Intro to Archaeology/Prehistory

Click  image to view the calendar . I attended 22 sessions of class, lasting two hours each, meaning I have worked on my Independent Component 1 for about 44 hours.

*To protect my identity, I covered some of my personal information.

Intro to Archaeology/Prehistory

https://docs.google.com/spreadsheet/ccc?key=0AnHWfOKCFVl3dGt2WlF3NE5iREF3R1dCclZBcGVPRGc

The spreadsheet link above shows the different variations of the human skull that I have studied throughout the entire course. I organized the information in such a way that it is easy to understand if you comprehend the anthropological variation of different cultural time period skeletal remains. Perhaps it may not make sense at first, but once you get the hand of how Anthropology works, it is easy to retain the information of the different skull sizes. Why do I study this? Forensic anthropologists all rely on evidence, by having this on display and it may not like a present day human, it will result in not taking further action in a criminal investigation since these bones are thousands or even millions of years old. Enjoy this insightful information!

Blog 10: Self-Reflection

1. How do you think you are doing so far in your senior project and why? AE, P, AP, CR, or NC

I think that I am doing very well in my senior project. I have completed over twelve hours of service learning in the Forensic Science Academy Club and have collected useful, thoughtful information that can help me with my essential question on forensic anthropology. I am also very close to finishing up my first Independent Component and I have an excellent idea for my second Independent Component. I have done everything that has been asked of me and I am doing it in a very professional and educational way. With this being said, I believe I deserve a AE for my constructive work that I have done for my senior project.

2. What one thing do you think you have done well on and why?

One thing that I think I have done well on was finding a Cal Poly class that can assist me on my essential question and be part of my first Independent Component. Because I am taking a Prehistorical/Archaeological class I am receiving the base information on bone differentiation based on human evolution and every culture's skeletal difference. This has contributed my knowledge to future presentations and has provided me to be an excellent resource to acquire and have for my scientific senior project. By taking this Anthropology course, all of the high-end knowledge that is presented to me in the meetings are easy to understand and comprehend when I have the background knowledge.

3. What is one thing you would like to improve on and why?

One thing I would like to improve on is completely memorizing the scientific and common names of all 208 skeletal bones in the human body because I would like to incorporate this knowledge in my presentations and research papers to be able to sound like a true scientist. When I enter a course that involves knowing and understanding the skeletal remains, I would want to act highly intelligent and be able to give constructive information when my professor or adviser asks for possible causes of deaths that can have occurred based on the evidence provided.  

Forensic Science Academy Club Field Trip to the LA County Coroner's Office

The Forensic Science Academy Club had a field trip to the Los Angeles Depertment of Coroner! This inspirational experience occurred during 12:00PM to 5:00PM in Los Angeles! I show up fashionably early to these events, especially because it shows the President of the FSAC that I'm highly interested in my field. Greeted with open arms, the FSAC were told to go inside and listen to a brief presentation of what the Coroner does, history of the LA Coroner origin, as well as why this is important for us to know.

It was a rather intriguing presentation which I have noted to keep everyone awake. This is relatively good observation since I will now be applying those "ooh-ahh" moments in my presentation that will make my audience linger for more information on forensic anthropology. Basically, the coroner is in the uppermost part of the triangle in the forensic field which pretty much represents the lab authorship and has the "final-say" power. The office isn't relatively old and is a fully functioning! I was astonished by the high amount of reward, badges, as well as emblems that the LA Coroner's Office were acknowledged with! This is rather inspirational since I want to leave my mark in this world by pursuing forensic anthropology.

Continuing with the tour, we were shown the LA County Coroner truck and its nifty compartments and abilities! It was rather interesting to see a few inches away! Finally, we were given these plastic garments to wear over our clothing, to dress-up and simulate what an actual coroner and forensic scientist have to do in order to conduct research in a crime scene; regardless of location!

I really enjoyed this tour and I believe that I have now gained more sources to detail forensic anthropology from! Can't wait to see what the future has in store!

Intro to Archaeology/Prehistory

There were a variety of connections I have made from my current class lessons/discussion with my essential question. Right now we have summed up the South American Anthropological study path, they had a rather bloody history that involved mass graves. Mass graves is a site in which people have been sacrificed for religious, chiefdom, or even genocidal purposes How can anthropological evidence prove that they were murdered and not had a natural death? The evidence! Their bones showed evidence of every individual being in their early to mid twenties, primarily women who had symmetrical, healthy bodies. The purpose of these graves usually connect with the idea that they will be waiting for the king, queen, or high class individual in the afterlife. Doesn't seem like an idea people would want to volunteer to.

Anthropologists really mostly on the evidence that has been presented and never assume to the cause of death, for this is a bad idea! You need to back up your claim with evidence and make suggestions of the studied analytically qualities that have been presented. These images of the past aren't last forever, they are translated by anthropologists to interpret their cries to create justice and make sure their history is preserved.

Blog 9: Science Proposal

1. What is your hypothesis?

My hypothesis is if the concentration of water in a soil sample is high, then the speed of chemical decomposition of a carrot will be greater than a soil sample with a damp environment. 

2. Identify the dependent (produced), independent (manipulated) and control variables in your hypothesis.

The dependent variable is water exposure. The independent variable is the mass of the carrot. The control variables are the amount of soil in each ZipLoc bag and the size of the (5 inch) carrot.

3. What is the connection between your science fair project and your senior project EQ?

The connection between my science fair project and my senior project EQ is that my senior project EQ deals with determining the most important factor of a skeletal remain in a criminal investigation, which are most often found with soil. My science fair project will be able to describe the role of a decompose organism in nutrient recycling and their importance and relevance to physical conditions they can play on organisms. With the evidence provided from the soil in the science fair project I can associate my observations and studies to my senior project and know what the effects would be on skeletal remains since it's an essential component in a criminal investigation.

4. How will you perform the experiment? Include the equipment you plan on using.

I will be performing my experiment by testing the effects of different environmental conditions on the decomposition of an organic substance, such as a carrot. The plastic ZipLoc bags will act as decomposition chambers; one will be the experimental and the other the control chamber. Carrots will be used since they are a relatively low concentrated water content vegetable that will have the least amount of soil sticking into them and reduce the factor of error. I will be relating each bag through various temperature, water content, and concentrations of soil in order to have a large overlook of the analysis.

In my first bag I will be testing the effects of cold temperatures on decomposition, thus refrigerating the carrots and observe and analyze the effects of the mass and other details. In the second bag I will be saturating the soil with water and also study the effects. In the third bag I will be placing the bag in a sunlight exposed, dry soil bag in order to study another variation of environmental decomposition. Finally, on the fourth bag I will be having the carrot in normal room temperature without any outside factors such as heat, cold, sun exposure, or damp water. Most importantly, these week-long experimental proceedings will be compared for scientific analysis. 

The equipment I plan to use includes:

• Science Journal
• Electronic balance
• 4 ZipLoc bags
• 10 pounds of potting soil
• Garden trowel
• 12 Carrots (Medium sized - 5 inches)
• Paint brushes
• Refrigerator space
• Thermometer
• 10ml of water

5. Which category will your project be listed under? (For a full list of categories, go to the iPoly Physics webpage, then to the Science Fair tab.)

My project will be listed under Chemistry since I will be analyzing organic products, in this case carrots, undergoing decomposition.

Intro to Archaeology/Prehistory

Halfway through the quarter! The first exam consisted of 30 multiple choice answers and 2 short essay responses of "Why is the Agricultural Revolution not Actually a Revolution?" and "Describe a Mesoamerican Culture Like an Anthropologist Would Describe It". The exam consisted of the anthropological techniques to date living material, anthropological and archaeological theories, various agricultural sites, as well as macroeconomic statuses.

I just wanted to note that the young woman in front of me, the one wearing the yellow shirt, is studying forensic anthropology since I've seen her carry an "Intro to Forensic Anthropology/Epistemology" around. Perhaps I can ask her for some feedback or even get in contact with her professor.

Intro to Archaeology/Prehistory

The connection I have made with my essential question and this course included: detective/forensic related work require to know how the person lived: living conditions, exposure, safeness. As well as knowing where the person lived and where they came from and went through means of settlement or living variations. Anthropologically speaking, the deeper in the evidence you get into the soil where evidence has been found, the older that particular piece of evidence actually is thanks to the method of stratification. 


Stratification by definition is by arranging different level types of soil into a time period group in order to analyze and observe the unique soil components.

Blog 8: What I've Learned So Far

1. What have you learned how to do since you started working on your senior project?

Ever since I have started working on my senior project I have learned how to organize information and data in a simpler, easy-to-know table format. My Cal Poly Pomona Anthropology teacher, Mark W.Allen, insisted that we create this because things can get way out of hand once you are recording layers and layers, artifacts, ecofacts, etc. In correlation with forensic anthropology you have to create an evidence that is organizing every piece of evidence, fiber, fragment, or even bone that is found in the scene. This is a very serious and important manner, however, if a forensic anthropologist lacks that expertise, there will be a lack of evidence and material that can be used to solve the case.

The specifics that I focused on learning by organizing materials in a table was differintiating the cultural periods: Basal Paleolithic Period, Lower Paleolithic Period, Middle Paleolithic Period, Upper Paleolithic Period, and Metholithic/Archaic Period based on the humanoid species, traditions, tools used, unique cultural traits, as well as  current exposed sites. 

2. Post evidence of this accomplishment.  It can be in the form of a picture, video, document, etc..

The evidence of my accomplishment can be found as a Google Docs Spreadsheet Document format for easy viewing through web browsing.

https://docs.google.com/spreadsheet/ccc?key=0AnHWfOKCFVl3dEZlT3psanhiZWdWX3F6c0Y3Skc3dVE

3. What research helped you to do this and how?

The research that helped me how to do this is my Cal Poly Pomona Anthropology instructor Mark W. Allen, who showed us this undergraduate helpful technique. The main reason he showed us this is because he understands that the class is made up of new-to-college students who would really like these tips and tricks. My professor used the blackboard in the classroom to individually graph and distinguish each cultural period between another by asking for student participation. It was a visual the entire class was able to see. Another source that helped me do this was the article entitled "Data Matrix Codes Used to Catalogue Archaeological Heritage" (http://www.sciencedaily.com/releases/2011/01/110119084757.htm) a Science Daily article that really opened my eyes on how important recording the context of everything that is discovered with its thoroughly explained analysis: be clear, concise, and complete! If I forget a single detail, I will be misunderstanding the analysis of the entire data. I'm glad that I was able to use such a helpful tip to organize information such as evidence, historical acts, and horizontal/vertical soil analysis with my senior topic!

Intro to Archaeology/Prehistory

These items are able to be traced using the element analysis system.

The connection I have made with my essential question and this course included: how people that have hunting as a hobby/sport tend to have rather healthier, disease-free evidence on their skeletal remains. Family and factory farmers, however, tend to be manifested with such conditions since they are in a more compact area with a larger group of people.

Trace element analysis is when skeletal remains absorb some plant and animal fibers that can lead to knowing the time of death as well as location and elevation. This has become a widely practice method, due to the high accuracy rate of being factual evidence!

Intro to Archaeology/Prehistory

It's that time of the quarter when the professor gives an exam! Oh boy, let's try out best on going for the A! The first exam consisted of 28 multiple choice answers and a short essay response. The exam compiled all of the information we have learned from the start of the class including the anthropological techniques to date materials that once lived, methods of discovering sites, differentiating cultures, various physical anthropological theories, as well as tools used in the dirty-work side of archaeology.

The golden rule of this class is that out of the three exams, you have the ability to get rid of the lowest point exam and act as though it never happened! That's such good news! Wish me luck!

Forensic Science Academy Club Meeting

In this meeting with the Forensic Science Academy Club, we were given the welcome of the new facility location! With a hand-to-hand agreement with a Latin-American organization, National Latino Peace Officers Association, their cooperation has allowed for this educational experience come to life! We were greeted to the panel of the hard working people that make the Forensic Science Academy Club possible: the President Ashlee Enriquez, Public Relations representative Noelle Miranda, the Secretary Raymond Ruiz, and the Advisor Terri Armenta!

We were introduced to the upcoming Forensic Science Academy Club board elections, which is a big deal and a rather skill intuitive job. Meeting was between 12:00 to 2:30 PM.

As in every meeting we were granted educational opportunities such as the West Coast Coroner Training Conference, as well as the Chicano Correctional Workers Conference that has high perks if you are an existing member of the Forensic Science Academy Club. 

We were given a brief explanation from a Class #13 alumni of the importance of carrying your resume with you at all times! You never know when a job opportunity is available for you. You might meet people who have connections, or simply find a recruiter on the spot! She showed us her hand-held resume briefcase that contained her resume and many other free forensic-volunteer documents. There is so much hype for this forensic conference that we will be preparing for! I can't wait to find out what's in store for this club!

Blog 7: Independent Component 1 Plan Approval

1. Write a description of what you plan on doing for your independent study component.

For my independent study component I am planning on taking an Anthropology - Intro to Archaeology/Prehistory class at Cal Poly Pomona. In this class I will be studying the different physical and biological differences among racial groups in our world. Focusing on the evidence they leave behind as well as skeletal remains that are left for us to study, I will be provided the utmost information of how these individuals died and lived by studying their physical characteristics.

2. Describe in detail how you think your plan will meet the 30 hours work requirement.

Since the Cal Poly Pomona class is every Tuesday and Thursday from 3:00PM - 4:50PM I will easily meet/exceed the length of time that I will be working on this study. The class includes lectures, readings, as well as examinations to allow my professor to understand that I am learning. 

3. How does your independent study component relate to your EQ?

My independent study component completely relates to my EQ because in this class we are exposed to skeletal remains to identify and observe. With this hands-on activity I will know what skeletal remains can tell me which is useful to testify as a forensic anthropologist. In my blog I have posted the pictures of the various crania in an array of angles to explain and show the detailed analysis of how trauma, reconstruction, and bruising can result to the thorough analysis that will be extremely useful for my EQ.

Intro to Archaeology/Prehistory

These skeletal remains individually tell a story about the person. It tells forensic anthropologists and anthropologists alike how healthy they were, by observing their teeth and possible holes in their upper jaw that were caused by cavities. However, the most crucial part of their remains that forensic anthropologists look for is cause of death. Observe the crania! Notice the zig-zag marks on the top? They indicate healing wounds that may have been resulted from a head injury. However, another crania shows a giant, more deadly crack, that may be the cause of death! These skulls differ from one another due to environmental factors, racial groups, sex, as well as activities!

This tool, known as the trowel, is the archaeologists' best friend when digging! Designed to scrape away horizontally and vertically when needed in a dig site.

My class had the privilege to closely observe these skulls! It's completely different from what you read in books than doing it in actual person! Key point: when in American territory use the American towel, and when in other countries use their signature equipment!

Blog 6: Defining the Essential Question

1. What is your EQ?

My essential question is what is the most important factor of a skeletal remain in a criminal investigation?

2. Define the words in your EQ to make sure we are on the same page regarding what your EQ means.

• Skeletal remain: Bones from the human skeletal system that have been left behind at the time of death
• Criminal investigation: The collection of information such as evidence in order to be able to scientifically reconstruct a past event for the purpose to punish the bad guys who caused a murder.

3. What are some possible answers to your EQ so far?

Some possible answers to my EQ so far include:

• Size of the skull to know if it a human (Homo sapien) rather than a Australopithecus, Homo habilis, Homo erectus/egaster, or the Neanderthal skull. 
• Indication of bone reconstruction in order to know if medical records have the designated  fracture which can be referred to and assist the investigation by matching it with an individual.
• Positioning of the remains to understand if it was religiously buried by the placement of the arms in an "X" shape fashion and being symmetrically aligned.
• Entrance and exit wounds caused by bullet to be able to determine to possible cause of death of that individual and know what type of gun and bullet was used for the murder.
• The angle of wideness of the pelvic bone to determine the age and sex of the individual.
• The horizontal excavation layer in which the remains were found in order to determine the possible time of death.

 
4. What has been your most important source and why? Be specific. If it is a person, name them and what they do, if it is an article, book or video, name the title and author.

Mark W. Allen is the most important source that I have. He is the Cal Poly Professor who is teaching Intro to Archaeology/Prehistory and has given me access to a wide array of anthropological ties that greatly connect with my senior project. Dr. Allen has explained the deep and important connection between the detail-extravagant investigation of sites, such as a crime scene, with the success of knowledge in an investigation. This knowledge may include knowing how deep into the soil the artifact, evidence, or skeletal remains were found in order to determine the period of time that item was placed there. Also, the scientific explanation of how people all around differ in culture as well as in skeletal remains. He has given me an important basis in the class that will become extremely useful as my project will progress.

Intro to Archaeology/Prehistory

Forensic anthropologists have the ability to identify these types of bones! Don't be discouraged if you didn't even know these bones were humanoid! It's completely normal. To my dismay, these were small-brained (unintelligent!) males who usually grunted their way throughout life.

Anthropology was introduced to the United States by Franz Boaz, who headed the first program at Columbia University. Physical anthropogy, in which forensic anthropology is highly connected with, used the skulls of historical human life to shell out differences among cultures. One of the most controversial application of anthropology was used by Adolf Hitler who read Boaz' works and determined that a master race would be established.

The three goals of anthropology is to reconstruct cultural history by means of knowing the who, what when, where? As well as reconstructing the past life ways of the hearth/origin of the individual and be able to explain the cultural process (long and short-term change of the scientific growth of the body).

The most important thing to learn about the skeletal remains is the context! The site in which they were found in can lead to the historical attribute of the existence of an entire civilization as well as the details behind the artifacts/evidence and the eco-facts that can lead to the collection of important items that can show evidence of religious insensitive, date-comparable organic material, as well as the soil in which they were found.

The important things you are looking for when searching a crime scene or any time of site is the artifacts (lithics, sherds, bone, metal, glass, etc). You are also looking for soil stains, mostly midden, to determine if water was available to this particular area, even depressions, pits, and similar soil-like features. Most importantly, natural shelters like caves and rock shelters and huge, pyramid-like hills that can easily distinguish a possible forensic case between a religious death. You should always record your findings!

Innovative technology such as remote sensing has the ability to take infrared aerial photographs that can seek skeletal remains between many feet of profound soil. The heat density infrared light might be the best option to seek out detail the naked eye has no access to! The purpose of this type of technology is to get away from the "there might be some bones under here" view point in order to prevent unnecessary environmental damage. If digging is required there's specifications that need to be made: based on the horizontal excavation what time period may have these bones be buried? Perhaps a single-time period to expose wide views of a single component of the past, or perhaps a vertical excavation to expose cave and ditch-like capacities of a multiple time-period resolution.

The items/evidence that was found with the corresponding body may suggest possible weapons and tools that were used, clothing that was worn, or even food that was consumed! In most cases further critical thinking and analysis have to continue in order to further explain the reasoning behind all the evidence that can lead to the suggestion of a murder, accident, or a natural death. One very important note to consider is that when viewing a criminal investigation is to see if there is any cut marks, don't always assume it's a knife- perhaps an animal did it when it was consuming the decomposing body! However, animals' teeth cannot break into the bone marrow since it's too tough to break from material like teeth! 

Blog 5: Second Interview Questions

I will be interviewing Ashlee Enriquez for my second interview. She is one of the people to get a hold of if you are interested in joining the Forensic Science Academy Club. The only background information I know of Ms. Enriquez is that she was recently in #26 and will be joining the newcomers for assistance.

The five questions that I will be asking Ms. Enriquez include:

1. When was the Forensic Science Academy Club created? Why? 
2. What skills will be acquired by students who take part of the academy? How is it taught? 
3. Why did you join the Forensic Science Academy Club instead of another program? 
4. What forensic opportunities will be acquired upon the completion of the FSAC program? 
5. How will the FSAC benefit someone who is interested working in the criminal justice field?

Intro to Archaeology/Prehistory

ANT 103 – Intro to Archaeology/Prehistory taught by Professor Mark W. Allen

In this course I will be learning how in the United States and many other parts of the world, archaeology is one of the four major sub-fields of anthropology. It involves the study of the human past (both distant and not so distant), largely through the study of material cultural remains and their context. This course first briefly explores the basic methods of archaeological fieldwork, research goals, and introduces students to the basics of archaeological theory. The course then turns to a global survey of human cultural and technological development from early humans to the rise of urban states and world civilizations. The course will also address some of the ethical and professional concerns and issues facing archaeology today.

How will this tie in with my senior project? Forensic anthropology requires many of the basic attributes and expertise of many of the anthropology subcategories in order to be able to critically think and acquire all of the evidence necessary to solve a crime. Not only is forensic anthropology dealing with the skeletal remains, but the soil they were found, natural components, items found with, as well as insect remnants.

So far what I can connect with my senior project and this class is how the Neantherthal's skull greatly differs with that of a Homo sapean's skull and how it will be able to help give important details that are found in investigations such as: is this human? Professor Allen makes the "dirty work" of the anthropological standpoint seem rather fun and enjoyable experience if you have an incredible amount of patience and have an eye of detail to be able to use in the workforce.


Professor Allen will be focusing in making sure we learn/know the following:

1. How archaeology (in the United States and other countries) is a branch of anthropology that deals with cultures of the past. 
2. The basic methods, theories, and goals of archaeological research. 
3. Describe the nature of cultural developments in most parts of the world, as learned through archaeological research. 
4. Appreciate the ethical questions and other current issues facing archaeology.

I know that this class will be a relatively helpful resource for my senior presentation for being the roots of forensic anthropology.

Blog 4: Presentation Reflection

1.  In what way did the first interview affect your presentation?  Please explain, be specific and use an example.

My interview with Ashlee Enriquez was very inspiring and informational because she shows a great passion in forensic science. Since I was a relatively young Forensic Science Academy Club member, she was open to help me succeed in any means necessary and by forwarding me useful information on forensic anthropology as well as inspiring me to pursue my career. It's not everyday where you see a high school senior who has career path that has been developed four years ago! During my interview Ms. Enriquez stressed the importance of how my career is both interesting and demanded in the field of criminal justice, and emphasized how signs of bone healing can really help in cases. Her suggestion molded the topic of my five minute presentation especially with her intriguing experiences with a professional forensic anthropologist in the Forensic Science Academy. 

2.  What you say stood out about your presentation performance and why?

I believe that the "plain English" scientific explanation of the reactive, repairing, and remodeling phases in the bone healing stood out about my presentation performance because everyone seemed to be really interested and fascinated about the fact that the bones have the ability to regenerate and heal itself from such horrible accidents. Their reactions of, "Wow! Dang! Ouch!" really brought their attention and made the presentation enjoyable and successful.

3.  What was the most challenging to do and why?

The most challenging part of my presentation was being able to fit all the information on the steps bone heals, the reason it does so, as well as how it connects to my senior presentation in such a short amount of time. Although I  ended up explaining the basic points on the topic, I feel that I freaked out knowing I had less than one minute to wrap my presentation up without having the ability to thoroughly explain how I will be applying my five minute presentation to further my research and guide my way through my senior presentation.

Forensic Science Academy Club Field Trip

The Forensic Science Academy Club had a meeting during 12:00PM to 4:00PM at Hollywood's Museum of Death! Greeted by the president of the FSA with open arms, I was presented by familiar faces of the previous  club meeting and with newcomers who have been interested in joining the Forensic Science Academy Class #27.

To my dismay, I was unable to take further pictures of the Museum of Death since the owners did not want photography of any kind inside. However, it was a very enjoyable experience inside.

There were a variety of themed rooms that contained archived files of serial killers, pop art and highly detailed and professional dedicated art for the museum based on the criminals. Nothing was censored in this museum, every body part was shown! To my excitement, there was a room dedicated to skeletal remains, including a variety of various animal skulls that were being compared with that of a humans.

As you continue to view the museum, you start to develop a sense of sickness of how disgusting people can be in order to commit these crimes to these innocent people. Visual representations such as videos were played in almost every room such as assassinations, forensic pathological instructional, and news footage of the serial killers being trialed.

What I thought was the most important and most fascinating part of the museum was the evidence! The tools that were used during these murders as well as photographs that showed these gruesome details were shown throughout the entire museum!

In the last room, were historical figures such as John F. Kennedy and Marilyn Monroe who had autopsy photographs presented to use showing their innings and brain matter all over the table. We had a great time bonding together and sharing our personal stories of what we know about the cases, murders, and other nifty information that we wanted to share with the group. It was a very interesting experience someone like myself, who is interested in the forensic field to experience!

Blog 3: Presentation 1

Objective: The objective of my five minute presentation is to teach students about the importance of bone remodeling. Since bone striations are vital in investigations, I will make sure the class will develop a better understanding of why these little details are important for forensic anthropologists.


Procedure (Steps 1-8): The procedure I will undergo in my five minute presentation is as follows:

1.) I will begin my presentation by asking everyone in the classroom to raise their hands if they had every broken a bone in their body and the age this occurred.  Many people have experienced having a broken bone at least one time in their life, so this question will not be difficult to answer.

2.) Once a good portion of the class raise their hands, I will randomly select on three of my peers to share their answer with the class.

3.) After the class has participated in my presentation, I will share out my personal answer to the question and proceed with the name of my senior project, followed by a brief explanation of what it is, and the importance these small medical details are crucial for forensic anthropologists.


Check for Understanding: 

4.) To check for understanding during my presentation I will present two possible examples of X-Rays and photographed bones that clearly show that skeletal remains show signs of bone repair. I will then randomly ask two to three people to tell me what they have observed through the presented visuals.

5.) When those students have answered my question, I will clearly and concisely explain what the body is undergoing when it is healing from a bone fracture. This will give my classmates a better understanding of why these types of medical records are important to know when undergoing an investigation involving skeletal remains.


Resources/Materials:


6.) As a visual for my presentation, I will be using a poster board that will be comparing never fractured bones in the arm or leg with those similar bones that have expressed the ossification process along with the gradual healing evidence in X-Rays. I will also be passing down handouts with clearly-marked annotations that are going to be similar to the poster-sized explanations to make my peers have a better, closer look at the photos.

7.) I will begin the closing of my presentation by asking two to three of my peers what they have learned that they thought was neat and insightful, in order to make sure they have been paying attention during my presentation and understood the material.

8.) Finally, I will ask the class if they had any questions that they have been concerned or were confused about and then I will be concluding my presentation.

Forensic Science Academy Club Meeting

The Forensic Science Academy had a club meeting that was held in front of Victoria Garden's Cold Stone Creamery that was held from 1:00PM to 2:10PM. I was presented to Ashlee Enriquez, the president of FSA, and Terri Armenta, the academy coordinator who were delighted to see a young student so interested about the forensic field. After the small meet-and-greet and delightful compliments, they decided to begin the meeting.

I enjoyed the fact that the meeting was held like a court-like system by making club members motion to process and adjourn the meeting. During this meeting the location of the Forensic Science Academy was revealed as well as the dates of registration and the first day of class. Handouts were presented by public relations which had opportunities to be a security guard, crime scene investigator, law enforcement official, and many other justice field careers.

Workshop openings, professional guest speaker meetings, as well as field trips were reminded and introduced to the meeting. Next week, on the 24th of September, I have signed up to attend the field trip to the Museum of Death in Hollywood where we will have a complete tour and have an amazing experience with the club!

Since I was a new member I had to present a little bit about myself and the reason I want to join the Forensic Science Academy and Club. Being the only teenager at the club, I feel that I have impressed the members with my high interest in the field and was given compliments.

The meetings were clear, concise, and professional and being given an overview of how the club system works, I was granted the opportunity to second the motion to adjourn the meeting.

After the meeting, I was given the opportunity to interview Ashlee Enriquez and explained more about the way I-Poly's senior project works, why I'm so interested in forensic anthropology, and what I wanted to get out of the academy modules.

Blog 2: Interview 1 Preperation

1. Who are you interviewing and why?



I  plan on interviewing Ashlee Enriquez, the current president of the Forensic Science Academy. Ashlee has recently graduated from the FSA with the class #26 who is meeting the required skills necessary to work in the forensic field. Emphasizing on criminal investigation law in the university, Ashlee continues to share her knowledge of forensic anthropology with me. Since Ashlee is the president, she will be able to provide me the necessary guidance and will be able to connect with me instructors, guest speakers, as well as workshop opportunities that I will be able to use for my senior project.


2. What additional questions will you ask them (in addition to the 5 we require).


The additional question that I will ask Ashlee include:

1. What interested you the most in the field of anthropology?
2. What was the most interesting thing you have come across in your field?
3. How high is the demand for practicing anthropologists?
4. What is the most difficult part of this career path?

Blog 1: Senior Project Topic

What is your topic? Why?


My topic is forensic anthropology; the critical-thinking application of biological and physical science that is left behind in a victim's skeletal remains. I was always intrigued at our human ancestry, specifically in the remains they leave behind. As a child I was surrounded by a positive environment in the science department, by family that work in law enforcement, as well as a wide variety of human remains museums.


When I was attending Philadelphia Elementary School, science was one of the most important subjects that the school focused on. All six of my teachers created an inspirational science environment that always tied the subject with ancient history such as Tzar Nicolas II of Russia's forensic anthropological evidence, genocides in foreign countries specifically in Africa, and the famous anthropological beauty, Lucy, the million year old evidence of humanoid life on Earth.


One of my uncles, Eduardo Cervantes, is currently a law enforcement officer in Merced, California who saw my interest in the forensic sciences and helped to create the family tradition to view America's Most Wanted every week. I was astounded by the fact that some criminals attempt to make their victims unidentifiable, but as I researched throughout the years, I learned that forensic anthropology is a profession that identifies human victims by their skeletal remains and several other natural components such as soil, insects, and plants.


Thankfully, I had an excellent support system from my family, who wanted me to continue to pursue my interest into this particular profession. The California Science Center hosted two European-German based anatomical exhibitions of real human bodies. They both had a wide variety of skeletal remains that I was completely fascinated about, and I even attempted to identify the owner of the remains before reading the designated plaque. Finally, I attended the Los Angeles County Fair which hosted a body exhibit that contained several human remains of people all around the world. This exhibit added on to my interest in the forensic anthropology profession.


What do you hope to accomplish after studying this topic all year? Be specific and use examples.


After studying this topic all year, I hope to accomplish knowing for a fact that I want to continue the pursuit of becoming a forensic anthropologist, learn the requirements necessary to become a successful forensic anthropologist, as well as earning an internship with a forensic anthropologist.


My dream to become a forensic anthropologist has been persistent for more than seven years and counting and I hope that constantly studying this particular subject will continue to inspire my dreams to study this profession in college. When I get accepted and admitted to the University of La Verne I plan to major in their highly credible anthropology major with an emphasis on forensic anthropology and minor in criminology.


Not everything a forensic anthropologist knows comes from giant college textbooks! I will work on accomplishing viewing a scientifically notable prime-time show known as "Bones" that has been inspired by a real-life forensic anthropologist, novel writer, and profession Kathy Reichs. I will also try to accomplish viewing Smithsonian, FBI, and PBS-themed forensic anthropology specials that give great detail of the topic.


Many professional occupations require two to five years of active experience, especially forensic anthropology. I hope to receive an internship at a private institution, a museum such as the Smithsonian, or even a federal agency with my extremely high interest in this particular profession to be able to fit the prerequisite in my dream career.