UNIT- Forensics
Introduction
As the advancement of technology has rapidly accelerated over the past few
centuries, criminals have found more advanced ways to avoid detection and
conviction, and law enforcement agencies have been forced to find more
advanced ways of discovering and collecting evidence against them. The
resulting ever-increasing need for scientists in police work has introduced a
new field of science into the common vernacular – and the entertainment
world! - Forensic Science.
This 6 week unit is designed to:




introduce the students to some of the cutting-edge science being
applied to law enforcement
give students an understanding of the broad range of science areas
that are involved in Forensic Science (ie. chemistry, physics, biology,
psychology, entomology, etc.)
give the students an understanding of the enormous amount of work
required by law enforcement agencies and the scientists that work for
them for even the most simple cases, as well as the types of skills that
individuals who are involved in such work must have.
give the students an appreciation of the enormous difficulties faced
when trying to uncover and examine evidence.
KEY KNOWLEDGE
The Key Knowledge that students will gain from this unit include:



Defining and using designated forensic terminology appropriately
Describing specific analytical techniques, including- chromatography,
fingerprinting, handwriting analysis, contact traces and fibre analysis,
flame colour spectroscopy, blood splatter analysis and blood type
analysis, DNA fingerprinting/profiling (electrophoresis)
Analysing and commenting on the reliability of procedures,
measurements used, and the conclusions drawn against the prediction
or hypothesis investigated
MORE SPECIFIC DOT POINTS IF REQUIRED:







explain how science can be used to help solve crimes use a microscope
to interpret evidence
explain how fingerprints are made and how they are collected from the
crime scene
describe the differences between natural and synthetic fibres, and how
to identify them
describe the differences between blood groups
explain what DNA is and how DNA fingerprinting helps to solve crimes
explain how chromatography can be used by the forensic scientist
explain the use of CT scanners to recreate faces and to perform
autopsies.
KEY SKILLS
The Key Skills that students will improve during the completion of this unit
are:





Identifying, analysing and asking their own questions in relation to
scientific ideas or issues of interest
Using the theory learnt in the unit to create and/or solve a crime and
then use problem solving techniques to revise, edit and finally piece
together an appropriate case file
Conducting their own forensic practical investigations
Recording and interpreting experimental results
Useing a microscope to interpret evidence.
KEY TERMS
The Key Terminology that students will become familiar with, use appropriately and
spell correctly during this unit includes:

KEY TERMINOLOGY I
Forensics
evidence
Chromatography
impressions
Contact trace
natural fibre
Comparison microscope

DNA
casting
synthetic fibre
blood type
KEY TERMINOLOGY II
Spiral
whorl
composite
loop
UNIT RESOURCES AVAILABLE
Videos Beyond reasonable doubt
 Russel street bombings
 Solved: Gone but not forgotten
 Crimes that shook the world
 Murder of Neddy Smith
 Degruchy Family Murders
 Finger of suspicion
 The bug detectives
 Extreme Forensics
Books Forensic Science for High Schools Books 1, 2 & 3
 Burglary in Sutton Street- Forensic hypothetical
Textbook Chapters Science Links 3 Chapter 9 “Forensic Files”
 Science Dimensions 3 Chapter 10 “Forensics”
POSSIBLE ASSESSMENT TASKS INCLUDE
1.
2.
3.
4.
5.
Burglary is Sutton Street crime solving task
Practical report of a particular forensic technique
Make your own identikit
Case study