I agree, and maybe we could also talk a little about the specific math
skills that might appropriately accompany CH 112 content.

As an example, we do a graph interpretation exercise which serves two
purposes - understanding what graphs do or do not show, and introducing
factors that affect enzyme activity. (see attachment - it's 8 pages, so
you might want to preview it before printing or saving it).

Is this an important math skill, and one worth leaving in? Are there
others that we might want to consider including? How could we identify
and align the chem content and math skill goals?

sg