10 - LIPNAYAN ‘23-’24 6 NOVEMBER 2023

SCIENCE QUARTER Ⅰ BY: JAZMINE JOY A. MAGAHIS

Unit 1: Earth and Space

QUICK RECAP!

As the month of October wraps up, the

TABLE OF CONTENTS
10th grade students of the Special
Science Curriculum are yet again filled
Ⅰ. Module 1: Plate Tectonics with excitement and curiosity for all the
1. Activity 1: Find the Epicenter learning that awaits in the coming
2. Activity 2: Find the Epicenter Using quarter. However, before moving on to
Distance-Time Graph another educational journey, look back
3. Activity 3: Let’s Mark the Boundaries on what has been done in the past
4. Activity 4: Head-On Collision months in an attempt to grasp several
Part A: Converging Continental and scientific concepts.
Oceanic Plate
Part B: Convergence of Two
Oceanic Plates
Part C: Two Continental Plates
Converging
5. Performance Task: Emergency Kit

II. Module 2: The Earth’s Interior

6. Activity 5: Amazing Waves

7. Activity 6: Our Dynamic Earth
Module 1:
Plate Tectonics

ACTIVITY 1 FIND THE EPICENTER

To locate the epicenter of an earthquake using triangulation method and

understand the relation between the time difference in the arrival time of Primary
wave (P-wave) and Secondary wave (S-wave) to the distance of the epicenter
from a receiving recording station, an activity called “Find the Epicenter” was
assigned to the class on September 7, 2023. With the fundamental knowledge of
how time difference in the arrival of P-wave and S-wave is related to the distance
between its epicenter origin and the receiving recording station given by the
formula d = (td/8s) 100 km, the class attempted to locate the more specific
location of an epicenter.

Using the needed data from three seismic

recording stations, the distance from the
epicenter for each station was derived
using the aforementioned formula and
was scaled down to the scale of a
provided map of the Philippines. The
obtained value was then used as the
radius of the circle drawn around the
point where the corresponding seismic
recording station was located on the
map, a significantly difficult step for the
majority of the class due to the challenge
given by manipulating the compass tool
while keeping the accuracy of its set
distance. The same process was done to
the remaining stations. Once the step was
complete, it can then be seen that the
three drawn circles all met at an
intersecting point which is the recognised
location of the earthquake epicenter. This
method of locating an earthquake
epicenter is called the “Triangulation
Method”.
KEY FINDINGS

The Triangulation Method in locating an earthquake epicenter uses the data of time
difference in the arrival of P-wave and S-wave from three seismic recording stations
to derive the distance of each from the epicenter and later on locate the epicenter. It
is possible as the three drawn circles provide a single point of intersection,
determining a common location where the waves could have originated from and
10 - Lipnayan ‘23-’24
thus specifying the epicenter. The method also uses the formula d = (td/8s) 100 km,
where d is the distance, td is the time difference in the arrival of P-wave and S-wave,
to obtain the distance of an epicenter from a station where the time difference data
was recorded. This formula is designed in such a way as for every 100 km the time
difference in the arrival of the waves is eight seconds.

ACTIVITY 2: WEDGE METHOD

On September 11, another method of deriving the distance between a recording station
and an earthquake epicenter from the recorded time difference in the arrival of P-wave
and S-wave was introduced to the class. This method, called the “Wedge Method”,
required the class to directly obtain time difference data from a seismogram.

Given a seismogram from a recording

station, the time difference in the
arrival of the waves was determined
by the time between the first and
second signal to arrive. This time
difference value was then located on
a given distance-time graph and was
marked on a scrap paper which was
wedged up the two curves in the
graph to find a point between them in
which the mark on the paper fits
perfectly. Once this point was found,
its line was followed down to the
distance values. The resulting
distance is the distance of the station
from the epicenter.
10 - Lipnayan ‘23-’24
The opposite was also done, deriving
the time difference in arrival of the
waves given the distance. This
involved the same process only
altered as to fit the nature of the
problem.
The given distance value was located on the
graph and its line was followed up until the
gap between the two curves on the graph
was seen. This gap was marked on a scrap
paper which was then wedged down to the
time values. The time value that fits perfectly
to the mark on the paper was recognised as
the time difference in the arrival of P-wave
and S-wave.
This method was performed with ease by
most of the class with the only issue arriving
from precision and accurately determining
the point where the mark on the paper fits
perfectly.
KEY FINDINGS

The “Wedge Method” uses time difference data from a recording station or a
seismogram, a distance-time graph, and a scrap paper to derive the distance of the
involved station from the earthquake epicenter. It can also be used to determine the
time difference given the distance of the station from the epicenter.

ACTIVITY 3 LET’S MARK THE BOUNDARIES

On September 14, the class then observed the distribution and location of active
volcanoes, earthquake epicenters, and major mountain belts, their relationship with
each other as well as made inferences on the basis of scientists for dividing the
lithospheric plates.

The class assessed maps locating the

aforementioned geologic
formations/events which posed a
challenge to those relying solely on the
images presented on the television
considering the population of the students
crowding for a better view. This was aided

for students who were able to clearly capture the images on their phone and access
the maps itself on the internet. Due to insufficient time for evaluating the maps needed
for answering the ten questions in the activity, the class was allowed to finish the
activity until the next day, ensuring quality work and well-assessed basis for
information.

KEY FINDINGS

The location and distribution of volcanoes, earthquake epicenters, and mountain belts
along with their relation allowed scientists to have sufficient data on the structure of the
lithosphere in various regions of the Earth allowing them to appropriately divide and
recognize the Earth’s lithosphere into several plates. On the maps shown in the conduct
of the activity, it can be seen that volcanoes and earthquake epicenters are not
randomly distributed over the Earth’s surface and are also the same place where
mountain ranges are found. Majority of the volcanoes are more specifically located in
the Western Coast of North and South America, East Asia, and SouthEast Asia and are
unlikely to have activity outside the Pacific Ring of Fire. Earthquakes, on the other hand,
can be located near the edges of continents, in mid-continents, and in oceans while
they are not present on a great portion of the Pacific ocean, Northernmost Asia, and a
large part of Europe.
These locations and nature of such geologic formations/events allowed scientists to
map out the several plates of the lithosphere. While the location and nature of these
formations/events are important for scientists in their conducts, it is also important
for the general public to know for their safety and awareness, especially when visiting
a place or deciding where to live.

10 - Lipnayan ‘23-’24
ACTIVITY 4 HEAD-ON COLLISION

September 20, an activity titled “Head-On Collision'' was assigned to the class with
the aim for the students to explain the processes that occur along convergent
boundaries and determine the consequences of colliding plates, widening the class’
knowledge about the Earth’s lithospheric plates. This activity allowed creating careful
observations, inferences, and conclusions regarding the different types of plate
convergence. It was divided into three parts, each focusing on one type of plate
convergence.

Part A: Converging Continental and Oceanic Plate

In this part of the activity, the class assessed the processes and consequences
resulting from the convergence of a continental plate and an oceanic plate. The
class was able to understand with ease what happens in such plate movement with
the help of a diagram illustrating the plate movement and a set of questions to be
answered that allowed guidance towards important conclusions in line with the topic
objectives. Having prior knowledge on the topic from courses in the past years also
provided a significant amount of guidance for the class to arrive at the appropriate
realization of the topic.

KEY FINDINGS

In the convergence of a continental plate This subduction results in the formation of

and an oceanic plate, the two plates
move towards each other and a process
called “subduction” occurs resulting in
different geologic formations/events.
Subduction is a process wherein a crustal
plate is directed towards the mantle
causing it to melt due to the high
temperature of the layer creating a
molten material called “magma”. In this
type of convergence it is the oceanic
plate that subducts due to its greater
density compared to the continental
plate.
volcanoes and volcanic island arcs as the
formed magma below would rise up to
the Earth’s surface due to its low density
compared to the material that surrounds
it. Another feature this process forms are
trenches which are comparatively deeper
areas in the ocean found at the point
where the oceanic plate starts to bend
downward. In addition, since the plates
are moving toward each other and the
oceanic plate is grinding against the
continental plate as it moves downward,
earthquakes also occur.
PART B: CONVERGENCE OF TWO OCEANIC PLATES

The second part of the activity was assigned on September 21. In this part, the class
studied the convergence of two oceanic plates, the processes involved, and the
consequences it results to. This was also performed with the aid of a diagram
illustrating the plate movement, a set of questions to be answered that allowed
guidance towards important conclusions in line with the topic objectives, and prior
knowledge of the class in the10 - Lipnayan ‘23-’24
topic.

KEY FINDINGS

In the convergence of two oceanic plates the plates also move towards each other
and the subduction process occurs as well. In this type of convergence it is the older
oceanic plate that subducts as it is denser than the younger one. Since subduction
causes formation of volcanoes and formation of trenches in oceans, these features
are present in converging oceanic plates. Earthquakes are also caused by this plate
movement as the plates move toward each other and the subducted oceanic plate
grinds against the other oceanic plate as it moves downward. This type of
convergence results in the same geologic formations and events as those caused by
converging continental and oceanic plates due to the presence of the same process,
subduction. The only feature unique to this type of convergence is the occurrence of
what is called a “tsunami”, a displacement of a large body of water causing large
waves with wavelengths of hundreds of kilometers. This can happen when the plate
that is not subducted flick upward causing displacement in the body of water above.

PART C: TWO CONTINENTAL PLATES CONVERGING

The last part of the Head-On Collision activity was assigned to the class on
September 25 as a group work with each group consisting four members. This part
focuses on two continental plates converging. The activity was accomplished by the
class with the aid of performing a demonstration of the collision of the plates, a set of
questions to be answered that allowed guidance towards important conclusions in
line with the topic objectives, and their prior knowledge in the topic.
To perform the demonstration, each student was tasked to bring a face towel the day
before the activity, however the “MMMM” group was only able to use three face towels
as one of the members failed to bring one. The three face towels were folded each
into three equal folds which were then stacked on top of each other. The stacked
towels were compressed towards its center through laying the edge of both hands
on each end and then pushing in towards each other. This resulted in a mountain or
hill formation. A peak formed at the middle of the towels while the sides formed a
downward slope.

Following the accomplishment of

the activity, each group was then
asked to prepare for a possible
presentation the next day,
September 26. With the game of
race in submitting a fourth of a
sheet of paper containing each
groups’ members’ names, the
“MMMM” group was picked to
present first as their paper was
submitted last.

KEY FINDINGS

Upon observation, the group was able to compare the demonstration to continental-
continental convergence of plates, the towels representing the continental crusts. It
was found that like the previous types of convergence of plates, the plates in this type
of convergence move towards each other; however, the subduction process does not
occur as there is no significant difference in the density of the two plates involved
and thus, there is also no formation of volcanoes, volcanic island arcs, and trenches.
Instead of subduction a collision zone occurs and mountains are formed as the
pressure built between the crusts is then released through pushing the crust
upwards. This forms the mountain peaks which eventually gain height as the crust
continues to buckle up. The only similar consequence of this type of convergence to
the previous ones is the occurrence of shallow earthquakes which are those
originating from within 60 kilometers from the Earth’s surface. Since this type of
convergence results only in the formation of mountains and the occurrence of
shallow earthquakes, it is safe to say that it poses much less hazard and
consequence compared to continental-oceanic convergence and oceanic-oceanic
convergence which results in both the formation of volcanoes and occurrence of
earthquakes.
 PERFORMANCE TASK: EMERGENCY KIT
The class’ next group presentation was to inform about the appropriate content of an
emergency kit for which they were given complete freedom as to how they wish to
present it, however everyone presented in the form of a roleplay.

They were given time to discuss their

presentations within their groups. The
10 - Lipnayan“Wednesday
‘23-’24 Cleaners" group which
altered its name to “The Illegal Wife” used
the given time to brainstorm ideas and
suggest steps for preparation of the
presentation. The content of the
emergency kit was later discussed
through their online chat room.

Following the planning stage, each

member contributed Php50.00 to buy the
supplies needed for the kit. They were able
to present first on October 24, the second
day of presentation, showing both the
importance and the supposed content of
an emergency kit in a creative way
inspired by Filipino dramas. The plot of the
The following events showed the
presentation was a classic confrontation
occurrence of various natural calamities
between a womanizer husband, his wife,
such as a volcanic eruption and an
and his mistress. It started with a scene
earthquake, as well as emergency
where the husband and his mistress are
scenarios such as getting injured and
enjoying the view from a balcony in a
having an asthma attack. From there,
vacation house in Tagaytay followed by
the group showed the different materials
the arrival of the legal wife.
kept inside the emergency kit that can
be used in each situation, explaining its
use and function. After the presentation,
the kit was kept in the class for
everyone’s use in case of an emergency.
THE EMERGENCY KIT CONTAINED THE
FOLLOWING:

Tape Shirt Cotton

Scissor 6pc Biogesic Tissue
Flashlight White Flower Face mask
Whistle Vics VapoRub Thermometer
Battery Alcohol Safeguard soap
Canned foods 2pc. Band Aid Colgate toothpaste

"Be Ready, Stay Safe" Bottled water Bandage

Towel
Toothbrush
KEY FINDINGS

An emergency kit must always be prepared and found within the house in easy to
access storage. They are crucial to ensure preparedness for disaster and emergency
situations, reduce the risks of disaster hazards, increase chances of survival and
safety in the face of a disaster. It is especially essential to the Filipinos as the
Philippines is a country prone to natural calamities such as volcanic eruptions,
earthquakes, and typhoons due to its geographical location.

Module 2:
The Earth’s Interior

ACTIVITY 5: AMAZING WAVES

To kick off the second module of unit one called “The Earth’s Interior”, an activity titled
Module 2: The Earth’s Interior
“Amazing Waves” was assigned to the class which aimed for the students to define

Module 2: The Earth’s Interior

seismic waves scientifically, differentiate the different types of seismic waves, and
Module 2: The Earth’s Interior
recognise the importance of seismic waves in the study of the Earth’s interior. The
class was aided by a textbook for the information they needed and used a concept
map to arrange and present the collected information in a concise manner. The only
difficulty faced by a portion of the class was the insufficient time provided to
successfully finish the task without compromising the quality and orderliness of the
output thus some were not able to finish the activity. However, the majority of the
class were still able to meet the objectives

KEY FINDINGS

Seismic waves are mechanical vibrations that occur in the Earth due to the breaking
of rocks. This can be classified into two main types, the surface wave and the body
wave. The main difference between the surface wave and the body wave is the
location on the Earth where they can travel. Surface waves can only travel through
the Earth’s surface while Body waves can travel through the Earth’s interior. Surface
waves have two subtypes namely Love wave and Rayleigh wave.
Love waves are transverse waves that cause ripples as it travels through the
lithosphere. They are faster than Rayleigh waves and cause the most damage to
structures during an earthquake. Rayleigh waves, on the other hand, are both
longitudinal and transverse waves that roll along the ground like a wave across an
ocean, moving it either up and down or side-to-side. These waves cause most of the
shaking felt from an earthquake. Body waves also have two subtypes, Primary wave
(P-wave) and Secondary wave (S-wave). P-waves are compressional waves that
force the ground to move backward and forward and can travel through all the
layers of the Earth while S-waves are transverse waves that force the ground to sway
from side-to-side in rolling motion and can travel only through solids. The layers of
the Earth and their properties were able to be identified by scientists through the use
of body waves. Since these waves are able to travel through the Earth’s interior,
experts were able to use observation in the way they reflect and refract in different
regions in the Earth’s interior to make inferences and conclusions regarding the
Earth’s layers. Although body waves are the ones used to study the Earth’s interior, all
seismic waves are useful in both understanding the Earth’s process and monitoring
earthquake and volcanic activity to be able to create appropriate steps in mitigating
the hazards they pose.

ACTIVITY 6: OUR DYNAMIC EARTH

The activity “Our Dynamic Earth” assigned on October 20, was the last activity to be
assigned to the class in the first quarter. With the objectives of describing the
properties of the layers of the Earth and telling the composition of the layers of the
Earth, the class was able to both recall past courses discussing the topic and gain
additional information.
The activity involves filling a
drawing of the Earth’s layers with
the appropriate symbols that could
represent a phase of matter, an
element, or hot rock to describe the
composition and property of each
layer. The activity was aided by an
illustration of the Earth’s layers
along with a list of the needed
symbols. This was followed by
questions that guided the class to
important concepts and
conclusions regarding the topic.
Overall the activity was done by the
whole class with ease.
KEY FINDINGS

Earth has three main layers. The thinnest and outermost layer is the crust, a solid
layer made up of the elements Oxygen, Silicon, Aluminum, Iron, Calcium, Sodium,
Potassium, Magnesium, Titanium, Hydrogen. It can be divided into the continental
crust and the oceanic crust. The next layer is the mantle, a solid layer that is able to
flow due to a property called “plasticity”. It is a hot rock layer mostly made of the
elements silicon, iron, oxygen, and magnesium. The last and innermost layer of the
Earth is the core which is further divided into the outer core and the inner core. The
outer core is a liquid hot rock layer made up of molten iron and nickel moving around
the inner core while the inner core is a solid hot rock layer made up of solid iron and
nickel. The main difference between the outer core and inner core is their phase. The
inner core is solid despite its much higher temperature than the liquid outer core due
to the tremendous pressure it is under causing pressure freezing which keeps it in the
solid phase.