Unit I

8
FORCE, MOTION and ENERGY
Roman Catholic Diocese of Urdaneta
Diocesan Schools of Urdaneta
Urdaneta City

MODULE IN SCIENCE 8
QUARTER 2 WEEK 1- 2
Name: ___________________________________ Score: ______
Section: __________________________________

Topic: Relationship Between Faults and Earthquakes

Overview
The best analogy to explain the cause of an earthquake is the snap of the fingers. The first thing
to do is to push the fingers together. Push them hard enough to overcome the friction which keeps the
fingers together and eventually the fingers will move. As they move, energy is released in the form of
sound waves travelling through the air from your fingers to your ears; then you will hear the sound of
the snap.
Scientists have been observing Earth’s crust for thousands of years and they believe that it moves
in an extremely slow process.
Several scientific theories support the explanation to the movement of the crust. One of them is
the Plate Tectonic Theory which describes the forces within the Earth. The aforementioned theory states
that the lithosphere is divided into seven relatively large tectonic plates, namely, the African, Europian,
Indian, Australian, Antarctic, Pacific, North American and South American plates, which are believed to
be the existing seven continents. Each plate floats on top of the asthenosphere. These plate have edges
called the plate boundaries.
Objectives
1. use models or illustrations to explain how movements along faults generate earthquakes;
2. differentiate the epicenter of an earthquake from its focus;
3. differentiate the intensity of an earthquake from its magnitude;
4. differentiate active and inactive faults

Lesson Proper
Here is a simple map of the topics you will cover.

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Activity No. 1.1

Direction: Arrange the jumbled letters of earch word. Write the arranged word in the first blank and state
your knowledge about each word on the second line.

1. lauft - ___________ - ___________________________________________________________________

2. fsouc- ___________ - __________________________________________________________________
3. emicsis- ___________ - _________________________________________________________________
4. minaust- ___________ - ________________________________________________________________
5. kequatearh - ___________ _______________________________________________________________

Activity No. 1.2

Direction: Do the Quick Lab 7-2 on page 144 in your Science book. Afterwards, answer Quick
Quiz 7-2 on page 145. (Use another sheet of paper for your answer)

Activity No. 1.3

Direction: Using a glass of water, determine what will happen to the surface of water when
you tap the bottom part of the glass.
Question: How does a tsunami occur?
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Think This Over:

How long does energy from the focus travel before it reaches the epicenter?
____________________________________________________________________________________
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Activity No. 1.4

Direction: Do the Quick Lab 7-4 and answer the following questions on page 147 in your
Science book. (Use another sheet of paper for your answer)

Activity No. 1.5

Direction: Answer Quick Quiz 7-3 on page 153 in your Science book. (Use another sheet of
paper for your answer)

References:
Dr. Eden Vela-Evangelista, et al., 2020. Science in Today’s World. Phoenix Building 927 Quezon
Avenue, Quezon City: Sibs Publishing House, Inc. pp. 142- 153
Estrellita A. Madriaga, et. al., 2017. Science Links. 856 Nicanor Reyes, Sr. St., Sampaloc, Manila
Philippines: REX Book Store

Property of Diocesan Schools of Urdaneta

 Unit I
8
FORCE, MOTION and ENERGY
Roman Catholic Diocese of Urdaneta
Diocesan Schools of Urdaneta
Urdaneta City

MODULE IN SCIENCE 8
QUARTER 2 WEEK 3
Name: ___________________________________ Score: ______
Section: __________________________________

Topic: How Earthquake Waves Provide Information About the Interior of the Earth
Overview
During an earthquake, the energy released travels, penetrates and passes through the earth’s
interior in all directions. This energy comes in a form of seismic waves. Seismic waves are usually
generated by tectonic plate movement or earthquakes when rocks within break producing a tremendous
amount of energy but they may also result to explosion, landslide and volcanic activity.
Seismic waves are divided into two main types- body waves and surface wave. Body waves
originate from the focus and can travel through Earth’s interior before the surface waves emitted by the
earthquake.
Objectives
1. explain how earthquake waves provide information about the interior of the earth

Lesson Proper
Here is a simple map of the topics you will cover.

The Different Types of Seismic Waves

Seismic comes from the Greek word seismo which means earthquake. Seismic waves are recorded
in a seismograph and the motion of the ground can tell what types of seismic waves have transpired. There
are several types of seismic waves and the two main types are body waves an surface waves – each
characterized by its speed and direction depending on what kind of materials they are travelling through.
Body waves have two types:

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 1. Primary waves (P-waves) are the fastest seismic waves because they are the first waves detected by
the seismograph and they can travel at greatest velocity penetrating the gases, fluid (like water and
liquid layers of the Earth) and solid rocks.
2. Secondary waves (S-waves) are transverse waves also known as shear waves that follow the P
waves and the second to arrive at seismic recording station and travel half the speed of P-waves but
can be more dangerous due to larger amplitude causing the ground to rapidly split and move in
different direction.

Surface waves are easily distinguished on a seismogram for being the last waves that arrive due to their
lowest frequency. Surface waves have two basic types:
1. Love waves (L-waves) are similar to S-waves in terms of their shearing motion. These waves travel
with slower velocity and it was third conspicuous wave detected by the seismograph.
2. Rayleigh waves (R-waves) travel slower than the L-waves; thus their have lower velocity.

Activity No. 3.1

Direction: Complete the concept block below to organize your thoughts about the types of waves.
Primary Waves Secondary Waves Surface Waves

Activity No. 3.2

Direction: Answer the followin questions briefly.

1. How are seismic waves generated?

2. What are the different seismic waves and how do they move?
3. Which of these waves do we feel and has the greatest effect on us?
4. How are seismic waves and tsunamis related?
5. Where should a seismic wave originate in order for it create a tsunami?
6. Do all earthquake produce tsunamis? Why or why not?

Activity No. 3.3

Direction: Answer the Concept Mastery – Multiple Choice and Matching Type on page 161 and page 162
in your Science book. (Use another sheet of paper for your answer)

References:
Dr. Eden Vela-Evangelista, et al., 2020. Science in Today’s World. Phoenix Building 927 Quezon
Avenue, Quezon City: Sibs Publishing House, Inc. pp. 154-162
Estrellita A. Madriaga, et. al., 2017. Science Links. 856 Nicanor Reyes, Sr. St., Sampaloc, Manila
Philippines: REX Book Store

Property of Diocesan Schools of Urdaneta

 Unit I
8
FORCE, MOTION and ENERGY
Roman Catholic Diocese of Urdaneta
Diocesan Schools of Urdaneta
Urdaneta City

MODULE IN SCIENCE 8
QUARTER 2 WEEK 4-5
Name: ___________________________________ Score: ______
Section: __________________________________

Topic: Understanding Typhoons

Overview
When you view the Earth from outer space, you can say that we are living in a “ Blue Planet”.
Blue is the dominant color of Earth due to the fact that more than 70 % of Earth’s surface is covered
with water. Aside from the bodies of water, the atmosphere scatters more blue light by the tiny gaseous
molecules in it, making the Earth appear blue from space.
Water and air are vital sources of life. These two have huge roles in every living and non-living
thing, as well as in atmosphere dynamics and climate including natural phenomena.
Objectives
1. explain how tropical cyclones form
2. explain how typhoons develop
3. explain how landforms and bodies of water affect typhoons
4. trace the path of typhoons that enter the Philippine Area of Responsibility (PAR) using a map
and tracking data

Lesson Proper
Here is a simple map of the topics you will cover in this lesson:

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Activity 4.1

Direction: Answer Quick Quiz 8-1 on page 165 in your Science book. (Use another sheet of paper for
your answer)

Activity 4.2

Direction: Make a diagram of the following:

1. How a tropical cylone is formed
2. How a typhoon is developed

Activity 4.3

Direction: Complete the concept block below. Refer to your book and find some other sources to further
develop and widen your understanding about typhoon.

Topic Meaning / Origin Cause / Effect Places Visited / Affected

Typhoon

Storm

Hurricane

ITCZ

Humidity

Activity 4.4

Direction: By looking at a topographic detailed terrain map of the Philippines, identify which places in
the Philippines can affect the typhoon. Explain why. Which part of the Philippines can prolong the effects
of typhoon? Explain why.

Activity 5.1

Direction: Answer Quick Quiz 8-2 on page 167 in your Science book. (Use another sheet of paper for
your answer)

Activity 5.2

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 Direction: Answer the Concept Mastery Multiple Choice and Matching type on pages 171-172 in your
Science book. (Use another sheet of paper for your answer)

Activity 5.3

Direction: Answer Check Your Understanding question number 2 on page 172 in your Science book.
(Use another sheet of paper for your answer)

References:
Dr. Eden Vela-Evangelista, et al., 2020. Science in Today’s World. Phoenix Building 927 Quezon
Avenue, Quezon City: Sibs Publishing House, Inc. pp. 164 - 172
Estrellita A. Madriaga, et. al., 2017. Science Links. 856 Nicanor Reyes, Sr. St., Sampaloc, Manila
Philippines: REX Book Store

Roman Catholic Diocese of Urdaneta

Property of Diocesan Schools of Urdaneta

 Unit I
8
FORCE, MOTION and ENERGY
Diocesan Schools of Urdaneta
Urdaneta City

MODULE IN SCIENCE 8
QUARTER 2 WEEK 6
Name: ___________________________________ Score: ______
Section: __________________________________

Topic: Other Members of the Solar System

Overview
The sun, planets and moons make up the Solar System. However, several objects, such as
comets, meteoroids and asteroids are also part of the Solar System. Collectively, they are considered the
minor members. These smaller objects are more enigmatic than their larger counterparts. If you have
seen a shooting star, you are likely to have made a wish as it streaks through the sky; and someone have
probably told you that comets are bad omens.
Do shooting stars grant wishes? Do comets bring bad luck? This lesson will help you answer
these questions as it discusses the other members of the Solar System.

Objectives
1. compare and contrast comets, metors and asteroids
2. predict the appearance of comets based on the recorded date of previous appearances
3. explain the regular occurrence of meteor showers

Lesson Proper
Here is a simple map of the topics you will cover in this lesson:

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Activity 6.1

Direction: Give at least two movies that featured comets, asteroids and meteors. Describe the plot of each
movie.

Think This Over: How are comets, asteroids and meteors formed?

Activity 6.2

Direction: Circle the letter of the correct answer.

1. Which layer of the atmosphere affects the meteors?

a. Mesosphere b. Troposphere c. Ionosphere d. Stratospher
2. Which of the following is not true about meteors?
a. The meteors do not reach the ground of Earth.
b. The meteors may come in group.
c. The scientists can collect so many samples of meteors.
d. Some portions of the meteors are burned up in the atmosphere.
3. Identify the boundaries where most of the asteroids are found.
a. Sun- Mercury b. Earth-Venus c. Earth-Mars d. Mars –Jupiter
4. What happens when the comets go near the sun?
a. The comets become smaller.
b. The tail of the comets are developed.
c. The comets disappear.
d. The comets are burned.
5. Which of the following is the biggest asteroid?
a. Ceres b. Juno c. Pallas d. Ida

Activity 6.3

Direction: Answer Quick Quiz 9-1 on page 180 in your Science book. (Use another sheet of paper for
your answer)

Activity 6.4

Direction: Answer the Concept Mastery Multiple Choice and Matching Type on pages 183 -184 in your
Science book. (Use another sheet of paper for your answer)

Activity 6.5

Direction: Create an inforgraphic about comets, asteroids, meteoroids, meteors, fireballs and meteorites.
Include their distinct features and characteristics.

References:
Dr. Eden Vela-Evangelista, et al., 2020. Science in Today’s World. Phoenix Building 927 Quezon
Avenue, Quezon City: Sibs Publishing House, Inc. pp. 174 -184
Estrellita A. Madriaga, et. al., 2017. Science Links. 856 Nicanor Reyes, Sr. St., Sampaloc, Manila
Philippines: REX Book Store

Property of Diocesan Schools of Urdaneta