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L_0018 | ocean movements | T_0180 | FIGURE 14.16 In this satellite photo, different colors indicate the temperatures of water and land. The warm Gulf Stream can be seen snaking up eastern North America. | image | textbook_images/ocean_movements_20119.png |
L_0018 | ocean movements | T_0180 | FIGURE 14.17 Deep currents flow because of differences in density of ocean water. | image | textbook_images/ocean_movements_20120.png |
L_0018 | ocean movements | T_0181 | FIGURE 14.18 An upwelling occurs when deep ocean water rises to the surface. | image | textbook_images/ocean_movements_20121.png |
L_0018 | ocean movements | DD_0014 | The diagram shows the relationship between the moon and tides around Earth. Tides are daily changes in the level of ocean water. They occur all around the globe. High tides occur when the water reaches its highest level in a day. Low tides occur when the water reaches its lowest level in a day. Tides keep cycling from high to low and back again. The main cause of tides is the pull of the Moons gravity on Earth. The pull is greatest on whatever is closest to the Moon. Although the gravity pulls the land, only the water can move. As a result, a tidal bulge (high tide) is formed due to gravity. Earth itself is pulled harder by the Moons gravity than is the ocean on the side of Earth opposite the Moon. As a result, there is a tidal bulge of water on the opposite side of Earth due to inertia. This creates another high tide. With water bulging on two sides of Earth, there's less water left in between. This creates low tides on the other two sides of the planet. | image | teaching_images/tides_133.png |
L_0018 | ocean movements | DD_0015 | This diagram illustrates the components and behavior of a wave propagating through water. The highest point in a wave is called the Crest, whereas the lowest point is called the Trough. Waves are periodic, meaning they maintain the same pattern as they propagate. The distance from one crest to another is called the Wavelength. The wavelength can also be measured from any point in the wave to the next point at the same elevation. Beneath the wave crests, water molecules tend to move in an orbital path. Two important properties of a wave are its Frequency and Period. The frequency of a wave is related to how fast the wave is moving. Frequency is defined as the number of times a particular point in a wave, say a crest, passes by a given point each second. Period is defined as the time it takes for a wave to move through one wavelength or cycle. | image | teaching_images/ocean_waves_7117.png |
L_0018 | ocean movements | DD_0016 | This diagram represents the different positions of the Sun and moon in relation to the Earth, with two different types of tides. The positions of the Sun and moon affect tides, because the Sun's gravity determines how much influence the moon has on tides. Spring tides occur during new moon and full moon, because the Sun and moon are in a straight line, and their combined gravity causes extreme tides on Earth (high or low). Neap tides happen when the moon is in 1st quarter or third quarter, because since the Sun and moon are not in line here, the gravity is weaker and the tides do not have as great of a range. So, spring tides and neap tides are essentially opposite concepts. As you can see in Diagram A, the light blue area around the Earth represents the amount of tide, and there are extreme highs and lows. In Diagram B, the light blue area is more averaged out around the globe. | image | teaching_images/tides_151.png |
L_0018 | ocean movements | DD_0017 | This is a diagram showing how a mechanical wave moves. The wave travels in the direction from A to B. The number of waves that pass point A in one second is called wave frequency. The time is takes for a wave crest to pass point A and reach point B is called the wave period. The distance from point A to point B is a wavelength, which measures the crest of the first wave to the crest of the second. The trough is the low point of the wave, and the crest is the high point. There are three types of mechanical waves that move through a medium: transverse, longitudinal, and surface. | image | teaching_images/ocean_waves_9152.png |
L_0018 | ocean movements | DD_0018 | This image shows how spring tide occurs, a tide just after a new or full moon, when there is the greatest difference between high and low water. The times and amplitude of tides at a locale are influenced by the alignment of the Sun and Moon. Approximately twice a month, around new moon and full moon when the Sun, Moon, and Earth form a line, the tidal force due to the sun reinforces that due to the Moon. The tide's range is then at its maximum; this is called the spring tide. | image | teaching_images/tides_2614.png |
L_0019 | the ocean floor | T_0183 | FIGURE 14.19 Sound waves travel through ocean water, but they bounce off the ocean floor. They move through ocean water at a known speed. Can you use these facts to explain how sonar works? | image | textbook_images/the_ocean_floor_20122.png |
L_0019 | the ocean floor | T_0183 | FIGURE 14.20 A map of a 10,000 foot-high undersea volcano in Indonesia made by multibeam solar. | image | textbook_images/the_ocean_floor_20123.png |
L_0019 | the ocean floor | T_0184 | FIGURE 14.21 Vehicles for Underwater Exploration. These special vehicles have been used to study the ocean floor. | image | textbook_images/the_ocean_floor_20124.png |
L_0019 | the ocean floor | T_0185 | FIGURE 14.22 The features of the ocean floor. This dia- gram has a lot of vertical exaggeration. | image | textbook_images/the_ocean_floor_20125.png |
L_0019 | the ocean floor | T_0188 | FIGURE 14.23 Metals from the ocean crust are brought by hot water onto the seafloor to create chimneys, as shown in this photo. | image | textbook_images/the_ocean_floor_20126.png |
L_0019 | the ocean floor | DD_0019 | This diagram shows an abbreviated version of underwater landscape. The ground under an ocean gets slowly deeper shortly after passing the beach, which is called the continental shelf. After this it slopes down steadily in the continental slope. After the slop is an abyssal plain, which is significantly deeper but not as deep as a trench - here, there is no sunlight. A volcanic arc comes before an underwater volcano, which forms a volcanic island that may or may not be dormant. A continental slope can also be considered a continental rise if it is seen from the opposite direction. | image | teaching_images/parts_ocean_floor_9206.png |
L_0019 | the ocean floor | DD_0020 | The following diagram is that of an ocean floor. The major features on the ocean floor are continental shelf, continental slope, continental rise and the coast. The continental shelf in the ocean floor is nearest to the edges of continents. It has a gentle slope. The continental slope lies between the continental shelf and the abyssal plain. It has a steep slope with a sharp drop to the deep ocean floor. The abyssal plain forms much of the floor under the open ocean. Magma erupts through the ocean floor to make new seafloor. The magma hardens to create the ridge. | image | teaching_images/parts_ocean_floor_7237.png |
L_0020 | ocean life | T_0190 | FIGURE 14.24 Living things in the oceans are placed in these three groups. | image | textbook_images/ocean_life_20127.png |
L_0020 | ocean life | T_0190 | FIGURE 14.25 The phytoplankton (left) and zooplankton (right) shown here have been magnified. Otherwise, they would be too small for you to see. | image | textbook_images/ocean_life_20128.png |
L_0020 | ocean life | T_0191 | FIGURE 14.26 Nekton swim through ocean water. | image | textbook_images/ocean_life_20129.png |
L_0020 | ocean life | T_0192 | FIGURE 14.27 These animals live on the ocean floor. | image | textbook_images/ocean_life_20130.png |
L_0020 | ocean life | T_0192 | FIGURE 14.28 Tubeworms live near hot water vents on the deep ocean floor. | image | textbook_images/ocean_life_20131.png |
L_0020 | ocean life | T_0193 | FIGURE 14.29 Many marine food chains look like this example. | image | textbook_images/ocean_life_20132.png |
L_0022 | energy in the atmosphere | T_0211 | FIGURE 15.6 These campers can feel and see the en- ergy of their campfire. | image | textbook_images/energy_in_the_atmosphere_20138.png |
L_0022 | energy in the atmosphere | T_0215 | FIGURE 15.7 This curve models a wave. Based on this figure, how would you define wave- length? | image | textbook_images/energy_in_the_atmosphere_20139.png |
L_0022 | energy in the atmosphere | T_0215 | FIGURE 15.8 Compare the wavelengths of radio waves and gamma rays. Which type of wave has more energy? | image | textbook_images/energy_in_the_atmosphere_20140.png |
L_0022 | energy in the atmosphere | T_0219 | FIGURE 15.9 Convection currents are the main way that heat moves through the atmosphere. Why does warm air rise? | image | textbook_images/energy_in_the_atmosphere_20141.png |
L_0022 | energy in the atmosphere | T_0220 | FIGURE 15.10 The lowest latitudes get the most energy from the Sun. The highest latitudes get the least. How do the differences in energy striking different latitudes affect Earth? The planet is much warmer at the equator than at the poles. In the atmosphere, the differences in heat energy cause winds and weather. On the surface, the differences cause ocean currents. Can you explain how? | image | textbook_images/energy_in_the_atmosphere_20142.png |
L_0022 | energy in the atmosphere | T_0221 | FIGURE 15.11 Human actions have increased the natu- ral greenhouse effect. | image | textbook_images/energy_in_the_atmosphere_20143.png |
L_0023 | layers of the atmosphere | T_0223 | FIGURE 15.12 How does air temperature change in the layer closest to Earth? | image | textbook_images/layers_of_the_atmosphere_20144.png |
L_0023 | layers of the atmosphere | T_0226 | FIGURE 15.13 Temperature Inversion and Air Pollution. How does a temperature inversion affect air quality? | image | textbook_images/layers_of_the_atmosphere_20145.png |
L_0023 | layers of the atmosphere | T_0230 | FIGURE 15.14 How does the ozone layer protect Earths surface from UV light? | image | textbook_images/layers_of_the_atmosphere_20146.png |
L_0023 | layers of the atmosphere | T_0234 | FIGURE 15.15 Friction with gas molecules causes mete- ors to burn up in the mesosphere. | image | textbook_images/layers_of_the_atmosphere_20147.png |
L_0023 | layers of the atmosphere | T_0238 | FIGURE 15.16 The International Space Station orbits in the thermosphere. | image | textbook_images/layers_of_the_atmosphere_20148.png |
L_0023 | layers of the atmosphere | T_0238 | FIGURE 15.17 Glowing ions in the thermosphere light up the night sky. | image | textbook_images/layers_of_the_atmosphere_20149.png |
L_0023 | layers of the atmosphere | DD_0021 | The Earth has five different layers in its atmosphere. The atmosphere layers vary by temperature. As the altitude in the atmosphere increases, the air temperature changes. The lowest layer is the troposphere, it gets some of its heat from the sun. However, it gets most of its heat from the Earth's surface. The troposphere is also the shortest layer of the atmosphere. It holds 75 percent of all the gas molecules in the atmosphere. The air is densest in this layer. | image | teaching_images/layers_of_atmosphere_7066.png |
L_0023 | layers of the atmosphere | DD_0022 | The diagram shows the 5 layers of Earth's atmosphere and their relative distance from the Earth's surface. Troposphere is the shortest layer closest to Earth's surface at about 15km away from the surface. The stratosphere is the layer above the troposphere and rises to about 50 kilometers above the surface. The mesosphere is the layer above the stratosphere and rises to about 80 kilometers above the surface. Temperature decreases with altitude in this layer. The thermosphere is the layer above the mesosphere and rises to 500 kilometers above the surface. The International Space Station orbits Earth in this layer. The exosphere is the layer above the thermosphere. This is the top of the atmosphere. | image | teaching_images/layers_of_atmosphere_8102.png |
L_0030 | world climates | T_0304 | FIGURE 17.9 Find where you live on the map. What type of climate do you have? | image | textbook_images/world_climates_20190.png |
L_0030 | world climates | T_0306 | FIGURE 17.10 Africa is famous for its grasslands and their wildlife. | image | textbook_images/world_climates_20191.png |
L_0030 | world climates | T_0306 | FIGURE 17.11 Dry climates may be deserts or steppes. Sonoran Desert in Arizona (22 north latitude), Utah Steppe (40 north latitude). | image | textbook_images/world_climates_20192.png |
L_0030 | world climates | T_0307 | FIGURE 17.12 How do these climates differ from each other? | image | textbook_images/world_climates_20193.png |
L_0030 | world climates | T_0308 | FIGURE 17.13 Conifer forests are typical of the subarctic. | image | textbook_images/world_climates_20194.png |
L_0030 | world climates | T_0309 | FIGURE 17.14 Polar climates include polar and alpine tundra. Polar Tundra in Northern Alaska (70 N latitude), Alpine Tundra in the Colorado Rockies (40 N latitude). | image | textbook_images/world_climates_20195.png |
L_0031 | climate change | T_0313 | FIGURE 17.17 Pleistocene glaciers covered an enormous land area. Chicago is just one city that couldnt have existed during the Pleistocene. | image | textbook_images/climate_change_20198.png |
L_0031 | climate change | T_0314 | FIGURE 17.18 Earths temperature. Different sets of data all show an increase in temperature since about 1880 (the Industrial Revolution). | image | textbook_images/climate_change_20199.png |
L_0031 | climate change | T_0314 | FIGURE 17.19 Earths temperature (18502007). Earth has really heated up over the last 150 years. Do you know why? | image | textbook_images/climate_change_20200.png |
L_0031 | climate change | T_0317 | FIGURE 17.20 How much more carbon dioxide was in the air in 2005 than in 1960? | image | textbook_images/climate_change_20201.png |
L_0031 | climate change | T_0318 | FIGURE 17.21 How much did sea level rise between 1880 and 2000? Other effects of global warming include more extreme weather. Earth now has more severe storms, floods, heat waves, and droughts than it did just a few decades ago. Many living things cannot adjust to the changing climate. For example, coral reefs are dying out in all the worlds oceans. | image | textbook_images/climate_change_20202.png |
L_0031 | climate change | T_0319 | FIGURE 17.22 The Arctic will experience the greatest temperature changes. | image | textbook_images/climate_change_20203.png |
L_0031 | climate change | T_0321 | FIGURE 17.23 In the 2050s, there may be only half as much sea ice as there was in the 1950s. | image | textbook_images/climate_change_20204.png |
L_0031 | climate change | T_0321 | FIGURE 17.24 This diagram represents the Pacific Ocean in a normal year. North and South America are the brown shapes on the right. | image | textbook_images/climate_change_20205.png |
L_0031 | climate change | T_0322 | FIGURE 17.25 How do you think El Nio affects climate on the western coast of South America? | image | textbook_images/climate_change_20206.png |
L_0031 | climate change | T_0322 | FIGURE 17.26 How do you think La Nia affects climate on the western coast of South America? | image | textbook_images/climate_change_20207.png |
L_0033 | cycles of matter | T_0337 | FIGURE 18.10 This piece of carbon looks like a lump of coal. Coal is mostly carbon. hydrogen. Then it forms compounds such as sugars and proteins. How do living things get the carbon they need? Carbon moves through ecosystems in the carbon cycle. | image | textbook_images/cycles_of_matter_20217.png |
L_0033 | cycles of matter | T_0338 | FIGURE 18.11 Carbon changes form as it moves through its cycle. Follow carbon through the dia- gram as you read about the cycle below. | image | textbook_images/cycles_of_matter_20218.png |
L_0033 | cycles of matter | T_0341 | FIGURE 18.12 Large parts of this Amazon rainforest have been cleared to grow crops. How does this affect the carbon cycle? | image | textbook_images/cycles_of_matter_20219.png |
L_0033 | cycles of matter | T_0344 | FIGURE 18.13 The nitrogen cycle includes air, soil, and living things. | image | textbook_images/cycles_of_matter_20220.png |
L_0033 | cycles of matter | DD_0025 | This is a diagram of the nitrogen cycle. Nitrogen is present in the earth's soil, atmoshpere, and biosphere. The amount of nitrogen on the earth is fixed, and it can't be created or destroyed. It can only change the forms it takes in chemical compounds. Nitrogen gas in the atmoshpere enters the soil and ocean throught the action of nitrogen fixing bacteria. These bacterial convert nitrogen gas to ammonium, nitrites, and then to nitrates. Once in the soil, these nitrates can enter the terestrial food web, or return to the atmosphere by the action of denitrifying bacteria. Nitrates in the ocean can the marine ecosystem, or can be converted back to nitrogen gas by denitrifying bacteria. Humans add nitrogen to the soil when they use fertiizers. These fertilizers can enter the marine food web as runoff.
| image | teaching_images/cycle_nitrogen_6718.png |
L_0033 | cycles of matter | DD_0026 | The element carbon is the basis of all life on Earth. Biochemical compounds consist of chains of carbon atoms and just a few other elements. Like water, carbon is constantly recycled through the biotic and abiotic factors of ecosystems. The carbon cycle includes carbon in sedimentary rocks and fossil fuels under the ground, the ocean, the atmosphere, and living things. The diagram represents the carbon cycle. It shows some of the ways that carbon moves between the different parts of the cycle. | image | teaching_images/cycle_carbon_63.png |
L_0033 | cycles of matter | DD_0027 | This is a diagram of the carbon cycle. Carbon is found in all living things on Earth. Carbon is cycled between the living (biotic) and nonliving (abiotic) parts of the ecosystem. Carbon is found in sedimentary rocks and fossil fuels, the atmosphere and in living things. Animals and plants release carbon in the form of carbon dioxide during the process of respiration. Carbon dioxide in the air is taken up by plants during photosynthesis. Photosynthesis produces glucose, a carbohydrate. Glucose is broken down by animals for energy. | image | teaching_images/cycle_carbon_70.png |
L_0033 | cycles of matter | DD_0028 | This diagram shows the carbon cycle. Here are examples of how carbon moves through human, animal, and plant activity. All living things contain carbon, as do the ocean, air, rocks, and underground fossil fuels, which are made in a process that takes millions of years. Plants take in sunlight and carbon dioxide, and create energy through photosynthesis. When they decay, and are buried underground, plants and other organisms turn into fossil fuel. When we burn fossil fuels, carbon dioxide is quickly released into the air. Plants can also release carbon dioxide just like animals do, through respiration. | image | teaching_images/cycle_carbon_5008.png |
L_0033 | cycles of matter | DD_0029 | This is an illustration of the nitrogen cycle. Nitrogen exists in several different forms in the earth's soil, atmoshpere, and organisms. The earth has a fixed amount of nitrogen, and is endlessly cycled through these forms in the nitrogen cycle. Animals get their nitrogen directly by eating plants, or indirectly by eating organisms that have eaten plants. Plants can't use the form of nitrogen gas in the air. Plants can only use nitrogen in chemical compounds called nitrates. Plants absorb nitrates from the soil through their roots in a process called assimilation. Most plants use nitrates that are produced by bacteria that live in soil. A certain type of plants called legumes have nitrogen-fixing bacterial living in their roots, and don't need the bacteria in the soil. Bacteria that can change nitrogen gas in the atmosphere to nitrates are called Nitrogen-fixing bacteria. The nitrates in the detritus of organisms have their nitrogen returned to the soil as ammonium by the decompistion action of detrivores. Nitrifying bacteria change some of the ammonium in the soil into nitrates that can be used by plants. The rest of the ammonium is changed into nitrogen gas by denitrifying bacteria. Denitrifying bacteria convert ammonium to nitrogen gas that is released into the atmoshpere.
| image | teaching_images/cycle_nitrogen_6719.png |
L_0034 | the human population | T_0347 | FIGURE 18.16 A population cant get much larger than the carrying capacity. What might happen if it did? | image | textbook_images/the_human_population_20223.png |
L_0034 | the human population | T_0348 | FIGURE 18.17 Growth of the human population. Until recently, the human population grew very slowly. | image | textbook_images/the_human_population_20224.png |
L_0034 | the human population | T_0349 | FIGURE 18.18 Digging a London sewer (1840s). Before 1800, human wastes were thrown into the streets of cities such as London. In the early 1800s, sewers were dug to carry away the wastes. | image | textbook_images/the_human_population_20225.png |
L_0034 | the human population | T_0350 | FIGURE 18.19 This child is getting a polio vaccine. He will never get sick with polio, which could save his live or keep him from becoming crippled. | image | textbook_images/the_human_population_20226.png |
L_0034 | the human population | T_0350 | FIGURE 18.20 World population growth rates. Is the population growing faster in the wealthiest countries or the poorest countries? | image | textbook_images/the_human_population_20227.png |
L_0034 | the human population | T_0352 | FIGURE 18.21 Compare this graph with the graph of the carrying capacity. What do you think is the carrying capacity of the human popu- lation? | image | textbook_images/the_human_population_20228.png |
L_0034 | the human population | T_0352 | FIGURE 18.22 In the mid 1900s, Australian tree snakes invaded Guam and other islands in the Pacific. The snakes stowed away on boats and planes. Tree snakes had no natural enemies on the islands. Their populations exploded and they drove sev- eral island species extinct. the threat of hunger. Many also do not have safe, clean water. Some people live in crowded, run-down housing or something that is barely considered housing. | image | textbook_images/the_human_population_20229.png |
L_0036 | pollution of the land | T_0363 | FIGURE 19.9 What can we learn from the story of Love Canal? | image | textbook_images/pollution_of_the_land_20238.png |
L_0036 | pollution of the land | T_0368 | FIGURE 19.10 This agricultural worker is wearing the proper safety gear to handle a chemical pesticide. | image | textbook_images/pollution_of_the_land_20239.png |
L_0036 | pollution of the land | T_0368 | FIGURE 19.11 Avoid putting hazardous waste in the household trash. Instead, take it to a hazardous waste collection center. | image | textbook_images/pollution_of_the_land_20240.png |
L_0037 | introduction to earths surface | T_0370 | FIGURE 2.1 (A) A compass is a device that is used to determine direction. The needle points to Earths magnetic north pole. (B) A com- pass rose shows the four major directions plus intermediates between them. | image | textbook_images/introduction_to_earths_surface_20241.png |
L_0037 | introduction to earths surface | T_0371 | FIGURE 2.2 Earths magnetic north pole is about 11 degrees offset from its geographic north pole. | image | textbook_images/introduction_to_earths_surface_20242.png |
L_0037 | introduction to earths surface | T_0371 | FIGURE 2.3 Nautical maps include a double compass rose that shows both magnetic directions (inner circle) and geographic compass di- rections (outer circle). | image | textbook_images/introduction_to_earths_surface_20243.png |
L_0037 | introduction to earths surface | T_0371 | FIGURE 2.4 Topography of Earth showing North America and South America. | image | textbook_images/introduction_to_earths_surface_20244.png |
L_0037 | introduction to earths surface | T_0371 | FIGURE 2.5 This image was made from data of the Landsat satellite. It shows the topography of the San Francisco Peaks and surround- ing areas. | image | textbook_images/introduction_to_earths_surface_20245.png |
L_0037 | introduction to earths surface | T_0372 | FIGURE 2.6 This image shows Earth with water removed. The red areas are high elevations (mountains). Yellow and green areas are lower elevations. Blue areas are the lowest on the ocean floor. | image | textbook_images/introduction_to_earths_surface_20246.png |
L_0037 | introduction to earths surface | T_0372 | FIGURE 2.7 Features of continents include mountain ranges, plateaus, and plains. destructive forces. The bits and pieces of rock carried by rivers are deposited where rivers meet the oceans. These can form deltas, like the Mississippi River delta. They can also form barrier islands, like Padre Island in Texas. Rivers bring sand to the shore, which forms our beaches. These are constructive forces. | image | textbook_images/introduction_to_earths_surface_20247.png |
L_0037 | introduction to earths surface | T_0372 | FIGURE 2.8 Summary of major landforms on conti- nents and features of coastlines. | image | textbook_images/introduction_to_earths_surface_20248.png |
L_0037 | introduction to earths surface | T_0373 | FIGURE 2.9 The continental shelf and slope of the southeastern United States goes down to the ocean floor. ocean floor. Much of the ocean floor is called the abyssal plain. The ocean floor is not totally flat. In many places, small hills rise above the ocean floor. These hills are undersea volcanoes, called seamounts (Figure 2.10). Some rise more than 1000 m above the seafloor. | image | textbook_images/introduction_to_earths_surface_20249.png |
L_0037 | introduction to earths surface | T_0373 | FIGURE 2.10 A chain of seamounts off the coast of New England (left). Oceanographers mapped one of these seamounts, called Bear Seamount, in great detail (right). | image | textbook_images/introduction_to_earths_surface_20250.png |
L_0037 | introduction to earths surface | T_0373 | FIGURE 2.11 Map of the mid-ocean ridge system (yellow-green) in Earths oceans. | image | textbook_images/introduction_to_earths_surface_20251.png |
L_0038 | modeling earths surface | T_0375 | FIGURE 2.13 A road map of the state of Florida. What information can you get from this map? | image | textbook_images/modeling_earths_surface_20253.png |
L_0038 | modeling earths surface | T_0377 | FIGURE 2.14 A map projection translates Earths curved surface onto two dimensions. | image | textbook_images/modeling_earths_surface_20254.png |
L_0038 | modeling earths surface | T_0378 | FIGURE 2.15 Gerardus Mercator developed a map projection used often today, known as the Mercator projection. | image | textbook_images/modeling_earths_surface_20255.png |
L_0038 | modeling earths surface | T_0378 | FIGURE 2.16 A Mercator projection translates the curved surface of Earth onto a cylinder. | image | textbook_images/modeling_earths_surface_20256.png |
L_0038 | modeling earths surface | T_0380 | FIGURE 2.17 A conic map projection wraps Earth with a cone shape rather than a cylinder. | image | textbook_images/modeling_earths_surface_20257.png |
L_0038 | modeling earths surface | T_0380 | FIGURE 2.18 A gnomonic projection places a flat piece of paper on a point somewhere on Earth and projects an image from that point. | image | textbook_images/modeling_earths_surface_20258.png |
L_0038 | modeling earths surface | T_0381 | FIGURE 2.19 A Robinson projection better represents the true shapes and sizes of land areas. | image | textbook_images/modeling_earths_surface_20259.png |
L_0038 | modeling earths surface | T_0382 | FIGURE 2.20 Lines of latitude start with the equator. Lines of longitude begin at the prime meridian. | image | textbook_images/modeling_earths_surface_20260.png |
L_0038 | modeling earths surface | T_0384 | FIGURE 2.21 Lines of latitude and longitude form convenient reference points on a map. | image | textbook_images/modeling_earths_surface_20261.png |
L_0038 | modeling earths surface | T_0386 | FIGURE 2.22 A topographic map like one that you might use for the sport of orienteering. | image | textbook_images/modeling_earths_surface_20262.png |
L_0038 | modeling earths surface | T_0387 | FIGURE 2.23 A globe is the most accurate way to represent Earths curved surface. | image | textbook_images/modeling_earths_surface_20263.png |
L_0039 | topographic maps | T_0388 | FIGURE 2.25 View of Swamp Canyon in Bryce Canyon National Park. | image | textbook_images/topographic_maps_20265.png |
L_0039 | topographic maps | T_0388 | FIGURE 2.26 A map of a portion of Bryce Canyon National Park road map showing Swamp Canyon Loop. | image | textbook_images/topographic_maps_20266.png |
L_0039 | topographic maps | T_0389 | FIGURE 2.27 Topographic map of Swamp Canyon Trail portion of Bryce Canyon National Park. | image | textbook_images/topographic_maps_20267.png |
L_0039 | topographic maps | T_0391 | FIGURE 2.28 Portion of a USGS topographic map of Stowe, VT. | image | textbook_images/topographic_maps_20268.png |
L_0039 | topographic maps | T_0391 | FIGURE 2.29 Portion of a USGS topographic map of Stowe, VT. Cady Hill (elevation 1122 ft) is shown by concentric circles in the lower left portion of the map. Another hill (eleva- tion ~ 960 ft) is on the upper right portion of the map. | image | textbook_images/topographic_maps_20269.png |
L_0039 | topographic maps | T_0391 | FIGURE 2.30 On a contour map, a circle with inward hatches indicates a depression. | image | textbook_images/topographic_maps_20270.png |
L_0039 | topographic maps | T_0391 | FIGURE 2.31 Illustrations of three-dimensional ground configurations (top) and corre- sponding topographic map (bottom). Note that the V-shaped markings on the topographic maps correspond to drainage channels. Also, the closely- spaced contour lines denote the rapid rising cliff face on the left side. | image | textbook_images/topographic_maps_20271.png |
L_0039 | topographic maps | T_0394 | FIGURE 2.32 Bathymetric map of Bear Lake, Utah. | image | textbook_images/topographic_maps_20272.png |
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