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ESMG 2001-2002 Certificate Course Training Report

SOPAC Training Report 94

ii

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This report presents a summary of the tasks and activities which were executed as part of the South Pacific Applied Geoscience Commission (SOPAC Secretariat) and the University of the South Pacific (USP) Joint Certificate in Earth Sciences and Marine Geology (ESMG) for the period November 2001 - 4th May 2002. This year’s course formed part, and the final year of the three-year ESMG Programme offered by SOPAC and the USP. This ESMG programme provides for continuing training and development of practical skills and background knowledge for those in geological survey teams and laboratory technicians in related fields in the South Pacific region. The programme is open to candidates nominated by the South Pacific regional governments and corporate bodies. The initial two years of this programme cycle were completed in 1999 (Year 1), and in 2000 (Year 2). Unforeseen circumstances of May 2000 in Fiji Islands and lack of funding of the Training Co-ordinator post, project funds and support staff pre-empted the timely completion of the ESMG programme in 2001. This report details the Course SCC24: Earth Sciences in Development Projects, Hazards, and Lecture Notes USP Laucala Bay Campus, Suva, Fiji Islands, taught from the 14th January – 22nd March 2002. The report highlights the background, nature and objectives of the course, the student enrolment, the lecture outline, subject areas covered and the results of in-course examinations and practical assessment. The Marine Studies Program (MSP), Lower Campus, of the School of Pure and Applied Sciences (SPAS) of the University of the South Pacific (USP), Laucala Bay, Suva, Fiji Islands, was the venue for the Certificate in Earth Science and Marine Geology Course (ESMG) programme this year. This year’s course had a smaller enrolment number than Years 1 and 2, as two (2) students were absent. Mr. Nilesh Jit Kumar of Fiji Islands was unable to participate and complete his final year, as he was abroad on a Fiji - Japan bi-lateral Geoscience (Seismology) training course in Japan. Mr. Sitivi Kamu of Samoa decided to pursue a B.Sc. programme in Earth Sciences at the USP, beginning 2002, after successfully gaining entry into the programme and securing financial support from the Government of Samoa. The course included elements of development planning, like the role and neglect of earth sciences in planning, development and disaster management. Geological hazards examined include coastal erosion, earthquakes, liquefaction, volcanoes, tsunamis, landslides, flooding and tropical cyclones. Fieldwork included mapping, project work and followup report writing. The coursework included lectures, tutorials/revision, and field and/or laboratory exercises/projects. All participants pursued SCC24. The course was run over a period of six (6) weeks. All teaching, review and examinations for each course was done within the six (6) weeks of the instruction/teaching period. The coursework included lectures, tutorials/revision, field and laboratory exercises/projects. Students were evaluated for each component of the coursework. The overall course was evaluated by means of two (2) separate, end-of-course written examinations, which were also marked and graded. All students were successful in SCC24. The following are the results summary, in terms of grades and numbers of students attaining that grade: AA++ -- 33;; AA -- 22;; BB++ -- 22;; BB –– 33;; CC++ -- 44;; CC -- 11.. The Cook Islands student performed the best of the lot, securing an A+, even though he had no previous training in Earth Sciences or Marine Geology, and therefore, had not done the Year 1 and Year 2 of the ESMG programme. The Fiji Islands students also performed extremely well, with two (2) A+ and two (2) A. One (1) Solomon Islands, and one (1)Tongan students did very well, and obtained B+. Two (2) Tongan and one (1) Samoan student obtained B, while the remaining students performed satisfactorily, obtaining C’s. The performance of all students, based on their final grades, were consistent with their overall “classroom” performance throughout the course, and agrees well with their performance record for the first two years (Years 1 and 2) of this ESMG three-year programme cycle. Based on these final, Year 3 results, all students will be able to graduate with a Certificate in Earth Sciences and Marine Geology from the University of the South Pacific. Based on this assessment, the Certificate in Earth Sciences and Marine Geology programme was successful.

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iii

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Page Number

ABSTRACT ii LIST OF TABLES iii ACKNOWLEDGEMENTS iii

1.0 INTRODUCTION 1 2.0 COURSE PARTICIPANTS 2 3.0 COURSE DESCRIPTION 3 4.0 COURSE INSTRUCTIONS & DAILY LECTURE SCHEDULE 4 5.0 CLASSROOM DISCUSSIONS 5 6.0 FIELD TRIPS 6 6.1. Field Trip 1: Pacific Harbour, Deuba, Fiji Islands 6 6.2 Field Trip 2: Sigatoka, Fiji Islands 8 7.0 REFERENCES AND READING LIST 9 8.0 COURSE ATTENDANCE 12 9.0 COURSE RESULTS 13 APPENDIX A 14 APPENDIX B 22

LLIISSTT OOFF TTAABBLLEESS

Page Numbers Table 1: Course Participants 2

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The Commonwealth Secretariat (COMSEC), under the Commonwealth Fund for Technical Co-operation (CFTC) funded all students’ attendance and participation at this course. The CFTC/COMSEC also funded the Training Co-ordinator position at the SOPAC Secretariat, and both Project Assistants for the full duration of this programme. Resources material, books, computing facilities and multi-media teaching resources were procured under funding from the CFTC/COMSEC. The SOPAC Secretatiat is grateful to the Marine Science Programme (MSP), University of the South Pacific (USP), Laucala Bay, Suva, Fiji Islands and in particular, to Professor Robin South, Director, MSP, and Mrs Nanise Bulai, Secretary, MSP and Father John Bonato, Head, School of Pure and Applied Sciences (SPAS), for logistic support of the ESMG Programme.



1

1.0 INTRODUCTION This report presents the details and summary, of the tasks and activities which were executed as part of the South Pacific Applied Geoscience Commission (SOPAC Secretariat) and the University of the South Pacific (USP) Joint Certificate in Earth Sciences and Marine Geology (ESMG) for the period 4th November 2001 - 4th May 2002. This year’s course formed part, and is the final year of a three-year ESMG Programme cycle offered by SOPAC and the USP. This ESMG programme provides for continuing training and development of practical skills and background knowledge for those in geological survey teams and laboratory technicians in related fields in the South Pacific region. The programme is open to candidates nominated by the South Pacific regional governments, and corporate bodies. The Certificate in Earth Sciences and Marine Geology (ESMG) is a three-year technical training program, provided as in-service training, for individuals from SOPAC island member countries. The initial two years of this programme cycle were completed in 1999 (Year 1), and in 2000 (Year 2). Unforeseen circumstances of May 2000 in the Fiji Islands, and lack of funding of the Training Co-ordinator post, project funds and support staff, pre-empted the timely completion of the ESMG programme in 2001. The appointment of a Training Co-ordinator was pending the final approval of the Commonwealth Fund for Technical Co-operation (CFTC), of the Commonwealth Secretariat (COMSEC), the main funding agency and donor for this project. Confirmation of funding and support, by the COMSEC, for the Unit’s activities, including the appointment of a Training Co-ordinator came in August, with the appointment of the new Training Co-ordinator Russell J. Maharaj, following in late November 2001. The appointment of the Training Co-ordinator was restricted to the work programme activities of the final year courses (Year Three) of the current ESMG project cycle. This report details the Course SCC24: EARTH SCIENCE IN DEVELOPMENT PROJECTS, HAZARDS, taught from the 25th February to 05th April 2002. The SCC24 EARTH SCIENCE IN DEVELOPMENT PROJECTS, HAZARDS was one of the two courses offered in 2002. The report highlights the background, nature and objectives of the course, the student enrollment, the lecture outline, subject areas covered and the results of in-course examinations and practical assessment. The Marine Studies Program (MSP), Lower Campus, of the School of Pure and Applied Sciences (SPAS) of the University of the South Pacific (USP), Laucala Bay, Suva, Fiji Islands, was the venue for the Certificate in Earth Science and Marine Geology Course (ESMG) programme this year. This year’s course had a smaller enrolment number, fifteen (15) than in Years 1 and 2, seventeen (17), as two (2) students were absent. Mr. Nilesh Jit Kumar of Fiji Islands was unable to participate, to complete his final year, as he was in Japan on a Fiji - Japan bi-lateral Geoscience (Seismology) training course. Mr. Sitivi Kamu of Samoa opted to pursue a B.Sc. programme in Earth Sciences at the USP, beginning 2002, after successfully gaining entry into the programme and securing financial support from the Government of Samoa. Since the ESMG programme was already delayed by about eighteen (18) months and to prevent further delays in the timely execution and completion of this project, it was proposed that the final year courses be taught in six (6) months, instead of the usual twelve (12) months.



2

2.0 COURSE PARTICIPANTS

This years’ programme has fifteen (15 students). The participants for SCC24 were as follows:

Table 1. List of participants and their affiliations.

STUDENTS COUNTRY JOB TITLE DEPARTMENT

1. DOKONIVALU, Ilaitia

Fiji Islands Senior Technical Assistant

Mineral Resources Department

2. KUMAR, Hermant

Fiji Islands Technical Officer

Public Works Department

3. DRUTAI, Filipe Fiji Islands Technical Assistant – Environment

Mineral Resources Department

4. GAUNA, Sepesa Fiji Islands

Technical Officer Public Works Department

5. RAIRI, Daryl Cook Islands

GPS Manager Water Works Division, Ministry of Works

6. BAATANISIA, Augustine

Solomon Islands Assistant Mines Officer Mines & Mineral Resources Division, Department of Energy & Mineral Resources

7. AMUSEA, Primo Solomon Islands Assistant Mines Officer Mines & Mineral Resources Division, Department of Energy & Mineral Resources

8. VAILEA, Akapei Tonga Geologist Trainee

Ministry of Lands, Survey & Natural Resources

9. MOALA, Apai Tonga Geologist Trainee


10. VAILEA, Siale Tonga Geologist Trainee


11. LEAVASA, Maleafatu

Samoa

Hydrological Assistant Ministry of Meteorology.

12. ETI, Iosefatu Samoa

Hydrological Officer Ministry of Meteorology

13. AROITO, Moiua Kiribati

Water Engineer Ministry of Works and Energy

14. GIWI, Laurie Papua New Guinea

Technical Officer

Geological Survey Division, Mineral Resources

15. MANUELA, Falaile

Tuvalu

Land Surveyor Survey Department



3

3.0 COURSE DESCRIPTION

SCC24 EARTH SCIENCE IN DEVELOPMENT PROJECTS, HAZARDS This course included elements of development planning, e.g. the role and neglect of earth sciences in planning, development and disaster management. Geological hazards examined include coastal erosion, earthquakes, liquefaction, volcanoes, tsunamis, landslides, flooding and tropical cyclones. Fieldwork included mapping and site visits, project work and follow-up report writing. The coursework (Appendix A) included lectures, tutorials/revision, and field and/or laboratory exercises/projects. Each course was evaluated by means of a separate, end-of-course written examination, which was marked and graded, (Appendix B). All participants pursued SCC24. The course was run over a period of six (6) weeks. All teaching, review and examinations for each course was done within the six (6) weeks of the instruction/teaching period.



4

4.0 COURSE INSTRUCTIONS & DAILY LECTURE SCHEDULE

Course Instructions and a daily lecture schedule were prepared for the students and handed to them. These outlined the course, presented the expectations of the Instructor, and provided study tips. See Appendix A.



5

5.0 CLASSROOM DISCUSSIONS Classroom discussions were scheduled at the end of each week.

The purpose of these sessions was to review the material and topics covered in the lecture series and/or field trips during the said week or previous sessions.

Discussions took the form of quizzes and short answer questions, during which time students had the opportunity to answer questions, and test their skills and knowledge. Students are also tested during this time. Examination questions taken from past examination papers and other academic sources were reviewed. Several sets of these review questions were distributed in class.

Attendance to all discussions was compulsory, while all students were required to participate. As indicated in the Course Instructions (Appendix A), participation in classroom discussions were evaluated by the Training Co-ordinator and marked appropriately.

In-class discussions and review contributed 25% of the total course mark and therefore, participation was very important.



6

6.0 FIELD TRIPS Two (2) field trips were taken in this course. Details are as follows: 6.1 Field Trip One (1) The study area was located within Rovodrau Bay, along the Coast of Pacific Harbor, Viti Levu, Fiji Islands, about 60 km west from the capital city, Suva. The field area began from the shorelines of the Centra Pacific Harbour Hotel, and extended about 5 km to the east. The study area was a large well-developed, arcuate medium to coarse sandy beach, with gravels, and was located within a backreef environment with several submerged reefs within 2 km to the shoreline. The landward part of this area was mainly mangals and swamp, and characterized by different species of mangroves, pandanas trees and several other species of swamp vegetation. There are a few residential dwellings along this coastal segment. The coast is an actively eroding coast, which experiences dynamically seasonal changes in sediments supply. There are several rip-raps and groynes which were built by the Pacific Harbour Hotel operators for protection of the coast. Purpose:

1. To examine the geological characteristics of a sandy beach environment, and to observe and map erosion characteristics;

2. To survey beach profiles, using GPS and

levelling technology and to examine and record the impacts of human activities and developments along the beach and coast; and

3. To get an appraisal of the risks to coastal

developments and comment on plans for any future development projects.



7

Field Trip 1: Students at Pacific Harbour, Deuba, Fiji Islands.



8

6.1 Field Trip Two (2) The study area is located along the Coral Coast, Fiji Islands, along the Singatoka Road by-pass, adjacent to the Outrigger Reef Hotel, about 150 km west from the capital city, Suva. The field area began from the shorelines of the Outrigger Reef Hotel, and extended about 2 km to the west. The study area was a large well-developed, arcuate, medium to coarse coralline sandy beach, with gravels and cobbles, and was located within a backreef environment with the reef crest less than 800m from the coast. The reef is a well-developed fringing type, with a sharp drop-off and steep fore-reef slope. The landward part of this area is a small river, riverine mangals and swamp environment, and is characterized by different species of mangroves, pandana trees, coconut, Casurina pine trees, and several other species of swamp vegetation. There are many low to high-income domestic residential dwellings along this coastal segment. The coast is an actively eroding coast, which experiences dynamically seasonal changes in sediments supply. In addition, annual cyclones, mid-latitude Southern hemisphere winter storms and low pressure systems frequently batter the coast and related infrastructure. There are several rip-raps revetments, masonry seawalls and groynes which were built by the hotel operators, the community and various Fiji Islands Government departments for protection of the coast. In addition, a segment of the Coral Coast road in this area was recently re-aligned and built along the shorefront (to facilitate the construction of the Outrigger Reef Hotel), resulting in filling of part of the river mouth mangal and swamp. Sand mining is also common along this coast. Purpose:

1. To examine the geological characteristics of a sandy beach environment and the land area, and to observe and map any geological hazards;

2. To survey beach profiles, using GPS and

levelling technology and to examine and record the impacts of human activities and developments along the beach and coast;

3. To examine the effectiveness of coastal

protection measures along the coast; and 4. To get an appraisal of the geological risks

posed to existing and new coastal developments and comment on plans for any future development projects.



9

7.0 REFERENCES AND READING LIST The following is the reference and reading list recommended for this course. All books were provided free of charge to students throughout the programme. Allsop, N.W.H., (ed.). 1998: Coastline Structures and Breakwaters. Pub: Thomas Telford Ltd, London. American Society of Civil Engineers., 1995 Hydrographic Surveying. No.25. Pub: ASCE, U.S.A. Bacon, P.R., Deane, C.A., and Putney, A.D., 1988: A Workbook of Practical Exercises in Coastal Zone Management for Tropical Islands. Pub: Commonwealth Secretariat, London. Badgley, P.C., 1959: Harper’s Geoscience Series: Structural Methods for the Exploration Geologist. Pub: Harper & Brothers, New York. Berkman, D.A., 1989: (comp.) Field Geologist’s Manual. (3rd ed.) Pub: The Australian Institute of Mining and Metallurgy. Butler, B.C.N., and Bell, J.D.,1988: Interpretation of Geological Maps. Pub: John Wiley & Sons, Inc., New York. Cambers, G., 1998: Coping with Beach Erosion. Coastal Management Source Books. Pub: UNESCO, France. Cheng, F.Y., and Sheu, M.S., (ed.). 1995: Urban Disaster Mitigation. Pub: Elsevier, Great Britain. CIRIA Special Publication., 1991: Manual on the use of rock in coastal and shoreline engineering. CUR Report 154. Pub: A. A. Balkema Publishers, Netherlands. Clark, J.R., 1995: Coastal Zone Management Handbook. Pub: CRC Lewis Publishers, New York/London/Tokyo. Crandell, D.R., Booth, B., Kusumadinata, K., Shimozuru, D., Walker, G.P.L., and Westercamp, D., 1984: Source-book for volcanic-hazards zonation. Natural Hazards 4. Pub: UNESCO, France. Dennison, J.M., 1968: Analysis of Geological Structures. Pub: W.W. Norton & Company, Inc., U.S.A. Driscoll, F.G., 1986: Groundwater and wells. Pub: Johnson Division, St Paul, Minnesota 55112. Economic and Social Commission for Asia and the Pacific.,1991 Manual and Guidelines for Comprehensive Flood Loss Prevention and Management. Pub: UNDP. Fairbairn, T.J., 1997: The Economic Impact of Natural Disasters in the South Pacific. With special reference to Fiji, Western Samoa, Niue and Papua New Guinea. Pub: Quality Print LTD, Suva, Fiji. Fetter, C.W., 1994: Applied Hydrogeology (3rd ed.). Pub: Prentice Hall Inc. U.S.A. Garcia, L., 1997: Developing Effective Education and Awareness Programmes. An information guide for national disaster management officials. (No Publisher detail). ISBN: 982-364-002-5.



10

Georgiou, S., Whittington, D., Pearce, D., and Moran, D. 1997: Economic Values and the Environment in the Developing World. Pub: Edward Elgar Publishing Ltd, UK. Hailwood, E.A., and Kidd, R.B., (ed.)., 1990: Marine Geological Surveying and Sampling. Pub: Kluwer Academic Publishers, Boston/London. Hamnett, M.P., 1996: Natural Disaster Mitigation in Pacific Island Countries. A policy guide for planners and decision makers. Pub: Pacific Printery Ltd. Hamnett, M.P., 1996: Natural Disaster Mitigation in Pacific Island Countries. A policy guide for planners and decision makers. Briefing Manual. Pub: Pacific Printery Ltd. Irvine, W., 1995: Surveying for Construction. (4th ed.) Pub: McGraw-Hill Companies, London. Ishihara, K., 1996: Soil Behaviour in Earthquake Geotechnics. Pub: Clarendon Press, Oxford. Kearey, P., and Brooks, M., 1991: An Introduction to Geophysical Exploration. (2nd ed.). Pub: Blackwell Scientific Publications, Oxford. Kreimer, A., and Munasinghe. (ed.)., 1991: Managing Natural Disasters and the Environment. Pub: Environmental Policy and Research Division/The World Bank, Washington DC. Latter, J.H., Lloyd, E.F., Smith., I.E.M., and Nathan, S., 1992: Volcanic Hazards in the Kermadec Islands, and at Submarine Volcanoes between Southern Tonga and New-Zealand (Vol 17). Pub: Department of Geology, Auckland. Lislie, R.J., 1995: Geological Structures and Maps: A Practical Guide. (2nd ed.) Pub: Butterworth-Heinemann Ltd, Oxford. McConnell, K., 1998: Revetment systems against wave attack – A design manual. Pub: Thomas Telford Ltd, London. McGregor, A.M., and McGregor, I.K.L., 1999: Disasters and Agriculture in the Pacific Islands. Pub: UNDP-South Pacific Office. Mial, A.D., 1990: Principles of Sedimentary Basin Analysis. (2nd ed.) Pub: Springer-Verlag, New York, and Berlin. Munchener Ruck, Munich Re., 1994: Volcanic Eruptions – Causes and Risks. (No detail of Publisher). Ollier, D.C., 1987: Earth History in Maps and Diagrams. (No publisher detail). ISBN: 0731601270. Pilarczyk, W.K., Zeidler, R.B., 1996: The Role of Engineering and Technology. Offshore Breakwaters and Shore Evolution Control. Pub: Balkema, A.A., Netherlands/Rotterdam, Brookfield/Brookfield, U.S.A. Planitz, A., and Chung, J., (ed.). 1997: Disasters and Development. VIII Pacific Science Inter-Congress, University of the South Pacific. Pub: Quality Print, Fiji. Plummer, M.C., McGeary, D., Carlson, and D.H., 2001: Physical Geology. Pub: McGraw Hill Education, Boston/New York. Prakash, S., and Dakoulas, P., (ed.). 1994: Ground Failures Under Seismic Conditions (44). Pub: American Society of Civil Engineers, New York. Press, F., and Siever, R., 1986: Earth (4th ed.). Pub: W. H. Freeman and Company, New York.



11

Ritchie, W., Wood, M., Wright, R., and Tait, D., 1988: Surveying and Mapping for Field Scientists. Pub: John Wiley & Sons, Inc. New York. Rodda, P., 1992: Bibliography of the Geology of Fiji. Vol.6. Pub: Government Printing of Fiji. Rowe, D.L., 1994: Soil Science. Methods & Applications. Pub: Pearson Education Ltd, England. Scarth, A., 1994: Volcanoes An Introduction. Pub: Texas A&M University Press College, U.S.A. Shedlock, K.M., and Pakiser, L.C., Earthquakes Pub: U.S. Government Printing. Simm, J., and Cruickshank, I., 1998: Construction risk in coastal engineering. Pub: Thomas Telford Publishing, London. Smellie, J.L., (ed.). 1994: Volcanism Associated with Extension at Consuming Plate Margins. Geological Society Special Publication No. 81. Pub: The Geological Society, London. Soil Science Society of America.,2001: Glossary of Soil Science Terms. Pub: Soil Science Society of America. Soulsby, R., 1997: Dynamics of Marine Sands. A manual for practical applications. Pub: Thomas Telford Publishing, London. Tank, R. (ed.)., 1976: Focus on Environmental Geology. (2nd ed.). Pub: Oxford University Press, London. Tilling, R.I., 1998: Volcanoes. Pub: U.S. Government Printing, Washington. (No Publisher detail). Tucker, E.B., Erdik, M., and Hwang, C. N., (ed.). 1994: Issues in Urban Earthquake Risk Vol. 271. Pub: Kluwer Academic Publishers, U.S.A. U.S Department of the Interior., 1995: Volcanic and Seismic Hazards on the Island of Hawaii. Pub: U.S. Government Printing, Washington. Vogelsang, D., 1995: A practical Guide. Environmental Geophysics. Pub: South Pacific Programme Office. Vrolijks, L., March, 1998: Guidelines for Community Vulnerability Analysis. An approach for Pacific Island Countries. ISBN: 982-364-003-3. Pub: South Pacific Programme Office. Vrolijks, L., March, 1998: Human Settlements Development and Disaster Risks in Pacific Island Countries. ISBN: 982-364-011-4. Pub: South Pacific Programme Office. Vrolijks, L., March, 1998: Disaster Resistant Housing in Pacific Island Countries. A compendium of safe low cost housing practices in Pacific Island Countries. ISBN: 982-364-004-1. Pub: South Pacific Programme Office. 1 1 NOTE: ** Words in Italic – Title of the book ** Non-Italic - Sub-title of the book



12

8.0 COURSE ATTENDANCE Attendance at all class lectures was compulsory and was noted. An attendance record was kept for the entire course duration is available for those who may wish to consult this.



13

9.0 COURSE RESULTS

SSOOPPAACC SSEECCRREETTAARRIIAATT &&


EEAARRTTHH SSCCIIEENNCCEESS AANNDD MMAARRIINNEE GGEEOOLLOOGGYY ((EESSMMGG)) CCEERRTTIIFFIICCAATTEE PPRROOGGRRAAMMMMEE EESSMMGG 22000011--22000022,, YYEEAARR TTHHRREEEE ((33)) -- SSCCCC2244:: NNAATTUURRAALL HHAAZZAARRDDSS AANNDD PPLLAANNNNIINNGG

FFIINNAALL CCOOUURRSSEE EEXXAAMMIINNAATTIIOONN RREESSUULLTTSS

STUDENTS COUNTRY EXAM 1 EXAM 1 EXAM 1 EXAM 2 FIELD

TRIP 1 FIELD TRIP 2

REVIEW 1 REVIEW 2

REVIEW 3

REVIEW 4

REVIEW 5

REVIEWS 1-5

TOTAL MARK

GRADE

47 Marks 25% 50 Marks 25% 12% 13% 5% 5% 5% 5% 5% 25% 100% DOKONIVALU,

Ilaitia Fiji Islands 39 20 47.5 24 12 12 4 4 5 5 5 23% 91% A+

KUMAR, Hermant Fiji Islands 34 18.1 43 22 9 8 4 4 4 4 4 20% 77.1% A+ RAIRI, Daryl Cook Islands 39 20 38.5 19.5 10 8 3 3 4 3 4 17% 74.5% A+

DRUTAI, Filipe Fiji Islands 31 16.5 38.5 19 9 9 4 4 4 4 4 20% 73.5% A GAUNA, Sepesa Fiji Islands 33 17.5 28 14 9 9 4 4 4 4 4 20% 69.5% A

BAATANISIA, Augustine

Solomon Islands

33 17.5 32 16 10 10 3 3 3 3 3 15% 68.5% B+

VAILEA, Akapei Tonga 39 20 33.5 17 9 9 2 2 3 2 3 12% 67% B+ MOALA, Apai Tonga 28 14.9 29 15 9 9 2 3 3 4 4 16% 63.9% B VAILEA, Siale Tonga 35 18.6 32 16 9 8 2 2 2 2 2 10% 61.6% B

LEAVASA, Maleafatu

Samoa 36 19.1 25 12.5 9 8 2 2 3 3 3 13% 61.6% B

GIWI, Laurie Papua New Guinea

29 15.4 31 16 9 8 2 2 2 2 3 11% 59.4% C+

AROITO, Moiua Kiribati 22 11.7 28 14 9 8 2 2 3 3 3 13% 55.7% C+ ETI, Iosefatu Samoa 27 14.4 26 13 9 8 2 2 2 2 3 11% 55.4% C+

MANUELA, Falaile Tuvalu 27 14.4 25.5 13 9 8 2 2 2 2 2 10% 54.4% C+ AMUSEA, Primo Solomon

Islands 20 10.6 24.5 13 8 8 2 2 3 3 4 14% 53.6% C



14

APPENDIX A

COURSE INSTRUCTIONS Time 1. All lectures begin at 0900 hours, Monday to Friday, unless otherwise indicated. 2. All classes end no later than 1600 hours on any given day. 3. Filed trips will require an earlier start and later finish. 4. Attendance is compulsory for all lectures and is noted. Text 1. All required reading material is provided. 2. All material is copied and distributed free. 3. In addition, digital books and reprints will also be provided. 4. An exhaustive reading list is provided, in addition to reading for specific subjects, for the avid and

interested reader. Instructors Russell J. Maharaj, SOPAC Training Co-ordinator, PMB, GPO, Suva, Fiji islands; Telephone: (679) 3 381-377; Facsimile: (679) 3 370-040; E-Mail: [email protected] Additional resource personnel will lecture specific subject areas. They will be introduced prior to the corresponding lectures.

Assistant Frances Dobui, SOPAC Secretariat, PMB, GPO, Suva, Fiji islands; Telephone: (679) 3 381-377; Facsimile: (679) 370-040; E-Mail: [email protected]

Office Hours 1. 0800-1640 hours, Monday to Friday. 2. Please consult the course Co-ordinator or Assistant if you require specific or additional

information. Lecture Format 1. Three main lecture sessions per day. 2. Two in the morning (0900-1000 hours and 1030-1130 hours); and one in the afternoon (1400-

1500 hours). 3. Each week’s lecture will be reviewed before going on to a new topic. 4. Tutorials and review sessions will be held daily and at the end of the weeks’ lecture. 5. Quizzes will be conducted and sample examination questions will be reviewed. 6. A final review session will be on Week 6 of each course (see lecture outline).



15

7. Lectures will follow the topics listed on the respective course structure handout. 8. Lectures will supplement text, not duplicate it. 9. Some materials covered in lecture will not be covered in textbook. 10. Please attend the lectures and read the assigned material BEFORE lectures. 11. Discussion exercises will supplement the lectures and will be used to introduce and discuss

homework or classroom activities. Grading 1. 25 % - field trips (attendance, written report/s and report presentation); 2. 25 % - assignments and classroom attendance and participation; and 3. 50 % - final examination.

Exams will be multiple choice and short answer. Two exams are given per course. Make-up exams are not given. If you miss an exam for a legitimate reason, you may with consent, write a paper to replace the missing grade. Hints For Taking Examinations Most people know that taking exams in itself can be a skill. This guide is intended to give you some suggestions that may help to make YOUR exams, in this class and elsewhere, better reflect what you really know, so you don't lose credit because the instructor (in this case, me!) didn't recognize that you really do know what she/he expects you to. Study Hints Two things to consider are:

1. what to study, and 2. how to study.

As for what to study, it is always important to focus first on the broad scale, the big picture: what are the big, grand ideas? Knowing the details without having this picture in mind is an exercise in blind, meaningless memorization that won't do anyone any good, and will make learning twice as hard for you. Get the big picture in mind first, and then go after the details. Knowing, for example, that magmas are classified by the silica content makes the ultramafic, mafic, intermediate and felsic categories more meaningful and logical: they are a progression from low to high silica content in the magmas. As for HOW to study, different people have different study habits. This may to you be self-evident, but it isn't always clear to everyone: there is NO single "right" way to study! Some people work better



16

studying in groups, bouncing questions off each other in a "Jeopardy"-like format. Others work better alone. Some work best doing both: studying alone, then coming into a group, and then working alone before the exam on those areas that seemed unclear in the group session. In general, however, loud noise is distracting and can interfere with learning - you'll have to work harder and longer to learn as much as you would in a quieter environment. No athlete would ever attempt to do all of his/her training the day before a major competition, and trying to learn a lot of material in an intensive "cram session" the night before an exam is just about as effective as such a training regimen would be. To learn materials thoroughly and be well prepared for exams, you need to start well in advance. Keeping up with reading and studying over the course of semester will require discipline, but it will pay off in the long run: you will find yourself feeling relatively well-prepared when exams roll around, and will mainly just need to review. The following is a geoscience student’s experience: “One thing I personally found useful as a student was copying my notes over, by hand, in multiple colors (especially for diagrams - to keep things clear!). I color-coded figures: anything to do with igneous rocks and processes was in reds and oranges; sediments and sedimentary rocks were in browns and yellows; metamorphic rocks were always in blues and purples. If something was unclear in my notes, I could go to the text and correct it, so I understood. If that didn't work, I'd go to the instructor and ask for clarification. [I also would copy into my notes, again by hand, the text tables and figures to which the instructor had referred in class.] A second surprise benefit was that the time spent in copying the notes, with minimal background distraction, proved to be very effective study time. When I opened those notes to study, I realized I already knew most of the material. All I had to do prior to an exam was review - not study hard to learn it well for the first time. Another thing I found useful was a group question-and-answer session.” Taking the Exam: Basics The most obvious basic instruction is to always read and follow the instructions! These are there to provide a guide for you, not just to take up extra space. There ARE even rare instances in which the instructions to an absolutely horrendous-looking exam will include a statement to the effect of "Respond to question 3 only and then leave the room," and question 3 may be relatively simple and straightforward! On multiple-choice exams, for example, the instructions may be to circle the letter of the response you've chosen. Writing that letter in the margin, or circling the entire response, not only makes it more difficult to grade the exam, but also takes more of YOUR exam time to write the answer out or to circle a larger area. Simply following the instructions therefore helps save you time for other parts of the exam. Writing the letter in the margin can also suggest to the instructor that you may have been trying to help someone else on the exam - NOT a good idea! Remember that your instructor has to read not only your exam but also those of everyone else in the class. Clear handwriting (which for some of us is difficult, I know) always helps, and sometimes can get you the benefit of the doubt when the nature of your response is unclear and the instructor is



17

debating how much partial credit, if any, to allow. Printing may help if your writing is particularly hard to read. Watch your responses and make sure they're internally consistent - that you haven't said X is true in one place and then that X is false in another response. This can help you catch your own errors - such as saying that feldspars are the dominant mineral group in the silicates in one place, and that they are the dominant NON-silicate group in the Earth's crust in another. You know these statements can't BOTH be correct! For this course, examples of old exams are available. These are for your benefit, to let you see the structure of the exams and the kinds of questions you'll see on them. Take advantage of these! They may be copied or printed for study guides, or used for sample exams, as a means of testing yourself (my own preference). Obviously, in preparing for your own exam, you don't need to worry about subject matter we haven't yet covered in class. Multiple-Choice Questions Some exams, will be in whole or part multiple-choice type questions. This is principally a matter of convenience for the instructor, since these are relatively easy to grade and poor handwriting does not become a problem. Good multiple-choice questions (and the potential responses) are actually more difficult than open-ended essay questions to make up in the first place, but the payoff comes in lesser grading times. In taking multiple-choice exams, even if you don't know the right answer right away, there SHOULD be possible answers that you can immediately discount as clearly wrong; the more you know, the better this works. This makes the odds better in your favor of getting a right answer from the remaining possibilities. If you are totally clueless, remember that if there are four possible answers, even a blind guess has 1 chance in 4 of being right. If you have a "hunch" that one is the right answer, go with that hunch - you'll be right more often than you're wrong. Also, when going back over an exam (always a good idea when time allows), unless you're sure that a response you gave is wrong, you may be better off leaving your initial guess there rather than changing it: about 2/3 of the time, you'd be changing a right answer to a wrong one, based on both national studies and what I've seen in this course. Short-Answer Questions A good question that seeks a short answer should be phrased in such a manner that it will be clear precisely what is being sought as a response. In such situations, when you don't know the answer, it is seldom going to help to write down a memorized section from your class notes, hoping the instructor will find what she/he is looking for somewhere in there and give you at least partial credit. It's pretty obvious when that is happening, and it can even be counter-productive for you. The space left for the answer should be adequate for that response, but not excessive; for example, if a suitable response would be a five-word sentence or phrase, the instructor won't leave a half-page. Conversely, if a detailed discussion is sought, the instructor won't leave a space only an inch wide on the page. Hopefully, the suggestions presented here will be of some help as you prepare for exams. If you have any questions on these, or on any of the material presented in class, please ask me for clarification!



18

DAILY LECTURE SCHEDULE

The daily work program begins at 0900 hrs, Monday to Friday, unless otherwise indicated. All classes end no later than 1600 hours on any day. Two field trips required an early start at 0830hrs and finish later at 1500hrs. There were three lecture sessions per day; two lectures in the morning (0900 - 1000hrs and 1030 –1130 hrs); and one in the afternoon (1400 - 1500hrs). Tutorials and review sessions were held daily and at the end of the weeks’ lecture. Attendance was compulsory for all lectures. The 6-week lecture schedule for SCC24 was as follows: WEEK 1 DATES TOPICS LECTURERS Mon. 14/1 1. Introduction to Earth Sciences and development.

2. Earth Sciences in planning. 3. Geohazards. 4. Geohazards and development.

R.J. Maharaj

Tue 15/1 1. Natural hazards and development planning. 2. Natural hazard risk reduction and project formulation and evaluation. 3. Risk and risk assessment.

R.J. Maharaj

Wed16/1 1. Resources evaluation and role of ecosystems in mitigating natural hazards.

2. Tools and techniques for natural hazard assessment. 3. Disaster management.

R.J. Maharaj

Thu 17/1 1. Remote Sensing in hazard assessment. 2. GIS and hazard assessment.

R.J. Maharaj

Fri 18/1 1. Multiple hazard assessment. 2. Critical facilities mapping. 3. Self assessment and review.

R.J. Maharaj



19

WEEK 2 DATES TOPICS LECTURERS Mon 21/1 1. Coastal erosion - natural and man-induced erosion.

2. Coastal erosion assessment - programme design. 3. Coastal erosion assessment; monitoring programme set-up and

parameter selection.

R.J. Maharaj

Tue 22/2 1. Coastal erosion assessment - data collection and filed instrumentation. 2. Coastal erosion assessment - data processing 3. Data evaluation and assessment. 4. Post-project evaluation. 5. Self-assessment and review.

R.J. Maharaj

Wed 23/1 1. Field trip – Coral Coast.

R.J. Maharaj

Thu 24/1 1. Reporting.

R.J. Maharaj

Fri 25/1 1. Reporting. R.J. Maharaj WEEK 3 DATES TOPICS LECTURERS Mon. 28/1 1. Landslides: introduction.

2. Landslide types and processes; classifications. 3. Factors affecting slope instability; geological, geomorphologic,

geotechnical and hydrological-hydrogeological factors; anthropogenic factors affecting instability.

R.J. Maharaj

Tue 29/1 1. Landslide mapping; field methods. 2. Geologic-geotechnical mapping and geomorphologic mapping. 3. Landslide hazard assessment. 4. Factors analysis, correlation of individual factors, multiple-factor

assessment.

R.J. Maharaj

Wed 30/1 1. Landslide susceptibility and risk. 2. Interpreting landslide hazards. 3. Self assessment and review.

R.J. Maharaj

Thu 31/1 1. Field trip – Coral Coast. R.J. Maharaj Fri 1/2 1. Data input and assessment.

2. Reporting.

R.J. Maharaj



20

WEEK 4 DATE TOPICS LECTURERS Mon. 4/3 1. Floods, floodplains and flood-prone areas.

2. River hydraulics and flood hydrographs. 3. Overland flow. 4. Antecedent rainfall and flooding. 5. Geomorphology and floods. 6. Development projects and flooding. 7. Channel alteration and flooding.

R.J. Maharaj

Tue. 5/3 1. Flood hazard and tools for hazard assessment. 2. Remote sensing and aerial photography. 3. Flood mapping technique and assessment. 4. Self assessment and review.

R.J. Maharaj

Wed. 6/3 1. Cyclones and cyclone hazard assessment. 2. Tropical cyclone and coastal-terrestrial hazards. 3. Risk from cyclones. 4. Cyclone hazard assessment. 5. Utilization of cyclone risk data in planning.

R.J. Maharaj

Thu. 7/3 5. Map exercises and report writing.

R.J. Maharaj

Fri. 8/3 1. Report writing. 2. Self-assessment and review.

R.J. Maharaj

WEEK 5 DATE TOPICS LECTURERS Mon 11/3 1. Earthquakes.

2. Earthquakes effects and the hazards they cause. 3. Earthquake hazard prediction, assessment and mitigation.

R.J. Maharaj

Tue 12/3 1. Liquefaction and soil failure. 2. Rock slope failure and ground deformation. 3. Types and sources of earthquake information. 4. Earthquake hazards and development planning. 3. Self assessment and review.

R.J. Maharaj

Wed 13/3 1. Volcanism. 2. Volcanic hazards and types of eruptions and flows. 3. Classification, assessment, mapping and mitigation of volcanic

hazards. 4. Tsunamis and tsunami hazards.

R.J. Maharaj

Thu 14/3 1. Filed trip – visit to MRD seismic station. 2. Classroom exercise. 3. Report writing.

R.J. Maharaj

Fri 15/3 1. Report writing. 2. Self assessment and review.

R.J. Maharaj



21

WEEK 6 DATE TOPICS LECTURER

S Mon 18/3 1. Tutorials and review. R.J. Maharaj

Tue 19/3 1. Tutorials and review. R.J. Maharaj

Wed 20/3 1. Examination - I.

R.J. Maharaj

Thu 21/3 1. Examination – II.

R.J. Maharaj

Fri 22/3 1. Presentation of marks.

R.J. Maharaj



22

APPENDIX B

EXAMINATIONS

Examination I The following is the full examination paper for Part I.



23

SSOOUUTTHH PPAACCIIFFIICC AAPPPPLLIIEEDD GGEEOOSSCCIIEENNCCEE CCOOMMMMIISSSSIIOONN ((SSOOPPAACC))


CCEERRTTIIFFIICCAATTEE IINN EEAARRTTHH SSCCIIEENNCCEESS &&

MMAARRIINNEE GGEEOOLLOOGGYY

1144TTHH JJAANNUUAARRYY 22000022 –– 55TTHH AAPPRRIILL 22000022

TTHHEE UUNNIIVVEERRSSIITTYY OOFF TTHHEE SSOOUUTTHH PPAACCIIFFIICC LLAAUUCCAALLAA BBAAYY CCAAMMPPUUSS,, MMAARRIINNEE SSTTUUDDIIEESS DDEEPPAARRTTMMEENNTT,,

SSUUVVAA,, FFIIJJII IISSLLAANNDDSS

FINAL EXAMINATION FOR COURSE MODULE

SCC24: EARTH SCIENCE IN DEVELOPMENT PROJECTS, HAZARDS

PPPAAAPPPEEERRR III

TWO (2) HOURS: 0900 HOURS - 1100 HOURS, 20TH FEBRUARY 2002

USP, MARINE STUDIES DEPARTMENT, ROOM M108, LOWER CAMPUS,

LAUCALA BAY, SUVA, FIJI ISLANDS



24

STUDENT INFORMATION

This examination is Part I of a two-part, final in-course examination for the Earth Sciences and Marine Geology (ESMG) Certificate Course: Earth Sciences in Development Projects, Hazards: SCC24.

All questions in this examination are compulsory and students are required to attempt all.

All questions are marked, and carry equal marks.

This paper is worth 25% of the final course marks.

Please mark your choice for each question clearly on the box provided.

Where your selection is not clear, the question will be deemed to have been answered incorrectly, and you will loose marks for that question.

Using a pen, please print the date, course number, your name and country of origin in the boxes provided below.

Date

Course

Name

Country



25

PLEASE FILL IN THE BOX WITH THE CORRECT LETTER:

1. Which of the following statements about major volcanic eruptions is false a. Many volcanoes are related to plate motions b. Volcanic eruptions generally affect a larger area than earthquakes c. Volcanic eruptions can trigger tsunamis d. Volcanoes do not provide warnings before an eruption

2. Historically the deadliest volcanic hazard is a. Ash fall b. Volcanic gasses c. Pyroclastic flows, including nuees ardentes d. Lava flows

3. The volcanic explosivity index (VEI) is based on all the following factors except a. Volume of material ejected b. Plume height c. Dimensions of the volcano d. Duration of blast

4. With which type of plate boundary are destructive volcanoes most strongly associated a. Convergent b. Divergent c. Transform d. Mid-Plate

5. Which volcanic gas can cause rapid global cooling a. Sulfur dioxide b. Carbon monoxide c. Carbon dioxide d. Hydrogen sulfide

6. How can large volcanic eruptions affect the climate a. They can warm the climate by releasing hot gases b. They can cool the climate by releasing aerosols that reflect sunlight c. Both A and B are correct d. None of the above

7. The explosiveness of a volcano is affected by the a. Amount of H2S in the magma b. Viscosity and silica content of the magma c. Shape of the volcano d. All of the above

8. Where are shield volcanoes generally found a. At hot spots b. At transform plate boundaries c. At divergent plate boundaries d. At convergent plate boundaries



26

9. Which of the following natural hazards is not associated with volcanic eruptions a. Landslide b. Tsunami c. Earthquake d. Typhoon

10. Tsunami run-up and run-in depend on a. Distance travelled b. Sea floor topography c. Tides d. All of the above

11. Which of the following does not add to the destructiveness of a tsunami wave a. Reflection of the wave off a coast b. Low tide c. Magnitude of the geologic event that triggered the tsunami d. Shallow water near the coastline

12. What is the amplitude (wave height) of a typical destructive tsunami in the open ocean a. About 10 millimeters b. About 10 centimeters c. About 1 meter d. About 10 meters

13. Which one of the following coastal areas experience tsunamis most often a. Hawaii b. Texas and Louisiana c. Florida d. New York

14. Which of the following causes most tsunamis a. Earthquakes b. Meteorite impacts c. Hurricanes d. Volcanoes

15. Tsunami “run-up is a. The height of the tsunami wave in the open ocean b. The distance the tsunami travels inland c. The height of the tsunami above normal sea level on a shoreline d. The total distance the tsunami travels before striking a shoreline

16. Damage from a hurricane will be lessen if it makes landfall a. at low tide, because the storm surge will be partly offset by the lower sea level. b. between high and low tide, since the outgoing tide will cancel out the storm surge. c. at high tide, since everything will be ready for higher water levels anyway. d. It doesn’t matter. Storm surge and tides have no effect on each other.



27

17. Where do tropical cyclones form? a. over continental land masses b. directly over the equator c. between 30˚ N and 30˚ S latitude d. over cold polar oceans

18. Which of the following needs to be at a minimum for a tropical cyclone to form? a. relative humidity b. converging surface winds c. sea surface temperature d. vertical wind shear

19. The stages in a tropical cyclone’s life, in order of formation, are a. tropical depression, tropical disturbance, tropical storm, hurricane b. tropical disturbance, tropical depression, tropical storm, hurricane c. hurricane, tropical depression, tropical storm, tropical disturbance d. tropical depression, tropical disturbance, typhoon, hurricane

‘ 20. As the central pressure of a tropical cyclone decreases, the storm’s intensity __________, and

the wind speeds ____________. a. decreases, decrease b. stabilizes, stay the same c. increases, increase d. increases, stay the same

21. What would you call a tropical cyclone that hits China? a. a tidal wave

b. a hurricane c. a tsunami d. a typhoon

22. Which of the following is not a factor contributing to the damage potential of an earthquake?

a. Type of soil b. Lahars c. Population density d. Building design

23. Which geologic disaster occurs most frequently from year to year? a. Earthquakes b. Volcanic eruptions c. Tsunami d. Landslides

24. Which is the following is true about earthquakes a. The magnitude of the earthquake is the most important factor in controlling fatalities b. The geographic distribution of earthquakes has changed over the past 2000 years c. The number of deaths per earthquake is less today than in the past because more small

earthquakes that don’t cause deaths are recorded today d. All of the above

25. At which type of boundary are large magnitude earthquakes most common



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a. Mid-Plate b. Divergent c. Transform d. Convergent

26. Which of the following do not increase earthquake damage and death a. Fire b. Weather c. Tsunamis d. Landslides

27. Most earthquake damage is caused by a. Surface waves b. P waves c. S waves d. Fault offsets

28. Recurrence intervals of major earthquakes a. Are related to the plate motions b. Are related to the timing of previous earthquakes c. Depend on the size of an earthquake d. All of the above

29. The San Andreas is an example of a a. Normal fault b. Thrust fault c. Transform fault

d. Dip-slip fault 30. Classify the following landslides (write the name at the side of the figure):



29



30

31. What is the name of the soil phenomena illustrated below: 32. On the digital elevation model of the landslide show overleaf, label the following:

Main scarp; Main body, Foot; and Toe.



31

33. As an earthquake wave travel from it’s hypocentre outwards, the wave may undergo a reduction in size or amplitude. What is this phenomena called?

34. What is the earthquake epicentre and hypocentre? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 35. In what units is ground acceleration measured in? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 36. A contour or line on a map bounding points of equal intensity for a particular earthquake is called? __________________________________________________________________________________________________________________________________________________________________

37. Which of the following are considered consequences from an El Niño event?

A: Increased rainfall

B: Death and migration of fish

C: Damaging floods along the coastal plain

D: All of the above

38. What is La Niña?

A: A weaker version of El Niño.

B: Unusually cold ocean temperatures in the equatorial Pacific.

C: An El Niño event in the Atlantic Ocean.

D: The associated time period when an El Niño event is not occurring.



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39. What scale is used to measure El Niño intensity?

A. Saffir-Simpson scale

B: Fujita Scale

C: Richter Scale

D: Southern Oscillation Index

40. El Niño events are characterized by a change in sea surface temperature in the eastern tropical

Pacific of:

A: an increase of 2 degrees Celsius or about 4 degrees Fahrenheit.

B: an increase of 20 degrees Celsius or about 40 degrees Fahrenheit.

C: a decrease of 2 degrees Celsius or about 4 degrees Fahrenheit.

D: a decrease of 20 degrees Celsius or about 40 degrees Fahrenheit.

Russell J. Maharaj Training Co-ordinator and Head, Human Resources Development Unit (HRU) South Pacific Applied Geoscience Commission SOPAC Secretariat PMB, GPO Suva FIJI ISLANDS Telephone: (679) 381-377 Facsimile: (679) 370-040 E-mail: [email protected] Website: www.sopac.org.fj



33

Examination II The following is the full examination paper for Part II.



34

SOUTH PACIFIC APPLIED GEOSCIENCE COMMISSION (SOPAC)

THE UNIVERSITY OF THE SOUTH PACIFIC (USP)

CERTIFICATE IN EARTH SCIENCES &

MARINE GEOLOGY

14TH JANUARY 2002 – 5TH APRIL 2002

THE UNIVERSITY OF THE SOUTH PACIFIC LAUCALA BAY CAMPUS, MARINE STUDIES DEPARTMENT,

SUVA, FIJI ISLANDS

FINAL EXAMINATION FOR COURSE MODULE

SCC24: EARTH SCIENCE IN DEVELOPMENT PROJECTS, HAZARDS

PPAAPPEERR IIII

TWO (2) HOURS: 0900 HOURS - 1100 HOURS, 22ND FEBRUARY 2002

USP, MARINE STUDIES DEPARTMENT, ROOM M108, LOWER CAMPUS,

LAUCALA BAY, SUVA, FIJI ISLANDS



35

STUDENT INFORMATION

This examination is Part II of a two-part, final in-course examination for the Earth Sciences and Marine Geology (ESMG) Certificate Course: Earth Sciences in Development Projects, Hazards: SCC24.

All questions in this examination are compulsory and students are required to attempt all.

All questions are marked, and carry equal marks.

This paper is worth 25% of the final course marks.

Please mark your choice for each question clearly on the box provided.

Where your selection is not clear, the question will be deemed to have been answered incorrectly, and you will loose marks for that question.

Using a pen, please print the date, course number, your name and country of origin in the boxes provided below.

Date

Course

Name

Country



36

PLEASE ANSWER THE FOLLOWING QUESTIONS: 1. The figure below shows a typical hurricane. In which hemisphere would this event take place?

2. What is the main type of slope movement associate with the following landslide?



37

3. Identify the type of breaker in the photograph.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



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4. Sub-surface seepage erosion creates underground cavities in weathered rocks and soils and are the frequent cause of landslides. What are these underground erosion channel created by interflow called?



39

5. From the figure below, what is the pressure exerted in the water filled pore spaces called?

6. What is the area of concentration of volcanic activity around the Pacific Ocean called?



40

7.The figure below shows a deposit within a steep upland river valley. Identify this feature.

8. The map below shows earthquake information. What is the name give to this type of map?.



41

9. Coastal erosion caused by storm surges is called?

__________________________________________________________________________

10. Erosion caused by gradients in longshore current is called?

__________________________________________________________________________

11. When waves approach shore they may steepen and increase in height due to energy conservation prior to breaking. What is this process called?

__________________________________________________________________________

12. Waves produced by prevailing winds are called?

__________________________________________________________________________

13. What is wave period?

__________________________________________________________________________

14. Longshore is produced by perpendicular approaching waves. Yes/No?

15. Hydrographic surveyors usually use a common reference for determination of heights above or below sea level. What is this reference called?

__________________________________________________________________________

16. What is risk?

__________________________________________________________________________

17. What is a geologic hazard?

__________________________________________________________________________

18. Identify three (3) main groups of geologic hazards.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

19. What is flanking?

__________________________________________________________________________

__________________________________________________________________________

20. Name TWO features on a slope which would indicate active slow downslope creep:

(i)________________________________________________________________________

(ii) _______________________________________________________________________



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21. Landslides involve the downslope movement of material under the influence of:

(a) water (c) both of these

(b) gravity (d) neither of these

22. List TWO types of landslides:

(a)_______________________________________________________________________

(b)_______________________________________________________________________

23. What TWO factors commonly trigger landslides? (a)_______________________________________________________________________ (b)_______________________________________________________________________ 24. Shown below is the cross section of a valley and underlying geology. DIP (a) which side of the valley is likely to suffer landslides?

______________________________________________________________________________ (b) which side of the valley is likely to suffer rockfalls? ______________________________________________________________________________ 25. Is friction a resisting force or a driving force to assist ground failure by downslope movement of rock

and soil: YES/N0______________ 26. List three types of ground failure by downslope movement of rock and/or soil: (a)_____________________________________________________________ ______________ (b) ___________________________________________________________________________ (c)____________________________________________________________________________



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27. List two criteria of action that may be taken to minimise damage due to coastal erosion (a)___________________________________________________________________________ (b) ___________________________________________________________________________ 28. (a) Shown on the drawing below the likely position of the coastline if the owner of House B reclaims in front of his home. (b) Is there likely to be an effect on House A or C? A B C

LONGSHORE CURRENT 29. What do you think might be the effect of dredging a boat access channel across a reef flat to the toe of the beach.

_____________________________________________________________________

_____________________________________________________________________ 30. What is longshore current? Why does it occur?

_____________________________________________________________________

_____________________________________________________________________

31. What would happen to beaches if most of the rivers flowing to those coastal areas were dammed? Why? ___________________________________________________________ __________ ___________________________________________________________ __________ ___________________________________________________________ __________



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32. Which of the following will affect longshore drift:

a. jetties;

b. groynes;

c. breakewaters;

d. all of the above.

33. What is the plunge point along a coast? _____________________________________________________________________

34. Benioff Zones are found in:

a. ocean trenches;

b. ancient mountain chains;

c. interiors of continents and

d. mid-oceanic ridges.

35. Draw a sketch of a Benioff zone (based on plate tectonics) identifying earthquakes and plate tectonic features.

36. Cyclic ground motion is measured in g’s. What is one g? _____________________________________________________________________



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37. What is a pyroclastic flow? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

38. (a) Based on field observations and surveys of beaches at Pacific Harbour, Deuba, Viti Levu, Fiji Islands, can you comment on the human impacts of construction on the beach environment?

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

(b) What can you say about the provenance of the beach sediments along that beach? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

(c) Comment on the set-back distance for buildings along the said beach. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Russell J. Maharaj Training Co-ordinator and Head, Human Resources Development Unit (HRU) South Pacific Applied Geoscience Commission SOPAC Secretariat PMB, GPO Suva FIJI ISLANDS Telephone: (679) 381-377 Facsimile: (679) 370-040 E-mail: [email protected] Website: www.sopac.org.fj

Documents

SOUTH PACIFIC APPLIED GEOSCIENCE COMMISSION (SOPAC) …