Quantitative literacy (QL), the ability to understand and accurately use numbers for problem-solving, is an important skill across many areas of undergraduate study. In particular, prior research shows it has a strong, positive correlation with a student’s success in science courses. As such, the relationship between students’ incoming QL and course performance was examined in the context of online, general education astronomy science courses. One of the courses in this study was outfitted with intelligent tutoring, a tool that provides students in the online environment with immediate, specific feedback as they answer questions and complete course material, which may allow students with varying degrees of QL to benefit more from the course. Students' QL levels were measured pre- and post-completion of this course, in addition to a second online astronomy course with adaptive feedback limited to a select few lessons, to better assess the effects of this technology on both QL and course performance. No significant change in students’ QL levels pre- to post-course was found, consistent across courses with and without intelligent tutoring. Linear multiple regression indicated, however, that a student’s incoming level of QL was the most statistically significant predictor of course performance, specifically final grades, across both course types (with and without imbedded intelligent tutoring). This study motivates future discussion around the purpose of introductory astronomy courses more broadly, and what degree of emphasis should be placed on enhancing students’ QL skillset.

Scientific research encompasses a variety of objectives, including measurement, making predictions, identifying laws, and more. The advent of advanced measurement technologies and computational methods has largely automated the processes of big data collection and prediction. However, the discovery of laws, particularly universal ones, still heavily relies on human intellect. Even with human intelligence, complex systems present a unique challenge in discerning the laws that govern them. Even the preliminary step, system description, poses a substantial challenge. Numerous metrics have been developed, but universally applicable laws remain elusive. Due to the cognitive limitations of human comprehension, a direct understanding of big data derived from complex systems is impractical. Therefore, simplification becomes essential for identifying hidden regularities, enabling scientists to abstract observations or draw connections with existing knowledge. As a result, the concept of macrostates -- simplified, lower-dimensional representations of high-dimensional systems -- proves to be indispensable. Macrostates serve a role beyond simplification. They are integral in deciphering reusable laws for complex systems. In physics, macrostates form the foundation for constructing laws and provide building blocks for studying relationships between quantities, rather than pursuing case-by-case analysis. Therefore, the concept of macrostates facilitates the discovery of regularities across various systems. Recognizing the importance of macrostates, I propose the relational macrostate theory and a machine learning framework, MacroNet, to identify macrostates and design microstates. The relational macrostate theory defines a macrostate based on the relationships between observations, enabling the abstraction from microscopic details. In MacroNet, I propose an architecture to encode microstates into macrostates, allowing for the sampling of microstates associated with a specific macrostate. My experiments on simulated systems demonstrate the effectiveness of this theory and method in identifying macrostates such as energy. Furthermore, I apply this theory and method to a complex chemical system, analyzing oil droplets with intricate movement patterns in a Petri dish, to answer the question, ``which combinations of parameters control which behavior?'' The macrostate theory allows me to identify a two-dimensional macrostate, establish a mapping between the chemical compound and the macrostate, and decipher the relationship between oil droplet patterns and the macrostate.

Wetlands produce approximately one third of total global methane emissions and sequester significant amounts of CO2. Salt marshes make up 5% of total wetland area, and therefore are key factors affecting global methane and CO2 emissions. Many marshes are anthropogenically managed either by diking, draining, impoundment, or otherwise restricting tidal exchange. This causes marsh freshening, increases methane emissions, and releases sequestered carbon, all of which can lead to a warming effect on the climate by the greenhouse effect. We studied the formerly impounded Old County salt marsh, found in the Herring River Estuary of Wellfleet, Massachusetts, USA. The USGS Woods Hole Coastal and Marine Science Center installed two eddy covariance flux towers in the Herring River Estuary. These showed that Old County had low methane fluxes (17 nmol/m2/s) compared to another site in the same estuary (112 nmol/m2/s). The question became; why did Old County experience lower methane emissions? We then did a focused study on the Old County location to investigate. We sampled various biogeochemical parameters including pH, salinity, ORP, dissolved Fe, sulfate, chloride, CH4, DOC, and DIC from pore water samples taken June 2022. We also measured extractable iron from a 2015 archived sediment core at Old County. Specifically, we explored the role of Fe in reducing methane through Fe coupled anaerobic oxidation of methane (Fe-AOM). The porewater depth profiles ranged from 10cm to 242 cm in depth and showed Old County as acidic (pH of 3-6.5), mostly fresh, anoxic, highly reducing, and high in dissolved organic carbon (DOC; 2,000-10,000 μM). I divided the depth profiles into two distinct zones, one above 50 cm and one below 50 cm. Overall, Fe-AOM was likely to occur below 50 cm because dissolved Fe increased as CH4 decreased, which is the expected pattern for Fe-AOM. Also, because the ratio of the calculated methane flux (-0.552 nmol m-2 s-1) to the dissolved Fe (0.072 nmol m-2 s-1) was 7.6, which closely matched the 1 to 8 stoichiometry of the Fe-AOM reactions.

In-person field education through exploration is fundamental in geoscience, but equal access is limited by time, cost, safety, distance, physical ability, and instructor variability. Technology advances allow students to explore pedagogically rich but inaccessible places through virtual field trips (VFTs). Studies show that VFTs result in significant learning gains and are an effective learning modality. Most research has focused on instructor-generated VFTs disseminated through a top-down model, whereas technological innovations are making user-generated VFTs more practical. This longitudinal, mixed-methods study decentralized the production of VFTs by teaching students and educators to build their own VFTs for place-based education via the proposed Virtual Field Trip Production Process for Place-Based Education. Students and educators produced seven place-based VFTs reviewed by subject-matter experts that are currently being used as digital learning experiences in high school and college settings. Place-based education (PBE) traditionally occurs in actual places, while VFTs convey an actual place virtually and can share the same learning objectives as their in-person counterparts. Sense of place, the combination of meanings and attachments an individual or group ascribes to a given place, is a measurable learning outcome of PBE with cognitive, affective, and behavioral components. Participants were administered the Positive and Negative Affect Schedule (PANAS), Place Attachment Inventory (PAI), and Young’s Place Meaning Survey (YPMS). Regression analysis showed statistically significant increases in positive affect (PA) and statistically significant decreases in negative affect (NA) as well as statistically significant gains in sense of place and content knowledge. In both geology and PBE, drawing is an important tool for learning, teaching, and assessing. Current VFT software environments do not allow users to digitally draw within the platform. This study examined differences in learning outcomes and final grades between students submitting mechanical versus digital drawings, geologic maps, and concept sketches. Regression analysis of the drawing, geologic map, and concept sketch exercises revealed no statistically significant differences between mechanical and digital drawing modalities in both learning outcomes and final grades. Geoscience educators can confidently allow students to submit digital drawings while software programmers and learning designers should consider adding this capability to their VFT platforms.

I present results of field and laboratory experiments investigating the habitability of one of Earth’s driest environments: the Atacama Desert. This Desert, along the west coast of South America spanning Perú and Chile, is one of the driest places on Earth and has been exceedingly arid for millions of years. These conditions create the perfect natural laboratory for assessing life at the extremes of habitability. All known life needs water; however, the extraordinarily dry Atacama Desert is inhabited by well-adapted microorganisms capable of colonizing this hostile environment. I show field and laboratory evidence of an environmental process, water vapor adsorption, that provides a daily, sustainable input of water into the near (3 - 5 cm) subsurface through water vapor-soil particle interactions. I estimate that this water input may rival the yearly average input of rain in these soils (~2 mm). I also demonstrate, for the first time, that water vapor adsorption is dependent on mineral composition via a series of laboratory water vapor adsorption experiments. The results of these experiments provide evidence that mineral composition, and ultimately soil composition, measurably and significantly affect the equilibrium soil water content. This suggests that soil microbial communities may be extremely heterogeneous in distribution depending on the distribution of adsorbent minerals. Finally, I present changes in biologically relevant gasses (i.e., H2, CH4, CO, and CO2) over long-duration incubation experiments designed to assess the potential for biological activity in soils collected from a hyperarid region in the Atacama Desert. These long-duration experiments mimicked typical water availability conditions in the Atacama Desert; in other words, the incubations were performed without condensed water addition. The results suggest a potential for methane-production in the live experiments relative to the sterile controls, and thus, for biological activity in hyperarid soils. However, due to the extremely low biomass and extremely low rates of activity in these soils, the methods employed here were unable to provide robust evidence for activity. Overall, the hyperarid regions of the Atacama Desert are an important resource for researchers by providing a window into the environmental dynamics and subsequent microbial responses near the limit of habitability.

Evaluations of chemical energy supplies for redox reactions used by chemotrophs in water-rock hosted ecosystems are often done separately from evaluations of chemotroph diversity. However, given that energy is a fundamental and unifying parameter for life, much can be gained by evaluating chemical energy as an ecological parameter of water-rock hosted ecosystems. Therefore, I developed an approach that combines evaluation of chemical energy supplies with 16S and 18S rRNA gene amplicon sequencing. I used this approach to assess drivers of microbial distribution, diversity and activity in serpentinized fluids of the Samail Ophiolite of Oman and in hot springs in Yellowstone National Park.

Through the application of the approach, microbiological interactions in serpentinized fluids were found to be more complex than anticipated. Serpentinized fluids are hyperalkaline and pH is often considered the driving parameter of microbial diversity, however hydrogenotrophic community composition varies in hyperalkaline fluids with similar pH. The composition of hydrogenotrophic communities in serpentinized fluids were found to correspond to the availability of the electron acceptor for hydrogenotrophic redox reactions. Specifically, hydrogenotrophic community composition transitions from being dominated by the hydrogenotrophic methanogen genus, Methanobacterium, when the concentration of sulfate is less than ~10 μm. Above ~10 μm, sulfate reducers are most abundant. Additionally, Methanobacterium was found to co-occur with the protist genus, Cyclidium, in serpentinized fluids. Species of Cyclidium are anaerobic and known to have methanogen endosymbionts. Therefore, Cyclidium may supply inorganic carbon evolved from fermentation to Methanobacterium, thereby mitigating pH dependent inorganic carbon limitation.

This approach also revealed possible biological mechanisms for methane oxidation in Yellowstone hot springs. Measurable rates of biological methane oxidation in hot spring sediments are likely associated with methanotrophs of the phylum, Verrucomicrobia, and the class, Alphaproteobacteria. Additionally, rates were measurable where known methanotrophs were not detected. At some of these sites, archaeal ammonia oxidizer taxa were detected. Ammonia oxidizers have been shown to be capable of methane oxidation in other systems and may be an alternative mechanism for methanotrophy in Yellowstone hot springs. At the remaining sites, uncharacterized microbial lineages may be capable of carrying out methane oxidation in Yellowstone hot springs.

Cyanobacteria and algae living inside carbonate rocks (endoliths) have long been considered major contributors to bioerosion. Some bore into carbonates actively (euendoliths); others simply inhabit pre-existing pore spaces (cryptoendoliths). While naturalistic descriptions based on morphological identification have traditionally driven the field, modern microbial ecology has shown that this approach is insufficient to assess microbial diversity or make functional inferences. I examined endolithic microbiomes using 16S rRNA genes and lipid-soluble photosynthetic pigments as biomarkers, with the goal of reassessing endolith diversity by contrasting traditional and molecular approaches. This led to the unexpected finding that in all 41 littoral carbonate microbiomes investigated around Isla de Mona (Puerto Rico) and Menorca (Spain) populations of anoxygenic phototrophic bacteria (APBs) in the phyla Chloroflexi and Proteobacteria, were abundant, even sometimes dominant over cyanobacteria. This was not only novel, but it suggested that APBs may have been previously misidentified as morphologically similar cyanobacteria, and opened questions about their potential role as euendoliths. To test the euendolithic role of photosynthetic microbes, I set a time-course experiment exposing virgin non-porous carbonate substrate in situ, under the hypothesis that only euendoliths would be able to initially colonize it. This revealed that endolithic microbiomes, similar in biomass to those of mature natural communities, developed within nine months of exposure. And yet, APB populations were still marginal after this period, suggesting that they are secondary colonizers and not euendolithic. However, elucidating colonization dynamics to a sufficiently accurate level of molecular identification among cyanobacteria required the development of a curated cyanobacterial 16S rRNA gene reference database and web tool, Cydrasil. I could then detect that the pioneer euendoliths were in a novel cyanobacterial clade (named UBC), immediately followed by cyanobacteria assignable to known euendoliths. However, as bioerosion proceeded, a diverse set of likely cryptoendolithic cyanobacteria colonized the resulting pore spaces, displacing euendoliths. Endolithic colonization dynamics are thus swift but complex, and involve functionally diverse agents, only some of which are euendoliths. My work contributes a phylogenetically sound, functionally more defined understanding of the carbonate endolithic microbiome, and more specifically, Cydrasil provides a user-friendly framework to routinely move beyond morphology-based cyanobacterial systematics.

Ethnogeology is the scientific study of human relationships with the Earth as a system, typically conducted within the context of a specific culture. Indigenous or historically resident people may perceive local places differently from outside observers trained in the Western tradition. Ethnogeologic knowledge includes traditional indigenous knowledge (alternatively referred to as traditional ecological knowledge or TEK), which exceeds the boundaries of non-Indigenous ideas of physical characteristics of the world, tends to be more holistic, and is culturally framed. In this ethnogeological study, I have implemented several methods of participatory rapid assessment (PRA) from the discipline of field ethnography to collect culturally framed geological knowledge, as well to measure the authenticity of the knowledge collected. I constructed a cultural consensus model (CCM) about karst as a domain of knowledge. The study area is located in the karst physiographic region of the Caribbean countries of the Dominican Republic (DR) and Puerto Rico (PR). Ethnogeological data collected and analyzed using CCM satisfied the requirements of a model where I have found statistically significance among participant’s agreement and competence values. Analysis of the competence means in the population of DR and PR results in p < 0.05 validating the methods adapted for this study. I discuss the CCM for the domain of karst (in its majority) that is shared among consultants in the countries of PR and the DR that is in the form of metaphors and other forms of culturally framed descriptions. This work continuing insufficient representation of minority groups such as Indigenous people, Native Americans, Alaska Natives, and Hispanic/Latinxs in the Earth Sciences.

There is a growing body of evidence that the evolving redox structure of the oceans has been an important influence on the evolutionary trajectory of animals. However, current understanding of connections between marine redox conditions and marine extinctions and recoveries is hampered by limited detailed knowledge of the timing, duration, and extent of marine redox changes.

The recent development of U isotopes (δ238U) in carbonates as a global ocean redox proxy has provided new insight into this problem. Reliable application and interpretation of the δ238U paleoproxy in geological records requires a thorough understanding of the reliability of δ238U recorded by bulk carbonate sediments. In this dissertation, I evaluate the robustness of δ238U paleoproxy by examining δ238U variations in marine carbonates across Permian-Triassic boundary (PTB) sections from different paleogeographic locations. Close agreement of δ238U profiles from coeval carbonate sections thousands of kilometers apart, in different ocean basins, and with different diagenetic histories, strongly suggests that bulk carbonate sediments can reliably preserve primary marine δ238U signals, validating the carbonate U-isotope proxy for global-ocean redox analysis.

To improve understanding of the role of marine redox in shaping the evolutionary trajectory of animals, high-resolution δ238U records were generated across several key evolutionary periods, including the Ediacaran-to-Early Cambrian Explosion of complex life (635-541 Ma) and the delayed Early Triassic Earth system recovery from the PTB extinction (252-246 Ma). Based on U isotope variations in the Ediacaran-to-the Early Cambrian ocean, the initial diversification of the Ediacara biota immediately postdates an episode of pervasive ocean oxygenation across the Shuram event. The subsequent decline and extinction of the Ediacara biota is coincident with an episode of extensive anoxic conditions during the latest Ediacaran Period. These findings suggest that global marine redox changes drove the rise and fall of the Ediacara biota. Based on U isotope variations, the Early Triassic ocean was characterized by multiple episodes of extensive marine anoxia. By comparing the high-resolution δ238U record with the sub-stage ammonoid extinction rate curve, it appears that multiple oscillations in marine anoxia modulated the recovery of marine ecosystems following the latest Permian mass extinction.

Education through field exploration is fundamental in geoscience. But not all students enjoy equal access to field-based learning because of time, cost, distance, ability, and safety constraints. At the same time, technological advances afford ever more immersive, rich, and student-centered virtual field experiences. Virtual field trips may be the only practical options for most students to explore pedagogically rich but inaccessible places. A mixed-methods research project was conducted on an introductory and an advanced geology class to explore the implications of learning outcomes of in-person and virtual field-based instruction at Grand Canyon National Park. The study incorporated the Great Unconformity in the Grand Canyon, a 1.2 billion year break in the rock record; the Trail of Time, an interpretive walking timeline; and two immersive, interactive virtual field trips (iVFTs). The in-person field trip (ipFT) groups collectively explored the canyon and took an instructor-guided inquiry hike along the interpretive Trail of Time from rim level, while iVFT students individually explored the canyon and took a guided-inquiry virtual tour of Grand Canyon geology from river level. High-resolution 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable interactivity and allow the iVFT to provide feedback in response to student actions. Students in both modalities received pre- and post-trip Positive and Negative Affect Schedules (PANAS). The iVFT students recorded pre- to post-trip increases in positive affect (PA) scores and decreases in negative (NA) affect scores, representing an affective state conducive to learning. Pre- to post-trip mean scores on concept sketches used to assess visualization and geological knowledge increased for both classes and modalities. However, the iVFT pre- to post-trip increases were three times greater (statistically significant) than the ipFT gains. Both iVFT and ipFT students scored 92-98% on guided-inquiry worksheets completed during the trips, signifying both met learning outcomes. Virtual field trips do not trump traditional in-person field work, but they can meet and/or exceed similar learning objectives and may replace an inaccessible or impractical in-person field trip.