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SCIENCE 8
Quarter 2 – Module 1:
EARTHQUAKES AND FAULTS

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Science – Grade 8
Alternative Delivery Mode
Quarter 2 – Module 1: EARTHQUAKES AND FAULTS
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

DEVELOPMENT TEAM OF THE MODULE

WRITERS: CHRISTY BLANCA G. LOBERIA

EDITORS: WELIMEN C. OSEO

JERIEL G. MARTIREZ
MICHELLE H. GUADAMOR

REVIEWERS: WELIMEN C. OSEO

ROWENA C. DE LEON
JERIEL G. MARTIREZ

ILLUSTRATOR:

LAYOUT ARTIST: ROMAN D. JEBULAN

SEVERINO R. CANTUBA
KEVIN H. HOJOS
DAVE FORTES
JERIEL G. MARTIREZ

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 Most Essential Learning Competency

Using models or illustrations, explain how movements along faults

generate earthquakes. (S8ES - IIa-14).

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HOW FAULTS GENERATE EARTHQUAKES

Introduction

Have you ever seen a crack in the walls of

your house? How about in your neighborhood?
Have you ever wondered why there is crack on
the road? What could have caused these cracks
to appear?

In this module, we will explore how

movements of faults affect the solid lithosphere.
Understanding this concept will help you why an
earthquake in a certain place took place.

Most Essential Learning

Competency & Objectives

In this module, you will be using models or illustrations to explain

how movements along faults generate earthquake. (S8ES - IIa-14).

Specifically, you should be able to:

✓ Create a fault model.

✓ Explain how a fault is formed.
✓ Using a model/ illustration, explain how movements along fault
generate earthquakes.

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 Pre-Test

Before we start our lesson, try to

answer these five (5) questions.

Direction: Read the questions carefully and choose the letter of

the correct answer.

1. As you jog through a stretch of the national highway, you

notice big deep cracks along the road. Which of the following
best explains how the crack formed?
a. The force exerted of the large vehicles causes the crack.
b. The movements of the rocks below cause the crack.
c. The rain softens the road causes it to crack.
d. The force of the joggers causes the crack.

2. Which of the following explain how fault is formed?

a. Earthquakes shake the rocks to slide horizontally, vertically, or
sideward.
b. Gravity pulls on the crust to slide up, down or past each other.
c. Different forces pushing or pulling on the crust causes rocks to slide
horizontally, vertically, or sideward.
d. Same force pushing or pulling on the crust causes rocks to slide
horizontally, vertically, or sideward.
3. Which of the following explains how faults are formed? Faults are formed
i. When 2 plates move away from each other.
ii. When 2 plates move towards each other.
iii. When 2 plates slide past each other.

a. i and ii only c. ii and iii only

b. i and iii only d. i, ii, and iii
4. which of the following explain how movements along faults generate
earthquake?
a. When the rocks along a fault, the stored elastic energy is released
as seismic energy and passes through rocks.
b. When the rock material is compressed or stretched, it will break and
there will be earthquake.

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 c. The stored energy in a fault is released as kinetic energy and
material becomes permanently deformed creating seismic waves.
d. If the material does not break after compression or stretching, it will
return to its original shape and earthquake happens.
5. How do movements along faults generate earthquakes?
a. Energy from inside the earth makes the ground move, once friction is
overcome, a fault slips producing earthquakes.
b. Magma and lava cause the ground to spread producing faults.
c. Molten rock materials accumulate and go out along the fault producing
earthquake.
d. Tectonic plates collide forming volcanoes and causing earthquake.

How good did you perform in the test?

It’s alright if you got low score. Worry not, as
you go on with this module, you will learn and
find out if your answers are correct. Just
enjoy reading and exploring the activities
ahead of it!

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 Learning Activities

E licit

Before we start with our main topic for this

module, let us first revisit your idea about earthquake.
Fill up the table provided below.

What are you going to do BEFORE, DURING and AFTER an earthquake?

Before

During

After

What are the observable effects of earthquake to the surface of the

Earth?
_________________________________________________________
_________________________________________________________
_________________________________________________________

Take note that when earthquake occurs, there are

observable effects to the Earth’s surface, and to us human.
To better understand about how these earthquakes are
generated, finish this module, and do the succeeding activities.

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 E ngage
Before we start our lesson for this
module, study the pictures below and answer
the questions that follow.

Picture Analysis:

Guide Questions:
1. Based on the pictures, what did you notice about the surface of the
ground?
___________________________________________________________
__________________________________________________________.
2. What do you think cause these to happen/form?
___________________________________________________________
__________________________________________________________.

You will learn more about how these

crack or fault formed and how the movements
of the faults able to generate earthquake as
you do the succeeding activities.

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 E xplore
Hey, are you excited in finding out some faults and
their movements? You are now going to perform three
activities to learn more about how faults are formed and how
movements along fault generate earthquake.

Activity 1: Model of a Fault

In this first activity, you are going to create a model of a fault

using the material mentioned. Kindly read the procedure
carefully

Materials Needed:
cardboard (as base of the fault model)
pair of scissors
tape/paste
pencil
ruler

Procedure:

1. Cut out the fault model (refer to Figure 14) and fold each side down to form a
box with the drawn features on top.
2. Tape the corners together. This box is a three-dimensional model of the top
layers of the earth’s crust.
3. The upper surface of your model represents the surface of the Earth. Layer
underneath is the solid lithosphere where most cracks are formed when rocks
move vertically, horizontally, or sideward.
4. You may put colors on the model if you like to emphasize the crust (upper
mantlelayer of the Earth) from the earth’s interior.

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 Do you like the Fault model you created?
Please keep this model because you will be using it
on the succeeding activities and modules!

Activity 2: A Fault-y Setup

In this activity you are going to use the model

you’ve created in the activity 1 in order to describe
the appearance of a fault and explain how faults are
formed. Please be guided by the materials and
procedure for this task.

Materials Needed:
two sheets of cardboard (or folder)
fine sand
ruler
newspaper (or plastic sheet) as wide as a newspaper
page
Procedure:
1. Spread the newspaper on a table. Do the activity on the newspaper.
2. Arrange the two sheets of cardboard edge to edge (Figure 1).

Figure 1. Cardboard sheets placed side by side.

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3. Pour sand along the boundary of the two sheets (Figure 2).

Figure 2. Sand along the boundary.

4. With the ruler, flatten the top of the sand and make two parallel lines.

Figure 3. Top of sand flattened.

5. Now, move the sheets slowly in the direction shown in Figure 3.

Guide Questions:

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

__________________________________________________________
Q2. What happens to the lines?
_____________________________________________________________

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Q3. What does this line represent?
_____________________________________________________________
Q4. What is a fault?
______________________________________________________________
_____________________________________________________________.
Q5. How is fault formed?
______________________________________________________________
______________________________________________________________
_____________________________________________________________.

Based on the activity, you can probably guess what

a fault is by now and how it is formed?

Activity 3: Stick ‘n’ Slip

This time we will study how earthquakes are related to

faults, specifically how movements along fault able to
generate earthquakes. Come on, let’s try to explore!

Objectives:

After performing this activity, you should be able to:

1. Explain how faults generate earthquakes using models

Materials Needed:
Use the Fault model created by you in activity 1
small house/tissue paper
masking tape
rubber band
paper clip

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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 5. Two boxes – one with a rubber band and

attached to a paper clip

2. Place the boxes side by side. Put a toy house or any object 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 6. Two boxes side by side and lightly taped.

Toy house on top of box with rubber band.

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 Figure 7. Rubber band on box with toy house pulled slowly.
Observe what happens.

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 7.

Guide Questions:

Q1. Keep on puling on the rubber band. What happens to the tissue
paper attached to the model?
________________________________________________________

Q2. What happens to the “house”?

________________________________________________________

Q3. In the set-up, which one represents the “fault?”

_______________________________________________________

Q4. Using the model, how are earthquakes generated along faults?
________________________________________________________
________________________________________________________
_______________________________________________________.

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 Great job! You have completed the activities. Take time
to review and analyze your answers. This activity
enables you to understand how the movements of fault
resulted to generate earthquake.

E xplain

Take time to understand the following ideas or

concepts for you to confirm the results of the activities
you have performed.

The outer crust of the Earth is divided into huge plates. Driven by convection
currents that permit heat to escape from the Earth’s interior, the plates move at a
rate of about a ½ inch to 4 inches per year, displacing continental land masses and
ocean floor alike. The forces that move the plates create stresses within the Earth’s
crust and can cause the crust to suddenly fracture. The area of contact between the
two fractured crustal masses is called a fault. Earthquakes result from sudden
movements along faults, creating a release of energy. Movement along a fault can
be horizontal, vertical, or both.

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 Referring to activity no. 3, imagine the boxes as the ground, and the boundary
between them as a fault. Energy from inside the Earth makes the ground move.
Once friction is overcome, the ground suddenly moves, and an earthquake occurs.
Some scientists describe this process as stick and slip. At first, the rocks are stuck
together due to friction. Later, the rocks suddenly slip, generating an earthquake.
Every time a fault slip, an earthquake is generated.

An earthquake is caused by a sudden

slip on a fault, much like what happens when
you snap your fingers. Before the snap, you
push your fingers together and sideways.
Because you are pushing them together,
friction keeps them from moving to the side.
When you push sideways hard enough to
overcome this friction, your fingers move
suddenly, releasing energy in the form of
sound waves that set the air vibrating and
travel from your hand to your ear, where you
hear the snap.

The same process goes on in an earthquake. Stresses in the earth’s outer

layer push the sides of the fault together. The friction across the surface of the fault
holds the rocks together so they do not slip immediately when pushed sideways.
Eventually enough stress builds up and the rocks slip suddenly, releasing energy in
waves that travel through the rock to cause the shaking that we feel during
earthquake. And earthquake occurs when plates grind and scrape against each
other.

By this time, you already know how faults are formed

and how movements along faults generate
earthquakes. It is very clear, that Earthquakes are
associated with faults. When a fault suddenly moves,
an earthquake occurs.

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 E laborate
Now try to answer these questions in
order to summarize what you have learned
in this module about fault and earthquake.

1. How are faults formed?

2. How do movements along

fault generate earthquakes?

E xtend
Now that you have summarized and
understood important concepts about earthquakes
and faults, let’s extend your understanding a little
further by answering the next task.
_______________________________________________
Read and understand the situation below.
___
Want to play like a successful engineer? What should
you do or what should not?

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 BUILD ME A CONDOMINIUM

Situation:
A real estate
development company is
planning to build a 100-
storey condominium in one
of the places you live. Your
friend, an agent of the
company, is asking for your
opinion on which place
should the company build
the high-rise building.
Considering the map of the
Philippines showing different
fault (represented by the red
lines), can you suggest
place which is more suitable
to build the condominium?

I suggest to build the condominium in ________________________________

because _______________________________________________________
_______________________________________________________________
_______________________________________________________________

Great job! You have completed your

module. If you need some clarifications feel free to
ask your teacher.

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 Vocabulary List

You may refer to the following vocabulary words used in this module:

EARTHQUAKE – vibration of Earth due to rapid release of energy

FAULT – is a break on the Earth’s crust where pressure builds up. When this
pressure is released an earthquake happens.
FOCUS – is the point on the fault where rupture occurs and the location from which
seismic waves are released
FRICTION – a force that resists or opposes the movement between the surfaces of
bodies in contact
LITHOSPHERE – composed of the crust and the rigid upper mantle which is about
100 km thick and floats upon a hot, soft rock layer called asthenosphere

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 E valuate

Post-Test

I know that you can now answer the questions

below. The questions will test how much you have
learned in this module. You can do it!

Direction: Read the questions carefully and choose the letter of

the correct answer.

1. As you jog through a stretch of the national highway, you

notice big deep cracks along the road. Which of the following
best explains how the crack formed?
a. The force exerted of the large vehicles causes the crack.
b. The movements of the rocks below cause the crack.
c. The rain softens the road causes it to crack.
d. The force of the joggers causes the crack.

2. Which of the following explain how fault is formed?

a. Earthquakes shake the rocks to slide horizontally, vertically, or
sideward.
b. Gravity pulls on the crust to slide up, down or past each other.
c. Different forces pushing or pulling on the crust causes rocks to slide
horizontally, vertically, or sideward.
d. Same force pushing or pulling on the crust causes rocks to slide
horizontally, vertically, or sideward.
3. Which of the following explains how faults are formed? Faults are formed when
i. When 2 plates move away from each other.
ii. When 2 plates move towards each other.
iii. When 2 plates slide past each other.

a. i and ii only c. ii and iii only

b. i and iii only d. i, ii, and iii

4. which of the following explain how movements along faults generate

earthquake?

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 a. When the rocks along a fault, the stored elastic energy is released
as seismic energy and passes through rocks.
b. When the rock material is compressed or stretched, it will break and
there will be earthquake.
c. The stored energy in a fault is released as kinetic energy and
material becomes permanently deformed creating seismic waves.
d. If the material does not break after compression or stretching, it will
return to its original shape and earthquake happens.
5. How do movements along faults generate earthquakes?
a. Energy from inside the earth makes the ground move, once friction is
overcome, a fault slips producing earthquakes.
b. Magma and lava cause the ground to spread producing faults.
c. Molten rock materials accumulate and go out along the fault producing
earthquake.
d. Tectonic plates collide forming volcanoes and causing earthquake.

Hooray, you have finished your first module for

faults and earthquakes!
Please check your answers by referring to the
answer key. If you scored lower than 4, please go over the
earlier parts of this module and take on the activities once
again. If you scored 4 or above, you are now ready for the
next module. CONGRATULATIONS!

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 Answer Keys

Pre-Test Answer Keys

1. b
2. d
3. d
4. b
5. a

Elicit

Sample answers….

What are you going to do BEFORE, DURING and AFTER an earthquake?

Participate in earthquake drills.

Before Share your acquired knowledge and skills to your family
and friends.
Beware of falling objects. Be alert and eep your eyes
open.
During If you’re caught inside a room or building, Duck under a
sturdy desk or table, and Hold on it, or protect your head
with your hands or arms.
Do not enter damaged buildings.
After Most of all, do not panic.

Cracks on the roads or surface of the earth are formed and damages to
buildings/houses and others are destroyed because of the earthquake.

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 Engage

Sample answers:

✓ Faults are present in the picture.

✓ The plates slide apart causing the rupture on the land.
✓ Earthquakes may happen and destroy buildings.

Explore

Activity 2- A Fault - y Setup

Q1. A crack, line or break is formed in the sand.
Q2. The lines are shifted or displaced.
Q3. The line represents fault.
Q4. A fault is a break on the Earth’s crust which generates movement on the ground.
Q5. When rock on one side of the fault slips with respect to the other, earthquake
may occur.

Activity 3- Stick ‘n’ slip

Q1. The tissue paper moves and forms crack on it.
Q2. The ‘house “ falls.
Q3. The ‘fault’ is the boundary between the two boxes.
Q4. Earthquakes are associated with faults. When a fault suddenly moves, an
earthquake occurs.

Elaborate

1. Faults are formed when force on the Earth’s crust cause plates to move creating
a crack on it.
2. An earthquake is caused by a sudden slip on a fault. Stresses in the earth’s outer
layer push te sides of the fault together. Stress builds up and the rocks slips

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suddenly, releasing energy in waves that travel through the earth’s crust and cause
the shaking.

Extend

BUILD ME A CONDOMINIUM
Sample answer:
I suggest building the condominium in Sorsogon City because there is no fault
in the place. The building that they should be constructing will not be affected by an
earthquake if in case there is such. People who are staying there will also be safe.

Post-Test Answer Keys

1. b
2. d
3. d
4. b
5. a

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 References

Marites D. Aquino, Meliza P. Valdoz, Jan Jason M. Mariano and Mary Anne T.
Bascara, Science Links Worktext in Science and Technology Grade 8 First Edition
2013. (Rex Printing Company, Inc., 2013), 350 -365.
Grade 8 Learning Module in Science, Unit 2 Module 2 Earthquakes and Faults. 116
– 124.
Fault Types. Video Demo Accessed July 11, 2020,
www.iris.edu/hq/inclass/video/54

Faults, Accessed April, 2019, www.philvolcs.dost.gov.ph.

faultfinder.philvolcs.dost.gov.ph

Plate Boundaries, Animation Accessed July 11, 2020,

www.iris.edu/hq/inclass/animation/492

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