Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter M - LAW AND PUBLIC SERVICE
Section 127.652 - Forensic Science (One Credit), Adopted 2021

(A) hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories; and

(B) scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but they may be subject to change as new areas of science and new technologies are developed.

(A) Scientific practices. Students should be able to ask questions, plan and conduct investigations to answer questions, and explain phenomena using appropriate tools and models.

(B) Engineering practices. Students should be able to identify problems and design solutions using appropriate tools and models.

(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

(D) use appropriate tools and equipment such as scientific calculators, computers, internet access, digital cameras, video recording devices, meter sticks, metric rulers, measuring tapes, digital range finders, protractors, calipers, light microscopes up to 100x magnification, hand lenses, stereoscopes, digital scales, dissection equipment, standard laboratory glassware, appropriate personal protective equipment (PPE), an adequate supply of consumable chemicals, biological specimens, prepared evidence slides and samples, evidence packaging and tamper evident tape, evidence tents, crime scene tape, L-rulers, American Board of Forensic Odontology (ABFO) scales, alternate light sources (ALS) and ALS protective goggles, blood specimens, blood presumptive tests, glass samples of various chemical composition, human and non-human bones, fingerprint brushes and powders, lifting tapes and cards, ten-print cards and ink pads, swabs with containers, disposable gloves, and relevant and necessary kits;

(E) collect quantitative data with accuracy and precision using the International System of Units (SI) and United States customary units and qualitative data as evidence;

(F) organize quantitative and qualitative data using appropriate methods of communication such as reports, graphs, tables, or charts;

(G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

(H) distinguish between scientific hypotheses, theories, and laws.

(A) identify advantages and limitations of models such as their size, scale, properties, and materials;

(B) analyze data by identifying significant statistical features, patterns, sources of error, and limitations;

(C) use mathematical calculations to assess quantitative relationships in data; and

(D) evaluate experimental and engineering designs.

(A) develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

(C) engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing so as to encourage critical thinking by the student;

(B) relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists and engineers as related to the content; and

(C) research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field.

(A) analyze the historical development and current advancements of different forensic science disciplines such as forensic biology, anthropology/odontology, forensic chemistry, trace evidence, ballistics, fingerprints, digital forensics, and questioned documents; and

(B) explain significant historical and modern contributions to the development and advancement of forensic science made by contributors such as Edmond Locard, Mathieu Orfila, Francis Galton, Edwin Henry, and Alec Jeffreys.

(A) summarize the ethical standards required of a forensic science professional;

(B) identify and explain knowledge of terminology and procedures employed in the criminal justice system as they pertain to the chain of custody procedure for evidence;

(C) identify and explain knowledge of terminology and procedures employed in the criminal justice system as they pertain to expert witness testimony;

(D) research and discuss the effect of biases such as confirmation bias and framing cognitive bias on evidence collection, forensic analysis, and expert testimony; and

(E) compare the admissibility of expert witness testimony in terms of the Frye Standard and the Daubert Standard under federal rules of evidence.

(A) explore and describe discipline-specific requirements for careers in forensic science, including collegiate course requirements, licensure, certifications, and physical and mental capabilities;

(B) differentiate the roles and responsibilities of professionals in the criminal justice system, including forensic scientists, crime scene investigators, criminologists, court systems personnel, and medicolegal death investigations; and

(C) differentiate the functions of various forensic science disciplines such as forensic biology, forensic chemistry, trace evidence, ballistics, fingerprints, digital forensics, and questioned documents.

(A) explain the roles and tasks needed to complete a crime scene examination, which may require collaboration with outside experts and agencies, and demonstrate the ability to work as a member of a crime scene team;

(B) develop a detailed, technical written record based on observations and activities, documenting the crime scene examination;

(C) discuss the elements of criminal law that guide search and seizure of persons, property, and evidence;

(D) conduct a primary and secondary systematic search of a simulated crime scene for physical evidence utilizing search patterns such as spiral, line, grid, and zone;

(E) document a crime scene using photographic or audiovisual equipment;

(F) generate a physical or digital crime scene sketch, including coordinates or measurements from fixed points, compass directions, scale of proportion, legend-key, heading, and title block; and

(G) demonstrate proper techniques for collecting, packaging, and preserving physical evidence found at a crime scene while maintaining documentation, including chain of custody.

(A) compare the three major fingerprint patterns of arches, loops, and whorls;

(B) identify the minutiae of fingerprints, including bifurcations, ending ridges, dots, short ridges, and enclosures/islands;

(C) distinguish between patent, plastic, and latent impressions;

(D) perform procedures for developing and lifting latent prints on nonporous surfaces using cyanoacrylate and fingerprint powders;

(E) perform procedures for developing latent prints using chemical processes on porous and adhesive surfaces with chemicals such as ninhydrin and crystal violet and documenting the results via photography; and

(F) explain the Integrated Automated Fingerprint Identification System (IAFIS) and describe the implications of Next Generation Identification (NGI) systems.

(A) analyze the class and individual characteristics of tool mark impressions and the recovery and documentation of surface characteristics such as wood or metal;

(B) analyze the class and individual characteristics of footwear impressions and the recovery and documentation of surface characteristics such as soil or organic plant material;

(C) analyze the class and individual characteristics of tire tread impressions and the recovery documentation of surface characteristics such as soil or organic plant material; and

(D) compare impression evidence collected at a simulated crime scene with the known impression.

(A) demonstrate how to collect hair and fiber evidence at a simulated crime scene;

(B) perform the analysis of hair and fiber evidence using forensic science methods such as microscopy and flame testing;

(C) compare the microscopic characteristics of human hair and non-human hair, including medulla, pigment distribution, and scales;

(D) describe and illustrate the different microscopic characteristics used to determine the origin of a human hair sample; and

(E) differentiate between natural and synthetic fibers.

(A) demonstrate how to collect and preserve glass evidence;

(B) compare the composition of various types of glass such as soda lime, borosilicate, leaded, and tempered;

(C) determine the direction of a projectile by examining glass fractures; and

(D) define refractive index and explain how it is used in forensic glass analysis.

(A) research and explain different types of examinations performed on digital and physical evidence in a forensic laboratory such as digital data recovery, counterfeiting, ink, and paper analysis;

(B) investigate and describe the security features incorporated in U.S. and foreign currency to prevent counterfeiting; and

(C) perform handwriting comparisons of an unknown sample with exemplars by analyzing characteristics such as letter, line, and formatting.

(A) describe the mechanism of modern firearms such as long guns and handguns;

(B) identify the components and characteristics of bullet and cartridge cases;

(C) describe the composition of and method of analysis for gunshot residue and primer residue;

(D) conduct and calculate trajectory analysis of bullet strikes within a simulated crime scene; and

(E) identify and recognize the type of information available through the National Integrated Ballistics Information Network.

(A) differentiate between toxicological analysis and controlled substance analysis as they relate to the method of collection and impact on the body;

(B) classify controlled substances using the schedules under the Controlled Substances Act; and

(C) identify unknown substances using presumptive and confirmatory procedures such as microchemical/color indicating reagent field tests, microscopy, chromatography, and spectrophotometry.

(A) explain the absorption, distribution, metabolization, and elimination of toxins such as alcohol, prescription drugs, controlled substances, and carbon monoxide through the human body;

(B) describe presumptive and confirmatory laboratory procedures as they relate to toxicological analysis such as head space analysis, solid-phase extractions, gas chromatography-mass spectrometry (GC/MS), color tests, and immunoassays;

(C) interpret results from presumptive and confirmatory laboratory procedures, including GC/MS and their implications; and

(D) explain the precautions necessary in the forensic laboratory for proper preservation of biological samples.

(A) analyze blood stain patterns based on surface type and appearance such as size, shape, distribution and location in order to determine the mechanism by which the patterns are created;

(B) explain the methods of chemically enhancing latent blood patterns using reagents such as Blue Star or Amido Black; and

(C) conduct and interpret blood presumptive tests for various biologicals such as phenolphthalein and tetramethylbenzidine (TMB).

(A) identify different types of biological samples and practice proper collection and preservation techniques;

(B) identify the red blood cell antigens and antibodies as they relate to human blood types;

(C) describe the structure of a deoxyribonucleic acid (DNA) molecule and its function;

(D) explain the analytical procedure for generating a DNA profile, including extraction, quantification, amplification, and capillary electrophoresis;

(E) explain the different methodologies surrounding the different types of DNA analysis such as short tandem repeats (STRs), Y-STRs, mitochondrial DNA, and single nucleotide polymorphisms (SNPs);

(F) interpret the components of an electropherogram; and

(G) explore the databasing systems associated with DNA such as Combined DNA Index System (CODIS) and ancestry-based databasing systems.

(A) explain the principles of rigor, algor, and livor mortis and how they apply to deceased persons;

(B) differentiate between the types of wound patterns such as lacerations and blunt force trauma resulting from stabbings, bludgeoning, gunshots, and strangulations;

(C) determine cause and manner of death from an autopsy report obtained through resources such as case studies, simulated autopsies, and dissections; and

(D) determine the approximate time of death using entomology.

(A) identify the major bones of the human skeletal system;

(B) compare composition and structure of human and non-human bones;

(C) describe the collection and preservation methods for bone evidence;

(D) explain the characteristics of the human skeletal system indicative of specific biological sex and approximate range of age and height; and

(E) explain how human remains are identified through dental records such as dentures, x-rays, and implants.