What has turned what was once a disaster into a catastrophe? Amount of time over which the hazardous event occurs. Increasing population and poor land-use planning. Type of hazard. Climate change. Amount of area over which the hazardous event occurs.

What has turned what was once a disaster into a catastrophe? Amount of time over which the hazardous event occurs. Increasing population and poor land-use planning. Type of hazard. Climate change. Amount of area over which the hazardous event occurs. Answer: B Diff: 4 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: Case Study – Earthquake in Haiti, 2010: A Human-Caused Catastrophe? Earth Science LO: 9.1 – Human activities significantly change the rates of many of Earth’s surface processes.

An event is considered a natural disaster if 100 or more people are killed. 100,000 or more people are affected. 1,000 or more people are affected. 10 or more people are killed. None of the answers are correct.

An event is considered a natural disaster if 100 or more people are killed. 100,000 or more people are affected. 1,000 or more people are affected. 10 or more people are killed. None of the answers are correct. Answer: D Diff: 2 Bloom's Taxonomy: Knowledge Global Sci Out: 7 Demonstrate the ability to make connections across geology Section: 1.1 – Why Studying Natural Hazards Is Important Earth Science LO: 8.2 – Natural hazards shape the history of human societies.

Why do high-income countries suffer the lowest number of deaths in natural disasters despite having relatively high populations? All of the answers are correct. Less people living in one area Improved warning systems, disaster preparedness, and sanitation post-disaster Higher level of education in the countries Better hazard control in the countries

All of the answers are correct. Less people living in one area Why do high-income countries suffer the lowest number of deaths in natural disasters despite having relatively high populations? All of the answers are correct. Less people living in one area Improved warning systems, disaster preparedness, and sanitation post-disaster Higher level of education in the countries Better hazard control in the countries Answer: C Diff: 3 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: 1.1 – Why Studying Natural Hazards Is Important Earth Science LO: 8.7 – Humans cannot eliminate natural hazards, but can engage in activities that reduce their impacts.

The processes that produce the earth materials, land, water, and atmosphere necessary for survival are collectively known as the Biogeochemical cycle. Agricultural cycle. Hydrologic cycle. Global Carbon cycle. Geologic cycle.

The processes that produce the earth materials, land, water, and atmosphere necessary for survival are collectively known as the Biogeochemical cycle. Agricultural cycle. Hydrologic cycle. Global Carbon cycle. Geologic cycle. Answer: E Diff: 2 Bloom's Taxonomy: Knowledge Global Sci Out: 7 Demonstrate the ability to make connections across geology Section: 1.3 – The Geologic Cycle Earth Science LO: 8.1 – Natural hazards result from natural Earth processes.

The figure demonstrates the Biogeochemical cycle. Agricultural cycle. Hydrologic cycle. Global carbon cycle. Geologic cycle.

The figure demonstrates the Biogeochemical cycle. Agricultural cycle. Hydrologic cycle. Global carbon cycle. Geologic cycle. Answer: C Diff: 1 Bloom's Taxonomy: Knowledge Global Sci Out: 7 Demonstrate the ability to make connections across geology Section: 1.3 – The Geologic Cycle Earth Science LO: 5.5 – Earth’s water cycles among the reservoirs of the atmosphere, streams, lakes, ocean, glaciers, groundwater, and deep interior of the planet.

Natural hazards can be identified and studied using the geologic cycle. the Richter magnitude scale. mapping techniques. the scientific method. All of the answers are correct.

Natural hazards can be identified and studied using the geologic cycle. the Richter magnitude scale. mapping techniques. the scientific method. All of the answers are correct. Answer: D Diff: 1 Bloom's Taxonomy: Knowledge Global Sci Out: 1 Demonstrate an understanding of the principles of scientific inquiry Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 1.2 – Earth scientists use a large variety of scientific principles to understand how our planet works.

What makes a natural Earth process a hazard? People live or work near the process. The process is a minimum size. 10 or more people are affected by the process. Controls to limit the process are ineffective. All the answers are correct.

What makes a natural Earth process a hazard? People live or work near the process. The process is a minimum size. 10 or more people are affected by the process. Controls to limit the process are ineffective. All the answers are correct. Answer: A Diff: 3 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 9.1 – Human activities significantly change the rates of many of Earth’s surface processes.

A landslide resulting from the clearing of natural vegetation that in turn causes flooding due to the slide mass damming a stream, which then damages and destroys homes is an example of uniformitarianism. environmental unity. probability of occurrence. forecasting. precursor events.

probability of occurrence. forecasting. precursor events. A landslide resulting from the clearing of natural vegetation that in turn causes flooding due to the slide mass damming a stream, which then damages and destroys homes is an example of uniformitarianism. environmental unity. probability of occurrence. forecasting. precursor events. Answer: B Diff: 5 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 8.3 – Human activities can contribute to the frequency and intensity of some natural hazards.

Why are warnings issued even if the forecast is not 100% for a predicted hazard? Someday they will get it right. To scare people into reacting. Make sure the media is reporting the warning. An informed public is better able to act responsibly than an uninformed public. None of the answers are correct.

Someday they will get it right. To scare people into reacting. Why are warnings issued even if the forecast is not 100% for a predicted hazard? Someday they will get it right. To scare people into reacting. Make sure the media is reporting the warning. An informed public is better able to act responsibly than an uninformed public. None of the answers are correct. Answer: D Diff: 3 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 8.8 – An Earth-science-literate public is essential for reducing risks from natural hazards.

The risk society or an individual is willing to take depending on the situation is called long-term risk. short-term risk. hazard risk. probable risk. acceptable risk.

The risk society or an individual is willing to take depending on the situation is called long-term risk. short-term risk. hazard risk. probable risk. acceptable risk. Answer: E Diff: 3 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 8.8 – An Earth-science-literate public is essential for reducing risks from natural hazards.

A massive forest fire that causes more damage than a small, contained one but occurs less frequently is an example of a catastrophe. the magnitude-frequency concept. forecasting a natural hazard. linkages between natural hazards. the risk of a natural hazard.

the magnitude-frequency concept. forecasting a natural hazard. A massive forest fire that causes more damage than a small, contained one but occurs less frequently is an example of a catastrophe. the magnitude-frequency concept. forecasting a natural hazard. linkages between natural hazards. the risk of a natural hazard. Answer: B Diff: 3 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 8.1 – Natural hazards result from natural Earth processes.

Possible increases in the flooding of the Yangtze River due to the basin losing about 85 percent of its forest to timber harvesting and conversion of land to agriculture is an example of a change in forecasting the event. poor city planning affecting the magnitude and frequency of an event. an event increasing in magnitude and frequency through natural processes. population growth affecting the magnitude and frequency of an event. land-use changes affecting the magnitude and frequency of an event.

a change in forecasting the event. Possible increases in the flooding of the Yangtze River due to the basin losing about 85 percent of its forest to timber harvesting and conversion of land to agriculture is an example of a change in forecasting the event. poor city planning affecting the magnitude and frequency of an event. an event increasing in magnitude and frequency through natural processes. population growth affecting the magnitude and frequency of an event. land-use changes affecting the magnitude and frequency of an event. Answer: E Diff: 4 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 8.3 – Human activities can contribute to the frequency and intensity of some natural hazards.

The given figure shows the stages of forecasting a natural hazard. the stages of land-use changes affecting an event. population growth throughout the last century. the stages of recovery after a disaster. various frequencies of a natural hazard.

the stages of forecasting a natural hazard. The given figure shows the stages of forecasting a natural hazard. the stages of land-use changes affecting an event. population growth throughout the last century. the stages of recovery after a disaster. various frequencies of a natural hazard. Answer: D Diff: 2 Bloom's Taxonomy: Knowledge Global Sci Out: 3 Read and Interpret Graphs and Data Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 8.7 – Humans cannot eliminate natural hazards but can engage in activities that reduce their impacts.

Emotional distress, donation of money or goods, and payment of taxes levied to finance recovery are examples of ________ of a disaster. indirect effects direct effects recovery stages total effects effect stages

Emotional distress, donation of money or goods, and payment of taxes levied to finance recovery are examples of ________ of a disaster. indirect effects direct effects recovery stages total effects effect stages Answer: A Diff: 2 Bloom's Taxonomy: Knowledge Global Sci Out: 7 Demonstrate the ability to make connections across geology Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 8.5 – Natural hazards can be local or global in origin.

Why is it important to understand the perceptions of those affected by the hazard? Determines the time to recovery after the hazard Determines how the information is portrayed in the media Success of hazard reduction programs depends on their attitudes Success of evacuations depends on their attitudes Determines the speed of emergency response

Determines the time to recovery after the hazard Why is it important to understand the perceptions of those affected by the hazard? Determines the time to recovery after the hazard Determines how the information is portrayed in the media Success of hazard reduction programs depends on their attitudes Success of evacuations depends on their attitudes Determines the speed of emergency response Answer: C Diff: 3 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 8.8 – An Earth-science-literate public is essential for reducing risks from natural hazards.

What is not a way to minimize or avoid the effects of natural hazards? Artificial control of natural processes Evacuation Disaster preparedness Rebuild in the hazard area Land-use planning

What is not a way to minimize or avoid the effects of natural hazards? Artificial control of natural processes Evacuation Disaster preparedness Rebuild in the hazard area Land-use planning Answer: D Diff: 1 Bloom's Taxonomy: Knowledge Global Sci Out: 7 Demonstrate the ability to make connections across geology Section: 1.4 – Fundamental Concepts for Understanding Natural Processes as Hazards Earth Science LO: 8.7 – Humans cannot eliminate natural hazards but can engage in activities that reduce their impacts.

Climate change is likely to affect natural hazards in the future by it will not affect them at all. increasing their severity and frequency. decreasing their severity and frequency. increasing their severity but decreasing their frequency. decreasing their severity but increasing their frequency.

Climate change is likely to affect natural hazards in the future by it will not affect them at all. increasing their severity and frequency. decreasing their severity and frequency. increasing their severity but decreasing their frequency. decreasing their severity but increasing their frequency. Answer: B Diff: 3 Bloom's Taxonomy: Comprehension Global Sci Out: 2 Demonstrate the ability to think critically and employ critical thinking skills Section: 1.6 – Global Climate Change and Hazards Earth Science LO: 1.5 – Earth scientists use their understanding of the past to forecast Earth’s future.