Forensic Investigation Curriculum (pdf) - Darien Public Schools

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Unit 5: Serology (Blood Typing & Spatter Analysis) Essential Question 1: What is blood, and how is it significant in forensic investigation? Essential Question 2: How is blood found, identified, collected, and analyzed in crime scene reconstruction? CONTENT KNOWLEDGE OBJECTIVES Initial Understanding � List the components and functions of the human cardiovascular system. � Describe the composition of blood. Developing an Interpretation � Explain how oxygen is carried by a red blood cell. � State the characteristics and function of each part of human blood. Making Connections � Discuss the physical characteristics and behavior of blood, and how these make blood an important source of evidence in crime-scene reconstruction. � Demonstrate why blood typing is class evidence, and not individual evidence, and relate this to human genetics. � Explain how blood evidence must be collected and stored, and why. Taking a Critical Stance � Prioritize the usefulness of each component of blood in forensic investigation. � Identify different patterns in blood spatter. � Calculate impact angles, points of convergence and origin for blood spatter patterns. 40
Expectations from DHS Mission Statement ACADEMIC EXPECTATIONS 1. Read actively and critically for a variety of purposes. 4. Listen actively and critically. 5. Access and evaluate multi-media and print information efficiently and critically. 6. Reason effectively and solve problems. SOCIAL EXPECTATIONS 1. Develop positive interpersonal skills. 5. Participate effectively and efficiently in groups to pursue and generate information ETHICAL EXPECTATIONS 1. Act responsibly and respectfully toward him/herself and others. 2. Follow the established rules, guidelines and laws of the school community. 3. Explore, discuss and question the moral issues that arise within the context of his/her day. 4. Demonstrate sensitivity to, and respect for, the perspectives, opinions, needs and customs of others. 5. Use proper citations in the presentation of research and other sources and demonstrate academic integrity in all aspects of his/her work State Standards addressed Strand IV: Cell Chemistry and Biotechnology Content Standards Expected Performances Structure and Function – How are organisms structured to ensure efficiency and survival? 10.1 - Fundamental life processes depend on the physical structure and the chemical activities of the cell. • Most of the chemical activities of the cell are catalyzed by enzymes that function only in a narrow range of temperature and acidity conditions. D 4. Explain the role of the cell membrane in supporting cell functions. Heredity and Evolution – What processes are responsible for life‟s unity and diversity? 10.5 - Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments. D7. Describe how structural and behavioral adaptations increase the chances for survival. CT High School Chemistry Standards Chemical Structures and Properties � Properties of Matter – How does the structure of matter affect the properties and uses of materials? 41
Page 1 and 2: DARIEN PUBLIC SCHOOLS CURRICULUM GU
Page 3 and 4: SECTION I - Course Information TABL
Page 5 and 6: STATEMENT OF PHILOSOPHY The objecti
Page 7 and 8: PROCESS SKILLS � Applying Probabi
Page 9 and 10: GRADING GUIDELINES Category Expecta
Page 11 and 12: SUMMARY OF UNITS Unit Title Duratio
Page 13 and 14: UNIT 1: Introduction to Forensic Sc
Page 15 and 16: D INQ.4 Design and conduct appropri
Page 17 and 18: ADDITIONAL TEXTS/ RESOURCES FOR USE
Page 19 and 20: UNIT 2: The Crime Scene 19
Page 21 and 22: Expectations from DHS Mission State
Page 23 and 24: ACTIVITIES Lab: Locard‟s principl
Page 25 and 26: UNIT 3: Fingerprints 25
Page 29 and 30: � Science as a human endeavor �
Page 31 and 32: ADDITIONAL TEXTS/ RESOURCES FOR USE
Page 33 and 34: UNIT 4: DNA Fingerprinting 33
Page 37 and 38: ACTIVITIES Lab: DNA Isolation & Ext
Page 39: UNIT 5: Serology (Blood typing and
Page 43 and 44: CONTENT STANDARD C: As a result of
Page 45 and 46: Gross, A. M. et al., “The Effect
Page 47 and 48: Unit 6: Forensic Anthropology & Odo
Page 51 and 52: CAREER AWARENESS Forensic anthropol
Page 53 and 54: UNIT 7: Forensic Entomology 53
Page 57 and 58: VOCABULARY Autolysis Blowfly Body F
Page 59 and 60: UNIT 8: Trace Evidence 59
Page 63 and 64: Electromagnetic waves result when a
Page 65 and 66: Manufactured Fiber Fact Book. Washi
Page 67 and 68: http://myweb.dal.ca/jvandomm/forens
Page 69 and 70: UNIT 9: Forensic Toxicology Essenti
Page 73 and 74: CORE TEXT FOR STUDENTS Forensic Sci
Page 75 and 76: faculty.ncwc.edu/toconnor/425/425le
Page 77 and 78: UNIT 10: Document Analysis & Ballis
Page 81 and 82: VOCABULARY Ammunition Ballistics Ba
Page 83 and 84: Woiten, G. M. et al., “Particle A
Page 85 and 86: The Connecticut Framework - K-12 Cu
Page 87 and 88: Grade 10 Core Themes, Content Stand
Page 89 and 90: Science and Technology CONTENT STAN
Page 91:
SUPPLEMENTAL RESOURCES Books, journ
Page 94 and 95:
Evaluation Your group must analyze
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