MADISON PUBLIC SCHOOLS
CHEMISTRY
Authored by: Claire Miller, Roger Denhel, Mark Ladolcetta, Antonia Richards
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Tom Paterson
K12 Supervisor of Science and Technology
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. Overview
Chemistry is a science course generally taken by students in the sophomore year. The course is designed
to place students in the center of the learning process by allowing them the opportunity to experience the process
of science and to enhance critical thinking skills through active learning, problem solving, small group discussion
and laboratory experimentation.
The content of the course is centered on the unifying concepts in chemistry. These concepts give students
a basic understanding of the relationship between the properties and composition of, and the interactions
between, substances. In addition, the course provides students with real world experiences through hands-on
activities and requires creative problem solving strategies. Students will thus learn about and appreciate
chemistry as a physical science and connect chemistry to their daily lives.
Chemistry meets for five periods a week (60 minutes per period). Included in this time, there is a double
laboratory period. Experiments are used to both introduce and reinforce concepts so that students can actively
attain course goals and objectives.
II. Rationale
Students will acquire knowledge of the basic nature of chemistry. This enables them to understand much of their
surrounding environment and to prepare them for future college science courses. The course qualifies as one
component of the common college entrance requirements for a lab science.
III. Student Outcomes (linked to NJ Core Curriculum Standards)
NJ Core Curriculum Standards:
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas
about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical,
living, and Earth systems science.
Common Core State Standards for Literacy in Science and Technical Subjects (Grades 9 -10)
1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements,
or performing technical tasks, attending to special cases or exceptions defined in the text.
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
5. Analyze the structure of the relationships among concepts in a text, including relationships among key
terms (e.g., force, friction, reaction force, energy).
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, defining the question the author seeks to address.
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7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table
or chart) and translate information expressed visually or mathematically (e.g., in an equation) into
words.
8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a
recommendation for solving a scientific or technical problem.
9. Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity
band independently and proficiently.
Common Core State Standards for Literacy in Science and Technical Subjects (Grades 11-12)
1. Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements,
or performing technical tasks; analyze the specific results based on explanations in the text.
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating
understanding of the information or ideas.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an
experiment in a text, identifying important issues that remain unresolved.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem.
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data
when possible and corroborating or challenging conclusions with other sources of information.
9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity
band independently and proficiently.
At the conclusion of each unit the student will have achieved the following objectives. The figures in parentheses
after each objective indicate the New Jersey Core Curriculum Content Standard for Science to which each
subject relates.
1. Chemistry: An Introduction
i. Learn to use and locate all laboratory safety equipment.
ii. Use safe procedures in the laboratory.
iii. Define chemistry.
iv. Recognize the steps that scientists use in solving problems.
v. Describe the role of the hypothesis and theory in the scientific method.
vi. Distinguish between observations and interpretations.
2. Matter
i. Define the terms: element and compound.
ii. Distinguish between elements and compounds on the microscopic level using the particle model.
iii. Distinguish between physical properties and chemical properties.
iv. Describe the difference between a physical and a chemical change.
v. Describe the physical properties of the three states of matter.
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vi.
vii.
viii.
ix.
Define a mixture.
List the characteristics of a mixture.
Distinguish between mixtures and pure substances.
Describe appropriate methods for separating the components of a mixture.
3. Chemical Foundations: Elements, Atoms, and Ions
i. Write the symbols of the commonly used elements including the seven diatomic elements.
ii. Interpret the meaning of a chemical formula in terms of the number and kinds of particles present
iii. State Dalton's atomic theory.
iv. Describe the contributions of the Thomson model to atomic theory.
v. Describe Rutherford's gold foil experiment and its contribution to atomic theory.
vi. Compare the subatomic particles in terms of location, relative mass and charge.
vii. Identify an isotope.
viii. Distinguish between atomic mass and atomic number.
ix. Describe the basic features of the periodic table.
x. Locate metals, nonmetals and metalloids on the periodic table.
xi. Distinguish between atoms, ions and molecules.
xii. Describe the formation of both positive and negative ions from their parent atoms.
xiii. Write the formula for an ionic compound.
4. Nomenclature
i. Name binary ionic compounds from the formula.
ii. Using prefixes name binary molecular compounds from the formula.
iii. Learn the names of common polyatomic ions and use them in naming compounds.
iv. Learn the names and formulas of common acids.
v. Write the formula of a compound given the name.
5. Measurement and Calculations
i. Show how very large numbers or very small numbers can be expressed in scientific notation.
ii. Recognize the meaning of the metric and SI units of measurement in terms of the abbreviations
and the quantities they measure.
iii. Use the proper techniques to measure length, volume and mass.
iv. Explain why measurements contain uncertainties.
v. Learn to indicate a measurement's uncertainty by using significant figures.
vi. Use dimensional analysis to solve problems.
vii. Define density and calculate its value.
6. Chemical Composition
i. Understand the concept of weighted averages as applied to atomic mass.
ii. Explain how counting can be done by weighing.
iii. Identify a mole in terms of Avogadro's number of particles.
iv. Determine the mass of a mole of an element or compound.
v. Use dimensional analysis to calculate the number of moles, mass or the number of particles in a
sample given appropriate information.
vi. Calculate the percent composition by mass of a compound given the formula or experimental
data.
vii. Determine the empirical formula of a compound.
viii. Determine the molecular formula of a compound given the molecular mass.
7. Chemical Reaction
i. Recognize the evidence that a chemical reaction has occurred.
ii. Identify the characteristics of a chemical reaction and the information given in a chemical
equation.
iii. Write a balanced equation from a sentence description of a chemical reaction.
iv. Interpret a balanced equation in terms of conservation of mass and atoms.
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8. Reactions in Aqueous Solutions
i. List the driving forces that cause a chemical reaction to occur.
ii. Use solubility rules to identify the solid that is formed in a precipitation reaction.
iii. Write an ionic equation for a reaction that occurs in solution.
iv. Describe a reaction between a metal and a nonmetal in terms of a transfer of electrons.
v. Recognize that water is formed from an acid and base reaction.
vi. Classify a reaction as belonging to one of the general types of reactions.
vii. Predict the products of a simple reaction.
9. Chemical Quantities: Stoichiometry
i. Interpret a balanced equation in terms of the mole ratios between products and reactants.
ii. Use the mole ratio in a balanced equation to predict the number of moles of reactant consumed
or product formed in a reaction.
iii. Use the mole ratio in a balanced equation to calculate the mass of a product or reactant.
iv. Explain what is meant by the term "limiting reactant".
v. Determine the limiting reactant in a chemical reaction.
vi. Calculate the percent yield for a reaction.
10. Nature of Energy
i. Define energy.
ii. Distinguish between heat and temperature.
iii. Differentiate between an exothermic and an endothermic reaction.
iv. Define specific heat capacity.
v. Calculate the amount of heat released or absorbed given experimental data.
vi. Define the change in enthalpy.
vii. Apply Hess's Law to calculate the enthalpy change for a reaction.
viii. Describe how the quality of energy changes as it is used.
ix. Understand energy as a driving force in a reaction.
11. Modern Atomic Theory
i. Describe the properties of light waves in terms of wavelength, frequency, and energy.
ii. Compare the different regions of the electromagnetic spectrum.
iii. Explain how atoms emit light energy.
iv. Explain how bright line spectra demonstrate the quantized nature of energy.
v. Describe the Bohr model of the atom.
vi. Demonstrate an understanding of the probability approach of the quantum mechanical model in
predicting the energy of the electron in the atom.
vii. Describe the four quantum designations for an electron in the modern atom.
viii. Write the configuration of an atom or an ion in its ground state.
ix. Distinguish between valence and core electrons in the configuration of an atom.
x. Relate the configuration of an element to its position on the periodic table.
xi. Describe and explain the general trends in size, ionization energy and metallic character within a
group or period on the periodic table.
xii. Predict the properties and the chemical reactivity of an element based on its position in the
periodic table.
12. Chemical Bonding
i. Explain why bonds are formed.
ii. Compare the nature of an ionic and a covalent bond.
iii. Define electronegativity.
iv. Predict bond polarity using electronegativity.
v. Describe a polar covalent bond.
vi. Predict the formulas of ionic compounds.
vii. Compare the size of an atom to the size of its ion.
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viii. Draw a valid Lewis structure for a molecule using the octet rule.
ix. Predict the shape of a molecule using VSEPR Theory.
x. Predict the polarity of a molecule.
13. Gases
i. Explain what gas pressure is and describe how it can be measured.
ii. Apply Boyle's Law to describe both qualitatively and quantitatively the relationship between
pressure and volume of a gas.
iii. Apply Charles's Law to describe both qualitatively and quantitatively the relationship between
temperature and volume of a gas.
iv. Define Avogadro's Principle.
v. Determine the volume of a given amount of any gas at STP.
vi. Solve problems involving gases with the ideal gas law or the combined gas law.
vii. Apply Dalton's Law of Partial Pressures to determine the pressure of a mixture of gases or the
partial pressure of a gas in a mixture.
viii. Use the Kinetic Molecular Theory to explain the macroscopic properties of a gas.
ix. Differentiate between a real and ideal gas.
x. Apply the principles of stoichiometry to determine the volume of any gas that is produced or
consumed in a chemical reaction.
14. Liquids and Solids
i. Describe types of intermolecular bonds: London dispersions, dipole-dipole forces and hydrogen
bonds.
ii. Predict the type of intermolecular bond given the structure of the molecule.
iii. Use heats of fusion or heats of vaporization to calculate energy during a phase change.
iv. Relate vapor pressure and boiling point to the relative strength of bonds between molecules.
v. Describe the metallic crystal lattice and give the characteristic properties.
vi. Describe the ionic crystal lattice and give the characteristic properties.
vii. Describe the covalent network solid and give the characteristic properties.
viii. Classify the substance by bond type given the structure or physical properties.
ix. Predict and explain the properties of substances on the basis of bond type.
15. Solutions
i. Define the terms: solution, solute and solvent.
ii. Describe the process of dissolving.
iii. Describe the factors that affect the rate at which the solute dissolves.
iv. Calculate the mass percent of a solution.
v. Calculate the molarity of a solution.
vi. Calculate the molarity of a solution made through dilution.
vii. Apply the principles of stoichiometry in a reaction that takes place in a solution.
viii. Explain the effect of a solute on the boiling point and freezing point of a solution.
16. Acids and Bases
i. Define acid and base by applying the Arrhenius and Bronsted-Lowry definitions.
ii. Identify acid-base conjugate pairs.
iii. Describe the strength of an acid in terms of the extent to which ionization occurs.
iv. Describe the relationship between the strength of an acid and its conjugate base.
v. Know that the product of hydrogen ion concentration and the hydroxide ion concentration is 1 x
10-14
vi. Calculate the hydrogen ion concentration or the hydroxide ion concentration given the
appropriate information.
vii. Describe titration and calculate the concentration using titration data.
viii. Define pH and apply the concept of pH to acidic and basic solutions.
ix. Describe methods of measuring pH.
x. Calculate the pH of a strong acid solution.
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xi. Define a buffer and explain how a buffer works.
17. Equilibrium
i. Explain what is meant by the rate of reaction.
ii. Describe a reaction in terms of the collisions that must take place between particles.
iii. Identify factors which affect the rate of reaction and explain why rate changes using collision
theory.
iv. Define a catalyst and explain how a catalyst affects rate.
v. Define equilibrium.
vi. Describe a reaction that has reached equilibrium.
vii. Write the equilibrium constant expression for a reaction.
viii. Calculate the equilibrium constant for a reaction.
ix. Explain Le Chatelier's Principle.
x. Predict changes in equilibrium using Le Chatelier's Principle.
xi. Define Ksp
xii. Calculate the Ksp of a salt given the appropriate information.
18. Oxidation-Reduction Reactions
i. Define the terms: oxidation, reduction, oxidizing agent, and reducing agent.
ii. Assign oxidation state numbers for atoms and ions in compounds.
iii. Recognize a redox reaction as one in which the oxidation state numbers change.
iv. Balance a redox reaction using the half reaction method.
v. Identify the oxidizing agent and reducing agent in a reaction.
vi. Explain the operation of an electrochemical or galvanic cell.
vii. Describe the composition and explain the operation of commonly used batteries.
viii. Explain the process of electrolysis.
ix. Describe the process of corrosion.
19. Radioactivity and Nuclear Energy:
i. Explain the differences between chemical and nuclear changes.
ii. Identify the types of radioactive decay.
iii. Write balanced nuclear decay equations.
iv. Define half-life.
v. Determine the half-life of an isotope given decay data.
vi. Predict the fraction or the amount of radioactive sample that remains after a period of time given
the half-life.
vii. Explain how an object can be dated by radioactivity.
viii. Note that energy released in nuclear reactions is related to the loss of mass.
ix. Differentiate between nuclear fission and fusion.
x. List the effects of ionizing radiation on living organisms and the environment.
xi. Uses of Nuclear Energy.
20. Organic Chemistry
i. Describe the types of bonds that are formed by carbon atoms.
ii. Differentiate between alkane, alkenes and alkynes.
iii. Define an isomer.
iv. Draw structural isomers given the molecular formula.
v. Name simple alkanes given the structural formula or write the formula given the name.
vi. Recognize an aromatic hydrocarbon.
vii. Describe types of reactions involving saturated and unsaturated hydrocarbons.
viii. Identify the functional group in an organic molecule.
ix. Describe a polymer.
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V. Essential Questions/Scope and Sequence
1. Chemistry: An Introduction
(6 periods)
What is the science of chemistry and how do we safely and productively study it?
a. Safety in the Laboratory
b. Definition of Chemistry
c. Scientific Approach to Problem Solving and the Scientific Method
2. Matter
(8 periods)
What does matter consist of and what are some of the different forms that it takes? How do those forms change
under different conditions?
a. Particle Nature of Matter
b. Elements and Compounds
c. Physical Properties, Chemical Properties and Changes
d. Mixture and Pure Substances
i. Characteristics
ii. Methods of Separation
3. Chemical Foundations: Elements, Atoms, and Ions
(10 periods)
How do we categorize the different Elements that make up our Universe? Each Element is constructed of
atoms – what are atoms made of?
a. Elements
b. Structure of the Atom
c. Isotopes
d. Introduction to the Periodic Table
e. Ions and Ionic Compounds
4. Nomenclature
(8 periods)
What language do we use to discuss the various entities in chemistry? How can we develop a way of describing
the many compounds that occur in the study of chemistry?
a. Binary Compounds
i. Ionic Compounds
ii. Molecular Compounds
b. Compounds that Contain Polyatomic Ions
c. Acids
d. Writing Formulas From Names
5. Measurement and Calculations
(10 periods)
Numbers in chemistry are often very large or very small. How do we handle those numbers? How do we
accurately take measurements and present our results in meaningful ways? How do we use the many systems
of measurement that exist to describe our world?
a. Scientific Notation
b. SI Units
c. Measurement Techniques
d. Uncertainty
e. Problem Solving Strategies and the Use of Dimensional Analysis
6. Chemical Composition
(15 periods)
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How do we work with reactions between numbers of atoms that are beyond our power to count? Is there an
alternative system we can use other than counting? How do we accurately depict combinations of atoms in
compounds?
a. Counting by Measuring Mass
b. Mole and Molar Mass
c. Mole Conversions
d. Chemical Formulas
i. Percent Composition
ii. Empirical Formulas
iii. Molecular Formulas
7. Chemical Reactions
(6 periods)
How do we know that a chemical reaction has taken place? How do we describe that reaction in a succinct
manner? Is matter gained or lost during a chemical reaction?
a. Evidence for Chemical Changes
b. Chemical Equations
i. Characteristics
ii. Balancing Equations
8. Reactions in Aqueous Solutions
(6 periods)
What types of reactions occur in water (the basis of living systems)? What different types of reactions occur
throughout chemistry?
a. Types of Reactions
i. Formation of a Precipitate
ii. Formation of Water
iii. Transfer of Electrons
b. Ways to Classify Reactions
9. Chemical Quantities: Stoichiometry
(15 periods)
When we use chemistry to produce quantities of materials how do we calculate the amounts used and
produced?
a. Quantitative Meaning of Chemical Equations
i. Mole Relationships
ii. Mass Relationships
b. Limiting Reagent
c. Percent Yield
10. Nature of Energy
(10 periods)
How does the flow of energy drive natural processes? How do we measure that effect?
a. Temperature and Heat
b. Exothermic versus Endothermic Reactions
c. Measuring Energy Changes
i. Units
ii. Specific Heat
d. Enthalpy
i. Calorimetry
ii. Hess's Law
e. Quantity versus Quality of Energy
f. Energy as a Driving Force
i. Energy Spread
ii. Matter Spread
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11.
Modern Atomic Theory
(16 periods)
Is our particle model of the atom accurate? Are there phenomena that need a new explanation? What drives
the structure of the Periodic Table and the trends that are exhibited by the elements in the Table?
a. Energy and Light
b. Bright Line Spectra
c. Bohr Model
d. Wave Mechanical Model
i. Quantum Designations
ii. Electron Configuration
e. Periodic Table and Trends
i. Patterns in Configuration
ii. Atomic Size
iii. Ionization Energy
iv. Metallic Character
12. Chemical Bonding
(12 periods)
Why do certain elements bond together and why do they form the compounds that they do? Why do
compounds exhibit certain properties? Can that be based on the bonding characteristics of their constituent
atoms?
a. Types of Bonds
b. Electronegativity and Bond Polarity
c. Ionic Bonding and Structure of Ionic Compounds
d. Lewis Structures for Molecules
e. Molecular Geometry: VSEPR Theory
13. Gases
(15 periods)
Gases are on of the three common States of Matter; what are the Laws governing their behavior?
a. Gas Pressure
b. Pressure and Volume: Boyle's Law
c. Volume and Temperature: Charles's Law
d. Volume and Moles: Avogadro's Principle
e. Ideal and Combined Gas Laws
f. Dalton's Law of Partial Pressure
g. Kinetic Molecular Theory
h. Gas Stoichiometry
14. Liquids and Solids
(10 periods)
Liquids and solids are common States of Matter; how do they differ and what explains those differences in
behavior?
a. Intermolecular Bonds
b. Energy Requirements for Change in State
c. Vapor Pressure and Boiling Point
d. Bonding in Solids
15. Solutions
(12 periods)
Much of chemistry takes place in solution; what governs the behavior of solutions and the materials contained
within them?
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a. Solubility
b. Factors Affecting the Rate of Dissolution
c. Solution Composition
i. Mass Percent
ii. Molarity
d. Stoichiometry of Solution Reactions
e. Properties of Solutions: Boiling Point and Freezing Point
16. Acids and Bases
(12 periods)
Acids and bases take part in, and catalyze, many reactions. What are their special properties and how do we
describe and measure them?
a. Definition
b. Strength
c. pH Scale
d. Acid and Base Titration
e. Buffered Solutions
17. Equilibrium
(15 periods)
Why do some reactions happen quickly and some slowly? Why do some reactions or physical changes
continue to completion while others only partially progress? How can we achieve faster or more complete
reactions?
a. Collision Theory
b. Factors Affecting Reaction Rate
c. Chemical Equilibrium: A Dynamic Condition
d. Equilibrium Constant
e. Le Chatelier's Principle
f. Solubility Equilibria
18. Oxidation - Reduction Reactions
(12 periods)
Chemistry and electricity are closely related through oxidation-reduction reactions; how do we use chemistry
to capture the flow of electrons between compounds and put it to good use?
a. Oxidation States
b. Oxidizing and Reducing Agents
c. Balancing Redox Equations by Half Reaction Method
d. Electrochemistry
i. Electrochemical Cell and Batteries
ii. Electrolysis
e. Corrosion
19. Radioactivity and Nuclear Energy
(12 periods)
Within the atom lie enormous supplies of energy; what is the source of that energy and how do we release it
and put it to use?
a. Radioactive Decay Equations
b. Detection of Radioactivity
c. Half-Life
d. Dating by Radioactivity
e. Using Nuclear Energy
20. Organic Chemistry
(As time allows)
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How do the special properties of Carbon provide a multitude of compounds which in turn provide the basis of
life? How has man used those special properties to create a vast array of beneficial compounds?
a. Carbon Bonding
b. Alkanes, Alkenes and Alkynes
i. Structural Formulas
ii. Isomerism
iii. Nomenclature
iv. Reactions
c. Aromatic Hydrocarbons
d. Functional Group Chemistry
e. Polymers
VI. Instructional Strategies
The CP Chemistry program is centered on the major concepts of chemistry. Development of the concepts takes
place using strategies including but not limited to:
A.
Laboratory Activities, used to
1. Demonstrate, apply and verify concepts
2. Evaluate models
3. Analyze data
4. Test Hypotheses
B.
Problem Solving Activities
1. Model Building
2. Mathematical Applications
3. Cooperative Group Work
4. Student Discussion
C.
Teacher-Guided Instruction
1. PowerPoint to Introduce Concept
2. Questioning and Discussion
3. Overhead Projection of Additional Materials
4. Handouts
5. Assignments
D.
Internet Research
1. Data Acquisition
2. Background Assessment
3. Extension of Material Presented In-Class
4. Streaming Downloads particularly of Demonstrations
E.
Videos
1. Chem Study
2. Discovery
3. NOVA
4. The World of Chemistry: Annenberg Collection
VII. RESOURCES
Basic Text
Zumdahl, Zumdahl, Decoste, World of Chemistry McDougal Littell, Evanston, IL 2007.
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Laboratory Manual
Zumdahl, Zumdahl, Decoste, Laboratory Experiments for World of Chemistry McDougal Littell,
IL 2002.
Evanston,
Supplementary Materials
Bridges, Laboratory Manual-Chemistry: Connections to Our Changing World, Prentice Hall, Saddle River, NJ.
1996
Davis, Laboratory Manual for Chemistry: Experiments and Principles, D. C. Heath and Company,
Massachusetts, 1982.
Hall, Laboratory Experiments: Chemistry, D. C. Heath and Company, Massachusetts, 1996.
Holmquist, Chemistry with Computers for the Macintosh, Vernier Software, Oregon, 1994.
Zumdahl, Zumdahl, Decoste, Team Learning Worksheets. McDougal Littell, Evanston, IL 2002.
Zumdahl, Zumdahl, Decoste, Classroom Activities and Projects, McDougal Littell, Evanston, IL, 2002. (G)
VIII. EVALUATION/GRADING
Assessment may include:
 Class work
 Laboratory investigations
 Class discussion
 Homework assignments
 Student Projects
 Exams/Tests/Quizzes
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