Index
This article by James W. Fonseca, Dean of Ohio University - Zanesville, was published in the Fall-Winter, 1992 edition of the Virginia Geographer - Vol. 24 (2).
These topographic map exercises are intended to serve as an introduction to topographical maps and to the physical and cultural geography of Virginia. They may also be used as a laboratory supplement to college course in introductory physical geography. These map exercises have been used for several years with great success in classes in Physical Geography and in the Geography of Virginia at George Mason University. They may also be used by junior high and high school students. The exercises are arranged by physiographic regions. The topographic maps to which the exercises are keyed, as listed in the table below, are available from the U.S. Geological Survey.
| 7-1/2" Quadrangle Name | Physiographic Region |
|---|---|
| Fairfax, Va. | Piedmont |
| Hopewell, Va. | Coastal Plain |
| Hog Island, Va. | Coastal Plain |
| New Kent, Va. | Coastal Plain |
| Norfolk North, Va. | Coastal Plain |
| Bon Air, Va. | Fall Line/Fall Zone |
| Horseshoe Mountain, Va. | Blue Ridge |
| Norton, Va. | Appalachian Plateau/Ridge and Valley |
| Toms Brook, Va. | Ridge and Valley |
The exercises are intended for groups of three or four students to work with one topographic map at a time per group. Group work enables students to learn from each other while the group creates a more exciting learning environment. Except for a few maps which specify completion of a previous map, the map sequence is not critical as long as the students do not skip more than two or three maps ahead. Each student should have a list (or a list can be written on the board) of the maps in the order desired by the instructor. Generally, a class of 36 students can complete these exercises with only three or four copies of each topographic map. There should be a central location in front of the classroom where the maps are indexed and stored. One student from each group can pick up the next map to work on from the pile and re-file the map just completed. A table top large enough to hold three or four stacks of maps ordered alphabetically will be sufficient for classroom purposes.
The complete set of exercises can usually be completed in about two-three hours by college level students; perhaps three-four hours by high school students. The instructor may wish to assign most exercises to the whole class but to reserve a few additional ones to occupy the time of groups that finish more quickly. The time to complete each exercise decreases as the students gain basic map reading skills. The first exercise in this set, Fairfax County, Virginia, should be replaced by similar questions keyed to the local topographic map in which your school is located. This will allow students to see firsthand how a topographic map portrays an area with which they are familiar. While students should be encouraged to form their own groups, some instructor input in group formation is wise. Heterosexual groups of three or four students will usually work well together. In general, groups of two are too small, while groups of five are too large for productive map work. Each group should have a mix of academic abilities. Students with strong academic skills, or with an interest and ability in maps, will grow quickly into the role of teaching assistants for others in the group. In particular, grouping of students with only weak or only strong academic skills must be avoided. The former will rapidly fall behind the class; the latter will complete the exercises so quickly that they will need to have other tasks to occupy their time while the rest of the groups finish.
To accomplish successfully the set of exercises, the instructor should use the first map of the local area as a general introduction to topographic maps. He or she should explain the concepts of scale, contour interval and, if necessary, direction, latitude and longitude. Each student should be given the pamphlet "Topographic Map Symbols," multiple copies of which are available at no charge from the U.S. Geological Survey. The instructor should monitor group progress frequently, walking from group to group, asking if there are questions. He or she should always be available as questions arise. All student should have their own copies of the questions to write down the answers and to make notes. One student should read the map questions aloud to the group. This task should rotate from one student to another as each map is completed. One question should be read and answered before going on to the next question. Because many of the questions require very specific answers ("How many houses are in this subdivision and how many were built after 1978?") the instructor should be prepared for a student to ask "Why does this matter?" In fact, the specific answer does not matter; the point is that the student in this case is learning that topographic maps are tools that can show individual structures and allow estimates of population density, landscape change, etc. many questions require "guesstimates" for answers ("What proportion of the area shown on this map is in forest?") so the instructor should allow any reasonable answer to be considered correct.
If at all possible, evaluation of student learning should be based directly on the topographic maps. Questions of the following kinds could be asked: "What is this feature?" "How was this feature formed?" "What glacial features can you find on this map?" "How will this feature evolve over time?" "How high is the peak of this mountain above the river?" new questions not already asked in classroom work should be introduced and, if possible, maps not yet studied by students should be used on the exam. Students should be examined as individuals, not in groups. This kind of map exam can be conducted by posting the maps on walls or tables at various locations in the room. Features referred to in each question should be identified with tape or markers directly on the map. The instructor will have to be available continuously during the exam to answer questions and to monitor the flow of students from map to map.
Attention to these details will create a good learning environment for students which will result in significant learning about topographic maps and basic concepts in physical geography. Here are nine topographic map exercises focused on the various physiographic regions of Virginia. The answers are listed separately so the instructor can copy the question sheets for class use. Questions are geared to the most recent map revision dates as of late 1991, but subsequent revisions may mean that questions related to photorevision will have to be adjusted.
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