8

Science
Quarter 2 – Module 2:
Earthquakes and Faults
Science 8
Alternative Delivery Mode
Quarter 2 – Module 2: Earthquakes and Faults
First Edition, 2020

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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Development Team of the Module

Writer: Anneth S. Rosel

Editor: Artemia A. Habana
Reviewer: -
Illustrator: -
Layout Artist: -
Management Team: Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra,
Aris B. Juanillo
Faye Genevieve P. Pasamonte

Printed in the Philippines by ______________________

Department of Education – Davao City

Office Address: DepEd Davao City Division, Elpidio Quirino Ave., Davao City

Telefax: 224-3274

E-mail Address: [email protected]

 8

Science
Quarter 2 – Module 2:
Earthquakes and Faults
Introductory Message
For the facilitator:

Welcome to the Science Grade 8 Alternative Delivery Mode (ADM) Module on

Earthquakes and Faults.

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.

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For the learner:

Welcome to the Science 8 Alternative Delivery Mode (ADM) Module on Earthquakes

and Faults.

The hand is one of the most symbolized part 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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

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!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
Earthquakes and Faults. 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 focusing on Earthquakes and Faults.

After going through this module, you are expected to:

Differentiate the
1. Epicenter of an earthquake and its focus
2. Intensity of an earthquake and its magnitude
3. Active and inactive faults (S8ES-IIa-15).

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 What I Know

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

1. Which of the following statements differentiate intensity from magnitude?

a. Intensity and magnitude are both the same.
b. Intensity measures the energy of an earthquake while magnitude
determines its observable effects in different places.
c. Intensity measures the observable effects on people and places while
magnitude measures the energy of an earthquake.
d. Intensity is measured below the ground while magnitude is measured on
the surface of the earth.

2. How does epicenter of an earthquake differ from focus?

a. Epicenter is below the earth’s crust while focus is on the surface of the
crust.
b. Epicenter is the spot where the first motion of an earthquake occurs while
focus is the spot directly above the epicenter.
c. Epicenter is where seismic waves travel along the surface of the earth while
focus is the last spot in which motion of an earthquake is detected
d. Epicenter is the point of the earth’s surface directly above the focus while
focus is the place where a fault begins to slip.

3. Which of the following types of fault is formed by compression?

a. Normal c. Reverse
b. Strike slip d. Transform

4. Which of the following types of fault is created by tension?

a. Reverse c. Strike slip
b. Normal d. Transform

5. Which of the following is described as the point on the earth’s surface directly
above the focus?
a. Earthquake
b. Seismograph station
c. Seismic waves
d. Epicenter

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 6. Which of the following best describes fault?
a. The break on the earth’s surface.
b. The wave that travels underground during an earthquake
c. The wave on the surface directly above where the earthquake occurs
d. The place underground where the earthquake occurs.

7. Which of the following is determined through the use of Richter scale?

a. Intensity of an earthquake
b. The magnitude of an earthquake
c. The damaged from an earthquake
d. The number of casualties in an earthquake

8. Which of the following describes the epicenter of an earthquake?

a. The location along a fault where the first motion of an earthquake occurs.
b. The point on Earth’s surface directly above the focus.
c. A seismic wave that travels along the surface of the earth.
d. The last place that motion in an earthquake is detected.

9. Which of the following describes an active fault?

a. It is found in mountains.
b. It will generate an earthquake.
c. It has no structure found in the earth’s crust.
d. It will not generate an earthquake for 20,000 years.

10. Which of the following describes an inactive fault?

a. Its location cannot be determined.
b. It will not generate an earthquake.
c. It has no structure found in the earth’s crust.
d. It will not generate a very strong earthquake.

Lesson
Earthquakes and Faults
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Last October 2019, Mindanao experienced earthquakes and hundreds of
aftershocks particularly in Makilala, North Cotabato, some parts of Davao del Sur
and Davao City. This phenomenon destroyed the lives of the people and damaged
their properties.

Nobody can stop the quakes, but there are things that people need to know,
to avoid or to lessen the loss of lives and damage of properties. It is important for us
to have a deeper understanding of the occurrence of an earthquake and how to
determine the strength of an earthquake.

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 What’s In

Before we proceed to the new lesson, try to locate the terms given on the search box.
These terminologies are useful as we go on with the lesson.

So, are you ready? Let us begin!

Find and encircle all the words that are listed below:

Notes to the Teacher

A separate copy of the wordsearch will be provided to the learners.

F O C U S A C C E D S A B E S
A T M A G N I T U D E U D A E
U N C L E A N E R E I T F R I
L O F F T Y W E R D S R T T S
T A F A U L T R U U M S E H M
P A I N I N T E N S I T Y Q O
L W A L E T T T T E C L H U G
A U S C T S E Y R W W K Y A R
N R I C H T E R S C A L E K A
E P N T R Y I U D D V J Y E P
E P I C E N T I A A E H P S H

1. Focus 6. Earthquakes
2. Epicenter 7. Seismograph
3. Magnitude 8. Fault
4. Seismic wave 9. Fault plane
5. Richter Scale 10. Intensity

The terms used in the word search will give you hint on the topic that we are going
to discuss about faults and earthquake.

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 What’s New

Look at the image below.

What is the girl doing under the table? Why?

What happened to the furniture?

What is the phenomenon shown in this picture?

Yes. You are right! This event is an earthquake!

It makes us afraid to come out because we might
be hurt by falling debris.

Have you experienced an earthquake? Have you

seen damages brought by earthquake on TV,
newspapers, on Facebook, or heard about it over
the local radio news? Indeed, such event will
come anytime and its strength varies in different
places.

We will know more about earthquakes in this module. Are you ready? Let’s begin.

What is It
Earthquake is the shaking or trembling on the earth’s surface caused by the
sudden release of energy. It is also one of the most dangerous phenomena that occurs
anytime, anywhere. The Philippines lies in the Pacific Ring of Fire which means that
we are in the Region where earthquakes and volcanic
eruptions may occur.

The place where the fault begins to slip is called

the focus. Focus is underground. It is where the rocks
first break, and the movement is vast. It is also the point
within the earth where seismic waves originated. The
spot directly above the focus on the surface of the Earth
is called the epicenter. It is where the damages brought
about by an earthquake are mostly seen and felt.

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How strong is an Earthquake?

How will you describe an earthquake? The answer is very simple. Earthquake
can be described based on its intensity and magnitude. How will you differentiate
an intensity from that of magnitude?

Magnitude is the measure of energy released by the earthquake. It is

measured by an instrument called seismograph. It is also a quantitative measure of
its strength in terms of the energy released. The magnitude uses Hindu – Arabic
numerals like 4, 5 or 6. A seismometer detects the vibrations caused by an
earthquake which are plotted by a seismograph. The strength or magnitude of an
earthquake is measured using the Richter scale is numbered 0 -10 or the base -10
logarithmic scale. The Richter magnitude scale was developed by Charles F. Richter
of the California Institute of Technology in 1930’s.

Intensity measures how strong or weak is the shaking produced by an

earthquake in a certain location. It is measured in terms of the damages caused by
an earthquake in different places. It is also an indicator of the severity of the
damages at certain area or location caused by an earthquake. Intensity scale uses
Roman numerals like IV, V or VII.

PHIVOLCS Earthquake Intensity Scale (PEIS)

Intensity Observable Changes or Damages

Scarcely Perceptible - Perceptible to people under favorable
I circumstances. Delicately balanced objects are disturbed slightly.
Still water in containers oscillates slowly.

Slightly Felt - Felt by few individuals at rest indoors. Hanging objects

II swing slightly. Still water in containers oscillates noticeably.

Weak - Felt by many people indoors especially in upper floors of

III 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.

Moderately Strong - Felt generally by people indoors and by some

people outdoors. Light sleepers are awakened. Vibration is felt like a
IV 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.

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

sleeping people are awakened. Some are frightened, some run
V 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.

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 Very Strong - Many people are frightened; many run outdoors. Some
VI 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.

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
VII 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 liquid).

Very Destructive - People are panicky. People find it difficult to stand

even 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
VIII 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
rupture may be observed. Trees are violently shaken. Water splash or
slop over dikes or banks of rivers.

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
IX utility posts, towers and monument 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 slops over dikes and banks.

Source: DepED Grade 8 Science Learners Material page 128 to 129.

Faults and Earthquakes

What is a fault?

Fault is a break along which the blocks of crust on either side have moved
relative to one another parallel to the fracture. Therefore fault, is a break on the
Earth’s crust. Lakes, valleys, and plateaus are the landforms that will be formed as
the Earth’s crust moves in different positions.

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What is the relationship between earthquake and fault?

Earthquakes occur in fault. It is caused by a sudden slip on a fault. Why will

a fault slip? Stresses in the earth’s outer layer push the sides of the fault. The
friction across the surface of the fault holds the rocks together. However, when the
pressure becomes so great that the rocks could no longer hold, this is when a fault
slips, causing an earthquake.

The illustration shows the parts of a fault.

The upper surface represents the surface of the
Earth. The trace of the fault on the surface of the
Earth is called fault line. The surface between
the two pieces is called the fault plane.

Types of faults

Normal fault forms as result of tension. The rock

layers in the Earth’s crust are pulled apart, and the
gravity causes one section to move downward in
relation to the other.

Reverse fault forms because of compression.

The rock layers in the earth’s crust are squeezed
together and the forces pushes one section upward in
relation to the other.

Strike -slip fault forms when the rock layers on

opposite sides of a fault slide past one another
horizontally. This type of fault is sometimes called as
tear wrench or transcurrent fault.

Active vs Inactive Faults

Try to think about these questions. Do you live near an active fault? Are you
really in a safe community? How did you know? Have you ever tried to use a map to
find out if there are active faults near your community?

Active fault is one that has moved in the past and is expected to move again,
meaning it has an ability to generate earthquake. Geologists consider faults as active
when there has been seismic activity observed during the last 10,000 years. Inactive
fault has structure that can be identified but which do not have earthquakes.

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 It is therefore important to carefully study the Map of Distribution of Active
Faults and trenches in the Philippines. Be familiar what the lines on the map and be
guided with the legend on the right side.

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 What’s More

Directions: Differentiate magnitude and intensity; active and inactive fault; and
epicenter and focus by determining whether the statement given is correct or not.
Write TRUE if the statement is correct; FALSE if it is incorrect. Write your answers
on a separate sheet of paper.

1. Magnitude measures the energy released at the source of the earthquake.

2. Magnitude is determined based on the effect on people.
3. Intensity measures the strength of shaking produced by the earthquake at a
certain location.
4. Intensity is determined from measurements on seismograph.
5. The Modified Mercalli scale measures the intensity of an earthquake.
6. Active fault is one that has moved in the past and is expected to move again.
7. Active Fault will not generate earthquake again.
8. Geologists consider faults as active when there has been seismic activity
observed during the last 10,000 years.
9. Inactive fault has no structure but generates earthquakes.
10. Active and inactive faults generate earthquakes.
11. Epicenter is the spot directly above the focus on the surface of the Earth.
12. Epicenter is where the rocks first break and the movement is vast.
13. True. Focus is the point within the earth where seismic waves originated.

For items 14-15, refer to the figure on the right.

14. Point A is called the epicenter.

15. Point B is called the focus.

What I Have Learned

In this lesson, you have learned that:

1. Fault is a break on the Earth’s crust along which significant movement has
taken place.
2. Fault has three types: a normal fault, reverse fault and strike – slip fault.
3. Faults produce quakes when the energy from inside the earth made the
friction. Friction held the rocks together. Once the friction is overcome, the
ground will move, and the earthquake will occur.
4. Earthquake is the shaking or trembling on the ground caused by the sudden
release of energy. It occurs when rocks along the fault suddenly move. It is
one of the most feared phenomena that will suddenly happen anywhere. Our

9
 country lies in the Pacific Ring of Fire, which means that we are prone to
earthquakes and volcanic eruptions.
5. Focus is where the rocks first break, and movement is vast. The origin of an
earthquake.
6. Epicenter is lying above the ground directly above the focus.
7. Earthquake is described by means of its intensity and magnitude.
8. Magnitude is the measure of energy released by an earthquake. It is measured
by an instrument called seismograph. The magnitude scale uses Hindu –
Arabic numerals.
9. Intensity measures how strong or weak is the shaking produced by the
earthquake in a certain location. It is also measured in terms of damages
occurs in a certain location.
10. Active faults can generate earthquake.
11. Inactive faults have structures which can be identified but can no longer
generate earthquake.

What I Can Do

Let us apply what you have learned in our lesson into a real - life situations. Your
task is to explain the following situations. Use a separate sheet for your answers.
1. You are inside your home when an earthquake occurs. What should you do?
State it in 2 -3 sentences.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. What do you think is the reason why the City Government of Davao is always
reminding the residents of Davao City to participate in an earthquake drill?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

10
 Assessment

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

1. Which of the following best describes fault?

a. The break on the earth’s surface.
b. The wave that travels underground during an earthquake
c. The wave on the surface directly above where the earthquake occurs
d. The place underground where the earthquake occurs.

2. Which of the following is determined through the use of Richter scale?

a. Intensity of an earthquake
b. The magnitude of an earthquake
c. The damaged from an earthquake
d. The number of casualties in an earthquake

3. Which of the following describes the epicenter of an earthquake?

a. The location along a fault where the first motion of an earthquake occurs.
b. The point on Earth’s surface directly above the focus.
c. A seismic wave that travels along the surface of the earth.
d. The last place that motion in an earthquake is detected.

4. Which of the following types of fault is formed by compression?

a. Normal c. Reverse
b. Strike slip d. Transform

5. Which of the following types of fault is created by tension?

a. Reverse c. Strike slip
b. Normal d. Transform

6. Which of the following is described as the point on the earth’s surface directly
above the focus?
a. Earthquake c. Seismic waves
b. Seismograph station d. Epicenter

7. Which of the following statements differentiate intensity from magnitude?

a. Intensity and magnitude are both the same.
b. Intensity measures the energy of an earthquake while magnitude
determines its observable effects in different places.
c. Intensity measures the observable effects on people and places while
magnitude measures the energy of an earthquake.
d. Intensity is measured below the ground while magnitude is measured on
the surface of the earth.

11
 8. How does epicenter of an earthquake differ from focus?
a. Epicenter is below the earth’s crust while focus is on the surface of the
crust.
b. Epicenter is the spot where the first motion of an earthquake occurs while
focus is the spot directly above the epicenter.
c. Epicenter is where seismic waves travel along the surface of the earth while
focus is the last spot in which motion of an earthquake is detected
d. Epicenter is the point of the earth’s surface directly above the focus while
focus is the place where a fault begins to slip.

9. Which of the following describes an active fault?

a. It is found in mountains.
b. It will generate an earthquake.
c. It has no structure found in the earth’s crust.
d. It will not generate an earthquake for 20,000 years.

10. Which of the following describes an inactive fault?

a. Its location cannot be determined.
b. It will not generate an earthquake.
c. It has no structure found in the earth’s crust.
d. It will not generate a very strong earthquake.

Additional Activities

In the LAQ chart below you are going to write the things that you have learned from
the lesson.

3 things that you have 2 things that you need to 1 question you want to
learned act ask:
1. 1. 1.

2.
2.

3.

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 13
What’s More
1. True
Assessment 2. False What I Know
3. True
1. A 4. False 1. C
2. B 5. True 2. D
3. B 6. True 3. C
4. C 7. False 4. B
5. B 8. True 5. D
6. D 9. False 6. A
7. C 10. True 7. B
8. D 11. True 8. B
9. B 12. False 9. B
10. B 13. True 10. B
14. False
15. False
Answer Key
References
Latest MELC’s Guide 2020 – Department of Education – K to 12 Basic Education
Curriculums Grade 8 Science
Science – Grade 8 Learner’s Module First Edition, 2013 ISBN: 978 – 971 – 9990 -
72 -7, pp. 115 – 132.
Philippine Department of Education (2013) Science – Grade 8 Teacher’s Module
First Edition pp. 67 -85.
DepEd Formulated Science and Quarterly Assessment for SY 2018 - 2020
Tarbuck, E.J., & Lutgens, F.K (1999). Earth, An Introduction to Physical Geology
(6th ed.) Upper Saddle River, NJ: Prentice Hall
Science Links 8 Worktext (K to 12) First Edition, 2013 ISBN: 978 – 971 -23 – 6320
-7
Pavico, Josefina Ma. Ferriols S. Anna Cherylle Morales-Ramos.Arestea V. Bayquen,
Angelina A. Silverio, John Donnie A.Ramos (2013). Exploring Life through Science
Grade 8 Phoenix Publishing house

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For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

DepEd Davao City, Elpidio Quirino Ave., Davao City

Telefax: 224-3274

Email Address: [email protected]

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