Download Sendai Earthquake and Tsunami (2011) —

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Japan (Tohoku) Earthquake and Tsunami 2011 —
Learning and Teaching Guide for Geography Teachers

Tohoku Earthquake
11-3-2011
Magnitude: 9
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Figure 1
Northeast coastal area of Honshu is a famous tourist attraction of Japan before the Tohoku
Earthquake in 2011
At 14:46 (Japan time) of 11 March 2011, a cataclysmic 9-magnitude earthquake hit the
northeast coast of Honshu, Japan. The hypocenter is about 130 km off the east coast of Ojika
Peninsula of Tohoku, which is very close to Sendai, a large city in northeast Honshu. The
earthquake was so powerful that it shifted the earth axis and made it spin a little faster.
Minutes after the occurrence of the 9-magnitude earthquake, destructive tsunami waves
of about 10m high struck the northeast coast of Honshu, leading to massive destruction of the
region and high casualty. The tsunami triggered by the Tohoku Earthquake even reached
many other countries on the eastern side of the Pacific Ocean several hours later.
Many areas in Japan were set ablaze after this terrible earthquake. Even more disastrous
was that the earthquake triggered the Fukushima I nuclear accidents, which was the most
destructive nuclear power incidents after the Chernobyl disaster in 1986. It included a series
of ongoing equipment failures in the nuclear power station and the release of large amount of
radioactivity.
According to news report, volcanic activities were also found in other parts of Japan a
few days after the occurrence of the Tohoku earthquake. Volcanic activities, with smoke and
ash reaching 4,000m high, was found at Volcano Shinmoedake (新燃岳火山) of Kyushu on
13 March 2011. In Honshu, earthquakes hit the region of Mt. Fuji a few days after the Tohoku
Earthquake (aftershocks) and some Japanese worried that this would cause Mt. Fuji to
become active again.
This tragedy is a rich and appropriate case study for Hong Kong students to study
various issues in the geography curricula. In the following pages, some suggestions were
highlighted for teachers’ consideration to include this case into their teaching plans.
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(A) Syllabuses for Secondary Schools Geography (Secondary 1-3) (1998)
The following two issues in this curriculum are especially relevant to the case study of
Tohoku Earthquake 2011:
1. Secondary Two—“The Unstable Earth”
Guiding Questions
Why is our Earth unstable?
 What makes up the Earth crust?
 Where are the global volcanic and



earthquake belts?
What are the causes of
earthquakes and volcanic
eruptions?
Why do so many people still live in the
unstable areas?
 What are the consequences of

Explanatory Notes
earthquakes and volcanic
eruptions?
Why do people still live in these
unstable areas?
Are they making the right choice?
 What can be done to minimize the
negative impacts of earthquakes
and volcanic eruptions?
 Is it wise to live in the unstable
areas?
Earth’s crust and plate
movement
Causes of earthquakes and


Plate tectonics
Earthquake and
volcanic belts
volcanic
eruptions-interaction of
plates

Spatial
association


Hazards
Human
response and

Distribution of global
earthquake and volcanic
belts

Hazardous effects of
earthquakes and volcanic
eruptions

Reasons for people living in
unstable areas

Measures taken to reduce
losses
Factors affecting man’s
choice

Concepts
adjustments to
hazards



Human
modification of
the environment
Choice
Perception
Besides studying about plate tectonics and earthquakes, the case study also enables
junior form geography students to re-consider the actual cost of nuclear power and whether it
should be one of our choice of power.
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2. Secondary 3—“Struggle for power resources”
Guiding Questions
Is nuclear power a possible way out?
 What are the advantages and
disadvantages of using nuclear
power?
 Should our country (China)
develop nuclear power?
Explanatory Notes


Concepts
Pros and cons of developing
nuclear power
Conflict between
development and
environmental conservation

Development
and
conservation
conflict
(B) Geography Curriculum Guide (Secondary 1-3) (2010)
Similarly, two issues in the revised Geography Curriculum Guide of S1-3 (which will be
implemented in 2012) are relevant to the case study of Tohoku Earthquake 2011.
1. “Living with Natural Hazards—Are we better equipped than the others?”
Guiding Questions
Knowledge
Why does our land shake violently?

 What are the causes and effects of
earthquakes?

The global distribution of earthquakes and
its relationship with plate boundaries
The primary and secondary damages
How do people in the world prepare for and
respond to earthquake?

caused by earthquakes
Preventive (e.g. early warning, education,
shelter) and remedial (e.g. emergency aid,
improving prediction) measures to reduce to
negative effects of earthquakes
A comparison of the impacts of natural
hazards and the respective preventive and
remedial measures adopted by the more
developed and the less developed regions
Reasons for the people of the less




developed regions being more vulnerable to
natural hazards than those living in more
developed regions
Reasons for people choose to stay in, or are
unable to move away from hostile areas
affected by natural hazards
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2. “Scramble for Energy”
Guiding Questions
Knowledge
Why do we struggle for energy resources?

 What are the major types of energy
resources of the world? Where can they be
found?
Major types of energy resources of the
world: renewable and non-renewable
resources
What alternatives do we have?
 Is nuclear power a possible way out?
The pros and cons of using nuclear power
and its increasing role in future energy
supply

(C) Geography Curriculum and Assessment Guide (Secondary 4-6) (2007)
In senior secondary Geography, teachers can use the case study in teaching of the issue
“Opportunities and Risks—Is it rational to live in hazard-prone areas?”. The whole issue is
about plate tectonics, earthquakes, tsunamis and volcanic eruptions.
1. “Opportunities and Risks—Is it rational to live in hazard-prone areas?”
Guiding Questions
1. What has happened to areas with
active tectonic activities?
2. What areas have been frequently
affected by earthquakes, volcanic
eruptions and tsunamis?
3. What spatial patterns exist in these
natural hazards?
4. Why are there such patterns? How
is it related to the global distribution of
plates and plate boundaries?
5. What and where are the major
plates and plate boundaries?
6. What are the related landform
features at plate boundaries? How are
they formed?
7. How does plate movement create
natural hazards that develop with
these features?
Explanatory Notes






Natural hazards commonly
found in areas with active
tectonic activities (including
earthquakes, volcanic
eruptions and tsunamis)
Global distribution patterns
of these natural hazards
Relationship between the
distribution pattern of these
natural hazards and that of
tectonic activities
Brief description of the
internal structure of the
earth
The names and types of
major plates and plate
boundaries in the world, as
well as their location
The major landform features
Concepts

Location and spatial



distribution
Place and region
Natural hazard
People-environment
interrelationship



Plate tectonics
Natural hazard
Location and spatial
distribution
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Guiding Questions
Explanatory Notes

8. What are the effects of earthquakes,
volcanic eruptions and tsunamis?
9. How do these natural hazards affect
the lives of human beings?
10. What has been done to reduce the
impact of these natural hazards?
11. Why are less developed areas
more vulnerable to these natural
hazards than more developed areas?
12. Should people move away from
hazard-prone areas?
13. Why do some people still live in
hazard-prone areas?
14. Is their choice rational?


at plate boundaries and their
formation
The relationship between
plate movement and natural
hazards
Effects of earthquakes
(primary and secondary
effects), volcanic eruptions
and tsunamis on human
beings and the environment
Measures used to reduce
the effects of earthquakes,
volcanic eruptions and
tsunamis (e.g. monitoring,
predicting and warning
systems for natural hazards,
various disaster mitigation
and preparation strategies,
land use zoning)

Effectiveness of the above
measures

The reasons for less
developed areas being more
vulnerable to natural
hazards than more
developed areas (e.g.
literacy level and awareness
of the people, and
socio-economic and

Concepts
technological gaps)
The advantages and
disadvantages of people
living in hazard-prone areas








Natural hazards
People-environment
interrelationship
Impact of
technology
Limitation of
technology
Natural hazard
Region
Degree of damage
and level of
development
People-environment
interrelationship
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When using the case of Tohoku Earthquake-Tsunami 2011 in teaching the above issues,
teachers may guide their students to discuss the following geographical questions about this
disaster:
Plate Tectonics and Tectonic Hazards—Earthquakes, tsunamis and volcanic
activities:
1. What kinds of tectonic hazards had happened in Japan on 11 March 2011
and the days after?
2. Which parts of Japan are frequently affected by earthquakes, volcanic
eruptions and tsunamis? What are their spatial distributional patterns in
Japan? Why are there such patterns?
Figure 2 The distribution of some major active volcanoes and earthquakes in Japan.
3.
4.
5.
Which parts of Japan were seriously hit by the Tohoku Earthquake and
Tsunami 2011?
Where are Mt. Fuji and Volcano Shinmoedake?
What are the relationships between the Tohoku Earthquake-Tsunami and
plate movements?
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6.
7.
8.
9.
Which major plates are involved in this destructive Earthquake-Tsunami
in Japan? Where are they?
What are the primary and secondary effects of the Tohoku Earthquake
2011?
How did the Tohoku Earthquake 2011 affect the lives of Japanese and
people in other parts of the world?
What have been done by the Japan government to reduce the damages
caused by earthquakes and tsunamis? To what extent are these measures
effective in alleviating the impact of the Tohoku Earthquake?
10. Comparing with the earthquake and tsunami in South Asia (2004), do you
think less developed areas are more vulnerable to earthquakes and
tsunamis than the more developed areas?
11. Should Japanese move away from the northeast coast of Honshu? Why do
many people still choose to stay there after the 2011 disaster? Is their
choice rational?
Nuclear Power and the Choice of Power:
12. How many nuclear power plants can be found in Japan in 2011? Where
are they?
13. What is the distribution pattern of the Japanese nuclear power plants?
What are the factors affecting the location of these plants?
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14. Why did Japan still develop so many nuclear power plants even though
the whole country lies within the most active volcanic and seismic belt
in the world?
15. What are the pros and cons of using nuclear power for generating
electricity?
16. Is nuclear power a possible way out for Japan to solve its energy
problems? Why?
17. A week after the Tohoku Earthquake 2011, the Japanese government
announced that the Fukushima I Nuclear Power Plant would be closed
permanently. Many other countries in the world also re-consider the role
of nuclear power in their countries.
If you were a Japanese official, what other types of energy resources
would you suggest to replace the widespread use of nuclear power in
Japan? Explain your choice.
18. What are the advantages and disadvantages of these alternatives?
Through studying this case study, students should be able to:
 appreciate the interdependence between human beings and the natural
environment; and
 show concern for those affected by natural hazards.
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The case of Tohoku Earthquake and Tsunami 2011 provides an opportunity for
geography teachers to incorporate geographic information system (GIS) in the learning and
teaching of the subject. For details about how GIS can be used in the learning and teaching of
plate tectonics, earthquakes, tsunamis and volcanic eruptions, teachers may refer to the
following two educational packages developed by the Education Bureau:
No
Title
Cover
Dissemination
details
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A Teacher’s Guide to GIS Operations: Using
Geographic Information System (GIS) for
implementing enquiry learning in Geography
地理信息系統教師操作指南：利用地理信息系統
在地理科推行探究學習
Disseminated to
schools in August
2009
2
Curriculum Support Materials for Senior Secondary
Geography (S4-6): Part 2 — Using information
Disseminated to
schools in April
technology in learning and teaching
高中地理課程支援教材(中四至中六)：第二部
分 — 在學與教中應用資訊科技
2009
[Two extra CD-ROMs/DVDs about tsunami are
reproduced in this educational package which are
very good resources for teachers to teach concepts
about tsunami:
a) “Save Your Lives from Tsunami!”
(developed by Japan Meteorological Agency
in 2004)
b) “Tsunami Teacher”
(developed by the International Tsunami
Information Center (ITIC),
Intergovernmental Oceanographic
Commission (IOC) of UNESCO in 2006)
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Teachers may also use ready-made GIS programs and data on the Internet to facilitate
geography students to study the Tohoku Earthquake-Tsunami 2011.
GIS Lounge
Sendai (Japan) Earthquake and Tsunami Mapping Response
[http://gislounge.com/sendai-japan-earthquake-and-tsunami-mapping-response/]
At the website of GIS Lounge, choose the following links to view various maps in GIS format
and conduct simple study about this Japan disaster.
1) Click the link Japan Earthquake Map Viewer on the website. The “Texas Tech
University (TTU) Japan Earthquake Viewer” will then be shown. This GIS site provides
the following GIS functions and information:


Earthquake layers: These layers show the location of the Tohoku Earthquake 2011
and its aftershocks. Students can zoom in and out, and pan the maps;
Layers showing the impacts of the Tohoku Earthquake (e.g. fire and nuclear power
crisis).



“Timeline of historic earthquakes”
Street view, aerial view and topographic maps of Japan
Simple draw and measure functions: Teachers may ask their students to draw
some straight lines from the epicenter of the Tohoku Earthquake to different
locations at the northeast coast of Honshu, Japan. Then, students may measure the
length of the lines (i.e. distance) with this GIS program and evaluate the
relationship between distance from the coast and the destructive power of the
tsunami.

“Identify” function: Students can use this function to identify the information on
the maps.
2) Click the link ESRI’s Japan Incident Map on the website and make use of the following
functions to study this Japan disaster:




Topographic maps, satellite images and YouTube videos about the Tohoku
Earthquake-Tsunmai 2011, with buffer zones showing the areas affected by the
nuclear power crisis.
The GIS map—“How Japan shift”
The GIS map—“Nuclear Impact Map”
The GIS map—“Tsunami Movement”: Students can view the movement of tsunami
waves across the Pacific Ocean after the Tohoku Earthquake 2011 with GIS.
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3) Click the link Google’s Sendai Earthquake Map on the website to view different layers
of information and satellite images about the Tohoku Earthquake-Tsunami 2011 and its
aftershocks.