Name _______________________ Date __/__/__

Group Members ________________

Project Title___________________________________________________________________________________

I. Written Report: ______/80 + II. Team Evaluation: ______/20 = _____/100

	5 (A)	4 (B)	3 (C)	2 (D)	1 (F)
A. Purpose	Student effectively displays an excellent knowledge of the purpose of the project through use of correct grammar, spelling and sentence structure. Student is able to demonstrate a broad understanding of scientific concepts to attract reader/company executive to read report.	Student effectively displays a good knowledge of the purpose of the project through use of correct grammar, spelling and sentence structure. Student is able to demonstrate a broad understanding of scientific concepts to attract reader/company executive to read report.	Student effectively displays a fair knowledge of the purpose of the project through use of correct grammar, spelling and sentence structure. Student is moderately able to demonstrate a broad understanding of scientific concepts to attract reader/company executive to read report.	Student does not display satisfactory knowledge of the purpose of the project through use of correct grammar, spelling and sentence structure. Student is not able to demonstrate a broad understanding of scientific concepts to attract reader/company executive to read report.	Student does not display any knowledge of the purpose of the project. Student may also be given a failing grade for incompletion.
B. Theory	Student displays an exemplary overall understanding of the theory of the project and the large implications that a strong report can have on their specific big box company.	Student displays a good understanding of the theory of the project and the large implications that a strong report can have on their specific big box company.	Student displays a satisfactory understanding of the theory of the project and the large implications that a strong report can have on their specific big box company.	Student displays an unsatisfactory understanding of the theory of the project and the large implications that a strong report can have on their specific big box company.	Student does not display any understanding of the theory of the project and the large implications that a strong report can have on their specific big box company.
C. Potential Impact	Student understands the infrastructure of a Big Box Corporation and is able to make connections between the chemistry classroom and corporate America.	Student has a basic understanding of the infrastructure of a Big Box Corporation and is able to make connections between the chemistry classroom and corporate America.	Student has a satisfactory understanding of the infrastructure of a Big Box Corporation and is able to make connections between the chemistry classroom and corporate America.	Student has an unsatisfactory understanding of the infrastructure of a Big Box Corporation and is able to make connections between the chemistry classroom and corporate America.	Student does not understand the infrastructure of a Big Box Corporation and is not able to make connections between the chemistry classroom and corporate America.
D. Target Audience	Student provides a comprehensive list of the company executives; science professions and teachers as well as EPA officers who will be evaluating his/her project.	Student provides a comprehensive list including some of the company executives; science professions and teachers as well as EPA officers who will be evaluating his/her project.	Student provides an incomplete list of the company executives; science professions and teachers as well as EPA officers who will be evaluating his/her project.	Student provides an unsatisfactory list of the company executives; science professions and teachers as well as EPA officers who will be evaluating his/her project.	Student does not provide a comprehensive list of the company executives; science professions and teachers as well as EPA officers who will be evaluating his/her project.
E. Company Synopsis
1.Demographics/Purpose	Student includes all of the demographics and basic information of the assigned company as is published in the company’s annual report.	Student includes most of the demographics and basic information of the assigned company as is published in the company’s annual report.	Student includes some of the demographics and basic information of the assigned company as is published in the company’s annual report.	Student includes less than half of the demographics and basic information of the assigned company as is published in the company’s annual report.	Student includes none of the demographics and basic information of the assigned company as is published in the company’s annual report.
2. Organization Flow Chart	Student includes an organizational flow chart of the company of interest and is displayed using the correct title of each company executive. The flow chart was created using Inspiration software.	Student includes an organizational flow chart of the company of interest and is displayed using some of the correct titles of each company executive. The flow chart was created using Inspiration software.	Student includes an organizational flow chart of the company of interest and is displayed using the correct title of each company executive. The flow chart was not created using Inspiration software.	Student includes an organizational flow chart of the company of interest and is displayed using some of the correct title of each company executive. The flow chart was not created using Inspiration software.	Student does not includes\ an organizational flow chart of the company of interest and is displayed using the correct title of each company executive.
F. Chemical Synopsis
1. Basic Chemistry of Pollutants (including three molecules of interest)	Student includes a one page report (single space with 1” margins) on three chemicals that are common pollutants studied in class. All of the chemicals have MSDS information outlines and correct molecular geometry is displayed.	Student includes a one page report on three chemicals that are common pollutants studied in class. Two of the three of the chemicals have MSDS information outlines and correct molecular geometry is displayed.	Student includes a one page report on three chemicals that are common pollutants studied in class. One of the three of the chemicals has MSDS information outlines and correct molecular geometry is displayed.	Student includes a one page report on three chemicals that are common pollutants studied in class. No MSDS or molecular geometry information is displayed.	Student does not include a one page report on three chemicals that are common pollutants studied in class. No MSDS or molecular geometry information is displayed.
2. Specific Chemical of Company	Student includes a two paragraph explanation (with references in APA form) of one chemical which the company of interest has been proven to release either in the air or water. Students must include the mode of transportation of the chemical and a possible	Student includes a one paragraph explanation (with references in APA form) of one chemical which the company of interest has been proven to release either in the air or water. Students must include the mode of transportation of the chemical and a possible	Student includes a one paragraph explanation (with references in APA form) of one chemical which the company of interest has been proven to release either in the air or water.	Student includes a one paragraph explanation (with references in APA form) of one chemical which the company of interest has been proven to release either in the air or water. The paragraph has significant grammatical issues and spelling mistakes.	Student does not include a one paragraph explanation (with references in APA form) of one chemical which the company of interest has been proven to release either in the air or water.
3. Proposed Alternate Method	Student includes a two paragraph explanation of another method of releasing the chemical. Student can either develop an environmentally safe emission system or determine a safer chemical that can replace the pollutant.	Student includes a one paragraph explanation of another method of releasing the chemical. Student can either develop an environmentally safe emission system or determine a safer chemical that can replace the pollutant.	Student includes a two paragraph explanation of another method of releasing the chemical. Student poses another chemical that would also cause environmental problems, however, the student admits to the problems that the new chemical could have.	Student includes a two paragraph explanation of another method of releasing the chemical. Student poses another chemical that would also cause environmental problems.	Student does not include a two paragraph explanation of another method of releasing the chemical.
G. Laboratory Reports
1. Soil Spectrophotometry Lab	Student includes a well written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester. Student has pre-lab quiz and grade sheet attached by paperclip to the back of the laboratory report.	Student includes a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester. Student has pre-lab quiz and grade sheet attached by paperclip to the back of the laboratory report.	Student includes a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.	Student includes a poorly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.	Student does not include a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.
2. Water Spectrophotometry Lab	Student includes a well written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester. Student has pre-lab quiz and grade sheet attached by paperclip to the back of the laboratory report.	Student includes a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester. Student has pre-lab quiz and grade sheet attached by paperclip to the back of the laboratory report.	Student includes a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.	Student includes a poorly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.	Student does not include a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.
3. Environmental Chemist Lab	Student includes a well written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester. Student has pre-lab quiz and grade sheet attached by paperclip to the back of the laboratory report.	Student includes a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester. Student has pre-lab quiz and grade sheet attached by paperclip to the back of the laboratory report.	Student includes a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.	Student includes a poorly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.	Student does not include a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.
4. Ethical Implications Lab	Student includes a well written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester. Student has pre-lab quiz and grade sheet attached by paperclip to the back of the laboratory report.	Student includes a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester. Student has pre-lab quiz and grade sheet attached by paperclip to the back of the laboratory report.	Student includes a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.	Student includes a poorly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.	Student does not include a fairly written, organized laboratory report including each section as outlines on the “Laboratory Report Guideline” form distributed at the beginning of the semester.
H. So What? Conclusion	Student includes a well written, all inclusive report of the results of the project and how the outcome of the literature search, company search and chemical information can better prepare a community for the presence of a Big Box Company in their neighborhood.	Student includes a well written summary of the results of the project and how the outcome of the literature search, company search and chemical information can better prepare a community for the presence of a Big Box Company in their neighborhood.	Student includes a well written summary of the results of the project and how the outcome of the literature search, company search and chemical information can better prepare a community for the presence of a Big Box Company in their neighborhood.	Student includes a poorly written summary of the results of the project and how the outcome of the literature search, company search and chemical information can better prepare a community for the presence of a Big Box Company in their neighborhood.	Student does not include a well written summary of the results of the project and how theoutcome of the literature search, company search and chemical information can better prepare a community for the presence of a Big Box Company in their neighborhood.
I. Resources
1. New Research Articles	Student includes a bibliography in correct APA form with 10+ new research articles included.	Student includes a bibliography in correct APA form with 6-10 new research articles included.	Student includes a bibliography in correct APA form with 2-6 new research articles included.	Student includes a bibliography in correct APA form with <2 new research articles included.	Student does not include a bibliography in correct APA form.
2. Review Articles	Student includes a bibliography in correct APA form with 10+ review articles included.	Student includes a bibliography in correct APA form with 6-10 review articles included.	Student includes a bibliography in correct APA form with 2-6 review articles included.	Student includes a bibliography in correct APA form with 2-6 review articles included.	Student does not include a bibliography in correct APA form.