Baguio City High School

Quarter 2-Science 8-Notes on Earthquakes-SY 2024-2025

Name of Learner: ______________________________ Section: ________________ Date _________

Learning Competency: The learners should be able to differentiate the epicenter of an earthquake from its focus;
intensity of an earthquake from its magnitude and active and inactive faults(S8Es-IIa-15).

Learning objectives: Define what an earthquake is.

Locate the epicenter and focus of an earthquake given a diagram.
An earthquake is a sudden shaking of the ground caused by the passage of seismic waves through Earth’s
rocks. Earthquakes occur most often along geologic faults, narrow zones where rock masses move in relation to one
another. There are five components of an earthquake diagram namely: the focus (also known as
the hypocenter) is the point within the Earth where an earthquake rupture starts. It’s the location
where the strain energy stored in the rock is first released, causing seismic waves that propagate
outward. The epicenter is the point on the Earth’s surface directly above the focus. A fault line is a
long crack in the surface of the earth. Earthquakes usually occur along fault lines. Seismic waves are energy
waves that are generated by an earthquake or explosion and propagate within the Earth or on its surface.
Earthquakes occur when there is movement of Earth’s tectonic plates. Earth’s surface is defined as the part of
water or land that touches the air above it.

Formative: Read and analyze the short paragraph on the occurrence of earthquake last July 27, 2022, then answer
the questions below in phrase or sentence.
According to PHILVOCLS (Philippine Institute of Volcanology and Seismology) at 08:43 AM Philippine
Standard Time (PST) of 27 July 2022 (Wednesday), a major Magnitude (Mw) 7.0 earthquake shook the provinces in
northwestern Luzon and adjacent areas including Metro Manila. The earthquake has an epicenter located 17.64°N,
120.63°E - 003 km N 45° W of Tayum (Abra) and a depth of 17 kilometers. As of 3:00 PM, 27 July 2022, 254
aftershocks ranging from M 1.5 to M 4.7 were recorded, 48 of which were plotted, and 11 were felt. The 27 July 2022
Magnitude 7.0 earthquake was felt with a maximum ground shaking intensity of PHIVOLCS Earthquake
Intensity Scale (PEIS).
Guide Questions:
1. Where was the epicenter of the earthquake? ____________________________________________________
2. What provinces are affected during the earthquake? ______________________________________________
3. How deep was the focus from the epicenter? ____________________________________________________
-----------------------------------------------------------------------------------------------------------------------------------------------------------
Name of Learner: ______________________________ Section: _____________ Date _______WW1 Score___/10

Activity1-Label the parts of the illustration below about the location of an earthquake. Select your answer from
the choices listed below. Write the WORD of the correct answer in the space provided.

Choices: A. fault line B. earth’s surface C. focus D. epicenter E. seismic wave

3 4 5

2
1

Activity 2- Based on the figure above, choose the correct terms to complete the paragraph below. Write the
CAPITAL LETTER of the correct answer only.

The focus is the place (1) _________ (A. inside, B. outside) the earth’s crust where an earthquake (2) _____
(A. ends, B. originates). The point on the earth’s surface directly (3) ________ (A below, B. above) the focus is the
epicenter. When (4) _____ (A. power, B. energy) is released at the focus, seismic waves travel (5) ______
(A. outward, B. inward) from that point in all directions. It’s these waves that you fell during an earthquake

Prepared by Grade 8-Science Teachers

Checked and noted by

MARILYN D. BUGATTI
Head Teacher III-Science
 Baguio City High School
Quarter 2-Science 8-Perfomance Task 1-Earhquakes-SY 2024-2025
________________________________________________________________________________________
Name of Learner: _____________________ Section; ________________ Date _________ PT1 Score______/30

Making a Fault Model

Learning Competency: The learners should be able to differentiate the epicenter of an earthquake from its focus;
intensity of an earthquake from its magnitude and active and inactive faults(S8Es-IIa-15)
Learning Objective: Make a model of a fault.
Activity: Construct your own fault block model!

Instructions: You are going to construct your own fault block. Follow the steps written below. You will need your fault
block as you learn about faults.
1. Make a copy of the fault block at the back of this worksheet or make a copy of these 10 steps.
2. Color the layers of the blocks. Each block has three layers. Use the same color for each layer. For example,
layer A is red on all layers, layer B is green, and layer C is blue.
3. Cut along the outlines of the two drawings.
4. Fold along the lines and paste where indicated. Paste the two fault blocks on a thin cardboard or folder. You
should come up with a model consisting of two parts that fit together. If should look like the figure below.
Figure 1

5. Label the fault line. 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.
6. Label the fault plane. The surface between the two pieces is called fault plane.
7. Look for the focus. 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.
8. Label the hanging wall and the footwall. Once your fault block model is assembled and labeled, you can try to
move it in the directions.
9. Find the space provided where you can write your name and section in your model.
10. Take note of how your model will be given a score.

Rubric scoring guide

Criteria 10 points 9 points 8 points 7 points
Presentation/color of Layers have 3 Layers have 2 Layers have 1 Layers are not
layers different colors different colors different color colored
Label (Fault line, All 4 labels are 1 label is missing or 2 or 3 labels are there were no labels
fault plane, hanging present and incorrect missing or incorrect
wall and footwall) correctly labeled
Timeliness Submitted on time. Submitted a day Submitted 2 days Submitted 3 days
after the deadline after the deadline after the deadline
Name: _____________________________
Section: ____________________________

Name: ____________________________
Section: ___________________________
 Name: _____________________________
Section: ____________________________

Name: _____________________________
Section: ____________________________
 Baguio City High School
Quarter 2-Science 8-Notes on Earthquakes-SY 2024-2025
________________________________________________________________________________________
Name of Learner: _____________________ Section; ________________ Date _________
Learning Competency: The learners should be able to differentiate the epicenter of an earthquake from its focus;
intensity of an earthquake from its magnitude and active and inactive faults(S8Es-IIa-15)
Learning Objectives:
1. Explain what a fault is and how it is formed.
2. Describe the different types of faults.
3. Describe the consequences of tectonic plate movements.
A. Faults and Tectonic Plates
Th Earth’s outermost layer is fragmented into about 15 major slabs called tectonic plates. A tectonic plate is
defined as a massive irregularly shaped slab of solid rock which is generally composed of both continental and
oceanic lithosphere. This is why it is sometimes referred to as lithosphere plate.
Figure 1

Boundaries convergent, divergent, and transform between tectonic plates are made up of a system of faults. Each
type of boundary is associated with one of the three basic types of faults. When tectonic plates move, deformation at
the plate boundaries takes place, which in turn results in earthquakes occurring along the fractures that appear as the
plates move apart. The fracture in the surface of the crust where two blocks or slabs of rocks slip is called fault. An
earthquake is a vibration of the Earth due to the rapid releases of energy.

B. Types of Faults
Figure 2-Refer to this figure to answer the activity at the back.

Hanging
Footwall Footwall wall
Hanging wall

compression shear
Tensional

Geologists classify faults based on the relative movement of each side of the fault with respect to the other side.
The three major types are described below.
1. Dip-slip Fault - this fault occurs when two pieces of land change in a vertical (up and down) position relative to
each other. After the movement, one side is higher than the other side. Dip-slip fault is classified as normal fault
and reverse fault -As seen in figure 2, normal fault happens at divergent plate boundaries. Tensional stress (force)
pulls two plates (blocks) away from each other. The hanging wall drops down in relation to the footwall.

2.A reverse fault is formed under compressional stress (force) when two plates are squeezed inwards moving toward
each other. The hanging wall has moved upward over the footwall. It occurs at convergent plate boundaries. Reverse
fault creates some of the world’s highest mountain chains including the Himalayas Mountains and Rocky Mountains.
3.Strike-slip Fault. This fault occurs at transform plate boundaries where rocks move horizontally, or slide past each
other. The faults were formed due to shear stress (force) and are identified as right lateral or left lateral depending on
the direction of the movement of the rock blocks. One of the famous examples of this is the San Andreas fault.

Baguio City High School

Quarter 2-Science 8-Worksheet 2- Earthquakes and Fault-SY 2024-2025

Name of Learner: _____________________ Section ________________ Date _________ WW2_____/30

Activity 1-Complete to differentiate! (15 points)

Instructions: Complete the table to distinguish the three types of faults. Select your answer from the choices listed
below. Write the CAPITAL LETTER with the correct answer only.
Choices for
1 to 3-Direction of Motion A. Vertical B. Horizontal
4 to 6- Type of Plate Boundary A. Divergent B. Transform C. Convergent
7 to 9 -Type of stress (force) A. Shear B. Compression C. Tension
10 to 12 – Hanging wall A. Present B. Absent
12 to 15 -Footwall A. Present B. Absent

Type of Fault Direction of Type of Type of Stress Hanging wall Footwall

Motion Boundary
Reverse 1. 4. 7. 10. 13.
Strike-slip 2. 5. 8. 11. 14.
Normal 3. 6. 9. 12. 15.

Activity 2- It’s not your fault! (8 points)

Instructions: Write TRUE if the statement is correct. If the statement is FALSE, change the underlined word/s to make
the statement true.
_____1. A fault is a break or fracture in the Earth’s crust where two blocks or rocks slip.
_____2. In a strike-slip fault, the rocks on either side of the fault slip past each other sideways.
_____3. Vibrations on the Earth’s crust caused by the sudden movement of the rock are called earthquakes.
_____4. Stress is a form of energy that acts on rocks, changing their shape or volume.
_____5. Tensional stress pushes a mass of rock in two opposite directions.
_____6. Compression, tension, and shearing are the three types of faults that cause changes in the crust.
_____7. A normal fault happens at divergent plate boundaries. The hanging wall drops down in relation to the
footwall.
_____8. Normal faults create some of the world’s highest mountain chains, including the Himalaya and Rocky
Mountains.

Activity 3- (7 points)
- Fill in the blanks with the correct answer. Select your answers from the word bank provided for you. Write the
CAPITAL LETTER with the correct answer only.

A. directions D. fault G. core

B. dip-slip fault E. reverse fault H. strike-slip faults
C. crust F. left lateral I. hanging wall

Earthquakes occur when the Earth’s (1) _______________ moves or breaks apart and slides
one another. The line on which the crust breaks is called the (2)_______________.It can move in
several (3) _____________.It is classified as (4) _________________ if it moves along the direction
of the dip plane and is described as either a normal fault or a (5)_______________,depending on its
motion. Faults which move horizontally are known as (6) ______________________ and are
classified as either right lateral or (7) ___________.

Prepared by Grade 8-Science Teachers

Checked and noted by
MARILYN D. BUGATTI
Head Teacher III-Science
 Baguio City High School
Quarter 2-Science 8- Notes on Magnitude and Intensity-SY 2024-2025
________________________________________________________________________________________
Name of Learner: _____________________ Section; ________________ Date _________
Learning Competency: The learners should be able to differentiate the epicenter of an earthquake from its focus;
intensity of an earthquake from its magnitude and active and inactive faults(S8Es-IIa-15)
Learning Objectives: Describe how earthquakes are measured.
Enumerate safety measures to do before, during, and after an earthquake
A. Differences between Magnitude and Intensity

1. Magnitude measures the size or strength of a phenomenon, while intensity measures the degree of impact or
effect of the phenomenon.
2. Magnitude is measured on a logarithmic scale, while intensity is measured on a linear scale.
3. Magnitude is used to measure earthquakes and other natural disasters, while intensity measures the effects of
these disasters on human lives and structures
4. A device called the Seismograph is used to measure an earthquake’s magnitude. The device produces waves or
lines on a sheet of paper when the ground on which it is placed begins to shake.
5. Intensity is the measurement of the actual strength of an earthquake. The strength of the earthquake is
measured in terms of the actual damage caused by the shaking.
6. Intensity varies from the perception of people, animals, and other aspects such as property damage, structural
damage, natural surroundings, and so on

B. Table 1- Basis of Comparison between magnitude and intensity

Magnitude Intensity
Definition Magnitude is the measurement of energy released Intensity is the measurement of the degree of
at the source of the earthquake. impact or effect of the earthquake.
Measured by To measure the magnitude of the earthquake, a The intensity is measured by calculating the
seismograph is used, uses Hindu-Arabic 1,2… damage caused by the earthquake.
Value The magnitude value of an earthquake is a single The intensity value is represented as a roman
number on the Richter scale (designed by Dr. capital ranging from I to XII in the Modified
Charles F. Richter) Mercalli Intensity (MMI) scale
Uses Magnitude calculates the radius of the earthquake Intensity values are used to design structures
and buildings.
Levels An increase in magnitude level indicates a 10 The intensity levels decrease from the
times stronger earthquake epicenter of the earthquake

C. Richter Scale of an earthquake magnitude

Magnitude Category Effects

level
less than 1.0 to Micro Generally not felt by people, though recorded on local instruments
2.9
3.0–3.9 Minor Felt by many people; no damage
4.0–4.9 Light Felt by all; minor breakage of objects
5.0–5.9 Moderate Some damage to weak structures
6.0-6.9 Strong Moderate damage in populated areas
7.0-7.9 Major Serious damage over large areas; loss of life
8.0 and higher Great Severe destruction and loss of life over large areas

D. Modified Mercalli Scale

I Detected only by sensitive instruments
II Felt by few persons at rest, especially on upper floors; delicately suspended objects may swing
III Felt noticeably indoors, but not always recognized as earthquakes, standing autos rock slightly, vibration like
passing truck
IV Felt indoors by many, outdoors by few, at night some maybe awaken, windows, dishes, doors disturbed,
motor cars noticeably
V Felt by most people, some breakage of windows and dishes, disturbance of tall objects
VI Felt by all, many frightened and run outdoors, falling chimneys, damage is small
VII Everybody runs outdoors, damage to buildings depending on qualities of construction, noticed by drivers of
automobiles
VIII Panel walls thrown out of frames, fall of walls, chimneys, monuments, sand and mud ejected,
Drivers of automobiles disturbed
IX People are forcibly thrown to ground; most buildings are totally damaged. Trees are shaken very violently.
 Landslides and liquefaction with lateral spreading’s and sand boils are widespread.
X Practically all man-made structures are destroyed. Massive landslides and liquefaction, large scale
subsidence and uplift of landforms and many ground fissures are observed. Many trees are topped, broken
and uprooted.
XI Few structures remain standing, bridges are destroyed, fissures in ground, landslide, rails bent
XII Properties are totally damaged, waves are seen on ground surfaces, and objects are thrown up into air.

Baguio City National High School

Quarter 2-Science 8- Performance 2-on Magnitude and Intensity-SY 2024-2025
________________________________________________________________________________________
Name of Learner: _____________________ Section; ________________ Date _________ PT2_____/30

Activity 1: Intensity vs. Magnitude

Instructions: Identify whether the statement is describing the intensity or the magnitude of an earthquake.
Write I for intensity and M for magnitude. 10 points
____1. It measures the energy released at the source of the earthquake.
____2. It is determined from measurements on seismographs.
____3. It measures the strength of shaking produced by the earthquake at a certain location.
____4. It varies from the perception of people, animals and other aspects such as property damage.
____5. It is a number that allows earthquakes to be compared with each other in terms of their relative power.
____6. It is calculated based on method first developed by Charles Richter.
____7. It uses the formula based on the amplitude of the largest wave recorded and the distance between the
earthquake and the seismograph.
____8. It uses Roman numerals such as I, II, III, X.
____9. It uses the Mercalli Earthquake Scale.
____10. It is expressed using Hindu-Arabic numerals 1 to 10.

Activity 2: Observable effects of earthquakes

Instructions: Identify the intensity that describes how strong or weak the shaking is in the following
descriptions. Write the correct Roman numeral (I to XII only)-10 points

____1. Felt noticeably indoors, but not always recognized as earthquakes, vibration like passing truck.
____2. Delicately suspended objects may swing.
____3. Felt by most people, some breakage of windows and dishes.
____4. Trees are shaken very violently.
____5. Detected only by sensitive instruments.
____6. Few structures remain standing, bridges are destroyed, fissures in ground, landslide, rails bent.
____7. Panel walls thrown out of frames, fall of walls, chimneys, monuments, sand and mud ejected
____8. Waves are seen on ground surfaces, and objects are thrown up into air.
____9. Damage to buildings depending on qualities of construction.
____10. Massive landslides and liquefaction, large scale subsidence and uplift of landforms and many ground fissures
are observed. Many trees are topped, broken and uprooted.

Activity 3
Instructions: The statements below are what people felt during an earthquake at different intensities. Arrange
the statements from the least to the highest effect. Use numbers 1 to 10 where 1 is the least and 10 is the
highest.

____1. Practically all man-made structures are destroyed.

____2. Felt by few persons at rest, especially on upper floors.
____3. Drivers of automobiles disturbed.
____4. Felt by all, many are frightened and run outdoors.
____5. Everybody runs outdoors, noticed by drivers of automobiles.
____6. Felt by most people, disturbance of tall objects.
____7. Properties are totally damaged,
____8. Standing autos rock slightly.
____9. People are forcibly thrown to the ground.
____10. Felt indoors by many, outdoors by few, at night some maybe awaken, windows, dishes, doors
disturbed

Prepared by Grade 8 Science Teachers

Checked and noted by
 MARILYN D. BUGATTI
Head Teacher III-Science

Baguio City National High School

Quarter 2-Science 8-Notes Active and Inactive Faults-SY 2024-2025
________________________________________________________________________________________
Name of Learner: _____________________ Section; ________________ Date _________ Score______/30
Learning Competency: The learners should be able to differentiate the epicenter of an earthquake from its focus; intensity of an
earthquake from its magnitude and active and inactive faults(S8Es-IIa-15)
Learning Objectives: Describe how earthquakes are measured.
Enumerate safety measures to do before, during, and after an earthquake.
A. Active faults vs. Inactive faults
An active fault is a fault that is likely to become the source of another earthquake sometime in the future. Faults are classified by
geologists to be active if there has been movement observed or if there is evidence of seismic activity during the last 10,000
years. An active fault may form from breaks, cracks, and visible ruptures across the landscape. The ground may become raised or
lowered or may form steep carps. An active may cross a road and because of this, the road is displaced. Or a fault may cut across
a stream channel is then shifted. It is important to know the location of active faults. As far as possible, no important structures
should be built near or on them.
On the other hand, an inactive fault is a fault that had movement along them at one time, but no longer move. Judging a fault to be
inactive can be tricky because the Erath’s activity is very complex. I a fault has been inactive for millions of years, it is safe to call
inactive. However, some faults only have large earthquakes once in thousands of years thereby, it is important to evaluate
carefully their hazard potential.

B. Effects of Earthquakes
Most of the earthquake’s hazards to people come from the shaking of manmade structures. The real dangers are when people
lose their properties due to the collapse of houses and buildings, flooding, landslides, and fire.
The effects of earthquakes can be terrible and devastating.
1.Ground shaking (disruptive up, down, and sideways vibrations of the ground during an earthquake)
Effects: damage or collapse of structures such as bridges, dams, and buildings: liquefaction, landslide flooding when dams break,
fire which can start from broken gas or powerlines, or from tipped over wood stoves.
2.Ground rupture (deformation on the ground that marks the intersection of the earth’s surface)
Effects: fissuring, displacement of the ground due to movement of the fault, damage to structures
3.Liquefaction (the ground becomes very soft and acts like quicksand due to the mixing of sand or soil and ground water during
the shaking of a moderate or strong earthquake.
Effects: sinking or silting of structures, buildings above it and sand boils
4. Earthquake induced landslide
Effects: erosion, burial and blockage of roads, rivers, and properties nearby landslide prone areas.
5.Tsunamis (tidal waves or huge waves caused by an earthquake under the ocean)
Effects: flooding, coastal erosion, drowning of people, and damage to properties