Forensics, 2/2007

Total responses so far: 283

1. What grade do you teach?

• They love incorporating popular tv into their classes. Plus they love hands on activities and acting like real scientists that they can see on tv.
• They speak of this television show with such excitement and curiosity!
• More questioning and wanting to perform more chemistry based labs.
• I teach a forensics course and the students seem to really enjoy it.
• changed their perception of science from dry required class to solving puzzles that have inherent interest (drama)
• Students are interested in how the various tests work which piques their natural curiosity that often stays hidden during high school.
• If students are offered activities based on CSI, students quickly line up to sign up.
• It has interested them in the use of the scientific method to solve crimes. Unfortunately, it has also decreased the understanding of the complexity of some analytical techniques.
• Requested the science course. Shown more interest in science.
• They are more intrieged by the science behind the show
• They didn't realize that science was something that many people use daily in their jobs! And it's fascinating!
• It puts this kind of science out there for people to see ALL the time. Solving mysteries naturally catches peoples' interest anyway so it's almost impossible not to catch the attention of the students with this subject.
• Students are interested in the types of tests used, and in the validity of the tests.
• curiosity about science involved in solving crimes
• Crime lab procedures and interest in science concepts
• They are intrigued by the more lurid details and interested in the general procedures involved in solving the crimes, but have a hard time sticking with the actual forensic procedures and attention to detail required in the lab.
• I teach a Foresics Science class for 11th and 12th grade. Often they know the material from watching CSI or from what they have experienced in their own neighborhoods. One student already knew about Luminol from CSI. One student told me that professional arsenists do not use accelerants from knowledge of how an arsenist, hired by his mother's friend, torched a house to collect insurance.
• I teach a Foresics Science class for 11th and 12th grade. Often they know the material from watching CSI or from what they have experienced in their own neighborhoods. One student already knew about Luminol from CSI. One student told me that professional arsenists do not use accelerants from knowledge of how an arsenist, hired by his mother's friend, torched a house to collect insurance.
• One week, a while back, I noticed that 5 out of the top 10 TV programs were CSI based programs.
• they come to class and ask quetions about the body, or something they saw or heard about.
• More students are signing up forensic science as an elective.
• The kids are really interested in crime-solving and because it's on TV, they think it's cutting edge.
• Students get to see results of scientific investigation and science in action. It causes them to think about being more aware of details and there importance. It has caused students to think about careers in areas they had not thought of before. It also shows them that some cases are not solved in a day but may take a much longer time to solve. (Real life situations aren't like a 30 minute tv show and CSI brings that truth to life.)
• They are very much interested in science. They love the experiments. I work for the University of Illinois Extension and offer forensic workshops on shool holidays and summer. My classes are always full and have waiting lists. I have used Court TV, GEMS-Univ. of Berkley, University of Iowa, and U of I's materials to enhance my workshops. This past summer I created my own mystery with a drug/ethics theme and brought in local school superintendent and sheriff to assist. This is a great opportunity to teach scientific skills.
• They see how science is used in real-life and the dramatic representation of most shows makes students realize that science is not boring.
• They know something about DNA, that its important in crime scenes.
• Ask more questions
• They want to know "How did they do that?"
• I have had several students become interested in the field and went on to college with forensics in mind.
• I use shows as a source of knowledge to teach DNA - Genetics
• When discussing topics in science, it's easy to relate it to a show they've seen.
• interest in new technologies
• real world application and inrigue
• They are interested in crime and the investigation
• Students want to learn as much as possible about forensics.
• It does generate interest in the science behind solving crimes and mysteries. It also familiarizes students with some science terminolgy and technology.
• We offer a new forensic science class. Probably more than half the class (class total of 44 kids) is made of students who would not be taking more science if it were not for the class.
• investigating things
• They watch and wonder if things that happen on TV are really possible or if everything is fake. When they are able to understand some of the terminology they are really excited.
• They want to know how all of the "tests" on CSI are done. They understand a step by step method such as the scientific method and revising one's hypothesis after initial results.
• Students comment on the show that they have seen on television or ask questions about the reality of what they have seen.
• Realize there is an application
• They know what "forensic science" is ( or think they do). But, they are exposed to the terminology and know that science is a large part of the study of forensics.
• 3 years
• many references to "real scienctists" experimetning, detailed work/observations/reproting. This also carries over to show like myth busters, discovery etc
• Students are expressing interest in Forensics careers
• They can see how science is used in real-life applications.
• they talk about it constantly
• My students find the forensics labs more interesting to do than just learning about the process. I teach diffusion and osmosis using the scenario of "Who drowned where?" They liked the puzzle, the format, and they demonstrated a better understanding of the concept.
• Students show more interest in biology, the scientific method, and science careers.
• They can try some of the things they see on TV and see that it really can be done...and THEY can do it. They find it is harder than it looks though. I have also had students from other science classes come up to me and say they wish I was their teacher instead of the one that they had.
• they sometimes ask questions about the shows
• they retell what they see on these tv shows to me. they also ask questions because of it.
• they make a connection between the things they hear on tv to those in the classroom.
• You can use the basic premise of shows to spark interest in further investgations. Sparks interest in science.
• When teaching genetics the students are fascinated with the connection between what we are talking about and what they have seen on television
• they are more knowlegeable about the terminology and proceedures
• Ask more questions about DNA as related to crime scene evidenc.
• they are interested in the bizarre facts of science
• Lots of questions are asked in class. Students want to know if what they are viewing is realistic and doable.
• Increased relevance is a positive, But note, that the process of making hypothesis based on observation is so streamlined in the course of a short show that students may be frustrated by the apparent slowness of real science.
• Want to take Forensics class
• They ask questions about what they see. Curiosity is aroused.
• cool people doing science
• They like the mystery in a good story. They cite certain episodes where the characters did certain things.
• We start the year with a Crime Scene Investigation to learn the science process skills and they get really into it and they talk about the shows that they have seen that involve these types of investigations.
• At least once a week, in my seventh grade life science class I hear a student connect what we are discussing and learning about in class to CSI, Bones, or House. My students are definetly making real-world connections much easier than they did 5 years ago. I am not having to stretch my mind and thier's for connections, they are doing it on thier own. And have become more interested in learning more about the topics discussed on the shows.
• The forensics elective that I teach was developed as a result of student requests.
• Students are excited that science is helping solve criminal cases. They can appreciate that scientific thought and techniques are used by professionals, but can also be performed by them!
• students are coming to class asking questions about CSI and wondering if their science teacher can better explain what they see on the show.\
• CSI is probably was of the most watched shows by my students. Story lines are interesting and for the most part intelligently written. Also due to cable, a CSI-like show is on TV at any moment.
• Students demonstrate knowledge of scientific ideas about DNA, blood typing, microscopic analysis and so on. They are also interested in the problem solving aspects - solving puzzles is motivational.
• My new Forensic Science class is very popular. The girls enjoy watching CSI & Forensic Files in class, and seeing what they have learned in use.
• Students are more aware of the techniques and skill and the stories in the shows are very engaging.
• make science real to every day life
• students know that such science exists and has practical applications
• Increase in enrollment in Forensic Science class
• only forensics, not other areas.
• For portfolio covers I see CSI written and in their essays I have read it referenced.
• They can see how science can fit into real-life situations?
• Students see a relevance for learning about DNA, DNA fingerprinting, & microscopy.
• They ask for lessons about forensics
• They know more about DNA Fingerprinting, how it can be used to help OR hurt their life.
• We have started a new Forensic Science course due to popular demand from the students
• It has them thinking about how "cool" it is to apply science to legal matters
• very interested in chemistry and biology now
• Made them curious about daily life science applications.
• they want to know how to solve crimes.
• I have asked students to project what they will be doing 10-12 years from now and one studnet specifically chose to become a forensic pathologist based on the CSI series. He included the shows in his bibliography.
• It has made them more interested in analytical chemistry
• I have a forensic science module in my classroom and a lot of students want to participate in it because of what they see on TV.
• I have more and more students taking chemistry because they want to be an investigator or deal with a crime lab in some way.
• My anatomy students are more interested since they see applications of what we cover in class. They aer begigint to understand some of the language used in CSI
• They have a new interest in the lab aspect of science and that science is cool
• Students ask more questions.
• Many of the advanced studens want to learn these lab techniques.
• They are more aware of the science behind forensics and pick up on shows such as CSI. They see sometimes more excitement than is really there in reality.
• They talk about the shows in class, are very excited about the forensics activities we do as part of the chemistry unit, and many state their desire to become forensic scientists.
• Showing all the different types of science involved in forensics.
• They often bring in questions and comments about scientific techniques that they have seen on these shows.
• Students like the excitment
• they are more open to new ideas--such as scientific ones!
• they see the shows and it looks more interesting than what they would have pictured on their own. they like the characters.
• Interested in how lab procedures really work
• It has glamorized scientists by combining the excitement of solving crimes in a quick way. The scientists drive expensive cars, wear revealing clothing, and working in Vegas or Miami or New York.
• They asked for - and got - a forensics science course
• The students are more interested in the tools and techniques that scientists use to solve problems and gather information from seeing them in action on television.
• They like the idea of solving mysteries and through forensics and these shows they are finding out that all these mysteries are solved through scientific means.
• They see scientists as real people who are not just nerds in white coats. They can identify with the characters and want to. They see the work as interesting.
• The lab testing they see on the shows help them to understand the lab process and appreciate the technology.
• Students are more familiar with technology, sometimes in a non-realistic way.
• But they are only interested in the "exciting science" they want to solve the crimes but not learn the basics to get there
• So much so that I designed a class teaching Criminalistics basics and the roster has been loaded the class' first four semester and has been in the paper twice.
• They are interested in the science behind solving a puzzle. It's grea that they see the correlation between science and the real-world.
• They ask more questions about the topic.
• Awareness of what science can do in crime scene investigations. They can relate to topics learned in school and see the practical aspects of what they are learning.
• students are more aware and interested
• They are fascinated with blood spatter, taking prints from a crime scene, plaster casting of shoe prints, looking at different types of fibers (both clothing and animal) and thinking about their differences.
• Made it interesting!
• They see a use for science
• Since we began offering a forensic science course two years ago, students continue to sign up for the course and are full of questions about how things on forensic-based TV shows work. When asked why they're taking the class, many students mention CSI or another TV show with forensic science at its core.
• We now use CSI type scenes to modle scientific investigations. Kids are really excited about this.
• Students are watching many of the fiction and non-fiction based television programs and mentioning them in the classroom. They have also referred to cases such as the Jon Benet Ramsey murder and the Scott and Lacy Peterson case.
• The entire bases of forensic science is science and math. If students show an interest in forensic science they are buying into scientific methodology
• Our students can't wait to take forensic science which is a senior level course. Underclassmen are always asking me about it
• Our district now offers a summer forensic science camp.
• They come to class with a lot more questions based on what they "saw on TV last night" from forensics and anatomy shows.
• they make science look "cool" and "quick"
• Seeing how science and technology can be used to solve crimes facinates them.
• They now view Science as a lot more than just lab coats and chemicals and I believe these shows have made kids recognize that scientists don't have to be nerds.
• many more are interested in the science and math academy in the school district and are interested in forensic science as a major
• got them hooked
• Classroom lessons are now connected to students' background experience.
• Students ask more questions about the scientific reality of what they view on tv.
• We have an entire year long elective forensics course which was highly enrolled.
• They are able to see how real science is applied to real life!
• Many students have expressed an interest in forensics as a career, and many others will ask questions based on CSI programs ("I heard this on TV and is it really possible?" types of questions).
• They have been learning the same sciences all throughout grade school and middle school. So by the time they get to high school they need something "new" to interest and excite them.
• Forensics is our highest enrollment in science electives.
• they would like to learn science based on CSI shows
• interest in
• Enrollment in our Syracuse University Project Advnace Forensics course is full.
• I teach forensics in high school and my enrollment has gone up.
• More interest in lab courses, application of math skills to science principles, increased problem-solving activities
• We have a Forensic Science class which is very popular.
• Students want to know more!
• Students ask more questions and are interested in careers in Science
• students are always interested in talking and discussing the science behind crime investigation
• the kids would rather take this than any other option
• I teach "Forensic Science". My students enjoy performing lab exercises that mimic crime analysis they see on TV.
• Kids get into the science behind the investigations.
• The students were excited to find out we were offering this class this year. Before the influx of CSI there was no interest in even doing the class. Now the students are disappointed because the class was only offered first semester.
• willing to learn more math and science if it involves forensics. Students who used to say I can't do math or science suddenly find that they can do it if it involves solving a who dunnit.
• When I bring out the microscopes, my students are very interested and bring up CSI and forensic topics.
• They see things on the shows and that gives them questions that they ask in class. I think it is more evident in the life science areas.
• they are much more aware of concepts in the classroom
• My students love hands-on experimentation, and come in droves to my Forensics class.
• We have created a four-year high school forensics program that capitalizes on the popularity of these shows.
• We've added a class in Biology with a forensic emphasis.
• They are very interested in anything to do with solving a crime.
• Hands-on, CSI-ish!
• they are interested in using the cool technology
• Students are asking about forensics and the science that is involved
• They understand better how science can apply to a real life career
• Students are more interested in evidence to back up hypotheses, and are more interested in collecting that evidence
• They want to know the science behind the methods used to investigate crime.
• Granted students real-life opportunities
• they are more curious and know more terminology and processes that happen in forensics
• They are interested in learning what is involved in forensic careers and also how to perform the testing procedures they see on television.
• They are learning that all organisms have a DNA that can be traced back to it's origins.
• Students that are not interested in science or "on the fence" towards science seem to take a more positive stance when CSI gets mentioned in the classroom.
• added a forensics class that has become quite popular
• Students are able to see "real world" applications of science and have more hands-on experience than in some other science classes.
• they ask many questions about forensics and see a link to their lives
• More kids have heard of DNA and ask about things thay might have seen on TV.
• they ask about experiments they have seen on YV and the meanings of the words they don't understand
• Students are very interested in taking Forensics at our school.
• Students are familiar with more than just fingerprinting. They know that DNA evidence is critical to getting convictions. BUT--I have a big concern that these shows misrepresent some things. Students think that all results are generated immediately when in reality, most labs are so underfunded that they are backed up for months. Some can barely get to the fingerprinting analysis, let alone the DNA analysis.
• Increase interest in careers...interest in vocabulary and terms
• My Anatomy and Physilolgy students take great joy in pointing out all the errors, espeicall in house, MD
• forced us to offer a new forensics course
• They want to kn ow the "hows" and "why does that work?" and "does that really work?"
• Students make connections between topics covered in class and topics on the TV shows. They also ask questions about the scientific topics on the shows.
• The real world application of science.
• It is a branch of science that most students find interesting enough to consider pursuing.
• My students have an understanding to what forensic science is and that it could be a great science career.
• Many students wonder how much of CSI science is real.
• By showing them that science is applicable to their everyday life and the concepts that they are learning are useful outside of the classroom.
• Kids love mysteries
• They want to know more about the science of evidence examination.
• They see it as hands on and fun. It doesn't prepare them for the negative stuff though.
• More questions about how that is done and/or if it is real.
• Students are interested in "doing" CSI laboratory investigations and solving "crimes."
• We have developed a class which incorporates forensic chemistry.
• Interesed in the science behind the crime shows
• Kids see forensic science careers as glamorous and the science of solving crimes to be fascinating.
• The students think it is interesting and think it is "cool" to understand what is happening on the shows or when they recognize terminology from the show.
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