This case study presents a model of integrated pedagogy in a two-semester college-level General Chemistry course. The model was designed to engage students safely during the first year of the COVID-19 pandemic. The authors use the term “Integrated Pedagogy” to emphasize that several modes of active learning pedagogy. The technology incorporated into the course was not as an add-on enhancement but as an essential and central element. The laboratory component was integrated into the course as an independent, self-directed experience. Informal student surveys suggest that the model may transform the traditional approaches to chemistry education to meet the changing needs of diverse student populations.
In order to investigate the carbon cycle of a partially mixed Coastal Plain estuary (Winyah Bay, South Carolina), several characteristics have to be observed and checked for temporal and spatial stability and sediment grain size distribution. In this study bulk organic carbon content and carbon isotope ratios in bottom sediment samples in Winyah Bay and two of its principal tributaries, the Pee Dee and Sampit Rivers, were analyzed for modeling purposes. Testing these two variables as functions of fraction size, sampling site and sampling season showed a good separation between fine and coarse sediment fractions. Additionally, the Winyah Bay sampling stations had more positive carbon isotope ratios compared to Pee Dee and Sampit River stations and were lower in bulk organic carbon content. No seasonal effects on the isotopic ratios and organic carbon content were observed.
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