Tectonic Event (OCR GCSE Geography B)

Revision Note

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Bridgette Barrett

Written by: Bridgette Barrett

Reviewed by: Jenna Quinn

Case Study: Nepal Earthquake

  • Nepal is one of the poorest countries in the world with a GDP of under $1000 

  • Located between China and India, Nepal is a landlocked country

  • In 2015 80% of the population lived in rural, often remote, communities

  • In April 2015 at 11.26 am Nepal was struck by an earthquake, magnitude 7.8

  • The epicentre was 80 km northwest of Kathmandu in the Gorka district

  • The focus was shallow at only 15 km beneath the surface

  • Over 300 aftershocks followed the main earthquake

Nepal Earthquake Map

Map of the 2015 Nepal earthquake showing perceived shaking levels, epicenter, fault line, tectonic plates, and major aftershock regions. Magnitude 7.8.
Location of the Nepal Earthquake

Cause 

  • Nepal is located on a collision boundary between the Indian and Eurasian plates

Effects

  • Approximately 9000 deaths 

  • Over 20,000 people injured

  • Electricity and water supplies cut

  • 7000 schools and 1000 health facilities were damaged or destroyed

  • Almost 3.5 million people were made homeless

  • Offices, shops and factories were destroyed meaning people were unable to make a living

  • UNESCO world heritage sites destroyed as well as many temples

  • Loss of tourist income which Nepal is reliant on

  • Avalanches on Mount Everest and in the Langtang Valley

  • Landslides which blocked roads and rivers

  • Damages estimated at between $7 and $10 billion about 35% of the GDP

Immediate responses

  • Donations of money and aid from around the world totally $3 billion including $3.3 million from China and $51 million from the UK 

  • Many countries sent aid in the form of:

    • Temporary shelters

    • Medicines

    • Food

    • Water

    • Clothing

    • Search and rescue teams

    • Medical staff

  • 90% of the Nepalese army were mobilised 

  • Tent cities were set up in Kathmandu for those made homeless

  • GIS crisis mapping tool was used to co-ordinate the response

  • $3 million grant was provided by the Asian Development Bank for emergency relief

Long term response

  • Landslides were cleared and roads repaired to restore access to remote rural communities

  • Schools were rebuilt

  • Earthquake drills were introduced to provide people with education about what to do in the event of an earthquake

  • Stricter building codes with more enforcement

  • $200 million was provided by the Asian Development Bank for rebuilding

  • A new government task force was set up to plan for future earthquake events 

Worked Example

Case study - a tectonic event that has been hazardous for people

Assess the causes of the tectonic event

(6 marks)

  • The example can be anywhere in the world and can be an earthquake, eruption or tsunami

  • It must include place-specific details from a case study:

  • A weather hazard will be awarded a maximum of 3 marks

Answer

The Nepal earthquake of 2015 had an intensity of 7.8 and occurred about 76km from the capital city, Kathmandu. The epicentre was shallow around 8km deep, moving the crust around 3m. All these factors led to more intense shaking making the hazard worse and contributing to the death toll of about 9000 people.

The quality of buildings was also an important factor as if the same-sized earthquake had occurred in an AC then fewer people would have died. This is because buildings like the Dharahara Tower were not retro-fitted and collapsed, increasing the death toll.

Examiner Tips and Tricks

When revising case studies it is important to be able to include a variety of facts and figures. These are the place specific details which the examiner will be looking for to award the higher marks. In the case of tectonic events these should include facts such as:

  • The location

  • Magnitude

  • Number of deaths and injuries

  • Date of the event

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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.