Download Unit 1 – Introduction to Natural Hazards

Unit 1 – Introduction to Natural Hazards
Unit Outline
Introduction to Natural Hazards – Review of the Eruption of Nevado del Ruiz
1.1. Why Studying Natural Hazards Is Important
A.
Processes: Internal and External
B.
Hazard, Disaster, or Catastrophe
C.
Death and Damage Caused by Natural Hazards
1.2. Role of History in Understanding Hazards
1.3. Geologic Cycle
A.
The Tectonic Cycle
i. Earth’s Lithosphere and Crust
ii. Type of Plate Boundaries
iii. Hot Spots
iv. The Tectonic Cycle and Natural Hazards
B.
The Rock Cycle
C.
The Hydrologic Cycle
D.
Biogeochemical Cycles
1.4. Fundamental Concepts for Understanding Natural Processes as Hazards
A.
Science and Natural Hazards
B.
Hazards Are Natural Processes
C.
Forecast, Prediction, and Warning of Hazardous Events
D.
Examples of Disasters In Densely Populated Areas
E.
Human Population Growth
F.
Magnitude and Frequency of Hazardous Events
G.
Case Study: Human Population through History
i. Population Growth and the Future
H.
Case Study: The Magnitude–Frequency Concept
I.
Reactive Response: Impact of and Recovery from Disasters
J.
Anticipatory Response: Avoiding and Adjusting to Hazards
1.5. Many Hazards Provide a Natural Service Function
1.6. Global Climate Change and Hazards
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Unit 1 - Introduction to Natural Hazards
Learning Objectives
Natural processes such as volcanic eruptions, earthquakes, floods, and hurricanes become hazards when they
threaten human life and property. As population continues to grow, hazards, disasters, and catastrophes become
more common. An understanding of natural processes as hazards requires some basic knowledge of Earth science.
Your goals in reading this chapter should be to





know the difference between a disaster and a catastrophe.
know the components and processes of the geologic cycle.
understand the scientific method.
understand the basics of risk assessment.
recognize that natural hazards that cause disasters are generally high-energy events, caused by natural
Earth processes.
 understand the concept that the magnitude of a hazardous event is inversely related to its frequency.
 understand how natural hazards may be linked to one another and to the physical environment.
 recognize that increasing human population and poor land use changes compound the effects of natural
hazards, turning disasters into catastrophes.
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Introduction to Natural Hazards – Review of the Volcanic Eruption of Nevado del Ruiz –
Complete the following questions before you read pages 2-4 then after.
Question
Before Reading
I Agree
I Disagree
After Reading
I Agree
I Disagree
Volcanic eruptions only produce
negative effects.
Lava is the only hazard to be
concerned about in the event of a
volcanic eruption?
Once a volcano erupts, it will never
erupt again.
There are no warning signs to a
volcanic eruption.
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Introduction Conclusion:
What can we conclude from reviewing the history of the eruption of Navado del Ruiz?
1.)
2.)
3.)
1.1 Why Studying Natural Hazards Is Important
A.
Processes: Internal and External
1.) Internal Forces within the Earth –
i. Plate Tectonics – the movement of large surface blocks
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2.) External Forces At or Near the Surface of the Earth –
i. Energy from the Sun
1. Warms the atmosphere and surface -
ii. Landsliding
1. Results from ___________________ acting on hillsides
iii. Energy from the Hazards themselves
1. Tornado expends about ________as much energy as a lightening bolt
2. A volcanic eruption expends a ___________ times as much energy as a
lightening bolt
3. The suns energy received by Earth is about a ____________ times that
of a lightening bolt
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B.
Hazard, Disaster, or Catastrophe
1. Hazard (aka natural hazard) – any natural process
2. Disaster (aka natural disaster) – the effect of a hazard on
a. The average annual loss of life is ____________________
b. Financial loss exceeds ________ per year
Ex: Bangladesh Hurricane
145,000 deaths
-->
Ex: Katrina 1600 Deaths

$100 Billion
3. Catastrophe – a massive disaster
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4. 1990s - International Decade for Natural Hazards Reduction – goal was to
minimize the loss of life and property damage resulting from natural hazards –
mitigation
a. Example of Mitigation – after a flood or earthquake, water supplies may be
contaminated –
C.
Death and Damage Caused by Natural Hazards
1. Death and damage may vary over time due to
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1.2 Role of History in Understanding Hazards
A.) Fundamental Principles:
i.) Repetitive Events – needed for hazard-reduction plan – acquire the use of aerial
photos
BEFORE
AFTER
STEREOPHOTO
a.) Future Predictions –accuracy increases if we combine historic and
Prehistoric with the knowledge of present conditions
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1.3 Geologic Cycle
A.) Geologic Cycle’s 4 Branches – continuously operating processes produce the earth
materials, land, water, and atmosphere, necessary for survival - the geologic cycle
is broken into: The Tectonic Cycle, The Rock Cycle, The Hydrologic Cycle, The
Biogeochemical Cycle
1.) The Tectonic Cycle – (Read Pages 9-12 on the Tectonic Cycle and Complete
the following sections)
a.) Definition of the Tectonic Cycle –
b.) Earth’s Lithosphere and Crust: (See Below)
i.) Lithosphere (Definition and Characteristics) –
ii.) Asthenosphere (Definition and Characteristics) –
iii.) The Crust:
a.) Continental Crust (Definition and Characteristics) –
b.) Oceanic Crust (Definition and Characteristics) –
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Use the Text to Label the Missing Components of the Picture Below
(You must know all components from the diagram below)
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c.) Types of Plate Boundaries (See Below)
1.) Divergent Boundary (Definition, Characteristics, Example) –
a.) Using Rectangles, Draw a Divergent Boundary Below
2.) Convergent Boundary (Definition, Characteristics, & Example) –
a.) Using Rectangles, Draw a Divergent Boundary Below
3.) Transform Boundary (Definition, Characteristics, & Example) –
a.) Using Rectangles, Draw a Divergent Boundary Below
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d.) Hot Spots - (Definition, Characteristics, & Example) –
e.) The Tectonic Cycle and Habits and Natural Hazards (Summarize
Section)
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2.) The Rock Cycle
a.) Definition –
b.) Types of Rocks Created: (See Below)
i.) Igneous Rocks – (Explain how the Igneous Rocks are Created)
ii.) Sedimentary Rocks - (Explain ALL processes involved in Sed
Rocks Creation)
iii) Metamorphic Rocks - (Explain ALL processes involved in Meta
Rocks Creation)
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3.) The Hydrologic Cycle – (Using the diagram, describe all the numbered stages
of the rock cycle)
-1-
-3-4-
-2-2-
-6-
-2-
-5–
-7–
Stage #
Description of Event
1
2
3
4
5
6
7
4.) The Biogeochemical Cycle
A.) Definition –
1.) Example –
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1.4 Fundamental Concepts for Understanding Natural Processes as Hazards
A.) The Five (5) Fundamental Concepts for Understanding ALL Natural Processes and
Hazards:
1.) Concept 1 - Hazards are Predictable from Scientific Evaluation
a.) Science & Natural Hazards
1.) Scientific Method – (Draw a Diagram of the Steps of the Scientific
Method Pg 16)
b.) Hazards are Natural Processes
1.) Review Table 1.3 Below – How many Ice Ages have there been?
What happened to life around those events?
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c.) Forecast, Prediction, and Warning of Hazardous Events
1.) Warning of Hazardous Events (Summarize each of the
following elements):
a.) Location –
b.) Probability of Occurrence –
c.) Precursor –
d.) Forecast –
e.) Prediction –
f.) Warning – According to the diagram below, what is the
first step before a warning or prediction can be made?
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2.) Concept 2 – Risk Assessment:
a.) Definition of Risk -
b.) Definition AND Example of Acceptable Risk -
c.) Frequent Problems of Risk Analysis -
3.) Concept 3 – Linkages between Natural Hazards and Between Hazards and the
Physical Environment:
a.) Example of Linked Hazards –
b.) Example of Natural Hazards Linked to Earths Materials –
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4.) Concept 4 – Hazardous Events are Now Producing Catastrophes
a.) Examples of Disasters in Densely Populated Areas – (Explain why the
1985 Mexico City earthquake and the 1999 Izmit earthquake caused
such a great loss of life)
b.) Human Population Growth – (Plot the Following Data as a line graph
below)
Year
1000
1500
1650
1750
1804
1850
1900
1927
1950
1960
1975
1985
1995
1999
2006
2009
2011
2025
2050
Population
275 million
450 million
500 million
700 million
1 billion
1.2 billion
1.6 billion
2 billion
2.55 billion
3 billion
4 billion
4.85 billion
5.7 billion
6 billion
6.5 billion
6.8 billion
7 billion
8 billion
9.4 billion
8B
7B
6B
5B
4B
3B
2B
1B
1000 1500 1600 1700 1800 1900 1950 1960 1970 1980 1990 2000 2010 2020
1.) The graph above illustrates exponential growth – Explain
exponential growth.
2.) What are some of the consequences to population growth?
3.) How is the role of education going to help population growth?
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c.) Magnitude & Frequency of Hazardous Events
1.) Magnitude Definition –
2.) Frequency Definition –
3.) Explain this Formula: frequency = 1/magnitude
a.) Example of this Inverse Relationship –
5.) Concept 5 - Consequences of Hazards can be Minimized
a.) Reactive Response: Impact of and Recovery from Disasters
1.) Explain the Difference between Direct Effect and Indirect Effects –
b.) Understand All Components of the Chart Below:
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c.) Anticipatory Response: Avoiding & Adjusting to Hazards
1.) Explain the Process of Land-use Planning:
a.) Insurance –
b.) Evacuation –
c.) Disaster Preparedness –
d.) Artificial Control of Natural Processes –
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1.5 Many Hazards Provide a Natural Service Function
A.) Using the Pictures Below, How do Hazards Provide a Service to the Environment?
1.6 Global Climate Change & Hazards
A.) Explain how Climate Change can cause Hazards?
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Chapter Summary
Natural hazards are responsible for causing significant death and damage worldwide each year. Processes that
cause hazardous events include those that are internal to Earth, such as volcanic eruptions and earthquakes that
result from Earth’s internal heat, and those that are external to the Earth, such as hurricanes and global warming,
which are driven by energy from the sun.
Natural processes may become hazards, disasters, or catastrophes when they interact with human beings.
Central to an understanding of natural hazards is awareness that hazardous events result from natural processes
that have been in operation for millions and possibly billions of years before humans experienced them. These
processes become hazards when they threaten human life or property and should be recognized and avoided.
Hazards involve repetitive events. Thus a study of the history of these events provides much-needed
information for hazard reduction. A better understanding and more accurate prediction of natural processes come
by integrating historic and prehistoric information, present conditions, and recent past events, including land-use
changes.
Geologic conditions and materials largely govern the type, location, and intensity of natural processes.
The geologic cycle creates, maintains, and destroys Earth materials by physical, chemical, and biological
processes. Subcycles of the geologic cycle are the tectonic cycle, rock cycle, hydrologic cycle, and various
biogeochemical cycles. The tectonic cycle describes large-scale geologic processes that deform Earth’s crust,
producing landforms such as ocean basins, continents, and mountains. The rock cycle may be considered a
worldwide earth-material recycling process driven by Earth’s internal heat, which melts the rocks subducted in
the tectonic cycle. Driven by solar energy, the hydrologic cycle operates by way of evaporation, precipitation,
surface runoff, and subsurface flow. Biogeochemical cycles can most easily be described as the transfer of
chemical elements through a series of storage compartments or reservoirs, such as air or vegetation.
Five fundamental concepts establish a philosophical framework for studying natural hazards.
1. Hazards are predictable from scientific evaluation.
2. Risk analysis is an important component in our understanding of the effects of hazardous processes.
3. Linkages exist between various natural hazards as well as between hazards and the physical environment.
4. Hazardous events that previously produced disasters are now producing catastrophes.
5. Consequences of hazards can be minimized.
Review Questions:
1. What forces drive internal and external Earth processes? (p. 5)
2. What is the distinction between a natural hazard, disaster, and catastrophe? (p. 6)
3. Which natural hazards are likely to be more deadly, more likely to cause property damage, and more likely to
become catastrophes? (p. 8)
4. Explain why the effects of natural hazards are not constant over time. (p. 8)
5. Why is history so important in understanding natural hazards? (p. 9)
6. What kinds of information must be assembled to make hazard predictions? (p. 9)
7. Describe the components and interactions involved in the geologic cycle. (p. 9)
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8. What are the five fundamental concepts for understanding natural processes as hazards? (p. 15)
9. Explain the scientific method as it is applied to natural hazards. (p. 16)
10. Explain why calling something a “natural” hazard may act as a philosophical barrier to dealing with it. (p. 16)
11. What are the elements involved in making a hazard forecast and warning? (p. 19)
12. Explain why two 10-year floods might occur in the same year. (p. 18)
13. What is a precursor event? Give some examples. (p. 19)
14. Explain the magnitude–frequency concept. (p. 21)
15. How do risk and acceptable risk differ? (p. 19)
16. Explain how population growth increases the number of disasters and catastrophes. (p. 21)
17. Describe the differences between direct and indirect effects of disasters. (p. 24)
18. What are the stages of disaster recovery? How do they differ? (p. 24)
19. Describe four common adjustments to natural hazards. (p. 25)
20. What are natural service functions? (p. 26)
Critical Thinking Questions:
1. How would you use the scientific method to test the hypothesis that sand on the beach comes from the nearby
mountains?
2. It has been argued that we must control human population because otherwise we won’t be able to feed
everyone. Even if we could feed 10 to 15 billion people, would we still want a smaller population? Why or
why not?
3. Considering that events we call natural hazards are natural processes that have been occurring on the Earth for
millions of years, how do you think we should go about trying to prevent loss of life from these events? Think
about the choices that society has, from attempting to control and prevent hazards to attempting to keep
people out of harm’s way.
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Additional Resources (media, film, articles, journals, web sites)
http://edcwww.cr.usgs.gov/
EROS Data Center lists satellite images, land cover maps, elevation models, maps, and aerial photography useful
for Natural Hazards Studies.
NASA’s web site on Natural Hazards:
http://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2
http://earthobservatory.nasa.gov/NaturalHazards/RelatedLinks/
NASA's Earth observatory lists satellite images of natural hazards, including dust, smoke, fires, floods, severe
storms, and volcanoes.
USGS web site for Natural Hazards:
http://www.usgs.gov/themes/hazard.html
USGS activities in the hazards theme area deal with describing, documenting, and understanding natural hazards
and their risks. The web page contains explanations of individual hazards, geographic distribution of hazards, and
fact sheets on hazards. The site also has links describing USGS involvement in recent hazards.
http://www.weatherwatchers.org/
WeatherMatrix is a worldwide organization of over 3000 amateur and professional weather enthusiasts—
meteorologists, storm chasers and spotters, and weather observers from all parts of the globe. WeatherMatrix was
formerly the Central Atlantic Storm Investigators (CASI). Has frequently updated news about weather-related
disasters.
http://www.colorado.edu/UCB/Research/IBS/hazards/o/o.html
This web site is the online version of the periodical, The Natural Hazards Observer. It contains features about
various hazards and disasters. It also provides information of emergency management, research, politics, and
education of natural disasters.
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