COURSE OUTLINE Forensic Science
Instructor: Deborah Stripling
This course is designed to challenge students with topics such as fingerprinting,
DNA analysis, blood typing and spattering, trajectories (for ballistics as well as blood spattering) comparative anatomy, and chemical analysis of drugs, poisons, and trace evidence, and the dynamics of Physics.
Students will learn about the careers involved with Forensic Science and will play mock roles as experts in the field to solve crimes. They will learn team work in solving the mock crimes and have a chance to change their roles as the year progresses. The students will all be given the tools to interpret data and techniques involved for both chemical and biological analysis of evidence.
PACING GUIDE: Some of the material will require more time than others but you should expect to cover three topics or units per marking period.
1.
History and Development of Forensic Science a.
Organization of the Crime Laboratory b.
Services of the Crime Laboratory
2.
The Crime Scene a.
Processing the Crime Scene b.
Legal Issues at the Crime Scene/ good lab techniques and safety
3.
Physical Evidence a.
Types of Physical Evidence b.
Significance of Physical Evidence
4.
Hairs, Fibers, and Paint a.
Morphology of Hair b.
Identification and Comparison of Hair c.
Types of Fibers d.
Comparison and Preservation of Fiber Evidence e.
Forensic Examination of Paint
5.
Fingerprints a.
History of Fingerprints b.
Classification of Fingerprints c.
Methods of Detecting Fingerprints d.
Preservation of Developed Prints
6.
Forensic Serology a.
The Nature of Blood b.
Forensic Characteristics of Bloodstains c.
Stain Patterns of Blood d.
Principles of Heredity
7.
DNA a.
What is DNA? b.
DNA typing c.
Gel Electrophoresis
Page 1 of 20

d.
The Combined DNA Index System (CODIS) e.
The Collection and Preservation of Biological Evidence for DNA analysis
8.
Drugs a.
Drug Identification b.
Collection and Preservation of Drug Evidence c.
Chemical Analysis of Drugs using Spectroscopy
Forensic Anthropology- bones and comparative anatomy, Bertillion measurements
9.
Entomology- How bugs can give a time-line for death and bug morphology
10.
Final Project a.
Use of all the above techniques and information to create their own crime for another team of forensic scientists in their class to solve. b.
Ability to solve a crime that is developed for them by another team of forensic scientists in their class or another class.
PURPOSE OF THE COURSE
Students will:

Apply knowledge learned in previous courses such as Biology and Chemistry

Work independently and in groups to apply that knowledge

Use scientific terminology to describe the techniques they are using

Understand how science is used to solve societal problems such as crime

Incorporate History with science

Explain how Criminal justice fits in with Forensic Science

Understand that Forensic Science is applied Biology and Chemistry

Learn the new uses of technology in solving crimes and issues of biometrics.

Expand their use of the English language to document what took place and how they arrived at their conclusions

Understand that there are limitations to what physical evidence can tell us but that the evidence does not lie

Expand the use of critical thinking
GOALS AND OBJECTIVES
The goal of the course is to prepare our students for citizenship and advance their knowledge of science and how it fits in to the world we live in. The course is designed to motivate students to continue to explore alternate fields of science.
Page 2 of 20

National Standards for Science in Secondary Education
The National Standards for science state that the goals for students are to be able to:

Understand the nature of the world around them

Use the scientific method and other scientific techniques, for problem solving

Discuss topics of a scientific nature intelligently

Use their knowledge of science to pick appropriate career paths and become productive citizens
Specifically, the following standards are incorporated into this curriculum:

Content standard A : all students should develop abilities to do scientific inquiry and understandings about scientific inquiry.

Content standard B : develop an understanding of the structure of atoms, structure and properties of matter, chemical reactions, motions and forces, conservation of energy, and interactions of energy and matter

Content standard C : develop an understanding of the cell, molecular basis of heredity, biological evolution, interdependence of organisms, matter, energy, and organization in living systems, behavior of organisms

Content standard F : develop understanding of personal and community health, population growth, natural resources, environmental quality, natural and humaninduced hazards, and Science and technology in local, national and global challenges

Content standard G : develop an understanding of Science as a human endeavor, nature of scientific knowledge and historical perspectives
The following curriculum is designed to meet these goals. For more specific goals, you can refer to the standards for Biology, Chemistry and Physics as they apply to the topics being studied.
Page 3 of 20

MONTHS
Jan/Feb
Jan/Feb
CYCLES
3
2
1
CHAPTERS/ TOPICS
Learning Objectives
RESOURCES
Review of Lab Safety
Introduction to Forensic Science-
Chapter 1

Define Forensic Science

Demonstrate lab safety

Learn to use both the stereoscopic microscope, dissecting microscopes and the compound microscope
Use the steps of the scientific method to problem solve
Continued Chapter 1- History of Forensic
Science and Physical Evidence

Describe the use of the crime lab

Understand the importance of each scientist that contributed to the development of Forensic
Science

Define the role of the Forensic
Scientist in analysis of the
Physical Evidence

List the different Forensic Fields of Science: Forensic Pathology,
Forensic Anthropology, Forensic
Entomology, Forensic
Psychiatry, Forensic Odontology
, Forensic Toxicology ,and
Forensic Engineering

Calculate probability of a suspect being similar to another.

Sketch a crime scene using a standard template and references

Identify physical evidence:
1.
Blood, semen, and saliva
2.
documents
3.
drugs
4.
explosives
5.
fingerprints
6.
firearm and ammunition
7.
etc.

gather evidence and understand why chain of custody is crucial
 learn the parts of the skin and their functions
 identify and compare human hair with animal hair
 pick out fiber from hair and recognize
Page 4 of 20
Lab Safety Video provided by the State
Microscopes LAB
Power Point Presentation
Bones A Forensic Detective’s
Casebook
Brainpop
Study Guide for Criminal
Investigation (Orthman)
CSI EPISODE- A LITTLE
MURDER
MOVIE – THE BONE
COLLECTOR( OPTIONAL)
INTERNET,
POWER POINT,
MOCK CRIME SCENE LAB
Brain pop
Study Guide for Criminal
Investigation (Orthman)
SUGGESTED
READINGS
Differentiated instruction
Powerpoint Lab Safety
Powerpoint notes: criminal investigation: an overview
TWO-MINUTE MYSTERIES
Case of the accidental drowning
A Forensic Detective’s
Casebook pg 1-3
Microscope lab
Vocabulary list and study guide questions
Two minute mystery The
Case of Thirty Minutes or
Less
Bones reading 4-6
Vocabulary list and study guide questions

SUGGESTED
READINGS
Differentiated instruction
January
4
(11/18-
12/2)
6
(1/20-2/1)
CHAPTER 13- DNA

Define DNA

Recognize a model of DNA
Page 5 of 20

DNA LAB WITH
WHEAT GERM

GEL-
ELECTORPHORE
SIS SIMULATED
CHAPTER 12
TSF-56-72
HANDOUTS DEALING
WITH BLOOD
TMMC-BRONZE NYMPH,
BURIED TREASURE, CAVE
PAINTINGS
INTERNET
Read The Case of Conchetta
Serra, Cracking More Cases
TCOFD
– SEROLOGY PAGES
197-213
CHAPTER 14
HANDOUTS
TMMC-DEAD BOXER,COIN
COLLECTOR, DEAD BROKER
PRIME SUSPECT-SUSPECT
IDENTIFICATION SYSTEM-
SCHOLASTIC SOFTWARE
PROGRAM
TCOFD- FINGERPRINTING
PAGES 90- 118
TEXT –CHAPTER 13
HANDOUTS
CSI EPISODE CLIPS

MONTHS
February
March
April/MAY
CYCLES
8
(2/16-3/3)
3/6-3/21
9
(3/22-4/3)
10
(4/24-5/4)
CHAPTERS/ TOPICS
Learning Objectives

Understand the molecular structure as a polymer chain

Understand the difference between nuclear DNA and mitochondrial DNA

Explain the use of CODIS

Collect and preserve biological evidence for DNA analysis
CHAPTER 9-DRUGS

Define what a drug is

Identify narcotics

Identify hallucinogens

Identify barbiturates
 Identify “club drugs”

Document identification of print
Use paper chromatography to identify the ink used to print a document
RESOURCES
DNA LAB

CASE READINGS-
PAGE 384 The
O.J. Simpson
Verdict and 395
INTERNET RESEARCH

WHITE POWDER
LAB

THIN LAYER
CHROM.LAB

PAPER CHROM.
LAB

SPECTROSCOPY

POWER POINT

CSI EPISODE
FORENSIC ENTOMOLOGY-SUPPLEMENT
TAKEN FROM PROJECT SEARCH

Classify bugs- dichotomous keys

Describe the Morphology of bugs

Learn what bugs can tell us about the decomposition of a body

Recognize at what stage a body is in by visual comparison
HANDOUTS ON
CLASSIFICATION AND
KEYS FOR
MACROINVERTEBRATES
LIFE CYCLES OF
BEETLES AND FLIES
INTERNET
POWER POINT
CSI EPISODE-CLIPS
FORENSIC ANTHROPOLOGY- SUPPLEMENT
Demonstrate their knowledge of bones by identifying different bones of the body.
Compare human bones with animal bones.
Calculate the age of human remains based on measurement of the bones.
Construct skeletons based on their knowledge of the placement of certain shapes of bones.
SKELETAL LAB
LAB ON BONES
ACTIVITY –BUILDING A
DINASAUR
ACTIVITY- PUTTING A
PAPER MODEL OF
EXTINCT BIRD
TOGETHER
BONE LAB 1
BONE LAB 2
USE OF MATHEMATICAL
MEASUREMENTS TO
DETERMINE THE AGE OF
Page 6 of 20
SUGGESTED
READINGS
Differentiated instruction
CRACKING THE CODE OF
LIFE-MOVIE
INTERNET
TMMC-DEAD
FRENCHMAN,DEAD JUDGE,
DEAD MILLIONAIRE
TCOFD- DNA TYPING PAGES
55-67
CHAPTER 9
HANDOUTS
INTERNET
TMMC- DEAD PROFESSOR,
DEATH AT SUNRISE, DEATH
PLUNGE
TCOFD- TOXICOLOGY PAGES
230-246
PROJECT SEARCH
MANUAL
HANDOUTS
INTERNET
THE BODY FARM
Digital Detectives
Mysteries“The Case of the
Killer Bugs”
TMMC- THE CASE OF THE
WATER NYMPH
HANDOUTS
TMMCDENTIST’S PATIENT,
FLAWLESS PHIL,FOOTPRINT
TCOFD- FORENSIC
ANTHROPOLOGY-PAGES 122-
138

MONTHS
May
June
CYCLES CHAPTERS/ TOPICS
Learning Objectives
(5/18-6/1)
FINAL EXAMS ON THE LAST DAY OF THE
CYCLE
FINAL PROJECT- MOCK CRIME SCENE
 use all the techniques they have learned to solve a mock crime: fingerprint dusting blood spatter analysis drug identification documentation of the crime scene sketching the scene photographing the scene foot print analysis

Write a scenario based on the evidence

Use analysis of data collected at the scene to determine the perpetrator

Demonstrate through gathering evidence, documentation of crime scene and analysis of evidence that they have learned the skills required to be a Forensic Scientist
GRADUATION DATE SUBJECT TO CHANGE
6/19
RESOURCES
A VICTIM- BERTILLION
MEASUREMENTS
THIS IS A TOTAL LAB
EXPERIENCE, STARTING
WITH THE
INVESTIGATION OF THE
SCENE RIGHT UP TO
THE CONCLUSION OF
“WHO COMMITTED THE
CRIME”

Fingerprint dusting

Foot print analysis

Skid mark analysis

DNA samples if present

Photographs of crime scene

Sketching crime scene

Blood spatter analysis

Age of victim based on bones

Drug testing-
TOXICOLOGY
SUGGESTED
READINGS
Differentiated instruction
TEXT
FINGERPRINT DATA
BASE
PRIME SUSPECT
TSF
CRACKING MORE CASES
PHYSICAL EVIDENCE IN
FORENSIC SCIENCE
A QUESTION OF
EVIDENCE
HARD EVIDENCE
Forensic Science: A Biochemical Approach
Page 7 of 20

Curriculum developed for
Connecticut Technical High School System
GOAL 1: DEMONSTRATE SAFETY RULES IN A LAB SETTING.
CONTENT STANDARD A: DEVELOP ABILITIES NECESSARY TO DO
SCIENTIFIC INQUIRY AND UNDERSTANDINGS ABOUT SCIENTIFIC
INQUIRY
UNIT 1: Lab Safety, The Microscope(Chapter 7) and the Scientific Method
LEARNER OUTCOMES
Students will:

Define Forensic Science

Demonstrate lab safety

Learn to use both the stereoscopic microscope, dissecting microscopes and the compound microscope

Use the steps of the scientific method to problem solve
INDICATORS OF LEARNING

View power point presentation of “It is not CSI”

Watch safety video

View basic prepared slides and learn to make a wet mount slide

Look at macro-samples with dissecting microscopes

Using the stereoscopic, and compound microscope to look at trace evidence
______________________________________
TEXT/RESOURCES
Criminalistics – Chapter 7
Power Point of Henry C. Lee Institute
Program
CSI episode
______________________________________
EQUIPMENT/MATERIALS
Different types of microscopes
Slides
Forensic Science: A Biochemical Approach
Page 8 of 20

Curriculum developed for:
The Connecticut Technical High School System
GOAL 2: INVESTIGATE HOW FORENSIC SCIENCE WAS STARTED,
THE SOCIAL NEED FOR SOLVING CRIMES.
CONTENT STANDARD A: UNDERSTAND AND USE SCIENTIFIC
INQUIRY
UNIT 1: Chapter 1: The History of Forensic Science
Organization of the Crime Lab
Services of the Crime lab
LEARNER OUTCOMES
Students will be able to:

Describe the use of the crime lab

Understand the importance of each scientist that contributed to the development of Forensic Science

Define the role of the Forensic
Scientist in analysis of the Physical
Evidence

List the different Forensic Fields of
Science: Forensic Pathology,
Forensic Anthropology, Forensic
Entomology, Forensic Psychiatry,
Forensic Odontology , Forensic
Toxicology ,and Forensic
Engineering

Calculate probability of a suspect being similar to another.

Sketch a crime scene using a standard template and references
INDICATORS OF LEARNING
Exploration Activities:

Characterizing Your Shoes

Matching Pieces of Paper

Comparison of paper matches
Forensic Activity:

Solve Robbery
Math Background Activity:

Probability and Statistics
Exploration Activity: Statistics
Handouts:

Introduction to Physical Evidence

Figure 4-8 Detailed Sketch of Crime
Scene
______________________________________
TEXT/RESOURCES
Criminalistics, Saferstein-Chapter 1
Top Shelf Forensic, Walch-Pages 4-12
CSI episode
The Bone Collector(optional)
______________________________________
EQUIPMENT/MATERIALS

Paper matches

Soda cans and tabs

Printing paper
Page 9 of 20


Scissors, rulers and calculators
Page 10 of 20

Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 3: INVESTIGATE HOW TO GATHER PHYSICAL EVIDENCE
AND DOCUMENT THE PARTICULARS OF A CRIME SCENE.
CONTENT STANDARD A: IDENTIFY QUESTIONS AND CONCEPTS
THAT GUIDE SCIENTIFIC INVESTIGATIONS
UNIT 1: Chapter 3- Physical Evidence*

Types of physical evidence

Significance of physical evidence
*This information can take two cycles to complete or approximately 18 days
LEARNER OUTCOMES
STUDENTS WILL:

Identify physical evidence:
8.
9.
10.
11.
12.
13.
14.
Blood, semen, and saliva documents drugs explosives fingerprints firearm and ammunition etc.

gather evidence and understand why chain of custody is crucial
 learn the parts of the skin and their functions
 identify and compare human hair with animal hair
 pick out fiber from hair and recognize the difference between synthetic fiber and natural fibers
INDICATORS OF LEARNING

Mock Crime Scene: Before and After, importance of documentation

Photographing the crime scene

Fiber lab

Hair lab

Glass and soil lab

Background Handout- Hair as Forensic
Evidence, the Morphology of Human Hair

Exploration Activities: Probabilities

Comparison of Animal and Human Hair
Lab

Forensic Activity: Dog napping

Introduction of Crime Report
______________________________________
TEXT/RESOURCES
Criminalistics- Chapter 3
Top Shelf Forensics- Pages 15-37
CSI video- A Little Murder
Internet
From Physical Evidence in Forensic
Science-page 43 Bite Marks
Page 11 of 20

Page 12 of 20
______________________________________
EQUIPMENT/MATERIALS
Hair samples, slides, microscopes
Fiber samples
Bunsen burners, Dissecting kit
FIBER ID KIT FROM CAROLINA
BIOLOGICAL

Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 4: INVESTIGATE THE DIFFERENCES IN BLOOD TYPES AND
CHARACTERISTICS OF BLOOD
CONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF
MOLECULAR BASIS OF HEREDITY
UNIT 2: Chapter 12 – Forensic Serology
LEARNER OUTCOMES
Students will be able to:

Describe the nature of bloodantigens and antibodies

Identify Blood typing

Forensic characteristics of bloodstains

Stain patterns

Principles of heredity
INDICATORS OF LEARNING

Blood typing lab

Blood spatter template lab/angles of trajectory

Blood spatter analysis lab

Exploration Activity- page 59 TSF*

Blood detection lab page 60 TSF

Testing human and animal blood-page
63 TSF

Forensic Activity – Assault- page 63
TSF
* Top Shelf Forensics
______________________________________
TEXT/RESOURCES
Criminalistics- chapter 12
Top Shelf Forensics- pages 56-72
CSI episodes
______________________________________
EQUIPMENT/MATERIALS
Tape measure, protractor, meter stick fake blood animal blood (cow or pig)
Page 13 of 20

Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 5: IDENTIFY THE VARIOUS TYPES OF FINGERPRINTS AND
COMPARE THEM TO KNOW PRINTS
CONTENT STANDARD A: FORMULATE AND REVISE SCIENTIFIC
EXPLANATIONS AND MODELS USING LOGIC AND EVIDENCE
UNIT 2: Chapter 14- Fingerprints (Dactyloscopy)
LEARNER OUTCOMES
STUDENTS WILL BE ABLE TO:

Recognize the fact that fingerprints are a means of identification and no two are the same

Use techniques to compare prints: delta, bifurcation, ridge endings, etc.

Explain the methods of detecting fingerprints: superglue, powder both white, black , magnetic, and by use of modern technology, such as, Reflected ultraviolet imaging system(RUVIS)

Identify their own prints as to type: whorl, loop or arch or combination of types
INDICATORS OF LEARNING

Fingerprint lab- students will use a template card for prints and print each other (we will design our own data bank based on the prints from all Forensic classes)

Identification activity

Lifting prints lab- powder/glue and black light techniques

Internet research
______________________________________
TEXT/RESOURCES
Criminalistics – chapter 14
Handouts
PowerPoint presentation
CSI episodes
Internet
From “A Question of Evidence”-The Bogus
Fingerprint pg.90
______________________________________
EQUIPMENT/MATERIALS
Police fingerprint cards or copies
Powders or use of kit(Carolina
Biological)
Black light
Page 14 of 20

Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 6: INVESTIGATE DNA EXTRACTION AND PROCESS OF DNA
CODING
CONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF
MOLECULAR BASIS OF HEREDITY
UNIT 2: Chapter 13- DNA: The Indispensable Forensic Science Tool
LEARNER OUTCOMES
Students will be able to:

Define DNA

Recognize a model of DNA

Understand the molecular structure as a polymer chain

Understand the difference between nuclear DNA and mitochondrial
DNA

Explain the use of CODIS

Collect and preserve biological evidence for DNA analysis
INDICATORS OF LEARNING

Wheat germ DNA lab

Gel electrophoresis lab simulation

Case readings pg. 384 the O.J. Simpson
Verdict and 395

Internet research
______________________________________
TEXT/RESOURCES
Criminalistics – Chapter 12
Handouts
CSI episode
Cracking the Code of Life
Internet
______________________________________
EQUIPMENT/MATERIALS
Carolina Biological –ELECTROPHORESIS
AND FORENSICS KIT
Agar for gel electrophoresis
Wheat Germ for DNA extraction- Flynn
Scientific lab
Page 15 of 20

Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 7: STUDENTS WILL IDENTIFY DIFFERENT SUBSTANCES
BASED ON TESTING OF CHEMICALS AND THEIR REACTION TO
CERTAIN REAGENTS
CONTENT STANDARD B: STUDENTS WILL DEVELOP AN
UNDERSTANDING OF CHEMICAL REACTIONS AND PROPERTIES
OF MATTER
UNIT 3 : Chapter 9 – Drugs (Toxicology)
LEARNER OUTCOMES
Students will:

Define what a drug is

Identify narcotics

Identify hallucinogens

Identify barbiturates

Identify “club drugs”

Document identification of print

Use paper chromatography to identify the ink used to print a document
INDICATORS OF LEARNING

White powder analysis

Thin layer chromatography

Paper chromatography- used to determine inks used in documentation

Spectroscopy
______________________________________
TEXT/RESOURCES
Criminalistics- chapter nine
Handouts
______________________________________
EQUIPMENT/MATERIALS
Thin layer chromatography paper.
Black light
Testing trays
Vinegar, Aspirin, Ibuprophen,
Acetometaphine, sugar
Baking Soda, salt, 3 different inks
Page 16 of 20

Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 8: STUDENTS WILL LEARN HOW ANIMALS AND HUMANS
HAVE A SIMILAR STRUCTURE THROUGH THEIR STUDY OF
SKELETAL COMPARATIVE ANATOMY.
CONTENT STANDARD C: DEVELOP AN UNDERSTANDING OF
BIOLOGICALL EVOLUTION AND THE INTERDEPENDENCE OF
ORGANISMS
UNIT 3: Forensic Anthropology ( taken from handouts)- THE SKELETAL SYSTEM
LEARNER OUTCOMES
Students will:
INDICATORS OF LEARNING
Demonstrate their knowledge of bones by identifying different bones of the body.
Compare human bones with animal bones.
Calculate the age of human remains based on measurement of the bones.
Construct skeletons based on their knowledge of the placement of certain shapes of bones.

Activity- Forensic Bones

Bone identification lab

Comparative anatomy lab

Handouts of bones and skulls

The Skeletal system activity with prehistoric bird bones and human skeleton
______________________________________
TEXT/RESOURCES
Handouts from Taft Forensic Science
Biology books
Internet
CSI episode
Revisit the Bone Collector
______________________________________
EQUIPMENT/MATERIALS
Bone collection
Skeletons
CAROLINA BIOLOGICAL- WHO’S
BONES ARE THESE?
Page 17 of 20

Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 8: IDENTIFY BUGS AND BE ABLE TO CLASSIFY THEM
ACCORDING TO STAGE OF DEVELOPMENT, IN TERMS OF
DECOMPOSITION OF HUMAN REMAINS
CONTENT STANDARD C:DEVELOP AND UNDERSTANDING OF THE
INTERDEPENDENCE OF ORGANISMS AND BEHAVIOR OF
ORGANISMS
UNIT 3 : Forensic Entomology- Supplement
LEARNER OUTCOMES
Students will be able to:

Classify bugs- dichotomous keys

Describe the Morphology of bugs

Learn what bugs can tell us about the decomposition of a body

Recognize at what stage a body is by visual comparison
INDICATORS OF LEARNING

Macro-invertebrate collection- Project
Search format

Bug identification lab- use of key

Internet research on beetles and their morphology

Comparison study of flies v. beetles

The body farm
______________________________________
TEXT/RESOURCES
Project Search Manual
Handouts
Internet
CSI episodes
Digital Detectives mysteries- ‘The Case of the
Killer Bugs’
______________________________________
EQUIPMENT/MATERIALS
Optional prepared labs from Carolina
Biological or other suppliers.
Microscopes
Field equipment for bug collection/ Project
Search supplies
Page 18 of 20

Forensic Science: A Biochemical Approach
Curriculum developed for
Connecticut Technical High School System
GOAL 9: INVESTIGATE THE DIFFERENT TYPES OF EVIDENCE
AND DEFEND A CONCLUSION BASED ON THE EVIDENCE AND
SCIENTIFIC RESULTS OF TESTING.
CONTENT STANDARD F: SCIENCE AND TECHNOLOGY IN
LOCAL,NATIONAL, AND GLOBAL CHALLENGES
CONTENT STANDARD A: RECOGNIZE AND DEFEND A SCIENTIFIC
ARGUMENT, USE OF SCIENTIFIC INQUIRY
UNIT 3: Students will demonstrate that they have mastered the techniques by use of inquiry, data collection and analysis of evidence
LEARNER OUTCOMES
STUDENTS WILL:
 use all the techniques they have learned to solve a mock crime: fingerprint dusting blood spatter analysis drug identification documentation of the crime scene sketching the scene photographing the scene foot print analysis

Write a scenario based on the evidence

Use analysis of data collected at the scene to determine the perpetrator

Demonstrate through gathering evidence, documentation of crime scene and analysis of evidence that they have learned the skills required to be a Forensic Scientist
INDICATORS OF LEARNING

Final project -Mock Crime Scene
Analysis

Fingerprint dusting

Foot print analysis

Skid mark analysis

DNA samples if present

Photographs of crime scene

Sketching crime scene

Blood spatter analysis

Age of victim based on bones

Drug testing
______________________________________
TEXT/RESOURCES
Criminalistics- all chapters covered
Top Shelf Forensics- entire book
Handouts given during the course
______________________________________
EQUIPMENT/MATERIALS
Microscopes
Page 19 of 20

Fingerprint files/Dusting kits
Camera
Black light
Blood spatter analysis cards
CRIME SCENE 1-CAROLINA
BIOLOGICAL
Page 20 of 20