Sir Dee Earth and Space RTOT

REGIONAL TRAINING OF TEACHERS (RTOT)
on
SCIENCE CRITICAL CONTENT
Grade 8 – EARTH & SPACE SCIENCE
EARTHQUAKES AND FAULTS
MARVIN L. DIAZ / SHIRLEY G. BAEL

Trainers
Based on the presentation of: CRISANTA A. OCAMPO / NILO G. SALAZAR
National Training of Trainers on Science Critical Content Grade 8 DEPARTMENT OF EDUCATION
AGREEMENTS
Agree to arrive on time for the beginning of each day and

every after lunch and coffee break.
Agree to listen to other person’s full opinions or ideas and not

to react immediately. Respect each other’s views.
Agree to switch off mobile phones while sessions are on going.

DEPARTMENT OF EDUCATION
REMINDERS:
 DLP and Lesson Power Point presentation as output of
the session.
 Format based on DepEd Order no. 42, s. 2016.
 Follows 7-E’s Instructional Model.
 Group output
 To be submitted through email
marvin.diaz@deped.gov.ph
shirley.bael@deped.gov.ph
 Lesson Demonstration.
 Management of learning before the start of morning
and afternoon sessions.
Teamwork is the KEY!
This group will be divided into ________ smaller groups.
1. Each group must have 10-12 members and assign
different role assignments:
a. TEAM LEADER
b. SECRETARY
c. RESOURCE MANAGER
d. COOPERATIVE MEMBERS
3. Each activity has specific time allotment. So use your
time WISELY!
4. Work collaboratively among and with other
members.
5. Submit all worksheets/deliverables before the session
ends.
THE SPIRAL CURRICULUM K to 12 Science Curriculum Guide August 2016
GRADE 6
(4th Quarter) GRADE 7
GRADE 8
(4th Quarter)
(2nd Quarter)
Forces that
affect changes The Philippine
Earthquakes
on the earth’s Environment
and Faults
surface.
GRADE 6
1.1 Earthquakes
1.2 Volcanic Eruption
GRADE 7
1.1 Location of the Philippines using a coordinate system
1.2. Location of the Philippines with respect to landmasses and bodies of water
1.3. Protection and conservation of natural resources
GRADE 8
1.1 Active and inactive faults
1.2 How movements along faults generate earthquakes
1.3 How earthquakes generate tsunamis
1.4 Earthquake focus and epicenter
1.5 Earthquake intensity and magnitude
1.6 Earthquake preparedness
1.7 How earthquake waves provide information about the interior of the Earth
The learners demonstrate an understanding of:
GRADE 7
GRADE 6 GRADE 8
the relation of
the effects of the relationship
geographical
earthquakes between faults
location of the
and volcanic and
Philippines to
eruptions. earthquakes
its environment.
The learners shall be able to:
GRADE 7 GRADE 8
GRADE 6
analyze the 1. participate in decision
making on where to build
design an advantage of the structures based on
emergency location of the knowledge of the
and Philippines in location of active faults
relation to the in the community.
preparedness 2. make an emergency
climate, weather, plan and prepare an
plan and kit. and seasons. emergency kit for use at
home and in school.
The learners should be able to…
GRADE 6
1. describe the changes on the Earth’s
surface as a result of earthquakes and
volcanic eruptions; (S6ES-IVa-1)
2. enumerate what to do before, during
and after earthquake and volcanic
eruptions; (S6ES-IVb-2)
GRADE 7
1. demonstrate how places on Earth may
be located using a coordinate system;
(S7ES-IVa-1)
2. describe the location of the Philippines
with respect to the continents and
oceans of the world; (S7ES-IVa-2)
GRADE 7
3. recognize that soil, water, rocks, coal, and
other fossil fuels are Earth materials that
people use as resources; (S7ES-IVb-3)
4. describe ways of using Earth’s resources
sustainably; (S7ES-IVc-4)

GRADE 8
1. using models or illustrations, explain how movements
along faults generate earthquakes; (S8ES-IIa-14)
2. differentiate the; (S8ES-IIa-15)
2.1 epicenter of an earthquake from its focus;
2.2 intensity of an earthquake from its magnitude;
2.3 active and inactive faults;

GRADE 8
3. demonstrate how underwater earthquakes generate
tsunamis; (S8ES-IIb-16)
4. explain how earthquake waves provide information
about the interior of the earth. (S8ES-IIc-17)
SESSION OBJECTIVES
This session is intended to extensively update the understanding
of Science Teachers regarding essential concepts about faults and
earthquakes. Participants should be able to develop an understanding
of the relationship between faults and earthquakes.
Specifically:
1. Using models or illustrations, explain how movements along
faults generate earthquakes
2. Give the difference between:
a. epicenter of an earthquake from its focus;
b. intensity of an earthquake from its magnitude; and
c. active and inactive faults;
3. Explain how earthquake waves provide information about the
interior of the Earth.
LET’S PLAY A GAME
1
E A R T H
R P L U A T
O E G N E H
2
D I S A S T E R
A S E I B A
D C T S E R
3
R O C K
L Q E C S R
K F A T O U
4
S H A K E
P K O U S J
R L A T E H
5
E A R T H Q U A K E
T U R E D Q
K H A F A E
6
W A V E S
O J V U M A
W H S E N X
7
T S U N A M I
K T I M F N
U A B S V Y
8
D A M A G E
M P G T A N
S A D C Y E
ACTIVITY 1: NEWS! NEWS! NEWS!
OBJECTIVE/S:
1.Assess one’s feelings and idea about earthquakes.
PROCEDURE:
1. Watch the video.
Video title: Manila, QC may suffer most in case of a strong quake.
Source: https://www.youtube.com/watch?v=jT8kyO8pgzw
2. Answer the following questions:
Q1. Why is the movement of West Valley Fault coined as
the “Big One”?
Q2. What cities will be mostly affected by the movement of
West Valley Fault? Why?
Q3. What will you feel if you are living within these areas?
EARTHQUAKE
A sudden and violent shaking of a part of the
Earth's surface that often causes great damage.
WHAT CAUSES AN EARTHQUAKE?
WHY IS PHILIPPINES PRONE TO EARTHQUAKES?
WHEN WILL AN EARTHQUAKE OCCUR?
No person or object can predict

when is the exact date and
time an earthquake will hit a
place!
LET’S DO THIS:
ACTIVITY 1
“Fault Model”
ACTIVITY 2
“Fault Model Version 2”
LET’S DO THIS: ACTIVITY 1 – FAULT MODEL
PROCEDURE:
1. Color the blocks. Each block has five layers with numbers to guide
coloring. Color each numbered layer the same color on each block:
Layer 1 – Red Layer
Layer 2 – Violet Layer
Layer 3 – Blue
Layer 4 – Orange
Layer 5 – Green
2. Carefully cut out the fault block along the outer solid black lines.
3. Paste the fault block template in a cartolina to make it firmer. Cut out
the template again.
PROCEDURE:
4. Once cut out, fold on the dotted lines to form the
blocks (see figure 1). Tape the flaps together to
create a 3-D fault block. Repeat until all three fault
blocks are assembled (see figure 2).
Question no. 1: What do F1 and F3 blocks represent?
Question no. 2: What does F2 block represent?
5. Manipulate the blocks to illustrate the types of fault:
a) hold the F1 and F3 blocks with the F2 block in the middle.
Slowly pull F1 block and F3 block in opposite direction until
the layer 1 of F2 block reaches the layer 4 of the F1 and F3
blocks.
Question 3: What type of fault forms when you did procedure a?

Question 4: Describe the position of foot wall and hanging wall in this
type of fault.
Draw an illustration to show what fault forms when you did procedure
a (label your illustration).
6. Return the blocks to it’s original form.
b) gently push F1 block and F3 block together until the
layer 1 of F1 and F3 block reaches the layer 3 of F2
block.
Question 5: What type of fault forms when you did procedure b?

Question 6: Describe the position of foot wall and hanging wall in
this type of fault.
Draw an illustration to show what fault forms when you did

procedure b (label your illustration).
7. Return the blocks to it’s original form.
c) move by sliding F1 block to the right and F3 block to the left.
Question 7: What type of fault forms when you did procedure c?

Question 8: Describe the position of foot wall and hanging wall in
this type of fault.
Draw an illustration to show what fault forms when you did

procedure c (label your illustration).
8. Match each type of stress to its corresponding type of fault.
Explain your answer.
Hint: think about the direction of movement caused by the stress
LET’S DO THIS: ACTIVITY 2 – FAULT MODEL 2.0
Procedure:
1. Color the fault model that is included according to the color key provided.
2. Paste or glue the fault model onto a piece of folder or cartolina.
3. Cut out the fault model and fold each side down to form a box with the drawn
features on top.
4. Tape or glue the corners together. This box is a three-dimensional model of the top
layers of the Earth's crust.
5. The dashed lines on your model represent a fault. Carefully cut along the dashed
lines. You will end up with two pieces. Tape or glue a piece of construction paper
on the side of the two fault blocks along the fault face.
6. Locate points A and B on your model. Move point B so that it is
next to point A. Observed your model from the side. Draw the
fault model after moving point B next to point A and answer the
following questions.
Q1. Which way did point B move relative to point A?

Q2. What happened to rock layers X, Y and Z?
Q3. Are rock layers still continuous?
Q4. What likely happened to the river? the road? the railroad tracks?
Q5. What landform and body of water could have been formed?
7. Locate point C and D on your model. Move point C next to point
D. Observe the cross-section of your model. Draw the fault model
after moving point C next to point D.
Q6. Which way did point C move relative to point D?

Q7. What happened to rock layers X, Y and Z?
Q8. Are the rock layers still continuous?
Q9. What likely happened to the river? the road? the railroad
tracks?
Q10. What landform and body of water could have been formed
8. Locate points F and G on your model. Move the pieces of the
model so that point F is next to point G. Draw the fault model
after moving point G next to point F.
Q11. If you were standing at point F and looking across the fault,
which way did the block on the opposite side move?
Q12. What happened to the rock layers X, Y and Z?
Q13. Are the rock layers still continuous?
Q14. What likely happened to the river? the road? the railroad
tracks?
Types of Faults
Faults Are Classified According to the

Kind of Motion That Occurs on Them
• Strike-Slip - Horizontal Motion
• Dip-Slip - Vertical Motion
REMEMBER: Faults are classified by the kinds of

movement that occur along them
Strike-Slip Fault – Left Lateral
Also known as
SINISTRAL
STRIKE-SLIP
Fault where the
block across the
fault moves to
the left.
Strike-Slip Fault – Right Lateral
Also known as
DEXTRAL
STRIKE-SLIP
Fault where the
block across the
fault moves to
the right.
TERMS TO REMEMBER in dipping fault:
HANGING WALL is the block positions over the fault plane.
FOOT WALL is the block positioned under it.
These terminologies originate
from MINING INDUSTRY.
Miners coined the term

“hanging wall” is where you
hang your lamp, and the
“foot wall” is the part where
you are walking on.
Geologic terminologies are

really quite obvious most of
the time.
Dip-Slip Fault - Normal
Dip-Slip Fault - Reverse
Arches National Park
WHAT TYPE
X OF FAULT?
Normal Fault
Y
Ketobe Knob Utah
WHAT TYPE
OF FAULT?
X
Reverse Fault
Y
Grabens Fault Rich Region of Utah and Nevada
WHAT TYPE
Y OF FAULT?
X Normal Fault
Glacier National Park
X WHAT TYPE
OF FAULT?
Reverse Fault
WHAT TYPE
OF FAULT?
Strike Slip
Fault
Mosaic Canyon
WHAT TYPE
OF FAULT?
X Y
Normal Fault
San Andreas Fault
WHAT TYPE
OF FAULT?
Strike Slip
Fault
San Andreas Fault DEPARTMENT OF EDUCATION
EARTHQUAKES AND FAULTS: ACTIVITY 3 Stick Slip Motion
DO THE FOLLOWING:
1. Tape several matching sheets of sandpaper together to form a long strip with
smooth connections between each sheet.
2. Tack the strip onto the wooden board.
3. Attach a rubber band to the block (through the eyehook as shown).
4. Place the block on one end of the strip of sandpaper.
Refer to the set-up below:
EARTHQUAKES AND FAULTS: ACTIVITY 3 Stick Slip Motion
DO THE FOLLOWING:
5. Place the ruler along the strip of sandpaper, starting at the edge of the block.
6. Advance the end of the rubber band slowly and record both the position of block edge
and time.
7. Repeat for 3 additional trials using 2 and 3rubber bands
EARTHQUAKES AND FAULTS: ACTIVITY 3 - Stick Slip Motion
ANSWER THE FOLLOWING QUESTIONS:
1. In the activity, what does the block of wood represent?
2. What does the rubber band represent?
3. What does the sand paper represent?
4. What does the moving block represent?
5. Record the distance travelled by the block with respect to time.
6. Plot the distance vs time and describe.
a. Does the block always move the same distance with each jump in
motion?
7. Predict what will happen when we pull the block along a strip with
varying sandpaper types.
8. Explain how the activity might model the cause of real earthquake.
LET’S DO THIS: ACTIVITY 3 – Stick Slip Motion
Questions: (For advance students)
1. Identify the different variables from the activity.

2. What might the different variables represent in terms of earthquakes and
landscape conditions?
3. Plot in a line graph the given variables in your group and describe. (mass
and distance/ no. of rubber bands and distace)
4. Does the block always move the same distance with each jump in
motion?
5. Predict what will happen when we pull the block along a strip with
varying sandpaper types/grit.
6. Explain how the activity might model the cause of real earthquake.
FORMATION OF FAULTS
Faults form because of stress & Elastic Rebound
strain
– Stress: a push or pull on an
object (stress = force/area)
– Strain: a change in shape or
size (deformation) of an
object (strain = change in
length/original length)
– The process is known as
elastic rebound theory
What is the Elastic Rebound Theory?
• Explains how energy is stored in

rocks
– Rocks bend until the strength
of the rock is exceeded
– Rupture occurs and the rocks
quickly rebound to an
undeformed shape
– Energy is released in waves
that radiate outward from the
fault
Elastic Rebound Theory
ACTIVITY 4: The Fault Finder
Materials needed:
Cellphone or laptop with internet connection
PHIVOLCS FaultFinder App
Procedure:
1. Download the PHIVOLCS FaultFinder.
2. Open the app and click the Valley Fault System icon.
Q1. What are the places/cities found across the:
a) West Valley Fault System
b) East Valley Fault System
3. Click the VFS Fault Nearest You
Q2. What is the distance of the nearest active

fault trace?
Q3. What is the Fault Name?
Q4. What is the segment name?
Q5. When was it mapped?
4. Click the home icon. Then click again the Other Fault
System icon.
5. Zoom in the map of the Philippines.
6. Click the arrow down icon to close the option buttons.
7. Upon closing the option buttons. You will see the LEGEND icon, click the
legend icon and study the map again.
Q6. Is the Valley Fault System active fault or potential active fault?
Q7. Is the trace of VFS certain or only approximate?
Q8. Fault Systems which traces are certain are found mostly in what
region?
Q9. Fault Systems which traces are only approximate are found
mostly in what region?
Q10. What regions can we find Potential Active Faults with certain
traces?
Q11. What part of the country currently has no earthquake fault?
THE VALLEY FAULT SYSTEM
TAKE AWAY POINTS ABOUT VFS:
 Its an ACTIVE FAULT SYSTEM in the Greater Metro Manila
Area.
 Composed of two fault segments: East Valley Fault (EVF)
and West Valley Fault (WVF).
 EVF covers several barangays in Rodriguez and San
Mateo Rizal, measures 10 kilometers long.
 WVF runs within Bulacan, Rizal, Metro Manila, Cavite and
Laguna has a length of 100 kilometers.
 The WVF will suffer a stronger earthquake compared to
the EVF. Source: ABS-CBN News
TAKE AWAY POINTS ABOUT VFS:
 PHIVOLCS, in partnership with Geosciences Australia, conducted a
study that WVF can generate a magnitude 7.2 earthquake that
may kill as many as 37,000 people in Metro Manila and Rizal –
nearly six times more than the official death toll from Super
Typhoon Yolanda.
 The study also shows that serious injuries on people may reach up
to 148,000, and more than three million people to be evacuated.
 The VFS earthquake occurs every 400 to 600 years.
 The latest quake was in circa 1658 which is 357 years ago –this
means that the great earthquake may occur in the next 43 years
Source: ABS-CBN News
Valley Fault System
• East Valley Fault
• 10 km (M6.2)
• Municipalities of Rodriguez and San Mateo,
Rizal
• West Valley Fault
• 100 km (M7.2)
• Bulacan ((Doña Remedios Trinidad, Norzagaray
and San Jose Del Monte City)
• Rizal (Rodriguez)
• Quezon City, Marikina City, Pasig City, Makati
City, Taguig City and Muntinlupa City
• Laguna (San Pedro City, Biñan City, Sta. Rosa
City, Cabuyao City and Calamba City)
• Cavite (Carmona, General Mariano Alvarez and
Silang)
AVOIDING EFFECTS OF GROUND RUPTURE
• Avoid construction of
structures on top of
an active fault
• House or building
should be at least 5
meters away from the
trace of the fault
FOCUS AND EPICENTER
FOCUS AND EPICENTER
The FOCUS is the The EPICENTER is a location
point within the earth on the earth's surface directly
where seismic waves above the focus.
originate.
It is the part of the
fault that has the
greatest movement.
The fault plane is the flat surface along
which there is slip (fault) during an
earthquake.
FOCUS AND EPICENTER
ACTIVE and INACTIVE FAULTS
Earthquake faults are caused by the movement of Earth's lithospheric

plate. Active faults have the ability to generate earthquakes while inactive
faults can no longer produce earthquakes.
COMPARISON BETWEEN INTENSITY AND MAGNITUDE
POINT OF
COMPARISON
INTENSITY MAGNITUDE
Amount of seismic
The severity of
Characteristic energy released by an
earthquake shaking that
earthquake that uses
uses a descriptive scale.
quantitative scale.
Modified Mercalli Richter Magnitude

Measuring Tool Intensity Scale Scale
Uses Roman numerals Uses Arabic numbers (6,

Symbol used 6.5, 7, 7.5…)
(I, II, III…)
MAGNITUDE SCALE
 RICHTER SCALE – Developed by Charles Richter
- Arabic numbers
- Decimals to the tenths place.
- Example: Earthquake Magnitude 9.2 on the Richter Scale
 Earthquake magnitude is a measure of the AMPLITUDE of the
amplitude of the seismic waves recorded on the seismogram.
 Magnitude scales are logarithmic based on powers of 10.
 Seismic wave amplitudes increase by 10 times for each unit of the
scale.
RICHTER SCALE of earthquake energy
Each level is
Scale
10
Description
times stronger
Occurrence In Population
than the previous level
Movement
1 Small Daily Every minute Small
2 Small Daily Every hour Small
3 Small Daily Every day Small
4 Small Daily Every week Moderate sudden
5 Moderate Monthly Every 10 years Strong sudden
6 Moderate Monthly Every 30 years Strong sudden
7 Major Monthly Every 50 years Severe sudden
8 Great Yearly Every 100 years Very severe
9 Great Yearly Every 300 years Very severe
10 Super Rarely Every 1000 years
Extreme
A seismometer detects the vibrations caused by an earthquake which
are plotted by a seismograph.
The strength, or
magnitude, of an
earthquake is
measured using
the Richter scale.
The Richter scale is
numbered 0-10.
Seismogram
Tells you:
1)How far away the earthquake occurred, based on the time difference
between p and s –wave arrivals
2)Magnitude of ground motion, based on the amplitude of the surface
waves
Magnitude and Intensity
Intensity
• How strong earthquake feels to observer
• Effects of earthquakes to people and its surroundings
(infrastructures)
Magnitude
• Related to energy release
• Determined from Seismic Records
• Rough correlation between the two for shallow
earthquakes
Mercalli Scale Richter Scale
Measures The effects caused by earthquake The energy released by the earthquake
Measuring Tool Observation Seismograph
Quantified from observation of effect on Base-10 logarithmic scale obtained by

Calculation earth’s surface, human, objects and calculating logarithm of the amplitude of
man-made structures waves.
From 2.0 to 10.0+ (never recorded). A 3.0

Scale I (not felt) to XII (total destruction) earthquake is 10 times stronger than a 2.0
earthquake.
Varies at different distances from the

Varies depending on distance from
Consistency epicenter, but one value is given for the
epicenter
earthquake as a whole.
INTENSITY
How Strong Earthquake Feels to Observer
Depends On:
– Distance to Quake
– Geology
– Type of Building
– Observer!
Varies from Place to Place
• Mercalli Scale- 1 to 12
QUESTION.. QUESTION.. QUESTION
Is it possible to have greater

magnitude but lower
intensity? Or vise versa?
EXPLAIN YOUR ANSWER
TRUE OR FALSE?
Epicenter is also the

point of maximum
destruction or damage.
TRUE OR FALSE?
Faults are classified by

the kinds of movement
that occur along them
YES OR NO?
Can fault slip without

earthquakes?
PHIVOLCS EARTHQUAKE INTENSITY SCALE (PEIS)
 Perceptible to people only under favorable

circumstances
 Delicately balanced objects are disturbed slightly
 Still water in containers oscillate slowly
 Felt by few individuals at rest indoors

 Hanging objects swing slightly
 Still water in containers oscillates
noticeably
 Felt by many people indoors especially in upper floors

of buildings
 Vibration is felt like the passing of a light truck
 Dizziness and nausea are experienced by some people
 Hanging objects swing moderately
 Still water in containers oscillate moderately
 Felt generally by people indoors and by some people outdoors
 Light sleepers are awakened
 Vibration is felt like the passing of a 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
 Generally felt by most people

indoors and outdoors
 Many sleeping people are
awakened
 Some are frightened/ Some run
outdoors
 Strong shaking and rocking felt
throughout any building
 Hanging objects swing violently
 Dining utensils clatter and clink /
Some are broken
 Small, light, unstable objects may fall

or overturn
 Liquid spills from filled open
containers
 Standing vehicles rock noticeably
 Shaking of leaves and twigs are
noticeable
 Many people are frightened / Many run outdoors

 Some people lose their balance
 Motorists feel like driving with flat tires
 Heavy objects or furniture move or may be shifted
 Small church bells may ring
 Wall plaster may crack
 Very old or poorly built houses
and man-made structures are
slightly damaged although
well-built structures are not
affected
 Limited rockfalls and rolling
boulders occur in hilly to
mountainous areas and
escarpments
 Trees are noticeably shaken
 Most people are frightened and run outdoors

 People find it difficult to stand in upper floors
 Heavy objects and furniture overturn and topple
 Big church bells may ring
 Old or poorly built structures suffer considerable 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
 Liquefaction is a process by which loose saturated sand lose strength during an
earthquake and behave like liquid
 Trees are shaken strongly
 People panic
 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 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 structures
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
 People are forcibly thrown to the ground

 Many cry and shake with fear
 Most buildings are totally damaged
 Bridges and elevated concrete structures are toppled and destroyed
 Numerous utility posts, towers, and monument are tilted, toppled or
broken
 Water sewer pipes are bent, twisted or broken
 Landslides and liquefaction with lateral spreadings and sandboils 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 on slops over dikes and banks
 Practically all man-made structures are destroyed

 Massive landslides and liquefaction
 Large-scale subsidence and uplifting of land forms
 Many ground fissures are observed
 Changes in river courses and destructive seiches in
large lakes occur
 Many trees are toppled, broken and uprooted
Seismic Waves
SEISMIC WAVES
Radiated energy that passes through the Earth during and
after an earthquake are called seismic waves.
In physics, there are two basic ways to classify waves (Both
are required to completely describe the wave type)
1st Way: Based on what the wave is

traveling through/along
– Body wave: Motion through the interior
of the Earth
– Surface wave: Motion is along the
surface the Earth
SEISMIC WAVES
2nd Way: Based on how particles are moved by the wave / how the
wave causes the material it is traveling through to deform
– Compressional (LONGITUDINAL) waves
• motion of particles is in the direction of the wave
• causes material to contract and extend
– Shear (TRANSVERSE) waves
• motion is perpendicular to wave direction
• causes material to shear
SEISMIC WAVES
2nd Way: Based on how particles are moved by the wave / how the
wave causes the material it is traveling through to deform
– Compressional (LONGITUDINAL) waves
• motion of particles is in the direction of the wave
• causes material to contract and extend
– Shear (TRANSVERSE) waves
• motion is perpendicular to wave direction
• causes material to shear
BODY WAVE: P Waves
This is the fastest kind of seismic wave, and, consequently, the first to 'arrive' at a
seismic station. The P wave can move through solid rock and fluids, like water or
the liquid layers of the earth. It pushes and pulls the rock it moves through just like
sound waves push and pull the air.
BODY WAVE: S Waves
S wave or secondary wave, which is the second wave you feel in an earthquake.
An S wave is slower than a P wave and can only move through solid rock, not
through any liquid medium. S waves move rock particles up and down, or side-to-
side--perpindicular to the direction that the wave is traveling in (the direction of
wave propagation).
DIFFERENCE BETWEEN THE TWO
TYPES OF BODY WAVES
P WAVES S WAVES
Compressional Waves Shearing Waves
Particles move PARALLEL to the Particles move PERPENDICULAR to

direction of the wave (back and the direction of the wave (left and
forth) right)
Travels in both solid and liquid Travels in solid particles only
particles
Fastest form of seismic waves and Slower than the P-Waves, second
first to arrive in the seismograph to arrive in the seismograph.
QUESTION.. QUESTION.. QUESTION
Why S-Waves can’t

travel to liquid
medium?
To answer this question, I need some
volunteers for a simple demonstration
SURFACE WAVES: Love Waves
The first kind of surface wave is called a Love wave, named after A.E.H. Love, a British
mathematician who worked out the mathematical model for this kind of wave in
1911. It's the fastest surface wave and moves the ground from side-to-side. Confined
to the surface of the crust, Love waves produce entirely horizontal motion.
SURFACE WAVES: Rayleigh Waves
The other kind of surface wave is the Rayleigh wave, named for John William Strutt, Lord Rayleigh, who
mathematically predicted the existence of this kind of wave in 1885. A Rayleigh wave rolls along the
ground just like a wave rolls across a lake or an ocean. Because it rolls, it moves the ground up and down,
and side-to-side in the same direction that the wave is moving. Most of the shaking felt from an
earthquake is due to the Rayleigh wave, which can be much larger than the other waves.
How does the seismic waves helps us to
understand the interior of the Earth?
1. Analyze the graph showing velocities
of seismic waves at varying depth.
2. Label each of the zones to show how
the wave velocity changes
(example write “wave velocity
increasing”)
 What do you think causes such change

in wave velocity?
 Why does S-wave velocity drop to zero
at a depth of 2900 km?
 Describe the properties of the different
layers of the earth based from the
changes in the seismic velocity.
oPrimary or P-waves
pass through liquid and
solid
oSecondary or S-waves
pass only through solid
and not through liquid.
 P-waves travel faster than S-waves.
 The time gap in the arrival of P-wave and S-wave can give the
estimate of the distance to the earthquake.

Sir Dee Earth and Space RTOT

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REGIONAL TRAINING OF TEACHERS (RTOT)

MARVIN L. DIAZ / SHIRLEY G. BAEL

Agree to arrive on time for the beginning of each day and

Agree to listen to other person’s full opinions or ideas and not

Agree to switch off mobile phones while sessions are on going.

The learners demonstrate an understanding of:

The learners shall be able to:

The learners should be able to…

The learners should be able to…

The learners should be able to…

The learners should be able to…

The learners should be able to…

No person or object can predict

Question 3: What type of fault forms when you did procedure a?

Question 5: What type of fault forms when you did procedure b?

Draw an illustration to show what fault forms when you did

Question 7: What type of fault forms when you did procedure c?

Draw an illustration to show what fault forms when you did

2. Paste or glue the fault model onto a piece of folder or cartolina.

Q1. Which way did point B move relative to point A?

Q6. Which way did point C move relative to point D?

Faults Are Classified According to the

REMEMBER: Faults are classified by the kinds of

Miners coined the term

Geologic terminologies are

1. Identify the different variables from the activity.

• Explains how energy is stored in

Q2. What is the distance of the nearest active

Source: ABS-CBN News

Earthquake faults are caused by the movement of Earth's lithospheric

Modified Mercalli Richter Magnitude

Uses Roman numerals Uses Arabic numbers (6,

Measuring Tool Observation Seismograph

Quantified from observation of effect on Base-10 logarithmic scale obtained by

From 2.0 to 10.0+ (never recorded). A 3.0

Varies at different distances from the

Is it possible to have greater

EXPLAIN YOUR ANSWER

Epicenter is also the

Faults are classified by

Can fault slip without

 Perceptible to people only under favorable

 Felt by few individuals at rest indoors

 Felt by many people indoors especially in upper floors

 Floors and walls of wood-framed buildings creak

 Generally felt by most people

 Small, light, unstable objects may fall

 Many people are frightened / Many run outdoors

 Most people are frightened and run outdoors

 People are forcibly thrown to the ground

 Practically all man-made structures are destroyed

1st Way: Based on what the wave is

Particles move PARALLEL to the Particles move PERPENDICULAR to

Why S-Waves can’t

 What do you think causes such change

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