8

SCIENCE
Quarter 2 - Module 1
Earthquake and Faults
Science — Grade 8
Alternative Delivery Mode
Quarter 2 — Module 1: Earthquake and Faults
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Writer(s): Margie A. Temple

Reviewer(s): Nilda U. Villegas, EPS – Science

Florida D. Arias, PhD, PSDS

Illustrator(s): Jay Michael D. Calipusan, PDO II

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Members: Nilda U. Villegas, EPS – Science

Himaya B. Sinatao, LRMS Manager
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 8

SCIENCE
Quarter 2 - Module 1
Earthquake and Faults
This page is intentionally blank
 Table of Contents

What This Module is About ………………………………………………………………………………………… i

What I Need to Know ……………………………………………………………………………………………….… i
How to Learn from this Module ……………………………………………………… ii
Icons of this Module …………………………………………………………………………………………………… ii
What I Know ………………………………………………………………………………………………………………… iii
Lesson 1:
Earthquakes and Faults.......................................................... 1
What I Need to Know …………………………………………………… 1
…
What’s New Activity 1: Where is Fault? …………………………………… 1
What Is It .................................................................................. 3
What’s More Activity 2: When Fault Move. ……………………………… 4
Activity 3: Stick-Slip…………………………………………... 5
Activity 4: Stick-Shake………………………………….... 7
What I Have Learned Activity 5: Graphic Organizer …………………………….. 8
What I Can Do: Activity 6: Tracing Fault ……………………………….... 9

Lesson 2:
Earthquake: Focus, Intensity, Magnitude and Active
9
and Inactive Faults..........................................................
What’s In: Activity 1: Earth-Quick to Find ……………………………… 9
What I Need to Know ………………………………………………...…... 10
What’s New Activity 2: Where does an earthquake start? ………………… 10
What Is It .................................................................................. 11
What’s More Activity 3: Modeling Active and Inactive Fault …………… 14
What I Have Learned Activity 4: ………………………………………………...…... 15
What I Can Do: Activity 5: ……………………………………………….…….. 15

Summary ……………………………………………………………………………………………………………………… 16
Assessment: (Post-Test) ……………………………………………………………………………………….… 17
Key to Answers ……………………………………………………………………………………….………………… 19
References ………………………………………………………………………………………………………………… 22
This page is intentionally blank
What This Module is About
Have you remembered your lesson in Grade 7 that the Philippines is located along
the Ring of Fire? The Ring of Fire refers to the region around the Pacific Ocean that is
commonly hit by an earthquake and volcanic eruptions. How does this affect us?
In this module, we will focus on earthquakes and faults. An earthquake is one of the
most horrifying phenomena that anyone can ever experience. Earth is rock, solid, and
steady these are your beliefs. However, you have encountered that the ground shakes and
this contradicts what you believed before. Earthquakes have caused some destruction all
over the world.
Even before, people have started recording these events. No wonder scientists have
been working very hard on how to predict when an earthquake occurs. We cannot stop this
natural event from occurring. To predict when an earthquake will occur is always a question
by many. Thus, for survival, you must learn about earthquakes.

What I Need to Know

After going through this module you are expected to:

1. Describe what a fault is using models or illustrations;
2. Explain how movements along faults generate earthquakes;
3. Differentiate the epicentre of an earthquake from its focus;
4. Differentiate the intensity of an earthquake from its magnitude; and
5. Differentiate between active and inactive faults.

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know (Pre-Test)

Directions: Choose the letter of the best answer.

1. It is an occasion within the Earth’s crust along which significant movement has taken place.
a. dip c. epicenter
b. fault d focus
2. When does an earthquake occur?
a. when rocks along a fault suddenly c. when two big vehicles collide
move
b. when a building collapse near the d when great flood occur
river bank .
3. It refers to the results of the earthquake on people, structures, and also the surroundings.
a. energy line c. epicenter
b. intensity d magnitude
.
4. It's a scale accustomed to identify the intensity of an earthquake.
a. numbers c. hindu-arabic
b. letter dots d roman numerals
.
5. It's the energy that's released in an earthquake.
a. energy line c. epicenter
b. intensity d magnitude
.
6. The purpose where movement occurred which triggered the earthquake is that the
a. dip c. epicenter
b. fault d focus
.
7. A wide array could be a break within the Earth’s crust along which significant movement has
taken place.
a. dip c. epicenter
b. fault d line
8. ________________ implies that the rocks are displaced or shifted considerably.
a. dip movement c. epicenter movement
b. fault movement d significant movement
.
9. It refers to the place where the fault begins to slip.
a. dip c. fault line
b. focus d epicenter
.
10. What agency in our country that's chargeable for monitoring and observing earthquake and
tsunami occurrence?
a. PAGASA c. PHILVOLCS
b. DENR d. DFA
 iii

Lesson

1 Earthquake and Faults

What I Need to Know

After doing all the activities, you will be able to:

a. Describe what a fault is using models or illustrations; and
b. Explain how movements along faults generate earthquakes.

What’s New
Activity 1 – Where’s the Fault?

Observe carefully the figures below. Answer the questions that follow on page 2 and write
them in the box. Write your answer in the box provided.

Figure 1. Events on how land cracks

Land is represented by a box. A is the starting point. The two parallel lines represent the
event that may happen while B, C and D show how a crack forms in the box.
 1

Figure 2. An example of a fault.

(Image courtesy of the GEER Association and National Science Foundation)

Compare Figure 1
Is there something in
Events on how land Do you see anything
Figure 1 - that is
cracks on page 1 and similar to Figure 1
similar to what is
Figure 2 An example aqnd Figure 2?
formed in Figure 2?
of a fault

Write your answer here.

 2
What Is It

Figure 3.San Andreas Fault

This picture shows the San Andreas Fault in California. Francois ohier/Photo Researchers, Inc.
Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.

A fault is a break in the Earth’s crust, and along the break, significant movement has
taken place.
The word break refers to a crack in the ground while crust refers to the outermost
layer of the Earth. We live on the surface of the crust.
Significant movement means that the rocks have been displaced or shifted
considerably. This is shown in Figure 2 found on page 2

What’s More

In Activity 1, if you have observed the movement along the fault is in the horizontal
direction. That is, the crust moves sideways.
The next activity, will show another movement but in the vertical direction. Let’s find
out.
 3
Activity 2 – When Fault Move

A box of sand are 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.

Figure 4. A box of sand.

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?
_________________________________________________________________________

_________________________________________________________________________
 4

Now, this time observe what happen if the box were pushed toward each other.

Figure 5. At A the box of sand are 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.

Activity 3: Stick – Slip

Suggested materials needed:

 two small boxes (fruit juice boxes, shoe box, mosquito killer box, or any with same
size)
 masking tape or scotch tape
 rubber band, or garter, or any elastic material
 paper clip or any wire that holds the rubber band in place
 toy house or anything that is placed on top of the box

Note: You can use materials similar to those suggested above.

Procedure:
1. Using the materials needed, create a simulation that is similar to figure 5 shown on page
6. Answer the questions that follow.
 5

Figure 6. Two boxes side by side and lightly

Figure 5. Two boxes – one with a
taped. Toy house on top of box with rubber
rubber band attached to a paper clip
band.

Figure 6. Rubber band on box with toy house pulled slowly. Observe what happens.

3. With your right hand placed on the curve arrow, hold the box in place. With your other
hand, slowly pull on the rubber band in the direction shown in Figure 6.

Q5. What happens to the rubber band? _________________________________________

_________________________________________________________________________

_________________________________________________________________________

Q6. Keep on pulling on the rubber band. What happens to the box attached to the rubber
band?
Note: The tape is supposed to come off, so stick it on very lightly.
_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Q7. What happens to the house? _____________________________________________

_________________________________________________________________________

_________________________________________________________________________

Q8. Which is the fault in this setup? ___________________________________________

_________________________________________________________________________

_________________________________________________________________________
 6
While activity 3, stimulates the sudden movement along a fault, it does not show the shaking
that accompanies the sudden movement. Activity 4 demonstrate this.

Activity 4 – Stick-Shake

Materials needed:
 two plastic rulers (plastic transparent) or any flexible materials alike
 modeling clay or any binder that easily loose up
Procedure:
1. Using the clay, attach the rulers’ ends together (how long is the overlap between
rulers?)

Hold the rulers as shown in the picture above. Then slowly

move your hands in the direction of the arrows.

Q9. What is stored in the bent rulers?

_________________________________________________________________________

_________________________________________________________________________

Q10. What happens when bending becomes too much?

_________________________________________________________________________

_________________________________________________________________________

Note: If nothing happens, separate the rulers and re-attach them only slightly

The activity you just performed simulates how rocks bend along a fault. Think of the
rulers as if they were part of the ground. Figure 12, found on the next page can help you
visualize this.

7
 Figure 12. 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.

Q11. In the activity, what represents friction?

___________________________________________________________________

What I Have Learned

Activity 5 – Graphic Organizer
Complete the concept map.

What is inside
Fault is? the Earth that
makes the
ground move?

Why there is no
A process that
movement right
describes the
away even if
movement of the
there is an
ground after an
occurence of
earthquake
motion inside the
Earth? occurs?

8
 What I Can Do

Activity 6 – Tracing Fault

1. Is there an active fault identified in your town, province, or region?

____________________________________________________________

____________________________________________________________

2. How will you prepare to an event like earthquake?

______________________________________________________________

____________________________________________________

Lesson Earthquake: Focus, Intensity,

2 Magnitude and Active and

Inactive Faults

What’s In
Activity 1 – Earth-Quick to Find

Direction: Complete the words puzzle below, before you proceed to the next activity.

Across
1. ground bending

Down
1. a process that describes
the movement of the
ground after an
earthquake occurs
2. outermost layer of the
Earth
3. breaks or cracks
4. an act of changing
physical location or
position

9
 What I Need To Know
After performing the activities, you should be able to differentiate:
 Epicentre of an earthquake from its focus;
 Intensity of an earthquake from its magnitude; and
 Active and inactive faults.

What’s New

Activity 2 – Where Does an Earthquake Start?

Objective:
After performing this activity, you should be able to
a. differentiate between focus and epicentre
b. to investigate the difference between the magnitude and intensity of an
earthquake.
Materials:
 Matchboxes (or DIY box with the same size)
 3 stones of different sizes (small, medium, large)
 Table or cardboard DIY table
Procedure:
1. Get 10 empty matchboxes, 3 stones assorted sizes (small, medium, large)
2. Pile empty matchboxes one on top of the other alternative in groups of 5.
3. Place one pile near one end of the table and also the opposite pile at the other
alternative end.
4. Using a stone, strike one pile under the table. Observe the movement of the
matchboxes in each pile.
5. Repeat using the two other stones one at a time.
6. Observe the movement of the matchboxes as soon as you strike the pile with a
stone.
B
A

Figure 13. Matchboxes on the table.

10
Answer these:
1. What happened once you struck the table at one end?
 2. Which pile showed stronger movement? Why?

3. Which pile showed the littlest the tiniest movement? Why?

4. Which stone caused the strongest movement?

5. Which stone caused the weakest movement?

From the activity, Where Does an Earthquake Start?

6. _____________________ represents Focus.

7. ________________________represents Epicentre.

8. _________________________ Intensity.

9. _________________________ Magnitude.

10. __________________________ Earth crust.

What Is It
Earthquakes are vibrations or tremors produced within the earth’s outer layer or
crust. An earthquake is tectonic. It occurs when parts of the earth’s crust break and also the
rocks together with a fault slide near each other or far away from each other. This is often
called faulting. An earthquake could also be volcanic. Tremors are often produced to signal
an upcoming discharge at this vicinity or region.
The pressure makes the rocks move. The place where the earthquake originates is
called focus. The earth’s surface directly above the focus is called an epicenter. The seismic
waves travel outward from the focus in all direction when energy is released.. Scientists or
experts during this field are called seismologists. There are two major scales during which
earthquakes are measured. The magnitude of a particular earthquake is also one number
that does not vary from place to position. Magnitude is that the entire energy released by an
earthquake at its focus.
Earthquakes of giant magnitude are stronger and typically more destructive than
those of small magnitude. The Ritcher Scale measures earthquake magnitude. The intensity
of an earthquake is measured in terms of its geological effects and so the general damage it
brings. Away from the epicenter, the intensity of an earthquake becomes weaker. The scale
measures the intensity of shaking. The Intensity and the magnitudes measurement are
always corresponding to each other.

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. The
Philippine Institute of Volcanology and Seismology (PHIVOLCS) use the following scale to
describe the intensity of earthquakes in the Philippines.

11
Intensity
Description
Scale
I Scarcely Perceptible – Perceptible to people under favourable circumstances.
Delicately balanced objects are disturbed slightly. Still water in containers
oscillates slowly.
 II Slightly Felt – Felt by few individuals at rest indoors. Hanging objects swing
slightly. Still water in containers oscillates noticeably.
III Weak – Felt by many people indoors especially in upper floors of buildings.
Vibration is felt like one passing of a light truck. Dizziness and nausea are
experienced by some people. Hanging objects swing moderately. Still water in
containers oscillates moderately.
IV Moderately Strong – Felt generally by people indoors and by some people
outdoors. Light sleepers are awakened. Vibration is felt like passing of a heavy
truck. Hanging objects swing considerably. Dinner plates, glasses, windows
and doors rattle. Floors and walls of wood framed buildings crack. Standing
motor cars may rock slightly. Liquids in containers slightly disturbed. Water in
containers oscillates strongly. Rumbling sounds may sometimes be heard.
V Strong – Generally by most people indoors and outdoors. Many sleeping
people are awakened. Some are frightened, some run outdoors. Strong
shaking and racking felt throughout the building. Hanging objects swing
violently. Dining utensils clatter and clink, some are broken. Small light and
unstable objects may roll or overturn. Liquids spill from filed open containers.
Standing vehicles rock noticeably. Shaking of leaves and twigs of trees are
noticeable.
VI Very Strong – Many people are frightened and run outdoors. Some people
lose their balance. Motorist feels like driving in fist fires. Heavy objects or
furniture move or may be shifted. Small church bells may ring. Wall plaster
may crack. Very old or poorly-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 and mountainous areas and escarpment
trees are noticeably shaken.
VII Destructive – Most people are frightened and run outdoors. People find it
difficult to stand in upper floors. Heavy objects and furniture overturn or toggle.
Big church bell may ring. Old or poorly-built structures suffer considerably
damage. Some well-built structures are slightly damaged. Some cracks may
appear on dikes, fish ponds, 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 a liquid).
VIII Very Destructive – Most people are panicky. People find it difficult to even
outdoors. Many well-built buildings are considerably damaged. Concrete dikes
and foundation or bridges are destroyed by ground setting and tapping.
Railway tracks are bent or broken. Tombstones may be displaced, twisted or
overturned. Utility posts, towers and monuments may tilt or topple. Water and
sewer pipes may be bent, twisted or broken. Limited liquefaction and lateral
spreading cause man-made structure to sink, tilt or topple. Numerous
landslides and rock fells occur in mountainous and hilly areas. Boulders are
thrown out from their positions particularly near the epicentre. Fissures and
faults rupture may be observed. Trees are violently shaken. Water splash or
slep over dikes or banks of rivers.
IX Devastating – People are forcibly thrown to ground. Many cry and shake with
fear. Most buildings are totally damaged. Bridges elevated concrete structures
are toppled or destroyed. Numerous utility posts, towers and monuments are
tilted, toppled or broken. Water sewer pipes are bent, twisted or broken.
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 or slaps over dikes and banks.
12
X Completely Devastating – Practically all man-made structures are destroyed.
Massive landslides and liquefaction, large scale subsidence and uplift or land
forms and many ground fissures are observed. Changes in river courses and
destructive sachets in large lakes occur. Many trees are toppled, broken and
uprooted.
Table 1. PHIVOLCS Earthquake Intensity Scale (PEIS)

However consequences accompanying any faults. Assume a residence was

constructed on a fault. As the spot displaces slowly, portions of the residence will be stirred.
The ground will fracture, openings will not shut, and the roof may begin to drip. It is essential
to perceive the spot of active faults, as what you had observed in lesson1 activity 1 and 2.
Considerably, no significant constructions should be constructed near or on them.
PHIVOLCS has a diagram that displays the active faults in the Philippines. An active fault is
one that has moved in the past and is suspected to move again.
Experts adopt various techniques to uncover out if a fault is active. One is by
reviewing the countries past recordings. Archaeologists periodically record about disruptive
incidents such as earthquakes. Another is by analyzing the oscillations, former and today
that come from faults. Nevertheless different method is by inspecting the surroundings. For
example, a fault may meet a path and because of that, the road is displaced. Either a fault
may cast over a river or the river current is then changed. Or a fault may slice through
mountains and form cliffs. This is not to say that anyone can spot an active fault.

12
Figure 14. Active Faults and Trenches

13
What’s More

Activity 3: Modelling Active and Inactive Fault

Below is a model that represents:

 Figure
15. The Fault Model consists of two pieces that fit together.

Figure 16. The model shows different fault movements of Earth ground.

Sideward movement was illustrated in model A and B while vertical movement was shown
on models C and D. In Model C, a portion of the ground dropped down, forming a low area.
In Model D, part of the ground was raised, forming a high region.

Q1. Create your own model to show different types of movement along a fault.
___________________________________________________________________

Q2. How would the surroundings be affected?

___________________________________________________________________
___________________________________________________________________

14
What I Have Learned

How Strong is the Earthquake?

Directions: Do the following thought exercise. Justify your answer based on the fault model.
 1. Suppose an earthquake occurred in Mindanao. Would the intensity be the same
all over the Philippines?
________________________________________________________________
________________________________________________________________
2. When an earthquake occurs, where would shaking be greater? Near the
epicentre or away from the epicentre? Where would damage be more? Near the
epicentre or away from the epicentre?
________________________________________________________________
________________________________________________________________
3. Based on your answers to Questions A and B, where would the intensity
be higher? Near the epicentre or away from the epicentre?
________________________________________________________________
________________________________________________________________

What I Can Do

Direction: Read and fill in the blank

A. The __________________ of an earthquake is determined by observing the effects of

the _________________ in different places. Houses, buildings, and other structures are
inspected. People are interviewed about what the intensity of an earthquake is determined
by observing the _____________ of the earthquake in different places. Houses, buildings,
and other structures are _______________. People are interviewed about what they
saw (the cabinet fell over), how they ________________ (I was frightened), or what
they did (I ran out of the house).

B. Another way of describing the strength of an earthquake is by _______________.

Recall that as rocks bend along a fault, energy is stored little by little. When the rocks
suddenly snap, the _____________________ is released.
The released energy can be calculated by scientists and is called the
magnitude of the earthquake. The greater the magnitude, the stronger the earthquake. To
distinguish the two, intensity is expressed using _______________ (I, II, III) while magnitude
uses ____________________s (2, 3, 4).
Earthquakes with a magnitude of ______ may or may not be felt. Those that are felt
by most people have a magnitude of _____. Magnitude ____ quakes can lead to a lot of
damage in highly populated areas.
Earthquakes with a magnitude of ______ can cause severe damage. A magnitude
___________ quake results in widespread destruction, especially near the epicentre.
Luckily, only ____________occur every year.

C. Do You Live Near an Active Fault?

Using the “Distribution of Active Faults and Trenches in the Philippines, enumerate at
least 5 Active Fault and 5 Inactive Fault surrounding Mindanao.

15
Summary
A fault is a break in the Earth’s crust, and along the break, significant movement has
taken place. Its movement can be described along the fault in the horizontal direction. That
is, the ground moves sideways. On the other hand, if ground will be observed to move up or
down the movement in the vertical direction. An earthquake is a vibration of the Earth due to
the rapid release of energy. The place where the earthquake starts is called the focus,
along the fault plane. The spot on the surface of the Earth that is directly above the focus is
called the epicenter. The strength/energy of an earthquake is called the magnitude. The
strength of the movement of an earthquake of (how strong or weak is the shaking) is called
the intensity.

Scientists use different ways to find out if a fault is active. One is by checking the
country’s historical records. Another is by studying the vibrations, past and present that
come from faults. Still another way is by observing the surroundings. Or a fault may cut
across a stream and the stream channel is then shifted. Or a fault may slice through
mountains and form cliffs.

16
 Assessment (Post-Test)
Directions: Choose the letter of the best answer.
1. Earthquakes are a phenomenon in Japan, Indonesia, and therefore the
Philippines. Why is that so?
a. Japan, Indonesia, and therefore the Philippines are positioned near the
equator.
b. Japan, Indonesia, and also the Philippines are located within the Pacific
Ring of fire side.
c. Japan, Indonesia, and also the Philippines are circled by seas.
d. Japan, Indonesia, and also the Philippines are thought archipelagic
countries.
2. What will most are anticipated to occur every moment a fault slips?
a. There will be no movement in the slightest degree.
b. The rocks are held together.
c. The rocks will swiftly slip and can create an earthquake.
d. There will be moving immediately.
3. Scientists use alternative ways to seek out if a fault is active. Which one isn't
included?
a. Scientists checked the country’s account.
b. Scientists observed the environment.
c. Scientists created a fault model
d. Scientists studied the past and present vibrations.
4. An earthquake happens along a line. Which of the subsequent isn't true about
faults?
a. It is found toward land.
b. It is where fault cyclone starts.
c. It will be found under the ocean.
d. It is an opportunity within the Earth’s crust.
5. What does one call the spot above the main focus on the surface of the Earth?
a. crust c. epicenter
b. wave d. magnitude
6. Which of the subsequent refers to the place where the earthquakes start?
a. fault plane c. fault
b. focus d. epicenter
7. What office in our country that's answerable for monitoring and observing
earthquake and tsunami occurrence?
a. Department of Environment and Natural Resources (DENR )
b. Philippine Institute of Volcanology and Seismology(PHILVOLCS)
c. Philippine Atmospheric, Geophysical and Astronomical Services
Administration (PAGASA)
d. Department of Food and Authority(DFA)
8. Not every fault movement beneath the ocean will produce a tsunami. Which of
the subsequent fault movements will lead to such an occurrence?
a. String movement
b. Vertical movement
c. Sideward movement
d. Horizontal movement
9. What does one call the phenomenon that refers to the fast movement between
two sides of a fault wherein the friction is overcome leading to a sudden
movement or shaking of the ground?
a. stick-bend c. stick-slip
b. stick-vibrate d. stick-shake
17
10. When the tsunami reaches the shore what could happen?
a. The wave accelerates and grows tall.
b. The wave breaks down.
c. The wave races.
d. It slows down and grows tall.
11. What is the term wont to describe Intensity VII?
a. Devastating c. Very strong
b. Strong d. Destructive
12. The release of energy of an earthquake refers to?
a. Focus c. Intensity
b. Epicenter d. Magnitude
13. Which of the subsequent is/are true about tsunamis?
a. It is associated with tides.
b. It is because of the upward movement of rock at the seafloor.
c. It is a large wave.
d. It is because of the upward movement of rock toward land.
14. Energy from the within the world makes the bottom move. Which of the
subsequent is that the reason why there's no movement right away?
a. There is no movement immediately thanks to the bending of the rocks.
b. The rapid release of energy causes a delay within the movement of the
bottom.
c. There is no movement instantly thanks to the vibrations of the rocks.
d. Friction causes a delay within the movement of the bottom.
15. Scientists use other ways to explain how powerful an earthquake is. Which
method refers to noting the results of the earthquake on people, structure, and
also the surroundings?
a. Intensity c. Magnitude
b. Focus d. Epicenter

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 Key to Answers

LESSON 1

What I Can Do
Activity 6 – Tracing Fault
1. Is there an active fault identified in your town,
province or region? ---- answer varies----
2. How will you prepare to an event like
earthquake? --- answer varies----

Lesson 2

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References
DOST PHIVOLCS. n.d. http://www.phivolcs.dost.gov.ph (accessed June 28, 2020).

GEER geerassociation.org. n.d. http://www.geerassociation.org/GEER_Post%20EQ%20

Reports/Duzce 1999/kaynasli 1.htm (accessed June 28, 2020).

"https://earthquake.usgs.gov/." USGS Science for a Changing World. n.d.

http://earthquake.usgs.gov.

Learning Resourse Management and Development System (LRMDS). n.d.

http://lrmds.depedldn.com/DETAIL/6555.HTM (accessed June 28, 2020).
quizizz. n.d. quizizz.com (accessed JUNE 15, 2020).

In Earth, An Introduction to Physical Geology (6th Ed.), by E.J., & Lutgens, F.K. Tarbuck.
Upper Saddle River, NJ: Prentice Hall, 1999.

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For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway, Gingoog City
Telefax: 088 328 0108/ 088 328 0118
E-mail Address: gingoog.city@deped.gov.ph

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