Name: Grade & Section: Score:

Teacher: Date: Rating:

Activity 1
Find the Center
Objective:
 Locate the epicenter of an earthquake using the
triangulation method.

Materials:
• hypothetical records of earthquake waves
• Philippine map

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

2. Compute the distance of the epicenter from each of the stations using
this formula:

Where: d = distance (km)

Td= time difference in the arrival time of P-wave and S-wave (seconds)

This formula is suited because 8 seconds is the interval between the times
of arrival of the P-wave and S-wave at a distance of 100 km.

3. Choose one of the recording stations and measure the computed

distance on the map scale (the scale of the map in Figure 3 is 1.5 cm:
200 km). Set your compass for that computed distance.
4. Center your compass on the station you have chosen. Draw a circle.
5. 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.
 http://earIhquake.usgs.gov
Figure 3. Map of the
Philippines
Questions:
Q1. Where is the epicenter of this hypothetical earthquake?

Q2. What difficulty will you encounter if you only have data from two
recording stations?

In the previous activity, the hypothetical earthquake happened locally,

that is why we use the formula stated in the procedure. But, if the earthquake
took place at a far greater distance, seismologists use the distance-time graph
similar to the figure below in determining the location of the epicenter.

The distance-time graph above shows that the S-P interval is about 10 minutes.
Q3. What is the distance of the epicenter from the seismic station?

Q4. What do you think is the importance of determining the epicenter of an

earthquake?

Conclusion:
Name: Grade & Section: Score:
Teacher: Date: Rating:

Activity 2
Let’s Mark the Boundaries
Objectives:
o Describe the distribution of active volcanoes, earthquake
epicenters, and major mountain belts.
o Determine the scientific basis for dividing the Lithospheric plates.

Materials:
Figure 5: Map of earthquake distribution
Figure 6: Map of active volcanoes of the world
Figure 7: Mountain ranges of the world

Procedure:
1. Study Figure 5 showing the earthquake distribution around the world. Trace
the approximate locations of several earthquake “clusters” using a
marking pen on one of the plastic sheets.

Q5. How are earthquakes distributed on the map?

Q6. Where are they located?

Q7. Where are there no earthquakes?

Q8. Why is it important for us to identify areas which are prone to earthquakes?

2. Study the map of active volcanoes in Figure 6.

Q9. How are volcanoes distributed?

Q10. Where are they located?

Q11. Based on the map, mention a country that is unlikely to experience a

volcanic eruption.

3. On the second plastic sheet, sketch the approximate locations of several

volcanoes using a marking pen.

4. Place the earthquake plastic sheet over the volcano plastic sheet.

Q12. Compare the location of majority of earthquake epicenters with the

location of volcanoes around the world.
5. Study Figure 7, the orange portions indicate mountain ranges of the world.

Q13. How will you relate the distribution of mountain ranges with the distribution
of earthquake epicenters and volcanoes?

6. Now that you have seen the location of volcanoes, mountain ranges, and
majority of earthquake epicenters, study Figure 2 on page 7, Map of Plate
boundaries once more.
Q14. What do you think is the basis of scientists in dividing Earth’s lithosphere into
several plates?

Conclusion:
Name: Grade & Section: Score:
Teacher: Date: Rating:

Activity 3
Head-On Collision

Part A: Converging Continental Plate and Oceanic Plate

Objectives:
•Explain the processes that occur along convergent boundaries.
•Determine the consequences of colliding plates.

Procedure:
1. Study Figure 10 showing a cross-sectional diagram of plates that are
converging, and answer the questions that follow.

Questions:
Q15. What type of plate is Plate A? What about Plate B? Why do you say so?

Q16. Describe what happens to Plate A as it collides with Plate B? Why?

Q17. What do you think may happen to the leading edge of Plate A as it
continues to move downward? Why?
Q18. What do you call this molten material?

Q19. What is formed on top of Plate B?

Q20. As the plates continue to grind against each other, what other geologic
event could take place?

Conclusion:
Name: Grade & Section: Score:
Teacher: Date: Rating:

Activity 3
Head-On Collision

Part B: Convergence of Two Oceanic Plates

Procedure:
1. Study Figure 11. It shows a cross-section of two converging oceanic plates.
2. Using your knowledge gained from the previous activity, identify the geologic
events or features resulting from this collision.

Questions:
Q21. What are the geologic processes/events that will occur because of this
plate movement?

Q22. What geologic features might form at the surface of Plate A?

Q23. If the edge of Plate A suddenly flicks upward, a large amount of water
may be displaced. What could be formed at the surface of the ocean?

Conclusion:
Name: Grade & Section: Score:
Teacher: Date: Rating:

Activity 3
Head-On Collision

Part C: Two Continental Plates Converging

Materials:
• modeling clay
• 2 blocks of wood
• paper

Procedure:
1. On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm wide,
and 12 cm long.
3. Put 4 strips one on top of the other.
4. Place a block of wood at each end of the clay strips and slowly push the two
blocks together. Observe what happens to the clay.

Questions:

Q24. What happened to the strips of clay as they were pushed from opposite
ends?

Q25. If the strips of clay represent the Earth’s lithosphere, what do you think is
formed in the lithosphere?
Q26. What other geologic event could take place with this type of plate
movement aside from your answer in Q25?

Q27. In terms of the consequences on the Earth’s lithosphere, how will you
differentiate this type of convergent plate boundary with the other two?

Conclusion:
Name: Grade & Section: Score:
Teacher: Date: Rating:

Activity 4
Going Separate Ways

Objectives:
•Explain the processes that occur along divergent boundaries.
•Determine the results of plates that are moving apart.

Materials:
photographs of Rift Valleys and Oceanic Ridges

Procedure:
1. Analyze the photographs of rift valleys (topmost pictures) and oceanic ridges
below, and answer the questions that follow.

Q28. What are common in the four pictures?

Q29. Millions of years ago, the land masses in each picture were once
connected. What do you think is happening to the Earth’s crust inthose
pictures?
Q30. If this event continues for millions of years, what do you think will be the
effect on the crust?

Q31. Complete the drawing below to illustrate your answer in question number
30.

Conclusion: