Annex A

ACTIVITY NO. 1

FAULT MODEL

Objectives:
Construct a model of Fault

Materials:
 crayons or colored pencils  metric ruler
 scissors  folder/ cartolina
 tape or glue  Fault Model Sheet

Procedure:

1. Color the fault model that is included according to the color key provided.
2. Paste or glue the fault model onto a piece of folder or cartolina.
3. Cut out the fault model and fold each side down to form a box with the drawn features on top.
4. Tape or glue the corners together. This box is a three-dimensional model of the top layers of the
Earth's crust.
5. The dashed lines on your model represent a fault. Carefully cut along the dashed lines. You will
end up with two pieces. 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.

6. Slide Block A upward while keeping B stationary.

a. Which way did point B move relative to point A?
b. What happened to rock layers X, Y and Z?
c. Are the rock layers still continuous?
d. What would likely happen to the river? the road? the railroad tracks?
e. What landform could have been formed?

7. Slide Block B upward while keeping A stationary

a. Which way did point B move relative to point A?
b. What happened to rock layers X, Y and Z?
c. Are the rock layers still continuous?
d. What would likely happen to the river? the road? the railroad tracks?
e. What landform cound have been formed?

8. 7. Slide Block A sideward while keeping b stationary

a. Which way did point B move relative to point A?
b. What happened to rock layers X, Y and Z?
c. Are the rock layers still continuous?
d. What would likely happen to the river? the road? the railroad tracks?

Credit to the source for illustrations

 B A

Annex B
ACTIVITY 2

Objective:

Materials:

Credit to the source for illustrations

 ACTIVITY 2
SIMULATING ELASTIC REBOUND
Objective:
Explain the relationship between faults and earthquakes.
Materials:

• Sheets of sandpaper of different • Rubber bands

coarseness (grit) • Weights
• Tape • Wooden block with eyehook
• Wooden board  Meterstick

Procedure:
1. Tape several matching sheets of sandpaper together to form a long strip with smooth connections
between each sheet.
2. Tack the strip onto the wooden board.
3. Attach a rubber band to the block (through the eyehook as shown).
4. Place the block on one end of the strip of sandpaper and place a weight on top of the block.

5. Place the

meterstick along the strip of sandpaper, starting at the edge of the block.
6. Advance the end of the rubberband by a small increment (1 cm) and hold it in place. Record the
position of the end of the rubberband and the position of the edge of the block.
7. Continue advancing the end of the rubberband in even increments and record positions of both the
rubberband end and the block edge. Sometimes the block will stay in the same place while the
rubber band stretches, but sometimes the block will move. Note that if the block does not move on
a given rubber band movement, then it is not necessary to record position until the block moves.
8. Repeat for 3 additional trials using more rubber bands, type of sandpaper, or weight on top of the
block.

Questions:
1. In the activity, what does the block of wood represent?
2. What does the rubber band represent?
3. What does the sand paper represent?
4. What does the moving block represent?
5. Does the block always move the same distance with each jump in motion?
6. Predict what will happen when we pull the block along a strip with varying sandpaper types.
7. Explain how the activity might model the cause of real earthquake.
8. Based from the idea generated from the activity, which would you prefer: often release of
stress/pressure in a place or build up and sudden release of stress/pressure.

Credit to the source for illustrations

 ACTIVITY 3
Seismic Waves
Objective:
Describe how seismic waves behave.
Materials:

 Slinky
 2-meter rope
 Masking tape
Procedure:
A. Wave A
1. Divide participants into pairs and provide them a slinky and a masking tape.
2. Instruct the pairs to mark a spot on their slinky near the center with masking tape at the top
of the loop.
3. Have the two participants each hold one end of the slinky. Stretch out the slinky along a
table. Have participants take turns compressing 15 coils and then releasing them rapidly
while they hold the end of the slinky, making sure to observe the energy wave travel the
length of the slinky.
B. Wave B
4. Tie one end of a 2-meter rope to the door knob of the room. Ask one participant to hold the
free end of the rope. Ask the participant to back away from the door until the rope is
straight with a little slack and shake the rope up and down.

Guide Questions:
A. Wave A
1. Describe your observations of the coil and tape.
2. What kind of seismic wave this slinky motion represents?
B. Wave B
3. What can you say about the motion of the rope?
4. What kind of seismic wave this resembles?

Credit to the source for illustrations