Sie sind auf Seite 1von 13

Name:________________________________ Grade & Sec.

:____________ Score:_________
Teacher:______________________________ Date:___________________ Raying:________

Activity 1
A fault-y setup

Objectives:
After performing this activity, you should be able to:
1. describe the appearance of a fault; and
2. explain how a fault forms.

Materials Needed:
 two sheets of cardboard (or folder)
 fine sand
 ruler
 newspaper (or plastic sheet ) as wide as a newspaper page

Procedure:
1. Spread the newspaper on a table. Do the activity on the newspaper.
2. Arrange the two sheets of cardboard edge to edge (Figure 1).

3. Pour sand along the boundary of the two sheets (Figure 2)


4. With the ruler, flatten the top of the sand and make two parallel lines.

5. Now, move the sheets slowly in the direction shown in Figure 3.

Q1. As you move the sheets, what is formed in the sand?

Q2. What happens to the lines?

Conclusion
Name:________________________________ Grade & Sec.:____________ Score:_________
Teacher:______________________________ Date:___________________ Raying:________

Activity 2.
Stick „n‟ slip

Objectives:
After performing this activity, you should be able to:
1. explain how faults generate earthquakes; and
2. explain why not all movement along faults produces earthquakes.

Materials Needed:
 two small boxes (fruit juice boxes are ideal)
 masking tape
 rubber band
 paper clip

Procedure:
1. Attach the rubber band to the paper clip. Then attach the paper clip to one end of
one box. (See Figure 5. The ruler is included for scale.)

2. Place the boxes side by side. Put a toy house on the box with the rubber
band. Then tape (lightly?) the two boxes together as shown in Figure 6.
Important: Do not stick the tape on the boxes too much. The tape is meant to come
off.
3. With your left hand, hold the box without the rubber band in place. With your other
hand, slowly pull on the rubber band in the direction shown in Figure 7.

Q3. What happens to the rubber band?

Q4. Keep on pulling on the rubber band. What happens to the box attached to the
rubber band? Note: The tape is supposed to come off, so stick it on very
lightly.
Q5. What happens to the “house”?

Q6. Which is the “fault” in this setup?

Conclusion:
Name:________________________________ Grade & Sec.:____________ Score:_________
Teacher:______________________________ Date:___________________ Raying:________

Activity 3.
Stick „n‟ shake

Objectives:
After performing this activity, you should be able to:
1. explain the effect of bending of rocks along faults, and
2. relate faults movement and earthquakes

Materials Needed:
 two plastic rulers
 a bit of clay

Procedure:
1. Using the clay, attach the rulers‟ ends together (how long is the overlap
between rulers?) (Figure 8 shows close up photos of side and top views of the
setup.)

2. Hold the rulers as shown in the picture below. Then slowly move your hands in the
direction of the arrows.
Q8. What happens when bending becomes too much? Note: If nothing happens,
separate the rulers and re-attach them only slightly.

Conclusion:
Name:________________________________ Grade & Sec.:____________ Score:_________
Teacher:______________________________ Date:___________________ Raying:________

Activity 4.
Where does an earthquake start?

Objectives:
After performing this activity, you should be able to:
1. differentiate between focus and epicenter; and
2. demonstrate how movement along faults affect the surroundings.

Materials Needed:
 fault model
 scissors
 paste

Procedure:
1. Photocopy the Fault Model (Figure 12; you can also trace it on paper). Then cut
along the outlines of the two drawings.

2. Fold along the lines and paste where indicated. In the end, you should have a model
consisting of two parts that fit together (Figure 13).

3. The upper surface of the model represents the surface of the Earth. The trace of the
fault on the surface of the Earth is called the fault line. Be ready to point out the
fault line when your teacher calls on you.

4. Pull the two pieces apart (Figure 14). The flat surface between the two pieces is called
the fault plane. This is where fault slip or fault movement happens. Point out the
fault plane when your teacher asks you.

5. The place where the fault begins to slip is called the focus. It is where the first
movement occurs. Thus, the focus is the origin of the earthquake. Be ready to
explain it to your teacher.
6. Put the two pieces of the model together. The focus is now hidden
“underground.” Now, imagine a vertical line from the focus to the upper
surface of the model. Mark the place where you expect the line to come out.

The spot directly above the focus on the surface of the Earth is called the
epicenter. Show the “epicenter” of your model to your teacher.

Q9. Use your model to show different types of movement along a fault. How
would the surroundings be affected?

Conclusion:
Name:________________________________ Grade & Sec.:____________ Score:_________
Teacher:______________________________ Date:___________________ Raying:________

Activity 5.
Tsunami!
Objectives:
After performing this activity, you should be able to:
1. explain how tsunamis are generated; and
2. infer why tsunamis do not always occur even when there is an
earthquake

Materials Needed:
 flat basin or laundry tub (batya)
 water
 rectangular piece of plastic panel or plywood
 rock

Procedure:
1. Put water in the container. Place the rock in the water at one end of the
container (Figure 15).

2. At the other end of the container, put the plastic panel flat at the bottom of the
container (Figure 16, left).

3. You will need some help: a person to watch the surface of the water, and
another to watch the level of water by the rock. Things will happen quickly, so make
sure your assistants are alert.

4. Hold the corners of the plastic panel with your thumbs and fingertips. Wait for the
water to stop moving. Using only your fingertips, jerk the edge of the plastic
board upward (Figure 16, right).
Q10. What was formed in the water by the sudden push of the plastic panel?

Q11. How was the water level by the rock affected by the wave?

Q12. What does the water represent? How about the rock?

Q13. What does the plastic panel represent?

Conclusion:

Das könnte Ihnen auch gefallen