CSI: Exploring Forensic Science - Short Course
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Short Course CSI: Exploring Forensic Science Level 2 Specification for Junior Cycle June 2014
Contents
Page 3 Short courses and Level 2 Learning Programmes
Page 4 Introduction to junior cycle
Page 5 Rationale
Page 6 Aim
Page 7 Links
Page 10 Expectations for students
11 Strand 1: The work of a forensic scientist
12 Strand 2: Scene of the crime/evidence collection
13 Strand 3: Scientific laboratory testing / solving the crime
14 Strand 4: Concluding the inquiry
Page 15 Assessment and certification
Page 18 Appendix 1:
Level Indicators for Level 2 of the NFQ3 Short courses and
Junior Cycle
Specification Level 2 Learning
Programmes
CSI: Exploring
Forensic Science
Level 2
In the new junior cycle, students taking this short course should be following a personalised Level
2 Learning Programme (L2LP) alongside other curriculum components (from Level 2 and possibly
one or two from Level 3). The L2LPs are planned around a number of Priority Learning Units
which focus on developing the personal, social and practical skills of students. In addition to the
Priority Learning Units, students can study short courses with learning outcomes aligned with the
level indicators for Level 2 of the National Framework of Qualifications (Appendix 1). CSI: Exploring
Forensic Science is an example of a Level 2 short course developed by the NCCA.
The target group of students for whom L2LPs and Level 2 Short Courses have been developed
are typically students presenting with significant learning needs. Formal assessment by an
educational psychologist will have placed these students in the low mild to high moderate
categories of learning disability and they will have had a personalised learning plan while in
primary school.
In this context, the L2LPs and short courses are designed for students who would benefit from
opportunities to improve learning and skills in areas such as basic literacy and numeracy,
language and communication, mobility and leisure skills, motor co-ordination, and social and
personal development. The L2LPs also offer the chance for students to improve the length of time
they can concentrate on activities, along with their capacity to generalise and transfer knowledge
and skills across situations and to process information from more than one sensory channel.4 Introduction
Junior Cycle
Specification
CSI: Exploring
to junior cycle
Forensic Science
Level 2
Junior cycle education places students at the centre of the educational experience, enabling them
to actively participate in their communities and in society, and to be resourceful and confident
learners in all aspects and stages of their lives. Junior cycle is inclusive of all students and
contributes to equality of opportunity, participation and outcome for all.
Junior cycle allows students to make a strong connection with learning by focusing on the quality
of learning that takes place and by offering experiences that are engaging and enjoyable for them,
and relevant to their lives. These experiences are of a high quality, contribute to the physical,
mental and social wellbeing of students, and where possible, provide opportunities for them to
develop their abilities and talents in the areas of creativity and enterprise. The student’s junior
cycle programme builds on their learning in primary school. It supports their further progress
in learning. It helps students to develop the learning skills that can assist them in meeting the
challenges of life beyond school.5 Rationale
Junior Cycle
Specification
CSI: Exploring
Forensic Science
Level 2
This short course is designed to develop the student’s science process skills at a basic level
- observing, communicating, naming, labelling, sequencing, classifying and measuring, in
addition to those of following procedures and problem solving. These skills are developed
through a number of interactive, fun, role-play activities and inquiry-based science experiments
in the context of solving a mystery crime. The student learns to work as part of a team, to take
direction from others and to take on a role with responsibilities appropriate to their ability.
Some students will have heard the term ‘CSI’ and may have a basic familiarity with the world
of forensic science from what they have learned through the TV programme or movies. This
can act as a reference point to start from. Others will have participated in related experiments
through the Discover Primary Science project during their primary school years and will bring
this experience to the course.
Activities such as learning about crime investigation methods and gadgets, collecting and
studying evidence at a crime scene, will help improve the student’s ability to apply logical thinking
in different situations and find solutions to problems. Learning to think critically and work
collaboratively are important life skills. Other skills for future life are developed through links
with the community, creative projects, numeracy, communication and literacy.6 Aim
Junior Cycle
Specification
CSI: Exploring
Forensic Science
Level 2
This short course aims to facilitate the development of basic science process skills and other key
skills for life and learning such as working collaboratively, planning sequentially and thinking
logically. The skills gained through a focus on basic science are ones that can be used by the
student in many areas of his/her future life.7 Links
Junior Cycle
Specification
CSI: Exploring
Forensic Science
Level 2
The tables on the following pages show how CSI: Exploring Forensic Science may be linked to
central features of learning and teaching at junior cycle.
Statements of Learning (SOL)
Statement Examples of related learning in the course
The student communicates In each strand the student is asked to complete simple forms
effectively using a variety of and follow verbal and/or non-verbal as well as written and/or
means in a range of contexts pictorial instructions to carry out tasks. Items are identified and
in L1. described, and gathered as evidence. Receiving information and
SOL 1 summarising as well as deduction are important to Strand 3.
Throughout the course, communicating as a member of a group
is encouraged. In Strand 4 there is an opportunity to present in a
role-play situation such as a trial or a TV/radio news programme.
The student observes Individually and/or collaboratively the student is engaged in
and evaluates empirical the collection and presentation of scientific evidence, measuring
events and processes and and weighing as well as quantifying and sequencing across
draws valid deductions and all strands. Evidence is also gathered in order to reach valid
conclusions. conclusions.
SOL 18
The student uses technology The student uses digital technology at the appropriate level to:
and digital media tools look for information; record evidence (photographic evidence in
to learn, work and think Strands 1 and 2); produce a storyboard (Strand 3) and possibly
collaboratively and creatively design or contribute to the design of a digital presentation
in a responsible and ethical (Strand 4).
manner.
SOL 24Priority Learning Units (PLUs)
8 PLUs are the central curriculum components of Level 2 Learning Programmes. Each PLU includes a
number of elements which clarify the knowledge, skills and attitudes involved. The PLUs, elements
Junior Cycle and their associated learning outcomes are set out in Level 2 Learning Programmes: Guidelines for
Specification Teachers. The PLUs and elements identified below are considered central to this short course.
CSI: Exploring
Forensic Science
Priority Learning Unit PLU element Student learning activities
Level 2
Communicating and Communicating In Strand 3, the student might role-play
Literacy appropriately for a as a CSI detective interviewing other
variety of purposes students as suspects or witnesses, to
and demonstrating obtain evidence.
attentiveness as a listener Throughout the course the student
reads and/or listens to obtain
information.
The student may also present findings
to an audience in Strand 4 in a variety
of forms.
Numeracy Developing an awareness In Strand 2, a number of experiments
of weight and capacity require the student to use a balance,
measuring jugs and graduated
cylinders, thus gaining an
understanding of mass/weight and
volume.
Personal Care Knowing how to stay safe In Strand 2 the student identifies safety
hazards that may occur in a lab and
the precautions to take to avoid such
hazards.
Living in a Community Developing good Taking on roles within teams is
relationships important in science. In all strands,
the student learns to communicate
appropriately with different people,
whether peers, teachers, members of
the community or visiting speakers,
and to participate cooperatively in
group situations.
Preparing for Work Being able to set goals for The student has various targets to
learning work towards e.g. completion of an
experiment and identification of a
substance in Strand 1. Throughout
the course the student learns the
importance of sequencing tasks in order
to reach a goal and of revisiting tasks
and working on them over a period of
time.9 Course overview
Junior Cycle
Specification
CSI: Exploring
Forensic Science
Level 2
Strand 1: The work of a forensic scientist
Strand 2: Scene of the crime / evidence collection
Strand 3: Scientific laboratory testing / solving the crime
Strand 4: Concluding the inquiry
The strands should be followed in the order in which they are presented.
The course has been designed for approximately 100 hours of student engagement.
The learning outcomes of this course are aligned with the Level Indicators for Level 2 of the
National Framework of Qualifications (Appendix 1).
Note that the nature and number of learning outcomes in the course reflects the approach of
structuring and scaffolding learning for the particular target group of the student working on
Level 2 Learning Programmes.
Getting started
Before the student begins, some time is spent introducing and discussing the course to establish
how it fits with and can enhance the student’s personalised learning programme. Prior knowledge
and interests can be established. The student’s strengths, and areas needing improvement,
are discussed in the context of the PLUs to establish personal development and learning goals.
Considerable time will need to be given to developing the skills of observation and inference from
evidence, before proceeding to a mock crime scene. Key vocabulary and concepts may need to be
explicitly taught.10 Expectations
Junior Cycle
Specification
CSI: Exploring
for students
Forensic Science
Level 2
With the publication of the specification online, examples of student work will be used to illustrate
the expectations for students in the short course. These annotated examples will relate directly to
a learning outcome or groups of learning outcomes.
In the case of short courses in new areas of learning, such as CSI: Exploring Forensic Science, some
indicative examples of student work will be generated to guide teachers and students during the
introductory years of the course.11 Strand 1: The work
Junior Cycle
Specification
CSI: Exploring
of a forensic scientist
Forensic Science
Level 2
Learning outcomes1
Students learn about... Students should be able to…
The terminology and 1.1. use the terms crime scene, evidence, suspect, scientist,
processes of forensic science detective, contamination and other relevant terms
1.2. make observations and inferences about a crime scene
photograph (what’s missing, broken, out of place)
1.3. identify the people involved in processing a crime scene
1.4. sequence the steps involved in processing a crime scene
The various types of physical 1.5. identify from a list, potential sources of physical evidence;
evidence that can be found at fingerprints, hair and fibres, impression evidence such as
a crime scene tyre tracks, footprints and teeth marks
1.6. communicate how evidence is left behind at a scene, e.g.
contact, impression, force
1.7. demonstrate 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
Forensic experiments1 Learn 1.8. list materials required for the experiments
to use the tools and methods 1.9. organise materials for a task
of a crime scene investigator
1.10. follow verbal, written or pictorial instructions with a small
number of steps
1.11. work collaboratively with others
1.12. identify substances through basic experiments, using a key
provided
1.13. use a microscope, where available, to conduct basic
comparisons between samples
1.14. record findings by talking/signing or writing or using ICT
and sketching in a journal
Working safely and precisely 1.15. identify safety hazards that may occur in a lab and the
with science equipment precautions to take to avoid such hazards
1.16. list ways in which a crime scene may be contaminated
1.17. use a measuring jug and a graduated cylinder to measure a
specific volume of liquid
1.18. use weighing scales/balance to get a specific mass of a dry
powder
1 Experiments might include white powder analysis; hair analysis; paper chromatography12 Strand 2:
Junior Cycle
Specification Scene of the crime/
evidence collection
CSI: Exploring
Forensic Science
Level 2
Learning outcomes
Students learn about... Students should be able to…
Finding evidence 2.1. identify sources of evidence at crime scenes
2.2. sequence steps for recording evidence at crime scenes (first,
next, then…)
2.3. make observations at a mock crime scene and deduce what
might yield evidence
2.4. identify, from a written or pictorial list, what laboratory
tests can be performed on the physical evidence at the
scene
Processing and collecting 2.5. follow a series of spoken/signed or pictorial instructions
evidence properly under supervision
2.6. with assistance, collect evidence such as fabric fibres and
fingerprints/footprints without contamination
2.7. estimate and measure related objects
2.8. record findings (writing/drawing/using ICT/differentiated
worksheets)
2.9. use basic functions on a digital camera, which may include
uploading photos to a computer13 Strand 3: Scientific
Junior Cycle
Specification laboratory testing /
solving the crime
CSI: Exploring
Forensic Science
Level 2
Learning outcomes
Students learn about... Students should be able to…
Gathering evidence from 3.1. listen to obtain information
suspects
3.2. demonstrate good practice when collecting evidence,
selecting and using appropriate measurement tools
3.3. with prompts, make decisions about which information
from a witness interview is useful
3.4. identify the key questions to answer in helping to solve the
crime, e.g. Who was here last? Who wrote this note?
Applying their previous 3.5. repeat/carry out further laboratory tests to those in Strand
course laboratory activities to 1 for comparisons
solve a crime
3.6. demonstrate understanding of cause and effect
Developing a theory/motive/ 3.7. identify simple patterns and classifications suggested by an
story related to the crime exploration of evidence gathered
scene being investigated
3.8. explain the basis for groupings using differences in
materials
3.9. make rudimentary predictions about a possible suspect
based on observations, information gathering and clues, or
evidence they can measure using simple equipment
3.10. create an uncomplicated storyboard/timeline which
demonstrates their theory of what happened14 Strand 4: Concluding
Junior Cycle
Specification
CSI: Exploring
the inquiry
Forensic Science
Level 2
Learning outcomes
Students learn about... Students should be able to…
Preparing to present 4.1. identify the steps required to complete a task
evidence
4.2. put steps into a logical sequence or order
4.3. create a timeline tracing the procedures carried out
4.4. create a visual representation of the crime scene
4.5. contribute to the planning of a conclusion to the crime
scene investigation which will reveal the solution to the
crime
Presenting the evidence as 4.6. make an individual (or contribute to a team) presentation of
part of the forensic team the evidence in the concluding activity e.g. written report
and/or oral presentation and or digital presentation to
peers or an invited audience
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’
Evaluating 4.8. communicate what worked best in terms of experiments
conducted and investigative procedures followed
4.9. identify knowledge and skills developed and those they
wish to improve
4.10. link learning to other areas of the curriculum and their
lives15 Assessment
Junior Cycle
Specification
CSI: Exploring
and certification
Forensic Science
Level 2
Ongoing assessment
This short course supports a wide variety of approaches to assessment. Some learning outcomes
lend themselves to once-off assessment, others to assessment on an ongoing basis, as students
engage in different learning activities such as planning, organising, sequencing, discussing,
explaining, predicting, investigating, conducting experiments and drawing conclusions. Emphasis
is placed on ongoing assessment and repetition of tasks to show progression, due to the difficulty
some students experience with information retention.
CSI: Exploring Forensic Science provides students with an element of choice in what they will
present for assessment and the format it will be presented in. It also provides opportunities for
students to set goals, meet deadlines and take some responsibility for gathering evidence of
learning for the portfolio of learning they generate as part of their Level 2 Learning Programme
(L2LP). Ongoing assessment can support the student on the learning journey and in preparing
for assessment related to certification of the short course. The school has the option of having the
student compile a hard-copy portfolio or an electronic portfolio for L2LPs. The portfolio provides
evidence of development and progression throughout the course and is used for both formative
and summative assessment purposes. Videos of the student carrying out tasks, being interviewed
or making presentations can all potentially be included as evidence of learning. Other evidence of
learning in the form of worksheets, reports, charts, drawings, mind maps, checklists of good practice,
student self-assessment sheets, learning journals/diaries or photos may also be included. The creation
of an artefact e.g. a detective kit is also possible.
Assessment for certification
Assessment for certification will be school-based. There are two assessment tasks involved:
Exploring a Mock Crime Scene Task and a Science Experiment Task. They carry equal weighting
and students must gain an Achieved grade on each of the assessment tasks for purposes of
certification. The assessment tasks will be undertaken towards the end of the course, as the tasks
involved cover all strands and a large number of the learning outcomes of the course. Work from
first year is not included as part of assessment for certification.
Exploring a Mock Crime Scene Task
This task can be undertaken following completion of Strand 3. The student is presented with a
mock crime scene (physically/orally/using sign language/visually/in written format). The student
listens/reads/observes closely and identifies one or more pieces of physical evidence which could
be tested to help solve the crime. A list of suspects may be drawn up based on evidence in the
mock crime scene and they may be interviewed. The task requires the student to select the most
appropriate measurement tools and /or technology to record and preserve evidence from the
crime scene. Appropriate scientific practices are identified to examine one source of evidence. The
student discusses or produces a basic plan, or uses pictures to represent the steps that need to be
taken, to examine this source of evidence.Science Experiment Task
16 The forensic experiment identified in the Mock Crime Scene task is undertaken on the chosen
evidence. The equipment necessary for the experiment should be identified. The student
Junior Cycle should demonstrate an awareness of safety hazards and the need to follow safe procedures
Specification when working in a laboratory. Some students may conduct the experiment, others may direct
CSI: Exploring someone else, instructions being communicated orally if a disability precludes the student
Forensic Science from undertaking the task. Another alternative is that the student may communicate through
Level 2 the correct selection of and sequencing of pictures illustrating the tools/steps of the scientific
experiment.
Rationale for the assessment tasks
In this course, students develop their knowledge base and social, personal and practical skills in
addressing the learning outcomes across the four strands. The assessment tasks are designed
to enable the student to demonstrate the knowledge and skills they have learnt. As well as the
learning outcomes for the strands, the assessment tasks draw on the literacy, numeracy and other
skills set out in the Priority Learning Units (PLUs).
In particular, the assessment tasks for this course assess learning outcomes related to development
of basic scientific inquiry skills – keen observation, correct sequencing of tasks and communication
skills. The completed tasks should illustrate significant personal learning for the student.
The learning outcomes assessed through the Exploring a Mock Crime Scene task will depend, to
an extent, on the nature of the mock crime scene the student is presented with. Some that may be
included are
Strand 1 Strand 2 Strand 3 Strand 4
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 4.3
1.7,1.10, 1.11, 1.14, 1.16 2.6, 2.7, 2.8, 2.9 3.7, 3.8, 3.9, 3.10
The main learning outcomes to be assessed through the Science Experiment task are
Strand 1 Strand 2 Strand 3 Strand 4
1.1, 1.8, 1.9, 1.10, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5,
1.11,1.12, 1.13, 1.14, 1.15, 2.9 3.7, 3.8, 3.9, 3.10 4.6, 4.7, 4.8, 4.9, 4.10
1.17, 1.18
Features of quality
Features of quality related to student work on both tasks are set out below. In general terms, these
can be used by students and by teachers to support their discussions about and judgements of
work on the assessment tasks. More specifically, the features of quality are the criteria that will be
used by teachers to assess the student work. Grading will be on the basis of Achieved or Yet to be
Achieved. All of the features of quality need to be completed successfully in order for the student
to be awarded an Achieved grading.Exploring a Mock Crime Scene task
17 Achieved
• The sequence of steps involved in observing, collecting, recording and preserving evidence
Junior Cycle
Specification from a crime scene are demonstrated
CSI: Exploring • Evidence is collected using appropriate equipment
Forensic Science
Level 2 • Appropriate practices to examine one piece of evidence collected are named
• Information is conveyed using some relevant key terms and appropriate vocabulary
Science Experiment task
Achieved
• The work demonstrates a basic understanding of how to conduct a forensic experiment on a
piece of physical evidence
• Appropriate methods are used to analyse physical evidence
• An understanding of how to conduct the chosen experiment is evident
• An awareness of the importance of safety procedures is demonstrated if appropriate
• Conclusions are drawn to solve the crime based on the results of the experiment
• Information is conveyed using appropriate keywords
• There is some evidence of sequential planning
• Rudimentary predictions and/or observations and/or emotional responses to the work
(aspects enjoyed/found difficult/would do differently again) are made.18 Appendix 1:
Junior Cycle
Specification
Level Indicators for Level 2
of the NFQ
CSI: Exploring
Forensic Science
Level 2
This short course has been developed in alignment with the Level Indicators for Level 2 of the
National Framework of Qualifications. An award at level 2 reflects basic learning with well
supported direction. The range is narrow. Learning is developmental but may include knowledge,
skill and competence related to particular fields of learning e.g. aspects of literacy and numeracy
and within familiar contexts.
NFQ Level 2
Knowledge Knowledge that is narrow in range
Breadth
Knowledge Concrete in reference and basic in comprehension
Kind
Know-how and skill Demonstrate limited range of basic, practical skills, including the
Range use of relevant tools
Know-how and skill Perform a sequence of tasks given clear direction
Selectivity
Competence Act in a limited range of predictable and structured contexts
Context
Competence Act in a range of roles, under direction
Role
Competence Learn to learn in a disciplined manner in a well-structured and
Learning to Learn supervised environment.
Competence Demonstrate awareness of independent role for self.
InsightSpecification for Junior Cycle © 2014 Government of Ireland
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