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Solution Manual for Physical Geography Laboratory Manual, 12th Edition

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    Answer Key for Physical Geography Laboratory Manual Twelfth Edition by Darrel Hess City College of San Francisco to accompany McKnight’s Physical Geography: A Landscape Appreciation Twelfth Edition by Darrel Hess Illustrated by Dennis Tasa

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    iii Answer Key Contents Introduction to Answer Key v Exercise 1 Metric Conversions 3 Exercise 2 Location 7 Exercise 3 Time 13 Exercise 4 Map Scale 17 Exercise 5 Map Projections 23 Exercise 6 Isolines 27 Exercise 7 Landscape Analysis with Google Earth™ & The National Map 35 Exercise 8 Geographic Information Systems and Remote Sensing 41 Exercise 9 Earth-Sun Relations 49 Exercise 10 Solar Angle 55 Exercise 11 Insolation 61 Exercise 12 Temperature Patterns 67 Exercise 13 Air Pressure 75 Exercise 14 Wind 81 Exercise 15 Humidity 89 Exercise 16 Adiabatic Processes 95 Exercise 17 Stability 101 Exercise 18 Midlatitude Cyclones 109 Exercise 19 Weather Maps 117 Exercise 20 Weather Satellite Images 127 Exercise 21 Doppler Weather Radar 135 Exercise 22 Hurricanes 141 Exercise 23 Climate Classification 153 Exercise 24 Weather Variability and Climate Change 171 Exercise 25 Groundwater 179

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    iv Exercise 26 Biomes and Ecological Land Units 185 Exercise 27 Soils 193 Exercise 28 Contour Lines 201 Exercise 29 U.S. Geological Survey Topographic Maps 205 Exercise 30 Topographic Profiles 209 Exercise 31 U.S. Public Land Survey System 215 Exercise 32 Aerial Photographs and Stereograms 221 Exercise 33 Plate Tectonics 229 Exercise 34 Volcanoes 237 Exercise 35 Volcanic Calderas 245 Exercise 36 Faulting 251 Exercise 37 The San Andreas Fault 257 Exercise 38 Mass Wasting 265 Exercise 39 Drainage Basins 273 Exercise 40 Floodplains 281 Exercise 41 Stream Drainage Patterns 287 Exercise 42 Stream Rejuvenation 293 Exercise 43 Flood Recurrence Intervals 299 Exercise 44 Karst Topography 305 Exercise 45 Desert Landforms 311 Exercise 46 Sand Dunes 321 Exercise 47 Continental Glaciation 327 Exercise 48 Alpine Glaciation 337 Exercise 49 Coastal Landforms 349 Appendix II Math Skills Practice Worksheet 364

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    v Introduction to Answer Key TO THE TEACHER This Answer Key includes all of the exercise problem sets found in the Physical Geography Laboratory Manual 12th edition by Darrel Hess, that accompanies the textbook McKnight’s Physical Geography: A Landscape Appreciation , 12th edition, by Darrel Hess. However, only the problem set pages themselves are included in this Answer Key — the page numbers match those in the Lab Manual, so there are gaps in the page number sequence. The answers provided are those that I have written in my copy of the Lab Manual. These answers are offered as a guide only — in some cases other answers may also be correct. New To The 12 th Edition Lab Manual: This new edition of the Lab Manual retains all of the exercises found in the previous edition, along with new exercises on Groundwater (Exercise 25) and Geographic Information Systems and Remote Sensing by Ryan Jensen (Exercise 8; replacing the previous exercise on GIS). In addition, many exercises and problem sets underwent major revisions, including Landscape Analysis with Google Earth™ and The National Map (Exercise 7), Doppler Weather Radar (Exercise 21), Weather Variability and Climate Change (Exercise 24), Biomes and Ecological Land Units (Exercise 26), Aerial Photographs and Stereograms (Exercise 32), Mass Wasting (Exercise 38), and Flood Recurrence Intervals (Exercise 43). At the suggestion of instructors, the order of exercises has been adjusted slightly, grouping the exercises on topographic map and aerial photograph interpretation in the middle of the Lab Manual, just before the sections on geomorphology where these skills are called for. In addition to the 16 pages of color topographic maps included in previous editions of the Lab Manual, 16 additional pages of color maps and images are now included. Many topographic maps that were “grayscale” in the previous edition are now in color, along with additional color aerial imagery. QR Codes and Lab Manual Internet Site: The QR (Quick Response) codes that accompany many exercises give students access to Lab Manual Internet content wherever they can use a smartphone or other mobile device. By scanning the QR codes, students can view color maps, satellite movie loops, color photographs, and Google Earth™ “videos” needed to complete nearly all of the Internet-based problems in the Lab Manual. The Lab Manual Web site ( www.MasteringGeography.com ) also provides all of the content accessed with the QR codes, along with KMZ files for the problems using Google Earth™. The URLs of the recommended Web sites are provided for each Internet exercise, but because the Internet changes over time, the URLs printed in the Lab Manual may become out of date or better sites might become available in the future. Feel free to recommend different, or additional, Internet sites to your students.

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    vi SUGGESTIONS FOR TEACHING LAB SESSIONS Most instructors try to keep the amount of lecture in a laboratory session to a minimum, leaving as much time as possible for working through the problems. If your students read the background information for each exercise before attending a lab session, often a quick review and overview of the exercise problems is all that is needed — this is especially true for exercises based on material that has been covered in detail in the lecture course. In a few cases, however, a more detailed introduction is required — I find this true with topics such as weather maps, satellite images, topographic maps, and aerial photographs and stereograms. I encourage students to work together in pairs or small groups during lab sessions. I find that students enjoy this kind of collaborative learning. However, this approach does require careful monitoring on your part — occasionally one assertive student will lead a group astray or will simply do all of the work. You should clarify your policies on collaborative work early on. SAMPLE LABORATORY COURSE SYLLABUS For greater flexibility, many major topics in the Lab Manual are covered over several exercises and the problems for most exercises are divided into two or more parts. The length and difficulty of the problem sets vary greatly from exercise to exercise. It is doubtful that students will have time to complete all of the problem sets in all of the exercises over the course of a single quarter or semester. The exercises and problem sets you choose may depend on the time available, the material being emphasized in lecture, and perhaps local interest. When selecting exercises to use in your lab sessions, consider the following suggestions:  There are several skills that students will be called upon to use repeatedly. For example, the interpretation of various kinds of isolines will be required throughout the first half of the manual, and the interpretation of contour lines, the construction of topographic profiles, and the use of stereograms is required in the second half. If Google Earth™ is us ed for landform analysis, Exercise 7 ( Landscape A nalysis with Google Earth™ and The National Map ) should be assigned before students begin more detailed landform analysis problems.  While most exercises are designed to stand alone, in a few cases one exercise builds upon the previous one. For example, the exercise on adiabatic processes (Exercise 16) assumes an understanding of relative humidity (Exercise 15); the exercise on stability (Exercise 17) assumes an understanding of adiabatic processes; and the exercises on weather maps and satellite images (Exercises 19 and 20) assume an understanding of midlatitude cyclones (Exercise 18).  Local or regional interest may influence which exercises you choose. For example, here in California, exercises on the San Andreas Fault and alpine glaciation are more immediately relevant to my students than those on hurricanes or continental glaciation. Since many of the problem sets are broken into several parts, you can emphasize some topics more than others simply by adding or deleting parts of problem sets.  Note that many of the problem sets may be completed using either S.I. units or English units — be sure to specify which units you wish your students to use.

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    vii  If your students don’t have access to stereoscopes, you can still make use of the stereograms in the Lab Manual — simply have the students analyze one side of the stereogram as they would any aerial photograph. As a starting point for selecting exercises for your laboratory course, a sample syllabus is shown on the following page. The syllabus is designed for a typical 3-hour-per-week lab over a 16- week semester. It can be abridged as needed for shorter terms. In some cases, only parts of exercises problems are recommended — for exa mple, on the sample syllabus “18 -I I” indicates that Part II of the Exercise 18 problems are recommended. Because I let students work collaboratively on lab exercise problem sets, when calculating final grades for my lab courses I tend to weigh work on exercise problem sets less heavily than exams. (Some instructors actually provide answer keys so that students can correct their own exercises at the end of a lab session — the instructors then simply give credit for completing an exercise.) In my own lab courses, I include two short 45-minute quizzes in addition to a midterm and final.

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    viii Sample Syllabus Week Topic Lab Exercise 1 Introduction; Location; Time Zones Appendix II 2 - I/II 3 - I 2 Map Scale; Map Projections; Isolines 4 - I 5 - I/II 6 - II 8 - I/II 3 Solar Angle; Insolation; Temperature Patt erns 10 - I/II 11 - I/II 1 2 - III 4 Air Pressure; Wind 13 - I/II 14 - I/II 5 Humidity; Adiabatic Processes 15 - 1/II or III/IV 16 - 1/II or III/IV 6 Weather Maps; Weather Satellite Images 18 - II 19 - I/II/IV 20 - I/II 21 - I II or 22 - II 7 Climate Classification 23 - I/ V 2 4 8 Lab Midterm Exam 9 Contour Lines; Topographic Maps; Stereo Aerial Photographs 28, 29, 30, 31, 32, 7 * (if Google Earth™ problems are assigned) 10 Plate Tectonics; Volcanoes; Faulting 33 - I 34 - I/III 36 - I 37 - I 11 Mass Wasting; Drainage Basins; Flood Recur rence Intervals 38 - I 39 - I/II 4 3 12 Floodplains; Stream Drainage Patterns 40 - I/II or III/IV 41 - I 42 - I 13 Karst Topography; Desert Landforms 44 - I or 44 - II 45 - I/III 46 - I 14 Continental Glaciation; Alpine Glaciation 4 7 - I/II 4 8 - I/II /VI 15 Coastal Landforms; Review 49 - I /II or II/ IV 16 Lab Final Exam * If Google Earth™ prob lems are assigned omit one problem set in each lab for weeks 10 through 15.

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    ix SUPPLEMENTING LABORATORY EXERCISES When possible, you are encouraged to supplement the Lab Manual with additional topographic maps, aerial photographs, equipment, and outside field work.  If your classroom is equipped with computers and Internet access, you’ll obviously have an easier time completing exercises using Google Earth™, weather satellite images, and Doppler weather radar, although increasingly students are able to access these resources with their phones or other mobile devices.  If teaching sets of topographic maps are available, you may use some of the problem sets in the Lab Manual as starting points for expanded lab exercises. For example, a teaching set of the U.S. Geological Survey 7.5' topographic map that includes your campus or city makes a nice addition to the general introduction to topographic maps in Exercise 29. You may also download the PDF of any quadrangle from the USGS US Topo website ( http://nationalmap.gov/ustopo/ ). In addition, time series satellite imagery is easily available from the USGS LandsatLook Viewer website ( http://landsatlook.usgs.gov/ ).  If equipment is available, supplement the Lab Manual exercises with additional hands-on problems. For example, I typically supplement my exercise on air pressure and wind with an outdoor exercise in which students make a wind map of our campus — at selected locations, students record the wind direction and speed (using inexpensive hand-held wind meters and magnetic compasses); back in lab they map the wind patterns using standard weather map symbols for direction and speed, and then answer a series of questions about the variations they found (due to such factors as topography and building orientation).  If practical, local field trips are a great addition to a laboratory course. I’ve found it very useful to reproduce an enlarged portion of a topographic map that has the field trip stops indicated — at each of the stops, students answer a series of questions. I have students lead me from stop to stop — this sounds simple, but many students have never had to find their way using a map — even in an urban area — without step-by-step instructions from a navigation app. In a similar way, if teaching sets of GPS units are available, having students navigate around your campus to “mystery locations” you’ve preprogrammed into the units is fun and surprisingly instructive (yes, they can get lost even with a GPS unit in hand!). MATH AND CHARTING SKILLS PRACTICE WORKSHEET On the first d ay of lab I pass out the “Math Skills Practice Worksheet” found in Appendix II. The worksheet provides examples of the kinds of basic math and charting tasks that students will use during the lab course. I emphasize that this worksheet is not a test, and I provide an answer key so that students can check their answers. Although only basic math skills are required to complete the exercises in the Lab Manual, I’ ve found it helpful early on in the course to identify students who may need a quick math review, as well as those who may need more significant help. The “Hints” provided for the worksheet are often all that’s needed to help most students though the practice problem s. Answers to the practice worksheet are included at the back of this Answer Key.

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    x COMMENTS Please address any suggestions or comments to: Darrel Hess City College of San Francisco 50 Phelan Avenue San Francisco, CA 94112 E-mail: dhess@ccsf.edu

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    3 EXERCISE 1: Metric Conversions Name __________________________________________ Section ____________________ 1. Complete the following conversions using exact conversion factors (round your answers to 1 decimal place). S.I. Units English System Units (a) 14 centimeters __________ inches (b) 29 meters __________ feet (c) 175 kilometers __________ miles (d) 42 liters __________ quarts (e) 57 grams __________ ounces (f) 65 kilograms __________ pounds (g) 37°C __________°F 2. Complete the following conversions using exact conversion factors (round your answers to 1 decimal place). English System Units S.I. Units (a) 3 inches __________ centimeters (b) 4.3 feet __________ meters (c) 18 yards __________ meters (d) 73 miles __________ kilometers (e) 6.2 quarts __________ liters (f) 10 gallons __________ liters (g) 14 ounces __________ grams (h) 155 pounds __________ kilograms (i) 47°F __________°C Ex E rcis E 1 Probl EM s/solUtioNs—Part 5.5 95.1 108.7 44.4 2.0 143.3 98.6 7.6 1.3 16.5 117.5 5.9 37.9 396.9 70.4 80.3

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    4 Physical Geography Laboratory Manual Name __________________________________________ Section ____________________ Ex E rcis E 1 Probl EM s/solUtioNs—Part ii 1. Complete the following conversions using exact conversion factors (round your answers to 1 decimal place). S.I. Units English System Units (a) 72 centimeters __________ inches (b) 24 meters __________ feet (c) 1300 kilometers __________ miles (d) 4.5 liters __________ quarts (e) 144 grams __________ ounces (f) 228 kilograms __________ pounds (g) 12°C __________°F 2. Complete the following conversions using exact conversion factors (round your answers to 1 decimal place). English System Units S.I. Units (a) 55 inches __________ centimeters (b) 1774 feet __________ meters (c) 220 yards __________ meters (d) 23,900 miles __________ kilometers (e) 24 quarts __________ liters (f) 300 gallons __________ liters (g) 26 ounces __________ grams (h) 4500 pounds __________ kilograms (i) 88°F __________°C 78.8 807.3 4.8 5.0 28.5 502.7 53.6 139.7 541.1 201.1 38,455.1 22.7 1135.5 737.1 2043.0 31.1

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    7 EXERCISE 2: Location Name __________________________________________ Section ____________________ 1. Using a globe, determine the latitude and longitude of the following cities. Be sure to indicate if the location is north or south latitude, and east or west longitude. Indicate latitude and longitude to the nearest whole degree (round down if less than 30 ′ ; round up if 30 ′ or more). City Latitude Longitude (a) Chicago, Illinois ________ ________ (b) Tokyo, Japan ________ ________ (c) Sydney, Australia ________ ________ (d) Singapore ________ ________ (e) Buenos Aires, Argentina ________ ________ 2. Using a globe, determine which major city is located at the following coordinates: Latitude Longitude City (a) 14° N 100° E _________________________ (b) 56° N 38° E _________________________ (c) 19° N 99° W _________________________ (d) 1° S 37° E _________________________ (e) 37° S 175° E _________________________ 3. (a) What is the latitude and longitude of your school? (Estimate to the nearest minute of latitude and longitude; be sure to indicate if the location is north or south latitude, and east or west longitude.) (b) What resource did you use to determine this? Ex E rcis E 2 Prob LE ms/soLUtioNs—Part i 42° N 88° W 35° N 140° E 35° S 151° E 1° N 104° E 35° S 58° W Bangkok Moscow Mexico City Nairobi Auckland

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    Physical Geography Laboratory Manual 8 Name __________________________________________ Section ____________________ Ex E rcis E 2 Prob LE ms/soLUtioNs—Part ii 1. On the diagram shown, plot the following coordinates with a dot. Then label each dot with its corresponding letter. (a) 10° N, 40° W (b) 50° N, 40° E (c) 40° N, 25° W (d) 5° S, 10° W (e) 65° N, 70° E 2. Use the index of an atlas to find the following places. Determine the latitude and longitude to the nearest degree. Place Latitude Longitude (a) Pusan (Busan) ________ ________ (b) Reykjavik (Reikjavik) ________ ________ (c) Walvis Bay ________ ________ (d) Tuvalu (Ellice Islands) ________ ________ 3. If you start at the equator and travel to 10° N, approximately how many kilometers (or miles) north of the equator will you be? Take the circumference of Earth to be 40,000 kil- ometers (24,900 miles). Show your calculations. 4. If you travel west through 10° of longitude along the equator, the distance traveled will be very different from the distance traveled through 10° of longitude at 60° N. Why? 35° N 129° E 64° N 22° W 23° S 14° E 177° E 8° S 40,000/360 = 111.1 km/degree = 1111 (approx. 1100 km) 24,900/360 = 69.2 mi./degree = 692 mi. (approx. 690 mi.) Meridians converge at the poles and so are closer together at 60° N than at 0°.

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    13 EXERCISE 3: Time Name __________________________________________ Section ____________________ Ex E rcis E 3 Probl E ms/solUTioNs—Par T i Using the longitude of a time zone’s central meridian (which has been provided for you), answer the following questions. Be sure to indicate if the time is a.m. or p.m.; however, refer to “noon” or “midnight” rather than to 12:00 p.m. or 12:00 a.m. It may be helpful to draw a simple diagram showing the central meridian of each time zone, such as Figure 3-3, when making your calculations. 1. If it is 10:00 a.m. Monday in Denver (based on 105° W), what time and day is it in New York City (75° W)? 2. If it is 11:00 a.m. Thursday in Seattle (120° W), what time and day is it in Seoul, South Korea (135° E)? 3. A satellite image of the United States was taken at “0900Z.” What was the local standard time in Chicago (90° W)? 4. If it is Friday at 3:00 p.m. daylight-saving time in Kansas City (90° W), what is the day and time in Quito, Ecuador (75° W), where daylight-saving time is not being observed? 105° W 12:00 noon, Monday: 90° W 75° W 10 A.M. 11 A.M. 12 noon M M M 4:00 A.M., Friday: 135° E 150° E 165° E 180° 165° W 150° W 135° W 120° W 4 A.M. 5 A.M. 6 A.M. 7 A.M. 8 A.M. 9 A.M. 10 A.M. 11 A.M. F F F F/R R R R R 3:00 A.M: 90° W 75° W 60° W 45° W 30° W 15° W 0° 3 A.M. 4 A.M. 5 A.M. 6 A.M. 7 A.M. 8 A.M. 9 A.M. 90° W 75° W 3 P.M. DST = 2 P.M. ST 3 P.M. ST F F 3:00 P.M., Friday:

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    Physical Geography Laboratory Manual 14 Name __________________________________________ Section ____________________ Ex E rcis E 3 Probl E ms/solUTioNs—Par T ii 1. (a) Your plane leaves Boston (75° W) at 7:00 a.m. on Saturday, bound for Los Angeles (120° W). The flight takes 5 hours. What is the time and day when you arrive in Los Angeles? (b) Your connecting flight to Taipei (120° E) leaves Los Angeles at 1:00 p.m. on that same day. The flight takes 11 hours. What is the time and day when you arrive in Taipei? Ex E rcis E 3 Probl E ms/solUTioNs—Par T iii 1. For a given latitude, if the stated time of sunset is 6:45 p.m. at 90° W, what is the time of sunset at 91° W? 2. For a given latitude, if the stated time of sunrise is 6:10 a.m. at 120°00 ′ W, what is the time of sunrise at 117°30 ′ W? Take off: 120° W 105° W 90° W 75° W 4 A.M. 5 A.M. 6 A.M. 7 A.M. Sa Sa Sa Sa Landing: +5 hours = 9:00 A.M., Saturday Take off: 120° E 135° E 150° E 165° E 180° 165° W 150° W 135° W 120° W 5 A.M. 6 A.M. 7 A.M. 8 A.M. 9 A.M. 10 A.M. 11 A.M. 12 noon 1 P.M. Su Su Su Su Su/Sa Sa Sa Sa Sa Landing: +11 hours = 4:00 P.M., Sunday 6:49 P.M.: 91° W to 90° W = 1° later = 4 minutes later = 6:49 P.M 6:00 A.M.: 120° W to 117°30' W = 2.5° earlier = 10 minutes earlier = 6:00 A.M.

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