Geological Hazards: Earthquakes

“Earthquakes alone don’t injure or kill people. It

is our practices at home, in school, in the
workplace or outside that could hurt or injure us
and others.”
Earthquake - The abrupt motion of the earth’s
crust as a result of its energy being suddenly
released in the form of seismic waves.
Seismic activity - The type, magnitude, and rate of
occurrence of earthquakes in a particular area
over time. Also called seismicity.
Faults - refers to a fracture, fissure, or a zone of
weakness where movement or displacement has
occurred or may occur again.
Types of forces in faults:
Normal Reverse Strike-slip
Fault – Fault – Fault –
Tension Compression Shearing

Focus - The place beneath the surface from which

an earthquake is initiated. Also called hypocenter.
Epicenter - The point on the earth’s surface that is
directly above the focus.
Types of Earthquakes:
 Tectonic  Collapse
earthquake earthquake
 Volcanic  Explosion
earthquake earthquake
Earthquake Hazards:
 Ground Shaking  Tsunamis
 Ground Rupture  Earthquake-
 Liquefaction Induced
 Ground Landslide
Subsidence
Magnitude - Refers to the amount of energy
released, measured by the amount of ground
displacement, or shaking. It is measured by a
seismograph. The Richter Magnitude Scale is
used to determine it.
Intensity - The rate of the damages observed
during an earthquake. The Modified Mercalli
Scale is used to determine it.
Hazard Maps - These are maps that show
different hazards that may affect a certain area.
Types of Hazard Map
 Ground shaking hazard map
 Ground rupture hazard map
 Liquefaction
 Earthquake-induced landslide
 Tsunami
Parts of a Hazard Map:
-Map Title -Legend -Scale
Preparedness and Mitigation (What to do before):
 Recommend to appropriate authorities the
evaluation of structural soundness of school
buildings and important infrastructures
 Request appropriate authorities to
determine whether the school site is along
an active fault and/or in liquefaction or
landslide prone areas which may cause
school buildings to fall
 Make sure that school building design
complies with the National Building Code
Standard.
 On existing school buildings with one door,
request proper authorities to provide two
exit doors for every classroom, both with
swing-out direction.
 Check for the presence of other potential
sources of hazard due to secondary effect of
earthquakes like steep hill slopes, hanging
heavy objects, dams, storage tanks, falling
debris, and fire.
 Strap heavy furniture/cabinets inside the
classrooms to the wall to prevent sliding or
toppling.
 Store breakable items, harmful chemicals,
and flammable materials inside the
classrooms in the lowermost shelves and
secure firmly.
 Install latches on drawers and cabinets.
 Check classrooms for hanging or unstable
objects that may fall on the pupils/students
during the earthquake.
 Familiarize pupils/students as well as school
personnel with the easiest exit or evacuation
route to take. Develop a School Earthquake
Evacuation Plan and hang/post this in the
corridor of each building.
 Teach the school children how to use fire
extinguishers, first aid kits, alarms and
emergency exits. These should also be
accessible, conveniently located, and
prominently marked in familiar places to the
pupils/students for assembly and possible
evacuation.
 Advise pupils/students not to use the
elevator during and after an earthquake.
Structure or power failure may lead you to
get stranded in the elevator.
 Identify strong parts of the building like
door jambs, near elevator shafts, sturdy
tables where the pupils/students can take

refuge during an earthquake.

 Prepare and maintain an earthquake
survival, kit consisting of a battery-powered
 radio, flashlight, first aid kit, potable water,
candies, ready to eat food, whistle, and dust
mask.
 Conduct a contingency planning on
earthquake.
 Conduct an orientation and earthquake drill.
 Evaluate the school. Have the following data
available yearly:
i. Total number of students occupying each
floor
ii. Total number of students occupying each
building
iii. Identify students or teachers with special
needs (sick, old, disabled) and their
location
iv. Study the most recent school grounds
layout or planning to identify open spaces
and determine the total area of available
space that can be utilized as “areas of
temporary refuge” that will be designated
for the occupants of each school building.
Determine how many persons can occupy
this open space.
v. Obtain a building layout/floor plan for
each building that shows the rooms,
corridors, staircases and exit points
Response (What to do during):
 Direct pupils/students to stay inside a
structurally sound building.
 Advise pupils/students to protect their body
from falling debris by bracing themselves in
from falling debris by bracing themselves in
or table.
 When inside a vehicle, pull to the side of the
road and stop. Do not attempt to cross
bridges or overpasses which may have been
damaged.
 Direct pupils/students to move to an open
area when they are outside a building or any
structure.
 Stay away from power lines, posts, walls,
and other structures that may fall or
collapse. Stay away from buildings with
large glass panes.
 Move away from steep escarpments which
may be affected by landslides particularly if
they are on a mountain or near steep hill
slopes.

Rehabilitation (What to do after):

 Help reduce the number of casualties from
the earthquake:
 Do not enter partially damaged school
buildings, as strong aftershocks may cause
these to collapse.
 Gather information and disaster prevention
instructions from battery-operated radios.
 The School Head/Principal shall provide
safety precautions. He/She shall not allow
any student to go out of the school unless
they are with their parents/relatives.
Identify/List pupils/students fetched by
parents/relatives and those left behind.
 Do not use the telephone to call relatives and
friends. Disaster prevention authorities may
need the lines for emergency calls and
communications.
 Do not drive into damaged areas. Rescue
and relief operations need the roads for
mobility.
 If there is a need to evacuate, apply the
buddy-buddy system and follow orders from
the Principal/School Head. Wait for your
parents to fetch you from the evacuation
area and inform the Principal/School Head
if you will leave the area.
 Take with you your Earthquake Survival Kit,
which contains all the necessary items for
your protection and comfort.