NEPTUNE TOWNSHIP SCHOOL DISTRICT · NEPTUNE TOWNSHIP SCHOOL DISTRICT Forensic Science...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Forensic Science Curriculum

Grades 10 - 12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

November 30, 2016 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Jason A. Jones, President

Chanta L. Jackson, Vice President

Dwayne Breeden Scott Fields

Laura G. Granelli Monica Kowalski-Lodato

Michelle A. Moss Donna Puryear

William S. Wells

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Kathleen M. Skelton

Director of Special Services

Shawanda Beale

Supervisor of School Counseling Services

Cheryl L. Romano

Supervisor for Curriculum, Instruction & Assessment

Kathleen M. Thomsen

Supervisor of Early Childhood Education

Nicholas Pizzulli

Interim Administrator for Athletic & Co-Curricular Activities

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Mark K. Alfone, Ed.D., Midtown Community

Lori B. Burns, Early Childhood Center

Lakeda D. Demery, Shark River Hills

Sally A. Millaway, Ed.D., Gables

James M. Nulle, Green Grove

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

Titania M. Hawkins, Ed.D., Vice Principal

James H. Whitson, Vice Principal

POSEIDON ADMINISTRATION

Richard W. Allen, Principal

DEPARTMENT CHAIRPERSONS

Robert J. Hamm

Charles M. Kolinofsky

Joshua Loveland

Dawn Reinhardt

Nicole Sanyigo

Tara Stephenson

Karen Watt

Hillary L. Wilkins

Marjory V. Wilkinson


FORENSIC SCIENCE

GRADES 10-12

CURRICULUM

Table of Contents

Acknowledgements ............................................................................................................i

District Mission Statement ............................................................................................... ii

District Educational Outcome Goals .............................................................................. iii

Course Description........................................................................................................... iv

Curriculum

Unit Title Page

Unit 1 – Crime Scene Analysis ......................................................................................... 1

Unit 2 – Trace Evidence ................................................................................................... 9

Unit 3 – Blood, Ballistics, and Weapons ........................................................................ 20

Unit 4 – Fingerprinting and DNA Analysis .................................................................... 29

Unit 5 – Fire and Explosives ........................................................................................... 36


Forensic Science

Acknowledgements

The Forensic Science Curriculum was developed for Neptune Township High School

through the efforts of Tina Taylor and David Dahrouge, Neptune High School Science

teachers, in cooperation with Joshua Loveland, K-12 Science Department Chairperson,

and under the guidance of Cheryl Romano, Supervisor for Curriculum, Instruction and

Assessment.

The teachers are to be commended for their dedication in creating detailed units that

engage the students in student-centered, inquiry-based activities that meet the

requirements of the Next Generation Science Standards and the Common Core State

Standards for Math and LAL. It is our hope that this guide will serve as a valuable

resource for the staff members who teach this course and that they will feel free to make

recommendations for its continued improvement.

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare all students

for life in the twenty-first century by encouraging them to recognize that learning is a

continuing process. It is with high expectations that our schools foster:

• A strong foundation in academic areas, modern technologies, life skills and the arts.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its peoples.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

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Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension

and critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,

and interpreting information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS)

and the Common Core State Standards (CCSS).

Develop the ability to understand their world and to have an appreciation for the

heritage of America with a high degree of literacy in civics, history, economics and

geography.

Develop a respect for different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication,

with a focus on character development.

Understand and practice the skills of family living, health, wellness and safety for

their physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills,

which are significant to many aspects of life and work.

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FORENSIC SCIENCE

GRADES 10-12

CURRICULUM

COURSE DESCRIPTION

The Forensic Science elective is a laboratory science class for 10th thru 12th grade

students. This course will introduce students to the science behind crime scene

investigations. Students will learn how investigators use fingerprinting, DNA

fingerprinting, ballistics, blood splatter, and other techniques to solve crimes.

Prerequisites: successful completion of Lab Biology and Lab Chemistry.

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1

Unit Plan Title

Crime Scene Analysis

Suggested Time

Frame

4 Weeks

STAGE 1: Desired Results

Next Generation Science Standards

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into

smaller, more manageable problems that can be solved through engineering.

CCSS – LAL and Mathematics

RST.11-12.1 Cite specific textual evidence to support analysis of science.

RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments.

RST.11-12.4 Determine the meaning of symbols, key terms and phrases.

WHST.9-10.1 Write arguments focused on science content.

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical

events, scientific procedures/experiments or technical process.

HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-

step problems; choose and interpret units consistently in formulas; choose and interpret

the scale and the origin in graphs and data displays.

HSG.SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of

the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

Essential Questions

How do investigators properly collect evidence to maintain integrity of a crime

scene?

What protocols must be followed to ensure the chain of custody of evidence is

kept secured?

Enduring Understandings

Learners will understand how to properly process a crime scene without breaking

the chain of custody of evidence.

Learners will work to improve their observational skills while processing a crime

scene.

In this unit plan, the following 21st Century themes and skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

E – encouraged

T – taught

A – assessed

Global Awareness ET Creativity and Innovation

Environmental Literacy ETA Critical Thinking and Problem

Solving

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X Health Literacy ETA Communication

X Civic Literacy ETA Collaboration

Financial, Economic, Business

and Entrepreneurial Literacy

Student Learning Targets

Knowledge - Students will know… Skills - Students will be able to…

Proper procedure for securing a

crime scene

seven steps of crime scene

investigation

proper procedure for processing a

secured crime scene

what qualifies as possible

evidence

why the chain of custody must be

preserved

define chain of custody

describe the steps of the chain of

custody of evidence

follow the steps of the chain of

custody of evidence during a crime

scene investigation

isolate, record and search for

evidence at a mock crime scene

identify trace and physical evidence

at a crime scene

properly preserve the integrity of the

crime scene

collect and package evidence at a

mock crime scene using proper

forensic procedures

STAGE 2: Acceptable Evidence

Performance Task (s)

Initial Crime Scene Encounter - Students will enter a mock crime scene and

observe possible samples of trace evidence, physical evidence and make and

record specific/general crime scene observations.

Formative

Assessments

Securing and maintaining crime scene integrity

Identifying Valid Crime Scene Evidence

Tire Tread/Footprint Casting Activity

Crime Scene photography

Summative

Assessments

Crime Scene Practical – Final Crime Scene Encounter –

Students will enter a mock crime scene and secure, process and

record all trace and physical evidence.

STAGE 3: Learning Plan

Day 1: Mock Crime Scene & Introduction

NGSS: HS-ETS1-2

Objective: LWBAT follow all class policies and expectations: work

collaboratively to examine a simple mock crime scene.

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Hop2It: While listening to “Who Are You”, learners will try to determine where

their assigned seat is.

Introduction: Discuss class policies and expectations, notebook policies, and

syllabus.

Activities: Mock Crime Scene: Learners will be directed into the lab. A mock

crime scene will be set up and the learners (working in groups) will create a report

based on the evidence found.

Discussion: Learners will write their findings on the board and present to the

class how they developed their conclusion based on evidence from the crime

scene.

Closing: ! I am excited about…

: I’d like to learn more about…

? a questions I have is…

Day 2: Observation Skills

NGSS: HS-ETS1-2

Objective: LWBAT define observation, and describe what changes occur in the

brain while observing; describe examples of factors influencing eyewitness

accounts of events; compare the reliability of witness testimony to what actually

happened; relate observation skills to their use in forensic science; define forensic

science and practice and improve learners own observation skills.

Hop2It: Picture Prompt

Introduction: Someone will come into the class and remove a purse or something

of value. When the person leaves the room, explain it was not an actual theft, and

ask students to independently write descriptions of what happened, including a

description of the person who took the item. Compare and contrast student

“eyewitness” accounts as a class.

Activities:

PPT: Observations in Forensics & How to be a Good Observer

Lesson 1-8: I’ve Got My Eye on You. Groups will be given a skit

to act out. Eyewitnesses will make “mental” observations and

later record what they saw.

Closing: Learners discuss or write

• What did we learn today ?

• So What ?(relevancy, importance, usefulness)

• Now What?

Day 3: Deductive Reasoning

NGSS: HS-ETS1-2

Objective: LWBAT use deductive reasoning to decide who committed the

murder.

Introduction: Learners will read the background information on the crime that

was committed in the lab.

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Hop2It: Refer to the section in the text entitled “How to Be a Good Observer.”

Summarize methods used by forensic scientists to ensure that no evidence is

overlooked.

Activities:

The Deadly Picnic - A Lab on Deductive Reasoning

Closing: Learners explain relevancy of the concept to their life or how they might

use it.

Day 4: Crime-Scene Investigation and Evidence Collection

NGSS: HS-LS3-1; HS-LS3-3: HS-ETS1-2

Objective: LWBAT summarize Locard’s Principle of Exchange; Identify four

examples of trace evidence; distinguish between direct and circumstantial

evidence.

Hop2It: Picture Prompt (Activity 1-2) You’re an Eyewitness!

Introduction: After seeing a movie, you and a group of friends walk to your car in

the movie theater parking lot to find the driver’s-side window shattered and the

door wide open. Looking inside the car, you find that the car stereo and all of

your CDs have been stolen. What specific evidence could have been left in or

around the car that would help reveal who committed this crime? What

precautions should you and your friends take to preserve any evidence?

Activities:

PPT: Evidence Collection & the Seven S’s of Crime Scene Investigation

Activity 2-1: Locard’s Principle of Exchange Day 1-Evidence Collection

Closing: Learners are given an index card and required to state the lesson’s

objective and if they feel that objective was met. Credit given for participating.

Day 5: Crime Scene Investigation and Evidence Collection

NGSS: HS-ETS1-2

Objective: LWBAT summarize Locard’s Principle of Exchange; Identify four

examples of trace evidence; distinguish between direct and circumstantial

evidence.

Introduction: Show clip of CSI: The Grave Shift (Season 9 Episode 11). This

episode shows the training of a new crime-scene investigator and all of the

mistakes he makes along the way. Show a segment of the program. Then engage

students in a discussion about proper procedures.

Hop2It: Can This Evidence Be Individualized?

1. A bloody knife has been found in the backyard of a murder suspect. Under

what circumstances could it be individualized? Or will it remain class evidence?

2. A cigarette butt was found at the scene of a crime. Is it individual evidence?

Explain.

Activities:

Activity 2-1: Locard’s Principle of Exchange D:y 2 - Evidence Examination

and Data Collection

Closing: What was learned today – be specific with examples!

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Day 6: Crime Scene Investigation

NGSS: HS-ETS1-2

Objective: LWBAT explain the correct procedure for securing and examining a

crime scene and demonstrate the correct techniques for collecting and handling

evidence.

Hop2It: The recorder at a crime scene needs to work with all of the personnel at

the crime scene. What type of information would the recorder need to obtain

from each of the following persons?

a) First-responding officer

b) Photographer

c) Sketch artist

d) Evidence collection team

Introduction: Hand out compasses to learners, give instruction and practice time

using them.

Activities:

Activity 2-2: Crime-Scene Investigation. Working in groups of 6 and work through a

crime scene, collecting evidence using the seven S’s.

Closing: Write to an absent student and explain how to ……..

Day 7: Crime Scene Sketches

NGSS: HS-ETS2-1

Objective: LWBAT draw rough and final sketches of a crime scene, and explain

the scene to their classmates.

Introduction: Discuss with learners how the hiding spot of the Boston Marathon

bomber was discovered by thermal imaging tomography.

Hop2It: After viewing part of a CSI espisode, answer the following questions and

be ready to discuss them after after watching the show:

What are some examples of direct, indirect, physical, biological, and/or trace evidence?

How was the crime scene secured?

What mistakes, if any, were made in securing the crime scene?

What evidence could have been compromised?

Activities:

Lab - Don’t Touch the Evidence

Theodolite app

Using plaster of paris, make shoe molds for tomorrow’s activity.

Closing: Students discuss or write

What did we learn today?

So What?(relevancy, importance, usefulness)

Now What? (how does this fit into what we are learning, does it affect our thinking, can

we predict where we are going)

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Day 8: Shoe Impressions

NGSS: HS-ETS1-2; HS-LS1-1

Objectives: LWBAT use the cast to determine whether the suspect’s shoe

matches prints taken from the crime scene; provide examples of how impressions

evidence gives clues about the crime scene, person(s) at the scene, and events that

occurred at the scene; provide well-supported evidence such as

foot, shoe, and dental impressions is usually considered class evidence;

distinguish among latent, patent, and plastic impressions; summarize the

significance of foot and shoe impression evidence, and outline procedures

for collecting impression evidence from different types of surfaces; and

analyze evidence to determine if it is consistent with evidence from a crime

scene.

Introduction: Have learners read page 516 in the textbook. After reading the

scenario, have a class discussion on the what role did footprints play in the O.J.

Simpson murder trial?

Hop2It: Locard’s Principle of Exchange implies all of the following except

a) Fibers can be transferred from one person to another.

b) Blood spatter can be used to identify blood type.

c) Cat hair can be transferred to your pants.

d) Soil samples can be carried from the yard into your home.

Activities:

PPT: Casts and Impressions

Lab - Casting for Evidence

Closing: 3 things they learned, 2 things they have a question about, 1 thing they

want the instructor to know – post-its, index cards, whatever.

Day 9: Tire Impressions:

NGSS: HS-ETS1-2

Objective: LWBAT provide examples of how impressions evidence gives clues

about the crime scene, person(s) at the scene, and events that occurred at the

scene; describe the features of tire impressions and skid marks used to help

identify tire(s) or a vehicle’s wheelbase, track width, and/or turning diameter;

compare and contrast skid marks, including how they are produced, when they are

produced , what they look like, and how they can be used to reconstruct events

leading to a collision; and analyze impression evidence to determine if its

consistent with evidence from a crime scene.

Introduction: CSI clip with tire impression evidence

Activities:

PPT: Tire Impressions

Lab: Tread Lightly - A Lab on Tire Track Evaluation

Closing: Learners list the key ideas from the lesson and why they were important.

7

Day 10: Tire Impressions

NGSS: HS-ETS1-2

Objective: LWBAT measure the tire width, track width and wheelbase of a car;

describe identifying features of tires on a vehicle, including tread pattern and wear

patterns; analyze data from the suspect’s car and tires. Compare and contrast

those data to data obtained from tire marks at the scene of an accident; determine

if a suspect’s car can be included or excluded based on tire width, track width,

wheelbase, and tire information.

Introduction: Ask learners to make a table with two columns labeled foot/shoe

impressions and tire impressions. Instruct them to list the ways foot impressions

and tire impressions are used as evidence. Then encourage them to discuss the

advantages and disadvantages of each kind of evidence.

Hop2It: When processing a crime scene for impression evidence, which of the

Following steps should be taken first?

a) Document the location of the impression

b) Photograph the impression

c) Measure the impression

d) Note any unique characteristics of the impression

Activities: Lab - Vehicle Identification

Closing: Learners list pros and cons of the issue discussed in class.

Day 11: Dental Impressions:


Objective: LWBAT create your own plastic foam dental impression and analyze

images of bite marks on a victim and a suspect’s dental impressions to

determine if the suspect can be either included or excluded.

Introduction: Brainstorm the circumstances in which bite marks or teeth could be

used as class evidence, and instances in which either could be used as individual

evidence. Ask students to describe a circumstance in which bite marks could

yield DNA for analysis.

Hop2It: Draw a simple sketch of a car and indicate how the following

measurements are taken:

a) wheelbase

b) front track width

c) rear track width

d) turning diameter

Activities:

PPT - Dental Impressions

Lab - Dental Impressions

Closing: Exit Pass: Learners answer in writing questions or reflect in some way

about the learning before being allowed to leave the room.

Day 12: Dental Impressions


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Objective: LWBAT explain the forensic significance of class and individual

characteristics of dental impressions.

Introduction: Ask learners how braces could change dental impressions.

Have them discuss how this might affect dental impression evidence.

Hop2It: Case study - page 529 textbook

Activities:

Finish dental impression lab

Webquest: Odontology

Closing: Student writes one question they have about the topic of this lesson.

This can be something for which they know the answer or for which they want an

answer.

Day 13: Summative Assessment - Mock Crime Scene Practical


Objective: LWBAT enter a mock crime scene and secure, process and record all

trace and physical evidence.

Introduction: Discuss different crime scene participants; police officers,

specialists

Hop2It: Blood type is considered to be class evidence. Although it may not

specifically identify the suspect, explain how it still could be useful in helping

investigate a crime.

Activities:

Mock Crime Scene Practical

Closing: Learners are given an index card and they write a postcard to their

parents/guardians explaining the day’s lesson.

Day 14: Summative Assessment - Mock Crime Scene Practical


Objective: LWBAT enter a mock crime scene and secure, process and record all

trace and physical evidence.

Introduction: Review any concerns about crime scene practical

Hop2It: Page 37, #’s 9-10, Bertino

Activities:

Mock Crime Scene Practical

Closing: Students receive an envelope containing a card with a word or phrase

selected by the teacher. Students discuss the concept and list the content-specific

vocabulary necessary to discuss it.

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Unit Plan Title

Trace Evidence

Suggested Time

Frame

5 Weeks





HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA

determines the structure of proteins which carry out essential functions of life through

systems of specialized cells.

HS-LS3-3 Apply concepts of statistics and probability to explain variation and

distribution of expressed traits in a population.

HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements

based on the patterns of electrons in the outermost energy level of atoms.

CCSS – LAL - Mathematics





WHST.11-12.7 Conduct short as well as more sustained research projects to answer a

question or solve a problem.




Essential Questions

How does a crime scene investigator identify, categorize and interpret trace and

physical evidence?

What constitutes reliable crime scene evidence?


Learners will develop the skills to identify and interpret reliable crime scene

evidence.

Learners will acquire an understanding of how crime scene evidence is used to

guide criminal court investigations.



21st Century Themes


E – encouraged

T – taught

A – assessed

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Global Awareness ETA Creativity and Innovation


Solving







the process for identifying hair and

fibers

the process for identifying spores,

pollen, plankton and particulate

matter

the forensic analysis of glass

distinguish between hairs and textile

fibers

compare and identify hairs by sex,

ethnicity, human vs. animal, and

treated hair

compare and identify natural vs.

synthetic fibers

separate and categorize particulate

matter into correct categories

identify specific pollens, spores and

plankton

judge the probative value of fiber

evidence

differentiate among spores, pollen

and other particulate matter such as

dirt, dust and mud

explain what glass is made up of

identify types of glass, i.e. bullet

proof, tempered, etc.

recognize fracture patterns and their

causes

compare and contrast glass

fragments to

determine their origin

construct a logical progression

through a criminal investigation

using trace evidence



Microscope activity to identify and categorize hairs and fibers

Microscope investigation to separate and identify particulate matter

Given broken glass students will reconstruct samples of glass objects

Thread Count Activity – Determine thread count of a fabric and apply knowledge

11

of thread count and use critical thinking skills solve a forensic problem scenario.

(page 96, Forensic Science Bertino)

Formative

Assessments

Formative Assessment Practical (multi-station identification

activity)

Identification of glass fracture patterns using individual white

boards

and integrating student guided discussion

Summative

Assessments

Sludge Test – Using the skills acquired from class activities, the

learners will be able to separate and identify random samples of

multiple trace evidence. Samples may include any combination of all

trace evidence covered in class.


Day 15: Hair Analysis

NGSS: HS-ETS1-2; HS-LS1-1; HS-LS3-3; HS-PS1-1

Objective: LWBAT identify the various parts of hair; describe variations in the

structure of the medulla, cortex and cuticle; distinguish between human and

nonhuman hair; determine if two examples of hair are likely to be from the same

person; explain how hair can be used in a forensic investigation; calculate the

medullary index for a hair; distinguish hair from individuals belonging to broad

racial categories.

Introduction: In their notebook, learners will write down that they think each

object or material presented to them is, how they would go about learning more

about it, and what probative value it might have. (page 232Funkhouser)

Hop2It: A dead body and a gun were found in a small room. The room was

empty except for a small desk and a chair. The room had two windows, a closet,

and a door leading into a hallway. The crime-scene sketch artist measured the

perimeter of the room and drew the walls to scale. He sketched the approximate

position of the dead body and gun. He sketched the approximate location of the

chair and the desk. What did he forget to do?

Activities:

PPT: What is Trace Evidence?

Activity 3-1: Trace Evidence - Hair. Working in groups of two, learners will try to

determine whether the hair evidence collected at the crime scene is consistent with hair

collected from any of the four suspects.

Closing: Learners in groups of up to five are numbered sequentially. As a group

they create a list of 3-5 things learned in the lesson and then the teacher

calls one number from each group to report to the class something they

learned.

12



Objective: LWBAT distinguish between cat, rat, dog and human hair.

Introduction: Organize the class into four groups. Have each group discuss one

of the following questions and then share their thoughts with the rest of the class:

● What are the possible limitations of using hair as evidence in a crime

investigation?

● What are the possible advantages of using hair as evidence?

● What limitations might have prevented investigators from using hair in

investigations before 1910?

● What kinds of technological advances have made it possible for investigators to

use hair as evidence?

Hop2It: Two different hairs were found at a crime scene. One hair strand only

provided class evidence, whereas the other hair strand provided both class and

individual evidence. Using what you have learned in this chapter, explain how

this is possible.

Activities:

PPT: Hair Analysis

Lab: Identifying Hairs

Closing: Students are given an index card and required to state the lesson’s

objective and if they feel that objective was met. Credit given for participating.



Objective: LWBAT compare different types of hair under the microscope and

analyze the medulla, cortex, and cuticle of several hair samples.

Introduction: Draw an example of a hair on the board or overhead projector.

Have learners help label the parts. As they name a part, ask them to explain

what information can be gathered from that part. Ask learners what value

their hair can be to a criminal investigator when it is only class evidence?

Hop2It: Calculate the medullary index of a hair whose diameter is 110 microns

and whose medulla measures 58 microns. Is this a human or nonhuman animal

hair?

Activities: Lab - Hairy Cat Capers

Closing: This point is really clear

One thing that squares with things I already know is…

An idea that is still going around in my head is…

Day 18: Fibers/Textiles

NGSS: HS-PS1-1; HS-ETS1-2

Objective: LWBAT identify and describe common weave patterns of textile

samples;

compare and contrast various types of fibers through physical and chemical

analysis; describe principal characteristics of common fibers used in their

13

identification; apply forensic science techniques to analyze fibers.

Introduction: Case Study

Hop2It: What are several ways that animal hair can be distinguished from

human hair?

Activities:

PPT: Fibers/Textiles

Lab: Forensics of Fibers. Learners will identify the type of fiber left at a crime scene by

performing a series of three tests on the obtained evidence.


want the instructor to know – post-its, index cards, whatever



Objective: LWBAT identify and describe common weave patterns of textile

samples compare and contrast various types of fibers through physical and

chemical analysis; describe principal characteristics of common fibers used in

their identification; apply forensic science techniques to analyze fibers.

Hop2It: A crime scene investigator views two small, red fibers. One fiber was

obtained at the crime scene from the victim’s body, and the other red fiber was

removed from the cuff of the suspect’s pants. Although the two fibers appear to

be from the same fabric, the crime-scene investigator determines the two fibers

are indeed very different. Describe five characteristics of fibers, other than color,

that could have been used to distinguish the two red fibers.

Activities:

Continue Lab - Forensics of Fibers

Activity: Bed Sheet Thread Count

Closing: Students raise questions about something they either were unsure about

or need clarification. Can be done orally or written.



Objective: LWBAT compare and contrast textiles based on their physical

characteristics; identify the weave patterns of textile samples; and apply

comparative data to solve a forensic science problem scenario.

Introduction: A broken window at the scene of a robbery has soft, gray fibers

stuck onto the edges of the glass. Police find a suspect nearby wearing a gray

wool jacket. What tests should be done to confirm that the fibers on the window

glass are consistent with those of the suspect’s coat? What results would suggest

that the suspect was innocent?

Hop2It: Picture Prompt - Page 94, #10 Bertino

Activities: 4-3: Weave Pattern Analysis


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Day 21: Textile Identification


Objective: LWBAT distinguish among textile fibers based on the physical traits

of weave patterns and thread counts; apply knowledge of fabric characteristics to

a forensic science problem; and communicate the findings to a lay audience, as

though in a court of law.

Introduction: Polymer Demonstration (page 85, Bertino)

Hop2It: Case Study (Page 90, Bertino)

Activities: 4-4: Textile Identification

Closing: Student must answer in writing questions or reflect in some way about

the learning before being allowed to leave the room.

Day 22: Forensic Botany

NGSS: HS-ETS1-2; HS-LS1-1; HS-LS3-3

Objective: LWBAT describe different forms of forensic botanical evidence;

discuss how botanical evidence can help solve crimes by linking a person or

object to a crime scene, establishing a postmortem interval, or aiding in the

location of gravesites; describe the correct procedures for collecting, labeling, and

documenting botanical evidence.

Introduction: As a class, brainstorm the types of plant evidence in the area around

the school. Then ask how the plant evidence in the area would differ in six

months.

Hop2It: What are the sources for plant fibers?

Activities:

PPT: Forensic Botany

Webquest: Pollen Examination



Day 23: Botanical Evidence


Objective: LWBAT process a crime scene for botanical evidence; establish

datum and subdatum points; stake out the collection limits of their collection site;

identify, flag, and document all botanical evidence; properly photograph the

botanical evidence and crime scene; and collect the evidence and complete the

evidence label for each source of evidence.

Introduction: Lead students in a discussion of the following questions:Finding

pollen on a suspect that is consistent with pollen found on a victim may aid in a

conviction of the suspect, but can it be the sole evidence in a conviction? Why?

Can you think of any situations where pollen could be the sole evidence?

Hop2It: Which procedure is incorrect, when collecting botanical evidence?

a) zigzag long vines as opposed to rolling them

b) collect broken stems by cutting one inch above and below the broken area

c) include roots of plants as part of botanical evidence

d) include the color of any flowers or fruits

15

Activities: 5-4: Processing a Crime Scene for Botanical Evidence


Day 24: Botanical Evidence


Objective: LWBAT process a crime scene for botanical evidence; establish

datum and subdatum points; stake out the collection limits of their collection site;

identify, flag, and document all botanical evidence; properly photograph the

botanical evidence and crime scene; and collect the evidence and complete the

evidence label for each source of evidence.

Introduction: Lead students in a discussion of the following questions: Finding

pollen on a suspect that is consistent with pollen found on a victim may aid in a

conviction of the suspect, but can it be the sole evidence in a conviction? Why?

Can you think of any situations where pollen could be the sole evidence?

Hop2It: Which procedure is incorrect, when collecting botanical evidence?

a) zigzag long vines as opposed to rolling them

b) collect broken stems by cutting one inch above and below the broken area

c) include roots of plants as part of botanical evidence

d) include the color of any flowers or fruits

Activities: 5-4: Processing a Crime Scene for Botanical Evidence

Closing: Learners predict the topic of tomorrow’s lesson – be sure to refer to the

predictions the next day as either an opener or in closure.

Day 25: Soil Examination

NGSS: HS-ETS1-2; HS-LS1-2: HS-PS1-5

Objectives: LWBAT describe the distinguishing characteristics and compositions

of different soils; compare and contrast the different soil layers found in a soil

profile; compare and contrast the four different sources of sand; analyze soils

using macroscopic and microscopic examination, as well as chemical and

physical testing; describe the effects of different physical and chemical

compositions of soils on the decomposition of a corpse; explain how soil analysis

can link a suspect, victim, tool or other evidence item to a crime scene; explain

how soil profiles and differences in the soil surface can be used to locate a

gravesite and summarize how to collect and document soil evidence.

Introduction: Ask learners to describe the soil around their houses. Continue the

Discussion with the following questions: What kinds of plants are growing around

your house? What do you think forensic scientists would find unique about the

soil around your house? How do you think they could determine that soil came

from your house and not a house in the next town?

Hop2It: Case Studies (page 131, Bertino)

Activities:

● PPT: Soil Examination

● Lab 13-1: Examination of Soil

Closing: Write a jingle that explains the main idea of the lesson.

16



Objectives: LWBAT compare and contrast soil samples using magnification, UV

light, pH, and sedimentation; analyze your data to determine if any of the soil

samples are consistent with the crime-scene soil and discuss whether theevidence

is sufficient to convict someone of a crime.

Introduction: Discussion - Is it possible to determine from what part of a local

beach sand is collected? Is there a difference in sand collected at the low-

watermark, 5 feet up the beach from the high-water mark, and 20 feet up from the

high-water mark?

Hop2It: Discuss the role of pH in terms of how it affects decomposition of a

body.

Activities: 13-2 Lab - Soil Evidence Examination

Closing: Students list pros and cons of the issue discussed in class



Objectives: LWBAT analyze sand using chemical testing and pH testing;

describe how to test the fluorescent and magnetic properties of sand grains;

analyze data from your testing to determine if any of the sand samples are

consistent with the crime-scene samples; and suggest revisions to the procedure

and redesign them to obtain more reliable results.

Introduction: Have learners view the PBS Nova episode “Perfect Corpse” about

the bog people. (page 428, Bertino)

Hop2It: Case Studies (page 427, Bertino)

Activities: Lab 13-3: Chemical and Physical Analysis of Sand

Closing: Students present three key ideas they think everyone should have

learned. Could be done with a group or individually –responses can be either oral

or written.

Day 28: Glass Evidence

NGSS: HS-ETS1-2; HS-PS1-3

Objectives: LWBAT describe the three major components of glass; compare and

contrast soda glass; lead glass (crystal), and heat-resistant glass; list and describe

the physical properties of glass; calculate the density of glass samples; estimate

the refractive index of glass using the submersion method and Becke lines;

distinguish between radial and concentric fractures in terms of their appearance,

how they are formed, and their location on fractured glass; summarize and

describe the information that can be gained by analyzing bullet hole(s) in

fractured glass; compare and contrast laminated, tempered or safety glass, and

bullet-resistant glass in terms of structure, use and fracture pattern; describe how

to properly collect and document glass evidence and summarize the ways to

determine whether two glass fragments are consistent.

Introduction: Show learners glass of varying thickness, colors, and reflective

capabilities. Begin a class brainstorming session on how glass is produced and

what is added or done to glass to produce the different types.

17

Hop2It: Summarize the different soil and vegetation clues that can indicate a

gravesite.

Activities:

PPT - Glass Evidence

15-1: Glass Fracture Pattern Analysis




Objectives: LWBAT describe how density is determined using a water

displacement method; calculate the density of various samples of glass fragments;

determine if any of the glass evidence obtained from the four suspects hasthe

same density as glass found at the crime scene; maintain the proper chain of

evidence when collecting and examining glass evidence.

Introduction: Mythbusters - “What is Bulletproof?”

Hop2It: page 499, #15 (Bertino)

Activities: 15-2: Glass Density

Closing: Write the key vocabulary terms on the board: density, refraction,

concentric fracture, radiating fracture. Organize the class into groups and assign

each group one of the terms. Have each group explain its term and how it relates

to the forensic analysis of glass.



Objectives: LWBAT draw and measure the angle of refraction as light passes

from one medium to another; apply Snell’s Law to calculate the refractive indexes

of two different liquids; describe the effect on the angle of refraction as light

passes from a medium with a higher refractive index to a medium with a lower

refractive index and relate refractive index to forensic glass analysis.

Introduction: Show learners a piece of glass that has been in a fire. Discuss fire-

resistant glass.

Hop2It: Case Study (page 495, Bertino)

Activities: 15-4: Determining the Refractive Index of Liquids Using Snell’s Law


What did we learn today ?

So What ?(relevancy, importance, usefulness)

Now What? (how does this fit into what we are learning, does it affect our thinking, can

we predict where we are going)

Day 31: Forensic Entomology

NGSS: HS-ETS1-2; HS-LS1-4; HS-PS3-4

Objectives: LWBAT describe several ways that forensic entomology is used to

help solve crimes; compare and contrast the four stages of blowfly

metamorphosis, and describe the significance of blowflies in forensic

entomology; describe the function of each of the following organs on blowflies

18

and explain the significance of each structure to forensic entomology; spiracles;

mouth hooks, crop; describe the effect of different environmental factors on insect

development; describe the five stages of; relate the process of insect succession to

the changing environment that occurs during the stages of decomposition; explain

how forensic entomologists interpret forensic evidence and environmental

conditions to estimate a postmortem interval; explain how insect evidence is

analyzed to provide evidence of the deceased person’s identity or drug,poison, or

toxin exposure.

Introduction: Brainstorming Activity: Learners will work in small groups and

respond to eight different questions. At the conclusion of the activity, so

responses are added to the sheet whether they are right or wrong. At the

conclusion of the activity, a discussion will follow where each response is

reviewed. (Bertino, page 350)

Hop2It: Page 499, #14 (Bertino)

Activities:

PPT - Forensic Entomology

Activity: Of Murder and Maggots

Closing: ☺ I really understood this idea…

I have a few questions about… before I can say I understand

I don’t even know where to start on …

Day 32: Forensic Entomology


Objectives: LWBAT raise blowflies using beef liver; photograph the different

stages of development of the blowfly; distinguish among stages

of development; document each stage of development recording the

time and temperature; determine the accumulated degree hours

required for each stage of development at a constant temperature;

determine the accumulated degree hours required for development

from egg to adult when raised at a constant temperature.

LWBAT analyze and use data regarding the presence of insects found

at a crime scene to estimate postmortem intervals; describe how the

presence or absence of insects found at a crime scene provides clues

as to what occurred at the crime scene and apply lower-limit thresholds,

adjusted average temperatures,, and accumulated degree hours to

estimate post-mortem intervals.

Introduction: Activity 11-7, Calculating Accumulated Degree Hours


Activities:

Activity 11-1 - How to Raise Blowflies for Forensic Entomology

Activity 11-4 - Factors Affecting Postmortem Interval Estimates and Accumulated

Degree Hours

Activity 11-1 will run over 4-6 weeks


19

Day 33: Summative Assessment

NGSS: HS-ETS1-2; HS-LS1-1; HS-LS3-3; HS-LS1-4; HS-PS3-4

Objective: LWBAT separate and identify random samples of multiple trace

evidence.

Introduction: Pre-Lab - Sludge Test

Hop2It: At crime scenes, investigators need to record information about the

habitat and the environmental conditions. Relate the importance of habitat and

environmental conditions to the forensic entomologists’ interpretation of the of

the insect evidence.

Activities: Sludge Test




NGSS: HS-ETS1-2; HS-LS1-1; HS-LS3-3; HS-LS1-4; HS-PS3-4

Objectives: LWBAT separate and identify random samples of multiple trace

evidence.

Introduction: Review any concerns with the sludge test

Hop2It: A normal line is a line that is

a) parallel to the surface where two media meet

b) perpendicular to the surface where two media meet

c) the line of incidence

d) the line of refraction

Activities: Continue with sludge test

Closing: Students create graphic representations of their learning and post them

20

Unit Plan Title

Blood, Ballistics, and Weapons

Suggested Time

Frame

4 Weeks





HS-PS1-2 Construct and revise explanation for the outcome of a simple chemical

reaction based on the outermost electron states of atoms, trends in the periodic table and

knowledge of the patterns of chemical properties.

HS-LS3-3 Apply concepts of statistics and probability to explain the variation

distribution of expressed traits in a population.

HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of

interacting systems that provide specific functions within multicellular organisms.

HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion

describes the mathematical relationship among the net force on a macroscopic object, its

mass and its acceleration.

CCSS – LAL






events, scientific procedures/experiments or technical processes.



CCCS – Math




HSN.VM.A.1 Recognize vector quantities as having both magnitude and direction.

Represent vector quantities by directed line segments, and use appropriate symbols for

vectors and their magnitudes.

HSG.SRT.C.7 Explain and use the relationship between the sine and the cosine of

complementary angles.

21

Essential Questions

How does the crime scene investigator use blood-spatter evidence to recreate the

events at a crime scene?

How does the study of projectiles and firearms relate to forensic significance of

criminal cases?


Learners will understand how blood spatter patterns can be interpreted to be used

as evidence in a crime scene.

Learners will be able to differentiate among firearms, ammunition, projectile

flight patterns, and wound descriptions in relation to crime scene investigations.



21st Century Themes


E – encouraged

T – taught

A – assessed

X Global Awareness ETA Creativity and Innovation


Solving

Health Literacy ETA Communication






the difference between handguns,

shotguns and rifles

the difference between a bullet and

a cartridge

the role of ballistics recovery and

examination at the crime scene

how rifling on a gun barrel affects

the flight of the projectile

understand how various blood

pattern types are created

which features of each blood

pattern can be used to aid in

reconstructing events at a crime

scene

explain the relationship between the

barrel size and caliber

differentiate between handguns,

shotguns, and rifles

identify various calibers of bullets

calculate the flight paths and

trajectory of projectiles

identify the source of the wound

i.e., gunshots, stabbing, blunt force

trauma

describe the classifications of low-,

medium-, and high-velocity impact

blood spatter

calculate the angle of a bloodstain

using its dimensions

describe how blood pattern types

are created and which features of

22

each pattern can be used to aid in

reconstructing events at a crime

scene

explain how surface texture,

directionality, and angle of impact

affect the shape of individual

bloodstains

describe the methods for

documenting bloodstain patterns at

a crime scene



Blood Spatter Pattern Analysis Lab: Students will develop a procedure to

interpret bloodstains. Students will make accurate observations, measurements,

and sketches. Students may be called upon to justify their methods and interpret

their conclusions.

Shell Casing Identification Activity

Scale Model Firing Range – Replicate projectile flight patterns

Formative

Assessments

Firearms Identification Activity

Determining the Angle of Impact of Bloodstains (page 381

Saferstein)

Classification of blood splatter as low-, medium-, high velocity

Summative

Assessments

Written Assessment – Blood, Ballistics and Weapons


Day 35: Blood and Blood Spatter

NGSS: HS-ETS1-2; HS-PS1-2; HS-LS3-3

Objectives: LWBAT describe the forensic significance of the different types of

blood cells; outline the procedure used to determine blood type; describe how to

screen for the presence of human blood; calculate the probability of a person

having a specific blood type, using data from population studies, describe the

proper procedures for handling blood evidence; analyze blood-spatter evidence

using angle of impact, area of convergence, and area of origin; compare and

contrast different types of blood-spatter patterns and describe how different types

of blood-spatter patterns are formed.

Introduction: Have students view a short segment of CSI dealing with blood at a

crime scene. Discuss the correct procedures for collecting evidence.

Hop2It: What steps should be taken when blood is found at a crime scene?

Activities:

23

PPT: Blood and Blood Spatter

Activity: 8-1: A Presumptive Test for Blood





Objectives: LWBAT recognize and describe different blood-spatter patterns;

design a technique to simulate and model various blood-spatter patterns; prepare

expert witness testimony analyzing a blood-spatter pattern. Include in the

testimony a possible scenario of how that blood-spatter pattern resulted, as well as

evidence to support the scenario; working with one other team, conduct a peer

review of each other’s model’s and presentations; and summarize and revisions or

improvements that resulted from the peer reviews.

Introduction: “A Simplified Guide to Blood Spatter Analysis” (page 238,

Bertino)

Hop2It: Compare and contrast the following pairs of terms:

a) cohesion and adhesion

b) spine and satellite

c) swipe and wipe blood-spatter stains

d) type AB+ and type O- blood

Activities: Lab - Creating and Modeling Blood-Spatter Patterns

Closing: Students create a “timeline “ of the concepts taught (sequence the

concepts) or explain a connection to something else they know.



Objectives: LWBAT recognize and describe different blood-spatter patterns;

design a technique to simulate and model various blood-spatter patterns; prepare

expert witness testimony analyzing a blood-spatter pattern. Include in the

testimony a possible scenario of how that blood-spatter pattern resulted, as well as

evidence to support the scenario; working with one other team, conduct a peer

review of each other’s model’s and presentations; and summarize and revisions or

improvements that resulted from the peer reviews.

Introduction: Discussion - Can blood spatter be used to identify a victim or

suspect?


Activities:

Continue creating and modeling blood spatter patterns




Objectives: LWBAT prepare reference cards of blood spatter dropped from

varying heights; compare and contrast the blood spatter produced from different

24

heights with regard to size, shape and number of satellites; distinguish between

the parent drop and satellites; distinguish between satellites and spines; and

analyze the results of the experiment, and prepare a summary of the effect of

height on blood-spatter stains.

Introduction: Have learners visit the SWGSTAIN website to review bloodstain

analysis terminology.

Hop2It: Case study - page 248, #9 (Bertino)

Activities: Blood-Spatter Analysis: Effect of Height on Blood Drops

Closing: Learners predict the topic of tomorrow’s lesson – be sure to refer to the

predictions the next day as either an opener or in closure.



Objective: LWBAT distinguish between passive blood spatter and blood spatter

that was produced by some type of force, based on the shape of the bloodstain;

determine the forward direction of the bloodstain based on its shape; use blood

spatter to draw lines of convergence to locate the area of convergence: based on

the blood spatter analysis created in lab, describe a scenario that could have

produced the blood spatter.

Introduction: Close Reading - Blood Spatter

Hop2It: Why might investigators overlook some high-velocity spatter?

Activities: Lab 8-5: Blood-Droplet Impact Angle




Objective: LWBAT determine the direction of blood flow based on the shape of

the droplet; use lines of convergence to help determine the position of the victim

when the wound was inflicted; calculate the angle of impact for individual drops

of blood spatter; and use the law of tangents to calculate the height above floor

level where the wound was inflicted.

Introduction: Prior to class, label three index cards A, B, and C. Place a quarter-

sized dot of ketchup on one card, a dot of food coloring on another, and a dot of

simulated blood on the third. When class starts, hold up each index card. Tell

students that these three red stains were found at three different crime scenes.

Engage students in a discussion about the identity of the three stains.

Hop2It: What is the difference between forward spatter and back spatter? Which

is more likely to be deposited on the object or person creating the impact?

Activities: 8-6: Area of Origin

Closing: Students write a detailed explanation of a procedure - with an example

to demonstrate their understanding of the concept. They then give their partner the

un-worked example and the detailed instructions and have the partner work the

example from the directions. Then they peer edit the procedures for clarity.

25



Objective: LWBAT analyze the blood-spatter patterns from the following crime-

scene diagram; determine the area of convergence and the area of origin based on

the blood-spatter evidence at the crime scene; based on your blood-spatter

analysis and other evidence found at the crime scene, make a claim as to which

person was shot first, and support their claim with evidence.

Introduction: Have students pair up and brainstorm the usefulness of presumptive

tests on blood. Learners should recognize that the presumptive tests are screening

tools to determine whether a red stain is blood. Also, some presumptive tests are

sensitive enough to find blood even when only minute samples are available,

especially in cases where blood has been “cleaned up”

Hop2It: Briefly describe how luminol is used to detect bloodstains.

Activities: 8-7: Crime-Scene Investigation

Closing: Students list pros and cons of the issue discussed in class.



Objectives: LWBAT outline the procedure used to determine blood type; describe

how to screen for the presence of human blood; calculate the probability of a

person having a specific blood type, using data from population studies.

Hop2It: How does the angle of impact affect the appearance of drops of blood?

Activities: Lab - Blood Typing

Closing: Students are given an index card and they write a postcard to their

parents explaining the day’s lesson.

Day 43: Firearms & Ballistics

NGSS: HS-ETS1-2; HS-PS2-1; 1-PS4-1

Objectives: LWBAT compare and contrast the different types of firearms,

including handguns, rifles and shotguns; put in order the sequence of events that

that result in a firearm discharging; estimate the trajectory of a projectile; discuss

the composition and formation of gunshot residue and its reliability as a source of

evidence; compare and contrast entrance and exit wounds, including size, shape,

gunshot residue, and the presence of burns; distinguish among the various forms

of firearms evidence, including rifling, markings on cartridges, marks on

projectiles, and gunshot residue; discuss how technology has improved the ability

to obtain, compare, analyze, store, and retrieve firearm and ballistic evidence; and

process and/or analyze a crime scene for firearm and ballistics evidence.

Introduction: page 586, Bertino

Hop2It: What determines the size of blood drops in a cast-off pattern? Explain.

Activities:

PPT - Firearms and Ballistics

Lab - Bullet Identification

26

Closing: Students discuss or write: What did we learn today? So what?

(relevancy, importance, usefulness) Now What? (how does this fit into what we

are learning, does it affect our thinking, can we predict where we are going)

Day 44: Firearms and Ballistics


Objective: LWBAT compare and contrast firing pin impressions from various

sources; determine the caliber, firing pin strike location, and manufacturer, based

on the information on a cartridge head stamp; and analyze data to determine if

you can exclude any of the suspects based on firing pint impression evidence.

Introduction: Engage learners in a class brainstorming discussion as to how

firearms evidence was compared before the advent of computers and databases

such as NIBIN.

Hop2It: Compare and contrast evidence recovered from a crime involving a

handgun with the evidence recovered from a crime involving a shotgun.

Activities: 18-2: Firing Pin Analysis

Closing: 3 things they learned,

2 things they have a question about,

1 thing they want the instructor to know – post-its, index cards,



Objectives: LWBAT determine a bullet trajectory given two reference points;

calculate the angle of elevation given two reference points; estimate the location

of a shooter using the law of tangents after analyzing sketches and measurements

from a crime scene.

Introduction: Ask learners to discuss how the differences between entry and exit

wounds remind them of what they learned about the effects of bullets passing

through glass.

Hop2It: Have learners review the Firearm and Ballistics Advances in the Did

You Know? Feature on page 589. For each event, have them write a short

explanation about why the evidence was important to forensics.

Activities: 18-1: Bullet Trajectory




Objectives: LWBAT calculate the time it takes for a bullet to reach a target,

given the velocity of the projectile and the distance to the target; calculate the

distance that a projectile drops over time due to gravity; and determine the

adjustment required for the projectile to hit a target’s bull’s eye to compensate for

the force of gravity.

Introduction: Case Study page 598, Bertino


Activities: How Good is Your Aim?

27



Day 47: Tool Marks


Objectives: LWBAT describe how forensic investigators analyze evidence from

tools and tools marks to help solve crimes; describe variations in tool surfaces that

could be used to identify specific tools; compare and contrast three major types of

tool marks and provide examples of tools that produce those types of marks;

provide examples of foreign materials found in tool marks, and elaborate on how

this evidence can be used to link a suspect to a crime scene; analyze and process a

crime scene at which tools were used to commit the crime; outline the sequence of

procedures for photographing, documenting, casting, and collecting evidence

from tools and tool marks; justify the claim that tool mark evidence is usually

considered circumstantial evidence, supporting learner’s claim with facts from the

chapter; discuss the role of technology in crime-scene analysis of tools and tool

marks; and describe the roles of the Scientific Working Groups (SWGs) and

organization of Scientific Area Committees (OSAC) in the improvement of

evidence reliability.

Introduction: Lead the class in a discussion of the following questions:

How do you think an investigator could determine whether a tool has been used

at a crime scene.

Do you think it is possible that tools produced at the same factory, with the same

materials, could still be distinguished from one another? If so, how?

Hop2It: List the types of individual and class evidence found on spent cartridge

casings and spent projectiles.

Activities:

PPT: Tool Marks

17-1; Tool Marks: Screwdrivers and Chisels


Day 48: Tool Marks


Objectives: LWBAT analyze the photographs of the tools to detect any

distinguishing features; record the measurements of the hammerheads’ diameters

using the photographs provided; compare and contrast the cast to the five

suspect’s hammers to determine if any suspects can be excluded. LWBAT

produce hammer impressions in wood from eight different suspects’ hammers,

compare the hammer impressions to the crime-scene impression; and determine

which hammer (if any) produced the tool mark that was consistent with the crime-

scene tool mark.

Introduction: Determine if learners have connected their prior knowledge of casts

to the new material on casting tool marks by asking learners to outline the basic

procedure for taking impressions left by each of the following objects: shoes,

tires, teeth, tools.

28

Hop2It: Give an example of how technology has advanced tool-mark evidence

analysis.

Activities:

17-2: Hammers and Hammer Impressions

17-3: Casting Impressions of Hammer Strikes on Wood in Silicone

Closing: Learners list the key ideas from the lesson and why they were important.


NGSS: HS-ETS1-2; HS-PS1-2; HS-LS3-3; HS-PS2-1; 1-PS4-1

Objectives:

29

Unit Plan Title

Fingerprinting and DNA Analysis

Suggested Time

Frame

3 Weeks





HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of

interacting systems that provide specific functions within multicellular organisms.

HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA

determines structure of proteins which carry out the essential functions of life through

systems of specialized cells.

Common Core State Standards

CCSS – LAL RST.11-12.1 Cite specific textual evidence to support analysis of science.








CCCS – Math




Essential Questions

How are fingerprints used as a means of identification at a crime scene?

How is DNA used to identify or rule out potential suspects in a crime scene

investigation?


Learners will understand how fingerprinting techniques are used as a

classification system for identifying individuals.

Learners will understand that DNA is an indispensable forensic science tool.



21st Century Themes


E – encouraged

T – taught

30

A – assessed

Global Awareness

E

Creativity and Innovation

X Environmental Literacy ETA Critical Thinking and Problem

Solving







the common ridge characteristics of

a fingerprint

why fingerprints are individual

evidence

why there may be no fingerprint

evidence at a crime scene

how DNA can be used to identify

or clear potential suspects in crimes

how DNA is extracted and

characterized

list the three major fingerprint

patterns

distinguish visible, latent and plastic

fingerprints

describe the concept of an

automated fingerprint identification

system (AFIS)

obtain an inked, readable fingerprint

for each finger

describe the difference between

nuclear and mitochondrial DNA

list the necessary procedure for

proper preservation of biological

evidence for laboratory DNA

analysis

describe the use of DNA

computerized data bases and

criminal investigation

isolate and extract DNA from cells



Fingerprinting Lab: Have students fingerprint their lab partner and use the results for the

class fingerprint database.

DNA Electrophoresis Lab

Superglue Fuming

Formative

Assessments

Fingerprint Identification Activity – Loops, Arches and Whorls

Buccal Swab (Saferstein page 370)

Summative

Assessments

Fingerprint Collection – Students will properly lift and collect

fingerprint samples from a variety of substrates. Match fingerprints to a

predetermined sample.

31


Day 50: Fingerprinting and DNA


Objectives: LWBAT describe the characteristics of fingerprints; compare and

contrast the basic types of fingerprints; describe how criminals attempt to alter

their fingerprints; present and refute arguments that question fingerprint evidence

reliability; summarize the proper procedures for collecting fingerprint evidence;

describe the latest identification technologies; determine if a fingerprint is

consistent with a fingerprint on record; lift a latent print; and prepare a ten card

and analyze the ridge patterns of the prints.

Introduction: Case Scenario (Page 158, Bertino)

Hop2It: Page 247, #7 (Bertino)

Activities:

PPT: Fingerprints

Lab 6-1: Study Your Fingerprints

Closing: Learners are given an index card and they write a postcard to their


Day 51: Fingerprints


Objectives: LWBAT distinguish between a latent and plastic fingerprint;

summarize how to dust and lift a latent fingerprint; lift latent fingerprints from a

glass surface; design an experiment to demonstrate plastic fingerprint

impressions; and identify ridge patterns from lifted and plastic fingerprints.

Introduction:


Activities: Studying Latent and Plastic Fingerprints


• What did we learn today ?

• So What ?(relevancy, importance, usefulness)

• Now What? (how does this fit into what we are learning, does it

our thinking, can we predict where we are going)



Objective: LWBAT properly ink a finger for a fingerprint impression; roll a

fingerprint for a thumb and a finger; prepare a ten card; and analyze fingerprints

to diagnose errors in the fingerprinting process.

Introduction: Frontline clip entitled “The Real CSI” (page 630 Bertino)

Hop2It: Is it possible to alter fingerprints? Defend your opinion, citing evidence

from the chapter.

Activities: Lab 6-4: How to Print a Ten Card


32



Objective: LWBAT describe different types of fingerprint minutiae patterns and

identify different minutiae patterns found in fingerprints. LWBAT analyze the

fingerprints to determine if any of the suspects’ prints are consistent with the

crime-scene print; support your claim by identifying the ridge pattern and

fingerprint minutiae found in both the crime-scene print and the suspect’s

fingerprints.

Introduction: Close Reading

Hop2It: What is the difference between a fingerprint pattern and a ridge

characteristic?

Activities:

● Lab 6-5: Is it Consistent?

● Lab 6-6: Fingerprint Analysis

Closing: Learners explain relevancy of the concept to their life or how they

might use it.

Day 54: Fingerprints:


Objective: LWBAT outline the procedure for using cyanoacrylate (Super Glue)

on a latent fingerprint to produce a visible print; given a latent fingerprint, use

cyanoacrylate on the fingerprint to produce a visible fingerprint; photograph the

cyanoacrylate fingerprint and print a copy of the digital image; and identify the

ridge pattern and minutiae patterns on the latent print.

Introduction: Lab Safety Precautions

Hop2It: Another way to make prints visible is to apply certain chemicals. What

component of a fingerprint chemically reacts with each of the following:

a) ninhydrin

b) cyanoacrylate

c) silver nitrate

d) iodine fuming

Activities: Lab 6-7: Using Cyanoacrylate to Recover Latent Fingerprints


Day 55: DNA Profiling


Objective: LWBAT explain how DNA can be important to criminal

investigations; explain how crime-scene evidence is collected for DNA analysis;

describe how crime-scene evidence is processed to obtain DNA; explain what a

short tandem repeat (STR) is, and explain its importance to DNA profiling;

explain how law-enforcement agencies compare new DNA evidence to existing

DNA evidence; describe the use of DNA profiling using mtDNA and Y STRs to

33

help identify a person using the DNA of family members; and compare and

contrast a gene and a chromosome, and an intron and anexon.

Introduction: Lead the class in a discussion of the following topics:

● Why do children often look like their parents?

● Why do you think brothers and sisters often look alike?

Hop2It: Under what conditions is digital imaging not effective in enhancing

latent fingerprints?

Activities:

● PPT - DNA Profiling

● Webquest: DNA



1 thing they want the instructor to know



Objective: LWBAT summarize how DNA profiling can be used to help identify a

suspect; analyze the DNA profiles on the gel and determine if any of the suspects’

DNA is consistent with the DNA left at the crime scene; evaluatethe evidence and

determine if there is sufficient evidence to convict any or all of these suspects;

and prepare a table identifying other possible clues leftat the crime scene, and

describe what tests should be done to analyze those clues to help establish who

committed the crime.

Introduction: Using chromebooks, view animation on how the product rule is

used to estimate STR frequencies.

Hop2It: Describe the relationships between the following pairs of terms:

● a) gene and chromosome

● b) gene and allele

● c) intron and exon

Activities: Lab 7-2: The Break-In




Objectives: LWBAT analyze the results of the STR profiles of the two boys; their

mother, and remains from the World Trade Center site (thought to be the boy’s

father); determine if the unknown DNA belonged to the father of these two boys;

and summarize how kinship can be established using STR profile analysis.

Introduction: Lead learners in a carousel brainstorming activity as a pre-

assessment of their knowledge of the September 11 attacks.

Hop2It: What are the steps in STR analysis?

Activities: STR Identification of a September 11 Victim

34

Closing: Students explain relevancy of the concept to their life or how they might

use it.



Objective: LWBAT analyze STR profiles of the tsar, tsarina and Anna Anderson;

determine if Anna Anderson was the biological daughter of tsar and tsarina based

on STR analysis; describe the number and types of different STR loci used in this

analysis; summarize how to analyze STR profiles to determine if Anna Anderson

was the daughter of the tsar and tsarina; describe other applications of STR

analysis besides establishing maternity and paternity.

Introduction: In a class discussion; have students compare and contrast nuclear

DNAand mitochondrial DNA. What does analysis of each yield? Which isis more

plentiful? Which can be used to identify an individual?

Hop2It: Case Study (Page 204, Bertino)

Activities: Anna Anderson or Anastasia? STR Analysis

Closing: Learners write a detailed explanation of a procedure - with an example

to demonstrate their understanding of the concept.



Objective: LWBAT analyze the STR profiles of the nine skeletal remains found

at the Romanov gravesite; given the STR profiles of Tsar Nicholas, Tsarina

Alexandra, and the STR profiles obtained from the other skeletal remains in the

gravesite, determine which remains belonged to the tsar and tsarina’s children and

which belonged to the nonfamily members (servants and the family doctor);

determine which allele in each child was inherited from the mother (tsarina) and

which allele was inherited from the father (tsar) based on STR profiles; and

summarize how kinship or lack of kinship is established using STR profiles.

Introduction: Refer learners to the more detailed directions for establishing

kinship described in the activity, “Anna Anderson or Anastasia”. Today’s activity

expands on determining kinship using more STRs.

Hop2It: DNA restriction enzymes

a) are used to produce STR fragments

b) determine sex in a karyotype

c) cut DNA into restriction fragments for gel electophoresis

d) are the same in all humans

Activities; Identification of the Romanovs Using STR Profiling




Objective: LWBAT properly lift and collect fingerprint samples from a variety of

substrates. The LWBAT match these fingerprints to a predetermined

sample.

35

Introduction: Pre-Lab - Safety

Hop2It: Page 209, #19: Bertino

Activities: Fingerprint Summative Assessment

Closing: Learner must answer in writing questions or reflect in some way about

the learning before being allowed to leave the room

36

Unit Plan Title

Fire and Explosives

Suggested Time

Frame

3 Weeks



HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of

thermal energy when two components of different temperature are combined within a

closed system results in a more uniform energy distribution among the components in the

system (second law of thermodynamics).

HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can

be accounted for as either motions of particles or energy stored in fields.

Common Core State Standards

CCSS – LAL RST.11-12.1 Cite specific textual evidence to support analysis of science.








CCCS – Math




Essential Questions

How does a crime scene investigator determine the origin and cause of suspicious

fires?

How does a crime scene investigator classify the type of explosion, explosives

used and placement, and collection of the evidence?


Learners will understand the three mechanisms of heat transfer.

Learners will recognize the telltale signs of accelerant-initiated fire.

Learners will understand how explosives are classified as common commercial,

homemade, and military.




E – encouraged

37

21st Century Themes T – taught

A – assessed

Global Awareness

ET

Creativity and Innovation

X Environmental Literacy ETA Critical Thinking and Problem

Solving



X Financial, Economic, Business




the basic fundamentals of a

combustion reaction

how to determine the origin of a

fire

if an accelerant was used to start

the fire

how to interpret burn patterns of a

fire

the proper procedure for collecting

and preserving arson evidence

how explosives are classified

the proper procedure for collecting

physical evidence at the scene of an

explosion

the laboratory procedures used to

detect and identify explosive

residues

write out and explain a basic

combustion

reaction

define accelerant, flash point,

oxidation and exothermic reaction

determine fire’s point of origin by

physical examination of the crime

scene

identify accelerants used to start a

fire through physical examination of

burn patterns

recognize viable evidence at an

arson crime scene

describe the procedure for safely

collecting evidence at an arson

crime scene

list and classify common explosives

explain the procedure for collecting

physical evidence at the scene of an

explosion

list the steps to detect and identify

explosive residues



Virtual Lab Activity – Arson (Due to the nature of the topic, safety dictates that video,

visual aids and models be used for this activity.)

Formative

Assessments

Identifying Burn Patterns using paper as models

Explosives Activity – Using mechanical models, not actual

explosives

38

Summative

Assessments

Written Assessment containing multiple choice and short answer

questions


Day 61: Arson and Fire Investigation

NGSS: HS-PS3-4: HS-PS3-2

Objective: LWBAT define combustion reactions; discuss the four factors that are

required to ignite and maintain a fire; explain the conditions in which fuels will

burn; examine reasons why arson is difficult to detect, identify the four categories

of fire; evaluate the significance of burn patterns discovered at an arson

investigation; discuss the proper methods of detecting, collecting, preserving, and

analyzing arson evidence; describe the psychological profile of an arsonist; and

examine the various motives for arson.

Introduction: Demo page 106 (Bertino- Advanced Investigations)

Hop2It: Name two processes by which a forensic scientist can separate STRs for

characterization. Which process is preferred and why?

Activities:

PPT: Arson and Fire Investigation

Lab - Forensic Analysis of Fire Investigations (Saferstein, page 555)



1 thing they want the instructor to know

Day 62: Fire


Objective: LWBAT determine the best proportion of chemicals to make an

effective hot pack, explain exothermic reactions; and properly collect, record, and

interpret data.

Introduction: Close Reading; 9/11

Hop2It: Explain the terms oxidation reaction and combustion reaction. How are

these terms related?

Activities: Exothermic Reactions Lab

Closing: What was learned today? Be specific with details.

Day 63: Arson and Fire Investigation


Objective: LWBAT identify the proper procedure for searching a fire scene and

Evaluate investigative procedures.

Introduction: Collect several photographs of different types of burn patterns.

Show photographs to learners one at a time and ask them what each burn pattern

might indicate to investigators.

39

Hop2It: Describe the psychological profile of an arsonist and how investigators

use this information.

Activities:

4:3 Fire Investigations Lab

Documentary: Death by Fire

Closing: Learners will write their own fire investigation scenario. Learners will

add 3-4 questions about evidence collection and analysis, motive, or fire

categories. They will trade their scenario and questions with a partner.

Day 64: Forensic Aspects of Fire Investigation


Objective: LWBAT analyze and interpret data from a gas chromatograph and

construct explanations from the data.

Introduction: Ask learners if they can name other words with the root words

“chroma” or “graph”. List examples on the board as learners brainstorm. Ask

volunteers to infer the meaning of the root words based on the examples listed on

the board. Then discuss the meaning of the work word Chromatography.

Examples may include monochromatic (“one color”), Chromosome (“colored

body”), biography (“life writing”), geography (“describing Earth’), photography

(“describing with light”)

Hop2It: What are some indications of accelerant use in a fire?

Activities:

Gas Chromatography Activity (page 555, Saferstein)

The Wynndom Warehouse Fire Case Study (page 125, Bertino - Investigations)

Closing: Learners discuss or write: What did we learn today? So What?

(relevancy, importance, usefulness)

Day 65: Explosives


Objective: LWBAT identify the characteristics of gases; compare and contrast

the categories of explosives; differentiate between components of various types

of explosives; describe methods of detecting, collecting, and processing explosion

evidence; list some common analytical techniques used for explosives and

explosive residues; and define terrorism.

Introduction: Case Study - The Oklahoma City Bombing

Hop2It: How high must the temperature of a liquid fuel be before the fuel will

burn? What is the term for the lowest temperature at which this occurs?

Activities:

PPT: Forensic Investigations of Explosives

Activity: Patterns - Evidence in analysis of bomb residue can lead to a

conclusion of the composition of a bomb.


want the instructor to know – post-its, index cards, whatever.

40

Day 66: Explosives


Objective: LWBAT compare and contrast categories of explosives; distinguish

between presumptive and confirmatory test for gunshot residue; and identify the

necessity for a control sample.

Introduction: Page 139; Forensic Science Advanced Investigations (Bertino)

Hop2It: What makes black powder a good choice to make safety fuses?

Activities:

Short Activity - page 139: Forensic Science Advanced Investigations (Bertino)

Lab 5-2: Gunshot Residue

Closing: What techniques are used to examine explosion evidence?

Day 67: Explosives


Objective: LWBAT describe the behavior of gases in an enclosed system.

Introduction: Demo - page 135 Forensic Science Advanced Investigations

(Bertino)

Hop2It: What produces the violent physical disruption associated with an

explosion?

Activities: Lab: 3-2-1 Liftoff!

Closing: Explain how the characteristics of gases are related to the explosion that

takes place when a balloon pops.

Day 68: Explosions


Objective: LWBAT separate various components of “explosion debris” based on

physical properties and identify the components of the explosion debris.

Introduction: Organize learners into groups of 2 or 3. Have learners refer back to

chapter 3. Ask them to develop a chart organizing forensic techniques used to

analyze explosive evidence. Learners should include advantages

and disadvantages of each technique.

Hop2It: Explain the proper procedure for packaging explosion evidence.

Activities: Lab - Microscopic Examination

Closing: What types of evidence may be revealed with a microscopic

examination of explosive evidence?



Objective: LWBAT complete a virtual lab activity and pass written assessment.

Introduction: Review any concerns learners may have.

Hop2It: close reading - Arson

Activities: Summative Assessment

Closing: What do you still need to study/practice/reinforce?

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Day 70: Forensic Anthropology


Objective: LWBAT summarize the information a forensic anthropologist derives

from skeletal remains to construct a biological profile; distinguish among growth

plates, bone caps, bone shafts, and sutures, and explain their significance for

forensic anthropology; compare and contrast an adult’s skeleton in terms of

composition, number of bones, suture marks, and growth plates; apply knowledge

of bone growth (ossification) to estimate the age of the deceased at the time of

death based on skeletal remains; apply appropriate formulas to estimate the height

of a person based on individual bone length; distinguish between male and female

skeletal remains based on the structure, the size and the shape of the skull, the

pelvis, and the long bones, provide examples of different types of skeletal trauma

due to disease, injuries, occupation, or environmental factors that can provide

clues to the identification of skeletal remains; discuss the importance of isotopes

in determining where someone lived; and describe methods used to analyze

skeletal remains, including radiology, computer imaging, DNA technology, video

or photographic superimposition, and craniofacial reconstruction.

Introduction: Post photos of x-rays in the classroom to provoke discussion.

Hop2It: Case Study - page 442 (Bertino)

Activities:

PPT: Forensic Anthropology

Activity 14-1: Determining the Age of a Skull




Objective: LWBAT to determine if skeletal remains belong to a male or female

by comparing data to reference tables.

LWBAT estimate the approximate height of a person from one of the

long bones of the body.

Introduction: Ask learners to brainstorm about what they think a medical

examiner would be looking for to help identify bones.

Hop2It: Small skeletal remains were found. At first the remains were thought to

belong to a girl in her early teens. Could the skeletal remains be those of a small

adult woman? List features that would help determine if the skeletal remains

were from a girl in her early teens or from a mature, small-framed woman.

Activities:

Activity 14-2: Bones: Male or Female

Activity 14-4: Estimation of Body Size From Individual Bones

Closing: Students are given an index card and required to state the lesson’s

objective and if they feel that objective was met.



Objective: LWBAT apply their knowledge of bones and teeth analysis to several

case studies in an effort to construct biological profiles.

42

Introduction: Discovery Channel - Dirty Jobs episode “Skull Cleaner”

Hop2It: Summarize the process of ossification. Include the terms cartilage, bone

and growth plate.

Activities: 14-5: What Bones Tell Us

Closing: I really understood this idea… I have a few questions about… before I

can say I understand I don’t even know where to start on … !



Objective: LWBAT utilize qualitative observations and quantitative

measurements to determine the sex, race, height, and approximate age of an

individual at the time of death.

Introduction: Pre-Lab Exercise - Write a list of skeletal traits that you believe

could be used to help identify an individual.

Hop2It: Estimate body height based on a 38 cm fibula thought to belong to a

female of European ancestry. Refer to Figure 14-20 (Bertino) for the appropriate

formula.

Activities: Lab: Forensic Anthropology

Closing: Students are given an index card and they write a postcard to their


Day 74: Death: Manner, Mechanism, Cause


Objective: LWBAT distinguish between cellular death and death of an organism;

distinguish among four manners of death: natural, accidental, suicidal, and

homicidal. Explain the fifth classification, undetermined; distinguish among

cause, manner, and mechanism of death; outline the sequence of events that

occurs in the first few minutes after death; explain how algor, rigor and livor

mortis develop following death and describe how their development is affected by

environmental factors; sequence and describe the chemical and physical changes

during decomposition, including autolysis, putrefaction, marbling, and adipocere

formation; and describe the procedure of an autopsy, and give examples of how

an autopsy helps establish the cause of death, manner of death, and postmortem

interval.

Introduction: Make a two-column chart on the board. Label one column “alive”

and one column “dead”. Ask learners how they know someone is alive or dead.

Write their answers in the appropriate column and discuss. After the discussion,

ask learners to read the introduction on page 388 (Bertino)

Hop2It: Case Study page 462 (Bertino)

Activities:

PPT: Death: Manner, Mechanism, Cause

12-1: Calculating Postmortem Interval Using Rigor Mortis


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Objective: LWBAT observe and record the heat loss each hour of a simulated

human body, “Tommy the Tub,” over a 24-hour period; compare the rate of heat

loss to the projected rate of heat loss of a human corpse; and discuss ways to

improve upon the experimental design to obtain a more accurate way to simulate

heat loss from a human body.

Introduction: Case Study (Page 400, Bertino)

Hop2It: A body was found with rigor mortis in only the large muscles of the

body. The doctor who found the body told the investigator that rigor was just

starting so the body had been dead for less than 2 hours. Based on your

knowledge of forensics, do you agree or disagree with this evaluation? Support

your claim with evidence from the chapter. What other evidence could support

the conclusion that the body was just beginning rigor or just losing rigor?

Activities: 12-3: Tommy the Tub (Day 1)





Objective: LWBAT observe and record the heat loss each hour of a simulated

human body, “Tommy the Tub,” over a 24-hour period; compare the rate of heat

loss to the projected rate of heat loss of a human corpse; and discuss ways to

improve upon the experimental design to obtain a more accurate way to simulate

heat loss from a human body.

Introduction: Ask learners to look over Factors Affecting Rigor Mortis table and

propose sets of temperature, activity, and body mass conditions that would cause

rigor mortis to proceed the quickest and the slowest and why.

Hop2It: Briefly summarize the procedures of an autopsy. Explain which of those

procedures help in establishing cause of death, manner of death, and post-mortem

interval and how.

Activities: 12-3: Tommy the Tub (Day 2)




Objective: LWBAT identify and analyze evidence from various death scenes;

and calculate an estimated PMI based on different types of evidence.

Introduction: Review the many different types of evidence used to establish PMI.

Discuss what types of observations and documentation should be made of both

the victim and the crime scene. What meteorological data should be documented?

What types of items found at the crime scene could provide clues?

Hop2It: Compare and contrast:

a) cellular death and death of the organism

b) autolysis and putrefaction

44

Activities: 12-4: Analysis of Evidence From Death Scenes

Closing: Students raise questions about something they either were unsure about

or need clarification.


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NEPTUNE TOWNSHIP SCHOOL DISTRICT · NEPTUNE TOWNSHIP SCHOOL DISTRICT Forensic Science...

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