Active faults capable of generating highly damaging earthquakes may not cause surface rupture (i.e., blind faults) or cause surface ruptures that evade detection due to subsequent burial or erosion by surface processes. Fault populations and earthquake frequency-‐magnitude distributions adhere to power laws, implying that faults too small to cause surface rupture but large enough to cause localized strong ground shaking densely populate continental crust. The rupture of blind, previously undetected faults beneath Christchurch, New Zealand in a suite of earthquakes in 2010 and 2011, including the fatal 22 February 2011 moment magnitude (Mw) 6.2 Christchurch earthquake and other large aftershocks, caused a variety of environmental impacts, including major rockfall, severe liquefaction, and differential surface uplift and subsidence. All of these effects occurred where geologic evidence for penultimate effects of the same nature existed. To what extent could the geologic record have been used to infer the presence of proximal, blind and / or unidentified faults near Christchurch? In this instance, we argue that phenomena induced by high intensity shaking, such as rock fragmentation and rockfall, revealed the presence of proximal active faults in the Christchurch area prior to the recent earthquake sequence. Development of robust earthquake shaking proxy datasets should become a higher scientific priority, particularly in populated regions.
OPINION: Associate Professor MARK QUIGLEY, from the University of Canterbury's department of geological sciences, and Dr MATTHEW HUGHES, from its department of civil and natural resources engineering, survey the changing landscape of post-quake Christchurch.
Following the 2010-2011 earthquakes in Canterbury, New Zealand, the University of Canterbury (UC) was faced with the need to respond to major challenges in its teaching and learning environment. With the recognition of education as a key component to the recovery of the Canterbury region, UC developed a plan for the transformation and renewal of the campus. Central to this renewal is human capital – graduates who are distinctly resilient and broadly skilled, owing in part to their living and rebuilding through a disaster. Six desired graduate attributes have been articulated through this process: knowledge and skills of a recognized subject, critical thinking skills, the ability to interpret information from a range of sources, the ability to self-direct learning, cultural competence, and the recognition of global connections through social, ethical, and environmental values. All of these attributes may readily be identified in undergraduate geoscience field education and graduate field-based studies, and this is particularly important to highlight in a climate where the logistical and financial requirements of fieldwork are becoming a barrier to its inclusion in undergraduate curricula. Fieldwork develops discipline-specific knowledge and skills and fosters independent and critical thought. It encourages students to recognize and elaborate upon relevant information, plan ways to solve complicated problems, execute and re-evaluate these plans. These decisions are largely made by the learners, who often direct their own field experience. The latter two key graduate attributes, cultural competence and global recognition of socio-environmental values, have been explicitly addressed in field education elsewhere and there is potential to do so within the New Zealand context. These concepts are inherent to the sense of place of geoscience undergraduates and are particularly important when the field experience is viewed through the lens of landscape heritage. This work highlights the need to understand how geoscience students interact with field places, with unique implications for their cultural and socio-environmental awareness as global citizens, as well as the influence that field pedagogy has on these factors.
