Kendall Hunt Publishing

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  • The textbook is excellent and is written in high school friendly language. The labs are simple and easy to understand and set up. I wish is that the online textbook was more intuitive (it's harder to navigate) and that the test questions included more higher-level questions.

    Diana Buirgy
    Glenwood Springs High School
  • This is an awesome text to use with high school students. It can be adapted up or down depending on whether you wish to present in a college prep level or an honors level. The students are enjoying it immensely. Thank you!

    Susan Mitchell
  • This is a very adaptable book to many levels of student. My students particularly like the case studies, and how the labs help them further understand the concepts.

    Laura Kile
    Department Chair
    Webb School of Knoxville
  • We started our forensics curriculum 12 years ago as a class designed to be high-interest, and also approachable for students who struggle. We had noticed a gap in our curriculum for students who may have failed a semester of one of the core science classes as a Freshman or Sophomore, and needed a credit for graduation. Forensics fit the bill perfectly.

    We offer it as a one-semester course, and my sections are usually full. We have students of all ability levels, interests, and experiences, which makes for fantastic discussion. The class is only open to upperclassmen, and students have to be turned away each semester because the classes fill up quickly.

    We started with the first edition textbook, which wasn't even printed in color! We upgraded to the second edition, which included more chapters and color pages. We have also upgraded to the third edition, and have been happy with the updated Case Studies and chapters on cybercrime.

    The included resources are very helpful when designing the course. The test bank is very handy for creating assessments. We have developed a case study worksheet, which students fill out as they read the information. I have also created a guided reading that is used at the start of each chapter. We take a day in class for students to read and answer the questions, which serves as their notes for the quiz or test.

    Over the years, I have supplemented the curriculum with activities I have gotten from various sources. We include blood-typing, vector analysis, gel electrophoresis, drug identification guides, and various means of fingerprinting. We also read the book Catch Me If You Can by Frank Abagnale, and students write reflective paragraphs about what we read each week. We will also occasionally watch a true crime show and students will use the case study forms to keep track of the information in the video.

    I like how the material does not talk down to the students. They are expected to integrate the charts and graphs into the reading, which can be done seamlessly. It is approachable and interesting to the students. Every day they come into class and are asking, "What do we get to do today?" That doesn't happen in other science classes. The students tell me it is the only textbook they actually read.

    Carrie M
    Science Department
    Carbondale Community High School