Published and distributed by the Australian Geography Teachers’ Association Inc.
Hazards, Disasters and Survival:
Support material for the television series
Hazards, Disasters and Survival:
Support material for the television series
was sponsored by Emergency
Management Australia (EMA) through
Australia’s International Decade for Natural
Disaster Reduction (IDNDR) 1990-2000.
The project was proposed and managed
by the Australian Geography Teachers’
Association Inc.
Project manager: Jeana Kriewaldt
Author: Judy Mraz
Design: Infographics Pty Ltd
ISBN 0 9578047 0 9
© 2000 Commonwealth of Australia
Further copies of this booklet can be
purchased from the Geography
Teachers’ Association of Victoria, Inc.
or downloaded from the EMA Website:
www.ema.gov.au
Curriculum Links
This booklet meets learning outcomes in the National Curriculum and is
specifically written to address Studies of Society and Environment outcomes.
phone: 03 9824 8355
Sections of the booklet meet Science and Health and Physical Education
fax:
outcomes.
03 9824 8295
HAZARDS
D I S A S T E R S
AND
SURVIVAL
SUPPORT MATERIAL FOR THE TELEVISION SERIES
Contents
02
Introduction
05
Severe storms
11
Floods
17
Bushfires
21
Cyclones
27
Earthquakes and landslides
33
Heatwaves
Judy Mraz
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION INC.
INTRODUCTION
Hazards
Many geological or meteorological hazards affect Australia and have the potential to seriously
impact on communities. Although Australia is not on a boundary of a tectonic plate, earthquakes and landslides do occur. The most recent volcanic eruption on the Australian continent
was about 3000 years ago. Australia also suffers many hazards which are meteorological in
their nature. These include tropical cyclones, droughts, bushfires, floods and severe storms. In
some cases lives are lost, but more often damage occurs which can cost the community
hundreds of millions of dollars.
Disasters
Disasters can take on many forms—they can be natural or human-made, occur over a long
time or occur for a short duration and have a long or short warning time. They can affect a
small area or a whole region or country; follow a pattern or be completely unpredictable; can
have a large impact or the impact can be reduced. The common element of a disaster is that it
is a hazard which has severely impacted on a community and which has overwhelmed the
local emergency service capability, requiring a significant and coordinated response from the
whole community.
Survival
Australians need to be aware of and plan for these hazards and potential disasters and
understand how to cope if one occurs. Being prepared before, during and after a major
incident will help protect property and lives and reduce the physical, social and economic
costs of disasters on communities.
About this resource
This resource has been written to accompany a series of six programs titled Hazards, Disasters
and Survival, part of the ABC Adult Disaster Education TV and Video Series. The series explains
why natural hazards sometimes become disasters and how Australians can reduce the risk of
death, injury and property damage caused by severe storm, flood, bushfire, cyclone, earthquake, landslide and heatwave. Each 15-minute program features interviews with emergency
managers and people who have survived natural hazards and disasters, Australian news
footage, and demonstrations and practical advice on how to prepare for natural hazards. The
lesson plans in this resource provide a background, pre-video activities, video questions and
further activities for each program. The series is shown periodically on ABC Education TV and
screenings are listed in ABC Education TV wall charts which are sent to every school. Videotapes of the series are available for borrowing from the EMA Information Centre, Mt. Macedon,
Victoria: phone 03 5421 5255, fax 03 54215273. Videos are also available for sale through
EMA. An order form is included on page 36.
The aim of the resource is to:
increase students’ awareness, understanding, ability to prepare for and respond to
natural hazards;
increase students’ understanding of the effects of natural disasters on communities and
of disaster prevention strategies;
provide a range of resources available to support the teaching of natural disaster
preparedness.
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AUSTRALIAN
GEOGRAPHY TEACHERS’ ASSOCIATION
Introductory questions
On-going activities
1.
1.
What is the difference between a hazard
and a disaster?
2.
Each video in the series refers to items
to include in an emergency kit which
should be in every home in preparation
Give two examples of geological and
for a natural hazard impact. Work with
meteorological hazards.
another person to draw a poster
3.
4.
Name two natural and two human-
showing all the contents of such a kit.
caused disasters.
Display these in your school. You may
Name one natural disaster which can
even be able to include a copy in your
a.
school newsletter.
occur over a short or a long period
of time.
b.
occur only over a long time.
c.
occur only over a short period of
2.
a.
local area.
b.
state or territory.
Name the natural hazards for which
c.
Australia.
preparation is easier to plan. Explain.
d.
region.
Write a summary explaining how good
You might like to collect newspaper
preparation can reduce the impact of a
articles of these events. Use a blank
natural disaster.
map of Australia to map the location
time.
5.
6.
Keep a scrap book of all the natural
disasters that occur in your
and distribution of these natural
disasters as they occur. Use colours
and symbols to indicate the type of
natural disaster and the month of year
each has occurred. Is there a pattern to
your map?
3.
Emergency Management Australia has
a Website at http://www.ema.gov.au
This site contains extensive information
on hazards, disasters and survival for
cyclones, earthquakes, floods,
bushfires, heatwaves, landslides,
severe storms and tsunamis. Other
good sites are http://www.agso.gov.au
and http://www.bom.gov.au
Use these sites to create 10 questions
and provide answers. Submit these to
your teacher who will use them to quiz
the class.
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
3
Resources
Organisations
Publications
Australian Capital Territory
Emergency Services Bureau
PO Box 104
CURTIN ACT 2605
Australia’s Natural Hazard Educational Map Kits ($20 plus $5 postage and handling) Available
Australian Geological Survey
Organisation
GPO Box 378
CANBERRA ACT 2601
Emergency Management
Australia
PO Box 1020
DICKSON ACT 2602
New South Wales State
Emergency Service
PO Box MC6126
WOLLONGONG NSW 2521
from Australian Geological Survey Organisation (AGSO). Phone (02) 6249 9982.
Bell, F. Natural Hazards in Australia Longman Cheshire, 1989.
Bryant, E.A. Natural Hazards. Cambridge University Press, 1991.
Disaster Awareness and Education Resource Kit Kits available free from EMA Disaster Awareness Program or class sets from local State/Territory Emergency Service.
Dolan, C. Hazard Geography (2nd ed). Longman Cheshire, 1994.
Dolan, C. Hazard-Wise, Emergency Management Australia, 1995. Phone (02) 6266 5402
Emergency Management Australia Hazards, Disasters and Survival. Commonwealth of Australia,
1997. (48-pages) Available free in up to class set quantities from local State/Territory
Emergency Service. This booklet is also available on the EMA Internet site.
Northern Territory Emergency
Service
PO Box 39764
WINNELLIE NT 0821
Get Ready—Emergency Awareness Teaching Program for Levels 1-4 ($15.85) Available from
State Emergency Service,
South Australia
GPO Box 2706
ADELAIDE SA 5001
Fax (03) 9399 5022.
Tasmania State Emergency
Service
GPO Box 1290N
HOBART TAS 7001
Queensland Disaster
Management Services
Department of Emergency
Services
GPO Box 1425
BRISBANE QLD 4006
Victoria State Emergency
Service
151 Sturt Street
SOUTHBANK VIC 3006
Western Australia State
Emergency Service
FESA
480 Hay Street,
PERTH WA 6000
Bureau of Mereorology
PO Box 1289K
MELBOURNE VIC 3001
West Education Centre. Fax (03) 9399 5022. ($40.00 with the Picture Set.)
Get Ready—Picture Set ($28.40) Available from West Education Centre.
State/Territory Natural Hazard Posters Available for all states and territories.
Free from local State/Territory Emergency Service.
Swirling Winds, Dry Earth (p.o.a) A 60-page resource booklet on tropical cyclones and drought
for middle school. Available from the Geography Teachers’ Association of Victoria.
Phone (03) 9824 8355
The Australia’s Natural Hazard Zones Poster Map Available free from local State/Territory
Emergency Service.
Water Water Everywhere ($40.00 ) A 60-page resource booklet on floods and flood plain
management for middle school. Available from the Geography Teachers’ Association of
Victoria. Phone (03) 9824 8355.
Websites
Australian Bureau of Meteorology
http://www.bom.gov.au
Australian Geological Survey Organisation
http://www.agso.gov.au
Australian Geography Teachers’ Association (Internet links) http://www.agta.asn.au/sites.htm
Australian Severe Weather
http://australiansevereweather.simplenet.com
Discovery Online, Earth Alert – The current week
http://www.discovery.com/news/earthalert/earthalert.html
Earthweek – Back Issues
http://www.earthweek.com/html/back_issues.html
EMA
http://www.ema.gov.au
Geography: Environment: Society (Hazards links)
http://www.ozemail.com.au/~bmcelroy/links.html#Hazards
Natural Disasters Relief Web
http://www.notes.reliefweb.int/websites/rwdomino.nsf/VNaturalDisastersTheLatest
4
AUSTRALIAN
GEOGRAPHY TEACHERS’ ASSOCIATION
SEVERE STORMS
Introduction
The term ‘severe storms’ refers to both severe
thunderstorms and land gales. They are
weather events that can occur anywhere and
with very little warning. These storms can be
Negative charge
accompanied by any of the following:
lightning and thunder, hail, very strong winds
and torrential rain sometimes resulting in
flash flooding.
Severe storms develop when dense cold air
Lightning flash releases
the negative charge
Lightning is attracted to the
positively charged ground,
neutralizing the charge.
lies over less dense, warm, moist air
resulting in strong upward currents. Large
Figure 1: What causes lightning?
cumulonimbus cloud associated with
N
thunderstorms can provide heavy
precipitation (rain and possibly hail),
sometimes severe. With the precipitation
Nov–Mar
0
comes a downdraft of cool air from the storm
500
1000 km
which spreads out horizontally at the surface,
sometimes producing damaging winds. A
Dec–Mar
Oct–Feb
small proportion of thunderstorms actually
rotate and this rotation can become
concentrated in a tornado.
Tornadoes are rapidly rotating funnel-shaped
Sept–Dec
June–Sept
Aug–Dec
columns of air which descend from the base
Winter–Spring
of thunderstorm clouds. Winds in a tornado
Two of the most common features
can reach speeds of up to 400 kilometres
of severe storms are thunder and lightning.
per hour, making them extremely dangerous.
The formation of precipitation in the
Particularly strong tornadoes can carry trees,
cumulonimbus cloud causes the lower part
houses, vehicles, livestock and people many
of the cloud to build up a negative electrical
kilometres. Tornadoes occurring over water
charge. This causes a positive charge to be
Figure 2:
can form waterspouts. In Australia, tornadoes
built up on the ground below. Fork lightning
The preferred time of year
are more common than people think and
is an electrical charge that jumps from the
for annual maximum wind
they have occurred in all States and
negative cloud layer to the highest positively
gusts throughout
Territories with over 600 recorded
charged object on the ground. Sometimes
Australia. In the tropics,
occurrences. Fortunately many of them touch
sheet lightning occurs which is a strike
the maximum wind gust
ground in unpopulated areas. Tornadoes
between clouds. Thunder is the explosive
may be caused by tropical
have been recorded in Merimbula (NSW),
sound made as the air in the path of the
cyclones or severe
Cleve (South Australia), Mandurah and Perth
lightning bolt heats and expands rapidly.
storms.
(Western Australia) and Sandon (Victoria),
Severe thunderstorms often produce hail
Bucca (Queensland) and Smithton
which is sometimes large enough to cause
(Tasmania), for example.
severe damage.
All months
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
5
Figure 3: A severe storm occurred in Sydney in April 1999.
The following news article describes what happened.
Insert figure 3 Hailstorms sudden
blast takes bureau by surprise
Source:The Sydney Morning Herald,
Thursday April 15 1999, page 5
Source: The Sydney Morning Herald, 15 April 1999, page 5.
6
AUSTRALIAN
GEOGRAPHY TEACHERS’ ASSOCIATION
Pre-video activities
1.
Describe the atmospheric conditions needed for a thunderstorm to develop.
2.
Can thunderstorms occur without lightning? Can lightning occur without
thunderstorms? Explain.
3.
Study figure 2. Describe the distribution of strong wind activity in Australia.
4.
Read figure 3 which describes the events of a severe storm in Sydney in April 1999.
a.
Describe the path of this thunderstorm as shown in the map.
b.
Compare the events that occurred in the storm to the predictions and warnings
from the Bureau of Meteorology.
c.
5.
Describe the atmospheric conditions needed for hail to form.
At which time of year are severe storms most likely to occur in your state or territory?
How could people in different parts of Australia be informed about these events?
Describe the action that could be taken to prevent damage and injury during a storm.
Video questions
1.
Storms such as this are extreme events. What does this mean?
2.
What is flash flooding? What events occurring together result in a flash flood?
3.
Describe the dangers of hailstones and thunderstorms.
4.
General maintenance of a house can help a home withstand some of the devastation caused by extreme events. List
some of these maintenance activities.
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
7
Pause the video here to review the information for question 4.
5.
Name the appliance that can reduce the damage from a power surge.
6.
Are all people with insurance covered for storm damage?
How can people find out if their house is insured?
In which situation might people not be covered by insurance?
7.
8.
How much time can people expect for the following storm warnings?
Severe thunderstorm advice
Up to ______hours
Severe thunderstorm warning
Up to ______hours
List the action you should take if you have warning of an approaching storm:
a. Outside the house
b. Inside the house
Pause the video here to review the information for question 8.
9.
Describe the action you should take if you are inside a house when the storm strikes.
10. If you are outside when a storm strikes, why should you move to low ground away from trees?
8
AUSTRALIAN
GEOGRAPHY TEACHERS’ ASSOCIATION
11. What should you do if you are in the following situation in a severe storm? Give reasons for each.
a.
Out in the open, a long way from buildings.
b.
Swimming, surfing or boating.
c.
Fishing, golfing or cycling.
12. How do you help a person who has been struck by lightning?
13. Why are people advised not to use a fixed telephone during a thunderstorm? Is it safe to use a mobile phone?
14. List the precautions you should take if you are in a car when a storm strikes.
15. List another action which is important after a storm.
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
9
Further activities
1.
Review all of the maintenance activities and actions you listed in questions 4 and 8.
Discuss how the length of the warning time (question 7) will affect the actions you can
reasonably take to reduce the impact of a storm. What about if you were away from
home when a severe weather warning or advice was issued. Outline the main points
from your discussion.
2.
Conduct some research into tornadoes. See if you can find out more about tornadoes in
Australia. Compare these events to tornadoes in the USA. You can do this using the EMA
Website or other reference such as Hazards, Disasters and Survival.
a.
Visit the Emergency Management Australia Website to find out about tornadoes.
b.
Find the site at http://www.ema.gov.au
c.
Click on ‘severe storms’ and read the information about tornadoes.
d.
Describe the structure of a tornado and relate this to the way it operates.
e.
Conduct some research to find out how tornadoes are formed and where most
occur in the world.
3.
Find out if your home has a surge protector.
4.
Is your home covered for storm damage?
5.
Use the Bureau of Meteorology’s Website at http://www.bom.gov.au and other sources to
prepare a poster to warn the public about the dangers of lightning. Refer to the section on
Learn about Meteorology http://www.bom.gov.au/info/ , the U.S. Storm Prediction Centre
Website at http://www.spc.noaa.gov/index.shtml and the U.S. National Lightning Safety
Institute Website at http://www.lightningsafety. com/nlsi_pls.html
10
AUSTRALIAN
GEOGRAPHY TEACHERS’ ASSOCIATION
FLOODS
Introduction
Floods occur in areas near rivers which, after periods of heavy rainfall, are inundated when
water levels rise to a point where the stream channels can no longer carry the volume of water.
The flooding may occur in an area away from where the heavy rain falls.
The most common cause of flooding in Australia is as a result of heavy rainfall. Other flooding
can be from the failure of dams, the urban drainage system in built-up areas, or storm surges
in coastal areas during tropical cyclones.
Most flooding in the northern half of Australia occurs in the summer or autumn months. Rivers
in this region tend to flood regularly due to the occurrence of heavy rainfall during the wet
season. In the southern half of Australia, floods occur throughout the year, with more occurring
in the winter months. Figure 1 provides you with a list of major floods in Australia since 1970.
When people discuss a flood, they often mention it in terms of how often it might occur. This is
called the average recurrence interval, or ARI, of a flood. For example, a 1 in 100-year flood
has a 1% chance of occurring in any given year. It is very important to understand that the ARI
of a flood gives no indication of when a flood of that size will occur again. It does not, for
example, rule out floods of similar size occurring two years in a row. This occurred in
Kempsey, NSW, in 1949 and 1950. The average recurrence interval is a good indication of
the relative severity of a flood. Usually, the larger the ARI, the larger the flood event. In other
words, the 1 in 100 year flood would be deeper and cover a larger area than the 1 in 50 year
flood for the same location.
Around $400 million damage is done by floods each year in Australia and much of this is
uninsured. Floods are one of the most manageable and predictable of natural disasters and it
is possible to minimise their effects and impact.
Pre-video activities
1.
Visit the Emergency Management Australia Website to find out about the different types of
flooding that may occur.
a.
Find the site at http://www.ema.gov.au
b.
Click on ‘floods’ and read the information about types of flooding. For each of the
three different types of flooding discussed (inland river flooding; mountain/coastal/
river flooding; flash flooding):
explain how the flooding occurs;
outline how much warning time could be expected before each flood;
describe the main damage and losses from the flooding.
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
11
Figure 1: Notable Australian Floods 1970 to 1999
Date
River Systems
Impact
1970 Aug
Deloraine and Latrobe River; Tas
Many homes flooded; 1 dead; large agriculture loss; total estimated
cost $200m +
1971 Jan
Woden Valley, Canberra; ACT
Extraordinary flash flood due to thunderstorm cloudburst; 7 people
drowned
1974 Jan
Brisbane River; Qld
Tropical cyclone Wanda, worst Australian flood in economic terms;
9 000 people evacuated, 11 000 homes inundated, at least
$980m damage; 16 people drowned
1974 Jan
Southern Qld and Northern NSW
Every river in major flood; estimated cost $1,220m (not including
Brisbane)
1974 Mar
Gulf Country; Qld
Widespread floods caused huge cattle losses, rehabilitation
payments of approximately $150m
1974 May
Sydney; NSW
Severe flooding caused over $400m damage
1974 May
Ovens, Maribyrnong and other rivers;
Vic, Maree-Coober Pedy area; SA
Highest known floods on some rivers,
extensive damage in Vic and SA
1975 Mar
Sydney; NSW
Severe flooding estimated damage $295m
1977 Mar
Extensive area in Northern Australia
Widespread flooding with great loss of cattle and much property
damage in Qld, NT and WA
1981 Feb
Dalby area, northern coastal areas; Qld
Floods due to tropical cyclones, approximately $40m damage
1984 Nov
Eastern and Northern suburbs of
Sydney; NSW
Urban drainage system failed to cope with
very intense thunderstorm rain, approximately $500m damage to
homes, vehicles and infrastructure
1986 Aug
Hawkesbury River, Georges River; NSW
Devastating floods in new residential areas
of Sydney, estimated cost $260m damage; 6 people drowned
1987 May
Lismore; NSW, Nerang; Qld, nearby
areas
Floods due to extra-tropical depression, at
least $1/2m damage; 4 deaths
1988 Apr
Georges River, Parramatta and Sydney
Total estimated cost $220m
1990 Feb
Southern Qld and Northern NSW
Total estimated cost $240m; 6 deaths
1990 Apr
Charleville; Qld, Nyngan; NSW,
Bairnsdale; Vic
Total estimated cost $380m
1991 Jan
Qld central coast
Total estimated cost $385m; 6 deaths
1992 Aug-Sep
Adelaide region; SA
Estimated cost $150m; 2 deaths
1992 Dec
Adelaide region; SA
Estimated cost $275m; 1 death
1993
Northern Vic and Gippsland; Vic
(12 rivers flooded)
Total estimated cost $400m, mostly agriculture
1996 May
Southern Qld and northern NSW
Total estimated cost $220m +; 4 deaths
1996 Nov
Coffs Harbour; NSW
Estimated cost $140m; 1 death
1998 Jan
Townsville; Qld,
Total estimated cost $210m
Katherine; NT
Total estimated cost $180m
1998 Aug
Wodonga; NSW
Total estimated cost $125m +
1998 Aug-Sep
Narrabri and Namoi River Valley; NSW
Total estimated cost $265m
1999
Cairns region; Qld
Estimated cost $100m
Gympie; Qld
Estimated cost $50m
Source: Water water everywhere, page 19-20.
12
AUSTRALIAN
GEOGRAPHY TEACHERS’ ASSOCIATION
2.
Study figure 1 showing a list of notable floods in Australia from 1970 to 1999. You will
need a blank outline map of Australia and an atlas to complete this activity.
a.
Use the atlas to locate each flood event listed in the table. Place a small coloured
dot on the outline map to record each location.
b.
3.
Provide a key and appropriate title to complete your map.
Explain your understanding of the average recurrence interval (ARI) of a flood by
completing the following:
a.
How severe is a flood with an ARI of 1 in 100 years compared to 1 in 30 years?
b.
Imagine a town experiences a flood with an ARI of 1 in 50 years. Which of the
following statements are true and which are false?
It will be at least 50 years before the town will experience another flood of similar
size. (TRUE/FALSE)
The town might experience the same intensity flood in the next year. (TRUE/FALSE)
The chance of a similar sized flood occurring in the next year is very low. (TRUE/
FALSE)
c.
The town of Katherine in the Northern Territory experienced a flood on Australia Day in
1998. The preliminary estimates for this flood was that a flood of this magnitude/size
would occur once in every 500 to 1000 years. What does this tell you about the
severity of this flood? Could such a flood occur again in the next ten years? Explain.
Video questions
1.
What does it mean that planning zones for floods are often based on 1 in 100 year flood levels?
2.
When did the town of Nyngan in NSW flood? How much higher was this flood than the previous largest flood?
3.
List what you need to know when assessing if your local area is subject to flooding.
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
13
Pause the video here to review the information for question 3.
4.
List the risks and benefits of living in an area which could be prone to flooding.
Risks
Benefits
5.
Imagine you are going to buy a house in a flood-prone area. Describe the features you would look for in a house to
reduce damage by flood water.
6.
List the emergency and/or other equipment that should be kept ready and available in each house in case of floods.
Pause the video here to review the information for question 6.
7.
14
What signs are there that there is a chance that a flood might occur?
AUSTRALIAN
GEOGRAPHY TEACHERS’ ASSOCIATION
8.
You have been given six hours notice that a flood will occur in your area. List the action which should be taken in- and
outside the house.
Inside
Outside
Pause the video here to review the information for question 8.
9.
What dangers are associated with people walking or driving in floodwaters?
10. What can people expect to see and experience when floodwaters recede?
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
15
Further activities
1.
Draw or design a house that would be suitable to build in a flood-prone area. Annotate
(make notes) of all the features in your design which will help reduce the effects of
flooding.
2.
Locate Nyngan in an atlas. This town has flooded several times. Conduct some
research about past floods and describe the effects of each and the emergency
responses that took place.
3.
Nyngan relied on its levee system surrounding the town.
a.
What does a levee bank aim to do? What are the limitations of a levee bank built
to the 1 in 100 flood level?
b.
4.
Why did Nyngan residents need backups to their levee system?
A flood has occurred in your local area. Describe which river/creeks flooded and the
areas most affected. Imagine you are a journalist. Write a news account of what you
observed in your local area after floodwaters subsided.
5.
In groups, conduct research about your local area and how prone it is to flooding.
Each group should choose one of the tasks below and report on their results to the
class, so that the group can respond to the question, Assess the level of risk to flood in
your area and describe the roles of various organisations in preparing for, and
responding to a flood, Ensure you use a map to show the most vulnerable areas in
your local area.
Contact your local SES to obtain the local flood plan and discuss the SES’ role.
Contact the local council to investigate how they consider flood in their planning.
You may even be able to arrange for someone from the local council to discuss
the flood hazards of your area.
Contact the local water authority to find out what preparations they have in place
for flooding. Does anyone in your community produce brochures or conduct other
activities to raise awareness and understanding of flood risk?
Interview a long-term resident and find out if there has been a flood in living
memory.
Open choice.
6.
Many towns are located in floodplains. Research the benefits of floodplains that are
attractive to people, agriculture and industries.
16
AUSTRALIAN
GEOGRAPHY TEACHERS ASSOCIATION
BUSHFIRES
Introduction
Some parts of Australia experience some of the most severe bushfires in the world. Fire has
become a natural part of the Australian ecosystem with many plants having adaptations to it.
Bushfires are caused by lightning or by people. Many people in Australia live in or close to
natural areas and may be at risk of bushfire at some time. The two main types of fires that can
occur are grass fires and forest fires.
Many factors affect bushfire
behaviour including fuel,
Figure 1
weather and topography.
Map of Australia
People need to be well
showing bushfire risk
prepared to protect a home
zones
from bushfire or should
leave well before the fire is
Figure 2
imminent. Some houses
N
Sites of possible ignition
are safer than others in
surviving a bushfire. Figure
2 shows sites of possible
spark and ember attack on
a house.
Low
Moderate
High
Extreme
by embers. (Houses are
0
500
1000 km
often set alight by
burning bits of debris
Each rating refers to relative risk to people from
bushfires based on average intensity for that zone
carried by strong winds
associated with
bushfires. These embers
ignite wooden or other
flammable materials in
the wall and roof lining.)
Source: Bushfires- living in Australia’s natural heritage (Teacher notes) page 53.
AUSTRALIAN GEOGRAPHY TEACHERS ASSOCIATION
17
Pre-video activities
1.
Study the map in figure 1 and describe the bushfire risk in Australia.
2.
Which type of bushfire is more likely to result in a disaster? Why?
3.
Do you live in a bushfire risk area? If so, describe what your family has done to prepare
for a bushfire situation. Alternatively, if you know someone who lives in a bushfire-prone
area, find out the preparation that has taken place to protect the house and surroundings.
4.
Use figure 2 to describe how a house or other building becomes vulnerable in a bushfire
situation.
Video questions
1.
2.
List evidence to show that bushfires have become part of the natural environment.
Describe the main factors that help a person to assess his/her vulnerability to a bushfire?
(Note: you may need to pause and go back to this question as the video progresses).
Factor
How assessed?
Pause the video here to review the information for question 2.
3.
Describe what happens as a bushfire progresses.
When is it the most dangerous time for people? What should they do?
4.
List all the burnable material that makes up a fuel load.
5.
Apart from fuel load, what else affects the strength and ferocity of a bushfire?
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6.
Who is responsible for reducing fuel load in your public area?
7.
Complete the following table and list all the action that can be taken to reduce the intensity of a fire and its effect.
Action
Effect
E.g. Create a firebreak
8.
What effect does slope have on the ferocity of a fire?
9.
Why is an independent water source a good idea if you live in a bushfire-prone area?
10. Will firefighters be available to protect your home?
11. Should people stay with their home?
12. Why is it important to decide early whether to stay or leave in a bushfire situation?
13. If you choose to go, what action should you take/equipment do you need? How does this help?
14. What do you do if you are caught in a fire in your car?
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
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15. Make notes about what to include in a household plan if you have decided to stay with your home
in a bushfire situation.
Pause the video here to review the information for question 15.
16. How long does a fire front last?
Further activities
1.
Imagine you will be building a home on a steep slope near a forest and therefore prone to bushfire.
a.
You need to design your house to withstand bushfire conditions and need to show the following features:
Choose the site for your home.
Show access to and from the site.
Show the external design of the house.
Describe the building materials used.
Plan the surrounding garden to minimise any risk.
b.
2
Annotate your plan to show how each feature will help improve the chance of your house surviving a bushfire.
Using your notes from video question 15, write a clear plan for what you should do, equipment you need (including
clothes), who will be with you etc.
3.
Visit Victoria’s CFA (Country Fire Authority) Website to find out more information about bushfires.
a.
Find the site at http://www.cfa.vic.gov.au
b.
Click on ‘Media News’ and read the article about Community Fire Groups. Describe how these groups function and
how they help reduce the risk from bushfires.
c.
Click on ‘Community Safety’ and research the action that can be taken to increase bushfire and farm safety.
d.
Click on ‘CFA Fires’ and study the significant fire summary. Which fire(s) have been most severe in terms of
losses.
e.
Find out the name of the bushfire response/combat agency in your state or territory and search to see if it has a
Website. Compare the pattern of fire occurrence.
Country Fire Service South Australia
NSW Fire Brigade
NSW Rural Fire Service
Queensland Fire and Rescue Authority
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GEOGRAPHY TEACHERS’ ASSOCIATION
http://www.cfs.org.au
http://www.nswfb.nsw.gov.au
http://www.bushfire.nsw.gov.au
http://www.fire.qld.gov.au
CYCLONES
Introduction
Tropical cyclones are low pressure systems which form over warm oceans with water
temperatures usually over 26.5ºC. They therefore occur in tropical areas, typically between 5º
S and 26º S in the southern hemisphere and 5ºN and 26ºN in the northern hemisphere. The
cyclone is a revolving storm of gale to hurricane-force winds. These winds have been recorded
at over 300 kilometres per hour, and the torrential rain that often accompanies them can
cause floods. Together, these forces can create much destruction.
Figure 1 shows the way a tropical cyclone is formed. The warm air rises rapidly and rotates
around the central part of the cyclone known as the ‘eye’. This is a calm centre and is
generally between sixteen and thirty-two kilometres across. The energy for a cyclone comes
from the warm, moist rising air. The clouds in this air mass form around the eye and spiral
towards the centre of the cyclone.
3
1. As air is drawn into
the cyclone it begins to
4
Outflow
1200 m
rotate clockwise (in the
southern hemisphere).
Rising
air
1
2. Air rises in
2
cumulonimbus clouds.
In which
cyclone
moves
Stream flow
3. As air leaves the
tropical cyclone, it starts
to rotate anticlockwise
around the centre.
4. Air sinks in the eye.
The eye is a region of
relatively clear air a few
Eye
tens of kilometres
160
Gales gradually decreasing
1 to 30 km
Cyclone winds
160
Gales gradually increasing
across surrounded by a
massive rotating eyewall of cumulonimbus
cloud.
Figure 1: Structure of a cyclone
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Figure 2: Map of major tropical cyclones in Australia
Thelma 1998
Tracy 1974
Teresa 1992
Hal 1978
Orson 1989 Joan 1975
Vance 1999
Ted 1976
Chloe 1995
Kathy 1984
Darwin
Ian 1992
Annette 1994
Bobby 1995
Lena 1983
Hazel 1979
Winifred 1984
Barry 1996
Barry
Rona 1999
Aivu 1989
Trixie 1975
Trixie
Cairns
Tennant Creek
Althea 1971
Ada 1970
David 1976
Wanda 1974
Alice Springs
Nancy 1990
Brisbane
Alby 1978
Perth
Sydney
Adelaide
Melbourne
N
0
500
Canberra
1000 km
Hobart
Cyclones form over warm oceans. As they move inland and away from tropical waters they
dissipate. The cyclone season in Australia occurs from about November to April although it
can extend into May. The greatest area of risk is the region north of the Tropic of Capricorn.
One of the strongest and most damaging recent cyclones to occur in Australia was Cyclone
Vance which hit Western Australia in March 1999. The town of Exmouth experienced the
greatest amount of damage with 41 houses completely destroyed, 150 structurally damaged
and a further 244 partly damaged. Figure 3 provides further information about Cyclone Vance.
Pre-video activities
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AUSTRALIAN
1.
Use figure 1 to describe how a tropical cyclone is formed.
2.
Refer to figure 2.
a.
Describe the distribution of tropical cyclones in Australia from 1959 to 1999.
b.
Where do the cyclones seem to originate?
c.
List any states or territories which are unaffected by tropical cyclones. Which areas
are most affected?
GEOGRAPHY TEACHERS’ ASSOCIATION
Figure 3: Disease fears increase as Vance leaves trail of destruction
Source: The Age, Wednesday 24 March 1999, page 5
3.
Read figure 3 and answer the following:
a.
How did Cyclone Vance compare to Cyclone Tracy in terms of (i) strength and (ii)
damage and injuries sustained?
b.
What factors might account for the fact that there were no deaths and few injuries as
a result of Cyclone Vance?
c.
How prepared for a cyclone were Mr. Branston and his family?
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
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Video questions
1.
Where and when do cyclones occur in Australia? How often can cyclones be expected in each season?
2.
Describe the direction in which cyclones move.
Pause the video here to review the map and cyclone movement information.
3.
What is a storm surge and how does it occur?
4.
Describe the different outcomes if a storm surge arises during low tide as opposed to high tide.
5.
Why are cyclones described as a multi-hazard?
Pause the video here to review the information related to questions 5 and 6. Before viewing the next section, describe the
action people can take to stop cyclones from becoming a natural disaster.
6.
24
When and where did Cyclone Tracy occur? What caused most of the damage during this cyclone?
AUSTRALIAN
GEOGRAPHY TEACHERS’ ASSOCIATION
7.
Make a list of all the preparation that should be taken before cyclone season.
Pause the video here to review the information for question 7.
8.
Describe how cyclone plotting can provide a person with additional information about a cyclone.
9.
List the two levels of information provided by the Bureau of Meteorology to warn that a cyclone is approaching. How
much time does each warning provide? Which is more urgent? What type of information is provided?
10. List the action you should take when you know a cyclone is approaching.
Pause the video here to review the information for question 10.
11. What should people do when a cyclone strikes?
Pause the video here to review the information for question 11.
12. Describe what people should and should not do after a cyclone has passed.
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Further activities
1.
Conduct some research to find out how cyclones are named.
2.
Many Australians and international visitors travel to Australia’s north as tourists. How
might tourist preparation for a cyclone event compare with that of the resident
population? What strategies could be used to make tourists more aware of how to
respond in such an event?
a
Design a brochure to help increase the awareness of visitors to cyclone-prone
areas.
b
Describe the best way to distribute these brochures so that all people potentially
visiting would be made aware of the possible hazards.
c
Discuss: if you were a tourist operator, what are some reasons why you might not
want to tell your clients about the cyclone season and the reasons why you might
choose to anyway?
3.
Visit the Bureau of Meteorology Website to find out more information on Cyclone Vance.
a.
Find the site at http://www.bom.gov.au/info/cyclone/vance.html
Read the information and answer the following questions:
What category did Cyclone Vance reach and after how many days? For how long
was it a category 5 cyclone?
How far were the effects of Cyclone Vance felt?
Study the map tracking the path of the cyclone and write a description of its
movement. For how many days in total did it remain a cyclone?
b.
Click on ‘A selection of radar images as Vance crosses the coast’ and observe the
movement, direction and impact of wind direction.
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EARTHQUAKES AND LANDSLIDES
Introduction
Earthquakes occur as a result of movements in the Earth’s crust or upper mantle as
continental plates move. All earthquakes have a focus, which is the area underneath the earth
where stresses have caused the rocks to snap, sending shock waves to the surface. When
rocks are placed under stress, they can break along lines called faults. Movement along these
faults does not occur along the entire fault and the place where movement occurs during an
earthquake is known as the focus. The point at the surface above the focus is called the
epicentre. The greatest amount of damage usually occurs near the epicentre. From the focus,
shock waves radiate out like ripples on a pond. The vibrations are usually less intense the
further they are from the epicentre.
Earthquakes are measured according to their magnitude and intensity. Magnitude is measured
on the Richter Scale which shows the amount of energy released by an earthquake. The scale
is open-ended. A one-unit increase in the scale is approximately 30 times greater than the
previous level. For example, energy released at the magnitude of 7.0 is approximately 30
times greater than the energy released at 6.0.
In the last 75 years there have been 17 earthquakes in Australia registering 6 or more on the
Richter Scale. This is a rate of about one every five years compared to a world average of 140
per year.
Mercalli Scale
Richter Scale
i
Felt by no one.
2.5 Felt but no damage.
ii
Felt by very few people.
iii
Tremor noticed by many, but they often do not realise
it is an earthquake.
iv
Felt indoors by many. Feels like a truck has struck the
building.
v
Felt by nearly everyone; many people awakened,
swaying trees and poles may be observed.
vi
Felt by all; many people run outdoors. Furniture
moved, slight damage occurs.
3.5 Felt by many people, and may
cause occasional damage.
4.5 Some local damage usually
occurs.
vii Everyone runs outdoors. Poorly built structures
considerably damaged, slight damage elsewhere.
viii Specially designed structures damaged slightly, others
collapse.
6.0 A destructive earthquake.
ix
All buildings considerably damaged, many shift off
foundations. Noticeable cracks in ground.
x
Many structures destroyed. Ground is badly cracked.
7.0 A major earthquake.
Figure 1:
xi
Almost all structures fail. Bridges wrecked. Very wide
cracks in ground.
8.0 and up – Great earthquakes.
The Modified Mercalli
xii Total destruction. Waves seen on ground surfaces,
objects are tumbled and tossed.
and Richter Scales
Source: Microsoft Encarta
Encyclopaedia
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Figure 3: Quake panic in the suburbs
The Richter scale measurement can be used only where an instrument has
measured the earthquake. Another way of measuring earthquake intensity is
using the Modified Mercalli scale. This scale is based on eye witness
accounts. and indicates the amount of shaking felt or damage caused - the
intensity of the earthquake. Intensity depends on the nature of buildings, time
of day and other factors. Intensity can vary for any given earthquake whereas
magnitude does not.
Darwin
Broome
King Bay
Onslow
Carnarvon
Brisbane
Perth
Meckering
Ellalong
Newcastle
Sydney
Canberra
Adelaide
N
Adelaide
Earthquake Hazard
Moderate
Low
Very low
0
500
1000 km
Melbourne
Hobart
Figure 2: Australian earthquake risk areas
Australia is not situated near any plate boundaries. Therefore, major earth
movements are not common but do occur. The strongest recently recorded
earthquake was at Tennant Creek, Northern Territory in 1988 and measured
6.8 on the Richter Scale. The most damaging earthquake occurred in 1989 in
Newcastle NSW, where 13 people died and 160 were injured. This
earthquake measured 5.6 on the Richter Scale. The significance of this
earthquake was that it was the first in Australia to result in multiple deaths.
Landslides are a type of mass movement. Mass movement is the movement
of soil and rock down a slope due to gravity. Landslides usually occur on
steep slopes after heavy rain but can also occur after earthquakes or as a
result of human activity such as clearing vegetation. In the past 150 years, at
least 82 people have been killed by at least 36 landslides. The two most
significant Australian landslides in terms of numbers of people killed were:
1996: Five adults and four children were killed in a cliff collapse near
Gracetown in Western Australia.
1997: Eighteen people died at Thredbo Alpine Village when a section of
the hillside below a road collapsed causing a landslide which destroyed
two ski lodges.
Source: The Age, Saturday 21 August 1999
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Figure 4: Water sets off road collapse
Source: The Australian, August 1 1997
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Pre-video activities
1.
Use atlases and other sources to draw a diagram to explain the events that cause an
earthquake.
2.
What is the difference between earthquake measurements on the Richter and the Modified
Mercalli Scale?
3.
Study figure 2.
a.
Which regions in Australia are at greatest risk from earthquakes?
b.
Describe an area in your state or territory that is most likely to be affected by an
earthquake.
c.
Do you know of somewhere in your state or territory that has been affected by an
earthquake?
4.
Describe the relative danger to people and property of earthquakes in Australia compared
to other parts of the world. Why does Australia experience so few severe earthquakes?
5.
Read figure 3. Should Australians feel complacent about earthquake events? Why? Why
not? Do you think you need to take any precautions?
6.
Read figure 4.
a.
Use your own words to describe the events that caused this landslide. Classify these
into ‘natural’ or ‘human’ events.
b.
According to the article, what are the main causes of landslides?
Video questions
1.
What is the Richter Scale?
2.
What is the Modified Mercalli Scale?
3.
Which Australian earthquake recorded the highest on the Richter Scale?
4.
Describe the relationship between earthquake damage and population density.
5.
Describe the distribution of earthquakes in Australia in the last 160 years.
6.
How do geology and soils affect vulnerability to an earthquake?
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GEOGRAPHY TEACHERS’ ASSOCIATION
7.
What was characteristic about the buildings which suffered damage in the Newcastle earthquake?
8.
List the action that could be taken to reduce vulnerability to earthquake damage.
Pause the video here to review the information in question 8.
9.
Can earthquakes be predicted?
10. What action should be taken when an earthquake occurs and you are:
a. inside?
b. outside?
c. in a car?
Pause the video here to review the information in question 10.
11. What is a landslide?
12. What occurred in the landslides in
a. Gracetown?
b. Thredbo?
13. How can people assess their vulnerability to landslides?
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
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Pause the video here to review the information in question 13.
14. Describe the care that should be taken around rock ledges and cliffs. Why might sandstone be particularly dangerous?
15. Are landslides likely to be fast or slow events?
16. What action should be taken if a landslide occurs?
Further activities
1.
Visit the Australian Geological Survey Organisation Website to find out more information about earthquakes and
landslides.
a.
Find the site at http://www.agso.gov.au
b.
Click on ‘Recent earthquakes’ and ‘Recent landslides’ to investigate where they have occurred in Australia recently.
Describe the pattern of earthquakes shown on the maps.
c.
2.
Click on ‘Landslide Survival Guide’ and compare the safety information to that described in the video.
Another interesting Website is located at http://www.kn.pacbell.com/wired/fil/pages/webearthscie.html
a.
Access this site, which asks students to conduct research and then decide whether they would prefer living near
an active fault or near a volcano. Many links provide students with the opportunity to conduct research about both
these natural hazards.
b.
Extensive research is then followed by a debate to decide which natural disaster it would be preferable to live
nearby. Conduct the debate and see who is the most convincing.
3.
Conduct some research to find out if your area has ever experienced an earthquake or landslide. When did it occur and
what were the effects? The Australian Geological Survey Organisation site at http://www.agso.gov.au contains an
earthquakes and landslide database that will be a great starting point for your research.
4.
Does your insurance policy cover earthquake damage? Assess your vulnerability and justify whether your home should
or should not have this type of insurance cover.
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HEATWAVE
Introduction
A heatwave is a natural hazard which has caused the most number of deaths in Australia in
the last one hundred years. Most people have experienced a heatwave with a number of days
of very high temperatures. Infants, elderly people and those suffering from serious illness are
most at risk during a heatwave. This period of hot weather is usually broken by the onset of a
cool change.
The effects of heatwaves are often underrated. In January 1994 the national media focussed
on the NSW bushfires which caused a total of 4 deaths, whilst in the Townsville region, 5
heatwave deaths were reported only in the local newspaper.
Agricultural losses often occur with heatwaves as this event can very quickly affect crops and
animal populations. Human deaths can be avoided with clear understanding and preparation.
Video questions
1.
What is a heatwave?
2.
Describe the parts of your body that are represented by the following and how each works:
a. A car engine.
b. Coolant.
c. Radiator.
3.
How much heat does a body generate at rest? _______________________________
During hard labour?
4.
How much water does the body of an adult contain? How is this water lost from the body?
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
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5.
Describe the effect of exercise on the body on a hot day. How is blood pressure affected? What happens to organs and
tissues?
6.
Why are babies, children and the elderly more vulnerable during a heatwave?
Elderly
Children
Babies
7.
What is a diuretic? Give two examples of diuretics which should be avoided on hot days.
8.
What types of food should be avoided/included on hot days?
9.
Draw a picture of what a person should wear on hot days and annotate (make notes) explaining your choices.
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GEOGRAPHY TEACHERS’ ASSOCIATION
10. Why should children and pets not be left locked in cars for even a short time?
11. Describe how your house could be protected on a hot day.
12. How could you keep cool if you stayed at home on a hot day?
13. What signs do people show when they are suffering from heat exhaustion? How can you help such a person?
Further activities
1.
Research the parts of Australia that regularly experience heatwaves. Which factors might
account for this regularity?
2.
Design a poster to let people know how they can look after themselves during a
heatwave. Include a list of instructions showing how to treat a person who may be
suffering from heat illness.
3.
Try the experiment on heatwave testing the effect of different colours on heat absorption at
http://www.publish.csiro.au/cyberspace/helix
4.
House and landscape design can incorporate principles designed to keep people cool
during hot conditions. Investigate some of these design features and report these to your
class. How well designed is your school to provide a liveable environment during a
heatwave? Could any of the principles you have discovered be applied to your school?
AUSTRALIAN GEOGRAPHY TEACHERS’ ASSOCIATION
35
Hazards, Disasters
and Survival
A six-part television series explaining why natural hazards sometimes become disasters and how Australians
can reduce the risk of death, injury and property damage caused by severe storm, flood, bushfire, cyclone,
earthquake, landslide and heatwave.
Produced by Australian Broadcasting Corporation in cooperation with Emergency Management Australia and
State/Territory emergency management organisations.
Each 15-minute program features interviews with emergency managers and people who have survived natural
hazards and disasters, Australian news footage, and practical advice on how to prepare for the natural hazards
listed below. It is essential viewing for all Australians to learn how to live safely in the Australian environment.
Total viewing time: 90 minutes (6 x 15 minutes).
Bushfire - Bushfire is a natural part of the Australian landscape but can have a devastating effect on people’s
lives. How can you assess your property’s vulnerability? How should you prepare before the bushfire season?
What can you do if a fire is approaching? How should you react if caught in a bushfire? What should you do
once the fire has passed?
Severe Storm - Severe storms can occur with very little warning and with dangerous winds, damaging hail,
flooding rains and lightning. They may be short-lived but can leave a path of destruction and can kill. How can
you reduce the effects of severe storms on your family and property?
Flood - Floods are the most predictable of our natural hazards. Some floods may have a relatively long warning
period and allow time to prepare, while flash floods can occur anywhere and with very little warning. Is your
home likely to be flooded? What can you do when floodwaters approach and once they have receded? How can
the design of buildings, fences, roads and suburbs reduce the negative effects of flooding?
Cyclone - Cyclones are a fact of life throughout tropical Australia. They are multi-hazard, bringing extreme
winds, floods, violent seas and storm surges. How can you prepare your family and property? Who provides
information and warnings as the cyclone is nearing your area? What can you do once the cyclone has arrived?
Earthquake and Landslide - Any part of Australia could experience an earthquake. Which factors, such as soil
type, building design and maintenance, can increase earthquake risk? Landslides, like earthquakes, are more
common than we think. Landslides can be sudden and violent or they may only move a few centimetres a year.
Are you at risk? What signs should you look for and what can you do if affected by a landslide?
Heatwave - In the last hundred years, heatwaves have caused more deaths in Australia than any other natural
hazard. What should you wear, eat and drink during heatwaves? How can you keep your home cool? What can
you do if someone is suffering from heat-related illness?
How to Order – contact Emergency Management Australia (EMA), PO Box 1020 ACT 2602 Australia. Phone:
(02) 6266 5402, Fax: (02) 6266 5029, e-mail: [email protected], or visit the EMA homepage: http://
www.ema.gov.au/schools.htm which includes information about hazards, disaster case studies, safety
advice, who manages emergencies in Australia and lots of links to Australian and overseas sites.