Solution Manual For Introduction to Geography 16e Mark Bjelland David H. Kaplan , Jon Malinowski Chapters 1-13 CHAPTER 1: INTRODUCTION Chapter Summary Geography is the study of how and why things differ from place to place on the earth’s surface. Geography is the science that studies spatial patterns, culture-environment relations, earth systems, and regions. Geography’s roots date to a classical Greek concern with measuring and mapping the earth, examining its biophysical systems, documenting human-environmental interactions and describing regional differences among its inhabited portions. From the outset, consistent sets of themes, concepts, terms, and questions have guided geographic inquiry. Formal training in the themes, concepts, and techniques of geography is important to informed awareness of current local, national, and world affairs. Geographic knowledge is also the doorway to a host of significant and rewarding career opportunities. Places have location, direction, and distance with respect to other places. Places have both physical and cultural attributes and are imbued with meanings that different cultures attach to them. Location may be expressed in either absolute (e.g., latitude and longitude) or relative terms. Relative location expresses spatial interconnections and interdependencies. Similarly, distance can be expressed as absolute (miles or kilometers) or relative distance which depends on transportation routes, travel time and psychological perceptions. The size of areas and the scale at which they are investigated help determine the permissible degree and kinds of geographic generalization. Geographers attempt to analyze really distinctive complexes of physical and cultural features and are concerned with the human-environmental interfaces they display. The interrelationships between places are revealed through the processes and patterns of spatial interaction and spatial diffusion. Concepts of distance, accessibility, and connectivity help reveal those processes. Geography is rooted in the study of spatial relationships and recognizes that spatial interaction is a fundamental organizing principle of the physical and social environment. ―Globalization‖ is the popular term attached to the increasing interconnection of the world’s social, cultural, political, and economic processes and patterns. Although no two areas can have exactly the same physical and cultural content, sufficient evidence of spatial similarity may exist to permit the recognition and definition of regions, earth areas with significant elements of uniformity. Regions are the geographer’s device of areal generalization; conceptual spatial summaries intended to recognize the underlying order in the diversity of the earth’s surface. Administrative regions have clear boundaries established by laws or treaties and typically laws and policies are applied uniformly within those boundaries. Examples of administrative regions include countries, states, counties, cities, school districts, and more. Four generalized types of regions are administrative, formal,, functional, and perceptual. Although varied in its content and approaches, all geographic inquiry may be conveniently clustered into six essential elements as outlined in the National Geography Standards. These are the world in spatial terms, places and regions,, physical systems, human systems, environment
and society, and the uses of geography. These summarize the broad consistency of purpose and uses of geographic study. Key Words absolute direction absolute distance absolute location accessibility administrative region connectivity cultural landscape environment formal (uniform) region functional (nodal) region globalization human interaction human systems location natural landscape perceptual (vernacular, popular) region region relative direction relative distance relative location scale site situation spatial diffusion techniques of geographic analysis Teaching Strategies 1. A brief lecture survey of the major contributions made by geographers and geography’s persistent themes and questions can be a useful lead-in to the discussion of the practical problems geography addresses. A special point can be made of the role played by geographic concepts, methods, and conclusions in understanding contemporary political, economic, and ecological problems. Be sure to emphasize the interdisciplinary nature of geography and its concern with both physical and cultural attributes of the earth. Geography for Life: National Geography Standards 1994 (National Geographic Society) specifies what the ―geographically informed‖ person knows and understands. Be careful to emphasize important discoveries and concepts rather than obscure names and dates. 2. To demonstrate the relevance of geographic perspectives to understanding contemporary problems, select a prominent current national or world event that lends itself to a geographer’s analysis. Start by asking, ―If you were going to research this issue, what kinds of questions would you want to ask?‖ List some of the core geographic concepts such as location, distance, scale, interrelations between places, accessibility, or connectivity, and ask students to identify how that concept is relevant to this case study. Such discussions may help imprint basic geographic concepts and thought processes,
preparing students to understand more fully and receptively the substantive concept of the following book chapters and lecture topics. This is also a good way, early in the course, to get students excited about taking a geography course. 3. Take the basic concepts of the first chapter, such as place, site and situation absolute and relative location, and relative and absolute distance and have the students apply these concepts to their campus or community. What is the site and situation of the college or university? Is it a good site for a university? Is it a good situation for a university? Why? What is its relative and absolute distance from the nearest major city or major shopping district? Does the location matter? How would the university or college change if it were in a very different location? This can make for a lively discussion. 4. Give your students a blank map of the United States with state boundaries and ask them to draw a boundary around any or all of the following: the South (or the Deep South), the Midwest, the Southwest, the Pacific Northwest, and New England. If you compare some of the maps, you’ll soon realize that there are wide discrepancies and yet commonalities. Ask students what factors could be used to more systematically distinguish boundaries between regions. 5. Part of this chapter focuses on geography careers. Because many students know little about the discipline of geography, summarize how you got interested in geography. Then discuss the types of careers open to geographers, the amount and sequencing of schooling needed for certain jobs, and other tips to help think about the future. The Association of American Geographers offers a ―Careers in Geography‖ brochure that you could make available to interested students. 6. Explore the interrelationships between your classroom and other places. Choose a few objects in the room and ask where they came from. Most clothing contains country of origin labels which are a good starting point. It is okay if you don’t know where everything comes from—that is an important lesson in itself, that we have interrelationships with distant places of which we are not even aware. 7. Demonstrate to students that location really matters by examining house prices in different locations. Using an online real estate website such as http://www.realtor.com, find two houses similar in style and size but in different locations. An interesting contrast can be made drawn between prices for similar size and style houses, one from a rural community in the Midwest or South and the other from a major East Coast or West Coast metropolitan region. Ask students to interpret the vast differences in prices using geographic concepts such as site, situation, relative location, and accessibility. 8. Ask students to list the administrative regions that include the location of your college or university. Then, have the students order those regions according to geographic scale. Help them to think of administrative regions that might not be as obvious such as free trade regions, watershed districts, school districts, metropolitan regional planning districts, and economic development regions. 9. Perceptual regions are recognized by their inhabitants. Have the students write the popular regional name for the location where they live. ―Deep East Texas,‖ ―the Metroplex‖ (Dallas/Fort Worth), and ―the Pine Belt‖ (Southern Mississippi) are a few examples of perceptual regions. Explore whether there are references to the perceptual
region in the names of local businesses or institutions, such as ―North Woods Excavating‖ or ―Sun World Realty.‖
Active Learning Tip The Pause ―Silence is deep as eternity, speech is shallow as time‖ – Thomas Carlyle (1795-1881) Silence in the classroom can be intimidating. So instructors tend to ask a question and then promptly give the answer if there isn’t an immediate student response. This does not allow some students enough time to digest the material and formulate an answer. Instead, wait 15 to 30 seconds (you may need to count silently). This will give students more time and will also refocus the class’ attention. You can also take a ―clarification pause‖ in which you ask if anyone would like a point explained or clarified. Wait 15-30 seconds to allow nervous students to get their nerve up. You can also use this time to walk around the room, which sometimes prompts students to ask a question. It will also keep sleepy or distracted students focused on the topic. Based on ideas presented or discussed in Faust, Jennifer L. & Paulson, Donald R. 1998. Active Learning in the College Classroom. Journal on Excellence in College Teaching 9(2): 3-24.
CHAPTER 2: GEOGRAPHIC TECHNIQUES AND SKILLS Chapter Summary An essential means of describing the earth on which we live, maps can communicate effectively if we appreciate the logic behind their construction and modes of representation. An artificial grid system is essential to locate points on a sphere. The grid system of meridians and parallels (latitude and longitude) is the most common, but other systems are also important. Different land survey systems including the U.S. township and range system have been used to locate and subdivide land and have left a lasting imprint on the landscape. Because the globe is not flat, some system of projection is necessary to transfer the spherical coordinates to a flat surface. Because all projections involve distortion, the cartographer must evaluate the intended use of the map to determine which projection to use. Area, shape, distance, and direction are distorted in different ways and to different degrees by each projection. A scale compares distance on a map to the actual distance on the ground. Scale is represented three ways: verbally like one inch on a map to one mile on the surface; graphically in the form of a bar divided into sections, each representing a certain distance on the earth; or as representative fraction like 1:63,360 i.e., one inch on the map showing 63,360 inches or one mile of the ground distance. Geographers use a wide variety of maps depending on the purpose of spatial analysis. Topographic maps provide a wealth of information about both natural and cultural landscape features, although the main concern is elevation as represented by contours. Published at several different map scales, topographic maps have many uses. Maps are basic to the study of spatial patterns, and different techniques are used to record the numbers of objects at specific points, in given areas, or along certain lines. Dots, proportional circles, and three-dimensional symbols are common ways of indicating quantities at given points. For variations over areas, choropleth maps show how the amount of a phenomenon varies from area to area using contrasting colors or patterns. Examples of map lines that denote numerical values are isolines and flow lines. Part of being a skilled map user is being aware of ways that map design can intentionally or unintentionally create a distorted impression through choice of projection, color and symbolization schemes, as well as through deliberately introduced errors. Two geographic information technologies—remote sensing and global navigation satellite systems (GNSS) of which the U.S. Global Positioning System (GPS) is the oldest and most known—have revolutionized map production. Remote sensing is the collection of data about an object without being in direct contact with the object. Aerial photography is one method of remote sensing and another is the use of sensors on satellites or spacecraft. Remotely sensed data use wavelengths of the electromagnetic spectrum outside the visible range to provide information not visible to the naked eye. Examples include using remote sensing to determine the health of vegetation, the clarity of water, and surface temperatures. Radar can be used to map the location of various objects such as storm systems and LIDAR can be used to precisely map the earth’s surface elevation. Among the advantages of remote sensing are speed and accuracy, the ability to map large areas otherwise hard to survey, and the option of gathering data during nighttime as well as daytime. Since the 1970s the Global Positioning System (GPS) has made it easier for determining the longitude and latitude of almost any location on the earth. The orbiting satellite components are