1. Identity Theft Across America

2. Identity theft occurs frequently to people nation wide.
INTRODUCTION
Identity theft occurs frequently to people
nation wide.

3. Each year millions of people become victims to identity theft.

4. Identity theft is when criminals steal someone’s personal information to acquire money, homes, cars, and other valuable possessions.

5. Internet usage in the past decade has left both civilians and businesses vulnerable to identity theft.

6. Online buying systems, credit card numbers and other personal information are readily available to online hackers.

7. Criminals use this stolen information for themselves or sell it for a price to others.

8. Identity thieves can usually obtain personal information by:
1) Stealing wallets that contain identification information, ATM and credit cards;

9. 2) Stealing bank statements from your snail mail;

10. 3) Diverting your mail from its intended recipients by submitting a change of address form in the post office;

11. 4) Rummaging through your trash for any personal data and relevant papers;

12. 5) Stealing personal information from office and school records

13. and 6) Intercepting or obtaining information transmitted electronically via the Internet or through fax

14. It can be very expensive to clear your name after an ID theft.

15. You could be denied loans, new credit cards, corporate benefits and jobs — and, though very unlikely, you could even be mistakenly arrested by the authorities as a result of crimes committed in your name.

16. Identity thieves commonly open new banking accounts in your name

17. They can apply for new credit cards using your name and personal information, make fraudulent charges, and leave the bills unpaid.

18. They may set up telephone or other utility services in your name and pay only the minimum due and then not pay for it eventually.

19. Some identity thieves apply for loans, apartments, memberships and mortgages using stolen identities.

20. ID Thieves print counterfeit checks in a victim’s name.

21. They may take $ from your bank accounts, put charges on your credit cards, and use your checks or credit to make down payments for cars, furniture, jewelry, and other pricey items.

22. Some victims learn that thieves have opened many accounts in their name for a very long period of time.

23. Your TASK

24. Mrs. Wood has just established an Identity Theft Control Committee in the hopes of advising Falkville students and faculty on issues related to identity theft at the school and in our community.

25. She has asked the students in Forensic Science to serve on this committee. (This committee will be affiliated with the Morgan County Sheriff's Office who is mandated to follow guidelines of the Federal Trade Commission and the US Department of Justice

26. Your objective is to use your forensic expertise to:
Examine and assess the extent of the identity theft problem across America.

27. Examine the causes of identity theft.

28. Develop a policy proposal that addresses safety techniques to protect people across America.

29. and to suggest ways to implement these policies to assure the safety of people in our school and community.

30. The Research Process
Initially, you will be working on the research process independently. You will receive a series of questions to answer. The questions you have may not be the same as your neighbors. The answers will be found on links listed on the Wiki space. The worksheet will be due at the end of class. You will receive a grade on this worksheet.

31. Prepare a Powerpoint
You will then be assigned to work in groups of three to create a powerpoint using the answers on your worksheets. You will be responsible for creating your own slides based on your answers on your worksheet. The slides may be saved on the computer. Your slides must include information and pictures.

32. Prepare a Powerpoint
Your group will then put your slides together into one large powerpoint. Slides may be transferred to one computer using my thumb drive. You may also include a clip of music at the beginning of your presentation.The powerpoint will be published on the Forensic Wiki Space. Your group will present the powerpoint to the class.

33. Why Change Policies?
Evaluating an existing policy or product can lead to improvements. Car companies, for example, evaluate the current models’ advantages and disadvantages to make improvements for next year’s models.

34. For Example
Years ago, most public schools had very lax security policies. Anyone could enter a school and go anywhere in the building.

35. Then, the increase in school violence forced school officials to examine their existing security policies. Many schools simply had the policy of posting a sign at the entrance that all visitors should report to the office.

36. The main advantage to that policy was that the only cost was the sign
The main advantage to that policy was that the only cost was the sign. However, the disadvantage was that there was no way to enforce it.

37. Criminals, vandals or thieves who did not attend the school could enter without visiting the office.
Reviewing the advantages and disadvantages of the security policies led to policy changes.
Schools now require visitors to enter through the main doors and sign in or obtain a pass. Some schools can afford metal detectors and security guards.

38. The policies your group suggests in your powerpoint should be something that improves on the current policy.
It should be worthwhile and founded in fact as much as possible.

39. PREPARE A POWER POINT PRESENTAION
Address the following:
A clear identification of the problem.
An explanation of the causes of the problem.
The identification of identity theft found worldwide.
An explanation of how identity theft affects human health and behavior (physical,
psychological, and social).
Screening tests for the identification and quantification of identity theft.
An evaluation of current policies relating to the collection and processing of
physical evidence in cases relating to identity theft.
An evaluation of the current policies related to identity theft at the federal, state
and local levels.
The most effective and feasible lab policy.
The most effective and feasible public policy.
Process:
For each slide, include appropriate information, graphic(s), and references.
Present your slideshow.
Post your slide show on the Forensic Biology website at Bronx Science.

40. RESOURCES TIPS Public Policy Analyst Guidelines
Contact Experts in the Field
The New York State Police Science Laboratory System
Northeastern Association of Forensic Scientists (NEAFS)
American Academy of Forensic Sciences (AAFS)
American Board of Criminalistics (ABC)
American Society of Crime Laboratory Directors (ASCLD)

41. PROBLEM REFERENCES http://www.thebankofcanton.com/about/id_theft/

42. PROBLEM REFERENCES http://www.consumer.gov/sentinel/idchart.htm

43. PROBLEM REFERENCES

44. CAUSES REFERENCES
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45. CAUSES REFERENCES <http://www.gao.gov/cgi-bin/getrpt?GAO-02-363>
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46. CRIME SCENE INVESTIGATION REFERENCES

47. CRIME SCENE INVESTIGATION REFERENCES

48. TYPES OF IDENTITY THEFT REFERENCES

49. TYPES OF IDENTITY THEFT REFERENCES

50. TYPES OF IDENTITY THEFT REFERENCES

51. TYPES OF IDENTITY THEFT REFERENCES
equifax.com
usps.com/postalinspectors/idtheft-ncpw.htm
usatoday.com/money/perfi/general/ shredder-cover-x.htm

52. PHOTOGRAPHY REFERENCES

53. PHOTOGRAPHY REFERENCES

54. PHOTOGRAPHY REFERENCES

55. VIDEOGRAPHY REFERENCES
info.asp#photo
ma_massachusetts/vendor_videographers_144.html
punjab1.htm

56. VIDEOGRAPHY REFERENCES
recording_the_crime.htm#soc_videocam
tape.htm

57. VIDEOGRAPHY REFERENCES

58. FINANCIAL INVESTIGATION REFERENCES
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59. FINANCIAL INVESTIGATION REFERENCES
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60. FINANCIAL INVESTIGATION REFERENCES
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61. VOICE EXAMINATION REFERENCES

62. VOICE EXAMINATION REFERENCES

63. VOICE EXAMINATION REFERENCES

64. DOCUMENT EXAMINATION REFERENCES

65. DOCUMENT EXAMINATION REFERENCES

66. DOCUMENT EXAMINATION REFERENCES
id=resources&page id=choo sing a career#QD

67. COMPUTER DATA RECOVERY REFERENCES

68. COMPUTER DATA RECOVERY REFERENCES

69. COMPUTER DATA RECOVERY REFERENCES

70. COMPUTER FRAUD REFERENCES

71. COMPUTER FRAUD REFERENCES

72. COMPUTER FRAUD REFERENCES

73. FINGERPRINT REFERENCES

74. FINGERPRINT REFERENCES

75. FINGERPRINT REFERENCES

76. FEDERAL POLICY REFERENCES
whitehouse.gov/identity

77. FEDERAL POLICY REFERENCES

78. STATE POLICY http://www.ag.ca.gov/idtheft/tips.htm
02/bill/sen/sb_1351_1400/sb_1386_bill_ _chaptered.html
s_offering_identity_theft_policies/

79. STATE POLICY

80. STATE POLICY http://www.leginfo.ca.gov

81. LOCAL POLICY REFERENCES

82. LOCAL POLICY REFERENCES

83. LOCAL POLICY REFERENCES

84. DEPARTMENT OF EDUCATION REFERENCES

85. DEPARTMENT OF EDUCATION REFERENCES
boe.edu/identitytheft/policy

86. CITATIONS (for images)

87. SEARCH ENGINES Alta Vista www.altavista.com Excite www.excite.com ERIC
Entire Web
Google
San Diego State University Library
Specialized Search Engines
Yahoo
Clip Art

88. EVALUATION
Your grade will be determined according to the following scale:
PowerPoint Presentation. (35%) Your PowerPoint presentation will consist of slides. Use the guidelines outlined in the PowerPoint presentation section of this quest as your guide. Make certain that your audience can navigate easily from slide to slide. Your final slide must identify your class, list the names of the students in the class and generate an MLA style list of the sources you used throughout your previous slides. Be certain that each of your slides is thoroughly designed and well prepared to make a positive visual impact on the audience. Use qualitative and quantitative information. All kinds of photographs, graphs, drawings, etc., can be presented. Be certain to gather information from multiple sources and to synthesize the information well. Also, utilize this information to succinctly state the problem, identify the causes of the problem and formulate a clearly stated conclusion regarding the best policy for forensic investigators and the public in general regarding identity theft in America.

89. Written Reports (35%) You will be required to write mini research reports. In order to do this, you will have to search the Internet for appropriate articles, synthesize, analyze and draw conclusions from the information you have collected. All information submitted must be appropriately documented and must include the appropriate graphics to illustrate the content and conceptual understanding behind the investigation.
Oral Evaluation (15%) You will serve as a guest speaker for all of the forensic science classes at The Bronx High School of Science. Your oral PowerPoint presentation will be graded on your familiarity with the topic, clarity of concepts, use of visual aids, how well you held the audience’s attention, audibility and grammar.
Bibliography (15%) Use the MLA format to correctly attribute information to all rightful sources.

90. Range: 1= Poor, 5= Excellent
GRADING POLICY
Range: 1= Poor, 5= Excellent
Written Research Projects Scoring
Facts and information from multiple
internet sources
Synthesis of information from multiple
references
Analysis of information
Conclusions drawn from the results of
the investigation
Written clearly and succinctly

91. GRADING POLICY Grammar 1 2 3 4 5
Understanding of scientific concepts
Understanding of public policy
Policy evaluation and design
Bibliography

92. GRADING POLICY Oral Presentation Scoring
State the purpose of your project
Provide supporting information
Present information clearly and succinctly
Clarity of concepts
Effective use of PowerPoint slides
How well presenter held the audience’s
attention
The organization of facts and information
Policy decisions and solutions
Bibliography

93. GRADING POLICY PowerPoint Presentation Scoring
Minimum of fifteen slides
Visual impact of slides
Easy navigation from slide to slide
Use of qualitative and quantitative
information.
Clear and succinct presentation

94. GRADING POLICY Use of multiple sources. 1 2 3 4 5
Appropriate graphics to
illustrate the content and
conceptual understandings.
Identification of the problem
and the cause of the problem.
Policy and policy solutions
Bibliography

95. GRADING POLICY Determination of Grades: 40- 50 = A 30- 39 = B
Below 10 = F
Timeframe:
• Mini research reports collected bimonthly up to and including March 7, 2006.
• Slide show due May 30, 2006.
• Oral presentations for all forensic science classes due on June 2, 2006.
• PowerPoint presentation posted online June 2, 2006.

96. HIGH SCHOOL SCIENCE PERFORMANCE STANDARDS
Scientific Connections and Applications
– Demonstrates an understanding of big ideas and unifying concepts.
– Demonstrates an understanding of the impact of technology.
– Demonstrates an understanding of the impact of science.
• Scientific Thinking
– Frames question to distinguish cause and effect, and identified or
control variables.
– Uses concepts for Science Standards to explain a variety of
observations and phenomena.
– Uses evidence from reliable sources to develop descriptions,
explanations, and models; and makes appropriate adjustments and
improvements.

97. HIGH SCHOOL SCIENCE PERFORMANCE STANDARDS
Proposes, recognizes, analyzes, considers, and critiques alternative
explanations; and distinguishes between fact and opinion.
– Identifies problems; proposes and implements solutions; and evaluates
the accuracy, design, and outcomes of investigations.
– Works individually and in teams to collect and share information and
ideas.
• Scientific Tools and Technologies
– Uses technology and tools to observe and measure objects, organisms,
and phenomena, directly, indirectly, and remotely, with appropriate
consideration of accuracy and precision.
– Records and stores data using a variety of formats.
– Collects and analyzes data using concepts and techniques in
Mathematics Standard 4.

98. HIGH SCHOOL SCIENCE PERFORMANCE STANDARDS
– Acquires information from multiple sources.
– Recognizes and limits sources of bias in data.
• Scientific Communication
– Represents data and results in multiple ways.
– Argues from evidence.
– Critiques published materials.
– Explains a scientific concept or procedure to other students.
– Communicates in a form suited to the purpose and the audience.
• Scientific Investigation
– Demonstrates scientific competence by completing fieldwork.
– Demonstrates scientific competence by completing secondary research.

99. HIGH SCHOOL MATH PERFORMANCE STANDARDS
• Number and Operation Concepts
– Use addition, subtraction, multiplication, division, exponentiation, and
root- extraction.
– Represent numbers in various forms and graph them.
– Compare numbers using order relations, differences, ratios, proportions,
percents, and proportional change.
– Recognize and respect basic number patterns.
• Function and Algebra Concepts
– Make predictions by interpolating or extrapolating.
• Statistics and Probability Concepts
– Organize, analyze, and display single- variable data appropriately.
– Organize, analyze, and display two- variable data appropriately.

100. HIGH SCHOOL MATH PERFORMANCE STANDARDS
– Use sampling techniques to draw references.
– Understand that making inferences from a sample involves uncertainty
and that the role of statistics is to estimate the size of that uncertainty.
– Formulate hypotheses to answer a question and use data to test
hypotheses.
– Interpret representation of data, compare distribution of data, and
critique conclusions.
– Explore questions of experimental design, control groups, and
responsibility.
– Create and use models of probability and understand the role of
assumptions.
• Problem Solving and Reasoning
– Formulation.
– Implementation.

101. HIGH SCHOOL MATH PERFORMANCE STANDARDS
– Conclusion.
– Mathematical reasoning.
• Mathematical Skills and Tools
– Carry out numerical calculations and symbol manipulations effectively.
– Make and use rough sketches, schematic diagrams, or precise scale
diagrams.
– Create and interpret graphs of many kinds.
– Use technology to create graphs of spreadsheets.
– Use tools in solving problems.
– Know standard methods to solve basic problems and use these
methods in approaching more complex problems.

102. HIGH SCHOOL MATH PERFORMANCE STANDARDS
• Mathematical Communication
– Be familiar with basic mathematical terminology, standard notation and use of symbols, common conventions for graphing, and general features of effective mathematical communication styles.
– Use mathematical representations with appropriate accuracy.
– Organize work and present mathematical procedures and results correctly.
– Communicate logical arguments clearly, showing sensibility and validity.
• Putting Mathematics to Work
– Data study.

103. HIGH SCHOOL ENGLISH LANGUAGE ARTS PERFORMANCE STANDARDS
Reading
– Read and comprehend informational materials.
•Writing
– Produce a report of information.
• Speaking, Listening, and Viewing
– Participate in one- to- one conferences with the teacher.
– Participate in group meetings.
– Prepare and deliver an individual presentation.
• Conventions, Grammar, and Usage of the English Language

104. HIGH SCHOOL ENGLISH LANGUAGE ARTS PERFORMANCE STANDARDS
– Independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.
– Analyze and subsequently revise work to improve its clarity and effectiveness.
• Literature
– Respond to non- fiction documents with an eye to strategies common to effective functional documents.
– Produce functional documents appropriate to audience and purpose.

105. HIGH SCHOOL APPLIED LEARNING PERFORMANCE STANDARD
• Problem Solving
– Design a Product, Service, or System: Identify needs that could be met by new products, services, or systems and create solutions for meeting them.
– Improve a System: Develop an understanding of the way systems of people, machines, and processes work; troubleshoot problems in their operation and devise strategies for improving their effectiveness.
• Communication Tools and Techniques
– Develop a multi- media presentation.
• Information Tools and Techniques

106. HIGH SCHOOL APPLIED LEARNING PERFORMANCE STANDARDS
– Gather information to assist in completing project work.
– Use online sources to exchange information for specific purposes.
– Use word processing software to produce a multi- page document.
• Learning and Self- Management Tools and Techniques
– Review one’s progress in completing work activities and adjust priorities.
• Tools and Techniques for Working with Others
– Participate in the establishment and operation of self- directed work teams.