Biology II: Forensic Science

Unit Outline Forensic Science: Scope and History

Guiding Questions for Students: Guiding Questions: What is Forensics? What is the scope of forensic biology? Who were the key figures in the development of modern forensic science and what were their contributions? What is the function of a modern forensic scientist?

Key Concepts/Enduring Understandings Ø Foundations for modern (forensic) science in the 19^th and 20^th century Ø Key figures, discoveries, and inventions (in forensic science) during the past century

State Learning Standards/Targeted Skills: This is an elective upper level course that is beyond the scope of the State Learning Standards for Life Science All students have shown competency in all areas of Life Science and Chemistry before enrollment.

Specific Knowledge: (vocab, etc.) Ø Forensic science Ø Expert witness Ø Mathieu Orfila Ø Alphonse Bertillon Ø Francis Galton Ø Leon Lattes Ø Calvin Goddard Ø Albert Osborn Ø Walter McCrone Ø Hans Gross Ø Locard’s Exchange Principle

Description of Unit Assessment to Demonstrate Student Achievement with regard to the Unit’s Targeted Key Concepts/Learning Standards/Specific Knowledge: Ø Test History and Scope of Forensic Science Ø Notebook- Learning Log

Criteria for evaluating Student Work: Rubric when appropriate Ø Notebook Rubric

Date/ Number Classes

Focus of Lesson: Key Concepts or Targeted Skill

Student/Class Activity and Assignment

Resources and Materials

Out of Class Assignments

1 block

What is forensics and what is the scope of modern forensic biology?

Class discussion of topic CSI the reality of crime scene investigation

Criminalistics: An Introduction to Forensic Science

Read Chapter 1 Learning Log for Chapter

1 block

Key figures in the development of modern forensic science

Class discussion Sherlock Holmes and modern science Case file reading and analysis

1 block

Functions of a modern forensic scientist: Analysis of Physical Evidence Expert Testimony Providing training for CSI in recognition, collection, and preservation of Physical Evidence

Class discussion Lab techniques: Light microscopy sample collection Wet mount slide prep Scale casting Permanent mount slide prep

Requirement/Description for Longer Term/Unit Assignment:

Unit Outline Forensic Science: The Crime Scene

Guiding Questions for Students: Guiding Questions: What are the fundamental practices of crime scene investigation?

Key Concepts/Enduring Understandings Ø Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.

State Learning Standards/Targeted Skills: This is an elective upper level course that is beyond the scope of the State Learning Standards for Life Science. All students have shown competency in all areas of Life Science and Chemistry before enrollment.

Specific Knowledge: (vocab, etc.) Ø Physical evidence Ø Rough sketch Ø Finished sketch Ø Cross contamination Ø Chain of custody Ø Standard/Reference Sample Ø Substrate control

Description of Unit Assessment to Demonstrate Student Achievement with regard to the Unit’s Targeted Key Concepts/Learning Standards/Specific Knowledge: Ø Test Chapter 2 The Crime Scene Ø Notebook-Learning Log

Criteria for evaluating Student Work: Rubric when appropriate Ø Notebook rubric

Date/ Number Classes

Focus of Lesson: Key Concepts or Targeted Skill

Student/Class Activity and Assignment

Resources and Materials

Out of Class Assignments

1 block

Processing the Crime Scene Introduction and Secure and Isolate

Class discussion Technique: Crime Scene Processing

Criminalistics: An Introduction to Forensic Science

Read Chapter 2 Learning Log for Chapter

2 blocks

Record the Scene Photography Sketches Notes

Class discussion Technique: CSP cont

2 blocks

Systematic search Collect & Package Evidence Chain of Evidence

Class discussion Technique: CSP cont.

1 block

Obtain Standard/Reference Samples Collect substrate controls

Class discussion Technique: CSP concluded

½ block

Submission of Evidence Crime Scene Safety Legal Considerations

Class discussion Case Reading

Analysis of case reading

Requirement/Description for Longer Term/Unit Assignment: Begin “Final” Crime Scene Project

Unit Outline/Draft Forensic Science: Physical Evidence

Guiding Questions for Students: Guiding Questions: What is the significance of Physical Evidence?

Key Concepts/Enduring Understandings Ø Use of mathematics to analyze and support findings and to model conclusions.

State Learning Standards/Targeted Skills: This is an elective upper level course that is beyond the scope of the State Learning Standards for Life Science. All students have shown competency in all areas of Life Science and Chemistry before enrollment.

Specific Knowledge: (vocab, etc.) Ø Class characteristics Ø Comparison Ø Identification Ø Individual characteristics Ø Product rule Ø Reconstruction

Description of Unit Assessment to Demonstrate Student Achievement with regard to the Unit’s Targeted Key Concepts/Learning Standards/Specific Knowledge: Ø Test on Chapter 3 Physical Evidence Ø Notebook-Learning Log

Criteria for evaluating Student Work: Rubric when appropriate Notebook rubric

Date/ Number Classes

Focus of Lesson: Key Concepts or Targeted Skill

Student/Class Activity and Assignment

Resources and Materials

Out of Class Assignments

1 block

Types of Physical evidence Significance of Physical Evidence Identification

Class discussion Lab technique: handling physical evidence

Criminalistics: An Introduction to Forensic Science

Read Chapter 3 Learning Log for Chapter

1 block

Comparison Individual Characteristics Class Characteristics

Class discussion Case reading

1 block

Crime scene Reconstruction

Class discussion Case reading

Requirement/Description for Longer Term/Unit Assignment:

Unit Outline/Draft Forensic Science: Case Investigations

Guiding Questions for Students: Guiding Questions: What is the case? Which evidence is significant? How is the evidence significant? (identification or comparison; individual or class evidence) What lab techniques are appropriate? What are the controls?

Key Concepts/Enduring Understandings Ø Pose questions and state hypotheses based on prior scientific observations, experiments, and knowledge Ø Either individually or as part of a student team, design and complete scientific experiments that extend over several days or a week Ø Use mathematics to analyze and support findings and to model conclusions Ø Simulate physical processes or phenomena using different kinds of representations Ø Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions Ø Revise scientific models Ø Communicate and defend a scientific argument

State Learning Standards/Targeted Skills: This is an elective upper level course that is beyond the scope of the State Learning Standards for Life Science. All students have shown competency in all areas of Life Science and Chemistry before enrollment.

Specific Knowledge: (vocab, etc.) Individual to each Case Investigation At the end of each Case every student will be able to produce a set of case specific background notes that Ø determine what the case is (guiding question for the investigation) Ø state what evidence is significant to solving the case Ø include topic notes specific to biological concepts used in lab Ø include technique notes specific to lab procedure Ø determine rationale for use of specific lab techniques and establish proper lab controls Ø outline tasks and duty roster/schedule for investigation by team Ø design appropriate data documentation Ø analyze findings Ø make a formal report as to findings in the case

Description of Unit Assessment to Demonstrate Student Achievement with regard to the Unit’s Targeted Key Concepts/Learning Standards/Specific Knowledge: Ø Individual student assessment for each case Ø Court Report or Case Findings Report

Criteria for evaluating Student Work: Rubric when appropriate Ø Individual assessment Rubric Ø Court Report or Case Findings Report Rubric

Date/ Number Classes

Focus of Lesson: Key Concepts or Targeted Skill

Student/Class Activity and Assignment

Resources and Materials

Out of Class Assignments

Term 1 5 blocks

Light microscopy Slide preparation: Wet mount Scale casting Permanent mount Hair morphology & differentiation

Case 1 His Hair, Her Hair, Whose Hair?

Forensics for the Biology Laboratory: Student Laboratory Guide

Ø Preparation of topic and technique notes Ø Completion of Court Report

4 blocks

Dissecting microscopy Fingerprint characteristics Fingerprinting techniques

Case 2 Thief with a Sweet Tooth

2 ½ blocks

Properties of acids & bases Significance of evidence

Case 3 If it’s sour, If it’s slippery

2 blocks

Amylaze activity Saliva as source of DNA DNA

Case 4 Caught by a Kiss

3-4 blocks

Diffusion Osmosis Experimental design

Case 6 Don’t Blame the Bees

4 blocks

Paper Chromatography Precise and accurate data collection

Case 8 Purloined Parakeet

2 blocks

Thin Layer Chromatography Use of biological standards

Case 9 Drug Bust

Date/ Number Classes

Focus of Lesson: Key Concepts or Targeted Skill

Student/Class Activity and Assignment

Resources and Materials

Out of Class Assignments

Term 2 2 ½ - 3 blocks

Light microscopy Wet mount / dyed slides Plant cell characteristics Animal cell characteristics Plant tissues Animal tissues

Case 5 Isn’t That a Tasty Dish to set before the King?

Forensics for the Biology Laboratory: Student Laboratory Guide

Ø Preparation of topic and technique notes Ø Completion of Court Report

1 block

Mitosis Microscopic identification of: plant cell in metaphase animal cell in metaphase Microscopic sampling techniques

Case 10 Identified by the Numbers

1 ½ blocks

DNA structure Isolation of DNA from tissue sample

Case 12 Taste of a Stolen Apple

2 blocks

Principles of agarose gel electrophoresis Demonstration of separation of molecules based on polarity Examine rate of separation of molecules based on size

Introduction to Electrophoresis

Ward’s Natural Science Establishment Inc. Introduction to Electrophoresis

3 blocks

Process of agarose gel electrophoresis Determine the size of unknown DNA molecules Identify guilty suspect in a criminal investigation

DNA Fingerprinting

Ward’s Natural Science Establishment Inc. Gel Electrophoresis

3 blocks

Protein gel electrophoresis Compare protein banding patterns to determine species of origin

Case 11 Fisherman’s Luck

Forensics for the Biology Laboratory: Student Laboratory Guide

Date/ Number Classes

Focus of Lesson: Key Concepts or Targeted Skill

Student/Class Activity and Assignment

Resources and Materials

Out of Class Assignments

Term 3 3 blocks

Sterile microbiological techniques Experimental design Bacteria Bacteria culturing Bactericidal properties of antibiotic drugs

Case 15 Death by Deception

Forensics for the Biology Laboratory: Student Laboratory Guide

Ø Preparation of topic and technique notes Ø Completion of Court Report

1 ½ blocks

Identification of bones Use of bone morphology as indication of race and gender of decedent

Case 18 Who Own’s These Bones

8-10 blocks

Internal & External anatomy Dissection techniques

Case 19 Anatomy of a Murder

2 blocks

Fundamentals of yeast fermentation Anaerobic respiration

Case 7 Which Beer is Best

Portions of at least 10 blocks

Bacterial fermentation Analysis of biological solution Cell microscopy pH

Case 14 Of Cabbages and Kings

Requirement/Description for Longer Term/Unit Assignment: “Final” Crime Scene Project: Each CSI/forensic team will be responsible for developing a case and “creating” the crime scene. The scene must include physical evidence that produces at least 3 lines of laboratory investigation (requiring the use of a minimum of 3 different forensic laboratory techniques). Each created case will be presented to another CSI/forensic team and they will take on all aspects of analyzing the crime scene, gathering physical evidence, processing the evidence, analyzing data from the processing of the evidence and presenting the findings in a court report. CSI team members may be called upon to act as expert witnesses in the court trial of the investigated case.