Unit 9: Earthquakes and Faults • Grade 8

Lesson 9.2
Earthquakes
Table of Contents

Learning Competency 2
Learning Objectives 2
Suggested Time Frame 2
Essential Questions 2
Prerequisite Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 7
C. Practice & Feedback 14
Assess Performance 15
Synthesis 17
Bibliography 18
 Unit 9: Earthquakes and Faults • Grade 8

Unit 9 | Earthquakes and Faults

Lesson 9.2: Earthquakes

Learning Competency
At the end of this lesson, the given DepEd learning competency should be met by the
students.
● differentiate the epicenter of an earthquake from its focus; the intensity of an
earthquake from its magnitude; and active and inactive faults. (S8ES-IIa15).

Learning Objectives
At the end of this lesson, students should be able to:
● explain how earthquakes are generated; and
● differentiate the epicenter of an earthquake from its focus, the intensity of an
earthquake from its magnitude, and active and inactive faults.

Suggested Time Frame

1 session (or approximately 50 minutes)

Essential Questions
At the end of this lesson, the student should be able to answer the following questions.
● How do we measure the strength of an earthquake?
● Why is it important to know the active and inactive faults present in an area?

Prerequisite Topics
Students should know the following prerequisite topics before proceeding with the lesson.
● Earthquakes (Science 6, Lesson 12.1: Forces that affect changes on Earth’s surface:
Earthquakes)
● What to do before, during, and after an earthquake (Science 6, Lesson 12.3: What to
Do Before, During, and After Earthquakes)

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 Unit 9: Earthquakes and Faults • Grade 8

Lesson Proper
A. Introduction to the Lesson
Start the lesson by introducing the following concepts and/or asking the following
questions to the students. The suggested activities after the questions may also be done in
class. You may use any of the suggested activities below.

1. Recall the topic on faults. What is a fault? What are the types of faults?
a. Faults are breaks in rocks where slippage has occurred.
b. Faults can be classified as dip-slip faults, strike-slip faults, and oblique
fault.
c. Dip-slip faults refer to faults where the movement of blocks is parallel to the
dip of the fault surface.
d. Strike-slip faults are a result of the sideways movement of blocks of rocks.
e. Oblique fault has both the dip-slip and strike-slip components.
f. After the introduction, you may proceed with Option A.

Option A: Let’s Measure the Shaking

In this activity, students will be able to explore how a seismogram works.

Duration: 20 minutes

Quipper Reference: Lesson 9.2: Earthquakes; Warm-up activity on pages 14 to

15.

Materials:
● desk
● marker
● plain paper
● tape

Procedure:
1. Ask the students to form pairs.
2. Ask the students to tape one end of the paper to another paper then place
the paper on top of a flat desk.
3. Student A will hold the marker in a way that it slightly touches the paper.
4. Student B will move the desk while Student A will move the paper
sideward.

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 Unit 9: Earthquakes and Faults • Grade 8

5. Ask the students to switch roles.

6. Ask the students to answer the guide questions.

Guide Questions:
1. What do the tall zigzag lines represent? What does this imply the
characteristics of an earthquake? It represents the strong movement of
tectonic plates. This implies that the earthquake is strong or has high
magnitude.
2. What do the tall zigzag lines represent? What does this imply on the
characteristics of an earthquake? It represents the weak movement of
tectonic plates. This implies that the earthquake has lower magnitude.
3. How is earthquake measured? It is measured by magnitude and intensity.

Teacher’s Notes
Tectonic plates are large plates of rocks making up Earth’s crust. The
boundaries among these plates are areas where faults are found and where
plate movement occurs.

2. Recall the topic of faults. How do faults form?

a. Faults are found mostly at the boundaries of tectonic plates.
b. The asthenosphere or the plastic layer comprising the upper mantle allows
the movements of these plates along faults.
c. The movement of these plates creates different types of faults.
d. After the recall activity, you may proceed with Option B.

Option B: Make a Meaning

In this activity, the students will create the meaning of the types of faults by using
the letters of the term.

Duration: 15 minutes

Materials:
● reference books

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 Unit 9: Earthquakes and Faults • Grade 8

Procedure:
1. Ask the students to form pairs
2. Ask the students to create a concept map that will show the meaning of
active and inactive faults
3. Instruct the students to share their work in class
4. Ask the students to answer the guide questions

Sample Answer:

Guide Questions:
1. What are the types of faults? Faults can be active or inactive.
2. How are these faults classified? It is classified based on its activity.
3. Are all faults destructive? Explain No, inactive fault is a fault that has
ceased activity for a long time, thus, they do not cause earthquakes.

Teacher’s Notes
An active fault is a fault where movement or slippage is expected to occur while
the inactive fault is a fault that has ceased activity for a long time. By knowing
the types of faults, the planning of buildings, bridges, and roads will be best
suited for the evacuation and safety of the people in the area.

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 Unit 9: Earthquakes and Faults • Grade 8

3. Recall the topic of faults. What are the parts of a fault?

a. A fault is consist of the fault line, dip, and blocks.
b. The fault line is the most visible part of the fault.
c. The dip is the angle at which the fault breaks through rocks.
d. Block can either be hanging wall or footwall which moves during an
earthquake.
e. After the recall activity, you may proceed with Option C.

Option C: Bump Car

The activity allows the students to visualize the impact of an earthquake on
properties.

Duration: 20 minutes

Materials:
● cardboard
● marker
● popsicle sticks
● ruler
● toy car

Procedure:
1. Ask the students to form groups of five.
2. Ask the students to create five structures using popsicle sticks.
3. Measure a 12-inch distance from the structure.
4. From the distance, gently push the toy car towards the structure.
5. Repeat step 4, adding strength to each push.
6. Observe what happens
7. Ask the students to answer the guide questions.

Guide Questions:
1. What does the toy car represent? It represents the earthquake that may
occur in an area.
2. What does the strength of each push represent? It represents the
magnitude or the energy released by an earthquake.
3. What does the destruction of the structure represent? It represents the
intensity or amount of destruction that the earthquake caused.

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 Unit 9: Earthquakes and Faults • Grade 8

Teacher’s Notes
Earthquakes can be measured through magnitude and intensity. By knowing
this information, one can identify the amount of destruction and the effects of
the earthquake in an area without seeing it personally.

Web Box
To provide a better understanding of the process of the lesson, the teacher may
use the video below to allow students to visualize the process being discussed in
the lesson.

Peekaboo Kidz. 2015. ‘What Is An Earthquake? | The Dr. Binocs

Show | Educational Videos For Kids’
https://www.youtube.com/watch?v=dJpIU1rSOFY

B. Discussion
After doing the introductory activity, it is expected that the students are reminded of the
basic information that they need to understand the actual lesson. The teacher can now
proceed with discussing the actual lesson using the flow below.

1. Discuss and elaborate earthquakes. What is an earthquake? What is an active fault?

What is an inactive fault? What is the elastic limit? You may refer to slide 3 to 5.
a. Earthquake is the shaking of the ground caused by a sudden release of
energy as tectonic plate moves. It can also be generated by volcanic activities.
b. An active fault is:
i. a fault where movement or slippage is expected to occur;
ii. they mark certain areas that are prone to earthquakes;
iii. Clear breaks in the soil layers from the surface down the bottom; and
iv. Has generated earthquake within 10,000 years.
c. An inactive fault is:
i. A fault that has ceased activity for a long time around 10, 000 years;
and
ii. Do not disturb or break all the layers of the soil.
d. Elastic limit is the threshold of stress that rock can hold before it undergoes
deformation

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 Unit 9: Earthquakes and Faults • Grade 8

e. As rocks surpass it's elastic, rocks release its stored elastic potential energy.
f. After the activity, you may proceed with Option A.

Option A: How Destructive it May Seem?

The activity aims to help students create a scenario showing how destructive
earthquakes can be.

Duration: 20 minutes

Materials:
● gelatin powder
● large pan
● popsicle sticks
● spoon
● water

Procedure:
1. Ask the students to form groups of five
2. Ask the students to mix the gelatin powder and water, then wait for it to
solidify.
3. Transfer the gelatin to a large pan.
4. On top of the gelatin, create structures using popsicle sticks. Make sure
that the popsicles sticks stands on the gelatin but is not embedded on it.
5. Shake the pan gently.
6. Observe what happens.
7. Repeat steps 5-6 while increasing the strength of the shaking for every
repetition.
8. Ask the students to answer the following guide questions.

Guide Questions:
1. What is an earthquake? Earthquake is the shaking of the ground caused by
the sudden release of energy.
2. What is the elastic limit? Elastic limit is the threshold of stress that rock can
hold before it undergo deformation.
3. What happens as you strengthen the shaking of the pan? There are more
structures that are being destroyed.

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 Unit 9: Earthquakes and Faults • Grade 8

Teacher’s Notes
Earthquake is the shaking of the ground caused by the sudden release of
energy. The release of energy causes the ground to move and affects the
integrity of structures built on the ground. This results to the destruction of
structures.

2. Discuss the topic of parts of an earthquake. What are the parts of an earthquake? You
may refer to slides 6 to 7.
a. The parts of an earthquake are hypocenter, epicenter and fault scarp.
b. A hypocenter is a location beneath the surface where the slippage or
movement took place. It is also known as the focus.
c. An epicenter is a point on the surface of the ground that is directly above
the hypocenter.
d. A fault scarp is an elevated surface caused by the movement of the fault.
e. After the discussion, you may proceed with Option B.

Option B: Diorama
In this activity, students will be instructed to create a diorama showing the
different parts of an earthquake.

Duration: 25 minutes

Materials:
● art materials
● cardboard or folder
● glue
● scissors

Procedure:
1. Ask the students to form groups of five
2. Create the blocks using the cardboard.
3. Add some details by using the art materials.
4. Ask the students to answer the guide questions.

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 Unit 9: Earthquakes and Faults • Grade 8

Sample Diorama

Guide Questions:
1. What are the parts of an earthquake? The parts of an earthquake are
hypocenter, epicenter and fault scarp.
2. What is the difference between hypocenter and epicenter? Hypocenter is
a location beneath the surface while epicenter is a point on the surface
directly above the hypocenter.
3. What is a fault scarp? Fault scarp is the elevated surface caused by the
movement of the fault.

Teacher’s Notes
Hypocenter, epicenter and fault scarp are the parts of an
earthquake. By knowing the parts of an earthquake, one can have a
better understanding of the risks that an area is exposed to.

3. Discuss the topic of how earthquakes are measured. You may refer to slides 7 to 14.
What is the magnitude? What is the Richter scale? What is intensity? What is the modified
Mercalli scale? What is PHIVOLCS? What is the scale used by PHIVOLCS to measure
intensity? What are some of the remarkable earthquakes in the world? What are some of
the remarkable earthquakes in the Philippines?
a. Magnitude refers to the amount of energy released by an earthquake as the
ground shakes.
b. Magnitude is measured by using a Richter scale.
c. A seismograph is a device used to determine the strength of an earthquake.
Patterns of lines are drawn the instrument on the sheet and are compared
with the Ritcher scale.

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 Unit 9: Earthquakes and Faults • Grade 8

d. Triangulation is the process by which earthquakes are mapped using

several seismographs.
e. Moment magnitude scale or seismic moment is another measure of an
earthquake’s magnitude. It is a more comprehensive measure of magnitude.
It measures the force needed in order to generate the recorded seismic
waves which take into consideration:
i. Rock rigidity;
ii. The distance of rock movement; and
iii. The estimated area of rupture.
f. Intensity is a measure of the amount of energy of the earthquake based on
property damage.
g. Intensity is measured using the modified Mercalli scale.
h. PHIVOLCS stands for Philippine Institute of Volcanology and Seismology.
They oversee mitigating disasters related to earthquakes and other tectonic
phenomena.
i. PHIVOLCS measures intensity using the PHIVOLCS Earthquake Intensity
Scale or PEIS.
j. These are the remarkable earthquakes in the world.

Remarkable Earthquakes in the World

Place Year Magnitude

Indonesia 2004 9.1

Pakistan 2006 7.6

China 2008 7.9

Haiti 2010 7.0

Chile 2010 8.8

Japan 2011 9.0

Nepal 2015 7.8

Mexico 2017 7.1

Japan 2017 6.1

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 Unit 9: Earthquakes and Faults • Grade 8

k. These are the remarkable earthquakes in the Philippines.

Remarkable Earthquakes in the Philippines

Place Year Magnitude

Moro Gulf (Mindanao) 1976 8.0

Central Luzon and CAR 1990 7.8

Mindoro 1994 7.1

Negros 2012 6.9

Samar 2012 7.6

Bohol 2013 7.2

l. Earthquakes can be categorized as:

i. A shallow earthquake with a depth less than 70 km;
ii. An intermediate earthquake with a depth between 70 to 300 km; and
iii. A deep earthquake with a depth of more than 300 km.
m. After the discussion, you may proceed with Option C.

Option C: Poster Making

The activity requires the students to show the difference between magnitude and
intensity by making a poster.

Duration: 20 minutes

Materials:
● art materials
● cardboard or folder
● glue
● scissors

Procedure:
1. Ask the students to form groups of five.

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 Unit 9: Earthquakes and Faults • Grade 8

2. Ask the students to create a poster showing the difference between

magnitude and intensity.
3. Ask the students to answer the guide questions.

Rubric:

Criteria 3 2 1

The poster was The poster was The poster was

completed using completed using completed using one
different art few kinds of art kind of art materials.
Creativity materials. materials. Resourcefulness was
Materials were Resourcefulness not observed.
used resourcefully. was somewhat
observed.

The poster shows The poster shows The poster does not
complete details some details about show complete details
Content
about magnitude magnitude and about magnitude and
and intensity. intensity. intensity.

Guide Questions:
1. What is the difference between magnitude and intensity? Magnitude refers
to the energy released by an earthquake while intensity refers to the
energy of an earthquake based on property damage.
2. What is the scale used to measure magnitude and intensity? Ritcher scale
and moment magnitude scale are used to measure magnitude while
modified Mercalli scale is used to measure intensity.
3. What is the role of PHIVOLCS? PHIVOLCS is an agency in the Philippines
which is focused on mitigating hazards caused by earthquakes and other
tectonic activities.

Teacher’s Notes
Magnitude refers to the energy released by an earthquake while intensity refers
to the energy of an earthquake based on property damage. These data help
scientists analyze the occurrence of earthquakes in an area as well as the
strength of each earthquake.

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 Unit 9: Earthquakes and Faults • Grade 8

Web Box
To provide a better understanding of the process of the lesson, the teacher may
use the video below to allow students to visualize the process being discussed in
the lesson.

National Geographic. 2015. ‘Earthquakes 101’

https://www.youtube.com/watch?v=e7ho6z32yyo

Link to the downloadable presentation slides: 9.2 Earthquakes

C. Practice & Feedback

Use the following materials to serve as practice activity in assessing student’s
understanding of the lesson. Make sure to provide feedback after doing the activity.

1. Define the following terms.

Terms Answer

i. Active fault

ii. Epicenter

iii. Magnitude

iv. Earthquake

v. Intensity

Answer Key:

Terms Answer

ii. Active fault A fault where movement or slippage is expected to occur.

A point on the surface of the ground that is directly

iii. Epicenter
above the hypocenter.

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 Unit 9: Earthquakes and Faults • Grade 8

Refers to the amount of energy released by an

iv. Magnitude
earthquake as the ground shakes.

The shaking of the ground caused by the sudden release

v. Earthquake
of energy.

Intensity measures the amount of damage caused by an

vi. Intensity
earthquake.

2. Timeline making. Create a timeline which describes the process of how scientists
read a seismogram.
a. Ask the students how the earthquake is read through the use of
seismograph.

Answer Key:

Assess Performance
Use the additional materials to assess the understanding of the students
regarding the lesson.

1. Ask the students to answer the following individually on their notebooks. Afterward,
it will be checked and graded.
a. Match the statements in column A with the terms in column B.
Column A Column B

1. Used to measure magnitude G a. PHIVOLCS

2. Used to measure the strength of an earthquake C b. Magnitude
3. The elevated surface caused by the movement of c. seismograph
the fault I

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 Unit 9: Earthquakes and Faults • Grade 8

4. A fault that has ceased activity for a long time J d. hypocenter

5. Refers to the amount of energy released by an e. Modified Mercalli
earthquake B scale
6. Measure of an earthquake based on property f. Moment
damage H Magnitude
7. Responsible for mitigating impacts of earthquakes g. Ritcher scale
A
8. Also known as seismic moment F h. Intensity
9. Used to measure intensity E i. Fault scarp
10. Also known as focus D j. Inactive fault

2. Use the Check Your Understanding section in the study guide pages 23 to 24.
Students may answer it on their notebooks and will be checked and graded
afterward. Choose only selected items if not possible due to time.
a. Read the following statements. Write ​true if the statement is correct while
write ​false​if the statement is incorrect.
1. Magnitude is a measure of the energy of an earthquake based on the
amount of shaking and property damage. false
2. A modified Mercalli scale is used to determine the intensity of an
earthquake. true
3. The hypocenter is also known as the focus of the earthquake. true
4. At least one seismograph reading is used to locate an earthquake’s
origin. false
5. A hypoactive fault is a fault that has ceased activity for a long period.
true
6. Focus is the origin of released of stored kinetic energy in rocks. true
7. A fault scarp is an elevated area formed due to the movement of fault
blocks. true
8. Inactive faults do not show signs of earthquake generation for the last
100 000 years but may cause an earthquake in the future. false
9. An earthquake which originated from the divergent boundary has a deep
focus. false
10. Seismogram contains the record of ground shaking. true

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 Unit 9: Earthquakes and Faults • Grade 8

b. Fill in the terms which correctly complete the given statement.

1-3. Rocks bend when subjected to great force. When the force is enough to
surpass the (1) elastic limit. Rocks break and snap back to its original shape.
This explains what happens in the earthquake and it is known as (2) plate
tectonic theory. This theory is proposed by (3) Alfred Wallace.

4-5. The (4) energy of the earthquake provides information on the ground
motion produced by the earthquake. It is mostly measured through
(5) magnitude.

Earthquake ABC has a magnitude of 7.2, Earthquake HIJ has a magnitude of

4.2, and Earthquake XYZ has a magnitude of 5.2. Answer the following
comparison between earthquakes.

6-8. In terms of the amount of energy released by an earthquake, Earthquake

XYZ is (6) 30 times stronger than Earthquake HIJ. Yet, Earthquake ABC is (7) 60
times stronger than Earthquake XYZ and (8) 90 times stronger than
Earthquake HIJ.

9-11. In terms of ground motion, Earthquake HIJ is (9)10 times weaker than
Earthquake XYZ and (10) 30 times weaker than Earthquake ABC. Meanwhile,
Earthquake XYZ is (11) 20 times weaker than Earthquake ABC.

Synthesis
To end the lesson, the following strategies can be done:

1. Provide a brief recall of the concepts of earthquakes.

2. Ask the students to create a concept map on the board that focuses on
earthquakes. The following should also be included:
a. types of faults;
b. parts of an earthquake; and magnitude and intensity.

3. Ask the student the following synthesis questions:

a. How does an earthquake affect a community? It temporarily stops the
normal cycle and processes happening in a community.

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 Unit 9: Earthquakes and Faults • Grade 8

b. Why is it important to know the active and inactive faults in an area? To

identify the hazards present and mitigate the impacts.
c. Why is the Philippines vulnerable to earthquakes? Because it is located on
the Pacific Ring of Fire which is an area known for active volcanism and
tectonic activities.

Bibliography
The Associated Press. 2016. The World’s Deadliest Earthquake Since 2000. Accessed June
13, 2018.
https://www.seattletimes.com/nation-world/the-worlds-deadliest-earthquakes-since
-2000/

Environmental Literacy Council. https://enviroliteracy.org/land-use/plate-

tectonics/earthquakes/. Accessed June 29, 2017

ESA21: Environmental Science Activities for the 21st Century. Nd. Plate Tectonics:
Earthquake Epicenter. http://esa21.kennesaw.edu/activities/epicenter/epicenter.pdf.
Accessed June 29, 2017.

Dutch, Steven. 2010. Faults and Earthquakes.

http://www.uwgb.edu/dutchs/earthsc202notes/quakes.htm. Accessed June 29, 2017

Lagmay, A.M.F., Eco, R. and Ybanez, R. 2013. Magnitude 7.2 temblor rocks Bohol,
Philippines (Initial assessment). Nationwide Operational Assessment of Hazards.
Accessed July 7, 2017.
http://blog.noah.dost.gov.ph/2013/10/20/magnitude-7-2-temblor-rocks-
Bohol-Philippines-initial-assessment/

Lyell, Charles. 2005. Principles of Geology. Reprinted. Penguin UK.

Philippine Institute of Volcanology and Seismology. 2008. PHIVOLCS Earthquake

Intensity Scale (PEIS). Accessed July 7, 2017.
http://www.phivolcs.dost.gov.ph/index.php?option=com_content&task=view&id=4
5&Itemid=100

Philippine Institute of Volcanology and Seismology. 2008. About PHIVOLCS. Accessed

July 7, 2017.

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 Unit 9: Earthquakes and Faults • Grade 8

http://www.phivolcs.dost.gov.ph/index.php?option=com_content&view=article&id
=13&Itemid=19

Sabornido, S. 2015. Top 10 Strongest Earthquake to Hit the Philippines. Accessed

June 13, 2018.
https://faq.ph/top-10-strongest-earthquakes-to-hit-the-philippines/
Tarbuck, Edward J., and Frederick J. Lutgens. 2015. Earth Science. New Jersey: Pearson
Prentice Hall.

United States Geological Services. USGS: Science for a changing world. Sept 20, 2009.
https://earthquake.usgs.gov/learn/kids/eqscience.php. Accessed June 29,
2017.

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 Unit 9: Earthquakes and Faults • Grade 8

Appendix A1. Assess-Recall Worksheet (With

Answer Key)
Instruction: Read and analyze the statements below. Then, write the letter of the correct
answer.

Question 1 Explanation
Which of these are faults where movement or An active fault is a fault where
slippage is expected to occur? movement or slippage is expected
A. active fault to occur.
B. dip-slip fault
C. inactive fault
D. strike-slip fault

Question 2 Explanation
Which of the following refers to the threshold of Elastic limit is the threshold of
stress that rock can hold before it undergoes stress that rock can hold before it
deformation? undergo deformation.
A. elastic limit
B. stress limit
C. force limit
D. rock limit

Question 3 Explanation
Which of the following is a location beneath the The hypocenter is a location
surface where slippage or movement took place? beneath the surface where
A. hypocenter slippage or movement took place.
B. epicenter
C. fault scarp
D. center

Question 4 Explanation
What is the point on the surface of the ground The epicenter is a point on the
that is directly above the hypocenter? surface of the ground that is
A. epicenter directly above the hypocenter.
B. hypocenter
C. fault scarp
D. rocks

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Question 5 Explanation
What do you call the elevated surface caused by A fault scarp is an elevated surface
the movement of the fault? caused by the movement of the
A. fault scarp fault.
B. hypocenter
C. epicenter
D. rocks

Question 6 Explanation
What are the parts of an earthquake? Hypocenter, epicenter, fault scarp
A. hypocenter, epicenter, fault scarp are the parts of an earthquake.
B. hypocenter, focus, fault scarp
C. fault, epicenter, fault scarp
D. hypocenter, fault trace, fault scarp

Question 7 Explanation
Which of the following refers to the amount of Magnitude refers to the amount of
energy released by an earthquake? energy released by an earthquake.
A. magnitude
B. intensity
C. strength
D. electricity

Question 8 Explanation
Which of the following is a device used to A seismograph is a device used to
determine the strength of an earthquake? determine the strength of an
A. seismograph earthquake.
B. seismometer
C. seismogram
D. earthquake scale

Question 9 Explanation
What is the measure of the amount of damage Intensity is the measure of the
the earthquake has caused in an area? amount of damage the earthquake
A. intensity has caused in an area.
B. seismogram
C. magnitude
D. hypocenter

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Question 10 Explanation
Which of the following is a service institute that PHIVOLCS or Philippine Institute of
overseas mitigating disasters that may result from Volcanology and Seismology is a
earthquakes and other tectonic phenomena? service institute that overseas
A. PHIVOLCS mitigating disasters that may result
B. PAG ASA from earthquakes and other
C. DOST tectonic phenomena.
D. DILG

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Appendix A2. Assess-Comprehension Worksheet

(With Answer Key)
Instruction: Answer the following questions.

1. How does elastic limit affect a structure built on a fault line?

If the elastic limit is higher, the more the structure can survive a high magnitude
earthquake.

2. Why is the Philippines vulnerable to earthquakes?

Because it is located in the Pacific Ring of Fire which is an area known for active
volcanism and tectonic activities.

3. Why is the moment magnitude scale a more comprehensive measure for an

earthquake’s magnitude?

Because it considers factors such as rock rigidity, the distance of rock movement
and the estimated area of rupture which is not considered in the Mercalli scale.

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Appendix A3. Assess-Application Worksheet (With

Answer Key)
Instruction: Answer the following questions.

1. Explain what will happen if a structure was built on an active fault and an
earthquake occurred in that fault.

The structure may experience damage from the earthquake depending on its
magnitude and on the materials used to build the structure.

2. If you were an employee of PHIVOLCS, will you consider making a localized intensity
scale? Explain your answer.

Yes, because every location has a different response to earthquakes depending

on the characteristics of the area.

3. You are living in an area with an active fault, will you consider taking note of every
occurrence and magnitude of earthquakes that will occur?

Yes, because we will get important information regarding the occurrence of

earthquakes in the area which is important in mitigating the hazard.f

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