Expectations for Students/Learning Outcomes

Strand 1: The work of a forensic scientist

Students learn about

Students should be able to

1. The terminology and processes of forensic science
  1. 1.1

    use the terms crime scene, evidence, suspect, scientist, detective, contamination and other relevant terms

    • clipboard
  2. 1.2

    make observations and inferences about a crime scene photograph (what’s missing, broken, out of place)

    • clipboard
  3. 1.3

    identify the people involved in processing a crime scene

    • clipboard
  4. 1.4

    sequence the steps involved in processing a crime scene

    • clipboard
2. The various types of physical evidence that can be found at a crime scene
  1. 1.5

    identify from a list, potential sources of physical evidence; fingerprints, hair and fibres, impression evidence such as tyre tracks, footprints and teeth marks

    • clipboard
  2. 1.6

    communicate how evidence is left behind at a scene, e.g. contact, impression, force

    • clipboard
  3. 1.7

    demonstrate an understanding of the various evidence collection techniques e.g. use fingerprinting techniques on peers, identify patterns of fingerprints, observe their fingerprints and classify their prints as arch, loop, or whorl

    • clipboard
3. Forensic experiments learn to use the tools and methods of a crime scene investigator
  1. 1.8

    list materials required for the experiments

    • clipboard
  2. 1.9

    organise materials for a task

    • clipboard
  3. 1.10

    follow verbal, written or pictorial instructions with a small number of steps

    • clipboard
  4. 1.11

    work collaboratively with others

    • clipboard
  5. 1.12

    identify substances through basic experiments, using a key provided

    • clipboard
  6. 1.13

    use a microscope, where available, to conduct basic comparisons between samples

    • clipboard
  7. 1.14

    record findings by talking/signing/writing/using ICT and sketching in a journal

    • clipboard
4. Working safely and precisely with science equipment
  1. 1.15

    identify safety hazards that may occur in a lab and the precautions to take to avoid such hazards

    • clipboard
  2. 1.16

    list ways in which a crime scene may be contaminated

    • clipboard
  3. 1.17

    use a measuring jug and a graduated cylinder to measure a specific volume of liquid

    • clipboard
  4. 1.18

    use weighing scales/balance to get a specific mass of a dry powder

    • clipboard

Strand 2: Scene of the crime/evidence collection

Students learn about

Students should be able to

1. Finding evidence
  1. 2.1

    identify sources of evidence at crime scenes

    • clipboard
  2. 2.2

    sequence steps for recording evidence at crime scenes (first, next, then…)

    • clipboard
  3. 2.3

    make observations at a mock crime scene and deduce what might yield evidence

    • clipboard
  4. 2.4

    identify, from a written or pictorial list, what laboratory tests can be performed on the physical evidence at the scene

    • clipboard
2. Processing and collecting evidence properly
  1. 2.5

    follow a series of spoken/signed or pictorial instructions under supervision

    • clipboard
  2. 2.6

    with assistance, collect evidence such as fabric fibres and fingerprints/footprints without contamination

    • clipboard
  3. 2.7

    estimate and measure related objects

    • clipboard
  4. 2.8

    record findings (writing/drawing/using ICT/differentiated worksheets)

    • clipboard
  5. 2.9

    use basic functions on a digital camera, which may include uploading photos to a computer

    • clipboard

Strand 3: Scientific laboratory testing / solving the crime

Students learn about

Students should be able to

1. Gathering evidence from suspects
  1. 3.1

    listen to obtain information

    • clipboard
  2. 3.2

    demonstrate good practice when collecting evidence, selecting and using appropriate measurement tools

    • clipboard
  3. 3.3

    with prompts, make decisions about which information from a witness interview is useful

    • clipboard
  4. 3.4

    identify the key questions to answer in helping to solve the crime, e.g. Who was here last? Who wrote this note?

    • clipboard
2. Applying their previous course laboratory activities to solve a crime
  1. 3.5

    repeat/carry out further laboratory tests to those in strand 1 for comparisons

    • clipboard
  2. 3.6

    demonstrate an understanding of cause and effect

    • clipboard
3. Developing a theory/motive/story related to the crime scene being investigated
  1. 3.7

    identify simple patterns and classifications suggested by an exploration of evidence gathered

    • clipboard
  2. 3.8

    explain the basis for groupings using differences in materials

    • clipboard
  3. 3.9

    make rudimentary predictions about a possible suspect based on observations, information gathering and clues, or evidence they can measure using simple equipment

    • clipboard
  4. 3.10

    create an uncomplicated storyboard/timeline which demonstrates their theory of what happened

    • clipboard

Strand 4: Concluding the inquiry

Students learn about

Students should be able to

1. Preparing to present evidence
  1. 4.1

    identify the steps required to complete a task

    • clipboard
  2. 4.2

    put steps into a logical sequence or order

    • clipboard
  3. 4.3

    create a timeline tracing the procedures carried out

    • clipboard
  4. 4.4

    create a visual representation of the crime scene

    • clipboard
  5. 4.5

    contribute to the planning of a conclusion to the crime scene investigation which will reveal the solution to the crime

    • clipboard
2. Presenting the evidence as part of the forensic team
  1. 4.6

    make an individual (or contribute to a team) presentation of the evidence in the concluding activity e.g. a written report/oral presentation/digital presentation to peers or an invited audience

    • clipboard
  2. 4.7

    express personal opinions, facts and feelings appropriately, e.g. expressing an opinion on the evidence to peers, participating in a formal  interview with 'suspects'

    • clipboard
3. Evaluating
  1. 4.8

    communicate what worked best in terms of experiments conducted and investigative procedures followed

    • clipboard
  2. 4.9

    identify knowledge and skills developed and those they wish to improve

    • clipboard
  3. 4.10

    link learning to other areas of the curriculum and their lives

    • clipboard