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Criminalistics

Criminalistics. An Introduction to Forensics Science. Do Now (5min). On a piece of loose-leaf paper, answer the following questions: Why are you taking this class? What do you know about Forensic Science? What do you want to learn in this class?

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Criminalistics

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  1. Criminalistics An Introduction to Forensics Science

  2. Do Now (5min) On a piece of loose-leaf paper, answer the following questions: • Why are you taking this class? • What do you know about Forensic Science? • What do you want to learn in this class? When you are done pass you papers to the front desk and I will pick them up.

  3. Learning Objectives Today students will: • Understand the nature and structure of the course • Identify the role of observation and inference in making decisions • Understand how to be successful in this course

  4. Todays Agenda

  5. Ice-Breaker (5min) • Pick up an index card • Write your name on the unlined side • On the lined side of the index card, write three things about yourself: • 2 things that are true • 1 thing that is a lie • Try to make them all believable • Do not write them in any particular order • When you are done, pass your card forward

  6. (10 min) Small Group Activity • Go around the circle, and share your name and grade level with your group then assign your order of presentation • In your group, have each person take turns doing the following: • read your three statements aloud, be sure to remain as neutral as possible. • Ask your teammates to determine which statement is a lie. • (1 min) Group discusses the three statements read and come to consensus about the one you believe is a lie • When you have decided, or time is up, ask the presenter if you are correct • Before you are given the answer you must present the reasoning behind your decision. • Why do you think that is a lie? • Any lie that is correctly guessed is marked as solved, any card guessed incorrectly is returned to the front table • DO NOT GIVE THE CORRECT ANSWER!

  7. Whole Group Activity (5min) • All of the unsolved cards are returned to the front table • The class will try to solve them together, using the same procedure.

  8. Debrief (10 min) • What did you notice about the reasons for peoples decisions? • How is this reasoning similar to that used in solving crimes? • How is it different? • How did discussion shape the choice made? • What role will discussion play in this class?

  9. The Course Goals • To understand the essence of forensics science • To make the technology of the modern crime lab clear and comprehensible • To understand the nature and limitations of physical evidence • To be able to apply laboratory techniques and utilize logical reasoning skills to gain comprehensive insight into the significance of physical evidence and its role in criminal investigations

  10. Discussion • How do these goals align with your hopes for this class? • What other goals should be included? • Other topics you would like us to discuss

  11. The Course Structure Consists of: • Laboratory investigation • Case study analysis • Forensic debrief • Case presentation and defense • Projects • Exams, unit tests and quizzes

  12. Course Grading Policy • Performance Based Assessments(60%) • 40% Lab/Project based • Lab reports • Notebooks • Forensic Debriefs • Expert Witness Testimony: Mock Trail • Evidence Collection and Case Presentations • 20% Case study analysis • Case Presentation and Defense • Traditional On-Demand Task (40%) • 20% from Midterm (Nov 8th)and Final Exam (Jan 24th ) • 20% Unit tests and quizzes

  13. Class Materials • Class Notebook: Bound Composition style with graph pages or lined paper • Calculator • Class 3-ring Binder • Pen/pencil

  14. Questions ?

  15. Closing/Exit Ticket • On a piece of loose-leaf paper, answer the following questions: • What supplies do you need for this course? • Which of the course goals sounds most interesting to you? Why? • How do you feel about taking this course now that we have discussed it? Explain • What part of the course sounds most challenging to you? Why? • What type of assessments count for the largest percentage of the course grade?

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