andrew clarke ba dip tchg - infobase · plate collision is associated with earthquakes, tsunamis,...
TRANSCRIPT
ADDITIONAL RESOURCES
The destructive and unexpected nature of earthquakes has
remained a constant threat since civilisation began. Suitable
for all secondary audiences, this two-part program firstly
examines the scientific aspects to an earthquake, focusing on
the earth’s structure and the changes which take place both
before and after a seismic event. The second part is an in-
depth case study of the February 2011 earthquake in
Christchurch. A devastating event for the city’s residents and
surrounding landscape, viewers hear firsthand accounts from
seismology experts, emergency response leaders, rebuilding
and reconstruction co-ordinators, and locals. The impact and
response to the quake has changed the lives of many New
Zealanders, and although the future remains uncertain the
spirit of the people has proven to be inspirational.
Duration of resource: 30 Minutes
Year of Production: 2013
Stock code: VEA12027
Resource written by:
Andrew Clarke BA Dip Tchg
Natural Hazards
The Christchurch Earthquake: A Case Study
2
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You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
For Teachers
Introduction This video profiles the Christchurch earthquake as an example of a natural hazard. What caused the earthquake? What were the impacts of the earthquake and what have we learnt from this natural disaster? Experts such as Dr Mark Quigley from the University of Canterbury help us to answer these questions.
Timeline 00:00:00 Lead-in 00:00:52 What causes an earthquake? 00:05:57 Where do earthquakes occur? 00:10:33 Impact of earthquakes on the physical and built environment 00:17:09 Social impacts of an earthquake 00:22:12 Learning from earthquakes and reducing risk 00:28:40 Credits 00:29:44 End program
Related Titles Rotorua: A Case Study in Sustainable Tourism Māori Land Protests – Hikoi and Bastion Point The Treaty of Waitangi: An Introduction
Recommended Resources
• http://www.teara.govt.nz/en/historic-earthquakes/13/5
• www.getthru.govt.nz/
• http://geonet.org.nz/canterbury-quakes/
• http://earthquake.usgs.gov/earthquakes/recenteqsww/Quakes/us2010rja6.php#maps
Natural Hazards
The Christchurch Earthquake: A Case Study
3
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
Student Worksheet
Initiate Prior Learning 1. Have you ever experienced an earthquake? Share your experience with the class. ____________________________________________________________________________________ 2. a) Do earthquakes occur in your country? ____________________________________________________________________________________
b) If so, where do they occur? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
c) Why do they occur in some places and not others? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. Describe what you would do if an earthquake struck where you live. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
Natural Hazards
The Christchurch Earthquake: A Case Study
4
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
Active Viewing Guide What causes an earthquake? 1. a) What are the two types of waves referred to in the video? ____________________________________________________________________________________ ____________________________________________________________________________________
b) How are they different? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. Explain how the depth of the focus will influence the amount of damage caused by the earthquake.
You may wish to use a diagram to support your answer. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. a) Name the scale that is used to measure an earthquake. ____________________________________________________________________________________
b) How much stronger is an earthquake measuring 7 on this scale than one measuring 8? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
Natural Hazards
The Christchurch Earthquake: A Case Study
5
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
4. When plates collide they can cause a variety of hazards. Draw diagrams to illustrate the types of
hazards associated with colliding plates. 5. Record the examples of fold mountains that are referred to in the video. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Where do earthquakes occur? 6. Describe the relationship between earthquake occurrence and plate boundaries as shown on the
world map. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 7. Record some of the characteristics of the Pacific Ring of Fire. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
Natural Hazards
The Christchurch Earthquake: A Case Study
6
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
8. How can scientists such as Dr Mark Quigley know where large active faults lie? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 9. The narrator states,’…however, knowing the likelihood of an earthquake occurring doesn’t always
mean that a city or country will act to reduce its impact.’ Explain why this might be the case. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 10. Dr Mark Quigley suggests that earthquakes in the future will be responsible for even greater death
tolls. Assess why this statement could be considered correct or incorrect. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
Natural Hazards
The Christchurch Earthquake: A Case Study
7
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
Impact of earthquakes on the physical and built environment 11. Explain why the February 2011 aftershock, while smaller than the September 2010 earthquake,
caused greater damage. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 12. Construct a star diagram to illustrate the impacts of the earthquake on the landscape.
Natural Hazards
The Christchurch Earthquake: A Case Study
8
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You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
Social impacts of an earthquake 13. Describe the social impact of the earthquakes, as described by two Christchurch residents.
Resident’s name: ________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
Resident’s name: ________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Learning from earthquakes and reducing risk 14. Record three ways that earthquake damage could be minimised through effective planning. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 15. Suggest any other ways of reducing earthquake damage. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
Natural Hazards
The Christchurch Earthquake: A Case Study
9
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
Extension Activities 1. Investigate an earthquake that has struck a developing country such as Haiti. Compare the event in
Christchurch with your own chosen case study. Consider:
• the cause of the earthquake
• the impact on the physical environment
• the impact on people 2. Research and report back to the class about any earthquake events in your area. 3. Construct a summary table to document the impacts of the Christchurch earthquake. Consider the
following classifications to structure your work
• long term impacts
• short term impacts
• physical impacts
• human impacts
• positive impacts
• negative impacts 4. To what extent do negative effects outweigh the positive consequences following an earthquake?
Justify your decision. 5. Investigate how buildings can be made to be earthquake-proof. 6. Organise an earthquake drill for your school. This could include an advertising campaign to educate
people on what to do in an earthquake. It could also involve conducting an actual drill. 7. Evaluate how prepared you are should you have to cope with an earthquake. 8. a) Survey the class to determine how many people have an emergency kit.
b) Use the results of the survey to assess how well prepared the class is for an emergency.
c) Design a marketing campaign to inform people of what they should have in an emergency kit. 9. In October 2012 a group of Italian scientists were jailed for 6 years. The judge decided that the
scientists had not provided adequate warning prior to an earthquake that occurred in L’Aquila. The earthquake caused 300 deaths. Do you agree or disagree that scientists should be held responsible in this way? Justify your decision.
Natural Hazards
The Christchurch Earthquake: A Case Study
10
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
Suggested Student Responses
Initiate Prior Learning 1. Have you ever experienced an earthquake? Share your experience with the class.
Answers will vary depending on personal experiences.
2. a) Do earthquakes occur in your country?
b) If so, where do they occur? c) Why do they occur in some places and not others? Answers will vary. Students may nominate areas that are prone to earthquakes and ideally will draw a link to
plate boundaries.
3. Describe what you would do if an earthquake struck where you live.
An opportunity for students to assess how informed they are and how prepared they might be should an
earthquake occur. Students might consider what they would do during the event and immediately after an
earthquake. Students may refer to emergency kits and what items they should contain.
Natural Hazards
The Christchurch Earthquake: A Case Study
11
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
Active Viewing Guide What causes an earthquake? 1. a) What are the two types of waves referred to in the video?
P and S waves (Primary and Secondary)
b) How are they different?
They move in different ways. P waves are associated with a jolting movement whereas S waves move in a
more transverse manner.
2. Explain how the depth of the focus will influence the amount of damage caused by the earthquake.
You may wish to use a diagram to support your answer. Typically, a deep focus will cause less damage than a shallow focus. Other factors will include the strength of
the buildings at the epicentre, the size of the settlement, the strength of the actual earthquake.
3. a) Name the scale that is used to measure an earthquake.
Richter
b) How much stronger is an earthquake measuring 7 on this scale than one measuring 8?
100
4. When plates collide they can cause a variety of hazards. Draw diagrams to illustrate the types of
hazards associated with colliding plates. Plate collision is associated with earthquakes, tsunamis, volcanoes & fold mountains.
5. Record the examples of fold mountains that are referred to in the video.
The Southern Alps and the Himalayas
Where do earthquakes occur? 6. Describe the relationship between earthquake occurrence and plate boundaries as shown on the
world map. A clear pattern exits as earthquake activity occurs on plate boundaries.
7. Record some of the characteristics of the Pacific Ring of Fire.
40,000 km long
Horse shoe shape
Responsible for the majority of volcanoes, tsunamis and earthquakes
8. How can scientists such as Dr Mark Quigley know where large active faults lie?
Scientists know where most of the large active faults are because they leave traces in the landscape of past
major earthquakes.
9. The narrator states,’…however, knowing the likelihood of an earthquake occurring doesn’t always
mean that a city or country will act to reduce its impact.’ Explain why this might be the case. Answers will vary but most likely will dwell on the fact that while authorities may be aware of the risk they
do not have the funds available to manage it.
Natural Hazards
The Christchurch Earthquake: A Case Study
12
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
10. Dr Mark Quigley suggests that earthquakes in the future will be responsible for even greater death
tolls. Assess why this statement could be considered correct or incorrect. Answers will vary but may include: The statement is more correct than incorrect. It is correct because of
population growth in cities located on plate boundaries. Students could argue that it is incorrect by referring
to effective management techniques (prediction, preparation) to reduce the loss. Such management is
typically only found in developed countries.
Impact of earthquakes on the physical and built environment 11. Explain why the February 2011 aftershock, while smaller than the September 2010 earthquake,
caused greater damage. Largely explained by the more shallow focus but students may also refer to the fact that it was closer to the
CBD and that buildings had already been weakened by the previous earthquake.
12. Construct a star diagram to illustrate the impacts of the earthquake on the landscape.
Students could consider both the physical landscape (liquefaction, fissures, rock falls) and the human
landscape/built environment (disruption to infrastructure including transport, water, waste systems,
electricity plus loss of buildings). Other examples are possible.
Social impacts of an earthquake 13. Describe the social impact of the earthquakes, as described by two Christchurch residents.
Answers will vary but may include mention of: effect of a second earthquake when the recovery from the first
was just beginning, fear during the earthquakes due to noise and shaking; fear of further earthquakes
(sleeping in cars or under tables); stress about employment prospects; positive effects such as the community
working together to support one another (e.g. explaining insurance policies).
Learning from earthquakes and reducing risk 14. Record three ways that earthquake damage could be minimised through effective planning.
The video refers to
Strengthening buildings
Building codes
Land use decisions such as set back distances
15. Suggest any other ways of reducing earthquake damage.
Answers will vary. Students could refer to monitoring before the event, effective emergency services during
the event, and the recovery response after the event.
Natural Hazards
The Christchurch Earthquake: A Case Study
13
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
Extension Activities 1. Investigate an earthquake that has struck a developing country such as Haiti. Compare the event in
Christchurch with your own chosen case study. Consider:
• the cause of the earthquake
• the impact on the physical environment
• the impact on people Answers will vary. The causes will have some similarities but will differ in terms of the actual plates
involved. The impacts may or may not be more severe depending on the chosen case study. Typically we
could expect greater loss of life in developing countries while greater financial loss is often recorded in
developed countries.
2. Research and report back to the class about any earthquake events in your area.
Answers will vary.
3. Construct a summary table to document the impacts of the Christchurch earthquake. Consider the
following classifications to structure your work Answers will vary but may include the following
• long term impacts Long rebuild of CBD, ongoing trauma
• short term impacts Initial disruptions to services, no water, electricity, sewerage
• physical impacts Fissures, rock falls, liquefaction
• human impacts Trauma, loss of life, injury, loss of services such as churches, schools, recreational areas and other public
and private buildings
• positive impacts An opportunity to rebuild and create an improved CBD, community spirit
• negative impacts Significant financial loss, deaths, population loss as people emigrate
4. To what extent do negative effects outweigh the positive consequences following an earthquake?
Justify your decision. Answers will vary but we would expect students to agree that the negative impacts are greater than the
positive consequences. The task does, however, require students to make a judgement and to consider the
positives (an opportunity to rebuild and create an improved CBD, community spirit) as well as the more
obvious negatives.
5. Investigate how buildings can be made to be earthquake-proof.
Answers will vary but may include external bracing, base isolation, lead dampers to reduce shaking, and
shock absorbers
Natural Hazards
The Christchurch Earthquake: A Case Study
14
© VEA Group Pty Ltd 2013 Reproducing these support notes
You may download and print one copy of these support notes from our website or ClickView for your reference. Further copying or printing must be reported to CAL as per the Copyright Act 1968.
6. Organise an earthquake drill for your school. This could include an advertising campaign to educate
people on what to do in an earthquake. It could also involve conducting an actual drill. 7. Evaluate how prepared you are should you have to cope with an earthquake.
Responses will vary.
8. a) Survey the class to determine how many people have an emergency kit.
b) Use the results of the survey to assess how well prepared the class is for an emergency. c) Design a marketing campaign to inform people of what they should have in an emergency kit.
Answers will vary
9. In October 2012 a group of Italian scientists were jailed for 6 years. The judge decided that the
scientists had not provided adequate warning prior to an earthquake that occurred in L’Aquila. The earthquake caused 300 deaths. Do you agree or disagree that scientists should be held responsible in this way? Justify your decision. Answers will vary. Students may argue that scientists have a responsibility to inform and warn. Others will
argue that earthquakes are to some extent unpredictable and that predicting them with any certainty is
problematic.