Matching Items (12,001)
Filtering by
- Creators: Barrett, The Honors College
Description
Topological insulators with conducting surface states yet insulating bulk states have generated a lot of interest amongst the physics community due to their varied characteristics and possible applications. Doped topological insulators have presented newer physical states of matter where topological order co&ndashexists; with other physical properties (like magnetic order). The electronic states of these materials are very intriguing and pose problems and the possible solutions to understanding their unique behaviors. In this work, we use Electron Energy Loss Spectroscopy (EELS) – an analytical TEM tool to study both core&ndashlevel; and valence&ndashlevel; excitations in Bi2Se3 and Cu(doped)Bi2Se3 topological insulators. We use this technique to retrieve information on the valence, bonding nature, co-ordination and lattice site occupancy of the undoped and the doped systems. Using the reference materials Cu(I)Se and Cu(II)Se we try to compare and understand the nature of doping that copper assumes in the lattice. And lastly we utilize the state of the art monochromated Nion UltraSTEM 100 to study electronic/vibrational excitations at a record energy resolution from sub-nm regions in the sample.
ContributorsSubramanian, Ganesh (Author) / Spence, John (Thesis advisor) / Jiang, Nan (Committee member) / Chen, Tingyong (Committee member) / Chan, Candace (Committee member) / Arizona State University (Publisher)
Created2013
Description
Dealloying, the selective dissolution of an elemental component from an alloy, is an important corrosion mechanism and a technological significant means to fabricate nanoporous structures for a variety of applications. In noble metal alloys, dealloying proceeds above a composition dependent critical potential, and bi-continuous structure evolves "simultaneously" as a result of the interplay between percolation dissolution and surface diffusion. In contrast, dealloying in alloys that show considerable solid-state mass transport at ambient temperature is largely unexplored despite its relevance to nanoparticle catalysts and Li-ion anodes. In my dissertation, I discuss the behaviors of two alloy systems in order to elucidate the role of bulk lattice diffusion in dealloying. First, Mg-Cd alloys are chosen to show that when the dealloying is controlled by bulk diffusion, a new type of porosity - negative void dendrites will form, and the process mirrors electrodeposition. Then, Li-Sn alloys are studied with respect to the composition, particle size and dealloying rate effects on the morphology evolution. Under the right condition, dealloying of Li-Sn supported by percolation dissolution results in the same bi-continuous structure as nanoporous noble metals; whereas lattice diffusion through the otherwise "passivated" surface allows for dealloying with no porosity evolution. The interactions between bulk diffusion, surface diffusion and dissolution are revealed by chronopotentiometry and linear sweep voltammetry technics. The better understanding of dealloying from these experiments enables me to construct a brief review summarizing the electrochemistry and morphology aspects of dealloying as well as offering interpretations to new observations such as critical size effect and encased voids in nanoporous gold. At the end of the dissertation, I will describe a preliminary attempt to generalize the morphology evolution "rules of dealloying" to all solid-to-solid interfacial controlled phase transition process, demonstrating that bi-continuous morphologies can evolve regardless of the nature of parent phase.
ContributorsChen, Qing (Author) / Sieradzki, Karl (Thesis advisor) / Friesen, Cody (Committee member) / Buttry, Daniel (Committee member) / Chan, Candace (Committee member) / Arizona State University (Publisher)
Created2013
Description
Science, Technology, Engineering & Mathematics (STEM) careers have been touted as critical to the success of our nation and also provide important opportunities for access and equity of underrepresented minorities (URM's). Community colleges serve a diverse population and a large number of undergraduates currently enrolled in college, they are well situated to help address the increasing STEM workforce demands. Geoscience is a discipline that draws great interest, but has very low representation of URM's as majors. What factors influence a student's decision to major in the geosciences and are community college students different from research universities in what factors influence these decisions? Through a survey-design mixed with classroom observations, structural equation model was employed to predict a student's intent to persist in introductory geology based on student expectancy for success in their geology class, math self-concept, and interest in the content. A measure of classroom pedagogy was also used to determine if instructor played a role in predicting student intent to persist. The targeted population was introductory geology students participating in the Geoscience Affective Research NETwork (GARNET) project, a national sampling of students in enrolled in introductory geology courses. Results from SEM analysis indicated that interest was the primary predictor in a students intent to persist in the geosciences for both community college and research university students. In addition, self-efficacy appeared to be mediated by interest within these models. Classroom pedagogy impacted how much interest was needed to predict intent to persist, in which as classrooms became more student centered, less interest was required to predict intent to persist. Lastly, math self-concept did not predict student intent to persist in the geosciences, however, it did share variance with self-efficacy and control of learning beliefs, indicating it may play a moderating effect on student interest and self-efficacy. Implications of this work are that while community college students and research university students are different in demographics and content preparation, student-centered instruction continues to be the best way to support student's interest in the sciences. Future work includes examining how math self-concept may play a role in longitudinal persistence in the geosciences.
ContributorsKraft, Katrien J. van der Hoeven (Author) / Husman, Jenefer (Thesis advisor) / Semken, Steven (Thesis advisor) / Baker, Dale R. (Committee member) / McConnell, David (Committee member) / Arizona State University (Publisher)
Created2014
Description
Earth's topographic surface forms an interface across which the geodynamic and geomorphic engines interact. This interaction is best observed along crustal margins where topography is created by active faulting and sculpted by geomorphic processes. Crustal deformation manifests as earthquakes at centennial to millennial timescales. Given that nearly half of Earth's human population lives along active fault zones, a quantitative understanding of the mechanics of earthquakes and faulting is necessary to build accurate earthquake forecasts. My research relies on the quantitative documentation of the geomorphic expression of large earthquakes and the physical processes that control their spatiotemporal distributions. The first part of my research uses high-resolution topographic lidar data to quantitatively document the geomorphic expression of historic and prehistoric large earthquakes. Lidar data allow for enhanced visualization and reconstruction of structures and stratigraphy exposed by paleoseismic trenches. Lidar surveys of fault scarps formed by the 1992 Landers earthquake document the centimeter-scale erosional landforms developed by repeated winter storm-driven erosion. The second part of my research employs a quasi-static numerical earthquake simulator to explore the effects of fault roughness, friction, and structural complexities on earthquake-generated deformation. My experiments show that fault roughness plays a critical role in determining fault-to-fault rupture jumping probabilities. These results corroborate the accepted 3-5 km rupture jumping distance for smooth faults. However, my simulations show that the rupture jumping threshold distance is highly variable for rough faults due to heterogeneous elastic strain energies. Furthermore, fault roughness controls spatiotemporal variations in slip rates such that rough faults exhibit lower slip rates relative to their smooth counterparts. The central implication of these results lies in guiding the interpretation of paleoseismically derived slip rates that are used to form earthquake forecasts. The final part of my research evaluates a set of Earth science-themed lesson plans that I designed for elementary-level learning-disabled students. My findings show that a combination of concept delivery techniques is most effective for learning-disabled students and should incorporate interactive slide presentations, tactile manipulatives, teacher-assisted concept sketches, and student-led teaching to help learning-disabled students grasp Earth science concepts.
ContributorsHaddad, David Elias (Author) / Arrowsmith, Ramon (Thesis advisor) / Reynolds, Stephen (Committee member) / Semken, Steven (Committee member) / Shirzaei, Manoochehr (Committee member) / Whipple, Kelin (Committee member) / Zielke, Olaf (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation is presented in two sections. First, I explore two methods of using stable isotope analysis to trace environmental and biogeochemical processes. Second, I present two related studies investigating student understanding of the biogeochemical concepts that underlie part one. Fe and Hg are each biogeochemically important elements in their own way. Fe is a critical nutrient for phytoplankton, while Hg is detrimental to nearly all forms of life. Fe is often a limiting factor in marine phytoplankton growth. The largest source, by mass, of Fe to the open ocean is windblown mineral dust, but other more soluble sources are more bioavailable. To look for evidence of these non-soil dust sources of Fe to the open ocean, I measured the isotopic composition of aerosol samples collected on Bermuda. I found clear evidence in the fine size fraction of a non-soil dust Fe source, which I conclude is most likely from biomass burning. Widespread adoption of compact fluorescent lamps (CFL) has increased their importance as a source of environmental Hg. Isotope analysis would be a useful tool in quantifying this impact if the isotopic composition of Hg from CFL were known. My measurements show that CFL-Hg is isotopically fractionated, in a unique pattern, during normal operation. This fractionation is large and has a distinctive, mass-independent signature, such that CFL Hg can be uniquely identified from other sources. Misconceptions research in geology has been a very active area of research, but student thinking regarding the related field of biogeochemistry has not yet been studied in detail. From interviews with 40 undergraduates, I identified over 150 specific misconceptions. I also designed a multiple-choice survey (concept inventory) to measure understanding of these same biogeochemistry concepts. I present statistical evidence, based on the Rasch model, for the reliability and validity of this instrument. This instrument will allow teachers and researchers to easily quantify learning outcomes in biogeochemistry and will complement existing concept inventories in geology, chemistry, and biology.
ContributorsMead, Chris (Author) / Anbar, Ariel (Thesis advisor) / Semken, Steven (Committee member) / Shock, Everett (Committee member) / Herckes, Pierre (Committee member) / Hartnett, Hilairy (Committee member) / Arizona State University (Publisher)
Created2014
Description
Membrane-based gas separation is promising for efficient propylene/propane (C3H6/C3H8) separation with low energy consumption and minimum environment impact. Two microporous inorganic membrane candidates, MFI-type zeolite membrane and carbon molecular sieve membrane (CMS) have demonstrated excellent thermal and chemical stability. Application of these membranes into C3H6/C3H8 separation has not been well investigated. This dissertation presents fundamental studies on membrane synthesis, characterization and C3H6/C3H8 separation properties of MFI zeolite membrane and CMS membrane.
MFI zeolite membranes were synthesized on α-alumina supports by secondary growth method. Novel positron annihilation spectroscopy (PAS) techniques were used to non-destructively characterize the pore structure of these membranes. PAS reveals a bimodal pore structure consisting of intracrystalline zeolitic micropores of ~0.6 nm in diameter and irregular intercrystalline micropores of 1.4 to 1.8 nm in size for the membranes. The template-free synthesized membrane exhibited a high permeance but a low selectivity in C3H6/C3H8 mixture separation.
CMS membranes were synthesized by coating/pyrolysis method on mesoporous γ-alumina support. Such supports allow coating of thin, high-quality polymer films and subsequent CMS membranes with no infiltration into support pores. The CMS membranes show strong molecular sieving effect, offering a high C3H6/C3H8 mixture selectivity of ~30. Reduction in membrane thickness from 500 nm to 300 nm causes an increase in C3H8 permeance and He/N2 selectivity, but a decrease in the permeance of He, N2 and C3H6 and C3H6/C3H8 selectivity. This can be explained by the thickness dependent chain mobility of the polymer film resulting in final carbon membrane of reduced pore size with different effects on transport of gas of different sizes, including possible closure of C3H6-accessible micropores.
CMS membranes demonstrate excellent C3H6/C3H8 separation performance over a wide range of feed pressure, composition and operation temperature. No plasticization was observed at a feed pressure up to 100 psi. The permeation and separation is mainly controlled by diffusion instead of adsorption. CMS membrane experienced a decline in permeance, and an increase in selectivity over time under on-stream C3H6/C3H8 separation. This aging behavior is due to the reduction in effective pore size and porosity caused by oxygen chemisorption and physical aging of the membrane structure.
MFI zeolite membranes were synthesized on α-alumina supports by secondary growth method. Novel positron annihilation spectroscopy (PAS) techniques were used to non-destructively characterize the pore structure of these membranes. PAS reveals a bimodal pore structure consisting of intracrystalline zeolitic micropores of ~0.6 nm in diameter and irregular intercrystalline micropores of 1.4 to 1.8 nm in size for the membranes. The template-free synthesized membrane exhibited a high permeance but a low selectivity in C3H6/C3H8 mixture separation.
CMS membranes were synthesized by coating/pyrolysis method on mesoporous γ-alumina support. Such supports allow coating of thin, high-quality polymer films and subsequent CMS membranes with no infiltration into support pores. The CMS membranes show strong molecular sieving effect, offering a high C3H6/C3H8 mixture selectivity of ~30. Reduction in membrane thickness from 500 nm to 300 nm causes an increase in C3H8 permeance and He/N2 selectivity, but a decrease in the permeance of He, N2 and C3H6 and C3H6/C3H8 selectivity. This can be explained by the thickness dependent chain mobility of the polymer film resulting in final carbon membrane of reduced pore size with different effects on transport of gas of different sizes, including possible closure of C3H6-accessible micropores.
CMS membranes demonstrate excellent C3H6/C3H8 separation performance over a wide range of feed pressure, composition and operation temperature. No plasticization was observed at a feed pressure up to 100 psi. The permeation and separation is mainly controlled by diffusion instead of adsorption. CMS membrane experienced a decline in permeance, and an increase in selectivity over time under on-stream C3H6/C3H8 separation. This aging behavior is due to the reduction in effective pore size and porosity caused by oxygen chemisorption and physical aging of the membrane structure.
ContributorsMa, Xiaoli (Author) / Lin, Jerry (Thesis advisor) / Alford, Terry (Committee member) / Chan, Candace (Committee member) / Arizona State University (Publisher)
Created2015
Description
This is a qualitative study about sources of self-efficacy and roles of assistive technologies (AT) associated with the science, technology, engineering and mathematics (STEM) choice and participation of STEM professionals and graduate students with sensory and orthopedic disabilities. People with disabilities are underrepresented in STEM, which can be traced back along the STEM pipeline to early undergraduate participation in STEM. Little research exists, however, about pathways and factors associated with successful STEM participation for people with disabilities at any point along their trajectories. Eighteen STEM professionals and graduate students with sensory and orthopedic disabilities were interviewed for this study. Sources of self-efficacy were sought from interview transcripts, as were emergent themes associated with the types, uses and roles of AT. Findings suggest that people with sensory and orthopedic disabilities weigh sources of self-efficacy differently from white males without disabilities in STEM and more like other underrepresented minorities in STEM. Social persuasions were most frequently reported and in far more detail than other sources, suggesting that this source may be most impactful in the development of self-efficacy beliefs for this group. Additionally, findings indicate that AT is critical to the successful participation of people with sensory and orthopedic disabilities in STEM at all points along their STEM pathways. Barriers center around issues of access to full engagement in mainstream STEM classrooms and out of school opportunities as well as the impact of ill-informed perceptions about the capabilities of people with disabilities held by parents, teachers and college faculty who can act as gatekeepers along STEM pathways. Gaps in disability specialists' knowledge about STEM-specific assistive technologies, especially at the college level, are also problematic. The prevalence of mainstream public school attendance reported by participants indicates that classroom teachers and disability-related educators have important roles in providing access to STEM mastery experiences as well as providing positive support and high expectations for students with disabilities. STEM and disability-based networks served to provide participants with role models, out of school STEM learning experiences and important long-term social connections in STEM communities.
ContributorsPacheco, Heather A (Author) / Baker, Dale R. (Thesis advisor) / Forouzesh, Mohammed (Committee member) / Pavri, Shireen (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2014
Description
Conceptual change has been a large part of science education research for several decades due to the fact that it allows teachers to think about what students' preconceptions are and how to change these to the correct scientific conceptions. To have students change their preconceptions teachers need to allow students to confront what they think they know in the presence of the phenomena. Students then collect and analyze evidence pertaining to the phenomena. The goal in the end is for students to reorganize their concepts and change or correct their preconceptions, so that they hold more accurate scientific conceptions. The purpose of this study was to investigate how students' conceptions of the Earth's surface, specifically weathering and erosion, change using the conceptual change framework to guide the instructional decisions. The subjects of the study were a class of 25 seventh grade students. This class received a three-week unit on weathering and erosion that was structured using the conceptual change framework set by Posner, Strike, Hewson, and Gertzog (1982). This framework starts by looking at students' misconceptions, then uses scientific data that students collect to confront their misconceptions. The changes in students' conceptions were measured by a pre concept sketch and post concept sketch. The results of this study showed that the conceptual change framework can modify students' preconceptions of weathering and erosion to correct scientific conceptions. There was statistical significant difference between students' pre concept sketches and post concept sketches scores. After examining the concept sketches, differences were found in how students' concepts had changed from pre to post concept sketch. Further research needs to be done with conceptual change and the geosciences to see if conceptual change is an effective method to use to teach students about the geosciences.
ContributorsTillman, Ashley (Author) / Luft, Julie (Thesis advisor) / Middleton, James (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2011
Description
Geoscience educators commonly teach geology by projecting a photograph in front of the class. Geologic photographs often contain animals, people, and inanimate objects that help convey the scale of features in the photograph. Although scale items seem innocuous to instructors and other experts, the presence of such items is distracting and has a profound effect on student learning behavior. To evaluate how students visually interact with distracting scale items in photographs and to determine if cueing or signaling is an effective means to direct students to pertinent information, students were eye tracked while looking at geologically-rich photographs. Eye-tracking data revealed that learners primarily looked at the center of an image, focused on faces of both humans and animals if they were present, and repeatedly returned to looking at the scale item (distractor) for the duration an image was displayed. The presence of a distractor caused learners to look at less of an image than when a distractor was not present. Learners who received signaling tended to look at the distractor less, look at the geology more, and surveyed more of the photograph than learners who did not receive signaling. The San Antonio area in the southern part of the Baja California Peninsula is host to hydrothermal gold deposits. A field study, including drill-core analysis and detailed geologic mapping, was conducted to determine the types of mineralization present, the types of structures present, and the relationship between the two. This investigation revealed that two phases of mineralization have occurred in the area; the first is hydrothermal deposition of gold associated with sulfide deposits and the second is oxidation of sulfides to hematite, goethite, and jarosite. Mineralization varies as a function of depth, whereas sulfides occurring at depth, while minerals indicative of oxidation are limited to shallow depths. A structural analysis revealed that the oldest structures in the study area include low-grade to medium-grade metamorphic foliation and ductile mylonitic shear zones overprinted by brittle-ductile mylonitic fabrics, which were later overprinted by brittle deformation. Both primary and secondary mineralization in the area is restricted to the later brittle features. Alteration-bearing structures have an average NNW strike consistent with northeast-southwest-directed extension, whereas unaltered structures have an average NNE strike consistent with more recent northwest-southeast-directed extension.
ContributorsCoyan, Joshua (Author) / Reynolds, Stephen (Thesis advisor) / Arrowsmith, Ramon (Committee member) / Chi, Michelene (Committee member) / Piburn, Michael (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2011
Description
An array of north-striking, left-stepping, active normal faults is situated along the southwestern margin of the Gulf of California. This normal fault system is the marginal fault system of the oblique-divergent plate boundary within the Gulf of California. To better understand the role of upper-crustal processes during development of an obliquely rifted plate margin, gravity surveys were conducted across the normal-fault-bounded basins within the gulf-margin array and, along with optically stimulated luminescence dating of offset surfaces, fault-slip rates were estimated and fault patterns across basins were assessed, providing insight into sedimentary basin evolution. Additionally, detailed geologic and geomorphic maps were constructed along two faults within the system, leading to a more complete understanding of the role of individual normal faults within a larger array. These faults slip at a low rate (0.1-1 mm/yr) and have relatively shallow hanging wall basins (~500-3000 m). Overall, the gulf-margin faults accommodate protracted, distributed deformation at a low rate and provide a minor contribution to overall rifting. Integrating figures with text can lead to greater science learning than when either medium is presented alone. Textbooks, composed of text and graphics, are a primary source of content in most geology classes. It is essential to understand how students approach learning from text and figures in textbook-style learning materials and how the arrangement of the text and figures influences their learning approach. Introductory geology students were eye tracked while learning from textbook-style materials composed of text and graphics. Eye fixation data showed that students spent less time examining the figure than the text, but the students who more frequently examined the figure tended to improve more from the pretest to the posttest. In general, students tended to examine the figure at natural breaks in the reading. Textbook-style materials should, therefore, be formatted to include a number of natural breaks so that learners can pause to inspect the figure without the risk of losing their place in the reading and to provide a chance to process the material in small chunks. Multimedia instructional materials should be designed to support the cognitive processes of the learner.
ContributorsBusch, Melanie M. D (Author) / Arrowsmith, Ramon (Thesis advisor) / Reynolds, Stephen (Thesis advisor) / Chi, Michelene (Committee member) / Semken, Steven (Committee member) / Tyburczy, James (Committee member) / Arizona State University (Publisher)
Created2011