MADISON PUBLIC SCHOOLS
FORENSIC SCIENCE
Authored by: Sue Monkemeier
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Tom Paterson
K12 Supervisor of Science and Technology
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
Forensic Science is a very broad term which refers to the use and infusion of science and technology
to law. It can include the examples such as determining the acceptable bacterial content in drinking water for
enforcing standards within communities or examining air quality within public buildings for public safety.
Forensic Science is a field which is forever expanding as knowledge in science and technological advances
continue to grow.
This course will focus on the integration of science and technology for the purpose of solving crimes
and enforcing criminal and civil law. The course will narrow the scope of Forensic Science to this definition:
“Forensic Science is the application of science and technology into criminal and civil laws that are enforced
by police agencies in a criminal justice system.”
II.
RATIONALE
Forensic Science allows students to integrate and apply their knowledge of biology, chemistry and
physics to solve crimes analyze crime scenes. Forensic Science is exciting. The application of science and
technology motivates the student to learn concepts to an even greater depth than this introductory course
allows.
Forensic science stresses the importance of science and technology to everyday life. This course
introduces students to careers in science that support and relate to forensic science. Many of the careers
relating to forensic science encourage students to continue their education to the doctorate level; however,
there are some related careers that allow students to pursue directly out of high school.
III.
STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
5.2 Physical Science: All students will understand that physical science principles, including fundamental
ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for
making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural
systems arises in accordance with rules that govern the physical world, and the order of natural systems
can be modeled and predicted through the use of mathematics.
Common Core State Standards for Literacy in Science and Technical Subjects (Grades 11-12)
1. Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in the
text.
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating
understanding of the information or ideas.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, identifying important issues that remain unresolved.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem.
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the
data when possible and corroborating or challenging conclusions with other sources of information.
9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text
complexity band independently and proficiently.
IV.
ESSENTIAL QUESTIONS AND CONTENT
Introduction to Forensic Science
Essential Questions:
a. What is forensic science?
b. Who are the major contributors to the development of forensic science?
c. What is a crime laboratory and what services do they provide?
d. Are there any important court decisions that define forensic science?
e. What are expert witnesses?
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Students should be able to:
Define forensic science or criminalistics.
List areas of forensic science that require an expertise in specific realms of science and technology.
List major scientists who contributed to the development of forensic science.
Give examples of typical crime laboratories as they exist at the different government levels: local,
county, state, national within the United States.
Explain the admissibility of scientific evidence in the courtroom with respect to recent court and
judicial decisions.
Explain the roles and responsibilities of the expert witness.
The Crime Scene
Essential Questions:
a. What is physical evidence and what are the proper techniques for collecting physical evidence?
b. What are the responsibilities of the different members of law enforcement who arrive at crime
scenes?
c. What are the steps taken for thoroughly recording crime scenes?
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Students should be able to:
Define physical evidence.
Discuss the responsibilities of the first police officer who is the first to arrive on a crime scene.
Discuss the roles an responsibilities of the forensic scientists in utilizing physical evidence.
Define “chain of custody”.
Describe the roles of the forensic pathologists, entomologists, and anthropologists at crime scenes
involving homicide.
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Describe proper procedures for conducting a systematic search or crime scenes for physical
evidence.
 Describe proper techniques for packaging common types of physical evidence.
 Describe the forensic importance of physical evidence found at a crime scene.
 Draw and label a crime scene correctly.
 Correctly analyze physical evidence found at a crime scene using proper laboratory technique and
equipment.
Physical Evidence
Essential Questions:
a. What are the common types of physical evidence encountered at crime scenes?
b. Is there a difference between identification and comparison of physical evidence?
c. How is physical evidence analyzed?
d. How valuable is physical evidence to criminal investigation?
Students should be able to:
 List and describe some common types of physical evidence found at crime scenes.
 Explain the difference between the identification and comparison of physical evidence.
 Define individual vs. class characteristics and give examples of physical evidence possessing these
characteristics.
 List and describe ways in which physical evidence supports and contributes to criminal
investigation.
 List the number and types of computerized databases relating to physical evidence that are
currently in existence.
 Explain the purpose physical evidence plays in reconstructing the events surrounding the
commission of a crime.
Properties of Matter and the Analysis of Glass
Essential Questions:
a. How are the chemical and physical properties of matter related to the study of forensic
science?
b. What is the system of measurement used when conducting crime scene analysis?
c. How does knowledge from a high school chemistry course relate to forensic science?
d. How does knowledge from a high school physics course relate to forensic science?
Students should be able to:
 Distinguish between chemical and physical properties of matter.
 List and define the metric system’s basic units and prefixes.
 Compare and convert between the metric system and English units of length, volume and mass.
 Define elements and compounds and give examples of each.
 List and describe the different phases of matter.
 Explain the wave vs. particle theory of light.
 Describe the energies contained within the electromagnetic spectrum.
 Explain the relationship between color and the selective absorption of light by molecules.
 Distinguish between Celsius and Fahrenheit temperature scales.
 Distinguish between mass and weight.
 Define density and state how this property relates to the analysis of glass.
 Define refractive index.
 Distinguish between amorphous and crystalline solids.
 Define double refraction and birefringence.
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Define the flotation and immersion methods for comparing glass specimens.
State how to examine glass fractures to determine the direction of impact for a projectile.
Describe the proper collection of glass evidence.
Drugs
Essential Questions:
a. Are drugs related to forensic science?
b. How are the principles within chemistry used to analyze and detect drugs?
c. How does the Controlled Substances Act relate to drugs?
Students should be able to:
 Define psychological and physical dependence.
 Name and classify commonly abused drugs.
 Describe the tendency to develop psychological and physical dependency for the more commonly
abused drugs.
 Describe the schedules of the Controlled Substances Act.
 Describe the laboratory tests that forensic chemists normally rely upon to comprise a routine drug
identification scheme.
 Explain how a liquid reaches equilibrium with its gaseous phase as defined by Henry’s Law.
 Describe the process of chromatography.
 Describe the parts of a gas chromatograph.
 Define retention time.
 Explain the difference between thin-layer and gas chromatography.
 Define Rf value.
 Define Beer’s Law
 Name the parts of a simple absorption spectrophotometer.
 Describe the utility of an ultraviolet and infrared absorption spectrum for the identification of
organic compounds.
 Define the concept of mass spectrometry.
 Describe the significance of a mass spectrum.
 Discuss the proper collection and preservation of drug evidence.
Forensic Toxicology
Essential Questions:
a. How does alcohol affect the human body?
b. Which criminal case studies contributed to alcohol-related traffic enforcement?
c. What are the roles of a toxicologist?
Students should be able to:
 Explain how alcohol is absorbed into the bloodstream, transported though out the body, and
finally eliminated by oxidation and excretion.
 Name the important parts of the human circulatory system.
 Describe the process by which alcohol is excreted in the breath via the alveoli.
 Describe the design of the Breathalyzer.
 Explain the significance of a chemical equation.
 Explain the concept of infrared and fuel-cell breath-testing devices.
 Demonstrate some common field sobriety tests.
 List common laboratory procedures for measuring alcohol’s concentration in the blood.
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Describe the precautions to be taken to properly preserve blood for analysis for its alcohol content.
What is the presumptive impairment level for blood alcohol in New Jersey?
Explain the significance of implied consent law and the Schmerber v. California case to traffic
enforcement.
Define acid and base.
State the roles of the toxicologist in the criminal justice system.
Describe the techniques that forensic toxicologists use for isolating and identifying drugs and
poisons.
Explain the significance of finding a drug in human tissues and organs.
The Microscope
Essential Questions:
a. How does a microscope contribute to forensic science?
b. Are there different types of microscopes?
Students should be able to:
 List and state the functions of the parts of a compound microscope.
 Define the terms: magnification, field of view, working distance, and depth of focus.
 Describe the comparison microscope.
 List the advantages of the stereoscope microscope.
 Define plane-polarized light.
 Describe how a polarizing microscope is designed to detect polarized light.
 Explain the advantages of linking a microscope to a spectrophotometer from the forensic
scientist’s point of view.
 Give examples of how a microspectrophotometer can be utilized to examine trace-physical
evidence.
 Compare the mechanism for image formation of a light microscope to that of the scanning
electron microscope.
 List the advantages and some forensic applications of the scanning electron microscope.
Forensic Serology
Essential Questions:
a. How does the study of blood contribute to forensic science?
b. Which bodily fluids can be detected and analyzed to solve crimes?
c. How are bodily fluids identified at crime scenes?
Students should be able to:
 List the A-B-O antigens and antibodies found in the blood for each of the four blood types: A, B,
AB and O.
 Explain why agglutination occurs.
 Explain how whole blood is typed.
 Describe tests used to characterize a stain as blood.
 Explain the significance of the precipitin test to forensic serology.
 Explain the differences between monoclonal and polyclonal antibodies.
 Define chromosome and gene.
 How is the Punnett square used to determine the genotypes and phenotypes of offspring?
 List the laboratory tests necessary to characterize seminal stains.
 Explain how suspect stains are to be properly preserved for laboratory examinations.
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Describe the collection of physical evidence related to rape investigation.
DNA: The Indispensable Forensic Science Tool
Essential Questions:
a. Are there different types of DNA?
b. How is DNA related to forensic science?
Students should be able to:
 State the parts of a nucleotide and how nucleotides are related to the structure of a DNA
molecule.
 Explain the base-pairing rules and how they relate to DNA replication.
 State the relationship between DNA and proteins.
 State the steps of DNA replication.
 Explain how DNA can be cut and spliced into a foreign DNA strand.
 Describe some commercial applications of recombinant DNA technology.
 Explain the differences between introns and exons.
 Explain what is meant by a restriction fragment length polymorphism .
 Describe the process of typing DNA by RFLP technique and explain how DNA band patterns are
interpreted.
 Explain the latest DNA typing technique, Short Tandem Repeat analysis.
 Explain the difference between a traditional STR analysis and a Y-chromosome STR
determination.
 Explain the difference between nuclear DNA and mitochondrial DNA.
 Discuss the application of DNA computerized database to criminal investigation.
 List the necessary procedures to be taken for the proper preservation of bloodstained evidence for
laboratory DNA analysis.
Trace Evidence I: Hairs and Fibers
Essential Questions:
a. How does hair relate to forensic science?
b. How do fibers relate to forensic science?
Students should be able to:
 Describe the structure of a hair using the following terms: cuticle, cortex and medulla.
 Describe the three phases of hair growth.
 Explain the distinction between animal and human hairs.
 List hair features that are useful for the microscopic comparison of human hairs.
 Explain the proper collection of hair evidence.
 Describe the role of DNA typing in hair comparisons.
 Classify fibers.
 Describe the structure of a polymer.
 List the properties of fibers that are most useful for forensic comparisons.
 Describe the proper collection of fiber evidence.
Trace Evidence II: Metals, Paint, and Soil
Essential Questions:
a. How are trace elements important to forensic science?
b. How are trace elements detected?
Students should be able to:
 Describe the usefulness of trace elements for the forensic comparison of various types of physical
evidence.
 Distinguish between a continuous and line emission spectrum.
 Describe the parts of a simple emission spectrograph.
 Define protons, neutrons, and electrons, including their mass and chare relationships.
 Define atomic number and atomic mass number.
 Describe the orbital energy levels that are occupied by electrons.
 State what happens when an atom absorbs a definite amount of energy.
 Explain the phenomenon of an atom releasing energy in the form of light.
 Define the term isotope.
 Define radioactivity.
 Explain how elements can be made radioactive.
 Describe the components of paint.
 Classify automobile paints.
 List the examinations most useful for performing a forensic comparison of paint.
 Describe the proper collection and preservation of paint evidence.
 List the important forensic properties of soil.
 Describe the density-gradient tube technique.
 Describe the proper collection of soil evidence.
Forensic Aspects of Fire Investigation
Essential Questions:
a. How does combustion relate to forensic science?
b. How do chemical reactions relate to fire and combustion?
c. What is arson?
Students should be able to:
 Define oxidation.
 Define energy and give examples of its different forms.
 Describe the role of heat energy in chemical reactions.
 Define heat of combustion and ignition temperature.
 Describe the difference between an exothermic and endothermic chemical reaction.
 Explain why the oxidation of iron to rust is not accompanied by a flaming fire.
 List the requirements necessary to initiate and sustain combustion.
 Explain the three mechanisms of heat transfer.
 Describe how physical evidence must be collected at the scene of a suspected arson.
 Describe the laboratory procedure used for the detection and identification of hydrocarbon
residues.
Forensic Investigation of Explosions
Essential Questions:
a. How are explosives classified
b. How are explosives related to forensic science?
c. Are there tests to detect explosives?
Students should be able to:
 Explain how explosives are classified.
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Explain the differences between an initiating and non-initiating explosive.
Identify some common commercial, homemade, and military explosives.
Describe how physical evidence must be collected at the scene of a suspected arson or explosion.
List some laboratory tests employed for the detection of explosives.
Fingerprints
Essential Questions:
a. How do fingerprints differ from individual to individual?
b. Which scientists contributed to our knowledge of finger printing?
c. How are fingerprints related to the study of forensic science?
Students should be able to:
 Name the individuals who have made significant contributions to the acceptance and
development of fingerprint technology.
 Define ridge characteristics.
 Explain why a fingerprint is a permanent feature of the human anatomy.
 List the three major fingerprint patterns and their respective subclasses.
 Classify a set of fingerprints by the primary classification of the Henry system.
 Describe the concept of an automated fingerprint identification system.
 Explain what is meant by visible, plastic, and latent fingerprints.
 List the techniques for developing latent fingerprints on nonporous objects.
 Describe chemical techniques for developing prints on porous objects.
 Describe the proper procedures for preserving a developed latent fingerprint.
 Explain how a latent fingerprint image can be enhanced by digital imaging.
Firearms, Tool Marks, and Other Impressions
Essential Questions:
a. What is NIBIN?
b. What are firearms and how do they relate to criminal investigations?
c. Are there techniques for relating the weapon to the bullet?
Students should be able to:
 Describe techniques for rifling a barrel.
 List the class and individual characteristics of bullets and cartridge cases.
 Explain the utilization of the comparison microscope for the comparison o f bullets and cartridge
cases.
 Distinguish between caliber and gauge.
 Explain the NIBIN data test system.
 Explain the procedure for determining at what distance from a target a weapon was fired.
 Describe the laboratory tests utilized for determining whether an individual has fired a weapon.
State the limitations of the present techniques.
 Explain why it may be possible to restore an obliterated serial number.
 List procedures for the proper collection and preservation of firearm evidence.
 Explain how a suspect tool is compared to a tool mark.
 Explain the forensic significance of class and individual characteristics to the comparison of
impressions.
 List some common field reagents used to enhance bloody footprints.
Document Examination
Essential Questions:
a. How does handwriting relate to document analysis?
b. Are there different types of documents?
c. What are “questioned documents”?
d. How are documents analyzed for use in criminal investigation?
Students should be able to:
 Define “questioned document”.
 List some common individual characteristics associated with handwriting.
 List some important guidelines to be followed for the collection of known writings for comparison
to a questioned document.
 Describe the precautions to be taken to minimize deception when a suspect is requested to write
exemplars for comparison to a questioned document.
 List some of the class and individual characteristics of a typewriter.
 Describe the proper collection of typewritten exemplars.
 List some of the techniques utilized by document examiners for uncovering alterations, erasures,
obliterations, and variations in pen inks.
Computer Forensics
Essential Questions:
a. How are computers related to forensic science?
b. Are all computers the same?
Students should be able to:
 List and describe the hardware and software components of a computer.
 Explain the differences between Read-Only Memory and Random Access Memory.
 Describe how a hard disc drive is partitioned.
 Describe the proper procedure for preserving computer evidence at a crime scene.
 Explain the difference between location of visible and latent computerized data.
 List the areas of the computer that will be examined for the retrieval of forensic data.
Forensic Science and the Internet
Essential Questions:
a. What is the Internet and how is it related to forensic science?
b. What is a hacker?
c. Can all Internet activities be traced and analyzed?
Students should be able to:
 Explain the Internet and how it is structured.
 Explain the functions of search engines along with the mechanisms used to search for information
on the Internet.
 Describe the other types of information retrieval, such as mailing lists and news groups, available
through the Internet.
 Explain how information about forensic science can be retrieved off the Internet.
 State how a computer can be analyzed to find the Internet activities performed on that computer.
 Describe how e-mails, chat and instant messages on the Internet can be traced and recovered.
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V.
List and describe three locations where investigators may pinpoint the origin of a computer
hacker.
STRATEGIES
Strategies may include:
a. Guest Speakers
b. Field Trips
c. Crime Scene Analysis / Reenactment
d. Smart Board
e. Power Point Presentations
f. Student Presentations
g. Actual Case Studies from News Media
h. Overhead transparencies
i. Demonstrations
j. Web Quests
k. Laboratory Activities: Group and Individual
l. Small Group Discussions
m. Debate
n. Student Research/ Letter Writing, Interviews, Library Research
o. Unsolved Crime Scene Analysis from Actual Local Case Studies
p. Games: Jeopardy, Bingo, Tell the Truth, Who Did It, Clue
q. Movies
VI.
EVALUATION
Evaluations may include:
▪ Case Study Analysis
▪ Crime Scene Analysis:
Practical
▪ Final Exam
▪ Tests
▪ Quizzes
VII.
Lab
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Debate
Student Presentations
Lab Reports
Research Papers
REQUIRED RESOURCES
A. Recommended Text:
Saferstein, Richard, Forensic Science: An Introduction, Pearson Prentice Hall, NJ 2008
Saferstein, Richard, Basic Laboratory Exercises for Forensic Science, Pearson Prentice Hall,
NJ, 2008
Hurley, James R., Forensics and Applied Science Experiments, Holt, Rinehart and
Winston, New York, 2007
On line tutorials and self evaluations, study guides and other associated materials.
B. Additional Resources
Saferstein, Richard, Criminalistics: An Introduction to Forensic Science, Eighth
Edition, Pearson Prentice Hall, New Jersey, 2004
Saferstein, Richard, Forensic Science: An Introduction, Test Item File, Pearson
Prentice Hall, New Jersey, 2008
VIII. SCOPE AND SEQUENCE
Number of Weeks
Introduction to Forensic Science
Definition of forensic science
Contributions of Scientists to forensic science
Crime Laboratories
Expert Witnesses
1
The Crime Scene
Physical Evidence
Securing Crime Scenes
Proper Procedure for recording the crime scene
1
Physical Evidence
Types of physical evidence found at a crime scene.
Identification vs. comparison of physical evidence
Individual vs. class characteristics
1
Properties of Matter and the Analysis of Glass
Physical vs. chemical properties of matter
Metric System – Prefixes, basic units
Conversions between Metric System and English System
Elements vs. Compounds
Phases of Matter
Wave vs. Particle Theory of Light
Dispersion of Light through a spectrum
Electromagnetic Spectrum
Color and selective absorption of light by molecules
Celsius vs. Fahrenheit
Mass vs. weight
Density
Refractive Index
Types of solids – crystalline vs. amorphous
Double refraction vs. birefringence
Flotation and immersion methods for comparing glass specimens
Using glass fractures to determine impact for projectile
Proper collection of glass evidence.
1
Drugs
Psychological and physical dependence.
Examples and classifications of commonly abused drugs
Tendency to develop psychological and physical dependency
Controlled Substances Act
Laboratory tests to identify drugs
Henry’s Law and equilibrium
Chromatography
Retention Time
Thin layer vs. gas chromatography
Rf value
1
Forensic Toxicology
The absorption of alcohol and its affects on the human body
Human Circulatory System
Breathalyzer
Infrared vs. fuel cell breath-testing devices
Common field sobriety tests
Measuring alcohol concentration in the blood
1
The Microscope
Parts and functions of compound microscope
Magnification, field of view, working distance and depth
Comparison Microscope
Plane Polarized Light and polarizing microscope
Spectrophotometer
Microspectrophotometer
Image from Light Microscope vs. Image from Electron Microscope
Forensic applications of electron microscopes
1
Forensic Serology
ABO Blood Types
Agglutination
Typing Whole Blood
Characterizing Stains
Precipitin Test
Monoclonal and Polyclonal antibodies
Chromosome vs. Gene
Genotype and Phenotype Ratios
Laboratory procedures to characterize seminal stains
Preserving suspect stains
Collection of physical evidence related to rape investigation
1
DNA: The Indispensable Forensic Science Tool
Structure of DNA Molecule
DNA Replication
DNA and Proteins
DNA Technology
RFLP
Polymerase Chain Reaction
Short Tandem Repeat (STR) Analysis
Nuclear DNA vs. Mitochondrial DNA
DNA computerized data base
Procedures for proper preservation of evidence for DNA analysis
1
Trace Evidence: Hairs and Fibers
Structure of a hair
Three phases of hair growth
Animal vs. human hair
Comparison of human hairs
Proper collection of hair evidence
Classification of Fibers
Structure of a Polymer
Proper collection of fiber evidence
1
Trace Evidence: Metals, Paints and Soils
Usefulness of trace elements
Continuous vs. line emission spectrum
Parts of a spectrograph
Structure of an atom
Subatomic Particles
Electron Energy Levels
Isotope
Radioactivity
Components of Paint
Comparisons of paint
Proper collection and preservation of paint evidence
Important forensic properties of soil
Density- gradient tube
Proper collection of soil evidence
1
Forensic Aspects of Fire Investigation
Oxidation
Energy
Energy and chemical reactions
Combustion
Three mechanisms of heat transfer
Proper collection of physical evidence when arson is suspected
Laboratory procedures for detection and identification of hydrocarbon
residues
1
Forensic Investigation of Explosions
Classification of explosives
Initiating and non-initiating explosives
Types of Explosives
Proper collection of physical evidence when suspected arson or explosives
1
Fingerprints
Uniqueness and characteristics of fingerprints
Henry System of classifying fingerprints
Visible, plastic and latent fingerprints
Chemical techniques for developing prints on porous objects
Proper procedure for preserving a developed latent fingerprint
Enhancing latent fingerprints by digital imaging
1
Firearms, Tool Marks, and Other Impressions
Rifling a Barrel
Class and individual characteristics of bullets and cartridge cases
Utilizing microscopes to compare bullets and cartridge cases
1
Caliper vs. gauge
NIBIN
Firing Distance
Restoring obliterated serial numbers
Procedures for proper collection and preservation of firearm evidence
Comparison of suspect tool and tool mark
Class and individual characteristics of comparison of impressions
Enhancing footprints
Document Examination
1
Suspect Documents
Handwriting analysis
Guidelines to follow when collecting known writings for comparison
Precautions to minimize deception when handwriting samples are obtained
Class and individual characteristics of a typewriter
Proper collection procedures of typewritten exemplars
Techniques for uncovering alterations, erasures, obliterations and various
Pen inks.
Computer Forensics
Components of a computer
Read-Only Memory vs. Random-Access Memory
Hard Disk Drive
Proper procedure for preserving computer evidence at a crime scene
Areas of computer and retrieval of forensic evidence
1
Forensic Science and The Internet
Structure of the Internet
Search Engines
Retrieval of Information on the Internet
Tracing emails, chat, and instant messages
Determining origins of a hacker
1
TOTAL
18