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Japan (Tohoku) Earthquake and Tsunami 2011 Learning and Teaching Guide for Geography Teachers

Tohoku Earthquake 11-3-2011 Magnitude: 9

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 ( ) 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.

(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 TwoThe 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? Explanatory Notes Earths crust and plate movement Causes of earthquakes and volcanic eruptionsinteraction of plates Distribution of global earthquake and volcanic belts Hazardous effects of earthquakes and volcanic eruptions Reasons for people living in unstable areas Concepts Plate tectonics Earthquake and volcanic belts Spatial association

Why do so many people still live in the unstable areas? What are the consequences of 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?

Hazards Human response and adjustments to hazards

Measures taken to reduce losses Factors affecting mans choice

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.

2. Secondary 3Struggle 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 Pros and cons of developing nuclear power Conflict between development and environmental conservation Concepts 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 HazardsAre we better equipped than the others? Guiding Questions Why does our land shake violently? What are the causes and effects of earthquakes? How do people in the world prepare for and respond to earthquake? Knowledge The global distribution of earthquakes and its relationship with plate boundaries The primary and secondary damages 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

2. Scramble for Energy Guiding Questions Why do we struggle for energy resources? What are the major types of energy resources of the world? Where can they be found? What alternatives do we have? Is nuclear power a possible way out? Knowledge Major types of energy resources of the world: renewable and non-renewable resources 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 RisksIs it rational to live in hazard-prone areas?. The whole issue is about plate tectonics, earthquakes, tsunamis and volcanic eruptions. 1. Opportunities and RisksIs 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 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 Concepts Location and spatial distribution Place and region Natural hazard People-environment interrelationship

Plate tectonics Natural hazard Location and spatial distribution

Guiding Questions natural hazards that develop with these features?

Explanatory Notes well as their location The major landform features 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 socioeconomic and technological gaps) The advantages and disadvantages of people living in hazard-prone areas

Concepts

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?

Natural hazards People-environment interrelationship Impact of technology Limitation of technology

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?

Natural hazard Region Degree of damage and level of development People-environment interrelationship

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. Which parts of Japan were seriously hit by the Tohoku Earthquake and Tsunami 2011? 4. Where are Mt. Fuji and Volcano Shinmoedake?

5. What are the relationships between the Tohoku EarthquakeTsunami and plate movements? 6. Which major plates are involved in this destructive Earthquake-Tsunami in Japan? Where are they? 7. What are the primary and secondary effects of the Tohoku Earthquake 2011? 8. How did the Tohoku Earthquake 2011 affect the lives of Japanese and people in other parts of the world? 9. 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?

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 1 Title A Teachers Guide to GIS Operations: Using Geographic Information System (GIS) for implementing enquiry learning in Geography Cover Dissemination details Disseminated to schools in August 2009

Curriculum Support Materials for Senior Secondary Geography (S4-6): Part 2 Using information technology in learning and teaching () [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)

Disseminated to schools in April 2009

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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-andtsunami-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 ESRIs 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 mapHow Japan shift The GIS mapNuclear Impact Map The GIS mapTsunami Movement: Students can view the movement of tsunami

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waves across the Pacific Ocean after the Tohoku Earthquake 2011 with GIS. 3) Click the link Googles Sendai Earthquake Map on the website to view different layers of information and satellite images about the Tohoku Earthquake-Tsunami 2011 and its aftershocks.