8

SCIENCE
Quarter 2 – Module 1:
The Relationship between Faults and
Earthquakes

(https://newsinfo.inquirer.net/
)

Self-Learning Module
1
INTRODUCTION

The Self-Learning Kit (SLK) in Science is prepared for Grade 8

learners. The main purpose of this activity is to let the learners participate
in decision making on where to build structures based on knowledge of the
location of active faults in the community.

All the scientific skills and learning activities are embedded in this SLK
and are expected to help the Filipino learners to understand the difference
between faults and earthquakes.

Use this SLK tool effectively and wisely.

Learning Competency: Using models or illustrations explain how

movements along faults generate earthquakes (S8ES-IIa-14).

Learning Objectives:

❖ Explain what an earthquake is.

❖ Describe how faults and earthquakes are
related.
❖ Identify the parts of the fault model.
❖ Construct a Fault model.
❖ Give examples of ways to reduce earthquake
damage.
❖ List ways to make home safer from
earthquakes.

PRE-ASSESSMENT

Directions: Read and analyze each item carefully. Choose the best answer.

1. A fracture in rock along which rocks on one side have moved relative to
rocks on the other side.
A.earthquake B.epicenter C.fault D.focus

2. A rupture and sudden movement of rocks along a fault.

A.earthquake B.epicenter C.fault D.focus

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3.How many seismograph stations are needed to locate the epicenter of an
earthquake?
A.1 B.2 C.3 D.4

4.Earthquakes can occur with _________ faulting.

A. normal B.reverse C.thrust D.all of these

5.Approximately what percentage of earthquakes occur at plate boundaries?

A. 25% B. 50% C. 75% D. 90%

6.Which type of fault would be least likely to occur along the mid-Atlantic
ridge?
A. normal B. reverse
C. transform D. all of these could occur

For nos. 7-10, refer to the illustration below.

7.Where is the focus with respect to the epicenter:

A.directly below the epicenter
B.directly above the epicenter
C.in the P wave shadow zone
D.in the S wave shadow zone

8.Point A, where slip initiated during the earthquake, is called the ________.
A. dip B. epicenter C. focus D. scarp

9.Point B is called the earthquake ________.

A. dip B. epicenter C.focus D.scarp

10.Point C is called the _________

A. epicenter B. fault scarp
C. seismic wave D. dip of the earthquake

2
I. WHAT HAPPENED?

What’s Up! Are

you ready?

Philippines is located along the Ring of Fire. How

are we affected by this? We live along the Ring of Fire,
and we have to put up with earthquakes and volcanic
eruptions.

In this SLK, you shall focus on earthquakes and

faults. Earthquake is one of the most frightening things
that anyone can ever experience. We believe that the Earth
is rock, solid and steady. However, the ground suddenly
shakes, and we feel nervous about it.

Earthquake has caused countless deaths all over

the world. Scientists have been working thoroughly to look for
various ways to predict when an earthquake takes place. But we can
still do to avoid this and can save more lives and properties.

Figure 1. Philippine map( phivolcs.dost.gov.ph)

According to scientists, an earthquake is caused by

movement along the Philippine Fault. Epicenter, fault and
magnitude are some of the terms that are related to earthquakes.

Earthquakes are associated with faults. When a fault

suddenly moves, an earthquake occurs. A fault is a fracture or zone
of fractures between two blocks of rock.

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 READY STEADY GO!

1. Make a list of places around the world where you think

earthquakes occur. Think about places you have read about or
seen on the news.
______________________________________________________________

______________________________________________________________

REVIEW

SCIENTIFIC CHALLENGE!

1.What do you call the fracture (red line) from the Figure 1 shown on
page 5?
________________________________________________________
2.What is an earthquake? What is a fault?
________________________________________________________
3.What is the relationship between earthquakes and faults?
________________________________________________________
4.Why do earthquakes occur?
________________________________________________________
5.How are faults formed?

________________________________________________________

II.WHAT I NEED TO KNOW?

A. REVIEW VOCABULARY

Hey! Study
carefully…
Fault -a fracture in rock along which rocks on
one side have moved relative to rocks on the
other side.
Earthquake- rupture and sudden movement
of rocks along a fault.
Elastic Strain- energy stored as a change in
shape.
Focus-place on a fault where rupture and
movement begin.
Lithospheric plates -interact at different boundaries and produce
earthquakes.
Epicenter- point on Earth’s surface directly above an earthquake focus.
Seismograph- instrument used to record and measure movements of
the ground caused by seismic waves.
Seismogram paper record of seismic waves.

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 Securely- free from risk of loss.
San Andreas Fault -fault zone that forms a transform plate boundary
between the Pacific Plate and the North American Plate.

B.Take a look on the diagram below.

Different types of faults

1.Where the crust is being pulled apart, normal faulting occurs, in

which the overlying (hanging wall)
block moves down with respect to
the lower (foot wall) block.

2.Where the crust is being compressed,

reverse faulting occurs, in which the hanging-
wall block
moves up and over the footwall
block – reverse slip on a gently
inclined plane is referred to as
thrust faulting.

Figure 2. Types of faults

3.Crustal blocks may also move sideways past each other, usually along
nearly vertical faults.
A.This ‘strike-slip’ movement is described as sinistral when
the far side moves to the left, and
dextral, when the far side moves to the right.
B.An oblique slip involves various combinations of these basic
movements, as in the 1855
Wairarapa Fault rupture, which included both reverse and
dextral movement.

Faults can be as short as a few meters and as long as 1000km. The

fault rupture from an earthquake isn’t always a straight or continuous line.
Sometimes there can be short offsets between parts of the fault, and even
major faults can have large bends in them (gns.cri.nz).

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 Figure 2. Parts of a Fault Model

Why do you think earthquakes occur in certain places more

often? They occur typically in coastal regions and/or areas with
mountain ranges. A lot of seismic activity occurs in the Pacific Ocean
between California and Japan.

LET’S DO THE CHALLENGE!

Come on! Let’s

answer the
activities.

6
HAVE SOME FUN!

ACTIVITY No. 1
EARTHQUAKE CROSSWORD PUZZLE
Directions: Complete the word puzzle below by using across and
down.

Across
1. A shaking or trembling of the earth that is volcanic or
tectonic in origin
5. Outermost layer of the earth
6. Fracture where blocks of crust on either side move
8. An instrument that records the earth’s vibrations
10. A sudden event bringing great destruction
11. Energy that travels through the earth

Down
2. Large Ocean wave caused by an underwater earthquake or
volcanic eruption
3. An earthquake that happens after the main earthquake
4. Location of 1994 earthquake that measured 6.7 on the
Richter scale and killed 57 people
7. Harm resulting from injury to person or property
8. Concerning an earthquake or earth vibration
9. Scale used to measure the magnitude of an earthquake

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 ACTIVITY No. 2
TAKE A TOUR

I.Objective: Construct a model of Fault

II.Materials:

⮚ Crayons
⮚ Scissor
⮚ Paste
⮚ Ruler
⮚ Folder
⮚ Fault model sheet

III.Procedure:
1.Draw and color the fault model using a folder according
to the color key provided.
2.Cut out the fault model and fold each side down to form
a box with the drawn features at the bottom.
3.Glue the corners together. This box is a three-
dimensional model of the top layers of the Earth’s crust.
4.The dashed lines on your model represent a fault.
Carefully cut along the dashed lines.
You will end up with two pieces. Glue a piece of
construction paper on the side of the two fault blocks along
the fault face.

Coloring Key

● Rock Layer X - green

● Rock Layer Y - yellow
● Rock Layer Z - red
● River - blue
● Road - black
● Railroad tracks - brown
● Grass – green

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 A Fault Model (Adopted from USGS Learning Web)

Directions: Locate points A and B on your model. Move point B

so that it is next to Point A. Observe
your model from the side (its cross-section).

CONCEPT DEVELOPMENT
QUESTIONS:

PART I
Slide Block A upward while keeping B stationary.

1.Which way did point B move relative to point A?

2.What happened to rock layers X, Y and Z?
3.Are the rock layers still continuous?
4.What likely happened to the river? the road? the railroad tracks?
5.Is this type of fault caused by tension, compression or shearing?
Note: This type of fault is known as a normal fault

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PART II
Answer the following questions:
1.Which way did point D move relative to point C?
2.What happened to rock layers X, Y and Z?
3.Are the rock layers still continuous?
4.What likely happened to the river? the road? the railroad tracks?
5.Is this type of fault caused by tension, compression or shearing?

PART III

GUIDE QUESTIONS:

1.If you were standing at point F and looking across the fault, which
way did the block on the opposite side move?

___________________________________________________________

2.What happened to rock layers X, Y, and Z?

___________________________________________________________

3.Are the rock layers still continuous?

____________________________________________________________

4.What likely happened to the river? the road? the railroad

tracks? _____________________________________________________

5.Is this type of fault caused by tension, compression or shearing?

_____________________________________________________________

❖ CONCEPT ALERT!

Faults & Earthquakes

• Earthquakes represent the vibration of Earth because of movements on
faults.
• Faults can be identified by the offset of rock layers on either side of the fault
surface.
• Normal and reverse faults are types of dip-slip faults.

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• Left-slip and right-slip faults are types of strike-slip faults.
● An earthquake occurs when Earth shakes because of the release of
seismic energy following the rapid movement of large blocks of the crust
along a fault.
● A fault is a fracture in the crust.

ADDITIONAL INFORMATION!

Magnitude 6.6 quake hits Batangas, felt in Metro Manila, nearby

provinces

During the past 30 days, Philippines was shaken by 1 quake of

magnitude 6.6, 5 quakes between 5.0 and 6.0, 44 quakes between
4.0 and 5.0, 199 quakes between 3.0 and 4.0, and 841 quakes
between 2.0 and 3.0. There were also 177 quakes below magnitude
2.0 which people don't normally feel.
(https://www.volcanodiscovery.com/earthquakes/philippines.html).
MANILA, Philippines — A magnitude 6.6 earthquake struck Batangas
on Saturday morning, the Philippine Institute of Volcanology and
Seismology (Phivolcs) said.

Phivolcs said it traced the epicenter of the earthquake 16 kilometers

southwest of Calatagan, Batangas. It had a depth of 116 kilometers.
The earthquake, recorded at 4:49 a.m., was of tectonic origin, according to
Phivolcs.

Phivolcs Director Renato Solidum Jr. added that due to the

earthquake’s depth, there is no threat of a tsunami or tidal wave.
Some parts of Metro Manila and nearby provinces like Laguna, Bulacan and
Rizal also experienced tremors.

Subsequently, another earthquake hit the same area of Batangas at

4:57 a.m., and its magnitude was recorded at 5.1 with a depth of 107
kilometers.
Phivolcs added that while no damage is expected, there may be aftershocks.
(https://newsinfo.inquirer.net)

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 ACTIVITY No. 3
PARTS OF THE FAULT MODEL

I.Objectives:
1.Identify the parts of the Fault model.
2.Describe each part of the Fault model.

II.Materials:
Picture of Fault model
Pencil and ruler

III.Procedure:
1.Look at the picture (Figure 1) Fault Model below. Label the parts of
the Fault model.
2.Examine carefully and describe each part of the Fault model.
3.Answer the given questions correctly.

A.Direction: Label the parts of the Fault model.

Figure 1.Fault Model

B.Describe the following terms:

1.focus _______________________________
2.epicenter _______________________________
3.fault _______________________________
4.fault plane _______________________________
5.Earth’s surface _______________________________

CONCEPT CHECK!

This simple yet interactive activity enables the learners to familiarize

the parts of the fault model. Fault model helps in visualizing and
understanding faulting and plate motions and learners can observe a 3-D
model. The fault model represents Earth faulting and plate tectonic
structures and motions.

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 The parts of the fault model are focus,epicenter,fault and faultplane.
Focus refers to the place inside Earth's crust where an earthquake
originates.
Epicenter the point on the earth's surface vertically above the focus of an
earthquake.Fault is a fracture or zone of fractures between two blocks of
rock.

Fault plane is the planar (flat) surface along which there is slip during
an earthquake. Most of the Earth surface, about 70%, is covered with water.
The remaining 30% is made up of the seven continental landmasses.
Underneath the water that fills the oceans, and the dirt and plants that cover
the continents, the Earth's surface layer is made of rock.

III.WHAT I HAVE LEARNED?

WHAT IS AN EARTHQUAKE?

A. Directions: Read each statement carefully. Choose your answers

from the words inside the box.

A new fault will form rupture where they are weakest

Along an older fault rupture where they are strongest

When elastic strain builds up, rocks ___________________. Either

_________________, or the rupture will occur __________________.

B. ARRANGE ME!

Directions: Arrange the events of earthquakes below. Write numbers 1-3 on

the blank.

______Friction along the fault surface is enough to cause most faults to

“stick”.

______All rocks are slightly elastic. The buildup of stress causes the rock to
deform (change shape).

______After decades or centuries, stress has built up to sufficient levels to

overcome friction and cause fault.

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APPLICATION:

YOU’RE ON THE GO!

1.How building planning can help reduce loss of life during an earthquake?
_____________________________________________________________________
_____________________________________________________________________

EARTHQUAKE SAFETY!
Instructions: Model tips for staying safe during and after an earthquake.
List them down inside the indoor and outdoor box.

INDOOR OUTDOOR

1. 1.
2. 2.

So what?!
⮚ Preparing for an earthquake can save lives and reduce damage to
property.

CHECK THIS OUT!

POST-ASSESSMENT:

Directions: Read and analyze the following statements carefully.

Encircle the letter of the correct answer.

1. What do you call a break in the earth’s crust where significant movement
occurs?
A. Epicenter B. Fault C. Focus D. Intensity
2.What occurs when a fault suddenly moves and releases energy?
A.Earthquake B. Typhoon C. Tidal wave D. Storm
surge.

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3.What is the area on Earth’s surface directly above the point where the
rock layer breaks?
A. Focus C. Epicenter
B. Footwall D. Syncline
4.Which of the following can be triggered by an earthquake?
A.Tsunami C.Landslide
B.Intense Ground shaking D.All of these

5.How many seismograph stations are needed to locate the epicenter of

an earthquake? A.1 B.2 C.3 D.4

6.Approximately what percentage of earthquakes occur at plate boundaries?

A.25% B.50% C.75% D.90%

7.Earthquakes can occur with _________ faulting.

A.normal B.reverse C.thrust D.all of these

8.Which of the following statements is FALSE?

A.Most earthquakes occur at plate boundaries
B.P waves travel faster than both S waves and Surface waves
C.Earthquakes can be caused by normal, reverse and strike-slip
faulting
D.The time and location of most major earthquakes can be predicted
several days in advance.

9.Which of the following observations may indicate a forthcoming

destructive earthquake?
A.An increase in the frequency of smaller earthquakes in the region.
B.Rapid tilting of the ground
C.An increase in the frequency of bigger earthquakes in the region.
D.Rapid changes in water levels in wells.

10.How do faults produce earthquake?

A. Energy from inside the Earth makes the ground move, once
friction is overcome, a fault slips producing earthquake.
B. Magma and lava causes the ground to spread producing faults.
C. Molten rock materials accumulate and go out along the fault
producing earthquake.
D. Tectonic plates collide forming volcanoes and causing
earthquakes.

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Additional Activities:
➢ Research about the Philippines’ Most Devastating
Earthquakes and describe how each earthquake occurred.
(See attached Rubrics for the activity)

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 RUBRICS for Research (SLM-Q2W1)

Name________________________________________________date______
WRITTEN Awesome Good Effort A Work in Just
PRESENTATION Progress Beginning
(4) (3)
(2) (1)

• Ideas The project is The project is The project The project is

well developed fairly well has little incomplete and
and the project developed and development the
ideas are fully the project and the information is
supported with ideas are project ideas confusing. The
appropriate generally are project ideas
details and supported with inadequately are not
examples listed basic details supported supported with
in the graphic listed in the with details details and
organizer. graphic listed in the example.
organizer. graphic
organizer.

• Organization The student The student The student The student

displays displays fairly displays fails to
excellent sense good sense of limited senses organize the
of organization organization. of information
– title, headings The pictures organization – according to
and generally the pictures the ideas in
subheadings. support the do not the graphic
The pictures written adequately organizer.
fully support information. support the There are no
the written The poster is written pictures and
information. neat but could information. headings. The
The poster is be more The poster is poster is very
very neat and colorful not neat and messy.
colorful. colorful
enough.

• Comprehension The student The student The student The student

demonstrates demonstrates demonstrates demonstrates
profound fairly good minimum poor
understanding understanding understanding understanding
of the country of the country of the country of the country
they have and presents they they
researched and the information researched researched
presents the in an almost and presents and fails to
information in logical order. the present the
a very logical information in information in
order. an illogical order.
order.

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• Sources The student The student The student There is no
used multiple used only three used only one evidence of use
print and sources to source to of sources.
electronic conduct the conduct the There is no
sources to research. The research. The works cited
conduct the works cited works used page enclosed.
research. There page is are incorrectly
is a complete incomplete. cited.
works cited
page enclosed.
(https://www.lcps.org )

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 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
Plaridel St., Centro, Mandaue City

ACKNOWLEDGEMENT

NIMFA D. BONGO,EdD., CESO V

Schools Division Superintendent

ESTELA B. SUSVILLA,PhD.,CESO VI
Assistant Schools Division Superintendent

JAIME P. RUELAN,EdD.
Chief Education Supervisor -EPS,Math

ISMAELITA DESABILLE,EdD.
Education Program Supervisor - LRMDS

RUFINO T. TUDLASAN Jr.,PhD.

Education Program Supervisor -SCIENCE

ALAIN S. PRESILLAS
Evaluator

JOVELYN E. RAMOS
Writer

KATHERINE A. ESTRERA
Illustrator

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SYNOPSIS

Explore and discover what’s inside this SLK and you

would be able to learn more on scientific concepts and skills
which are very useful in understanding the difference
between earthquakes and faults.

ABOUT THE WRITER

JOVELYN E. RAMOS, MT1-Science

She graduated with a Bachelor of Secondary Education major in General

Science at Cebu Normal University. She completed her academic requirements
in Master of Arts in Science Education of the said institution. She also
completed her Certificate Program Teaching Biology at University of San
Carlos Talamban Campus. Presently teaching Science for thirteen years, an
Alumna and a Science coordinator in Tipolo National High School.

Learning Resource Management and Development Center

(LRMDC)
Curriculum Implementation Division (CID)
Schools Division of Mandaue

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References:

Angeles, Delfin C. et al. (2013). Science Vistas 8.Makati City: Don

Bosco Press, Inc.
Department of Education. (2013). Science 8 Learner’s Module. Vibal
Publishing House, Inc.
Lim, Anne Brigitte U. et al. (2015). Science for the 21st Century Learner
8. Makati City: Diwa Learning Systems Inc.
Macalalad, Ernest P. et al. (2015). Exploring the Realms of Science 8.
Valenzuela City: Jo-Es Publishing House, Inc.
Madamba, Jason S. (2016). Experiencing Science: An Activity-based
Worktext in Science 8. Manila: Innovative Educational Materials, Inc.
Rabago, Lilia M. et al. (2014). Science and Technology 8. Quezon City:
Vibal Publishing House, Inc.

Internet Sources:

● https://www.gns.cri.nz
● https://www.earthsciweek.org
● https://web.njit.edu

Additional Learnings
See video links:
http://youtu.be/e3RYR41Shs
http://youtu.be/cYrFXgx0xi8 View
http://youtu.be/hd1bhDGFxKw

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 ✓ ANSWER KEY
READY STEADY GO!
1.(Answers may vary)
SCIENTIFIC CHALLENGE!
1.Fault
2.Fault -A fracture in rock along which rocks on one side have
moved relative to rocks on the other side.
Earthquake- Rupture and sudden movement of rocks
along a fault.
3.Earthquakes are associated with faults.
When a fault suddenly moves, an earthquake occurs.
4.An earthquake occurs when Earth shakes because of the release of seismic energy
following the rapid movement of large blocks of the crust along a fault.

PRE-ASSESSMENT

1.C 2.A 3.C 4.D 5.D

6.B 7.A 8.C 9.B 10.B

ACTIVITY 1
1.EARTHQUAKE 2.TSUNAMI 3.AFTERSHOCK 4.NORTHRIDGE 5.CRUST
6.FAULT 7.DAMAGE 8.SEISMIC 9.RICHTER 10.DISASTER
11.WAVES

ACTIVITY 2(Answers may vary)

PART I-PART III

ACTIVITY 3
REFER TO PARTS OF THE FAULT MODEL DRAWING

III.WHAT I HAVE LEARNED

A.rupture where they are weakest, a new fault will form, along an older fault.
B.1,2,3

APPLICATION POST-ASSESSMENT:
-Answers may vary 1.B 2.A 3.A 4.D 5.C
6.D 7.D 8.D 9.A 10.A

EARTHQUAKE SAFETY
INDOOR
1.Move away from windows and objects that can fall
2.Take shelter in an interior doorway or under a sturdy table or desk.
OUTDOOR
1.Stay in the open, away from power lines 2.Stay away from damaged buildings
and beach

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For inquiries or feedback, please write or call:
Department of Education – Division of Mandaue City
Plaridel St., Centro, Mandaue City, Cebu, Philippines 6014
Telephone Nos.: (032) 345 – 0545 | (032) 505 – 6337
E-mail Address: [email protected]
Website: https://depedmandaue.net