Department of Education

Region VII, Central Visayas

Division of Cebu Province
ANGILAN NATIONAL HIGH SCHOOL
Angilan, Aloguinsan, Cebu

SELF-LEARNING HOME TASK (SLHT) IN SCIENCE 8

Subject: SCIENCE Grade Level: 8 Quarter: 1 Week:1
MELC: Using models or illustrations, explain how movements along faults generate earthquakes.
Competency Code: S8ES-lla-14

Name of Learner: _____________________________________ Section: ___________ Date: _________

School: Angilan National High School District: Aloguinsan

A. READINGS/ DISCUSSIONS

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 an
earthquake.

Just as you snap your fingers with the whole area of your fingertip and thumb, earthquakes happen
over an area of the fault, called the rupture surface. However, unlike your fingers, the whole fault plane
does not slip at once. The rupture begins at a point on the fault plane called the hypocenter, a point
usually deep down on the fault. The epicenter is the point on the surface directly above the hypocenter.
The rupture keeps spreading until something stops it (exactly how this happens is a hot research topic in
seismology).

What is a fault?

Earthquakes occur on faults. A fault is a thin zone of crushed rock separating blocks of the earth's crust.
When an earthquake occurs on one of these faults, the rock on one side of the fault slips with respect to
the other. Faults can be centimeters to thousands of kilometers long. The fault surface can be vertical,
horizontal, or at some angle to the surface of the earth. Faults can extend deep into the earth and may or
may not extend up to the earth's surface.

How do we know a fault exists?

• Past fault movement has brought together rocks that used to be farther apart;
• Earthquakes on the fault have left surface evidence, such as surface ruptures or fault scarps
(cliffs made by earthquakes);
• Earthquakes recorded by seismographic networks are mapped and indicate the location of a fault.
Some faults have not shown these signs and we will not know they are there until they produce a
large earthquake. Several damaging earthquakes in California have occurred on faults that were
previously unknown.

Earthquakes are recorded by a seismic network. Each seismic station in the network measures the
movement of the ground at that site. In an earthquake, the slip of a block of rock over another releases
energy that makes the ground vibrate. That vibration pushes the adjoining piece of ground, causing it to
vibrate, and thus the energy travels out from the earthquake in a wave. As the wave passes by a seismic
station, that piece of ground vibrates and this vibration is recorded.

As a result of plate motion, the accumulated stress in the rocks of the lithosphere may cause great
warps or folds in rock layers. Where rock is strained beyond its limit, it will fracture, and the rock mass on
either side will move abruptly. Most earthquakes occur on faults. Vertical fault movement changes the
elevation of a rock mass on one side of the fault relative to the rock mass on the opposite side. Fault
movement is always stated in relative terms. There are two types of vertical fault movement: normal and
reverse. There is also a third type where the fault moves horizontally: strike-slip.

A normal fault is one in which an upper block of rock, separated by a fault from a lower block,
moves downward relative to the lower block. Normal faults occur where tectonic plates are moving apart,
such as in the Great Rift Valley in Africa.

A reverse fault is one in which an upper block of rock slides over a lower block which is separated
from it by the fault. A low-angle reverse fault is called a thrust fault. An example includes the Himalaya
Mountains where the Indian Plate is pushing into the Eurasian Plate.

Strike-slip fault is a fault along which motion is mostly in a horizontal direction. This may cause
roads and river banks to change their position. The San Andreas Fault in California is a strike-slip fault.

Hanging wall and footwall placement in faults.

B. EXERCISES
Exercise 1: A Fault-y Set-up
Objectives:
After performing this activity, you should be able to:
1.describe the appearance of a fault; and
2. explain how a fault forms.

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

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

Figure 2: Sand along a 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.

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

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___________________________________________________________________________________

Q2. What happens to the lines?

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___________________________________________________________________________________

6. Now, study Figure 4. Do you see anything unusual?

 Figure 4. Can you spot the fault? (Image courtesy of the GEER Association and
National Science Foundation)

Q3. Compare what you see in the picture and what you saw in the activity. Is there something in
the picture that looks like what was formed in the activity?
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___________________________________________________________________________________

Q4. Do you see anything similar? Describe what you see.

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___________________________________________________________________________________

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.

Exercise 2: When Fault Move

A box of sand is pulled outward as shown in A. The covers are pulled outward and cracks are
formed on the box at point B. With more outward pulling, the sand inside 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 were pushed toward each other.

At A the box of sand is pushed towards the center. At point B a tiny hump is formed at the middle.
And at C shows the hump as seen from another angle.

Q3. What is the direction of movement? What is formed?

___________________________________________________________________________________
___________________________________________________________________________________

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.
C. ASSESSMENT/APPLICATION/OUTPUTS (PLEASE REFER TO DEPED ORDER NO. 31, S. 2020)
Directions: Match each type of stress to its corresponding type of fault. Explain your choices.
Hint: think about the direction of movement caused by the stress.
FAULT
TYPE OF PRODUCED?
DESCRIPTION JUSTIFICATION
STRESS Normal Fault
Reverse Fault
Strike-slip Fault

Compression

Tension

Shear

D. Suggested Enrichment/Reinforcement Activity/ies

Do You Live Near an Active Fault?

Using the “Distribution of Active Faults and Trenches in the Philippines, LIST down at least 10 Active
Faults surrounding Central Visayas and ENCIRCLE these faults using a red or blue colored ballpen.

ACTIVE FAULTS IN CENTRAL VISAYAS

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

SCIENCE 8 PERFORMANCE TASK

 OUTPUT #1. TYPES OF FAULTS

Directions: On the box below, DRAW a Normal Fault, Reverse Fault and Strike-Slip Fault, LABEL the
Footwall and Hanging wall, and WRITE a short definition of each fault. Write the TITLE on top of the box.

FAULTS SCIENTIFIC DRAWING

 Performance Criteria 93-100 Points 90-92 Points 86-89 Points 80-85 Points

Distinguished Above Mastery Mastery Partial Mastery

Respect of Conventions

 Drawings/ Models are -All conventions -75% of the -50% of the -25% of the
neat conventions are conventions are conventions are
and large enough to are respected respected respected respected

be clear. -Layout provides -Layout follows -drawing is set up -drawings are too
requirements, but okay small or too large.
 Labels are written and attractive
printing could be
clearly, neatly, and -Not totally neat -very sloppy
are written presentation. clearer and labels
horizontally. more complete.
-written portion is -written portion is
 Name, date and -Neat and well
-written portion is more or less clear missing, unclear, or
period are filled out
Presented clear and correct and correct. incorrect.
on the top of the
sheet. -
 Drawing/ Models -written portion gives
includes a written accurate and clear
portion that explains information and is
what the drawing is well stated.
intended to show.
Accuracy 95>100% of the 85>95% of the 75>85% of the < 75% the assigned
assigned structures assigned assigned structures structures are
 Labels point to the are drawn/ modelled structures are are drawn drawn and or
correct item of the accurately and drawn accurately accurately and labeled accurately.
drawing.
recognize-able. All and recognizable. recognizable.
 Drawing/ Model is
complete assigned structures
are labeled 85>95% of the 75>85% of the
 Drawing/ Model looks
accurately. assigned assigned structures
similar to what was
observed and/or structures are are labeled
taught. labeled accurately.
accurately.

Completeness All assigned details At least 85% of At least 75% of the Fewer than 75% of
have been added and the assigned assigned details the assigned
 Drawing/ Model has are clear and easy to details and labels and labels have details and labels
all required elements identify. Labels are have been added been added and have been added
 Labels are complete
complete and clear. and are clear and are clear and easy and are clear and
 The caption includes
easy to identify. to identify. A few easy to identify OR
information about
magnification. identify. details are difficult most details are
to difficult to identify.

SCORE

Teacher’s Comment:

Parent’s/Guardian’s Name
and Signature

Date Signed:

Well Done! Contact Number: