The third student learning outcome (SLO 3) states that a student should be able to

evaluate geographic research questions and test solutions to (Course Syllabus) difficult real
world examples of geography problems. Specifically, a student is able to explain the effects of
the earths position in space relative to time, seasons, the calendar, length of day and average
temperature; list and analyze the main parts of an atlas, and locate any world place of feature in
the atlas; analyze and construct a world outline map (Course Syllabus). Simply put, a student is
able to put together a map of whatever area is given to them and be able to read an already made
map; and through such, analyze what certain areas of the world is experiencing depending on its
location to the sun.
To show my understanding in completion of the third student learning outcome, Ive
chosen my assignment from Discussion 5, where we were supposed to interpret climatic data
and describe locations in the 11 major climate types of the world (Discussion 5). I chose this
assignment because I believe that I have fully demonstrate my skills in analyzing the climate of
Kakarta, Indonesia and Cairo, Egypt. I was able to use the climograph and then used the data
presented and its geographical location to determine what type of temperature it will experience
throughout the year. For example, because Kakarta, Indonesia is in a tropical climate, I
concluded that it will experience a warm to hot temperature all year long filled with a
tremendous amount of rainfall, however, Cairo, Egypt is quite the opposite as Kakarta. Because
Cairo, Egypt is near the equator of Earth, it will experience a warm to hot temperature all year
long just like Kakarta. However, Cairo is in a desert climate, where water condensation is far and
few within the year. Through the understanding of this data, I was able to further push the
boundaries of my knowledge and develop research questions such as how does Cairo, Egypt
manage their water supplies when they only gets an average of an inch of rainfall annually.

Although I cannot test this research question, I am able to go online and research for the
necessary data that answers my question. However, as I research further into the original topic, I
began to think how does this lack of rainfall annually affect the agriculture of Cairo, specifically
what type of agricultural plant is possible with Cairo? This transition in research topics is just
one way that I believe I have demonstrated that I am able to evaluate geographic research
questions through real world examples.
However, I do not believe we ever put together a map outline for the course but we did
have to use Google Earth to complete many of our labs which required us to have proficient
knowledge and skills in map reading and interpreting the landform and data given to us through
Google Earth. Often times we would be given a geographic location and will be prompted to
answer questions such as what could the direction this hurricane takes or where was the
hurricane the strongest based on the given map.
A couple ways that my knowledge or skills has grown is that Ive begun to develop
further questions about the data I have in hand rather than just interpreting the data. I have begun
to question what are the effects the geographical patterns have on an area. Rather than just
analyzing the data from a far away standpoint, I am now able to question it and bring it into more
real world related questions.