Isamar Quiroz
Topic: Forensic Pathology
E.Q.: What is most significant when investigating a person's death?
Idea:
Well, my idea for this project is for sure going to be a visual art. I am in between a painting that has like 3-D things coming out of it, made of recycled things or things I find around the house. I was also thinking of making a sculpture made out of paper mache and some clay. They will both be of an aspect of an autopsy or something with the human body. I may do the whole body or just a certain part of the autopsy like the brain part. It might be a little gross to look at, but it's ok. I was also thinking of mixing some like a painting and a photograph. I most likely will not do this one, but we shall see what happens. I was thinking of getting the left over cow blood that I have and Painting with it. Then when that painting is done I was going to use some of the Luminol I had left over and spray it on so that it can glow and the painting will glow in the dark. I would need to take pictures of this because I do not want to hang a canvas with blood on it in the class rooms. That would really gross people out. So just taking photos of it may work.
How does it relate?:
The paining and the sculpture of the human body relate to my essential question because one of the most inportant aspects of an investigation is the Autopsy. The autopsy allows the body of the victim to speak to the Pathologist in ways that other people do not understand and it gives evidence for the case.
Tuesday, March 22, 2011
Monday, February 7, 2011
20 min. Lesson Plan
Topic: Forensic Pathology
Essential Question: What is most significant when investigating a persons death?
Objective: To show the students the types of blood splatter.
Lesson Plan:
*Hook: Show different pictures of crime scene.
*Talk about the different splatters:
Low velocity: Give example
Medium velocity: Give example
High velocity: Give example
Cast Off
Other(origin of incident,methods to estimate origin)
*Have a volunteer come up and splatter on paper at the distance given, to show differences.
*After the explanations given they will engage in activity still not decided
-Activity 1?
Put them into groups have them create the blood splatter I give them. The group to the right
will look at it and figure out what splatter they used.
-Activity 2?
Show pictures on overhead, hopefully now they can tell the type of splatter and
origin .Give candy if they get it right.
*Conclusion:Blood Splatter can really help a crime scene. And the smallest things should not be taken for granted.
Materials Needed:
*Elmo
*Poster Paper
*Tape
*Red liquid- either ketchup or water with red dye.
*Splatter pictures.
*Drawing to aid presentation?
Monday, January 24, 2011
Effective Learning
I have been an effective learner by going to the R.O.P to further my knowledge about crime scene investigations. I have learned a lot already, but I have done extra research and listened to lectures about different investigations. In one of the modules we had a crime scene simulation and we had to take all our knowledge and apply it. We had to pretend that we were Death Investigators and arrive at the scene and take allllllll the notes that an investigator would take. We took all the measurements of all the evidence and at the end we had to pronounce the time of death and everything at a "court hearing" I Learned a lot! and a lot goes into a crime scene. There are so many variables to take into consideration. This is an example of the crime scene notes that we have to take. We have to measure every little thing. we start with a point of reference and work off of there. Then, move on to the measurement of the evidence. These notes are very important in a crime scene because they can serve to recreate a scene and see if anything is out of place.
I can improve my effective learning by taking a dip in the specific ocean and do more independent research. I can do more research on the separate variables that happen at a crime scene like the blood splatter, projectiles, weapons and other. I can also try to get a tour for a coroner's office so that I can see what else goes on. ?
Thursday, October 7, 2010
Interview 2 Questions
Questions
*How long have you bee working in this feild?
*What made you interested in the forensic feild?
*What type of classes did you take for this position?
*How do you feel this job helps people most?
*Has seeing dead bodies affected your perspective on life? or your character?
*What are the most difficult aspects of your job?what gives you the most satisfaction?
*What important lessons have you learned from this job? or what has this job taught you?
*How long have you bee working in this feild?
*What made you interested in the forensic feild?
*What type of classes did you take for this position?
*How do you feel this job helps people most?
*Has seeing dead bodies affected your perspective on life? or your character?
*What are the most difficult aspects of your job?what gives you the most satisfaction?
*What important lessons have you learned from this job? or what has this job taught you?
Sunday, September 26, 2010
Interviw 1 Reflection
The most important thing that I learned from my interview was that Forensics is fun and tha it's a really interestng field to work in. My interviewee old me many things that she did and it inspired me to keep doing it. I also learned about the place i could do my service learning in.
Presentation Questions
1) The thing that stood out the most in my presentation, would have to be the fact that I was nervous. Every one noticed because I paused a lot. But maybe the topic in general, because not many people want to see dead bodies and I told them that I would like to.
2) The most challenging thing for me was, deciding what to share with every one. I did not know where to start, with all the research that we had, but I got through that. The other thing that was challenging was getting rid of being nervous, though after a bit it went away. Other than that everything was good.
3) For literal I found out about th egyptiansand how they were the irst to do the autopsies, i also new that the media showed the whole forensic field in a different way than what it really is. For inerpretive I shared abit about the tv show csi to make connections with the students and my visual interpreted one o the inicioons i talked about. I also told a story about what a friend does in the forensc field. The difference betweenthe literal and inteerpretive is that the literal means facts that you can share with others that are benificiary, it is not things you dont know or need to know. Interpretive is using some kind of visual to portray the things you know and help make connections with others.
4) I would take both the god and the bad. ex. I noticed that not many people were paying attention so next time I have to invove them a bit more. Next time i will try not to be as nervous because that would make my presentation fail. Though next time I would talk abot my visual because I did not do that. I would lso apply mooore enthusuasm for my next presentation.
2) The most challenging thing for me was, deciding what to share with every one. I did not know where to start, with all the research that we had, but I got through that. The other thing that was challenging was getting rid of being nervous, though after a bit it went away. Other than that everything was good.
3) For literal I found out about th egyptiansand how they were the irst to do the autopsies, i also new that the media showed the whole forensic field in a different way than what it really is. For inerpretive I shared abit about the tv show csi to make connections with the students and my visual interpreted one o the inicioons i talked about. I also told a story about what a friend does in the forensc field. The difference betweenthe literal and inteerpretive is that the literal means facts that you can share with others that are benificiary, it is not things you dont know or need to know. Interpretive is using some kind of visual to portray the things you know and help make connections with others.
4) I would take both the god and the bad. ex. I noticed that not many people were paying attention so next time I have to invove them a bit more. Next time i will try not to be as nervous because that would make my presentation fail. Though next time I would talk abot my visual because I did not do that. I would lso apply mooore enthusuasm for my next presentation.
Friday, September 24, 2010
final draft
Presentation: Forensic Pathology/ Autopsies Final
Objective: Students will know what a forensic pathologist does, the meaning of a forensic pathologist. Students will also learn some of the differences between the real forensic pathologist and from the ones on t.v. If needed I will tell students about my service learning place.
This lesson will be broken down into three sections:
What the words Forensic pathology and autopsy mean.
* what Forensic Pathology is and what they do.
2. What some of the differences are from the pathologists on t.v. and the real pathologist is.
3. where i'm going to do service learning.
Section 1.
I will start with asking the question is anyone knows what a forensic pathologist is.
*Define Forensic Pathology.
-Derived from Latin root word Forensis= forum
- Pathology=
Forensic Pathology is a branch of Pathology that determines the cause of a sudden or unexpected death. After the cause of death is discovered most pathologists are used as witnesses to testify in courts. The way they determine the cause of death is by conducting a post mortem examination or an autopsy.
*Define Autopsy
- Comes from the ancient Greek word Autopsia
- Auto=One self Opsis= Eye Autopsia= see for oneself
Section 2.
Start talking about the crime scene shows on t.v. like C.S.I. and others. Tell the students how the media shows people how pathologists are.
*name examples: One guy is most of the focus and he is the one that solves everything from fingerprints to wounds and other things. Show them that a case involves many people not just the detective or pathologist.
Section 3.
* Talk about my service learning place. What I will get to do.
- different modules every 2 weeks.
Presentation Concluded.
Students may be asked questions to check for understanding .
I may also have a ven-diagram as a visual to show the similarities and differences for section 2.
Objective: Students will know what a forensic pathologist does, the meaning of a forensic pathologist. Students will also learn some of the differences between the real forensic pathologist and from the ones on t.v. If needed I will tell students about my service learning place.
This lesson will be broken down into three sections:
What the words Forensic pathology and autopsy mean.
* what Forensic Pathology is and what they do.
2. What some of the differences are from the pathologists on t.v. and the real pathologist is.
3. where i'm going to do service learning.
Section 1.
I will start with asking the question is anyone knows what a forensic pathologist is.
*Define Forensic Pathology.
-Derived from Latin root word Forensis= forum
- Pathology=
Forensic Pathology is a branch of Pathology that determines the cause of a sudden or unexpected death. After the cause of death is discovered most pathologists are used as witnesses to testify in courts. The way they determine the cause of death is by conducting a post mortem examination or an autopsy.
*Define Autopsy
- Comes from the ancient Greek word Autopsia
- Auto=One self Opsis= Eye Autopsia= see for oneself
Section 2.
Start talking about the crime scene shows on t.v. like C.S.I. and others. Tell the students how the media shows people how pathologists are.
*name examples: One guy is most of the focus and he is the one that solves everything from fingerprints to wounds and other things. Show them that a case involves many people not just the detective or pathologist.
Section 3.
* Talk about my service learning place. What I will get to do.
- different modules every 2 weeks.
Presentation Concluded.
Students may be asked questions to check for understanding .
I may also have a ven-diagram as a visual to show the similarities and differences for section 2.
Wednesday, September 22, 2010
Presentation
Presentation: Forensic Pathology/ Autopsies
Objective: Students will know what a forensic pathologist does, the meaning of a forensic pathologist. Students will also learn some of the differences between the real forensic pathologist and from the ones on t.v. If more time is needed then the students will learn a bit of history about autopsies.
This lesson will be broken down into three sections:
What the words Forensic pathology and autopsy mean.
* what Forensic Pathology is and what they do.
2. What some of the differences are from the pathologists on t.v. and the real pathologist is.
3. Some history of when autopsies began.
Section 1.
I will start with asking the question is anyone knows what a forensic pathologist is.
*Define Forensic Pathology.
-Derived from Latin root word Forensis= forum
- Pathology=
A Forensic Pathology is a branch of Pathology that determines the cause of a sudden or unexpected death. After the cause of death is discovered most pathologists are used aas witnesses to testify in courts. The way they determine the cause of death is by conducting a post mortem examination or an autopsy.
*Define Autopsy
- Comes from the ancient Greek word Autopsia
- Auto=One self Opsis= Eye Autopsia= see for oneself
Section 2.
Start talking about the crime scene shows on t.v. like C.S.I. and others. Tell the students how the media shows people how pathologists are.
*name examples: One guy is most of the focus and he is the one that solves everything from fingerprints to wounds and other things. Show them that a case involves many people not just the detective or pathologist.
Section 3.
* A brief history of autopsies and forensic pathology will be taught.
- Egyptians, Leonardo Davinci and others.
- When forensic pathology came to be.
Presentation Concluded.
Students may be asked questions to check for understanding or as a little quiz. Maybe some candy will be given out to those that share.
I will have a board with a drawing of either the Egyptians or of Leonardo Davinci and his human body drawing. I may also have a ven-diagram as a visual to show the similarities and differences for section 2.
Objective: Students will know what a forensic pathologist does, the meaning of a forensic pathologist. Students will also learn some of the differences between the real forensic pathologist and from the ones on t.v. If more time is needed then the students will learn a bit of history about autopsies.
This lesson will be broken down into three sections:
What the words Forensic pathology and autopsy mean.
* what Forensic Pathology is and what they do.
2. What some of the differences are from the pathologists on t.v. and the real pathologist is.
3. Some history of when autopsies began.
Section 1.
I will start with asking the question is anyone knows what a forensic pathologist is.
*Define Forensic Pathology.
-Derived from Latin root word Forensis= forum
- Pathology=
A Forensic Pathology is a branch of Pathology that determines the cause of a sudden or unexpected death. After the cause of death is discovered most pathologists are used aas witnesses to testify in courts. The way they determine the cause of death is by conducting a post mortem examination or an autopsy.
*Define Autopsy
- Comes from the ancient Greek word Autopsia
- Auto=One self Opsis= Eye Autopsia= see for oneself
Section 2.
Start talking about the crime scene shows on t.v. like C.S.I. and others. Tell the students how the media shows people how pathologists are.
*name examples: One guy is most of the focus and he is the one that solves everything from fingerprints to wounds and other things. Show them that a case involves many people not just the detective or pathologist.
Section 3.
* A brief history of autopsies and forensic pathology will be taught.
- Egyptians, Leonardo Davinci and others.
- When forensic pathology came to be.
Presentation Concluded.
Students may be asked questions to check for understanding or as a little quiz. Maybe some candy will be given out to those that share.
I will have a board with a drawing of either the Egyptians or of Leonardo Davinci and his human body drawing. I may also have a ven-diagram as a visual to show the similarities and differences for section 2.
Wednesday, September 1, 2010
Independent Study 1
For my first independent study I attended an R.O.P. class at the Forensic Science Acaddemy. All my hours have already been turned in along with my service learning.
Literal/Interpretive:
I Isamar did my 30 hours at the Forensic science Academy. After learning the techniques to properly document a crime scene we were put into many simulations. All the simulations are time consuming. We would arrive at the simulated scene in the morning. And start the whole process. As a group we were given a crime scene and we initially have to do a walk through. The first walk through is just an overlook. We don't touch anything, we just look. The next walk through is going in different ways to see another evidence that we have missed. Once we did that walk through we would have a set path and have to stick to that. After that walk through we would have to do another walk through but this time to document the scene. We would draw where the evidence was and where the body lies. Once the group got the documentation down pictures had to be taken. These pictures can be pretty tricky sometimes. The first set are an overview of the scene, Then we would put the placards on the evidence and take pictures of all the individual pieces of evidence and the projectiles, and the body. Once all the pictures were taken we had to dust and lift the evidence, so we would dust the weapons and go through every bullet casing and document the type it was. When that was done, we would collect all the evidence in separate bags. Then we would call the "coroner" and get updates from him. Once we were done with the scene the group would get together and discuss all the facts and come up with a possible time of death, and recreate the scene. The next day, we would have a simulated"court" and talk about everything that went on in the scene and give the facts and tell everyone about the investigation. We would repeat these simulations many times.
Applied:
Everything that we learned in class about projectiles and bullet casing and dusting we would go outside and apply all our knowledge into the simulation. We would need to tell the difference between real potential evidence and real evidence that would help the investigation. Once we were in the field we did everything on our own to solve the crime. When we would not do simulations we were shown actual crime scene photos and we would take our knowledge and talk about the picture and give facts about it. Like, he was a male Latino. He has skin slippage and marbling going on.
Literal/Interpretive:
I Isamar did my 30 hours at the Forensic science Academy. After learning the techniques to properly document a crime scene we were put into many simulations. All the simulations are time consuming. We would arrive at the simulated scene in the morning. And start the whole process. As a group we were given a crime scene and we initially have to do a walk through. The first walk through is just an overlook. We don't touch anything, we just look. The next walk through is going in different ways to see another evidence that we have missed. Once we did that walk through we would have a set path and have to stick to that. After that walk through we would have to do another walk through but this time to document the scene. We would draw where the evidence was and where the body lies. Once the group got the documentation down pictures had to be taken. These pictures can be pretty tricky sometimes. The first set are an overview of the scene, Then we would put the placards on the evidence and take pictures of all the individual pieces of evidence and the projectiles, and the body. Once all the pictures were taken we had to dust and lift the evidence, so we would dust the weapons and go through every bullet casing and document the type it was. When that was done, we would collect all the evidence in separate bags. Then we would call the "coroner" and get updates from him. Once we were done with the scene the group would get together and discuss all the facts and come up with a possible time of death, and recreate the scene. The next day, we would have a simulated"court" and talk about everything that went on in the scene and give the facts and tell everyone about the investigation. We would repeat these simulations many times.
Applied:
Everything that we learned in class about projectiles and bullet casing and dusting we would go outside and apply all our knowledge into the simulation. We would need to tell the difference between real potential evidence and real evidence that would help the investigation. Once we were in the field we did everything on our own to solve the crime. When we would not do simulations we were shown actual crime scene photos and we would take our knowledge and talk about the picture and give facts about it. Like, he was a male Latino. He has skin slippage and marbling going on.
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