LCPS Earth Science Suggested Lab Activities Quarter: 3rd quarter Author/Source: Rippa SOL: 8 Topic: Plate Tectonics – Faults School: Freedom HS Title: Fault Activity Level of Use: Basic/Academic/Honors Suggested length: 1 block Objective: Students will understand and demonstrate their understanding of different types of faults. Synopsis/Abstract: Students demonstrate and manipulate fault models. They should already have seen the faults in notes in class. This works to help students get a 3-D view of the faults aside from the 2-D ones drawn in their book. They will see how a normal fault results from tension (pulling apart), since the block becomes wider after faulting, and that a reverse fault results from compression (pushing together), since the block becomes thinner after faulting. Materials: Fault models (one per group): Styrofoam rectangles Styrofoam cutter Paint Procedure (including suggestions for classroom management, grouping, provisioning, safety concerns) Build the models: 1. Buy fifteen 4”x4”x2” Styrofoam blocks, one per group. Michaels also has a Styrofoam cutter (a simple tool with a wire and 2 D batteries that heat the wire) that easily cuts the Styrofoam much more smoothly than possible with a knife. 2. Paint the thin sides all around each block with two or three rows of different colors, to signify layers of rock within the earth. 3. On top, paint a river, road or railroad track crossing the block. This will help students see how surface features are displaced by faulting. I suggest making them all slightly different to make blocks easier to match up later. 4. Finally, slice each block roughly in half at an angle, as in the diagram above. Be sure to cut across the road you drew on the surface. Be careful – the hot wire & melted foam can burn. 5. Give each student group one block to manipulate. First, they will draw the block unfaulted from the side & top, with the layers and road/river included. They will also measure the length of the block. You will often need to demonstrate what is required and how to visualize & draw the fault. Then they manipulate the block to make normal, reverse & strike-slip faults to measure & draw them. Adaptations/Differentiation: This works for students of all levels. This can be followed by a variation of Simon Says: Students get in pairs and face each other. When you call out Simon Says normal fault, they should step away from each other. When you call out Simon Says reverse fault, they should step toward each other. When you call out Simon Says strike-slip fault, they should each step towards their left, thus sliding past each other. Like a typical Simon Says game, if you don’t say Simon Says, they should not move. If they move, the pair is out. Practice the commands a few times until they all get it, then speed it up and try to trick them. Students love it and will remember! This can also be done with tension (step back), compression (step together)& shear stress (slide past); divergent (step back), convergent (step together)& transform boundaries (slide past); or with rift (step back) and trench (step together). Assessment: The questions in the student sheet can be assessed for accuracy. Name __________________________ Fault Activity Manipulate your model of a fault to demonstrate different faults and answer the following questions. length Unfaulted Rock Measure the length of your rock block before faulting: _____________ cm Draw a side view of your rock block, labeling the footwall & hanging wall: Draw an overhead view of your rock block: Normal Fault Demonstrate a normal fault (use your notes). You may need to use a book to prop it up. Measure the length of your rock block after faulting: _____________ cm Draw a side view of your rock block after faulting, labeling the footwall & hanging wall: Draw an overhead view of your rock block after faulting: Analysis To create a normal fault, the hanging wall moved (up / down / along) the footwall. The process that creates a normal fault is (compression / tension / shear stress). Reverse Fault Demonstrate a reverse fault. You may need to use a book to prop it up. Measure the length of your rock block after faulting: _____________ cm Draw a side view of your rock block after faulting, labeling the footwall & hanging wall: Draw an overhead view of your rock block after faulting: Analysis To create a reverse fault, the hanging wall moved (up / down / along) the footwall. The process that creates a reverse fault is (compression / tension / shear stress). Strike-Slip Fault Demonstrate a strike-slip fault (use your notes). Measure the length of your rock block after faulting: _____________ cm Draw a side view of your rock block after faulting, labeling the footwall & hanging wall: Draw an overhead view of your rock block after faulting: Analysis To create a strike-slip fault, the hanging wall moved (up / down / along) the footwall. The process that creates a strike-slip fault is (compression / tension / shear stress).