Science
8/10/10
Topic/Unit: Forensic Science / Introduction to Forensic Science
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define forensic science, provide knowledge of the major contributors in developing forensic
science, describe the forensic organizations, capabilities, and services provided by Federal Government, State of Massachusetts and local forensic
laboratories, explain Locard’s Exchange Principle.
Essential Questions: What is forensic science? What services are provided by Full-Service Crime Labs? What is the history and development of Forensic Science?
Suggested Number of Sessions: 2 Blocks
Content
11-12. SI.S1 Explain how Forensic
Science and Criminalistics use
Scientific Method in their
everyday work.
Suggested Instructional
Activities/Technology
Lecture with notes
Worksheets
Unit Vocabulary
11-12. SI.S3 Describe the major
historical benchmarks and
Development of Forensic Science
11-12. SI.S1 Explain the
Organization and Services
provided by Crime Laboratories
11-12. SI.S1 Provide an overview
of the Legal system in relation to
Forensic Science
Resources
Texts: Saferstein, Richard,
Criminalistics; 8th ed. Prentice
Hall. Print.
Grading of worksheets
Siegel, Jay A. Forensic Science
The Basics. CRC, 2006. Print.
Quiz/Test
Worksheet on the Legal system
organization
Video on what is a real crime lab
and what is fictional TV lab
Discovery Channel Movie:
Forensic Science
Segments from Investigation
Discovery: Discovery Channel
Segments from CBS, CSI TV
shows
Segments from Forensic Files
Virtual tour of crime lab
TruTV
http://www.trutv.com/forensics/lab/
http://tourosbi.com/
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Grading of Activities
Summarize Case Article
Activities:
Create a timeline on the history and
development of Forensic Science
Suggested Assessments
Video segment worksheets-What
is Forensics and What is not
Forensics
Science
8/10/10
Topic/Unit: Forensic Science / Crime Scene Investigation
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to explain how to process the crime scene.
Essential Questions: How do you secure and isolate the crime scene? How do you record the crime scene in its original state? What is the importance of
maintaining the Chain of Custody? What are the legal considerations at the crime scene?
Suggested Number of Sessions: 5 Blocks
Content
11-12. SIS3 Explain the
importance of Securing and
Isolating the crime scene
Suggested Instructional
Activities/Technology
Lecture with notes.
Unit Vocabulary
11-12. SIS1 Explain legal
implications if the Chain of
Custody is broken
Digital cameras
11-12. SIS2 Describe and
demonstrate how to and record the
crime scene: tag labels,
photography, video recording, and
sketching
Computers
Resources
Texts: Saferstein, Richard;
Criminalistics, 8th ed. Prentice
Hall. Print.
Grading of Lab
Siegel, Jay A. Forensic Science
The Basics. CRC, 2006. Print.
Presentation of final sketches to
courtroom (class)
Quiz
Walker, Pam. Crime scene
investigations real-life science
labs for grades 6-12. West Nyack,
NY: Center for Applied Research
in Education, 1998. Print.
Famous Case readings/analysis
Video Cameras
Lab: Don’t touch the Evidence
p. 37 (Lab on Crime Scene
Evaluation)
Segments from Forensic Files
TruTV
Segments from NBC Law &
Order
12/07 aleclair
Suggested Assessments
Science
8/10/10
Topic/Unit: Forensic Science / Evidence
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to describe the different ways evidence can be categorized.
Essential Questions: What are the differences between real and demonstrative evidence, known and unknown evidence, and class and individual evidence?
What is identification and individualization? What are examples of positive and negative controls? What are positives and false negatives?
Suggested Number of Sessions: 3 Block
Content
11-12. SI.S1 Explain the various
ways evidence can be classified
Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
11-12. SI.S3 Explain why
analytical test must be verified to
make sure they are working
properly
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Activity:
Classify evidence found at crime
scene p. 66
Resources
Texts: Siegel, Jay A. and Kathy
Mirakovits. Forensic Science: The
Basics. Boca Raton, FL: CRC,
2010. Print.
Suggested Assessments
Quiz
Chapter Test Yourself questions
Science
8/10/10
Topic/Unit: Concept of pH, Spectrophotometer, Chromatography, Electrophoresis, Microscopy
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to explain the concept of Ph, define and characterize the different types of chromatography, explain the
basic principles of electrophoresis, describe the wave nature of light, describe the effect of UV/visible light on matter and the types of matter that absorb these types of
light, explain how a spectrophotometer is used and describe how microscopy is a powerful tool used in forensic science.
Essential Questions:
Suggested Number of Sessions: 7 Blocks
Content
11-12. CH8:2 Become familiar
with basic chemistry concepts
such as pH, separating solids, and
polarity
11-12. SI.S3 Compare the basic
differences of chromatography
techniques commonly used in
forensic science
11-12. SI.S3 Understand the
differences between thin-layer
chromatography and gel
electrophoresis
Suggested Instructional
Activities/Technology
Lecture with notes.
Unit Vocabulary/Chapter
Questions
Exploration /Solve Activities
On the Web activities at the end of
chapters 4, 5, & 6
Labs:
Picking up the pieces (fiber
analysis) p. 119
Resources
Texts:
Saferstein, Richard.
Criminalistics. 8th ed. Prentice
Hall. 2004 Print.
Siegel, Jay A., and Kathy
Mirakovits. Forensic Science: the
Basics. Boca Raton, FL: CRC,
2010. Print.
Walch. Top Shelf Forensics (Top
Shelf Science Series Ser). Portland:
Walch Pub. 2003. Print.
Chromatography of dyes p. 50
11-12. PHYSICS 6:2 Explain why
the areas of the electromagnetic
spectrum (UV/visible light) are of
most interest to forensic scientist
11-12. SI.S4 Compare the
different types of microspy used
by forensic scientists to analyze
evidence
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A Pool of yellow evidence (urine
analysis –pH) p. 128
What is the White Powder p. 199
Chromatography p. 197
Microscopes – How to use
properly
Saferstein, Richard. Forensic
Science: An Introduction. 2nd ed.
Prentice Hall. 2011. Print.
Suggested Assessments
Quiz/Test
Grading Activity worksheets
Teacher observations using
activity rubric during exploration
activity and projects
Science
8/10/10
Topic/Unit: Fingerprints and Other Impressions
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to know the common ridge characteristics of a fingerprint, name and describe the physical and chemical
detection of fingerprints, describe the concept of an automated fingerprint identification system (AFIS), list the technique for developing latent fingerprints on porous
and nonporous, and explain the various types of impression evidence.
Essential Questions:
Suggested Number of Sessions: 8 Blocks
Content
11-12. SI.S3 Three (3)
Fundamental Principles of
Fingerprints: no identical ridge
patterns, general ridge patterns
permit systematic classification,
and fingerprints remain unchanged
during an individuals lifetime
11-12. SI.S4 Distinguish visible,
plastic, and latent fingerprints and
how to detect each type
11-12.SI.S2 How to preserve /
develop fingerprints
11-12. SI.S2 How footwear
impressions are formed
11-12. SI.S2 How to identify tire
tread impressions
11-12. PHYSICS: 1:1, 1:2, 1:3
Describe techniques for rifling a
barrel
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Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
Exploration /Solve Activities
Activities: On the web p. 176
Mini Lab 2: Henry Classification
of Your Fingerprints p.171
The case of the Telling Fingerprint
p. 56
Fingerprints Lab
p. 60
Making impression Casts of
footprints and tire treads p.59
Resources
Texts: Saferstein, Richard.
Criminalistics; 8th ed. Prentice
Hall. 2011. Print.
Siegel, Jay A., and Kathy
Mirakovits. Forensic Science: the
Basics. Boca Raton, FL: CRC,
2010. Print
Rainis, Kenneth G. Fingerprints:
Crime-solving Science
Experiments. Berkeley Heights,
NJ: Enslow, 2006. Print.
Rainis, Kenneth G. Hair, Clothing
and Tire Track Evidence: Crimesolving Science Experiments.
Berkeley Heights, NJ: Enslow,
2006. Print.
Possible Guest Speaker – Police
Dept.and local Forensic Engineer
Suggested Assessments
Quiz/Test
Grading Activity worksheets
chapter review questions
Teacher observations using
activity rubric during exploration
activity and projects
Science
8/10/10
Topic/Unit: Questioned Documents
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define a questioned document, describe the methods for analyzing and comparing
Handwriting, describe methods for uncovering erasures and other obliterations and variations in pen inks, describe the methods of analysis of copier
toners and printers, and describe how forgeries and tracing are detected.
Essential Questions:
Suggested Number of Sessions: 6 Blocks
Content
11-12. SI.S2 Characteristics used
for comparison of handwriting
(handwriting analysis)
11-12. SI.S3 Several type of
methods used to alter documents
11-12. SI.S3 Recognize the class
and individual characteristics of
typewriters, photocopiers, and
computer printers
Suggested Instructional
Activities/Technology
Lecture with notes.
Unit Vocabulary
Exploration /Solve Activities
Activities:
Quicklab: p. 647 Handwriting
comparison
Case # 5: The Case of the Windsor
Note p. 68
Case # 6 : The Case of the
Questioned Photocopy p. 75
12/07 aleclair
Resources
Texts: Saferstein, Richard.
Criminalistics. 8th ed. Prentice
Hall. 2011. Print.
Siegel, Jay A., and Kathy
Mirakovits. Forensic Science: the
Basics. Boca Raton, FL: CRC,
2010. Print.
Saferstein, Richard. Forensic
Science: An Introduction. 2nd ed.
Prentice Hall. 2011. Print.
Rainis, Kenneth G. Forgery:
Crime-solving Science
Experiments. Berkeley Heights,
NJ: Enslow, 2006. Print.
Suggested Assessments
Quiz/Test
Grading Activity worksheets
chapter review questions
Teacher observations using
activity rubric during exploration
activity and projects
Science
8/11/10
Topic/Unit: Firearms and Toolmarks
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define toolmark analysis and toolmarks, define firearm analysis and its scope, define and
list the various types of weapons, define and give examples of stria, describe the various types of markings left on bullets and cartridges by weapons,
describe how bullets and cartridges are matched to a particular weapon, describe how distance-of-firing determinations are made with rifled weapons and
shotguns, describe the various types of propellants and primers used in weapons, describe other toolmarks, and describe how serial number restorations are
accomplished and the principle behind them
Essential Questions:
Suggested Number of Sessions: 8 Blocks
Content
11-12. SI.S1 Methods used in
firearms Identification
Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
11-12. PHYSICS 1:1, 1:2, 1:3
Define rifling and how it how it
occurs in firearms
11-12. PHYSICS 1:1
Explain the anatomy of a live round
Exploration /Solve Activities
Activities:
Quicklab: Toolmarks p. 617
Lab: Tool Marks the Spot p. 77
11-12. SI.S2 Describe how
propellants and primers are used in
weapons
11-12 SI.S2 Explain how scientists
examine firearm evidence
11-12. PHYSICS 1:1
Explain how distance-of-fire is
determined in a crime investigation
11-12. SI.S1 Describe various types
of toolmarks
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Mini Research on JFK assassination
www.school.cengage.com/forensics
cience
(determining the location of the
shooter and trajectory)
Bullet Trajectory Activity p. 507
Field Trip or Guest Speaker: Smith
& Wesson
Resources
Texts:
Saferstein, Richard. Criminalistics;
8th ed. Prentice Hall. 2011. Print.
Siegel, Jay A., and Kathy
Mirakovits. Forensic Science: the
Basics. Boca Raton, FL: CRC, 2010.
Print.
Saferstein, Richard. Forensic
Science: An Introduction. 2nd ed.
Prentice Hall. 2011. Print.
Walker, Pam. Crime scene
investigations real-life science labs
for grades 6-12. West Nyack, NY:
Center for Applied Research in
Education, 1998. Print.
Bertino, Anthony. Forensic Science
Fundamentals & Investigation.
Scotia, NY: South-Western, 2008.
Print.
Suggested Assessments
Quiz/Test
Grading Activity worksheets chapter
review questions
Famous Case readings/analysis
Teacher observations using activity
rubric during exploration activity
and projects
Science
8/11/10
Topic/Unit: Firearms and Toolmarks
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define toolmark analysis and toolmarks, define firearm analysis and its scope, define and
list the various types of weapons, define and give examples of stria, describe the various types of markings left on bullets and cartridges by weapons,
describe how bullets and cartridges are matched to a particular weapon, describe how distance-of-firing determinations are made with rifled weapons and
shotguns, describe the various types of propellants and primers used in weapons, describe other toolmarks, and describe how serial number restorations are
accomplished and the principle behind them
Essential Questions:
Suggested Number of Sessions: 8 Blocks
12/07 aleclair
Science
8/11/10
Topic/Unit: Firearms and Toolmarks
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define toolmark analysis and toolmarks, define firearm analysis and its scope, define and
list the various types of weapons, define and give examples of stria, describe the various types of markings left on bullets and cartridges by weapons,
describe how bullets and cartridges are matched to a particular weapon, describe how distance-of-firing determinations are made with rifled weapons and
shotguns, describe the various types of propellants and primers used in weapons, describe other toolmarks, and describe how serial number restorations are
accomplished and the principle behind them
Essential Questions:
Suggested Number of Sessions: 8 Blocks
12/07 aleclair
Science
8/11/10
Topic/Unit: Forensic Pathology & Entomology
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define forensic pathology, distinguish between the four manners of death: natural, accidental,
suicidal, and homicidal, explain how the development of rigor, algor, and livor mortis occurs following death, describe the stages of decomposition of a corpse,
define and describe an autopsy and explain when a coroner or medical examiner must perform an autopsy, explain how time of death can be estimated using
insect evidence, describe the contributions that forensic entomology can make in solving death cases, describe ways forensic entomology can help determine the
postmortem interval, list and describe various types of arthropods that invade a body after death, describe the contributions of forensic entomology to the
determination of the presence of drugs and poisons in the body, explain how the time of death can be estimated using the autopsy report on stomach contents
Essential Questions:
Suggested Number of Sessions: 5 Blocks
Content
11-12. B4:8 Define the meaning of
the manner of death
Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
11-12. Explain the various
methods used to determine the
time of death
11-12. Explain how insects are
used to help determine the time of
death
11-12. SI.S3 Define Medicolegal
autopsy
11-12. SI.S1 Explain the autopsy
process
Calculating time of death using
rigor mortis p. 326
Insect study p. 331
Estimation of time of death using
insect, algor, and livor mortis
p.334
Use dissecting microscopes to
analyze Blowfly
On the Web Activities p. 251
11-12. SI.S4 Describe the various
patterns of injury and
classification of violent deaths
11-12. Explain and describe the
life-cycle of the Blowfly
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Suggested Assessments
Texts:
Saferstein, Richard.
Criminalistics; 8th ed. Prentice
Hall. 2011. Print.
Quiz/Test
Siegel, Jay A., and Kathy
Mirakovits. Forensic Science: the
Basics. Boca Raton, FL: CRC,
2010. Print.
Famous Case readings/analysis
Grading Activity worksheets
chapter review questions
Exploration /Solve Activities
Activities:
11-12. B6:3 Describe the stages of
decomposition in humans and
other animals
Resources
Possible guest speaker: Pathologist
or Medical examiner
Saferstein, Richard. Forensic
Science: An Introduction. 2nd ed.
Prentice Hall. 2011. Print.
Bertino, Anthony. Forensic
Science Fundamentals &
Investigation. Scotia, NY: SouthWestern, 2008. Print.
Siegel, Jay A., and Kathy
Mirakovits. Forensic Science: the
Basics. Boca Raton, FL: CRC,
2010. Print
Teacher observations using
activity rubric during exploration
activity and projects
Science
8/11/10
Topic/Unit: Forensic Pathology & Entomology
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define forensic pathology, distinguish between the four manners of death: natural, accidental,
suicidal, and homicidal, explain how the development of rigor, algor, and livor mortis occurs following death, describe the stages of decomposition of a corpse,
define and describe an autopsy and explain when a coroner or medical examiner must perform an autopsy, explain how time of death can be estimated using
insect evidence, describe the contributions that forensic entomology can make in solving death cases, describe ways forensic entomology can help determine the
postmortem interval, list and describe various types of arthropods that invade a body after death, describe the contributions of forensic entomology to the
determination of the presence of drugs and poisons in the body, explain how the time of death can be estimated using the autopsy report on stomach contents
Essential Questions:
Suggested Number of Sessions: 5 Blocks
12/07 aleclair
Science
8/11/10
Topic/Unit: Anthropology and Odontology
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define forensic anthropology, describe the development and structure of bones, describe the various
components of the biological profile, describe the various anthropological tests that can be done on skulls to help identify them, list and describe the various way forensic
odontology is used in forensic science.
Essential Questions:
Suggested Number of Sessions: 8 Blocks
Content
11-12. B4:5 Describe the
development of Human Skeleton –
Bone structure
11-12. Learn how scientists use
Identify skeletal remains
11-12. B5:1 Understand the
significance of identifying the age
of bone remains
Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
Exploration /Solve Activities
Activities:
Determining the age of a skull
p. 380
Bones: Male or Femalep.381
11-12. Describe how scientists
profile biological remains
11-12. B4:5 Describe the different
types of bone trauma and
individual features
11-12. Explain and describe how to
analyze skull remains
11-12. Describe the structure and
development of teeth
11-12. B5:1 Explain how scientists
identify dental remains
11-12. B4:5 Describe how bite
marks patterns are analyzed
11-12. Explain how Forensic
Odontology is used in abuse cases
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Medical Examiner’s Findings
p.388
Resources
Suggested Assessments
Texts:
Saferstein, Richard.
Criminalistics; 8th ed. Prentice
Hall. 2011. Print.
Quiz/Test
Siegel, Jay A., and Kathy
Mirakovits.: Forensic Science the
Basics. Boca Raton, FL: CRC,
2010. Print.
Famous Case readings/analysis
Saferstein, Richard. Forensic
Science: An Introduction. 2nd ed.
Prentice Hall. 2011. Print.
Bertino, Anthony. Forensic
Science Fundamentals &
Investigation. Scotia, NY: SouthWestern, 2008. Print.
Grading Activity worksheets
chapter review questions
Teacher observations using activity
rubric during exploration activity
and projects
Science
8/11/10
Topic/Unit: Anthropology and Odontology
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define forensic anthropology, describe the development and structure of bones, describe the various
components of the biological profile, describe the various anthropological tests that can be done on skulls to help identify them, list and describe the various way forensic
odontology is used in forensic science.
Essential Questions:
Suggested Number of Sessions: 8 Blocks
12/07 aleclair
Science
8/11/10
Topic/Unit: Anthropology and Odontology
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define forensic anthropology, describe the development and structure of bones, describe the various
components of the biological profile, describe the various anthropological tests that can be done on skulls to help identify them, list and describe the various way forensic
odontology is used in forensic science.
Essential Questions:
Suggested Number of Sessions: 8 Blocks
12/07 aleclair
Science
8/11/10
Topic/Unit: Serology, Bloodstain patterns and other bodily fluids
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define and describe the components of blood, describe various types of preliminary tests
for blood, define semen and describe its components, describe the preliminary and confirmatory tests for semen, describe the common tests for vaginal
secretions, describe the common tests for saliva, describe the role of bloodstain pattern analysis in crime scene reconstruction, describe the physical
properties of blood and how they contribute to the various types of bloodstains, and describe the various types of bloodstains.
Essential Questions:
Suggested Number of Sessions: 9 Blocks
Content
11-12. B4:2 Describe the
components of Blood
Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
11-12. Explain how scientist
analyze blood
Activities:
Quicklab: Blood Typing p. 395
11-12. PHYSICS 1:1, 1:2
Explain how scientists analyze
bloodstain patterns at a crime
scene
Lab: Bloodstains on the Ground
p. 199
12/07 aleclair
Suggested Assessments
Texts:
Saferstein, Richard.
Criminalistics; 8th ed. Prentice
Hall. 2011. Print.
Quiz/Test
Siegel, Jay A., and Kathy
Mirakovits. Forensic Science: the
Basics; Boca Raton, FL: CRC,
2010. Print.
Famous Case readings/analysis
Grading Activity worksheets
chapter review questions
Exploration /Solve Activities
11-12. Describe the methods used
as confirmatory blood tests
11-12. B4:6 & B4:2
Explain the biochemical
composition of seminal fluid,
vaginal secretions, and saliva
Resources
Lab: Cold Blood - A Lab on
Blood-drop Analysis
Discussion and readings from the
OJ Simpson case
Saferstein, Richard. Forensic
Science: An Introduction; 2nd ed.
Prentice Hall. 2011. Print.
Walker, Pam. Crime Scene
Investigations : Real-life Science
Labs for Grades 6-12. West
Nyack, NY: Center for Applied
Research in Education, 1998.
Print.
Teacher observations using
activity rubric during exploration
activity and projects
Science
8/11/10
Topic/Unit: Serology, Bloodstain patterns and other bodily fluids
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define and describe the components of blood, describe various types of preliminary tests
for blood, define semen and describe its components, describe the preliminary and confirmatory tests for semen, describe the common tests for vaginal
secretions, describe the common tests for saliva, describe the role of bloodstain pattern analysis in crime scene reconstruction, describe the physical
properties of blood and how they contribute to the various types of bloodstains, and describe the various types of bloodstains.
Essential Questions:
Suggested Number of Sessions: 9 Blocks
12/07 aleclair
Science
8/11/10
Topic/Unit: Serology, Bloodstain patterns and other bodily fluids
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define and describe the components of blood, describe various types of preliminary tests
for blood, define semen and describe its components, describe the preliminary and confirmatory tests for semen, describe the common tests for vaginal
secretions, describe the common tests for saliva, describe the role of bloodstain pattern analysis in crime scene reconstruction, describe the physical
properties of blood and how they contribute to the various types of bloodstains, and describe the various types of bloodstains.
Essential Questions:
Suggested Number of Sessions: 9 Blocks
12/07 aleclair
Science
8/11/10
Topic/Unit: DNA Typing
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define DNA and describe its structure, describe the precautions necessary when collecting biologic
evidence, describe how RFLP DNA typing is carried out, describe how PCR is carried out and how DNA can be typed by PCR, describe how STRs are measured,
describe how population frequency statistics are used to describe the significance of a DNA match, define mitochondrial DNA and describe how it is typed, Define
CODIS and describe its structure and how it is used in criminal investigation
Essential Questions:
Suggested Number of Sessions: 8 Blocks
Content
11-12. B3:1 Describe DNA
components and structure
Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
11-12. B3:2 Explain the process of
DNA Replication
11-12. Explain the procedures
used in Polymerase Chain
Reaction (PCR)
11-12. Describe how scientists use
DNA typing with Tandem Repeats
(RFLP, STRs, and
Electrophoresis) to determine a
DNA match to solve a crime
11-12. B3:1 Define Mitochondrial
DNA and explain the importance
of mDNA in finding a DNA match
11-12. SI.S2 Explain the
procedure for collection and
preservation of DNA evidence
11-12. SI.S4
Define Combined DNA Index
System (CODIS) and explain how
it is used
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Exploration /Solve Activities
Resources
Texts:
Saferstein, Richard.
Criminalistics; 8th ed. Prentice
Hall, 2011. Print.
Siegel, Jay A., and Kathy
Activities:
Mirakovits; Forensic Science: the
Inspector’s DNA Casebook project
Basics, Boca Raton, FL: CRC,
p.73
2010. Print
Who are the Parents? P.187
Saferstein, Richard. Forensic
Science: An Introduction. 2nd ed.
Virtual Labs: PCR and Gel
Prentice Hall. 2011. Print.
electrophoresis
http://learn.genetics.utah.edu/
Lab: Electrophoresis lab
OJ Simpson case Analysis Readings
Rainis, Kenneth G.; Blood and
DNA Evidence: Crime-Solving
Science Experiments, Berkeley
Heights, NJ: Enslow, 2006. Print.
Bertino, Anthony; Forensic
Science Fundamentals &
Investigation, Scotia, NY: SouthWestern, 2008. Print.
Suggested Assessments
Quiz/Test
Grading Activity worksheets
chapter review questions
Famous Case readings/analysis
Teacher observations using
activity rubric during exploration
activity and projects
Science
8/11/10
Topic/Unit: DNA Typing
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define DNA and describe its structure, describe the precautions necessary when collecting biologic
evidence, describe how RFLP DNA typing is carried out, describe how PCR is carried out and how DNA can be typed by PCR, describe how STRs are measured,
describe how population frequency statistics are used to describe the significance of a DNA match, define mitochondrial DNA and describe how it is typed, Define
CODIS and describe its structure and how it is used in criminal investigation
Essential Questions:
Suggested Number of Sessions: 8 Blocks
12/07 aleclair
Science
8/11/10
Topic/Unit: DNA Typing
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define DNA and describe its structure, describe the precautions necessary when collecting biologic
evidence, describe how RFLP DNA typing is carried out, describe how PCR is carried out and how DNA can be typed by PCR, describe how STRs are measured,
describe how population frequency statistics are used to describe the significance of a DNA match, define mitochondrial DNA and describe how it is typed, Define
CODIS and describe its structure and how it is used in criminal investigation
Essential Questions:
Suggested Number of Sessions: 8 Blocks
12/07 aleclair
Science
8/12/10
Topic/Unit: Forensic Science: Physical Evidence (hair, fibers, glass, paint, and soil)
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to describe in detail the common types of Physical Evidence
Essential Questions: Why is evidence admissible? What is the significance of physical evidence? Why is comparative analysis an important procedure in
determining whether or not a suspect specimen and a standard/reference have a common origin? What is the importance of the process of Identification
of physical evidence. What is meant by evidence possessing individual or class characteristics? What hair features are useful for microscopic comparison
of human hairs? What are the properties of fibers that are most useful for forensic comparison? What is the proper collection of soil evidence? What is
the proper collection and useful examination for performing a forensic comparison of paint? What is the proper collection and preservation of forensic
paint evidence?
Suggested Number of Sessions: 10 Blocks
Content
11-12. SI.S1 Recognize what is
good evidence? Compare direct
evidence to physical evidence
Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
11-12. B:1, CH 7:4 Describe
common types of Physical
Evidence (trace evidence: hair,
fibers, paint, soil, and glass)
Exploration /Solve Activities
11-12. SI.S4 Describe methods
used to collect and preserve trace
evidence
Activites:
Exploration Activity p.8
Solve Activity: Robbery p. 11
Possible guest speaker from MA
State Crime Lab
Project:
Making a hair and fiber reference
collection p.36
Analyzing Paint Chips p.81
Lab:
Glass is Breaking Up p.85
Resources
Texts:
Saferstein, Richard;
Criminalistics, 8th ed. Prentice
Hall. Print.
Siegel, Jay A., and Kathy
Mirakovits; Forensic Science: the
Basics. Boca Raton, FL: CRC,
2010. Print
Walch. Top Shelf Forensics (Top
Shelf Science Series Ser). Portland:
Walch Pub., 2003. Print.
Rainis, Kenneth G. Hair, Clothing
and Tire Track Evidence: Crimesolving Science Experiments.
Berkeley Heights, NJ: Enslow,
2006. Print.
Walker, Pam, and Elaine Wood.
Crime Scene Investigations: Reallife Science Labs for Grades 6-12.
San Francisco, CA: Jossey-Bass,
1998. Print.
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Suggested Assessments
Quiz/Test
Grading Activity worksheets
Teacher observations using
activity rubric during exploration
activity and projects
Science
8/12/10
Topic/Unit: Illicit Drugs and Forensic toxicology
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define a drug and distinguish licit drugs from illicit ones, describe the classification of drugs by major
effect , understand the proper collection and preservation of drug evidence, and describe how an illicit drug is analyzed correctly by forensic chemist.
Essential Questions:
Suggested Number of Sessions: 6 Blocks
Content
11-12. B4:4 Define the different types
of drugs and their chemical effects on
the body
Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
11-12. Explain the Drug-Control Laws
Exploration /Solve Activities
11-12. SI.S1Explain how Forensic
Chemists performs drug analysis
Activities:
11-12. Describe how law enforcement
personnel should collect and preserve
of drug Evidence
11-12. CH8:2 Describe the principles
of Pharmacology (drug intake,
circulation of drugs in the
bloodstream, elimination of drugs,
metabolism, synergism, tolerance,
addiction verses dependence)
11-12. Explain the pharmacology and
toxicology of Ethyl-Alcohol
11-12. B4:4
Explain the methods uses to determine
how much drinking does it take to get
drunk
11-12. Measurement of BAC
11-12. SI.S2
Field Sobriety Tests
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Quicklab:
pH Test p. 247
Drug Identification (Tylenol, Motrin,
Aleve) p. 271
Virtual tour: Alcohol Analyzer
http://agora.virtualmuseum.ca/edu/Vie
wLoitLo.do?method=preview&lang=
EN&id=5229
Possible guest speaker (DEA) or local
Police
Resources
Texts:
Saferstein, Richard. Criminalistics;
8th ed. Prentice Hall. 2011. Print.
Siegel, Jay A., and Kathy Mirakovits.
Forensic Science: the Basics; Boca
Raton, FL: CRC, 2010. Print
Saferstein, Richard. Forensic Science:
An Introduction; 2nd ed. Prentice Hall.
2011. Print.
Bertino, Anthony. Forensic Science
Fundamentals & Investigation; Scotia,
NY: South-Western, 2008. Print.
Suggested Assessments
Quiz/Test
Grading Activity worksheets chapter
review questions
Famous Case readings/analysis
Teacher observations using activity
rubric during exploration activity and
projects
Science
8/12/10
Topic/Unit: Illicit Drugs and Forensic toxicology
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define a drug and distinguish licit drugs from illicit ones, describe the classification of drugs by major
effect , understand the proper collection and preservation of drug evidence, and describe how an illicit drug is analyzed correctly by forensic chemist.
Essential Questions:
Suggested Number of Sessions: 6 Blocks
12/07 aleclair
Science
8/12/10
Topic/Unit: Fires and Explosions
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define fire and explosion, give examples of arson and incendiary fires, define combustion and give
examples of combustion reactions, describe how fire and explosion scenes are investigated and what evidence is sought, and describe methods for the laboratory
analysis of fire and explosion debris.
Essential Questions:
Suggested Number of Sessions: 5 Blocks
Content
11-12. CH 1:1, 1:2, 3:1 Describe the
chemical composition of various fires
Suggested Instructional
Activities/Technology
Lecture with notes
Unit Vocabulary
11-12. SI.S3 Explain the methods used
to Extinguish fires
11-12. SI.S1 Define incendiary fires
11-12. Explain the various causes of
fires
11-12. Describe investigators
determine the fire point of origin
11-12. CH 1:1 Describe how
accelerants play a role in a fire
11-12. SI.S1Describe how
investigators analyze of fire scene
evidence
11-12. Explain the causes of
explosions
11-12. Explain the methods used to
Investigate bombing scenes
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Exploration /Solve Activities
Activities:
The Flame test
http://imagine.gsfc.nasa.gov/docs/teac
hers/lessons/xray_spectra/studentworksheet-flame.html
Hunt for the Serial Arsonist - Nova
http://www.pbs.org/wgbh/nova/teache
rs/activities/2214_arsonist.html
CSI web adventures
http://forensics.rice.edu/
Possible Arson squad guest speaker
Resources
Suggested Assessments
Texts:
Saferstein, Richard. Forensic Science:
An Introduction; 2nd ed. Prentice Hall.
2011. Print.
Quiz/Test
Siegel, Jay A., and Kathy Mirakovits.
Forensic Science: the Basics; Boca
Raton, FL: CRC, 2010. Print
Famous Case readings/analysis
Grading Activity worksheets chapter
review questions
Teacher observations using activity
rubric during exploration activity and
projects
Science
8/12/10
Topic/Unit: Fires and Explosions
Grade Level: 11-12
Curricular Goals/ Learning Outcomes: Students will be able to define fire and explosion, give examples of arson and incendiary fires, define combustion and give
examples of combustion reactions, describe how fire and explosion scenes are investigated and what evidence is sought, and describe methods for the laboratory
analysis of fire and explosion debris.
Essential Questions:
Suggested Number of Sessions: 5 Blocks
12/07 aleclair