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FUTURE PROGRAM

myIDEA The Physics of CSI


Brigette Bucholz, bbucholz@umich.edu, LSA, Microbiology & Spanish, 2011

OVERVIEW PROJECT SNAPSHOT WHAT I LEARNED


I am a Physics 125 study group leader, and heard Mr. Jones, Kyle, and I created a lab project in which In this experience, I learned the value of planning far in
about the IDEA Institute through the SLC. I chose to students would be broken down into seven groups and advance for big projects. I think our timeline could
work with IDEA because I enjoy working with high assigned a component of the crime scene to have been shortened had we been more prepared with
school students and thought that this opportunity would investigate. The students were provided with enough regard to accumulating supplies and finalizing the
strengthen my skills as a study group leader. quantitative data to draw a qualitative conclusion of quantitative aspect of the lab manual. I also learned
their aspect of the crime scene, for example, in that virtually nothing goes exactly as planned. Kyle and
I had the privilege of partnering with Kyle Miletic and determining if foul play was involved. After being given I thought that the concepts we had the students test
working at Cass Technical High School with Mr. Mike this information, the students conducted tests for were straight-forward, and yet we still had some issues
Jones in his physics class. Mr. Jones had always approximately one-two weeks. with groups. However, we were able to overcome
wanted to create a project that involved students these difficulties and provide an awesome resource to
solving a crime scene mystery using physics. With this From this point, the student groups created the students. I feel that the skills and insights I gained
in mind, Kyle and I created a project proposal for Mr. presentations in which they explained their findings to through my IDEA experience will help me as a leader
Jones which he subsequently refined for use in the the class and Mr. Jones. In doing so, they essentially and potential educator in years to come.
classroom. taught the class a different physics concept (as each of
the seven groups conducted a different conceptual
investigation), thus affirming their own knowledge of
the topic as well as teaching it to their peers.

TIMELINE
Our project took a total of three weeks to complete in
the classroom. Kyle and I introduced the project to the
students one week, facilitated in-class tests the next
two weeks, and the day after our third appearance in
the classroom, the students had enough information
and data to present their findings to Mr. Jones and the
rest of their peers.
Partner Information: Kyle Miletic
School Information: Cass Technical High School
Teacher Information: Mr. Mike Jones
Project Coordinator: Mary Starr
ProjectSupport Staff: Cesar Delgado, Morten
Lundsgaard, Justin Lomont, Tracy Lent

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