Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

8 Zest for Progress

Z Peal of artnership

Science Grade 8
Quarter 2 - Module 2
Intensity and Magnitude
Active and Inactive Fault

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Module Intensity and Magnitude Active and Inactive
2 Fault

What I Need to Know

Most Essential Learning Competency:
● Differentiate the intensity of an earthquake from its magnitude
 Differentiate active and inactive faults. (S8ES-IIa-15)
This module was designed and written with you in mind. It is here to help you
master the Earthquake Intensity and Magnitude and Active and Inactive Fault (S8ES-
IIa-15). The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course but the order
in which you read them can be changed to correspond with the textbook you are now
using.
The module is divided into two lessons, namely:
Lesson 1 – Intensity and Magnitude
Lesson 2 – Active and Inactive faults
After going through this module, you are expected to:
Lesson 1.1: differentiate the Intensity of the Earth and its Magnitude.
1.2: distinguish measurements of earthquake magnitude from those of
intensity.
1.3: List down Earthquake preparedness drill before, during and after
1.3: Evaluate the Earthquake risk hazard
Lesson 2.1: Identify Active fault from Inactive Fault
2.2: Locate active and inactive faults near the are using the Map
Have you heard about the strong shallow earthquakes that struck the province
of Cotabato and its vicinity last October 2019? More than 40 people have been
reported dead or missing and nearly 800 were injured as a result of these events. With
all of this data do you have an idea how strong the Earthquake was? Do you know
how Earthquake is measured? Does earthquake happens on random places? Hop on!
Let’s learn all of this by going through this module.

What’s In 15

Activity 1: To equip you with all the necessary knowledge for our new lesson,
let us check your prior understanding about your previous lesson.
Directions: Label the Illustration below from the given word bank

EPICENTER FOCUS EARTH’S CRUST FAULT LINE

Figure 1
 What’s New
There are two systems used to Measure Earthquake, You will learn it by
doing the Activity 2 and 3. We will be able to visualize the energy and the strength of
shaking of the Earthquake that took place in Cotabato last October 2019.
ACTIVITY 2. MATCH THE STRENGTH.
Directions: Connect the equivalent of Richter Magnitude on Column A to the effect 40
of the Earthquake on Column B (5 points each)
A B
RICHTER MAGNITUDE EARTHQUAKE EFFECTS
a. 0-1.9 1. Ceiling lights swing
b. 2-2.9 2. Not felt by people
c. 3-3.9 3. Furniture Moves
d. 4-4.9 4. Many buildings destroyed
e. - 5-5.9 5. Felt little by people
f. - 6-6.9 6. Total destruction of
buildings, bridges, and roads
-
g. 7-7.9 7. Some buildings collapse
h. - 8 up 8. Walls Crack
Great! You-were able to learn that an earthquake has different level of energy
from its point of rupture and it is called MAGNITUDE!. And do you know that the
damage caused by the earthquakes depends on where you are located? Sounds crazy
but it’s the Fact! Now answer Activity 3 to fully grasp the concept.
15
Activity 3. THOUGHT EXERCISE (5 Points each)

Have you experienced Earthquake before and watch the news afterwards? Do all
people have the same experience about how they felt and what they saw during
the Earthquake? Try to analyze and answer the questions below;

A. When an Earthquake occurs, where would shaking be greater? Near the

Epicenter or Away from the Epicenter? Why?
B. Where would damage be lesser? Near the Epicenter or Away from the
Epicenter? Why?
C. Based on your answer to Questions A and B, where would the Intensity be
higher? Near the Epicenter or away from the Epicenter?

The Intensity of the Earthquake is determined by observing the effects of the

Earthquake in different places. Houses, buildings, and other structures are inspected.
People are interviewed about what they saw (The cabinet fell over), How they felt (I
was frightened), or what they did (I ran out of the house). It’s safe to say that the further
you are from the Earthquakes Epicenter the lesser the damage! but can we predict
Earthquake? No, but we can locate all the active faults where all the possible rupture
can take place anytime and let us assess if you live near it. Please do the activity 4.
 Activity 4 – IDENTIFYING ACTIVE FAULT and INACTICE FAULT
15
Directions: Identify the pictures below if it is Active or Inactive Fault based on its
description. (5 points each)
ACTIVE FAULT
PICTURE DESCIPTION or
INACTIVE FAULT
1. A 26 m long trench that had
surface displacement of at least
1.8 m, consistent with an
estimated magnitude (M) 6.9–
7.1 earthquake based on the
total 60 km length, recent
activity recorded on 2011.
FIGURE 2
2. Abriaqui Fault in the department
of Antioquia in northwestern
Colombia and has a total length
of 33.8 kilometres in
the Western Ranges of the
Colombian Andes. Major
recorder Earthquake recorded
on 1646 with a 5.2 Magnitude.
FIGURE 3
San Andreas fault is a
3. continental transform fault that
extends roughly 1,200
kilometers through California.
Recent Earthquake recorded
was on 1857 and 1906 with 7.8
FIGURE 4 Magnitude

It’s important that you aware about all the possible active faults near your area
because it generates slippage of rocks due to the inherent instability of their structures,
causing earthquakes.

What is It
INTENSITY
- is a description of the variable shaking that is experienced in different
areas. It is determined from effects on people, human structures, and the natural
environment. It is variable over the area affected by the earthquake, with high
intensities near the epicentre and lower values further away.
- It is assessed using a descriptive scale - Modified Mercalli Intensity Scale
and is expressed using Roman numerals (I, II, III)
Table 1. Mercalli scale intensities and their description
INTENSITY DESCRIPTION
I Not felt except by a very few under favourable conditions.
II Felt by a few persons at rest, especially on upper floors of buildings.
III Felt by persons indoors, especially on upper floors of buildings. Many people do
not recognize it as an earthquake. Standing motor cars may rock slightly,
vibrations similar to passing of a truck. Duration is estimated.
IV Felt indoors by many, outdoors by few during the day. At night, some awakened.
Dishes, windows, doors disturbed; walls make cracking sounds. Vibrations like a
heavy truck.
V Felt by nearly everyone; many people awakened. Some dishes and windows
broken. Unstable objects overturned. Pendulum clocks may stop
VI Felt by all; many are frightened. Some heavy furniture moved; a few instances of
fallen plaster. Slight damage.
VII Damage negligible in buildings of good design and construction; slight to
moderate in well-built ordinary structures; considerable damage in poorly built or
badly designed structures.
VIII Damage slightly in specially designed structures; considerable damage in
ordinary substantial buildings with partial collapse. Damage great in poorly built
structures. Chimneys, factory stacks, columns, monuments, and walls fell. Heavy
furniture overturned.
IX Damage considerable in specially designed structures; well – designed frame
structures thrown out of plumb. Damage great substantial buildings, with partial
collapse. Building shifted off foundations.
X Some well-built wooden structures destroyed; most masonry and frame
structures destroyed with foundations. Rail bent.
XI Few, if any structures remain standing. Bridges destroyed. Rails bent greatly.
XII Total damage. Lines of sight and level are distorted. Objects thrown into the Air.

MAGNITUDE measures the energy released at

the source of the earthquake. It is determined from
measurements on seismographs. When an
earthquake occurs, its magnitude can be given a
single numerical value on the Richter Magnitude
Scale.ACTIVE
It usesFAULT:
Hindu-Arabic numerals (2, 3, 4). Figure 5: SEISMOGRAPH
 ACTIVE FAULT is a fault that is likely to become the source of
another earthquake sometime in the future. Geologists commonly consider faults to
be active if there has been movement observed or evidence of seismic activity during
the last 10,000 years.
INACTIVE FAULTS are
structures that we can identify, but
which do not have earthquakes. As
you can imagine, because of the
complexity of earthquake activity,
judging a fault to be inactive can be
tricky, but often we can measure
the last time substantial offset
occurred across a fault. If a fault
has been inactive for millions of
years, it's certainly safe to call it
inactive. However, some faults only
have large earthquakes once in
thousands of years, and we need to
evaluate carefully their hazard potential. Figure 7

What’s More 15

ACTIVITY 5.
Directions: Analyze the given scenarios below. Encircle the correct answer (5
points each)
1. Juan was sitting peacefully in front of the television when he suddenly felt an
Earthquake which vibration is like one passing of a heavy truck, what intensity did
Juan felt?
A. I B. VII C. IV D. V
2. If you are in a tall building during an Earthquake what is the best thing you should
do?
A. Leave the building at once during the Earthquake
B. Take cover to protect yourself from falling debris.
C. Walk/run to the nearest exit during an earthquake
D. You must get away from your building and every other building nearby.
3. Cherry want to build her dream house but found out that she lives near the active
fault zone, which of the following should not be done by Cherry?
A. Should build the house in accordance to the construction standards
B. Use the much older standards in constructing the house
C. Aim for compliance with the standard and code
D. Ask engineers about the maximum acceleration considered by the current code.
 What I Have Learned 25

Activity 6.
Directions: Write the Accurate intensity scale on the space provided before the
description. 5 points each
_____1. Most buildings are totally damaged. Bridges and elevated concrete
structures are toppled or destroyed.
_____2. People find it difficult to stand even outdoors. Many well-built buildings
are considerably damaged.
_____3. Big church bells may ring. Old or poorly-built structures suffer considerable
damage. Some well-built structures are slightly damaged.
_____4. Generally felt by most people indoors and outdoors. Many sleeping people
are awakened. Strong shaking and rocking felt throughout building.
_____5. Felt generally by people indoors and by some people outdoors. Light
sleepers are awakened. Vibration is felt like a passing of heavy truck.

What I Can Do
Activity 7.
Directions: Interview at least 5 persons that had experienced Earthquake before and
fill in the needed information in the table below.
Rubric for Data Gathering:

Expert (5) Intermediate (4) Novice (3)

Some Facts are Limited amount of

Presentation shows listed but facts. Some of the
DATA
relevant and specific information is not Information seem to
GATHERING
facts about subjects specific or does not be from unknown
provide clear data people.

Data gathered are all 2 – 3 data are All data gathered are
INTERPRETING in the appropriate placed on the not placed on the
INFORMATION
scale incorrect scale relevant scale

Sentence structure
Sentence structure is Work contains
is generally correct.
correct. Punctuation structural
MECHANICS One or two errors in
and capitalization are weaknesses and
punctuation and
correct grammatical errors
capitalization
 Caution: Do the Interview through Phone call or Video Call. Follow the safety protocol
imposed by the LGUs
Date (Estimated by the Intensity Richter
Description Description
Interviewee) Scale Scale
1
2
3
4
5
ACTIVITY 8: Make an earthquake preparedness set of measures (5 samples each)
(Before, During and After) to minimize the effect of Earthquake.
20 15 10 5
Collects and Collects and
Collects and Collects and
contributes contributes
Content contributes contributes mostly
somewhat inaccurate
accurate content accurate content
accurate content content
Some pieces of
Very well Arrangement of
Clear words are information are not
Organization organized and words is unclear
used clear and is hard
informative and illogical
to follow
distractingly messy
exceptionally acceptably
eattractive in terms or very poorly in
neat in terms of attractive though it
Neatness of design, layout, terms of
penmanship and may be a bit
and neatness. penmanship and
presentation. messy.
presentation.

Before During After

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

Assessment
Directions: Choose and encircle the letter of the best answer.
1. What is the difference between the Intensity of the Earthquake and Its Magnitude?
A. Intensity is measured using The Richter Scale while the Magnitude is measured
using the Seismograph
B. Intensity is measured by the strength of shaking produced by the Earthquake
while the Magnitude is the Energy released by the Earthquake.
C. Magnitude is the damaged caused by the Earthquake and Intensity is the
amount of strength of the Earthquake from its origin.
D. Intensity uses Hindu-Arabic numerals (2, 3, 4) while Intensity Scale is
expressed using Roman numerals (I, II, III)
2. What term is used to measure the amount of damage caused by an earthquake?
A. Magnitude B. Intensity C. Focus D. Stress
3. Which of the following measures an earthquake’s intensity based on the observed
effects on people and structures?
A. Richter Scale C. Modified Mercalli Scale
B. The Centigrade Scale D. movement magnitude scale
4. How an Earthquake is felt by other’s and the amount of damage an earthquake
creates is determined by its:
A. Magnitude C. Intensity
B. Duration of shaking D. Time of the day
5. Juan was sitting peacefully in front of the television when he suddenly felt an
Earthquake which vibration is like one passing of a heavy truck, what intensity did
Juan felt?
A. I B. VII C. IV D. V
6. What is the instrument used to measures earth’s movement?
A. Seismograph C. Richter Scale
B. Intensity Scale D. Mercalli Scale
7. What is a safe distance from a fault line?
A. 2 meters on each side of a fault trace
B. 4 meters on each side of a fault trace
C. 5 meters on each side of a fault trace
D. 7 meters on each side of a fault trace
8. The Earth’s magnitude is a measure of the ___.
A. size of seismic waves it produces C. number of surface waves it produces
B. amount of shaking it produces D. damage it causes
9. Which is not a method of spotting an active fault?
A. checking historical background C. observing the surroundings
B. studying vibrations D. interviewing survivors
10. There are faults that are extinct or dormant. How can this statement be classified?
A. True B. False C. Partially True D. Partially False
11. It is a break in the Earth’s crust where significant movement occurred.
A. Intensity B. Focus C. Fault D. Magnitude
12. Which of the following is not true about Active Fault?
A. This is a fault that is likely to become the source of another earthquake
B. It is considered as a geological hazard
C. These are fault that has an evidence of movement for 10,000 years.
D. These are faults that is easy to identify and cannot give an earthquake in the present
13. What is the best thing to do if an Earthquake strikes while you are in a car?
A. Continue driving
B. Get out of the car
C. Park the car under a bridge
D. Stop the car in a clear space and remain in the car
14. What is not the effects of movement on an active fault?
A. Strong ground motion C. Tectonic formation
B. Surface faulting D. Liquefaction
15. You’re in a tall building during an Earthquake,what’s the best thing you should do?
A. Leave the building at once during the Earthquake
B. Take cover to protect yourself from falling debris.
C. Walk/run to the nearest exit during an earthquake
D. You must get away from your building and every other building nearby.
 Additional
A- For ConcreteActivities
Activity 9
Houses
B - For Nonconcrete Houses
Direction: Refer to Activity 4 where you identified the Active Faults in your area (Answer
only Letter A if your House is Concrete and Letter B if your House is Nonconcrete. Do the
Activity and assess the safety of your household.
Risk Indicator Risk Index How Many Location Action
A. Cracks on the wall □ Yes (1) □ No (0)
1.
B. Rotten wood (wall frames) □ Yes (1) □ No (0)
A. Cracks on the ceiling □ Yes (1) □ No (0)
2.
B. Loose iron Nails on Roof /
□ Yes (1) □ No (0)
Ceiling
A. Cracks on the Floor □ Yes (1) □ No (0)
3.
B. Damaged wood floor □ Yes (1) □ No (0)
A.Bookshelves/ Cabinets that □ Yes (1) □ No (0)
are not bolted to the wall
4. B.Bookshelves/ Cabinets that □ Yes (1) □ No (0)
are not bolted to the wall
A.Mirrors,pictures hanging over □ Yes (1) □ No (0)
or beside the bed
5. B.Mirrors,pictures hanging over □ Yes (1) □ No (0)
or beside the bed
A. Electrical wires
□ Yes (1) □ No (0)
6. crisscrossing walk ways
B. Electrical wires
□ Yes (1) □ No (0)
crisscrossing walk ways
A.Soft soil around or beneath □ Yes (1) □ No (0)
the house
7. B. Soft soil around or beneath □ Yes (1) □ No (0)
the house
A.House lies along near fault □ Yes (1) □ No (0)
8. line
B.House lies along near fault □ Yes (1) □ No (0)
line
Rate the Earthquake risk hazard of your house
Each indicator on the list has a negative effect in times of an Earthquake.
Earthquake Risk Assessment Score:
Very Low risk: 0; Low risk; 1-2; Moderate risk; 3-4; High risk; 5-6; Very High risk;7-8
Answer Key-Gr8Q2W2 Science
 References
Grade 8 Science Learner’s Material
Grade 8 Science Teacher’s Guide
Figure 1: http://faculty.fiu.edu/~srimal/erthqkqz.htm
Figure 2: https://teara.govt.nz/en/photograph/4357/ostler-fault-complex-fault-scarp
Figure 3: https://www.researchgate.net/figure/Identified-faults-using-ERT-and-their-
possible-extension-of-existing-faults-derived-from_fig5_266492176.
Figure 4: https://en.wikipedia.org/wiki/San_Andreas_Fault.
Figure 5: https://www.sms-tsunami-warning.com/pages/richter-scale.
Figure 6: https://www.pinterest.com/pin/778278379332060292/.
Figure 7: http://paleoseismicity.org/active-and-inactive-faults/.

Development Team Region IX Hymn

OUR EDEN LAND
Writer: Mary Ann A. Taberos
Editors: Margie Lou C. Jacob
Laarni A. Adonis Here the trees and Golden beams of
Kathleen Joy B. Padilla flowers bloom, sunrise and sunset,
Joly C. Baradero Here the breezes Are visions you’ll never
Reviewer: Sandy R. Albarico gently blow, forget.
Illustrator: Here the birds sing Oh! That’s Region IX...
Layout Artist: merrily,
Management Team: And liberty forever Hardworking people
Majarani M. Jacinto, CESO VI stays, abound,
SDS-ZDS Every valley and dale
Here the Badjaos Zamboangenos,
Visminda Q. Valde, Ed.D swam the seas, Tagalogs, Bicolanos,
ASDS Here the Samals live in Cebuanos, Ilocanos,
peace, Subanens, Boholanos,
Raymond M. Salvador, Ed.D Here the Tausogs Illongos,
ASDs thrive so free, All of them are proud
With the Yakans in and true
Juliet A. Magallanes, Ed.D unity. Region IX our Eden
CID Chief Land.
Gallant men
Florencio R. Caballero, DTE And Ladies fair,
EPS-LRMDS Linger with love and Region IX, our Eden
care, Land.
Sandy R. Albarico
EPS I-Science