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Science 8

Unit 1
-earth & space-
NAK, Alam ko na
Kaya mo!
- sir dha-

Darrell m. murcia
SCIENCE TEACHER
CARAHIGH
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LaB Score Sheet QUIZ Score Sheet
NAME: _____________________________ YEAR & SEC.: __________ NAME: _____________________________ YEAR & SEC.: _______________
Date Score Date
Activity Parent’s Parent’s
Activity Performed Checker QUIZ no. Performed Score Checker
no.
WW PT signature signature
dd/mm/yy dd/mm/yy

1 A fault-y setup / / QUIZ #1 / /

2 Stick ‘n’ slip / / QUIZ #2 / /

3 Stick ‘n’ shake / / QUIZ #3 / /

Where does an
4
earthquake start
/ / QUIZ #4 / /

5 Tsunami! / / QUIZ #5 / /

6 Plotting the PAR / / QUIZ #6 / /

Tracking a
7
tropical cyclone
/ / QUIZ #7 / /

Dissecting a
8
typhoon
/ / QUIZ #8 / /

What happens
when a comet or
9
an asteroid hits
/ / QUIZ #9 / /
Earth

Meteoroid,
meteor, and
10
meteorite: How
/ / QUIZ #10 / /
are they related?

Do superstitions
about comets,
TOTAL ——>
11 asteroids, and / /
meteors have
scientific basis?

TOTAL WW= PT=

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Date: _____/______/______ - earth & space-
Post-test Module 1
EARTHQUAKES AND FAULTS
What is a Fault?
Activity 1: A fault-y setup . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 4
How do Faults Produce Quakes
Activity 2: Stick ‘n’ slip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Activity 3: Stick ‘n’ shake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Focus and Epicenter
Activity 4: Where does an earthquake start . . . . . . . . . . . . . . . . . . 10
Earthquakes and Tsunamis
Activity 5: Tsunami! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Module 2
UNDERSTANDING TYPHOONS
Philippine Area of Responsibility
Activity 6: Plotting the PAR . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . 14
Under What Conditions Do Tropical Cyclones Form?
Activity 7: Tracking a tropical cyclone . . . . . . . . . . . . . . . . . . . . . . . .16
Inside Tropical Cyclones
Activity 8: Dissecting a typhoon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Module 3
COMETS, ASTEROIDS, AND METEORS
Activity 9: What happens when a comet or an asteroid hits Earth . . . . 20
Activity 10: Meteoroid, meteor, and meteorite: How are they related?. . . . . . . 22
Activity 11: Dosuperstitionsaboutcomets,asteroids, andmeteorshavescientificbasis? . . . . . 26

QUIZ AREA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 - 37
POST-TEST ANSWER SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
QUIZ SCORE SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

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Activity 1 Date: _____/______/______
A fault-y setup
Objectives:
Quiz # 10
After performing this activity, you should be able to:
1. describe the appearance of a fault; and
2. explain how a fault forms.

Materials Needed:
• two sheets of cardboard (or folder)
• fine sand
• ruler
• newspaper (or plastic sheet ) as wide as a newspaper page

Procedure:
A
1. Spread the newspaper on a table. Do the
activity on the newspaper.

2. Arrange the two sheets of cardboard


edge to edge (Figure A)
B
3. Pour sand along the boundary of the two
sheets (Figure B).

4. With the ruler, flatten the top of the sand


and make two parallel lines.
C
5. Now, move the sheets slowly in the
direction shown in Figure C

Q1. As you move the sheets, what is formed in the sand?

_______________________________________________
_______________________________________________

Q2. What happens to the lines | | ?


_______________________________________________
_______________________________________________

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Date: _____/______/______ GAME:

Quiz # 9 TIC-TAC-TOE
PLAYER 1 PLAYER 2
_____________ _____________

WINNER: ______________

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Activity 2 Date: _____/______/______
Stick ‘n’ slip
Objectives:
After performing this activity, you should be able to:
Quiz # 8
1. explain how faults generate earthquakes; and
2. explain why not all movement along faults produces
earthquakes.

Materials Needed:
• two small boxes (fruit juice boxes are ideal)
• masking tape
• rubber band
• paper clip

Procedure:

1. Attach the rubber band to the paper clip.


Then attach the paper clip to one end of
one box. (See Figure D. The ruler is includ-
ed for scale.)
D
2. Place the boxes side by side. Put a toy
house on the box with the rubber band.
Then tape (lightly?) the two boxes together
as shown in Figure E. Important: Do not
stick the tape on the boxes too much. The
tape is meant to come off.
E
3. With your left hand, hold the box without
the rubber band in place. With your other
hand, slowly pull on the rubber band in the
direction shown in Figure F.

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Date: _____/______/______
Q1. What happens to the rubber band?
Quiz # 7 _______________________________________________
_______________________________________________
_______________________________________________

Q2. Keep on pulling on the rubber band. What happens to


the box attached to the rubber band?
Note: The tape is supposed to come off, so stick it on very lightly.

_______________________________________________
_______________________________________________
_______________________________________________

Q3. What happens to the “house”?

_______________________________________________
_______________________________________________
_______________________________________________

Q4. Which is the “fault” in this setup?

_______________________________________________
_______________________________________________
_______________________________________________

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Activity 3 Date: _____/______/______
Stick ‘n’ slip
Objectives:
After performing this activity, you should be able to:
Quiz # 6
1. explain the effect of bending of rocks along faults, and
2. relate faults movement and earthquakes

Materials Needed:
• two plastic rulers
• a bit of clay

Procedure:

1. Using the clay, attach the rulers’ ends to-


gether (how long is the overlap between
rulers?) (Figure G shows closeup photos of
side and top views of the setup.)
G
2. Hold the rulers as shown in the picture below. Then slowly move
your hands in the direction of the arrows.

Q1. What happens when bending becomes too much?


Note: If nothing happens, separate the rulers and re-attach
them only slightly.

_______________________________________________
_______________________________________________
_______________________________________________

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Date: _____/______/______ GAME:

Quiz # 5 Emergency exit

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Activity 4 Date: _____/______/______
Where does an earthquake start?
Objectives:
Quiz # 4
After performing this activity, you should be able to:
1. differentiate between focus and epicenter; and
2. demonstrate how movement along faults affect the
surroundings.

Materials Needed:
• fault model
• scissors
• paste

Procedure:

1. Locate the Fault Model page. Then cut along the outlines of the
two drawings.
2. Fold along the lines and paste where indi-
cated. In the end, you should have a mod-
el consisting of two parts that fit together.
3. The upper surface of the model repre-
sents 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.
4. Pull the two pieces apart. 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.

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Date: _____/______/______ 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

Quiz # 3 the earthquake. Be ready to explain it to your teacher.

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.

Q1. Use your model to show different types of movement


along a fault. How would the surroundings be affected?
_______________________________________________
_______________________________________________
_______________________________________________

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Activity 5 Date: _____/______/______
Tsunami!
Objectives:
Quiz # 2
After performing this activity, you should be able to:
1. explain how tsunamis are generated; and
2. infer why tsunamis do not always occur even when there is
an earthquake

Materials Needed:
• flat basin or laundry tub (batya)
• water
• rectangular piece of plastic panel or plywood
• rock

Procedure:

1. Put water in the container. Place the rock in the water at one end
of the container

2. At the other end of the container, put the plastic panel flat at the
bottom of the container

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Date: _____/______/______ 3. You will need some help: a person to watch the surface of the
water, and another to watch the level of water by the rock. Things

Quiz # 1 4.
will happen quickly, so make sure your assistants are alert.
Hold the corners of the plastic panel with your thumbs and finger
tips. Wait for the water to stop moving. Using only your fingertips,
jerk the edge of the plastic board upward

Q1. What was formed in the water by the sudden push of the
plastic panel?
_______________________________________________
_______________________________________________
_______________________________________________
Q2. How was the water level by the rock affected by the
wave?
_______________________________________________
_______________________________________________
_______________________________________________
Q3. What does the water represent? How about the rock?
_______________________________________________
_______________________________________________
_______________________________________________
Q4. What does the plastic panel represent?
_______________________________________________
_______________________________________________
_______________________________________________

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Activity 6
Plotting the P.A.R. Group ______________ Date _____________________
Members
Objectives:
After performing this activity, you should be able to: __________________ __________________
1. read map
2. given the latitude and longitude of a tropical cyclone, tell if it __________________
has entered the Philippine Area of Responsibility, and
3. explain what is meant when a typhoon has entered the
Philippine Area of Responsibility. Do superstitions about comets and asteroids have scientific
basis? Why?
Materials Needed:
• map of the Philippines and vicinity
• pencil Answer:
_________________________________________________________
Procedure: _________________________________________________________

1. Plot the following points on the map (Figure A)


Scientific facts/evidence to support the group’s answer:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Connect the plotted points (Table 1). The region within is the Phil- _________________________________________________________
ippine Area of Responsibility or PAR. It is the job of PAGASA to
Proposed actions to promote a more scientific understanding of comets,
monitor all tropical cyclones that enter this area.
asteroids, and meteors:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Activity 11 Figure A. Map of the Philippines and vicinity
Do superstitions about comets,
asteroids, and meteors have scientific
basis?
Objectives:
After performing this activity, you should be able to:
1. provide sound, scientific evidence to support one’s stand
about superstitions on comets, asteroids, and meteors; and
2. formulate doable actions to address superstitions on
comets, asteroids, and meteors.

Materials Needed:

• pen
• paper (for taking notes)

Procedure:

1. Research about superstitions related to comet and asteroid in


the library, internet, and by interviewing your parents or elderly
neighbors.
2. Choose at least three superstitions (one from the Philippines,
and the rest from other countries).
3. Discuss each superstition with the group to answer the ques-
tion: Do superstitions about comets and asteroids have scien-
tific basis? Why or why not?
4. List down as many scientific evidence to support the group’s
answer to the question. The group may go back to the library to
research for more evidence in books or online resources. Q1. If a typhoon is located at 15°N, 138°E, is it within the
PAR?
5. Propose doable actions that the group can do to promote a (Shade the circle of your answer.)
more scientific attitude towards comets, asteroids, and meteors OYES ONO
to their fellow students or to family members.
Q2. How about if the typhoon is at 19°N, 117°E, is it inside
the PAR? (Shade the circle of your answer.)
OYES ONO

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Activity 7
Tracking a tropical cyclone
Objectives:
After performing this activity, you should be able to:
1. determine if your location is in the path of a tropical cyclone,
given the latitude and longitude position and
2 explain why PAGASA regularly monitors when a tropical
cyclone is within PAR.

Materials Needed:
• map with the PAR
• tracking data Usually, the meteoroids that cause meteor showers come from comets, but they
• pencil may also come from an asteroid like in the case of the Geminids. Earth passes
through Asteroid3200 Phaethon’s orbit where some fragments from the asteroid
Procedure: are found. Once these fragments enter Earth’s atmos-
phere, they burn up as well. Meteoroids from comets
1. Use the latitude and longitude (lat-long) in the table below to
appear fuzzy because of the ice particles while those
track the location of Yolanda. Plot each lat-long pair on the map from asteroids are clearer and distinct because they do
with the PAR. not have these ice particles.
Wind
Point Date Latitude Longitude
(mph)
A Nov/05/2013 7 141 120
B Nov/06/2013 8 138 155
C Nov/07/2013 9 131 175 Q8. What is a meteor shower?
D Nov/07/2013 11 127 195
E Nov/08/2013 11 123 165
______________________________
F Nov/08/2013 12 118 145 ______________________________
G Nov/09/2013 14 115 120
H Nov/09/2013 16 111 105 Q9. Why does a meteor shower occur?
I Nov/10/2013 18 109 90 ______________________________
J Nov/11/2013 22 107 70
______________________________
Q1. Where did Yolanda form?
________________
Q10. Why does it seem that meteors during a meteor shower
Q2. When did Yolanda enter the PAR? appear to come from only one point in the sky?
________________ ______________________________
Q3. When did Yolanda leave the PAR? ______________________________
________________
Q4. In what direction did Yolanda move?
________________
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Figure A. Map of the Philippines and vicinity
Q6. Show where a meteoroid, meteor, and meteorite are most likely to
be found in the diagram below. Use the following symbols for
each: ■ meteor; ● meteoroid; and ♦ meteorite.

Q7. How are a meteor, meteoroid, and a meteorite related?


______________________________
______________________________
Earlier, we mentioned that a meteoroid can come from comets. Comets orbit the
Sun and leave fragments on their orbit as they continue their journey around the
Sun. These fragments continue to orbit the Sun just like their parent comets.
When Earth orbits the Sun and passes through the orbit of a comet where these
comet fragments are found, we observe many streaks of light from Earth which
is called a meteor shower. During a meteor shower, meteors seem to originate
from only one point in the sky because the meteoroids are traveling in parallel
paths with the same velocity. The meteor shower is named after the constella-
tion where they seem to originate from, but this does not mean that the meteor-
oids come from the associated constellation. Remember: a meteor and a mete-
or shower are light phenomena; they are not stars.
The number of meteors that can be seen during a meteor shower vary. It starts
with the appearance of a few meteors per hour, increasing in frequency until it
reaches its peak of 1-2 meteors per minute, and then de-
clines. The table below shows some of the more famous
annual meteor showers and the month when they reach
their peak. The dates in the peak month vary and astrono-
mers make forecasts of the peak days (usually lasting for
three days) every year.

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Activity 8 Q2. What is a meteoroid?
Dissecting a tropical cyclone ______________________________
______________________________
Objectives:
After performing this activity, you should be able to: Q3. From what celestial (space) objects can a meteoroid come from?
1. explain what two weather factors tell weathermen that a
certain location is at the eye of a tropical cyclone; and ______________________________
2. put in simple words the statement “calm before the storm.” ______________________________
A meteoroid can be as small as a grain of sand or as big as a boulder.
Materials Needed: When it enters Earth’s atmosphere, the air in front of the meteoroid heats
up, causing materials to burn up. From Earth, these glowing materials
appear as a streak of light or a fast-moving bright object that appears to
• weather data (air pressure and wind speed)
have a tail just like a comet. What differentiates the two when we see
them in the sky is that a comet moves slowly and appears in the sky for a
longer time. A meteor moves swiftly and seems to fall on the ground. It
Procedure: “shoots” from a point in the sky, making people think that it is a shooting or
1. The figure below consists of two illustrations. The top one falling star. Also, a comet is difficult to see with the unaided eye because it
shows a tropical cyclone as seen at an angle. White rain is farther from Earth compared to a meteoroid entering Earth’s atmos-
bands move around the center or “eye”. The bottom illustra- phere. Sometimes, a comet can be bright enough to be seen by the unaid-
tion shows a cross-section of a tropical cyclone. It is like slic- ed eye, but this is rare, just like in the case of Comet Hale-Bopp.
ing it in half and looking at it from the side.

Q4. What causes a meteor?


______________________________
______________________________

A meteoroid usually all burns up when it enters Earth’s atmosphere. But


when a fragment from the meteoroid survives and makes it to the ground,
this space rock fragment is now called a meteorite. So if you heard from
the news on radio or television or read the news from newspapers about a
meteorite exploding over Russia in February 2013, their use of the word
meteorite is inaccurate. Instead, a meteoroid exploded over Russia. The
space rock fragments they collected on the ground is the meteorite.

Q5. How can you differentiate a meteor from a comet when viewed
from Earth?
______________________________
______________________________

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Activity 10 Q1. Location A is within the eye of the tropical cyclone. B, C and D
are locations that are more and more distant from the eye. The air
Meteoroid, meteor, and meteorite: pressure at the different locations are:
How are they related?
Objectives:
After performing this activity, you should be able to:
1. describe the changes that happens to a fragment from a Compare the air pressures at A, B, C and D. What do you notice?
comet or asteroid as it enters Earth’s atmosphere;
_______________________________________________
2. represent the relationship between a meteoroid, meteor, and
meteorite using a diagram; and _______________________________________________
3. explain how meteoroid, meteor, and meteorite are related.
_______________________________________________
Materials Needed:
• 1 rectangular container (aluminum tray or plastic)
Q2. Location E is within the eye of the tropical cyclone. Location F is
• 1 pebble (1-4 cm in diameter)
• colored flour/colored starch
within the clouds surrounding the eye. The clouds at F make up
• pencil the eyewall. The wind speed at the two locations are:

Procedure:

Read the selection below and answer the questions as you go along. Compare the wind speed within the eye and at the eyewall. What
can you say?
_______________________________________________
_______________________________________________
_______________________________________________

Q1. What is a meteor?


______________________________
______________________________

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Activity 9 5. Compare the shape of the pebble’s “crater” with the impact crater
photo shown below.
What happens when a comet or an
asteroid hits Earth?
Objectives:
After performing this activity, you should be able to:
1. describe how impact craters are formed when a comet or
asteroid hits Earth based on a simulation; and
2. present observations on simulating a comet or asteroid
impact using drawings

Materials Needed:
• 1 rectangular container (aluminum tray or plastic)
• 1 pebble (1-4 cm in diameter)
• colored flour/colored starch
• pencil
Meteor Crater near Winslow, Arizona, USA
(Permission obtained from the Center for Science Education,
Procedure: UC Berkeley Space Sciences Laboratory)
1. Fill the rectangular tray with colored flour about 3-4 centimeters
deep.
Q1. What do you notice about the shape of your pebble’s crater and
2. Place the tray on top of a table (or arm rest of a chair). the impact crater shown in the photo?
3. Throw a pebble to hit the flour in the tray. Do this about four times, ______________________________
hitting different parts of the flour in the tray.
______________________________
4. On the space below, draw the shape of the “craters” made by the
pebble on the colored flour as: ______________________________
Q2. What do you think happened to the plants and animals living in the
area where the comet or asteroid crashed?
______________________________
______________________________
______________________________
Q3. Which is most likely to make a more frequent “visitor” of Earth:
comet or asteroid? Why do you think so?
______________________________
______________________________
______________________________

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