11.3. EXERCISES

1. Multiple choice questions.

(i) Which one of the following is suitable for Koeppen’s “A” type of climate? (a) High rainfall in all the months (b) Mean monthly temperature of the coldest month more than freezing point (c) Mean monthly temperature of all the months more than 18° C (d) Average temperature for all the months below 10° C

(ii) Koeppen’s system of classification of climates can be termed as : (a) Applied (b) Systematic (c) Genetic (d) Empirical

(iii) Most of the Indian Peninsula will be grouped according to Koeppen’s system under: (a) “Af” (b) “BSh” (c) “Cfb” (d) “Am”

(iv) Which one of the following years is supposed to have recorded the warmest temperature the world over? (a) 1990 (b) 1998 (c) 1885 (d) 1950

(v) Which one of the following groups of four climates represents humid conditions? (a) A—B—C—E (b) A—C—D—E (c) B—C—D—E (d) A—C—D—F

This chunk highlights a series of multiple choice questions focusing on the Koeppen climate classification and general climate knowledge. Each question presents options that reflect different aspects of climate classification, helping students reinforce their understanding.

Think of answering multiple choice questions as a game show where you need to select the correct answer from a list of options based on your knowledge of climates and environmental science.

2. Answer the following questions in about 30 words.

(i) Which two climatic variables are used by Koeppen for classification of the climate?

(ii) How is the “genetic” system of classification different from the “empirical one”?

(iii) Which types of climates have very low range of temperature?

(iv) What type of climatic conditions would prevail if the sun spots increase?

Here, students are asked to provide concise answers to focused questions that test their understanding of Koeppen's classification system and various climate concepts. Responding in about 30 words emphasizes brevity and clarity of knowledge.

Consider this exercise as a quiz where you need to summarize key lessons as if explaining to a friend—this boosts retention and helps clarify understanding.

3. Answer the following questions in about 150 words.

(i) Make a comparison of the climatic conditions between the “A” and “B” types of climate.

(ii) What type of vegetation would you find in the “C” and “A” type(s) of climate?

(iii) What do you understand by the term “Greenhouse Gases”? Make a list of greenhouse gases.

These questions require students to delve deeper into climate classification, vegetation types related to climates, and greenhouse gases—all fundamental aspects in understanding physical geography and climate science. Analyzing these topics expands critical thinking and enhances comprehension.

Imagine discussing climate with a friend; you need to explain why certain plants grow in specific climates or the impact of greenhouse gases on global warming. This comparison aids in grasping the bigger picture of environmental science.

Project Work

Collect information about Kyoto declaration related to global climate changes.

This project task encourages students to explore real-world climate agreements, like the Kyoto Protocol. Researching this topic provides insight into international efforts to combat climate change and fosters a sense of responsibility towards the environment.

Think of this project as planning a community activity to help the environment. Researching and presenting solutions like the Kyoto Protocol helps students understand collective efforts needed to address climate issues.

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