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dedication
To the students and teachers of Earth, and
to all the children and grandchildren, for it
is their future and home planet.

The land still provides our genesis, how-

ever we might like to forget that our food
comes from dank, muddy Earth, that the
oxygen in our lungs was recently inside a
leaf, and that every newspaper or book
we may pick up is made from the hearts of
trees that died for the sake of our imag-
ined lives. What you hold in your hands
right now, beneath these words, is conse-
crated air and time and sunlight.
—Barbara Kingsolver
brief contents
1 Essentials of Geography 2

Part I The Energy–Atmosphere System   36

2 Solar Energy to Earth and the Seasons   38
3 Earth’s Modern Atmosphere   58
4 Atmosphere and Surface Energy Balances   82
5 Global Temperatures   106
6 Atmospheric and Oceanic Circulations   132

Part Ii  The Water, Weather, and Climate Systems  164

7 Water and Atmospheric Moisture   166
8 Weather  190
9 Water Resources   222
10 Global Climate Systems   256
11 Climate Change   286

Part Iii The Earth–Atmosphere Interface  322

12 The Dynamic Planet   324
13 Tectonics, Earthquakes, and Volcanism   356
14 Weathering, Karst Landscapes, and Mass Movement   392
15 River Systems   420
16 Oceans, Coastal Systems, and Wind Processes   454
17 Glacial and Periglacial Landscapes   494

Part Iv Soils, Ecosystems, and Biomes  526

18 The Geography of Soils   528
19 Ecosystem Essentials   558
20 Terrestrial Biomes   592
Appendix A Maps in this Text and Topographic Maps   A-1
Appendix B The Köppen Climate Classification System   A-6
Appendix C Common Conversions  A-9

Preface  xix
Digital and Print Resources xx
Book and MasteringGeography Walkthrough
Pearson Choices xxx
1 Essentials of Geography   2
Key Learning concepts  2
GEOSYSTEMS now Shale Gas: An Energy Resource
for the Future?  1
The Science of Geography  3
The Geographic Continuum   3
Geographic Analysis   4
The Scientific Process   5
Human–Earth Interactions in the 21st Century   7
Earth Systems Concepts 8
Systems Theory   8
Systems Organization in Geosystems  11
Part I The Energy–Atmosphere System  36
2 Solar Energy to Earth
and the Seasons   38
Key Learning concepts  38
GEOSYSTEMS now Chasing the Subsolar Point  39
The Solar System, Sun, and Earth   40
Solar System Formation   41
Dimensions and Distances   41
Solar Energy: From Sun to Earth   41
Solar Activity and Solar Wind   42
contents
xxii
Earth’s Dimensions   14
Location and Time on Earth  16
Latitude  17
Longitude  19
Great Circles and Small Circles   19
Meridians and Global Time   20
Maps and Cartography  22
The Scale of Maps   22
Map Projections   24
Modern Tools and Techniques for Geoscience  26
Global Positioning System   27
Remote Sensing   28
Geographic Information Systems   31
Geosystems connection  33
Key Learning concepts review  33
geosystems in action 1 Exploring Earth Systems   12
Critical Thinking 1.1 What is Your Footprint?   8
CT 1.2 Latitudinal Geographic Zones and Temperature   19
CT 1.3 Where are You?   20
CT 1.4 Find and Calculate Map Scales   24
CT 1.5 Test Your Knowledge about Satellite Imagery   31
GEO reports: 7 reports   29
Electromagnetic Spectrum of Radiant Energy   43
Incoming Energy at the Top of the Atmosphere   45
The Seasons   47
Seasonality  48
Reasons for Seasons   48
Annual March of the Seasons   51
Key Learning concepts review  56
geosystems in action 2 Earth-Sun Relations  52
Critical Thinking 2.1 A Way to Calculate Sunrise
and Sunset   48
CT 2.2 Astronomical Factors Vary over
Long Time Frames   50
CT 2.3 Use the Analemma to Find the Subsolar Point   54
The humanDenominator: The Earth-Sun System and the
Seasons  55
GEO reports: 4 reports   41
viii Geosystems

Pollutants in the Atmosphere   67

Key Learning concepts
3 Earth’s Modern Atmosphere   58
Key Learning concepts  58
GEOSYSTEMS now Humans Help Define
the Atmosphere   59
Atmospheric Composition, Temperature,
and Function   60
Atmospheric Profile   60
Atmospheric Composition Criterion   61
Atmospheric Temperature Criterion   63
Atmospheric Function Criterion   65
Natural Sources of Air Pollution   67
Anthropogenic Pollution   70
Natural Factors That Affect Pollutants   74
Benefits of the Clean Air Act   78
Geosystems connection  79
review  80
geosystems in action 3 Air Pollution  76
Focus Study 3.1 Pollution   68
Focus Study 3.2 Pollution   72
Critical Thinking 3.1 Where is Your Tropopause?   65
CT 3.2 Finding Your Local Ozone   66
CT 3.3 Evaluating Costs and Benefits   78
The humanDenominator: The Shared Global
­Atmosphere   79
GEO reports: 5 reports   60

Energy Balance in the Troposphere   90

The Greenhouse Effect and Atmospheric Warming   90
Earth–Atmosphere Energy Balance   91
Energy Balance at Earth’s Surface   95
Daily Radiation Patterns   95
A Simplified Surface Energy Budget   96
The Urban Environment   100
Geosystems connection  103
Key Learning concepts review  104
geosystems in action 4 Earth–Atmosphere Energy Balance   92

4 Atmosphere and Surface Energy Focus Study 4.1 Sustainable Resources   98

Balances  82 Critical Thinking 4.1 A Kelp Indicator of Surface
Energy Dynamics   94
Key Learning concepts  82
CT 4.2 Applying Energy-Balance Principles to
GEOSYSTEMS now Melting Sea Ice Opens Arctic Shipping
a Solar Cooker   97
Lanes, However...  83
CT 4.3 Looking at Your Surface Energy Budget   102
Energy-Balance Essentials   84
The humanDenominator: Changes in Atmosphere and
Energy and Heat   84
­Surface Energy Budgets   103
Energy Pathways and Principles   86
GEO reports: 3 reports   87

Principal Temperature Controls   112

Latitude  112
Altitude and Elevation   112
Cloud Cover   113
Land–Water Heating Differences   114
Earth’s Temperature Patterns   120
January and July Global Temperature Maps   121
January and July Polar-Region Temperature Maps   123
5 Global Temperatures   106 Annual Temperature Range Map   124
Key Learning concepts  106 Recent Temperature Trends and Human Response   124
GEOSYSTEMS now The Mystery of St. Kilda’s Shrinking Record Temperatures and Greenhouse Warming   125
Sheep  107 Heat Stress and the Heat Index   127
Geosystems connection  129
Temperature Concepts and Measurement   109
KEY LEARNING concepts review  130
Temperature Scales   109
Measuring Temperature   110 geosystems in action 5 Earth’s Highest Land Surface
Temperatures  111

Focus Study 5.1 Climate Change   126
Critical Thinking 5.1 Compare and Explain Coastal
and Inland ­Temperatures   117
6 Atmospheric and Oceanic
Circulations  132
Key Learning concepts  132
GEOSYSTEMS now Ocean Currents Bring
Invasive Species  133
Wind Essentials   135
Air Pressure   135
Wind: Description and Measurement   136
Driving Forces Within the Atmosphere   138
Pressure Gradient Force   138
Coriolis Force   138
Friction Force   140
Summary of Physical Forces on Winds   140
High- and Low-Pressure Systems   142
Part Ii The Water, Weather, and Climate Systems   164
7 Water and Atmospheric Moisture   166
Key Learning concepts  166
GEOSYSTEMS now Summer Fog Protects
the World’s Tallest Trees  167
Water’s Unique Properties   168
Phase Changes and Heat Exchange   169
Latent Heat Transfer Under Natural Conditions   171
Humidity  172
Relative Humidity   172
Contents    ix
CT 5.2 Begin a Full Physical Geography Profile of Your
Area  122
The humanDenominator: Global Temperatures   129
GEO reports: 4 reports   109
Atmospheric Patterns of Motion   142
Primary Pressure Areas and Associated Winds   142
Upper Atmospheric Circulation   145
Monsoonal Winds   150
Local Winds   151
Oceanic Currents   153
Surface Currents   153
Thermohaline Circulation—The Deep Currents   154
Natural Oscillations in Global Circulation   155
El Niño–Southern Oscillation   155
Pacific Decadal Oscillation   158
North Atlantic and Arctic Oscillations   159
Geosystems connection  160
Key Learning concepts review  161
geosystems in action 6 Atmospheric Circulation  146
Focus Study 6.1 Sustainable Resources   156
Critical Thinking 6.1 Measure the Wind   138
CT 6.2 What Causes the North Australian Monsoon?   151
CT 6.3 Construct Your Own Wind-Power Assessment
Report  152
The humanDenominator: Global Circulation   160
GEO reports: 5 Reports   135
Specialized Expressions of Humidity   174
Instruments for Measuring Humidity   175
Atmospheric Stability   176
Adiabatic Processes   176
Stable and Unstable Atmospheric Conditions   177
Clouds and Fog   180
Cloud Formation Processes   180
Cloud Types and Identification   180
Processes That Form Fog   183
Geosystems connection  186
Key Learning concepts review  187
geosystems in action 7 Adiabatic Heating and Cooling  178
Critical Thinking 7.1 Iceberg Analysis   170
CT 7.2 Using Relative Humidity and Dew-Point Maps   175
CT 7.3 Identify Two Kinds of Fog   184
The humanDenominator: Atmospheric Moisture    186
GEO reports: 3 reports   170
x The Water, Weather, and Climate Systems
Geosystems

Midlatitude Cyclonic Systems   200

Life Cycle of a Midlatitude Cyclone   200
Weather Maps and Forecasting   201
Violent Weather   204
Ice Storms and Blizzards   204
Thunderstorms  204
Derechos  208
Tornadoes  209
Tropical Cyclones   211
8 Weather   190 Geosystems connection  219
Key Learning concepts  190 Key Learning concepts review  220
GEOSYSTEMSnow On the Front Lines of Intense Weather  191 geosystems in action 8 Midlatitude Cyclones  202
Air Masses   192 Focus Study 8.1 Natural Hazards   216
Air Masses Affecting North America   192
Critical Thinking 8.1 Analyzing a Weather Map   205
Air Mass Modification   193
CT 8.2 Hazard Perception and Planning: What Seems to
Atmospheric Lifting Mechanisms   193
be Missing?   218
Convergent Lifting   194
Convectional Lifting   194 The humanDenominator: Weather   219
Orographic Lifting   195 GEO reports: 5 reports   195
Frontal Lifting (Cold and Warm Fronts)   197

Surface Water Resources   235

Snow and Ice   235
Rivers and Lakes   235
Wetlands  241
Groundwater Resources   241
The Groundwater Environment   242
Overuse of Groundwater   243
Pollution of Groundwater   248
9 Water Resources   222 Our Water Supply   248
Key Learning concepts  222
Water Supply in the United States   250
Water Withdrawal and Consumption   251
GEOSYSTEMS now Earth’s Largest Lake
Future Considerations   251
Warms with Changing Climate  223
Geosystems connection  252
Water on Earth   224 Key Learning concepts review  253
Worldwide Equilibrium   225
geosystems in action 9 Groundwater  244
Distribution of Earth’s Water Today   225
The Hydrologic Cycle   226 Focus Study 9.1 Climate Change   238
Water in the Atmosphere   226 Focus Study 9.2 Sustainable Resources   246
Water at the Surface   227 Critical Thinking 9.1 Your Local Water Budget   232
Water in the Subsurface   228
CT 9.2 Calculate Your Water Footprint   249
Water Budgets and Resource Analysis   228
Components of the Water Budget   228 CT 9.3 That Next Glass of Water   251
The Water-Budget Equation   232 The humanDenominator: Water Use   252
Sample Water Budgets   232 GEO reports: 4 reports   224
Water-Budget Application: Hurricane Camille   233
Drought: The Water Deficit   234

10 Global Climate Systems   256

Key Learning concepts  256

GEOSYSTEMS now A Large-Scale Look at Puerto

Rico’s Climate  257
Review of Earth’s Climate System   258

Classifying Earth’s Climates   259
Tropical Rain Forest Climates   264
Tropical Monsoon Climates   265
Tropical Savanna Climates   266
Humid Subtropical Hot-Summer Climates   267
Humid Subtropical Winter-Dry Climates   267
Marine West Coast Climates   267
Mediterranean Dry-Summer Climates   269
Humid Continental Hot-Summer Climates   272
Humid Continental Mild-Summer Climates   272
Subarctic Climates   273
Tundra Climates   276
Ice-Cap and Ice-Sheet Climates   277
Polar Marine Climates   277
11 Climate Change   286
Key Learning concepts  286
GEOSYSTEMS now Greenhouse Gases Awaken
in the Arctic  287
Population Growth and Fossil Fuels—The Setting
for Climate Change   288
Deciphering Past Climates   290
Methods for Long-Term Climate Reconstruction   291
Earth’s Long-Term Climate History   293
Methods for Short-Term Climate Reconstruction   295
Earth’s Short-Term Climate History   297
Mechanisms of Natural Climate Fluctuation   299
Solar Variability   299
Earth’s Orbital Cycles   299
Continental Position and Topography   300
Atmospheric Gases and Aerosols   300
Climate Feedbacks and the Carbon Budget   300
Earth’s Carbon Budget   300
Water-Vapor Feedback   301
Carbon–Climate Feedbacks   301
CO2–Weathering Feedback   301
Part III The Earth–Atmosphere Interface   322
Change     xi
Contents    xi
Climate Systems and Climate
Characteristics of Dry Climates   278
Tropical, Subtropical Hot Desert Climates   279
Midlatitude Cold Desert Climates   280
Tropical, Subtropical Hot Steppe Climates   280
Midlatitude Cold Steppe Climates   280
Climate Regions and Climate Change   288
Geosystems connection  283
Key Learning concepts review  284
geosystems in action 10 Earth’s Climate System  260
Critical Thinking 10.1 Finding Your Climate   259
The humanDenominator: Climate Regions   283
GEO reports: 3 reports   266
Evidence for Present Climate Change   304
Temperature  305
Ice Melt   305
Sea-Level Rise   307
Extreme Events   308
Causes of Present Climate Change   308
Contributions of Greenhouse Gases   309
Sources of Radiative Forcing   311
Scientific Consensus   313
Climate Models and Forecasts   314
Radiative Forcing Scenarios   314
Future Temperature Scenarios   315
Sea-Level Projections   315
The Path Ahead   316
Taking a Position on Climate Change   316
Action Now Means “No Regrets”   317
Mitigating Climate Change: What Can You Do?   317
Geosystems connection  319
Key Learning concepts review  320
geosystems in action 11 The Global Carbon
Budget  302
Focus Study 11.1 Climate Change   312
Critical Thinking 11.1 Crossing The 450-ppm Thresh-
old for Carbon Dioxide   290
CT 11.2 Thinking Through an Action Plan to Reduce Hu-
man Climate Forcing   312
The humanDenominator: Taking Action on Climate
Change  319
GEO reports: 3 reports   307
12 The Dynamic Planet   324
Key Learning concepts  324
GEOSYSTEMS now Earth’s Migrating Magnetic Poles  325
The Pace of Change   326
Earth’s Structure and Internal Energy   328
Earth’s Core and Mantle   329
xii The Water, Weather, and Climate Systems
Geosystems

Earth’s Crust   329 Hot Spots   346

The Asthenosphere and Lithosphere   330 The Geologic Cycle   350
Adjustments in the Crust   330
Geosystems connection  351
Earth’s Magnetism   331
Key Learning concepts review  354
Earth Materials and the Rock Cycle   332
geosystems in action 12 The Geologic Cycle   352
Igneous Processes   333
Sedimentary Processes   334 Focus Study 12.1 Sustainable Resources   348
Metamorphic Processes   338 Critical Thinking 12.1 Thoughts about an “Anthropo-
The Rock Cycle   338 cene ­Epoch”   328
Plate Tectonics   340 CT 12.2 Tracking Your Location Since Pangaea   344
Continental Drift   340
CT 12.3 How Fast is the Pacific Plate Moving?   350
Seafloor Spreading   340
Subduction  344 The humanDenominator: Earth Material and Plate Tecton-
Plate Boundaries   344 ics  351
Earthquake and Volcanic Activity   345 GEO reports: 4 reports   329

The Tetons and the Sierra Nevada   371

The Appalachian Mountains   374
Earthquakes  374
Earthquake Anatomy   375
Earthquake Intensity and Magnitude   376
Fault Mechanics   377
Earthquake Forecasting   380
Earthquake Planning   381
13 Tectonics, Earthquakes, Volcanism  382
and Volcanism   356 Settings for Volcanic Activity   383
Volcanic Materials   383
Key Learning concepts  356
Volcanic Landforms   383
GEOSYSTEMS now The San Jacinto Fault Connection  357 Effusive Eruptions   384
Earth’s Surface Relief   358 Explosive Eruptions   386
Studying Earth’s Topography   358 Volcano Forecasting and Planning   387
Orders of Relief   359 Geosystems connection  389
Earth’s Hypsometry   359 Key Learning concepts review  390
Earth’s Topographic Regions   360 geosystems in action 13 Mountain Building  372
Crustal Formation   361
Focus Study 13.1 Natural Hazards   378
Continental Shields   361
Building Continental Crust and Accretion of Terranes   362 Critical Thinking 13.1 Comparing Topographic Re-
gions at Different Scales   360
Crustal Deformation   363
Folding and Broad Warping   364 CT 13.2 Ocean-Floor Tectonics Tour   387
Faulting  366 The humanDenominator: Tectonics   389
Orogenesis (Mountain Building)   369 GEO reports: 4 reports   360
Types of Orogenesis   371

GEOSYSTEMS now Human-Caused Mass Movement at the

Kingston Steam Plant, Tennessee  393
Landmass Denudation   394
Dynamic Equilibrium Approach to Understanding
­Landforms   395
Slopes  395
Weathering Processes   398
Factors Influencing Weathering Processes   399
14 Weathering, Karst Landscapes, Physical Weathering Processes   400
Chemical Weathering Processes   401
and Mass Movement   392 Karst Topography   405
Key Learning concepts  392
Formation of Karst   406
 Change     xiii
Contents    xiii
Climate Systems and Climate

Features of Karst Landscapes   406 geosystems in action 14 Hillslopes As Open ­Systems  396

Caves and Caverns   408 Focus Study 14.1 Natural Hazards   413
Mass-Movement Processes   410 Critical Thinking 14.1 Find a Slope; Apply the
Mass-Movement Mechanics   410 Concepts  398
Classes of Mass Movements   411
Humans as a Geomorphic Agent   415 The humanDenominator: Weathering, Karst, and
­Hillslopes   417
Geosystems connection  417
GEO reports: 5 reports   400
Key Learning concepts review  418

Base Level   427

15 River Systems   420
Key Learning concepts  420
GEOSYSTEMS now Environmental Effects of Dams
on the Nu River in China  421
Drainage Basins and Drainage Patterns   422
Drainage Divides   423
Drainage Basins as Open Systems   425
International Drainage Basins   425
Internal Drainage   425
Drainage Patterns   426
Basic Fluvial Concepts   427
Gradient  427
Stream Discharge   428
Fluvial Processes and Landforms   430
Stream Channel Processes   431
Channel Patterns   433
Graded Streams   437
Depositional Landforms   441
Floods and River Management   446
Humans and Floodplains   446
Flood Protection   447
Flood Probability   448
Floodplain Management   448
Geosystems connection  450
Key Learning concepts review  451
geosystems in action 15 Meandering: Streams  438
Focus Study 15.1 Environmental Restoration   434
Critical Thinking 15.1 Locate Your Drainage Basin   425
CT 15.2 Identifying Drainage Patterns   427
The humanDenominator: Rivers, Floodplains, and Deltas   450
GEO reports: 3 reports   445

Coastal Erosion   470

Coastal Deposition   472
Barrier Beaches and Islands   475
Coral Formations   477
Coastal Wetlands   479
Wind Processes   481
Eolian Transport of Dust and Sand   481
Eolian Erosion   482
16 Oceans, Coastal Systems, and Wind Desert Pavement   484
Eolian Deposition   484
Processes  454
Geosystems connection  490
Key Learning concepts  454
Key Learning concepts review  491
GEOSYSTEMS now Sand Dunes Prevent Coastline Erosion
during Hurricane Sandy  455 geosystems in action 16 Wind-Blown Dune Forms  486
Focus Study 16.1 Pollution   460
Global Oceans and Seas   456
Properties of Seawater   457 Focus Study 16.2 Natural Hazards   470
Physical Structure and Human Impacts   458 Critical Thinking 16.1 Thinking Through a R
­ ising Sea
Coastal System Components   459 Level  463
The Coastal Environment   461 CT 16.2 Allocating Responsibility and Cost for Coastal
Sea Level   462 Hazards  477
Coastal System Actions   463 CT 16.3 The Nearest Eolian Features   489
Tides  463
The humanDenominator: Oceans, Coasts, and Dunes   490
Waves  465
GEO reports: 5 reports   458
Coastal System Outputs   470
xiv The Water, Weather, and Climate Systems
Geosystems

Erosional Landforms   505

Depositional Landforms   508
Periglacial Landscapes   511
Permafrost and Its Distribution   511
Periglacial Processes   513
Humans and Periglacial Landscapes   515
The Pleistocene Epoch   515
Ice-Age Landscapes   515
Paleolakes  517
17 Glacial and Periglacial Arctic and Antarctic Regions   518
Landscapes  494 Recent Polar Region Changes   519
Key Learning concepts  494 Geosystems connection  522
GEOSYSTEMS now Tidewater Glaciers and Ice Shelves Key Learning concepts review  523
Give Way to Warming  495 geosystems in action 17 Glaciers As Dynamic
Snow into Ice—The Basis of Glaciers   496 ­Systems  502
Properties of Snow   496 Focus Study 17.1 Natural Hazards   498
Formation of Glacial Ice   497
Critical Thinking 17.1 Looking for Glacial
Types of Glaciers   497 ­Features   507
Alpine Glaciers   498
CT 17.2 A Sample of Life at the Polar Station   519
Continental Ice Sheets   499
Glacial Processes   500 CT 17.3 The IPY Accomplishment Continues   521
Glacial Mass Balance   500 The humanDenominator: Glaciers and Permafrost   522
Glacial Movement   501 GEO reports: 4 reports   499
Glacial Landforms   505

PART IV SOILS, ECOSYSTEMS, AND BIOMES   526

Human Impacts on Soils   537
Soil Erosion   537
Desertification  539
Soil Classification   540
Soil Taxonomy   540
The 12 Soil Orders of the Soil Taxonomy   541
Geosystems connection  555
Key Learning concepts review  556
18 The Geography of Soils   528 geosystems in action 18 Biological Activity in Soils  535
Key Learning concepts  528
Focus Study 18.1 Pollution   546
GEOSYSTEMS now Desertification: Declining Soils
Critical Thinking 18.1 Soil Losses—What to
and Agriculture in Earth’s Drylands  529
Do?  540
Soil-Formation Factors and Soil Profiles   530
CT 18.2 Soil Observations   541
Natural Factors in Soil Development   530
Soil Horizons   531 The humanDenominator: Soils and Land Use   555

Soil Characteristics   532 GEO reports: 4 reports   534

Physical Properties   532
Chemical Properties   536

19 Ecosystem Essentials   558
Key Learning concepts  558
GEOSYSTEMS now Species’ Distributions Shift with
Climate Change  559
Energy Flows and Nutrient Cycles   560
Converting Energy to Biomass   561
Elemental Cycles   564
Energy Pathways   567
Communities and Species Distributions   573
The Niche Concept   573
Species Interactions   574
20 Terrestrial Biomes   592
Key Learning concepts  592
geosystems now Invasive Species Arrive at Tristan
da Cunha   593
Biogeographic Divisions   594
Biogeographic Realms   594
Biomes  595
Invasive Species   596
Earth’s Terrestrial Biomes   599
Tropical Rain Forest   599
Tropical Seasonal Forest and Scrub   603
Tropical Savanna   603
Midlatitude Broadleaf and Mixed Forest   606
Boreal and Montane Forest   607
Temperate Rain Forest   608
Mediterranean Shrubland   609
Midlatitude Grassland   610
Deserts  611
Change     xv
Contents    xv
Climate Systems and Climate
Abiotic Influences   575
Limiting Factors   576
Disturbance and Succession   579
Biodiversity, Evolution, and Ecosystem Stability   581
Biological Evolution Delivers Biodiversity   582
Biodiversity Fosters Ecosystem Stability   583
Biodiversity on the Decline   584
Geosystems connection  588
Key Learning concepts review  589
geosystems in action 19 Coastal Dead Zones  568
Focus Study 19.1 Natural Hazards   578
Focus Study 19.2 Environmental Restoration   586
Critical Thinking 19.1 Mutualism? Parasitism? Where
Do We Fit in?   575
CT 19.2 Observe Ecosystem Disturbances   577
The humanDenominator: Ecosystems and
Biodiversity  588
GEO reports: 4 reports   567
Arctic and Alpine Tundra   612
Conservation, Management, and Human Biomes   614
Island Biogeography for Species Preservation   614
Focus Study 20.1 Environmental Restoration   615
Aquatic Ecosystem Management   616
Anthropogenic Biomes   616
Geosystems connection  617
Key Learning concepts review  618
geosystems in action 20: Tropical Rain Forests and Amazon
Deforestation  604
Critical Thinking 20.1 Reality Check   599
CT 20.2 Tropical Forests: A Global or Local
Resource?  603
CT 20.3 A Shifting-Climate Hypothetical   613
The humanDenominator: Anthropogenic Environments   617
GEO reports: 5 reports   595
Appendix A Maps in this Text and Topographic
Maps  A-1
Appendix B The Köppen Climate Classification
System  A-6
Appendix C Common Conversions  A-9
Glossary G-1
Index  I-1
xvi The Water, Weather, and Climate Systems
preface
Welcome to the Ninth Edition of Geosystems. This edition
marks the addition of Dr. Ginger Birkeland as a coauthor to
Robert Christopherson. This Ninth Edition features signif-
icant revision, with a new chapter on climate change, new
features, updated content, and many new photos and il-
lustrations. We continue to build on the success of the first
eight editions, as well as the companion texts, Elemental
Geosystems, now in its Seventh Edition, and Geosystems,
Canadian Edition, Third Edition. Students and teachers
appreciate the systems organization, scientific accuracy,
integration of figures and text, clarity of the summary and
review sections, and overall relevancy to what is happen-
ing to Earth systems in real time. Geosystems continues to
tell Earth’s story in student-friendly language.
The goal of physical geography is to explain the spa-
tial dimension of Earth’s dynamic systems—its energy, air,
water, weather, climate, tectonics, landforms, rocks, soils,
plants, ecosystems, and biomes. Understanding human–
Earth relations is part of physical geography as it seeks to
understand and link the planet and its inhabitants. Wel-
come to physical geography!
New to the Ninth Edition
Nearly every page of Geosystems, Ninth Edition, presents
updated material, new content in text and figures, and
new features. A sampling of new features includes:
• A new chapter on climate change. Although climate
change science affects all systems and is discussed to
some extent in every chapter of Geosystems, we now
present a stand-alone chapter covering this topic —
Chapter 11, Climate Change. This chapter covers
paleoclimatology and mechanisms for past climatic
change (expanding on topics covered in Chapter 17 in
previous editions), climate feedbacks and the global
carbon budget, the evidence and causes of present
climate change, climate models and projections, and
actions that we can take to moderate Earth’s changing
climate. This new Chapter 11 expands on the climate
change discussion that was formerly part of Chapter
10, Climate Systems and Climate Change, in previous
editions.
• A new Geosystems in Action feature focusing on key
topics, processes, systems, or human–Earth connec-
tions. In every chapter, Geosystems in Action is a
one- to two-page highly visual presentation of a topic
central to the chapter, with active learning questions
and links to media in MasteringGeography, as well as
a GeoQuiz to aid student learning. Throughout each
part of the Geosystems in Action figure, students are
asked to analyze, explain, infer, or predict based on
the information presented. Topics include Earth–Sun
Relations (Chapter 2), Air Pollution (Chapter 3),
xvi
Earth–Atmosphere Energy Balance (Chapter 4), The
Global Carbon Budget (Chapter 11), Glaciers as Dy-
namic Systems (Chapter 17), and Biological Activity
in Soils (Chapter 18).
• A new feature, The Human Denominator, that links
chapter topics to human examples and applications.
At the end of Chapters 2 through 20, this new feature
includes maps, photos, graphs, and other diagrams
to provide visual examples of many human–Earth in-
teractions. This feature replaces and expands on the
former Chapter 21 in previous Geosystems editions,
called Earth and the Human Denominator.
• New and revised illustrations and maps to improve stu-
dent learning. More than 250 new photos and images
bring real-world scenes into the classroom. Our photo
and remote sensing program, updated for this edition,
exceeds 500 items, integrated throughout the text.
• New images and photos for the 20 chapter openers,
and redesigned schematics and photos for the 4 part
openers.
• Learning Catalytics, a “bring your own device” stu-
dent engagement, assessment, and classroom intel-
ligence system, integrated with MasteringGeography.
Continuing in the Ninth Edition
• Twenty Focus Studies, with either updated or new
content, explore relevant applied topics in greater
depth and are a popular feature of the Geosystems
texts. In the Ninth Edition, these features are grouped
by topic into five categories: Pollution, Climate
Change, Natural Hazards, Sustainable Resources,
and Environmental Restoration.
Nine new Focus Study topics include:
Heat Waves (Chapter 5)
Hurricanes Katrina and Sandy: Storm Development
and Links to Climate Change (Chapter 8)
Thawing Methane Hydrates—Another Arctic Meth-
ane Concern (Chapter 11)
Earthquakes in Haiti, Chile, and Japan: A Compara-
tive Analysis (Chapter 13)
Stream Restoration: Merging Science and Practice
(Chapter 15)
The 2011 Japan Tsunami (Chapter 16)
Snow Avalanches (Chapter 17)
Wildfire and Fire Ecology (Chapter 19)
Global Conservation Strategies (Chapter 20)
• The chapter-opening Geosystems Now case study fea-
ture presents current issues in geography and Earth
systems science. These original, unique essays, up-
dated for the Ninth Edition, immediately engage read-
ers into the chapter with relevant, real-world examples

of physical geography. New Geosystems Now topics
in the Ninth Edition include shale gas as an energy
resource in the United States (Chapter 1), coastal red-
wood trees and declining summer moisture in Califor-
nia (Chapter 7), the effects of proposed dams on rivers
in China (Chapter 15), and coastal erosion caused by
Hurricane Sandy (Chapter 16). Many of these features
emphasize linkages across chapters and Earth sys-
tems, exemplifying the Geosystems approach.
• Geo Reports continue to describe timely and relevant
events or facts related to the discussion in the chapter,
provide student action items, and offer new sources of
information. The 75 Geo Reports in the Ninth Edition,
placed along the bottom of pages, are updated, with
many new to this edition. Example topics include:
Did light refraction sink the Titanic? (Chapter 4)
The hottest temperature on Earth (Chapter 5)
Storm causes Hawai’i hailstorm and tornado
(Chapter 8)
Satellite GRACE enables groundwater measurements
(Chapter 9)
Tropical climate zones advance to higher latitudes
(Chapter 10)
Surprise waves flood a cruise ship (Chapter 16)
Greenland ice sheet melting (Chapter 17)
Overgrazing effects on Argentina’s grasslands (Chap-
ter 18)
• Critical Thinking exercises are integrated throughout
the chapters. These carefully crafted action items bridge
students to the next level of learning, placing students
in charge of further inquiry. Example topics include:
Applying Energy-Balance Principles to a Solar Cooker
What Causes the North Australian Monsoon?
Identify Two Kinds of Fog
Analyzing a Weather Map
Allocating Responsibility and Cost for Coastal Hazards
Tropical Forests: A Global or Local Resource?
• The Geosystems Connection feature at the end of each
chapter provides a preview “bridge” between chap-
ters, reinforcing connections between chapter topics.
• Key Learning Concepts appear at the outset of each
chapter, many rewritten for clarity. Each chapter con-
cludes with Key Learning Concepts Review, which
summarizes the chapter using the opening objectives.
• Geosystems continues to embed Internet URLs within
the text. More than 200 appear in this edition. These
allow students to pursue topics of interest to greater
depth, or to obtain the latest information about
weather and climate, tectonic events, floods, and the
myriad other subjects covered in the book.
• The MasteringGeography™ online homework and
tutoring system delivers self-paced tutorials that pro-
vide individualized coaching, focus on course objec-
tives, and are responsive to each student’s progress.
Instructors can assign activities built around Geosci-
ence Animations, Encounter Google Earth“ activities,
Preface    xvii
MapMaster” interactive maps, Thinking Spatially and
Data Analysis activities, new GeoTutors on the most
challenging topics in physical geography, end-of-chap-
ter questions, Test Bank questions, and more. Students
now have access to new Dynamic Study Modules that
provide each student with a customized learning ex-
perience. Students also have access to a text-specific
Study Area with study resources, including a Pearson
eText version of Geosystems, Geoscience Animations,
MapMaster interactive maps, new videos, Satellite
Loops, Author Notebooks, additional content to sup-
port materials for the text, photo galleries, In the News
RSS feeds, web links, career links, physical geography
case studies, flashcard glossary, quizzes, and more—all
at www.masteringgeography.com.
Author Acknowledgments
After all these years, the strength of a publishing team re-
mains ever essential. Continuing thanks to President Paul
Corey for his leadership since 1990 and to Frank Rug-
girello, Senior Vice-president and Editorial Director for
Geosciences, for his vision. Thanks to Senior Geography
Editor Christian Botting for his guidance and for the at-
tention devoted to the Geosystems texts; and to Program
Manager Anton Yakovlev and Assistant Editors Bethany
Sexton and Kristen Sanchez for their careful attention.
Maya Melenchuk, Image Management, is a great addition
to the team and a help to us. Thanks to Managing Editor
Gina Cheselka, Program Manager Janice Stangel, and Di-
rector of Development Jennifer Hart, for their skills and
continuing support.
Our appreciation to designers Mark Ong and Jeanne
Calabrese, for such skill in a complex book design.
Thanks to the late Randall Goodall for his design work
over the years on the previous several editions of Geosys-
tems and Elemental Geosystems. Thanks also to Maureen
McLaughlin, Senior Marketing Manager, Nicola Houston,
Senior Marketing Assistant, and the many publisher rep-
resentatives who spend months in the field communicat-
ing the Geosystems approach. Our gratitude is extended
to the entire “Geosystems Team” for allowing us to par-
ticipate in the publishing process.
Our sincere appreciation for production coordina-
tion goes to Editorial Director for Higher Education Cindy
Miller of Cenveo LLC for our friendship and sustaining
care through eight books, and to Senior Project Manager
Suganya Karuppasamy for her ability to respond to
our feedback as she oversees manuscript, copy editing,
complex compositing, and page proofs. With so many
changes in this edition, her skills make it work. To photo
researcher Erica Gordon, copy editor Kathy Pruno, proof-
reader Jeff Georgeson, and indexer Robert Swanson we
give thanks for quality work. We offer special thanks to
development editor Moira Lerner Nelson for advice and
suggestions that improved many aspects of this edition.
Our appreciation also goes to Jay McElroy and Jonathan
Cheney for their creative talent in helping develop the
xviii The Water, Weather, and Climate Systems
Geosystems
new Geosystems in Action features, and to Jay for his de-
tailed work improving the art program.
Thanks to all the colleagues who served as reviewers on
one or more editions of each book, or who offered helpful
suggestions in conversations at our national and regional
geography meetings. Thanks to the accuracy reviewers of all
ninth edition chapters: Todd Fagin, Oklahoma University;
Giraldo Mario, California State University, Northridge; Ste-
phen Cunha, Humboldt State University; Charlie Thomsen,
American River College. And thanks for special reviews for
the new Chapter 11 in this edition from Jason Allard, Valdo-
sta State University; Marshall Shepherd, University of Geor-
gia; Scott Mandia, Suffolk County Community College, Long
Island; David Kitchen, University of Richmond.
We are grateful for the generosity of ideas and sacri-
fice of time. Thanks to all reviewers who have provided
valuable feedback on Geosystems over the years:
Ted J. Alsop, Utah State University
Michael Allen, Kent State University
Philip P. Allen, Frostburg State University
Ted J. Alsop, Utah State University
Ward Barrett, University of Minnesota
Steve Bass, Mesa Community College
Stefan Becker, University of Wisconsin–Oshkosh
Daniel Bedford, Weber State University
David Berner, Normandale Community College
Trent Biggs, San Diego State University
Franco Biondi, University of Nevada, Reno
Peter D. Blanken, University of Colorado, Boulder
Patricia Boudinot, George Mason University
Anthony Brazel, Arizona State University
David R. Butler, Southwest Texas State University
Mary-Louise Byrne, Wilfred Laurier University
Janet Cakir, Rappahannock Community College
Ian A. Campbell, University of Alberta–Edmonton
Randall S. Cerveny, Arizona State University
Fred Chambers, University of Colorado, Boulder
Philip Chaney, Auburn University
Muncel Chang, Butte College Emeritus
Jordan Clayton, Georgia State University
Andrew Comrie, University of Arizona
C. Mark Cowell, Indiana State University
Richard A. Crooker, Kutztown University
Stephen Cunha, Humboldt State University
Armando M. da Silva, Towson State University
Dirk H. de Boer, University of Saskatchewan
Dennis Dahms, University of Northern Iowa
J. Michael Daniels, University of Denver
Shawna Dark, California State University, Northridge
Stephanie Day, University of Kansas
Lisa DeChano-Cook, Western Michigan University
Mario P. Delisio, Boise State University
Joseph R. Desloges, University of Toronto
Lee R. Dexter, Northern Arizona University
Don W. Duckson, Jr., Frostburg State University
Daniel Dugas, New Mexico State University
Kathryn Early, Metropolitan State College
Christopher H. Exline, University of Nevada–Reno
Todd Fagin, Oklahoma University
Michael M. Folsom, Eastern Washington University
Mark Francek, Central Michigan University
Glen Fredlund, University of Wisconsin–Milwaukee
Dorothy Friedel, Sonoma State University
William Garcia, University of N. Carolina–­Charlotte
Doug Goodin, Kansas State University
Mark Goodman, Grossmont College
David E. Greenland, University of N. Carolina–Chapel
Hill
Duane Griffin, Bucknell University
John W. Hall, Louisiana State University–Shreveport
Barry N. Haack, George Mason University
Roy Haggerty, Oregon State University
Vern Harnapp, University of Akron
John Harrington, Kansas State University
Blake Harrison, Southern Connecticut University
Jason “Jake” Haugland, University of Colorado,
Boulder
Gail Hobbs, Pierce College
Thomas W. Holder, University of Georgia
David H. Holt, University of Southern Mississippi
Robert Hordon, Rutgers University
David A. Howarth, University of Louisville
Patricia G. Humbertson, Youngstown State University
David W. Icenogle, Auburn University
Philip L. Jackson, Oregon State University
J. Peter Johnson, Jr., Carleton University
Gabrielle Katz, Appalachian State University
Guy King, California State University–Chico
Ronald G. Knapp, SUNY–The College at New Paltz
Peter W. Knightes, Central Texas College
Jean Kowal, University of Wisconsin, Whitewater
Thomas Krabacher, California State University–­
Sacramento
Richard Kurzhals, Grand Rapids Junior College
Hsiang-te Kung, University of Memphis
Kara Kuvakas, Hartnell College
Steve Ladochy, California State University, Los Angeles
Charles W. Lafon, Texas A & M University
Paul R. Larson, Southern Utah University
Robert D. Larson, Southwest Texas State University
Derek Law, University of Kentucky
Elena Lioubimtseva, Grand Valley State University
Joyce Lundberg, Carleton University
W. Andrew Marcus, Montana State University
Giraldo Mario, California State University, Northridge
Brian Mark, Ohio State University
Nadine Martin, University of Arizona
Elliot G. McIntire, California State University,
Northridge
Norman Meek, California State University, San
Bernardino
Leigh W. Mintz, California State University–Hayward,
Emeritus
Sherry Morea-Oaks, Boulder, CO
Debra Morimoto, Merced College
Patrick Moss, University of Wisconsin, Madison
Steven Namikas, Louisiana State University

Lawrence C. Nkemdirim, University of Calgary
Andrew Oliphant, San Francisco State University
John E. Oliver, Indiana State University
Bradley M. Opdyke, Michigan State University
Richard L. Orndorff, University of Nevada, Las Vegas
FeiFei Pan, University of North Texas
Patrick Pease, East Carolina University
James Penn, Southeastern Louisiana University
Rachel Pinker, University of Maryland, College Park
Greg Pope, Montclair State University
Robin J. Rapai, University of North Dakota
Philip Reeder, University of South Florida
Philip D. Renner, American River College
William C. Rense, Shippensburg University
Leslie Rigg, Northern Illinois University
Dar Roberts, University of California–Santa Barbara
Wolf Roder, University of Cincinnati
Robert Rohli, Louisiana State University
Bill Russell, L.A. Pierce College
Dorothy Sack, Ohio University
Erinanne Saffell, Arizona State University
Randall Schaetzl, Michigan State University
Glenn R. Sebastian, University of South Alabama
Daniel A. Selwa, U.S.C. Coastal Carolina College
Debra Sharkey, Cosumnes River College
Peter Siska, Austin Peay State University
Lee Slater, Rutgers University
Thomas W. Small, Frostburg State University
Daniel J. Smith, University of Victoria
Richard W. Smith, Hartford Community College
Stephen J. Stadler, Oklahoma State University
Michael Talbot, Pima Community College
Paul E. Todhunter, University of North Dakota
Susanna T.Y. Tong, University of Cincinnati
Liem Tran, Florida Atlantic University
Suzanne Traub-Metlay, Front Range Community
College
Alice V. Turkington, The University of Kentucky
Jon Van de Grift, Metropolitan State College
David Weide, University of Nevada–Las Vegas
Forrest Wilkerson, Minnesota State University,
Mankato
Thomas B. Williams, Western Illinois University
Brenton M. Yarnal, Pennsylvania State University
Catherine H. Yansa, Michigan State University
Keith Yearwood, Georgia State University
Stephen R. Yool, University of Arizona
Don Yow, Eastern Kentucky University
Susie Zeigler-Svatek, University of Minnesota
From Robert: I thank my family for believing in this
work, especially considering the next generation: Cha-
von, Bryce, Payton, Brock, Trevor, Blake, Chase, Téyenna,
and Cade. When I look into our grandchildren’s faces, I
see why we work toward a sustainable future.
I give special gratitude to all the students during my
30 years teaching at American River College, for it is in the
classroom crucible that the Geosystems books were forged.
Special continued thanks to Charlie Thomsen for his creative
Change     xix
Climate Systems and Climate Preface    xix
work and collaboration on Encounter Geosystems, the Ap-
plied Physical Geography lab manual, work on Mastering-
Geography media and assessments, and ancillaries. Thanks
and admiration go to the many authors and scientists who
published research that enriches this work. Thanks for all
the dialogue received from students and teachers shared
with me through e-mails from across the globe.
I offer a special thanks to Ginger Birkeland, Ph.D., my
new coauthor on this edition and previous collaborator and
developmental editor, for her essential work, attention to
detail, and geographic sense. The challenge of such a text
project is truly met by her strengths and talents. She is truly
a valuable colleague and makes the future of the Geosys-
tems franchise look bright as we view the path ahead. She
has worked as a river guide operating boats on the Colorado
River, and at times I felt her at the helm of Geosystems!
As you read this book, you will learn from more than
300 content-specific, beautiful photographs made by my
wife, photographer, and expedition partner, Bobbé Chris-
topherson. Her contribution to the success of Geosystems
is obvious and begins with the spectacular cover photo
and continues through the text. Please visit the photo gal-
leries at MasteringGeography and learn more from her
camera work. Bobbé is my expedition partner, colleague,
wife, and best friend.
From Ginger: Many thanks to my husband, Karl Birkeland,
for his ongoing patience, support, and inspiration through-
out the many hours of work on this book. I also thank my
daughters, Erika and Kelsey, who endured my absence
throughout a ski season and a rafting season as I sat at my
desk. My gratitude also goes to William Graf, my academic
advisor from so many years ago, for always exemplifying
the highest standard of research and writing, and for help-
ing transform my love of rivers into a love of science and all
things geography. Special thanks to Robert Christopherson,
who took a leap of faith to bring me on this Geosystems
journey. It is a privilege to work with him, and I hope our
raft runs smoothly and stays upright on the voyage ahead!
From us both: Physical geography teaches us a holistic
view of the intricate supporting web that is Earth’s en-
vironment and our place in it. Dramatic global change is
underway in human–Earth relations as we alter physi-
cal, chemical, and biological systems. Our attention to
climate change science and applied topics is in response
to the impacts we are experiencing and the future we are
shaping. All things considered, this is a critical time for
you to be enrolled in a physical geography course! The
best to you in your studies—and carpe diem!
Robert W. Christopherson
P. O. Box 128
Lincoln, California 95648-0128
E-mail: bobobbe@aol.com
Ginger H. Birkeland
Bozeman, Montana
digital and print resources
For Students and Teachers Geoscience Animation Library 5th edition DVD-
ROM (0321716841). Created through a unique collabo-
MasteringGeography™ with Pearson eText. The Mas-
ration among Pearson’s leading geoscience authors, this
tering platform is the most widely used and effective
resource offers over 100 animations covering the most
online homework, tutorial, and assessment system for
difficult-to-visualize topics in physical geology, physical
the sciences. It delivers self-paced tutorials that provide
geography, oceanography, meteorology, and earth science.
individualized coaching, focus on course objectives,
The animations are provided as Flash files and preloaded
and are responsive to each student’s progress. The Mas-
into PowerPoint(R) slides for both Windows and Mac.
tering system helps teachers maximize class time with
customizable, easy-to-assign, and automatically graded
assessments that motivate students to learn outside of
Practicing Geography: Careers for Enhancing So-
class and arrive prepared for lecture. MasteringGeogra-
ciety and the Environment by Association of American
phy offers:
Geographers (0321811151). This book examines career
opportunities for geographers and geospatial profes-
• Assignable activities that include MapMaster” in-
sionals in the business, government, nonprofit, and
teractive map activities, Encounter Google Earth
education sectors. A diverse group of academic and
Explorations, video activities, Geoscience Anima-
industry professionals shares insights on career plan-
tion activities, Map Projections activities, GeoTutor
ning, networking, transitioning between employment
coaching activities on the toughest topics in geog-
sectors, and balancing work and home life. The book
raphy, Dynamic Study Modules that provide each
illustrates the value of geographic expertise and tech-
student with a customized learning experience, end-
nologies through engaging profiles and case studies of
of-chapter questions and exercises, reading quizzes,
geographers at work.
Test Bank questions, and more.
• A student Study Area with MapMaster™ interactive
maps, videos, Geoscience Animations, web links, Teaching College Geography: A Practical Guide
glossary flashcards, “In the News” RSS feeds, chapter for Graduate Students and Early Career Faculty by As-
quizzes, PDF downloads of outline maps, an optional sociation of American Geographers (0136054471). This
Pearson eText including versions for iPad and An- two-part resource provides a starting point for becom-
droid devices, and more. ing an effective geography teacher from the very first day
of class. Part One addresses “nuts-and-bolts” teaching
Pearson eText gives students access to the text when- issues. Part Two explores being an effective teacher in
ever and wherever they can access the Internet. The eText the field, supporting critical thinking with GIS and map-
pages look exactly like the printed text and include ping technologies, engaging learners in large geography
powerful interactive and customization functions, in- classes, and promoting awareness of international per-
cluding links to the multimedia. spectives and geographic issues.

Aspiring Academics: A Resource Book for Gradu-

Television for the Environment Earth Report Geog-
ate Students and Early Career Faculty by Association
raphy Videos on DVD (0321662989). This three-DVD set
of American Geographers (0136048919). Drawing on
helps students visualize how human decisions and be-
several years of research, this set of essays is designed
havior have affected the environment and how individu-
to help graduate students and early career faculty start
als are taking steps toward recovery. With topics ranging
their careers in geography and related social and envi-
from the poor land management promoting the devasta-
ronmental sciences. Aspiring Academics stresses the in-
tion of river systems in Central America to the struggles
terdependence of teaching, research, and service—and
for electricity in China and Africa, these 13 videos from
the importance of achieving a healthy balance of profes-
Television for the Environment’s global Earth Report se-
sional and personal life—while doing faculty work. Each
ries recognize the efforts of individuals around the world
chapter provides accessible, forward-looking advice on
to unite and protect the planet.
topics that often cause the most stress in the first years of
a college or university appointment.

xx

For Students
Applied Physical Geography—Geosystems in the Lab-
oratory, Ninth Edition (0321987284) by Charlie Thom-
sen and Robert Christopherson. A variety of exercises
provides flexibility in lab assignments. Each exercise
includes key terms and learning concepts linked to Geo-
systems. The ninth edition includes new exercises on
climate change, a fully updated exercise on basic GIS us-
ing ArcGIS online, and more integrated media, including
Google Earth and Quick Response (QR) codes. Supported
by a website with media resources needed for exercises,
as well as a downloadable Solutions Manual for teachers.
Companion website for Applied Physical Geogra-
phy: Geosystems in the Laboratory. The website for lab
manual provides online worksheets as well as KMZ files
for all of the Google Earth” exercises found in the lab
manual. www.mygeoscienceplace.com
Goode’s World Atlas, 22nd Edition (0321652002).
Goode’s World Atlas has been the world’s premiere educa-
tional atlas since 1923—and for good reason. It features over
250 pages of maps, from definitive physical and political maps
to important thematic maps that illustrate the spatial aspects of
many important topics. The 22nd Edition includes 160 pages
of digitally produced reference maps, as well as thematic maps
on global climate change, sea-level rise, CO2 emissions, polar
ice fluctuations, deforestation, extreme weather events, infec-
tious diseases, water resources, and energy production.
Pearson’s Encounter Series provides rich, interactive ex-
plorations of geoscience concepts through Google Earth” activ-
ities, covering a range of topics in regional, human, and physical
geography. For those who do not use MasteringGeography, all
chapter explorations are available in print workbooks, as well
as in online quizzes at www.mygeoscienceplace.com, accom-
modating different classroom needs. Each exploration consists
of a worksheet, online quizzes whose results can be emailed to
teachers, and a corresponding Google Earth” KMZ file.
• Encounter Physical Geography by Jess C. Porter and
Stephen O’Connell (0321672526)
• Encounter Geosystems by Charlie Thomsen
(0321636996)
• Encounter World Regional Geography by Jess C. Por-
ter (0321681754)
• Encounter Human Geography by Jess C. Porter
(0321682203)
• Encounter Earth by Steve Kluge (0321581296)
Dire Predictions: Understanding Global Warming by
Michael Mann, Lee R. Kump (0136044352) Appropriate for
any science or social science course in need of a basic un-
derstanding of the reports from the Intergovernmental Panel
on Climate Change (IPCC). These periodic reports evaluate
the risk of climate change brought on by humans. But the
sheer volume of scientific data remains inscrutable to the
general public, particularly to those who still question the
validity of climate change. In just over 200 pages, this practi-
cal text presents and expands upon the essential findings in
a visually stunning and undeniably powerful way to the lay
reader. Scientific findings that provide validity to the impli-
cations of climate change are presented in clear-cut graphic
elements, striking images, and understandable analogies.
Digital and
Climate Systems and Print Change     xxi
Resources    xxi
Climate
For Teachers
Learning Catalytics is a “bring your own device”
student engagement, assessment, and classroom intelli-
gence system. With Learning Catalytics, you can:
• Assess students in real time, using open-ended tasks
to probe student understanding.
• Understand immediately where students are and ad-
just your lecture accordingly.
• Improve your students’ critical-thinking skills.
• Access rich analytics to understand student performance.
• Add your own questions to make Learning Catalytics
fit your course exactly.
• Manage student interactions with intelligent group-
ing and timing.
Learning Catalytics is a technology that has grown out
of twenty years of cutting-edge research, innovation, and
implementation of interactive teaching and peer in-
struction. Available integrated with MasteringGeography.
Instructor Resource Manual (Download)
(032197249X) by Charlie Thomsen includes lecture out-
lines and key terms, additional source materials, teaching
tips, and a complete annotation of chapter review ques-
tions. Available from www.pearsonhighered.com/irc, and in
the Instructor Resources area of MasteringGeography.
TestGen® Test Bank (Download) (032197252X) by
Tod Fagin. TestGen® is a computerized test generator that
lets you view and edit Test Bank questions, transfer ques-
tions to tests, and print tests in a variety of customized
formats. This Test Bank includes around 3,000 multiple-
choice, true/false, and short answer/essay questions. All
questions are correlated against the National Geography
Standards, textbook key concepts, and Bloom’s Taxon-
omy. The Test Bank is also available in Microsoft Word®
and importable into Blackboard and WebCT. Available
from www.pearsonhighered.com/irc, and in the Instruc-
tor Resources area of MasteringGeography.
Instructor Resource DVD (0321972538). The Instruc-
tor Resource DVD provides a collection of resources to
help teachers make efficient and effective use of their time.
All digital resources can be found in one well-organized,
easy-to-access place. The IRDVD includes:
• All textbook images as JPEGs, PDFs, and Power-
Point™ Presentations
• Pre-authored Lecture Outline PowerPoint™ Presen-
tations (by FeiFei Pan), which outline the concepts of
each chapter with embedded art and can be custom-
ized to fit teachers’ lecture requirements
• CRS “Clicker” Questions (by FeiFei Pan) in Pow-
erPoint™, which correlate to the book’s Learning
Objectives, U.S. National Geography Standards, chap-
ter-specific learning outcomes, and Bloom’s Taxonomy
• The TestGen software, Test Bank questions, and an-
swers for both MACs and PCs
• Electronic files of the Instructor Resource Manual
and Test Bank
This Instructor Resource content is also available
online via the Instructor Resources section of Mastering-
Geography and www.pearsonhighered.com/irc.
 Exploring Earth’s Dynamic Systems
xxii The Water, Weather, and Climate Systems

Geosystems is organized around the natural flow of energy, materials, and information,
presenting subjects in the same sequence in which they occur in nature—an organic, ho-
listic Earth systems approach that is unique in this discipline. Offering current examples
and modern science, Geosystems combines a structured learning path, student-friendly
writing, current applications, outstanding visuals, and a strong multimedia program for a
truly unique physical geography experience.

. NEW! Chapter 11: Climate Change. Incorporating the latest climate change science and data, this new chapter
covers paleoclimatology and mechanisms for past climatic change, climate feedbacks and the global carbon budget,
the evidence and causes of present climate change, climate forecasts and models, and actions that we can take to
moderate Earth’s changing climate.

now
geosystems

11
286 part II The Water, Weather, and Climate Systems

Greenhouse trapping plant and animal ma-

Climate Change Gases Awaken in

terial before it can decompose
completely. Over hundreds of
thousands of years, this car-
bon-rich material has become
the Arctic incorporated into permafrost
and now makes up roughly
half of all the organic matter

I
n the subarctic and tundra climate re-
gions of the northern Hemisphere,
perennially frozen soils and sediment,
known as permafrost, cover about 24%
of the land area. With arctic air tem-
peratures currently rising at a rate more
than two times that of the midlatitudes,
ground temperatures are increasing,
causing permafrost thaw. This results in
changes to land surfaces, primarily sink-
ing and slumping, that damage build-
ings, forests, and coastlines (Figure gn
11.1). Permafrost thaw also leads to the
decay of soil material, a process that
releases vast amounts of carbon, in the
form of the greenhouse gases carbon di-
oxide (CO2) and methane (CH4), into the
atmosphere.
Carbon in Permafrost Soils Permafrost
is, by definition, soil and sediment that
have remained frozen for two or more
consecutive years. The “active layer” is the of methane seeps can develop under a
seasonally frozen ground on top of subsur-
face permafrost. This thin layer of soil and plied by hundreds of thousands of lakes
sediment thaws every summer, providing
substrate for seasonal grasses and other
plants that absorb CO2 from the atmos-
phere. in winter, the active layer freezes, major greenhouse gases, which absorb
stored in earth’s soils—twice
the amount of carbon that is
stored in the atmosphere. in
terms of real numbers, the
latest estimate of the amount
of carbon stored in arctic
permafrost soils is 1700 giga-
tonnes (or 1700 billion tons).
▲Figure GN 11.2 Blocks of melting permafrost collapse
A Positive Feedback Loop into the Beaufort Sea, Alaska. [USgS alaska Science Center.]
as summers become warmer
in the arctic, heat radiating
through the ground thaws the permafrost
layers. Microbial activity in these layers
increases, enhancing the breakdown of
organic matter. as this occurs, bacteria
and other organisms release CO2 into
the atmosphere in a process known as
microbial respiration. in anaerobic (ox-
ygen-free) environments, such as lakes
and wetlands, the process releases
methane. Studies show that thousands
single lake, a huge amount when multi-
across the northern latitudes (Figure
gn 11.2).
Carbon dioxide and methane are
outgoing longwave radiation
and radiate it back toward earth,
enhancing the greenhouse ef-
fect and leading to atmospheric
warming. Methane is especially
important because, although
supporting structure provided by the
ice is removed, land surfaces collapse
and slump. Subsurface soils are then
exposed to sunlight, which speeds up
microbial processes, and to water ero-
sion, which moves organic carbon into
streams and lakes, where it is mobilized
into the atmosphere. research suggests
that this process may release bursts of
CO2 and CH4 into the atmosphere, in
contrast to the slower top-down melting
of permafrost.
Permafrost soils are now warming at a
rate faster than arctic air temperatures,
releasing vast amounts of “ancient” car-
bon into the atmosphere. Scientists are
actively researching the locations and
amounts of vulnerable permafrost, the
current and projected rates of thaw, and
the potential impacts to the permafrost–
carbon positive feedback. The thawing
arctic is one of many immediate concerns
we discuss in this chapter regarding the

concepts
key learning in March 2013, scientists began the fifth year
of Operation iceBridge, naSa’s airborne,
its relative percentage is small causes and impacts of changing climate
multi-instrument survey of earth’s rapidly in the atmosphere, it is over 20 on earth systems.
changing polar ice. This view of Saunders times more effective than CO2
island and Wolstenholme Fjord in north- at trapping atmospheric heat.
After reading the chapter, you should be able to: geosystems now online go to Chapter 11
west greenland in april 2013 shows the
Thus, a positive feedback loop
• Describe scientific tools used to study paleoclimatology. characteristic of arctic sea ice as air and on the MasteringGeography website (www
ocean temperature warm. Thinner seasonal forms: as temperatures rise, per-
.masteringgeography.com) for more on
• Discuss several natural factors that influence earth’s climate, and describe ice appears clearer in the foreground; mafrost thaws, causing a release
the permafrost thaw and climate change.
climate feedbacks, using examples. thicker multi-year ice appears whiter in the of CO2 and CH4 into the atmos-
distance. Much of the arctic Ocean is now To learn about naSa’s Carbon in arc-
phere, which causes more warm-
• List the key lines of evidence for present global climate change, and dominated by seasonal ice, which melts tic reservoirs Vulnerability experiment
rapidly every summer. ice melt in the polar
ing, leading to more permafrost
summarize the scientific evidence for anthropogenic forcing of climate. (CarVe), which measures CO2 and CH4
regions and at high altitudes is an impor- thaw.
gas emissions in permafrost regions, go to
• Discuss climate models, and summarize several climate projections. tant indicator of earth’s changing climate,
the subject of this chapter [naSa/Michael http://science1.nasa.gov/missions/carve/
Melting Ground Ice in addi-
• Describe several mitigation measures to slow rates of climate change. Studinger.] (the mission website) or http://www.nasa
tion to frozen soil and sedi-
.gov/topics/earth/features/earth20130610
ment, permafrost also contains
.html#.UhwyVj_pxXJ (mission background
ground ice, which melts as the
and early results).
▲Figure GN 11.1 Methane lies under arctic lake- permafrost thaws. When the

THEhumanDENOMINATOR 12 Earth Materials and Plate Tectonics

beds, and like natural gas, is highly flammable.
[Todd Paris/aP images.] 287

ENDOGENIC PROCESSES HUMANS HUMANS ENDOGENIC PROCESSES

• Endogenic processes cause natural hazards such as earthquakes and volcanic • Wells drilled into Earth’s crust in association with oil and gas drilling and
events that affect humans and ecosystems. Enhanced Geothermal Systems may cause earthquakes.
M11_CHRI6982_09_SE_C11.indd 286 • Rocks
11/18/13 provide
6:32 PM materials for human
M11_CHRI6982_09_SE_C11.indd 287 use; geothermal power is a renewable 11/25/13 5:57 PM

resource.

12a
12b

c NEW! The Human Denominator Hydrothermal features and travertine deposits are common in

summarizes Human-Earth relationships,

Yellowstone National Park, Wyoming, which sits above a stationary The Mid-Atlantic Ridge system surfaces at Thingvellir, Iceland,
hot spot in Earth’s crust. Hydrothermal activity produces hot springs, now a tourist destination. The rifts mark the divergent boundary
fumaroles (steam vents), mud pots, and geysers. Grand Prismatic separating the North American and Eurasian plates.
Spring, pictured here, is the largest hot spring in the United States, [ARCTIC IMAGES/Alamy.]

interactions, challenges for the 21st cen- and third largest in the world. [Edward Fielding/Shutterstock.]

tury through dynamic visuals, including

maps, photos, graphs, and diagrams.

12c

12d

Uluru, also known as Ayers Rock, is probably Australia’s

best known landmark. This steep-sided isolated
In April 2013, the Nevada Desert Peak Enhanced sandstone feature, about 3.5 km long and 1.9 km (1.2
Geothermal System (EGS) became the first mi) wide, was formed from endogenic and exogenic
Background Image: [NOAA/NGDC.]
project with enough generating capacity to supply processes, and has cultural significance for the
electricity to the power grid. [Inga Spence/Alamy.] Aboriginal peoples. [Penny Tweedie/Alamy.]

ISSUES FOR THE 21ST CENTURY

• Geothermal capacity will continue to be explored as an alternative energy
source to fossil fuels.
• Mapping of tectonically active regions will continue to inform policy actions
with regard to seismic hazards.

geosystemsconnection
We surveyed the internal structure of Earth and discussed the internal energy flow. Movement
in Earth’s crust results from these internal dynamics. Plate tectonics is the unifying theory that
describes the lithosphere in terms of continent-sized migrating pieces of crust that can collide
with other plates. Earth’s present surface map is the result of these vast forces and motions.
In Chapter 13, we focus more closely on the surface expressions of all this energy and matter in
motion: the stress and strain of folding, faulting, and deformation; the building of mountains; and
the sometimes dramatic activity of earthquakes and volcanoes.

M12_CHRI6982_09_SE_C12.indd 351 28/10/13 3:52 PM

Another random document with
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 Ber. That’s all right! That’s all right! I got to be a Berry, and I might
as well be a cranberry as any other kind. Evenin’, ladies. [Exit, c.
Ariel (arranging things on the table, and pouring tea). Here’s
supper, Miss Cynthy. You’ll feel better after you have some hot tea.
Cyn. (looking after Ber.). I—I believe I’m feeling better anyway.
Ber. (outside). Belay there! Heave to! All aboard! Gid’ap! Now,
we’re off!
Ariel (smiling as she listens). I like him, Miss Cynthy; although I
only saw him a minute and didn’t really see him either.
Cyn. (sitting by table and beginning to eat). He’s a splendid man if
there ever was one!
Ariel. Who is with him at the light?
Cyn. An old shipmate. They’re doing their own housekeeping, an’ I
must say I’d like to see the inside of a house run by a couple of men.
Cap’n Berry followed the sea for years, and I have heard tell that he
lost his wife and child in a shipwreck. I don’t believe he’s ever got
over it. From something he said one day I imagine he’s had a pretty
sad and lonesome life, but he certain makes the best of it. He’s
invested in a cranberry bog up the cape, an’ that and his name was
enough to set folks goin’, and he’s pretty generally called Cap’n
Cranberry, but I’m mortified to death to think I should call him that
right to his face.
Ariel. I don’t believe he cared.
Cyn. He wouldn’t let on if he did. My land, Arey, you ain’t told me a
thing about yourself yet. Weren’t it hard to leave school? Won’t it
make a difference when you go back?
Ariel. No, I can catch up with my class when I get my eyes again,
and they bothered me so much I was rather glad to give up the fight
and come home. There’s only one thing bothering me. Father says
Nat Williams is expected home any day.
Cyn. (sharply). Well, what of it?
Ariel. You know what of it!
 Cyn. Now see here, Arey, your father has surely got over that
foolishness. As well as he loves you he won’t try to marry you to a
man you don’t love. Didn’t say anything to-day, did he?
Ariel. No, only that Nat is coming and praised him to the skies,
the way he always does. I can’t imagine why he cares so much for
Nat.
Cyn. (decidedly). Well, you don’t have to even if he does. I don’t
believe your father will start that thing to going again.
Ariel (with a sigh). If he does I had about as soon be dead. I owe
so much to my father, and I want to please him but I never could
make up my mind——(Stops abruptly.)
Cyn. No, of course you couldn’t. I never was struck on Nat myself.
I can’t imagine what ails your father.
Ariel (rising). I must go back. Dad went to the store and I slipped
out. (Takes her coat from chair and puts it on.) If he goes home and
finds me gone such a night as this, he will sound the fire alarm and
get out a searching party. (Kisses Cyn.) Good-night, Miss Cynthy. I—
I—oh, I won’t say anything more to make you feel badly, but I can’t
believe there is anything right about your going away. I’ll see you in
the morning. Good-night. (Opens door, c.)
Cyn. Good-night, dearie. My land, it grows worse! You ought not to
try to go home alone.
Ariel. Nonsense! (Exit.) I guess I know Bay Point.
(Cyn. closes door, walks back to table and pours another cup of
tea. She starts to drink it.)
Ber. (outside). Whoa! Avast there! Heave over your anchor! Ahoy,
Miss Tinker!
Cyn. (surprised). Yes, Cap’n. (Starts toward door.)
Ber. (entering). Didn’t expect me back quite so soon, did you? I’ve
lost my pipe. (Feels in his pocket.) It’s durned queer! I most generally
keep it in this pocket. I thought maybe I dropped it here.
(Begins to look about on the floor.)
 Cyn. (joining in search). I haven’t seen it. Are you sure you had it
with you?
Ber. Sartain! I never travel without it, an’ I declare I’d about as
soon go back home without my head.
Cyn. Land sakes! You can buy another pipe, can’t you?
Ber. Yes, but not jest like this one. This pipe came clear from
Calcutta and it sartain is one of my best friends. That pipe an’ me
has faced some black times together and she has always proved a
true comrade in rough weather. Well, I guess I didn’t drop her here.
(Tries to speak carelessly.) Little gal gone?
Cyn. Ariel? Yes.
Ber. (curiously). Ariel? That ain’t no name for a girl.
Cyn. Ain’t it? I always thought it was real kind of pretty and fancy.
Ber. Fancy enough, but it’s a boy’s name. How’d she happen to
be called that?
Cyn. Well, of course Cap’n Freeman didn’t know her real name
and he said Ariel was some spirit of a storm or a tempest or
something, and the name seemed real fitting.
Ber. (with an effort). Ain’t—ain’t she Freeman’s own daughter?
Cyn. Land, no! Ain’t you never heard nobody tell about Arey
Freeman?
Ber. (leaning against the table and gripping the edge with his
hand). No. Where’d she come from?
Cyn. Abner found her when she was a baby. It was after a big
storm and there’d been a lot o’ shipwrecks and she was lashed to a
spar.
Ber. Where was it?
Cyn. Near some foreign port. I forget where. At first he thought
she was probably a foreign baby, but as she grew older he declared
her folks must have been good Yankees. At any rate he has made a
good one of her. (Suddenly noticing him.) Why, Cap’n Berry, what’s
the matter?
Ber. (pulling himself together). Nothin’, Miss Cynthy, nothing but a
memory. I’ll say good-night again, but not good-bye. Somehow,
something tells me that you ain’t goin’ ter leave us after all. (Exit, c.
Outside.) Port your hellum, Nathan. All aboard!
[Exit Cyn., r., with some of the dishes.
(There is a knock at the door. The knock is repeated. Abner
Freeman enters, c. He is about fifty, tall and straight, iron gray
hair and beard; is rather nervous and inclined to be irritable.)
Abner (as he enters). Cynthy! Cynthy!
Enter Cyn., r., hurriedly.
Cyn. Land, it’s you, Cap’n Abner?
Abner. Yes. Is Cranberry here?
Cyn. No, he has been here but he is gone. Hasn’t been gone but a
few minutes though.
Abner. Couldn’t catch him such a night as this if he hadn’t been
gone but a minute.
Cyn. Dreadful, ain’t it?
Abner. Couldn’t be much worse. I hear you are leaving in the
morning, Cynthy. Doesn’t seem as if there was any need of that.
Cyn. Doesn’t seem so, does it? I have about decided that it isn’t
right.
Abner (sharply). Isn’t right? What do you mean by that?
Cyn. Why, this has always been my home and I think father would
want me to stay in it.
Abner. Your father? What are you bringing him up for? He’s dead.
You don’t know what he would want.
Cyn. (surprised). Goodness, Cap’n Abner, you are touchy to-night.
Abner. Foolishness always makes me touchy. I suppose some
simpleton has hinted to you that your father was cheated or
something and if you had what was rightfully yours you wouldn’t
have to leave.
Cyn. (astonished). Why, Cap’n Abner, have you gone crazy? No
one ever dreamed of such a thing.
Abner. ’Twould be just like them! (Abruptly changes the subject.)
Have you heard that Ariel is at home?
Cyn. (guardedly). Yes, I heard.
Abner. Nat Williams has come home to-night, too.
Cyn. (shortly). Has he? Why do you name them two almost in the
same breath?
Abner. Good couple to name together.
Cyn. To your way of thinking, perhaps.
Abner (walking toward door). It’s a mighty good way. (Turns
uneasily and comes back.) See here, Cynthy, if you want me to, I’ll
lend you some money to keep you going until you can get some
more work of some kind.
Cyn. Why, Cap’n Abner, that’s more’n kind of you.
Abner. I’d be glad to do it. I was always a good friend of your
father’s. You know that, don’t you?
Cyn. Yes, indeed. Father thought everything of you.
Abner. Well, how much do you want?
Cyn. Not anything. I appreciate your kindness but I couldn’t do
that.
Abner. Better do it. I’m perfectly willing.
Cyn. No. No, thank you.
Abner (walking to door). Well, just as you like, but don’t say I
didn’t offer to help you. Good-night.
(Exit, c. Cyn. stands looking after him puzzled for a second; then
she walks to fireplace, turns and looks about the room slowly,
repeats softly.)
 Cyn. “This is my home in foul weather as well as fair. The fog is
lifting and the Keeper of the Beacon is sending me brighter rays to
steer my course.”
(Suddenly and determinedly takes the pictures and vases from
box and places them back on the mantel.)
Obadiah Daniels (knocking on the door). I say, Cynthy! This is
Obed! Kin I come in a minit? (Enters c. He is small and wiry, white
hair and whiskers.) Land, Cynth, I’m nearly drowned! Sech a night
an’ the queerest thing’s happened. Fer the love of Admiral Farragut
will you lend me a lantern?
Cyn. (laughing). I’ll lend you one for love of yourself, Obed. We
don’t need to go way back to Admiral Farragut.
Obad. I wish you meant that, Cynth. ’Tain’t no way to joke with me
’bout love. I should think you’d be ashamed to. You know I’ve been
dying of love for you ever since we learned our a-b-abs together.
Cyn. ’Tain’t love that ails you, Obed, it’s indigestion. You fell in love
with my lunch pail years ago and thought it was me. You never have
got over your love for my—lunch pail!
Obad. By tunket, that ain’t fair, Cynth. I come over here to-night to
tell yer there ain’t no need of your leavin’ Bay Point. If—if—you’d jest
take a pardner into your business—you—you know I’m ready—
more’n ready—hev been fer years.
Cyn. Don’t, Obed! Please! You are kind. I know how kind, and you
deserve a good deal better partner than I would ever make.
Obad. I’d be satisfied. I shouldn’t fret ’bout that a mite.
Cyn. I thought you came for a lantern, Obed.
Obad. No, I wuz comin’ anyway, but I decided I needed a lantern.
Fog’s so thick you can’t cut it with an axe and somebody’s stolen my
pipe.
Cyn. (astonished). What?
Obad. Ever hear tell o’ sech a thing?
 Cyn. (staring at him). Never!
Obad. Land sakes, Cynth, be you struck?
Cyn. I don’t know but I am, or else everybody else is. How did it
happen?
Obad. Why, I wuz walkin’ along an’ some one runs up behind me,
puts his hand in my pocket and then kites off fast as he could go. At
first I was so s’prised I didn’t know what had happened, an’ then
after a second I puts my hand in my pocket an’ my pipe wuz gone. I
suppose he thought he’d got my pocketbook.
Cyn. I ain’t so sure o’ that. You’re the third I’ve heard about that’s
had their pipes took this evening.
Obad. (at the top of his voice). What? Well, fer the love o’ Admiral
Nelson who’s the others?
Cyn. Lemuel Sawyer and Cap’n Cranberry.
Obad. Wal, sufferin’ cats! I’m goin’ right over ter Lem’s! Must be a
lunatic loose in Bay Point, an’ gosh all fog horns, he’ll murder some
one in this fog ’fore he gets through!
Cyn. Wait a second! I’ll get you a lantern!
(Exit, r. Obad. walks about very much upset. Cyn. re-enters with
lantern.)
Obad. (grabbing it and starting for the door). Much obleeged!
Cyn. Obed, you sent word you had somebody to take this house
for me.
Obad. Yes, I hev, Cynth, some folks up to Barnstable.
Cyn. (slowly). Well, tell them please the place ain’t for rent any
longer.
Obad. Hey? How’s that? You mean somebody else has took it?
Cyn. No. I’m going to stay myself.
Obad. You? Why, I thought you couldn’t. What’s happened? Air
you goin’ ter hev some more work to do?
 Cyn. (hesitating a second). Ye-es, I’m going to have some more
work to do.
Obad. (curiously). What are you goin’ ter do, Cynth?
Cyn. I—I can’t tell you to-night.
Obad. Secret, eh?
Cyn. Yes, a secret jest now. I’ll tell you later.
Obad. Wal, I kin wait, I reckon. I’m mighty glad you’re goin’ ter
stay. Good-night, Cynth.
[Exit, c.
Cyn. Good-night, Obed. (Locks the door; goes to fireplace; picks
up box; carries it out r.; reënters; goes to mantel; winds a clock;
goes to center table; picks up lamp; starts toward stairs; stops; half
turns back; repeats softly.) “The fog is lifting and the Keeper of the
Beacon is sending me brighter rays to steer my course.” (Suddenly
speaks impatiently.) Cynthia Tinker, you sartain are the biggest fool
that walks! (Starts toward the stairs.)
Lee Gordon (knocking at door). Oh, I say! The house! (Cyn. turns
back and listens, startled.) Is anybody home? (Knocks again.) May I
come in?
Cyn. (uncertainly). Who—is it?
Lee. You won’t know if I tell you. I’m a stranger around here. I’m
lost and I want some one to tell me where I am at.
Cyn. (putting lamp on table, then slowly unlocking and opening
door). You sound all right. I’ll risk it even if you are a stranger in Bay
Point. Come in!
Enter Lee. He is about twenty-one, very slight and boyish in
appearance and manner. Decidedly likeable.
Lee (with a gasp). Thanks! (Slams the door.) My name is Gordon.
Lee Gordon. (Leans back against the door.) I never was so nearly all
in!
Cyn. I don’t wonder. I don’t know when we ever had sech a night.
Go over by the fire and get dry. And hev something to eat.
 Lee (going toward table). Great! I could eat a whale!
Cyn. (taking teapot from table). I’ll get you some hot tea!
[Exit, r.
Lee (hurrying to door, opening it and speaking cautiously). Pete!
Are you there? Come up into the shelter of the door and I’ll let you in
as soon as I can. (Shuts door; hangs coat on chair by fire. Cyn.
reënters with tea; pours him a cup. He sits down by table.) Say, but
you are kind! I’ve heard about the Cape Cod folks before, and now I
can well believe what I have heard. It’s great of you to do this. How
do you know but what I’ll murder you and get away with the silver?
Cyn. I’ll risk it. If you want to murder me for a butter knife and
seven teaspoons, go ahead. That’s all I got that’s solid.
Lee. Thanks for the tip. I guess it isn’t worth while. In return for
your hospitality I will tell you the history of my bright young life. I’m
an artist and I have come down the cape looking for a place to stay a
while and do some sketching. I have made the trip in an auto, and I
should have had sense enough to have stayed in Orleans over night.
I didn’t realize how bad the storm was going to be.
Cyn. Where’s your car?
Lee. Anchored somewhere above here. I simply couldn’t make it
budge another inch so I had to come on afoot. (Rises.) I’ll have to
find lodgings. Gee! (Looks about.) I hate to go on. Say, you couldn’t
consider——(Hesitates and looks at her doubtfully.) I don’t suppose
you would think of such a thing as—as——
Cyn. As taking you in?
Lee (eagerly). That’s what I meant. Of course it’s awfully nervy of
me but I do like this little house—and—and I like you, too. You have
been so mighty kind. It seems almost as if I was sent right here.
Cyn. (looking at him with a staring look). It does seem that way,
that’s a fact. You can stay.
Lee. Honest? You mean just over night, or as long as I please?
Cyn. As long as you please.
 Lee (joyfully). Say, but that’s great! Gee! What luck!
Cyn. (rising suddenly). Ain’t it? I’ll go right up and see about your
room.
(Exit, r. Reënters with a lamp and exits by stairs.)
Lee (looking after her, goes to door, c., and opens it). Pete! Quick!
Come in!
Enter Peter Pomeroy, c. He is about Lee’s age; inclined to be stout
and usually very good-natured, but now he is decidedly out of
patience.
Peter. Say, of all the——
Lee. Hush! I’m going to stay here! Did you ever hear such luck?
Peter. Never! Where am I going to sleep? In the shade of the
pump in the back yard?
Lee (glancing uneasily toward stairs). No, I’ll try to get you up-
stairs for to-night. The landlady seems to be alone here and she will
never know the difference.
Peter (going to table). And you had some eats! Do you know
what h-o-g spells?
Lee. Hush! Will you? Here! (Opens door, l., cautiously and looks
out.) Get in here out of sight! (Peter grabs some food from table.)
Now, don’t move until I say the word. (Pushes him toward door.)
Peter (as he exits l.). Sure! Fido doesn’t come till he’s called.
Enter Cyn., by stairs.
Cyn. It’s all right, Mr. Gordon. I’ll get you some towels and then
you can go right up.
(She exits r. Lee rushes to door, l., and pulls Peter into room.)
Lee. Pete! Quick!
Peter. For heaven’s sake! I had just got settled to eat lunch!
Lee. Up the stairs, quick! (Pushes him toward stairs.) I’ll be right
up!
 Peter (starting to go up-stairs, turns back). Say, I forgot to tell you
I got three. (Takes three pipes from his pocket.)
Lee (impatiently). Three what? Oh, pipes! Three pipes already!
Good work, old fellow! This is going to be some adventure.
Peter. Huh? I should worry about the adventure. I want my
stomach filled up and a night’s sleep!
[Exit by stairs, eating a piece of bread.
Enter Cyn., r., and hands Lee a lamp and some towels.
Cyn. Now, you can go right up; first door on the right.
Lee. If you knew how much I appreciate your kindness. Why, it’s
too good to be true. (Starts toward stairs.) I think I must be dreaming.
Cyn. Not yet.
Lee (looking back and laughing). But soon! Good-night.
Cyn. Good-night. (Lee exits by stairs. She stands looking after
him.) Well, Cynthia Tinker, maybe you ain’t such a fool after all!
CURTAIN
 ACT II
SCENE.—Same as in Act I. The next morning.
(The table is set for breakfast. Cyn. and Lee are seated at the
table. The center door is open. It is a bright sunlight morning.)
Cyn. More coffee, Mr. Gordon?
Lee (passing her his cup). Don’t care if I do, Miss Tinker. Do you
know, I am positive that I am dreaming!
Cyn. I ain’t sure but I am myself. This has all been rather sudden.
Lee. That doesn’t express it, Miss Tinker. When I think of all the
things that have happened since I left Orleans yesterday noon, I feel
as if I had been struck by a landslide, and landed right side up in
Paradise.
Cyn. Land, Mr. Gordon, that ain’t no way to talk.
Lee. Isn’t it? Well, if these muffins aren’t heavenly, I never struck
anything that was. The only thing that worries me is a fear that you
will regret your kindness in taking in a derelict, and want to withdraw
from your part of the bargain. Do you? I hate like time to give you the
opportunity, but I know I took advantage of the storm to get a shelter
last night. Do you want me to release you?
Cyn. I ain’t said anything about it, have I?
Lee. No, but you certainly are taking a chance. You haven’t even
asked me for references.
Cyn. No, I’m taking you on faith, and if I’m satisfied to do it I
shouldn’t think you need to worry.
Lee (reaching across the table and shaking hands with her). Miss
Tinker, you’re a brick! I feel just as if I had come to visit my aunt, or
something. I hope you will never regret your kindness. (As Cyn.
passes him the plate of muffins.) No, don’t. Have mercy. If I eat
another mouthful I shall have to be helped from the table. (Rises.)
That’s the best breakfast I ever ate, and believe me, the landlady is
way ahead of the breakfast.
Cyn. Land sakes, that’s no way to talk to a woman my age. What
do you think of the view from here?
Lee (going to door). Perfectly corking. It cleared off great, didn’t it?
Cyn. Think this will be a good place for your work?
Lee. Yes, if you happen to have a window on the back looking out
onto a nice quiet little hen-house.
Cyn. (astonished). What on earth do you mean? You don’t want to
paint a hen-house, do you?
Lee. Paint a——(Suddenly realizes what she means.) Oh, no, no,
of course not! I get you now! You—you don’t understand me, of
course. Well, I have to work where there’s nothing to look at.
Cyn. Land o’ goshen, what do you paint?
Lee (airily). Oh, anything, any little thing I take a fancy to. I have a
good long look at it, and then I paint it from memory. If I should look
at the object I was painting I shouldn’t paint, I should just sit and
look.
Cyn. Well, I never heard the beat!
Lee. Odd, isn’t it? I suppose you have heard of the impressionist
art. Well, I belong to a new line. It’s called the memorist art.
Cyn. You don’t say? Well, folks are never satisfied. They’re always
getting up something new. Land, if you’re so newfangled as all that
(glancing at table), I don’t know as I’ll be able to suit you.
Lee (starting toward stairs). I should worry! I may have an up-to-
date line of art, but I’ve got an old-fashioned stomach.
[Exit by stairs.
Cyn. (looking after him and smiling). Land sakes!
(She takes some dishes from table and exits, r.)
Enter Sam., c., in his school suit, cap and sweater.
 Sam. Miss Cynthy! Miss Cynthy! (Stops and listens, then goes to
table.) Gee! Muffins!
(Puts one in his pocket, and starts to eat another. He goes to door,
listens; to stairs, listens; takes two pipes from his pocket, looks
about uncertainly, puts one in the pocket of Lee’s raincoat which
still hangs over chair by fire. He still looks about uncertainly;
goes to table; opens the sugar-bowl, puts other pipe in, and puts
cover on. He then runs out, c. Slight pause. Lee comes half-way
down-stairs. Cyn. enters r. with a pan but without noticing. Cyn.
exits, c.)
Lee (looking up the stairs). Come on! Hurry up! She has gone out
but she is apt to come back!
Enter Peter by stairs.
Peter. Say, how long do you suppose I am going to stand this
“come on, hurry up” business? You seem to think I’m a regular little
baseball ready for you to bat around whenever you happen to be in a
playful mood.
Lee. There, don’t be peeved. Didn’t I get you a shelter from the
storm? Now, get out, quick, and come back later, and ask Miss
Tinker to board you. It’s best we should be in the same house but
whatever you do, don’t let on that you know me.
Peter. Don’t fret! I wish I didn’t. I’m not at all proud of the
acquaintance. (Goes to table.) The way you always manage to get
next to the eats is a caution.
(Eats a muffin and pours some coffee.)
Lee. We must get to work just as soon as possible. I’ve got to
throw a bluff about the artist business. Say, what are you going to
pretend you are doing in Bay Point?
Peter. Don’t let that worry you!
Lee. Well, you don’t want to choose the same thing I have.
Peter. Say, you make me tired! You haven’t got the only crop of
brains on earth. I guess I can think up something for myself, and you
just bet it won’t be any such silly line of labor as you are engaged in.
(Takes all the muffins from the plate and exits, C. Lee stands
looking after him a second and then slowly exits by stairs. Slight
pause.)
Enter Hep., c.
Hep. Cynthy! Cynthy! (Looks about, goes to door, r.) Where are
you? (Cyn. enters c., with a pan of potatoes.) Oh, there you are! I
couldn’t hardly wait to swallow my breakfast. Obed Daniels came
over last night an’ he said you’d got some more work an’ weren’t
goin’ ter leave after all. I wouldn’t ’a’ been ten seconds gettin’ here if
it hadn’t been for the night. Did yer ever see sech a storm as we had
last night? I wuz scared to come over agin. How’d you happen ter git
work after I left, Cynthy? Weren’t it dreadful sudden?
Cyn. Yes, it was rather sudden.
(Sits down and pares some potatoes.)
Hep. And my land, how did you happen ter get work on sech a
night?
Cyn. The storm sent the work to me.
Hep. (astounded). The storm sent it? Cynthia Tinker, what air you
goin’ ter do?
Cyn. Well, I suppose you might as well know one time’s another.
I’ve taken a boarder.
Hep. (with a little scream). A boarder! Cynthy Tinker, who? Fer the
land’s sake, tell me before I die!
Cyn. Hush!
Enter Lee by stairs.
Lee. Pardon me, Miss Tinker.
Cyn. That’s all right. Mr. Gordon, this is one of my neighbors, Mrs.
Sawyer.
Lee. Delighted, I’m sure.
 Hep. (all eyes). Land sakes, I’m pleased to be acquaintanced.
Lee (taking his coat from chair). I think I’ll go up shore and see
what has become of my car.
Hep. I hope you will find it there all right.
Lee. Oh, it’s there! I’m not worried about that. What troubles me is
how I’m going to get it here. [Exit, c.
Hep. (breathlessly). Cynth—is that—you ain’t never—do tell—my
land!
Cyn. Well, Hepsy, are you overcome?
Hep. I—I am! Cynthy, is that young flip your boarder?
Cyn. Yes.
Hep. Where—where did he come from?
Cyn. Out of the storm last night.
Hep. You ain’t telling me that you’ve took in a stranger?
Cyn. No, I’m not telling anything. You are doing the telling, but it’s
what I did.
Hep. What do you know about him?
Cyn. He paid me a month in advance. I don’t need to know any
more.
Hep. Well, I’m beat! I never heard the match! Where did he come
from, and what did he come for?
Cyn. You will have to ask him a few things yourself. I haven’t
known him very long.
Hep. Well, if he’d stayed in my house over night I’ll bet I’d have
known.
Cyn. (impatiently). Do you think we sat up all night?
Hep. And do you know, I wuz so upset when Obed told me about
you gettin’ some work, an’ he didn’t know what, said it wuz a secret.
My land, I thought I should go out o’ my head, I wuz so upset. I
forgot to ask him about that family who wuz coming without any
furniture. It went clean out o’ my mind until he’d gone out an’ then it
come over me all to once. I made one leap for the door and opened
my mouth good and wide to yell Obed! An’ jest then a gust o’ wind
and rain come round the corner an’ knocked my breath clean down
my throat. I thought I wuz a goner fer a second, but the thought o’
them people without any furniture brought me to, but by that time
Obed hed gone an’ I don’t know yet who they be.
Cyn. (dryly). That certain is a pity, Hepsy.
Lemuel Sawyer (outside). Hepsy! Hepsy! Be you in there?
Hep. Yes, Lem! What is it?
Enter Lem. He is tall and angular; about forty years old, and self-
important.
Lem. Mornin’, Miss Cynthy. I hear you ain’t leavin’ us after all.
Cyn. No, I’ve decided to stay.
Hep. Lem Sawyer, what do you suppose Cynthy has up an’ done?
Lem. I swan, I give up. You wimmen folks is likely ter do most
anything. What now?
Hep. She’s took a boarder. A teetotal stranger! Took him right out
o’ the fog last night.
Lem. Well, that ain’t the only queer thing that wuz done in the bay
last night. Where’s Samuel?
Hep. Samuel? Mercy sakes, gone to school, I suppose. (Looks at
clock.) No, ’tain’t time yet. I don’t know where he is.
Lem. Well, I got to get holt o’ him before he gets into school. Come
an’ look for him!
Hep. What on airth has he been up to now?
Lem. Nothing. I got to find out some more ’bout that pipe business.
I guess fer once there wuz more truth than poetry in what he told.
There wuz seven pipes stole last night.
 Hep.
Cyn.
} (together). Seven?
Lem. Yep! An’ the post office wuz broke into!
Hep. What?
Cyn. Mercy sakes!
Lem. I guess there ain’t been sech doin’s in this town fer quite a
spell. I reckon as constable o’ Bay Point I’m goin’ ter be pretty busy.
By the way, Cynthy, you say you’ve took a stranger in? Where does
he hail from?
Cyn. Why—why, he didn’t say. Land sakes, Lem, he’s nothing but
a boy. You wouldn’t go to suspecting any one jest because they was
a stranger in town.
Lem. I dunno. I’ll be back later. I got to keep my eye on everybody,
strangers especially.
Hep. That’s right, Lem. I see this little flip that’s boardin’ with
Cynthy an’ I don’t like the looks of him at all. I wouldn’t trust him as
fur as I could heave a cat!
(Exit, c., followed by Lem.)
Cyn. (indignantly, following them to door). Hepsy Sawyer! (Stands
looking after them a second, and goes slowly back to table. She
suddenly discovers the empty muffin dish.) My land! Two dozen
muffins!
(Ber. sticks his head in the door.)
Ber. (at the top of his voice). Fresh mackerel!
Cyn. (turning with a start). Land sakes, Cap’n! Is it you?
Ber. (laughing and stepping in). I reckon it is! You didn’t go after
all?
Cyn. No, I didn’t. Cap’n Berry, it’s the strangest thing. After you left
last night, I—I got to thinking about what you said. It was enough to
set anybody thinking and the more I thought about it, the more I
believed you were right and finally I said jest what you told me to,
and I put back all the things I had been packing and made up my
mind to stay right here. Then I said it again, and I was jest thinking
that I was making a terrible fool of myself, when there comes a
knock at the door, and a young fellow comes in out of the storm and
wants to board with me.
Ber. (smiling). Yes?
Cyn. My land! Is that all you are going to say? Aren’t you
surprised?
Ber. No. It was odd the way it happened, but something, you
know, was bound to happen.
Cyn. Well, I’m beat! I ain’t got over it yet.
Ber. (taking her hand). I’m glad, Miss Tinker, glad as I can be, an’
now you jest keep your eye on the Beacon and you will make port all
right. Like your boarder?
Cyn. Oh, yes, he’s a nice little fellow with a real taking way, if I can
only keep him filled up. If he eats everything the way he eats muffins
I don’t know. Ain’t you over early, Cap’n?
Ber. Yes, rather. The constable telephoned fer me to come over
soon’s I could. Seems to have been a good deal goin’ on last night.
Post-office robbed and seven pipes took.
Cyn. You didn’t find yours then?
Ber. No.
Cyn. Ain’t it the queerest thing?
Ber. Seems kind of that way. I’ll look in agin before I go back to
the point. I’d kind of like to get a look at your boarder.
Cyn. Well, I guess you won’t be the only Bay Pointer taken that
way. I expect the whole town before the day is over.
Ber. (laughing). Shouldn’t wonder. Well, I’ve got a special reason
for wantin’ to see him. (Heartily.) I’m glad, Miss Cynthy, more’n glad!
[Exit, c.
 (Cyn. clears the remaining things from the table and exits r.,
leaving sugar bowl and pitcher of water on the table. Peter
knocks several times at door, and finally steps in. Cyn. enters,
r., and looks at him in surprise.)
Cyn. Land sakes! I thought I heard some one knocking.
Peter (with a low bow). Yes, madame, I knocked but receiving no
response to my vociferous attack upon your door, I took the
unprecedented privilege of entering your charming domicile, I will not
say unheralded but unbidden.
Cyn. (staggering). Well, for the mercy, wh-what—did you want to
see me?
Peter. If you rejoice in the euphonious name of Cynthia Tinker, it
is you I seek. Are you Miss Tinker?
Cyn. Good land, yes! What on airth do you want?
Peter. I seek a place to satisfy the cravings of the inner man. Also
a place to rest my weary brain.
Cyn. I should think likely your brain would be weary. I don’t seem
to understand yet what it is you’re driving at. If you’d jest tell me kind
of plain like what you want of me.
Peter. I would like to board with you.
Cyn. (staggered). What?
Peter. Alas! Is that not plain enough? How can I say it in a more
simple form? I would like to sleep in one of your rooms, eat of your
delicious muffins.
Cyn. Muffins? What do you know about my muffins?
Peter. In faith not much, but you have a look about you which
tells me that you are an expert at muffins.
Cyn. (half convinced). Whatever made you come here?
Peter. I met a lady somewhat loquacious, but seeming
n’ertheless to know whereof she spoke, who advised me to come.