Bronx Regional High School
FORENSIC SCIENCE
Teacher: Orlando Del Villar
Month
Content
Skills
September
2008
Unit 1 Forensic Science--What is it?
A.Introduction to Forensic Science and the
Law
B. Branches and their responsibilities
Crime scene investigator, forensic
scientist,
medical examiner, forensic psychologist,
forensic anthropologist, forensic
odontologist
C. Highlights in the History of Forensic
Science
D. Famous cases solved through forensic
science--an overview
E. Crime Lab Organization (Units)
Pysical science, biology, firearms,
document examination, photography,
optical services
F. Methodology
G. Criminal Justice and the law
H. Individual rights guaranteed by the Bill
of Rights
I. Steps in pursuing justice
J. Types of crimes
K. Federal rules of evidence
Unit 1 Forensic Science--What is it?
Students will:
A. Define the term forensic science
B. Describe the role of various personnel
in solving crimes
C. Describe how this science began and
how it has changed over time
D. Build a file of famous cases
E. describe the different divisions of your
state or local crime laboratory
F. Define The Locard Exchange Principle
G. Describe the different kinds of law in
the U.S. criminal justice system
H. Describe individual rights guaranteed
by the Bill of Rights
I. Describe the steps of a criminal
procedure
J. Describe how crimes are classified
K. Describe the Federal rules of evidence,
and its purpose
Unit 2 Crime Scene Investigation and
Processing
A. Observation
Skills, witness description, crime scene
interpretation
B. Crime Scene Protocol
PPPSCRIPT, photographing, sketching,
search methods
C. Crime reconstruction
D. The Evidence
Characteristics, recognition, handling and
collection guidelines
Unit 2 Crime Scene Investigation and
Processing
Students will:
A. Evaluate and improve their observation
skills
B. Identify, follow, and practice proper
methods of crime scene evaluation and
processing
C. Reconstruct a crime from pieces of
evidence
Strategies
Unit 1 Forensic Science--What is it?
I. Introduction to Forensic Science
A. Discussion
B. Notes
C. Read excerpts from Arthur Conan
Doyle, et.al
D. Notes
E. Read case study
Unit 2 Crime Scene Investigation and
Processing
A. "How Aware Are We?" criminal
description activity
Computer activity - "FACES"
Reading- "Ivan the Terrible"
B. Lab: Photographing a crime scene
Lab: "Don't Touch That Evidence" -crime scene sketching
C. Group Activity--"Who Made the
Mess"--crime reconstruction
D. Lab: Crime scene search and evidence
collection (outdoor activity)
Applicable CSI video clips
Assessment
Unit 1 Forensic Science--What is it?
A,B,C,D Unit test
Resources/Technology
Forensic Science for High School
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
Handouts, and Smartboard Technologies
Unit 2 Crime Scene Investigation and
Processing
A Successful use of facial construction
computer software
B. Completion of Lab Practical:
Photographing, processing, and sketching
a crime scene
C.Report on crime reconstruction
D. Quiz on crime scene protocol and
evidence collection
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1 of 8
FORENSIC SCIENCE
Del Villar
Month
October
2008
Content
Unit 3 Fingerprint and Lip Print
Analysis
A. History of Fingerprinting
Early to modern methods, Bertillon
system,
Francis Galton and ink fingerprinting,
fingerprint data base
B. Physiology of fingerprints
Formation
Types--latent, visible, plastic
C. Principles of fingerprint identification
D. Fingerprint classification
Primary--loops, arches, whorls
Additional--hooks, spurs, ridges, bridges,
deltas, bifurcations
Henry's System
E. Detection and development of latent
prints
dusting, lifting, fuming
F. Lip print analysis
G. Case study
Unit 4 Physical Evidence--Blood
A. Composition
Cellular components, plasma
B. Blood types and heredity
A,B,O,AB, Rh factors
C.Forensic characteristics
Identifying blood
benzidine test, phenolthalein test, luminol,
microcrystalline
Aging of blood
Drying time, color change
Skills
D. Properly collect and evaluate evidence
from a crime scene
Unit 3 Fingreprint and Lip Print
Analysis
Students will:
A. Take measurements to demonstrate
Bertillon's Anthropometric System of
criminal identification
B. Explain why no two people have
identical prints
C. List principles of fingerprint
identification
D. Produce and role fingerprints using
inking method
Catagorize their own fingerprints as loops,
arches, or whorls
Recognize and identify primary and
additional classification characteristics of
classmates fingerprints
Apply Henry's Sytem to fingerprint
analysis
E. Dust and lift latent prints using powder
and lifting tabs
F. Produce and identify distinguishing
characteristics of lip prints
G. Relate importance of fingerprint
analysis to real crime cases
Unit 4 Physical Evidence--Blood
Students will
A. Describe the composition of blood
B. Identify the antigens and agglutinogens
that distinguish one blood type from
another
Explain how they inherited their own
blood type
C. Describe a positive test result for blood
in general and human blood specifically
Determine how the aging of blood can be
linked to time
Bronx Regional High School
Strategies
Unit 3 Fingerprint and Lip Print
Analysis
A, B, C, D, E, F Notes
A. Lab: Measureable You --The Bertillon
Anthropometric System
B. Reading--"No Two Alike"
D. Worksheets--primary and additional
characteristics identification of
fingerprints computer tutorial--Taking
legible fingerprints
Video --"Fingerprinting the right way"
Lab: Rolling a set of fingerprints
Worksheet--Henry's System
E. Lab: Developing latent prints using
black powder and white powder
methods/lifting prints using lifting tabs
Lab: Teacher demonstration of superglue
fuming (optional)
F. Lab: Lip Print Analysis
G. Speaker: Department of Criminal
Justice Fingerprint Identification Unit
Unit 4 Physical Evidence--Blood
A, B, C, D Notes
A, B, Worksheet - Characteristics of blood
Worksheet - Genetics of blood type
inheritance
C. Demonstration lab: "Is It Blood? Is It
Human Blood?"
Assessment
Unit 3 Fingerprint and Lip Print
Analysis
A. B, C, D, E, F Unit Test
A, D, E, F Lab Reports
D. Correct identifications and
characteristics recognition when given a
set of prints
E. Successful production of roled prints
and lifting of latent prints
F. Correct identification of lip prints
G. Completed reading of case study
Resources/Technology
Forensic Science for High School
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
Handouts, and Smartboard Technologies
Unit 4 Physical Evidence--Blood
A, B, C, D Unit test
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2 of 8
FORENSIC SCIENCE
Del Villar
Bronx Regional High School
Month
Content
Skills
November
2008
Unit 4 Physical Evidence--Blood (cont.)
D. Blood spatter patterns
Determining direction, dropping distance,
angle of impact, surface texture, velocity
E. Case studies
Unit 4 Physical Evidence--Blood (cont)
D. Use simulated blood to produce and
analyze blood spatter patterns, dropping
distance, angle of impact, surface texture,
and velocity of blood spatter
Apply knowledge of blood spatter to solve
a crime
E. Relate importance of blood spatter
analysis to real crime cases
Unit 4 Physical Evidence--Blood
D. Lab: Blood Spatter Analysis (Ward's)
Activity--Area of convergence
Activity--Impact angle determination
Applicable CSI video clips
Unit 4 Physical Evidence--Blood
D. Lab Report
Group blood spatter lab practical
E. Completed reading of case study
Unit 13 Introduction to Mystery
Writing
A.The history of mystery
Edgar Allan Poe, Sir Arthur Conan Doyle,
Agatha Christie, others
B. Mystery types
Classics, locked room or puzzle mystery,
hard boiled, police procedural, inverted
C. Anatomy of a mystery
Characters, setting, plot, problem,
solution, mystery vocabulary
Unit 13 Introduction to Mystery
Writing
Students will
A. Identify differences in mystery writing
styles of various authors
B. Choose one mystery type as a basis for
creating their own short mystery story
C. Develop the characters, setting, plot,
and problem for their own short story
mystery
Unit 13 Introduction to Mystery
Writing
A. Read excerpts from the works of Poe,
Doyle, Christie, and other mystery writers
B, C, D. Notes
B. Sample student written short stories on
the web at www.sciencemystery.com
C. Mystery writing brainstorming
worksheets
Unit 13 Introduction to Mystery
Writing
C. Submission of characters,setting, plot,
and problem for teacher evaluation
Unit 5 Physical Evidence--Hair, Fiber,
Paint, Wood
A. Hair
Searching for and collection of hair
evidence
General morphology and characteristics of
hair
Human hair and hair of other animals
Forensic microscopic hair examination
B. Fibers
Types of fibers
Identification and comparison of fibers
C. Paint
Composition
Types of automobile paint
Collection and preservation of paint
evidence
Forensic examination of paint-microscopic, gas chromatography, solvent
test, X-ray spectroscopy
Unit 5 Physical Evidence--Hair, Fiber,
Paint, Wood
The students will:
A. Describe the location of the cuticle and
medulla of hair
Recognize different types of cuticles and
medullas
Distinguish between human hair and
animal hair
Distinguish between types of human hair
and the hair of different animals
Prepare slides of human hair for
microscopic examination
B. Perform tests to identify different types
of fibers
Conduct a microscopic examination of
fiber types
Compare spectrographs of different fibers
to catch a killer
C. Explain how paint evidence is used in
Unit 5 Physical Evidence--Hiar, Fiber,
paint, Wood
A, B, C, D, Notes
A, B, C, D, Readings
Lab: Use of the Microscope Review
A, B. Lab: Microscopic examination of
hair and fibers
B. Lab: Testing for different types of
fibers
Applicable CSI video clips
Unit 5 Physical Evidence--Hair, Fiber,
paint, Wood
A, B, C, D, Unit test
A, B. Lab report
B. Group assessment: "The Fiber Case"
D. Completed reading of case study
December
2008
Strategies
Assessment
Resources/Technology
Forensic Science for High School
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
Handouts, and Smartboard Technologies
Forensic Science for High School
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
Handouts, and Smartboard Technologies
www.curriculummapper.com
3 of 8
FORENSIC SCIENCE
Del Villar
Month
January
2009
February
Content
Skills
Bronx Regional High School
Strategies
Assessment
Resources/Technology
D. Wood
Types of wood--soft, hard
E. Case studies
hit-and-run crimes
Describe advances in technology used in
paint identification
D. Compare types of wood
E. Relate the importance of hair, fiber,
paint, and wood analysis to real crime
cases
Unit 13 Mystery Writing (continued)
D. Fair Play Rules
E. Mystery structure
Introduction, body
Unit 13 Mystery Writing (continued)
Students will
D. Explain the "Fair Play" rules of mystery
writing
E. Create an introduction and begin to
write the body of their short story mystery
incorporating physical evidence as clues
using knowledge of forensic science
Unit 6 Physical Evidence--Impression
Evidence (Shoe, Tire, Tool, Bullets)
Students will
A. Create casts of footprint impressions
Analyze prepared casts for characteristics
Apply this knowledge to place a suspect at
the crime scene
B. Identify tread patterns and
characteristics of prepared tire impression
evidence
Make and record measurements of tire
tread and track width evidence
Determine direction of travel from tire
tread evidence left at a crime scene
identify the vehicle used to create the tire
tread evidence
C. Prepare clay impressions of
screwdrivers
Identify the screwdriver used in a burglary
D. Describe the characteristic markings
used to identify a weapon
Show how bullets are matched to a
particular weapon
Compute and solve bullet trajectory
problems
Unit 13 Mystery Writing (continued)
D. Notes
E. Write introduction and beginning of
short story mystery
Unit 6 Physical Evidence--Impression
Evidence (Shoe, Tire, Tool, Bullets)
A, B, C, D. Notes
A, B, C, D. Readings
Lab: Shoeprint Casting
Mystery synposis-"The Car That Swims"
Activity - Shoe size (foot size), and height
B. Lab: Tire Track Evaluation
C. Lab: A Lesson on Tool Marks
D. Computer tutorial - Ballistics and
firearms
Video - Peter Jenning Reports: Conspiracy
Theory Revisited (Assassination of JFK)
Activity - Bullet trajectory
Activity - Solving problems on bullet
trajectory
Applicable CSI video clips
Unit 6 Physical Evidence--Impression
Evidence (Shoe, Tire, Tool, Bullets)
A, B, C. Lab reports
A, B, C, D. Solving mystery synopsis "The Car That Swims"
A, B, C, D. Quiz/test
Forensic Science for High School
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
Unit 1 Forensic Science--What is it?
Unit 1 Forensic Science--What is it?
Unit 1 Forensic Science--What is it?
Forensic Science for High School
Unit 6 Physical Evidence--Impression
Evidence (Shoe, Tire, Tool, Bullets)
A. Footprint impressions
Characteristics--design, shape, worn areas,
measurements, manufacturer
Footprint impression casting
B. Tire impressions
Tire standards collection
Characteristics--design, tread width, ridge
width, groove width,sipes, imperfections,
manufacturer
Tire tread evidence
Vehicle track width, vehicle type,
direction of travel
C. Tool marks
Location
Identification
D. Bullets
History of firearm identification
Pinciples of firearm identification
gunpowder residue
Trajectory and other firearms problem
Unit 1 Forensic Science--What is it?
Unit 13 Mystery Writing (continued)
E. Submission of introduction and body
beginning to teacher for evaluation upon
return from Christmas break
Handouts, and Smartboard Technologies
www.curriculummapper.com
4 of 8
FORENSIC SCIENCE
Del Villar
Month
2009
Content
Skills
A.Introduction to Forensic Science and the
Law
B. Branches and their responsibilities
Crime scene investigator, forensic
scientist,
medical examiner, forensic psychologist,
forensic anthropologist, forensic
odontologist
C. Highlights in the History of Forensic
Science
D. Famous cases solved through forensic
science--an overview
E. Crime Lab Organization (Units)
Pysical science, biology, firearms,
document examination, photography,
optical services
F. Methodology
G. Criminal Justice and the law
H. Individual rights guaranteed by the Bill
of Rights
I. Steps in pursuing justice
J. Types of crimes
K. Federal rules of evidence
Students will:
A. Define the term forensic science
B. Describe the role of various personnel
in solving crimes
C. Describe how this science began and
how it has changed over time
D. Build a file of famous cases
E. describe the different divisions of your
state or local crime laboratory
F. Define The Locard Exchange Principle
G. Describe the different kinds of law in
the U.S. criminal justice system
H. Describe individual rights guaranteed
by the Bill of Rights
I. Describe the steps of a criminal
procedure
J. Describe how crimes are classified
K. Describe the Federal rules of evidence,
and its purpose
Unit 2 Crime Scene Investigation and
Processing
A. Observation
Skills, witness description, crime scene
interpretation
B. Crime Scene Protocol
PPPSCRIPT, photographing, sketching,
search methods
C. Crime reconstruction
D. The Evidence
Characteristics, recognition, handling and
collection guidelines
March
2009
Unit 3 Fingerprint and Lip Print
Analysis
A. History of Fingerprinting
Unit 2 Crime Scene Investigation and
Processing
Students will:
A. Evaluate and improve their observation
skills
B. Identify, follow, and practice proper
methods of crime scene evaluation and
processing
C. Reconstruct a crime from pieces of
evidence
D. Properly collect and evaluate evidence
from a crime scene
Unit 3 Fingreprint and Lip Print
Analysis
Students will:
Bronx Regional High School
Strategies
I. Introduction to Forensic Science
A. Discussion
B. Notes
C. Read excerpts from Arthur Conan
Doyle, et.al
D. Notes
E. Read case study
Unit 2 Crime Scene Investigation and
Processing
A. "How Aware Are We?" criminal
description activity
Computer activity - "FACES"
Reading- "Ivan the Terrible"
B. Lab: Photographing a crime scene
Lab: "Don't Touch That Evidence" -crime scene sketching
C. Group Activity--"Who Made the
Mess"--crime reconstruction
D. Lab: Crime scene search and evidence
collection (outdoor activity)
Applicable CSI video clips
Unit 3 Fingerprint and Lip Print
Analysis
A, B, C, D, E, F Notes
Assessment
A,B,C,D Unit test
Resources/Technology
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
Handouts, and Smartboard Technologies
Unit 2 Crime Scene Investigation and
Processing
A Successful use of facial construction
computer software
B. Completion of Lab Practical:
Photographing, processing, and sketching
a crime scene
C.Report on crime reconstruction
D. Quiz on crime scene protocol and
evidence collection
Unit 3 Fingerprint and Lip Print
Analysis
A. B, C, D, E, F Unit Test
Forensic Science for High School
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
www.curriculummapper.com
5 of 8
FORENSIC SCIENCE
Del Villar
Month
Content
Early to modern methods, Bertillon
system,
Francis Galton and ink fingerprinting,
fingerprint data base
B. Physiology of fingerprints
Formation
Types--latent, visible, plastic
C. Principles of fingerprint identification
D. Fingerprint classification
Primary--loops, arches, whorls
Additional--hooks, spurs, ridges, bridges,
deltas, bifurcations
Henry's System
E. Detection and development of latent
prints
dusting, lifting, fuming
F. Lip print analysis
G. Case study
Unit 4 Physical Evidence--Blood
A. Composition
Cellular components, plasma
B. Blood types and heredity
A,B,O,AB, Rh factors
C.Forensic characteristics
Identifying blood
benzidine test, phenolthalein test, luminol,
microcrystalline
Aging of blood
Drying time, color change
April 2009
Unit 4 Physical Evidence--Blood (cont.)
D. Blood spatter patterns
Determining direction, dropping distance,
angle of impact, surface texture, velocity
E. Case studies
Bronx Regional High School
Skills
Strategies
A. Take measurements to demonstrate
Bertillon's Anthropometric System of
criminal identification
B. Explain why no two people have
identical prints
C. List principles of fingerprint
identification
D. Produce and role fingerprints using
inking method
Catagorize their own fingerprints as loops,
arches, or whorls
Recognize and identify primary and
additional classification characteristics of
classmates fingerprints
Apply Henry's Sytem to fingerprint
analysis
E. Dust and lift latent prints using powder
and lifting tabs
F. Produce and identify distinguishing
characteristics of lip prints
G. Relate importance of fingerprint
analysis to real crime cases
A. Lab: Measureable You --The Bertillon
Anthropometric System
B. Reading--"No Two Alike"
D. Worksheets--primary and additional
characteristics identification of
fingerprints computer tutorial--Taking
legible fingerprints
Video --"Fingerprinting the right way"
Lab: Rolling a set of fingerprints
Worksheet--Henry's System
E. Lab: Developing latent prints using
black powder and white powder
methods/lifting prints using lifting tabs
Lab: Teacher demonstration of superglue
fuming (optional)
F. Lab: Lip Print Analysis
G. Speaker: Department of Criminal
Justice Fingerprint Identification Unit
Unit 4 Physical Evidence--Blood
Students will
A. Describe the composition of blood
B. Identify the antigens and agglutinogens
that distinguish one blood type from
another
Explain how they inherited their own
blood type
C. Describe a positive test result for blood
in general and human blood specifically
Determine how the aging of blood can be
linked to time
Unit 4 Physical Evidence--Blood (cont)
D. Use simulated blood to produce and
analyze blood spatter patterns, dropping
distance, angle of impact, surface texture,
and velocity of blood spatter
Apply knowledge of blood spatter to solve
Unit 4 Physical Evidence--Blood
A, B, C, D Notes
A, B, Worksheet - Characteristics of blood
Worksheet - Genetics of blood type
inheritance
C. Demonstration lab: "Is It Blood? Is It
Human Blood?"
Unit 4 Physical Evidence--Blood
D. Lab: Blood Spatter Analysis (Ward's)
Activity--Area of convergence
Activity--Impact angle determination
Applicable CSI video clips
Assessment
A, D, E, F Lab Reports
D. Correct identifications and
characteristics recognition when given a
set of prints
E. Successful production of roled prints
and lifting of latent prints
F. Correct identification of lip prints
G. Completed reading of case study
Resources/Technology
Handouts, and Smartboard Technologies
Unit 4 Physical Evidence--Blood
A, B, C, D Unit test
Unit 4 Physical Evidence--Blood
D. Lab Report
Group blood spatter lab practical
E. Completed reading of case study
Forensic Science for High School
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
Handouts, and Smartboard Technologies
www.curriculummapper.com
6 of 8
FORENSIC SCIENCE
Del Villar
Month
Content
Skills
Bronx Regional High School
Strategies
Assessment
Resources/Technology
a crime
E. Relate importance of blood spatter
analysis to real crime cases
May 2009
Unit 13 Introduction to Mystery
Writing
A.The history of mystery
Edgar Allan Poe, Sir Arthur Conan Doyle,
Agatha Christie, others
B. Mystery types
Classics, locked room or puzzle mystery,
hard boiled, police procedural, inverted
C. Anatomy of a mystery
Characters, setting, plot, problem,
solution, mystery vocabulary
Unit 13 Introduction to Mystery
Writing
Students will
A. Identify differences in mystery writing
styles of various authors
B. Choose one mystery type as a basis for
creating their own short mystery story
C. Develop the characters, setting, plot,
and problem for their own short story
mystery
Unit 13 Introduction to Mystery
Writing
A. Read excerpts from the works of Poe,
Doyle, Christie, and other mystery writers
B, C, D. Notes
B. Sample student written short stories on
the web at www.sciencemystery.com
C. Mystery writing brainstorming
worksheets
Unit 13 Introduction to Mystery
Writing
C. Submission of characters,setting, plot,
and problem for teacher evaluation
Unit 5 Physical Evidence--Hair, Fiber,
Paint, Wood
A. Hair
Searching for and collection of hair
evidence
General morphology and characteristics of
hair
Human hair and hair of other animals
Forensic microscopic hair examination
B. Fibers
Types of fibers
Identification and comparison of fibers
C. Paint
Composition
Types of automobile paint
Collection and preservation of paint
evidence
Forensic examination of paint-microscopic, gas chromatography, solvent
test, X-ray spectroscopy
D. Wood
Types of wood--soft, hard
E. Case studies
Unit 5 Physical Evidence--Hair, Fiber,
Paint, Wood
The students will:
A. Describe the location of the cuticle and
medulla of hair
Recognize different types of cuticles and
medullas
Distinguish between human hair and
animal hair
Distinguish between types of human hair
and the hair of different animals
Prepare slides of human hair for
microscopic examination
B. Perform tests to identify different types
of fibers
Conduct a microscopic examination of
fiber types
Compare spectrographs of different fibers
to catch a killer
C. Explain how paint evidence is used in
hit-and-run crimes
Describe advances in technology used in
paint identification
D. Compare types of wood
E. Relate the importance of hair, fiber,
paint, and wood analysis to real crime
Unit 5 Physical Evidence--Hiar, Fiber,
paint, Wood
A, B, C, D, Notes
A, B, C, D, Readings
Lab: Use of the Microscope Review
A, B. Lab: Microscopic examination of
hair and fibers
B. Lab: Testing for different types of
fibers
Applicable CSI video clips
Unit 5 Physical Evidence--Hair, Fiber,
paint, Wood
A, B, C, D, Unit test
A, B. Lab report
B. Group assessment: "The Fiber Case"
D. Completed reading of case study
Forensic Science for High School
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
Handouts, and Smartboard Technologies
www.curriculummapper.com
7 of 8
FORENSIC SCIENCE
Del Villar
Month
Content
Skills
Bronx Regional High School
Strategies
Assessment
Resources/Technology
cases
Unit 13 Mystery Writing (continued)
D. Fair Play Rules
E. Mystery structure
Introduction, body
June 2009
Unit 6 Physical Evidence--Impression
Evidence (Shoe, Tire, Tool, Bullets)
A. Footprint impressions
Characteristics--design, shape, worn areas,
measurements, manufacturer
Footprint impression casting
B. Tire impressions
Tire standards collection
Characteristics--design, tread width, ridge
width, groove width,sipes, imperfections,
manufacturer
Tire tread evidence
Vehicle track width, vehicle type,
direction of travel
C. Tool marks
Location
Identification
D. Bullets
History of firearm identification
Pinciples of firearm identification
gunpowder residue
Trajectory and other firearms problem
Unit 13 Mystery Writing (continued)
Students will
D. Explain the "Fair Play" rules of mystery
writing
E. Create an introduction and begin to
write the body of their short story mystery
incorporating physical evidence as clues
using knowledge of forensic science
Unit 6 Physical Evidence--Impression
Evidence (Shoe, Tire, Tool, Bullets)
Students will
A. Create casts of footprint impressions
Analyze prepared casts for characteristics
Apply this knowledge to place a suspect at
the crime scene
B. Identify tread patterns and
characteristics of prepared tire impression
evidence
Make and record measurements of tire
tread and track width evidence
Determine direction of travel from tire
tread evidence left at a crime scene
identify the vehicle used to create the tire
tread evidence
C. Prepare clay impressions of
screwdrivers
Identify the screwdriver used in a burglary
D. Describe the characteristic markings
used to identify a weapon
Show how bullets are matched to a
particular weapon
Compute and solve bullet trajectory
problems
Unit 13 Mystery Writing (continued)
D. Notes
E. Write introduction and beginning of
short story mystery
Unit 6 Physical Evidence--Impression
Evidence (Shoe, Tire, Tool, Bullets)
A, B, C, D. Notes
A, B, C, D. Readings
Lab: Shoeprint Casting
Mystery synposis-"The Car That Swims"
Activity - Shoe size (foot size), and height
B. Lab: Tire Track Evaluation
C. Lab: A Lesson on Tool Marks
D. Computer tutorial - Ballistics and
firearms
Video - Peter Jenning Reports: Conspiracy
Theory Revisited (Assassination of JFK)
Activity - Bullet trajectory
Activity - Solving problems on bullet
trajectory
Applicable CSI video clips
Unit 13 Mystery Writing (continued)
E. Submission of introduction and body
beginning to teacher for evaluation upon
return from Christmas break
Unit 6 Physical Evidence--Impression
Evidence (Shoe, Tire, Tool, Bullets)
A, B, C. Lab reports
A, B, C, D. Solving mystery synopsis "The Car That Swims"
A, B, C, D. Quiz/test
Forensic Science for High School
Deslich, Barbara; Funkhouser, John
*Kendall/Hunt Publishing Company, 2006
Handouts, and Smartboard Technologies
www.curriculummapper.com
8 of 8