L.I.A. Independent Task

 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, Also, to complete those hours, I went to the Police Station and found a C.S.I. person to work with.
Literal/Interpretive:I Isamar did my 30 hours at the Forensic science Academy and at the Forensic's at Pomona Police Department. 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.We had to measure everypiece of evidence. Let's take the body for example. We would find a point of origin that all the evidence pieces had in common and then we measured them. We would have to measure the right wrist, left, wrist,head, bellybutton, left leg, rightleg, all from the point of origin.  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.
Another thing we did, was that we were given pictures of a crime scene and we would have to figure out what hapened just from the evidence that we saw. We would use a magnifying glass to look at things on the desk on the floor, their decomposition status and then present out to the class. We had a projectile lab, Where the teacher showed us how to use a wooden stick and the hole that was made from the gun and use a formula with a prortactor to find the angles and that would give us the position of the shooter. At the Pomona Police Department I have been looking at many pictures of crimes that they have had and they have told me many things about what went on, I got to do some fingerprint lifting, and I saw how the Investigators match fingerprints to suspects and how they look for points that match. I have attended a trial and saw how the whole thing plays out....it is not a fun as they show in the movies.

Applied/Interpretive: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. I am a bit more thourough when it come to looking at some things, I have become a bit more patient, because some crime scenes may take a very long time due to the evidence. Some may have two pieces of evidence , while others may have 103. Some documenting may take half an hour and some may take 14 hours. This has helped me answer my E.Q. because it is important not to rush through a scene, you only get one opportunity to document everything, or else you cannot go back to it. It is better to have more evidence, than not have enough. We cannot rush because then we miss an important evidence piece and the whole investigation could have changed lanes due to that piece that we missed, because of our impatience.

Art Rationale

WhatI am Doing:

I am still not sure what to stick with. But right now I am leaning most towards a painting of an autopsy.
I want it to be simple but an Attention grabber too. It is going to be a canvas painting in the back, but there is going to be a pice of linen in the front with another painting on it, and when you put them togetherthey will make a whole painting.

Why did I decide to do it this way?

I decided to use a linen in front to represent, the cover that the Pathologists use when they cover a body. Also the linen is like a first layer, Sometimes we have to look beyond the first layer of something and accept things how they are.and people need to see beyond just the cutting up of a corpse. They need to see death in a whole different way. I am going to try to make it interesting and as aesthetically leasing as I can, After all it is a painting of death, and I would like to show people that the unknown is not as bad as it seems and that death is a part of life and it is intersting in it's own way.

20 Question Interview

1)When conducting an investigation, is there a specific process to approach a witness and get information? What process is used most? What process do you use?



2)Is there anything  that can be overlooked at a crime scene? Like what? If not ,why not?



3)What benefits does a psychological autopsy have? How do you go about conducting one?



4)Is there a specific process to conduct an investigation? How do you go about yours? Is there certain patterns that should be followed?How do you go about yors
?



5)I did a science experiment about Luminol and the intensity of it’s glow on blood. I observed that beach also glows. How can you tell the difference between the two so that the investigator does not get confused?



6)What possible benefits, if any, does assumptions about a scene have on an investigation?



7)What is the first thing the investigator does when given a case?



8)What thoughts/ information must always be in the investigators mind as they are investigating?



9)What does the investigator do when they come to a halt in a case?



10)What is most significant when investigating a person’s death?



11)Out of N.A.S.H.U. , which occurs most? Why do you think this is so?



12)In a rape homicide, most of the time the victim and the assailant are unknown to each other. There is no one to “squeal”. Does this make the investigation difficult? What do you do in this situation?



13)What exactly is Tache Noir? How does this help the investigation?



14)What are Tardieu Spots, how do they help the investigation?



15)What is Petechiae and Purpura? What role do they play in an investigation, if any?



16)How do you know what type of autopsy is required for the victim?



17)What is the most accurate way to determine the Time of Death? What methods are there?

18) When the decomposition process alters or obliterates antemortem injuries how do you
determine the cause of death? What is nthe next step taken?

19)What do you do with John and Jane Does?

20) Does seeing many dead people affect you psychologically/ emotionally? How do you
 deal with the gruesome views?

21) Out of: evidence from the body, evidence from the crime scene, or evidence from
 witnesses, wgich is most important (even though they are all crucial to the investigation)

22) When an autposy is conducted, what happens to all the organs? where do they go?

Senior Art

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.

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?

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. ?

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?

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.

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.

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.

Career

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