4 The collection and Outline methods in the Starter Ideas blast examples of collection and processing of Psychology as a science Choose another debate – – processing of collection and processing of forensic evidence. debate Are these and assess this with – forensic evidence. techniques scientific? regard to motivating forensic evidence– Time line research task when techniques were developed. – factors and bias in the Background Outline motivating factors Are these techniques collection of forensic and bias in the collection useful? Motivating factors and Inside Scotland Yard with Trevor McDonald documentary. Look evidence. and processing of forensic bias in the collection Can bias reduce the at how how forensic evidence is collected this could be – evidence. and processing of usefulness and scientific watched in preparation before the lesson, or extracts could be forensic evidence. Evaluate these factors in nature of forensic watched within the lesson this covers fingerprints and DNA. – relation to issues and evidence? Students consider why may there be bias in the collection and debates. For and against pair processing of evidence. E.g. seriousness of crime, observer debate. bias, emotional impact, overconfidence, quality of evidence. The collection and 5 Describe and evaluate Students describe the study using the following key terms: OCR resource: Students write their processing of Hall and Give students own answers to Player’s Fingerprint Experts, Emotional Bias, Metropolitan Police, IV, forensic evidence research. copies of the question, identify AO1 – DV, Independent Measures, £50, Randomly Allocated, High Key Research answers to the and AO2 points and Apply Hall and Context Group, Low Context Group, Demographic Player’s question - Explain assess their Hall and Player study to motivating Information Sheet, Feedback Sheet, 81.4%, 52.6%, 52%, how the research by answers. (2008) Will the factors and bias in the 47.4%, 6%,, 46%, 37%, 20%, Hall and Player introduction of an collection and processing 17%, very similar, confident, unnecessary, adept, validity, (2008) could be emotional context of forensic evidence. reliability. used to improve affect fingerprint Apply appropriate issues Followed by directed questions to the group to ensure fingerprint analysis and and debates to Hall and knowledge and understanding of the study. identification. decision- making? research. Player’s Identify AO1 & AO2 points/how the answer could be improved
4 The collection and processing of forensic evidence– Background Motivating factors and bias in the collection and processing of forensic evidence. Outline methods in the collection and processing of forensic evidence. Outline motivating factors and bias in the collection and processing of forensic evidence. Evaluate these factors in relation to issues and debates. Starter – Ideas blast – examples of collection and processing of forensic evidence. Time line research task – when techniques were developed. Inside Scotland Yard with Trevor McDonald documentary. Look at how how forensic evidence is collected – this could be watched in preparation before the lesson, or extracts could be watched within the lesson – this covers fingerprints and DNA. Students consider why may there be bias in the collection and processing of evidence. E.g. seriousness of crime, observer bias, emotional impact, overconfidence, quality of evidence. Psychology as a science debate – Are these techniques scientific? Are these techniques useful? Can bias reduce the usefulness and scientific nature of forensic evidence? For and against pair debate. Choose another debate and assess this with regard to motivating factors and bias in the collection of forensic evidence. 5 The collection and processing of forensic evidence – Key Research Hall and Player (2008) Will the introduction of an emotional context affect fingerprint analysis and decision- making? Describe and evaluate Hall and Player’s research. Apply Hall and Player’s study to motivating factors and bias in the collection and processing of forensic evidence. Apply appropriate issues and debates to Hall and Player’s research. Students describe the study using the following key terms: Fingerprint Experts, Emotional Bias, Metropolitan Police, IV, DV, Independent Measures, £50, Randomly Allocated, High Context Group, Low Context Group, Demographic Information Sheet, Feedback Sheet, 81.4%, 52.6%, 52%, 47.4%, 6%,, 46%, 37%, 20%, 17%, very similar, confident, unnecessary, adept, validity, reliability. Followed by directed questions to the group to ensure knowledge and understanding of the study. OCR resource: Give students copies of the answers to the question - Explain how the research by Hall and Player (2008) could be used to improve fingerprint identification. Identify AO1 & AO2 points/how the answer could be improved Students write their own answers to question, identify AO1 and AO2 points and assess their answers.