8

Science
Quarter 2 – Module 2:
Earthquakes (Focus, Epicenter,
Magnitude and Intensity) in
Active and Inactive Faults
Science – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 2: Earthquakes (Focus, Epicenter, Magnitude and Intensity) in
Active and Inactive Faults

First Edition, 2020

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 8

Science
Quarter 2 – Module 2:
Earthquakes: (Focus, Epicenter
Magnitude and Intensity) in
Active and Inactive Faults
Introductory Message
For the facilitator:

Welcome to the Science – Grade 8 Alternative Delivery Mode (ADM) Module on

Earthquakes: (Focus, Epicenter, Magnitude and Intensity) in Active and Inactive
Faults!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Science – Grade 8 Alternative Delivery Mode (ADM) Module on

Earthquakes: (Focus, Epicenter, Magnitude and Intensity) in Active and Inactive
Faults!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module in Science is written and designed for the Grade 8 students in
response to the continuity plan of the Department of Education. It aims to continue
in educating learners at the comfort of their home. A key goal of Module 2 is for
learners to understand Earthquakes: (Focus, Epicenter, Magnitude and Intensity) in
Active and Inactive Faults!

After accomplishing the module, the students are expected to;

1. Differentiate:
a. epicenter of an earthquake from its focus;
b. intensity of an earthquake from its magnitude;
c. active and inactive faults. S8ES-lla-15

What I Know

A. Multiple Choice. Chose the letter of the correct answer. Write on a separate
sheet of paper.

______1. The movement is up or down and parallel to the dip of the inclined
fault surface.

a. dip-slip fault c. oblique fault

b. strike slip fault d. fault

_____2. The movement is horizontal and parallel to the strike of the

fault.
a. strike slip fault c. oblique fault
b. fault d. dip-slip fault

______3. It has both the strike-slip and dip slip movements.

a. fault c. strike slip fault

b. oblique fault d. dip-slip fault

______4. It gives us the idea of how strong or weak is the shaking of the
ground.
a. intensity c. magnitude

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 b. earthquake d. strike movement

_____5. It measures the energy released by an earthquake.

a. fault line c. earthquake
b. intensity d. magnitude

_____6. It is where fault slip or fault movement happens.

a. fault c. fault line
b. fault plane d. focus

_____7. It is called as the trace of the fault on the surface of the earth.
a. fault c. fault line
b. fault plane d. focus

_____8. It is the place where the fault begins to slip and where the first movement
occurs.
a. fault line c. fault plane
b. focus d. fault

_____9. Which of the following situations show that there is an active fault.
a. the road is displaced. C. there are holes in the floor
b. a stream became dry d. the soil erodes

_____10. It is the spot directly above the focus on the surface of the earth.
a. fault line c. epicenter
b. focus d. fault

B. Match Column A with Column B. Write the letter of the correct answer.

Column A Column B

11. The energy released by an a. Inactive Fault

earthquake.
12. The type of fault that generated b. Active Fault
earthquakes before and capable of
causing more earthquakes in the c. Magnitude
future
13. What the magnitude of an
d. Roman Numeral
earthquake is always expressed in.
14. What the intensity of earthquake is
expressed in. e. Hindu Arabic
15. It is the crack or break in the rock
on the earth's surface in which f. Focus
there are no geologic activities
within millions of years.

2
 Earthquake’s Epicenter,
Lesson Focus, Magnitude,
2 Intensity, Active and
Inactive Faults

When earthquake strikes, the seismic waves are formed and travel within the
earth’s interior up to earth’s crust. It creates damages or destructions depending on
the released energy.

The magnitude of an earthquake refers to how strong the energy is being

released by an earthquake while the damages it created is determined by its
intensity.

Where is the starting point of an earthquake? What are the terms you should
remember to fully understand this lesson?

Let us perform the different activities to guide you in knowing the lesson well.

What’s In

Activity 1. Match column A with Column B. Write the correct answer on the space
provided. Write on a separate sheet of paper.

Column A Column B
______1. These are layers of rocks and a. Faults
soil that are constantly moving due to
extreme heat and pressure. b. Body wave
______2. It refers to the cracks or
breaks on the ground formed during c. Tectonic plates
tectonic plates motion.
______3. It is a type of wave that travels d. Surface waves
in the surface of the earth.
______4. It causes tectonic plates to e. Extreme heat
move.
______5. Refers to the trembling or f. Earthquake
shaking of the earth’s surface.

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 What’s New

Notes to the Teacher

This module prepares the students to differentiate the following terms; focus,
epicenter, magnitude, intensity, active and inactive faults correctly to avoid
misconceptions.

Activity 1

To get more idea of what focus and epicenter are, let us perform this activity.

Procedure:

1. Prepare the following materials, scissors, fault model and

paste.
2. Draw or trace the fault model on a paper. See and follow
the fault model copy as guide for drawing and tracing.

4
 PASTE
PASTE

PASTE
PASTE
PASTE

PASTE

PASTE PASTE

Figure 1. Fault Model

5
Procedure:

3. Fold the part of the paper with lines and paste them.
After doing so, you will have this samples as shown in
the illustrations below.

Figure 2. Fault models

4. The upper part or surface of the model represents the

ground. Pull the two made pieces apart. The space in
between two made pieces is what we called fault and the
flat surface in between two pieces is called fault plane.
Use the model in answering the questions provided.

Questions:

1. What do you call the point inside the fault with dot
mark?

2. How about the point above the dot mark below, what
do you call it?

3. How will you differentiate the two points in the model?

6
Activity 2

Now let us see if you can easily identify the labeled parts of the drawing in our
next activity on focus and epicenter

Procedure:

1. Using the illustration, answer the different questions

provided.

C B

Figure 3. Picture 1

Questions:

1. What is being represented by point A?

2. Earthquake always starts at what point?
3. Point B is also known as what?
4. Where can you find the epicenter?
5. What is being represented by point C?

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Activity 3

When faults move, an earthquake is formed. In this activity you will find out
how faults move.

Procedure:

1. Using your fault models, move the two pieces in different

ways.

Questions:

a. How many movements did you make?

b. Draw the different movements you made using arrows

Activity 4
Earthquakes are destructive depending on the strength of energy they have
released. In this activity, you will understand what are the magnitude and intensity
of an earthquake.

Procedure:

1. Have a pan or basin with half-filled water. Place plastic

toys to float on it. Drop a piece of rock into it and observe
what happens to the toys floating on the water.

Figure 4. Picture 2

Questions:

a. What can you say on the floating toys after dropping

stone on the water?
b. How will you describe the motion of the toys near the
place where the stone dropped?
c. Is the motion of the toys far from the place where the
rock dropped similar to those toys near it? How will you
describe it?

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 What is It

The stress or pressure that builds up along the boundary of moving tectonic
plates cause the rocks to deform, break and eventually release energy that causes
trembling or shaking of the ground known as earthquake. When earthquake strikes,
seismic waves are generated that travel outward. The site where the rocks break or
where earthquake started is referred to as focus or hypocenter. Above it, on the
earth’s surface is the epicenter of the earthquake. It is the point on the earth’s
surface nearest to where the earthquake originates and where great damages can be
observed.
FAULT

FOCUS

EPICENTER

FAULT

Figure 5. Picture 3

When a strong earthquake strikes, we often hear the word magnitude and
intensity over the news to describe it. What is the difference between the two? The
magnitude of the earthquake refers to the energy released and its shaking the
ground at its focus and measured by a Richter scale as Magnitude 8. On the other
hand, intensity is the amount of energy of damage as measured by the Mercalli scale
as Intensity VII, brought about by the effect of the earthquake on humans, natural
and man-made structures and land surfaces.

Aside from plate boundaries, earthquakes are also generated from a zone with
weak rocks, known as faults. These are cracks or breaks in the earth’s surface. We

9
have two types of faults; the active faults and the inactive faults. Active faults
create earthquakes once moved. The following are the different category of faults
depending on the displacement orientation;

a. Dip-slip fault-the movement is up or down and parallel to the dip

of the inclined fault surface. It has two types, the normal and
reverse. They can be distinguished depending on the movement of
footwall and hanging wall.

(a)

Figure 6. Dip-slip Fault (a)(b)

(b)

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b. Strike slip fault-the movement is horizontal and parallel to the
strike of the fault. The fault block may laterally move to left or to the
right with respect to the opposite block.

Figure 7. Strike-Slip Fault.

c. Oblique- slip fault- has both the strike-slip and dip slip
movements.

Figure 8. Oblique-Slip Fault

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 What’s More

Now let us test your knowledge if it had already broadened your

understanding in our today’s lesson. Do this next activity.

Activity 1

Arrange the jumbled letters to get the correct answer. The clue before the
letters will serve as guide in determining the correct answer. Write on a separate
sheet

1. Refers to the measure on the damages created by an earthquake.

(SNTEINTYI)

2. It is the spot where earthquake commonly starts.

(SUFCO)

3. The strength of energy released by an earthquake is referred to as___.

(MIGTUANED)

4. The spot in the earth’s surface that is directly above the focus.
(ECETPINRE)

5. Type of fault that frequently moves when subjected to too much

pressure.
(TICAVE LUAFT)

What I Have Learned

Complete the statement to generalize the lesson.

Earthquake is a natural phenomenon that occurs because of different factors.

It may happen when the tectonic plates move due to too much heat from under the
ground. When they move, the zone with weak rocks known as faults will also move.

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There are different ways on how faults move and they are; 1. ___________________,
2. __________________ and 3. _________________.

Aside from this, volcanic eruption, falling of meteoroid or asteroid or even

different human activities that will result to strong explosions are some of the
reasons why it happens.

When earthquake strikes, it starts at the 4. __________. It is the point where

earthquake commonly begins. The seismic waves created will travel outward the
surface and will hit a spot above it known as the 5. ____________. The damages it
created depends on the strength of energy released known as 6. ________________.

Result of damages during earthquakes depend on the location of the site in

the epicenter. The nearer in the epicenter, the 7. ____________damages will be formed.
The farther the location, the less damages on the site will be observed. On the other
hand, the measure of damages created during an earthquake can be determined by
its 8. ______________.

What I Can Do

Provide answers to the questions, answers will be scored using the

pointing system below. Write in a separate sheet of paper.

“What will you do if you find out that your house is located near an active
fault?”

Basis Pointing System

Answer is correct and with given 5

explanation /example.
With correct answer but no further 3
explanation.

With incorrect answer. 1

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 Assessment

A. Multiple Choice: Choose the letter of the correct answer. Write on a

separate sheet of paper

____1. It is called as the trace of the fault on the surface of the earth.
a. fault c. fault line
b. fault plane d. focus

_____2. It is where fault slip or fault movements happen.

a. fault c. fault line
b. fault plane d. focus

_____3. It is the place where the fault begins to slip and where the first movement
occurs.
a. fault line c. fault plane
b. focus d. fault

_____4. It is the spot directly above the focus on the surface of the earth.
a. fault line c. epicenter
b. focus d. fault

_____5. Which of the following situations show that there is an active fault?
a. the road is displaced. c. there are holes in the floor
b. a stream becomes dry d. the soil erodes

_____6. It is the energy released by an earthquake.

a. Intensity c. Magnitude
b. Focus d. Epicenter

_____ 7. Which of the following show intensity of the earthquake?

a. Intensity 4 c. Intensity A
b. Intensity VII d. Intensity B

______8. Which of the following show Magnitude of the earthquake?

a. Magnitude 4 c. Magnitude C
b. Magnitude IV d. Magnitude D

______9. It is a type of fault that generates earthquakes in the past and will cause
more earthquakes in the future.

a. Active Fault c. Drift Fault

b. Inactive Fault d. Slip Fault

______10. A crack or break in the rock on the earth's surface in which there are no
geologic activities within millions of years.
a. Slide Fault c. Active Fault
b. Inactive Fault d. Strike Fault

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B. Matching type: Match column A with column B.

_____11. the movement is up or a. magnitude

down and parallel to the dip of the
inclined fault surface. b. Dip-Slip Fault

c. Richter Scale
_____12. the movement is
horizontal and parallel to the strike of d. Strike Slip Fault
the fault.
e. Oblique Fault

_____13. It has both the strike-slip f. Mercalli Scale

and dip slip movements.

_____14. It gives us the idea of

how strong or weak is the shaking of
the ground.

_____15. It measures the energy

released by an earthquake.

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 Additional Activities

Direction:
Make at least 5 sentences in a paragraph that will describe the things that you will
do in case a high magnitude earthquake is experienced in your area. Write your
answers in a separate sheet

The answer will be scored using the rubrics below.

Basis Pointing System

A paragraph with 5 correct

5
sentences

The paragraph was made of 4

4
correct sentences.

3 correct sentences were made in

3
making a paragraph.

2 correct sentences were made. 2

Only 1correct sentence was made. 1

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 17
Activity 4:
1. The floating Activity 2:
toys was
disturbed and 1. Epicenter
it fell. Activity 3: 2. B
2. The toys 3. Focus
moved 1. 4 4. Directly above
vigorously or point B also
strongly. known as
3. No. The nearer focus.
to the area
where the
stone was
dropped, the
stronger
movement it
produced
while the
farther the
Activity 1: What I Know:
1. Focus 1. A
2. Epicenter What’s In: 2. A
3. Focus is the 3. B
1. C 4. A
point within the
2. A 5. D
earth where
3. D 6. B
seismic waves
4. E 7. C
originate while
5. F 8. B
epicenter is the
point directly 9. A
above the 10. C
focus.
11. C
12. B
13. E
14. D
15. A
Answer Key
 18
Assessment:
1. C What I have learned:
2. B What’s More:
3. B 1. Dip- slip fault
4. C 2. Strike slip fault
1. Intensity
5. D 3. Oblique slip fault
2. Focus
6. A 4. Focus
3. Magnitude
7. B 5. Epicenter
4. Epicenter
8. A 6. Intensity
5. Active Fault
9. A 7. Greater/more
10. B 8. magnitude
11. B
12. D
13. E
14. A
15. C
References

Campo, Pia C., and et al. 2013. "Science 8 Learner's Module." In Science 8 Learner's
Module, by Pia C. Campo and et al., 125-127. Pasig, City: Vibal Publishing
House, Inc.

Evangelista, Eden Vela, Follosco, Gloria Lajara and Pili, Adora Soriano. 2014.
"Science in Today's World." In Science in Today's World, 156-157. Quezon,
City: SIBS Publishing House, Inc.

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Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

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Email Address: bataan@deped.gov.ph