Matching Items (171)
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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

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
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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

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.

ContributorsScheller, Jessica Rose (Author) / Reynolds, Stephen (Thesis director) / Johnson, Julia (Committee member) / School of Earth and Space Exploration (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Stardust grains can provide useful information about the Solar System environment before the Sun was born. Stardust grains show distinct isotopic compositions that indicate their origins, like the atmospheres of red giant stars, asymptotic giant branch stars, and supernovae (e.g., Bose et al. 2010). It has been argued that some

Stardust grains can provide useful information about the Solar System environment before the Sun was born. Stardust grains show distinct isotopic compositions that indicate their origins, like the atmospheres of red giant stars, asymptotic giant branch stars, and supernovae (e.g., Bose et al. 2010). It has been argued that some stardust grains likely condensed in classical nova outbursts (e.g., Amari et al. 2001). These nova candidate grains contain 13C, 15N and 17O-rich nuclides which are produced by proton burning. However, these nuclides alone cannot constrain the stellar source of nova candidate grains. Nova ejecta is rich in 7Be that decays to 7Li (which has a half-life of ~53 days). I want to measure 6,7Li isotopes in nova candidate grains using the NanoSIMS 50L (nanoscale secondary ion mass spectrometry) to establish their nova origins without ambiguity. Several stardust grains that are nova candidate grains were identified in meteorite Acfer 094 on the basis of their oxygen isotopes. The identified silicate and oxide stardust grains are <500 nm in size and exist in the meteorite surrounded by meteoritic silicates. Therefore, 6,7Li isotopic measurements on these grains are hindered because of the large 300-500 nm oxygen ion beam in the NanoSIMS. I devised a methodology to isolate stardust grains by performing Focused Ion Beam milling with the FIB – Nova 200 NanoLab (FEI) instrument. We proved that the current FIB instrument cannot be used to prepare stardust grains smaller than 1 𝜇m due to lacking capabilities of the FIB. For future analyses, we could either use the same milling technique with the new and improved FIB – Helios 5 UX or use the recently constructed duoplasmatron on the NanoSIMS that can achieve a size of ~75 nm oxygen ion beam.

ContributorsDuncan, Ethan Jay (Author) / Bose, Miatrayee (Thesis director) / Starrfield, Sumner (Committee member) / Desch, Steve (Committee member) / School of Earth and Space Exploration (Contributor) / Department of Physics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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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

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.

ContributorsOrrill, Brianna Isabel (Author) / Shock, Everett (Thesis director) / Howells, Alta (Committee member) / School of Life Sciences (Contributor) / School of Earth and Space Exploration (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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This research endeavor explores the 1964 reasoning of Irish physicist John Bell and how it pertains to the provoking Einstein-Podolsky-Rosen Paradox. It is necessary to establish the machinations of formalisms ranging from conservation laws to quantum mechanical principles. The notion that locality is unable to be reconciled with the quantum

This research endeavor explores the 1964 reasoning of Irish physicist John Bell and how it pertains to the provoking Einstein-Podolsky-Rosen Paradox. It is necessary to establish the machinations of formalisms ranging from conservation laws to quantum mechanical principles. The notion that locality is unable to be reconciled with the quantum paradigm is upheld through analysis and the subsequent Aspect experiments in the years 1980-1982. No matter the complexity, any local hidden variable theory is incompatible with the formulation of standard quantum mechanics. A number of strikingly ambiguous and abstract concepts are addressed in this pursuit to deduce quantum's validity, including separability and reality. `Elements of reality' characteristic of unique spaces are defined using basis terminology and logic from EPR. The discussion draws directly from Bell's succinct 1964 Physics 1 paper as well as numerous other useful sources. The fundamental principle and insight gleaned is that quantum physics is indeed nonlocal; the door into its metaphysical and philosophical implications has long since been opened. Yet the nexus of information pertaining to Bell's inequality and EPR logic does nothing but assert the impeccable success of quantum physics' ability to describe nature.

ContributorsRapp, Sean R (Author) / Foy, Joseph (Thesis director) / Martin, Thomas (Committee member) / School of Earth and Space Exploration (Contributor) / Department of Physics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Stellar mass loss has a high impact on the overall evolution of a star. The amount<br/>of mass lost during a star’s lifetime dictates which remnant will be left behind and how<br/>the circumstellar environment will be affected. Several rates of mass loss have been<br/>proposed for use in stellar evolution codes, yielding

Stellar mass loss has a high impact on the overall evolution of a star. The amount<br/>of mass lost during a star’s lifetime dictates which remnant will be left behind and how<br/>the circumstellar environment will be affected. Several rates of mass loss have been<br/>proposed for use in stellar evolution codes, yielding discrepant results from codes using<br/>different rates. In this paper, I compare the effect of varying the mass loss rate in the<br/>stellar evolution code TYCHO on the initial-final mass relation. I computed four sets of<br/>models with varying mass loss rates and metallicities. Due to a large number of models<br/>reaching the luminous blue variable stage, only the two lower metallicity groups were<br/>considered. Their mass loss was analyzed using Python. Luminosity, temperature, and<br/>radius were also compared. The initial-final mass relation plots showed that in the 1/10<br/>solar metallicity case, reducing the mass loss rate tended to increase the dependence of final mass on initial mass. The limited nature of these results implies a need for further study into the effects of using different mass loss rates in the code TYCHO.

ContributorsAuchterlonie, Lauren (Author) / Young, Patrick (Thesis director) / Shkolnik, Evgenya (Committee member) / Starrfield, Sumner (Committee member) / School of Earth and Space Exploration (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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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

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
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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

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
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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

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)

ContributorsReed, Cameron E (Author) / Richter, Jennifer (Thesis director) / Semken, Steven (Committee member) / School of Earth and Space Exploration (Contributor, Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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The spectacular geological panoramas of Grand Canyon National Park (GCNP) motivate the curiosity of visitors about geology. However, there is little research on how well these visitors understand the basic geologic principles on display in the Canyon walls. The new Trail of Time (ToT) interpretative exhibit along the South Rim

The spectacular geological panoramas of Grand Canyon National Park (GCNP) motivate the curiosity of visitors about geology. However, there is little research on how well these visitors understand the basic geologic principles on display in the Canyon walls. The new Trail of Time (ToT) interpretative exhibit along the South Rim uses Grand Canyon vistas to teach these principles. Now being visited by thousands daily, the ToT is a uniquely valuable setting for research on informal learning of geologic time and other basic geologic concepts. At the ToT, visitors are not only asked to comprehend a linear timeline, but to associate it with the strata exposed in the walls of the Canyon. The research addressed two primary questions: (1) how do visitors of the National Park use elements of the geologic landscape of the Grand Canyon to explain fundamental principles of relative geologic time? and (2) how do visitors reconcile the relationship between the horizontal ToT timeline and the vertical encoding of time in the strata exposed in the Canyon walls? Semi-structured interviews tracked participants' understanding of the ToT exhibit and of basic principles of geologic time. Administering the verbal analysis method of Chi (1997) to the interview transcripts, the researcher identified emergent themes related to how the respondents utilized the landscape to answer interview questions. Results indicate that a majority of respondents are able to understand principles of relative geologic time by utilizing both the observed and inferred landscape of Grand Canyon. Results also show that by applying the same integrated approach to the landscape, a majority of respondents are able to reconcile stratigraphic time with the horizontal ToT timeline. To gain deeper insight into the cognitive skills activated to correctly understand geologic principles the researcher used Dodick and Orion's application of Montangero's (1996) diachronic thinking model to code responses into three schemes: (1) transformation, (2) temporal organization, and (3) interstage linkage. Results show that correct responses required activation of the temporal organization scheme or the more advanced interstage linkage scheme. Appropriate application of these results can help inform the development of future outdoor interpretive geoscience exhibits.
ContributorsFrus, Rebecca (Author) / Semken, Steven (Thesis advisor) / Baker, Dale (Committee member) / Farmer, Jack (Committee member) / Arizona State University (Publisher)
Created2011