on measurement of the |Handouts of bones and skulls |

|bones. |The Skeletal system activity with prehistoric bird bones and human |

|Construct skeletons based on their knowledge of the placement of |skeleton |

|certain shapes of bones. | |

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| |______________________________________ |

| |TEXT/RESOURCES |

| |Handouts from Taft Forensic Science |

| |Biology books |

| |Internet |

| |CSI episode |

| |Revisit the Bone Collector |

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| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Bone collection |

| |Skeletons |

| |CAROLINA BIOLOGICAL- WHO’S BONES ARE THESE? |

|Forensic Science: A Biochemical Approach |

|Curriculum developed for |

|Connecticut Technical High School System |

| |

|GOAL 8: IDENTIFY BUGS AND BE ABLE TO CLASSIFY THEM ACCORDING TO STAGE OF DEVELOPMENT, IN TERMS OF DECOMPOSITION OF HUMAN REMAINS |

|CONTENT STANDARD C:DEVELOP AND UNDERSTANDING OF THE INTERDEPENDENCE OF ORGANISMS AND BEHAVIOR OF ORGANISMS |

|UNIT 3 : Forensic Entomology- Supplement |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|Students will be able to: | |

|Classify bugs- dichotomous keys |Macro-invertebrate collection- Project Search format |

|Describe the Morphology of bugs |Bug identification lab- use of key |

|Learn what bugs can tell us about the decomposition of a body |Internet research on beetles and their morphology |

|Recognize at what stage a body is by visual comparison |Comparison study of flies v. beetles |

| |The body farm |

| | |

| | |

| | |

| |______________________________________ |

| |TEXT/RESOURCES |

| |Project Search Manual |

| |Handouts |

| |Internet |

| |CSI episodes |

| |Digital Detectives mysteries- ‘The Case of the Killer Bugs’ |

| | |

| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Optional prepared labs from Carolina Biological or other suppliers. |

| |Microscopes |

| |Field equipment for bug collection/ Project Search supplies |

|Forensic Science: A Biochemical Approach |

|Curriculum developed for |

|Connecticut Technical High School System |

| |

|GOAL 9: INVESTIGATE THE DIFFERENT TYPES OF EVIDENCE AND DEFEND A CONCLUSION BASED ON THE EVIDENCE AND SCIENTIFIC RESULTS OF TESTING. |

|CONTENT STANDARD F: SCIENCE AND TECHNOLOGY IN LOCAL,NATIONAL, AND GLOBAL CHALLENGES |

|CONTENT STANDARD A: RECOGNIZE AND DEFEND A SCIENTIFIC ARGUMENT, USE OF SCIENTIFIC INQUIRY |

|UNIT 3: Students will demonstrate that they have mastered the techniques by use of inquiry, data collection and analysis of evidence |

|LEARNER OUTCOMES |INDICATORS OF LEARNING |

|STUDENTS WILL: | |

|use all the techniques they have learned to solve a mock crime: |Final project -Mock Crime Scene Analysis |

|fingerprint dusting | |

|blood spatter analysis |Fingerprint dusting |

|drug identification |Foot print analysis |

|documentation of the crime scene |Skid mark analysis |

|sketching the scene |DNA samples if present |

|photographing the scene |Photographs of crime scene |

|foot print analysis |Sketching crime scene |

|Write a scenario based on the evidence |Blood spatter analysis |

|Use analysis of data collected at the scene to determine the |Age of victim based on bones |

|perpetrator |Drug testing |

|Demonstrate through gathering evidence, documentation of crime | |

|scene and analysis of evidence that they have learned the skills | |

|required to be a Forensic Scientist | |

| | |

| |______________________________________ |

| |TEXT/RESOURCES |

| |Criminalistics- all chapters covered |

| |Top Shelf Forensics- entire book |

| |Handouts given during the course |

| | |

| |______________________________________ |

| |EQUIPMENT/MATERIALS |

| |Microscopes |

| |Fingerprint files/Dusting kits |

| |Camera |

| |Black light |

| |Blood spatter analysis cards |

| |CRIME SCENE 1-CAROLINA BIOLOGICAL |

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