Suggestions for Low-Cost Equipment for Physical Geography I: Laboratory Equipment

Abstract

Fieldwork and laboratory experiences have always been important components of physical geography education, at universities as well as secondary schools. However, the rising cost of necessary equipment and dwindling education budgets of most universities and secondary schools have placed such experiences in crisis. This is the first of two papers that present lab- and field-based items we have designed and built for student research. The equipment is easy to construct and made from low-cost materials like PVC plumbing pipe. Photographs, construction notes, and costs have been included for each of the pieces of equipment, as well as measured schematics for the more complex items.     

Laboratory Work in Secondary School Geography

Abstract

Determining the direction in which to face another location on the globe is a problem with significant social and religious meaning, and one with a rich and interesting history in the Western world. Yet a fully satisfying geographic solution to this problem is hindered by our intuitive perception of the world as a flat surface-where a “straight” path (1) is the shortest distance, and (2) maintains a constant angle. On a curved surface, however, only one of these two properties can be satisfied: the first, by a great circle; the second, by a rhumb line. These two solutions are analyzed, compared, and applied to the direction-facing problem.     

Systems Theory in Physical Geography

Information used in systems is organized into a hierarchy of five levels, following W. H. Terjung; first, collected data; second, sets of morphological variables; third, flow systems of energy and matter; fourth, process-form systems; fifth, systems regulated by cybernetic feedback. System variables, rigorously defined by dimensional analysis, are grouped into four classes: A. dynamic variables related to energy force, and stress; B. mass-flow variables expressing rates of flow of matter; C. geometry variables describing size and form within systems; D. material-property variables, including environmental constants and regulator variables. The second level of systems analysis interrelates a set of morphological elements in a meaningful way in terms of system origin or function. Correlation and regression methods establish significant relationships among variables, which may be stated as empirical or rational equations based on field or laboratory observations. Open energy flow systems and open or closed material flow systems of the third level can be described by dimensionally correct equations or by schematic flow diagrams. Process-form systems of the fourth level are characterized by self-regulation through physical feedback loops. Cybernetic feedback characterizes the fifth level and links natural systems to those regulated or disturbed by human intervention.     

自然地理学的文化转向

在全球化发展的大趋势下,受整个地理学界"文化转向"的影响,同时也为了应对日益严重的人口、资源与环境之间的矛盾,自然地理学的研究方法、研究重点以及各种议题都发生了显著的变化,各种研究使自然地理学更趋于文化性.本文以"文化转向"作为自然地理学创新的1个视角,从自然地理学的研究对象、核心内容等方面阐述了文化自然地理学产生的背景;并列举了自然地理学响应"文化转向"的3条研究线索;在此基础上,探索性地提出了从自然地理学角度开展"人居环境"和"环境意象"2个议题的研究;最后,强调自然地理学在进一步进行"文化转向"和创新的同时,应该保持住自身的性质、目标和方法.     

Field Work in Physical Geography

Abstract

During the past few years, the idea of imparting to students a “liberal” education has attracted a great deal of attention. Considerable discussion has arisen over (1) the definition of “liberal” education, (2) its merits, and (3) the mechanism by which it would be imparted. Recently, much of the controversy has been resolved and academicians are now charged with the responsibility of putting the idea into practice. This paper uses the course Geography of Africa as an example of how the liberal education requirements can be fruitfully incorporated. In pursuit of this goal, the term “liberal education” is analyzed, its scope and objective(s) defined, and a model course proposed. The model course draws from ideas contained in a survey administered to the members of the Africa Speciality Group of the Association of American Geographers. Contained in the model course syllabi are suggested topics, key issues/themes, exercises, resource materials (films), outside readings, suggested textbooks, etc.     

Public Policy and Private Enterprise in the Development of Flood Plains: A Laboratory Exercise in Physical Geography

Abstract

This paper presents an exercise developed for use in introductory physical geography. The exercise is divided into three parts, each having specific objectives and methods for attaining these objectives.

I. The nature of the flood hazard. Flooding is discussed as a natural process. A flood hydrograph is used to illustrate the natural and man-made factors which influence the nature and timing of the flood event.

II. The extent of the flood hazard. Flood probabilities, return intervals, stage-susceptible areas are determined by the students enabling them to make quantitative assessments of the extent of the flood hazard.

III. Formulating public policy: a simulation game. Roles representing various segments and interest groups of the community are given to groups of students. The groups then present hazard adjustment recommendations based on the nature and extent of the hazard and their role to a simulated public meeting. The various recommendations are discussed within established rules of order to reach agreement on public policy.