TOWNSHIP OF UNION PUBLIC SCHOOLS. Forensic Science Curriculum Guide 2013 Re-adopted 2015

Transcription

1 TOWNSHIP OF UNION PUBLIC SCHOOLS Forensic Science Curriculum Guide 2013 Re-adopted 2015

2 Board Members Francis Ray Perkins, President Richard Galante, Vice President Versie McNeil David Arminio Linda Gaglione Guy Francis Thomas Layden Vito Nufrio Susana Cooley

3 TOWNSHIP OF UNION PUBLIC SCHOOLS Administration District Superintendent......Dr. Patrick Martin Assistant Superintendent.... Mr. Gregory Tatum Assistant Superintendent.Dr. Noreen Lishak Director of Elementary Curriculum....Ms. Tiffany Moutis Director of Student Information/Technology....Ms. Ann M. Hart Director of Athletics, Health, Physical Education and Nurses.. Ms. Linda Ionta

4 DEPARTMENT SUPERVISORS Language Arts/Social Studies K Mr. Robert Ghiretti Mathematics K-6/Science K-5.. Ms. Deborah Ford Guidance K-12/SAC....Ms. Nicole Ahern Language Arts/Library Services Ms. Mary Malyska Math Mr. Jason Mauriello Science Ms. Maureen Guilfoyle Social Studies/Business...Ms. Libby Galante World Language/ESL/Career Education/G&T/Technology...Ms. Yvonne Lorenzo Art/Music...Mr. Ronald Rago

5 Curriculum Committee Academic Area Maureen Guilfoyle, Supervisor of Science Dr. Edward J. Boffa Dr. Richard T. Massarelli

6 Table of Contents Title Page Board Members Administration Department Supervisors Curriculum Committee Table of Content District Mission/Philosophy Statement District Goals Course Description Recommended Texts Course Proficiencies Curriculum Units

7 Appendix: New Jersey Core Curriculum Content Standards Mission Statement The Township of Union board of Education believes that every child is entitled to an education, designed to meet his or her individual needs, in an environment that is conductive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary removed in order for the district to maintain the appropriate educational setting. Philosophy Statement The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is formulation of a learning climate conductive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.

8 Statement of District Goals Develop reading, writing, speaking, listening, and mathematical skills. Develop a pride in work and a feeling of self-worth, self-reliance, and selfdiscipline. Acquire and use the skills and habits involved in critical and constructive thinking. Develop a code of behavior based on moral and ethical principles. To be able to work with others cooperatively. Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues. Acquire a knowledge and understanding of the physical and biological sciences. Efficient and effective participation in economic life and the development of skills to enter a specific field of work. Appreciate and understand literature, art, music, and other cultural activities. Develop an understanding of the historical and cultural heritage. Develop a concern for the proper use and/or preservation of natural resources.

9 Develop basic skills in sports and other forms of recreation. Course Description Forensic Science is an all-encompassing term which refers to the application of science and technology to law. This course will focus on the integration of science and technology for the purpose of solving crimes and enforcing criminal and civil law. This course will allow the student to apply their knowledge of biology, chemistry and physics to analyze evidence, evaluate crime scenes and solve crimes. Forensic Science will allow the student to understand the importance of science and technology in everyday life. Students will also be introduced to many careers that support and relate to forensic science. Many of these careers that are related to forensic science encourage students to continue their education to the doctorate level, however, there are also related careers that the student can pursue from high school. Utilizing student centered learning, cooperative learning, technology, practical laboratory activities, cross curricular and STEM activities, this full year course will introduce the student to advanced concepts in the Sciences while seeking to increase scientific literacy. The capstone requirement for both midterm and final exam grades include performance based assessments both individually and cooperatively.

10 Recommended Textbooks Saferstein, Richard, Forensic Science: An Introduction, Pearson Prentice Hall, NJ 2008 Saferstein, Richard, Basic Laboratory Excercises for Forensic Science, Pearson Prentice Hall, NJ 2008 Ancillary materials supplied as needed

11 Course Proficiencies Students will be able to 1. Describe the history, origin, and progression of criminalistics and forensic science. 2. Describe a crime scene setup, legal ramifications and documentation of a crime scene. 3. Identify the types and uses of physical evidence via organic analysis and microscopic analysis. 4. Cite the differences between man-made and natural hair fibers and morphology of each. 5. Discuss how serology, nature of blood, blood typing and staining patterns of blood play a role in blood analysis. 6. Interpret findings of DNA profiling. 7. Apply the history/ origin/ fundamental principles of fingerprinting to the laboratory methods of detecting fingerprints, as well as footprints, bite marks, arson, explosives, ballistics, anthropology, drugs, toxicology and document forgery. 8. Apply the practical laboratory/ investigative techniques learned in class to analyze a staged crime scene, along with various clues and evidence for identification

12 Curriculum Units Unit 1: History and Introduction to Criminalistics/ Forensics Unit 2: The Crime Scene and Evidence:Identification and Collection Unit 3: Fingerprints, Hair & Fiber Analysis Unit 4: Drug Identification and Toxicology Unit 5: Ballistics, Forensic Serology and Anthropology Unit 6: Surveillance and Trace Evidence Unit 7: Arson, Explosives, Document analysis and forgery

13 Pacing Guide- Course Content Number of Days Unit 1: History and Introduction to Criminalistics/ Forensics 10 Unit 2: The Crime Scene and Evidence: Identification and Collection 23 Unit 3: Fingerprints, Hair & Fiber Analysis 25 Unit 4: Drug Identification and Toxicology 20 Unit 5: Ballistics, Forensic Serology and Anthropology 33 Unit 6: Surveillance and Trace Evidence 15 Unit 7: Arson, Explosives, Document analysis and Forgery 36 The midterm project/presentation will involve approximately 9 days of class time. The final project/presentation will involve approximately 7 days of class time.

14 Unit 1;History and Introduction to Criminalistics/ Forensics Essential Questions What is Forensic Science? Who are the major contributors to the development of forensic science? What is a crime laboratory and what services do they provide? Are there any important court decisions that define forensic science? What are expert witnesses? Instructional Objectives/ Skills and Benchmarks(CPIs) Student will be able to: Define forensic science/ criminalistics.(5.1) List areas of forensic science that require expertise in specific realms of science and technology.(5.4) Name and know contributions of scientists to the development of forensic science. (5.3,5.4) Cite examples of the type of crime labs that exist at different government levels within the United States (5.1) Explain the admissibility of scientific evidence in the courtroom with Activities Strategies and Activities may include: Guest Speakers Crime Scene Analysis / Reenactment Power Point Student Actual Case Studies from News Media Overhead transparencies Demonstrations Web Quests Laboratory Activities: Group and Individual Small Group Discussions Debate Student Research/ Letter Writing, Interviews, Library Research Unsolved Crime Assessments Evaluations may include: Case Study Analysis Crime Scene Analysis: Lab Practical Final Exam Tests Quizzes Debate Student Lab Reports Research Paper Exit Cards Formative assessments

15 respect to judicial decisions. (5.1,5.2) Understand and explain the roles, responsibilities and qualifications of the expert witness.(5.1,5.2) Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relative to topics. (R4 grades 11-12) Evaluate the hypotheses, data, analysis and conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources of information. (R8 grades Scene Analysis from Actual Local and National Case Studies Games: Jeopardy, Movies Relevant CSI episodes to material Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience. (W5 grades 11-12) Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. (W10 grades 11-12)

16 Unit 2:The Crime Scene and Evidence: Identification and Collection Essential Questions What can be considered physical evidence and how can it be properly collected to maintain its integrity for court proceedings? What responsibilities do various members of law enforcement have as they arrive at a crime scene? How is a crime scene properly documented or recorded? What types of physical evidence are typically found at a crime scene? What is the difference between identification and comparison of Instructional Objectives/ Skills and Benchmarks(CPIs) Student will be able to: Define physical evidence.(5.1,5.4) Discuss the role of the first responding officer as well as subsequent investigators that arrive at a crime scene.(5.1,5.4) Understand the roles and responsibilities of the different forensic scientists that may be involved in analyzing physical evidence.(5.1,5.2,5.3,5.4) Understand what chain of custody is, who is responsible for it and what the ramifications are if it is broken. (5.1,5.4) Describe the roles of the forensic entomologist, odontologist, anthropologist and Activities Strategies and Activities may include: Guest Speakers Crime Scene Analysis / Reenactment Power Point Student Actual Case Studies from News Media Overhead transparencies Demonstrations Web Quests Laboratory Activities: Group and Individual Small Group Discussions Debate Student Research/ Letter Writing, Interviews, Library Research Unsolved Crime Assessments Evaluations may include: Case Study Analysis Crime Scene Analysis: Lab Practical Final Exam Tests Quizzes Debate Student Lab Reports Research Papers Exit Cards Formative assessments

17 physical evidence? What techniques are used to analyze physical evidence? What value is placed on physical evidence relative to criminal investigation? pathologist as they relate to a homicidal investigation (5.3,5.4) Describe procedures to systematically search a crime scene for physical evidence.(5.1,5.4) Demonstrate/describe proper techniques for collecting and packaging common types of physical evidence.(5.3,5.4) Analyze, illustrate and label a crime scene correctly.(5.3,5.4) Properly analyze collected physical evidence using good laboratory technique.(5.1,5.3,5.4,5.6) List and describe the common types of evidence found at a crime scene(5.1,5.4,5.6) Discuss the difference between identification and comparison of physical evidence.(5.1,5.4,5.6) Scene Analysis from Actual Local and National Case Studies Games: Jeopardy Movies Relevant CSI episodes to material Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience. (W5 grades 11-12) Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. (W10 grades 11-12

18 Discuss the difference between individual and class characteristics with examples of such as it pertains to physical evidence.(5.3,5.4,5.6) Describe the value of physical evidence as it pertains to criminal investigation.(5.1,5.3,5.4) List and describe the various major computerized databases that relate to physical evidence.(5.4) Explain the role physical evidence plays in crime scene reconstruction during criminal investigation(5.1,5.3,5.4) Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relative to topics.(r4 grades 11-12) Evaluate the hypotheses, data, analysis and

19 conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources of information. (R8 grades 11-12)

20 Unit 3:Fingerprints, Hair & Fiber Analysis Essential Questions How are fingerprints different between individuals? The work of which scientists led to our knowledge and understanding that fingerprints are a vital tool for identification? How are fingerprints related to forensic science and criminal investigation? What technological resources are available to law enforcement to identify unknown fingerprints recovered at a crime scene? Instructional Objectives/ Skills and Benchmarks(CPIs) Students will be able to: Name those individuals who made significant contributions to the development of fingerprint technology and its ultimate acceptance as a tool for identification.(5.2) Discuss the case of William West(5.2) Define and describe ridge characteristics (5.5) Explain why fingerprints are an unchangeable feature of human anatomy.(5.5) List the three major fingerprint patterns as well as their subclasses(5.4,5.5) Describe the Activities Strategies and Activities may include: Guest Speakers Crime Scene Analysis / Reenactment Power Point Student Actual Case Studies from News Media Overhead transparencies Demonstrations Web Quests Laboratory Activities: Group and Individual Small Group Discussions Debate Student Research/ Letter Writing, Interviews, Library Research Unsolved Crime Assessments Evaluations may include: Case Study Analysis Crime Scene Analysis: Lab Practical Final Exam Tests Quizzes Debate Student Lab Reports Research Papers Exit Cards Formative assessments

21 differences between visible, latent, and plastic fingerprints(5.4) List and describe methods for developing prints on both porous and nonporous objects(5.1,5.4) Describe methods utilized to preserve a developed latent print(5.1,5.4) Explain what automated fingerprint identification system is and how it is used in criminal investigation(5.4) Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relative to topics. (R4 grades 11-12) Scene Analysis from Actual Local and National Case Studies Games: Jeopardy Movies Relevant CSI episodes to material Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience. (W5 grades 11-12) Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. (W10 grades 11-12

22 Evaluate the hypotheses, data, analysis and conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources of information. (R8 grades 11-12) Essential Questions How does hair as physical evidence relate to forensic science and investigation? How do fibers as physical evidence relate to forensic science and investigation? Instructional Objectives/ Skills and Benchmarks(CPIs) Describe the anatomical structure of hair(5.5) Know the three phases of hair growth(5.5) Differentiate between animal and human hairs(5.5) Describe/demonstrate proper methods of collection and packaging of both hair and fibers(5.2,5.4,5.5) Activities Strategies and Activities may include: Guest Speakers Crime Scene Analysis / Reenactment Power Point Student Actual Case Studies from News Media Assessments

23 Describe how DNA can be obtained from hair samples(5.4,5.5) Describe microscopic features of both hair and fibers that are useful for comparison and identification(5.4,5.5,5.6) Describe properties of fibers that can be used for investigation in forensic science.(5.4,5.6) Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relative to topics. (R4 grades 11-12) Evaluate the hypotheses, data, analysis and conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources of Overhead transparencies Demonstrations Web Quests Laboratory Activities: Group and Individual Small Group Discussions Debate Student Research/ Letter Writing, Interviews, Library Research Unsolved Crime Scene Analysis from Actual Local and National Case Studies Games: Jeopardy Movies Relevant CSI episodes to material Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is

24 information. (R8 grades 11-12) most significant for a specific purpose and audience. (W5 grades 11-12) Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. (W10 grades 11-12

25 Unit 4:Drug Identification and Toxicology Essential Questions How are drugs related to forensic science? How can drugs be analyzed using principles of chemistry? What is the Controlled Substances Act and how does it relate to drug classification? Instructional Objectives/ Skills and Benchmarks(CPIs) Student will be able to: Differentiate between psychological and physical dependence(5.5) List and classify commonly abused drug(5.6) Know the type of dependency (psychological/physical) that may be caused by the more commonly abused drugs(5.5) Know the schedules and meaning of same of the Controlled Dangerous Substances Act(5.4) Describe both field and laboratory tests that forensic chemists may employ to identify an unknown drug(5.4) Activities Strategies and Activities may include: Guest Speakers Crime Scene Analysis / Reenactment Power Point Student Actual Case Studies from News Media Overhead transparencies Demonstrations Web Quests Laboratory Activities: Group and Individual Small Group Discussions Debate Student Research/ Letter Writing, Interviews, Library Assessments Evaluations may include: Case Study Analysis Crime Scene Analysis: Lab Practical Final Exam Tests Quizzes Debate Student Lab Reports Research Papers Exit Cards Formative assessments

26 Describe the process of gas chromatography(5.6) Describe mass spectronomy and its usefulness in drug identification(5.4,5.6) Describe proper techniques of collection and preservation of drug evidence(5.1,5.4)deter mine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relative to topics. (R4 grades 11-12) Evaluate the hypotheses, data, analysis and conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources of information. (R8 grades Research Unsolved Crime Scene Analysis from Actual Local and National Case Studies Games: Jeopardy Movies Relevant CSI episodes to material Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience. (W5 grades 11-12) Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. (W10

27 11-12) grades Essential Questions How does alcohol affect the human body? What court proceedings led to alcohol related traffic enforcement? How can poisoning be detected in the body? Why are most consumer products tamper resistant? Instructional Objectives/ Skills and Benchmarks(CPIs) Student will be able to: Describe how alcohol is absorbed, travels through the body and ways it is eliminated from the body.(5.5) Describe the human circulatory system(5.5) Describe the design of the Breathalyzer as well as the chemical reaction which takes place in the presence of alcohol.(5.4) Explain what a field sobriety test through words and demonstration(5.4,5.5) Discuss laboratory procedures for blood alcohol analysis(5.4) Know driving impairment levels at Activities Assessments

28 the state and federal level(5.3) Explain the significance of Schmerber v. California relative to traffic enforcement.(5.2) Discuss hair analysis as it relates to toxicology(5.4) Discuss major poisoning cases and how they were solved (5.2) Know how Tylenol was tampered with, its results and how changes were subsequently made to all consumer food and drug products.(5.2) Describe methods for isolating and identifying drugs and poisons.(5.4) Describe the role of the toxicologist in the criminal justice

29 system.(5.2) Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relative to topics. (R4 grades 11-12) Evaluate the hypotheses, data, analysis and conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources of information. (R8 grades 11-12) Unit 5:Ballistics, Forensic Serology and Anthropology Essential Questions Instructional Objectives/ Skills and Activities Assessments

30 What are firearms, what types of firearms are there? How can examination link a bullet or cartridge to a firearm? How is NIBIN/IBIS vital to criminal investigation? Benchmarks(CPIs) Student will be able to: Differentiate between a handgun and rifle(5.4) Know basic mechanics of revolver & semi-automatic handgun(5.4) Describe how a barrel is rifled(5.4,5.7) List both class and individual characteristics of bullets and cartridges(5.7) Use with good technique a comparison microscope to compare bullets and cartridges(5.4) Distinguish between caliber and gauge and describe how they are determined(5.4) Describe how databases are important to law Strategies and Activities may include: Guest Speakers Crime Scene Analysis / Reenactment Power Point Student Actual Case Studies from News Media Overhead transparencies Demonstrations Web Quests Laboratory Activities: Group and Individual Small Group Discussions Debate Student Research/ Letter Writing, Interviews, Library Research Unsolved Crime Scene Analysis from Actual Local and National Case Studies Evaluations may include: Case Study Analysis Crime Scene Analysis: Lab Practical Final Exam Tests Quizzes Debate Student Lab Reports Research Papers Exit Cards Formative assessments

31 enforcement(5.4) Describe how to determine shooting distance(5.1,5.4) Describe Gun Shot Residue test and how it is utilized(5.4) Describe how obliterated serial numbers can be restored(5.4) Know proper technique to collect and package all firearm evidence(5.1,5.4) Explain how a tool mark can be compared to a suspects tool(5.4) Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relative to topics. (R4 grades 11-12) Games: Jeopardy, Movies(Fracture) Relevant CSI episodes to material Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience. (W5 grades 11-12) Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. (W10 grades 11-12

32 Essential Questions How does the study of blood contribute to forensic science? How can body fluids be identified at a crime scene? How does the study of blood spatter help investigators with crime scene reconstruction? In what ways can body fluids be detected at a crime Evaluate the hypotheses, data, analysis and conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources of information. (R8 grades 11-12) Instructional Objectives/ Skills and Benchmarks(CPIs) Student will be able to: Explain the ABO blood typing system and the genetic reasoning behind it concerning antigens and antibodies.(5.5) Describe agglutination and how and why this happens.(5.5) Know what a presumptive blood test is(5.4) Activities Assessments

33 scene? What is forensic anthropology and odontology, and how are they used in forensic investigation? What is the morphology and physiology of bones and teeth? Explain how human blood can be differentiated from animal blood(5.4) Use a Punnet Square to determine genotype and phenotype of offspring(5.5) Describe how physical evidence is collected in a rape investigation.(5.2,5.4, 5.5) Describe how serologic stains are preserved and packaged for laboratory analysis.(5.1,5.4,5.5) Describe the origin and structure of human bones and teeth. Discuss how the characteristics of bone and muscle help provide valuable clues in forensic investigation. Compare and contrast bones in regard to age,

34 disease, and race.determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relative to topics. (R4 grades 11-12) Evaluate the hypotheses, data, analysis and conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources ofinformation. (R8 grades 11-12) Unit 6:Surveillance and Trace Evidence Essential Questions Instructional Objectives/ Skills and Activities Assessments

35 How are trace elements important to forensic science? How are trace elements detected? How can law enforcement agencies gather information on suspects without their knowledge? Are privacy laws challenged when information is gathered without suspect s knowledge? What methods are employed in covert surveillance? Benchmarks(CPIs) Describe the usefulness of trace elements for the forensic comparison of various types of physicalevidence. (5.6) Define the term isotope. (5.6) Define radioactivity. (5.6) Explain how elements can be made radioactive. (5.6) Describe the components of paint. (5.6) Describe the proper collection and preservation of paint evidence. (5.4) List the important forensic properties of soil. (5.8, 5.4) Describe the densitygradient tube technique. (5.8) Describe the proper collection of soil evidence. (5.4, 5.2, 5.8)Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or Strategies and Activities may include: Guest Speakers Crime Scene Analysis / Reenactment Power Point Student Actual Case Studies from News Media Overhead transparencies Demonstrations Web Quests Laboratory Activities: Group and Individual Small Group Discussions Debate Student Research/ Letter Writing, Interviews, Library Research Unsolved Crime Scene Analysis from Actual Local and National Case Studies Games: Jeopardy Evaluations may include: Case Study Analysis Crime Scene Analysis: Lab Practical Final Exam Tests Quizzes Debate Student Lab Reports Research Papers Exit Cards Formative Assessments

36 technical context relative to topics. (R4 grades 11-12) Evaluate the hypotheses, data, analysis and conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources of information. (R8 grades 11-12) List means and technologies available to law enforcement to gather evidence covertly against a subject.(5.1,5.2,5.4) Cite relevant case law which allows the admissibility of this evidence in court.(5.1,5.2,5.4) Movies(Enemy of the State) Relevant CSI episodes to material Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience. (W5 grades 11-12) Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. (W10 grades Unit 7: Arson, Explosives, Document Analysis and Forgery Essential Questions Instructional Objectives/ Skills and Benchmarks(CPIs) Activities Assessments

37 What is arson? How can fire scenes be investigated by forensic science? How are explosives classified? How can suspected bombing scenes be investigated by forensic science? Student will be able to: Define heat of combustion and ignition temperature. (5.6) Describe the difference between an exothermic and endothermic chemical reaction.(5.6) List the requirements necessary to initiate and sustain combustion. (5.6) Describe how physical evidence must be collected at the scene of a suspected arson. (5.1, 5.4, 5.6) Describe the laboratory procedure used for the detection and identification of hydrocarbon residues. (5.2, 5.4, 5.6) Explain how explosives are classified. (5.4) Strategies and Activities may include: Guest Speakers Crime Scene Analysis / Reenactment Power Point Student Actual Case Studies from News Media Overhead transparencies Demonstrations Web Quests Laboratory Activities: Group and Individual Small Group Discussions Debate Student Research/ Letter Writing, Interviews, Library Research Unsolved Crime Scene Analysis from Actual Local and National Case Studies Games: Jeopardy Evaluations may include: Case Study Analysis Crime Scene Analysis: Lab Practical Final Exam Tests Quizzes Debate Student Lab Reports Research Papers Exit Cards Formative assessments

38 How are documents analyzed for use in criminal investigation? What are questioned documents? How is handwriting analyzed? Identify some common commercial, homemade, and military explosives. (5.4) Describe how physical evidence must be collected at the scene of a suspected arson or explosion.(5.1,5.4,5.6) Describe common individual characteristics associated with handwriting.(5.4) Define questioned document. (5.4) List some important guidelines to be followed for the collection of known writings for comparison to a questioned document. (5.1, 5.4) Describe class and individual characteristics of a typewriter. (5.4) Analyze typewritten Movies (Catch Me If You Can) Relevant CSI episodes to the material Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach focusing on addressing what is most significant for a specific purpose and audience. (W5 grades 11-12) Write routinely over extended time frames and shorter time frames for a range of discipline specific tasks, purposes and audiences. (W10

39 passages and associate to suspect typewriter(5.1,5.4) Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relative to topics. (R4 grades 11-12) Evaluate the hypotheses, data, analysis and conclusions in a science or technical context verifying the data when possible and corroborating or challenging conclusions with other sources of information. (R8 grades 11-12) New Jersey Core Curriculum Content Standards Academic Area EXPECTED OUTCOMES with link to New Jersey Core Curriculum Science Standards The following list identifies the NJ Core Curriculum Content Standards:

40 5.1 All students will develop problem-solving, decision-making and inquiry skills, reflect by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. 5.2 All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. 5.3 All students will integrate mathematics as a tool for problem-solving in science as a means of expressing and / or modeling scientific theories. 5.4 All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology. 5.5 All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. 5.6 All students will gain an understanding of the structure and behavior of matter. 5.7 All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. 5.8 All students will gain an understanding of the structure, dynamics and geophysical system of the earth. 5.9 All students will gain an understanding of the origin, evolution, and structures of the universe All students will develop and understanding of the environment as a system of interdependent

41 New Jersey Scoring Rubric