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Sequence of Lesson for
Classification of Faults
1.
2.
3.
4.
5.
Learning Objectives
Preclass video: Students view Classification of Faults and answer related
questions in an online quiz.
Class begins with a review of learning objectives from video and class
lesson (slide 2).
Students answer short answer questions (e.g., slides 3,4) related the preclass video.
Next we present a couple of review slides and move on to discussions of
how rocks respond to stress, fault motions during earthquakes and the
build up of slip along faults and plate boundaries (see slide 5). We use the
free Seismic Eruptions animation (available from Alan Jones here) as part
of a small group exercise (see slide 6) to have students recognize basic
patterns in earthquake distribution. We summarize the patterns to make
sure everyone gets it and ask a follow up question (slide 7).
Class ends with a reflection exercise (slide 8) that can be completed later
and review of the day’s learning objectives.
Learning Objectives of the Video Classification of Faults
1. I can define the terms strike, dip, hanging wall, and
footwall.
2. I can identify the major types of faults.
Learning Objectives of the Related Class Lesson
1. I can explain how rocks deform before and after fault
movements that produce earthquakes.
2. I can discuss how individual earthquakes accumulate
displacements that account for 100s km of movement
between tectonic plates.
3. I can characterize the global distribution of earthquakes.
1
LO: I can define the terms strike, dip, hanging wall, and footwall
2
LO: I can identify the major types of faults.
Which of the lines represent strike for the
surface illustrated below?
This drainage
ditch has been
offset by what
type of fault?
A. a, b, c, d, e
e
B. f only
c
f
d
a
b
C. a and c only
D. e only
A.
B.
C.
D.
E. e and f only
3
A normal fault
A reverse fault
A right-lateral strike slip fault
A left-lateral strike-slip fault
4
1
LO: I can discuss how individual earthquakes accumulate displacements that account for 100s km
of movement between tectonic plates.
If the San Andreas fault moves 500 cm (5 meters)
per big earthquake, and plate movement is 2.5
cm/year (0.025 m/year): How many years of
plate motions must accumulate to produce one
big earthquake?
A. 20 years
B. 200 years
C. 2000 years
LO: I can characterize the global distribution of earthquakes
Watch the animation and answer the questions that
follow about the global distribution of earthquakes
1. Where are earthquakes most likely to occur?
2. Which are more common, shallow earthquakes or deep
earthquakes?
3. What types of plate boundaries have shallow
earthquakes?
4. What types of plate boundaries have deep
earthquakes?
5. How deep are the deepest earthquakes?
6. Where are the largest earthquakes located?
7. How many large (magnitude 7, 8) earthquakes occur
each year?
5
6
LO: I can characterize the global distribution of earthquakes
Reflection Exercise
Which map best represents the
distribution of large earthquakes?
1. Look over your notes and describe the
patterns of earthquakes associated with
divergent and convergent plate boundaries.
A. a
2. Answer the following:
B. b
a) What was the most interesting thing you learned
today?
b) What remains the most confusing concept?
C. c
D. d
Question from GCI collection
7
8
2