Introduction: World Regional Geography Full Test Bank Ch.1 - Updated Test Bank | Geography Realms & Regions 18e by Jan Nijman. DOCX document preview.

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Introduction: World Regional Geography Full Test Bank Ch.1

Package Title: Testbank

Course Title: Regions 18e

Chapter Number: 01

Question Type: Multiple Choice

1) A large-scale map shows _______________.

a) a small area

b) a large area

c) no relationship between the scale on a map and the size of the area shown

d) an unbalanced area

e) the entire world

Difficulty: Medium

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Knowledge

Section Reference: Geography’s Perspective

2) The ratio of distance on a map to actual ground distance is known as the ____________.

a) map legend

b) map scale

c) map revolution

d) cartographic rule

e) purpose of the map

Difficulty: Medium

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Knowledge

Section Reference: Geography’s Perspective

3) Which of the following statements concerning map scale is false?

a) The fractional scale 1:1,000,000 means one inch on the map represents one million inches on the ground.

b) If the linear scale of a map is twice another, its areal representation is four times larger.

c) To represent a large area on a small map, a small scale is used.

d) Larger-scale maps allow for greater detail in depicting regions and subregions.

e) A map with the fractional scale 1:103,000,000 has a larger scale than one of 1:1,000,000.

Difficulty: Hard

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Application

Section Reference: Geography’s Perspective

4) In Figure 1-3, which of the maps has the largest scale?

Four maps explain the effects of scale. Map A right parenthesis Scale 1 colon 14,600,000 left parenthesis regional right parenthesis shows the western third of the United States, including the states of Idaho, Oregon, Utah, Nevada, California, Arizona. It locates several cities, such as Vancouver, Boise, Las Vegas, Salt Lake City, Sacramento, San Francisco, and San Jose. The map scale ranges from 0 to 600 miles, in increments of 200 miles. Map B right parenthesis 1 colon 1,800,000 left parenthesis metropolitan area right parenthesis focuses in on a section of central California. It locates cities such as Oakland, San Francisco, San Mateo, San Jose, Sacramento, Stockton, and Modesto, and also shows the routes of several major highways such as 505, 5, and 80. The map scale ranges from 0 to 70 miles, in increments of 10 miles. Map C right parenthesis Scale 1 colon 225,000 left parenthesis city right parenthesis focuses in further on the San Francisco Bay area, locating the cities of San Francisco, Richmond, Berkeley, Oakland, and Alameda. It also labels some smaller towns, such as . Larkspur, El Cerrito, and Piedmont, and major highways such as 580 and 101. Major city streets are shown but not labeled. The map scale ranges from 0 to 10 miles, in increments of 2. Map D right parenthesis Scale 1 colon 14,500 left parenthesis neighborhood right parenthesis focuses in further on a section of San Francisco, labelling neighborhoods such as Russian Hill, Nob Hill, and North Beach; major streets such as Broadway and Union; and parks and attractions such as the Aquatic Park Historic District. The map scale ranges from 0 to 3000 feet, in increments of 1000 feet.

a) Map A

b) Map B

c) Map C

d) Map D

e) They all have the same scale.

Difficulty: Medium

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Application

Section Reference: Geography’s Perspective

5) The area that surrounds and is served by a city is known as its _____________.

a) periphery

b) formal region

c) hinterland

d) core

e) relative location

Difficulty: Easy

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

6) In regional geography, relative location _______________.

a) is more meaningful and practical than absolute location

b) refers to the latitude of a place

c) refers to the longitudinal position of a place

d) can only be found using a GIS

e) is a type of transition zone

Difficulty: Hard

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

7) A functional region _______________.

a) is defined on the basis of some variable, such as the area where wheat is grown

b) is exemplified by a city and its hinterland

c) is also known as a formal region

d) has a transition zone at its center

e) is the same as a uniform region

Difficulty: Medium

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

8) Which of the following statements is INCORRECT?

a) Regions marked by internal homogeneity are classified as formal regions.

b) Regions conceptualized as “spatial systems” are collectively identified as functional regions.

c) A country likely constitutes a formal political region because within its boundaries certain conditions of nationality, law, and political tradition prevail.

d) Functional regions are generally more static and internally immobile than formal regions.

e) Functional regions have a core and a periphery.

Difficulty: Hard

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

9) The difference between formal and functional regions is _____________________.

a) the nature of the unifying properties: static homogeneity versus functional cohesion

b) the area involved: Formal areas are very large, while functional areas are smaller

c) the formal region is urban in nature, whereas the functional region is rural

d) the age of the regions: The functional region is normally much older than the formal region

e) the formal region characterizes the non-Western world, whereas the functional region is typically European or North American

Difficulty: Medium

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

10) All regions possess all of the following EXCEPT ____________.

a) absolute location

b) area

c) homogeneity

d) boundaries

e) relative location

Difficulty: Easy

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

11) Wegener's supercontinent is known as ____________.

a) Tectonica

b) Atlantis

c) Eurasia

d) Pangaea

e) Wegneria

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

12) Which of the following is the process whereby the sun's radiation is trapped in the Earth's atmosphere.

a) desertification

b) continental drift

c) interglaciation

d) greenhouse effect

e) There is no such effect.

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

13) The hypothesis of ________ involves the breakup of a supercontinent that existed hundreds of millions of years ago.

a) volcanic eruption

b) earthquake formation

c) continental drift

d) tectonic ring firing

e) natural hazardification

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

14) The current geologic period is known as the _____________.

a) Wisconsinan

b) Wegnerian

c) Pleistocene

d) Little Ice Age

e) Holocene

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

15) Which water body is surrounded by the geologically active Ring of Fire?

a) the North American Great Lakes

b) the Arctic Ocean

c) the Atlantic Ocean

d) the Pacific Ocean

e) the Gulf of Mexico

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

16) Which of the following statements is TRUE?

a) Desertification occurs only on the Eurasian landmass.

b) The climate type of the southwestern United States is similar to that of southwestern Africa.

c) The term climate refers to the immediate state of the atmosphere.

d) Alfred Wegener derived the theory of climatic regions.

e) We are currently in the post-Holocene geologic epoch.

Difficulty: Hard

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

17) Which of the following statements about the A climates is INCORRECT?

a) They are referred to as humid equatorial climates.

b) They are characterized by heavy precipitation and high year-round temperatures.

c) In the Af climate, precipitation rates increase suddenly due to the arrival of the wet monsoon.

d) The Aw subtype is identified as savanna.

e) They include monsoon climates.

Difficulty: Hard

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

18) Savanna environments belong to the general climate type known as _____________.

a) dry

b) humid cold

c) humid temperate

d) humid equatorial

e) polar

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

19) The prevailing midlatitude climatic type in the southeastern United States, Western Europe, southern Brazil, northern Argentina, and eastern China, is the _______________.

a) humid cold

b) semiarid moderate

c) humid temperate

d) dry winter tundra

e) dry summer savanna

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

20) According to Figure 1-5, which location has the least amount of volcanic activity?

A map of the world shows the outlines of the tectonic plates, the relative directions the individual plates are moving, and the locations of active volcanos and earthquake origins. The entire world is divided into the following plates: Eurasian Plate, North American Plate, Philippine Plate, Australian Plate, Pacific Plate, Juan De Fuca Plate, Gorda Plate, Rivera Plate, Cocos Plate, Nazca Plate, Caribbean Plate, South American Plate, Scotia Plate, African Plate, Anatolian Plate, Arabian Plate, Indian Plate, and Antarctic Plate. Most active volcanoes can be found at the margins of tectonic plates, where plates interface each other. The majority of earthquake origins are also found near the margins of tectonic plates. By far the greatest number of earthquake origins and active volcanoes are on the margins of the Pacific Plate, where it interfaces with the North American Plate, Eurasian Plate, Philippine Plate, Australian Plate, Antarctic Plate, and Nazca Plate. Continental locations far from a plate boundary tend to have the least amount of tectonic activity, such as Australia, North Africa, and north-central Eurasia.

a) the United States

b) South America

c) Subsaharan Africa

d) East Asia

e) Australia

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Application

Section Reference: The Physical Setting

21) According to Figure 1-6, which U.S. city was NOT covered by glaciers during the Pleistocene?

A color-coded map of part of the world shows the Pleistocene glaciation and current artic ice cover. The countries with their land areas covered by glaciers are Canada, some parts of the United States, a part of Russia including Moscow, parts of Iceland and the following European countries: Finland, Sweden, Norway, Denmark, Poland, parts of Germany, and Netherlands. The countries with land ice and glaciers as of summer 2015 are Greenland and small parts of Canada. The place with sea ice as of summer 2018 includes the North Pole. The average extent of summer sea ice 1981 to 2010 is marked by a curved line around the North pole and parts of Greenland.

a) Seattle

b) Omaha

c) Cincinnati

d) Denver

e) New York City

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Application

Section Reference: The Physical Setting

22) Friction between which two tectonic plates is likely to have caused the earthquake in Nepal in Spring, 2015?

  1. African and Arabian
  2. Indian and Eurasian
  3. South American and Nazca
  4. Pacific and Australian
  5. North American and Pacific

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Application

Section Reference: The Physical Setting

23) According to the world map (Figure 1.1), identify the continent where the Rift Valley complex is located.

An interrupted physical map of the world with political borders, with the land and ocean color coded based on elevation. The key indicates various elevation ranges as follows: Ice Cap; 6000 meters and above; 3000 to 6000 meters; 1500 to 3000 meters; 600 to 1500 meters; 0 to 600 meters; 0 to negative 150 meters; negative 150 to negative 1500 meters; negative 1500 to negative 3000 meters; negative 3000 to negative 6000 meters; and greater than negative 6000 meters. The map thus shows mountains, plains, highlands, and lowlands in various parts of the world. Distinctive elevation features include the Rocky Mountains in western North America, the Andes Mountains in western South America, the relatively high elevation of the continent of Africa, the mountain ranges of southwest and central Asia, and the Tibetan Plateau just north of India. The projection used interrupts, or divides, in order to preserve the shapes and relative sizes of the landmasses of North America, South America, Africa, Eurasia, and Australia. The North Atlantic and North Pacific are thus interrupted to better represent the large land masses of North America, Eurasia, and northern Africa, while the South Atlantic, Indian, and Pacific Ocean are interrupted four times total, dividing up the continent of Antarctica, at the southern edge of the map. 

  1. Asia
  2. North America
  3. South America
  4. Africa
  5. Europe

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their

general geographic characteristics.

Standard 1: Bloom's || Application

Section Reference: The Physical Setting

24) Effects of glaciation would be LEAST prevalent upon

  1. The shape of landmasses
  2. Inland bodies of water
  3. The growth of cities
  4. Sea levels
  5. Human migration

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their

general geographic characteristics.

Standard 1: Bloom's || Comprehension

Section Reference: The Physical Setting

25) Which of the following major rivers is NOT associated with one of the world's great population clusters?

a) Mississippi

b) Huang (Yellow)

c) Rhine

d) Ganges

e) Chang Jiang (Yangzi)

Difficulty: Medium

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

26) Which of the following statements is INCORRECT?

a) China now has more people living in cities than in rural areas.

b) East Asia's population is projected to remain larger than South Asia's for the rest of this century.

c) The eastern North American population cluster is only about one-fourth the size of Europe's.

d) The world's three largest population clusters are all located on the Eurasian landmass.

e) Europe's population is predominantly urban.

Difficulty: Medium

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

27) The large cluster of population in South Asia is focused on the ______ River Basin.

a) Yellow

b) Amazon

c) Nile

d) Ganges

e) Yangzi

Difficulty: Hard

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

28) Which country is NOT located within one of the world's three largest population clusters:

a) South Korea

b) the United States

c) Pakistan

d) France

e) China

Difficulty: Hard

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

29) Figure 1-9 shows that the English language belongs to the ______ language family.

A map of the world shows the various language families and the regions, where they are spoken by the majority of the population. The different language families of the world are as follows: Indo European; Afro-Asiatic; Niger-Congo; Saharan; Sudanic; Khoisan; Uralic; Altaic; Sino-Tibetan; Japanese and Korean; Dravidian; Austro-Asiatic; Austronesian; Trans-New Guinea and Australian; and Amerindian. Indo-European languages are found in North America, much of coastal southern and eastern South America, Europe, Southwest Asia, South Asia, and Australia. Amerindian languages are found in northern Canada and Alaska, Middle America, and much of northern and western South America. Afro-Asiatic and Saharan languages are found in Northern Africa and Southwest Asia. Niger-Congo, Sudanic, and Khoisan languages are found in Africa south of the Sahara. Uralic and Altaic languages are found in northern Europe, Turkey, central and northeastern Asia. Sino-Tibetan languages are found in East and Southeast Asia. Dravidian languages are found in southern India. Austro-Asiatic, Austronesian, Trans-New Guinea and Australian languages are found in Southeast Asia, Australia, and the islands of the Pacific. Japanese and Korean languages are found in the islands of Japan and on the Korean peninsula in East Asia. A map inset shows areas of the world where English is spoken. These areas include the United States, Canada, islands in the Caribbean Sea, areas of northern and western Europe, a number of countries in Africa south of the Sahara, South Asia, Australia, and island groups in the Pacific Ocean.

a) Indo-European

b) Altaic

c) Dravidian

d) Amerindian

e) Uralic

Difficulty: Easy

Learning Objective: Describe the notion of cultural landscape and discuss the roles of language and religion in cultural geographies.

Standard 1: Bloom's || Application

Section Reference: Realms of Culture

30) Figure 1-10 shows that ______ is the most dominant religion in the northern part of Africa:

A map of the world shows the various language families and the regions, where they are spoken by the majority of the population. The different language families of the world are as follows: Indo European; Afro-Asiatic; Niger-Congo; Saharan; Sudanic; Khoisan; Uralic; Altaic; Sino-Tibetan; Japanese and Korean; Dravidian; Austro-Asiatic; Austronesian; Trans-New Guinea and Australian; and Amerindian. Indo-European languages are found in North America, much of coastal southern and eastern South America, Europe, Southwest Asia, South Asia, and Australia. Amerindian languages are found in northern Canada and Alaska, Middle America, and much of northern and western South America. Afro-Asiatic and Saharan languages are found in Northern Africa and Southwest Asia. Niger-Congo, Sudanic, and Khoisan languages are found in Africa south of the Sahara. Uralic and Altaic languages are found in northern Europe, Turkey, central and northeastern Asia. Sino-Tibetan languages are found in East and Southeast Asia. Dravidian languages are found in southern India. Austro-Asiatic, Austronesian, Trans-New Guinea and Australian languages are found in Southeast Asia, Australia, and the islands of the Pacific. Japanese and Korean languages are found in the islands of Japan and on the Korean peninsula in East Asia. A map inset shows areas of the world where English is spoken. These areas include the United States, Canada, islands in the Caribbean Sea, areas of northern and western Europe, a number of countries in Africa south of the Sahara, South Asia, Australia, and island groups in the Pacific Ocean.

a) Shia Islam

b) Sunni Islam

c) Traditional and Shamanist faiths

d) Roman Catholicism

e) Hinduism

Difficulty: Easy

Learning Objective: Describe the notion of cultural landscape and discuss the roles of language and religion in cultural geographies.

Standard 1: Bloom's || Application

Section Reference: Realms of Culture

31) States first began to develop _____________________.

a) in areas where cities could begin to command their hinterlands

b) in open areas between empires

c) in nineteenth-century Europe

d) in areas where boundaries had already been drawn by royal decree

e) They have always existed.

Difficulty: Hard

Learning Objective: Discuss the global state boundary framework and the notion of geopolitics.

Standard 1: Bloom's || Comprehension

Section Reference: A World of States

32) The European state model includes all of the following except ______________.

a) a population governed from a capital city

b) a clearly and legally defined territory

c) a representative government

d) a high level of urbanization

e) a concept developed during the seventeenth century in Europe.

Difficulty: Medium

Learning Objective: Discuss the global state boundary framework and the notion of geopolitics.

Standard 1: Bloom's || Knowledge

Section Reference: A World of States

33) The World Bank ranks countries within four groups. Which of the following is NOT one of those groups?

a) high-income countries

b) upper-middle-income countries

c) lower-middle-income countries

d) middle-income countries

e) low-income countries

Difficulty: Easy

Learning Objective: Explain the sub‐discipline of economic geography and various definitions of development.

Standard 1: Bloom's || Knowledge

Section Reference: Geographies of Development

34) Which of the following statements about the Global Core is INCORRECT?

a) It was formed before the 20th century

b) It is a good example of a functional region

c) It now contains Canada, Germany, Japan, and China

d) It is a component of an international spatial-economic system

e) It is subservient to the Global Periphery

Difficulty: Hard

Learning Objective: Explain the sub‐discipline of economic geography and various definitions of development.

Standard 1: Bloom's || Comprehension

Section Reference: Geographies of Development

35) An index of regional disparity would be useful for examining _________________.

a) economic differences between different regions of a country

b) political differences between functional and formal regions

c) climatic differences between core and periphery

d) similarities among African and Asian countries

e) differences between the Western and Eastern Hemispheres

Difficulty: Medium

Learning Objective: Explain the sub‐discipline of economic geography and various definitions of development.

Standard 1: Bloom's || Comprehension

Section Reference: Geographies of Development

36) Which of these countries is NOT considered a high-income economy, as classified by the World Bank in Figure 1-11?

A map of the world shows the different states and economies of the world in 2017. The economies are classified as high income, upper middle income, lower middle income, and low income. The High income economies category includes the United States, Canada, Chile, Argentina, and Uruguay, most of Europe, the Arabian Peninsula except Yemen, Japan, Australia and New Zealand. The Low income economies category includes Afghanistan, Yemen, and many countries of Subsaharan Africa. The middle income categories make up the rest of the world.

a) the United States

b) Canada

c) China

d) Japan

e) Australia

Difficulty: Easy

Learning Objective: Explain the sub‐discipline of economic geography and various definitions of development.

Standard 1: Bloom's || Application

Section Reference: Geographies of Development

37) Which of the following realms contains one of the top three population clusters but lies entirely outside of the Global Core, according to Figure 1-12?

A map of the world highlights global core regions in North America, including the United States and much of Canada; Europe, including much of the western Europe; East Asia, including Japan, South Korea, and eastern China; and Australia/New Zealand, including south eastern Australia and northern New Zealand.

a) Europe

b) North America

c) East Asia

d) South Asia

e) Austral Realm

Difficulty: Hard

Learning Objective: Explain the sub‐discipline of economic geography and various definitions of development .

Standard 1: Bloom's || Synthesis

Section Reference: Geographies of Development

38) Which of the following is NOT an example of globalization?

a) McDonald's expansion into China

b) FIFA (International Federation of Association Football)

c) the worldwide dominance of English

d) Japanese cars assembled in Thailand

e) tariffs imposed on foreign automobiles

Difficulty: Medium

Learning Objective: Explain the spatial dimensions of globalization and migration.

Standard 1: Bloom's || Analysis

Section Reference: Globalization

39) The gradual reduction of regional contrasts resulting from increasing cultural, economic, political and other types of exchanges is known as ______________.

a) regional disparity

b) regional equalization

c) world flattening

d) the European trade model

e) globalization

Difficulty: Easy

Learning Objective: Explain the spatial dimensions of globalization and migration.

Standard 1: Bloom's || Knowledge

Section Reference: Globalization

40) Which of the following is a systematic subfield of geography?

a) regional geography

b) cartography

c) Geographic Information Science (GIS)

d) cultural geography

e) geology

Difficulty: Easy

Learning Objective: Explain the connections between regional and thematic foci in geography.

Standard 1: Bloom's || Knowledge

Section Reference: Regional and Thematic Geographies

41) A majority of earthquakes occur in and around the Pacific Ocean because:

a) Wave activity in the enormous Pacific Ocean can cause earthquakes.

b) God has chosen to punish people around this waterbody.

c) A majority of land closest to the Pacific Ocean is relatively flat making tsunami waves cause more damage when earthquakes do occur.

d) The Pacific Ocean is the biggest ocean. Therefore, it is logical that it has the most earthquakes.

e) Plate tectonic boundaries are the most common in this area.

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Application

Section Reference: The Physical Setting

42) States can see their relative geopolitical status change as a result of______________.

a) new technologies

b) new leaders

c) growing populations

d) declining populations

e) natural disasters

Difficulty: Medium

Learning Objective: Discuss the global state boundary framework and the notion of geopolitics.

Standard 1: Bloom's || Knowledge

Section Reference: A World of States

43) This tool helps to summarize the circumstances when political and cultural boundaries are at odds.

a) border guard

b) border wall

c) map

d) camera

e) compass

Difficulty: Medium

Learning Objective: Explain the importance of maps, cartography, and the mapping revolution.

Standard 1: Bloom's || Knowledge

Section Reference: A World on Maps

44) A geospatial scientist does not utilize information collected through this medium.

a) smartphones

b) satellites

c) airplanes

d) radar

e) GIS

Difficulty: Medium

Learning Objective: Explain the importance of maps, cartography, and the mapping revolution.

Standard 1: Bloom's || Knowledge

Section Reference: A World on Maps

45) This instrument aids in identifying Sunni and Shi’ite Muslim adherents on maps.

a) satellite

b) field reporter

c) GIS

d) camera

e) aerial photography

Difficulty: Medium

Learning Objective: Explain the importance of maps, cartography, and the mapping revolution.

Standard 1: Bloom's || Knowledge

Section Reference: A World on Maps

46) This helps identify a geographical realm.

a) environmental factors

b) historical factors

c) cultural factors

d) organizational factors

e) All of the answer choices are correct.

Difficulty: Medium

Learning Objective: Explain the defining criteria for realms and regions.

Standard 1: Bloom's || Knowledge

Section Reference: World Geographic Realms

47) This is not a monocentric realm.

a) North America

b) Middle America

c) Europe

d) South Asia

e) East Asia

Difficulty: Medium

Learning Objective: Explain the defining criteria for realms and regions.

Standard 1: Bloom's || Application

Section Reference: World Geographic Realms

48) This country is the most influential power in the polycentric realm of Southeast Asia.

a) Philippines

b) Singapore

c) Thailand

d) Indonesia

e) Malaysia

Difficulty: Medium

Learning Objective: Explain the defining criteria for realms and regions.

Standard 1: Bloom's || Application

Section Reference: World Geographic Realms

49) This is not a thematic field of geography.

a) geomorphology

b) None of the choices are correct.

c) marine geography

d) climatology

e) biogeography

Learning Objective: Explain the connections between regional and thematic foci in geography

Standard 1: Bloom's || Knowledge

Section Reference: Regional and Thematic Geographies

50) Review Figure 1-16. This definition best describes geography.

An illustration titled Regional/Thematic Geography shows a ring with twelve circles of various colors along its circumference. Each circle is labeled with text signifying subdsiciplines (thematic fields) of geography and their connection to other academic disciplines. These circles are labeled as follows, the non-geography academic discipline followed by the thematic field in geography it connects with: Geology, Geomorphology; Meteorology, Climatology; Planning Urban Studies, Urban Geography; History, Historical Geography; Economics, Economic Geography; Health Sciences, Medical Geography; Anthropology and Sociology, Cultural Geography; Demography, Population Geography; Psychology, Behavioral Geography; Political Science, Political Geography; Biology, Biogeography; and Marine Science, Marine Geography.

a) Geography is a physical science.

b) All of the choices are correct.

c) Geography is a social science.

d) Geography overlaps a great deal with other disciplines.

e) Geography is the study of the uneven distribution of things in time and space.

Learning Objective: Explain the connections between regional and thematic foci in geography

Standard 1: Bloom's || Knowledge

Section Reference: Regional and Thematic Geographies

Question Type: True/False

51) Geography is concerned with providing a spatial perspective on the world.

Difficulty: Easy

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Knowledge

Section Reference: Geography’s Perspective

52) A world map is a small-scale map.

Difficulty: Medium

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Comprehension

Section Reference: Geography’s Perspective

53) Map scale is the ratio of the distance between two places on a map and the actual distance between those two places on the Earth's surface.

Difficulty: Medium

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Comprehension

Section Reference: Geography’s Perspective

54) A mental map shows an area committed to a person's memory.

Difficulty: Easy

Learning Objective: Explain the importance of maps, cartography, and the mapping revolution.

Standard 1: Bloom's || Knowledge

Section Reference: A World on Maps

55) Cartography is the new science of making maps with computers.

Difficulty: Easy

Learning Objective: Explain the importance of maps, cartography, and the mapping revolution.

Standard 1: Bloom's || Knowledge

Section Reference: A World on Maps

56) To find a city street, a small-scale map should be used.

Difficulty: Medium

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Application

Section Reference: Geography’s Perspective

57) In land area, Russia is the largest nation on earth.

Difficulty: Easy

Learning Objective: Explain the defining criteria for realms and regions.

Standard 1: Bloom's || Knowledge

Section Reference: World Geographic Realms

58) Transition zones often mark the places where geographic realms meet.

Difficulty: Easy

Learning Objective: Explain the defining criteria for realms and regions.

Standard 1: Bloom's || Knowledge

Section Reference: World Geographic Realms

59) A region marked by homogeneity is known as a functional region.

Difficulty: Medium

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

60) Besides location, a region must also possess areal extent.

Difficulty: Easy

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

61) A region does not need to possess the geographic property of relative location.

Difficulty: Medium

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

62) Relative location has far less relevance in human geography than absolute location.

Difficulty: Easy

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

63) A region organized around a central urban core is known as a functional region.

Difficulty: Easy

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

64) Wladimir Köppen developed the hypothesis of continental drift.

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

65) Pangaea is the name of Wegener's supercontinent.

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

66) The Holocene is the name of the most recent glaciation.

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

67) The D climates are humid cold climates.

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

68) In the Köppen-Geiger scheme, the world's drier climates are largely grouped under the letter A.

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

69) Weather is a momentary phenomenon, whereas climate refers to atmospheric conditions over the entire period for which records are available.

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

70) Population density refers to the number of persons per unit area.

Difficulty: Medium

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

71) The world’s population is currently estimated to recently have passed 10 billion in total size.

Difficulty: Easy

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

72) The Subsaharan African realm does not rank among the world's four largest population clusters.

Difficulty: Medium

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

73) China now has more people living in cities than in rural areas.

Difficulty: Medium

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

74) The world population growth rate has recently been slowing down.

Difficulty: Easy

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

75) The rate of urbanization increase is the same in every geographic realm.

Difficulty: Easy

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

76) Culture is predetermined by the natural environment.

Difficulty: Easy

Learning Objective: Describe the notion of cultural landscape and discuss the roles of language and religion in cultural geographies.

Standard 1: Bloom's || Application

Section Reference: Realms of Culture

77) According to Figure 1-8, all of the world’s major population clusters are located on a coast or major river.

A map shows the world population distribution by way of dots wherein one dot represents 100,000 people. Major population zones on the map are labeled A, B, C, and D. India, labeled A, accounts for the major population cluster of the South Asian region besides Bangladesh and Pakistan. In East Asia, China's mid- and upper-eastern regions are labeled B and its interior lower west region is labeled C indicating a populous belt in its eastern half. Japan in the Pacific and Jawa in the Indian Ocean are the other populous regions. Ranking next and labeled D is Europe with its central-western, eastern, and central-northern regions forming the most populated zone. The other labeled, populous regions on the map include Nigeria and the Nile Valley in Africa and the Northeast Megapolis region of the United States.

Difficulty: Medium

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Application

Section Reference: Realms of Population

78) A cultural landscape is created from a natural landscape by a cultural group.

Difficulty: Easy

Learning Objective: Describe the notion of cultural landscape and discuss the roles of language and religion in cultural geographies.

Standard 1: Bloom's || Application

Section Reference: Realms of Culture

79) Africa is the most densely populated continent.

Difficulty: Easy

Learning Objective: Explain the concepts of population distribution, urbanization and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population.

80) From Figure 1-8 it appears that the eastern half of China is more densely populated than the western half.

A map shows the world population distribution by way of dots wherein one dot represents 100,000 people. Major population zones on the map are labeled A, B, C, and D. India, labeled A, accounts for the major population cluster of the South Asian region besides Bangladesh and Pakistan. In East Asia, China's mid- and upper-eastern regions are labeled B and its interior lower west region is labeled C indicating a populous belt in its eastern half. Japan in the Pacific and Jawa in the Indian Ocean are the other populous regions. Ranking next and labeled D is Europe with its central-western, eastern, and central-northern regions forming the most populated zone. The other labeled, populous regions on the map include Nigeria and the Nile Valley in Africa and the Northeast Megapolis region of the United States.

Difficulty: Medium

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Application

Section Reference: Realms of Population

81) The modern state emerged during the height of Greek civilization.

Difficulty: Medium

Learning Objective: Discuss the global state boundary framework and the notion of geopolitics.

Standard 1: Bloom's || Knowledge

Section Reference: A World of States

82) Countries of large territorial size are usually more powerful than smaller countries.

Difficulty: Medium

Learning Objective: Discuss the global state boundary framework and the notion of geopolitics.

Standard 1: Bloom's || Comprehension

Section Reference: A World of States

83) Globalization impacts only those in the Global Periphery.

Difficulty: Easy

Learning Objective: Explain the spatial dimensions of globalization and migration.

Standard 1: Bloom's || Knowledge

Section Reference: Globalization

84) According to Figure 1-13, globalization always positively impacts the environment.

A color-coded map of the world shows the carbon dioxide emissions per capita, in metric tons, of different parts of the world in 2014. Emissions are categorized in five levels, from a low of 0 to 1.5 metric tons per capita, to a high of greater than 15 metric tons per capita. The general pattern is that the highest emissions, over 15 metric tons per capita, are released by the United States, Canada, Saudi Arabia, and Australia. Russia occupies the second-highest category of 10 to 15 metric tons per capita. The lowest-emitting countries, emitting 0 to 1.5 tons per capita, are the countries of Subsaharan Africa, Afghanistan, Pakistan, and Myanmar. The rest of the world largely falls in the 1.5 to 3, 3 to 5, and 5 to 10 metric tons per capita categories. Most notably, China and most of Europe are in the 5 to 10 metric tons per capita category; India is in the 1.5 to 3 metric tons per capita category.

Difficulty: Medium

Learning Objective: Explain the spatial dimensions of globalization and migration.

Standard 1: Bloom's || Application

Section Reference: Globalization

85) Topical and systematic geography are synonymous.

Difficulty: Easy

Learning Objective: Explain the connections between regional and thematic foci in geography .

Standard 1: Bloom's || Knowledge

Section Reference: Regional and Thematic Geographies

Question Type: Fill-in-the-blank

86) The ratio of distance on a map to actual ground distance is known as that map's ___.

Difficulty: Easy

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Knowledge

Section Reference: Geography’s Perspective

87) A map of the entire world is a _______-scale map.

Difficulty: Easy

Learning Objective: Explain spatial perspectives, spatial patterns, and the importance of scale.

Standard 1: Bloom's || Knowledge

Section Reference: Geography’s Perspective

88) The ___ region, also known as a spatial system, is marked not by an internal sameness, but by its dynamic internal structuring.

Difficulty: Easy

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

89) Uniform cultural regions characterized by internal homogeneity are classified as ___ regions.

Difficulty: Medium

Learning Objective: Discuss regions and how they relate to realms and explain the difference between formal and functional regions.

Standard 1: Bloom's || Knowledge

Section Reference: Regions within Realms

90) Desert and steppe climates belong to the Köppen-Geiger climate type identified by the letter ___.

Difficulty: Easy

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Knowledge

Section Reference: The Physical Setting

91) The Southern Hemisphere contains no areas with ___ climates.

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Application

Section Reference: The Physical Setting

92) The Intergovernmental Panel on Climate Change predicts an increase of 3.6°F or 2°C during the twenty-first century. Name at least one potential consequence if this is realized.

Difficulty: Medium

Learning Objective: Identify the major elements of the natural environment and their general geographic characteristics.

Standard 1: Bloom's || Application

Section Reference: The Physical Setting

93) The world's population is approximately __ billion in size.

Difficulty: Easy

Learning Objective: Explain the concepts of population distribution, urbanization, and cultural landscapes.

Standard 1: Bloom's || Knowledge

Section Reference: Realms of Population

94) The most widely spoken language family in the world is named the ___ language family.

Difficulty: Easy

Learning Objective: Describe the notion of cultural landscape and discuss the roles of language and religion in cultural geographies.

Standard 1: Bloom's || Application

Section Reference: Realms of Culture

95) What portable device most helps with globalized knowledge acquisition and navigation?

Difficulty: Medium

Learning Objective: Explain the spatial dimensions of globalization and migration.

Standard 1: Bloom's || Analysis

Section Reference: Globalization

96) ___ geography entails the discipline's topical fields of study.

Difficulty: Easy

Learning Objective: Explain the connections between regional and thematic foci in geography

Standard 1: Bloom's || Knowledge

Section Reference: Regional and Thematic Geographies

© John Wiley & Sons, Inc. or the author, All rights reserved. Instructors who are authorized users of this course are permitted to download these materials and use them in connection with the course. Except as permitted herein or by law, no part of these materials should be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise.

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Document Type:
DOCX
Chapter Number:
1
Created Date:
Aug 21, 2025
Chapter Name:
Chapter 1 Introduction: World Regional Geography
Author:
Jan Nijman

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