8

Science
Quarter 2 – Module 2:
Earthquakes and Faults:
Epicenter and Focus,
Intensity and Magnitude,
Active and Inactive Faults
Science – 8
Self-Learning Module (SLM)
Quarter 2 – Module 2: Earthquakes and Faults: Epicenter and Focus, Intensity and
Magnitude, Active and Inactive 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.

Development Team of the Module

Writer: Dantly S. Villanueva
Editors: Ely Bobbylord C. Alamin/ Marlene G. Gevero
Reviewer: Nerissa A. Alfafara
Illustrator: Dantly S. Villanueva
Layout Artist: Lourabelle B. Sibuco
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Norman S. Valeroso - REPS, Science
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In-Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Nerissa A. Alfafara - EPS, Science
Edilbert A. Reyes, Ph.D. – Division Science Coordinator

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by- step as
you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module, or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided
to the facilitators and parents for strategies and reminders on how they can best help
you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 What I Need to Know
Strong earthquakes have caused countless deaths all over the world,
even before people have started recording these events. No wonder scientists have
been working very hard to find a way to predict when an earthquake occurs.

No one can stop quakes from happening. But there are things that people can
do to avoid or reduce loss of life and damage to property. The first step is to have a
clear understanding of the occurrence of earthquakes.

This learning module is designed to help the learners familiarize and master
the concepts of Earth and Space. 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 divided into three concepts, namely:

 Lesson 1 – Earthquakes and Faults: Epicenter and Focus
 Lesson 2 – Earthquakes and Faults : Magnitude and Intensity
 Lesson 3 – Earthquakes and Faults: Active and Inactive Faults
After going through this module, you are expected to:

Differentiate the epicenter of an earthquake from its focus; intensity of an

earthquake from its magnitude; and active and inactive faults (S8ES-IIa)

And, specifically you are to:

1. Differentiate the epicenter and focus of an earthquake;
2. Differentiate the magnitude and intensity of an earthquake;
3. Differentiate active from inactive faults of an earthquake;
4. Familiarize active and inactive faults in the locality;
5. Perform activities pertaining to earthquakes; and
6. Develop family disaster preparedness plan for earthquake occurrence.

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 What I Know

TEST I. MULTIPLE CHOICE. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.

1.The place where the fault begins to slip is called the______________.

A. Focus
B. Epicenter
C. Magnitude
D. Intensity

2.Which statement is NOT true of Intensity of an earthquake?

A. Intensity is what humans see and feel.
B. Intensity scale in number is written in Roman Numeral.
C. Intensity is the amount of energy released by an earthquake.
D.Intensity is determined by PHIVOLCS using the Earthquake Intensity Scale
(PEIS)

3.What is being measured by the amount of energy released during an earthquake?

A. Focus
B. Magnitude
C. Intensity
D. Epicenter

4.In the Philippines, the intensity of an earthquake is determined using the

__________ Earthquake Intensity Scale (PEIS).
A.PAG-ASA
B.BFAR
C.PHIVOLCS
D.DRRMC

5.What level of intensity when practically all man-made structures are destroyed.
Massive landslides and liquefaction, large scale subsidence and uplift of land forms
and many ground fissures are observed. Changes in river courses and destructive
stiches in large lakes occur. Many trees are toppled, broken and uprooted?
A. Intensity I
B. Intensity III
C. Intensity VII
D. Intensity X

6.The PHIVOLCS Earthquake Intensity Scale (PEIS) is describing earthquake

Intensity Scale V as?
A. Weak
B. Strong
C. Very Strong
D. Devastating

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For numbers 7-10 refer to the illustration below. Write the letter on the space
provided.

A C

E
Image retrieved and modified by DSV, ILSNMHSMD from
Dep.Ed Grade-8 Science Teachers Guide

7. The place where the earthquake starts is____________________.

8. The focus is underground, along the _____________________.

9. The spot on the surface of the Earth that is directly above the focus is called the

__________________.

10. The intersection of a fault with the Earth’s surface __________________________.

TEST II. MATCHING TYPE. Match the Intensity Scale in Column A with the correct
descriptors in Column B.

Column A Column B

__________1. Intensity II A. Weak

__________2. Intensity IV B. Slightly Felt
__________3. Intensity VI C. Devastating
__________4. Intensity X D. Moderately Strong
__________5. Intensity III E. Very Strong

In this Module, you will continue to emphasize the idea that our location
on the globe is intertwined with what we experience in our daily lives. For
instance, the Philippines is located along the Ring of Fire. This means that
earthquakes and volcanic eruptions are normal occurrences in our country.

We share the same fate with other countries that surround the Pacific Ocean,
including Indonesia to the south and Japan to the north. They too have faults in
their land where energy is locked for some time before it is unleashed in
devastating earthquakes.

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 Earthquakes and Faults:
Lesson
Epicenter and Focus,
2 Intensity and Magnitude,
Active and Inactive Faults
On October 31, 2019 a strong earthquake hit the province of Cotabato and its
neighboring municipalities. During that earthquake, many people lost their lives and
many more were injured. A lot of buildings and other structures were either damaged
or destroyed. The earthquake had a magnitude of 6.5 and the epicenter is in
Makilala. Based on the PHIVOLCS Earthquake Intensity Scale (PEIS), Intensity VIII
(Very Destructive) was observed.

According to scientists, initial information of the earthquakes suggest that

they are generated by the Cotabato Fault System, a system of strike-slip faults
transecting the provinces of Cotabato, Davao del Sur, Maguindanao, Sarangani,
South Cotabato, and Sultan Kudarat. The tremors and aftershocks had been felt as
well in General Santos City.

What’s In

If you recall in the previous lesson, faullts had been explained. What are
faults? What are the different types of faults and how faults generate earthquake?

To futher understand faults,in the illustration below, identify the different

types of fault movements and how these movements of faults will generate
earthquakes.

Image coming from Dep.Ed Grade 8 Science Teachers Guide

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 What’s New

What is an earthquake?

Earthquake is a natural phenomenon which is characterized by sudden shaking

of ground caused by seismic waves through Earth’s rocks.

In the succeeding activities, you will thoroughly learn earthquakes’ epicenter and
focus, differentiating epicenter from magnitude and in understanding the difference
between active and inactive faults.

Activity No.1
Earthquake 101
Objectives: After performing this activity, you should be able to:

1. Identify epicenter;
2. Differentiate intensity from magnitude.

Analyze the illustration below. There are two areas where earthquakes can be felt.
The black dot is the epicenter of the earthquake.

Figure 1. Area A Figure 2. Area B

Illustrated by DS Villanueva, ILSNMSMD

From the illustration above:

1. Describe the damages observe in Area A and Area B?
____________________________________________________________________________.

2. Which area will most damage be observed? In area A or in Area B? _________.

3. Why are there more damages observed in Area A than Area B?
______________________________Why do they differ in their
damages?________________________________.

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 In order to discuss accurately the damages observed, the data below will help
you understand further the illustration.
Table 1. Records of Earthquake Data

Area A Area B
Date of Occurence October 29, 2019 October 29, 2019
Time of Occurence 10:42 AM 10:42 AM
Intensity VII III
Magnitude 6.6 6.6

5. Describe the area where the intensity and magnitude are

high._________________________________________________________________________.

6. Are intensity and magnitude the same?_____________________________________.

Let us have another data below,

Table 2. Records of Earthquake Data (Active Fault)

AREA A (ACTIVE FAULT)
Date of Occurence Magnitude Intensity
July 09, 2019 5.6 VI
July 13, 2019 5.7 VI
October 16, 2019 6.3 VII
October 29, 2019 6.6 VII
October 31, 2019 6.5 VII

Table 3. Records of Earthquake Data (Inactive Fault)

AREA B (INACTIVE FAULT)
Date of Occurence Magnitude Intensity

October 31, 2019 6.6 III

How would you describe the area with active fault based on the data given?
_________________________________________________________________________________.
How about the area with inactive fault?
_________________________________________________________________________________.

In the succeeding activities, we would know more and understand why

damages caused by earthquakes differ and why other places do not experience
earthquakes.

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 Activity No. 2
WHERE DOES AN EARTHQUAKE START?
Objectives:
After performing this activity, you should be able to:
1. Differentiate focus and epicenter; and
2. Demonstrate how movement along faults affect the surroundings.
Materials Needed:
fault model scissors paste
Procedure:

1. Photocopy the Fault Model (Figure 12; you can also trace it on paper).
Then cut along the outlines of the two drawings.
2. Fold along the lines and paste where indicated. In the end, you
should have a model consisting of two parts that fit together (Figure
1).
3. The upper surface of the model represents the surface of the Earth.
The trace of the fault on the surface of the Earth is called the fault
line. Be ready to point out the fault line when your teacher calls on
you.
4. Pull the two pieces apart (Figure 14). The flat surface between the two
pieces is called the fault plane. This is where fault slip or fault
movement happens. Point out the fault plane when your teacher asks
you.
5. The place where the fault begins to slip is called the focus. It is where
the first movement occurs. Thus, the focus is the origin of the
earthquake. Be ready to explain it to your teacher.

Figure 1. Fault Model

(Image courtesy of Dep.Ed Grade-8 Science Learners Material)

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 Figure 2 Figure 3
(Fig 2. The fault model is made of two parts that fit together. Fig.3 The flat surface
between the two parts represents the fault plane.)

6. Put the two pieces of the model together. The focus is now hidden
“underground.” Now, imagine a vertical line from the focus to the upper
surface of the model. Mark the place where you expect the line to come
out.

In the next activity, you will understand the difference between magnitude
and intensity.

Activity No. 3
MAGNITUDE & INTENSITY
Objective: After performing this activity, you should be able to:
1. Distinguish the difference between magnitude and intensity.
Direction:
Fill-in the necessary data below by choosing the word or group of words from
the word bank:
Energy intensity PHIVOLCS Epicenter see and feel
Arabic Earthquake Magnitude Roman Numeral

There are two ways by which we can measure the strength of an earthquake: (1). ________
and (2)_____________. Magnitude is the measure of (3) _______ released and is determined
based on instrumentally derived information. It correlates with the amount of total energy
released at the earthquakes point of origin and is reported in (4) ________ numbers. (5)
__________on the other hand is the description of how weak or strong the shaking is. It is
generally higher near the (6) ___________ reported as (7). ____________ And this is
measured by (8) what people _____________ , severity and extent of damage to buildings
or structures and condition of ground failure and presence of other (9) __________ hazards
associated during the event. In the Philippines, the intensity of an earthquake is
determined using the (10) __________ Earthquake Intensity Scale (PEIS)

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Direction: Using the PHIVOLCS Earthquake Intensity Scale (PEIS) do the following
thought exercise.
Suppose an earthquake occurred in SOCSKSARGEN. Would the intensity
be the same all over the Philippines? Before you tackle this question, try
answering the following first:
A) When an earthquake occurs, where would shaking be greater? Near the
epicenter or away from the epicenter? __________________________________.
B) Where would damage be more? Near the epicenter or away from the
epicenter? _____________________________________________________________.
C) Based on your answers to Questions A and B, where would the intensity
be higher? Near the epicenter or away from the
epicenter?____________________________.

Table 1. PHIVOLCS Earthquake Intensity Scale (PEIS)

Intensity Description
Scale

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

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

Very Strong - Many people are frightened; many run outdoors. Some
people lose their balance. Motorists feel like driving in flat tires. Heavy
objects or furniture move or may be shifted. Small church bells may
VI 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.

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 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 utility
IX posts, towers and monument are tilted, toppled or broken. Water sewer
pipes are bent, twisted or broken. Landslides and liquefaction with
lateral spreading’s 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.

Completely Devastating - Practically all man-made structures are

X destroyed. Massive landslides and liquefaction, large scale subsidence
and uplift of land forms and many ground fissures are observed.
Changes in river courses and destructive stitches in large lakes occur.
Many trees are toppled, broken and uprooted.

In the succeeding activity, you will be guided on how to differentiate active

from inactive faults.
Activity No. 4
DO I LIVE NEAR AN ACTIVE FAULT?
Objective:
After performing this activity, you should be able to:
1. Identify active faults using the Philippine fault model.
In the map below (refer to the succeeding page), the lines with triangles are
trenches, another source of earthquakes. (Trenches will be discussed in Grade 10.)

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 Fig.1 Active Faults and Trenches in the Philippines (Image courtesy of PHIVOLCS)

Guide Questions:
1. For you to better understand the activity,carefully analyze the map above
and find out where you live________________________________________________.
2. Identify places where active faults are
passing.___________________________________________________________________
3. Is there an active fault passing by your town, province, or region?________.
4. What are the active faults passing your town, province or
region?___________________________________________________________________.
5. If so, are you and your family prepared for the occurrence of an
earthquake?______________________________________________________________.

In the next part of the module, the learners will be provided with a brief
discussion of the lesson. Key terms will be expounded and explained further. More
so, this aims you to discover and understand new concepts and skills.

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 What is It

In activity 1, you infer how earthquake epicenters can cause damage to

structures especially regions near the center. The spot directly above the focus on
the surface of the Earth is called the epicenter.

In the illustration provided below, you can infer that damages are most likely
felt in region A. It is also inferred that greater damages had been observed since it is
near at the epicenter.

Figure 1. Area A Figure 2. Area B

Table 1 in the first activity, tells us the relationship between intensity and
magnitude and their differences. If the intensity of an earthquake is high, magnitude
is also gretear to regions near the epicenter as shown in the damages felt in the
illustration above. In addition, region B has lower intensity and magnitude since is
is far from the epicenter of an earthquake.

The photos below were some of the actual damages felt at Makilala, Cotabato
Province where a magnitude 6.5 earthquake occured last October 31, 2019.
(Images courtesy of PHIVOLCS)

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 There are two ways to measure an earthquake; the magnitude and intensity.
A magnitude is the measure of energy released during Earthquakes.Magnitude of
an earthquake is expressed in Arabic letters. Magnitude is determined by Richter
Magnitude scale.

Intensity is the description of how weak or strong the shaking is. It is

generally higher near the epicenter.Intensity is expressed in Roman numeral letters
and this is what humans see and feel.In the Philippines, the intensity of an
earthquake is determined using the PHIVOLCS Earthquake Intensity Scale (PEIS).
The second table on the first activity showed the relationship between an
active and inactive faults. An active fault is one that has moved in the past and is
expected to move again. An inactive faults is a seismic structure that have not seen
or experienced any earthquake activity in the past millions of years.

In activity 2, “Where does an Earthquake start”; it explains further how an

epicenter is located using the fault model. The fault model is made of two parts that
fit together.The flat surface between the two parts represents the fault plane. As
shown in the Fig. 2 and 3 of the activity. Puting the two pieces of the model together.
The focus is now hidden “underground.” Now, imagine a vertical line from the focus
to the upper surface of the model. Mark the place where you expect the line to come
out.The spot directly above the focus on the surface of the Earth is called the
epicenter. The illustration below explains how earthquake starts. (Relationship
between focus and epicenter)

(Image coming from Dep.Ed Grade 8 Science Teachers Guide)

The place where the earthquake starts is called the focus. The focus is
underground, along the fault plane. The spot on the surface of the Earth that is
directly above the focus is called the epicenter. The trace of the fault is also known
as fault line as seen on the above illustration. It is where the intersection of a fault
with the ground surface.
In the next activity, on “Magnitude and Intensity”, a situation is provided;
suppose an earthquake occurred in SOCSKSARGEN. Would the intensity be the
same all over the Philippines? The answer for this question is not the same since it
varies of the location or places where the epicenter of an earthquake if felt.

When an earthquake occurs, intensity is greater near the epicenter. Damages are
more felt as well. In addition, The intensity of an earthquake is determined by
observing the effects of the earthquake in different places. Houses, buildings, and
other structures are inspected. People are interviewed about what they saw (the
cabinet fell over), how they felt (I was frightened), or what they did (I ran out of the
house).

The third activity, “Do I live near an active fault?”, you are guided on how to
identify active fault lines within your region using the Philippine Fault and Trenches

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Map. Using the Philippine Faults and Trenches Map, Solid lines tells us exactly
where the active faults are.Heavy dashed lines tell us the approximate location of
active faults. (see illustration below)

Active Fault

Approximate
Location of
Active
Faults

(Image retrieved and modified by DSV, ILSNHSMD

from Dep.Ed Grade-8 Learners Manual)

An active fault is one that has moved in the past and is expected to move
again. Put in another way, an active fault has generated earthquakes before and is
capable of causing more in the future. Scientists use different ways to find out if a
fault is active. One is by checking the country’s historical records. Historians always
write about destructive events such as earthquakes.

Another is by studying the vibrations, past and present, that come from faults.
Still another way is by observing the surroundings. For example, a fault may cross a
road and because of that, the road is displaced. Or a fault may cut across a stream
and the stream channel is then shifted. Or a fault may slice through mountains and
form cliffs. This is not to say that anyone can spot an active fault. Scientists need a
lot of training to do that.

But along some faults, the effects may be dramatic. Suppose a house was built
on a fault. As the ground shifts little by little, parts of the house will be affected. The
floor will crack, doors will not close, and the roof may start to leak. Obviously, it is
important to know the location of active faults. As far as possible, no important
structures should be built near or on them.

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 There are regions here in the Philippines wherein active faults are located
based on the Philippine Fault system map. Some of the active faults are Marikina
Valley Fault (Montalban,San Mateo, Rizal, Pasig, Taguig, Mutinlupa, San Pedro,
Binan, Carmona, Santa Rosa, Calamba, Tagaytay and Oriental Mindoro); Western
Philippine Fault (Luzon Sea, Mindoro Strait,Panay Gulf, Sulu Sea); Eastern
Philippine Fault (Philippine Sea); Southern of Mindanao Fault (Moro Gulf, Celebes
Sea) and Central Philippine Fault (Entire Ilocos Norte, Aurora, Quezon, Masbate,
Eastern Leyte. Southern Leyte, Agusan Del norte, Agusan Del Sur and Davao Del
Norte).

In addition to, people should be aware of the importance of knowing where

active faults are found purposely to have them fully prepared if earthquakes will
occur anytime. Suggested ways could be:

1. Make earthquake preparedness plan to keep your family safe;

2. Have an emergency kit ready to go;
3. Know the earthquake hazards in your area;
4. Follow structural design and engineering practices when constructing a
houses;
5. Strap or bolt heavy furnitures/cabinet to the wall;
6. Familiarize the exit routes;
7. Participate actively in regular earthquake drills and
8. Keep updated on disaster prevention instructions from battery-operated
radios, TV or through mobile phones by the designated government agencies
such PHIVOLCS or local DRRMS.

More so, inactive faults are places or regions where structures can be
identified, but which do not have earthquake occurences. These inactive faults have
been dormant for thousands of years.

The succeding part of the module will have an enhance understanding of

active faults through real-life applications and experiences.

What’s More

Direction: Read the article below. Guide question are provided after the news article.

Poster of the October 2019 Series of Earthquakes in Cotabato and Vicinity

In October 2019, a series of strong shallow earthquakes struck the province

of Cotabato and vicinity. These earthquakes occurred on October 16, 7:37 PM
Philippine Standard Time (PST) at magnitude 6.3, on October 29, 9:04 AM and 10:42
AM at magnitudes 6.6 and 6.1, respectively, and on October 31, 9:11 AM at
magnitude 6.5. The depths of these earthquakes range from 7 to 9 km. Initial
information on the hypocenters of the earthquakes and their focal mechanism
solutions suggest that they are generated by the Cotabato Fault System, a system of
strike-slip faults transecting the provinces of Cotabato, Davao del Sur, Maguindanao,

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Sarangani, South Cotabato, and Sultan Kudarat. Due to the quick succession of
these events, damages to structures were severe and widespread. Geologic impacts,
especially landslides, were also numerous.

The DOST-PHIVOLCS Quick Response Team (QRT) was immediately deployed

on 18 October 2019 and 30 October 2019 to: 1) conduct earthquake information
dissemination and education for local government units (LGUs) and locals in the
affected areas; 2) conduct field surveys to determine the earthquakes’ geologic
impacts and effects to structures; 3) deploy temporary seismic stations for
continuous aftershocks monitoring; and 4) assist the LGUs, together with the Mines
and Geosciences Bureau, in assessing selected evacuation/relocation sites in terms
of earthquake hazards. Based on field investigations, the geologic impacts included
numerous tension cracks and earthquake-induced landslides, especially near the
epicentral region in Makilala, Kidapawan City, and Tulunan in Cotabato; and in
Magsaysay and Bansalan in Davao del Sur. Liquefaction was manifested by lateral
spreading, sandboils, sandblows, road buckling, ground undulation, and subsidence
in low-lying and water-saturated areas of M’lang, Kabacan, Pikit, Tulunan, Makilala,
and Magpet in Cotabato; Hagonoy, Magsaysay, Matanao, Digos City, Malalag, and
Padada in Davao del Sur; and Pagagawan, Maguindanao. Moreover, locations of
landslides and severe damage to structures after the October 31 M6.5 earthquake
follow a northeast-trend and are concentrated on the central portion of Makilala and
eastern portion of Kidapawan City, Cotabato where, based on the PHIVOLCS
Earthquake Intensity Scale (PEIS), Intensity VIII (Very Destructive) was observed.
Other damage to structures and other geologic impacts (e.g. liquefaction and tension
cracks) were observed in areas where the intensity was either PEIS VII (Destructive)
or PEIS VI (Strong). Poor engineering and the use of substandard construction
materials were the major contributing factors to the damages. (Source: Article
retrieved from PHIVOLCS)

Guide Questions:

1. How do you know if faults are active?

__________________________________________________________________________
2. What safety measures you are going to suggest if you’re living near an active
fault? _____________________________________________________________________

In the subsequent part of the module, there are questions provided for you to
enhance further your understanding of the lesson discussed.

What I Have Learned

1. What is an epicenter?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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2. Using the table below how are you going to differentiate intensity from magnitude?

Two Ways How

Earthquake What is being Measurement How is it expressed
strenght is measured? Scale numerically?
Measured
1.Intensity
2. Magnitude

3. Tell whether the certain location in the country is near an active fault or inactive
fault. Write A if it is near the active faultline or I if it is near the inactive fault.

Location Active or Inactive

1. Mati, Davao Oriental
2. Makilala, Cotabato Province
3. Ilocos Norte
4. Marikina City
5. Koronadal City
6. Tupi, South Cotabato
7. Pasig City
8. Kiamba, Saranggani Province
9. Oriental Mindoro
10. General Santos City

In this section of the module, you will be provided with an activity which will
help you transfer your new knowledge or skill into real life situations or concerns.

What I Can Do

Directions: Using the given data below, answer the following questions:
Earthquake Information No.1
Date and Time: 08 Jun 2020 - 04:06 PM
Magnitude = 3.5
Depth = 115 kilometers
Location = 04.99N, 126.98E - 209 km S 29° E of Governor Generoso (Davao Oriental)

1. Where is the epicenter of the earthquake? _______________________________________

2. What is the magnitude of the earthquake?______________________________________
3. Is the epicenter of the earthquake an active or inactive fault?____________________

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 Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1.The place where the fault begins to slip is called the______________.
A. Focus
B. Epicenter
C. Magnitude
D. Intensity

2.Which statement is NOT true of Intensity of an earthquake?

A. Intensity is what humans see and feel.
B. Intensity scale in number is written in Roman Numeral.
C. Intensity is the amount of energy released by an earthquake.
D.Intensity is determined by PHIVOLCS using the Earthquake Intensity Scale
(PEIS)

3.What is being measured by the amount of energy released during an earthquake?

A. Focus
B. Magnitude
C. Intensity
D. Epicenter

4.In the Philippines, the intensity of an earthquake is determined using the

__________ Earthquake Intensity Scale (PEIS).
A.PAG-ASA
B.BFAR
C.PHIVOLCS
D.DRRMC

5.What level of intensity when practically all man-made structures are destroyed.
Massive landslides and liquefaction, large scale subsidence and uplift of land forms
and many ground fissures are observed. Changes in river courses and destructive
stiches in large lakes occur. Many trees are toppled, broken and uprooted?
A. Intensity I
B. Intensity III
C. Intensity VII
D. Intensity X

6.The PHIVOLCS Earthquake Intensity Scale (PEIS) is describing earthquake

Intensity Scale V as?
A. Weak
B. Strong
C. Very Strong
D. Devastating

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For numbers 7-10 refer to the illustration below. Write the letter on the space
provided.

B
A C

7. The place where the earthquake starts is____________________.

8. The focus is underground, along the _____________________.

9. The spot on the surface of the Earth that is directly above the focus is called the

__________________.
10. The intersection of a fault with the Earth’s surface is __________________________.

TEST II. MATCHING TYPE. Match the Intensity Scale in Column A with the correct
descriptors in Column B.

Column A Column B

__________1. Intensity II A. Weak

__________2. Intensity IV B. Slightly Felt
__________3. Intensity VI C. Devastating
__________4. Intensity X D. Moderately Strong
__________5. Intensity III E. Very Strong

In the succeeding 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.

Additional Activities

The learners shall come-up with a family preparedness plan and emergency
kit if ever an earthquake will occur.

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 A. FAMILY PREPAREDNESS PLAN FOR EARTHQUAKE
___________________________________ FAMILY
My name: ______________________________________________________________
My Address: ______________________________________________________________
Phone Number:____________________________________________________________
Work Number: ____________________________________________________________
Father’s cellphone number: ________________________________________________
Mother’s cellphone number: _______________________________________________
Who to call in case of Emergency?
Name and Number of nearest relative or neighbour:
________________________________________________________________
Name and Number of distant relative:
________________________________________________________________
More emergency Numbers:
Police Station Precinct (nearest police station in your area):________________
GSC Fire Department: ___________________________________
George P. Royeca District Hospital: ___________________________________
St. Elizabeth Hospital: ___________________________________
Doctors Hospital: ___________________________________
Mindanao Medical Center: ___________________________________
Socssargen Country Hospital: ___________________________________
Diagan Hospital: ___________________________________
Auguis Hospital: ___________________________________
Our Family Doctor: ___________________________________
Dentist: ___________________________________
Pharmacy: ___________________________________

B. I AM READY?

Directions: List down the different survival materials/equipments (e.g food, flashlight)
available at home that is essential during earthquake.

My Home Survival Kit

1. 3.

2. 4.

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 24
9/kaynasli1.htm
http://www.geerassociation.org/GEER_Post%20EQ%20Reports/Duzce_19
http://www.phivolcs.dost.gov.ph/
http://earthquake.usgs.gov/
Websites
Geology (6th ed.). Upper Saddle River, NJ: Prentice Hall.
Tarbuck, E.J., & Lutgens, F.K. (1999). Earth, an Introduction to Physical
Science-8 Teacher’s Guide, Department of Education
Science-8 Learner’s Material, Department of Education
Books/Printed Materials
References
What's more? Assessment
1. An active fault is one that has moved in the past and is expected to 1. B
move againPut in another way, an active fault has generated earthquakes 2. C
before and is capable of causing more in the future. Scientists use 3. B
different ways to find out if a fault is active. One is by checking the 4. C
country’s historical records. Historians always write about destructive 5. D
events such as earthquakes. 6. B
Another is by studying the vibrations, past and present, that come from
7. D
faults. Still another way is by observing the surroundings. For example, 8. E
a fault may cross a road and because of that, the road is displaced. Or a 9. C
fault may cut across a stream and the stream channel is then shifted. Or 10. A
a fault may slice through mountains and form cliffs. 11. B
12. D
2. The following tips are: 13. E
14. C
1. Make earthquake preparedness plan to keep your family safe; 15. A
2. Have an emergency kit ready to go;
3. Know the earthquake hazards in your area;
4. Follow structural design and engineering practices when
constructing a houses;
5. Strap or bolt heavy furnitures/cabinet to the wall;
6. Familiarize the exit routes;
7. Participate actively in regular earthquake drills and
8. Keep updated on disaster prevention instructions from battery-
operated radios, TV or through mobile phones by the designated
government agencies such PHIVOLCS or local DRRMS.
Answers Key
 EDITOR’S NOTE
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]

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