Papago Park in Tempe, Arizona (USA) is host to several buttes composed of landslide breccias. The focus of this thesis is a butte called “Contact Hill,” which is composed of metarhyolitic debris flows, granitic debris flows, and Barnes Butte Breccia. The Barnes Butte Breccia can be broken down into several different compositional categories that can be dated based on their relative ages. The depositional timeline of these rocks is explored through their mineral and physical properties. The rhyolitic debris flow is massively bedded and dips at 26° to the southeast. The granitic debris flow is not bedded and exhibits a mixture of granite clasts of different grain sizes. In thin section analysis, five mineral types were identified: opaque inclusions, white quartz, anhedral and subhedral biotite, yellow stained K-feldspar, and gray plagioclase. It is hypothesized that regional stretching and compression of the crust, accompanied with magmatism, helped bring the metarhyolite and granite to the surface. Domino-like fault blocks caused large brecciation, and collapse of a nearby quartzite and granite mountain helped create the Barnes Butte Breccia: a combination of quartzite, metarhyolite, and granite clasts. Evidence of Papago Park’s ancient terrestrial history is seen in metarhyolite clasts containing sand grains. These geologic events, in addition to erosion, are responsible for Papago Park’s unique appearance today.
In this study, the influence of fluid mixing on temperature and geochemistry of hot spring fluids is investigated. Yellowstone National Park (YNP) is home to a diverse range of hot springs with varying temperature and chemistry. The mixing zone of interest in this paper, located in Geyser Creek, YNP, has been a point of interest since at least the 1960’s (Raymahashay, 1968). Two springs, one basic (~pH 7) and one acidic (~pH 3) mix together down an outflow channel. There are visual bands of different photosynthetic pigments which suggests the creation of temperature and chemical gradients due to the fluids mixing. In this study, to determine if fluid mixing is driving these changes of temperature and chemistry in the system, a model that factors in evaporation and cooling was developed and compared to measured temperature and chemical data collected downstream. Comparison of the modeled temperature and chemistry to the measured values at the downstream mixture shows that many of the ions, such as Cl⁻, F⁻, and Li⁺, behave conservatively with respect to mixing. This indicates that the influence of mixing accounts for a large proportion of variation in the chemical composition of the system. However, there are some chemical constituents like CH₄, H₂, and NO₃⁻, that were not conserved, and the concentrations were either depleted or increased in the downstream mixture. Some of these constituents are known to be used by microorganisms. The development of this mixing model can be used as a tool for predicting biological activity as well as building the framework for future geochemical and computational models that can be used to understand the energy availability and the microbial communities that are present.
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)