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Science Curriculum Map

Course: Forensic Science Grade(s): 10/11 Teachers: High School Science Department

Big Idea and Enduring Understanding

Skills/Competencies Key Science Concepts

NGSS PA Common Core Standards for Literacy and Math

Chapter 1: Observation is how you perceive your surroundings. Your brain affects your observations by filtering the information you take in from your environment. Many factors affect eyewitness accounts of a crime. Investigators must understand these factors when determining the accuracy of a witness’s testimony. With practice and patience, you can train yourself to be a good observer. Forensic Science attempts to uncover evidence in order to discover the facts of a crime. Forensic scientists do not try to prove whether someone is innocent or guilty. They are only interested in collecting and examining evidence.

Define observation, and describe what changes occur in the brain while observing.

Describe examples of factors influencing eyewitness accounts of events.

Compare the reliability of eyewitness testimony to what actually happened.

Relate observation skills to their use in forensic science.

Define forensic science

Biology: DNA, genetic code

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. HS-LS3-3 Apply concepts of statistics and probability to explain variation and distribution of expressed traits in a population. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific

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procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.1 Write arguments focused on science content. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: CC2.1.HS.F.3 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Chapter 2: Crime-scene investigators recognize, document, collect, and organize evidence left at the scene of a crime. Investigators apply specific procedures and techniques to collect trace evidence, a kind of circumstantial evidence. It is

Summarize Locard’s Principle of Exchange

Identify four examples of trace evidence

Distinguish between direct and circumstantial evidence

Identify the types of professionals who

Biology: blood typing Earth sciences: different ways to study soil Mathematics: calculating odds Chemistry: chemical analysis of evidence

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Literacy: RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments. RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science.

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extremely important to preserve both direct and indirect evidence so that professionals can recreate as complete a picture as possible of what took place before, during and after a crime. Investigators must secure the crime scene; separate witnesses; take photographs and sketch the scene; and search, secure and properly package evidence.

might be present at a crime scene

Summarize the seven steps (seven S’s) of a crime-scene investigation

Explain the importance of securing the crime scene

Identify the methods by which a crime scene is documented

Demonstrate proper technique in collecting and packaging trace evidence

Explain what it means to map a crime scene

Describe how evidence from a crime scene is analyzed

RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. Math: CC2.1.HS.F.3 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. CC2.3.HS.A.7 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

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Chapter 3: Hair is an important structure found on mammals, including humans. While all hairs have the same basic structure, differences in the specific characteristics of an individual’s hair can help an investigator determine general characteristic of that individual. Forensic investigators rely on their knowledge of hair structure, function, and variation when they use hair from a crime scene as evidence

Identify the various parts of a hair

Describe variations in the structure of the medulla, cortex, and cuticle

Distinguish between human and nonhuman animal hair

Determine if two examples of hair are likely to be from the same person

Explain how hair can be used in a forensic investigation

Calculate the medullary index for a hair

Distinguish hairs from individuals belonging to broad racial categories

Biology: the structure and functions of human hair and hair of other mammals Physics: using the properties of light and electron movement to analyze hair Mathematics: calculating ratios and rates

HS-ETS1-2 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-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out essential functions of life through systems of specialized cells. HS-LS3-3 Apply concepts of statistics and probability to explain variation and distribution of expressed traits in a population. HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.1 Write arguments focused on science content. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem.

Math: CC2.1.HS.F.3 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and

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the origin in graphs and data displays.

Chapter 4: Fibers can be transferred between people and between people and their environments. A close study of these fibers can prove contact between a person and a crime scene. Yarns are made of fibers. Textiles are created by weaving perpendicular yarns. Weave patterns vary depending on the number of threads that wind over and under each other. Weave patterns can be used to identify sources of textiles at crime scenes. Fiber types can be identified by physical and chemical analysis.

Identify and describe common weave patterns of textile samples

Compare and contrast various types of fibers through physical and chemical analysis

Describe principal characteristics of common fibers used in their identification

Apply forensic science techniques to analyze fibers

Biology: cellulose in plants; keratin in animals; plant morphology; microscopy Chemistry: chemical analysis of fibers; burn tests; polymers Physics: reflection and refraction of light; wavelengths of the electromagnetic spectrum Mathematics: probability and statistics

HS-ETS1-2 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-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical

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events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: CC2.1.HS.F.3 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Chapter 5: Forensic botany was first used in 1932 to help solve the Lindbergh kidnapping case. Botanical evidence can be found both indoors and outdoors and provides a link between a crime scene and people and/or objects. A variety of botanical evidence can be used to solve crimes. Plant fragments such as leaves, roots, stem, flowers, seeds, fruits, and pollen that ae recovered from suspects or objects provide insight not only to the location of a crime but also as to the postmortem

Describe different forms of forensic botanical evidence

Discuss how botanical evidence can help solve crimes by linking a person or object to a crime scene, establishing a postmortem interval, or aiding in the location of gravesites

Discuss the history of forensic botany

Explain the terms plant assemblage and pollen

Biology: plant groups – gymnosperms, angiosperms, and seedless plants Biology: plant reproductive organs – sporophytes and flowers Biology: pollination processes – the cycle helps identify the plant species Earth Sciences: vegetation changes with

HS-ETS1-2 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-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out essential functions of

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and

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interval. Proper methods to process a crime scene, and how to collect, document, and analyze botanical evidence are outlined.

fingerprint or pollen profile

Summarize the roles of gymnosperms, angiosperms, seedless plants, and fungi in terms of providing botanical evidence

Explain why botanical evidence is often overlooked

Summarize the difference between botanical evidence collection and habitat sampling

Describe the correct procedures for collecting, labeling, and documenting botanical evidence

Explain why a forensic botanist should consult with local individuals; meteorologists; and entomologists, anthropologists, and wildlife specialist when processing a crime scene

elevation climate changes; soil changes at a gravesite; soil samples, like most other pieces of evidence, contain differences based on composition, location, and a myriad of other factors that can be used for identification Mathematics: measurement to determine consistency of pollen grains between crime-scene evidence and suspect evidence; number of diatom species helping to estimate PMI

life through systems of specialized cells. HS-LS3-3 Apply concepts of statistics and probability to explain variation and distribution of expressed traits in a population.

phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.1 Write arguments focused on science content. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: CC2.1.HS.F.3 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Chapter 6: Fingerprinting has long history of forensic use. A person’s

Outline the history of fingerprinting

Biology: the skin; fingerprints are formed in utero; fingerprints

HS-ETS1-2 Design a solution to a complex real-world problem by

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of

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fingerprints develop long before birth. The ridges on our fingers in the shapes of loops, arches, and whorls are different from anyone else’s. Fingerprint examiners look for unique characteristics, such as a core and deltas. Computer algorithms based on location of minutiae help to quickly sort fingerprints. There are three types of prints that might be found at a crime scene: patent, plastic, or latent. The IAFIS database, developed by the FBI, is used to compare prints. Fingerprints can be collected by using tape, powders, or other chemicals: or they can be photographed and compared with criminal fingerprint cards on file.

Describe the characteristics of fingerprints

Compare and contrast the basic types of fingerprints

Describe how criminals attempt to alter their fingerprints

Present and refute arguments that question fingerprint evidence reliability

Summarize the proper procedures for collecting fingerprint evidence

Describe the latest identification technologies

Determine if a fingerprint is consistent with a fingerprint on record

Lift a latent print

Prepare a ten card and analyze the ridge patterns of the prints

are different in identical twins Chemistry: powders and other chemicals used to recover fingerprints; skin oil can leave a fingerprint on a surface; chemical reactions can help lift latent fingerprints Technology: scanners and computers are used to collect and sort fingerprints; biometric technology

breaking it down into smaller, more manageable problems that can be solved through engineering. HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math:

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CC2.1.HS.F.3 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Chapter 7: DNA is an important form of evidence that is used in criminal and civil investigations. From biological evidence such as saliva, blood, urine, or human remains, DNA can be isolated, amplified using PCR, and analyzed. (Mitochondrial DNA and Y STRs can be analyzed to trace maternal or paternal relatives, respectively). Since the advent of DNA fingerprinting with restriction fragments in the mid-1980s, DNA analysis has advanced. With advances in biotechnology and computer science, a more automated method of DNA analysis using STRs has improved both the accuracy and speed of analyzing DNA. Using population studies, the probability of someone else’s DNA profile being consistent can be calculated. CODIS, a DNA database managed by the FBI, has advanced the applicant of DNA profiling by improving

Explain how DNA can be important to criminal investigations

Explain how crime-scene evidence is collected for DNA analysis

Describe how crime-scene evidence is processed to obtain DNA

Explain what short tandem repeat (STR) is, and explain its importance to DNA profiling

Explain how law-enforcement agencies compare new DNA evidence to existing DNA evidence

Describe the use of DNA profiling using mtDNA and Y STRs to help identify a person using the DNA of family members

Compare and contrast a gene and a

Biology: function and structure of DN Mathematics: calculating probability Chemistry: chemical composition of DNA and STRs, PCR reactions, restriction enzymes

HS-ETS1-2 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-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines structure of proteins which carry out the essential functions of life through systems of specialized cells.

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or

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communication among local, state and national law-enforcement agencies. The creation of a National DNA Index System with more than 10 million DNA profiles of convicted offenders enables law enforcement to identify unknown DNA of repeat offenders.

chromosome, and an intron and an exon

solve a problem. WHST.11-12.1 Write arguments focused on science content. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem.

Math: CC2.1.HS.F.3 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Chapter 8: Blood is composed of red blood cells, white blood cells, and platelets. Red blood cells transport oxygen to, and transport carbon dioxide away from, all parts of the body; white blood cells fight diseases; and platelet help blood clot. Scientists have been analyzing blood-splatter patterns since the late 1800s. When investigators find dark stains at a crime scene, they first test whether the stains are blood. Investigators can

Describe the forensic significance of the different types of blood cells

Summarize the history of the use of blood and blood-spatter analysis in forensics

Outline the procedure used to determine blood type

Describe how to screen for the presence of human blood

Biology: antigen-antibody reactions, blood types Chemistry: chemical reactions used to discover blood evidence that may not otherwise be visible Physics: effects of forces on blood – gravity, adhesion, cohesion, surface tension

HS-ETS1-2 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-PS1-2 Construct and revise explanation for the outcome of a simple chemical reaction based on the outermost electron

Literacy: RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments. RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases.

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detect blood even after a scene has been cleaned. Once the presence of blood is confirmed, investigators test to see if the blood is human. Tests can determine the blood type and the DNA profile of the person who lost the blood. By studying blood-spatter patterns, investigators can tell the direction in which the blood was traveling, the angle of impact of the weapon, and the point of origin of the blood. Bloodstain-pattern analysis provides quantitative evidence as to what occurred at a crime scene. These procedures can help investigators recreate the sequence of events at a crime scene.

Calculate the probability of a person having a specific blood type, using data from population studies

Describe the proper procedures for handling blood evidence

Analyze blood-spatter evidence using angle of impact, area of convergence, and area of origin

Compare and contrast different types of blood-spatter patterns

Describe how different types of blood-spatter patterns are formed

Mathematics: calculating probability; using trigonometry to calculate origin of blood

states of atoms, trends in the periodic table and knowledge of the patterns of chemical properties. HS-LS3-3 Apply concepts of statistics and probability to explain the variation distribution of expressed traits in a population.

WHST.9-10.1 Write arguments focused on science content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. Math: CC2.1.HS.F.3 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. CC2.3.HS.A.14 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. CC.2.3.HS.A.12 Explain and use the relationship between the sine and the cosine of complementary angles.

Chapter 9: Toxic substances include poisons, toxins, illegal drugs,

Provide examples of drugs, poisons, and toxins

Biology: effects on the human body

HS-ETS1-2 Design a solution to a complex real-world problem by

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of

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and controlled drugs. Toxicity depends on dose, duration, nature of exposure, interactions with other substances, and by-products of metabolism. Exposure to poisonous and toxic substances, including arsenic, mercury, lead, toxic gases, pesticides, herbicides, and radiation may occur naturally or deliberately. Drugs can affect a person’s health, mood, metabolism, perception of reality, and awareness. Extended drug use can lead to drug tolerance, dependence, addiction, health issues, brain damage, criminal behavior, and even death. Lethal gases can damage the nervous system and interfere with breathing. Substance evidence collection, processing, and handling must follow established guidelines. Because of improved technology and other scientific breakthroughs, toxicologists and medical examiners are better able to determine how a person died when exposed to drugs, toxins, or poisons.

List factors that affect drug toxicity

Describe the role of toxicologist in analyzing substance evidence

Compare and contrast presumptive testing and confirmatory testing

Describe how people get exposed to environmental toxins (e.g., pesticides, carbon monoxide), and describe their effects on the body

Distinguish among the terms tolerance, addiction, dependence, and withdrawal

Relate the signs and symptoms of overdose with specific substance or combination of substances

Show the relationships between the law, crime and the use of drugs

Chemistry: components of drugs

breaking it down into smaller, more manageable problems that can be solved through engineering. HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: CC2.2.HS.F.3 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Chapter 10: Document analysis is an area of forensics that compares questioned documents with

Explain how a sample of handwriting evidence is compared with an exemplar using

Chemistry: chemically sensitive paper; chemically treated

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science.

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authentic ones, which are called exemplars. One element that document experts examine is the handwriting in a document. These experts use many major characteristics when examining a sample. These include shape of letters, angle or slant of letters, size of letters, and use of connecting lines between letters. Besides their expertise, document experts also use techniques such as infrared spectrometry and computerized handwriting analysis to determine the authenticity of a sample. Check forgery and counterfeit currency are always problems. To prevent check forgery, banks are changing how they print checks, and some are trying to eliminate paper checks all together. The U.S. government has changed printing and paper-making techniques to try to stop counterfeiting.

both qualitative and quantitative characteristics

Describe some of the limitations of handwriting analysis

Identify a historical case of document fraud and explain how the fraudulent document(s) was/were created

Describe recent developments in technology for use in handwriting analysis

List and describe several ways in which businesses prevent check forgery

Describe features of new paper currency that protect against counterfeiting

Compare and contrast older paper currencies with new currencies, including those on plastic stock

paper; using iodine to detect starch in paper Mathematics: computerized handwriting analysis; probability and statistical analysis

smaller, more manageable problems that can be solved through engineering. HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table and knowledge of the patterns of chemical properties.

RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Chapter 11: Forensic entomology is an exciting field that uses insect evidence at a crime scene to help solve a crime. Crime scene

Describe several examples of the ways that forensic entomology is used to help solve crimes

Biology: life cycles of flies and beetles

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a

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investigators must use proper procedures of locating, documenting, and collecting insect evidence. Specimens are analyzed by forensic entomologists who identify species and stages of development and consider the local meteorological data to estimate a postmortem interval. Using accumulated degree hour studies, an entomologist can estimate how long it took for the insects collected at the crime scene to develop to their current stage under local conditions. The pattern of insect succession that occurs on a body undergoing decomposition is predictable and provides evidence of first colonization of a body.

Compare and contrast the four stages of blowfly metamorphosis and describe the significance of blowflies in forensic entomology

Describe the function of each of the following organs on blowflies and explain the significance of each structure to forensic entomology: spracles, mouth hooks, crop

Describe the effect of different environmental factors on insect development

Describe the five stages of decomposition

Explain how forensic entomologists interpret forensic evidence and environmental conditions to estimate a postmortem interval

Explain how insect evidence is analyzed to provide evidence of the deceased person’s identity or drug, poison, or toxin exposure

Summarize the procedures for documenting and collecting insect

Earth Science: monitoring temperature variation Mathematics: calculating accumulated degree hours

manageable problems that can be solved through engineering. HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.1 Write arguments focused on science content. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem.

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evidence from a crime scene

Math: HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Chapter 12: When a person dies under unknown or suspicious circumstances, a medical examiner determines the cause, manner, and mechanism of death, along with providing an estimated postmortem interval. These are determined by examining evidence from the body, its location, and the surrounding area. Evidence from decomposition, algor mortis, rigor mortis, livor mortis, and autopsy reports that include imaging and body fluid examination combine to provide this information. The forensic significance of establishing when a person died can be used to include or exclude a suspect. Understanding autolysis and putrefaction, along with marling, is important. When examining a body, it is important to distinguish what findings are due to factors that occurred

Distinguish between cellular death and death of an organism

Distinguish among four manners of death: natural, accidental, suicidal, and homicidal. Explain the fifth classification, undetermined

Distinguish among cause, manner, and mechanism of death

Outline the sequence of events that occurs in the first few minutes after death

Explain how algor, rigor, and livor mortis develop following death and describe how their development is affected by environmental factors

Sequence and describe the chemical and physical changes during

Biology: medical definition of death; processes of bodily death; autolysis; physiology of muscle contraction, rigor mortis, livor mortis; factors affecting decomposition, autopsy procedures Chemistry: anaerobic respiration; decomposition processes leading to marbling Physics: heat loss by convection, conduction, and radiation (algor mortis) Mathematics: calculation of PMI from algo mortis

HS-ETS1-2 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-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or

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before death and what findings are caused by normal decomposition or damage after death.

decomposition, including autolysis, putrefaction, marbling, and adipocere formation

Analyze the evidence from algor, livor, and rigor mortis, stomach contents, and decomposition, along with environmental factors to estimate a postmortem interval

Compare and contrast the roles of medical examiners and coroners

Describe the procedures of an autopsy, and give examples of how an autopsy helps establish the cause of death, manner of death, and postmortem interval

Support the claim that it is often difficult to pinpoint the postmortem interval

the rate at which a reaction occurs.

solve a problem. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays

Chapter 13: Soil scientists agree that no two places on Earth have precisely the same soil. Soil recovered from a crime scene, a victim, or a suspect can be analyzed for consistency that can link the suspect to the crime scene or victim. Soil is part of the top

Describe the distinguishing characteristics and compositions of different soils

Compare and contrast the different soil layers found in a soil profile

Earth Sciences: soil composition and characteristics; soil formation; mineral composition and origins of sand

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

RST.9-10.1 Cite specific textual evidence to support analysis of science. Literacy: RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases.

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layer of Earth’s crust and contains minerals, decaying organisms, water, and air in uniquely varying amounts in each location. Soil is classified by its texture, or grain size. Soils form in horizons, or layers, and each horizon has characteristic properties that differ. The horizons unique to an area make up its soil profile. Bing able to recognize alterations to soil in an area can help forensic scientists locate a burial site. Proper collection and documentation of soil evidence are required. While soil evidence has been used in many cases, its reliability has been questioned in the courts.

Compare and contrast the foru different sources of sand

Analyze soils using macroscopic and microscopic examination, as well as chemical and physical testing

Describe the effects of different physical and chemical compositions of soils on the decomposition of a corpse

Explain how soil analysis can link a suspect, victim, tool, or other evidence item to a crime scene

Explain how soil profiles and differences in the soil surface can be used to locate a gravesite

Summarize how to collect and document soil evidence

Chemistry: pH; testing carbonate sand; precipitates Biology: decomposition, succession

HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. HS-PS1-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.1 Write arguments focused on science content. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step

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problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays

Chapter 14: Ossification is the deposition of minerals in cartilage that hardens it to form bone. Bones complete development gradually at predictable times, making age estimates possible. Throughout our lives, bone is broken down and replaced. Visible differences exist among the skeletons of males and females, people of different ancestries, and the young and the old. A history of one’s health, nutrition, injuries, and certain activities can be discovered in the bones. Techniques including radiology, photographic and video superimposition, and craniofacial reconstruction are used to help identify skeletal remains.

Summarize the information a forensic anthropologist derives from skeletal remains to construct a biological profile

Distinguish among growth plates, bone caps, bone shafts, and sutures, and explain their significance for forensic anthropology

Compare and contrast an adult’s skeleton and child’s skeleton in terms of composition, number of bones, suture marks, and growth plates

Apply knowledge of bone growth (ossification) to estimate the age of the deceased at the time of death based on skeletal remains

Apply appropriate formulas to estimate the height of a person based on individual bone length

Biology: bone biology and anatomy; mitochondrial DNA; DNA technology Mathematics: determining height from long bones; bone proportions Chemistry: analysis of isotopes in bones

HS-ETS1-2 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-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins that carry out the essential functions of life through systems of specialized cells.

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.1 Write arguments focused on science content.

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Distinguish between male and female skeletal remains based on the structure, the size and the shape of the skull, the pelvis, and the long bones

Provide examples of different types of skeletal trauma due to disease, injuries, occupation, or environmental factors that can provide clues to the identification of skeletal remains

Discuss the significance of isotopes in determining where someone lived

Describe methods used to analyze skeletal remains, including radiology, computer imaging, DNA technology, video or photographic superimposition, and craniofacial reconstruction

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays

Chapter 15: Combining silica, lime, and sodium oxide at very high temperatures forms most types of glass. Heat resistant glass is made for cooking and laboratory use. Glass used in different locations of vehicles has

Describe the three major components of glass

Compare and contrast soda glass, lead glass (crystal), and heat-resistant glass

Chemistry: the components of different types of glass Physics: reflection and refraction; why fracture patterns for in glass, Snell’s Law

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning

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different properties intended to protect the inhabitants of the vehicle. Glass can be identified by the compounds used to make it, its density, and its refractive index. By analyzing the fracture patterns that form when glass is hit, investigators can determine what type of object hit the glass, roughly how fast it was moving, and from which direction it came. If multiple objects hit the same piece of glass, investigators may be able to tell the order of the impacts by analyzing the fracture patterns.

List and describe the physical properties of glass

Calculate the density of glass samples

Estimate the refractive index of glass using the submersion method and Becke lines

Distinguish between radial and concentric fractures in terms of their appearance, how they formed, and their location on fractured glass

Summarize and describe the information that can be gained by analyzing bullet hole(s) in fractured glass

Compare and contrast laminated, tempered or safety glass, and bullet-resistant glass in terms of structure, use and fracture pattern

Describe how to properly collect and document glass evidence

Summarize the ways to determine whether two glass fragments are consistent

Mathematics: calculation of density; solving equations for an unknown

HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.11-12.1 Write arguments focused on science content. Math: HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSA.CED.A.1Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. HSG.SRT.D.11 Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

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Chapter 16: Evidence in the form of impressions is often found at the scene of a crime. There are three kinds of impressions: latent, patent, and plastic. Each kind of impression tells an important part of what happened at the scene of a crime. Foot, shoe, and tire impressions can be collected. From tire tracks, investigators can obtain width and wheelbase information that will help identify a vehicle. Bite marks can also be used but are not as reliable. One of the most important aspects of working with impressions in forensic investigations is the need for investigators to observe and record observations carefully at the crime scene because of the transitory nature of impressions. Shoe, footprint, tire tread, and bite mark impression evidence is considered class evidence unless something unique personalized the item making the mark.

Provide examples of how impression evidence gives clues about the crime scene, person(s) at the scene, and events that occurred at the scene

Provide well-supported arguments that evidence such as foot, shoe, and dental impressions is usually considered class evidence

Distinguish among latent, patent, and plastic impressions

Summarize the significance of foot and shoe impression evidence, and outline procedures for collecting impression evidence from different types of surfaces

Describe the features of tire impressions and skid marks used to help identify tire(s) or a vehicle’s wheelbase, track width, and/or turning diameter

Compare and contrast skid marks, including how they are produced, when they are produced, what they

Biology: size of feet versus height Physics: friction Mathematics: tables and graphs; diameter, radius, circumference

HS-ETS1-2 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-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins that carry out the essential functions of life through systems of specialized cells.

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.1 Write arguments focused on science content. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas;

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look like, and how they can be used to reconstruct events leading to a collision

Summarize the methods used to produce an impression or cast

Analyze impression evidence to determine if it is consistent with evidence from a crime scene

choose and interpret the scale and the origin in graphs and data displays. HSG.C.A.2Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle

Chapter 17: One of the most common kinds of physical evidence left at a crime scene is a tool mark. Tools, even those manufactured in bulk, develop unique characteristics that can be used to identify them. There are three major categories of tool marks: indentation marks, abrasion marks, and cutting marks. The first thing an investigator does, when finding a tool or tool marks at a crime scene, is to photograph the evidence using oblique lighting. Careful observation of the crime scene, including examining tools or tool marks for foreign materials and fingerprints, is essential. A cast may be made of the tool mark, which is also taken back to a lab for analysis.

Describe how forensic investigators analyze evidence from tools and tool marks to help solve crimes

Describe variations in tool surfaces that could be used to identify specific tools

Compare and contrast the three major types of tool marks and provide examples of tools that produce those types of marks

Provide examples of foreign materials found in tool marks, and elaborate on how this evidence can be used to link a suspect to a crime scene

Biology: tool marks on bone Chemistry: chemical properties of magnesium; silicone casting material Mathematics: measurement and scale; algorithms

HS-ETS1-2 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-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based in the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases. RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.1 Write arguments focused on science content. WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific

23

Tools are bagged according to proper evidence collection procedure. Technology such as a tool-mark image database and profilometry can help investigators link tools and tool marks to suspects and crime scenes. Tool-mark evidence, although circumstantial, has helped link suspects to crimes.

Analyze and process a crime scene at which tools were used to commit the crime

Outline the sequence of procedures for photographing, documenting, casting and collecting evidence from tools and tool marks

Justify the claim that tool-mark evidence is usually considered circumstantial

Discuss the role of technology in crime-scene analysis of tools and tool marks

Describe the roles of the Scientific Working Groups (SWGs) and Organization of Scientific Area Committees (OSAC) in the improvement of evidence reliability

procedures/experiments or technical processes. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.1 Write arguments focused on science content. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments or technical processes. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays

Chapter 18: Modern firearms can be either long guns, such a srifles or shotguns, or handguns, such as revolvers and semi-automatics. Firearms fire projectiles, which, along with primer powder, gunpowder, and casing material, make up the cartridge.

Compare and contrast the different types of firearms, including handguns, rifles, and shotguns

Put in order the sequence of events that result in a firearm discharging

Physics: gravity, projectile motion, velocity, trajectory Mathematics: measurement, diameter, solving proportions,

S-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Literacy: RST.9-10.1 Cite specific textual evidence to support analysis of science. RST.9-10.3 Follow precisely a multistep procedure when carrying out experiments RST.9-10.4 Determine the meaning of symbols, key terms and phrases.

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Shotguns fire shot or slugs. Bullets are classified by caliber, which is the measure of the inside of a rifled firearm and the diameter of the bullet. Each firearm leaves unique markings, or rifling marks, on bullets as they are fired. These markings allow investigators to compare a spent bullet to the gun that fired it. Further, by calculating a bullet’s trajectory, or path, an investigator may be able to trace the path of a bullet back to the location of the shooter.

Estimate the trajectory of a projectile

Discuss the composition and formation of gunshot residue and its reliability as a source of evidence

Compar and contrast entrance and exit wounds, including size, shape, gunshot residue, and the presences of burns

Distinguish among the various forms of firearms evidence, including rifling, markings on cartridges, marks on projectiles, and gunshot residue

Discuss how technology has improved the ability to obtain, compare, analyze, store, and retrieve firearm and ballistics evidence

Process and/or analyze a crime scene for firearm and ballistics evidence

Pythagorean theorem, trigonometry

HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass and its acceleration. 1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

RST.11-12.1 Cite specific textual evidence to support analysis of science. RST.11-12.3 Follow precisely a multistep procedure when carrying out experiments. RST.11-12.4 Determine the meaning of symbols, key terms and phrases. WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question or solve a problem. Math: HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSG.SRT.C.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.

College and Career Readiness Anchor Standards for Reading MMM18

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

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7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.