Faults Model

Activity Source:
Adapted from the USGS Learning Web Lesson Plans
Background
One of the most frightening and destructive phenomena of nature is a severe earthquake and its terrible
aftereffects. An earthquake is a sudden movement of the Earth, caused by the abrupt release of strain that has
accumulated over a long time. For hundreds of millions of years, the forces of plate tectonics have shaped the
Earth as the huge plates that form the Earth's surface slowly move over, under and past each other. Sometimes
the movement is gradual. At other times, the plates are locked together, unable to release the accumulating
energy. When the accumulated energy grows strong enough, the plates break free. If the earthquake occurs in a
populated area, it may cause many deaths and injuries and extensive property damage.
 Normal faults are often associated with divergent (tensional) boundaries.

 Thrust faults are often associated with convergent (compressional) boundaries.
 Strike-slip faults are often associated with transform (sliding) boundaries.
the stresses and strains in the earth's upper layers are induced by many causes: thermal expansion and
contraction, gravitational forces, solid-earth tidal forces, specific volume changes because of mineral phase
transitions, etc. Faulting is one of the various manners of mechanical adjustment or release of such stress
and strain.
Objective Students will observe fault movements on a model of the earth's surface.
Materials Needed (per group)
 Physiographic map of the world

 Crayons or colored pencils
 Scissors
 Tape or glue
 Metric ruler
 Construction paper
 Fault Model Sheet (included)
Instructions:
 Color the fault model that is included according to the color key provided.
 Paste or glue the fault model onto a piece of construction paper.

 Cut out the fault model and fold each side down to form a box with the drawn features on top.
 Tape or glue the corners together. This box is a three dimensional model of the top layers of the Earth's
crust.
 The dashed lines on your model represent a fault. Carefully cut along the dashed lines. You will end up with
two pieces. You may wish to have your students tape or glue a piece of construction paper on the side of the two
fault blocks along the fault face. This will help with the demonstration.
 To develop a model of a normal fault: Locate points A and B on your model. Move point B so that it is next to
Point A. Observe your model from the side (its cross-section). Draw the normal fault below as represented by the
model
Normal Fault: Many normal faults are found in Nevada. This is because Nevada is located in a region called the
Basin and Range Province where the lithosphere is stretching.
1. Which way did point B move relative to point A?
2. What happened to rock layers X, Y and Z?
3. Are the rock layers still continuous?
4. What likely happened to the river? the road? the railroad tracks?
5. Is this type of fault caused by tension, compression or shearing?
Part 2
To develop a model of a thrust fault: Locate points C and D on your model. Move Point C next to point D.
Observe the cross-section of your model. Draw the thrust fault as represented by the model they have just
constructed.
Thrust Fault: An example of a thrust fault is the fault in which the Northridge earthquake occurred. The thrusting
movement raised the mountatins in the area by as much as 70 cm.
1. Which way did point D move relative to point C?
2. What happened to rock layers X, Y and Z?

Part 3
To develop a model of a strike-slip fault:
Locate points F and G on your model. Move the pieces of the model so that point F is next to point
G. Draw an overhead view of the surface as it looks after movement along the fault.
Strike-slip fault: A strike-slip fault can be described as having right or left-lateral movement. If you look directly
across the fault, the direction that the opposite side moved defines whether the movement is left-lateral or right-
lateral. The San Andreas fult in California is a right-lateral strike-slip fault.
1. If you were standing at point F and looking across the fault,

which way did the block on the opposite side move?
2. What happened to rock layers X, Y, and Z?
5. If the scale used in this model is 1 mm = 2 m, how many meters did the earth move when the strike-slip fault
caused point F to move alongside point G? (Note that this scale would make an unlikely size for the railroad track!)
If there were a sudden horizontal shift of this magnitude it would be about five times the shift that occurred in the
1906 San Andreas fault as a result of the San Francisco earthquake.

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Activity Source:

Adapted from the USGS Learning Web Lesson Plans

 Normal faults are often associated with divergent (tensional) boundaries.

Materials Needed (per group)

 Physiographic map of the world

 Paste or glue the fault model onto a piece of construction paper.

1. Which way did point B move relative to point A?

2. What happened to rock layers X, Y and Z?

3. Are the rock layers still continuous?

5. Is this type of fault caused by tension, compression or shearing?

1. Which way did point D move relative to point C?

2. What happened to rock layers X, Y and Z?

3. Are the rock layers still continuous?

5. Is this type of fault caused by tension, compression or shearing?

1. If you were standing at point F and looking across the fault,

2. What happened to rock layers X, Y, and Z?

3. Are the rock layers still continuous?

6. Is this type of fault caused by tension, compression or shearing?

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