GRADE 8 SCIENCE

nd
2 QUARTER, MODULE 1 - Week 1
THE FAULT

Lesson 1: Faults

EXPECTATIONS
You will use models and illustrations to explain how movements
along faults generate earthquakes (S8FE-IIa14). Specifically, this
module will help you to:
 define fault and explain how it is formed; and
 construct a fault model

PRETEST
Directions: Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. Which statement BEST describes faults?
A. It is the point of origin of earthquake.
B. The movement of plates side to side.
C. It is a crack or break on the Earth’s crust.
D. The point where plate boundaries combine.
2. Which word is NOT related with earthquake’s fault?
A. break B. combine C. crack D. fracture
3. Which pair of words described how fault is formed?
A. breaks and stress C. breaks and vibrates
B. stress and strains D. stress and vibrates
4. Which statement below describes how faults are formed?
A. Once the force of rock is great enough it will vibrate.
B. When the rock exceeded its elastic limit it will break.
C. If the plates meet each other in boundary it will combine.
D. Whenever the frictional force of rock structures meet it will break.
5. Which of statement is NOT correct about the behavior of rocks that
contribute on how fault is formed?
A. Fault is formed in ductile rocks. C. Fault is formed in elastic
rocks.
B. Fault is formed in brittle rocks. D. Fault is formed in stiff rocks
 LOOKING BACK
The ―Ring of Fire‖ or the
―Circum–Pacific Belt‖ is a horseshoe-
shaped zone characterized by
earthquakes and more than 450
volcanoes. It is 25,000 miles long and
runs roughly along the edges of the
Pacific Ocean. The Ring of Fire
begins on the southern edge of South
America, runs North along the
western coast of the Americas, cuts
across the Southern edge of Alaska, and down to the eastern edge of
Eurasia, which includes our country, before culminating in a series of
deep trenches, several thousand miles off the coast of Australia.
Seventy-five percent of the world’s active volcanoes are located on this
ring, and almost 90% of the world’s earthquakes happen on these
particular areas.‖

BRIEF INTRODUCTION
Most earthquakes occur on faults. A fault is a thin zone of
crushed rock between two blocks of rock, and can be any length, from
centimeters to thousands of kilometers. When an earthquake occurs on
a fault, the rock on one side of the fault slips with respect to the other.
The fault surface can be vertical, horizontal, or at some angle to the
surface of the earth.
The block on the right that is shaped like a
foot and known as foot wall while the other block
on the left is known as hanging wall.
Vertical fault movement changes the
elevation of a rock mass on one side of the fault relative to the rock
mass on the opposite side.

Activity 1.1: How fault is formed?

Directions: Match and draw the diagram with the correct description of
the stages in the formation of faults. Write your answer on
the answer sheet.
Beginning fault
Two plates lie next to each other.

Deformation by increasing pressure

As two plates slide past each other, pressure increases, as they
move away from one another. Rock structures break.

Movement of the crust

At some point, the pressure is so high that the rock structures
completely detached. This enormous released of force causes
earthquake or shaking on the surface.
New Fault is created
As the energy waves subside, a new fault area is created and the
plates are at rest.

Activity 1.2: Fault Model

Directions: Construct a fault model using the 3D diagram attached at
the last page of this module.
Materials needed:
scissors glue/ paste/ scotch tape coloring materials
1. Construct a fault model using the diagram on Figure 4.
2. Color the fault model using the given legend.
3. Cut out the fault model.
4. Carefully cut along the dashed lines. The dashed lines on your
model represent a fault. (See Fig. 2)
5. Fold each side down to form a box with the drawn features on top.
6. Tape/paste the corners together. This box is a three-dimensional
model of the top layers of the Earth’s crust. (See Fig. 3)

Fig. 1 Fig. 2 Fig. 3

Fig. 4
Activity 1.3. Fault Model (Part 2)
Directions: Using your fault model, fill in the boxes with correct
information.
DESCRIPTION OF
DRAWING OF FAULT NAME OF FAULT
FAULT
Locate Point 1 and 2 on Which way did Point 2 Which type of fault
your model. Move point 2 move relative to Point 1? did you
Part A so that it is next to Point 1. demonstrate?
Draw the cross-section of
the model.
Locate Point 3 and 4 on Which way did Point 3 Which type of fault
your model. Move point 3 move relative to Point 4? did you
Part B so that it is next to Point 4. demonstrate?
Draw the cross-section of
the model.
Locate Point 6 and 7 on If you are standing at Point Which type of fault
your model. Move point 6 6 and looking across the did you
Part C so that it is next to Point 7. fault, which way did the demonstrate?
Draw the cross-section of block on the opposite side
the model. move?

REMEMBER
 Fault is a break in the block of rocks that make up the Earth’s crust.
 The fault plane is the planar (flat) surface along which there is slip
during an earthquake.
 Faults are formed when the rock structure reaches its elastic limit.
(Elastic limit refers to the maximum value of stress or force for which
a material shows elastic behaviors).

CHECKING YOUR UNDERSTANDING

Directions: Identify whether the following pictures are examples of
FAULT OR NOT. Justify your answer.

1. 2. 3.
_____________________ _______________________ ______________________
 POSTTEST
Directions: Write the letter of the correct answer.
1. Which statement BEST describes faults?
A. It is the point of origin of earthquake.
B. It is a crack or break on the Earth’s crust.
C. The movement of plates side to side.
D. The point where plate boundaries combine.
2. Which word is NOT related with earthquake’s fault?
A. break B. fracture C. crack D. combine
3. Which pair of words described how fault is formed?
A. stress and strains C. breaks and stress
B. breaks and vibrates D. stress and vibrates
4. Which statement below describes how faults are formed?
A. Once the force of rock is great enough it will vibrate.
B. If the plates meet each other in boundary it will combine.
C. When the rock exceeded its elastic limit it will break.
D. Whenever the frictional force of rock structures meet it will break.
5. Which of statement is NOT correct about the behavior of rocks that
contribute on how fault is formed?
A. Fault is formed in ductile rocks. C. Fault is formed in stiff rocks.
B. Fault is formed in brittle rocks. D. Fault is formed in elastic rock

Lesson 2: Types of Fault

EXPECTATIONS
You will use models and illustrations to explain how movements
along faults generate earthquakes (S8FE-IIa14). Specifically, this
module will help you to:
 differentiate the three types of faults;
 relate the type of stress associated with each type of fault;
 describe the effects of bending of rocks along faults; and
 simulate how movements along faults generate earthquakes using
models.

PRETEST
Directions: Choose the letter of the best answer.
1. Which statement BEST described the three types of fault?
A. Blocks in normal and reverse faults move vertically while strike-slip
fault moves horizontally.
 B. Blocks in normal and reverse faults move horizontally while strike-
slip fault moves vertically.
C. Blocks in reverse and strike-slip faults move vertically while normal
fault moves horizontally.
D. Blocks in reverse and normal faults move horizontally while strike-
slip fault moves vertically.
2. Which stress is associated with strike-slip fault?
A. dip B. shear C. slip D. extensional
3. Which stress is associated with reverse fault?
A. tension B. compression C. lateral D. shear
4. Which may happen if movement of the Earth’s plates bend and
squeeze the rocks at the edges of the plates?
A. earthquake B. explosion C. folding D. stressing
5. What do you call the bending or tilting of rocks?
A. deforming B. faulting C. folding D. stressing

LOOKING BACK
1. What maybe the possible causes of the movement of the Earth’s
crust?
2. What term is used to describe the shaking of the ground?
3. What happened to the solid rocks structures after the energy waves
were released?

BRIEF INTRODUCTION
Earthquake occurs when movement of the Earth's plates bends
and squeezes the rocks at the edges of the plates. The movement on
the ground resulting on the formation of the different types of fault
namely: strike-slip, normal and reverse faults. Reverse fault is formed
due to compression; rocks structures move toward each other. Normal
fault is the result of tensional stress; rocks pull apart or move away from
each other. Strike–slip fault is associated with shear stress; rock
structures slide past with each other.
Three types of stress are associated in each type of fault these are
tensional, compressional and shearing. The effect of bending rocks
along faults causes the snapping of the faults because of loss of friction
that holds the fault planes together in place.
Activity 2.1: Types of Fault
Directions: Name the type of fault in each picture.

A. B. C.
____________ _____________ ____________

Activity 2.2: What’s the Difference?

Directions: Fill in the table below using correct information about the three
types of stress.
What does the arrow What will happen to the rocks?
IMAGE
indicate?
Tension Pulls the rocks It will slip apart.
Squeezes the rocks It will push against
Pushes in two opposite one another.
Directions It will move away from
one another.
Shearing Pulls the rocks It will slip apart.
Squeezes the rocks It will push against one
Pushes in two another.
opposite directions It will move away from
one another.
Compression Pulls the rocks It will slip apart.
Squeezes the rocks It will push against one
Pushes in two opposite another.
Directions It will move away from
one another.

Activity 2.3. Stressed out!

Directions: Fill in the missing words to complete the sentences below
using the words in the box.
SLOWLY FRACTURE LOCK EARTHQUAKE
MOVE STICK SLIDE BREAK STRESS
A fault is a __1__ or break in the Earth’s lithosphere, along which
blocks of rock __2__ past to each other. Along some parts of a fault, the
rock on either side may __3__ on __4__. Along other parts of the fault,
the rocks may __5__ or __6__ together. The rocks bend __7__ is set on
them.
It is the force exerted when an object presses on, pulls on, or
pushes against another object. As stress increases, the rocks __8__
free. A sudden release of stress in the lithosphere causes an __9__. It is
a shaking of the ground caused by the sudden movement of large blocks
of rock along a fault.
Activity 2.4: How do faults produce earthquakes?
Materials Needed:
Two small boxes (fruit juice boxes are ideal) Toy box
Masking tape Paper clip Rubber band
Procedure:
1. Attach the rubber band to the paper clip. Then attach
the paper clip to one end of one box—this will be Box
A. (see fig.1)
2. Place the boxes side by side. Put a toy house on top
of Box A. Then tape lightly the two boxes together.
The tape should be detached easily. (see fig. 2) Fig. 1
3. With your left hand, hold the box without the rubber
band in place. With your other hand, slowly pull on the
rubber band. (see fig. 3)
Guide Questions:
1. What happens to the rubber band? Fig. 2
2. Keep on pulling on the rubber band. What happens
to the box attached to the rubber band?
3. What happens to the ―house‖?
4. Which is the ―fault‖ in this setup?
Fig. 3
REMEMBER
 Earthquake occurs when movement of the earth’s plates bends and
squeezes the rocks edges.
 Movements of plates results on the formation of Faults due to the
stress.
 The three types of faults are : strike – slip, normal, and reverse.
 The types of Faults are related to the stress associated with each
type these may compression, tension, or shearing.

CHECK YOUR UNDERSTANDING

Let us Investigate! Below are the real-life examples of faults. Identify
the type of fault being described.
1. The San Andreas Fault in California is the world’s most famous
fault. – It forms the tectonic boundary between Pacific Plate and
the North American Plate. The two plates of this fault are moving
past horizontally parallel due to shearing.
2. Sierra Madre Fault Zone in Southern California is the major break
that extends for a distance of 55 miles along the steep south front
of San Gabriel Mountain. This fault is the result from compression
or pushing of rocks together.
 3. The Marikina Valley Fault in the Philippines is also known as the
Valley Fault System, the longest fault line in the Philippines.
Archaeological evidence tells that Marikina Fault Earthquake zone
runs North to South, from Bulacan to Cavite and Laguna. Several
earthquakes recorded from this fault.

POSTTEST
Directions: Choose the letter of the best answer.
1. Which statement BEST described the three types of fault?
A. Blocks in normal and reverse faults move horizontally while strike-
slip fault moves vertically.
B. Blocks in normal and reverse faults move vertically while strike-slip
fault moves horizontally.
C. Blocks in reverse and strike-slip faults move vertically while normal
fault moves horizontally.
D. Blocks in reverse and normal faults move horizontally while strike-
slip fault moves vertically.
2. Which stress is associated with strike-slip fault?
A. dip B. shear C. slip D. compress
3. Which stress is associated with reverse fault?
A. tension B. compression C. lateral D. shear
4. Which may happen if movement of the Earth’s plates bends and
squeezes the rocks at the edges of the plates?
A. stressing B. explosion C. folding D. earthquake
5. What do you call the bending or tilting of rocks?
A. stressing B. folding C. faulting D. deforming

References:
Science Grade 8 Teacher’s Manual
Science 8 Progressive Test
https://www.e-education.psu.edu/earth520/content/p1_p3.html
https://earthquake.usgs.gov/learn/glossary
https://geology.isu.edu/wapi/EnvGeo/EG5_earthqks/eg_mod5.html
 3D FAULT MODEL
Coloring Key:
Rock Layer A – green Road - black
Rock layer B – yellow Railroad Tracks - brown
Rock Layer C – red Grass - green
River - blue
 GRADE 8 SCIENCE
nd
2 QUARTER, MODULE 2 - Week 2
EARTHQUAKES AND FAULTS

Lesson 1: Epicenter and Focus

EXPECTATIONS
You will differentiate epicenter of an earthquake from its focus
and intensity of an earthquake from its magnitude (S8ES-IIa15).
Specifically, this module will help you to:
 differentiate epicenter from focus; and
 distinguish between magnitude and intensity.

PRETEST
Directions: Read each statement carefully then, put check (✓) to
indicate whether the statement is TRUE or FALSE.
TRUE FALSE STATEMENTS
1. Focus is the point directly above where earthquake
originates while epicenter is the origin of the
earthquake.
2. Epicenter is located on Earth’s surface while focus
is located below Earth’s surface.
3. Magnitude measures the effects/shaking of an
earthquake in a certain place while intensity
measures energy released.
4. Intensity uses Hindu-Arabic while magnitude uses
Roman Numerals.
5. In an earthquake, magnitude is given a single
numerical value while intensity is varied from
different affected areas.

LOOKING BACK
Let us recall the types of fault and stresses associated to it.
Picture
of
Fault
Name S
of
Fault
R N P

Stress C T S

BRIEF INTRODUCTION
An earthquake is a weak to violent shaking of the ground produced
by the sudden movement of rock materials below the earth’s surface.
The earthquakes started from tectonic plate boundaries. The
presence of so many faults made these areas to become unstable. The
point inside the earth where the earthquake originated is called focus,
also called the hypocenter, and the point on the surface of the earth
directly above the focus is called the epicenter.

MAGNITUDE INTENSITY
Strength of an earthquake as perceived and
Energy released by an
felt by people in a certain location. Intensity
earthquake from the focus
is higher near the epicenter.
Represented by Arabic Represented by Roman Numerals (ex. I, IV,
Numbers (ex. 1,2,5 7,9) VII)
Used the instrument Used PEIS (PHIVOLCS Earthquake
seismograph to measure Intensity Scale) to measure the shaking and
magnitude effects to people and properties

Activity 1.1 Focus vs Epicenter

Recall the Fault model in previous activity,
using the following materials: used paper, folder,
carboard or the like, construct another model.
STEP 1. Draw the image as shown in
Figure 1.
STEP 2. Fold along the lines and paste
where indicated. At the end, have a
model consisting of two parts.
Figure 2.
STEP 3. Using your fault model, draw a star ( )
to locate the position of the epicenter.
 Use the picture puzzle above (Figure 2) as clue to locate
the position of the epicenter.
STEP 4. Identify the parts of the puzzle picture. Write it on the box
provided for.
Complete the statement by using ON and BELOW.
1. Focus is the point _________ Earth’s surface.
2. Epicenter is the point _______ Earth’s surface.

Activity 1.2. Magnitude vs Intensity

Read the news about earthquake and answer the following questions.

5.7- Magnitude Quake Hits Barrio San Miguel

A 5.7-magnitude earthquake struck Barrio San Miguel early on
Monday morning, March 2, and woke up people in several parts of the
Malakasan Region.
The Philippine Institute of Volcanology and Seismology
(PHIVOLCS) said that its epicenter was located around 8 kilometers
northwest of Barrio San Miguel. The earthquake that was recorded at
5:19 a.m. was tectonic by origin and had a depth of 13 kilometers.
An intensity V earthquake was felt in Uno Town and Dos Town.
Intensity IV was felt in Tres Town and Kwatro Town.
City government also reported an intensity II earthquake in Singko
and intensity I in Sais Town.
Ground shaking was also experienced in parts of Barrio Maliksi
earlier today, but no damages have been reported so far.
Guide Questions:
1. Where is the epicenter of the earthquake located? _______________.
2. What is the magnitude of the earthquake? __________. Which
numerical system is used? _______________.
3. How many values is given to the magnitude of the earthquake?_____.
4. What are the intensities of the earthquake? __________.Which
numerical system is used? _______________.
5. How many values is given to the intensity of the earthquake?
_______. How would you describe the intensities of earthquake to
different areas? _________________________________

REMEMBER
 Focus (hypocenter) is the origin of the earthquake and the surface on
the earth directly above it is known as epicenter.
 Magnitude measures the energy released by an earthquake and
uses Hindu Arabic numbers while intensity measures the strength of
 earthquake as perceived by people and its effects and uses Roman
Numerals.

CHECKING YOUR UNDERSTANDING

Analyze the picture below and answer the questions that follow.
Scenario: A magnitude 8 earthquake hit Luzon, the epicenter is located
in Pasig.
1. How would you describe the intensity
of the earthquake as it moves away
from the epicenter?
2. How would you describe the shaking
of the ground:
A. Near the epicenter? _______
B. Away from the epicenter? __
3. Based on the given intensities, predict
the damage:
A. Near the epicenter? ___________
B. Away from the epicenter? ________

POSTTEST
Directions: Read each statement carefully in the anticipation guide
card. Then, put a check (✓) to indicate whether the
statement is true or false.
TRUE FALSE STATEMENTS
1. Focus is the point directly above where earthquake
originates while epicenter is the origin of the
earthquake.
2. Epicenter is located on Earth’s surface while focus is
located below Earth’s surface.
3. Magnitude measures the energy released by the
earthquake while intensity measures the
effects/shaking of an earthquake.
4. Intensity uses Roman Numerals while magnitude
uses Hindu-Arabic Numbers.
5. In an earthquake, magnitude is given a single
numerical value while intensity is varied from
different affected areas.
 Lesson 2: PEIS and Types of Faults

EXPECTATIONS
You will differentiate active and inactive faults (S8ES-IIa15).
Specifically, this module will help you to:
 discuss the scale adapted in the Philippines to describe the intensity
and magnitude of an earthquake;
 differentiate active and inactive faults; and
 using a map, locate and describe active and inactive faults in the
Philippines.

PRETEST
Write TRUE if the statement is correct and FALSE if it is incorrect.
____ 1. PEIS stands for Philippine Earthquake Intensity Sequence.
____ 2. There are 12 categories in PEIS.
____ 3. Intensity I is the weakest and Intensity XII is the strongest in
PEIS.
____ 4. An active fault can cause earthquake anytime while inactive
fault cannot produce seismic waves in the future.
____ 5. Inactive fault displayed activity once in 10,000 years while
active fault does not displayed activity for more than 100,000
years.

LOOKING BACK
Study how the listed words related with each other to complete the
analogy.
1. focus: above – epicenter : _______________
2. magnitude: Hindu Arabic – intensity : _______________
3. origin of earthquake : focus – epicenter : _______________
4. intensity: effects of earthquake – magnitude: _______________

BRIEF INTRODUCTION
PHIVOLCS Earthquake Intensity Scale (PEIS) is specifically
used only in our country, Philippines. It has 10 categories where
Intensity I is scarcely perceptible, and Intensity X is complete
devastating. The primary effects of earthquakes are ground shaking,
ground rupture, landslides, tsunamis, liquefaction and fires which are
considered secondary effect.
 An active fault is likely to become the source of another
earthquake sometime in the future. Inactive faults are structures that
we can identify, which do not have earthquakes

Activity 2.1. What Number Am I?

Identify the correct intensity number described in each drawing
below. For your reference, you may visit phivolcs.dost.gov.ph or Science Learner’s Module
pp. 128-129.

Hanging objects swing Most buildings are mostly damaged.

moderately. Trees are shaken very violently. Hanging objects swing violently.
1. Intensity ____ 2. Intensity ____ 3. Intensity ____

Heavy objects and furniture Delicately balanced objects are Hanging objects swing
overturn or topple. disturbed slightly. considerably.
4. Intensity ____ 5. Intensity ____ 6. Intensity ____

Well-built buildings are Hanging objects swing slightly. Heavy objects and furniture move
considerably damaged. or may be shifted.
7. Intensity ____ 8. Intensity ____ 9. Intensity ____

Activity 2.2. Active vs Inactive

Venn diagram: Differentiate active and inactive faults. Pick out statement
on the box below.
 ACTIVE FAULT INACTIVE FAULT

Types of
fault
according
to activity

A. It is likely to cause another earthquake sometime in the future.

B. It is located in areas which had not displayed any seismic activity for
more than 100,000 years to millions of years.
C. Structures that can be identified, but which do not produce
earthquakes.
D. This is located usually in areas along which all shallow earthquakes
occur.
E. It is considered active if they have moved one or more times in at
least 10,000 years.

REMEMBER
 PEIS or the PHIVOLCS earthquake Intensity Scale is specifically
used only in our country, Philippines.
 An active fault is likely to cause another earthquake sometime in
the future.
 Inactive faults are structures that can be identified, but which do
not produce earthquakes.

CHECK YOUR UNDERSTANDING

A. Use the table below to identify the intensity of the earthquake.
Intensity I- Perceptible to people Intensity VI- Some people lose their
under favorable circumstances. balance. Motorists feel like driving in
flat tires.
Intensity II- Felt by few Intensity VII- Heavy objects and
individuals at rest indoors. furniture overturn or topple.
Intensity III- Felt by many Intensity VIII- Many well-built
people indoors especially in buildings are considerably damaged.
upper floors of buildings.
Intensity IV-Light sleepers are Intensity IX- Numerous utility posts,
awakened. towers and monument are tilted,
toppled or broken.
Intensity V- Dining utensils Intensity X- Practically all man-made
clatter and clink; some are structures are destroyed.
broken.
____ 1. You were reading books on your rooftop and felt your house was
shaking.
____ 2. The heavy cabinet in your school laboratory has shifted.
____ 3. Your mother’s favourite glass wares fell from the kitchen cabinet
and were broken.
____ 4. The building beside your school were damaged considerably.
____ 5. You are napping when you feel sudden vibrations.

B. Read the paragraph and answer the questions below.

In Metro Manila, the “Big One” applies to a scenario wherein
movements along the Valley Fault System could trigger a 7.2-magnitude
quake. The East Valley Fault straddles 10 kilometers in Rizal province
while the West Valley Fault runs over more than 100 km through the
provinces of Bulacan, Rizal, Cavite and Laguna, and Metro Manila.
Scientists claimed that the 100-km fault, which last moved in 1658,
moves every 400 years, meaning the threat of a 7.2-magnitude quake is
getting closer.

Guide Questions:
1. What are the faults under the Valley fault system? __________.
2. How long is the West Valley Fault? __________ .
Enumerate the areas that will be affected by the fault.
________________________________.
3. Based on the 2nd paragraph, can we consider West Valley Fault as
an active or inactive? __________. Cite evidence to justify your
answer. _________________________.

C. Identify the names of active faults shown in

the map. Choose your answer from the choices
below. See legend on the map as clues.

___1.
___2.
___3.
___4.
___5.
CHOICES
A. Marikina Valley Fault
B. Eastern Philippine Fault
C. Western Philippine Fault
D. Southern Mindanao Fault
E. Central Philippine Fault

POSTTEST
Directions: Read each statement carefully. Write TRUE if the statement
is correct and if it is FALSE change the underlined word/s
to make the statement correct.
____ 1. PEIS stands for Philippine Earthquake Intensity Sequence.
____ 2. There are 12 categories in PEIS.
____ 3. Intensity I is the weakest and Intensity XII is the strongest in
PEIS.
____ 4. An active fault can cause earthquake anytime while inactive
fault cannot produce seismic waves in the future.
____ 5. Inactive fault displayed activity once in 10,000 years while
active fault does not displayed activity for more than 100,000
years.

REFERENCES
Science 8 Learner’s Module pp. 125-132
Science 8 Teacher’s Guide pp. 77-83
https://www.phivolcs.dost.gov.ph/index.php/earthquake/introduction-to-earth
 GRADE 8 SCIENCE
nd
2 QUARTER, MODULE 3 - Week 3
SEISMIC WAVES AND THE EARTH’S INTERIOR
EXPECTATIONS
This module focuses on how the scientists study the interior of the
Earth specifically on achieving this learning competency, explain how
earthquake waves provide information about the interior of the
earth (S8ES-IIc17).
After going through this module, you are expected to:
 identify the layers of the Earth and their characteristics in relation to
seismic waves;
 describe the behavior of seismic wave;
 compare and contrast P-wave and S-wave in terms of their speed
and behavior; and
 explain how earthquake waves are used to describe the interior of the
earth.

PRETEST
Directions: Write the letter of the correct answer. The answer sheet is
provided at the last page of the module.
1. What term is used to describe the wave generated by earthquake that
travel in all direction?
A. cosmic waves C. sound waves
B. seismic waves D. tidal waves
2. Which statement is TRUE?
A. The crust is liquid. C. The inner core is liquid
B. The mantle is liquid. D. The outer core is liquid
3. What type of wave is useful to the seismologist in their study of
Earth’s interior?
A. Primary waves because it is faster than secondary waves.
B. Body waves, because they can pass through the Earth’s interior.
C. Secondary because it causes more damage than primary waves.
D. Surface waves because most shaking felt from an earthquake is
due to this kind of waves.
4. Which type of seismic wave can only travel through the solid part of
Earth's interior?
A. S-wave C. Body wave
B. P-wave D. Surface wave
5. What type of seismic wave causes rock particles to move in the same
direction as the wave movement (like vibrations)?
A. P-waves C. Shear waves
B. S-waves D. Surface waves

LOOKING BACK

Where do
earthquakes occur?

BRIEF INTRODUCTION
Earth is made up of different layers: the crust, the mantle, and the
core (outer core and inner core).

The structure and composition of the Earth’s interior cannot be

studied directly due to its tremendous heat and pressure. Scientist
gained information about the Earth’s internal structure by studying how
seismic waves travel through the Earth. Seismic waves travel at different
speeds and behave differently when they pass through different types of
materials. They use these data to establish the internal structure of the
Earth.

SEISMIC WAVES are energy waves that travel through Earth’s

surface or its internal layers. These waves are a result of an Earth-
shaking event usually brought about by an earthquake or an explosion,
which is either volcanic or to some extent, man-made. The energy is
always acoustic (related to sound) in nature and usually imparted from a
low frequency vibration.

As seismic waves travel through the body of the earth, they

behave in different ways. For example, as seismic waves travel deeper
into the crust, they speed up. That means that at the depth the rocks are
denser. In the upper part of the mantle, the waves slow down. That
means the rocks there are partially molten.

As the waves reach the core, one kind of seismic wave (S-wave)
disappears. That means that the outer core is liquid. At certain depths,
the waves are reflected and refracted (bent) That means the earth must
be layered. Seismic waves give us a picture of the Earth’s interior.
Two main types of seismic waves:
1. BODY WAVES
 Moves through Earth’s interiors
 Classified as either primary waves (P- waves) or secondary waves
or Shear wave- (S-waves).
Primary waves are the fastest moving waves, travelling at 1.6
km/s to 8 km/s.
 They travel in the same direction as the particles.
 They can simply pass through any material – solid, liquids, or
gases.
 They can move even through Earth’s inner and outer cores.
 They travel faster through denser materials.
Secondary waves can pass only through solids and move slower
than P-waves.
 They travel at right angles to the vibration of particles.
 They are not observed or its not transmitted in liquid or
gases.
 S-waves or shear waves move only through solid materials.
 Shear waves do not move straight through the earth.
2. SURFACE WAVES
 Travel only through Earth’s crust.
 They act very similar to water waves.
 Responsible for most of an earthquake’s damage and carnage.
 They move elliptically in a vertically plane up and down the surface
of the earth or sideways in a horizontal plane.
 They move or travel slower than body waves.
Love Waves (L-waves or Q-waves)
 The fastest surface waves.
 It is a surface wave that moves the ground from side to side.
  Confining itself only to the surface, producing an entirely
horizontal motion.
Rayleigh Waves (R-waves)
 It rolls along the ground similar to how water waves roll across
a lake or an ocean.
 It rolls elliptically, it is moving the ground up and down and side
to side in the same direction of its propagation.
 Rayleigh wave are the slowest of surface waves.

ACTIVITY 1
Directions: Given two statements, identify which is correct and
incorrect. Put a check ✔ in the circle if the statement is
correct and a cross × if incorrect.

ACTIVITY 2
Directions: Complete the Venn diagram below by writing down the
differences and similarities of P–wave and S-wave. Use
separate sheet of paper.

P - WAVE S - WAVE
BOTH
ACTIVITY 3
Directions: Complete the table below. Use separate sheet of paper.
Seismic Also known Travel
Speed Motion
Wave as AKA through

P waves

Secondary
solid
Wave

slowest

ACTIVITY NO 4
Directions: Match the phrases with the correct type of seismic wave.
Each number will match to 3 letters).Use separate sheet of
paper.

a. Moves back and forth

b. Moves side to side
c. Moves up and down
d. Fastest wave
e. Surface wave
f. Arrives second
g. Most destructive
h. Can pass through solids only
i. Can pass through solids, liquids and gas

1. P- waves ______ ______ ______

2. S- waves ______ ______ ______

3. L- waves ______ ______ ______

ACTIVITY 5
Directions: Underline the correct term/word to make the statement or
paragraph correct.

When an earthquake occurs the (seismic waves, tidal waves)

spread out in all directions through the Earth's interior. Seismic
speeds depend on the material properties such as composition,
density, state of matter, temperature, and pressure of the media
 through which seismic waves pass. Seismic waves travel more
quickly through (less dense: denser) materials and therefore
generally travel more quickly with depth. Seismic waves move more
slowly through a (inner core;outer core) than a (inner core; outer
core). Molten areas within the Earth stop (P waves; S waves)
because their shearing motion cannot be transmitted through a
liquid. Because of these data gathered from the study of seismic
waves, scientists gave us a hint on the structure of the interior of the
Earth.

REMEMBER
 The Earth is composed of three major layers: the crust, mantle, and
the core which is divided into outer and inner core.
 Seismic waves are the vibrations sent out through the ground by
earthquake.
 There are two types of body waves or deep seismic waves: primary
waves (P-wave) and secondary wave (S- wave)
 P-waves travel at 5km/s average and move by compressing rocks.
 S-wave travel at 3km/s average and move through the ground
transversely- either up and down or from side to side
 There are two kinds of surface waves: Love waves (L-waves or Q –
waves) and Rayleigh waves ( R-waves )
 L-waves shake the ground from side to side; they can often destroy
buildings and other structures. R- waves shake the ground up and
down.
 The behavior and speed of the seismic waves are used by the
scientists to study the structure and composition of the Earth.
CHECKING YOUR UNDERSTANDING
Complete the concept map. Use separate sheet of paper.

POSTTEST
Directions: Write the letter of the correct answer. The answer sheet is
provided at the last page of the module.

1. Which is/are TRUE about seismic waves?

I. The waves of energy generated by an earthquake .
II. The energy that radiates in all directions from the focus in the
form of waves.
A. I only C. both I and II
B. II only D. neither I nor II
2. Which is the correct order of layers of the Earth from least dense to
densest?
A. crust mantle, outer core, inner core
B. crust, mantle, outer core, inner core
C. inner core, outer core, mantle, crust
D. outer core, inner core, mantle, crust
3. Which statement correctly describes P-waves and S-waves?
A. P-waves travel slower than S-waves and pass through the Earth’s
liquid zones only.
B. P-waves travel faster than S-waves and can pass through the
Earth’s solid zones only.
C. P-waves travel slower than S-waves and pass through the Earth’s
solid and liquid zones.
D. P-waves travel faster than S-waves and can pass through the
Earth’s solid and liquid zones.
4. What waves are used in the study of Earth’s interior?
A. P-waves only C. both P-waves and S-waves
B. S-waves only D. neither P-waves nor S-waves
5. What evidence is used by scientists to come up with the idea that the
Earth’s interior is layered?
A. rocks samples from the Earth’s interior
B. actual observations from the Earth’s interior
C. data received from the devices sent through the Earth’s interior
D. behavior of the seismic waves travelling through the Earth’s interior

REFERENCES

Books:
Science 8: Science for the 21st Century Learner, pp. 151 – 153
Science 8: Science Learner’s Module, pp. 135 - 136
Internet:
https://www.google.com/search?q=seismic+waves+picture
https://www.hiclipart.com
https://courses.lumenlearning.com/suny-
earthscience/chapter/earths-interior/
 GRADE 8 SCIENCE
nd
2 QUARTER, MODULE 4, Week 4
UNDERSTANDING TYPHOON

EXPECTATIONS
The module will help you analyze the relationships between
landmasses and bodies of water in the development of typhoons. It
focuses on achieving this learning competency, explain how
landmasses and bodies of water affect typhoons (S8ES-IIe20).
Specifically, after going through this module, you are expected to:
 characterize typhoon and how it develops;
 describe the wind speed and air pressure in the different parts of a
typhoon;
 describe the effects of the eye and eye wall of the typhoon as it
passes through an area; and
 explain how landmasses and bodies of water affect the typhoon.

PRETEST
Directions: Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. How will you describe the weather of the place located in the eye of a
typhoon?
A. calm C. rainy and cloudy
B. intense D. violent and windy
2. Which is NOT a characteristic of the eye wall of a typhoon?
A. heaviest rains C. calmest weather
B. tallest clouds D. strongest winds
3. What term is used to describe the large spirally bands of rain
generated from a typhoon?
A. eye wall C. rain bands
B. hailstorm D. storm surge
4. Which is correctly matched?
A. Eye: light wind; Eye wall: moderate wind
B. Eye: center; Eye wall: outermost
C. Eye: calm; Eye wall: intense
D. Eye: intense; Eye wall: calm
5. Which is NOT a beneficial effect of typhoon?
A. improved irrigation
B. brought abundant rainwater to dry area
C. normalized the supply and level of water in a dam
D. caused sea water to flow backward towards land in coastal areas
 LOOKING BACK
Directions: Match the description in column A to the categories of
cyclones in column B.
Column A Column B
1. Tropical cyclone with maximum wind A. Typhoon
speed of 89 to 117 kph
2. Tropical cyclone with maximum wind B. Severe Tropical Storm
speed exceeding 220 kph
3. Tropical cyclone with maximum wind C. Tropical Depression
speed of 62 to 88 kph
4. Tropical cyclone with maximum wind D. Super Typhoon
speed of 118 to 220 kph`
5. Tropical cyclone with maximum E. Tropical Storm
sustained winds of up to 61 kph

BRIEF INTRODUCTION
In a very general sense, typhoons gain power as they move over
warm bodies of water and start losing energy once they move on to land.
There are other factors in play such as temperature of water and air,
moisture, air currents, the temperature of the landmass. Typhoon are
based on how strong the energy is released by the landforms and
bodies of water. Typhoons gain energy from warm ocean water and lose
energy over cold water. Interaction with land weakens a typhoon.

Activity 1
Directions: Complete the table by showing differences on the parts of
typhoon. Choose your answers from the word bank.

Source: https://ccsearch.creativecommons.org/photos/f3ee0ac3-2c68-443d-aaeb-1b119c689ede

PARTS OF A LOCATION RAIN WIND OTHER

TYPHOON CHARACTERISTICS
a. eye
b. eye wall

c. rain band

WORD BANK

Activity 2
Directions: Write TRUE if the statement is correct and FALSE if the
statement is incorrect.
1. When the eye of the typhoon passes over, the wind and rain will
subside.
2. After a typhoon land warning is issued, residents in low-lying, coastal
or mountainside areas should move to a safe place as soon as
possible.
3. It is better to be in the eye of a typhoon because the weather is calm
and there is no rain.
4. Typhoons form over landmasses, typically after a period of very warm
weather.
5. Typhoons form over bigger bodies of water such as the ocean,
typically after a period of very warm weather.

REMEMBER
1. The eye is so calm because the strong surface winds that converge
towards the center never reach it. The Coriolis force deflects the wind
slightly away from the center, causing the wind to rotate around the
center of the typhoon (the eye wall), leaving the exact center (the
eye) calm.
2. The eye wall is characterized with the strongest winds, the tallest
clouds, and the heaviest rain.
3. Rain bands are spirally bands of rain that are generated from a
typhoon.
4. The eye of a typhoon is an area with the lowest air pressure, which
can be as much as 15% lower than the pressure outside it. The eye
or the center is helpful for weather forecasters and meteorologists
 because it serves as the reference point in plotting the typhoon’s
location. The formation of an eye is also used as an indicator of the
increasing strength of a typhoon.
5. One of the negative effects of typhoon is the storm surge. Strong
winds cause the sea level to tilt. At the same time, low atmospheric
pressure will make the sea level to rise and cause sea water to flow
backward toward land in coastal areas.
6. At the eye of a tropical storm, wind speed is low. But in the dense
clouds surrounding the eye or at the eye wall, wind speed is great.
7. The lowest air pressure is found at the eye of a typhoon. All tropical
cyclones have low air pressure at the center. Pressure increases as it
moves away from the center of the typhoon.
8. Typhoons always form over the sea but not in land, in an open space
where they gain strength.
9. Typhoon weakens in land due to the following reasons: friction to
different structures in land like trees, houses, building and mountains;
lack of moisture, and limited heat sources.
10. A typhoon develops in the ocean, thus, most damage results in the
coastlines where winds are on its strongest.

CHECKING YOUR UNDERSTANDING

Directions: Write two (2) things that you should to do before, during and
after a typhoon.

BEFORE DURING AFTER

1. _______________ 1. _______________ 1. _______________

_______________ _______________ _______________
_______________ _______________ _______________
2. _______________ 2. _______________ 2. _______________
_______________ _______________ _______________
_______________ _______________ _______________

POSTTEST
Directions: Write T if the statement is true and F if the statement is
false, underline the word that makes the statement
incorrect.
1. The most dangerous and destructive part of a typhoon is the rain
band. The winds are strongest, rainfall is heaviest.
2. The eye wall is characterized with the strongest winds, the tallest
clouds, and the heaviest rain.
3. Rain bands are spirally bands of rain that are generated from a
typhoon.
4. The eye is located at the center of a typhoon. It is characterized by a
clear, quiet skies, warm temperature and low atmospheric pressure.
5. It safe to be in the eye of typhoon.
6. Wind speed is fastest within the eye wall of a typhoon.
7. The lowest air pressure is located within the rain bands of a typhoon.
8. The lowest air pressure is in the eye of a typhoon. Surrounding the
eye is the eye wall.
9. Typhoons form over landmasses, typically after a period of very warm
weather.
10. Typhoons form over bigger bodies of water such as ocean, typically
after a period of very warm weather.
11. Normalized the supply and level of water in a dam is one of the
beneficial effects of typhoon.
12. Typhoons may form over the sea and even in land, in open spaces
and that’s where they gain strength.
13. A typhoon develops in the ocean.
14. One of the advantages brought by typhoon is the irrigation for plants.
15. During landfall of a typhoon, there is strong wind, heavy rainfall and
possible storm surge in coastline areas.

References
https://ccsearch.creativecommons.org/photos/f3ee0ac3-2c68-443d-aaeb-
1b119c689ede
Grade 8 progressive test
 GRADE 8 SCIENCE
nd
2 QUARTER, MODULE 5 - Week 5
TRACKING TROPICAL CYCLONE
EXPECTATIONS
This module focuses on the techniques used to track the path of
the tropical cyclone to achieve the learning competency, trace the path
of typhoons that enter the Philippine Area of Responsibility (PAR)
using a map and tracking data. (S8ES-IIe-21).
After going through this module, you are expected to:
 track the path taken by a tropical cyclone given its coordinates;
 determine whether a tropical cyclone is within or outside the PAR;
 illustrate instruments used in tracking tropical cyclone;
 describe how tropical cyclone is tracked; and
 discuss why is there a need for PAG ASA to regularly monitor tropical
cyclones near the PAR.

PRETEST
Directions: Choose the letter of the best answer. The answer sheet is
provided.
1. Aside from Rainfall Warning System, what does PAGASA use to
warn people about the approaching weather disturbance?
A. Public Typhoon Storm Signal
B. Public Storm Warning Signal
C. Public Monitoring Storm Signal.
D. Public Monitoring Typhoon Signal
2. What will happen if PAGASA failed to monitor the weather
disturbances entering the PAR?
A. Our safety will be at risk.
B. There would be more damage to infrastructures and livestock.
C. There will be an increase in the number of injured people or
even deaths.
D. All of the above
3. How does satellite image of tropical cyclone helped weather
forecaster?
A. predict the times of high tide and low tide
B. warn residents of hazardous weather conditions
C. predict the total number of storms to occur in one year
D. explain the effects of global warming on the ocean currents
4. At times wherein typhoons are present at PAR, one should listen with
the reports of PAGASA in order to be updated ____________.
 A. and be entertained
B. for the suspension of classes
C. on the current issues happening in the Philippines
D. to the information about the typhoon and be able to prepare for
a safety plan
5. Given the latitude and longitude of a typhoon, which one has entered
the PAR?
A. 20°N, 130°E C. 30°N, 120°E
B. 28°N, 138°E D. 40°N, 125°E

LOOKING BACK
Directions: Identify the term describe in the given statement.
1. It is characterized with the strongest winds, the tallest clouds, and the
heaviest rain.
2. These are the spirally bands of rain that are generated from a
typhoon.
3. It is characterized by a clear, quiet skies, warm temperature and low
atmospheric pressure.
4. It is referred to as “buntot ng bagyo”.
5. The most dangerous and destructive part of a typhoon.

BRIEF INTRODUCTION
The Philippine Area of Responsibility
Philippine Area of Responsibility or PAR refers to a designated
area in the Northwestern Pacific. PAGASA is tasked to monitor and
issue warnings pertaining to tropical cyclone occurrences and activities.
It is bound by imaginary line drawn along the following coordinates: 25°N
120 °E, 25°N 135°E, 5°N 135°E, 5°N 115°E, 15°N 115°E, 21°N 120°E
and back to where it started.
When PAGASA or media spokespersons address the public by
saying, “The typhoon is scheduled to enter the country…” it sometimes
creates a lot of confusion or misinformation to people. Sometimes, the
statement means the typhoon is scheduled to enter the PAR. But not all
typhoons that enter the PAR drift over the Philippine landmass.

Typhoon Movements
Typhoons are pushed by high altitude winds and move North
because of the effect of the Earth’s rotation (Coriolis effect). Typhoons in
the Northern Hemisphere rotate counterclockwise and clockwise in
Southern Hemisphere. Therefore, typhoons move West while gradually
veering North in low latitudes, where East winds are generally prevalent.
Typhoons gradually weaken as they move North, this is because the
temperature of the sea surface decreases as the typhoon moves North,
eventually resulting in the water vapor supply falling short. When a
typhoon hits land, vapor supply is completely cut off.
Typhoon paths follow three general directions: straight track (or
straight runner), parabolic recurring track and Northward track.

Activity 1. Are you IN or OUT of PAR

A. Directions: Refer to the given map, determine the coordinates of the
following points (typhoons) and fill out the given table.

Source: https://search.creativecommons.org/photos/b8814671-a5dd-49d7-85f4-119f8802e204

Typhoon Coordinates Within PAR or Outside PAR

1
2
3
4
5
B. Answer the following questions:
1. How many typhoons are within the PAR and outside the PAR?
2. Considering the coordinates, which is the nearest typhoon in the
Philippine archipelago?

Activity 2
Directions: Write True if the statement is correct and False if the
statement incorrect.
____ 1. PAGASA stands for Philippine Atmospheric, Geophysical and
Astronomical Services Administration.
____ 2. The weather bureau makes public weather forecasts in a week
or even in a month.
____ 3. We should listen to the report of PAGASA to be updated to the
information about the typhoon and be able to prepare for a
safety plan.
____ 4. PAGASA will issue information about typhoon at the time it
enters the PAR.
____ 5. PAGASA is mandated to provide protection against natural
calamities and to ensure the safety, well-being and economic
security of all the people.

REMEMBER
1. Philippine Area of Responsibility or PAR refers to a designated area
in the Northwestern Pacific where PAGASA is tasked to monitor and
issue warnings about incoming tropical cyclones and their activities.
2. Meteorologists used weather map to show the atmospheric
conditions in an area as well as its changes.
3. In tracking the path taken by the typhoon, meteorologist used the
coordinates such as the longitude and latitude.
4. The Philippine Area of Responsibility (PAR) is an area where
PAGASA monitors weather occurrences. This area bound almost all
the land territory of the Philippines, except for the southernmost
portion of the province of Tawi - Tawi and some of the country's
claimed islands in the Spratly. The main island of Palau, most of
Taiwan, the Northern tip of Borneo, portions of the Malaysian state of
Sabah and the Japanese prefecture of Okinawa are also included.
5. Every day, the weather bureau makes public weather forecasts,
forecasts for aviation, as well as marine forecasts for coastal areas
using tools like weather maps, satellite imageries, radar observation,
numerical weather, and prediction models.
 CHECKING YOUR UNDERSTANDING
Make a journal entry about the importance of monitoring the
tropical cyclones near the PAR. Why is it important?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

POSTTEST
Directions: Choose the letter of the best answer.
1. Where do meteorologists plot the atmospheric conditions of an area,
and revise the changes and location of typhoon?
A. satellite map C. video forecast
B. weather map D. cloud program
2. What does PAR stand for in PAG ASA?
A. Personal Audio Recorder C. Philippines Area of Responsibility
B. Precision Approach Radar D. Photosynthetic Active Radiation

Use the following information in answering questions 3 - 5.

A. Statement 1 is TRUE, statement 2 is FALSE.
B. Statement 1 is FALSE, statement 2 is TRUE.
C. Both statements are TRUE
D. Both statements are FALSE
3. Statement 1: PAGASA is mandated to provide protection against
natural calamities and to ensure the safety, well-being
and economic security of all the people.
Statement 2: PAGASA issue information on typhoon the time it enters
the PAR.
4. Statement 1: PAGASA provides weather forecast and declare storm
signal for the upcoming typhoon.
Statement 2: Our meteorologist can cancel or suspend work in
government offices, particularly in flood-prone or high-
risk areas during typhoon.
5. Statement 1: PAGASA is the Philippine national institution
responsible to provide flood and typhoon warnings.
Statement 2: PAGASA issue information on typhoon the time it
enters the PAR.
Source: https://search.creativecommons.org/photos/b8814671-a5dd-49d7-85f4-119f8802e204
6. What best describes a typhoon that found in location 190 N, 170 E?
A. It is inside the PAR. C. It is outside the PAR.
B. It is near Taiwan. D. It is near Mainland China.
7. The picture shows the Philippine Area of Responsibility, which is not
included in its vicinity?
A. 5oN, 135oE C. 21oN, 120oE
B. 25oN, 140oE D.15oN, 115oE

8. What does this symbol implicate?

A. The typhoon die-out in PAR.
B. The typhoon is inside the PAR
C. The typhoon is outside the PAR.
D. The typhoon is about to enter the PAR
9. Which image below shows that Mindanao region may hit by a
typhoon?

Source: https://search.creativecommons.org/photos/b8814671-a5dd-49d7-85f4-119f8802e204
10. Is point 10 °N and 118 °E part of the Philippine Area of
Responsibility (PAR)?
A. No B. Yes C. Maybe D. I don’t know

References
https://search.creativecommons.org/photos/b8814671-a5dd-49d7-85f4-
119f8802e204
Grade 8 Progressive test
 GRADE 8 SCIENCE
nd
2 QUARTER, MODULE 6 – Week 6
OTHER MEMBERS OF THE SOLAR SYSTEM

EXPECTATIONS
You will use some information, illustrations and drawings to
achieve this learning competency, compare and contrast comets,
meteors, and asteroids. (S8ES-IIg22).
Specifically this module will help you to:
 characterize comets, meteors and asteroids and identify their distinct
feature;
 describe the changes that happens to a fragment from a comet,
asteroid or meteor as it enters the Earth’s atmosphere;
 simulate the impacts of asteroids and comets on Earth; and
 present observations on simulating the impacts of asteroids and
comets using drawing/ illustrations.

PRETEST
Directions: Choose the letter of the best answer.
1. Which is TRUE about the asteroids, meteors and comets?
A. They are all considered as planetoids.
B. They are all made up of ice and dusts.
C. They are made up of snow balls of frozen gas.
D. They are all remains or leftovers from the formation of solar
system.
2. In which aspect do comets similar to asteroids?
A. composition B. orbit C. origin D. shape
3. Which statement accurately describes the orbit of comets and
asteroids?
A. Asteroids orbit the sun and comets.
B. Comets and asteroids orbit the planets.
C. Asteroids and comets orbit around the sun.
D. Comets orbit around the sun and asteroids.
4. The following are possible effects of asteroid’s impact on the Earth’s
surface except one. Which is an exception?
A. Generating tsunami C. Formation of Craters
B. Human extinction D. Shaking of Earth’s ground
5. An impact crater was being investigated. Upon inspection by the
scientists, the main compositions of the debris left in site were mostly
silicates, iron and nickel. What will be the conclusion?
 A. The impact crater was caused by a comet.
B. The impact crater was caused by an asteroid.
C. The impact crater was formed artificially by man.
D. The impact of crater was resulted because of an earthquake.

LOOKING BACK
Let us recall your understanding on the members of the solar
system. Using the guide below, decode the following terms to identify
the members of the solar system.

1. 13 15 15 14 – is a natural satellite that revolves around the Earth.

2. 16 12 1 14 5 20 – is celestial body that orbit around the sun, has
sufficient mass and self-gravity to pull into a spherical shape.
3. 19 20 1 18 19 – are hot ball of gases that can produce their own light.
4. 19 21 14 – closest star to the Earth; huge mass of hot, glowing gas.

BRIEF INTRODUCTION
Aside from the nine planets, the sun and the moon, there are other
heavenly bodies in the solar system. Each has different characteristics
that make them unique from each other. Let’s try to identify them.
1. Asteroids
a. Composition: Asteroids are made of rocks, ice, carbon, silica and
different metals.
b. Location: Asteroids originate from the Main Asteroid Belt between
Mars and Jupiter. This belt is theorized by scientists to be
remnants of a planet that did not completely form.
c. Orbit: Asteroid’s orbit is more rounded and less elliptical than the
orbit of a comet.
2. Comets
a. Composition: Cosmic snowballs of frozen gases, rocks and
dusts.
b. Location: Kuiper Belt and Oort Cloud
c. Orbit: Orbiting the Sun in the Kuiper Belt and even more distant
Oort Cloud. Its orbit is elliptical. When a comet's orbit comes close
 to the Sun, it heats up and spews dust and gases into a giant
glowing head larger than most planets. The dust and gases form a
tail that stretches away from the Sun for millions of miles.
3. Meteors
a. Meteoroids are what we call “space rocks” that range in size from
dust grains to small asteroids. This term only applies when they
are in space.
 Composition: Some meteoroids are rocky, while others are
metallic, or combinations of rock and metal. Most are pieces of
other, larger bodies that have been broken or blasted off.
Some come from comets, others from asteroids, and some
even come from the Moon and other planets.
b. Meteors are meteoroids that enter Earth’s atmosphere, with
high speed and burn up. This is also called as “shooting stars.”
Sometimes meteors can even appear brighter than Venus and
called them “fireballs.” Scientists estimate that about 48.5 tons
(44,000 kilograms) of meteoritic material falls on Earth each
day.
c. Meteorite is a meteoroid that survives its trip through the
atmosphere and hits the ground.

Activity 1: Let us analyze them

Directions: Fill in the table with the composition, location and orbit of
the different heavenly bodies mentioned above.

Activity 2: Can you describe me?

Directions: Fill out the graphic organizer with the information that
agrees with the lesson.
Activity 3. Who Am I?
Directions: Based on the characteristics shown in the box, determine
whether it refers to COMETS, METEORS or an
ASTEROID. Write your answer on the appropriate box.

1. Icy objects 6. Oort Cloud

2. Circular orbits 7. Elliptical orbit

3. Solid debris 8. Coma

4. Dirty snowballs 9. Kuiper belt

5. Found mostly in asteroid belt 10. Minor planet

 REMEMBER
 Asteroids are small rocky planets that move in elliptical orbits
primarily between the orbits of Mars and Jupiter. They are larger than
comets, thus has a great impact to the Earth. Earth is the target.
Asteroid is the impactor.
 Comet is relatively small, icy celestial body revolving around the sun.
Comet shines longer that meteor.
 Meteor, also known as shooting or falling star, is a streak of light that
appears in a clear night sky. It is visible to the naked eye for a second
or less.
 Meteorites are the recovered fragments of meteors that reached the
surface of the Earth.
 Meteoroids are what we called “space rocks”.
 Crater is roughly circular, excavated holes made by impact events.
The circular shape is due to material flying out in all directions as a
result of the explosion upon impact, not a result of the impactor
having a circular shape. It has 3 types: Simple Crater, Complex
Crater and Basins. And has 6 major parts: Floor, Central peaks,
Walls, Rim, Eject and Ray.

CHECKING YOUR UNDERSTANDING

Do-It-Yourself: What happens when a comet or an asteroid hit the
Earth?

Materials Needed:
 Baking pan or basin  Colored flour  Marbles
 White flour  Modelling clay  Tape measure
Procedure:
1. Create the Earth’s surface in your baking pan or basin. Fill with about
1” of flour and sprinkle a layer of colored flour on top.
2. Using Modeling clay, make some “meteors” of different masses. Add
weight by covering marbles with clay.
3. Record how far you want your “meteors” to fall. Drop your “meteor”
onto your Earth’s surface. Record your observations in the table
below.
4. Observe its impact. Notice how much “dust” was created. Record
your observation on the box below. Carefully remove your meteor.
 MY OBSERVATIONS:

5. Use tape measure or ruler to measure the diameter of the crater.

Draw the shape of the “craters” made by the marbles or clay on the
white flour-colored flour set-up. Insert similar boxes and label 1 from
item no. 6
6. Repeat the experiment a few times with meteors of different sizes and
weights from different heights. Record your observations on the box
below.

A. view from the top B. view from the side

7. Answer the questions that follow.

QUESTIONS:
1. Which meteor made the biggest craters?
2. Which meteor created the biggest cloud of “dusts”?
3. What do you noticed about the marble’s crater and the shape of
the impact as it falls the ground?
4. What do you think will happen to the plants and animals living in
the area where comet or asteroid crashed?
5. Which is most likely to make a more frequent “visitor” of the earth:
a comet, or an asteroid? Why do you think so?

POSTTEST
Directions: Choose the letter of the best answer.
1. Which is described as icy bodies resulted from remnants of solar
system formation?
A. a comet B. a meteor C. a meteorite D. an asteroid
2. In which aspect do comets similar to asteroids?
A. composition B. orbit C. origin D. shape
3. Which statement accurately describes the orbit of comets and
asteroids?
A. Asteroids orbit the sun and comets.
B. Comets and asteroids orbit the planets.
C. Asteroids and comets orbit around the sun.
D. Comets orbit around the sun and asteroids.
4. The following are possible effects of asteroid’s impact on the Earth’s
surface except one. Which is an exception?
A. Human extinction C. Formation of Craters
B. Generating tsunami D. Shaking of Earth’s ground
5. An impact crater was being investigated. Upon inspection by the
scientists, the main compositions of the debris left on site were mostly
silicates, iron and nickel. What can be your conclusion?
A. The impact crater was caused by a comet
B. The impact crater was caused by an asteroid
C. The impact crater was formed artificially by man
D. The impact crater was resulted because of an earth.

References
Science @ work 8. Arleen m. Calipjo, et.al. Pp 231-237
Grade 8 learning material.pp 153-165
Science progressive questions in grade 8 earth and space
Https://solarsystem.nasa.gov/asteroids-comets-and-meteors/in-depth/
Https://www.nationalgeographic.org/encyclopedia/crater/
Https://www.lpi.usra.edu/education/explore/shaping_the_planets/impact-cratering/
Https://solarsystem.nasa.gov/asteroids-comets-and-meteors/overview/