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PHYSICAL GEOGRAPHY IN DIAGRAMS
PHYSICAL GEOGRAPHY
IN DIAGRAMS PHYSICAL
Fourth GCSE Edition
R. B. BUNNETT
SEEMA MEHRA PARIHAR
GEOGRAPHY
IN DIAGRAMS
Physical Geography in Diagrams by R. B. Bunnett was first published in 1965. The fourth edition of this book came in 1988. This
internationally renowned title has now been adapted after 30 years, as per the requirements of the Indian students and their curriculums.
This annotated version retains all the distinctive features of the original edition. Consequently, it should be read as an updated edition,
where it will not only help students but faculties also who are teaching Geography, for various levels of students, will find this book
extremely useful in their day to day lesson plans. Even students who have not studied Geography earlier can find this book extremely
engaging for their further reading or for competitive readiness.
The core objective of this title is to explain geographical principles and concepts through illustrations and engage students in the learning
process of the physical aspects of geography through several line diagrams, 3D/2D artwork, field-based photographs, and locations of
features marked on satellite imageries as it is.
This book examines the systems and their processes, the landforms associated with these, and the relationships between living organisms
and the inorganic environment within specific natural ecosystems. Every attempt is made to focus attention on all the main components of
the physical environment as well as on the associated inter-relationships. Whenever possible, a wide range of landforms from within the
framework of the British and Indian environment are examined.
Whilst the main concern of this book is to study the physical environment, where appropriate, the effects of human activities on the
environment on global perspective have also been included. The present book addresses key concerns from the students’ point of view
and in each chapter, there are few sections which pro-actively connect students to their role as a stake holder in creation and sustenance
HIGHLIGHTS
w Updated content along with new pedagogical elements, chapter-end questions supported by many new diagrams, maps, visual aids
GCSE Edition
w Includes more than 1,150 diagrams and 3D/2D artwork along with google maps, NASA satellite images
Fourth
w Separate section on contemporary environmental challenges and human activities
w Important data, statistics, reports are presented in tabular format, along with numerous flow charts for effective preparation
in.pearson.com
ISBN 978-93-534-3375-8
R. B. BUNNETT
This edition is manufactured in India and is authorized for sale
only in India, Bangladesh, Bhutan, Pakistan, Nepal,
Sri Lanka and the Maldives. 9 789353 433758 SEEMA MEHRA PARIHAR
All In-House Artworks by: DiacriTech for Pearson India Education Services Pvt. Ltd
This title carries certain photographs which are the part of Dr. (Mrs.) Seema Mehra Parihar’s private collection, and are not
to be circulated outside of this title. All copyrights to these are vested in Dr. (Mrs.) Seema Mehra Parihar, and these have been
used with her permission.
No part of this eBook may be used or reproduced in any manner whatsoever without the publisher’s
prior written consent.
This eBook may or may not include all assets that were part of the print version. The publisher
reserves the right to remove any material in this eBook at any time.
ISBN 978-93-534-3375-8
eISBN:
Head Office: 15th Floor, Tower-B, World Trade Tower, Plot No. 1, Block-C, Sector-16,
Noida 201 301,Uttar Pradesh, India.
Registered Office: 4th Floor, Software Block, Elnet Software City, TS-140, Block 2 & 9,
Rajiv Gandhi Salai, Taramani, Chennai 600 113, Tamil Nadu, India.
Fax: 080-30461003, Phone: 080-30461060
www.in.pearson.com, Email: [email protected]
Brief Contents
1 The Solar System: Positions and Time
2 Plate Tectonics: The Earth’s Structure and Landforms
3 Weathering of Slopes
4 Water on the Surface
5 Underground Water and Limestone Features
6 Glacial Processes
7 Desert Processes
8 Coastal Processes
9 The Oceans
10 Atmosphere: Temperature
11 Atmosphere: Pressure and Wind
12 Atmosphere: Water
13 The Weather Station and Weather Maps
14 Climate, Weather, and Natural Environment
Thispageisintentionallyleftblank
Contents
Preface xi Volcanic features formed in the crust 2.33
Preface to the Indian Edition xiii Volcanic features formed on the
About Seema Mehra Parihar xiv surface 2.34
Acknowledgement xv Vent eruptions and the types of
volcanoes 2.34
1 The Solar System: Craters and calderas 2.35
Positions and Time 1.1 Composite cones or stratovolcanoes 2.37
Fissure eçruptions and the landforms
Introduction 1.2 they produce 2.38
The Solar System 1.2 Other forms of volcanic activity 2.40
Shape of the Earth 1.4 Is a Volcanic Landscape Hostile? 2.40
Phases of the Moon 1.6 Major Landforms 2.42
The Sun as an Input into the Earthquakes 2.43
Earth’s System 1.6 Faults 2.49
Position and Time 1.8 Joints 2.53
The position of a place on the Folds 2.53
earth’s surface 1.8 Earth Movements Behind Landforms 2.55
Rotation and Time 1.10 Major Landforms 2.55
Mountains 2.56
2 Plate Tectonics: The Rift valley 2.63
Earth’s Structure and Plateaus and related landforms 2.64
Landforms 2.1 Plains and related landforms 2.66
Introduction 2.2
Structure of the Earth 2.2 3 Weathering of Slopes 3.1
Isostasy 2.4 Introduction 3.2
Collision of Plates 2.11 Denudation and Weathering 3.2
Plate Boundary 2.12 Types of Weathering 3.3
Rocks 2.17 Geomorphic Cycles of Slope
Classification of rocks 2.17 Development 3.11
A Global Pattern Through Plate Rejuvenated and Polycyclic
Tectonics 2.20 Landforms 3.13
Rock system in Great Britain 2.22 Mass Wasting and Slope Processes 3.14
Rock system in India 2.23 Types of Slope Movement 3.15
Vulcanicity and Landforms 2.28 Concave Slope 3.18
Distribution of Volcanoes and Other Types of Slope Movement 3.21
Volcanic Activity 2.29 Vegetation Protects the Slopes 3.21
viii Contents
Physical Geography in Diagrams by R. B. Bunnett was first published in 1965. The fourth edition of this book came
in 1988 (ISBN: 9780582225077). When Pearson India, editorial team asked me to adapt the 4th edition for
Indian students, I felt overwhelmed. I am being entrusted to bring this wonderful book into life again! I feel
privileged for being given a chance to work on this book. It took me more than a year to make certain changes.
While I was working on them, I realized how much effort had gone into the original version of the book to make
it a most established title in this subject!. This annotated version retains all the distinctive features of the orig-
inal edition. Consequently, it should be read as an updated edition to the original work and in no way should
be interpreted as a completely new book in itself. I am associated with teaching profile for nearly 30 years, and
can claim with confidence that this adaptation work will not only help students but faculties who are teaching
Geography, for various levels of students, too will find this book extremely useful in their day to day lesson plans.
Even students who have not studied Geography earlier can find this book extremely engaging for their further
reading or for competitive readiness.
The core objective of this title is to explain geographical principles and concepts through illustrations and
engage students in the learning process of the physical aspects of geography through several line diagrams,
3D/2D artwork, field-based (i.e., real-life) photographs, and locations of features marked on satellite imageries
as it is.
With all said that, after using this book for classroom resources, it convinced me that some parts of the content
need to be reworked and data should be updated as per the latest developments in today’s World. In last 30 years,
there were no substantial changes in the content of this book, so it was a necessity to take this book forward for
our next generation of students. We have tried our best to update the content along with new pedagogical ele-
ments, chapter-end questions, and also included as many new diagrams, maps, visual aids wherever possible. The
goal has been to attempt to incorporate new technologies and methods to make the book relevant and useful for
the current generation of students. I believe that present book addresses key concerns from the student’s point of
view and in each chapter there are few sections which pro-actively connect students to their role as a stake holder
in creation and sustenance of different geographies around them.
The book which was earlier in black and white format is now available in its four-colored version. I have
tried to include more recent photographs clicked during my field visits with students, family, and friends and
have attempted to make visible the location of the places and physical features photographed through Google
maps. As no single photograph was available from the original text, we had to buy many of these photographs
which were not readily available from different libraries and museums of the world. Now the book is almost
double the size with more than 500 pages and covers diverse areas all with enriched explanation visualized
through more than 1,150 diagrams and 3D/2D artwork. The journey of coming out with the present version
was beautiful . . . there was so much to know, read, and understand. It has not only added to my knowledge, but
also has enabled me to grow as a human being.
Again, I wish to thank the Pearson team for trusting me with this work. I also wish luck to all those students,
researchers, teachers, and practitioners who are going to use this book in future.
Seema Mehra Parihar
About Seema Mehra Parihar
Dr. Seema Mehra Parihar is an Associate Professor at Kirori Mal College, University
of Delhi. She has more than 30 years of experience in academics in the specific area
of Geo-Informatics, Natural Resource Management, Physical geography and Gender
analytics. Dr Seema earned her Ph.D from the Department of Geography, Delhi School
of Economics, University of Delhi. The title of her PhD research was ‘Natural Resource
Management in the Bhagirathi Basin’ Her Post-Doctoral Fellowship at the Department
of Geo-informatics, Cartography and Geo-visualisation, ITC, Enschede, The Netherlands
involved designing and d eveloping a web based course in Web G eo-informatics. Her
specific interest lies in field-based research and geospatial mapping using remote
sensing and GIS. She has recently coordinated 40 module e-learning course and
recorded 20 lessons for postgraduate (epg) pathshala for Ministry of Human Resource
Development, Government of India. She has been a Principal Investigator of 14 research
Projects sanctioned by national & international funding agencies. She has authored
more than 30 articles in Geospatial Journals and is credited for Gender Atlas of India (Series 1 & 2) sanctioned
by Ministry of Women and Child Development, Government of India. She has been the Convenor of the Gender
Forum in the Bandung Conference, Indonesia and is currently working on a project entitled ‘Mapping Geospatial
Dimension of Hydro-politics in Jammu and Kashmir’ and guiding research students.
Dr. Seema has coordinated number of training workshops, seminars, conferences and refresher programs
of UGC for University teachers in the field of Geospatail technologies; Geo-analytics; field work and Gender.
Dr Parihar has also been a Trainer of Trainers and a resource person for National workshops on Capacity
Building of Women Leaders in Higher Education. A trained behavioral assessor and an avid trekker, Dr. Seema
has also been actively associated for more than thirty years in spreading the movement of national integration.
Dr. Seema has guided Parivartan—a gender forum on issues surrounding gender and intersectionality in the
Indian context and has been a driving force behind the events that the forum organises. Dr. Parihar was also
a founder Chairperson of Central Placement Cell, University of Delhi(DU); Deputy Dean Students Welfare,
University of Delhi; Joint Director, Developing Countries Research Centre (DCRC), DU and Fellow Institute of
Life Long Learning (ILLL), University of Delhi.
Dr Seema has recently been awarded by an ‘Annual Award 2018’ during IIRS Academia meet 2019 by Indian
Institute of Remote Sensing, Indian Space Research Organization, Government of India. She has also been
awarded by Bhoo Samman an award for contributions in geosciences during a conference on ‘Rural India-
Millenium Development Goals’ by Bhoovikas Foundation.
Acknowledgement
‘We often take for granted the very things that most deserve our gratitude.’
— Cynthia Ozick
This a wonderful moment, when I am getting an opportunity to acknowledge R.B Bunnett trust, United Kingdom,
and Pearson Team, United Kingdom, for giving me a chance to unveil physical geography through the lens of
R.B Bunnet, (first published in 1965). In this title, I could rework on each chapter, each diagram, each photograph
and present those in a form that exist today. However, the presence of particular person at special place has only
enabled me in adding almost double the pages and more than double images and diagrams covering diverse areas,
and each one has been a key to the completion of this book and deserves a separate acknowledgement.
When Pearson India approached me initially to work on the 4th edition of Physical Geography, I felt over-
whelmed. I would like to thank, first and foremost, the Pearson India team for entrusting me the responsibility
to bring this wonderful book into life again!
I am more than grateful to H.R. Nagaraja, who not only encouraged for an contemporary adaptation, but
albeit retaining its identity, understood the need for an overhaul with latest examples, cases-studies and pictures
as there was no existing repository of diagrams and pictures present in earlier editions and more than fifty years
had gone between the original text and current requirement of students. It is only because of that, a structure
of each chapter was relooked into and visualized in four colours. I would equally like to thank Nandini Basu, for
her continuous support, meticulous suggestions, giving new ideas and inputs to the book (analyzing chapter content,
developing pedagogy, creating art works, modifying chapter end questions, etc.), flexibility and understanding the necessity
of including satellite based images with features marked and adding new pictures from different sources, field
experiences including mine. I also would like to thank Priyankia Dey, R&P Project Manager for taking permis-
sion clearances wherever required and putting it all together in a systematic way. My thanks also extends to Vipin
Kumar from the production team for the creativity and patience in handling each page, all team members of the
publishing team are most responsible for the coherent, well designed book that evolved from my initial drafts.
I must express my gratitude to our new Principal Dr. Vibha Singh Chauhan for enabling academic environment
for pursuing additional academic works. I am also grateful to my Ph.D student Peerzada Raouf Ahmad for his
helpful comments and my student research assistants of different projects including Rohit Kumar, JitendraTiwari
and Jitender Rathore for their constructive feedback on each diagram, each image and early versions of chapters.
I like to thank Rohit Kumar for reviewing the chapter end questions. I am further grateful to my u ndergraduate
students at Kirori Mal College who have undertaken many field works with me to places in India, Nepal and
Bhutan—thereby adding value to chapters through pictures, graphics and deep insights within different
geographies.
Special thanks to my husband Premendra, son Dushyant and daughter Jayashree who have always been there
and without their help and support it would have been impossible to dedicate time to complete this book.
Every effort has been made by publishing team to trace and contact copyright holders for their permissions
to reprint material in this book. The publishers would be grateful to hear from any copyright holder who is not
acknowleged and will undertake to rectify any errors or omissions in future editions of this book.
To all of these people, heartfelt thanks.
Seema Mehra Parihar
Thispageisintentionallyleftblank
1 The Solar System:
Positions and Time
Learning Outcomes
After completing this chapter, you should be able to:
● Visualize solar system, inner and outer planets and their positioning.
● Locate the position of a place on the earth’s surface.
● Understand the importance of Sun as the main input in the earth’s energy system.
● Compute different time zones in different locations of the world.
Keywords
Solar System, Earth’s radiation, Latitude, Longitude, Geoid, Greenwich Meridian Time
and International Date Line.
1
1.2 Chapter 1
Introduction
In our solar system, there is the sun and eight planets. The planets are categorized in
two different groups—the terrestrial planets (innermost planets) and gas giants (the
outer planets). We are going to study about these terrestrial planets and outer planets
of the solar system and understand the relevance of positions and time on the earth’s
surface in this chapter. The terrestrial planets include Mercury, Venus, Earth and Mars.
These planets are composed of silicate rocks. The other four planets, i.e., gas giants or
outer planets are Jupiter, Saturn, Uranus and Neptune. These four gas giants are huge
in size and are composed mostly of helium and frozen hydrogen (no solid surface).
FIGURE 1.1 The Sun and the Eight Primary Planets of our Solar System.
The Solar System: Positions and Time 1.3
order of distance from the sun is: Mercury—57.9 million km; Venus—108.2
million km; Earth—149.6 million km; Mars—227.9 km; Jupiter—778.3 million km;
Saturn—1427.0 million km; Uranus—2871.0 million km; and Neptune—4497.1
million km. The size of the planets is as follows in decreasing order:
Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, Mercury.
In our solar system, the earth is a unique planet which supports life and is thus
termed as the living planet. It is the third planet nearest to the sun, Mercury is the
nearest planet to the sun and Jupiter is the largest planet of our solar system.
Almost all the energy of the solar system is derived from the sun. The surface of the
sun is covered with burning gases at a temperature of about 6000°C. Mercury, the small-
est planet, is nearest to the sun. Some of the planets, e.g., Earth, Jupiter and Saturn,
have small celestial bodies called satellites in orbit around them. The moon is the sat-
ellite of the earth.
Each planet takes a different amount of time to complete one orbit around the
sun. This is because their distances from the sun vary. Mercury completes its orbit in
88 days, which means that 1 year on Mercury lasts for 88 days. The earth completes
its orbit in 365¼ days—the length of 1 year on earth. The moon takes about 27 days
to revolve about the earth.
Table 1.1 provides a brief overview of the eight primary planets in our solar sys-
tem, in order from the inner solar system to outward.
Table 1.1 Overview of the eight primary planets in our solar system
PARAMETER VALUE
Equatorial circumference 40,075 km
Equatorial diameter 12,742 km
Polar circumference 40,024 km
Polar diameter 12,713 km
Total surface area 51,09,00,000 km2
GPS
Topography
H h
soid Geo
Ellip id
H = h - N
Oceans Orthometric Ellipsoidal Height Geoid
Height from GPS Height
FIGURE 1.3 Illustration of Earth’s Geoid Shape and FIGURE 1.4 A Model of Earth’s Gravity Field Made with
Reference of Ellipsoid Data from European Space Agency’s GOCE Satellite.
The Solar System: Positions and Time 1.5
0 –100
–20
2
20
10 40 0
60
10
20
–40
–20
0
–4
–2
–4 0
–40
0
60
–80
–10
–6 0
40
–10
10
0 –10
20
20
0
0
40
10
–20 –10
10 –20
–10
0 –20
20 10
20 10
–20
–10
20
0
10 0
–1
0
–1 20
–1
0
0
0
0 –20
20
10
–1 –1
0 0
–10
0
0 10
20
and different natural phenomena like earthquakes. Scientists have established that
large earthquakes move enough mass to change the gravity field. The change guides
the mechanism of the quake and how much slip and uplift occurred, especially in
offshore areas where it is difficult to observe (earth’s crust) directly.
Full Moon
Moon Earth
Sun
Sun
Sun’s Rays Eclipse of the Moon (Earth Comes Between Moon and Sun)
FIGURE 1.6 The Way the Moon Appears from Earth
FIGURE 1.7 Eclipses of the Moon and Sun.
During its Revolution Around the Earth.
(a)
100% Solar Radiation Of the 53% Reaching Earth’s Surface
33% Reflected into
Space from Top of
Atmosphere 95% Absorbed
from Vertical Rays
14% Absorbed 60% from Oblique Rays
by Atmosphere 5% Reflected with 70% – 90% 10% – 30%
Vertical Rays Absorbed Reflected
Reflected 20% 80% 40% Reflected with
2% 53% Reaches Absorbed Reflected Oblique Rays
Earth’s Surface
51% Absorbed
by Surface
FIGURE 1.9 (a) The Amount of Solar Energy Reflected from and Absorbed by the Earth’s Surface Depends
on The Nature of the Surface;(continued)
1.8 Chapter 1
iation
t Rad
Direc
34
17
ed
Diffus n Reflected by the
a d ia tio
R Atmosphere 6
Deflecte
d
by the E
arth 2
Radiated
Directly to
Space
Transferred
from 17
Earth to Absorbed and
Atmosphere 34 Radiated re-Radiated
from
Atmosph
ere
48 65
Tropopause
(continued) FIGURE 1.9 (b) Earth’s Solar Energy Budget—Notice What Happens to 100 Units of Solar
Energy When it Reaches the Earth’s Atmosphere.
North Pole
90˚ N North Pole 90˚ N
80˚ N 20˚ N
45˚ N 40˚ N
60˚ N 60˚ N
40˚ N 80˚ N
90˚ 20˚ N
45˚ Equator
Equator North
Equator 0˚ Pole
20˚ N
45˚
45˚S 60˚ N
80˚ N
South Pole South Pole
(a) 90˚ S (b) Equator
FIGURE 1.12 A Line of Latitude Gives the
Angular Distance of a Place North or South FIGURE 1.13 Parallels of Latitude on a Globe
from the Equator. (A) from the Side and (B) from the North Pole.
North Pole
North Pole
45˚
45˚
180˚
˚
enwich Meredian 0
0˚
W 45˚ 45˚
es tor
t ua
East Eq
Gre
0˚
45
˚E
˚W
45
90˚ W S 90˚ E Arc NAS = 20,000 km
90˚
13 O
5 Arc NA = 10,000 km
˚W
˚E 0˚
5
A
13
180˚
FIGURE 1.16 Lines of
S
Longitude from Above the
South Pole. FIGURE 1.17 The Length of 90° of
Latitude Along a Line of Longitude.
North Pole
Arctic Circle 66 1/2˚ N How long is 1° of latitude? Figure 1.17 is a diagram of
a hemisphere. Angle NOA is 90° and this is the longitude
of the North Pole or angular distance from the equator
Tropic of Cancer 23 1/2˚ N
(0°). This angle is subtended by arc NA whose length is
one-half of a meridian. On the earth, arc NA has a length
Equator 0˚
of 10,000 km approximately.
If an arc of 10,000 km subtends 90° then an arc of
Tropic of Capricorn 23 1/2˚ S 10,000/90 km subtends 1°, i.e., 1° of latitude represents
111 km approximately.
Antarctic Circle 66 1/2˚ S
How long is 1° of longitude? Every parallel has an
angle of 360° at its centre, and every half-parallel an
South Pole
angle of 180°. If the length of the parallel or the half-par-
North Pole allel is known, then the length of the arc subtended by
90˚ 1° can be calculated. For the equator, this is 111 km, but
66 1/2˚ for other parallels it is less than this because parallels
decrease in size away from the equator.
90˚ N
1 S
23 /2˚
S
Rotation and Time
1 / 2˚
90˚ S
6 6 The sun reaches its highest position in the sky for the
Greenwich Meridian when it lies under the sun. When
this happens, it is said to be 1200 noon local time along
South Pole the meridian. Local time is sometimes called sun time.
Figure 1.19 shows that all places on the Greenwich
FIGURE 1.18 Important Parallels of Latitude.
Meridian have noon at the same time. It follows that all
places on the same meridian have the same local time. Local time at Greenwich is
called Greenwich Mean Time or abbreviated to GMT.
The highest position of the sun for any place can be observed from a study of the
lengths of the shadows cast by a vertical stick. The shortest shadow is cast by the sun
when it is in its highest position in the sky. Study Figure 1.20, which is a sun path
diagram for London.
The Solar System: Positions and Time 1.11
15 5 ˚E
13
00
4
2400 1200 (Noon) Sun’s
N
180˚ 0˚ Rays S
09
0 0 00
03 5 ˚W
45
90˚ W
0600
3
˚W
1
E 23 1
/2˚ N
FIGURE 1.19 When the Earth’s
Rotation Brings Each Meridian
Under the Sun, it is Noon Along that W
Meridian.
N
FIGURE 1.20 Sun Path Diagram for
London for 21St June.
How to calculate the local time from the longitude and GMT
The longitude of Harare (Zimbabwe) is 31°E. This
means that there is a difference of 2 hours 4 minutes from W
lling
between the time at Harare and Greenwich (1° rep- ave are Adv To
resents 4 minutes). If GMT is 0800 hours then the Tr ocks an E
ce
local time at Harare is 1004 hours because Harare is Cl d
15 ˚ E ours
Ea
Ahead Behind
ahead of GMT. H
rth’s otation
Note : In each of these two examples, three facts Night Day 1100
N 15˚ 0˚ Noon
are given. If any two of these are known, the third N
R
15˚
1300
can always be calculated. H
15 W ours
˚
Tr
The significance of the International Date Line av W
Cl e lli n to
Figure 1.22 shows what happens when two trav- o c g f r o m E ack
ks
ellers set off at the same time, say, 1600 hours, a r e P ut B
on a Monday from a place A (longitude 0°). FIGURE 1.21 Time Ahead and Time Behind GMT.
1.12 Chapter 1
1000 Hours One traveller goes westwards and the other eastwards
Monday to a place B (longitude 180°). The traveller going west
calculates the local times at 90°W and 180° to be 1000
hours Monday and 0400 hours Monday, respectively. The
traveller going east calculates the local time at 90°E and
90ºW 0400 hours 180° to be 2200 hours Monday and 0400 hours Tuesday,
Monday
1600 hours respectively.
Monday A 0º N 180º B
In theory, along Meridian 180° it is both 0400 hours
0400 hours Monday and 0400 hours Tuesday. The traveller going west
90ºE Tuesday
crosses this meridian and finds that it is 0400 hours on
Tuesday, i.e., one day has been lost. The traveller going
east crosses this meridian and finds that it is 0400 hours on
2200 Hours
Monday Monday, i.e., one day has been gained. The line at which a
day is lost or gained is called the International Date Line.
This line follows Meridian 180° except where it crosses
land surfaces. To avoid confusion to the peoples of these
160ºE 180º 160ºW
regions the line bends around them so passing over a sea
surface.
60ºS
FIGURE 1.22 The International Date Line.
FIGURE 1.23 The World’s Time Zones, Shown at GMT 12 Noon.
The Solar System: Positions and Time 1.13
1.14 Chapter 1
Key Facts
●● The IAU is the international astronomical organization that brings together
distinguished astronomers from all nations of the world with a mission to
promote and safeguard the science of astronomy in all its aspects through
international cooperation.
●● The solar system consists of the sun, the eight planets Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus and Neptune.
●● A new distinct class of dwarf planets was introduced in IAU Resolution in
2006.
●● The first member of the ‘dwarf planet’ category are Ceres, Pluto, and 2003
UB313.
●● The sun is the main input into the earth’s energy system.
●● Position on the earth’s surface is defined by latitude and longitude.
●● 1° of longitude represents 4 minutes of time.
●● A country of great longitudinal width has several time zones as, e.g., USSR is
divided into 11 time zones.
●● The whole of India operates to a single time zone (IST). It is 5:30 hours
(5 hours 30 minutes) ahead of Greenwich Meridian Time (GMT + 5.5)
The Solar System: Positions and Time 1.15
EXERCISE 1
Multiple Choice Questions
Direction: For each of the following questions four/five options are provided, select the correct a nswer.
1. An important announcement was broadcasted from London at 3.40 p.m. GMT. This was picked up by
the navigator of a ship anchored off the coast of West Africa in longitude 10°W. What was the local time
for the ship?
(a) 4.20 p.m. (b) 3.20 p.m.
(c) 4.00 p.m. (d) 3.00 p.m.
(e) 2.40 p.m.
2. Which of the following does not belong to the solar system?
(a) Asteroids (b) Comets
(c) Nebula (d) Planets
3. The scientist who discovered that the earth revolves round the sun was
(a) Newton (b) Copernicus
(c) Einstein (d) Dalton
4. Which one of the following statement is correct about the innermost Planets?
(a) The surfaces of these planets are almost solids.
(b) They are composed of silicates rocks.
(c) They are called terrestrial planets.
(d) All of the Above.
5. Arrange the following in decreasing order of size and select correct answer from the code given below:
(a) Saturn (b) Jupiter
(c) Earth (d) Uranus
Code:
(1) b, a, d, c. (2) b, d, a, c.
(3) b, c, a, d. (4) b, c, d, a.
6. Which of the two given planets are between Mars and Uranus in order of distance from sun?
(a) Earth and Jupiter (b) Saturn and Neptune
(c) Jupiter and Saturn (d) Saturn and Earth
7. Which of the following is not a great circle on the globe
(a) Prime Meridian Line (b) 60°North Latitude
(c) 60°East Longitude (d) Equator
8. Among the following cities which one lies in the farthest North?
(a) Beijing (b) New Delhi
(c) New York (d) Rome
9. When it is mid-day in the Greenwich, local time of a place is 5 O’clock evening. At which of the following
longitudes (meridians) will that place be located
(a) 75° West (b) 150° East
(c) 75° East (d) 150° West
10. The basis of deciding standard time of any place is
(a) Longitude (b) International Date Line
(c) Prime Meridian (d) Latitude
1.16 Chapter 1
EXERCISE 2
Long Answer Type Questions
Direction: Answer the following questions in 150 words.
1. Suppose an international boxing match is to be held in Birmingham (latitude 52°30’N; longitude
1°50’W), and is scheduled to start at 9.00 p.m. local time on 26th June. The contestants will come from
France and Australia and the referee will be from Manila, in the Philippines (latitude 14°36’N; longitude
120°59’E). Calculate the time and date that listeners in the following cities will have to tune in their
radios for the start of the contest:
(a) Paris, France (latitude 48°52’N; longitude 2°20’E);
(b) Sydney, Australia (latitude 33°55’S; longitude 151°10’E);
(c) Manila, the Philippines.
2. Imagine the whole of South America became federated into one state with Buenos Aires as its capital.
What arguments can you produce for and against the whole state being in one time zone with a common
federal time, that of the capital?
3. Briefly explain the meaning of global energy balance and account for what happens to the input of solar
energy.
4. Give a detailed account of earth’s radiation budget with diagram.
5. Discuss the shape of the earth with reference to a geoid
The Solar System: Positions and Time 1.17
Answer key
Exercise 1
1. (d) 2. (d) 3. (b) 4. (d) 5. (1)
6. (c) 7. (b) 8. (d) 9. (c) 10. (d)
11. (a) 12. (b) 13. (a) 14. (c) 15. (c)
Thispageisintentionallyleftblank
2 Plate Tectonics: The
Earth’s Structure
and Landforms
Learning Outcomes
After completing this chapter, you will be able to:
Keywords
Lithosphere, Tectonic Plates, Isostasy, Crust, Plate Boundary, Plate Movement, Rocks,
Vulcanicity, Volcano, Crater, Earthquake, Faults, Folds, Mountain, Plains, Rift Valley and
Plateau
1
2.2 Chapter 2
Introduction
1990
1996
Earth’s structure and tectonic activity is the base for
understanding the living planet that shapes its surface.
We start our discussion in this chapter with concept
Crust Fastest of structure of earth, buoyancy principle, i.e., isostasy,
Route for plate motion with reference of theory of plate tecton-
Mantle
Seismic ics, major rocks and other internal process, i.e., volca-
Liquid Waves
nism, earthquake, folding and faulting. Earth’s systems
Outer Core Solid
operates within its interior and are structured in three
Inner Core
parts crust, mantle and core that play a key role in form-
ing the rigid slabs of lithospheric plates, seismic flow of
energy and rock material of its surface. Moreover, the
topography of earth’s surface is shaped by the move-
ment of mass and energy and its interaction between
atmosphere and hydrosphere with the lithosphere.
Conrad
Discontinuity—
Between Upper
Mohorovičić & Lower Crust
Discontinuity—
Between Lower
Crust & Upper Crust
Mantle
Upper Mantle
Repetti
Discontinuity—
Between Mantle
Upper &
Lower Mantle
Outer Core
Gutenberg
Discontinuity— Inner Core
Between Lower (continued)
Mantle & Outer Lehmann Figure 2.2 Thickness of the
Core Discontinuity— Earth’s Crust in Relation to
Between Outer the Whole Earth (Not Drawn
& Inner Core
to Scale).
Eurasian
plate
Juan de fuca North American
plate plate
Arabian
plate Filipino
Caribbean African plate plate
Cocos plate
Pacific plate
plate
Indian
Pacific plate plate
South American
plate
Nazca plate
Easter plate Australian plate
Juan Fernandez
plate
Scotia plate
Antarctic plate
FIGURE 2.3 The Boundaries of the Major and Minor Plates. There are Either Ocean Ridges or Ocean Trenches
Along the Boundaries of the Plates.
The outpourings of lava, which are known as volcanic eruptions(refer figure 2.24) are
mainly confined to the zones of weakness in the crust. These zones are also f requently
shaken, often violently, by rapid movements in the crust. Such m
ovements are called
earthquakes. The zones of weakness divide the crust into s everal large pieces called
plates (Figure 2.3).
2.4 Chapter 2
Compared with mantle, the crust consists of solid stable rocks, which are lighter than
the viscous magma of the mantle. In this respect, the crustal plates can be regarded as
'floating' on the magma. There is evidence that movements in the magma are drag-
ging along the overlying crustal plates. The continental plates carrying South America
and Africa are being dragged apart causing the crust beneath the central part of the
Atlantic to be stretched. In this zone, the magma thrusts into the ocean floor forming
a chain of volcanoes and the outpourings of lava spread out to form new crust. These
areas are sometimes called submarine ridges or spreading zones. We shall see later how
some of these volcanoes reach the surface in Iceland. Similar movements are taking
place beneath the Indian and Pacific Oceans. Since the crust forms a complete cover-
ing to the mantle, plates which move apart result in other plates moving toward each
other. Where plates collide, one plate will be dragged down as the other plate rides
up over it. As the edge of the plate which subsides is forced down into the underlying
magma, a trench forms in which there is considerable volcanic activity (Figure 2.4).
The plate concept is known as plate tectonics. It is what is happening along the
plate boundaries that is important.
Plate O Plate O
Magma Plate C
Plate C
Spreading Continental Rises
Zone Zone of Crust
Sub- Ocean Crust
duction Mantle
FIGURE 2.4 A Submarine Ridge, Often with Volcanoes, Forms as Magma Bursts to the Surface when Two
Oceanic Plates (O) Move Apart. The Zone Where this Happens is Called the Spreading Zone, and it is here that
the New Crust is Formed. When an Oceanic Plate and a Continental Plate C Collide, the Oceanic Plate is Thrust
Down into the Magma Where it Melts in a Subduction Zone. A Trench Forms here and Active Volcanoes Develop.
Isostasy
The word Isostasy is derived from the Greek word ‘iso-stasios,’ which means “equal
standing” (in equipoise) that attaining hydrostatic equilibrium—the position of litho-
spheric plates alters vertically as per its thickness and density. American geologist
Clarence Dutton introduced “Isostasy” term in 1889 to describe this state of balance or
state of equilibrium that exists between mountain ranges, plateaus, and large upstand-
ing areas of the earth's surface. The concept of isostasy came in the mind of geologists
but the concept grew out of attraction of giant mountainous masses (Figure 2.5).
Plate Tectonics: The Earth’s Structure and Landforms 2.5
Field Experiences
Two field experiences with one expedition led by Pierre Bouguer and second by Sir George Everest noted some
discrepancy in the latitudinal value of both the locations. Pierre Bouguer during his expedition of the Andes
in 1735–1745 noted that “the towering volcanic peak of Chimborazo was not attracting the plumb line, as it
should have done and thus maintained that the gravitational attraction of the Andes is much smaller than
that to be expected from the mass represented by these mountains”. Similar discrepancies were noted by Sir
George Everest (1859), the then Surveyor General of India during the geodetic survey of the Indo-Gangetic
plain noted the latitudinal position of Kalianpur and Kaliana (370-miles apart) near the Himalayas using
both triangulation and astronomical methods. The difference between the two results amounted to 5.236
seconds with the result obtained through triangulation noted as 5° 23’ 42.294 and the result obtained through
astronomical method as 5° 23’37.058.
Kaliyana
This concept was also proposed by Sir George Airy and
Archdeacon Pratt. According to Airy, the inner part of the
mountains cannot be hollow; rather the excess weight of Kalianpur
the mountains is compensated (balanced) by lighter mate-
rials below. According to him, the crust of relatively lighter
material is floating in the substratum of denser material. Less Dense
In other words, “sial” is floating over “sima.” Thus, the Rock
Himalayas are floating in denser glassy magma. According Rock Beneath Plain Must Be
to Airy, “the great mass of the Himalayas was not only a Denser than Mountain
surface phenomenon—the lighter rocks of which they are
composed do not merely rest on the level surface of denser
material beneath, but as a boat in water, sink into the denser Towards Centre Observed Expected
material. Airy postulated, “if the land column above the of the Earth Deflection Deflection
substratum is larger, its greater part would be submerged in FIGURE 2.5 Sir George Everest Experiment—
the substratum and if the land column is lower, its smaller Deflection of Plumb Bob Due to Gravity.
part would be submerged in the substratum.” According
to Airy, the density of different columns of the land (e.g.,
mountains, plateaus, plains, etc.) remains the same. In other words, density does not
change with depth, that is, “uniform density with varying thickness.”
It is a gravitational adjustment of earth’s crust that is based on the principle of
“buoyancy” (Archimedes). In the case of isostatic equilibrium, one unit of lithospheric
plates will stand higher than another due to its lower density (Pratt model or crustal
density) and if it is of the same density but thicker (Airy model or crustal thickness)
or it is a combination of both greater thickness and lower density (figure). In other
words, it considers rigid slabs of the earth, i.e., crust to be buoyantly maintained in
an underlying fluid medium, i.e., mantle and free to move vertically. The movement
of these slabs will continue until their weight is exactly balanced by their buoyancy
and this state is called isostatic equilibrium. Due to the greater thickness and lower
density of continental crusts, they stand higher in comparison with oceanic crust. In
most cases, the great differences in elevation are related to variation in crustal thick-
ness within the continents and the area of high elevations commonly being caused by
deep roots of floating crustal plates in mantle. Pratt postulated, “Elevation is inversely
proportionate to density” it means, the higher the altitude of the mountain, the lower
its density. Airy postulated, “the roots of the mountain is extended down into the
mantle.” The same pattern may be demonstrated by taking wooden pieces of varying
lengths (Figure 2.6) and if we put them into the basin of water, these would sink in
the water according to their lengths.
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powers of the priesthood and the ritual of the Church. Those
aspirations which had been the boast of Rome in the few, became
her terror in the many. The Quietest might believe himself sincere in
orthodoxy, might choose him a director, and might reverence the
sacraments. But such abasement and such ambition—distress so
deep, and aims so lofty—would often prove alike beyond the reach
of the ordinary confessional. The oily syllables of absolution would
drop in vain upon the troubled waves of a nature thus stirred to its
inmost depths. And if it could receive peace only from the very hand
of God, priestly mediation must begin with shame to take a lower
place. The value of relics and of masses, of penances and
paternosters, would everywhere fall. An absolute indifference to self-
interest would induce indifference also to those priestly baits by
which that self-interest was allured. Such were the presentiments
which urged the Jesuits of Rome to hunt down Molinos, with all the
implacability of fear. The craft was in danger. Hinc illæ lachrymæ.
I.
II.
III.
IV.
V.
The two most influential Directors at St. Cyr were Godet des
Marais, Bishop of Chartres, and Fénélon. These two men form a
striking contrast. Godet was disgusting in person and in manners
—a sour ascetic—a spiritual martinet—devoted to all the petty
austerities of the most formal discipline. Fénélon was dignified
and gentle, graceful as a courtier, and spotless as a saint—the
most pure, the most persuasive, the most accomplished of
religious guides. No wonder that most of the young inmates of
St. Cyr adored Fénélon, and could not endure Godet. Madame
de Maintenon wavered between her two confessors; if Fénélon
was the more agreeable, Godet seemed the more safe. Godet
was miserably jealous of his rival. He was not sorry to find that
the new doctrines had produced a little insubordination within the
quiet walls of St. Cyr—that Fénélon would be compromised by
the indiscretion of some among his youthful admirers. He
brought a lamentable tale to Madame de Maintenon. Madame du
Peron, the mistress of the novices, had complained that her
pupils obeyed her no longer. They neglected regular duties for
unseasonable prayers. They had illuminations and ecstasies.
One in the midst of sweeping her room would stand, leaning on
her broom, lost in contemplation: another, instead of hearing
lessons, became inspired, and resigned herself to the operation
of the Spirit. The under-mistress of the classes stole away the
enlightened from the rest, and they were found in remote corners
of the house, feasting in secret on the sweet poison of Madame
Guyon’s doctrine. The precise and methodical Madame de
Maintenon was horrified. She had hoped to realize in her institute
the ideal of her Church, a perfect uniformity of opinion, an
unerring mechanism of obedience. We wished, said she, to
promote intelligence, we have made orators; devotion, we have
made Quietists; modesty, we have made prudes; elevation of
sentiment, and we have pride. She commissioned Godet to
reclaim the wanderers, to demand that the books of Madame
Guyon should be surrendered, setting herself the example by
publicly delivering into his hand her own copy of the Short
Method. She requested Madame Guyon to refrain from visiting
St. Cyr. She began to doubt the prudence or the orthodoxy of
Fénélon.[346] What would the king say, if he heard of it—he, who
had never liked Fénélon—who hated nothing so much as heresy
—who had but the other day extinguished the Quietism of
Molinos? She had read to him some of Madame Guyon’s
exposition of the Canticles; and he called it dreamy stuff.
Doctrines really dangerous to purity were insinuated by some
designing monks, under the name of Quietism. The odium fell on
the innocent Madame Guyon; and her friends would necessarily
share it. Malicious voices charged her with corrupting the
principles of the Parisian ladies. Madame Guyon replied with
justice,—‘When they were patching, and painting, and ruining
their families by gambling and by dress, not a word was said
against it; now that they have withdrawn from such vanities, the
cry is, that I have ruined them.’ Rumour grew more loud and
scandalous every day: the most incredible reports were most
credited. The schools, too, had taken up the question of
mysticism, and argued it with heat. Nicole and Lami had
dissolved an ancient friendship to quarrel about it,—as Fénélon
and Bossuet were soon to do. No controversy threatened to
involve so many interests, to fan so many passions, to kindle so
many hatreds, as this variance about disinterestedness, about
indifference, about love.
The politic Madame de Maintenon watched the gathering storm,
and became all caution. At all costs, she must free herself from
the faintest suspicion of fellowship with heresy. She questioned,
on the opinions of Madame Guyon, Bossuet and Noailles,
Bourdaloue, Joly, Tiberge, Brisacier, and Tronson; and the
replies of these esteemed divines, uniformly unfavourable,
decided her. It would be necessary to disown Madame Guyon:
her condemnation would become inevitable. Fénélon must be
induced to disown her too, or his career was at a close; and
Madame de Maintenon could smile on him no longer.[347]
Madame Guyon, alarmed by the growing numbers and
vehemence of her adversaries, had recourse to the man who
afterwards became her bitterest enemy. She proposed to
Bossuet that he should examine her writings. He complied; held
several private interviews with her, and expressed himself, on
the whole, more favourably than could have been expected. But
these conferences, which did not altogether satisfy Bossuet,
could do nothing to allay the excitement of the public.[348]
VI.
VII.
To any one who reads these Articles, and the letter written by
Fénélon to Madame de la Maisonfort, after signing them, it will
be obvious that the Quietism of Fénélon went within a moderate
compass. When he comes to explain his meaning, the
controversy is very much a dispute about words. He did not, like
Madame Guyon, profess to conduct devout minds by a certain
method to the attainment of perfect disinterestedness. He only
maintained the possibility of realizing a love to God, thus purified
from self. He was as fully aware as his opponents, that to evince
our love to God by willingness to endure perdition, was the same
thing as attesting our devotion to Him by our readiness to hate
Him for ever. This is the standing objection against the doctrine
of disinterested love. The great Nonconformist divine, John
Howe, urges it with force. It is embodied in the thirty-second of
the Articles in question. But it does not touch Fénélon’s position.
His assertion is, that we should will our own salvation only
because God wills it; that, supposing it possible for us to endure
hell torments, retaining the grace of God and our consciousness
that such suffering was according to His will, and conducive to
His glory, the soul, animated by pure love, would embrace even
such a doom.[353] It is but the supposition of an impossible case,
—a supposition, moreover, which involves a very gross and
external conception of hell. It could find no place in a mysticism
like that of Behmen or Swedenborg, where hell is regarded,
much more truly, less as an infliction from without, than as the
development of dominant evil from within. The Quietism of
Fénélon does not preclude the reflex actions of the mind, or
confine the spirit of the adept to the sphere of the immediate. It
forbids only the introspection of self-complacency.[354] It does not
merge distinct acts in a continuous operation, nor discourage
effort for self-advancement in holiness, or for the benefit of
others—it only teaches us to moderate that impatience which
has its origin in self, and declares that our own co-operation
becomes, in certain cases, unconscious—is, as it were, lost in a
‘special facility.’[355] The indefatigable benevolence of his life
abundantly repudiates the slanderous conclusion of his
adversaries, that the doctrine of indifference concerning the
future, involves indifference likewise to moral good and evil in the
present. Bossuet himself is often as mystical as Fénélon,
sometimes more so.[356] St. Francis de Sales and Madame de
Chantal said the very same things,—not to mention the unbridled
utterances of the earlier and the mediæval mystics canonized by
the Church of Rome. Could the controversy have been confined
to the real question, no harm would have been done. It would
have resembled the duel, in Ben Jonson’s play, between
Fastidious Brisk and Signor Puntarvolo, where the rapiers cut
through taffeta and lace, gold embroidery and satin doublets, but
nowhere enter the skin. Certain terms and certain syllogisms, a
well-starched theory, or an argument trimmed with the pearls of
eloquence—might have been transfixed or rent by a dexterous
pen, on this side or on that, but the prize of the conqueror would
not have been court favour, nor the penalty of the conquered,
exile. Theologians might have written, for a few, the learned
history of a logical campaign, but the eyes of Europe would
never have been turned to a conflict for fame and fortune raging
in the Vatican and at Versailles, enlisting every religious party
throughout Roman-catholic Christendom, and involving the rise
or fall of some of the most illustrious names among the
churchmen and nobility of France.
VIII.
IX.