PERFORMANCE TASK 2

Movements along the Faults which Generates Earthquake

OBJECTIVE:
Using models or illustrations, explain how movements along faults generate
earthquakes.

ACTIVITY 1 WHERE DOES AN EARTHQUAKE START?

Procedure:
1. Print the Fault Model (on page 2 )on a separate
paper. Then cut along the outlines of the two
drawings. 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).
Identify which block is the hanging wall (block
above the inclined fault) and draw it on your
notebook.
2. Identify which block is the foot wall (block below
the inclined fault) and draw it on your notebook.
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. Draw it also on your notebook.
4. Pull the two pieces apart (Figure 13). 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.

Figure 13. (Left) The fault model is made of two parts that fit together. (Right) The flat
surface between the two parts represents the fault plane.

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.
7. Use your model to show different types of movement along a fault by proceeding
to activity 2.

Show the following using your fault model. Draw and label them on your
notebook.
Q1. HANGING WALL (UPPPER BLOCK) Q4. FAULT PLANE Q7. FAULT MODEL
Q2. FOOT WALL (LOWER BLOCK) Q5. FOCUS
Q3. FAULT LINE Q6. EPICENTER

NOTE:
Your answer will be counted by using your model to show your answer to guide
questions 1-7.
ACTIVITY 2
1. Read and analyze the concept below.
2. You may also visit https://www.youtube.com/watch?v=4Y55LUv6lN4&t=413s for a
video lesson or additional reference.
3. Complete the table below on your science notebook and answer the guide question.

Classification of Fault

The fault surface can be horizontal or vertical or

some arbitrary angle in between. Earth
scientists use the angle of the fault with respect
to the surface (known as the dip) and the
direction of slip along the fault to classify faults.
The slip refers to the relative motion of the rock on
each side of the fault with respect to the other side.
Faults which move along the direction of the dip
plane are classified by the Earth scientists as
dip-slip faults and described as either normal
or reverse (thrust), depending on their motion.
Bending of rocks can be observed in dip-slip types of faults. This movement can
release a significant amount of energy, the greater the bending of rocks, the greater
the energy stored.
Faults which move horizontally are known as strike-slip faults and are
classified as either right-lateral or left-lateral.

Faults which show both dip-slip and strike-slip motion are known as oblique-
slip faults. An oblique-slip fault is a type of fault where movement occurs in both
horizontal and vertical directions, combining features of both strike-slip (horizontal) and
dip-slip (vertical) faults. In this kind of fault, the motion along the fault plane is not
purely parallel or perpendicular to the fault, but rather a combination of both.

Analyze the figure on

rock stress.
The arrow represent
the direction
of the forces causing
the stress.

What do you notice

about the direction
of the arrow?
The forces acting
on them move in
opposite directions.

Many tectonic
structures are the
result of either
compression,
extension, or shearing
of the rock and tend
to form parallel or at a
predictable angle to
the main stresses
imposed on the rock,
as shown in the
Figure.

Figure 15 illustrates the three primary types of faults (reverse, normal, and strike-slip)
that form as a result of compression, extensional, and shear forces. Analyze the
relationship among these types of faults, forces and effects of bending rocks along
faults to complete the table below.
 Figure 15. Reverse, normal, and strike slip faults due to compression, extensional, and
shear forces.
Source: U.S. Geological Survey Department of Interior.

Complete the table below to distinguish between each of the

three main types of faults.
Note: Plate boundaries can be categorized in three fundamental types:
 Divergent boundaries - where plates separate and move in
opposite directions.
 Convergent boundaries - where plates move towards each other.
 Transform fault boundaries - where plates move horizontally past
each other.

Movement Type of Type of Type of Effects of bending

(vertical or fault force Plate rocks along faults
horizontal) (normal, (compress boundary (pushing, pulling,
reverse, ion, (convergent, sliding past one
strike-slip) tension divergent, another
or transform)
shearing)

8. _________ 9. _________ 10. _______ 11. _________ 12. _________

13. ________ 14. 15. ________ 16. ________ 17. _________

_________

Rocks pushing each

other
18. ________ 19. ________ 20. ________ 21. _________

22. A type of fault which shows both dip-slip and strike-slip motion is called
_______.

Please read for your information:

On manila paper, you will write only the answer to items not assigned to
your group. If your members have different answer, collaborate first within your
group so you will agree on presenting the same answer. But for the items
assigned to your group, you will write also their questions and add
illustration to each of them. Assign 1 illustration to 2 members so you can
have options in case your member’s illustration is wrong, not presentable or left at
home. Illustrations should be correct, presented on long bond paper (please write
the item number) and colorful to be engaging.

The following are the items assigned to your group.

 G1- 1-7,8-11 G2 – 1-7,12-15 G3 – 1-7,16-19 G4 – 1-7,20-22

You may choose 1-2 presenter with clear voice and who can explain well and rarely
look at the notes.

CONTENT (equivalent points)

15 and below= 3 16-18 = 4
19-20 = 5 21-22= 6

NOTE:
Count the correct answer by letting each member also use his/her model to show the
different types of movement, fault, force, plate and effects of bending rocks along
faults along a fault by manipulating it for each answer on the table. Put a check on
each box on the table for each correct answer.