A Simple Paper Model of a Transform Fault at a Spreading-Ridge

Earle, Steven

doi:10.5408/1089-9995-52.4.391

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…They cut out and reenact J. Tuzo Wilson's (1908Wilson's ( -1993 elegant model (Fig. 6a, b) of the transform fault (Earle 2004). Their diagrams now have all of the information which led scientists to the development of the theory of plate pectonics.…”

Section: Essential Question Three: What Caused the Change?mentioning

confidence: 96%

Evolution of the Theory of the Earth: A Contextualized Approach for Teaching the History of the Theory of Plate Tectonics to Ninth Grade Students

Dolphin

2009

Sci & Educ

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Current high school Earth Science curricula and textbooks organize scientiWc content into isolated "units" of knowledge. Within this structure, content is taught, but in the absence of the context of fundamental understandings or the process of how the science was actually done to reach the conclusions. These are two key facets of scientiWc literacy. I have developed curriculum from a historical perspective that addresses two particular units of study in Earth Science ("geologic time" and "plate tectonics"). The curriculum traces the evolution of the theory of plate tectonics. It includes contextualized experiences for students such as telling stories, utilizing original historical texts, narratives, and essential questions, to name a few. All of the strategies are utilized with the goal of building understanding around a small set of common themes. Exploring the historical models in this way allows students to analyze the models, while looking for limitations and misconceptions. This methodology is used to encourage students to develop more scientiWcally accurate understandings about the way in which the world and the process of scientiWc discovery work. Observations of high student engagement during the utilization of this contextualized approach has demonstrated that a positive eVect on student understanding is promising.

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Section: Essential Question Three: What Caused the Change?mentioning

confidence: 96%

Evolution of the Theory of the Earth: A Contextualized Approach for Teaching the History of the Theory of Plate Tectonics to Ninth Grade Students

Dolphin

2009

Sci & Educ

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“…I've been handing out versions of that diagram to students ever since, and urging them, after they stop laughing, to cut, fold and pull. (p. 245) Depuis, ce modèle concret d'une faille transformante, par une feuille de papier coupée-pliée, a été repris par Earle (2004), comme ci-après.…”

Section: Un Second Exemple De Jeu éPistémique Sourceunclassified

Une étude du système de jeux de savoirs dans la théorie de l'action conjointe en didactique. Le cas de l'usage des modèles concrets en géologie au Cours Moyen

Santini¹

2013

educationdidactique

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“…We will first introduce this effect using the simplest possible two-dimensional model of an infinite layer with decoupled cross sections under simple shear, which corresponds to the case of weak interaction between blocks in the adjacent cross sections. This models the deformations of transform faults of the type produced by spreading (e.g., KASAHARA, 1981;EARLE, 2004). In that case, the tensile stresses acting along the Vol.…”

Section: Continuum Mechanics Of Fragmented Solids Simple Shear Of Famentioning

confidence: 99%

Deformations in Transform Faults with Rotating Crustal Blocks

Pasternak

Dyskin

Estrin

2006

Pure appl. geophys.

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A continuum model of deformation of a transform fault is considered. The fault interior is modelled as a part of a plate fragmented into a large number of angular blocks. The blocks are not joined together by any binder, but are rather held together due to external compression such that they can, in principle, rotate independently. Significant numbers of blocks involved in the deformation process permit a continuum description of the deformation, which in view of the possibility of independent rotations, necessitates the application of the Cosserat theory. The crucial point in the described model is the interconnection between the rotations and the normal stresses associated with the angular shape of the blocks: the rotating blocks 'elbow' one another. Furthermore, elbowing produces compressive stresses independent of the direction of rotations. Consequently, the constitutive equations become non-linear involving absolute values of the components of the curvature tensor. The paper analyses a simple shear of a fault under constraining compression acting in the direction normal to the fault. An infinite layer subjected to opposite displacements and zero rotations at the edges is considered. It is shown that block rotations can lead to complex deformation patterns. There exists a displacement threshold proportional to the pressure: for imposed displacements below the threshold, the deformation pattern coincides with the conventional one as predicted for a classical elastic isotropic layer with uniform displacement gradient in the absence of block rotations. When the imposed displacement exceeds the threshold value, boundary zones of nonuniform rotations, displacement gradients and dilatation emerge. It is interesting to note that these features, which could be mistaken for indicators of non-elastic or localisation processes, occur in a situation where only elastic processes are acting at the scale of blocks and no friction or other energy dissipation processes take place.

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A Simple Paper Model of a Transform Fault at a Spreading-Ridge

Cited by 6 publications

References 2 publications

Evolution of the Theory of the Earth: A Contextualized Approach for Teaching the History of the Theory of Plate Tectonics to Ninth Grade Students

Evolution of the Theory of the Earth: A Contextualized Approach for Teaching the History of the Theory of Plate Tectonics to Ninth Grade Students

Une étude du système de jeux de savoirs dans la théorie de l'action conjointe en didactique. Le cas de l'usage des modèles concrets en géologie au Cours Moyen

Deformations in Transform Faults with Rotating Crustal Blocks

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