ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
The Magnetoplasmadynamic (MPD) thruster is an electromagnetic thruster that produces a higher specific impulse than conventional chemical rockets and greater thrust densities than electrostatic thrusters, but the well-known operational limit---referred to as ``onset"---imposes a severe limitation efficiency and lifetime. This phenomenon is associated with large fluctuations in operating voltage, high rates of electrode erosion, and three-dimensional instabilities in the plasma flow-field which cannot be adequately represented by two-dimensional, axisymmetric models. Simulations of the Princeton Benchmark Thruster (PBT) were conducted using the three-dimensional version of the magnetohydrodynamic (MHD) code, MACH. Validation of the numerical model is partially achieved by comparison to equivalent simulations conducted using the well-established two-dimensional, axisymmetric version of MACH. Comparisons with available experimental data was subsequently performed to further validate the model and gain insights into the physical processes of MPD acceleration. Thrust, plasma voltage, and plasma flow-field predictions were calculated for the PBT operating with applied currents in the range $6.5kA < J < 23.25kA$ and mass-flow rates of $1g/s$, $3g/s$, and $6g/s$. Comparisons of performance characteristics between the two versions of the code show excellent agreement, indicating that MACH3 can be expected to be as predictive as MACH2 has demonstrated over multiple applications to MPD thrusters. Predicted thrust for operating conditions within the range which exhibited no symptoms of the onset phenomenon experimentally also showed agreement between MACH3 and experiment well within the experimental uncertainty. At operating conditions beyond such values , however, there is a discrepancy---up to $\sim20\%$---which implies that certain significant physical processes associated with onset are not currently being modeled. Such processes are also evident in the experimental total voltage data, as is evident by the characteristic ``voltage hash", but not present in predicted plasma voltage. Additionally, analysis of the predicted plasma flow-field shows no breakdown in azimuthal symmetry, which is expected to be associated with onset. This implies that perhaps certain physical processes are modeled by neither MACH2 nor MACH3; the latter indicating that such phenomenon may not be inherently three dimensional and related to the plasma---as suggested by other efforts---but rather a consequence of electrode material processes which have not been incorporated into the current models.
ContributorsParma, Brian (Author) / Mikellides, Pavlos G (Thesis advisor) / Squires, Kyle (Committee member) / Herrmann, Marcus (Committee member) / Arizona State University (Publisher)
Created2011
Description
Current economic conditions necessitate the extension of service lives for a variety of aerospace systems. As a result, there is an increased need for structural health management (SHM) systems to increase safety, extend life, reduce maintenance costs, and minimize downtime, lowering life cycle costs for these aging systems. The implementation of such a system requires a collaborative research effort in a variety of areas such as novel sensing techniques, robust algorithms for damage interrogation, high fidelity probabilistic progressive damage models, and hybrid residual life estimation models. This dissertation focuses on the sensing and damage estimation aspects of this multidisciplinary topic for application in metallic and composite material systems. The primary means of interrogating a structure in this work is through the use of Lamb wave propagation which works well for the thin structures used in aerospace applications. Piezoelectric transducers (PZTs) were selected for this application since they can be used as both sensors and actuators of guided waves. Placement of these transducers is an important issue in wave based approaches as Lamb waves are sensitive to changes in material properties, geometry, and boundary conditions which may obscure the presence of damage if they are not taken into account during sensor placement. The placement scheme proposed in this dissertation arranges piezoelectric transducers in a pitch-catch mode so the entire structure can be covered using a minimum number of sensors. The stress distribution of the structure is also considered so PZTs are placed in regions where they do not fail before the host structure. In order to process the data from these transducers, advanced signal processing techniques are employed to detect the presence of damage in complex structures. To provide a better estimate of the damage for accurate life estimation, machine learning techniques are used to classify the type of damage in the structure. A data structure analysis approach is used to reduce the amount of data collected and increase computational efficiency. In the case of low velocity impact damage, fiber Bragg grating (FBG) sensors were used with a nonlinear regression tool to reconstruct the loading at the impact site.
ContributorsCoelho, Clyde (Author) / Chattopadhyay, Aditi (Thesis advisor) / Dai, Lenore (Committee member) / Wu, Tong (Committee member) / Das, Santanu (Committee member) / Rajadas, John (Committee member) / Papandreou-Suppappola, Antonia (Committee member) / Arizona State University (Publisher)
Created2011
Description
The elaborate signals of animals are often costly to produce and maintain, thus communicating reliable information about the quality of an individual to potential mates or competitors. The properties of the sensory systems that receive signals can drive the evolution of these signals and shape their form and function. However, relatively little is known about the ecological and physiological constraints that may influence the development and maintenance of sensory systems. In the house finch (Carpodacus mexicanus) and many other bird species, carotenoid pigments are used to create colorful sexually selected displays, and their expression is limited by health and dietary access to carotenoids. Carotenoids also accumulate in the avian retina, protecting it from photodamage and tuning color vision. Analogous to plumage carotenoid accumulation, I hypothesized that avian vision is subject to environmental and physiological constraints imposed by the acquisition and allocation of carotenoids. To test this hypothesis, I carried out a series of field and captive studies of the house finch to assess natural variation in and correlates of retinal carotenoid accumulation and to experimentally investigate the effects of dietary carotenoid availability, immune activation, and light exposure on retinal carotenoid accumulation. Moreover, through dietary manipulations of retinal carotenoid accumulation, I tested the impacts of carotenoid accumulation on visually mediated foraging and mate choice behaviors. My results indicate that avian retinal carotenoid accumulation is variable and significantly influenced by dietary carotenoid availability and immune system activity. Behavioral studies suggest that retinal carotenoid accumulation influences visual foraging performance and mediates a trade-off between color discrimination and photoreceptor sensitivity under dim-light conditions. Retinal accumulation did not influence female choice for male carotenoid-based coloration, indicating that a direct link between retinal accumulation and sexual selection for coloration is unlikely. However, retinal carotenoid accumulation in males was positively correlated with their plumage coloration. Thus, carotenoid-mediated visual health and performance or may be part of the information encoded in sexually selected coloration.
ContributorsToomey, Matthew (Author) / McGraw, Kevin J. (Thesis advisor) / Deviche, Pierre (Committee member) / Smith, Brian (Committee member) / Rutowski, Ronald (Committee member) / Verrelli, Brian (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study examined the influence of childhood aggression, peer exclusion and associating with deviant peers on the development of antisocial behavior in early adolescence. To gain a stronger understanding of how these factors are associated with antisocial behavior and delinquency, multiple alternative pathways were examined based on additive, mediation and incidental models. A parallel process growth model was specified to assess whether early childhood aggression and peer exclusion (in 1st grade) and intra-individual increases in aggressive behaviors and exclusion through childhood (grades 1 to 6) are predictive of associating with deviant peers (in 7th grade) and antisocial behavior (in 8th grade). Based on a sample of 383 children (193 girls and 190 boys), results showed the strongest support for an additive effects model in which early childhood aggression, increases in aggression, increases in peer exclusion and associating with more deviant peers all predicted antisocial behavior. These findings have implications for how children's psychological adjustment is impacted by their behavioral propensities and peer relational context and the importance of examining developmental processes within and between children over time.
ContributorsEttekal, Idean (Author) / Ladd, Gary W (Thesis advisor) / Eggum, Natalie D (Committee member) / Thompson, Marilyn S (Committee member) / Arizona State University (Publisher)
Created2011
Description
The high strength to weight ratio of woven fabric offers a cost effective solution to be used in a containment system for aircraft propulsion engines. Currently, Kevlar is the only Federal Aviation Administration (FAA) approved fabric for usage in systems intended to mitigate fan blade-out events. This research builds on an earlier constitutive model of Kevlar 49 fabric developed at Arizona State University (ASU) with the addition of new and improved modeling details. Latest stress strain experiments provided new and valuable data used to modify the material model post peak behavior. These changes reveal an overall improvement of the Finite Element (FE) model's ability to predict experimental results. First, the steel projectile is modeled using Johnson-Cook material model and provides a more realistic behavior in the FE ballistic models. This is particularly noticeable when comparing FE models with laboratory tests where large deformations in projectiles are observed. Second, follow-up analysis of the results obtained through the new picture frame tests conducted at ASU provides new values for the shear moduli and corresponding strains. The new approach for analysis of data from picture frame tests combines digital image analysis and a two-level factorial optimization formulation. Finally, an additional improvement in the material model for Kevlar involves checking the convergence at variation of mesh density of fabrics. The study performed and described herein shows the converging trend, therefore validating the FE model.
ContributorsMorea, Mihai I (Author) / Rajan, Subramaniam D. (Thesis advisor) / Arizona State University (Publisher)
Created2011
Description
Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms.
ContributorsRobertson, Kristen (Author) / Moore, David (Thesis advisor) / Cheatham, Greg (Committee member) / Catalano, Ruth (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition. The impact of mobility on veteran teachers' identities, roles, and perceptions of role support has yet to be considered. A multiple case design was employed for this study. The criteria for purposeful selection of the participants were elementary general music teachers who had taught for at least ten years, who had changed teaching contracts and taught in at least two different schools, and who were viewed as effective music educators by fine arts coordinators. Data were collected over a period of eight months through semi-structured interviews, email correspondence, observations, review of videotapes of the participants' teaching in previous schools, and collection of artifacts. Data were analyzed within and across cases. The cross-case analysis revealed themes within the categories of identity, role, and role support for the participants. The findings suggest that the participants perceived their music teacher roles as multi-dimensional. They claimed their core identities remained stable over time; however, shifts in teacher identity occurred throughout their years as teachers. The participants asserted that mobility at the start of their careers had a positive impact because they each were challenged to solidify their own teacher identities and music teacher roles in varied school contexts. Mobility negatively impacted role and teacher practices during times when the participants adjusted to new school climates and role expectations. Role support varied depending upon school context, and the participants discovered active involvement in the school community was an effective means of seeking and acquiring role support. Reflection experiences in music teacher preparation programs, as well as mentoring and professional development geared toward teacher identity formation and role maturation, may assist teachers in matching their desired school context with their teacher identities and perceptions of the music teacher role.
ContributorsGray, Lori F (Author) / Stauffer, Sandra (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Bush, Jeffrey (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
A design methodology for a new breed of launch vehicle capable of lofting small satellites to orbit is discussed. The growing need for such a rocket is great: the United States has no capabilities in place to quickly launch and reconstitute satellite constellations. A loss of just one satellite, natural or induced, could significantly degrade or entirely eliminate critical space-based assets which would need to be quickly replaced. Furthermore a rocket capable of meeting the requirements for operationally responsive space missions would be an ideal launch platform for small commercial satellites. The proposed architecture to alleviate this lack of an affordable dedicated small-satellite launch vehicle relies upon a combination of expendable medium-range military surplus solid rocket motor assets. The dissertation discusses in detail the current operational capabilities of these military boosters and provides an outline for necessary refurbishments required to successfully place a small payload in orbit. A custom 3DOF trajectory script is used to evaluate the performance of these designs. Concurrently, a parametric cost-mass-performance response surface methodology is employed as an optimization tool to minimize life cycle costs of the proposed vehicles. This optimization scheme is centered on reducing life cycle costs per payload mass delivered rather than raw performance increases. Lastly, a novel upper-stage engine configuration using Hydroxlammonium Nitrate (HAN) is introduced and experimentally static test fired to illustrate the inherent simplicity and high performance of this high density, nontoxic propellant. The motor was operated in both pulse and small duration tests using a newly developed proprietary mixture that is hypergolic with HAN upon contact. This new propellant is demonstrated as a favorable replacement for current space vehicles relying on the heritage use of hydrazine. The end result is a preliminary design of a vehicle built from demilitarized booster assets that complements, rather than replaces, traditional space launch vehicles. This dissertation proves that such capabilities exist and more importantly that the resulting architecture can serve as a viable platform for immediate and affordable access to low Earth orbit.
ContributorsVillarreal, James Kendall (Author) / Squires, Kyle (Thesis advisor) / Lee, Taewoo (Committee member) / Shankar, Praveen (Committee member) / Sharp, Thomas (Committee member) / Wells, Valana (Committee member) / Arizona State University (Publisher)
Created2011
Description
One of the critical imperatives for the development of inclusive school systems is the capacity to nurture and develop teachers who have the skills, critical sensibilities, and the contextual awareness to provide quality educational access, participation, and outcomes for all students; however, research on teacher learning for inclusive education has not yet generated a robust body of knowledge to understand how teachers become inclusive teachers in institutions where exclusion is historical and ubiquitous. Drawing from socio-cultural theory, this study aimed to fill this gap through an examination of teacher learning for inclusive education in an urban professional learning school. In particular, I aimed to answer the following two questions: (a) What social discourses are present in a professional learning school for inclusive education?, and (b) How do teachers appropriate these social discourses in situated practice? I used analytical tools from Critical Discourse Analysis (CDA) and Grounded Theory to analyze entry and exit interviews with teacher residents, principals, site professors, and video-stimulated interviews with teacher residents, observations of classroom practices and thesis seminars, and school documents. I found two social discourses that I called discourses of professionalism, as they offered teachers a particular combination of tools, aiming to universalize certain tools for doing and thinking that signaled what it meant to be a professional teacher in the participating schools. These were the Total Quality Management like discourse (TQM-like) and the Inclusive Education-like discourse. The former was dominant in the schools, whereas the latter was dominant in the university Master's program. These discourses overlapped in teachers' classrooms practices, creating tensions. To understand how these tensions were resolved, this study introduced the concept of curating, a kind of heuristic development that pertains particularly to the work achieved in boundary practices in which individuals must claim multiple memberships by appropriating the discourses and their particular tool kits of more than one community of practice. This study provides recommendations for future research and the engineering of professional development efforts for inclusive education.
ContributorsWaitoller, Federico R. (Author) / Artiles, Alfredo J. (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Gee, James P (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this practitioner inquiry was to explore the use of Guided Critical Reflection (GCR) in preparing preservice teachers for English learners (ELs). As a teacher researcher, I documented, analyzed, and discussed the ways in which students in my course used the process of GCR to transform their passively held understandings about ELs. Specifically, the research questions were: 1) What are preservice teachers' common sense about teaching and learning related to ELs? 2) How does GCR transform preservice teachers' common sense about ELs? 3) What is my role as an educator in creating opportunities for GCR? I utilized methods for data collection that fit my teaching practices. Data sources included three types of observations (self-reflective field notes, audio recordings of each class, and notes documented by an outside observer), student-work artifacts, and my audio reflection journal. I analyzed data inductively and deductively using a modified analytic induction approach. Building on previous research concerning the use of reflection in teacher preparation, I define GCR as the process in which I guided preservice teachers to acknowledge and examine their common sense about ELs, reframe what they know in light of course learning, and transform their understandings. Five major findings emerged from this study. First, preservice teachers entered the course with common sense notions about ELs rooted in their educational and life experiences. Students felt comfortable sharing what they knew about ELs, but needed to be scaffolded to examine how their life experiences shaped their common sense. Within the course, preservice teachers framed and reframed their common sense in different ways. Through the process of GCR, students evidenced a renewed sense about ELs. Finally, my role as a teacher involved establishing a comfortable learning environment, valuing my students' common sense as the catalyst for course learning, and guiding students through their reflective work. Ultimately, I was able to create opportunities for GCR because I too was reflecting on my practices, just as I was asking my students to reflect on their common sense about ELs.
ContributorsMarkos, Amy Michele (Author) / Arias, M. Beatriz (Thesis advisor) / Faltis, Christian (Committee member) / Hudelson, Sarah (Committee member) / Wiley, Terrence G. (Committee member) / Arizona State University (Publisher)
Created2011