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Forensic Chemistry

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Course Description

This course approaches the challenges, methods and analyses of forensic science from a fundamental, chemical perspective. Topics include drug

analysis, arson investigation, questioned document analysis, and the analysis of paint and gunshot residue samples.

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Pacing Chart

Unit 1 Collecting and Analyzing Evidence:

blood spatter

fibers and textiles

glass

casts and impressions

18 weeks (total)

4 weeks

5 weeks

4 weeks

5 weeks

Unit 2 Tool Marks and Ballistics 9 weeks

Unit 3 Handwriting Analysis, Forgery, Counterfeiting,

and Antiquities

9 weeks

Review & Final Exam Review for Final Exam 1 week

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Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are

practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career

exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of

study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this

understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the

environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to

the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and

in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They

make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the

use of an academic skill in a workplace situation.

CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that

understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to

contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute

more fully to their own career success.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They

communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they

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Career Ready Practices

master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting

with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their

communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate

negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures,

materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability

of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and

productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or

problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of

sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an

organization.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use

reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external

information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the

problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause

of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow

through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to

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Career Ready Practices

positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use

a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on

productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals.

They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them

and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step

in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek

counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve

workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications.

They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid

barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and

facilitate effective team meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Enrichment

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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Interdisciplinary Connections

Math:

“Blood-Spatter Analysis: Effect of Height on Blood Drops”

Found on page 225 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino

“Blood-Spatter Impact Angle”

Found on page 229 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino

“Point of Origin”

Found on page 239 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino

“Determining the Refractive Index of Liquids Using Snell's Law”

Found on page 422 in the textbook “Forensic Science – Fundamentals and Investigations” by Anthony J. Bertino

“Suspect Radius”

Found online on page 36 at:

www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_FullUnit.pdf

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English/Language Arts:

“Other Impression Evidence”

Article found online at:

http://www.crime-scene-investigator.net/otherimpressionevidence.html

“Why Fake Diaries Can Be As Powerful As the Real Thing”

Article found online at:

http://www.atlasobscura.com/articles/why-fake-diaries-can-be-as-powerful-as-the-real-thing

“6 Remarkable Ways Guns Can Be Linked to a Crime Scene”

Article found online at:

http://forensicoutreach.com/library/6-remarkable-ways-guns-can-be-linked-to-a-crime-scene/

History and English/Language Arts:

“The History of Firearm and Tool Mark Identification”

Article found online at:

http://www.firearmsid.com/A_historyoffirearmsID.htm

“Hitler Diaries”

Article found online at:

http://www.encyclopedia.com/doc/1G2-3448300288.html

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“How do historians determine if a document is real or fake?”

Found online at:

http://www.pbs.org/opb/historydetectives/feature/real-or-fake/

Teacher and student resources can be found online at:

https://www.si.edu/mci/downloads/RELACT/identifying_the_real_thing.pdf

Excerpts from the trial of Sacco & Vanzetti - 1920’s ballistics compared to 1980’s

Found online at:

http://law2.umkc.edu/faculty/projects/ftrials/SaccoV/S&Vtestimony.html

“The history of glassmaking”

Article found online at:

http://www.historyofglass.com/glass-history/glass-making/

“Ancient Egypt's Pharaohs Dated Using Plants”

Article found online at:

http://news.discovery.com/history/ancient-egypt-radiocarbon-dating.htm

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Grade: 11 Unit 1: 18 weeks

Topic: Collecting and Analyzing Evidence

Description: Analyze blood spatter in order to

recreate the events of a crime scene. Describe

common weave patterns. Analyze fibers and

describe their characteristics. Describe how

glass is formed, and the characteristics of glass.

Identify different types of glass using density

and the refractive index. Describe how glass

fractures, and analyze the fracture patterns.

Differentiate between latent, patent, and plastic

impressions. Explain how impressions can be

used as evidence. Describe how to make

various impressions. Identify vehicles based

on their tire tracks. Match dental impressions

with bite marks.

NGSS: HS-ETS1-2

Common Core State Standards (CCSS): RST.9-10.1, RST.9-10.3, RST.9-10.4, RST.11-12.1, RST.11-12.3, RST.11-12.4, WHST.9-10.1,

WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1, HSN.VM.A.1, HSA.CED.A.1, HSG.C.A.2,

HSG.SRT.C.7, HSG.SRT.D.11

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

Design a solution to a

complex real-world

problem by breaking it

down into smaller, more

manageable problems

that can be solved

through engineering. HS-

ETS1-2

Apply the fundamentals

of biochemistry, cell

biology, genetics,

mathematical concepts,

microbiology, molecular

biology, organic

chemistry, and statistics

to conduct effective

biotechnology research

and development of

products. 9.3. HL-BRD.2

Demonstrate the

principals of solution

preparation, sterile

techniques,

contamination control,

and measurement and

calibration of instruments

used in biotechnology

How do you collect and

analyze non-biological

evidence in order to solve

a crime?

Acquisitive:

listening

observing

searching

inquiring

investigating

gathering data

researching

Organizational:

recording

comparing

contrasting

classifying

organizing

outlining

reviewing

evaluating

analyzing

Books:

“Forensic Science –

Fundamentals and

Investigations”

By: Anthony J. Bertino

South-Western, Cengage

Learning, 2012

“Crime Scene Investigations

– Real Life Science Labs”

By: Pam Walker and Elaine

Wood

John Wiley and Sons, Inc.,

1998

Websites:

http://www.forensicpage.co

m/new09.htm

www.connectedcalifornia.or

g/files/LJCrimeSceneInvesti

gation_FullUnit.pdf

Labs/Activities:

The following labs and activities

can be found in the books and on

the websites mentioned under

the resources heading along with

numerous other labs from which

the teacher can choose.

Blood-Spatter Analysis:

Effect of Height on

Blood Drops

Blood-Spatter Impact

Angle

Area of Convergence

(a lab on blood drop

analysis)

Point of Origin

(a lab on blood drop

analysis)

Falling Blood Drops

(a lesson on blood drop

analysis)

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

research.

9.3 HL- BRD.4

Summarize and explain

the larger ethical, moral,

and legal issues related to

biotechnology research,

product development,

and use in society. 9.3

HL-BRD.6

Creative:

planning ahead

designing

synthesizing

Manipulative:

using an instrument

caring for an instrument

collecting

demonstrating

experimenting

constructing

calibrating

Communicative:

asking questions

discussing

explaining

reporting

writing

http://math.ucr.edu/home/ba

ez/physics/General/Glass/gl

ass.html

http://school.cengage.com/f

orensicscience/

http://bsapp.com/forensics_i

llustrated/index.html

http://hypertextbook.com/fa

cts/2004/ShayeStorm.shtml

http://scienceworld.wolfram

.com/physics/SnellsLaw.ht

ml

http://tpub.com/neets/book1

0/39h.htm

http://www.matter.org.uk/sc

hools/SchoolsGlossary/refra

ctive_index.html

Cold Blood

(a lab on blood drop

analysis)

Microscopic fiber

Bed Sheet Thread Count

(a lab on fiber analysis)

Fibers Don’t Fib

(a lesson on fiber

analysis)

Fiber Analysis

Picking up the Pieces

(a lab on fiber analysis)

Weave Pattern Analysis

Textile Identification

Burn Analysis of Fibers

Glass Fracture Patterns

Glass Density

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

criticizing

graphing

http://www.anl.gov/educatio

n/learning-

center/classroom-resources

http://askascientist.co.uk/pa

ge/2/

http://www.exploreforensics

.co.uk/

http://www.slideshare.net/p

ortlester/forensic-science-

07-casts-and-impressions

http://www.slideshare.net/jo

rgerpena/19-forensic-

science-powerpoint-chapter-

19-forensic-footwear-evi

http://www.slideshare.net/jo

rgerpena/20-forensic-

science-powerpoint-chapter-

20-forensic-tire-impress

Forces That Fracture

Glass

(a lesson on examination

of glass fractures)

Glass is Breaking Up

(a lab on examination of

glass fractures)

Glass Chip Tips

(a lesson on glass

identification)

Glass Can Tell on You

(a lab on glass

identification)

Determining the

Refractive Index of

Liquids Using Snell's

Law

Determining the

Refractive Index of Glass

Using Liquid

Comparisons in a

Submersion Test

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

http://www.chymist.com/FI

BER%20ANALYSIS.pdf

http://forensics.rice.edu/en/

For-Educators/Online-

Activities.html

http://sciencespot.net/Pages/

classforsci.html

Casting Plaster of Paris

Impressions

Shoe Size (Foot Size)

and Height

(a lab on making and

evaluating shoe print

impressions)

If the Shoe Fits

(a lesson on making and

evaluating shoe print

impressions)

Casting for Evidence

(a lab on making and

evaluating shoe print

impressions)

Tire Impressions and

Analysis

Tracking On!

(a lesson on tire track

evaluation)

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

Tread Lightly

(a lab on tire track

evaluation)

Vehicle Identification

Dental Impressions

The Teeth Will Tell

(a lesson on dental

forensics)

Take a Bite Out of Crime

(a lab on dental

forensics)

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Unit 1 Vocabulary agglutination

amorphous

antibodies

antigen-antibody response

antigens

Becke line

cell-surface protein

crystalline

density

direct transfer

fiber

glass

latent impressions

yarn

plastic impressions

point of origin

polymer

red blood cells

refraction

refractive index

satellite drop of blood

secondary transfer

silicon dioxide

sole

synthetic fiber

textile

tire groove

leaded glass

lines of convergence

mineral fiber

monomer

natural fiber

normal line

obsidian

patent impressions

tire rib

tire ridge

track width

tread pattern

turning diameter

wheelbase

white blood cells

Unit 1 Project (Choose 1) Option 1 Option 2

“Crime Scene Investigation”

Found on page 247 in the textbook “Forensic Science –

Fundamentals and Investigations” by Anthony J. Bertino

“Lengthy Relationships”

Found online on page 28 at:

www.connectedcalifornia.org/files/LJCrimeSceneInvestigation_

FullUnit.pdf

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Grade: 11

Unit 2: 9 weeks

Topic: Tool Marks and Ballistics

Description: Explain why tool marks are

important to forensic scientists. Identify the

major types of tool marks. Explain the

characteristics on a tool’s surface that allows it

to be identified. Describe how tool marks are

collected, preserved, and analyzed, including

the use of technology to match the marks to the

tool that produced them. Describe the different

types of guns. Explain the parts of a gun and

their relationship to one another. Explain how

bullets and bullet trajectories are used to assist

the forensic scientist.

NGSS: HS-ETS1-2

Common Core State Standards (CCSS): RST.9-10.1, RST.9-10.3, RST.9-10.4, RST.11-12.1, RST.11-12.3, RST.11-12.4, WHST.9-10.1,

WHST.9-10.2, WHST.9-10.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.7, HSN.Q.A.1, HSG.SRT.C.8

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

Design a solution to a

complex real-world

problem by breaking it

down into smaller, more

manageable problems that

can be solved through

engineering. HS-ETS1-2

Demonstrate the principals

of solution preparation,

sterile techniques,

contamination control, and

measurement and

calibration of instruments

used in biotechnology

research. 9.3 HL- BRD.4

Summarize and explain the

larger ethical, moral, and

legal issues related to

biotechnology research,

product development, and

use in society. 9.3 HL-

BRD.6

How do you collect,

examine and analyze tool

marks and ballistic

evidence in order to solve

a crime?

Acquisitive:

listening

observing

searching

inquiring

investigating

gathering data

researching

Organizational:

recording

comparing

contrasting

classifying

organizing

outlining

reviewing

evaluating

analyzing

Books:

“Forensic Science –

Fundamentals and

Investigations”

By: Anthony J. Bertino

South-Western, Cengage

Learning, 2012

“Crime Scene Investigations –

Real Life Science Labs”

By: Pam Walker and Elaine

Wood

John Wiley and Sons, Inc.,

1998

Websites:

http://school.cengage.com/foren

sicscience/

http://www.exploreforensics.co.

uk/

Labs/Activities:

The following labs and

activities can be found in the

books and on the websites

mentioned under the resources

heading along with numerous

other labs from which the

teacher can choose.

Tool Marks:

Screwdrivers and

Chisels

Tool Marks: Hammer

Match

Hammer Strikes on

Wood

Bullet Trajectory

Firing Pin Match

Making Your Mark

(a lesson on tool marks)

Tool Marks the Spot

(a lab on tool marks)

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

Creative:

planning ahead

designing

synthesizing

Manipulative:

using an instrument

caring for an

instrument

collecting

demonstrating

experimenting

constructing

calibrating

Communicative:

asking questions

discussing

explaining

reporting

http://www.forensicpage.com/n

ew09.htm

www.connectedcalifornia.org/fi

les/LJCrimeSceneInvestigation

_FullUnit.pdf

http://bsapp.com/forensics_illus

trated/index.html

http://www.crime-scene-

investigator.net/otherimpression

evidence.html

http://www.firearmsid.com/Cas

e%20Profiles/ToolmarkID/tool

mark.htm

http://library.med.utah.edu/Web

Path/TUTORIAL/GUNS/GUN

BLST.html

http://www.firearmsid.com/

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

writing

criticizing

graphing

http://www.firearmsid.com/Bull

ets/bullet1.htm

http://forensicoutreach.com/libr

ary/6-remarkable-ways-guns-

can-be-linked-to-a-crime-scene/

http://forensics.rice.edu/en/For-

Educators/Online-

Activities.html

http://sciencespot.net/Pages/clas

sforsci.html

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Unit 2 Vocabulary abrasion mark

ballistics

barrel

breech

bullet

caliber

cartridge

cutting mark

firearm

fully automatic

grooves

gunshot residue (GSR)

indentation mark

lands

muzzle

pistol

revolver

rifle

rifling

semiautomatic

shell casing

tool mark

trajectory

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Unit 2 Project (Choose 1) Option 1 Option 2

“Murder in the Classroom”

Found online on page 22 at:

www.connectedcalifornia.org/files/LJCrimeSceneInvestigation

_FullUnit.pdf

“John F. Kennedy Assassination Project”

A collaborative project with US History II students

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Grade: 11

Unit 3: 9 weeks

Topic: Handwriting Analysis, Forgery,

Counterfeiting, and Antiquities

Description: Describe and demonstrate the 12

exemplars of handwriting traits. Explain how

technology is used to analyze handwriting.

Differentiate between forgery and fraudulence.

Explain how a business can prevent check forgery.

Describe the features used to determine if a bill is

counterfeit. Explain what chromatography is and

how it can be used to identify forgeries. Describe

how scientists can tell if an antiquity is genuine

using carbon dating. Explain what a forensic

archaeologist does.

NGSS: HS-ETS1-2

Common Core State Standards (CCSS): RST.9-10.1, RST.9-10.3, RST.9-10.4, RST.11-12.1, RST.11-12.3, RST.11-12.4, WHST.9-10.7,

WHST.11-12.7, HSN.Q.A.1

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

Design a solution to a

complex real-world problem

by breaking it down into

smaller, more manageable

problems that can be solved

through engineering. HS-

ETS1-2

Apply the fundamentals of

biochemistry, cell biology,

genetics, mathematical

concepts, microbiology,

molecular biology, organic

chemistry, and statistics to

conduct effective

biotechnology research and

development of products.

9.3. HL-BRD.2

What are the various

techniques used to

analyze the authenticity

of an object?

Acquisitive:

listening

observing

searching

inquiring

investigating

gathering data

researching

Organizational:

recording

comparing

contrasting

classifying

organizing

outlining

reviewing

evaluating

analyzing

Books:

“Forensic Science – Fundamentals

and Investigations”

By: Anthony J. Bertino

South-Western, Cengage

Learning, 2012

“Crime Scene Investigations –

Real Life Science Labs”

By: Pam Walker and Elaine

Wood

John Wiley and Sons, Inc., 1998

Websites:

https://www.fbi.gov/about-

us/lab/handbook-of-forensic-

services-pdf

http://school.cengage.com/forensic

science/

http://www.forensicpage.com/new

09.htm

Labs/Activities:

The following labs and

activities can be found in the

books and on the websites

mentioned under the resources

heading along with numerous

other labs from which the

teacher can choose.

Handwriting Analysis

Analysis of Your Own

Handwriting and That

of a Classmate

Ink Analysis

Examination of US

Currency: Is It Real or

a Forgery?

Who Wrote This?

(a lesson on document

forgery)

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

Creative:

planning ahead

designing

synthesizing

Manipulative:

using an instrument

caring for an

instrument

collecting

demonstrating

experimenting

constructing

calibrating

Communicative:

asking questions

discussing

explaining

reporting

www.connectedcalifornia.org/files

/LJCrimeSceneInvestigation_Full

Unit.pdf

http://science.howstuffworks.com/

handwriting-analysis1.htm

http://www.csad.ox.ac.uk/CSAD/n

ewsletters/newsletter10/newsletter

10c.html

http://www.myhandwriting.com/ce

lebs/ransom1.html

http://bsapp.com/forensics_illustra

ted/index.html

http://www.exploreforensics.co.uk

/

http://www.chymist.com/HANDW

RITING%20ANALYSIS.pdf

Write On!

(a lab on document

forgery)

Bleeding Mixtures

(a lesson on

chromatography of

mixtures)

Did Pete Cheat?

(a lab on

chromatography of

inks)

Hitler Diaries

(an article about

forgeries)

Why Fake Diaries Can

Be As Powerful As the

Real Thing – Jack the

Ripper

(an article about

forgeries)

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NJDOE Student

Learning Objective

Essential Questions Skills Resources Sample Activities

writing

criticizing

graphing

http://www.chymist.com/INK%20

ANALYSIS.pdf

http://www.encyclopedia.com/doc/

1G2-3448300288.html

http://www.atlasobscura.com/articl

es/why-fake-diaries-can-be-as-

powerful-as-the-real-thing

http://www.asnj.org

http://forensics.rice.edu/en/For-

Educators/Online-Activities.html

http://sciencespot.net/Pages/classf

orsci.html

Digging Up the Past

(a lesson on

investigating an

archaeological site)

Dig a Little Deeper

(a lab on investigating

an archaeological site)

A Date with the Past

(a lesson on forensic

archaeology)

Dating – Radioactive

Style

(a lab on forensic

archaeology)

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Unit 3 Vocabulary antiquity

archaeology

carbon dating

chromatography

counterfeiting

document analysis

document expert

exemplar

forensic archaeology

forgery

fraudulence

half-life

questioned document

white collar crime

32 | P a g e

Unit 3 Project (Choose 1)

Option 1 Option 2

“Analysis of a Ransom Note and Expert Testimony”

Found on page 297 in the textbook “Forensic Science –

Fundamentals and Investigations” by Anthony J. Bertino

“Analysis of an Historical Document”

Chemical and historical analysis, and carbon dating of the ink

and paper.

Rubric(s): Many individual assignments and labs have their own specific rubrics which are found attached directly to the activity.

Class Participation in Science

The advancement of knowledge and understanding depends on your engagement in the class. You are expected to:

1. Treat other members of the class with respect, avoid interruptions or shouting. Argue against an idea and

not against a person.

2. Defend claims you make with evidence; scientists try to eliminate emotion from arguments, using logic

and evidence to advance their positions.

3. Be prepared every day to discuss the topic at hand. This includes completing reading assignments, video

assignments, or just reviewing your notes and handouts from the previous day.

4. Ask for clarification if someone says something you don't understand.

5. Contribute to group and class discussions by adding your own ideas and thoughts, asking questions that

seek a deeper level of understanding, and encouraging others to contribute.

You will be given a participation grade at the end of a unit. Your grade is based on the following rubric.

33 | P a g e

Not

Evident

(0 pts)

Needs work

(1 pt)

Good

(2 pts)

Skilled

(3 pts)

Exemplary

(4 pts)

Class

Engagement

Student is

silent, does

not speak

or

contribute

in any way.

Some

contributions in

class, though

comments are

irrelevant, or

lacking in

detail.

Statements lack

support or are

off-topic.

Occasionally offers

ideas and asks

questions, usually

listens to others, does

not derail

conversation. Claims

lacking support or

depth of

understanding.

Sometimes

contributes to class

by offering ideas

and asks question,

listens to others,

claims are

supported by

evidence and

reasoning.

Routinely

contributes to class

by offering ideas

and asking

questions,

encourages further

discussion; claims

are supported by

evidence and

reasoning.

Interactions

with other

students

Does not

interact

with others

in any

meaningful

way

Interrupts, uses

language that

does not further

discussion,

argumentative

or dismissive.

Generally helpful and

listens to other

without interrupting,

may sometimes be

argumentative or

dismissive.

Generally helpful,

listens to others, is

supportive,

language used

furthers discussion.

Generally helpful,

listens to others and

builds upon their

ideas, is supportive,

language used

furthers discussion.

Interactions

with

Instructor

Does not

appear to

be focused

or

listening,

or taking

notes.

Appears to be

listening, but

cannot answer

specific

questions and

does not appear

to be taking

notes.

Listens to lectures but

may seem distracted,

can answer questions

with prompting and

leading, takes notes,

sometimes engaged in

other activities.

Clearly listens to

lectures, can

sometimes answer

questions, takes

notes.

Clearly engaged in

lectures and can

answer specific

questions about the

content when asked,

takes notes.

34 | P a g e

Self and Group Evaluation

Instructions:

Consider the unit of instruction or project and evaluate each member of your group, including yourself.

Your instructor will have the final say in each member's grade but will take your assessment into consideration.

Point Values:

5 = Frequently

4 = Most of the time

3 = Sometimes

2 = Occasionally

1 = Rarely

Name: (your name) (group member) (group member) (group member)

Contributions: contributed in a

valuable way to discussions,

proposed answers or solutions to

the problems presented

Focus: members on task, did

not cause distractions, kept up

with the discussion or the

procedure, present and engaged

for the entire activity

Written: member wrote down

35 | P a g e

data, answers to essay questions

as the activity progressed and

did not wait for someone else to

write the answer and just copy it

Laboratory: member was

helpful with lab procedures,

gathering materials, reading

directions, cleaning up (or not

making a mess)

Preparedness: member was

prepared each day, required

readings or homework

completed

I would want this person on my

team again. NA yes / no yes / no yes / no

Structured Learning Experience:

Partnership with the Paterson Police Department

Partnership with William Paterson University and their Forensic Program

Assist historical site/museum with preservation – connects with document and evidence preservation

Archeological Society of NJ – volunteer at an archeological site http://www.asnj.org

Guest Speakers: The Medical Examiner for the State of New Jersey

New Jersey Evidence Analysis and Preservation Expert Witnesses

36 | P a g e

Forensic Scientist

Chemist

Paterson Police Officer

Passaic County Sheriff’s Officer

Field Trip Ideas:

Paterson Police Department

Passaic County Sheriff’s Office

Passaic County Canine Unit

NJ State Police Museum

NJ Historical Preservation Office

American Museum of Natural History

Cold Spring Harbor Lab

https://www.dnalc.org/programs/fieldtrips/hsschool.html