Friday Photo (48) - Britain's Geological Wonders - Chevin Geology Trail

CHEVIN FOREST, WEST YORKSHIRE, UNITED KINGDOM - GEOLOGY TRAIL
The Chevin Forest Park Geology Trail has a leaflet outlining several parts of the local geology, and you can even download audio files outlining the features you are looking at. A beautiful and interesting afternoon near the historic market town of Otley, West Yorkshire.
(c) Geology for Global Development 2012

Dan Sharpe: The Importance of Quaternary Mapping in Global Development

After a busy summer of various field projects, Dan Sharpe is back and starts this terms blog posts by looking at the importance of Quaternary mapping... 

Quaternary mapping is a technique not taught on many undergraduate geoscience courses, however it is one that is vital in the field of global development. Mapping Quaternary deposits can tell us whether an area of ground is unstable, problematic (in terms of future development) or a good aquifer and thus is crucial in construction and planning, along with natural hazard protection and water resource management.

Quaternary is the name given to the final epochs of the Cenozoic era; the Pleistocene, the Holocene and the slightly more controversial current Anthropocene (an informal term for the period of human interference on our planet). In other words, roughly the past 2.5-2.6 million years (a tiny fraction of the 4.54 billion years the Earth has existed). Mapping these deposits show the levels of interference of surface processes such as glaciation, desertification, floods and even surface geochemistry and can be a crucial component in understanding a hazard or resource.

Natural Hazards

The type of surface deposit can be a very important control on the intensity of a natural hazard. In particular, the porosity of a soil can seriously affect the flood risk in an area, and mapping this can highlight areas under threat. In developing nations, flooding proves a huge setback in physical development and loss of lives - particularly in southern Asia with the presence of the El Nino and frequent typhoons. Understanding and mapping areas at risk can not only reduce the loss of life during periods of flooding but also mitigate the damage to infrastructure, meaning that there is less need to repair but focus can instead be placed on development.

Marco Dormino/ UNDP

Indeed soils and more specifically soil porosity and consolidation play an important role in other hazards too. The Haiti earthquake of 2010 killed over 300,000 people. One of the major problems in the area was that many of the poorly constructed homes were built on unconsolidated land that liquified during shaking (for details see this information sheet). Liquefaction occurs in almost every earthquake on some scale but in this example an area large enough to cause serious harm was affected, and thus large scale failure of buildings and roads occurred. Understanding the ground beneath which construction is taking place is therefore crucial in aiding the development of nations susceptible to natural hazards.

Water Resources

Sub-surface characteristics can be crucial in the trapping or release of water, particularly precipitation. Mapping quaternary deposits will determine levels of vegetation and type of ground. Levels of surface run-off or infiltration can be mapped as a result. Potential traps may be identified and provide important information on where water will hold underground and where a resource can be exploited. This is an increasingly vital skill in developing nations, particularly Africa. The World Bank Institute (WBI) released a statement in 1999 saying:

“... over the past few decades, use of water has increased, and in many places water availability is falling to crisis levels. More than eighty countries, with forty percent of the world’s population, are already facing water shortages.”

This is a trend that has not stopped and thus it is crucial that geoscience courses include techniques to find water resources, and more generally gaining a greater understanding of near-surface deposits from recent geological history. 

Quaternary mapping is not yet fully integrated into many courses at universities, but is an increasingly important technique when using the earth sciences to aid in global development.

Guest Blog: Earthquake Education in Central Asia

Claire Fyson is in her fourth year at the University of Cambridge, reading Natural Sciences and specialising in Geology. Last year she became one of GfGD's first University Ambassadors - leading the GfGD Cambridge group with co-student Tim Middleton. Claire has kindly written a very interesting guest blog following a GfGD seminar they organised in Cambridge.



Solmaz Mohadjer

 Having been taught bits and pieces about the way the Earth works since I started secondary school, I’ve never quite realised how lucky I’ve been. Natural hazards such as tornadoes, volcanic eruptions, and earthquakes have been explained to me in great detail - I’ve even learnt what to do in the event of such disasters. Sadly, it is often the people who live in regions prone to earthquakes and other natural hazards that are the least informed and prepared to respond appropriately. In the first of our Geology for Global Development seminars at the University of Cambridge, Solmaz Mohadjer from the ParsQuake Project highlighted how little the people of Central Asia know about the earthquakes that they experience on a regular basis. She also talked about how to tackle the problem – how a basic understanding of Earth sciences and local geohazards can save lives if disseminated and used in the right way.

The region of Central Asia is experiencing deformation as a result of the collision between the Indian and Eurasian plates. Unfortunately, regions with the highest strain rates are often heavily populated. As part of the fieldwork for her Masters in geophysics, Solmaz spoke to the locals to find out how much they knew about earthquakes and earthquake preparedness. For a variety of reasons, many people in the region find it difficult to reconcile their cultural and religious beliefs with the need to prepare for earthquakes. For example, some people in Pakistan believe earthquakes are divine punishments for sins. By contrast in Tajikistan, some believe that living or dying in an earthquake is part of a divine plan, and therefore, preparing for earthquakes strikes them as pointless. This seems akin to the evolution debate in the US, but in this case the consequences are considerably greater: – people’s lives are at risk.

Why does the earth shake?

Of the students who participated in Solmaz’s research, none knew how to prepare for an earthquake, and yet all had felt at least one in their lifetime. The locals had become so accustomed to the tremors that two earthquakes felt by Solmaz during her first night in Dushanbe, Tajikistan, went un-noticed by her students and neighbours. When asked how they dealt with earthquakes, 37% of her students took no action – a worrying statistic given how dangerous the consequences of doing nothing might be. As for the mechanism behind earthquakes, a common explanation is that there is a giant bull inside the Earth that shakes its head when a mosquito lands on it.

Using a wooden block model

Here’s where the geologists come in. In response to her research, Solmaz created a 12-step education plan. This included simple but ingenious experiments covering topics such as the unpredictability of motions along faults (using wooden block models, see picture), liquefaction (using sand and water) and how to build an earthquake-resistant wall (using craft sticks). It is easy to see how such a programme could inspire locals to put some of their new knowledge into action.

Teachers Without Borders was asked to address a similar knowledge gap in the education system in Sichuan, China. Many teachers in this region lost loved ones in the 2008 Sichuan earthquake, so the task of educating them about such events was a sensitive one. Having been asked to do that by Teachers Without Borders, Solmaz focussed on making her assistance as sustainable as possible: she chose four dedicated geography teachers who she worked with over a year to build and implement an education programme about earthquakes and school safety. This is far better than a fly-in-fly-out approach, which has a much smaller impact. The involvement of local teachers means the education will continue in Solmaz’s absence, and that language and cultural barriers will no longer be a problem.

Returning to her own heritage, Solmaz has recently set up an organisation called ParsQuake (www.parsquake.org). ParsQuake’s mission is to raise levels of earthquake awareness, education, and preparedness in Persian-speaking schools and communities around the world. Through its website, ParsQuake provides education materials in Farsi, Tajik, Russian and English, and its members conduct training sessions in which the trainees eventually become the trainers. The theme of sustainability is clear, and Solmaz has future hopes of an earthquake education workshop in India, to be run by the trainees from Tajikistan and Afghanistan.

Ye Zhiping

Personally, I found this to be a very inspiring seminar. We hear all too often about the tragedies that result from natural disasters, but little about the wonderful people who are helping to save lives through education and action. Solmaz is one of those people, spreading her knowledge and love of geophysics to those who need it most. One of the stories that she shared at the seminar was of another such person in Sichuan, China. Appalled by the poor construction of his school, Ye Zhiping (right), the principal of Sangzao Middle School, raised over $60,000 for an earthquake retrofit project. The school subsequently survived a magnitude 8 earthquake in 2008 which killed about 10,000 children in classrooms around the region. All 2,323 of Ye’s students survived. This is an excellent example of how a little awareness and perseverance can help to avert tragedy. The message of Solmaz’s talk was clear: we have no excuse not to share our knowledge, especially when a lack of knowledge can have such a high cost.