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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
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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
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