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LEARNING MODULE
Junior High School Level
MODULE NO.: ISCI10- 20 - 000003
Subject: Science Grade Level: Grade 10 Teacher/s: Laila M. Salapare Quarter: 1 Week: 3 Teaching Date:
Aug. 31 to Sep.5, 2020
No. of Days:
Most Essential Learning Competency/ies
- Describe and relate the distribution of active volcanoes, earthquake epicenters, and major mountain belts to Plate Tectonic Theory
Date: Aug. 31 to Sep.
Day 1-
ACTIVITY
SCI-CORE (Lesson Proper)
EARTHQUAKE AND EARTHQUAKE HAZARDS
- Please refer to pages 27 to 41
After performing the last experiment you must now have an idea what are the factors that might be affecting the intensity or magnitude of an earthquake. In the next part, you would learn the main idea about earth quake. In this lesson you would learn the different faults involve in earthquake, how to measure earthquake, how to locate the epicentre of an earthquake and how to be prepare for an earthquake. These is quite a lot but try your best to understand each topic.
LEARNING TARGETS
Define an earthquake, as well as its epicenter and focus. Explain the relationship between earthquakes and faults Describe the process of locating earthquake epicenters using P and S waves. Describe the two main scales for measuring the size of an earthquake (Mercalli and Richter magnitude).
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LEARNING MODULE
Junior High School Level
Earthquakes occur on faults. A fault is a thin zone of crushed rock separating blocks of the earth's crust. When an earthquake occurs on one of these faults, the rock on one side of the fault slips with respect to the other. Faults can be centimeters to thousands of kilometers long. The fault surface can be vertical, horizontal, or at some angle to the surface of the earth. Faults can extend deep into the earth and may or may not extend up to the earth's surface.
A fault is formed in the Earth's crust as a brittle response to stress. Generally, the movement of the tectonic plates provides the stress, and rocks at the surface break in response to this. Faults have no particular length scale.
The friction across the surface of the fault holds the rocks together so they do not slip immediately when pushed sideways. Eventually enough stress builds up and the rocks slip suddenly, releasing energy in waves that travel through the rock to cause the shaking that we feel during an earthquake
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LEARNING MODULE
Junior High School Level
earthquake directly.
BIG IDEA
The Modified Mercalli scale assesses the strength of an earthquake based on the amount of damage to the structure.
PROCESS QUESTION:
Differentiate Richter and Modified Mercalli.
To asses you’re understanding about the two scale in measuring earthquake, create a Venn diagram that would allow you to compare the two scales. Draw your answer in the answer sheet provided. Use the figure below as an example but feel free to be creative in making your own template.
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LEARNING MODULE
Junior High School Level
Date: Sep. to Sep.
Day 3- 4
How to locate an earthquake?
By looking at the seismograms from different recording stations we can find out the epicentre of an earthquake. The signals arrive first at the closest station and last at the one furthest away. The time difference between the P- and S-waves tells us the distance the earthquake is from the seismograph.
Siesmogram A seismogram is a graph output by a seismograph. It is a record of the ground motion at a measuring station as a function of time. Seismograms typically record motions in three cartesian axes, with the z axis perpendicular to the Earth's surface and the x- and y- axes parallel to the surface
Seismometer A seismometer is an instrument that responds to ground motions, such as caused by earthquakes, volcanic eruptions, and explosions. Seismometers are usually combined with a timing device and a recording device to form a seismograph
HOW TO LOCATE THE EPICENTRE Scientists use triangulation to find the epicenter of an earthquake. When seismic data is collected from at least three different locations, it can be used to determine the epicenter by where it intersects. Every earthquake is recorded on numerous seismographs located in different directions. Each seismograph records the times when the first (P waves) and second (S waves) seismic waves arrive. From that information, scientists can determine how fast the waves are traveling. Knowing this helps them calculate the distance from the epicenter to each seismograph. To determine the direction each wave traveled, scientists draw circles around the seismograph locations. The radius of each circle equals the known distance to the epicenter. Where these three circles intersect is the epicenter.
EPICENTER - The epicenter, epicentre or epicentrum in seismology is the point on the Earth's surface directly above a hypocenter or focus, the point where an earthquake or an underground explosion originates.
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LEARNING MODULE
Junior High School Level
Four types of seismic waves| Specifications of all types of seismic waves.
- P- Waves (Primary waves)
- S- Waves (Secondary waves)
- L- Waves (Surface waves)
- Rayleigh waves.
PRIMARY wave passes through a material, the volume and density of the material change slightly. SECONDARY waves rock small buildings back and forth as they pass. Secondary waves can travel through rock, but unlike primary waves they cannot travel through liquids or gases.
RAYLEIGH WAVES wave move both vertically and horizontally in a vertical plane pointed in the direction in which the waves are travelling. Surface waves travel more slowly than body waves (P and S); and of the two surface waves, Love waves generally travel faster than Rayleigh waves.
PROCESS QUESTION
- Differentiate primary and secondary wave.
- Differentiate love and Rayleigh wave.
- How is earthquake detected and located?
- What is epicentre?
- How epicentre is located using triangulation method? Show an illustration.
Your goal in this section is to learn and understand earthquake and its sub- concepts. The learning target/s that you should be able to accomplish are listed below. Monitor your progress in this module using this checklist of learning targets. Simply put a check mark in your desired answer.
CHECKLIST OF LEARNING OBJECTIVE
LEARNING OBJECTIVES Crystal Clear
Somewhat Clear
Not Fully Understo od Define an earthquake, as well as its epicenter and focus. Explain the relationship between earthquakes and faults Describe the process of locating earthquake epicenters using P and S waves. Describe the two main scales for measuring the size of an earthquake (Mercalli and Richter magnitude).
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LEARNING MODULE
Junior High School Level
Date: Sept 4
Day 5
Primary earthquake hazards are: Ground shaking - Ground shaking describes the vibration of the ground during an earthquake. Most earthquake damage results from the shaking caused by seismic waves passing beneath buildings, roads, and other structures Landslides - the sliding down of a mass of earth or rock from a mountain or cliff. Liquefaction - Liquefaction is a phenomenon in which the strength and stiffness of a soil is reduced by earthquake shaking or other rapid loading. Liquefaction and related phenomena have been responsible for tremendous amounts of damage in historical earthquakes around the world. Surface rupture - Surface rupture (or ground rupture, or ground displacement) is the visible offset of the ground surface when an earthquake rupture along a fault affects the Earth's surface. Surface rupture entails vertical or horizontal movement, on either side of a ruptured fault.
Secondary earthquake hazards are those that are caused by the primary hazards, and may often be more catastrophic: Tsunami - A tsunami is a series of waves in a water body caused by the displacement of a large volume of water, generally in an ocean or a large lake. Earthquakes, volcanic eruptions and other underwater explosions above or below water all have the potential to generate a tsunami. Flooding - Earthquakes can indirectly cause flooding in a number of ways: triggering tsunamis, destabilizing dams, breaking and/or lowering protective levees. The 2011 Japan Earthquake caused devastating flooding through a combination of these means. The earthquake disrupted the ocean floor, creating a tsunami. Fire - Fires, often associated with broken electrical and gas lines, is one of the common side effects of earthquakes.
Preparedness for an Earthquake
LEARNING TARGETS
I can demonstrate disaster preparedness during earthquake, tsunamis and volcanic eruptions. I can communicate efforts to reduce damage due to earthquakes, tsunamis, and volcanic eruptions.
At this point of the lesson we will talk about the precautionary measure that you can consider doing to avoid damage cause by earthquake.
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LEARNING MODULE
Junior High School Level
Prepared by:
Laila M. Salapare RN, LPT Subject Teacher/s Date Signed:_____
Checked by: Verified by: Approved by:
SHARON D. BALMES, LPT MARIANNE M. MASANGKAY, LPT,
MMEM
EDNA C. ESPIRITU, LPT, MSM
Academic Coordinator Assistant Principal Principal Date Signed: _____ Date Signed:_____ Date Signed:_____
Resources Reviewed by:
GEDERLYN R. SALIMO, RL, MLIS School Librarian
Date Signed: _____
IMPORTANT: This module shall properly be stamped and signed by the personnel-in-charge
before releasing. Date of release shall also be indicated.
Your goal in this section is to learn and earthquake preparedness. The learning target/s that you should be able to accomplish are listed below. Monitor your progress in this module using this checklist of learning targets. Simply put a check mark in your desired answer.
CHECKLIST OF LEARNING OBJECTIVE
LEARNING OBJECTIVES Crystal Clear
Somewhat Clear
Not Fully Understo od Demonstrate disaster preparedness during earthquake, tsunamis and volcanic eruptions. Communicate efforts to reduce damage due to earthquakes, tsunamis, and volcanic eruptions.
