005 - The Report

Debatable Question

How did Otzi die?

Taken From: https://legalbeagle.com/5858380-write-forensic-report.html
Taken  From - https://legalbeagle.com/5858380-write-forensic-report.html



Approaches to Learning

To be able to develop a clear argument of how Otzi died by using evidence.
To be able to collate and evaluate the reliability of a variety of information about Otzi from a range of sources.



Key Terminology

  • Evidence
  • Reliability
  • Bias

Define the key terms above and write a definition of them on paper for your folder. Try and use the useful links below to help you.

Useful Links




Activity One - A Police and Forensic Report

When writing a police or forensic report you need to consider all the evidence that is made available to you by using the five W's.
              1. Who - dead and the parties involved - age, gender etc
              2. What - type of person, artefacts and evidence found
              3. When - dates, why found now?
              4. Where - location
              5. Why - how died using evidence
After all the initial discussions concerning how this man may have died you will need to come to a conclusion. Any conclusion that you come to must be supported by the evidence that you have found. This is not the time to be subjective and guess, you must use the evidence that is available to you.

Otzi Police Report


How will I be assessed?

You will be assessed through all four criteria; Criteria A - Knowing and Understanding, Criteria B - Investigating, Criteria C - Communicating and Criteria D - Thinking Critically.

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.


1 - 2

i.   recognizes some vocabulary

ii.  demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.


3 - 4

i.   uses some vocabulary

ii.  demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and/or examples.


5 - 6

i.   uses considerable relevant vocabulary, often accurately

ii.  demonstrates substantial knowledge and understanding of content and concepts through descriptions and/or examples.


7 - 8

i.   consistently uses relevant vocabulary accurately

ii.  demonstrates excellent knowledge and understanding of content and concepts through detailed descriptions and/or examples.


Criterion B: Investigating

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.

1- - 2

iii. collects and records information, to a limited extent.

3 - 4

iii. uses a method or methods to collect and record some relevant information.

5 - 6

iii. uses method(s) to collect and record often relevant information

7 - 8

iii. uses methods to collect and record consistently relevant information



Criterion C: Communicating

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.


1 - 2

i.   communicates information and ideas in a style that is not always clear

ii.  organizes information and ideas in a limited way

iii. inconsistently lists sources, not following the task instructions.


3 - 4

i.   communicates information and ideas in a way that is somewhat clear

ii.  somewhat organizes information and ideas

iii. lists sources in a way that sometimes follows the task instructions.


5 - 6

i.   communicates information and ideas in a way that is mostly clear

ii.  mostly organises information and ideas

iii. lists sources in a way that often follows the task instructions.


7 - 8

i.   communicates information and ideas in a way that is completely clear

ii.  completely organises information and ideas effectively

iii. lists sources in a way that always follows the task instructions.


Criterion D: Thinking Critically

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.


1 - 2

i.   identifies the main points, events, visual representation or arguments to a limited extent

ii.  uses information to give limited opinions

iii. identifies the origin and purpose of limited sources/data

iv. identifies some different views.


3 - 4

i.   identifies some main points, events, visual representation or arguments

ii.  uses information to give adequate opinions

iii. identifies the origin and purpose of sources/data

iv. identifies some different views and suggests some of their implications.


5 - 6

i.   identifies the main points, events, visual representation or arguments

ii.  uses information to give substantial opinions

iii. identifies the origin and purpose of a range of sources/data

iv. identifies different views and suggests most of their implications.


7 - 8

i.   identifies in detail the main points, events, visual representation or arguments

ii.  uses information to give detailed opinions

iii. consistently identifies and analyses a range of sources/data in terms of origin and purpose

iv. consistently identifies different views and their implications.