Physical Geography 110

School to Work Transition Program

September 2012

Physical Geography 110 Introduction and Outline of Contents

Welcome to the School to Work Transition Program’s Physical Geography 110 course. This booklet can

be done in class with an instructor or, if necessary, independently with occasional help from a tutor

(perhaps contact with an instructor whenever it can be arranged). For the most part, this course’s ten

assignments are designed to be done without full class participation and without a teacher speaking to

you from the front of a classroom.

Each of the ten assignments must be satisfactorily completed in order to pass the course (rough copy

passed in for inspection and feedback followed by a good copy). There will be a variety of ways to

complete each assignment in addition to merely writing information (see each lesson to find out the

different methods needed to complete each assignment). The ten assignments to be completed are as

follows:

1. The Nature of Physical Geography

2. The Earth in Space

3. Map, Photo and Satellite Image Interpretation

4. The Atmosphere

5. Climatology

6. Meteorology

7. Natural Regions of the World

8. Structure of the Earth

9. Continental Drift

10. Shaping the landscape

Geography is the study of the relationships among all components of the environment. Physical

Geography teaches us that the relationship between the land and humanity works both ways. Not only

does land influence people, but people have a dramatic impact on the land and all natural systems. We

must come to realize that we must exercise good stewardship for the survival of the planet and the

species.

You will run into some words, such as climatology, meteorology, tectonics, seismic, and many other

technical terms that you will want to define for a more clear understanding of what this booklet and

Physical Geography in general is all about. From beginning to end, you will find this subject quite

interesting and it will help you to understand your world and, if you are not careful, you may find that

looking at different landscapes around you may be more interesting than it was before.

Physical Geography 110 Lesson 1: The Nature of Physical Geography

Physical Geography is a really large subject to talk about. It includes the study of all the processes and

events that affect the appearance and form of the natural surface of our planet. Physical Geography

includes the study of the tallest mountain as well as the ripples of sand on a beach; forces that move

entire continents, and forces that cause blades of grass to bend.

Sometimes it is difficult to see how all of the topics of Physical Geography are related to each other and

how one natural system can influence another. For example, some systems on the earth receive energy

from the sun; for example, the weather, natural vegetation and soil systems. Some, on the other hand,

receive energy from the intense heat of the earth’s interior; for example, the force that causes

mountains and volcanoes – plate tectonics. These two energy systems are not really related, but they

actually do operate together to shape the way the earth’s appearance looks today. Banff National Park

is a great example of where mountains and hot springs (which exist because of the energy from the

interior of the earth) cooperate with the soil, vegetation and wildlife (which are a result of the energy

from the sun) to make a wonderful area to appreciate both parts of our world interacting together.

There are four different types of systems in Physical Geography:

Morphological Systems – the word “morph” basically means to “change”. “Morphology” deals with the

structure and appearance of things on the earth from physical processes operating on earth. This type

of system is responsible for changing or forming the many different ways the earth can appear to us.

For example, a hill or valley may have been carved by a glacier. Tiny ripples on the sand of a beach is

caused by the waves, which are formed by the wind. The disappearance of Parlee Beach in December,

2010 could also be considered the result of the morphological system.

Cascading Systems – this type of system focuses on the movement of energy or matter – inputs and

outputs of energy. The input of energy can be the sun, the water cycle (evaporation and precipitation),

or the flow of water (the waterfalls are often called “cascades” of water).

Ecosystems – an ecosystem is where plant and animal life respond to the non-living things that surround

them like climate, elevation, weather, and soil type. A “biome” is a large ecosystem that is dominated

by one type of vegetation. For example, we live in a forest biome here. West of us in the prairies is the

grassland biome. North of us, in places like Nunavut, lays the tundra biome, which we would consider

the “arctic”.

Altered Systems – this type of system takes place when humans get involved and change the

morphological, cascading and ecosystems. For example, the causeway between Moncton and Riverview

has changed the cascading system of the Petitcodiac River. Oil spills like the most recent one in the Gulf

of Mexico causes an altered ecosystem in the water and on the land.

Exercise for Lesson 1:

1. Which system classification would each of the following belong in? Why?

a. The Hopewell Rocks

b. The Macdaquac Hydroelectric Dam

c. The Moncton/Riverview Causeway

d. The Gobi Desert

e. Acid Rain

f. The Amazon Rainforest

g. Hawaii

h. Niagara Falls

2. Find two more examples that have not been previously mentioned for each system below:

a. Morphological System 1.

2.

b. Ecosystem 1.

2.

c. Cascading System 1.

2.

d. Altered System 1.

2.

3. Come up with your own unique definition for “Physical Geography”. What is it and what is

included in this broad topic we are beginning to study?

Choose one of the following marking schemes (more effort means better marks):

Marks 60-65: Complete the exercise and correct it after the instructor goes over it with you. Marks 65-75: In addition to the exercise, pick one of the systems (cascading, ecosystem, morphological, or altered) found on the previous page and do a project that describes that system more in depth than the notes provided; also provide examples of what we would experience as part of that system (for example, hydroelectric dams as part of the cascading system). Marks 75-90: In addition to the exercise, do a more in depth description of all of the systems as described previously (remember that more effort is what will enable you to receive better marks).

Physical Geography 110 Lesson 2: The Earth in Space

Go to the website http://sse.jpl.nasa.gov/planets/index.cfm . Find the sun and planets listed below by clicking on each (found in the side bar on the left of the webpage). Feel free to explore the site and figure out some really interesting things about our solar system. Part I: Fill in as much information as possible needed for the sun and planets of our solar system:

1) Sun

Diameter:

Rotation Period:

2) Mercury

Diameter:

Rotation Period:

Distance From Sun:

Temperature Range:

# of moons:

3) Venus

Diameter:

Rotation Period:

Distance From Sun:

Temperature Range:

# of moons:

4) Earth

Diameter:

Rotation Period:

Distance From Sun:

Revolution Period:

Planet Type:

# of moons:

5) Mars

Diameter:

Rotation Period:

Distance From Sun:

# of moons:

6) Jupiter

Diameter:

Rotation Period:

Distance From Sun:

# of moons:

7) Saturn

Diameter:

Rotation Period:

Distance From Sun:

# of moons:

8) Uranus

Diameter:

Rotation Period:

Distance From Sun:

# of moons:

9) Neptune

Diameter:

Rotation Period:

Distance From Sun:

# of moons:

10)Pluto – why was this changed from a

“planet” to a “dwarf planet”?

Part II: Go to another link on the website titled “Interactive Universe” by clicking on the following - http://www.history.com/shows/the-universe/interactives/interactive-universe - and look all the images of the planets, they are a lot clearer than the previous link. After that, answer the following questions by navigating through the site (along the bottom of the “interactive universe screen) and reading the captions. 1) What is the comet Hale-Bopp composed of? When was it discovered? 2) When do they believe are the earliest recorded sightings of Halley’s Comet? 3) How far is the Helix nebula from earth? 4) What is the diameter of the Orion nebula? 5) What is the status of the star Proxima Centauri? 6) Define a black hole. 7) What is the name of the galaxy our solar system resides? 8) What is the closest galaxy to the Milky Way?

Choose one of the following marking schemes (more effort means better marks):

Marks 60-65: Complete Part I of the exercise and correct it after the instructor goes over it with you. Marks 65-70: Complete both Part I and Part II of the exercise and make sure it is correct. Marks 70-90: In addition to Part I and Part II, watch “Through the Wormhole and write a short paper (at

least two pages) about the basic concepts or the bottom line that was discussed in this science series.

Do you agree with the perspective that was shown here? Other essay topics you could choose instead

(if you like) are one of the following topics:

The birth and death of stars: different types of stars in our universe.

Types of Planets: how they are formed and what specifically makes them a certain classification

of planet (example, Pluto is now called a “dwarf planet”... how is it different than “planet”?).

The Big Bang Theory: how does this theory state the universe began and what is some evidence

that this theory could be true?

The Earth’s Unique Place in the Solar System: explaining the “continuously habitable zone”

(CHZ) and why that is significant for life on earth to exist.

Physical Geography 110 Lesson 3: Mapping and Contour Profiling

It is important for anyone to be able to read maps and understand the purpose of maps. Map skills

support instruction in geography by helping us understand the role played by location. This map skills

lesson is designed to help learn how to use the grid system to locate areas on a map and to help

understand that geography puts emphasis on "place."

Practice using latitude and longitude by doing the following exercise (if you need a tutorial for using

latitude and longitude, please use http://geographyworldonline.com/tutorial/lesson1.html .

Use your Atlas to locate the large cities at each of the points below. Then print the name of each city

and its country in the spaces. For the United States and Canada, give the state or province. The first

letters of the cities will now spell the name of an important spot in the Pacific Ocean. Write its name in

this sentence and state its significance.

The __ __ __ __ __ __ __ __ __ __ __ __ __ is _______________________________________

1. 38* South, 145 * East __ __ __ __ __ __ __ __ __, _______________________________

2. 6* North, 0* Longitude __ __ __ __ __, _________________________________________

3. 42* North, 13* East __ __ __ __, ____________________________________________

4. 41* North, 29* East __ __ __ __ __ __ __ __, __________________________________

5. 38*North, 24* East __ __ __ __ __ __, _______________________________________

6.30* North, 90* West __ __ __ __ __ __ __ __ __ __, ___________________________

7. 17* North, 100* West __ __ __ __ __ __ __ __, __________________________________

8. 36* North, 52* East __ __ __ __ __ __ __, _____________________________________

9. 23* South, 43* West __ __ __ __ __ __ __ __ __ __ __ __, _____________________

10. 54* North, 113* West __ __ __ __ __ __ __ __, __________________________________

11. 55* North, 82* East __ __ __ __ __ __ __ __ __ __ __, ___________________________

12. 30* North, 31* East __ __ __ __ __, ___________________________________________

13. 21* North,158* West __ __ __ __ __ __ __ __, ____________________________________

Use your Atlas to find the following information.

14. Give the Latitude and Longitude of Halifax? ________________________________________

15. Name another city in some other country that is located at approximately the same latitude as

Halifax. _____________________________________________

16. Name another city in some other country that is located at approximately the same longitude as

Halifax. _____________________________________________

Choose one of the following marking schemes (more effort means better marks):

Marks 60-65: Complete the latitude and longitude exercise. Marks 65-70: Complete both the exercise and the contour profile exercise and quiz below. Marks 70-90: Making it practical: write a detailed “how to” manual for the use of GIS (Global Imaging

System), GPS (Global Positioning system), or Google Earth (in-depth with Google Earth) so that someone

like me (not very perceptive) can use one of these devices. In order to do this assignment, you will have

to learn how to use one of these systems as well because you will be questioned more deeply when you

are trying to teach a student like your instructor. Why could this practical knowledge of these devices

be important in certain careers or in your own personal life?

Topographical Maps - Contour Profiles Exercise

A topographic map is a type of map that typically uses contour lines to show both natural and man-made features. A contour line is a combination of lines that represent elevation on a topographic map. This is an example of a topographical map of part of Fundy National Park: tep 5: Draw the profile using the contour markings as your guide.

Contours Quiz Use a line to connect the number with the correct letter below:

Physical Geography 110 Lesson 4: The Atmosphere

The earth’s atmosphere is divided up into several layers and each layer has its own characteristics. The

question is: are these really “layers”; or does the earth’s atmosphere just gradually blend into space,

where we cannot live and breathe anymore? Well, interestingly enough, looking at the earth from

space can reveal the layers in unique color spectrums that actually show starting and stopping points for

each layer from the troposphere to the exosphere. Take a look at this photo taken by a space shuttle to

see an actual representation of the layers of the earth - http://telescopes-

astronomy.blogspot.com/2010/11/iss-crew-captures-spectacular-view-of.html .

For this exercise, I want you to describe what you would encounter as a short-wave light particle

travelling from the sun to the earth as you pass through each of the five layers of the earth’s

atmosphere toward the earth. The reason light can be described as a “particle” is because it has both a

particle form as well as a wave form – it actually does “hit” you. You can find some great information

for what each layer contains in the “Windows to the Universe” website -

http://www.windows2universe.org/earth/Atmosphere/layers.html . Click on the name of each of the

five layers of the atmosphere and collect the information found there. Begin with the exosphere and

travel through the thermosphere, mesosphere, stratosphere, and end up in the troposphere, where

you hit the earth’s crust and change form into a long-wave light wave particle that actually warms up

the planet to an average temperature of +15oC. Without long-wave light wave particles, the earth

would be a balmy -33oC. That’s a nice, crisp temperature!

Please include a diagram of your travels through the atmospheric layers showing a labelled diagram

that names each layer. Your journey can be written in the form of a detailed story (at least a page and a

half) of your journey to the earth or can be shown as a labelled diagram that shows the details that

makes each layer of the atmosphere different. In the diagram it is recommended to use a large piece of

bristle board with cue cards for each description of the atmosphere level.

Marks 60-70: Written story (at least a page and a half) or a labelled diagram (include cue cards) of your journey as a light particle. Marks 70-80: Complete the above exercise, but include more detail and research for each level (up to three pages written) and include the detailed diagram with the written description. Marks 80-90: In addition to the above, do a research topic on how shortwave radiation cooperates with

“greenhouse gasses” to keep the earth at a reasonable temperature. In your research, include how the

“greenhouse effect” affects the earth in terms of climate change OR, if you want an extra challenge,

check out the Malankovitch Cycle and write a brief description of this.

Physical Geography 110 Lesson 5: Climatology

Climatology is the study of climate over extended periods of time; for example, both average and

extreme weather conditions. It can also be seen as the study of what influences certain climates.

Temperature, altitude, precipitation, wind, air pressure, ocean currents, and mountains all play a part in

controlling the climate of different areas of the earth.

Climates can be broken down into three very basic categories according to Koeppen’s Climate

Classification and these categories are based on their distance from the equator (latitude in degrees):

low latitude climates, mid latitude climates, and high latitude climates. Other factors that are included

in creating differences in climate are precipitation (average rainfall per year), altitude (height above sea

level), and average temperature (oC per year).

Exercise for Lesson 5

Your objective for this lesson is to go to http://www.blueplanetbiomes.org/climate.htm . Next, under the title “Some Facts About Climate”, scroll down the page until you find the title “Three Basic Climate Groups”. Write the following outline on a separate sheet of paper and fill in the details with a brief description of each climate type and the following details: Temperature Range: ____oC, Annual Precipitation: ____cm, Latitude Range: ____° to ____°, and Global Range (describe which areas on the globe this climate is found).

Group 1: Low Latitude Climates a. Tropical Moist Climate b. Wet-Dry Tropical Climate c. Dry Tropical Climate

Group 2: Mid Latitude Climates a. Dry Midlatitude Climate b. Mediterranean Climate c. Dry Midlatitude Climate d. Moist Continental Climate

Group 3: High Latitude Climates a. Boreal Forest Climate b. Tundra Climate c. Highland Climate

Marks 60-70: Complete the exercise for Lesson 5 fully. Marks 70-80: Complete the exercise fully and locate and label each of the ten subgroups on a map of North America as an example for each type. Marks 80-90: In addition to the above, research one particular subgroup of the three major climate types

and write up a one page composition detailing the ecosystem that is represented in that area (the types

of animals, plant life, soil type, and other such things). If you like, you can link it to a certain province,

state or small country that would have that type of particular climate.

See the following pages for your information:

Three basic climate groups. Three major climate groups show the dominance of special combinations of air-mass source regions.

Group I

Low-latitude Climates: These climates are controlled by equatorial a tropical air masses.

Wet-Dry Tropical Climates (Aw) savanna A seasonal change occurs between wet tropical air masses and dry tropical air masses. As a result, there is a very wet season and a very dry season. Trade winds dominate during the dry season. It gets a little cooler during this dry season but will become very hot just before the wet season. Temperature Range: 16 °C Annual Precipitation: 0.25 cm. (0.1 in.). All months less than 0.25 cm. (0.1 in.) Latitude Range: 15 ° to 25 ° N and S Global Range: India, Indochina, West Africa, southern Africa, South America and the north coast of Australia

Dry Tropical Climate (BW) desert biome These desert climates are found in low-latitude deserts approximately between 18° to 28° in both hemispheres. these latitude belts are centered on the tropics of Cancer and Capricorn, which lie just north and south of the equator. They coincide with the edge of the equatorial subtropical high pressure belt and trade winds. Winds are light, which allows for the evaporation of moisture in the intense heat. They generally flow downward so the area is seldom penetrated by air masses that produce rain. This makes for a very dry heat. The dry arid desert is a true desert climate, and covers 12 % of the Earth's land surface. Temperature Range: 16° C Annual Precipitation: 0.25 cm (0.1 in). All months less than 0.25 cm (0.1 in). Latitude Range: 15° - 25° N and S.

Tropical Moist Climates (Af) rainforest

Rainfall is heavy in all months. The total annual rainfall is often more than 250 cm. (100 in.). There are seasonal differences in monthly rainfall but temperatures of 27°C (80°F) mostly stay the same. Humidity is between 77 and 88%. High surface heat and humidity cause cumulus clouds to form early in the afternoons almost every day. The climate on eastern sides of continents are influenced by maritime tropical air masses. These air masses flow out from the moist western sides of oceanic high-pressure cells, and bring lots of summer rainfall. The summers are warm and very humid. It also rains a lot in the winter Average temperature: 18 °C (°F) Annual Precipitation: 262 cm. (103 in.) Latitude Range: 10° S to 25 ° N

Global Position: Amazon Basin; Congo Basin of equatorial Africa; East Indies, from Sumatra to New Guinea.

Global Range: southwestern United States and northern Mexico; Argentina; north Africa; south Africa; central part of Australia.

Group II

Mid-latitude Climates: Climates in this zone are affected by two different air-masses. The tropical air-masses are moving towards the poles and the polar air-masses are moving towards the equator. These two air masses are in constant conflict. Either air mass may dominate the area, but neither has exclusive control.

Dry Midlatitude Climates (BS) steppe Characterized by grasslands, this is a semiarid climate. It can be found between the desert climate (BW) and more humid climates of the A, C, and D groups. If it received less rain, the steppe would be classified as an arid desert. With more rain, it would be classified as a tallgrass prairie. This dry climate exists in the interior regions of the North American and Eurasian continents. Moist ocean air masses are blocked by mountain ranges to the west and south. These mountain ranges also trap polar air in winter, making winters very cold. Summers are warm to hot. Temperature Range: 24° C (43° F). Annual Precipitation: less than 10 cm (4 in) in the driest regions to 50 cm (20 in) in the moister steppes. Latitude Range: 35° - 55° N. Global Range: Western North America (Great Basin, Columbia Plateau, Great Plains); Eurasian interior, from steppes of eastern Europe to the Gobi Desert and North China.

Mediterranean Climate (Cs) chaparral biome This is a wet-winter, dry-summer climate. Extremely dry summers are caused by the sinking air of the subtropical highs and may last for up to five months. Plants have adapted to the extreme difference in rainfall and temperature between winter and summer seasons. Sclerophyll plants range in formations from forests, to woodland, and scrub. Eucalyptus forests cover most of the chaparral biome in Australia. Fires occur frequently in Mediterranean climate zones. Temperature Range: 7 °C (12 °F) Annual Precipitation: 42 cm (17 in). Latitude Range: 30° - 50° N and S Global Position: central and southern California; coastal zones bordering the Mediterranean Sea; coastal Western Australia and South Australia; Chilean coast; Cape Town region of South Africa.

Dry Midlatitude Climates (Bs) grasslands biome These dry climates are limited to the interiors of North America and Eurasia. Ocean air masses are blocked by mountain ranges to the west and south. This allows polar air masses to dominate in winter months. In the summer, a local continental air mass is dominant. A small amount of rain falls during this season. Annual temperatures range widely. Summers are warm to hot, but winters are cold. Temperature Range: 31 °C (56°F).

Annual Precipitation: 81 cm. (32 in.). Latitude Range: 30° - 55° N and S Global Position: western North America (Great Basin, Columbia Plateau, Great Plains); Eurasian interior.

Moist Continental Climate (Cf) Deciduous Forest biome This climate is in the polar front zone - the battleground of polar and tropical air masses. Seasonal changes between summer and winter are very large. Daily temperatures also change often. Abundant precipitation falls throughout the year. It is increased in the summer season by invading tropical air masses. Cold winters are caused by polar and arctic masses moving south. Temperature Range: 31 °C (56 ° F) Average Annual Precipitation: 81 cm (32 in). Latitude Range: 30° - 55° N and S (Europe: 45° - 60° N). Global Position: eastern parts of the United States and southern Canada; northern China; Korea; Japan; central and eastern Europe.

Group III

High-latitude climates: Polar and arctic air masses dominate these regions. Canada and Siberia are two air-mass sources which fall into this group. A southern hemisphere counterpart to these continental centers does not exist. Air masses of arctic origin meet polar continental air masses along the 60th and 70th parallels.

Boreal forest Climate ( Dfc) taiga biome This is a continental climate with long, very cold winters, and short, cool summers. This climate is found in the polar air mass region. Very cold air masses from the arctic often move in. The temperature range is larger than any other climate. Precipitation increases during summer months, although annual precipitation is still small. Much of the boreal forest climate is considered humid. However, large areas in western Canada and Siberia receive very little precipitation and fall into the subhumid or semiarid climate type. Temperature Range: 41 °C (74 °F), lows; -25 °C (-14 °F), highs; 16 °C (60 °F). Average Annual Precipitation: 31 cm (12 in). Latitude Range: 50° - 70° N and S. Global Position: central and western Alaska; Canada, from the Yukon Territory to Labrador; Eurasia, from northern Europe across all of Siberia to the Pacific Ocean.

Tundra Climate (E) tundra biome The tundra climate is found along arctic coastal areas. Polar and arctic air masses dominate the tundra climate. The winter season is long and severe. A short, mild season exists, but not a true summer season. Moderating ocean winds keep the temperatures from being as severe as interior regions.

Temperature Range: -22 °C to 6 °C (-10 °F to 41 °F). Average Annual Precipitation: 20 cm (8 in). Latitude Range: 60° - 75° N. Global Position: arctic zone of North America; Hudson Bay region; Greenland coast; northern Siberia bordering the Arctic Ocean.

Highland Climate (H) Alpine Biome Highland climates are cool to cold, found in mountains and high plateaus. Climates change rapidly on mountains, becoming colder the higher the altitude gets. The climate of a highland area is closely related to the climate of the surrounding biome. The highlands have the same seasons and wet and dry periods as the biome they are in. Mountain climates are very important to midlatitude biomes. They work as water storage areas. Snow is kept back until spring and summer when it is released slowly as water through melting. Temperature Range: -18 °C to 10 °C (-2 °F to 50°F) Average Annual Precipitation: 23 cm (9 in.) Latitude Range: found all over the world Global Position: Rocky Mountain Range in North America, the Andean mountain range in South America, the Alps in Europe, Mt. Kilimanjaro in Africa, the Himalayans in Tibet, Mt. Fuji in Japan.

Physical Geography 110 Lesson 6: Meteorology

Assignment for Meteorology

Part I: Vocabulary – use the following website (http://www.weather.com/glossary/) or a dictionary to find out what the following words mean: Cold front Warm front Cyclone Jet streams Troughs Hurricane Tornado Precipitation Part II: Choose one of the following options according to the mark that you want on this assignment: Marks 60-70: Search Environment Canada’s Website (address above) for the “Top Ten Weather Stories of 2012”. As if you are a newspaper reporter, give a short version of the facts for five of these ten stories (approximately a page and a half). http://www.ec.gc.ca/meteo-weather/default.asp?lang=En&n=0B8D6A90-1 Marks 70-80: Research and write approximately two pages about any of the hurricanes that have happened within the last five years. Within the paper make sure to cover the following topics: 1. How hurricanes develop in general (use some of the terminology that you studied for Part I). 2. The path of the hurricane from beginning to end. 3. Some major stories of disasters that occurred due to its impact on certain countries. 4. Ways people can prepare for hurricanes to minimize injury or property damage. Marks 80-90: In addition to the above, list and explain the various symbols that are used in weather

mapping. After this is accomplished, be ready to do a “live” weather forecast for your instructor using a

weather map without symbols. If you cannot find a good site for weather map symbols, ask your

instructor for a hand-out. Suggestion: http://www.flightplanning.navcanada.ca/cgi-

bin/CreePage.pl?Page=wxsymbols&NoSession=NS_Inconnu&TypeDoc=wxsymb&Langue=anglais#WW

(scroll down to find the symbols).

Physical Geography 110 Lesson 7: Natural Regions of the World

http://www.learner.org/vod/video.html?sid=78&po=16

The natural regions of the world are created by processes that erode, transport, and deposit materials

on the surface of the earth. The natural regions that are formed by these processes are 1.) Humid,

2.) Arid (dry), 3.) Glacial, 4.) Periglacial (around glaciers), and 5.) Coastal environments. Each of these

natural regions has a unique story about how it was formed.

Humid Landscapes have a lot of precipitation (rain and snow) and they make up the majority of the

world’s surface. The major shapers of humid landscapes are streams, rivers, flood plains, and deltas.

These water forces cause both erosion and deposition. Erosion occurs by abrasion, attrition, corrosion

and hydraulic pressure. Deposition means that things are “transplanted” by moving water (transported

and eventually placed back down in another location). The ability for moving water to transport

substances depends on its competence and capacity. The movement of particles in a stream can be

described as suspension, saltation, traction, and solution.

Arid Landscapes develop when the rate of evaporation is greater than the rate of precipitation. When it

does rain, it tends to be fast and violent, sometimes causing flash floods and rapid runoff in the form of

sheet flooding. This means (ironically) that much of the landforms are caused by water again; for

example, wadis (valleys), playas, escarpments, mesas and badlands. Other landforms are caused by

wind; for example, pedestal rocks, desert pavements, deflation hollows, and sand seas.

Glacial Landscapes are formed in areas that do not warm up enough to melt the snow and a build-up

occurs. As the snow accumulates, it turns to ice (a firn) and, after enough pressure from the weight of

the snow and ice has built up, glacial ice forms (ice with no air pockets). Glacial ice is not stationary.

Because of the flattening of ice crystals, the glacial ice crystals can slide over each other. This is called

plastic deformation. Glaciers have shaped landforms like rock basin lakes, bedrock plains, moraines,

kettles, drumlins, wash plains, spillways, eskers, u-shaped valleys and fjords.

Periglacial Landscapes develop in glacier-free areas that are close to either the South Pole or the North

Pole. “Peri” means “surrounding” and the actions of frost and snow are the key parts of shaping this

type of environment. Characteristics of periglacial landscapes are permafrost, frost action, solifluction,

pingos, patterned ground, and stone circles. The northern parts of the Yukon, Northwest Territories

and Iqaluit would be classified as periglacial.

Coastal Landscapes come in an assortment of climates and distances from the equator. The main

theme in all coastal landscapes is contact zone between the continents and the ocean. The main causes

for changes in a coastal landscape would be waves and tides. Waves provide abrasion, corrosion,

hydraulic pressure, and deposition. There are special types of tides besides the “regular” tides we

experience on the coast: spring tides and neap tides. Characteristics of the forces of waves and tides

that change the landscape are caves, arches, sea stacks, wave-cut platforms, bayhead beaches,

baymouth sandbars, spits, barrier islands, and lagoons.

Assignment for Lesson 7:

Part I:

List and research five of the bolded words (features) for each of the five types of landscapes. Explain

each of the five bolded terms in your own words below:

1. Humid Landscapes (features are the bolded terms on the previous page)

a.

b.

c.

d.

e.

2. Arid Landscapes (features are the bolded terms on the previous page)

a.

b.

c.

d.

e.

3. Glacial Landscapes (features are the bolded terms on the previous page)

a.

b.

c.

d.

e.

4. Periglacial Landscapes (features are the bolded terms on the previous page)

a.

b.

c.

d.

e.

5. Coastal Landscapes (features are the bolded terms on the previous page)

a.

b.

c.

d.

e.

Part II:

1. In your own words, describe each of the four processes by which streams erode material.

2. Make up a chart to compare the four ways in which sediment load is carried by streams (method of

movement, particle sizes, required velocity, and amount of material used).

3. Arid regions are estimated to cover approximately 20 percent of the earth’s surface. Using an atlas,

rank the world’s continents based on the percentage of their areas that have arid landscapes.

4. Water is important in forming the arid landscapes. Why is this the case, despite the arid climate of

such landscapes?

5. Sketch a diagram for each of the following features of an arid landscape:

a) an escarpment b) a butte c) a wadi d) an alluvial fan

6. Describe the changes that occur as snow becomes glacial ice. Draw or explain why and how glaciers

move.

7. With the help of simple sketches, describe the processes that lead to the formation of two of the

following glacial features:

a) kettles b) moraines c) drumlins d) eskers

8. Explain why periglacial landscapes are dotted with many swamps, lakes, and ponds during the

summer season, despite having “cold desert” climates.

9. Choose a typical feature of the periglacial landscape and describe the processes by which it was

formed.

10. What would be some problems with transportation and construction of buildings in a periglacial

landscape?

11. Write an explanation for the types of erosion that would have taken place on the shore of the

Hopewell Rocks to create the “flowerpots” (rock formations). You may find more information on their

website (search for “Hopewell Rocks”).

12. Describe the formation of a barrier island, bayhead beach, baymouth sandbar and lagoon. Draw a

sketch of each of these features of the coastal landscape.

Marks 60-70: Complete EITHER Part I or Part II of the assignment above. Marks 70-80: Complete BOTH Part I or Part II of the assignment above. Marks 80-90: In addition to completing both Parts I and II of the assignment, watch the following video –

http://www.learner.org/vod/video.html?sid=78&po=16 – questions:

1. What is mass wasting?

2. Why does mass wasting occur everywhere?

3. How do human activities help trigger mass wasting events?

4. Describe how the angle of a slope affects mass wasting.

5. Describe how water in the ground contributes to mass wasting.

6. What is creep, and what causes it to occur?

7. What is slump?

8. Discuss landslides at Portuguese Bend.

9. How has road building contributed to the problems?

10. Why are many Portuguese Bend landowners unable to move?

11. What are some of the things residents are doing to protect their homes?

12. Discuss mudflows and debris flows.

13. Describe rock slides.

14. What factors do engineering geologists look at when studying slope stability?

15. How do heavy rains contribute to mud and debris flows?

16. How does human activity contribute to mass wasting processes?

Physical Geography 110 Lesson 8: Structure of the Earth

Part I: This entire lesson is going to be an internet or book search for answers to the following questions.

Use some key words to look up the information needed to answer them.

1. Name the four layers of the Earth in order from the outside to the center of the Earth.

2. What causes the mantle to "flow"? 3. What are the two main metals that make up the outer and inner core? 4. Describe in your own words how the Earth's layers were formed. 5. Find out which layers are thought to be liquid and solid and add this information to the diagram

above. 6. How did Andrija Mohorovicic discover that the Earth's crust is made of less dense rock than the

mantle? 7. Write in your own words the definition of a discontinuity.

Part II: Delving deeper into the crust: Rocks and Minerals of the Earth’s Crust:

Define “mineral” and define “rock”. Igneous Rocks:

1. What is the meaning of “igneous” and how are these kinds of rocks formed? 2. What is the difference between “extrusive” and “intrusive” rocks? 3. What are some examples of igneous rocks?

Sedimentary Rocks:

1. How are sedimentary rocks formed?

E

2. What is the difference between “clastic” and “non-clastic” sediments (materials)? 3. What are the two processes that form “clastic” sedimentary rock? 4. What are some examples of “non-clastic” sedimentary rock? 5. How is “fossil fuel” deposited? How is it extracted from the earth by us?

Metamorphic Rocks:

1. What does the word “metamorphic” mean? 2. How are metamorphic rocks formed? 3. In which kind of landscapes or places in the earth are metamorphic rocks found? 4. What are some types of metamorphic rocks? Which ones are commonly seen by us?

What are they used for? Part III: Watch Video #3 – Earth’s Interior) at the website below and then answer the questions:

http://www.learner.org/resources/series78.html?pop=yes&pid=314#

1. How deep have we drilled into the earth, relative to its size? 2. What information can geophysicists get from the study of seismic waves? 3. Describe reflection and refraction. 4. Describe the internal structure of the earth. 5. Describe the two fundamentally different types of crustal rock. 6. What is an ophiolite? Describe in detail. 7. Why are ophiolites of special interest to geologists? 8. Describe the two basic types of seismic waves. 9. How do geophysicists use this difference to study the interior of the earth? 10. What happens to P and S-waves when they reach the core of the earth? 11. How is earth's magnetic field used to study the earth? 12. What are paleomagnetism and magnetic field reversals? 13. How often does earth's magnetic field reverse? 14. What concerns do geologists have about future field reversals?

Marks 60-70: Choose between Parts I, II and III of this lesson (only one). Marks 70-80: Choose two parts (any combination of two) of this lesson to complete. Marks 80-90: Do all three parts of this assignment. If you want to go above and beyond this

assignment, I would love to see a physical model representing the earth with a verbal explanation.

Anyone can do this to “level up” into the next marks category. Discuss this idea with the instructor in

more detail if you decide you would like to do this extra assignment or wish to replace another

assignment with this.

Physical Geography 110 Lesson 9: Continental Drift

Marks 60-80: Draw and Label the diagram below Use the diagrams on pages122 and 123 (Canadian Oxford World Atlas) or online

(http://geology.com/plate-tectonics.shtml - you need to scroll down to find the diagram. It is the

second picture down).

Draw & label the plates: Pacific Plate, Nazca Plate, Antarctic Plate, South American Plate, Scotia Plate, Caribbean Plate, North American Plate, Juan de Fuca Plate, Cocos Plate, African Plate, Arabian Plate, Hellenic Plate, Eurasian Plate, Anatolian Plate, Iranian Plate, Australian-Indian Plate, Philippine Plate & Aleutian Plate

Add arrows to indicate the direction of movement of each of the plates above (see Figure 6.1)

Label the following: Mid-Atlantic Ridge, East Pacific Rise, Aleutian Trench, Peru-Chile Trench, Java Trench, Tonga Trench, Mariana Trench, Japan Trench

Add volcano symbols for the converging (explosive) plate volcanoes (see figure 6.20, page 105).

Marks 80-90: In addition to the previous two assignments, choose one of the following options.

1. Write a research assignment for the instructor about “continental drift” (the movement of the

tectonic plates from the supercontinent, Pangea, to the current state).

The written part of the project must be in your own words and at least two pages.

Begin the paper by asking some questions you intend to find answers to. For example: Was

there at one point a solid outer shell on the earth that somehow became cracked in different

locations? Does the movement of the plates explain why similar dinosaur bones can be found in

two different continents ( Canada and Australia)?

Include the theories behind the possible lengths of time scientists say that it took for Pangea to

drift to the current state of the different continents (different theories of a faster and slower

“drift”).

Describe in detail how each part of the world as we know it “locked” into place where we are

now and why it seems we have not changed for a long time afterward.

End the paper with answers you have found and answers you could not find in your research.

What do you think could be possible theories to your unanswered questions?

OR

2. Put together a presentation that explains a natural disaster that is caused by the activity of the

tectonic plates moving in one form or another (Tsunamis, earthquake, volcanoes, etc).

There must be at least two pages of notes neatly typed in this presentation that will be referred

to during this presentation to the instructor as well as a visual for the instructor to see

(PowerPoint or printouts on bristle board that include pictures and graphs if they apply).

Explain what the natural disaster is in detail. Explain scientific words that are used to describe

what the disaster is and what tools can be used to measure this disaster. Pretend the instructor

knows nothing about it at all (you’re the teacher now ).

Include references to recent natural disasters that have been on the news (recent in this

assignments means within your lifetime). Explain where this particular natural disaster took

place and why it happened (if they have any scientific research into the disaster).

Conclude the presentation with any further research that is being done to predict and possible

avoid future disasters like the one you have just explained. You may just end up sounding like

David Suzuki in his conclusions of “The Nature of Things” (if you don’t know what I’m talking

about, just nod and smile).

Physical Geography 110 Lesson 10: Time Travel

Marks 60-70: Draw and label the time zones on the map below. They should be located in any atlas or

online.

Marks 70-80: Write a short essay and include diagrams about the history of the time zones. In your

essay, include answers to the questions:

When were the time zones invented and by whom?

How were the time zones placed?

Why do time zones change sometimes from winter to summer by one hour (Spring Back/Fall

Forward) and in which places?

What is jet lag and how can it be avoided on long trips?

Come up with some more questions and answers about time zones (research “Time Zones” and

see what comes up that interests you about them.