ADDITIONAL RESOURCES. Duration of resource: 30 Minutes. Year of Production: Stock code: VEA Resource written by: Andrew Clarke BA Dip Tchg

Transcription

1 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 indepth 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

2 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

3 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. 3

4 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? 4

5 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. 5

6 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. 6

7 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. 7

8 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. 8

9 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. 9

10 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. 10

11 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? 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. 11

12 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. 12

13 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 13

14 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. 14