This video covers a basic method of setting up affirmative cases in competitive debates that use policy resolutions. This is a possible format for NPDA, IPDA, APDA, and NFA-LD debate.

This video covers the basics of refutation in competitive debate. The advice here is aimed at IPDA, Parli, and NFA-LD style debate, but may also be useful for other formats.

Students perform DNA forensics using food coloring to enhance their understanding of DNA fingerprinting, restriction enzymes, genotyping and DNA gel electrophoresis. They place small drops of different food coloring ("water-based paint") on strips of filter paper and then place one paper strip end in water. As water travels along the paper strips, students observe the pigments that compose the paint decompose into their color components. This is an example of the chromatography concept applied to DNA forensics, with the pigments in the paint that define the color being analogous to DNA fragments of different lengths.

This video discusses how debaters can set up their constructive arguments when debating resolutions of value. While written with IPDA and Parliamentary debate in mind, this video should be suitable for a variety of debate styles that utilize resolutions of Fact and of Value.

See also:
Refutation and Rebuttal in Competitive Debate - https://youtu.be/3rggu7MhRuU

Works Cited and Remixed
Burden of proof. (2007, February 13). [International Public Debate Association]. Debatepedia. http://debatepedia.idebate.org/en/ind...
Corbett, E. P. J., & Eberly, R. A. (2000). The Elements of Reasoning, 2nd Edition (2nd edition). Allyn and Bacon.
Edwards, R. E. (2008). Competitive debate: The official guide. Alpha Books.
Hannan, J., Berkman, B., & Meadows, C. (2012). Introduction to public forum and Congressional debate. International Debate Education Association. http://falcondebate.com/wp-content/up...
Hanson, J., & Thompson, D. (2008, February 8). The Basics of What Happens in a Parliamentary Debate. West Coast Publishing. http://www.wcdebate.com/1parli/29basi...
Horton, R., & Lo, S. (2013). Investing in health: Why, what, and three reflections. The Lancet, 382(9908), 1859–1861. https://doi.org/10.1016/S0140-6736(13...
Kellams, J. M. (2013, January 29). Framework in Public Forum Debate—Part 1. Everyday Debate Better Debate for Everyday Students and Coaches. http://everydaydebate.blogspot.com/20...
Major League Baseball. (2020, February 10). Teams with the most World Series titles. MLB.Com. https://www.mlb.com/news/teams-with-t...
McPeak, I. (2016, September 26). Weighing Mechanism Basics Every Debater Should Know. Ethos Communications. https://www.ethosdebate.com/weighing-...
Morrison, P. (2006, May 13). Get a Mac—Better. TBWA Media Arts Lab. https://www.youtube.com/watch?v=48jlm...
Potter, H. (n.d.). Do home-schoolers do better in college than traditional students? USA TODAY. Retrieved August 10, 2020, from https://www.usatoday.com/story/colleg...
Richey, P. G. (Ed.). (2016). International Public Debate Association Textbook (1 edition). Kendall Hunt Publishing.
Samaha, F. F., Iqbal, N., Seshadri, P., Chicano, K. L., Daily, D. A., McGrory, J., Williams, T., Williams, M., Gracely, E. J., & Stern, L. (2003). A Low-Carbohydrate as Compared with a Low-Fat Diet in Severe Obesity. New England Journal of Medicine, 348(21), 2074–2081. https://doi.org/10.1056/NEJMoa022637
World Health Organization. (2010). Health systems financing: The path to universal coverage. WHO; World Health Organization. https://doi.org/10/en/index.html

This video covers the basics of running disadvantages in competitive debate. Structure and basic strategy is discussed.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"You leave traces on every surface you touch. These traces include parts of your unique skin microbiome, and the comparison of skin and surface microbiota has potential as a forensic tool. To test this concept, a recent study analyzed the metagenome left behind on surfaces by four people. People were matched to their household in 84% of the tests and their neighborhood in only 50% of tests. Matching accuracy decayed over the test period on public surfaces, but not in homes. Time of sample collection affected matching accuracy for both skin (reference) and surface samples (query). This may be driven by diurnal routines influencing microbial dispersal from these public surfaces. Returning home likely normalizes a person’s microbiome via contact with their household microbial reservoir. More research is needed with larger sample sizes and across a diverse range of situations to map out these effects and their mechanisms in more detail..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Welcome to Chemistry Applications: Pharmacology, Biotechnology and Forensics, a high school curriculum. Included in this curriculum are many lesson plans that are aligned with the North Carolina Chemistry and Biology Standards, in addition to the National Science Standard. Students will learn to be critically thinking, problem solving individuals who will relate science to the real world.

For this assignment students analyze fingerprints at a burglary scene. They identify types of prints, recommend processing techniques, and analyze minutiae. 

This video covers the specialized method of note-taking used in competitive debates. This video was written with Parliamentary and IPDA styles of debate in mind, but should suffice as primers in other formats as well.

 In this lab students will learn how skeletal remains can be used to estimate the height of an individual. Students will measure several of their bones and the bones of a partner. They will then use a formula to estimate height and compare it to actual height. 

In this engaging forensic scavenger hunt lesson, students step into the roles of junior detectives tasked with solving the mystery of a cookie jar missing from a teacher’s room.  Equipped with essential forensic skills, including fingerprint analysis and conducting experiments like chromatography, students collaborate in teams to gather evidence from various stations strategically placed around the school. As they decipher clues and examine crime scenes, students hone their critical thinking abilities and scientific reasoning, ultimately piecing together the puzzle. This hands-on experience not only reinforces STEM principles but also fosters teamwork and problem-solving skills in an exciting and interactive learning environment. 

Apply handwriting analysis techniques to a ransom note using suspect handwriting samples to use as testimony evidence in a court case.  The findings will be used to convince a jury in a trial of a person’s guilt.

This lesson on fingerprinting takes a unique approach to a standard topic in Forensic Science. While students will learn the basics of fingerprinting, how to lift a print and learn unique characteristics of fingerprints, they will become aware of the flaws of fingerprinting. By investigating the case of the Madrid Spain Bombing students will discover a match is not always accurate.

Fundamentals of Biology focuses on the basic principles of biochemistry, molecular biology, genetics, and recombinant DNA. These principles are necessary to understanding the basic mechanisms of life and anchor the biological knowledge that is required to understand many of the challenges in everyday life, from human health and disease to loss of biodiversity and environmental quality.
Course Format

This course has been designed for independent study. It consists of four units, one for each topic. The units can be used individually or in combination. The materials for each unit include:

Lecture Videos by MIT faculty.
Learning activities, including Interactive Concept Quizzes, designed to reinforce main concepts from lectures.
Problem Sets you do on your own and check your answers against the Solutions when you’re done.
Problem Solving Video help sessions taught by experienced MIT Teaching Assistants.
Lists of important Terms and Definitions.
Suggested Topics and Links for further study.
Exams with Solution Keys.

Content Development

Eric Lander
Robert Weinberg
Tyler Jacks
Hazel Sive
Graham Walker
Sallie Chisholm
Dr. Michelle Mischke

Fundamentals of Biology focuses on the basic principles of biochemistry, molecular biology, genetics, and recombinant DNA. These principles are necessary to understanding the basic mechanisms of life and anchor the biological knowledge that is required to understand many of the challenges in everyday life, from human health and disease to loss of biodiversity and environmental quality.
Course Format

This course has been designed for independent study. It consists of four units, one for each topic. The units can be used individually or in combination. The materials for each unit include:

Lecture Videos by MIT faculty.
Learning activities, including Interactive Concept Quizzes, designed to reinforce main concepts from lectures.
Problem Sets you do on your own and check your answers against the Solutions when you’re done.
Problem Solving Video help sessions taught by experienced MIT Teaching Assistants.
Lists of important Terms and Definitions.
Suggested Topics and Links for further study.
Exams with Solution Keys.

Content Development

Eric Lander
Robert Weinberg
Tyler Jacks
Hazel Sive
Graham Walker
Sallie Chisholm
Dr. Michelle Mischke

Introduction to Criminal Investigation, Processes, Practices, and Thinking is a teaching text designed to assist the student in developing their own structured mental map of processes, practices, and thinking to conduct criminal investigations.

Delineating criminal investigation into operational descriptors of tactical-response and strategic response while using illustrations of task-skills and thinking-skills, the reader is guided into structured thinking practices. Using the graphic tools of a “Response Transition Matrix”, an “Investigative Funnel”, and the “STAIR Tool”, the reader is shown how to form their own mental map of investigative thinking that can later be articulated in support of forming their reasonable grounds to believe.

This video contains a basic overview of the IPDA style of debate. The general guidelines, characteristics, and format are discussed.

This video covers the basics of judging debates at both the college and secondary education levels. This video should give you the basics needed to judge Policy, Parliamentary, IPDA, Public Forum, and LD styles of debate.

This video discovers the common methods of answering advantages and disadvantages in competitive debate. This method is geared and parli and NFA-LD formats, but works for most formats that use resolutions of policy.