Management of Tectonic Hazards (Edexcel GCSE Geography B)

Revision Note

Bridgette Barrett

Written by: Bridgette Barrett

Reviewed by: Jenna Quinn

Case Study: Volcanic Eruption Management

Managing volcanic eruptions

  • The management of eruptions involves:

    • Prediction

    • Preparation

    • Planning

    • Short term relief

  • Management of the risk and the eruption itself is different dependent on whether the country is developed or developing/emerging

Developing - Mount Merapi, Indonesia

Prediction and Monitoring

Preparation and Planning

Short-Term Relief

Equipment included:

Seismograph - installed in 1924, 9km from Mount Merapi

Tiltmeters - used around the volcano to detect changes ground levels

Satellites - used to detect lava dome growth, heat of rising magma

Military and police were trained to organise evacuation

Evacuation centres were set up but many were overcrowded and had issues with sanitation

There are five observation stations on the volcano with gas samples being regularly taken

Temporary shelters were ready for evacuees

1600 people were part of the national response

Local people relied on traditional warning signs of ash/smoke plumes, changes in animal behaviour

Many people in 2010 ignored evacuation advice as they did not believe the scientific evidence

International aid from NGOs such as Red Cross and Oxfam

  • After the 2010 eruption there were some changes to the planning and preparation for a future eruption, these included

    • Evacuation training

    • 2500 families were relocated to safer areas

    • Distribution of handheld radios to improve communication of eruption warnings

    • Roads and bridges have been improved

    • New evacuation centres were created

Developed - La Palma, Canary Islands

Prediction and Monitoring

Preparation and Planning

Short-Term Relief

Seismic monitoring networks

Long term hazard assessment conducted in 2015 anticipated the location of new vents and type of eruption - this was not used to plan for the eruption

Copernicus Emergency Management Service (CEMS) was activated to support the emergency response - resulting in the evacuation of 7,000 people

Satellites are used to detect lava dome growth, heat of rising magma

Emergency plans

Emergency Operations Centre

Gas samples are regularly taken

Disaster training 

Volcano Risk Prevention Plan (Pevolca) 

  • After the 2015 eruption there were some changes to the planning and preparation for a future eruption, these included:

    • More use of hazard risk mapping

    • Improvement of water and power supply infrastructure

Case Study: Earthquake Management

Managing earthquakes 

  • The management of earthquakes involves:

    • Prediction

    • Preparation

    • Planning

    • Short term relief

  • Management of the risk and the earthquake itself are different dependent on whether the country is developed or developing/emerging

Developing - Nepal

Prediction and monitoring

Preparation and Planning

Short term relief

  • Prediction of earthquakes is not possible

  • Seismometers are in place around Nepal to monitor the strength of earthquake waves

  • Nepal Centre of Disaster Management was established in 2002 to help mitigate impact of any disasters 

  • Building regulations were stricter (but these were often not enforced)

  • Only one international airport which meant getting aid supplies into Nepal was challenging

  • Emergency supplies were stockpiled but not in sufficient amounts

  • Over US$1 billion in international aid from India and China 

  • The Asian Development Bank (ADB) provided a US$3 million grant for immediate relief efforts

  • Three Chinook helicopters; 100 search and rescue; medical workers 

  • Use of GIS to coordinate the response

  • Many NGOs sent aid workers, food, water and medical supplies

  • Tent cities in Kathmandu provided shelter for people made homeless

  • Nepalese army sent to worst hit areas

  • Inflatable field hospitals set up to treat the injured

  • After the 2015 earthquake there were some changes to the planning and preparation for a future earthquake these included

    • A government task force was created to plan and deal with future earthquakes

    • Disaster Management Act passed by the government 

    • Improved building code with increased awareness of the code within communities

    • Stonemason training courses to ensure that new buildings are earthquake resistance

    • Increased education and practice of earthquake drills

Developed - Italy 

Prediction and monitoring

Preparation and Planning

Short term relief

  • Prediction of earthquakes is not possible

  • Seismometers are in place around Nepal to monitor the strength of earthquake waves

  • The Italian National Seismic Network (INGV) monitors seismic activity

  • Safe Schools - €4billion invested prior to 2016

  • Building code to improve earthquake resistance (although a number of new buildings collapsed)

  • Emergency shelters were provided

  • Rescue workers arrived within an hour of the earthquake

  • A temporary hospital was set up

  • Effective communication was maintained by locals removing wi-fi passwords 

  • Many NGOs sent aid workers, food, water and medical supplies

  • Twelve helicopters were used in the rescue

  • After the 2016 earthquake there were some changes to the planning and preparation for a future earthquake these included

    • National plan Casa Italia includes improving earthquake resistance

    • Special Commissioner appointed to oversee reconstruction and planning

    • Retro-fitting of buildings to improve earthquake resistance

Examiner Tips and Tricks

In the exam you may be asked to assess the differences between in management of either an earthquake or an eruption in a developed and/or developing/emerging countries. You need to ensure that you can:

  • Give place specific detail regarding the event

  • Outline the differences in planning, preparation, monitoring and short term relief

  • Assess whether these differences had an effect on the level of impact in the country

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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.