8

Science
Quarter 2 – Module 2:
How Strong is the Earthquake?
Science – Grade 8
Quarter 2 – Module 2: How Strong is the Earthquake?
First Edition, 2020

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over them.

Published by the Department of Education

Development Team of the Module

Writer: Liezle D. Ababat

Editors: Jean Maria G. Derrayal, Romel S. Villarubia, Honey Lynne A. Boyles
Reviewer: Michelle N. Suma-oy
Layout Artist: Richene S. Dy
Management Team: Dr. Josephine L. Fadul- SDS
Dr. Melanie P. Estacio- ASDS
Dr. Christine C. Bagacay- CID Chief
Dr. Lorna C. Ragos - LRMDS Supervisor
Dr. Honey Lynne A. Boyles- EPS in Science

Printed in the Philippines by ________________________

Department of Education – Region XI

Office Address: E-Park, Apokon, Tagum City

Telefax: (084)-216-3504

E-mail Address: http://deped.tagumcity.gov.ph

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Science
Quarter 2 – Module 2:
How Strong is the Earthquake?
Introductory Message
For the learner:
This module is primarily designed to help you, learners, continue learning
despite the present situation. This effort of DepEd is a way to cope-up with its
goal in providing the quality education you deserved.
It is easy, user friendly, and interactive. It allows you to freely give comments
or answers to its parts. Icons with labels are provided as your guide
throughout. Words, figures, and tables are simplified for your easy
understanding.
This module will help you learn Science facts and concepts, and will also
develop your positive attitude, values, and interest in Science.
Explore this module thoroughly for the best experience. Have fun!

How to learn from this module:

To be guided in using this module, you may do the following:
1. Read and follow the directions and or instructions in the activities and
exercises carefully and diligently.
2. Take your time to read the lessons.
3. Answer all given tests, activities, and exercises honestly.
4. Check your answers in the key answers provided in the last few pages of
the module.
5. Familiarize yourself with the following Icons and Terms:
Let Us Learn! - It has the objectives of the module.
Let Us Try! - Pretest or Preassessment.

Let Us Study - Introduction of a new lesson or the lesson itself.

Let Us Practice – Activities for practicing the concepts.

Let Us Practice More – Additional activities for practicing the concepts.

Let Us Remember – Additional activities for practicing the concepts.

Let Us Assess – Posttest or Post assessment.

Let Us Enhance - Enrichment activities.

Let Us Reflect - Application of the concept to a real-life situation.

Answer key to Activities – Key answers to the activities, exercises, and tests.
References - Useful links for the resources used in this module.

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 Let Us Learn!

Earthquake is one of the worst natural disasters. It causes a

catastrophe. But do you know how strong an earthquake is? What are its after-
effects? Absolutely! An earthquake is one of the most frightening natural
calamities that anyone can ever experience. No one is exempted if this will
occur in an unexpected day, time, and place. No one can ever predict when it
will happen.

Strong earthquakes have caused countless deaths all over the world.
Heart-breaking scenarios are most likely seen after an earthquake incident
where people lost their homes, livelihood and even a member of the family.

This module aims to guide and build up knowledge for its better
understanding about ways to describe how strong an earthquake is and helps
you know the difference between active and inactive faults. It will cover the
lessons to differentiate intensity of an earthquake from its magnitude and
active from inactive faults (S8ES-11a-15).

Specifically, you will learn to:

1. describe magnitude and intensity of an earthquake;
2. differentiate intensity of an earthquake to its magnitude; and
3. identify the active and inactive faults in the Philippines.

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 Let Us Try!

In this section, you will test what you know about how strong the
earthquake is. Let’s get started by answering the Pretest below.

Directions: Choose the letter that corresponds to the correct answer. Write
your answer on a separate sheet of paper.

1. Which of the following instruments is used to detect, measure and record

earthquake’s vibration?
a. seismograph b. barometer
c. sonargraph d. seismogram

2. Who invented the Richter scale?

a. Charles F. Darwin b. Giuseppe Mercalli
c. Charles F. Richter d. Joseph Richter

3. It is determined by observing the effects of the earthquake in different

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

4. Which of the following ways is not used by scientists to find out if the
fault in a certain place is active?
a. by predicting the fault lines
b.by observing the environment
c. by studying the vibrations-past and present
d. by checking the country’s historical records of earthquake incident

5. It is a measure of the amount of energy released as estimated from

seismogram readings.
a. intensity b. magnitude c. epicenter d. aftershock

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6. When an earthquake occurs, where would shaking be greater?
a. near the epicenter b. away from the epicenter
c. either a or b d. neither a nor b

7. When an earthquake occurs, where would damage be more?

a. near the epicenter b. away from the epicenter
c. either a or b d. neither a nor b

8. It is a graph output by a seismograph. It is a record of the ground motion

at a measuring station as a function of time.
a. telegram b. seismograph
c. photograph d. seismogram

9. These are structures that we can identify, but which do not have
earthquakes.
a. inactive fault b. reactivated fault
c. active fault d. all of them

10. Which of the following statements best described an active fault?

a. there is no record of earthquake incident
b. form when movement along formerly inactive faults can help to alleviate
strain within the crust or upper mantle
c. one that has moved in the past and is expected to move again
d. one that is incapable of causing movement in the future

11. The magnitude of an earthquake is written in ____________.

a. Roman Numerals b. Hindu-Arabic Numerals
c. Either a or b d. Neither a nor b

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12. What intensity scale which described a massive landslide and
liquefaction, large scale subsidence and uplift of landforms and many
ground fissures and practically all man-made structures are destroyed?
a. IX- Devastating b. VIII- Very destructive
c. VII- Destructive d. X-Completely Devastating
13. PEIS stands for
a. PHIVOLCS Earthquake Intensity Scale
b. Philippine Earthquake Intensity Scale
c. PHIVOLCS External and Internal Scale
d. Philippines Earthquake Intensity Standards

14. Where would the intensity of an earthquake be higher?

a. near the epicenter b. away from the epicenter
c. either a or b d. neither a nor b
15. Which scale would most likely be used to tell how much earthquake
damage was done to homes and other structures?
a. Richter scale b. Seismic Scale
c. Mercalli Scale d. Moment Magnitude Scale

Let Us Study

Now that you are done answering the pre-test, let us level up!
Look at the picture below. What can you say about it?

Taicheesy, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia

Commons

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 Certainly, a strong earthquake occurred in that place. But how strong
an earthquake is? This will be answered as we go along with our lesson in
this module.
An earthquake is a sudden shaking movement of the surface of the
earth. It is known as a quake, tremblor, or tremor. Earthquakes can range in
size from those that are so weak that they cannot be felt to those violent
enough to toss people around and destroy whole
cities. The seismicity or seismic activity of an area refers to the frequency, type
and size of earthquakes experienced over a period of time.

An earthquake may be described in two ways: intensity and magnitude.

The intensity of an earthquake gives us an idea of how strong or weak the
shaking is. A device called seismograph can measure the strength of an
earthquake. Analyzing a seismogram enables seismologists to determine the
time, focus, and epicenter, as well as the amount of energy released by the
movement of the rock masses.

The magnitude of an earthquake is a measure of the amount of energy

released as estimated from seismogram readings. The Richter scale,
designed by Dr. Charles F. Richter, is the best-known logarithmic scale used
in measuring the magnitude (strength of the shock waves) of the
earthquake. It is expressed in Hindu-Arabic numerals (2,3,4).

The intensity of an earthquake is determined by observing the effects

of the earthquake in different places. Houses, buildings, and other
structures are inspected. People are interviewed about what they saw, how
they felt, or what they do. It is expressed using Roman Numerals (I,II,III).

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 Let Us Practice

Activity 1: Build Us Together

Now, you know how strong or weak the shaking is. Let us continue
learning more!
Directions: Read the paragraph carefully and identify the correct words that
fit in the given sentences inside the box. Write your answer on a separate
sheet.

Intensity Magnitude Earthquake epicenter

Richter Magnitude Scale Modified Mercalli Intensity Scale
Intensities shaking rocks active inactive

The (1) ____________________ refers to the severity of earthquake shaking is

assessed using a descriptive scale – the (2) __________________.
The (3)____________________ refers to the earthquake size is a quantitative measure
of the size of the earthquake at its source. The (4)___________________ measures
the amount of seismic energy released by an earthquake.

When an (5) ________________ occurs, its magnitude can be given a single

numerical value on the Richter Magnitude Scale. However the intensity is
variable over the area affected by the earthquake, with high (6)________________
near the (7)___________________ and lower values further away. These are
allocated a value depending on the effects of the (8)________________ according to
the Modified Mercalli Intensity Scale.

(9) ______________ are very slowly, but continuously moving and changing
shape. Under high temperature and pressure conditions common deep within
Earth, rocks can bend and flow. In the cooler parts of Earth, rocks are colder and
brittle and respond to large stresses by fracturing .An (10)________________ fault
is the one that has moved in the past and is capable of causing more in the
future. Scientists use different ways to find out if a fault is active.

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 Activity 2: Compare and Contrast Us

Direction: Using a Venn diagram, compare and contrast the Intensity and
Magnitude of an Earthquake. Write you answer on a separate sheet of paper.

Intensity Magnitude

Let Us Practice More

Well done! How are feeling now? Hopefully, all is well. Way to go. You
will discover more in this lesson as you unfold another activity.
Look and study the tables below on The Richter Scale and The
PHIVOLCS Earthquake Intensity Scale (PEIS). Now, are you ready for more
exercises? Let us start!

Activity 3: Can you describe us?

Direction: Identify what intensity and magnitude is being described in the

following given statements below. Write your answer on a separate sheet of
paper.

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Table 1. PHIVOLCS Earthquake Intensity Scale

Intensity
Description
Scale
Scarcely Perceptible- Perceptible to people under favorable
circumstance. Delicately balanced objects are disturbed slightly.
I
Still water in containers oscillates slowly

Slightly Felt - Felt by few individuals at rest indoors. Hanging

II objects swing slightly. Still Water in containers oscillates

noticeably.

Weak - Felt by many people indoors especially in upper floors of

buildings. Vibration is felt like one passing of a light truck.

III Dizziness and nausea are experienced by some people. Hanging

objects swing moderately. Still water in containers oscillates
moderately.

Moderately Strong - Felt generally by people indoors and by

some people outdoors. Light sleepers are awakened. Vibration is
felt like a passing of heavy truck. Hanging objects swing
considerably. Dinner, plates, glasses, windows and doors rattle.
IV
Floors and walls of wood framed buildings creak. Standing motor
cars may rock slightly. Liquids in containers are slightly
disturbed. Water in containers oscillate strongly. Rumbling
sound may sometimes be heard.

Strong - Generally felt by most people indoors and outdoors.

Many sleeping people are awakened. Some are frightened, some
run outdoors. Strong shaking and rocking felt throughout
V
building. Hanging objects swing violently. Dining utensils clatter
and clink; some are broken. Small, light and unstable objects
may fall or overturn. Liquids spill from filled open containers.

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 Standing vehicles rock noticeably. Shaking of leaves and twigs of
trees are noticeable.

Very Strong - Many people are frightened; many run outdoors.

Some people lose their balance. Motorists feel like driving in flat
tires. Heavy objects or furniture move or may be shifted. Small
church bells may ring. Wall plaster may crack. Very old or poorly
VI
built houses and man-made structures are slightly damaged
though well-built structures are not affected. Limited rock falls
and rolling boulders occur in hilly to mountainous areas and
escarpments. Trees are noticeably shaken.

Destructive - Most people are frightened and run outdoors.

People find it difficult to stand in upper floors. Heavy objects and
furniture overturn or topple. Big church bells may ring. Old or
poorly built structures suffer considerably damage. Some well-
built structures are slightly damaged. Some cracks may appear
VII
on dikes, fishponds, road surface, or concrete hollow block walls.
Limited liquefaction, lateral spreading and landslides are
observed. Trees are shaken strongly. (Liquefaction is a process by
which loose saturated sand lose strength during an earthquake
and behave like liquid).

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 Very Destructive - People panicky. People find it difficult to
stand even outdoors. Many well-built buildings are considerably
damaged. Concrete dikes and foundation of bridges are destroyed
by ground settling or toppling. Railway tracks are bent or broken.
Tombstones may be displaced, twisted, or overturned. Utility
posts, towers and monuments mat tilt or topple. Water and sewer

VIII pipes may be bent, twisted, or broken. Liquefaction and lateral

spreading cause man- made structure to sink, tilt or topple.
Numerous landslides and rock falls occur in mountainous and
hilly areas. Boulders are thrown out from their positions
particularly near the epicenter. Fissures and faults rapture may
be observed. Trees are violently shaken. Water splash or stop over
dikes or banks of rivers.

Devastating - People are forcibly thrown to ground. Many cries

and shake with fear. Most buildings are totally damaged. Bridges
and elevated concrete structures are toppled or destroyed.
Numerous utility posts, towers and monument are tilted, toppled
or broken. Water sewer pipes are bent, twisted or broken.
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Landslides and liquefaction with lateral spreading and sand boils
are widespread. The ground is distorted into undulations. Trees
are shaken very violently with some toppled or broken. Boulders
are commonly thrown out. River water splashes violently on slops
over dikes and banks.

Completely Devastating - Practically all man-made structures

are destroyed. Massive landslides and liquefaction, large scale

X subsidence and uplifting of landforms and many ground fissures

are observed. Changes in river courses and destructive seiches in
large lakes occur. Many trees are toppled, broken and uprooted.

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Table 2. The Richter Scale

Richter Magnitude Earthquake effects

0-2 Not felt by people

2-3 Felt little by people
3-4 Ceiling lights swing
4-5 Walls crack
5-6 Furniture moves
6-7 Some buildings collapse
7-8 Many buildings destroyed
8-up Total destruction of buildings, bridges and roads

Questions to Answer:

1. What intensity is completely devastating?

2. What magnitude could collapse some building?
3. What intensity of an earthquake can make light sleepers awakened and
vibration is felt like a passing of heavy truck?
4. What magnitude can result in widespread destruction especially near the
epicenter?
5. Which scale is used to describe the effects of earthquake to the
surroundings?
6. The intensity of an earthquake is written in ___________________.
7. Which intensity is felt by few individuals at rest indoors?
8. Who invented the Richter scale?
9. What magnitude describes the destruction of many buildings?
10. In this intensity people are forcibly thrown to ground and many cries and
shake with fear.

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 Let Us Remember

Activity 4: True or False

Direction: Write True if the given statement is correct, False if it is
incorrect. Write your answer on a separate sheet of paper.

_________1. It is important to know the location of active and inactive faults.

_________2. The magnitude of an earthquake is written in Roman Numerals.
_________3. The Mercalli Scale is not as scientific as the Richter scale.
_________4. The Richter magnitude is calculated from the amplitude of the
largest seismic wave recorded for the earthquake, no matter what type of wave
was the strongest.
_________5. The intensity refers to the energy released from the ground.
_________6. Scarcely perceptible describes intensity scale III
_________7. Inactive faults are structures that we can identify, but which do
not have earthquakes.
_________8. Scientists can predict the occurrence of earthquake anywhere,
anytime.
_________9. The intensity and magnitude are ways to describe how strong or
weak an earthquake is.
________10. A greater damage will happen if it is away from the epicenter.

Very Good! Do you get all the answers correctly?

REMEMBER THIS!

Do you live Near an Active Fault?

Scientists use different ways to find out if a fault is active.

✓ By checking the country’s historical records
✓ Studying the vibrations, past and present, that come from
faults
✓ By observing the surroundings if fault lines are found

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 Source: Department of Science and Technology

When is a Fault "Active"

Geologists believe that if a fault shows evidence of having moved at
least once in the past 100,000 years, it should be regarded as a potential
source of earthquakes. If it has moved at least once in the past 5000 years,
then it should be considered a potential source of damaging earthquakes to
any settlement within a radius of 50km. Once a major fault has formed,
future earthquakes are generated along the same line, and after hundreds of
thousands or millions of years of movement, increasingly large vertical and
horizontal displacements of land occur.

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 Let Us Assess

Now, you had gone this far in your lesson. It’s about time to try
checking your knowledge learned about the lesson.

Multiple Choice
Directions: Choose the letter that corresponds to the correct answer. Write
your answer on your answer sheet.
1. Which of the following instruments is used to detect, measure and record
earthquake’s vibration?
a. seismograph b. barometer
c. sonargraph d. seismogram

2. Who invented the Richter scale?

a. Charles F. Darwin b. Giuseppe Mercalli
c. Charles F. Richter d. Joseph Richter

3. It is determined by observing the effects of the earthquake in different

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

4. Which of the following ways is not used by scientists to find out if the
fault in a certain place is active?
a. by predicting the fault lines
b.by observing the environment
c. by studying the vibrations-past and present
d. by checking the country’s historical records of earthquake incident

5. It is a measure of the amount of energy released as estimated from

seismogram readings.
a. intensity b. magnitude c. epicenter d. aftershock
14
6. When an earthquake occurs, where would shaking be greater?
a. near the epicenter b. away from the epicenter
c. either a or b d. neither a nor b

7. When an earthquake occurs, where would damage be more?

a. near the epicenter b. away from the epicenter
c. either a or b d. neither a nor b

8. It is a graph output by a seismograph. It is a record of the ground motion

at a measuring station as a function of time.
a. telegram b. seismograph
c. photograph d. seismogram

9. These are structures that we can identify, but which do not have
earthquakes.
a. inactive fault b. reactivated fault
c. active fault d. all of them

10. Which of the following statements best described an active fault?

a. there is no record of earthquake incident
b. form when movement along formerly inactive faults can help to alleviate
strain within the crust or upper mantle
c. one that has moved in the past and is expected to move again.
d. one that is incapable of causing movement in the future

11. The magnitude of an earthquake is written in ____________.

a. Roman Numerals b. Hindu-Arabic Numerals
c. Either a or b d. Neither a nor b
12. What intensity scale which described a massive landslide and
liquefaction, large scale subsidence and uplift of land forms and many
ground fissures and practically all man-made structures are destroyed?
a. IX- Devastating b. VIII- Very destructive
c. VII- Destructive d. X-Completely Devastating

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13. PEIS stands for
a. PHIVOLCS Earthquake Intensity Scale
b. Philippine Earthquake Intensity Scale
c. PHIVOLCS External and Internal Scale
d. Philippines Earthquake Intensity Standards

14. Where would the intensity of an earthquake be higher?

a. near the epicenter b. away from the epicenter
c. either a or b d. neither a nor b

15. Which scale would most likely be used to tell how much earthquake
damage was done to homes and other structures?
a. Richter scale b. Seismic Scale
c. Mercalli Scale d. Moment Magnitude Scale

Self-assessment Activity

Direction: Complete the following statements below. Write your answer on

your paper.

I have learned ___________________________________________________________

__________________________________________________________________________
I did/did not enjoy the tasks because _____________________________________
__________________________________________________________________________

If I could improve my output I would _____________________________________

_________________________________________________________________________

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 Let Us Enhance

Activity 5: Putting Us Together

Direction: Below is a concept map showing how some main concepts are
linked. Complete this map by using words and ideas from the lesson
learned. Copy and write your answer on a separate sheet of paper.

EARTHQUAKE
They can be described using
the scale and written in

Strength of an
earthquake may be
described in two
ways

Let Us Reflect

This time let us take a short moment of time to share your thoughts on
studying about the earthquakes.
Direction: In a separate sheet of paper, write your emergency
preparedness when an earthquake occurs and why is it important to be ready
when an earthquake happens.

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 References

Books

Aquino, Valdoz., et.al. Science Links 8 REX Book Store, Manila Philippines
Pages 350-365

Madamba, Jason S., Experiencing SCIENCE- An activity-based worksheet

for Grade 8 pages 110-117

Websites

https://www.google.com.ph/search?q=distribution+of+active+faults+and+tr
enches+in+the+philippines+map&biw=1366&bih=662&source=lnms&sa=X&
ved=0ahUKEwiPqrugiIXQAhVLMI8KHckrAi0Q_AUIBygA&dpr=1

https://www.google.com.ph/search?q=richter+scale&biw=1366&bih=662&s
ource=lnms&tbm=isch&sa=X&ved=0ahUKEwjhntmA8oTQAhWLfrwKHZQhDl
QQ_AUIBigB#imgrc=xTAIckuP2V5ekM%3A

https://www.gns.cri.nz/gns/Home/Learning/Science-
Topics/Earthquakes/Earthquakes-and-Faults

https://www.google.com.ph/search?q=Earthquakes+in+the+Philippines&bi
w=1366&bih=662&source=lnms&sa=X&ved=0ahUKEwigyfj7_4TQAhWBXbw
KHVu_A0wQ_AUIBSgA&dpr=1

https://www.google.com/search?q=pictures+showing+magnitude+and+inte
nsity+of+an+earthquake&rlz=1C1GGRV_enPH782PH782&source=lnms&tbm
=isch&sa=X&ved=2ahUKEwiZ3t-
4_YzrAhVOE6YKHRxKBJwQ_AUoAXoECA4QAw&biw=1366&bih=608#imgrc
=EpPISmvEIgWSGM

https://www.phivolcs.dost.gov.ph/index.php/2-uncategorised/40-phivolcs-
earthquake-intensity-scale-peis

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For inquiries or feedback, please write or call:

Department of Education – Region XI

E-Park, Apokon, Tagum City

Telefax: (084)-216-3504

Email Address: http://deped.tagumcity.gov.ph

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