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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
Description
The focus of this study is statistical characterization of the significant duration of strong ground motion time histories. The significant duration is defined as the time needed to build up between five and seventy five (SD575) and ninety five percent (SD595) of the energy of a strong motion record. Energy is measured as the integral of the square of the acceleration time history and can be used to capture the potential destructiveness of an earthquake. Correlations of the geometric means of the two significant duration measures (SD575 and SD595) with source, path, and near surface site parameters have been investigated using the geometric mean of 2,690 pairs of recorded horizontal strong ground motion data from 129 earthquakes in active plate margins. These time histories correspond to moment magnitudes between 4.8 and 7.9, site to source distances up to 200 km, and near surface shear wave velocity ranging from 120 to 2250 m/s. Empirical relationships have been developed based upon the simple functional forms, and observed correlations. The coefficients of the independent variables in these empirical relationships have been determined through nonlinear regression analysis using a random effects model. It is found that significant duration measures correlate well with magnitude, site to source distance, and near surface shear wave velocity. The influence of the depth to top of rupture, depth to the shear wave velocity of 1000 m/s and the style of faulting were not found to be statistically significant. Comparison of the empirical relationship developed in this study with existing empirical relationships for the significant duration shows good agreement at intermediate magnitudes (M 6.5). However, at larger and smaller magnitude, the differences between the correlations developed in this study and those from previous studies are significant.
ContributorsGhanat, Simon T (Author) / Kavazanjian, Jr., Edward (Thesis advisor) / Houston, Sandra (Committee member) / Arrowsmith, Ramon (Committee member) / Arizona State University (Publisher)
Created2011
Description
Meter-resolution topography gathered by LiDAR (Light Detection and Ranging) has become an indispensable tool for better understanding of many surface processes including those sculpting landscapes that record information about earthquake hazards for example. For this reason, and because of the spectacular representation of the phenomena that these data provide, it is appropriate to integrate these data into Earth science educational materials. I seek to answer the following research question: "will using the LiDAR topography data instead of, or alongside, traditional visualizations and teaching methods enhance a student's ability to understand geologic concepts such as plate tectonics, the earthquake cycle, strike-slip faults, and geomorphology?" In order to answer this question, a ten-minute introductory video on LiDAR and its uses for the study of earthquakes entitled "LiDAR: Illuminating Earthquake Hazards" was produced. Additionally, LiDAR topography was integrated into the development of an undergraduate-level educational activity, the San Andreas fault (SAF) earthquake cycle activity, designed to teach introductory Earth science students about the earthquake cycle. Both the LiDAR video and the SAF activity were tested in undergraduate classrooms in order to determine their effectiveness. A pretest and posttest were administered to introductory geology lab students. The results of these tests show a notable increase in understanding LiDAR topography and its uses for studying earthquakes from pretest to posttest after watching the video on LiDAR, and a notable increase in understanding the earthquake cycle from pretest to posttest using the San Andreas Fault earthquake cycle exercise. These results suggest that the use of LiDAR topography within these educational tools is beneficial for students when learning about the earthquake cycle and earthquake hazards.
ContributorsRobinson, Sarah Elizabeth (Author) / Arrowsmith, Ramon (Thesis advisor) / Reynolds, Stephen J. (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2011
Description
In this thesis I introduce a new direction to computing using nonlinear chaotic dynamics. The main idea is rich dynamics of a chaotic system enables us to (1) build better computers that have a flexible instruction set, and (2) carry out computation that conventional computers are not good at it. Here I start from the theory, explaining how one can build a computing logic block using a chaotic system, and then I introduce a new theoretical analysis for chaos computing. Specifically, I demonstrate how unstable periodic orbits and a model based on them explains and predicts how and how well a chaotic system can do computation. Furthermore, since unstable periodic orbits and their stability measures in terms of eigenvalues are extractable from experimental times series, I develop a time series technique for modeling and predicting chaos computing from a given time series of a chaotic system. After building a theoretical framework for chaos computing I proceed to architecture of these chaos-computing blocks to build a sophisticated computing system out of them. I describe how one can arrange and organize these chaos-based blocks to build a computer. I propose a brand new computer architecture using chaos computing, which shifts the limits of conventional computers by introducing flexible instruction set. Our new chaos based computer has a flexible instruction set, meaning that the user can load its desired instruction set to the computer to reconfigure the computer to be an implementation for the desired instruction set. Apart from direct application of chaos theory in generic computation, the application of chaos theory to speech processing is explained and a novel application for chaos theory in speech coding and synthesizing is introduced. More specifically it is demonstrated how a chaotic system can model the natural turbulent flow of the air in the human speech production system and how chaotic orbits can be used to excite a vocal tract model. Also as another approach to build computing system based on nonlinear system, the idea of Logical Stochastic Resonance is studied and adapted to an autoregulatory gene network in the bacteriophage λ.
ContributorsKia, Behnam (Author) / Ditto, William (Thesis advisor) / Huang, Liang (Committee member) / Lai, Ying-Cheng (Committee member) / Helms Tillery, Stephen (Committee member) / Arizona State University (Publisher)
Created2011
Description
The goal of this study is to gain a better understanding of earthquake distribution and regional tectonic structure across Arizona. To achieve this objective, I utilized seismic data from EarthScope's USArray Transportable Array (TA), which was deployed in Arizona from April 2006 to March 2009. With station spacing of approximately 70 km and ~3 years of continuous three-component broadband seismic data, the TA provided an unprecedented opportunity to develop the first seismicity catalog for Arizona without spatial sampling bias. In this study I developed a new data analysis workflow to detect smaller scale seismicity across a regional study area, which serves as a template for future regional analyses of TA data and similar datasets. The final event catalog produced for this study increased the total number of earthquakes documented in Arizona by more than 50% compared to the historical catalog, despite being generated from less than three years of continuous waveform data. I combined this new TA catalog with existing earthquake catalogs to construct a comprehensive historical earthquake catalog for Arizona. These results enabled the identification of several previously unidentified areas of seismic activity within the state, as well as two regions characterized by seismicity in the deeper (>20 km) crust. The catalog also includes 16 event clusters, 10 of which exhibited clear temporal clustering and swarm-like behavior. These swarms were distributed throughout all three physiographic provinces, suggesting that earthquake swarms occur regardless of tectonic or physiographic setting. I also conducted a case study for an earthquake swarm in June of 2007 near Theodore Roosevelt Lake, approximately 80 miles northeast of Phoenix. Families of events showed very similar character, suggesting a nearly identical source location and focal mechanism. We obtained focal mechanisms for the largest of these events, and found that they are consistent with normal faulting, expected in this area of the Arizona Transition Zone. Further, I observed no notable correlation between reservoir water level and seismicity. The occurrence of multiple historical earthquakes in the areas surrounding the reservoir indicates that this swarm was likely the result of tectonic strain release, and not reservoir induced seismicity.
ContributorsLockridge, Jeffrey Steven (Author) / Fouch, Matthew J (Thesis advisor) / Arrowsmith, Ramon (Thesis advisor) / Reynolds, Stephen J. (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
Meteorology is an uncommon term rarely resonating through elementary classrooms. However, it is a concept found in both fourth and sixth grade Arizona science standards. As issues involving the environment are becoming more pertinent, it is important to study and understand atmospheric processes along with fulfilling the standards for each grade level. This thesis project teaches the practical skills of weather map reading and weather forecasting through the creation and execution of an after school lesson with the aide of seven teen assistants.
ContributorsChoulet, Shayna (Author) / Walters, Debra (Thesis director) / Oliver, Jill (Committee member) / Balling, Robert (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12
Description
Plants are essential to human life. They release oxygen into the atmosphere for us to breathe. They also provide shelter, medicine, clothing, tools, and food. For many people, the food that is on their tables and in their supermarkets isn't given much thought. Where did it come from? What part of the plant is it? How does it relate to others in the plant kingdom? How do other cultures use this plant? The most many of us know about them is that they are at the supermarket when we need them for dinner (Nabhan, 2009) (Vileisis, 2008).
ContributorsBarron, Kara (Author) / Landrum, Leslie (Thesis director) / Swanson, Tod (Committee member) / Pigg, Kathleen (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12
DescriptionBased on previous research and findings it is proven that a non-profit class to create awareness will be beneficial in the prevention of eating disorders. This analysis will provide significant research to defend the proposed class.
ContributorsAllen, Brittany (Author) / Chung, Deborah (Author) / Fey, Richard (Thesis director) / Peck, Sidnee (Committee member) / Mazurkiewicz, Milena (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12
Description
Restraint stress is the most commonly used laboratory stressor. It is difficult to characterize as psychological or physical, because past studies show psychological features, but the nature of confinement adds a physical dimension. This was the first study to investigate how experience with restraint stress affects brain response to the next stress without a physical burden. Pair-housed adult male rats were transported to a novel context and restrained or left undisturbed (6hr). The next day, rats were returned to the same context and were either restrained or left undisturbed in the context (n=8/group). After 90min, rats were euthanized to determine functional activation in limbic structures using Fos immunohistochemistry and to measure HPA axis reactivity through blood serum corticosterone levels. Regardless of day 1 experience, context exposure on day 2 enhanced Fos expression in CA1 and CA3 of the hippocampus, basolateral amygdala, and central amygdala. Conversely, other regions and corticosterone levels demonstrated modulation from the previous day's experience. Specifically, rats that were placed back into the restraint context but not restrained on day 2 showed enhanced Fos expression in the dentate gyrus suprapyramidal blade (DGSup), and infralimbic cortex (IL). Also Fos expression was attenuated in rats that received two restraint exposures in the IL and medial amygdala (MEA), suggesting habituation. Only the DG infrapyramidal blade (DGInf) showed enhanced Fos expression to restraint on day 2 without influence of the previous day. While context predominately directed Fos activation, prior experience with restraint influenced Fos expression in the DGSup, IL, MEA and corticosterone levels to support restraint having psychological components.
ContributorsAnouti, P. Danya (Author) / Conrad, D. Cheryl (Thesis director) / Hammer, Ronald (Committee member) / Hoffman, N. Ann (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12