Visualizing and Understanding Tectonism and Volcanism on Earth and Other Terrestrial Bodies

This dissertation presents new methods of visualizing, teaching, assessing, modeling, and understanding tectonics on Earth and other celestial bodies. Tectonics is the study of planetary lithospheres and includes impact, plate, plume, cryo- and gravitational mechanisms. This dissertation is concerned with plate tectonics and plate/mantle plume interactions. Plate tectonics describes the mainly horizontal motion of lithospheric plates over the asthenosphere. Lithosphere is created at ridges and consumed at subduction zones. In addition to the plate tectonic system, mantle plumes also contribute to mass motions in the subsurface Earth. Both plate tectonics and plume upwelling processes help shape the present form of the planetary surface, including long volcanic island chains, deep ocean basins, and plate boundary triple junctions. Better understanding of these processes by visualization and numerical modeling is one of the primary goals of this study. In the geospatial analysis lab at ODU, our research methodology starts with the creation of visualizations for teaching. These include Google Earth-based virtual field explorations enhanced with digitized specimens and emergent geological and geophysical cross sections. We test these in classes with IRB compliance and sometimes this leads to the discovery of tectonic research questions which we then explore. Settings studied in this investigation are Tonga Trench in the western Pacific Ocean, Artemis on Venus, the Hawaiian-Emperor seamount chain, and the Azores triple junction. Some of these cases pose specific geophysical problems that were selected for further study. The Tonga Trench is a subduction zone that includes trench rollback and opening of a marginal basin—the Lau Basin. The rollback process is difficult to imagine, and therefore we created a set of instructional resources using COLLADA models and the Google Earth Application Programming Interface (API). Animated models for the assessments tests and exploration of different initiations of the subduction process led to a new alternative hypothesis for rollback. Virtual field explorations required the development of new interface features for the Google Earth API. All these instructional materials were combined into modular multi-user virtual field trip experiences and were subject to IRB-compliant evaluation of learning outcomes. Animated COLLADA models for the Hawaii Islands and Emperor Seamounts helped explain the origin and time progression of the island chain. From seismic data, a three-dimensional reconstruction of the Hawaiian mantle plume was created raising the question of the horizontal advection of the plume conduit in the mantle and its correlation with the change in trend of the islands. The Hawaiian–Emperor chain on Earth is spread out as the Pacific plate is moving over the Hawaiian mantle plume. On Venus, however, the Artemis structure was able to grow to super-plume size due to the absence of plate motion. For Venus, visualization was done on a much larger scale, including cross sections of the whole plate showing large plume structures, and Magellan SARS imagery of surface features. In the Azores triple junction, dispersion of plume material is influenced by plate boundary geometry, creating anomalies in seafloor geophysical data for several hundred kilometers away from the plume center. To explore the interaction between a mantle plume and a plate boundary triple junction, a series of three dimensional finite element numerical models was calculated. A parameter space investigation changed the location of the plume conduit and its volume flux, as well as the treatment of viscosity. Flow patterns, dynamical topography, relative crustal thickness variations and waist width scaling relationships resulting from these calculations give valuable insight into the importance of triple junction configuration in the dispersion of plume material

Google Earth® Models with COLLADA and WxAzygy® Transparent Interface: An example from Grotto Creek, Front Ranges, Canadian Cordillera

Virtual globes represent a paradigm shift for geoscience education. It is now possible to explore real world experiences across the entire Earth, the Moon, and Mars, and also to combine multiple 2-D images into one 3-D image with topography. Models viewed in Google Earth® are more intuitive for visualizing 3-D geological structures than traditional paper maps and cross-sections. Here a student-constructed geological map and cross-sections from an introductory field school are used to illustrate the creation of a draped geological map over topography. A custom vertical slider elevates the cross-sections above topography and a horizontal slider restores thrust faulting. Models located in situ in topography are made queryable via a ‘cut-away’ using the WxAzygy® transparent interface.SOMMAIRE La notion de « globes virtuels » constitue un changement de paradigme dans le domaine de l’éducation en géoscience. Il est maintenant possible de traiter de la réalité de tous les recoins de la Terre, de la lune et de Mars, et aussi de combiner de multiples images 2-D en une image 3-D affichant la topographie. Les modèles de Google Earth® permettent une visualisation 3-D plus intuitive des structures géologiques que ne le permettent les cartes papiers usuelles et les coupes. Dans la présente, une carte géologique et une coupe réalisées par un étudiant d’un cours d’introduction au travail de terrain sont utilisées pour illustrer la confection d’une carte géologique appliquée sur la topographie correspondante. Un curseur vertical personnalisé dessine les coupes au-dessus de la topographie, et un curseur horizontal permet de restaurer les failles de chevauchement. Ces modèles ancrés au droit de la topographie peuvent être exploiter au moyen d’un écorché produit par l’interface transparent WxAzygy®

Exploring the Reasons for the Seasons Using Google Earth, 3D Models, and Plots

Public understanding of climate and climate change is of broad societal importance. However, misconceptions regarding reasons for the seasons abound amongst students, teachers, and the public, many of whom believe that seasonality is caused by large variations in Earth\u27s distance from the Sun. Misconceptions may be reinforced by textbook illustrations that exaggerate eccentricity or show an inclined view of Earth\u27s near-circular orbit. Textbook explanations that omit multiple factors influencing seasons, that do not mesh with students\u27 experiences, or that are erroneous, hinder scientifically valid reasoning. Studies show that many teachers share their students\u27 misconceptions, and even when they understand basic concepts, teachers may fail to appreciate the range of factors contributing to seasonal change, or their relative importance. We have therefore developed a learning resource using Google Earth, a virtual globe with other useful, weather- and climate-related visualizations. A classroom test of 27 undergraduates in a public research university showed that 15 improved their test scores after the Google Earth-based laboratory class, whereas 5 disimproved. Mean correct answers rose from 4.7/10 to 6/10, giving a paired t-test value of 0.21. After using Google Earth, students are helped to segue to a heliocentric view