11

Disaster Readiness and

Risk Reduction
Quarter 3 – Module 4:
General Classification of Hazards
and Potential Earthquake
Hazards
Disaster Readiness and Risk Reduction – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 4
First Edition, 2020

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 11

Disaster Readiness and

Risk Reduction
Quarter 3 – Module 4:

General Classification of Hazards

and Potential Earthquake
Hazards
Introductory Message
For the facilitator:

Welcome to the Disaster Readiness and Risk Reduction Alternative Delivery Mode (ADM)
Module on General Classification of Hazards and Potential Earthquake Hazards.

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to the Disaster Readiness and Risk Reduction Alternative Delivery Mode (ADM)
Module on General Classification of Hazards and Potential Earthquake Hazards.

The hand is one of the most symbolized part of the human body. It is often used to depict
skill, action and purpose. Through our hands we may learn, create and accomplish. Hence,
the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own pace
and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

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This module has the following parts and corresponding icons:

What I Know This will give you an idea of the skills or

competencies you are expected to learn in the
module.

What’s In This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s New This is a brief drill or review to help you link

the current lesson with the previous one.

What is It In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What’s More This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
What I Have Learned
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Can Do This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

Assessment This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Additional Activities This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Answer Key In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
What I Need to Know
module.
At the end of this module you will also find:

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1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 I Need to Know
What

One important key to safely is understanding a particular incident or phenomenon

that may affect people’s life. An ordinary incident or natural phenomenon may turn
into a hazard once it becomes active and poses harm or danger to life and property.
This is the basic concept of hazard everyone should be aware of.
One of the common hazards inflicting tremendous damage to human life and
material properties is an earthquake. It is a natural phenomenon that poses great
danger due to various hazards it may bring. Though its impeding occurrence can be
predicted the magnitude of its impact to a community and its people is
unpredictable. This makes earthquake one of the main foci of disaster preparedness
and emergency response activities of governments and different emergency
agencies.

This module is about the discussion on general classification of hazards, impacts of

various hazards on different expose elements, and potential earthquake hazards. It
consists of the following lessons:

 Lesson 1 – General Classification of hazard

 Lesson 2 – Impacts of Various Hazards on Different Exposed Elements

 Lesson 3 - Potential Earthquake Hazards

Learning Objectives
After going through this module, you are expected to:

1. Define and cite examples of the types of hazards.

2. Explain the impact of various hazards on different
exposed Elements.
3. Identify various potential earthquake hazards.

What I Know

Multiple Choice Test. Choose the correct answer of your choice.

1. Natural phenomena like typhoons or earthquake are considered as

a. Risks b. Emergency c. Hazard d. Vulnerability

2. Among the components of DRR, where does the concept of “building back
better” belong?
b. Preparedness b. Mitigation
c. Response d. Recovery

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 3. For the same number of people exposed to tropical cyclones,
mortality risk in low-income countries is approximately.
a. the same as in high-income countries
b. lower than risks in high-income countries
c. higher than high-income countries
d. the different as with the high-income countries

4. Appropriate environmental management can reduce the risk of

disasters occurring by
a. improving coastal management and flood risk reduction
b. reducing risk of drought, sand storm and hazardous fires
c. regulating flood waters
d. all of the above

5. The ability to face and manage adverse conditions using available

resources and skills is.
a. Responsiveness
b. Capacity
c. Risk Management
d. Awareness

6. It is a break in the Earth’s crust were significant movement

occurred.

c. Intensity b. focus c. crust d. fault

7. Intensity is expressed in .
d. Roman numerals b. Hindu-arabic numerals
c. both a and b d. none of the above

8. It is an instrument used to measure the amount of energy released by an

earthquake.
a. seismography b. seismograph
c. microscope d. stenograph

9. As you go way from the focus, the intensity .

a. increases b. decreases
c. both a and b d. does not change

10. People are interviewed, and buildings are inspected to determine .

a. intensity b. location of the focus

c. magnitude d. location of an active fault

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Lesson
1 General Classification of
Hazards
What’s In
Vulnerability is defined as “the characteristics and circumstances of a
community, system or asset that make it susceptible to the damaging effects of a
hazard”.

Exposure refers to the ‘elements at risk’ from a natural or man-made hazard

event. Elements at risk could include human beings, dwellings or households,
buildings and structures, public structures, transport system, agricultural
commodities, environmental assets, etc.
Vulnerability can be seen as a result of a process in which various different
things cause a population to be more vulnerable. These can be split into
demographic and socio-economic. They can also be discussed through the level of
community preparedness and the ability of a community to manage the after effects
of a hazard event.
There are many aspects of vulnerability, arising from various physical, social,
economic, and environmental factors.
The Philippines is known to be very vulnerable to different kinds of disasters,
hence there is a need for strategies to increase awareness, information campaign and
disaster preparedness level among the Filipinos.

What’s New
What is the difference between hazard and risk?

What is it
Definition of Hazards

Hazard are “those elements of the physical environment, to man

and caused by forces extraneous to him. (Burton, et al 1978).

Standards Australia (2000) defines a hazard as:

 “A source of potential harm or a situation with a potential to cause

loss.”

Asian Disaster Preparedness Center (ADPC) describes hazard as:

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  “A natural event that has the potential to cause harm or loss.”

 USGS Hazard terminologies defines hazard as “a phenomenon or situation,

which has the potential to cause the disruption or damage too people, their
property, their services, and their environment”. Most hazards are dormant
or potential, with only a theoretical risk of harm. However, once a hazard
becomes “active”, it can create an emergency. A hazardous situation that has
come to pass is called an incident. Hazard and possibility interact together to
create risk.

General Classification of Hazard

There are many ways of classifying hazards. One is to consider the extent to
which hazards are natural.

1. Natural hazards such as earthquakes or floods arise from purely

natural processes in the environment.
2. Quasi-natural hazards such as smog or desertification that arise through
the interaction of natural processes and human activities.
3. Technological (or human-made) hazards such as the toxicity of pesticides
to agricultural lands, accidental leaks of chemical laboratories or radiation
from a nuclear plant. These arise directly because of human activities.

Types of Hazards

Hewit and Burton (1971) provided a typology of hazards as follows.

1. ATMOSPHERIC
(Single element)
 Excess Rainfall
 Freezing Rain (Glaze)
 Hail
 Heavy Snow falls
 High Wind speeds
 Extreme temperature

 ATMOSPHERIC
(Combined Elements\Events)

 Hurricanes
 ‘Glaze’ storm
 Thunderstorms
 Blizzards
 Tornadoes
 Heat\Cold Stress

2. HYDROLOGIC
 Floods-river and coastal area

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  Wave action
 Drought
 Rapid glacier advance

3. GEOLOGIC
 Mass movement
Landslides
Mudslides
Avalanches
 Earthquake
 Volcanic Eruption
 Rapid sediment movement

4. BIOLOGIC
 Epidemic in humans
 Epidemic in plants
 Epidemic in animals
 Locusts

5. TECHNOLOGIC
 Transportation accident
 Industrial explosions and fire
 Accidental release of toxic element
 Nuclear accidents
 Collapse of public buildings
 Cyber terrorism

What’s More
Classify the following hazards according to their types:

Earthquakes -
Cyclones -
Flash Floods -
Thunderstorms -
Typhoons -
Storm Surge -
Tsunami -
Volcanic Eruption -
Forest Fires -
Epidemics -
Nuclear Leaks -
Cyber Terrorism -

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W What I Have Learned

Give at least 5 examples of the following:

1. natural hazards
2. quasi-natural hazards
3. Technological or human-made hazards

What I Can Do

From the three (3) classifications of hazards, what type of hazard can be
prevented and can be anticipated and why?

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Lesson
2 Elements at Risk and
Exposed to Hazards
What’s In

Hazard is defined as a phenomenon or situation, which has the

potential to cause the disruption or damage to people, their property, their services,
and their environment.
Hazards are generally classified as natural, quasi-natural and human
made.

What’s New

From previously learned lesson, what do you think are impacts

of various hazards on different exposed elements?

W
What is it

Impacts of Various Hazards on Different Exposed Elements

According to the international center of integrated mountain development

(ICIMOD) the impacts of various hazards vary in severity and vary in regard to how
long they last.in many ways wealth and development assist in the way people recover
from hazards. A more economically developed country can prepare for and predict
hazards more effectively and they have more resources to support a faster recovery.
However, there is also a need for resilience. In many developing countries people who
experienced hardship can often recover more quickly from hazards.

It is further underscored that impacts of hazards are not so easy to classify as short
term and long term as these tend to vary for each individual event. However, there
are several common long-term impacts, which need longer period of recovery.
The following are common long-term impacts of natural hazards like earthquake,
typhoon, flashfloods, volcanic eruptions, fire, etc.:
Physical Impact

 Death of people
 Destructions and loss of vital infrastructures like transport system, roads,
bridges, power lines, and communication lines
 Widespread loss of
housing Psychological Impact

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  Grief and psychological trauma-Post Traumatic Severe Disorder (PTSD)
 Marital Conflict
 Depression due to loss of loved ones and properties
 Chronic anxiety among children severely affected

Socio-Cultural Impact
 Displacement of populations
 Loss of cultural identity
 Force adoption of new sets of culture
 Ethnic conflict

Economic Impact

 Loss of job due to displacement

 Loss of harvest and livestock
 Loss of farms and fish cages, and other sources of living
 Loss of money and other valuables like jewelries, furniture
and appliances
Environmental Impact

 Loss of forest due to forest fires

 Loss of fresh water due to salination- intrusion of salt water to fresh
water sources
 Disturbance of biodiversity
 Loss of natural rivers and other tributaries

Biological Impact

 Epidemic to people, flora and fauna

 Chronic and permanent illness due to nuclear radiation
 Mental disorders developed from consumptions of contaminated foods
 Proliferation of different viral and bacterial diseases

What’s More
By using a table, explain the impact of various hazards stated below
on different exposed elements.

1. Earthquakes
2. Cyclones
3. Flash floods
4. Thunderstorms
5. Typhoons

W What I have learned

Complete the statement based on what you learned from the lesson.

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I have learned that .

What I Can Do
List at least 3 hazards that had happened over the years and write the
down the common long-term impacts of these hazards.

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Lesson
3 Potential Earthquake Hazards

What’s In

In the previous lesson, we discussed about hazard, where it is any agent that
can cause harm or damage to humans, property, or the environment. Risk is defined
as the probability that exposure to a hazard will lead to a negative consequence, or
more simply, a hazard poses no risk if there is no exposure to that hazard.

What’s New
Directions: Describe what each person is doing to stay safe during an
earthquake at school and at home. Find safe places in every room. Practice how to
“drop, cover and hold on” with your family.

What is it
What is an earthquake?
An earthquake (also in the Earth’ known as a quake, tremor or
tremblor) is the perceptible shaking of the surface of the Earth, resulting from the
sudden release of energy in the Earth’s crust that creates seismic waves. (US
Geological Science-USGS).

Potential Earthquake Hazards

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 Geologists explain that an earthquake is a type of hazard that depends
on the strength of seismic activity, along with such factors as local topographic and
built features, subsurface geology and groundwater. A large earthquake will always
be followed by a sequence of aftershocks that normally aggravates its effect on
human and material elements like buildings and infrastructure.
The following are different hazards that normally result from the
occurrence of an earthquakes.

1. Ground Shaking or Ground Motion

The earth shakes with the passage of earthquake waves, which radiate
energy that had been “stored” in stressed rocks, and were released when a fault broke
and the rocks slipped to relieve the pent-up stress. The strength of ground shaking
is measured in the velocity of ground motion, the acceleration of ground motion,
the frequency content of the shaking and how long the shaking continues (the
duration).

2. Ground or Surface Rupture

Surface rupture is an offset of the ground surface when fault rupture
extends to the Earth’s surface when fault rupture extends to the Earth’s surface.
Any structure built cross the fault is at risk of being torn apart as the two sides of
the fault slip past each other.

3. Liquefaction
Soil liquefaction is a phenomenon in which the strength and stiffness
of a soil is reduced by earthquake shaking or other rapid loading. It normally occurs
in saturated soils, that is, soils in which the space between individual particles is
completely filled with water.

4. Earthquake-induced ground subsidence and lateral spreading

Subsidence, or lowering of the ground surface, often occurs during
earthquakes. This may be due to downward vertical displacement on one side of a
fault, and can sometimes affect a huge area of land. Coastal areas can become
permanently flooded as a result. Subsidence can also occur as ground shaking
causes loose sediments to “settle” and to lose their load bearing strength or to
slump down sloping ground.

Lateral spreading occurs where sloping ground starts to move downhill,

causing cracks to open up, that are often seen along hill crests and river banks.

5. Tsunami
A tsunami, also known as a seismic sea wave, is a series of waves in a
water body caused by the displacement of a large volume of water, generally in an
ocean or a large lake. Earthquakes, volcanic eruptions and other underwater
explosions (including detonations of underwater nuclear devices), landslides,
glacier cavings, meteorite impacts and other disturbances above or below water all
have the potential to generate a tsunami.

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 6. Earthquake-induced landslides
Landslides are frequently triggered by strong ground motions. They
are important secondary earthquake hazard. The term landslide includes a wide
range of ground movement, such as rock falls, deep failure of slopes, and shallow
debris flows. However, gravity acting on a steep slope is the primary reason for all
landslides.

What’s More
Identify various potential earthquake hazards.

W What I Have Learned

What can people do to protect themselves and stay safe during an

earthquake?

What I Can Do
What to do before, during, and after the earthquake happens?

As sessment
1. Which of the following factors affect the intensity of ground shaking?
a. the magnitude of the earthquake
b. the distance from the epicenter
c. the angle between the fault and the maximum principal
stress direction
d. the local geological conditions

2. What kind of material amplify ground shaking?

a. hard rocks
b. plutonic rocks
c. soft soils and sediments
d. metamorphosed sedimentary rocks

3. What is a large ocean wave that results from an underwater

earthquake, landslide, or volcanic eruption?

a. aftershock b. liquefaction
c. seismic gap d. tsunami

4. Which of the following factors must be in place before liquefaction can occur?

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 a. Loose, granular sediment and/or soil must be present
b. there must be enough ground water present to saturate
sediment and/or soils
c. ground shaking must be sufficiently intense that grains within
water saturated sediment and/or soil lose contact with each
other
d. fractures within hard rock must be filled with ground water

5. Which of the following is not a secondary hazard cause by earthquakes?

a. loss of lives b. tsunami
c. landslide d. liquefaction

6. Which community will be least affected by an earthquake?

a. a community that is within 1km radius of the epicenter.
b. a densely populated community that has earthquake
preparedness measures in place.
c. a community that experiences an earthquake with a depth of
focus of 100 km.
d. a community that experiences an earthquake of magnitude 7.5.

7. Which secondary hazard of earthquakes is described as: collapse of

buildings caused by earthquake vibrating water-saturated fill or
unconsolidated soil?
a. tsunami b. landslide
c. liquefaction d. lateral spreading

8. What is the temporary state in which loose soil and rock materials
take on the property of a liquid?
a. aftershock b. liquefaction
c. seismic gap d. tsunami

9. It is an offset of the ground surface when fault rupture extends to

the Earth’s surface.
a. ground shaking b. Ground Rupture
c. Liquefaction d. Tsunami

10. It is the perceptible shaking of the surface of the Earth, resulting from
the sudden release of energy in the Earth’s crust that creates seismic
waves.
a. Cyclone b. Earthquake
c. Volcanic Eruptions d. Typhoons

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 Additional Activities

Read the following account and give reactions afterward. Based on the
account you read about the Baguio Killer Quake, list down the different
earthquake hazards you had identified, and provide your analysis of the different
effects of these hazards.

1990 Baguio City Earthquake

(Source: www.cityofpines.com)

Looking back, it was exactly 4:26 p.m. on Monday, 16 July 1990, that
a killer earthquake unexpectedly hit and extensively devastated the City of Baguio.
As reported, the powerful tremblor measured 7.7 in the open-ended Richter scale
and lasted for 45 seconds. It was said to be the most destructive earthquake on
record within the Cordillera region. There were numerous aftershocks that
followed and the strongest, which occurred at 3:15 a.m. of July 18, lasted for eight
seconds…and measured 5.3 on the Richter scale.
Fearing of their lives, many of Baguio’s 120,000 people slept outdoors
on Monday night. The city suffered the most in terms of destruction to properties
and numerous deaths. Many commercial and government buildings, hotels, inns,
and residences were heavily damaged. The death toll continued to rise as rescuers
pulled more bodies from the rubbles. It was estimated that as many as 1,000 people
were trapped and killed in damaged buildings.

The five-star Hyatt Terraces Plaza sustained the worst damage when
its terraced front collapsed onto the lobby area, killing about 50 people. The Baguio
Park Hotel along Harrison Road was a total wreck. The luxurious Nevada Hotel
which is located right across from the main gate of Camp John Hay was ripped in
half by the quake, leaving a huge gash in the middle of the structure. The Saint
Vincent Catholic Church along Naguilian Road was spared by the strong quake,
however portion of its retaining wall and parking area was damaged and collapsed
to the road below. The church, which has withstood typhoons, bombings during the
2nd world war, and other disasters, suffered only minor damage.

At the University of Baguio (UB), it was initially reported that 23 people,

mostly students, were killed when the supporting structure of the commerce building
gave way. Nearby the FRB Building also crumbled to the ground. The FRB building
and UB are both owned by Fernando Bautista, Sr. and his family.
The Philippine Military Academy at Fort Del Pilar was also one of the
worst hit portions in the city. The parade ground mushroomed into tent city where

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cadets pitched tents after their barracks were destroyed. There were many other
buildings and familiar landmarks of Baguio which were damaged and classified as
hazards. These included the Skyworld Condominium and Commercial Center along
Session Road, The Royal Inn at Magsaysay Avenue, and the controversial Baguio
Hilltop whicj was structed oil behind the Baguio Public Market. Because of the
extensive devastation, Baguio City was described to be a virtual “war zone”. Also, it
was running low on water, fuel, food, and other miscellaneous basic necessities to
include much-needed medicines for the injured and sick people.
Rescue crews and relief supplies began to trickle into Baguio as hope
faded for hundreds of people believed trapped under collapsed buildings as a result
of Monday’s earthquake. Thousands of residents of the city huddled in tattered
tents and makeshift shelters in parks and streets. Drenched by daily rains, many
complained that they had no food, water, or medicine. Doctors working under
umbrellas and sheets of plastic had treated nearly 800 of the injured. The city’s
three hospitals were all damaged and without power. Aftershocks continued
throughout the day. Without electric power, rescue work at the Hyatt Terraces and
Nevada hotels stopped as daylight faded. Almost no rescue operations were evident
at the 20 other hotels and at schools, office buildings and factories.

The three main access roads to Baguio were blocked by landslide hat
hundreds of motorists were stuck along the highways. The roads were totally
impassable to vehicular traffic. People desiring to leave the city had no other
alternative but to hike down Kennon Road, Marcos Highway, or Naguilian Road.
Different portions of Kennon Road were blocked by landslides. This condition also
made the delivery of critically needed aid to the city impossible. Loakan airport had
to be temporarily closed to commercial flights to allow food, supplies, equipment, and
rescue personnel to be transported by air using military and some privately-owned
aircraft.

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