2.

Geog 1 Artifact and Reflection 2: Evidence of Course Student Learning Outcome 2: Atmospheric
Hazard Map
1.

Student Learning Outcome 2 is to demonstrate global literacy and awareness by analysis

and interpretation of the complex global patterns and processes of the atmosphere, lithosphere,
hydrosphere, and biosphere.

2.

I chose my Atmospheric Hazard Map as a representative artifact as my example of Student

Learning Outcome 2 because I spent a lot of time pouring research into my map sets. I also
could have chosen the Hazard Field Trip Pamphlet, which I created for the group project, among
other contributions, or collectively used all of my hazard map sets as artifacts, but I thought it
would be easier to zoom in and focus on one particular map set, to reflect on and evaluate the
skills I had to employ. This assignment is not the only artifact that I have that demonstrates
Student Learning Outcome 2, but I think it is a very good representative sample.

3.

The specific skills and knowledge from Student Learning Outcome 2 that were utilized by
completing this assignment pretty fully encompass the learning outcome. By nature, the
assignment calls for the student to analyze and interpret the pattern and process of an
atmospheric hazard on a local, regional, and global scale. In doing this, I had to compare and
contrast spatial variation by closely observing patterns that cropped up when I selected relevant
data or added layers to an online base map. I also compiled and organized the hazard pattern
in maps on local, regional, and global scales (as well as fit the maps with appropriate titles, scale
bars, and north arrows) so that the hazard patterns would be better revealed and more easily
compared. Then, after researching the patterns that I saw on the map, I then proceeded to

analyze and interpret the global physical geography patterns that were relevant to the
atmospheric hazard (in this case lightning storms, and resulting fire risk) such as jet streams, air
pressure, climate, wind currents, air temperature, and vegetation (in this instance; underbrush
serving as dead fuel for wildfire risk) at global, regional and local scales. As well, I
demonstrated global literacy and awareness in this exercise by not only employing these skills to
identify, understand, interpret, and analyze the atmospheric hazard and the process by which it
occurs and reach a logical conclusion from my research, but also providing possible
preventionary solutions.

4.

My skills of researching, understanding, and analyzing geographical data have definitely

developed with the completion of this assignment, and I also have further developed and applied
knowledge from readings and previous understandings of weather and storming, as well as fire
risk. I had not previously known that lightning was the cause of so many wildfires in the Carnduf
area, much less about the whereabouts of Carnduf, or Winnepeg for that matter. This
assignment also allowed me to apply my understanding of air pressure systems and wind current
and their relationship to weather. I am more of a kinesthetic and auditory learner. Visuals can
be helpful, but actually hearing the information or working with and applying it helps me
understand concepts, so this exercise was very helpful!