Management of Tectonic Hazards (AQA GCSE Geography)

Revision Note

Bridgette Barrett

Written by: Bridgette Barrett

Reviewed by: Jenna Quinn

Why People Live in Areas at Risk

  • It is estimated that by 2025, 600 million people will live in tectonically active areas

  • There are also many economic advantages to living in tectonically active areas, particularly where there are volcanoes including:

    • Fertile soils: The ash and cooled lava contain many minerals which lead to high yields of crops

    • Tourism: Many people want to visit areas where there are active volcanoes, this increases the number of jobs available 

    • Minerals and precious stones: These can be mined and sold providing work for local people

    • Geothermal energy: As the magma is closer to the surface the heat can be used to generate geothermal energy

    • Creating new land area: Once the lava and ash have cooled, new land areas are formed

  • There are also social reasons for living in these areas, including:

    • People don't want to leave family and friends

    • They have always lived there and don't want to leave

  • As technologies and prediction improve people are also more confident that they are prepared for the hazard 

Worked Example

Explain how living in areas that are at risk from a tectonic hazard(s) may have both advantages and disadvantages.

[6 marks] 

  • The command word in this question is 'Explain'

  • You need to give advantages and disadvantages and then explain them 

  • It is not enough to say 'tourism', you need to explain why this is an advantage

  • This is a levelled answer, so marks are awarded for the answer overall rather than for individual points

  • In a level 2 and 3 answer, you are expected to use geographical terms and include examples of both advantages and disadvantages

  • You can include knowledge of specific volcanic areas and earthquake zones, but this is not essential in achieving level 3

  • An example of an answer for each level can be seen below

    • These are just examples and there are many others which can be found in the mark scheme- see topic question 5

Answer:

Level

Marks

 Exemplar Answer

1

(Basic)

1-2

Tourists are attracted to volcanic areas. However, volcanic eruptions can kill and injure people.

2

(Clear)

3-4

Tourists are attracted to volcanic areas by eruptions, hot springs and geysers. This creates employment and may lead to the multiplier effect. Ash and pyroclastic flows may lead to deaths and injuries of people in the local area, they may also destroy crops.

3

(Detailed)

5-6

Tourists are attracted to volcanic areas by eruptions, hot springs and geysers such as in Iceland or Mount Vesuvius in Italy. This creates employment and may lead to the multiplier effect which brings money into the local economy. Ash and pyroclastic flows may lead to the deaths and injuries of people in the local area. They can also destroy crops which may then lead to food shortages and food price increases.

Monitoring, Prediction & Planning

  • To reduce the risks from tectonic hazards there are four key management strategies

    • Monitoring

    • Prediction

    • Protection

    • Planning

Monitoring 

  • Active volcanoes are monitored using a range of equipment:

    • Seismometers: These record earth movements and can detect the slightest tremor

    • Lasers and tiltmeters: Used to detect ground deformation, changes in land shape can be a sign of rising magma

    • Remote sensing: Satellites are used to detect heat increases within the volcano another sign of rising magma

    • Gas sensors: These detect increases in gases such as sulphur and radon which increase before an eruption

  • Earthquakes

    • Seismometers: These record earth movements and can be used to detect foreshocks

    • Gas sensors: Detect increases in radon gas which some scientists believe is released prior to an earthquake

    • Ground water levels: Changes in groundwater levels have been recorded before earthquakes

Prediction

  • Volcanoes:

    • Monitoring of volcanoes now allows more accurate predictions of eruptions to be made

    • This allows for evacuation and exclusion areas to be put in place

    • Accurate timings for eruptions are not possible 

  • Earthquakes

    • Impossible to predict date, time or location

Protection

  • Volcanoes:

    • Evacuation and exclusion zones move people out of areas at risk 

    • Buildings cannot be protected against lava or pyroclastic flow

    • Strengthening of roofs to support weight of falling ash

  • Earthquakes:

    • Many countries now practice earthquake drills - 'drop, cover and hold on' ensuring people know how to best protect themselves in an earthquake

    • Earthquake resistant building design - such as shutters on windows and reinforced steel cross braces

    • Sea walls to protect against tsunami

Planning

  • Volcanoes and earthquakes:

    • Hazard mapping and risk assessment are used to identify areas which are at greater risk - this means people can be moved or building restricted in those areas, particularly essential buildings (hospitals) and transport

    • Evacuation plans

    • Education about what actions to take, including drills

    • Stockpile of emergency supplies

    • Training of emergency services

Worked Example

State two ways that planning might help to reduce the damaging effects of an earthquake or volcanic eruption.

[2 marks]

Answer: 

  • Any two of the following could be used:

    • Prepare emergency aid and distribution [1]

    • Earthquake/volcano drills [1]

    • Evacuation routes [1]

    • Stockpile blankets/food/water [1]

    • Educate people so they know what to do if an earthquake or eruption happens [1]

    • Prepare hazard maps to identify areas most at risk [1]

    • Planning to avoid new buildings in areas at risk [1]

Examiner Tip

Remember that the level of planning, prediction and monitoring will vary between countries of contrasting wealth. HICs are more able to prepare and monitor for tectonic hazards.

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Bridgette Barrett

Author: Bridgette Barrett

Expertise: Geography Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.

Jenna Quinn

Author: Jenna Quinn

Expertise: Head of New Subjects

Jenna studied at Cardiff University before training to become a science teacher at the University of Bath specialising in Biology (although she loves teaching all three sciences at GCSE level!). Teaching is her passion, and with 10 years experience teaching across a wide range of specifications – from GCSE and A Level Biology in the UK to IGCSE and IB Biology internationally – she knows what is required to pass those Biology exams.