Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

8 Zest for Progress

Z Peal of artnership

Science Grade 8
Quarter 2 - Module 1
Cracks on Earth’s Surface

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Module
Cracks on Earth’s Surface
1

What I Need to Know

This module was designed and written with you in mind. It is here to help you used
models or illustrations, explain how movements along faults generate earthquakes
(S8ES-IIa-14) and Differentiate the 1. epicenter of an earthquake from its focus (S8ES-
IIa-15);. The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

This module contains:

– Cracks on the Earth’s Surface
If you recall, it was mentioned in Grade 7 that the Philippines is located along the
Ring of fire. How does this affect us? People who live along the Ring of Fire have to put up
with earthquakes and volcanic eruptions. In this module, we will focus on earthquakes. An
earthquake is one of the most frightened things that anyone can ever experience. You grow
up believing that the Earth is rock solid and steady. But then the ground suddenly shakes
and you do not know what to believe anymore. No one can stop quakes from happening. But
there are things that people can do to avoid or reduce loss of life and damage to property.
The first step is to have clear understanding of the occurrence of earthquakes.

What’s In
The Philippines is located in an area known as Pacific Ring of Fire.This area around the
edges of the Pacific Ocean where intense volcanic and regularly experience earthquakes,
which are brough about the presence of active faults in the area.

Activity 1: Trembling Egg Be EXTRA careful on

doing this activity its HOT
Materials Needed: !!!
 2 Raw eggs
 Pan and water (to boil)
Procedure:
1. Boil the eggs with 3 cups of water for 15 minutes.

2. Remove the egg from boiling water after 15 minutes and observe.

Figure 2: Cracked on Egg shell after boiling Figure 2: Cracked on Egg shell after boiling

2
Q1. What happened to the motion of the egg while boiling?
 Steady and calm
 Trembling and in constant motion
 Circling around the pan
Q2. What is visible on the eggs’ shell after taking it out from the pan?
 Dots and marks are visible on the eggs shell.
 Cracks are visible on the eggs shell.
 Whiter egg shells.

What’s New
Activity 2: Stick ‘n’ slip
Objectives
After performing this activity, you should be able to:
1. explain how faults generate earthquakes; and
2. explain why not all movement along faults produces earthquakes.
Materials
o two small boxes (fruit juice boxes are ideal) masking tape
o rubber band
o 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 5. The ruler
is included for scale.)
Figure 3 : Two boxes-one with a rubber band attached to a paper clip

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 6.
Important: Do not stick the tape on the boxes too much. The tape is meant to
come off.

Figure 4 : Two boxes side by side lightly taped.( empty Figure 5 : Rubber band on a box with (empty match box
matched box as toy house on top of the box with rubber as toy house)pulled slowly .observe what happens.
band.)

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 5.

Q3. What happens to the rubber band?

 The rubber band stretches
 The rubber band suddenly cut out.
 Nothing happens to the rubber band.
Q4. 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).
 The box attached to the rubber band suddenly moved forward
 The box attached to the rubber band suddenly moved diagonally
 The box attached to the rubber band suddenly moved backward
Q5. What happens to the “house” ?
 The house remain at rest
 The house falls over
 The house leap to the other box
Q6. Which is the “fault “ in this set up?
 The upper part of the box represent the fault in the set up
 The lower part of the box represent the fault in the set up
 The boundary between the two boxes represent the fault in the set up
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Activity 3: Anatomy of an Earthquake
Now that you know the relationship between faults and earthquakes, its time to get to
know the anatomy of an Earthquake.
Objectives
After performing this activity, you should be able to :
1. Identify the different parts of an earthquake
2. Understand the different part of an earthquake
Part A
Direction: fill in the missing part of an Earthquake from the given word bank below the
picture.
Anatomy of an Earthquake

1.

4
.
2.

5
3.
.
Earth’s crust epicenter hypocenter Fault line Tectonic plate

Part B
Direction: Match column A with column B .Write your answer on the space before each
number.
A B
____1. hypocentre a. A fracture in the rocks that make up
the Earth’s crust
____2.epicenter b. The point within the Earth where an
earthquake rupture starts
____3.earth’s crust c. Massive rocks that make up the outer
layer of the Earth’s surface and
____4. tectonic plate whose movement along faults trigger
Earthquake
____5. fault line d. The point at the surface of the Earth
directly above the focus
e. Outer solid shell of the Earth
Activity 4: Ignite the shaking
Earthquake usually begin several kilometres deep inside the earth at a single point
called the focus , and then travel towards the surface as a seismic wave this activity shows
where the Earthquake starts.
Objectives:
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
 Fault model ( photocopy or trace from the given sample)
 Scissor
 Paste/glue
Procedure
1. Photocopy or trace the fault model (figure 6.). then cut along the outlines of the
drawing.Fold along the lines and paste where indicated,you should have a model
consisting two parts that fit together (figure 7)
2. The upper surface of the model represents the surface of the Earth. The
trace of the fault on the surface of the Earth is called the fault line.
3. 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.
4. 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 the earthquake.
5. 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.

Figure 7: (Left) The fault model is made of two parts that fit together.(Right) The flat surface between the two parts
represents the fault plane.

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.

6. Using the model move it, following the arrow from (figure 7.)to find out the 3 different
fault movement.

1.Strike-slip fault 2. Normal Fault 3. Reveres Fault

Figure 8 : 3 Types of Fault

Q7. By using the model, identify the 3 different types of fault.

1._ i t k e s r P i S l

2. l a r o m a

e v s e r e r
3.
Q8. How would the surroundings be affected?
 Suppose a road is built across the fault, sooner or later, it would be displaced
 Suppose a road is built across the fault, sooner or later, nothing happens to
the road
 Suppose a road is built across the fault, sooner or later, road gets stronger

What is It
Activity 1: Since that Philippines is
located along the Pacific Ring of Fire (figure
9).Geologist explain that there is a continous
source of heat deep under the earth; this
melts rocks and other material causing it to
tremble and vibrate on the surface of the earth
that resulted to visible cracked seen on some
geological location.
Activity 2: The box will not move at first
because it is taped to the other box which is
being held. The rubber band will stretch. The
tape will suddenly come off. The box attached Figure 9: Pacific Ring of Fire

to the rubber band will jerk forward and the house will topple over (Figure 5). This simulates
the sudden movement that occurs along a fault. Imagine the boxes as the ground, and
the boundary between them as a fault. Energy from inside the Earth exert a force on
the rocks along faults. But the rocks do not move right away because of friction. The
roughness of the rocks keeps them from slipping past each other. But when the limit is
reached, the rocks suddenly slip earthquake! Causing the house to fall down.
Activity 3:

Parts of an Earthquake

The epicenter is the location on the surface of the Earth directly above the focus. Surface
waves move outward from the epicenter.
The focus of an earthquake is the point INSIDE the
Earth where the earthquake starts. It is the place below
the earth’s surface where the rocks tear , come aparts
, or collide.
The fault is the break in the crust where the
earthquake occurs , between two blocks of rock that
have moved past each other.
Activity 4:
The model represents a portion of the ground. The upper surface of the model
represents the surface of the Earth. If you separate the two pieces. The “fault plane” can be
seen. This is the flat surface where the focus is. The ‘break’ between the two pieces of the
model is the “fault”. But we can only see the part of the fault that is exposed at the Earth’s
surface. That is the broken line at the top of the model that represent the fault line.
Fault plane is the flat surface where the focus is.Fault movement occurs along the fault
plane. The focus is the place where the first break happens , where the fault start to slip,
where first movement takes place. It is the starting point of the earthquake. The epicenter is
on the surface of the earth directly above the focus.

Three main types of faults

Faults are subdivided according to the movement of the two blocks.

Normal fault: dip-slip fault in which the block above the fault
has moved downward relative to the block below. This type of
faulting occurs in response to extension. “Occurs when the
“hanging wall” moves down
Figure 11.A: Normal Fault
relative to the “foot wall””

Reverse fault: dip-slip fault in which the upper block, above the
fault plane, moves up and over the lower block. This type of
faulting is common in areas of compression, When the dip angle
is shallow, a reverse fault is often
described as a thrust fault. Figure 11.B: Reverse fault
“Occurs where the “hanging wall”
moves up or is thrust over the
“foot wall” Strike-slip fault: fault on which produce a
Figure 11.C: Strike-slip fault horizontal displacement or a side by side sliding movement .

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What’s More
Directions: Write true on the space provided before each number if the statement is true or
false if the statement is false.
__________1. The ‘break’ between the ground is a “fault”.
__________2. In earthquake zones, building materials should be strong and rigid.
__________3. Earthquakes deep underground cause the less damage.
__________4. Normal faults are caused by compression stress.
 __________5. If you are inside when an earthquake strikes, you should get beneath a
sturdy table or desk.
__________6. Reverse fault produces a horizontal displacement
__________7. Normal fault in response to extension
__________8. Philippines is located along the Pacific Ring of Fire
__________9. The spot directly above the focus on the surface of the Earth is called
the epicenter.
__________10. The trace of the fault on the surface of the Earth is called the fault plane.

What I Have Learned

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Directions: Choose the correct word from the word bank below to complete the paragraph.

earthquake strike-slip fault upward fault line

fault reverse fault horizontal fault scrap
crust down focus
normal fault up fault plane

An __________ is when two pieces of the earth’s ________move or break apart and slide.
The line on which the crust breaks is called _________. Faults can move in several direction and are
defined as __________, __________,___________ depending on how they move. A normal faults
occur when one block of rocks move ______ and the other moves _______. In a thrust or reverse
fault , one block moves _______ in relation to the other. Strike-slip faults produces a _______
displacement or a siby side sliding movement.
The breaking point along the fault that moves is called ______.This point is also known as the
hypocenter. It is located within the _______, which is the breaking place , while the ________ is any
edge of the fault plane that shows how much movement has taken place when the fault plane is
What I Can Do
exposed above the ground, it is called a _______ and is usually the best sign that there is a fault in
the area.

What I Can Do
What I Can Do
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Directions: Identify the 4 given pictures that depict one situation. Guess what the pictures say
about. Jumbled letters are clues (5pts each)

A. B C.
.

1.______________________ 2._______________________ 3.________________________

 Assessment
Multiple Choice
Directions: Choose and encircle the letter of the best answer.
1. Which of the following are related to earthquake?
A. Ground shaking C. After shocks
B. Fault D. Typhoon
2. Which of the following observations may indicate a forthcoming destructive
earthquake?
A. An increase in the frequency of smaller earthquakes in the region
B. rapid tilting of the ground
C. rapid changes in water levels in wells
D. rapid changes in water levels in wells
3. At what location does the first motion of an earthquake occur?
A. Focus C. Mantle
B. Seismic gap D. epicenter
4. From the given statements below which of it is-incorrect?
A. Most earthquakes occur at plate boundaries
B. The time and location of most major earthquakes can be predicted several
days in advance
C. Earthquakes can be caused by normal, reverse and strike-slip faulting
D. P waves travel faster than both S waves and Surface waves
5. Which of the following can trigger a tsunami?
A. Undersea earthquakes C. undersea landslides
B. the eruption of an oceanic volcano D. all of these
6. What type of fault usually occurs because of compression?
A. Folded C. Normal
B. Strike-slip D. reverse
7. Which of the following are safer place during an earthquake?
A. Inside the house C. Inside the car
B. Outside in an open area D. Under a tree
8. Among the government agencies of the Philippines, what particular agency focused
on monitoring the earth’s crust?
A. PHIVOLCS C. PAGASA
B. DOST D. DENR
9. A fracture becomes a fault only if rock
A. cracks. C. moves.
B. folds. D. deforms.
10. This refers to the region around the Pacific Ocean that are commonly hit by
earthquake and volcanic eruption
A. Ring of Fire C. Plate Boundary
B. Tectonic Plates D. Fault
11. Major earthquakes are often followed by somewhat smaller events known as _____?
A. Aftershocks C. Foreshocks
B. Tremors D. Mainshocks

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Items 12,13, 14 and 15 refer to the diagram on the right.

12. Point A, where slip initiated during the earthquake, is

called the ________.
A. Fault plane C. Epicenter
B. Focus D. Hypocenter
13. What type of faulting is illustrated in this diagram?
A. Normal C. Reverse
B. Thrust D. Strike-slip
14. Point B is called the earthquake ________.
A. Fault plane C. Epicenter
B. Focus D. Hypocenter
15. Point C is called the _________.
A. Epicenter C. Fault plane
B. Focus D. Hypocenter

Additional Activities
3-Day Survival Kit
Procedure:
1.prepare a prototype survival kit for yourself with supplies to last at ;east 3 days. You may
organize the following materials in a back pack and keep it in a safe location in your house.
(you will never know when you will need them.)
2. be sure to replace the food and water every six months. NOTE: when you plan to create
survival kits for each member of the household , organize them in individual backpacks and
label them accordingly.

 Water -----3 liters/day or 9 liters for 3 days

 Food supply : crackers canned goods such as sardined , beans , tuna
 Clothing (complete change of clothes) , towels , and blankets or malong
 First aid kit
 Flashlights , candles and matches wrapped in a plastic bag to keep them dry ,
battery-operated radio , batteries
 Whistle
 Can opener , picnic set (plates , cups , spoon and forks)
 Soap , liquid detergent , toilet paper , plastic pail , dipper
 Plastic bags or containers to store your gadgets , money and other important items.
Q10. What items can you add to this list?_______________________________
Q11. What item should you not put in your survival kit?__________________
Q12. As a student what will you do before , during and after earthquake?
(answer briefly and concise).5pts.
_________________________________________________________________________
_________________________________________________________________________

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 13
Assessment What I have learned! Activity 4 Pre-test
1.d 1.Earthquake Q8. Activity 1 1.b
1.strike-slip
2.a 2.Crust Q1. Trembling 2.a
2.normal
3.d 3.fault ,vibrating or moving 3.d
3.reverse
4.b 4.normal Q9.suppose a 4.a
Q2. Cracked
5.d 5.strike-slip road is built 5.a
6.d 6.reverse across the fault, 6.b
Activity 2
sooner or later
7.down Q3. Stretches 7.a
it would be
7.b 8.up Q4. Moved forward 8.c
displaced
Q5. House fall over
8.a 9.upward 9.c
Q6.boundary between
9.d 10.horizontal 10.d
the two boxes
10.a 11.focus What more! 11.a
Activity 3.
1.true
11.b 12.fault plane Test A 12.d
2.true
12.b 13.fault line 1.Earth’s crust 13.b
3.false
2.Epicenter
13.a 14fault scrap 4.true 14.d
3.Focus
14.c 5.true 15.d
4.Fault Line
15.c 6.false
5.Tectonic Plate
7.true
Test B
8.true
1.B 4.C
9.true
2.D 5.A
10.false
3.d
Answer Key -Gr8Q2W1 Science
 References
Integrated Science (BEC 2004 complaint) Josefina Ma. Ferriols-Pavico,Genevieve Darvin-
Faraon
https://www.phivolcs.dost.gov.ph/index.php/earthquake/destructive-earthquake-of-the-
philippines/2-uncategorised/208-1976-august-17-ms7-9-moro-gulf-earthquake
https://www.bgs.ac.uk/discoveringGeology/hazards/earthquakes/activities/UnderstandingSei
smicWaves.html
https://uh.edu/~jbutler/physical/chap18mult.html?fbclid=IwAR2MPyAk_APVjXoQDJPrXGbqq
YFCW37jBZGbwTSs6PmTuxdnqisOQKLc9Yo
https://www.shutterstock.com/search/earthquake+cartoon
http://grade8scienceresource.blogspot.com/2014/01/earthquake-model-for-focus-and-
epicenter.html
https://www.google.com/search?q=parts+of+an+earthquake+worksheet&tbm=isch&ved=2ah
UKEwjqsKvl_rTrAhUYEKYKHeZaCT8Q2CegQIABAA&oq=parts+of+earthquAKE&
gs_lcp=CgNpbWcQARgCMgIIADIGCAAQBRAeMgYIABAIEB4yBggAEAgQHjIGC
AAQCBAeOgQIABBDOggIABCxAxCDAToFCAAQsQM6BwgAELEDEEM6CggAE
LEDEIMBEENQ625YisQBYMvVAWgAcAB4A4ABzAGIAc0mkgEGMC4zMy4xmA
EAoAEBqgELZ3dzLXdpei1pbWewAQDAAQE&sclient=img&ei=yUxEX6qoE5igmA
XmtaX4Aw&bih=625&biw=1349&hl=en&hl=en#imgrc=6Y5hHBp4ayT4zM

Development Team Region IX Hymn

OUR EDEN LAND
Writer: Myravel L. Malagom
Editors: Margie Lou C. Jacob
Laarni A. Adonis Here the trees and Golden beams of
Kathleen Joy B. Padilla flowers bloom, sunrise and sunset,
Joly C. Baradero Here the breezes Are visions you’ll never
Reviewer: Sandy R. Albarico gently blow, forget.
Illustrator: Here the birds sing Oh! That’s Region IX...
Layout Artist: merrily,
Management Team: And liberty forever Hardworking people
Majarani M. Jacinto, CESO VI stays, abound,
SDS-ZDS Every valley and dale
Here the Badjaos Zamboangenos,
Visminda Q. Valde, Ed.D swam the seas, Tagalogs, Bicolanos,
ASDS Here the Samals live in Cebuanos, Ilocanos,
peace, Subanens, Boholanos,
Raymond M. Salvador, Ed.D Here the Tausogs Illongos,
ASDs thrive so free, All of them are proud
With the Yakans in and true
Juliet A. Magallanes, Ed.D unity. Region IX our Eden
CID Chief Land.
Gallant men
Florencio R. Caballero, DTE And Ladies fair,
EPS-LRMDS Linger with love and Region IX, our Eden
care, Land.
Sandy R. Albarico
EPS -Science

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