SCIENCE 8

Second Quarter
Module No. 2
Topic: Earthquake

I. INTRODUCTION

If you bend a pencil, you may observe that it

has a brittle and elastic characteristic. This
example can be compared to the Earth’s
lithosphere which has a brittleness and elastic
property as well. Since both materials, the
pencil and lithosphere, can store elastic
potential energy, when these materials break,
they will release energy. When this energy is
released in the form of seismic energy in
relation to the lithospheric plates, this causes
an earthquake. Movements within these
lithospheric plates causes the build-up of
stress which results to strain or the
deformation of rocks. When the build- up
Figure 1. Bending pencil.
Photo taken from oppo F7 dated 17 July
stress exceeds the strength of the rocks, this will
2021 by Kylie Mirasol. result to the displacement of rock along a fault.
Seismic waves are produced when the rock slips. This wave moves in all
direction towards the Earth’s interior and the Earth’s surface.

In this module, you will learn about earthquakes, earthquake’s focus and
epicenter, magnitude and intensity and earthquake hazards.

II. OBJECTIVE

At the end of this module, you are expected to differentiate:

a. the epicenter of an earthquake from its focus.
b. intensity of an earthquake from its magnitude.
c. active and inactive faults.

III. CONCEPT SUMMARY

▪ Earthquake is the shaking of the earth’s surface caused by the sudden

movement along fault line or volcanic activity.
▪ Focus is the point where rupture starts where earthquake originates.
▪ Epicenter is the point at the earth’s surface directly above the focus.
▪ Magnitude measures the energy of an earthquake.

Science 8 – Module 2 – Second Quarter - Page 1 of 19

 ▪ Intensity measures the strength of an earthquake based from its effect
to people, building and other structures.
▪ Seismograph is an instrument used to detect and record an
earthquake.

IV. BRIEF DISCUSSION

1. Concept Development / Learning Tasks

Figure 1. Map of the tectonic plates.

Photos retrieved 21 July 2020 from: https://serc.carleton.edu/details/images/181641.html

Earthquake

Looking at the figure 1, where do you think most earthquakes occur? Can
you see a pattern on where earthquakes are formed?

The pattern presented in figure 1 tells us that most earthquakes are felt on
or near the plate boundaries. Tectonic plates are pieces of lithosphere which
are composed of the earth’s crust and the upper mantle. When these plates
interact with one another, either by sliding past each other, move towards
and away from each other, stress and pressure are built up. When the
lithospheric plates finally slip due to the build-up of stress and pressure, it
releases energy in the form of seismic waves which cause the earth’s crust
to shake. Earthquakes can be experienced when these tectonic plate
boundaries interact with one another and when faut lines move. Earthquake

Science 8 – Module 2 – Second Quarter - Page 2 of 19

is the vibration and shaking of the ground caused by a sudden slip or
movement on a fault.

Click on this link to see the Earthquake generators of the Philippines:

https://www.phivolcs.dost.gov.ph/index.php/earthquake/earthquake
-generators-of-the-philippines
Retrieved 24 July 2020.

Focus and Epicenter

Figure 2. Focus and Epicenter.

Photos retrieved 23 July 2020 from: https://www.clearias.com/earthquakes/

Where do earthquakes start? Earthquakes occur below the Earth’s surface

called the focus or hypocenter; it is the point deep within the Earth where
earthquakes originate. The point directly above the focus is called the
epicenter. When the stress coming from the movement of the tectonic
plates becomes stronger than the rocks along the fault line, this will cause
the rock to slip releasing energy in a form of seismic wave. The energy
released from the sudden movement of fault generates earthquake which
originates from the focus. The seismic waves travel in all directions, it slowly
weakens that is why the shaking of an earthquake lessens as you go further
from the focus.

Quick Check

Can we predict the exact time, location, and magnitude of an

earthquake?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Science 8 – Module 2 – Second Quarter - Page 3 of 19
Magnitude and Intensity

How do we measure the strength of an earthquake? The strength of an

earthquake can be measured by magnitude and intensity. Magnitude
measures the energy generated
by an earthquake. The Richter
scale devised by American
seismologists Charles Richter and
Beno Gutenberg in 1935 is used
to quantitatively measure the
magnitude of an earthquake.
Seismograph as shown in the
figure 3 is an instrument which
determines the earthquake’s
Figure 3. Seismograph strength or magnitude by using
Retrieved 24 July 2020 from: the logarithm of the amplitude of
https://inventionsky.com/seismograph/
the seismic wave which will be
changed into a scale. It is used to detect and record the shaking of the
ground. Seismographs can be used to determine the magnitude of an
earthquake, where it originates and its depth.

Click on this video link to watch how seismograph works. Retrieved 24

July 2020
https://www.youtube.com/watch?v=geNiqkgZDXA&t=7s

Intensity on the other hand is the measure of the strength of an earthquake

base from its effect to the people, how it was felt, and how destructive it is
to the surrounding environment which includes houses, buildings and other
structures. The Modified Mercalli Intensity scale was a scale devised by an
Italian volcanologist, Giuseppi Mercalli in 1902 which was modified in 1931
by Harry Wood and Frank Neuman who were both American seismologists.
This scale measures the intensity of an earthquake which uses Roman
numerals ranging from I to XII to describe the earthquake’s effects and
damages.

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 Click these videos to learn how (a) the Richter scale relies on vibration to
logarithmically track earth tremors and how (b) the Richter scale measures magnitude
and the Mercalli scale measures intensity of an earthquake. (Retrieved 23 July 2020)
a. https://www.britannica.com/video/180907/Richter-scale-earthquake-
magnitude-amplitude-wave-seismograph
b. https://www.britannica.com/video/72949/Richter-scale-Mercalli-
earthquakes-magnitude-intensity

Richter scale of earthquake magnitude

magnitude category effects earthquakes

level per year
less than 1.0 micro generally, not felt by people, more than
to 2.9 though recorded on local 100,000
instruments
3.0–3.9 minor felt by many people; no damage 12,000–100,000
4.0–4.9 light felt by all; minor breakage of 2,000–12,000
objects
5.0–5.9 moderate some damage to weak structures 200–2,000
6.0–6.9 strong moderate damage in populated 20–200
areas
7.0–7.9 major serious damage over large areas; 3–20
loss of life
8.0 and great severe destruction and loss of life fewer than 3
higher over large areas
Table 1. Richter Scale
Retrieved 23 July 2020 from: https://www.britannica.com/science/Richter-scale

Intensity
Scale Shaking Description

I Scarcely Perceptible to people under favorable circumstances.

Perceptible 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.

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Intensity
Scale Shaking Description

Hanging objects swing moderately. Still water in containers

oscillates moderately.

IV Moderately Felt generally by people indoors and by some people

Strong outdoors. Light sleepers are awakened. Vibration is felt like a
passing of heavy truck. Hanging objects swing considerably.
Dinner, plates, glasses, windows, and doors rattle. Floors and
walls of wood framed buildings creak. Standing motor cars
may rock slightly. Liquids in containers are slightly disturbed.
Water in containers oscillate strongly. Rumbling sound may
sometimes be heard.

V Strong Generally felt by most people indoors and outdoors. Many

sleeping people are awakened. Some are frightened, some
run outdoors. Strong shaking and rocking felt throughout
building. Hanging objects swing violently. Dining utensils
clatter and clink; some are broken. Small, light and unstable
objects may fall or overturn. Liquids spill from filled open
containers. Standing vehicles rock noticeably. Shaking of
leaves and twigs of trees are noticeable.

VI Very Strong Many people are frightened; many run outdoors. Some
people lose their balance. motorists feel like driving in flat
tires. 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 rockfalls and rolling boulders occur in hilly to
mountainous areas and escarpments. 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 topple. Big church bells may ring. Old or poorly-
built structures suffer considerably damage. Some well-built
structures are slightly damaged. Some cracks may appear on
dikes, fishponds, road surface, or concrete hollow block walls.
Limited liquefaction, lateral spreading and landslides are
observed. Trees are shaken strongly. (Liquefaction is a

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Intensity
Scale Shaking Description

process by which loose saturated sand lose strength during

an earthquake and behave like liquid).

VIII Very People are panicky. People find it difficult to stand even
Destructive outdoors. Many well-built buildings are considerably
damaged. Concrete dikes and foundation of bridges are
destroyed by ground settling or toppling. 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. Liquefaction and lateral spreading cause man- made
structure to sink, tilt or topple. Numerous landslides and
rockfalls occur in mountainous and hilly areas. Boulders are
thrown out from their positions particularly near the
epicenter. Fissures and faults rapture may be observed.
Trees are violently shaken. Water splashes on slops 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 and
elevated concrete structures are toppled or destroyed.
Numerous utility posts, towers and monument are tilted,
toppled or broken. Water sewer pipes are bent, twisted or
broken. Landslides and liquefaction with lateral spreadings
and sandboils 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 on slops over dikes and banks.

X Completely Practically all man-made structures are destroyed. Massive

Devastating landslides and liquefaction, large scale subsidence and
uplifting of landforms and many ground fissures are
observed. Changes in river courses and destructive seiches in
large lakes occur. Many trees are toppled, broken and
uprooted.

Table 2. PHIVOLCS Earthquake Intensity Scale

Retrieved 23 July 2020 from: https://www.phivolcs.dost.gov.ph/index.php/earthquake/earthquake-intensity-scale

Science 8 – Module 2 – Second Quarter - Page 7 of 19

 Click on this link to see the destructive earthquakes in the Philippines:
https://www.phivolcs.dost.gov.ph/index.php/earthquake/destructive-
earthquake-of-the-philippines
Retrieved 24 July 2020.

TASK NO. 1

Click this video to watch about earthquake and its hazards and answer the
questions that follow. https://www.youtube.com/watch?v=Py9k7dacoKo
Retrieved 24 July 2020

Questions:
1. Why is the Philippines prone to earthquake?
__________________________________________________________
__________________________________________________________
__________________________________________________________

2. What are the earthquake hazards?

__________________________________________________________
__________________________________________________________
__________________________________________________________

3. How can we mitigate the risk of earthquake hazards?

__________________________________________________________
__________________________________________________________
__________________________________________________________

Science 8 – Module 2 – Second Quarter - Page 8 of 19

Earthquake Monitoring

The National Earthquake

Monitoring and Information of
PHIVOLCS seeks to give
information on the major
earthquakes and tsunami events
that will impact the Philippines.
The country’s earthquake
monitoring system is consisting of
29 manned stations, 30
unmanned stations and 6
volcanological observatories.
Figure 4 shows the Philippines’
earthquake monitoring network.
The orange triangles that you see
on the map show the manned
stations with short period
seismographs, the orange
triangles with white circles show
the manned stations with short
and broadband seismographs,
the black triangles show the
satellite stations with short period
seismographs and the blue Figure 4. Earthquake Monitoring Network in the Philippines
Retrieved 24 July 2020 from:
triangles show the volcanological https://iisee.kenken.go.jp/net/shiva/update/Philippines.pdf
observatories.

Click the link provided to know more about the seismic observation of the Philippines.
https://iisee.kenken.go.jp/net/shiva/update/Philippines.pdf

Click this video to watch on how earthquake warning systems work:

https://www.youtube.com/watch?v=QhIYqi3U_7Q
Retrieved 24 July 2020

Question:
How is earthquake detected?
________________________________________________________________
________________________________________________________________
_____________________________________________________________

Science 8 – Module 2 – Second Quarter - Page 9 of 19

Active and Inactive Faults

Fault movement may be classified as

active or inactive fault.

▪ Active fault has a recorded

seismic activity that caused
earthquakes within the last 10, 000
years that may continue to generate
earthquakes in the future. Faults
mostly occurs at the vicinity of the
Figure 5. Active and Inactive fault.
plate boundaries. The effects of fault Photo retrieved 24 July 2020 from:
motion include earthquake, tsunami, http://paleoseismicity.org/active-and-inactive-faults/
liquefaction, landslides, surface
faulting, and tectonic deformation.

▪ Inactive fault does not show signs of seismic activity and therefore does not
generate earthquakes in the last 10, 000 years but may possibly generates
earthquake in the future.

Click to watch this video on how to keep your home safe from West
Valley Fault. Retrieved 24 July 2020.
https://www.youtube.com/watch?v=vQ-P32dPOW0

How can you make your home safe when the ‘Big One’ strikes?
________________________________________________________
________________________________________________________
________________________________________________________

Click to watch this video about earthquake preparedness. Retrieved 24

July 2020. https://www.youtube.com/watch?v=-Gzw5-QkKEc

Create an infographic on what to do before, during and after an

earthquake. You may use PowerPoint presentation, Canva or other
application.

Science 8 – Module 2 – Second Quarter - Page 10 of 19

Task No. 2:

Drawing (2pts)
Data and Results (4pts)
Experiment No. 2 Guide Questions (3pts)
LOCATING AND RECORDING Conclusion (3pts)
Application (2pts)
EARTHQUAKES Neatness (1pt)
TOTAL
A. Introduction
An earthquake epicenter can be located from records made of earthquake
waves on a device called seismograph. The wave record from the device is
called seismogram. From the data expressed in seismogram, scientists can
determine the time, the epicenter, and the focal depth of an earthquake. They
can also estimate how much energy was released.

B. Problem
How do we locate and record earthquakes occurring in an area?

C. Materials

books lead washers drawing compass

rubber bands small piece of clay pencil
masking tape ruler map
felt tip pen bond paper

D. Drawing (Set-up)

E. Procedure
Part 1
Locating Earthquakes (The Circle Method of Locating the Epicenter)

1. The table that follows is a set of data showing the difference in arrival time
between two types of earthquake waves. For each 100 km distance
traveled, there is an 8 s time difference.

Science 8 – Module 2 – Second Quarter - Page 11 of 19

 Recording Time Distance from Recording
Station Difference Station
Bukidnon 40 seconds
Manila 22.4 seconds
Baguio 36 Seconds

2. To calculate the distance from each recording station to the source of the
earthquake:
a. divide each time difference by 8 s
b. multiply the quotient by 100 km
3. Select one of the recording stations and measure the calculated distance
on the map scale. Set your compass for that radius. (Use the map provided
to you.)
4. Center your compass on the recording station you have selected. Draw a
circle. This circle represents all the points on the calculated distance from
the recording station.
5. Repeat steps 3 and 4 for the other recording stations. You should get three
circles that intersect at a point. The intersection is the location of the
epicenter.

Part 2
Recording Earthquakes
1. Stack the books to a height of about 30 cm. Insert and secure a ruler in the
upper portion of the stack.
2. Make a chain of two or three rubber bands. Using masking tape, attach the
end of the felt-tip pen to one end of the rubber band.
3. Place three to four washers on the pen, about halfway up. Secure the
washers with the clay and masking tape.
4. Hang the other end of the rubber band chain on the ruler. Adjust the length
of the rubber band so that the tip of the pen just touches a piece of paper
on the table.
5. Put a long piece of paper under the pen. Have your sibling or any member
of the family gently shake the table as you pull the paper toward yourself.
6. Shake the table harder. Observe the line on the paper.

F. Guide Questions

Part 1: Locating Earthquakes

1. According to your map, what is the epicenter of the earthquake?

____________________________________________________________
____________________________________________________________

Science 8 – Module 2 – Second Quarter - Page 12 of 19

 ____________________________________________________________
____________________________________________________________

2. What problem would you have if you had data from only two recording
stations?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Part 2: Recording Earthquakes

1. Describe the line produced on the paper.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. If there is no vibration on the table, what do you think would be recorded

on the seismogram?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

G. Conclusion
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

H. Application

Considering the location of our country, do you think we are prone to

earthquakes? If yes, what are the possible ways we can do to prepare ourselves
on calamities such as this?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Science 8 – Module 2 – Second Quarter - Page 13 of 19

Science 8 – Module 2 – Second Quarter - Page 14 of 19
2. Broadening of Concept
a. What are the hazards from earthquake and how can we mitigate the
risk?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

b. How important are earthquake preparedness, mitigation, and

resiliency?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

c. Can we predict the exact time and location of an earthquake? Why?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

d. Why do we need to understand and study earthquake?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

3. Integration

a. How aware are you with the different calamities encountered by

the Philippines and how to prepare for these? What are the
mitigations done by the local government to lower the risk?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

b. What are the preparations needed to do by cities and nearby

provinces living near the West Valley Fault?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

Science 8 – Module 2 – Second Quarter - Page 15 of 19

 c. As part of the Catholic church of God, how would you help
communities that were affected by earthquake?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

ICV: Service
RV: Stewardship; Makes one’s self available for service where and when
needed.
Mark 13: 35-37. “Therefore, keep watch because you do not know
when the owner of the house will come back— whether in the evening,
or at midnight, or when the rooster crows, or at dawn. If he comes
suddenly, do not let him find you sleeping. What I say to you, I say to
everyone: ‘Watch!”

V. EVALUATION/ ASSESSMENT

Part 1. Directions: Read the questions given and answer in complete

sentences.
1. How does an earthquake occur?
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. How do we detect and measure earthquake?

____________________________________________________________
____________________________________________________________
____________________________________________________________

3. How does seismograph work?

____________________________________________________________
____________________________________________________________
____________________________________________________________

Science 8 – Module 2 – Second Quarter - Page 16 of 19

4. Is it possible to predict an earthquake?
____________________________________________________________
____________________________________________________________
____________________________________________________________

5. Which scale is better to use, Richter or Mercalli scale? Why?

____________________________________________________________
____________________________________________________________
____________________________________________________________

Part 2. Directions: List on the table below what we should do before, during,
and after an earthquake.

Earthquake Preparedness
Before During After
1.

2.

3.

4.

5.

Science 8 – Module 2 – Second Quarter - Page 17 of 19

VI. CLOSURE ACTIVITY

3-2-1 EXIT CARD

3 THINGS I LEARNED TODAY

2 THINGS I FOUND INTERESTING

1 QUESTION I STILL HAVE

You have now completed Module 2. Congratulations!

VII. REFERENCES
Stock, J. (2020). Earthquake. In World Book Advanced. Retrieved from
https://www.worldbookonline.com/advanced/article?id=ar171680

Richter scale. (n.d.). Retrieved July 23, 2020, from

https://www.britannica.com/science/Richter-scale/images-videos

Rafferty, J. (2020, May 08). Richter scale. Retrieved July 23, 2020, from
https://www.britannica.com/science/Richter-scale

Science, G. (n.d.). What are Seismographs? Retrieved July 24, 2020, from
https://www.gns.cri.nz/Home/Learning/Science-
Topics/Earthquakes/Monitoring-Earthquakes/Seismic-Activity/What-are-
Seismographs

British Geological Survey 1998 - 2017 (c)NERC mailto:www-bgs@bgs.ac.uk.

(n.d.). What is an earthquake? Retrieved July 24, 2020, from
https://www.bgs.ac.uk/discoveringGeology/hazards/earthquakes/whatI
s.html

Castillejos, H. (2010-2011). Seismic Observation of the Philippines. Retrieved

July 24, 2020, from
https://iisee.kenken.go.jp/net/shiva/update/Philippines.pdf

Science 8 – Module 2 – Second Quarter - Page 18 of 19

 Staff, P. (n.d.). Earthquake Monitoring. Retrieved July 24, 2020, from
https://www.phivolcs.dost.gov.ph/index.php/earthquake/earthquake-
monitoring

Anatomy of an Earthquake. (n.d.). Retrieved July 24, 2020, from

https://www.calacademy.org/explore-science/anatomy-of-an-
earthquake

" Active and Inactive Faults. (2014, August 18). Retrieved July 24, 2020, from
http://paleoseismicity.org/active-and-inactive-faults/

MY LEARNING PERFORMANCE

Assessment What I
Competency/ Skill (Formative and Score need to
Summative) do

Differentiate the epicenter of Quick Check

an earthquake from its
focus; intensity of an
earthquake from its
magnitude; and active and Task no. 1
inactive faults.

Task no. 2: Experiment

Assessment/ Evaluation

Science 8 – Module 2 – Second Quarter - Page 19 of 19