Unit 4: Evidence

LP 4.1 Students will be able to (I can)

LP 4.2 Students will be able to (I can) apply mathematical and computational thinking and the probability rule to forensic evidence based on my understanding of the system.

LP 4.3 Students will be able to (I can) use evidence to argue fingerprint patterns.

LP 4.4 Students will be able to (I can) use evidence to argue Ridgeology patterns.

STUDENTS WILL:
Students will be able to differentiate between physical and testimonial evidence by analyzing the variables that affect eyewitness reliability and evaluating the scientific validity of physical traces, ultimately using the rules of evidence to determine what is admissible in a legal proceeding.

EXPLORE THE FOLLOWING SCIENCE AND ENGINEERING PRACTICES:
- Engaging in Argument from Evidence

HAVE DISCOURSE ON THE FOLLOWING DISCIPLINARY CORE IDEAS:

HS-PS1.A the scientific backbone of Physical Evidence and Locard’s Exchange Principle ("every contact leaves a trace"). To understand how physical evidence links a suspect to a scene, students must look at matter at the microscopic and macroscopic levels.

HS-LS1.D - Testimonial Evidence and why eyewitnesses are notoriously unreliable and how the human biology handles incoming data.

OBSERVE THE FOLLOWING CROSS CUTTING CONCEPTS:
-- Structure and Function

Graduation Standard

- 5a. Claim Construct a claim that explains the phenomenon

- 5b. Evidence Collect and/or synthesize multiple forms of evidence to support a claim that explains the phenomenon

- 5e. Critique and evaluate arguments and rebuttals for a scientific topic based on appropriate criteria