Analyzing Fault data                                        Name   ______________________
                                                                          Date   _______________________

Looking at the data and measuring
fault data


  Indiana sandbox fault data



Click on the image above.    That is sandbox data from Indiana School for the Deaf.  Print the data and answer these questions:

1.   Draw arrows to show the forces on the sand.  Label the moving wall and the stationary wall.

2.   Label the youngest fault as #1, and then label the rest of the faults as you think they developed.  How many faults are there?  ______

3.   Label and measure the width and thickness of the wedge.

4.   Use a light pencil to trace the slant (dip) of each fault.  Use a protractor to measure and label the angle of each fault.


Analysis

1.  Look at the fault angles.  Describe the movement of old faults.




2.   Do the youngest faults always from farthest away from the moveable wall? 



3.   Study this picture of faults that formed from contraction of the land mass.   Apply the information you have learned from the sandbox experiments.



faults

Identify at least two main faults in the picture above. 
  a.   Draw 2 lines to show the faults.   Measure and label the angles.
  b.   What direction do you think the force came from to make these faults?  Draw an arrow to show the force.
  c.  Do you think these are the youngest (most recent) faults formed?  Provide evidence to support your answer.



  d.  Which fault do you think is younger?   ________________   Why?



4.  Why study faults?   Review the Fault ppt to find four reasons why understanding fault movement is important.  Expand your answer: use the information on slides 4-7 to add details to the four reasons.

Also know these things for the test   ....

+ How to identify kinds of faults and if it's compression or extension.  (Remember 1-6 on the ppt slides?)

+  What is plate tectonics?

+  About the layers inside the Earth... what makes the layers?

Thermal Boundaries

Modern studies of seismic wave propagation through the mantle have shown small variations in lateral velocities that are related to variations in temperature of otherwise identical chemical materials. Areas characterized by relatively slow wave velocities represent hotter material, whereas regions with faster velocities are relatively cool. Doing such mantle tomography for the entire Earth produces a 3D scan of structures in the mantle.  Most compounds move toward the solid state when pressure increases, whereas they move toward the liquid state when temperature increases. Since both temperature and pressure increase with depth in the Earth, there is an interplay between these two effects. As temperature increases with depth, the corresponding pressure increase is not everywhere sufficient to keep all mantle material in a solid state. Locally, some melting may occur, which will have an immediate effect on elastic wave properties. This reduction in velocity from traveling through less dense material occurs in what is called the Earth's Low-Velocity Zone (LVZ). In contrast to the Moho, this boundary is thermal in origin, rather than chemical. Below this region, pressure increase pushes the material back into the solid state, which is seen by an increase in velocity. This relatively cool area above the low-velocity zone is a mechanically strong layer, called the lithosphere (meaning strong as a rock). The area below the LVZ is mechanically weaker, and is called the asthenosphere (meaning no strength).

Read more here:
http://www.globalchange.umich.edu/globalchange1/current/lectures/evolving_earth/evolving_earth.html


+What is subduction?