10

Science
Quarter 1 – Module 1
PLATE TECTONICS:
Distribution of Active Volcanoes,
Earthquake Epicenters, and
Major Mountain Belts
Science 10
Self-Learning Module (SLM)
Quarter 1 – Module 1: Distribution of Active Volcanoes, Earthquake Epicenters, and
Major Mountain Belts
First Edition, 2020

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Writers: Armela S. Alamon, Dave D. Daza, Johna Jane C. Fuentes, Alfie A. Gardose,
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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to
understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
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the post-test to self-check your learning. Answer keys are provided for each
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Thank you.
 What I Need to Know

Hello! How was your day going? Hope you are excited to learn something today!

This module was designed and written with you in mind. It is here to help you master
the Plate Tectonics, specifically the distribution of active volcanoes, earthquake
epicenters and major mountain belts around the world. The lessons are arranged
following the content standards of the Science 10 curriculum guide with their
corresponding learning competencies.

Most Essential Learning Competency

Describe and relate the distribution of active volcanoes, earthquake epicenters
and major mountain belts to Plate Tectonic Theory.

Lesson Objectives
After going through this module, you are expected to:

1. Define plate tectonics;

2. Locate the epicenter of an earthquake using triangulation method;
3. Analyze and explain the distribution of active volcanoes, earthquake
epicenters and major mountain belts;
4. Discuss the basis of the scientists in dividing the lithospheric plates; and
5. Plan a precautionary measure when volcanic eruption or earthquake occurs.

Before we start, kindly answer the 15 -item test to check what you know about our
lesson.

What I Know

Direction: Read each question carefully. Choose the letter of the best answer. Write
the chosen letter on a separate sheet of paper.

1. Which of the following sequences correctly lists the different arrivals of seismic
waves from first to last?
a. S waves ... P waves .... Surface waves
b. P waves ... S waves .... Surface waves
c. P waves ... Surface waves .... S waves
d. Surface waves …. P waves ... S waves

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2. How many seismograph stations are needed to locate the epicenter of an
earthquake?
a. 1
b. 2
c. 3
d. 4
For question no. 3-5, refer to the diagram on the arrival of P and S waves below.

3. Which set of waves are the P waves?

a. A
b. B
c. C
d. Both A and B

4. Which set of waves are the S waves?

a. A
b. B
c. C
d. Both A and B

5. The difference in arrival times between which pair of waves can be used to
determine the distance to the epicenter?
a. A and B
b. B and C
c. A and C
d. None of the above

6. What is a volcano?
a. A vent where hot water shoots toward the surface
b. It is a fissure or vent, from which lava flows
c. It is a hole where liquefaction once occur
d. A hollow part of the earth

7. Which statement shows the difference between a volcano and a mountain?

b. A volcano erupts while mountains do not.
c. Mountains grow high while volcanoes do not.
d. Volcanoes don’t erupt while mountains do.
e. Volcanoes and mountains are the same.

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 8. Volcanoes were often found in what specific part of the world?
a. Pacific
b. Atlantic
c. Arctic Region
d. Antarctic Region

9. What is a plate?
a. Are sections of lithosphere that move as a group.
b. Are rigid sections of the lithosphere that move as a unit.
c. Lithospheric sections that causes eruption.
d. Are a lithospheric group that creates magma.

10. The method used to locate the earthquake epicenter using distance
information from three seismic stations.
a. Scientific method
b. Triangulation method
c. Long term method
d. Short-termed method

11.What is a mountain range?

a. a group nearby mountains connected by high ground, and usually
formed by the same process
f. a group of nearby mountains by high ground and always formed by
the same process.
c. group of nearby mountains
d. any expanse of high ground

12. Which of the following mountain ranges is the longest?

a. Andes
b. Himalayas
c. Sierra Madre
d. Blue ridge mountains

13. Which of these most likely results from plate movement?

a. Global winds
b. Mountain ranges
c. Ocean currents
d. Hurricane

14. Which of the following is not the basis of the scientist in dividing the Earth’s
lithosphere?
a. The distribution of earthquake epicenters
b. The formation of mountain ranges
c. The location of volcanoes
d. The formation of rocks

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 15.Which of the following statement best describes the formation of mountain
ranges?

a. Mountain ranges are formed when there is a collision between oceanic

and continental plates.
b. Mountain ranges are formed when there is collision between two
continental plates.
c. Mountain ranges are formed when there is a collision between two
oceanic plates
d. Mountain ranges are formed when there is a volcanic eruption.

Lesson Distribution of Active Volcanoes,

Earthquake Epicenters, and
1-3 Major Mountain Belts

Our country is blessed with so many land features such as mountains and
volcanoes. Have you seen any of these features in our region? These features can be
sources of minerals or can be used for agricultural purposes.

Have you ever wondered why our country is endowed with these kinds of
geologic features? In this module, we will study thoroughly the framework that will
enable us to understand how and why these several features of the Earth
continuously change. This can be explained by theory “Plate Tectonics”.

What’s In

Let us try to test what have you learned from the previous topics.

This activity will check your vocabulary if you can still recall your previous lessons.

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 Activity No. 1: Match and Connect!
Direction: Match the words found at the left of the box to its meaning on the right.
Draw a line to connect them.
Word Meaning

It is the measure of the

amplitude of the seismic
waves an earthquake’s
Earthquake 1 a source produces as
recorded by seismographs

A vent or fissure in the

planet’s crust through
which lava, ash, rock and
Epicenter 2 b gases erupt.

The point on the earth’s

surface vertically above the
focus, point in the crust
Fault 3 c where a seismic

rupture begins.

Are giant waves caused by

earthquakes or volcanic
Magnitude 4 d eruptions under the sea

Usually generated by
movements of the earth’s
Seismic waves 5 e tectonic plates or explosion
of volcanoes.

Narrow zones where rock

f masses move in relation to
Tsunami 6 one another

Any shaking of the ground

caused by the passage of
Volcano 7 g seismic waves.

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 What’s New

What Is Plate Tectonics?

Earth’s lithosphere consists of layers, the crust and the upper part of the
mantle. This part of the module will focus only on the outermost layer of the Earth,
the crust, which has two kinds: the thicker but less dense continental crust, and
the thinner but denser than the continental crust, the oceanic crust.

The crust is made of

variety of solid rocks like
sedimentary, metamorphic, and
igneous. It has an average
density of 2.8 g/cm3 and its
thickness ranges from 5 to 50
Km. The crust is thickest in a
part where a relatively young
mountains is present and
Figure 1. The Earth’s Crust
thinnest along the ocean floor. Lifted from: https://www.slideserve.com/havyn/tectonic-plates

According to the plate tectonic model below, the entire lithosphere of the Earth
is broken into numerous segments called the plates.

Figure.2 Map of Plate Boundaries

Lifted from: https://geology.com/plate-tectonics.shtml

Plate Tectonics is a theory which suggests that Earth’s crust is made up of

plates that interact with various ways, thus producing earthquakes, mountains,
volcanoes and other geologic features. Plates are rigid sections of the lithosphere
that move as a unit.

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Let’s try this next activity.

Activity 2. FIND ME!

Refer to Map of plate boundaries (Figure 2) to the answer the following questions
below.

Guide Question:
1. How many plates do you see? __________________________________________
2. List down the seven larger plates and the remaining smaller plates in the table
below.
Name of Larger Plates Name of Smaller Plates

3. What is your basis in identifying the plate? _______________________________

Before we discuss more about plate tectonics, let’s discuss first one of its
consequences, the earthquake.

To further understand this kind of phenomenon, let’s have this activity.

Activity 3. “FIND THE CENTER”

Objective: Locate the epicenter of an earthquake using triangulation method.

Materials: Map of the Philippines drawing compass (If no compass available, you can
use a string tied to both the stick and the pencil) ruler.

Procedure:

1. Study the data showing the difference in the arrival time of P-waves and S-
waves on three seismic recording stations.

Recording station Time difference (Td) in Distance (d) of

the arrival of P-waves epicenter from the
and S-waves (seconds) station (Km)
Batangas 44.8
Puerto Princesa 32
Davao 38.4

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 2. Compute the distance of the epicenter from each of the stations using the
formula:
Td
d= x 100Km
8 Seconds

3. Choose one of the recording stations and measure the computed distance on
the map scale (the scale of the map is 1.5 cm: 200Km). For example, if
d=500Km, then:
d= (500 Km) 1.5 cm
200 Km
= 750 cm
200
d= 3.75 cm

4. Use a ruler to set for that computed distance.

5. Center your compass on the station you have chosen. Draw a circle.
6. Repeat steps 3 and 4 for the rest of the stations. You should get three circles
that intersect or nearly intersect at a point. This intersection is
the epicenter.

Figure 3. Map of the Philippines

Lifted from: https://www.drivingdirectionsandmaps.com/wp-content/uploads/country-maps/rp-country-map.gif

Guide Questions:
1. Where is the epicenter of the hypothetical earthquake? __________________
2. What difficulty will you encounter if you only have data from two
recording stations? ____________________________________________________

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 What is It

GUIDE CONCEPTS

Primary or P-Waves- the fastest kind of waves, thus arrive at the seismic
stations first.
Secondary or S-Waves- slower than the P-waves.
Both P and S waves travel into the Earth’s interior.
Epicenter- the part of the Earth’s surface directly above the focus of an
earthquake.
Focus- also called the hypocenter; it is where the earthquake waves start.
Triangulation method- the method used to locate the earthquake epicenter
using distance information from three seismic stations.

Since P and S waves have different velocities, they do not arrive at seismic
stations at the same time. The farther the recording instrument is from the focus,
the greater is the difference in the arrival times of P and S waves. The difference in
the arrival time will tell us the distance of the earthquake’s focus from the seismic
recording station. However, it does not tell in which direction it came from.

Let us see if you have understood what you’ve read above. Try

Doing Activity 4 below.

Activity 4. WHAT’S IN US?

Procedure: Compare and contrast the Primary (P) waves and Secondary (S) waves.
Complete the Venn diagram below by writing their characteristics on their
corresponding column and their similarities on the specified column.

P waves

Similarities S waves

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 What’s More

Hurray! You already knew that seismic waves are released by an earthquake.
You also knew how to locate the epicenter of an earthquake using triangulation
method. This time, you are going to compare the location of earthquake epicenters,
active volcanoes, and major mountain belts around the world. Let’s do several
activities below.
Activity 5. SHAKE IT UP!

Objective: Determine the relationship of volcanoes and earthquakes

Materials:
▪ Hard cardboard
▪ Scissors or cutters (ask for adult’s help if needed)
▪ Glass bottle with cover
▪ Vinegar
▪ Baking soda

Procedure:
1. Prepare all materials.
2. Make a hole at the center of the cardboard using a scissors or cutter.
Make sure that the neck of the bottle fits within the hole.
3. Cut a small hole at the center of the bottle’s cover.
4. Then pour the baking soda inside the bottle first and then the vinegar and
then put the cover.
5. Shake the bottle while covering the cover with your fingers. 6. The set-up
is shown below. Observe what happens.

Figure 4. Set up
Questions:

1. What happens when you shake the bottle? _____________________________

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 2. As the mixture squirts off the cover, what have you observed with
the cardboard? ________________________________________________________
3. Why do you think is the cardboard shaking? ___________________________
4. With the given activity, what can you conclude on the relationship between
volcanoes and earthquakes? ___________________________________

Activity No. 6: PROXIMITY POINT!

Objective: Discuss the proximity of volcanoes and earthquake epicenters

Materials:
▪ Activity sheets
▪ Maps ▪ Ruler
▪ Ballpoint pen/pencil Procedure:
1. Study the map of earthquake epicenters and the location of volcanoes.
2. Using a ruler, measure the proximity of the earthquakes from any volcano
found in the map.
3. Study the records of volcanic activity within 20 years.

Figure 5. Map of Mindanao

Source: PHILVOLCS

Questions:
1. How close is the earthquake epicenters to any volcano found in
the map? _____________________________________________________________
2. Are all earthquakes possibly caused by volcanic activity? _______________
3. Based on the records, did any of the volcanoes present have activity in the
past 20 years? ____________________________________________________
4. Is there any possibility that earthquakes can happen without any volcanic
activity? _____________________________________________________

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 Activity 7. MARK THE BOUNDARIES
(Earthquake Epicenters and Active Volcanoes)
Objective:
▪ Describe the distribution of active volcanoes and earthquake
epicenters.

Materials:
▪ Map of earthquake distribution
▪ Map of active volcanoes around the world
▪ 2 pieces plastic sheets used for book cover, same size as the
book page
▪ Marking pens (black and blue) Procedure:
1. Study the map below showing the earthquake distribution around the
world.
2. Place the plastic sheet over the map. Trace the approximate location of
several earthquake clusters “using a black marking pen on the plastic
sheet.

Figure 6. Map of Earthquake Distribution (Dark dots represent Earthquake Epicenters)

Lifted from: http //marc.fournier.free.free.fr

Guide Questions
1. How are earthquakes distributed on the map? __________________________
2. Where are they located? _______________________________________________
3. Why is it important for us to identify areas which are prone
to earthquake?_________________________________________________________
4. Do the same on the map of active volcanoes with the use of blue marking
pen. __________________________________________________________

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 Figure 7. Map of active volcanoes (dark areas represent presence of volcanoes)
https://pubs.usgs.gov/gip/volc/fig34.html

5. How are volcanoes distributed on the map? _____________________________

6. Where are they located? ________________________________________________
7. Place the earthquake plastic sheet over the volcano plastic sheet.
8. Compare the location of majority of earthquake epicenters with the
location of volcanoes around the world. _________________________________
Note: Please keep the two plastic sheets for the next activity.

GUIDE CONCEPTS

A mountain range (mountain chain, mountain belt) is a geographic area with

many mountains.

Mountain ranges are long chains or groups of mountains. Ranges are usually
1,000 or more miles long.

Individual mountains of a range were often formed by the same geological

processes. In some cases, however, an individual mountain may have been formed
by a different process. A volcanic mountain can be formed by a rising pocket of
magma, while a nearby mountain may have been created earlier by the stress of
colliding tectonic plates, folding the land upward to form mountains.

Major Ranges

1. Himalayas are one of the highest mountain ranges in the world, located in
South Asia.
2. The Andes is the longest mountain range in the world and boasts some of
the highest peaks.
3. Alps, a small segment of a discontinuous mountain chain that stretches
from the Atlas Mountains of North Africa across southern Europe and Asia
to beyond the Himalayas.

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 4. Rocky Mountains, byname the Rockies, mountain range forming the
cordilleran backbone of the great upland system that dominates the
western North American continent.
5. Ural Mountains, also called the Urals, Russian Uralskie Gory or Ural,
mountain range forming a rugged spine in west-central Russia and the
major part of the traditional physiographic boundary between Europe and
Asia.

Activity 8. STICK IT UP!

Objective:
Identify the longest and the highest mountain range in the world.
Material:
Map of mountain ranges, glue and colored paper

Procedure:
1. In the given map identify the longest and the highest mountain range in
the world.
2. Stick the colored paper in identifying it. Red colored paper for the highest
and blue colored paper for the longest mountain range.

Figure 8. Map of Major Mountain Belts

Lifted from: https://www.sciencedirect.com/topics/earth-and-planetary-sciences/mountain-building

Guide Questions:
Q1. What mountain range is the longest? _________________________________
Q2. What mountain range is the highest? _________________________________
Q3. Does the longest and highest mountain range lie on the same location?

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 Activity 9. LOCATE IT!

Objective:
Locate the mountain ranges in the map.
Material:
Map of mountain ranges Procedure:
1. In the given map (refer to figure 8, Map of Major Mountain Belts) locate the
mountain ranges in the world.
2. List down the mountain ranges and the location in the map.

Guide Questions:

1. What are the mountain ranges in the map?

____________________________________________________________________
2. How many are the major mountain ranges in the world?
____________________________________________________________________

Activity 10. “MARK THE BOUNDARIES”

(Major Mountain Belts) Objective:
▪ Describe the distribution of major mountain belts.
Materials:

▪ Map of Mountain ranges of the world

▪ 2 pieces plastic sheets (used from activity 6)
▪ Marking pen (red)

Procedure:
1. Study the map below showing the mountain ranges of the world.
2. Place the plastic sheet over the map. Trace the approximate location of major
mountain belts using a red marking pen on the plastic sheet
3. Place the earthquake plastic sheet over the volcano plastic sheet and the
mountain ranges sheet under the volcano plastic sheet.

Figure 9. Mountain Ranges of the World (dark portion)

http://www.clipart.dk.co.uk/1068/az/earth/mountain_ranges
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 How will you relate the distribution of mountain ranges with the distribution
of earthquake epicenters and active volcanoes? _________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

What I Have Learned

Now you have seen the location of volcanoes, mountain
ranges and majority of earthquake epicenters. Study the Map of Plate Boundaries
(Figure 2) on page 11 once more. Answer the question inside the box.

What do you think is the basis of the scientists in dividing lithosphere

into several plates?

Answer:

What I Can Do

Since the Philippines is in the Pacific Ring of Fire, we should always be ready
and alert for we do not know when or where the disasters may occur. Plan a
precautionary measure when volcanic eruption or earthquake occurs. Write in a
sheet of paper and discuss it with your family so everybody in the family will know
it. _________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 Assessment
Alright! You are a step closer on finishing this module.

FOLDABLES: Study Organizer

Adapted from: Earthquakes and Volcanoes
Retrieved from: https://www.clark-
shawnee.k12.oh.us/userfiles/36/Classes/1702/chap08.pdf?id=2780&fbclid=IwAR3P_aTS_vXusbohBFSVjsvrUnm4pa4mN3d2g
Q4NVeOiIeTb5S0iyWGLArA

Make a foldable. Compare and contrast volcanoes, mountain ranges and earthquake
epicenters.

Procedure:
1. Draw a mark at the midpoint of a vertical sheet of long bond paper.

2. Turn the paper horizontally and fold the outside edges in to touch the mid-
point mark.

MOUNTAIN RANGES (Back) BOTH( front)

VOLCANOES EARTHQUAKES

3. Draw a volcano on one flap (left) and label the flap Volcanoes then write
what you know about it on the back flap. Do the same on the other flap
(right), but this time, on earthquakes and at the back, for mountain
ranges. The inside portion should be labeled Both and include
characteristics that both events share.

Note: After checking, please keep your foldable for the future use. As discussions
about volcanoes, earthquakes and mountain ranges continue, add more information
by writing it on the corresponding label on the back flap.

17
 Additional Activities

Make a 3D map of the mountain ranges and volcanoes in Region XII. Mark and
label it.

Materials:
Map of Region XII, map of mountain ranges and volcanoes in Region XII, colored
clay, hard board, labels

Activity/Output Rubrics

Score Total

Criteria 10 7 3

Used Used imagination Copied some

imagination and and ideas most of ideas from
Creativity/ own ideas in the time. notable sources
Artistry making the
project

Effort used Took time and Took less effort Rushed through
in project work hard to and time in and did not work
make the project making the hard in making
project the project

The project is The project is The project is

vividly attractive attractive at a boring.
Visual and interestingly single glance,
Impact enjoyable to see slightly
interesting

The Observer/viewer Observer/viewer

observer/viewer takes time to needs explanation
understands the understand the before
Educational concept concept relayed understanding
impact conveyed by the by the project the concept
project as they
see it

Total

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 Answer Key

References

Science 10 Learner’s Material pp.3, 6-13

Hobart M. King, Ph.D., RPG. Map of Plate Boundaries. Retrieved May 8, 2020 from:
https://geology.com/plate-tectonics.shtml

Poulsen, T., Yastrebov, Y. (2019). Ural Mountain. Retrieved May 2020 from:
https://www.britannica.com/place/Ural-Mountains

Barrow,M.(2013).The Mountain environment .Retrieved May 26, 2020 from:

http://www.primaryhomeworkhelp.co.uk/mountains.htm

Marston, R., Eardley, A. (2020). Rocky Mountains. Retrieved May 2020 from:
https://www.britannica.com/place/Rocky-Mountains

Zimmerman, K.A. (2013). Andes: World’s Longest Mountain Range. Retrieved May
2020 from: https://www.livescience.com/27897-andes-mountains.html

Aubrey Diem, Thomas M. Poulsen (2019).Alps. Retrieved May 2020 from:

19
https://www.britannica.com/place/Alps

Figure 1. Earth’s Crust

Retrieved May 25, 2020 from: https://www.slideserve.com/havyn/tectonic-plates

Figure 3 : Map of the Philippines

Retrieved May 13,2020 from:
https://www.drivingdirectionsandmaps.com/wpcontent/uploads/country-
maps/rp-country-map.gif

Figure 5. Map of Mindanao

Retrieved May 1, 2020 from PHILVOLC

Figure 6. Map of Earthquake Distribution

Retrieved May 15, 2020 from: http //marc.fournier.free.free.fr

Figure 7. Map of Active Volcanoes

Retrieved May 15, 2020 from: https://pubs.usgs.gov/gip/volc/fig34.html

Figure 8. Map of Major Mountain Belts

Retrieved May 15, 2020 from: https://www.sciencedirect.com/topics/earth-
andplanetary-sciences/mountain-building

Figure 9. Mountain Ranges of the World Retrieved

May 15, 2020 from:
http://www.clipart.dk.co.uk/1068/az/earth/mountain_ranges

“Earthquakes and Volcanoes”: Retrieved May 12, 2020 from:

https://www.clarkshawnee.k12.oh.us/userfiles/36/Classes/1702/chap08.pdf?id=
2780&fbclid=IwAR
2XIC4hPxff9qwG2Xhe3puhlnCwwIbvM89xCvXNF3yeA1ZRpyo40DDxfno

“Mountain Ranges”. Retrieved May 18,2020 from:

http://www.clipart.dk.co.uk/1068/az/Earth/Mountain_ranges “Mountain Ranges”
Retrieved May 25,2020 from: www.worldlandforms.com

“Mountain range facts for kids”. Retrieved May 26,2020 from:

https://kids.kiddle.co/Mountain_range#Major_ranges

“Himalayas Facts” Retrieved May 2020 from:

https://www.softschools.com/facts/geography/himalayas_facts/1707/

“Earthquakes, tsunamis, epicenter, magnitude and faults”.

Retrieved May 2020 from:
http://earthquake.usgs.gov//epicenter
http://oceanservice.noaa.gov>facts http://www.livescience.com
http://www.sciencelearn.org.nz

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 EDITOR’S NOTE
This Self-Learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Competencies (MELC). This is a
supplementary material to be used by all learners of
SOCCSKSARGEN Region in all public schools beginning SY 2020-
2021. The process of LR development was observed in the
production of this module. This is Version 1.0. We highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 228 8825 / (083) 228 1893
Email Address: region12@deped.gov.ph