Disaster Readiness

and Risk Reduction

Quarter 1 – Module
11: Earthquake
Hazards and Risk
Reduction Methods
Disaster Readiness and Risk Reduction
Alternative Delivery Mode
Quarter 1 – Module 11: Earthquake Hazards and Risk Reduction Methods
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Rodgem A. Barairo

Ruby C. Bautista

Editors: Aries B. Manalo

Riza Mae S. Sanchez
Josefina M. Fabra

Reviewers: Desiree D. Vista

Rex J. Vibal

Illustrator: Leumel M. Cadapan

Layout Artists: Dyesa Jane P. Calderon

Leumel M. Cadapan

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Disaster Readiness
and Risk Reduction
Quarter 1 – Module
11: Earthquake
Hazards and Risk
Reduction Methods
Introductory Message
For the facilitator:

Welcome to the Disaster Readiness and Risk Reduction 11 Alternative Delivery

Mode (ADM) Module on Earthquake Hazards and Risk Reduction Methods!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator,
in helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

ii
 For the learner:

Welcome to the Disaster Readiness and Risk Reduction 11 Alternative Delivery

Mode (ADM) Module on Earthquake Hazards and Risk Reduction Methods!

The hand is one of the most symbolized parts of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies
in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give youWhat

an idea of theto
I Need skills
Know or competencies you are expected to learn in the
module.
This part includes an activity that aims to check what you already know about the
lesson to take. IfWhat
you get all the answers correct (100%), you may decide to skip this
I Know
module.
This is a brief drill or review to help you link the current lesson with the previous one.
In this portion, the new lesson will be introduced to you in various ways such as a
What’s
story, a song, a poem, In
a problem opener, an activity or a situation.
This section provides a brief discussion of the lesson. This aims to help you discover
What’s
and understand new New and skills.
concepts
What is It
This comprises activities for independent practice to solidify your understanding and
skills of the topic. You may
What’s More check the answers to the exercises using the Answer Key
at the end of the module.
This includes questions or blank sentence/paragraph to be filled in to process what you
learned from the lesson.
What I Have Learned

iii
This section provides
Whatan activity
I Can Do which will help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your level of mastery in achieving the learning
competency. Assessment
In this portion, another activity will be given to you to enrich your knowledge or skill of
the lesson learned. This also Activities
Additional tends retention of learned concepts.
This contains answers to all activities in the module.

Answer Key
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to
Know

If earthquake is regarded as one of the most frightening natural disasters,

that is because seconds of its occurrence can be more destructive than
days of a typhoon. Besides, an earthquake comes with very little warning.

This module is intended to equip you with knowledge on various potential

earthquake hazards and reduction of its risks.

After going through this module, you are expected to:

1. identify various potential earthquake hazards and ways to minimize it;
2. appreciate the value of preparedness and resilience in disastrous
situations; and
3. create a comic strip about being prepared and resilient.

Lesson Earthquake Hazards

1
An earthquake poses a lot of hazards which can contribute to large
economic and human losses, and represents a serious impediment to
socioeconomic development, creation of jobs and availability of funds for
poverty reduction initiatives.

In this module you will be introduced to the different hazards brought

about by an earthquake. Earthquake hazard and risk assessment is a
fundamental tool for developing risk reduction measures and constitutes
the first step to support decisions and actions to reduce potential losses.

5
 What’s In
In your previous lessons about earthquake, you have learned how an
earthquake starts, where it usually originates and the type of plate motion
that usually causes an earthquake. Now, it is essential for you to learn
what are the impending threats and hazards that go along with an
occurrence of an earthquake. Ultimately, this will help you develop sense
of preparedness by equipping you with necessary knowledge on the
different earthquake hazards.

Before you engage with the main objectives of this module, let us have a
brief throwback on important concepts about earthquake.

Can you label the picture below? Inside the boxes at the right, write the correct
label and give the definition of the term/s.

Now, check your answer in the Answer Key section. Did you get them

right? Let us refresh the following earthquake concepts:

6
• An earthquake is the vibration of Earth produced by the rapid release of
energy within the lithosphere.
• Earthquakes are caused by slippage along a break in the lithosphere, called
a fault.
• The energy released by an earthquake travels in all directions from the focus
in the form of seismic waves.
• The movement that occurs along faults during earthquakes is a major factor
in changing Earth’s surface.
• Forces inside Earth slowly deform the rock that makes up Earth’s crust,
causing rock to bend.
• Elastic rebound is the tendency for the deformed rock along a fault to
spring back after an earthquake.
• An aftershock is an earthquake that occurs sometime soon after a
major earthquake.
 A seismograph is a device used to record the motion of the ground
during an earthquake.

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8
Figure 1. Seismograph

9
 What’s New

Who would not know the story of Popoy and Basha? In the movie One
More Chance, Popoy, who played the role of an architect, was able to fulfill
his stubborn vision of building calamity and earthquake-proof housing
projects.

Source:, Unreel Ph, “One More Chance and that one scene that broke it”, February 16, 2020 . 1024 x 576,
Accessed July 10, 2020, https://unreel.ph/feature/one-more-chance-confrontation-scene/]

Figure 2. Popoy playing the role of an architect wanting to build earthquake-

resistant structures

Answer the following questions.

1. What do you think is the reason why Popoy thought of building

earthquake-proof houses?

2. What are the possible hazards or dangers that can be caused by an

earthquake?

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 3. Based from your previous learnings, what are the materials
and structural features of an earthquake-proof house?

What is It

What are Earthquake Hazards?

Earthquake Hazards refer to earthquake agents which have the potential
to cause harm to a vulnerable targets which can either be humans,
animals or even your environment.
The effects of an earthquake can be classified as primary or secondary.
 Primary effects are permanent features an earthquake can bring
out. Examples include fault scarps, surface ruptures, and offsets of
natural or human-constructed objects.
 Secondary effects happen when ground movement results to other
types of destruction. Examples include landslides, tsunami,
liquefaction and fire.

Below are the four earthquake hazards which are considered as secondary
effects of an earthquake:

1. Landslides
Seismic vibration is a common triggering
mechanism for landslides. Landslides can
have particularly devastating effects like
floods, blocking of rivers, death, and
damage to land and natural resources.
Landslides can be prevented by
reinforcing slope material, modifying the
pathway for surface and underwater and
by putting piles and retaining walls.

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2. Tsunami
A tsunami is a huge sea wave triggered
by a violent displacement of the ocean
floor. Underwater earthquakes, volcanic
eruptions or landslides can cause
tsunami. As it approaches a shallow
coastline, its speed decreased, but the
height of the tsunami increases
drastically, bringing so much damage to
nearby communities. Tsunamis can also
overwhelm sewage systems, destroy
structures and kill people.
3. Liquefaction
Earthquake motion can turn loosely
packed, water-saturated soil to liquid—
"liquefaction.” Liquefied soil becomes
less compact and ultimately lose the
ability to support roads, buried pipes,
and, of course, houses. It is caused by
vibration or saturation with water which
causes the soil to decrease in density.
This poses danger for it lead to unstable
structures of buildings due to ground
subsidence.

4. Fires
Earthquakes cause fires. Even moderate
ground shaking can break gas and
electrical lines, sever fuel lines, and
overturn stoves. To further complicate
things, water pipes rupture, so it would
be impossible to extinguish the fire.

Most commonly used methods of reducing earthquake risks are as follows:

1. Effective recording and interpretation of ground motion
This can be done by effective instrumentation in order to determine
the location, strength and frequency of earthquakes. This assists in
providing alerts and warnings especially to high-risk or vulnerable
areas for preparation and emergency response.
2. Constructing seismic hazard maps
A seismic hazard map shows the potential hazards in a given area.
In many regions in our country, seismic expectancy maps or hazard
maps are now available for planning purposes. It serves as basis for
disaster management information like locations for evacuation and
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evacuation

13
 routes. The anticipated intensity of ground shaking is represented
by a number called the peak acceleration or the peak velocity.
3. Developing resistant structures
Resistant structures are able to withstand collapse by redistributing
forces caused by seismic waves through shear walls. Developing
engineered structural designs that are able to resist the forces
generated by seismic waves can be achieved either by following
building codes based on hazard maps or by appropriate methods of
analysis.

Source: Steel for earthquake-proof houses, Steel-Frames, 1600 x 680, Published Nov 6,
2017 by Posco Newsroom, Accessed June 2, 2020,
https://dh4drhh3phab.cloudfront.net/en/wp- content/uploads/2017/11/Steel-Frames.jpg

The Philippines is prone to natural calamities. For this reason, pushing for
programs that build calamity-proof housing projects must be given
importance. Steel, capable of withstanding enormous force without
getting damaged, is usually used as frame in making such houses for it
provides great deal of security. Other essential characteristics of steel are
easy to maintain and can withstand the test of time and has high strength
to weight ratio. Moreover, it is proven to be eco-friendly.

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Table 1. Program options that can be taken by government and
private institutions to reduce the risks of earthquake hazards

Source: adpc. (1001).

Earthquake
Vulnerability Reduction
for Cities (EVRC-2).
Notes

The options and benefits of vulnerability reduction mentioned above are

based on experiences in developed countries. A refinement of approaches
is necessary for selecting and implementing these options in developing
countries.

15
 What’s
More

Activity 1.1: Hurdling Language Barriers to Understand Science

Learning the Skill: Defining terms using context clues

Give the meaning of the underlined words by examining how it is used
in the sentence. Look for context clues.
1. When the soil is water-saturated, it tends to behave like a liquid.
Such behavior leads to secondary earthquake effect which is called
liquefaction.

2. During earthquakes, LPG tanks and stoves may overturn

and electrical lines may sever, and consequently may lead
to fire.

3. Seismic activities must be monitored because earthquakes originate

below the earth’s crust.

4. Ground subsidence happens because of the soft and liquid-

like behavior of some soil.

5. A tsunami is caused by earthquake in oceanic floors. This leads

to huge flooding in communities near the seashore.

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Activity 1.2. Whatta Breakthrough!

Impact-proof desk developed for pre-school students

Published April 28, 2019, 4:02 PM

A group of researchers
from the Philippine
Normal University
(PNU), De La Salle
University, and
Technological
University of the
Philippines developed
a high impact-proof
automated study desk
for preschool children
following recent
consecutive
earthquakes in Luzon
Life-Saving Automated Mesa to Endure Seismic Activity or the
and Visayas. LAMESA (PHOTO COURTESY OF DOST / MANILA BULLETIN)

Called “LAMESA” for Life-Saving Automated Mesa to Endure Seismic

Activity, the desk serves as a “a survival tool and a teaching aid to
initiate ‘active’ disaster preparation,” according to PNU’s Dr. Marie
Paz Morales,research team leader. This was done to help
educational institutions become more prepared for quake-related
disasters such as “The Big One”.

“The Big One”, a cataclysmic event that the Department of Science

and Technology-Philippine Institute of Volcanology and Seismology
(DOST- PHIVOLCS) has been forewarning for years, is expected to
reach up to magnitude 8.5. Such massive force can substantially
destroy populated areas in Metro Manila, including residential areas,
businesses, and schools.
“La mesa” or “mesa” means “table” in Filipino.

The desk—measuring 1.22 m in length, 0.69 m in width and 3.327

cm in tabletop thickness—uses lightweight but highly strong and
elastic materials to comply with kindergarten standards. Its height
of 0.57 m ensures that up to four kindergarteners, with an average
height of .91 m (or three feet), will be able to hide under the table.

The steel table top is coated with epoxy paint to make it durable
and slick, while the steel legs come with rubber footings to minimize
sliding during tremors. Its center legs, meanwhile, support a storage

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 bin with sliding door for lighting devices plus ample food and water
supplies for up to nine kindergarteners.

Moreover, LAMESA is equipped with an accelerometer, a device that

senses motion, which feeds seismic measurements to a Wi-Fi-
enabled microcontroller. This microcontroller then simultaneously
triggers the actuator which causes the table top to fold 16 degrees
upward.

LAMESA likewise has a built-in alarm system that activates when

vibration levels are above-normal. Further, it has a 13-bit liquid
crystal display which shows the intensity level and instructs people
to evacuate when needed.

LAMESA combines technology with capacity building in terms of

knowledge and infrastructure to best address such probable
disaster, particularly in educational institutions.

According to the research team, they developed not only a resilient

study desk for kindergartens but also a warning system when
earthquakes occur, a safety infrastructure for students to use, and a
learning tool to passive disaster preparation of kindergarten.

Source: Dhel Nazario, Impact-proof desk developed for pre-

school students, Manilla Bulletin, April 28, 2019.

Guide Questions
1. What does LAMESA stand for?
2. What type of materials in making this impact-proof desk?
3. What are the features of the desk?
4. At an expected magnitude of 8.5, how will you describe the
strength and damage does the Big One can bring?
5. How important is this invention for young children in school?
6. Why do you think these scientists came up with these inventions?
7. How important is it to be prepared and be resilient?

Activity 1.3. Info-comics

Create a 12-box comic strip which encourages people to appreciate the

value of knowing earthquake hazards and risk reduction. You are certainly
allowed to go beyond 10 boxes if you want. The rubric below will serve as
your guide and your teacher’s basis for rating your output.

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Table 2. Rubric for comic strip making
4 3 2 1

Action Actions Most actions

Some Actions
make sense make sense actions never make
from one from one make sense sense from
panel to panel from one
to one
another another panel to panel to
another another
Landscap Relate to the Relate to the Relate to the Never
e and action and action and action and
props characters in characters in characters in relate to the
all panels most panels some panels action and
characters in
all panels
Textboxes Well-written, Well-written, Well-written, Not well-
and edited for edited for edited for written, not
bubbles punctuations punctuations punctuations edited for
, grammar , grammar , grammar punctuations
and usage in and usage in and usage in , grammar
all panels most panels some panels and usage in
all panels
Excitement Very interesting Somewhat Not
and interestin interestin interesting at
interest g g all

What I Have
Learned
Fill in the blanks with word/s that will complete the concepts you
have learned in this module.

1. Earthquake refers to the sudden of the ground.

2. Earthquake Hazards can cause either or effects.
3. Primary effects are permanent features produced by the earthquake
such as , , and .
4. effects result when ground movement causes other
types of damage landslides, tsunami, liquefaction and fire.
5. There are ways to reduce the risks of an earthquake. These are
, , and .

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 What I Can Do

Filipinos have been through a lot of disasters- typhoon Yolanda, fire, July
1990-earthquakes, landslides, covid-19 pandemic. Name it and the
Filipinos had been through it! Read the poem below, and then answer the
questions that follow.

We Filipinos Are Disaster-Resilient, Aren’t We?

By Rodgem A. Barairo

To reduce disaster, is an
impossibility Never ever say,

We can prepare
We can think of ways
Because truth is
We’re hopeless, down on bended knees

Never believe
The government and Filipinos are
capable Because reality is
We can’t work hand in hand

Never believe
Our nation can be great again
Because truth is
Filipinos are not resilient

Forget the thought

That we can’t make
it Never ever say
There’s hope after a disaster!

This time, read the poem in reverse, that is, from bottom to top.

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Questions

1. Do you think you are a resilient person? Why do you say so?

2. Which manner of reading the poem gives a more realistic

characterization of our nation’s ability to respond to disasters, from-
top-to-bottom, or reverse manner? Justify your answer.

3. As a senior high school student, how can you make yourself

disaster- strong and resilient?

Assessmen
t

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Which community will be least affected by an earthquake?

A. A community that is within 1km radius of the epicenter.
B. A community that experiences an earthquake with a depth
of focus of 100km.
C. A densely populated community that has no
earthquake preparedness measures in place.
D. A community that experiences an earthquake with a
magnitude of 7.5.

2. Which of the following is caused by a landslide or explosion under

the oceans?
A. fire C. liquefaction
B. ground rupture D. tsunami

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3. At convergent plate boundaries,
A. Two plates slip past horizontally each other
B. Two plates move in opposite directions away from each other
C. Two plates move in opposite directions toward each other
D. Two plates are moving vertically

4. Which of the following is NOT TRUE about reduction of earthquake

risks?
A. Hazards maps must be made.
B. Accurate data recording of earthquakes.
C. Strong and resilient buildings must be developed.
D. Careful analysis and interpretation of ground
shaking is unnecessary.

5. Which secondary effect of an earthquake is described as collapse of

buildings caused by earthquake vibrating water-saturated fill or
unconsolidated soil?
A. flood C. liquefaction
B. landslide D. tsunami

6. Many divergent plate boundaries coincide with .

A. edges of the continents C. transform faults
B. mid-ocean ridge D. volcano

7. What might happen when ground shaking results to breakage of

gas, electrical lines and fuel lines, and overturning of stoves?
A. fire C. liquefaction
B. landslide D. subsidence

8. Which can help reduce the risk of an earthquake?

A. hazard maps
B. building resistant structures
C. Through effective earthquake instrumentation
D. All of the above

9. During large earthquakes, which is responsible for the greatest

number of fatalities?

A. drowning
B. fires
C. people buried alive
D. Large objects (buildings) fall on people

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10. Which is not a cause of earthquake?
A. movement of tectonic plates
B. changing of soil density
C. motion along earth’s faults
D. shifting of bedrocks

11. Accurate data gathering, recording and interpretation of data

pertaining to ground shaking are all components of .
A. hazard mapping
B. earthquake instrumentation
C. structural engineering
D. none of the above

12. Which of the following is a primary hazard caused by

an earthquake?
A. cracks on the ground/ faults
B. landslides
C. liquefaction
D. tsunami

13. When you are inside a building when earthquake begins,

you should .
A. Run outside immediately
B. Duck, cover and hold on
C. Go to an open space.
D. Call your friends and relatives to let them know if you are
okay or not.

14. Which can be prevented by reinforcing slopes and rerouting of

water passages?
A. landslide
B. liquefaction
C. subsidence
D. tsunami

15.If you are at risk from earthquakes, what can you do to prepare
for an earthquake?

A. Choose a safe place in every room of your house like

sturdy tables or desk.
B. Develop a family disaster plan.
C. Educate yourself on earthquake safety measures.
D. All of the above

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 Additional Activities

Accurate information is one of the most powerful weapons in times of

disasters. Your task is to make an informative, concise and attractive tri-
fold brochure that contains information on earthquake risk reduction.
Consider that the readers of the brochure are people from less-privileged
areas.

Source: Tri-fold brochure rubric, Retrieved June 2, 2020,

http://mshartman.weebly.com/uploads/2/3/4/3/2343373/tri-
fold_brochure_rubric.pdf.

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Answer Key

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References

E. Krausmann, S. Girgin, and A. Necci, Natural hazard impacts on industry

and critical infrastructure: Natech risk drivers and risk management
performance indicators. In International Journal of Disaster Risk
Reduction (Vol. 40), 2019, https://doi.org/10.1016/j.ijdrr.2019.101163

Posco Newsroom, What It Takes To Build A Natural Disaster Proof

House, Retrieved June 2,
2020,https://newsroom.posco.com/en/takes-build- natural-disaster-
proof-house/

DHel Nazario, Impact-proof desk developed for pre-school students,

Manilla Bulletin, April 28, 2019

S. A. Nelson, Earthquake Vulnerability Reduction for Cities (EVRC-2).

Notes, 1, 1–10, 2016,
http://www.tulane.edu/~sanelson/Natural_Disasters/ eqhazards%26r.
1–7.

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