Geomorphology in the system of Earth sciences

We examine the question of determining the place of geomorphology in the system of Earth sciences. The study revealed that, in spite of the differences in understanding the subject matter of science, there are at least seven integrating and generally accepted techniques of geomorphological investigations themselves: orographic analysis, cartometry, remote analysis of hidden landforms, morphometry, geomorphological mapping, modeling of geomorphological systems and conceptual development of the methodology. Emphasis is placed on the important role of geomorphological mapping in understanding all processes on land cover and the history of its development, assessing the natural resources and natural hazards, and in forecasting the evolution of the landscape. The technique of representing results from geomorphological investigations as a geomorphological map requires developing a classification of topographic features and landforms, and publications of A. N. Lastochkin and his followers are specifically focused on this issue. The integrating role of N. A. Florensov’s ideas of concepts concerning the continental orogenesis and geomorphological formations is pointed out. The autonomy of geomorphology in the system of Earth sciences is demonstrated but it is emphasized that it is not possible to further develop geomorphological knowledge outside the province of related Earth sciences, primarily geology and physical geography. A substantiation is given to the exclusiveness of the object of study (topography of land cover) and the subject (main topographic properties: morphology, genesis, age, and morphogenesis processes) which can be analyzed solely by geomorphological research techniques and development models.     

Landscape Mapping Using GIS and Google Earth Data

The process of laboratory compilation of the natural landscape chorological map of one of the uluses (administrative districts) of the Sakha (Yakutia) Republic is presented at a scale of 1:2 500 000. The GIS tools were used to reference thematic cartographic documents to the topographic base of the ulus containing contour lines, elevations and the main river network. The final river network is drawn on the basis of other data sources. A significant role in the subsequent map compilation stages was played by data from the Google Earth website: 2D and 3D images were used to identify floodplains. Units of glacial landforms of foothill areas and the main types of geological and geomorphological units of the ulus were determined using both published data sources and the Google Earth imagery. The map of natural vegetation has been compiled having regard to the humidity conditions and the vertical zonation of the climate and soils. The digital map layers in GIS were gradually combined into the synthetic natural landscape map of the ulus, and the identified natural landscape units were also incorporated into the regional classification of the landscapes of Siberia. It is established that the hierarchical system of natural landscapes of the ulus differentiates three levels of classification: high (the landscapes are differentiated with respect to their geographical location into the landscapes of lowlands and high mountains), intermediate (the differentiation of the landscapes with respect to the genesis and topography dissection in a relevant climatic zone) and low (the natural landscapes are determined by a combination of vegetation covering the type of soil that developed on a given geological substrate).     

The Impact of Paper Versus Digital Map Technology on Students' Spatial Thinking Skill Acquisition

This study investigates whether spatial learning outcomes differ with respect to different instructional media. Spatial thinking skills were tested pre- and postlesson implementation via the spatial thinking ability test as eighth grade students participated in either paper-based or digital map-based instruction. Students' attitudes toward geography, past travel experience, and demographic variables such as gender, were also examined to search for differences in spatial thinking skill development. Results of the study reveal that both paper and digital media aid in developing and improving spatial thinking skill acquisition among students.     

Paper versus Pixel: Effectiveness of Paper versus Electronic Maps To Teach Map Reading Skills in an Introductory Physical Geography Course

Abstract

This article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills, and considers the relationship between learning styles and paper or digital map preference. Results indicate that, although student map skill performance did not differ significantly with the use of paper or electronic maps, students preferred paper maps. Neither their performance nor their preferences were related to learning style. The article discusses the significance of these findings.     

Field Trips as Valuable Learning Experiences in Geography Courses

Abstract

Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb’s (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb’s experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to internalizing relevant geographical theory and concepts. Three types of field trips are presented: an informal survey of a neighborhood, a more formal scavenger hunt, and a virtual field trip using Google Earth.

Learning is the process whereby knowledge is created through the transformation of experience.

—Kolb (1984)     

The Trade and Industries of Western South America

Abstract

This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS.

Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner.     

Content-Based Language Instruction: A New Window of Opportunity in Geography Education

Abstract

The use of content-based language instruction (CBI) offers an innovative and effective method for teaching core geographic concepts and skills while students study a second language. This article focuses on a collaborative initiative developed and tested by university and high school level geography and second-language educators. The goal of the MOSAIC project is to develop and disseminate rigorous instructional modules using CBI to reach students in language classrooms who may or may not ever enroll in a stand-alone geography course.     

基于无人机摄影测量的地形变化检测方法与小流域输沙模型研究

流域输沙过程是地貌学和地表动力学的重要研究内容,但传统的输沙过程监测方法仅能得到某个区域的总输沙率,无法推算其空间分布。论文以黄土高原绥德县窑家湾小流域为例,利用无人机摄影测量技术得到其2006年和2019年2期数字高程模型(DEM)并计算地形变化量;然后,根据质量守恒原理和多流向算法建立泥沙在空间上的输送模型,进而计算小流域输沙率的空间分布。实验结果表明,该模型能有效模拟泥沙在空间上的输送情况,输沙率出现质量不守恒的区域面积占比小于4%,且不守恒区域多为人类活动影响区。同时,论文讨论了DEM的选择和不同地形变化检测水平对模型结果的影响。当使用第一期DEM进行泥沙搬运路径推算时,质量不守恒区域的面积显著降低。使用误差空间分布图进行地形变化检测得到的输沙率结果鲁棒性更强。使用中误差进行地形检测得到的结果在不同置信度下变化较大。基于无人机地形变化检测的空间输沙模型能方便、快捷地提供详尽的输沙率空间分布,为地表过程研究带来了新的机遇。     

基于Google earth的城市人口密度研究——以广东清远为例

引入Google Earth软件,讨论了一种快速、免费、便捷的研究城市人口密度的方法,该思路与方法在缺乏基础资料(如城市地形图、研究区域人口等数据)时能够作为一种有效的分析手段。文中通过获取各类地物信息,将土地利用、道路、建筑物等因素与人口密度建立起对应关系,绘制出研究区域的人口密度分布图,并对人口密度进行分析。此外,根据城市人口分布现状,提出人口引导控制区概念,为城市规划建设、环境保护等提供参考。     

1:40万《腾格里沙漠地貌图》的编制

腾格里沙漠虽经过多次小规模专题考察,始终未见有沙漠专题地图编制出版,多数只作为专著中的插图加以表现。为此,编制《腾格里沙漠地貌图》显得十分重要,不仅能反映出腾格里沙漠的全貌,还能体现沙漠发展规律、演变特点、分布特征等。依据腾格里沙漠的图幅范围、地貌类型以及印刷纸张规格的要求,将《腾格里沙漠地貌图》的比例尺定为1∶40万。选用1∶25万地形图作为地理基础底图,采用1∶10万地形图作为沙丘符号编绘过渡性的工作底图,专题内容编绘以Google Earth影像资料为主。《腾格里沙漠地貌图》的地貌类型包括风积地貌、风蚀地貌以及其他地貌,其中风积地貌是重点展示的内容。根据腾格里沙漠地貌类型,在编图过程中共设计了16种形态结构类型符号,采用分层设色表示沙丘相对高度,用箭头符号表示沙丘移动方向。     

基于AutoCAD的Google Earth图像信息提取及应用

Google Earth图像以精度高、信息丰富和免费使用等特点,正逐步给人们的工作和生活带来方便。如何将Google Earth图像制作成地图、提取感兴趣的信息,是人们普遍关心的问题。以成都理工大学为例,探讨了利用Google Earth图像,结合AutoCAD强大的图形编辑功能,进行信息提取及应用的过程,主要内容包括:图像获取、图像尺寸校正、图像数字化、图形整饰、信息提取及应用等。针对如何提取Google Earth图像上被阴影遮挡的图形信息,提出了图像量测与地面丈量相结合的解决办法。实践证明,这种方法实现了低成本、高精度和高效益,解决了人们日常用图的需要。最后指出了这种方法的适用领域,并且分析了Google Earth产品的优缺点及应用前景。     

1∶35万《库姆塔格沙漠地貌图》的编制

沙漠地貌图是认识和研究沙漠的基础图件,编制《库姆塔格沙漠地貌图》是国家科技基础性工作专项“库姆塔格沙漠综合科学考察”内容之一。本文全面总结了《库姆塔格沙漠地貌图》编制的思路和技术。考虑到库姆塔格沙漠地貌类型、分布规律及其形成和演变的需要,以及印刷纸张规格的限定,《库姆塔格沙漠地貌图》比例尺确定为1∶35万。选用的地理基础底图为20世纪70年代的1∶25万地形图,并以1∶10万地形图上作等高线和其他重要地理内容的补充。专题内容以2000—2007年的TM卫星数据为主,部分细节内容以Google Earth影像资料作补充。地貌图专题内容包含地貌类型、高度以及活动性等3层信息。地貌类型包括风成地貌、流水地貌、干燥剥蚀地貌、冰川冰缘地貌以及其他地貌等5大类,其中风成地貌是《库姆塔格沙漠地貌图》重点展示的内容。风沙地貌共分为13种类型,以符号表示,沙丘高度通过分层设色表示,用箭头符号表示沙丘移动方向。为了真实反映沙丘类型及其排列规律,本图对主要沙丘（高度一般大于10 m）都是准确定位描绘,而由于制图比例尺的限制,对一些次要沙丘（高度一般小于10 m）未作定位描绘,仅作示意。由于库姆塔格沙漠发育于阿尔金山北麓的倾斜洪积平原上,所以,洪积扇和干河道也是本图重点反映的内容。《库姆塔格沙漠地貌图》尽量应用现代计算机制图和数字化技术,对可以数字化的信息全部数字化。本图为研究库姆塔格沙漠提供了丰富信息。     

Technology Integration in K–12 Geography Education Using TPACK as a Conceptual Model

There is a need for quality professional development programs and instructional models addressing the needs and challenges of K–12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers’ ability to integrate technology in pedagogically meaningful ways geared toward enhancing students’ geographic inquiry skills.     

Assessing Place Location Knowledge Using a Virtual Globe

Advances in the Google Earth virtual globe and the concomitant Keyhole Markup Language (KML) are providing educators with a convenient platform to cultivate and assess one’s place location knowledge (PLK). This article presents a general framework and associated implementation methods for the online testing of PLK using Google Earth. The proposed framework and associated implementations can be easily exported to other applications that help assess geographic knowledge, engaging users with content from the physical environment and human systems at both local and global scales in a 3-D virtual-globe environment.     

试论地貌学的新进展和趋势

地貌变化有内在的规律,对环境保育、资源利用和自然灾害防治有重要影响。作为交叉学科和地理学的重要分支学科,地貌学具有重要理论价值和实际意义。过去10多年来,随着遥感、地理信息技术和沉积物定年、地球物理和地球化学探测以及数值模拟等新技术和新方法的应用,地貌学家的研究视野和深度不断扩大与加深,在构造地貌、气候地貌和人类活动与地貌过程等传统领域有很多新进展,揭示了不同地貌单元的变化规律和机理,极大地推动了地貌学的发展。在新时代,除了继续加强传统地貌单元的深入研究外,地貌学的发展应与全球环境变化和未来地球等重大科学问题(计划)紧密结合;地貌学家要关心人类活动对地貌过程的影响及适应,并利用新技术开展地貌过程的定量重建和数值模拟。同时加强地理学专业学生的地质学基础学习、发展定量地貌学和行星地貌学、系统开展人类活动对地貌过程的影响和适应研究,是提升中国地貌学水平的途径,也可为推动国际地貌学发展做出贡献。     

Planning and landform: geomorphological authenticity or incongruity in the countryside?

Summary The conservation movement has recently attempted to extend its remit from concern for 'special' sites/habitats or listed buildings towards embracing the value of the wider natural or historic environment. Geomorphological conservation has been the Cinderella of nature conservation, but has now added Regionally Important Geological/geomorphological Sites (RIGS) to the earth science related Sites of Special Scientific Interest (SSSIs). However, it has yet to embrace the need for a wider perspective on landform conservation. Too many topographic changes in the countryside show little respect for local topographic distinctiveness or geomorphological concepts. This is illustrated by many recent golf course designs, low-level pit restoration schemes, landraising schemes and screening by bunding. However, there are some signs of changes in policy and practice in designing within the existing topographical context, rather than undertaking incongruous land remodelling. The paper concludes by advocating a greater understanding of geomorphology amongst landscape architects, planners and the wider public, so as to achieve greater geomorphological authenticity in developments in the countryside.     

Utilizing the Audio-Tutorial Approach

Abstract

Construction of raised-relief maps by students in middle school to high school is a rewarding “hands-on” experience. A major feature of this project is that materials are readily available, inexpensive and manageable by students themselves. Tracing from topographic maps on to inexpensive, easily-carved materials like cardboard or foam-core board involves the student in map interpretation techniques. Concepts such as interpreting elevations from contour lines, recognizing symbolization on a map, seeing raised-relief as representing “the lay of the land,” understanding map scale, and recognition of color in representation of elevations are part of this experience. Carving and construction of the raised-relief map give the student an appreciation of topographic features in 3-D. The finished model can serve as a display and learning tool for the future.     

The application of an expert knowledge‐driven approach for assessing gully erosion susceptibility in the subtropical Nigerian savannah

This study assessed gully erosion susceptibility in Southern Gombe State, Nigeria. The objectives of the study were to: (1) prepare gully inventory of Southern Gombe State, (2) apply the Analytical Hierarchy Process to assess the contribution of gully erosion predisposing factors, and (3) produce a gully erosion susceptibility map of Southern Gombe State. Based on geomorphological study involving interpretation of Google Earth images and field surveys, 127 gullies were identified and 13 gully erosion predisposing factors assumed to influence gully erosion susceptibility were selected. Identified gullies were randomly split into training (89 or 70 per cent) and validation (38 or 30 per cent) datasets. The contribution of each gully erosion predisposing factor was obtained using the Analytical Hierarchy Process. The results indicated that slope (0.130), stream density (0.121), and distance from stream (0.121) play crucial roles in gully erosion susceptibility. By overlaying the gully erosion susceptibility factor maps, a gully erosion susceptibility map was created. A natural break method was then used to classify gully erosion areas into relatively safe (6.04 km²), less susceptible (3332.46 km²), moderately susceptible (1811.49 km²), highly susceptible (1146.35 km²), and extremely susceptible (1726.77 km²) categories. Field verification confirmed that the map accurately classified 92.11 per cent of the validation datasets, signifying the Analytical Hierarchy Process as a reliable method for gully erosion susceptibility assessment. The created gully erosion susceptibility map can assist land planners to identify critical gully erosion areas where prevention and mitigation actions should be implemented.     

Not just for fun: Using cartoons to investigate geographical issues

Abstract:  Geography teachers have, for some time, acknowledged the value of cartoons as a means of fostering an appreciation and understanding of geographical issues. They have, however, often struggled to identify the range of instructional strategies that best facilitate their students' interpretation of this rich, yet quite diverse, form of cultural artefact. This article examines the development of cartoons as a form of political satire and social commentary, outlines the benefits derived from using cartoons as an instructional tool, and explores some of the cartoon-based teaching and learning strategies teachers employ to enhance the interpretative and communicative skills of students.