Science 8 Q2 M1 Faults and Earthquakes PDF

8 Science Quarter 2_Module 1 Faults and Earthquakes 1 Science – Grade 8 Alternative Delivery Mode Quarter 2 – Module 1: Faults and Earthquakes First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Go...

8 Science Quarter 2_Module 1 Faults and Earthquakes 1 Science – Grade 8 Alternative Delivery Mode Quarter 2 – Module 1: Faults and Earthquakes First Edition, 2020 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.e., 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. Development Team of the Module Writer: Audrey R. Masbang Reviewers: Jennifer S. Mirasol Illustrator: Layout Artist: Plagiarism Detector Software : PlagiarismDetector.com Grammar Software : CitationMachine.com Management Team: Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V Assistant Schools Division Superintendent : Marcelita S. Dignos, EdD, CESO VI Curriculum Implementation Division Chief : Oliver M. Tuburan, EdD EPSVR- Science : Jennifer S. Mirasol EPSVR- LRMDS : Teresita A. Bandolon ADM Coordinator : Marigold J. Cardente Printed in the Philippines by Department of Education – Division of Lapu-Lapu City Department of Education – Region VII Central Visayas Lapu-Lapu City Division Office Address: B.M. Dimataga St., Lapu-Lapu City Tel No. (032) 410-4525 Email Address: [email protected] 2  Introductory Message Welcome to the Science 8 Module on Earthquakes and Faults! In this lesson, the learners are expected to understand how earthquakes occur and explain how earthquakes are associated with faults. This module will also highlight the comparison between focus and epicenter, magnitude and intensity; and active and inactive faults. More so, it will give us significant information on how earthquakes led to the understanding of the Earth’s interior. Several activities will be provided to engage learners in making personalized generalizations about earthquakes and faults. Furthermore, this learning resource seeks to develop the core skills which are significant in promoting scientifically inclined learners. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This module is self-explanatory. You are expected to encourage, assist and keep track of the learners as they do the tasks included in the module. Notes to the Learners This module is self-explanatory. You are expected to follow the module sequentially and independently. Answer the activities and assessment with outmost honesty. Notes to the Facilitator/Parent This module is self-explanatory. Provide ample time for the learner to finish the task given and a space conducive for learning. The role of the facilitator/parent is to explain a topic for clarification. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. 3 We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! What I Need to Know One of the most frightening natural calamities on Earth is the occurrence of earthquake. Due to the location of the Philippines, our country is so prone to experience the shaking and trembling of the ground which can sometimes lead to destruction and death. In this module, we will explore on the causes as to why earthquakes occur and understand the relationship between faults and earthquakes. Moreover, it seeks to provide adequate information on how faults generate earthquakes, differences between epicenter and focus, magnitude and intensity, active and inactive faults and how these earthquakes offer information about the Earth’s interior. One of the most unforgettable earthquakes that happened in Cebu was in 2013. Most of the historical sites such as old churches in Cebu and Bohol were severely damaged brought the effects of 7.2 magnitude. The Most Essential Learning Competency: Using models or illustrations, explain how movements along faults generate earthquakes (S8ES-IIa-14) Differentiate the epicenter from its focus; intensity of an earthquake from its magnitude; active and inactive faults (S8ES-IIa-15) This module includes activities and worksheets which will make learning more fun and engaging. Good luck, students and parents! What I Know Read the statements very carefully. Write the chosen letter on a separate sheet of paper. 1. What do you call a break in the Earth’s crust along which significant movement has taken place? A. Earth B. Fault C. Tectonic movement D. Tsunami 4  2. What service institute of the Department of Science and Technology is responsible for monitoring and mitigation of volcanic eruptions, earthquakes and tsunami? A. DENR B. PAGASA C. PEIS D. PHIVOLCS 3. The Philippines was hit with a strong earthquake on October 15, 2013. It has a magnitude of 7.2 and was located 6 kilometers Southwest of Sagbayan, Bohol. Sagbayan refers to the _________ of the earthquake. A. Epicenter B. Fault Center C. Focus D. Origin 4. Which point indicates the origin of the earthquake? A. A B. B C. C D. None of the above 5. How does focus differ from epicenter? A. Epicenter refers to the point where the earthquake originates while focus is the point above the epicenter. B. Focus is a break from Earth’s crust while epicenter is the energy released by an earthquake. C. Focus refers to the point where the earthquake originates while epicenter is the point above the focus. D. Focus refers to the damaged caused by the earthquake while epicenter is the break of the Earth’s surface. Lesson 1 Faults and Earthquakes The occurrence of earthquake is inevitable. Nobody knows when and where this phenomenon will happen. Philippines is one of the countries that lie along the Pacific Ring of Fire, thus, earthquakes and volcanic eruptions are likely to occur. Strong earthquakes have caused countless deaths all over the world, even before people have started recording these events. In 2013, Cebu and Bohol experienced a strong tremor which brought death and destruction of various historical sites such as old churches and other infrastructures. It is believed that earthquakes are associated with faults. When a fault suddenly moves, earthquakes take place. Are you familiar with faults? How does a fault look like? How do faults generate earthquake? 5  What’s In Study the illustration below and write your answers on the space provided. (Image courtesy of the GEER Association and National Science Foundation) Guide Questions 1. What did you notice with the road? ________________________________________________________________________________________ 2. What causes it to look that way? ________________________________________________________________________________________ What’s New Activity 1: A fault-y setup Objectives: After performing this activity, you should be able to: 1. Describe the appearance of a fault; and 2. Explain how a fault is formed. Materials Needed: Two sheets of cardboard (or used folder) fine sand Newspaper (or plastic sheet) as wide as a newspaper page rule Procedure: 1. Spread the newspaper on a table. Do the activity on the newspaper. 2. Arrange the two sheets of cardboard edge to edge (Figure 1) 6  Figure 1. Cardboard sheets placed side by side. 3. Pour sand along the boundary of the two sheets (Figure 2). Figure 2. Sand along the boundary. 4. With the ruler, flatten the top of the sand and make two parallel lines. Figure 3. Top of sand and flattened. 5. Now, move the sheets slowly in the direction shown in Figure 3. Q1. As you move the sheets, what is formed in the sand? ________________________________________________________________________________________ Q2. What happens to the lines? ________________________________________________________________________________________ Q3. What do you call the break or fracture on the Earth’s surface? ________________________________________________________________________________________ Activity 2: Stick ‘n’ slip Objectives After performing this activity, you should be able to: 1. explain how faults generate earthquakes and 2. explain why not all movement along faults produces earthquakes. 7 Materials Two small boxes (fruit juice boxes are ideal) rubber band Masking tape paper clip Procedure: 1. Attach the rubber band to the paper clip. Then attach the paper clip to one end of one box. (See Figure 4. The rule is included for scale) Figure 4. Two boxes- one with rubber band attached to a paper clip 2. Place the boxes side by side. Put a toy house on the box with the rubber band. Then tape (lightly) the two boxes together as shown in Figure 5. Important: Do not stick the tape on the boxes too much. The tape is meant to come off. Figure 5. Two boxes side by side and lightly taped. Toy house on top of the box with rubber band. 3. With your left hand, hold the box without the rubber band in place. With your other hand, slowly pull on the rubber band in the direction shown in Figure 6. Q1. What happens to the rubber band? _________________________________________________________ Q2. Keep on pulling the rubber band. What happens to the box attached to the rubber band? Note: The tape is Figure 6. Rubber band on box with toy supposed to come off, so stick it on very lightly. house pulled slowly. Observe what happens. ________________________________________________________________________________________________________ 8 Q3. What happens to the “toy house?” _______________________________________________________________________________________________ Q4. Which is the “fault” in this setup? _______________________________________________________________________________________________ What is It The activities above show how faults generate earthquake. Fault is a break in the Earth’s crust, and along the break, significant movement has taken place. According to the Department of Science and Technology (DOST), the 1200-km long Philippine Fault Zone is a major tectonic feature that transects the whole Philippine archipelago from Northwestern Luzon to Southeastern Mindanao. This arc-parallel, left-lateral strike slip fault is divided into several segments and has been the source of large-magnitude earthquakes in recent years (https://www.phivolcs.dost.gov.ph/index.php /2-uncategorised/635-philippine-fault-zone-maps). How do faults generate earthquakes? When a fault moves, it can sometimes led to the alteration of the Earth’s surface such as the road that The second activity shows the occurrence of was originally continuous but due to earthquake, the road is cut into two sections. earthquake. Imagine that the boxes represent the ground and boundary between them as fault. Energy from inside the Earth makes the ground move. This is simulated by pulling on the rubber band. When you pulled the rubber band, the boxes did not move right away because there was a masking tape (friction) that placed in between the two boxes. This means that not all energy released by the Earth leads to such movement since friction is present in the ground. It keeps the rocks in place. Once friction is overcome, the ground suddenly moves, and an earthquake occurs. This process is known as stick and slip. In this process, at first rocks are stuck together due to friction. Later, the rocks suddenly slip (meaning moving quickly), generating an earthquake. Every time a fault slips, the Earth quakes. 9  Lesson 2 Focus and Epicenter After exploring the relationship between faults and earthquakes, now we will be familiar with some significant terms when earthquakes are reported in the news. Most of the common terms that we get to encounter are focus and epicenter. What’s In Back in 2013, a strong earthquake hit Cebu and Bohol. According to the report, it has a magnitude of 7.2 and was located 6 kilometers Southwest of Sagbayan, Bohol. Sagbayan refers to the epicenter of the earthquake. According to Garciano and Taclibon (2013), the strong ground motion was caused by a reverse thrust movement of a newly discovered fault now named as the North Bohol fault. The upward movement caused widespread damage to lives and properties especially on the westside of the fault line. Focus and epicenter are two essential terms that we need to be familiar with in order to fully grasp how earthquakes originate. What’s New All earthquakes start beneath Earth’s surface. The focus/hypocenter of an earthquake is the point underground where rocks first begin to move. Seismic waves travel outward from the earthquake’s focus. The epicenter is the point of Earth’s surface directly about the focus. Scientists often name an earthquake after the city that is closest to its epicenter. http://www.classzone.com/vpg_ebooks/sci_sc_8/accessibility/sci_sc_8/page_228.pdf 10  To highlight the difference between focus and the epicenter of an earthquake, please refer to the illustration below. Q1. What do you call the spot where the earthquake originates? _______________________________________________________________________________________________ Q2. How does epicenter differ from focus? _______________________________________________________________________________________________ Q3. What happens to the structures that are near and far from the epicenter? _______________________________________________________________________________________________ What is It Where does an earthquake start? In order for the scientists to determine the origin of the earthquake, terms such as focus or hypocenter and epicenter are usually used. Image source: U.S. Geological Survey Focus or hypocenter is the origin of the earthquake and is hidden “underground.” The spot directly above the focus or hypocenter on the surface of the Earth is called the epicenter. Seismograph is an instrument that records seismic waves created by earthquakes. https://inventionsky.com/seismograph/ 11  Lesson 3 Intensity and Magnitude We all know that threats brought about by the occurrence of earthquakes. When we speak of destruction caused by earthquakes, most of the words that come into our minds are intensity and magnitude. But, do these terms mean the same thing? What’s In Earthquake is a phenomenon that can never be predicted by anyone. Once it happens, scientists are likely to take note on the effects it brings. Among the characteristics of earthquakes are magnitude and intensity. The Philippine Institute of Volcanology and Seismology (PHIVOLCS) utilized the PHIVOLCS Earthquake Intensity Scale to determine the intensity of earthquakes in the Philippines. It has been recalled that century- old buildings and churches were severely affected by the 2013 earthquake that took place in Bohol. Aside from the physical destruction, it also created stampedes and commotions to both provinces. A 7.2 quake underneath Bohol island, damaging structures like this old church in Loboc town. Source: https://www.bbc.com/news/world-asia-24530042 What’s New Look into the pictures and reflect on how devastating the 2013 Bohol earthquake that has affected the neighboring provinces such as Cebu. 12  People ran out onto the streets in Cebu- one A police officer surveys the damage in Cebu of the country’s major cities City Source: https://www.bbc.com/news/world- Source: https://www.bbc.com/news/world- asia-24530042 asia-24530042 Many were also evacuated from buildings, like this hospital in Cebu, where patients were led to safer areas. Source: https://www.bbc.com/news/world-asia-24530042 Activity 1: My Reflection Direction: Write your personal insights and reflection on the pictures that were shown above. What is the message of these illustrations? How does earthquake affect us? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ __________________________________________________________________________________________ What is It How Strong is the Earthquake? The strength of an earthquake is measured by determining its magnitude and intensity. It has been noted in the previous lesson that friction keeps the rocks in place and when the energy from the earth overcomes friction, the rocks suddenly snap and the stored energy is released. The released energy refers to the magnitude of an earthquake. Therefore, the greater is the magnitude, the stronger the earthquake. On the other hand, intensity of an earthquake is based on the effects the earthquake in various places. Moreover, magnitude uses Hindu-Arabic numerals (2,3,4) while intensity employs Roman numerals (I, II, III) in measuring how strong the earthquake is. : https://www.sms-tsunami-warning.com/pages/richter-scale#.X6uu82gzbIU 13 Richter Scale Source The Richter magnitude scale is a common standard measurement of earthquakes. It was invented in 1935 by Charles F. Richter of the California Institute of Technology as a mathematical device to compare the size of earthquakes. PHIVOLCS Earthquake Intensity Scale Intensity Description Scale Scarcely Perceptible- Perceptible to people under favorable circumstance. Delicately I balanced objects are disturbed slightly. Still Water in containers oscillates slowly Slightly Felt - Felt by few individuals at rest indoors. Hanging objects swing slightly. II Still Water in containers oscillates noticeably. Weak - Felt by many people indoors especially in upper floors of buildings. Vibration III is felt like one passing of a light truck. Dizziness and nausea are experienced by some people. Hanging objects swing moderately. Still water in containers oscillates moderately. Moderately Strong - Felt generally by people indoors and by some people outdoors. Light sleepers are awakened. Vibration is felt like a passing of heavy truck. Hanging IV 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. Strong - 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 building. Hanging objects swing violently. Dining utensils clatter and V clink; some are broken. Small, light and unstable objects may fall or overturn. Liquids spill from filled open containers. Standing vehicles rock noticeably. Shaking of leaves and twigs of trees are noticeable. Very Strong - Many people are frightened; many run outdoors. Some people lose their balance. motorists feel like driving in flat tires. Heavy objects or furniture move or may be shifted. Small church bells may ring. Wall plaster may crack. Very old or poorly VI built houses and man-made structures are slightly damaged though well-built structures are not affected. Limited rockfalls and rolling boulders occur in hilly to mountainous areas and escarpments. Trees are noticeably shaken. Destructive - Most people are frightened and run outdoors. People find it difficult to stand in upper floors. Heavy objects and furniture overturn or topple. Big church bells may ring. Old or poorly built structures suffer considerably damage. Some well-built structures are slightly damaged. Some cracks may appear on dikes, fishponds, road VII surface, or concrete hollow block walls. Limited liquefaction, lateral spreading and landslides are observed. Trees are shaken strongly. (Liquefaction is a process by which loose saturated sand lose strength during an earthquake and behave like liquid). Very Destructive - People panicky. 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 VIII and monuments mat tilt or topple. Water and sewer pipes may be bent, twisted or broken. Liquefaction and lateral spreading cause man- made structure 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. 14  Fissures and faults rapture may be observed. Trees are violently shaken. Water splash or stop over dikes or banks of rivers. Devastating - People are forcibly thrown to ground. Many cry and shake with fear. Most buildings are totally damaged. bridges and elevated concrete structures are toppled or destroyed. Numerous utility posts, towers and monument are tilted, toppled or broken. Water sewer pipes are bent, twisted or broken. Landslides and IX liquefaction with lateral spreading 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. Completely Devastating - Practically all man-made structures are destroyed. Massive landslides and liquefaction, large scale subsidence and uplifting of land X forms and many ground fissures are observed. Changes in river courses and destructive seiches in large lakes occur. Many trees are toppled, broken and uprooted. Now, do the following thought exercise. Suppose an earthquake occurred in Luzon. Do you think the intensity or the effects of such movement is the same all over the country? Reflect and brainstorm on the following questions. A. When an earthquake occurs, where do you think the shaking should be greater? Near the epicenter or away from the epicenter? ____________________________________________________________________________________________ B. Where would most damage likely to happen? Near the epicenter or away from the epicenter? ____________________________________________________________________________________________ C. Based on your answers, where do you think the intensity be higher? Near the epicenter or away from the epicenter? ____________________________________________________________________________________________ Lesson 4 Active and Inactive Faults After learning about the faults and how they generate earthquakes, we have also understood the differences between epicenter and focus as well as intensity and magnitude. In this lesson, we will explore how scientists determine whether a fault is active or not. 15  What’s In We all know the PHIVOLCS has recorded many fault lines in the Philippines. It is very important that we are informed and aware on the existing fault that is present in our community so that prevention of untoward incidences must be put beforehand. Based on the previous lesson, we learned that fault is a break on the Earth’s surface, and along this fracture, a significant movement has taken place. So therefore, earthquakes happen along a fault. What’s New There are two types of faults, active fault and inactive fault. Below is the picture as to how an active fault and inactive fault look like. Source: https://paleoseismicity.org/active-and-inactive-faults/ What is It An active fault is one that has moved in the past and is expected to move again. In simple terms, this means that active faults have produced earthquakes and can generate movements in the future. There are so many ways that the scientists have identified the active faults, to wit: Scientists check historical records. It has been noted that historians have documented all the destructive events such as earthquake. 16  Scientists also spend time studying the vibrations that are generated from faults. They also observe their surroundings if there are signs of active and inactive faults. Most of the time, a displaced road or a stream channel that is shifted in a different direction may be a good indicator that a given place has a fault. Why is there a need to know about active and inactive faults? It is very important to know the location of the fault so that we can prevent any severe destruction when earthquake occurs. PHIVOLCS has mapped out the fault lines that run within the country and reminded the public not to construct any significant structures that are situated in a fault line. What’s More Activity 1- “Earth Quick” Direction: Make a short description on the words provided. 1. Earthquake __________________________________________________________ 2. Fault _________________________________________________________ 3. Magnitude ___________________________________________________________ 4. Focus ___________________________________________________________ 5. Richter Scale ________________________________________________________ 6. Intensity ___________________________________________________________ 7. Active fault __________________________________________________________ 8. PHIVOLCS __________________________________________________________ 9. Inactive fault ________________________________________________________ 10. PEIS ________________________________________________________ What I Have Learned Match column A with column B. Write the letter of the correct answer. Column A Column B _____ 1. Fault A. strength of earthquake _____ 2. Magnitude B. break or fracture on the Earth’s surface _____ 3. Friction C. the spot above the focus _____ 4. Focus D. force that keeps the rocks to stay in place _____ 5. Intensity E. origin of the earthquake _____ 6. Epicenter F. effects of earthquake What I Can Do Compare and contrast the following terms. Write your answers on the space provided. 17  Focus Epicenter Magnitude Intensity Active Fault Inactive Fault Assessment Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. What is referred to as the strength of an earthquake? A. Fault B. Focus C. Intensity D. Magnitude 2. Directly above the focus of an earthquake, on the surface, is the ______________ A. Crack B. Epicenter C. Focus D. Joint 3. What do you call a break in rocks where significant movement has taken place? A. Fault B. Focus C. Intensity D. Magnitude 4. What refers to the amount of damage an earthquake has done to homes and buildings? A. Fault B. Focus C. Intensity D. Magnitude 5. What do you call the point in Earth’s interior where the energy released of an earthquake occurs? A. Fault B. Focus C. Intensity D. Magnitude 6. What service institute of the Department of Science and Technology is responsible for monitoring and mitigation of volcanic eruptions, earthquakes and tsunami? A. DENR B. PAGASA C. PEIS D. PHIVOLCS 7. What do you call a fault that has moved in the past and is expected to move again? A. Active Fault B. Inactive Fault C. Normal Fault D. Side Fault 18  8. How does focus differ from epicenter? A. Epicenter refers to the point where the earthquake originates while focus is the point above the epicenter. B. Focus is a break from Earth’s crust while epicenter is the energy released by an earthquake. C. Focus refers to the point where the earthquake originates while epicenter is the point above the focus. D. Focus refers to the damaged caused by the earthquake while epicenter is the break of the Earth’s surface. 9. When the force of rocks is great enough, they break, producing vibrations called ____________________. A. Earthquake B. Faults C. Strain D. Stress 10. If earthquake is away from the epicenter, the intensity is ____________. A. High C. Equal to the shaking felt near the epicenter B. Less D. Not observable Answer Key Lesson 1 Lesson 3 Lesson 1 WHAT’S NEW WHAT’S NEW WHAT’S IN WHAT I KNOW A Fault-y Setup My Reflection The roads are shifted or displaced. Q1. A crack, line or 1. B Answers may vary. break is formed in the 2. D Due to the sand. 3. A movement of the 4. A ground/earthquake Q2. The lines are 5. C shifted or displaced. Lesson 1 WHAT’S NEW Q3. Fault Lesson 2 WHAT’S NEW Stick ‘n’ slip Lesson 3 WHAT IS IT Q1. Epicenter Q1. The rubber band A. When an earthquake occurs, Q2. Epicenter is the stretches. different places will have different spot above the focus while focus is the Q2. The box jerks intensities. That is because origin of the forward. different areas will experience earthquake where it different degrees of shaking. Near lies underneath. Q3. The “house” falls the epicenter, the shaking is great, over. so the intensity there will be high. Q3. Structures that Away from the epicenter, the are near to the Q4. The fault is the intensity is less. epicenter may boundary between experience greater B. Most damage is likely to happen the two boxes. damage as compared near the epicenter. to those that are far C. Intensity will be great near the from the epicenter. epicenter. 19  WHAT I CAN DO ASSESSMENT WHAT I HAVE LEARNED Focus- is the origin of the earthquake and is hidden “underground.” 1. D Epicenter- the spot directly above the focus or 2. B 1. B hypocenter on the surface of the Earth. 3. A 2. A Magnitude- the strength of an earthquake 4. C 3. D Intensity- based on the effects of earthquakes in 5. B 4. E various places. 6. D 5. F Active fault- is a fault that has moved in the past 7. A 6. C and is expected to move again. 8. C Inactive fault- is a seismic structure that have not seen or experienced any earthquake activity in the 9. A past millions of years. 10. B WHAT’S MORE 1. Earthquake- vibrations that are produced due to the energy released from the Earth 2. Fault- a break or fracture of the Earth’s surface where significant movement has taken place. 3. Magnitude- refers to the strength of the earthquake 4. Focus- refers to the origin of the earthquake 5. Richter scale- a common standard used to measure the magnitude of the earthquake 6. Intensity- the effects and damages caused by the earthquake 7. Active fault- faults that have moved and caused earthquakes in the past and are expected to do so again in the future. 8. PHIVOLCS- a government agency that is responsible in monitoring natural events such as earthquakes. 9. Inactive fault- is a seismic structure that have not seen or experienced any earthquake activity in the past millions of years. 10. PEIS- is a seismic scale used and developed by PHIVOLCS to measure the intensity of the earthquake. References Journal: Garciano & Taclibon (2013). The October 15, 2013 Bohol Island, Philippines earthquake and its damaging effects: An investigative report. 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