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SCIENCE
Quarter 2 - Module 1
Earthquake and Faults
Science — Grade 8
Alternative Delivery Mode
Quarter 2 — Module 1: Earthquake and Faults
First Edition, 2020
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Layout Artist:
Management Team
Lesson 1:
Earthquake and Faults.......................................................... 1
What I Need to Know ……………………………………………………… 1
What’s New Activity 1: Where is Fault? …………………………………… 2
What Is It .................................................................................. 3
What’s More Activity 2: Read, React, Reflect (Triple R). ……………… 5
Activity 3: Stick-Slip 5
Activity 4: Stick-Shake 6
What I Have Learned Activity 5: Graphic Organizer ……………………….. 7
What I Can Do: Activity 6: Read and Answer ……………………….. 8
Lesson 2:
Earthquake: Focus, Intensity, Magnitude and Active
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and Inactive Faults..........................................................
What’s In: Activity 1: Earth-Quick to Find ……………………………… 8
What I Need to Know 8
Summary ……………………………………………………………………………………………………………………… 15
Assessment: (Post-Test) ……………………………………………………………………………………….… 15
Key to Answers ……………………………………………………………………………………….………………… 18
References ………………………………………………………………………………………………………………… 20
This page is intentionally blank
What This Module is About
Have you remembered your lesson in Grade 7 that the Philippines is located along
the Ring of Fire? The Ring of Fire refers to the region around the Pacific Ocean that is
commonly hit by an earthquake and volcanic eruptions. How does this affect us?
In this module, we will focus on earthquakes and faults. An earthquake is one of the
most horrifying phenomena that anyone can ever experience. Earth is rock, solid, and
steady these are your beliefs. However, you have encountered that the ground shakes and
this contradicts what you believed before. Earthquakes have caused some destruction all
over the world.
Even before, people have started recording these events. No wonder scientists have
been working very hard on how to predict when an earthquake occurs. We cannot stop this
natural event from occurring. To predict when an earthquake will occur is always a question
by many. Thus, for survival, you must learn about earthquakes.
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How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
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What I Know (Pre-Test)
1. It's an occasion within the Earth’s crust along which significant movement has taken
place.
a. Dip c. Epicenter
b. Fault d. Focus
2. When does an earthquake occur?
a. When rocks along a fault suddenly move
b. When a building collapse near the river bank
c. When two big vehicles collide
d. When great flood occur
3. It refers to the results of the earthquake on people, structures, and also the surroundings.
a. Energy line c. Epicenter
b. Intensity d. Magnitude
4. It's a scale accustomed to identify the intensity of an earthquake.
a. Numbers c. Hindu-Arabic
b. Letter dots d. Roman Numerals
5. It's the energy that's released in an earthquake.
a. Energy line c. Epicenter
b. Intensity d. Magnitude
6. The purpose where movement occurred which triggered the earthquake is that the
_______.
a. Dip c. Epicenter
b. Fault d. Focus
7. A wide array could be a break within the Earth’s crust along which significant movement
has taken place.
a. Dip c. Epicenter
b. Fault d. line
8. ________________ implies that the rocks are displaced or shifted considerably.
a. Dip movement c. Epicenter movement
b. Fault movement d. Significant movement
9. It refers to the place where the fault begins to slip.
a. Dip c. Fault line
b. Focus d. Epicenter
10. What agency in our country that's chargeable for monitoring and observing earthquake
and tsunami occurrence?
a. PAGASA c. PHILVOLCS
b. DENR d. DFA
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Lesson
What’s New
Activity 1 – Where’s the Fault?
Observe carefully the figures below. Describe briefly and answer concisely the following
questions. Write your answer in the box provided.
Figure 1. A is the starting point. Land is represented by a box. The two parallel lines are
there so that it is clear for you to observe the events. Figure 1 B, C, and D shows how a
crack forms in the box.
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Figure 2. Is an example of a fault.
(Image courtesy of the GEER Association and National Science Foundation)
Is there something in
Do you see anything
Compare Figure 1 and Figure 1 - A, B, C, & D -
similar to Figure 1
Figure 2 that looks a like that
aqnd Figure 2?
formed in Figure 2?
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What Is It
Figure 3.
A fault is a break in the Earth’s crust, and along the break, significant movement has
taken place. Let us go through the definition in more detail.
The word “break” refers to a crack in the ground. The word “crust” refers to the
outermost layer of the Earth. We live on the surface of the crust.
“Significant movement” means that the rocks have been displaced or shifted
considerably.
What’s More
In Activity 1, if you have observed the movement along the “fault” is in the horizontal
direction. That is, the crust moves sideways.
The next activity, you can also demonstrate movement but in the vertical direction.
The crust will be observed to move up or down.
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Activity 2 – When Fault Move
A sand box A covers are pulled outward. Sand Box B covers are pulled outward, then
a cracks formed in the box. With more outward pulling, the box subsides. Observe carefully.
Q1. There are two parallel cracks form in the sand. If you continue to pull, what occurrence
will likely to happen?
_________________________________________________________________________
_________________________________________________________________________
Q2. What happen/s when the ground is pulled apart by forces within the Earth?
_________________________________________________________________________
_________________________________________________________________________
Now, this time observe what happen if the box where pushed toward each other.
Figure 4. Box A covers are pushed toward each other. Box B a tiny hump is formed in the
sand. Box C the hump as seen from another angle.
Q4. In the real world, a ____________ is formed when the ground is squeezed by forces
from inside the Earth. A portion of the land is pushed up, and _____________________are
formed.
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Activity 3: Stick – Slip
Procedure:
1. Using the materials needed, create a simulation that is similar to the figure below. And
answer Q5 to Q8.
Figure 5. Two boxes – one with a Figure 6. Two boxes side by side and tightly
rubber band attached to a paper clip taped. Toy house on top of box with rubber
band.
Figure 7. Rubber band on box with toy house pulled slowly. Observe what happens.
3. With your right hand placed on the curve arrow, hold the box in place. With your other
hand, slowly pull on the rubber band in the direction shown in Figure 8.
While activity 3, stimulates the sudden movement along a fault, it does not show the shaking
that accompanies the sudden movement. Activity 4 demonstrate this.
Activity 4 – Stick-Shake
Materials needed:
two plastic rulers (plastic transparent) or any flexible materials alike
modeling clay or any binder that easily loose up
Procedure:
1. Using the clay, attach the rulers’ ends together (how long is the overlap between
rulers?)
The activity you just performed simulates how rocks bend along a fault. Think of the
rulers as if they were part of the ground. Figure 11 can help you visualize this.
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Figure 12. Drawing A shows the ground before bending. In Drawing B, the ground is
bending, storing energy. In Drawing C, the bending limit is reached, and the ground has
snapped.
What makes
inside the Earth
Fault is?
makes the ground
move?
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What I Can Do
2. If so, are you and your family prepared for the occurrence of an earthquake?
______________________________________________________________
______________________________________________________________
What’s In
Activity 1 – Earth-Quick to Find
Direction: Complete the words puzzle below, before you proceed to the next activity.
Objective: After performing this activity, you should be able to differentiate between focus
and epicenter.
Materials:
Fan or anything similar (discarded boxes or karton)
Potted plant (parpagayo, bougainvillea, mayana, or anything similar)
Matchboxes (or DIY box with the same size)
Table or cardboard DIY table
Try to investigate the difference between the magnitude and intensity of an earthquake.
Activity 1.
1. Have a fan and a potted plant.
a. Fan the plant with less force, then with a moderate force, then with greater force.
b. Observe the movement of the fan at each force.
Answer these:
1. When was the wind strongest? Why?
2. When was it the fastest? Why?
3. When was the wind weakest? Why?
4. When was it slowest? Why?
Activity 2.
1. Line up three potted plants before you or someone who will fan.
2. Fan with greater force.
3. At different distances of plants, observe the movement of the leaves.
Answer these:
1. What did you observe on the movement of plants at various distances?
2. Which plant has the strongest movement? Why?
3. Which plant has the weakest movement? Why?
Activity 3.
1. Get 10 empty matchboxes, 3 stones assorted sizes (small, medium, large)
2. Pile empty matchboxes one on top of the other alternative in groups of 5.
3. Place one pile near one end of the table and also the opposite pile at the other
alternative end.
4. Using a stone, strike one pile under the table. Observe the movement of the
matchboxes in each pile.
5. Repeat using the two other stones one at a time.
6. Observe the movement of the matchboxes as soon as you strike the pile with a
stone.
What Is It
Earthquakes are vibrations or tremors produced within the earth’s outer layer or
crust. An earthquake is tectonic. It occurs when parts of the earth’s crust break and also the
rocks together with a fault slide near each other or far away from each other. This is often
this can be often called faulting. An earthquake could also be volcanic. Tremors are often
produced to signal an upcoming discharge during this vicinity or region.
The pressure makes the rocks move which formed an opening called the focus. It is
the place where the earthquake originates. The earth’s surface directly above the most focus
of an earthquake has a point or line on which is called an epicenter. The study of
earthquakes is termed seismology. Scientists or experts during this field are called
seismologists. There are two major scales during which earthquakes are measured. The
magnitude of a particular earthquake is also one number that does not vary from place to
position. Magnitude is that the entire energy released by an earthquake at its focus.
Earthquakes of giant magnitude are stronger and typically more destructive than
those of small magnitude. The Ritcher Scale measures earthquake magnitude. The intensity
of an earthquake is measured in terms of its geological effects and so the general damage it
brings. Away from the epicenter, the intensity of an earthquake becomes weaker. The scale
measures the intensity of shaking. The Intensity and the magnitudes' measurement are
always correspond to each other.
An earthquake may be described in two ways: intensity and magnitude. The intensity
of an earthquake gives us an idea of howstrong or weak the shaking is. The
Philippine Institute of Volcanology and Seismology (PHIVOLCS) uses the following scale to
describe the intensity of earthquakes in the Philippines.
Intensity
Description
Scale
I Scarcely Perceptible – Perceptible to people under favourable
circumstances. Delicately balanced objects are disturbed slightly. Still water in
containers oscillates slowly.
II Slightly Felt – Felt by few individuals at rest indoors. Hanging objects swing
slightly. Still water in containers oscillates noticeably.
III Weak – Felt by many people indoors especially in upper floors of buildings.
Vibration is felt like one passing of a light truck. Dizziness and nausea are
experienced by some people. Hanging objects swing moderately. Still water in
containers oscillates moderately.
IV Moderately Strong – Felt generally by people indoors and by some people
outdoors. Light sleepers are awakened. Vibration is felt like passing of a heavy
truck. Hanging objects swing considerably. Dinner plates, glasses, windows
and doors rattle. Floors and walls of wood framed buildings crack. Standing
motor cars may rock slightly. Liquids in containers slightly disturbed. Water in
containers oscillates strongly. Rumbling sounds may sometimes be heard.
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What’s More
Figure 13. The Fault Model consists of two pieces that fit together.
Figure 14. The model shows different fault movements of Earth ground.
Side ward movement was illustrated in model A and B while vertical movement was shown
on models C and D. In Model C, a portion of the ground dropped down, forming a low area.
In Model D, part of the ground was raised, forming a high region.
Q1. Create your own model to show different types of movement along a fault.
___________________________________________________________________
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What I Have Learned
What I Can Do
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Summary
A fault is a break in the Earth’s crust, and along the break, significant movement has
taken place. Its movement can be described along the fault in the horizontal direction. That
is, the ground moves sideways. On the other hand, if ground will be observed to move up or
down the movement in the vertical direction. An earthquake is a vibration of the Earth due to
the rapid release of energy. The place where the earthquake starts is called the focus, along
the fault plane. The spot on the surface of the Earth that is directly above the focus is called
the epicentre. The strength/energy of an earthquake is called the magnitude. The strength
of the movement of an earthquake of (how strong or weak is the shaking) is called the
intensity.
Scientists use different ways to find out if a fault is active. One is by checking the
country’s historical records. Another is by studying the vibrations, past and present that
come from faults. Still another way is by observing the surroundings. Or a fault may cut
across a stream and the stream channel is then shifted. Or a fault may slice through
mountains and form cliffs.
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Assessment (Post-Test)
Directions: Choose the letter of the best answer.
1. Earthquakes are a phenomenon in Japan, Indonesia, and therefore the
Philippines. Why is that so?
a. Japan, Indonesia, and therefore the Philippines are positioned near the
equator.
b. Japan, Indonesia, and also the Philippines are located within the Pacific
Ring of fireside.
c. Japan, Indonesia, and also the Philippines are circled by seas.
d. Japan, Indonesia, and also the Philippines are thought archipelagic
countries.
2. What will most be anticipated to occur every moment a fault slips?
a. There will be no movement in the slightest degree.
b. The rocks are held together.
c. The rocks will swiftly slip and can create an earthquake.
d. There will be moving immediately.
3. Scientists use alternative ways to seek out out if a fault is active. Which one
isn't included?
a. Scientists checked the country’s account.
b. Scientists observed the environment.
c. Scientists created a fault model
d. Scientists studied the past and present vibrations.
4. An earthquake happens along a line. Which of the subsequent isn't true about
faults?
a. It is found toward land.
b. it's where fault cyclone starts.
c. It will be found under the ocean.
d. it's an opportunity within the Earth’s crust.
5. What does one call the spot above the main focus on the surface of the Earth?
Crust c. Epicenter
6. Which of the subsequent refers to the place where the earthquakes start?
Fault plane
c. Focus Epicenter
d. Fault
7. What office in our country that's answerable for monitoring and observing
earthquake and tsunami occurrence?
1. Philippine Atmospheric, Geophysical and Astronomical Services
Administration (PAGASA)
2. Philippine Institute of Volcanology and Seismology(PHILVOLCS)
3. Department of Environment and Natural Resources (DENR )
4. Department of Food and Authority(DFA)
8. Not every fault movement beneath the ocean will produce a tsunami. Which of
the subsequent fault movements will lead to such an occurrence?
a. String movement
b. Vertical movement
c. Sideward movement
d. Horizontal movement
9. What does one call the phenomenon that refers to the fast movement between
two sides of a fault wherein the friction is overcome leading to a sudden
movement or shaking of the ground?
a. Stick-bend
b. Stick-vibrate
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c. Stick-slip
d. Stick-shake
10. When the tsunami reaches the shore what could happen?
a. The wave accelerates and grows tall.
b. The wave breaks down.
c. The wave races.
d. It slows down and grows tall.
11. What is the term wont to describe Intensity VII?
a. Devastating
b. Strong
c. Very strong
d. Destructive
12. The release of energy of an earthquake refers to?
a. Focus
b. Epicenter
c. Intensity
d. Magnitude
13. Which of the subsequent is/are true about tsunamis?
a. It is associated with tides.
b. It is because of the upward movement of rock at the seafloor.
c. It is a large tsunami.
d. It is because of the upward movement of rock toward land.
14. Energy from the within the world makes the bottom move. Which of the
subsequent is that the reason why there's no movement right away?
a. There is no movement immediately thanks to the bending of the rocks.
b. The rapid release of energy causes a delay within the movement of the
bottom.
c. There is no movement instantly thanks to the vibrations of the rocks.
d. Friction causes a delay within the movement of the bottom.
15. Scientists use other ways to explain how powerful an earthquake is. Which
method refers to noting the results of the earthquake on people, structure, and
also the surroundings?
a. Intensity
b. Focus
c. Magnitude
d. Epicenter
16. Which of the subsequent choices is correctly associated?
a. Magnitude II: scarcely perceptible
b. Intensity III: weak Intensity 9: devastating
c. Magnitude 5: slightly felt
17. Which of the subsequent refers to the vibrations produced by an earthquake?
a. Sea-surface waves
b. Pressure waves
c. Seismic waves
d. Tidal waves
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Key to Answers
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What I Can Do
Across
1. stick and shake
Down
1. stick and slip
2. movement
3. faults
4. crust
Activity 1 – Earth-Quick to Find
What’s In
References
DOST PHIVOLCS. n.d. http://www.phivolcs.dost.gov.ph (accessed June 28, 2020).
In Earth, An Introduction to Physical Geology (6th Ed.), by E.J., & Lutgens, F.K. Tarbuck.
Upper Saddle River, NJ: Prentice Hall, 1999.
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