- Information
- AI Chat
Science 8 - dfghj
BSE Science
University of Caloocan City
Preview text
8
Science
Quarter 2 – Module 1
Earth & Space
Lessons 1 to 6
DO_Q2_SCIENCE_8_MODULE1_LESSON1- 6
Science – Grade 8 Alternative Delivery Mode Quarter 2 – Module 1 Revised Edition, 2022 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Sara Z. Duterte Printed in the Philippines by ________________________ Department of Education – National Capital Region – SDO Valenzuela Office Address: Pio Valenzuela Street, Marulas, Valenzuela City Telefax: (02) 292- 3247 E-mail Address: sdovalenzuela@deped.gov Development Team of the Module Writers: Mary Ann J. Rupinta Flordeliza A. Caluya Orlie L. Orbita Cherry Joy C. Bautista, Julie A. Gonzaga Ma. Eloisa M. Buenavista Content Editors: Maria Lea Q. Prondo, EdD Melinda G. Saquez, PhD Bernardo S. Sevilla Orlie L. Orbita Mark E. Embuido Sally R. Juanillas Language Editors: Melinda G. Saquez, PhD Liza Vinda P. Unay Bernardo S. Sevilla Judy Anne B. Colot Illustrator: Jayson P. Delechos Layout Artists: Orlie L. Orbita Raphael A. Lopez Mark E. Embuido Ever Bryan A. De Asis Management Team: Dr. Meliton P. Zurbano, Schools Division Superintendent Filmore R. Caballero, CID Chief Jean A. Tropel, Division EPS In-Charge of LRMS Maria Lea Q. Prondo, EdD, Education Program Supervisor, Science
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-Tests 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 Teacher are also provided to our 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. And 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!
What I Need to Know
The Philippines, being in the Pacific Ring of Fire, is prone to earthquakes. An earthquake is one of the most frightening things that anyone can ever experience. Strong earthquakes have caused countless deaths all over the world, even before people have started recording these events. You grow up believing that the Earth is rock solid and steady but then the ground suddenly shakes and you do not want to believe anymore. After this lesson, students will be able to:
- Explain how movements along faults generate earthquakes using models or illustrations. (S8ES-IIa-14)
What I Know
Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and understanding of the topic, Earthquake and Faults. K W H L What do I know? What do I want to find out? How can I found out what I learn? What did I learn?
Materials: newspaper two sheets of cardboard fine sand/soil ruler Procedure: 1. Spread the newspaper and do the activity on the table. 2. Arrange the two sheets of cardboard edge to edge (figure 1 ). 3. Pour sand/soil along the boundary of the two sheets (figure 2 ). 4. With the ruler, flatten the top of the sand/soil and make two parallel lines. 5. Now, move the sheets slowly in the directions shown in figure 3. Guide Questions: 1. As you move the sheets, what is formed in the sand? ___________________________________________________________________________ 2. What happens to the lines? ___________________________________________________________________________ Figure 1. Cardboard sheets placed side by side Figure 2. Sand along the boundary. Figure 3.. Top of sand flattened
What is It
If you look at the picture carefully, you can guess that the road was originally in one piece. But the road is no longer continuous. There is a cut across the road and now there are two sections. One section has moved with respect to the other. Based on the activity and the picture, you can probably guess what a fault is by now. A fault is a break in the Earth’s crust, and along the break, significant movement of tectonic plates has taken place. It can be classified as normal fault, reverse fault or strike-slip fault. A normal fault forms when tensional stress pulls rocks apart. When this happens, the rock block on the upper side of the fault will drop down compared to the rock block on the lower side of the fault plane. The rock block that drops is called the hanging wall. The rock block on the other side of the fault plane is the footwall.
- What happened to rock layers X, Y and Z?
- Were the rock layers still continuous?
- What likely happened to the river, the road, and the railroad?
- Which type of fault did you demonstrate?
Step 2: Locate points C and D on your model. Move point C next to point D. Observe each cross-section. - Which way did point D move relative to point C?
- What happened to rock layers X, Y and Z?
- Were the rock layers still continuous?
- What likely happened to the river, the road, and the railroad?
- Which type of fault did you demonstrate?
Step 3: Locate points F and G on your model. Move the pieces of the model so that point F is next to point G. Observe each cross-section. - If you are standing at point F and looking across the fault, which way did
the block on the opposite side move?
- What happened to rock layers X, Y, and Z?
- Were the rock layers still continuous?
- What likely happened to the river, the road and, railroad tracks?
- Which type of fault did you demonstrate?
FAULT MODEL TEMPLATE
- What type of fault is caused by compressional force making the rocks squeeze inward? A. normal fault C. strike-slip fault B. reverse fault D. San Andreas fault
- What do you call to the sudden vibration or violent movement of Earth’s surface caused by a rapid release of stored energy?. A. fire B. tsunami C. typhoon D. earthquake Part B. Directions: Write TRUE if the underlined word/s is correct and if NOT change the underlined word/s to make the statement correct. ___________1. Reverse fault forms when tensional stress pulls rock apart. ___________2. Strike-slip fault occurs when rocks move horizontally or sliding past each other. ___________3. The Ring of Fire refers to the region around the Atlantic Ocean that are commonly hit by earthquake and volcanic eruptions. ___________4. A fault is a break in the Earth’s mantle along which significant movement has taken place. ___________5. Faults are formed because of the movement of tectonic plates. Part C: Directions. Identify the following types of fault. Choose your answer on box provided. ___________ 1. Fault where the hanging wall moves downward. ___________ 2. Fault where the hanging wall moves upward along the fault plane. ___________ 3. The fault motion is caused by tensional forces and results in extension. ___________ 4. This motion is caused by compressional forces and results in shortening. ____________5. It is a type of fault along which motion is mostly in a horizontal direction.
Additional Activities
You are a seismologist of PHIVOLCS. You were invited to speak to students about earthquake faults. Create a powerpoint presentation that you will use as audiovisual aid for your talk. The presentation consists of 10 slides only. Strike- slip Reverse Normal
Answer Key
What I Know (Answers may vary) What’s New Up- y Set- Activity: A Fault Guide Questions:
- A crack, ‘line’ or break is formed in the sand.
- The lines are shifted or displaced. What I Have Learned ss leads to normal 1. Tension stre faults, Compression stress leads to reverse faults and Shearing stress slip faults.- leads to strike
- When a fault suddenly moves, an earthquakes occurs. What’s More Activity: A Model of Three Faults
- Point B moved down toward A they’re no – ere is a vertical break in them 2. Th longer continuous.
- No
- The river likely stops flowing after the fault because of the direction of flow. The road and railroad are still aligned, but they are impassable because of the vertical drop, al fault 5. Norm
- Point D moved down toward C. they’re no - 7. There is a vertical break in them longer continuous.
- No
- The river likely keeps flowing because of the direction of flow. It will likely form a tiny waterfall d are still over the fault. The road and railroa aligned, but they are impassable because of the vertical drop.
- Reverse fault
- It moved to the right
- They shifted in the horizontal direction only they are still continuous.
- Yes The 14. The river likely makes a new river path. road and railroads tracks are on the same horizontal plane, but they aren’t aligned. The two ends will break apart and be impassable. slip fault- 15. Strike What I Can Do (Answers may vary, but see to it that the three types of faults are r answers) involved in thei Assessment Part C. Part A.
- normal A 1.
- reverse A 2.
- normal C 3.
- reverse B 4.
- strike slip D 5. Part B.
- normal
2. TRUE
- Pacific
- crust
5. TRUE
8
Science
Quarter 2 – Module 1
Lesson 2
Magnitude and Intensity
What I Need to Know
The Philippines lies along the Pacific Ring of Fire, which causes the country to have frequent seismic and volcanic activity. Some earthquakes are strong. Some are not. That’s why these less intense earthquakes are not really felt. But how do seismologists measure earthquakes? What instrument do they use? After this lesson, students will be able to:
- Differentiate the: a. epicenter of an earthquake from its focus; b. intensity of an earthquake from its magnitude; and c. active and inactive faults (S8ES-IIa-15)
What I Know
Part A. Directions: Write the letter of the BEST answer.
- What do you call to the point on the Earth’s surface directly above the focus of an earthquake? A. focus B. fault C. tremor D. epicenter
- What do you call to the point where an earthquake originate? A. crust B. focus C. surface D. epicenter
- What instrument is used to record the motion of earthquake waves? A. seismograph C. Richter Scale B. seismologist D. Mercalli Intensity Scale
- Which describes the amount of energy released by an earthquake? A. active fault C. intensity B. inactive fault D. magnitude
- Which describes how strong the shaking generated by the earthquake as perceived and felt by people in a certain locality? A. active fault C. intensity B. inactive fault D. magnitude
- Which pair of words best describes earthquake that recently strikes in Pampanga, where some trees noticeably shaken and very old poorly structured house damage? A. intensity and strength C. speed and velocity B. intensity and magnitude D. speed and magnitude
- What will you do whenever there is earthquake? A. keep on running B. hide behind the building C. wait for the announcement D. do the duck cover and hold
- What do you call a giant ocean wave that is caused by the sudden motion on the ocean floor? A. current B. tide C. tsunami D. wave
The study of earthquakes is called seismology. A scientist who studies earthquakes is called seismologist who makes use of seismographs to record earthquake waves (seismic waves). They measure the strength and the size of an earthquake by means of magnitude and intensity, but they cannot be used interchangeably. Magnitude measures the amount of energy released at the source of an earthquake. It is determined from measurement on seismographs. It is represented by Hindu Arabic Numbers (e. 2, 4, 7) on the Richter Scale. Intensity on the other hand, measures how strong the shaking generated by the earthquake as perceived and felt by people in a certain locality or the degree of damage it caused in the area. The intensity is generally higher near the epicenter. It is represented by Roman Numerals (e. II, IV, IX) determined by the Mercalli Intensity Scale which is used in USA and Canada.
What’s New
Activity: Shake! Do not Rattle... Objectives: - Analyze the earthquake news report; - Differentiate the intensity of an earthquake from its magnitude; and - Discuss the scale to describe the intensity and magnitude of an earthquake. Part A: Directions: Read and analyze the earthquake news report and answer the guide questions below. MANILA, Philippines – The Philippines is one of the most disaster-prone countries in the world. Located along the Pacific Ocean’s “Ring of Fire” and having 5 major fault lines, it is vulnerable to disasters such as earthquakes. The country is no stranger to earthquakes, but one of the most memorable to hit it is the earthquake that hit the island of Luzon in 1990. That powerful earthquake resulted in a number of collapsed buildings and thousands of lives lost. At around 4 pm on July 16, 1990, a magnitude-7 earthquake hit Northern and Central Luzon. Its epicenter was recorded in Nueva Ecija, and the shaking lasted for about a minute. The event was a result of strike-slip movements along the Philippine Fault and the Digdig Fault within the Philippine Fault System Among the hardest hit areas were the cities of Baguio, Cabanatuan in Nueva Ecija, and Dagupan in Pangasinan. In Baguio City, several structures collapsed, burying people alive. Some establishments destroyed included hotels like the Hyatt Terraces Plaza, Nevada Hotel, Baguio Hilltop Hotel, Baguio Park Hotel, and FRB Hotel.
Because of shocks and fear of possible aftershocks, thousands of residents slept on the streets. The earthquake left an estimated US$369-million worth of damages, and a total of 2,412 people dead. Source: rappler Guide Questions:
- When did the earthquake happen? ____________________________________________
- Where was the epicenter of the earthquake? _____________________________________
- How strong was the earthquake? ______________________________________________
- Using the PEIS scale, what is the shaking category of the earthquake? _________
- What active faults were involved in this event? _________________________________ Part B. Directions: Analyze the illustration and answer the following questions. Guide Questions:
- How does the magnitude represent in the illustration? the intensity?
- Between what magnitude scales are considered moderate?
- What magnitude scale is considered not felt by many? the strongest that destroyed infrastructures?
- Describe the effect of magnitude 7 in the illustration.
- What scale is used in measuring the magnitude?
Science 8 - dfghj
Course: BSE Science
University: University of Caloocan City
- Discover more from:BSE ScienceUniversity of Caloocan City350 Documents
- More from:BSE ScienceUniversity of Caloocan City350 Documents