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Abstract
This module presents definitions and examples of common alpine glacial landforms discussed in introductory university courses
in physical geography, geology, and earth science. The glossary provides short descriptions of the landforms and identifying features to look
for, as well as accompanying examples in photographs and on topographic maps. The combination of photographs and topographic maps should enable
users to identify other examples of these landforms either in photographs, on topographic maps, or in real life, as well as improving the user's
ability to visualize and interpret topographic map information correctly. The module includes an exercise on alpine glacial landform identification
so that students may apply what they have learned.
Learning Outcomes
After reading this module and completing the associated exercise you should be able to:
- list examples of alpine glacial landforms, including ice landforms, erosional landforms, and depositional landforms;
- describe the appearance of alpine glacial landforms; and,
- identify examples of alpine glacial landforms in photographs and on topographic maps.
Overview
- Key geographical concepts addressed: landform identification and topographic map reading skills.
- Activities: identify and locate alpine glacial landforms in photographs and on topographic maps.
- Time requirement: approximately 1.5-2 hours to read the glossary and complete the exercise.
- Prerequisites: none; oriented toward introductory level courses in physical geography, geology, and earth science.
Supporting Materials
Module History
This module was created in June 1997 as part of the Virtual Geography Department Project, Physical Geography Working Group.
These materials may be used for study, research, and education, but please credit the author and source:
Karen A. Lemke, University of Wisconsin-Stevens Point.
Revision history: March 1998, April 1998, May 1998, June 1998, March 1999, December 1999, November 2001, December 2001,
January 2002, March 2005, June 2010.
This module has been classroom tested. To make suggestions and corrections, please contact Karen A. Lemke.
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