What Educators and Others
Say about CRASH!

"We have science majors at prestigious universities not able to do anything with the information that they have presumably learned well. If you can't do something with information, other than to repeat it, is it fair to call it learning?"

"It's a perfect example of how a student, not particularly interested in physics or the laws of nature, learns them for a purpose. This invites using the student's curiosity and pushing it. It changes the realism of the classroom - it's for real."

Robert E. Yager, Professor of Science Education, University of Iowa

"Students love it because they do want to drive the car, they do know people who have been in automobile accidents. So it personalizes the subject more than if we're just talking about Newton's Laws."

"I liked that everything was there for me - the overheads were there for me, the cutouts were there for me. So, as a teacher, it was very easy to flip through the curriculum and pick out the activities that I wanted to use."

"I can give them a mini-lesson in how to present a court case, as I am an attorney too. That buttresses their ability to see a practical application of science in a career that isn't necessarily scientific at all."

"It's a wonderful piece of our physical science curriculum."

Mary Anne Butler, Esq., Science Teacher
Somers High School, Somers, Conn.

"I think this program is a tremendous opportunity for physical science and physics teachers to take practical examples in a student's everyday life and bring them into a classroom and to employ critical thinking."

Arthur Gage, Physics Teacher
Agawan High School, Agawan, Mass.

"Teens are over-represented in crashes caused by certain behaviors, such as driving too fast, not paying attention, over-correcting, reckless driving, running off the road."

Patricia Gould, Director, Traffic Law Center American Prosecutors Research Inst.

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