Geology Topics Unit Part III/V Earthquakes For Educators - Download at Www. Science Powerpoint

Geology Topics
Part III / VI
Faults, Folds and
Earthquakes
Start Part III / VI of an educational Earth Science unit about
Geology Topics in Science for
students in grades 6-10
Part I: Dynamic Earth

Part II: Volcanoes
Part III: Faults, Folds, Earthquakes
Part IV: Minerals
Part V: Rocks and the Rock Cycle
Part VI: Earth System History
Download the Powerpoint version of this video, unit notes,

assessments, lab handouts, review games, videos, and
much more at www.sciencepowerpoint.com

Part II: Volcanoes
Part IV: Minerals

• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy

• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”

 New Area of Focus: Faults and Folds.

 Movement of tectonic plates against each
other cause the plates to fault and fold.







 Fault: Break / crack where movement
occurs.

How large is this Fault?
Small!
Small!
Geologist provide a size
reference when they
photograph.
• Activity! Learning about a fault.



– Each student should be given one Hershey’s
Miniatures. (Mr. Goodbar has peanuts ).

– Draw a before picture.

– Place thumbs under middle and bend
Hershey’s Slowly until it snaps in wrapper.

– Unwrap. Draw an after picture and label the
fault.

– Unwrap. Draw an after picture and label the
fault. Do not eat yet!

• The Hershey’s Miniature should have
snapped creating a break or fault in the
chocolate.

 Normal Fault: Pulling apart tension causes
crust to drop down.

• Activity! Demonstrate a normal fault using
two foam pads.
 Thrust / Reverse Fault: Compression
forces cause crust to move up.

• Picture of fault on the planet Mercury.
• Picture of fault on the planet Mercury.
“It’s not my
fault.”
• Which is a reverse / thrust fault?
A B
B
• Which is a reverse / thrust fault?
A B
B
“It’s your
fault.”
• Which is a normal fault?
AA B
B
• Which is a normal fault?
AA B
B
“I fault you.”
• Is this a normal fault? (True of False)
• Is this a normal fault? (True of False) False
• Is this a thrust fault? (True of False) False
“It’s your
fault.”
• Is this a thrust fault? (True of False)
• Activity! Demonstrate a reverse of thrust
fault using two foam pads.
 Lateral or Strike Slip Fault: Crust moves
alongside each other in opposite
directions.

“Fault, Who
goes there.”
• Which is a lateral fault?
A B
• Which is a lateral fault? Answer A
A B
• Letter B is a…
A B
• Letter B is a… Reverse / Thrust Fault
A B
“Fault, Who
goes there.”
• Which is an oblique lateral fault?
A B
• Which is an oblique lateral fault? Letter B
A B
“Faultwanna”
• Which is an oblique lateral fault?
A
A BB
• Which is an oblique lateral fault? Letter A
A
A BB
• Letter B is a…
A
A BB
• Letter B is a… Normal Fault
A
A BB
“Back to strike-
slip or lateral
faults.”
Might want
to think
twice about
buying that
house
• San-Andreas Fault in California.
• Video! The San Andreas Fault.
– http://www.youtube.com/watch?v
=ixVVuN-mF1M
• Activity! Demonstrate a lateral of strike-slip
using two pads / textbooks / other.
• Name the type of fault.
Normal
Fault
Normal
Fault
Reverse
or Thrust
Fault
Normal
Fault
Reverse
or Thrust
Fault
Strike Slip
or Lateral
Fault
• Activity! Demonstrate the three types of
faults you have learned using your
Hershey’s Miniature.

– Normal Fault

– Normal Fault
– Reverse / Thrust Fault

– Normal Fault
– Strike-Slip / Lateral

– Normal Fault
• Oblique Lateral Fault

– Normal Fault
– Eat after teacher has seen you demonstrate
an understanding of these faults

– Normal Fault
– Eat after teacher has seen you demonstrate
an understanding of these faults

 Fold:Collision of crust bends rock
layers.“Stress”

 Fold:Collision of crust bends rock
layers.“Stress”

• Activity! Creating a Fold.

– Hold Hershey’s Miniature (wrapped) in hand
for several minutes so it warms up.
• (Mr. Goodbar has peanuts ).


– Repeat same process from before but this
time it should fold.

– Draw an after sketch (unwrap).

– Draw an after sketch (unwrap). Do not eat yet!

• The warm chocolate should have folded
because the heat made it more malleable.
Folds occur in this way as well.
 Types of Folds
-
-
-

 Compression.
-
-

 Anticline: 

 Syncline: 

• What type of face should we draw?

• Answer! Syncline.
Syncline

• What type of face should we draw?

• Answer! Anticline.
Anticline

• Is this a anticline or syncline?



• What is this a picture of?

• Answer! Syncline Fold.

• Answer! Syncline Fold.

• What is this a picture of?

• Answer! One massive anticline fold.

• Answer! One massive anticline fold.

• Activity! Making folds.
– Flatten out layers of different colored clay and
lay them on top of each other.
– Compress clay together from either end.
– Draw your compression fold in your journal.
– Draw your compression fold in your journal.
Compression Fold
Anticline
• Activity! Learning about tension.

• Activity! Learning about tension.

• Activity! Learning about tension with gum.
– Chew a piece of gum for a bit.

– Slowly stretch gum apart with your hands.

– Draw picture in journal.


 Tension.

 Tension.

 Shearing.

• Activity! Learning about shearing with
gum.
– Slowly stretch gum up and down with your
hands.

• Activity / Demonstration. Deformation Box
– Teacher secures sturdy cardboard to inside of
clear box-like container.
– Teacher fills container with a layer of sugar
and smoothes it out, followed by coffee
grounds and so on.
grounds and so on.
– Teacher then slowly moves the cardboard
forward.
grounds and so on.
forward.
– Once movement has caused deformation,
secure the cardboard in place by placing an
object between the cardboard and the side of
the box.
– Students sketch and describe findings.
grounds and so on.
forward.
– Once movement has caused deformation,
secure the cardboard in place by placing an
object between the cardboard and the side of
the box.
– Students sketch and describe findings.
• Visual of set-up
Object
Sugar
Coffee
Grounds
• Possible outcome
Object
• Quiz Wiz 1-10. Name that fault or fold.

1
2
3
4
5
6
7
8
9
10
• Bonus Question!
“What toy am I”
• Answers! Quiz Wiz 1-10. Name that fault
or fold.

1
1 Normal
Fault
2
2 Reverse or
Thrust Fault
3
3 Lateral or
Strike Slip
Fault
4
4
Compression
Fold
4
4
“I’m a Syncline!”
5
5 Lateral or
Strike Slip
Fault
6
6
Compression
Fold
6 Synclines and Anticlines
7
7 Reverse
Fault or
Thrust Fault
8
8
9
9 Reverse
Fault or
Thrust Fault
10
10 Lateral or
Strike Slip Fault
• Bonus Question!
“What toy am I”
• Answer! Glo Worm.
• Try and figure out the picture beneath the
boxes. Raise your hand when you think
you know.
– You only get one guess.

Fold:
Syncline
 New Area of Focus: Earthquakes

• Have you ever felt an earthquake?
– When, where, how large was it?

• Video! Sitting by the pool when an
earthquake occurs.
– Location: Mexico 6.8
 Earthquake: Shaking of the Earth’s crust
from a sudden release of energy.

• In an earthquake, body waves move
through the inner part of the Earth, while
surface waves travel over the surface.

• Review! P Wave: Primary wave. Moves
lateral. Arrives first and causes less
damage. (Body Waves)

damage.
PUSH

damage.
PUSH
About the speed of sound

damage.
PUSH
About the speed of sound
Typical speeds are 330 m/s in
air, 1450 m/s in water and
about 5000 m/s in granite
• S Wave: Secondary waves. Stronger and
move back and fourth. Arrives second and
causes more damage.

causes more damage.
SHAKE

causes more damage.
SHAKE
60% the speed of P

causes more damage.
SHAKE
60% the speed of P
Waves, can only travel
in liquid and solid

• Which one of the waves below arrives
first?

• Answer! Primary Waves (Lateral)

• Which wave causes the most damage?

• Answer! Secondary Wave (S-wave).

PUSH

PUSH
SHAKE
• Please record a rough sketch of the
following in your journal.
• Please record a rough sketch of the
following in your journal.
P P S
• In an earthquake, body waves move
through the inner part of the Earth, while
surface waves travel over the surface.

• Rayleigh Waves are surface waves.

• Rayleigh waves can move through the
Earth in an earthquake.

• These waves are what are felt during an
earthquake.

• These waves are what are felt during an
earthquake.
Ground Roll Waves

• Love Waves are another type of surface
wave, side to side and up and down.

• Which is a Rayleigh Wave, and which is a
Love Wave?
A
B
• Answer! A is a love wave, side to side and
up and down.

• Answer! B is a Rayleigh Wave that forms
ripples over water.
B
“Oh-no!” “We
are trying body
waves one
more time.”
• What two types of waves can be seen
below? Which is which?


Secondary Wave
(Side to side)


Primary Wave
(Lateral)

Secondary Wave Primary Wave
(Side to side) (Lateral)

• Which wave is faster? P or S.
• S-Wave P-Wave

• S-Wave P-Wave

• S-Wave P-Wave
“That’s not
fair.”

• That is why you feel P-Waves first.
• S-Wave P-Wave

• Which is more powerful and causes more
damage?
• S-Wave P-Wave

damage?
• S-Wave P-Wave

damage?
• S-Wave P-Wave

What wave is this?
What wave is this? Answer: S and P
wave sharing the propagation.
“Oh-no!” “We are
trying surface
waves one more
time.”
• Which is a Rayleigh Wave, and which is a
Love Wave?
A
B
• Answer! A is a Rayleigh Wave that forms
ripples over water.

• Answer! B is a Love wave, side to side
and up and down.
B
• Activity! Releasing our anger in a non-
violent way.
– Slowly bend a toothpick until it breaks.

• Question!
– When did the earthquake occur?
– What caused the earthquake?

• Note: When energy forces (tension) are to
high, the crust slips violently and causes
earthquakes.

• Note: When energy forces (tension) are to
high, the crust slips violently and causes
earthquakes.

Earthquake
Drill
• “Drop, Cover,
and Hold on.”
Drill will last
30 seconds.
Loud Music!

 An earthquake is plate movement that
happens very quickly instead of slowly.
(Tremendous energy.)

• San-Francisco 1906 and 1989
• Earthquake happened in the middle of
1989 World Series between A’s and
Giants.

• Haiti Earthquake
• Japan Earthquake 2011
 Seismograph: An instrument used to
measure the shaking caused by an
earthquake.

• Activity! Making a seismograph.

– Need person in rolling chair.


– String.

– String.
– Weight on end of string.

– String.
– Pen tied to weight.

– String.
– Paper that two students move.

– String.

– String.
Note – This is just to simulate how

a seismograph works. Result will
be poor.

• The seismograph uses a counterweight
system, pen, and moving piece of paper.

• Activity! Creating a mini earthquake.

– Patter feet and hands on desk quietly as small
vibrations are recorded.

– Increase the magnitude of the noise when the
magnitude of the lines increase.

– Stop at end, repeat one more time.

– Stop at end, repeat one more time.

 Ritchter Scale - Scale for measuring
earthquake magnitude.
A magnitude 7.0 earthquake generates 10
times larger amplitude waves than those of a
magnitude 6.0.

magnitude 6.0.

magnitude 6.0.
10 times larger

magnitude 6.0.
10 times larger
10 times larger

• Top 10 Largest earthquakes in the world
since 1900.
• #10) 1957 Andreanof Islands, Alaska
Magnitude 8.6

• #9) 1950 Assam - Tibet
• Magnitude 8.6

• #8) 2005 Northern Sumatra, Indonesia
• Magnitude 8.6

“Hoot” “Hoot” “I sure
hope everyone is
safe.”
• #8) 2005 Northern
Sumatra, Indonesia
• Magnitude 8.6

“Hoot” “Hoot” “I sure
hope everyone is
safe.”
• #8) 2005 Northern
Sumatra, Indonesia
• Magnitude 8.6

• #7) 1965 Rat Islands, Alaska
• Magnitude 8.7

• #6) 1906 Off the Coast of Ecuador
• Magnitude 8.8

• #5) 2010 Offshore of Chile
• Magnitude 8.8

• #4) 1952 Kamchatka
• Magnitude 9.0

• #4) 2011 Japan
• Magnitude 9.0

• Japanese earthquake, tsunami, and
dangers associated with nuclear power /
meltdown.
• #3) 2004 Off the coast of Northern
Sumatra,
• Magnitude 9.1

• #2) 1964 Prince William Sound, Alaska
• Magnitude 9.2

• #1) Chile 1960
• Magnitude 9.5

 Epicenter: The point on the Earth's surface
that is directly above the hypocenter or
focus.
 Just above the earthquake.

 Epicenter: The point on the Earth's surface
that is directly above the hypocenter or
focus.
 Just above the earthquake.

• Activity! Sheet
Provided
• Activity! Sheet
Provided
– Locating the Epicenter,
Hypocenter, and some
basic Origami
• Activity! Sheet
Provided
basic Origami
– Please cut out the box
• Activity! Sheet
Provided
basic Origami
– Color it /
• Activity! Sheet
Provided
basic Origami
– Color it / label epicenter,
hypocenter, fault line.
• Activity! Sheet
Provided
basic Origami
• Color Seismic Waves
Red
• Activity! Sheet
Provided
basic Origami
Red
– Fold it correctly and tape
it together.
• Activity! Sheet
Provided
basic Origami
Red
– Fold it correctly and tape
it together.
– Be ready for quiz on
next slide.
Hypocenter / Focus
Hypocenter / Focus
Primary Waves
Secondary
Hypocenter / Focus Waves
Primary Waves
Secondary
Primary Waves
Secondary
Fault Line
Primary Waves
Secondary
Fault Line
Epicenter
Primary Waves
Secondary
Fault Line
Epicenter
Primary Waves
Secondary
Fault Line
Reverse / Epicenter
Thrust Fault
Primary Waves
Secondary
Fault Line
Reverse / Epicenter
Thrust Fault
Primary Waves
Secondary
Fault Line
“OH-No!”
“One more time.”
Reverse /
Thrust Fault
Reverse /
Thrust Fault
Reverse /
Thrust Fault
Fault Line
Reverse /
Thrust Fault
Fault Line
Reverse /
Thrust Fault
Hypocenter / Focus
Fault Line
Reverse /
Thrust Fault
Hypocenter / Focus
Fault Line
Reverse /
Thrust Fault
Primary Waves
Secondary
Fault Line
Reverse /
Thrust Fault
Primary Waves
Secondary
Fault Line
Reverse / Epicenter
Thrust Fault
Primary Waves
Secondary
Fault Line
Reverse / Epicenter
Thrust Fault
Primary Waves
Secondary
Fault Line
• An earthquake requires three monitoring
stations to determine it’s location.
P and S waves travel at known

velocities through the Earth. S waves
are slower than P waves by a known
amount.

amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater will
be the difference in time of arrival
between the P and S wave.

amount. Therefore, the farther a
seismic recording station is from the
earthquake epicenter the greater will
be the difference in time of arrival
between the P and S wave.
• Activity! S and P Gap.
– Have two students line up next to each other
against the wall.
against the wall.
– Label one as the fast walker (P-wave) and
one as the slow walker (S-wave “Side to Side
Macho Man”)
against the wall.
Macho Man”)
– Each students begins walking across room at
same time and various students (monitoring
stations) time the gap between the two
students as they walk by.
against the wall.
Macho Man”)
– Start timer when P-wave passes, and end
when S-wave arrives.
against the wall.
Macho Man”)
– Have the monitor stations share times.
against the wall.
Macho Man”)
– Have the monitor stations share times.
P-Wave
S-Wave
P-Wave
S-Wave
P-Wave
S-Wave
P-Wave
S-Wave
P-Wave
S-Wave
P-Wave
S-Wave
START TIMER
P-Wave
S-Wave
START TIMER
P-Wave
S-Wave
START TIMER
P-Wave
S-Wave
START TIMER
P-Wave
S-Wave
END TIMER START TIMER
P-Wave
S-Wave
END TIMER START TIMER
P-Wave
S-Wave
END TIMER START TIMER START
P-Wave
S-Wave
END TIMER START TIMER START
P-Wave
S-Wave
END TIMER END TIMER START
P-Wave
S-Wave
P-Wave
S-Wave
P-Wave
S-Wave
P-Wave
S-Wave
END TIMER END TIMER END
P-Wave
S-Wave
P-Wave
S-Wave
P-Wave
S-Wave
P-Wave
Compare times of the
gap between the P wave
and the S wave
0:00 0:00 0:00
S-Wave
– Where is the epicenter of the earthquake
below?
below?
A
below?
A
below?
A
S and P Wave gap

time / distance
measured from
monitoring station
– Where is the earthquake below?
B
A ?
?
B
A ?
?
B
C
A Epicenter
B
C
• Quick Activity! Working the process
backwards.
backwards.
– Make a triangle (Obtuse or Scalene) in the
middle of your page.
backwards.
– Mark each point (A, B, C) These are seismic
activity monitoring stations.
backwards.
– Create and epicenter near the triangle.
backwards.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
backwards.
– Use a compass to create a circle from each
monitoring station (center of circle) through the
epicenter (perimeter of circle).
– Record radius (distance from monitoring station
to the epicenter). Visual next slide 
What? That looks
like a right
triangle..
A
A
B
A
C
B
Epicenter
A
*
C
B
Epicenter
A
*
C
B
Epicenter
A
*
C
B
Epicenter
A
*
C
B
Epicenter
A
*
C
B
Epicenter
A
*
C
B
Epicenter
A
*
*
C
B
Epicenter
A
**
C
B
Measure the distances from
each monitoring station to
the epicenter.
Distance to epicenter determined by the
gap between the arrival ofEpicenter
the first P
wave and the first S wave
A
**
C
B
Measure the distances from
each monitoring station to
the epicenter.
• Activity – Finding the Epicenter
• http://
www.geo.mtu.edu/UPSeis/locating.html

• Do earthquakes kill people?

• Answer! Earthquakes don’t generally kill
people, poorly built buildings do.

• The type of soil a building is on, and the
design / construction of the building has a
lot to do with how well the building will fare
in an earthquake.

• Liquefaction: A process where sand or
landfill will often change from a wet solid
into a dense liquid, which further amplifies
shaking.

• Liquefaction: A process where sand or
landfill will often change from a wet solid
into a dense liquid, which further amplifies
shaking.
– Videos (Optional) provided of premise and
footage from the Christchurch earthquake in
New Zealand.

• Building on loose sand and poorly packed
fill material increases the intensity of the
an earthquake.
– Building on solid bedrock is better.

• Many of our large cities have large areas
that are built on sand and fill. 

• Which area experienced liquefaction
based on the seismic waves?
B
A
• Answer! Area A because the seismic
waves where more severe.
B
A
• What is this?
• Answer! This is a picture of a giant
counterweight that help’s limit the shaking
of a large building.

• Answer! This is a picture of a giant
counterweight that help’s limit the shaking
of a large building.

• Earthquake proof buildings can also be
built on devices that allow the ground to
move without destroying the building.

• Earthquake proof buildings can also be
built on devices that allow the ground to
move without destroying the building.

• Which building will most likely not topple if
the dark colored block represents the
heaviest and most dense section? Why?
B c
A

• Answer! Letter C because the weight /
center of gravity is on the bottom.
B c
A

• Is a stiff building better than a loose in an
earthquake?
– News Video provided.
• Which of the buildings below is good, poor, and
really poorly designed to withstand an earthquake?
C
C
C
C
C
C
C
When two buildings are split this bad, C

connection that detach is needed.
• Rate the buildings below 1-5 for earthquake proof
design. (Use fingers)
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
design. (Use fingers) Teacher Rating = 1
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
A B
B
C
E
D
G
F
H
• Is it a good or bad idea to put two buildings
right next to each other?
right next to each other? Pounding
right next to each other? Maybe Good?
• Activity! Smart Design. Building a structure
that can survive an earthquake.
– http://www.discoveryeducation.com/teachers/f
ree-lesson-plans/constructing-earthquake-pro
of-buildings.cfm


– Class will create a poorly designed building
and place in the earthquake tray and record
observations / destruction.

– Teams then create a structurally sound
building using the blocks, textbooks, strings,
elastics, clips, tape, and other materials
provided using an understanding of
earthquake resistant design.

• Dissipate the vibrations or a counterweight system.

– Move building to the earthquake tray.

– Move building to the earthquake tray.
– Record what happens in your journal
• Some sites that include information about
earthquake / design.
– http://
www.wbdg.org/resources/seismic_design.php
– http://www.sciencedaily.com/videos/2007/110
6-earthquake_proof_house.htm
– http://www.atcouncil.org/pdfs/bp1a.pdf
– http://www.popsci.com/scitech/article/2009-09/
new-earthquake-resistant-design-keeps-buildi
ngs-standing-during-violent-quakes
– Create a structurally sound building using the
Pull bottom
blocks on a tray.tray until it
stretches
– Place buildingbungee cord and
in the earthquake tray.
release.
– Record what happens in your journal.
– Recreate building and try again using a
devices to dissipate the vibrations or a
counterweight system.

blocks on a tray.
– Place building
Magnitude of in
thethe earthquake123
earthquake tray.
4 5 6 7 8

blocks on a tray.
– Place building
Magnitude of in
earthquake tray.
4 5 6 7 8

blocks on a tray.
– Place building
Magnitude of in
earthquake tray.
4 5 6 7 8

• Questions!
– What happened to your building? Explain.
– What type of design did you use?

• It may be time to think outside of box.
• Not a box.
• Not a box.
• Not a box.
 New Area of Focus: Tsunami’s
• Tsunami and Earthquakes

• Review: How are Tsunami’s and
earthquakes related?

 Tsunami: An ocean wave generated by a
submarine earthquake, volcano or
landslide.
 Tsunami’s can travel across whole oceans.

 Tsunami: An ocean wave generated by a
submarine earthquake, volcano or
landslide.
A tsunami can travel across whole oceans.

• Animation showing the 2004 Indonesian
Tsunami traveling across the Indian Ocean
after an earthquake.
• Location of the earthquake that caused the
Japanese Tsunami of 2011
• Location of the earthquake that caused the
Japanese Tsunami of 2011
Tsunami hit the

shoreline in just
minutes.
• Video! Tsunami Footage.
– Thousands perished so please be very
respectful when viewing.
– Two videos Japan 2011
• Demonstration! Creating a tsunami by
underwater volcanic eruption.
•
•
Hold balloon underwater
with stick.
•
Hold balloon underwater
with stick.
Underwater
Volcano
•
Pop balloon and make
observations.
•
Pop balloon and make
observations.
•
• Animation of how a volcanic eruption can
cause a tsunami.
cause a tsunami.
In the open ocean,
the wave goes by
quickly with little
notice
cause a tsunami.
In the open ocean, The power of the
the wave goes by wave becomes
quickly with little noticeable as the
notice wave approaches
shore
• A tsunami wave is not like an ocean wave.
This is a typical ocean wave.
• A tsunami is a surge moving very fast.
• Demonstration! Seeing the wave increase
in size as it approaches land.
Mark the water

line before
Pop balloon and

mark how far
water travels.
A boat in the open ocean will feel
but not really see a large wave.
Mark how far

water travels.
Height and distance traveled
inland by tsunami
• Indonesia did not have the alert systems
for the devastating tsunami of (2004) that
killed more than 256,000 people one
morning.

• Activity! Video: Indonesian Tsunami
Footage.
– Why can’t you just swim through it / tread
water to survive?

• Activity! Video: Indonesian Tsunami
Footage.
– Why can’t you just swim through it / tread
water to survive?

• Answer: The currents collect and move
debris which making swimming incredibly
difficult.
Before After
Tsunami Tsunami
After
Tsunami
Before After
Tsunami Tsunami
After
Tsunami
• What is wrong with calling a Tsunami a
tidal wave?
• Answer! A tidal wave is misnamed
because it does not have to with tides.

• Answer! A tidal wave is misnamed
because it does not have to with tides.
Tides are caused by the gravity of the
moon and sun, not from tectonic forces.

• An earthquake can cause a slippage in the
plates.
• An earthquake can cause a slippage in the
plates. This displaces enormous
quantities of water which can cause a
tsunami.
• Location of Japan earthquake 2011 at a
subduction zone along the Ring of Fire.
Epicenter of
9.0
Earthquake
Epicenter of
9.0
Earthquake
– The plate moved 8 feet closer to the North
American Plate.
Epicenter of
9.0
Earthquake
Beneath Ocean
• An underwater landslide can also displace
large amounts of water and cause a
tsunami.

• LaPalma in the Canary Islands: A possible
Tsunami threat to the East Coast of the
U.S. (Landslide on Island).

• A Tsunami can also be caused by an
underwater landslide.
• Warning signs!
– Earthquake in area.
– Bay recedes.
– Warning systems.

• Warning signs!
– Bay recedes.

• Warning signs!
– Bay recedes.

• Warning signs!
– Bay recedes.

• In the United States, we have some alert
systems.

• In the United States, we have some alert
systems. Indonesia did not have these.

• Try and figure out the picture beneath the
boxes. Raise your hand when you think
you know.
– You only get one guess.

Tsunami
Follow me to high ground in an
orderly fashion, no talking!
Geology Topics
Part III / VI
Faults, Folds and
Earthquakes

Part II: Volcanoes
Part IV: Minerals


Part II: Volcanoes
Part IV: Minerals

• More Units Available at…
Earth Science: The Soil Science and Glaciers Unit, The Geology Topics
Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and
The River Unit, The Water Molecule Unit.
Physical Science: The Laws of Motion and Machines Unit, The Atoms
and Periodic Table Unit, The Energy and the Environment Unit, and The
Introduction to Science / Metric Unit.
Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit,
The Life Topics Unit, The Plant Unit, The Taxonomy and Classification
Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology:
Abiotic Factors, The Evolution and Natural Selection Unit and coming
soon The Anatomy and Physiology Unit.




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Geology Topics

Part I: Dynamic Earth

Download the Powerpoint version of this video, unit notes,

Part I: Dynamic Earth

Download the Powerpoint version of this video, unit notes,

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