| (C) use mathematical calculations to assess quantitative
relationships in data; and
(D) evaluate experimental and engineering designs.
(4) The student develops evidence-based explanations
and communicates findings, conclusions, and proposed solutions. The
student is expected to:
(A) develop explanations and propose solutions supported
by data and models and consistent with scientific ideas, principles,
and theories;
(B) communicate explanations and solutions individually
and collaboratively in a variety of settings and formats; and
(C) engage respectfully in scientific argumentation
using applied scientific explanations and empirical evidence.
(5) The student knows the contributions of scientists
and engineers and recognizes the importance of scientific research
and innovation on society. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations
and solutions by using empirical evidence, logical reasoning, and
experimental and observational testing so as to encourage critical
thinking by the student;
(B) relate the impact of past and current research
on scientific thought and society, including research methodology,
cost-benefit analysis, and contributions of diverse scientists and
engineers as related to the content; and
(C) research and explore resources such as museums,
libraries, professional organizations, private companies, online platforms,
and mentors employed in a science, technology, engineering, and mathematics
(STEM) field.
(6) The student explores the history of forensic science.
The student is expected to:
(A) analyze the historical development and current
advancements of different forensic science disciplines such as forensic
biology, anthropology/odontology, forensic chemistry, trace evidence,
ballistics, fingerprints, digital forensics, and questioned documents;
and
(B) explain significant historical and modern contributions
to the development and advancement of forensic science made by contributors
such as Edmond Locard, Mathieu Orfila, Francis Galton, Edwin Henry,
and Alec Jeffreys.
(7) The student analyzes legal aspects within forensic
science. The student is expected to:
(A) summarize the ethical standards required of a forensic
science professional;
(B) identify and explain knowledge of terminology and
procedures employed in the criminal justice system as they pertain
to the chain of custody procedure for evidence;
(C) identify and explain knowledge of terminology and
procedures employed in the criminal justice system as they pertain
to expert witness testimony;
(D) research and discuss the effect of biases such
as confirmation bias and framing cognitive bias on evidence collection,
forensic analysis, and expert testimony; and
(E) compare the admissibility of expert witness testimony
in terms of the Frye Standard and the Daubert Standard under federal
rules of evidence.
(8) The student explores career options within forensic
science. The student is expected to:
(A) explore and describe discipline-specific requirements
for careers in forensic science, including collegiate course requirements,
licensure, certifications, and physical and mental capabilities;
(B) differentiate the roles and responsibilities of
professionals in the criminal justice system, including forensic scientists,
crime scene investigators, criminologists, court systems personnel,
and medicolegal death investigations; and
(C) differentiate the functions of various forensic
science disciplines such as forensic biology, forensic chemistry,
trace evidence, ballistics, fingerprints, digital forensics, and questioned
documents.
(9) The student recognizes the procedures of crime
scene investigation while maintaining scene integrity. The student
is expected to:
(A) explain the roles and tasks needed to complete
a crime scene examination, which may require collaboration with outside
experts and agencies, and demonstrate the ability to work as a member
of a crime scene team;
(B) develop a detailed, technical written record based
on observations and activities, documenting the crime scene examination;
(C) discuss the elements of criminal law that guide
search and seizure of persons, property, and evidence;
(D) conduct a primary and secondary systematic search
of a simulated crime scene for physical evidence utilizing search
patterns such as spiral, line, grid, and zone;
(E) document a crime scene using photographic or audiovisual
equipment;
(F) generate a physical or digital crime scene sketch,
including coordinates or measurements from fixed points, compass directions,
scale of proportion, legend-key, heading, and title block; and
(G) demonstrate proper techniques for collecting, packaging,
and preserving physical evidence found at a crime scene while maintaining
documentation, including chain of custody.
(10) The student analyzes fingerprint evidence in forensic
science. The student is expected to:
(A) compare the three major fingerprint patterns of
arches, loops, and whorls;
(B) identify the minutiae of fingerprints, including
bifurcations, ending ridges, dots, short ridges, and enclosures/islands;
(C) distinguish between patent, plastic, and latent
impressions;
(D) perform procedures for developing and lifting latent
prints on nonporous surfaces using cyanoacrylate and fingerprint powders;
(E) perform procedures for developing latent prints
using chemical processes on porous and adhesive surfaces with chemicals
such as ninhydrin and crystal violet and documenting the results via
photography; and
(F) explain the Integrated Automated Fingerprint Identification
System (IAFIS) and describe the implications of Next Generation Identification
(NGI) systems.
(11) The student collects and analyzes impression evidence
in forensic science. The student is expected to:
(A) analyze the class and individual characteristics
of tool mark impressions and the recovery and documentation of surface
characteristics such as wood or metal;
(B) analyze the class and individual characteristics
of footwear impressions and the recovery and documentation of surface
characteristics such as soil or organic plant material;
(C) analyze the class and individual characteristics
of tire tread impressions and the recovery documentation of surface
characteristics such as soil or organic plant material; and
(D) compare impression evidence collected at a simulated
crime scene with the known impression.
(12) The student recognizes the methods to process
and analyze hair and fibers found in a crime scene. The student is
expected to:
(A) demonstrate how to collect hair and fiber evidence
at a simulated crime scene;
(B) perform the analysis of hair and fiber evidence
using forensic science methods such as microscopy and flame testing;
(C) compare the microscopic characteristics of human
hair and non-human hair, including medulla, pigment distribution,
and scales;
(D) describe and illustrate the different microscopic
characteristics used to determine the origin of a human hair sample;
and
(E) differentiate between natural and synthetic fibers.
(13) The student recognizes the methods to process
and analyze glass evidence. The student is expected to:
(A) demonstrate how to collect and preserve glass evidence;
(B) compare the composition of various types of glass
such as soda lime, borosilicate, leaded, and tempered;
(C) determine the direction of a projectile by examining
glass fractures; and
(D) define refractive index and explain how it is used
in forensic glass analysis.
(14) The student explores principles of questioned
document analysis in the physical and digital form. The student is
expected to:
(A) research and explain different types of examinations
performed on digital and physical evidence in a forensic laboratory
such as digital data recovery, counterfeiting, ink, and paper analysis;
(B) investigate and describe the security features
incorporated in U.S. and foreign currency to prevent counterfeiting;
and
(C) perform handwriting comparisons of an unknown sample
with exemplars by analyzing characteristics such as letter, line,
and formatting.
(15) The student evaluates firearms and ballistics
evidence. The student is expected to:
(A) describe the mechanism of modern firearms such
as long guns and handguns;
Cont'd... |
