The project requires a substantial amount of time and collaboration between the teachers involved. Before a course is taught, the topics that lend themselves to combined coverage and general goals were mapped out. Also, both teachers found it helpful to attend workshops on the uses of TI-graphing calculators and CBL. The chemistry teacher attended "What's Wet and Green", a 3-day seminar on watershed education and a one-day PASCO Science Workshop.
The math teacher observed the North Royalton High School Project Green testing on the Cuyahoga River in October. Numerous phone calls were made to discuss mechanics of testing, schedule speakers, etc, etc.
Ideally the math and chemistry course sequences should be adjusted to melt into a more coherent whole, and to seize more opportunities for joint discussions (for example logarithm, pH and rates of cooling). This proved to be more difficult in the second semester. There were less topics common to both curriculum during the second semester. (we were required to cover the same material as other classes and the math. department was more rigid in keeping its course sequence).
The concentration of the second semester on The Cuyahoga River Project left little time for the type of coordination set during the first semester. Most of the Project was done by students on their own time. However, It was very beneficial to have the Project as a final culmination. Students had the opportunity to use the methods they had explored throughout the school year.
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