The North American Monsoon (NAM) is characterized by high inter- and intra-seasonal variability, and potential climate change effects have been forecasted to increase this variability. The potential effects of climate change to the hydrology of the southwestern U.S. is of interest as they could have consequences to water resources, floods, and land management. I applied a distributed watershed model, the Triangulated Irregular Network (TIN)-based Real-time Integrated Basin Simulator (tRIBS), to the Beaver Creek basin in Arizona. This sub-basin of the Verde River is representative of the regional topography, land cover, and soils distribution. As such, it can serve to illustrate the utility of distributed models for change assessment studies. Model calibration was performed utilizing radar-based NEXRAD data, and comparisons were done to two additional sources of precipitation data: ground-based stations and the North American Land Data Assimilation System (NLDAS). Comparisons focus on the spatiotemporal distributions of precipitation and stream discharge. Utilizing the calibrated model, I applied scenarios from the HadCM3 General Circulation Model (GCM) which was dynamically downscaled by the Weather Research and Forecast (WRF) model, to refine the representation of Arizona's regional climate. Two time periods were examined, a historical 1990-2000 and a future 2031-2040, to evaluate the hydrologic consequence in the form of differences and similarities between the decadal averages for temperature, precipitation, stream discharge and evapotranspiration. Results indicate an increase in mean air temperature over the basin by 1.2 ºC. The average decadal precipitation amounts increased between the two time periods by 2.4 times that of the historical period and had an increase in variability that was 3 times the historical period. For the future period, modeled streamflow discharge in the summer increased by a factor of 3. There was no significant change in the average evapotranspiration (ET). Overall trends of increase precipitation and variability for future climate scenarios have a more significant effect on the hydrologic response than temperature increases in the system during NAM in this study basin. The results from this study suggest that water management in the Beaver Creek will need to adapt to higher summer streamflow amounts.

New quadrangle-scale geologic mapping of the western part of the Date Creek Mountains (DCM) in west-central Arizona has revealed new insights into the geologic units, structures, and geologic history. Three U-Pb dates also provide surprising new information about the age and spatial relationships of the DCM as well as implications for the tectonics of the area. Paleoproterozoic metamorphic rocks in the central part of the DCM are presumably correlative with the Yavapai schist exposed in other parts of the Arizona Transition Zone. A granite formerly assigned to the Paleoproterozoic was subdivided into megacrystic and fine-grained units and hosts a set of previously undescribed subvertical felsic dikes. A new U-Pb date of the fine-grained phase has shown that unit to be Jurassic. The Mesoproterozoic Granite of Joshua Tree Parkway (Bryant, 1995), which also has fine-grained and megacrystic phases, displays a subhorizontal interunit contact suggestive of vertical stacking of individual intrusions. The age of another granitic pluton previously thought to be Laramide has been revised to Jurassic with the new U-Pb dates. Multiple noncontinuous sections of Tertiary volcanic rocks cover parts of the western end of the range with a combined thickness of at least 500 m. Tertiary basin fill abuts the northern and western edges of the range and perched remnants of the fill in the mountains suggest a former thickness of at least 100 m more than today. Quaternary alluvium is present in the drainages and covers the slopes south of the mountains. In addition to the felsic dikes, mafic and pegmatite dikes are also present. Two major structures are exposed in the study area: a roughly north-trending graben at the western end of the range and a probable normal fault which cuts northwest-southeast across the DCM and displays a zone of brittle deformation up to a few hundred meters wide. The orientation of the normal fault mirrors that of other similar faults in the area and is considered to be the result of regional tectonics activity, while the graben may owe its existence to movement on an underlying low-angle detachment fault.

Understanding the evolution of the Himalayan-Tibetan orogen is important because of its purported effects on global geodynamics, geochemistry and climate. It is surprising that the timing of initiation of this canonical collisional orogen is poorly constrained, with estimates ranging from Late Cretaceous to Early Oligocene. This study focuses on the Ladakh region in the northwestern Indian Himalaya, where early workers suggested that sedimentary deposits of the Indus Basin molasse sequence, located in the suture zone, preserve a record of the early evolution of orogenesis, including initial collision between India and Eurasia. Recent studies have challenged this interpretation, but resolution of the issue has been hampered by poor accessibility, paucity of robust depositional age constraints, and disputed provenance of many units in the succession. To achieve a better understanding of the stratigraphy of the Indus Basin, multispectral remote sensing image analysis resulted in a new geologic map that is consistent with field observations and previously published datasets, but suggests a substantial revision and simplification of the commonly assumed stratigraphic architecture of the basin. This stratigraphic framework guided a series of new provenance studies, wherein detrital U-Pb geochronology, 40Ar/39Ar and (U-Th)/He thermochronology, and trace-element geochemistry not only discount the hypothesis that collision began in the Early Oligocene, but also demonstrate that both Indian and Eurasian detritus arrived in the basin prior to deposition of the last marine limestone, constraining the age of collision to older than Early Eocene. Detrital (U-Th)/He thermochronology further elucidates the thermal history of the basin. Thus, we constrain backthrusting, thought to be an important mechanism by which Miocene convergence was accommodated, to between 11-7 Ma. Finally, an unprecedented conventional (U-Th)/He thermochronologic dataset was generated from a modern river sand to assess steady state assumptions of the source region. Using these data, the question of the minimum number of dates required for robust interpretation was critically evaluated. The application of a newly developed (U-Th)/He UV-laser-microprobe thermochronologic technique confirmed the results of the conventional dataset. This technique improves the practical utility of detrital mineral (U-Th)/He thermochronology, and will facilitate future studies of this type.

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.

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.

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.

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.

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.

Previous studies have shown that adequate content knowledge is a necessary, but not sufficient, requirement for affective teaching. While legislation requests teachers to be "highly qualified" in a subject area, such as physics, many teachers are frequently asked to teach in an area when they are not certified through a teaching license to do so. This study uses mixed methods to examine the knowledge of beginning physics teachers. Through semi-structured interviews, classroom observations, and concept maps, the pedagogical content knowledge, subject matter knowledge, and practices of three groups of beginning secondary physics teachers were explored. Data were analyzed qualitatively using cases and quantitatively using descriptive statistics and t-tests, the results of which were combined during the interpretation phase of the research process. The study indicated that, over the first two years of teaching, the in-field group of teachers showed stronger physics content knowledge, a consideration for student difficulties with physics topics, and a positive shift in pedagogical content knowledge impacted by working with students, as compared to the rest of the teachers in the study. This research has implications in the development of secondary physics teachers and in the field of physics education research. Specifically, this research has implications in the physics content support for beginning secondary science teachers, the novice/expert research in physics education research, and the pedagogical preparation of undergraduate students, graduate students, and faculty in physics.