Fault Model Activity Answers

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  Williams, R. Year Published: Stoffer, Philip W. View Citation Where's the San Andreas fault? Year Published: Machette, Michael N. Year Published: This dynamic earth: the story of plate tectonics In the early s, the emergence of the theory of plate...

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• [GET] Fault Model Activity Answers

  Visit [www. In one activity, students make a model of the earth including all of its layers. In a teacher-led demonstration, students learn about continental drift. In another activity, students create models demonstrating the di Elementary Lesson...

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• 12.3 Fracturing And Faulting

  Earthquakes are the signs that the surface features of the Earth are continually changing. Faults are cracks that occur between the tectonic plates. Movement is apparent at these fault lines. The three main types of faults are transcurrent faults, in which the crustal plates slide past each other; normal faults, in which a block of crust, known as the hanging wall, falls, creating a valley; and reverse faults, in which a block of crust, again known as the hanging wall, is pushed upward, creating hills. Engineers need to know about faults and where they are located in order to design structures that remain stranding and protect their inhabitants during earthquakes or other activity. Engineers also need to know what type of fault is occurring and how fast and in which direction the associated plates are moving so that they can predict what type of formation a fault may be producing, such as a hill or a valley.

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• Fault Types : What Are The Three Main Types Of Faults?

  Prepare the Tectonic Plates Map Overhead and be ready to show it to the class. Organize all activity materials. Refer to the U. With the Students Review with the class the idea of earthquakes. Ask if anyone has ever experienced an earthquake and listen to any first-hand stories. Show students photographs and videos of earthquake damage. Pass out a KWL chart to each student. Ask students if they know what the crust of the Earth is? Answer: The crust is the Earth's outermost layer. Ask them if know what the crust is made of? Answer: The Earth's crust is made up of interlocking pieces, called plates.

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• ACTIVITY: Modeling Plate Movement

  Remind them to keep up their chart with what they have learned during the activity by recording items under the "Learned" column. Ask the class if anyone has ever seen a rock or mountainside with layers in it. Rocks with layers are called sedimentary rocks. Take the strips of colored construction paper and place them on top of each other. Explain to students that they represent layers of sedimentary rock in the Earth's crust. Hold one strip at each end and push toward the middle. Explain that when forces are pushing at the edge of faults, the land often buckles and folds, sometimes forming hills or even mountains.

  https://chem.purdue.edu/docs/exams/2010/May_1_2010_exam.pdf

• What Is A Fault And What Are The Different Types?

  Show students the tectonic plates map overhead transparency. Explain that the Earth's crust is also broken into large interlocking plates floating on the molten mantle. At plate boundaries where two different plates meet , the plates crack and break, causing earthquakes. These cracks are called faults. Tell students that they will make models of how land moves when blocks of rock slide sideways, apart or towards each other. Distribute three pieces of cardboard to each group. Instruct one student in each group to color a road with several houses along it on one piece of the cardboard. This piece of cardboard represents a bird's-eye view of the Earth from above. On the other two cardboard pieces, have a different team member color layers of rock. Suggest they use colors that they believe are found in the Earth's layers. These two cardboard pieces each represent a cross-section of the Earth, as though we cut through the layers of a cake in order to see and be able to count how many layers are stacked on top of each other.

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• Fault Model Activity Grade 8

  Cut along this line see Figure 2. This is a model of a transcurrent fault. Figure 2. Student cardboard representation of a transcurrent fault. Cut along this line. This is a model of a normal fault see Figure 3. The piece on the right represents the hanging wall, which moves downward relative to the foot wall. Figure 3. Student cardboard representation of a normal fault. Doing this displaces the rock layers drawn on the cardboard. Tell students that this type of fault is called a normal fault. Normal faults create valleys in the Earth's surface. Have them cut along the line and then slide the left piece the foot wall downward and the right piece the hanging wall upwards. This model illustrates a reverse fault. Reverse faults create hills in the Earth's landscape. Figure 4.

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• Fault Model Activity Answer Key

  Student cardboard representation of a reverse fault. Solicit answers for what they learned and write them on the classroom board. Next, ask students if they can think of any additional questions or information they would like to know about faults. Ask students to write these down under the "Want to Know" column of their charts. Solicit questions and facilitate a class discussion.

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• Stress And Strain

  As a class, create a Venn diagram with three overlapping circles. Compare and contrast the three different types of faults, noting their similarities and differences. Assessment Pre-Activity Assessment Quick Questions: Gauge students' base knowledge of the activity subject matter by asking them the following questions: What is the crust of the Earth? What is the crust made of? Answer: The Earth's crust is composed of interlocking pieces, called plates. Solicit answers and write them on the classroom board. Next, ask students if they have any additional things they would like to know about faults. Venn Diagram: Individually, or as a class, create a Venn diagram to compare and contrast the three different types of faults.

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• EARTHQUAKES AND FAULTS

  Life Along the Fault Line: Have students think about what life is like living along a fault line. What information would someone living along a fault line want to know? Create a drawing or informational flyer for a family who is moving into a neighborhood along the fault line. Troubleshooting Tips For the models to be effective, make the cardboard cuts smooth and straight. Activity Extensions Find a map of earthquake and volcanic activity. Make posters of earthquakes around the world and indicate on the map where these earthquakes have occurred.

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• Fault Model Activity Answers

  One good resource is the Earthquakes Living Lab , which shows USGS data in map form for earthquakes happening every day around the world.

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• Fold And Fault Model, 13 Inch | Fold, Geology, Visual Learning

  Pin0 At the end of this earthquakes lesson plan, students will be able to identify the role plate boundaries play in earthquakes, model different types of faults and their related stresses, compare seismic waves and interpret graphs related to seismic waves, identify the process by which epicenters are determined, describe how tsunamis form and their effects, and determine how humans can reduce the impact of very unpredictable earthquakes. Each lesson is designed using the 5E method of instruction to ensure maximum comprehension by the students. The following post will walk you through each of the steps and activities from the earthquakes lesson plan. Class Activity Watch the video using the link provided. Draw a square on the whiteboard. Because of plate tectonics, this block is constantly being stressed.

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• A Model Of Three Faults | Earth Science Week

  Hopefully, the students have some prior knowledge of this topic. Discuss the word stress as a class. In what other context have they heard of this word? Tell them they are going to be learning about three types of stress that cause rocks to shift, which sometimes leads to an earthquake. Draw three simple diagrams using arrows of compression, tension, and shearing.

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• Science 8 : A Fault-y Setup By Biatch Meh

  Student Activity Based on prior knowledge ask students to match the three stress words: compression, tension, and shearing to the correct diagram. They can draw and write this in the INB or a piece of paper. Discuss the correct answers. Help them make connections between these words and their action; ex. Or let the kids stand up and model the movements. Explain that these are important terms in studying earthquakes. The teacher will help to clear up any misconceptions about the earthquakes. A major misconception students think is that earthquakes are likely to happen anywhere on Earth. Four of the stations are considered input stations where students are learning new information about earthquakes and four of the stations are output stations where students will be demonstrating their mastery of the input stations. Each of the stations is differentiated to challenge students using a different learning style. You can read more about how I set up the station labs here.

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• CHAPTER 10 (Folds, Faults And Rock Deformation)

  Students will be working in pairs to better understand how stress can cause the plates to move. Students will be using a land model to show the three types of stresses, compression, tension, and shearing. Students will be using this model to make a few observations and to answer related questions listed on the task cards.

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• Faulty Movement - Activity - TeachEngineering

  At this station, students will be watching a short video explaining a brief introduction to earthquakes. Students will then answer some questions related to the video and record their answers on their lab station sheet. For example: Describe the difference between the epicenter and the focus of an earthquake. What causes earthquakes? Where do most earthquakes occur? Why do we sometimes have earthquakes away from plate boundaries? The research station will allow students to find out more information about earthquakes. While at this site, students will also be able to create a virtual earthquake in one of four given locations. Students will become seismologists and input data about S and P-waves, also where the epicenter would be located. This station will provide students with a one page reading about earthquakes. In the reading students will learn about seismology and the two types of waves that earthquakes produce, P-waves and S-waves.

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• Faulty Movement - Activity - TeachEngineering

  There are 4 follow-up questions that the students will answer to show reading comprehension of the subject. The assess it station is where students will go to prove mastery over the concepts they learned in the lab. The questions are set up in a standardized format with multiple choice answers. Some questions include: Where do earthquakes generally originate? What does the image represent? Which statement is incorrect about earthquakes?

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