Hazardous Environments

Edexcel IGCSE (9-1)

M Ralph
Topic Outline:
• Identify and explain the characteristics of tropical cyclones, volcanic
eruptions and earthquakes
• Explain the causes and impacts of tropical cyclones, volcanic eruptions
and earthquakes
• Explain the scales used in the measurement of different natural hazards
• Identify and explain the primary and secondary impacts of 1 volcanic
eruption and 1 earthquake
• List and explain the reasons why people continue to live in hazardous
environments
• Describe that tropical cyclones can differ in their impacts
• Explain how people predict and prepare for tropical cyclones
• Describe the steps in the recovery from a natural Hazard
Starter!
Different Types of Hazards
Learning Objectives
• List the different types of Hazards
• Explain why some areas experience natural
hazards more frequently than others
• Evaluate why some places are better able to
cope with the damaging impacts of natural
hazards
Extension – write a report on how well equipped the
you live in is to deal with a natural Hazard
 Hazard Classification!
Geological Climatic Biological Technological
Earthquakes Storms Fires Nuclear
Explosion
Volcanic Floods Pests Transport
Eruptions Accidents
Landslides Drought Diseases Pollution

Looking at the table above, do you think that any of these hazards can be linked?
Starter!
 Measuring the Weather
Learning Objectives
• tell the difference between weather and
climate
• recognise the different weather
instruments used to measure the weather
• find the location and distribution of
Climate Zones.
Extension: what type of climate do we have
in the UAE, explain what type of seasons and
weather patterns exist
 Definitions
What is Weather?
Weather is the
atmospheric conditions
over a certain area at a
specific time
What is Climate?
Climate is the average
weather in a place over a
long period of time
 Stevenson Screen
•Maximum and
a minimum
thermometer
•Hygrometer
Wind Vane
• The wind vane is a free moving
arrow on a high mast measuring
wind direction
• The tail of the arrow is wide
and is blown forward by the
wind
• So the head of the arrow points
in the direction which the wind
is blown
 Anemometer
Measures Wind
Speed

Hands Up!
Try to explain how
this works?
Max and Min
Thermometer
Measures Max and
Min temperature
over 24 hour period
Hygrometer
• Used to measure relative
humidity (water vapour)

• Gives a percentage of how

much water vapour is in the
Air

WHY are there two Different

Types WET and DRY bulb
thermometers????
 Sunshine Recorder
Measures the
Hours of
Sunshine Each
day
How does it
work???
Rain Gauge
Used to measure
precipitation in
millimetres

How does it work?

Barometer
Used to measure air
pressure
What unit of
measurement is
used?
Starter!
 Factors affecting the Climate
Learning Objectives
• recognise the various factors that affect climate
• explain the process of the various factors that
affect climate
• draw labelled diagrams explaining the process
of the various factors that affect climate
Extension: research the main factors that affect
the type of climate we have here in the UAE
 Quick
Question!
Why are some
areas of the
earth hotter
than others?
 Latitude
The further north or
south you move
from the equator,
the cooler it gets
because the suns
rays are less
concentrated
Distance from the sea
Areas near the sea
are warmer in winter
and cooler in
summer
Can you explain
why?
 Altitude
•Altitude is the height Can you name this mountain?

above sea level

•The higher the
altitude of a region
the cooler the
temperature
becomes
 Prevailing Winds
The main direction
the winds blow

Look in your books

and try to figure
out the UAE’s
prevailing winds
 Air Masses
• An air mass is a large body of air
with relatively uniform
characteristics (temperature and
humidity)
• The characteristics of an air mass
are determined by its source
region. The source regions tend to
be semi-permanent anticyclones in
the sub-tropics and polar regions
(‘tropical’ or ‘polar’ air).
 Air Pressure
•Warm air rises
so there will be
Low pressure
•Cool air
descends so
there will be
High pressure
High & Low Pressure

In a high pressure system In a low pressure system

dense air is forced air is dragged in and
downwards and spreads forced upwards where it
out over the surface of the cools and forms clouds
earth
 Wind Currents
• Wind currents distribute
the suns heat from one
part of the world to
another
• Warm air currents make
areas warmer than normal
• Cold air currents make
areas cooler than normal
 Ocean Currents
• Ocean currents affect the
temperature and rainfall
of an area
• Warm ocean currents
make the surrounding
areas warmer and rainy
• Cool ocean currents
make the surrounding
areas cooler and drier
Starter!
 Learning Objectives
• Identify the cross section of a
hurricane/tropical storm
• Describe the weather conditions needed
for a tropical storm to form
• Apply their understanding of tropical
storms to recognise the short term and
long term effects of hurricanes
Extension: Hurricane Harvey was the latest
storm to hit the USA describe the impacts of
this storm
Tropical Cyclone
Edge of the storm: high
temperature and high
pressure, less cloud, less
wind and rain, wind is not
as strong
Vortex: thick cloud cover,
extremely strong winds,
thunderstorms, extremely
heavy rainfall.
Eye of the storm: very low
air pressure, clear sky, calm
warm weather conditions
How Tropical Storms Form!
 Conditions required for
tropical storms to occur…
•Warm water above 27˚C
•The warm water then heats
the air above it (so it rises
quickly)
•As it rises it turns and spins
inwards, creating an area of
very low pressure in the eye
 Effects of a Tropical Storm
• Average length can be up to ten days
• 3 types of damage
• Wind
• Storm surges
• Floods
Long term effects can largely depend on whether the storm
has hit an MEDC or LEDC

Why do you think this is?

 Hurricane Katrina, August 2005
• https://www.youtube.com/watch?v=HbJaMWw
4-2Q (5min Video)
• Category 5 Hurricane winds reaching 280KMph,
one of the worst the USA has ever faced

Answer the following questions while watching the clip

1. what day did the storm reach a category 5 ?
2. where was the main shelter set up for people
who couldn’t leave?
3. What type of social problems occurred?
Hurricane Katrina – Social Impacts
• Across Louisiana and
Mississippi, 1836 people were
killed
• 1million people were left
homeless
• There was a lack of clean water,
food and toilet facilities in New
Orleans
• Looting and public disorder
became a serious problem
 Hurricane Katrina – Economic Impacts
• Nearly everyone in New Orleans
became unemployed
• The total economic impact for
Louisiana and Mississippi was
estimated to be over $150billion
• Oil and natural gas production in
the Gulf of Mexico was reduced,
as well as imports of oil and
natural gas
 Hurricane Katrina – Other Impacts
• Communication networks failed –
many telephones and mobiles didn’t
work; internet access and local TV
stations were disrupted
• Around 1.7 million people lost
electricity
• Most major roads, into and out of,
New Orleans were damaged
• The Levees and floodwalls
protecting New Orleans were
breached- 80% of the city ended up
under water
• Buildings suffered extensive damage
 Some of the Facts…
• Relatively little damage was
done by the wind, because many
of the buildings were built to
withstand hurricanes (flooding)
• Most of the roof of the
Superdome sports stadium was
ripped off (where 30,000 people
had gone for shelter)
• Over the whole affected area,
60,000 people had to be rescued
 Why did Katrina do so much damage in a rich
country that has prepared for such events?
• Human Reasons – many people ignored an instruction to
evacuate New Orleans, either because they were living
below the poverty level (so they couldn’t afford to
evacuate) or because they wanted to protect their homes
from looters
• Physical Reasons – new Orleans is located in the
marshlands of the Mississippi Delta, the land is constantly
sinking. It is built on soft, easily eroded sediment. Much
of the city also lies below sea level and the water is kept
out by artificial levees. Some areas are more than three
meters below sea level
Why did Katrina do so much damage in a rich country
that has prepared for such events?
• Economic Reasons – when protective structures are
planned their design depends on the cost effectiveness.
(think back to coastal protection)There is little reason to
spend a lot of money providing protection against events
that are considered unlikely to happen in a long time
period… the levees and floodwalls built were only
designed to prevent damage from hurricanes up to
category 3
• A year after the disaster the population of new Orleans
was only half the size of what it had been (about half a
million)
 How does the USA prepare for Hurricanes?
• Meteorologists at the NHC monitor satellite images to track storms with an
aim to provide early warnings
• Predictions are not always successful as storms can suddenly change course;
exactly where they will fall is not known until very near the time it actually
happens
• If an evacuation is ordered and the storm does not hit where predicted there
will be huge economic cost and disruption to peoples lives
• The NHC uses various means to educate people in advance of what dangers
they may face, what to do if caught in a hurricane (disaster plans)
• The federal emergency management agency was set up to make sure that
places are prepared for disasters of whatever kind, and to give help in an
emergency and aid recovery after it.
CBS News Archive of Hurricane Katrina
https://www.youtube.com/
watch?v=RD0-dvQfARk

This Clip shows the

aftermath of the storm
Quick Quiz!
• When did hurricane Katrina occur?
• How many people died in Hurricane Katrina?
• What was the estimated damage of Hurricane Katrina?
• What were the economic impacts of Hurricane Katrina?
• How does the USA prepare for tropical storms?
Starter!
Inside Planet Earth
 Learning Objectives
• Illustrate how convection currents work
• Explain the theory of continental drift
• Describe the 4 different types of plate
boundary
Extension: research what plate the UAE sits on
and explain if it is at risk from plate tectonic
activity
What are convection currents?
 Theory of Continental Drift
• Given by Alfred Wegner in 1912
• Believed that world was once only one piece of land called the Pangaea
which broke up into Gondwanaland and Laurasia and the Tethys sea
• Evidence of Pangaea
• Biology: Remains of Mesosauras have been found in South Africa and Brazil
• Geology: Similar rock type of Appalachians and mountains of north-west Europe
• Climatology: Coal, sandstone and limestone could not been formed in Britain with its
present climate
Proof!
 Inside Planet Earth
If we could cut through the
earth like an apple we would
see that it is made up of
3 different layers.

These are called the,

1. The Crust
2. The Mantle
3. The Outer Core
4. The Inner Core
The Layers of the Earth
• The Crust – 8 to 100 km

• The Mantle – 2900 km

• The Outer Core – 1400 km

• The Inner Core – 1300 km

The Earth’s Crust
• The crust is the outer skin of
the earth. It is like the skin
on a piece of fruit or the
crust on bread.
• However, the earth’s crust is
made up of a layer of solid
rock 10-100km thick.
• This hard shell is where we
live.
 The Mantle
• Beneath the hard crust is a
layer of hot, soft rock called
the mantle.
• The rocks in the mantle are
molten or melted because
it is so hot (4000 C).
• This molten rock is called
magma.
 The Core
• Beneath the mantle, in the centre of the
earth, we find the earth’s core. It is made
of hot metals such as iron and nickel.
• The core can be divided into an inner and
an outer core.
• The Outer Core is made of molten metals
because is so hot.
• The Inner Core is made of solid metal
because the pressure is so great.
 The Earth’s Plates
• The earth’s crust is not an unbroken
shell.
• It is made up of a number of different
pieces, like the surface of a leather
football.
• Each one of these pieces is called a Plate.
The plates fit together like a jigsaw.
• Plates meet each other at plate
boundaries.
• All of the plates have names, such as the
Eurasian Plate and the American Plate.
Plate Movement
Destructive Plate
Collision Plate
Constructive Plate
Conservative Plate
Type of Plate
Task!
How does it What type of plate What type of
Boundary move? are involved? plate tectonic
(oceanic? Hazard occurs?
Continental?)
Destructive
Constructive
Collisional
Conservative/
Transformation
Video Clip
• http://www.youtube.com/watch?v=1-HwPR_4mP4
Starter!
Learning Objectives
• identify and label the different parts to a
volcano
• list the different types of volcano and their
impacts
• explain the long and short term effects of a
volcanic eruption
Extension: Is there any active volcanos on the
Arabian Peninsula, if so what security precautions
are in place for people living near them?
Volcanos
• The earths crust is divided into plates and these plates move due to
seafloor spreading and continental drift
• Convection currents carry the plates of the earths crust in a piggy
back motion
• The plates collide at boundaries of collision or destruction
• Most volcanoes form at two types of destructive plate boundaries
(where an ocean plate collides with a continental plate and where
two ocean plates collide
• As plates approach each other the intervening ocean floor plate is
subducted into the mantle. As it descends it melts at a depth of
about 100KM
Volcanoes
• The continental plate scrapes layers of sediment from the
descending ocean floor and they are forced upwards,
buckled and compressed into fold mountains
• The melting descending plate creates magma that rises
through the folded rock above
• Small amounts of this magma rise and collect into huge
masses of magma called batholiths
• These batholiths are the source of magma, which creates
volcanoes at the surface in fold mountains such as Cotopaxi
in the Andes
Volcanoes
• Most volcanoes are located around the western edge of the
pacific ocean where ocean plates collide. They form part of
the pacific ring of fire
• The sinking plates melt forming magma
• Eventually the compressed gases and liquid magma are
blasted through the ocean floor and build up volcanic cones
such as those in the Philippines and japan
Volcanos
• Some volcanoes occur at hot spots these are areas where
large batholiths are close to the surface at locations away
from plate boundaries (Yellowstone National Park USA)
 Team Task
In your teams List 5 causes
of a Volcanic Eruption
8 min
https://www
.youtube.co
m/watch?v=
fw52GRc7rhI
Volcano Simulator!
http://discoverykids.com/games/volcano-explorer/
Types of Volcano
Fissure Volcano
This is when magma
erupts from a long
crack in the earths
surface often where
two of the earths
plates are pulling
apart from each
other
Types of Volcano
Shield Volcano
A shield volcano is low and
wide. Its sides are gently
sloping and sometimes it is
not obvious that it is a
volcano at all. It has
formed from thin runny
flowing lava that has
cooled slowly
Types of Volcano
Dome Volcano
Dome volcanoes
have steep, convex
slopes that form
when thick lava cools
quickly
Types of Volcano
Ash-Cinder
Volcano
These volcanoes have
cones made of
alternate layers of ash
and cinder
Types of Volcano
Composite Volcano
A Composite Volcano has
a steep cone shape built
up of layers of erupted
ash and lava
Types of Volcano
Caldera Volcano
These are old volcanoes
with large, collapsed
craters, often with
small new craters inside
them
 Effects of Volcanos
Positive Negative
• Lava soils are rich in iron which is
good for coffee production • People can be killed by
• Geothermal energy can be nuées ardentes (clouds of
generated from hot rock and poisonous gases and ash)
geysers • Lava flows destroy houses
• Mineral ores and veins are and towns
important resources
• Eruptions force people to
• New land is created on volcanic evacuate their homes
islands
• Tourists visit volcanic regions
Starter!
 Learning Objectives
• Describe how earthquakes occur
• List the negative impacts of earth quakes
• Explain how we measure and warn people
about earthquakes
Extension: name a building in the UAE that
has been built using earthquake proof
technology, write a paragraph explaining
your answer
Earthquakes
• Usually occur at plate boundaries as a result of plate tectonic
activity
• There are 3 types of earth quake: shallow focus, intermediate
focus and deep focus
• Some earthquakes, occur on old fault lines
Earthquakes – Important Words
►Tremors – These are the waves of seismic energy
which spread out from the Focus.
►Aftershocks – These are the smaller tremors which
may occur hours or days after the original
earthquakes. They can also be extremely dangerous
because they may cause already damaged buildings
to collapse.
The Measurement and effects of Earthquakes
•A seismologist is a person who studies
earthquakes
•A seismograph is an instrument that records and
measures earthquakes
•The focus is the spot at the origin of an
earthquake
•The epicenter is a spot on the earths surface
directly above the focus
The Focus and Epicenter
The Measurement and effects of Earthquakes
• Seismic waves radiate from the Focus epicenter
• There are 2 types of seismic waves (earthquakes): Body waves and
Surface Waves
• Surface waves make the ground move in two ways at the same time,
in a rolling motion like waves on the sea and in a snake like sideways
movement
• A body wave is a seismic wave that moves through the interior of
the earth
• The Richter Scale indicates the size or magnitude of an earthquake
• The Mercalli scale measures earthquake damage on a 12 point scale:
1 = no damage / 12 = total destruction
https://www.youtube.com/watch?v=OHSJcYDaKlc
Measuring Earthquakes
►The strength or force of an
earthquake is measured on a
Seismograph.

►The scale used to describe this

force is called the Richter Scale. 1
is the weakest and 10 is the
strongest.
►Each point on the Richter Scale means that an earthquake is 10 times
stronger. For e.g. and earthquakes measuring 6 on the scale is 10 x stronger
than an earthquake measuring 5 on the scale.
How to reduce the effects of earthquakes
• Enforce strict building regulations in earthquake prone
regions
• Install earthquake proof technology in new tall buildings
• Practice emergency earthquake drills and regional
emergency plan procedures
• Develop tsunami warning stations for all countries
throughout the pacific
 Task!
3 teams need to
research Hazardous
case studies, complete
and share with the class
• Nepal
• Italy
• Mount Merapi
Copyright - M Ralph O'Mahony
Research Criteria
• Name and Date of the Case study
• Five specific facts
• Explain the causes of the hazard
• Give 4 short and 4 long term impacts
• What was the response
• How can we learn/improve for the Future
Impacts of Tectonic Hazards
What is the difference between a primary impact and
a secondary impact?
Primary Impact – a direct result of the hazard which has just
occurred. Examples include collapsed buildings, broken
water, gas and sewage pipe lines and electric power cuts
etc…
Secondary Impact – effects that happen later on as a result
of the hazard. Examples include tsunamis, aftershocks, fires
due to ruptured gas lines etc…
 Impacts – Team Task!
Copy the table below into your copybook, use your textbook to help
you fill in the different types of primary and secondary impacts.

Type of Hazard Primary Impact Secondary Impact

Hurricane

Earthquake

Volcanic Eruption
Starter!
 Reasons for Living in High Risk Areas…
Learning Objectives
• List the different reasons why people live in High
Risk Areas
• Discuss why some hazard areas are densely
populated
• Explain if the reasons for living in high risk areas
are different for people coming from developing
and developed countries
Extension: draw a table comparing the reasons for
living in high risk areas between developing and
developed countries.
Reasons for living in high risk areas…
You are going to be
shown 4 maps on the
next few slides, discuss
in your teams some
reasons why people may
decide to live in high risk
areas. Use the maps to
inform your notes.
Global Distribution of Earthquakes
Global Distribution of Volcanoes
Global Distribution of Extreme Weather
Population Distribution
Reasons For Living In High Risk Areas
• Lack of education and information
• Family links to the area
• Jobs
• Affordability
• Willing to take risk…
• Optimistic view
• Very fertile land
• Access to resources
• Tourism
 Case Study Research…
Reasons for living in High Risk Areas
Link the reasons on the previous slides to a case study on
1. An extreme Weather Event
2. A Volcanic Eruption
3. An Earthquake
Starter!
 Tsunamis
Learning Objectives
• Identify the causes of a tsunami
• List the impacts of a tsunami
• Explain the long-term and short-term
affects of a tsunami
Extension: would the UAE ever be at
risk of a Tsunami, give at least 3
points to explain your answer
 Indian Ocean Tsunami 2004
Causes
• The earthquake that caused the tsunami struck at
7:58am on December 26th 2004
• The earthquake was caused by the subduction of
the Indo-Australian plate (oceanic) under the
Eurasian plate (continental) 240km off the coast of
Indonesia
• This mega-thrust earthquake involved a 20 metre
uplift of the sea floor all the way along a fault line
which was over 1000km in length
• The uplift of the sea floor caused a displacement of
billions of tonnes of water setting in motion a
tsunami wave which hit the coast of Indonesia
within half an hour of the earthquake
Impacts of the 9.2 Magnitude Earthquake
Primary effects of the tsunami
• The wave killed people in 14 different countries around the Indian Ocean
totalling over 250,000
• The highest death toll was on the Indonesian island of Sumatra where
over 130,000 were killed and over 30,000 remain missing
• In Sumatra over 500,000 people were made homeless, over 80,000
houses were destroyed as well as serious damage to any ports, boats,
roads, bridges, hospitals, forests and crops within 1km of the shore
• 8 people were killed in South Africa which is over 8000km from the
epicentre and over 8000 tourists from Australia, Europe and America
were also killed
• In Sri Lanka, a train was derailed by the force of the wave killing over
1000
 Secondary Effects of the Tsunami
• Diseases such as cholera and dysentery
spread due to the lack of clean water and
sanitation in the refugee camps killing an
estimated 150,000
• Incomes were lost due to the destruction
of fishing boats and damage to the ocean
bed
• Loss of foreign income from tourism was
significant in Thailand
• Emotional and psychological impacts on
the survivors and aid workers
• Land disputes broke out as documents
were lost in the devastation and in some
cases land was destroyed by erosion from
the wave
 Short Term Responses
• Bodies were buried in mass graves to
help prevent the spread of diseases
• Over $7billion was provided by
governments and NGOs (charities) in
the aid effort and to help with
reconstruction
• Up to 5 million people had to be
relocated into temporary refugee
camps and had to be provided with
shelter, food and water
• It took months to simply clear the
debris before rebuilding could start
again
 Long Term Responses
• The Indonesian government decided to
relocate the people from the refugee
camps straight into new homes. The
building of these new home took a lot
longer than expected due to the lack of
building materials and destruction of
main transport routes.
• An tsunami early warning system has
now been installed in the Indian Ocean
at a cost of $20 million
How do Tsunamis Form?
Starter!
Predicting and Preparing for Hazards
Learning Objectives
• Identify the steps in the management
of natural hazards
• Discuss the different ways we can
prepare for Hazards
• Explain the different ways that Hazards
are predicted
Extension: design a hazard proof house
that will protect you from all hazards
Steps in the Management
of Natural Hazards
1. Risk Assessment
2. Prediction
3. Preparation
4. Hazard Event
5. Recovery
6. Review
 Risk Assessment
Risk is about the
probability of a particular
event happening and the
scale of its possible
damage. The risk
assessment highlights to
people what they may
become exposed to in the
event of a natural hazard
 Important Points To Note Before
Doing A Hazard Risk Assessment
• Hazard Distribution – where do these hazards generally
occur
• Hazard Frequency – how often do they occur on a
timescale/ season etc.
• Hazard Scale – does the hazard vary in terms of its
impacts
• Hazard Predictability – does the hazard always behave in
the same way (tropical cyclones, volcanic eruptions and
earthquakes)
 Prediction
Prediction is to know that a
hazard event is shortly going to
take place, so a warning to the
public to prepare is essential.
Who tracks the different
hazard events?
Tropical cyclones
Volcanic eruptions
Earthquakes
Tsunamis
 Preparation
Looking at the points below, explain how we can
improve peoples preparation for hazards using the
heading below. Work in your teams You have 10 min!
• Building Design
• Location
• Warning Systems
• Education
If you fail to
prepare, you
must prepare
to fail!
Video Clip
Starter!
Responding the Hazards
Learning Objectives
• Identify the need for emergency response
immediately after a hazardous event
• List what needs to be done in terms of
rescue and relief, temporary improvement
and permanent reconstruction
• Explain how the park model curve may be
used to assess a response to hazards
Extension: draw a diagram of the park model
response curve and annotate areas in relation to
a specific hazard case study you have researched.
Specialist Emergency Response Teams
• Releasing people and bodies trapped in collapsed
buildings
• Using lifting gear and diggers to clear away rubble and
storm surge debris
• Restoring basic services such as water etc
• Providing medical help and counselling victims
• Organising the distribution of emergency rations of
food water and clothing
• Setting up temporary shelters for people made
homeless
• Providing transport for emergency supplies that is
often done by armed forces.
The Hazard Management Cycle
Critique the difference
between both the
Hazard Management
Cycle and the Park
Model.

Assess the effectiveness

of both and if both can
be used in order to
better equip peoples
response to hazard and
hazard management.
The Park Model AKA The Disaster Response Curve

• Illustrates the changing

quality of life through
different phases of a
disaster through five
stages.
• The steepness of the
downward curve during
disruption depends on
the nature of the event.
• The depth of the curve is
a factor of the scale of
the disaster, which
depends on the
magnitude of the event
and the nature of the
area.
 The Five Stages Explained!
• Stage 1 – occurs before the hazard event where the quality of life is at
‘normal’ levels
• Stage 2 – occurs simultaneously with the hazard event. The quality of life of
the local population dramatically deteriorates and people respond with
methods of protection such as erecting barricades and evacuation
• Stage 3 – search, care and rescue teams work to reduce and eventually
reverse the decline in quality of life.
• Stage 4 – rehabilitation phase, where people attempt to return the quality of
life to normal levels. This may include providing food and water supplies,
shelter etc…
• Stage 5 – opportunity to learn from past mistakes in order to respond more
effectively to future hazards and to improve the quality of life for the local
population
Starter!
Review of Hazards!
 Case Study Research!
• Earthquake management in India • Volcanic eruption Iceland 2010
• Earthquake management in • New Zealand 2011 (Christchurch)
California • Nepal 2015
• Mount St. Helens 1980 USA
• Kilauea eruption in Hawaii 2018
• Indian Ocean Tsunami 2004
• Japan Tsunami 2011
• Earthquake Italy 2016
• Earthquake Haiti 2010… and most
recent
TEST REMINDER!!