Unit 2 earth & space

Spiraling of Concepts about Earth & Space
 Geology
 Meteorology
 Astronomy

Geology Spiraling Concepts
 Grade 7
Students will learn how to
locate places using a
coordinate system. They will
discover that our country’s
location near the equator and
along the Ring of Fire
influences what makes up the
Philippine environment (e.g.
natural resources, climate).
 Grade 8
As a result of being located
along the Ring of Fire, the
Philippines is prone to
earthquakes. Using models,
students will explain how
quakes are generated by
faults. They will try to identify
faults in the community and
differentiate active faults from
inactive ones.

Geology Spiraling Concepts
 Grade 9
Being located along the Ring of
Fire, the Philippines is home to
many volcanoes. Using models,
students will explain what
happens when volcanoes erupt.
They will describe the different
types of volcanoes and
differentiate active volcanoes
from inactive ones. They will also
explain how energy from
volcanoes may be tapped for
human use.
 Grade 10
Using maps, students will
discover that volcanoes,
earthquake epicenters, and
mountain ranges are not
randomly scattered in different
places but are located in the
same areas. This will lead to an
appreciation of plate tectonics,
a theory that binds many geologic
processes, such as volcanism
and earthquakes, together.

Meteorology Spiraling Concepts
 Grade 7
Students will explain the
occurrence of atmospheric
phenomena (breezes,
monsoons, ITCZ) that are
commonly experienced in the
country as a result of the
Philippines’ location with
respect to the equator, and
surrounding bodies of water and
landmasses.
 Grade 8
Being located beside the Pacific
Ocean, the Philippines is prone
to typhoons. In Grade 5, the
effects of typhoons were tackled.
Here, students will explain how
typhoons develop, how
typhoons are affected by
landforms and bodies of water,
and why typhoons follow certain
paths as they move within the
Philippine Area of Responsibility.

Meteorology Spiraling Concepts
 Grade 9
In this grade level, students will
distinguish weather from
climate. They will explain how
different factors affect the
climate of an area. They will
also be introduced to climatic
phenomena that occur over a
wide area (El Niño and global
warming).
 Grade 10
Note: The theory of plate
tectonics is the sole topic in
Earth and Space in Grade 10.
This is because the theory
binds many of the topics in
previous grade levels and
more time is needed to explore
connections and deepen
students’ understanding.

Astronomy Spiraling Concepts
 Grade 7
Students will explain the
occurrence of the seasons and
eclipses as a result of the
motions of the Earth and the
Moon. Using models, students
will explain that because the
Earth revolves around the Sun,
the seasons change, and
because the Moon revolves
around the Earth, eclipses
sometimes occur.
 Grade 8
Students will complete their
survey of the Solar System by
describing the characteristics of
asteroids, comets, and other
members of the Solar System.

Astronomy Spiraling Concepts
 Grade 9
Students will now leave the Solar
System and learn about the stars
beyond. They will infer the
characteristics of stars based on the
characteristics of the Sun. Using
models, students will show that
constellations move in the course of
a night because of Earth’s rotation
while different constellations are
observed in the course of a year
because of the Earth’s revolution.
 Grade 10

Baguio earthquake, deadliest in Philippine
history, took place 22 years ago
By: Samuelle M. Jardin, InterAksyon.com
July 16, 2012 4:48 PM

http://vanillasandbar.tumblr.com/

Earthquake epicenters 1963-1998
Image courtesy of NASA

Ring of Fire
The Philippines is one
of the countries located
along the Ring of Fire.
The Ring of Fire refers to
the region around the
Pacific Ocean that are
commonly hit by
earthquakes and volcanic
eruptions. Earthquakes
will be covered in grade 8
level while volcanic
eruptions will be tackled
in the next.

KEY QUESTIONS
 Why do earthquakes occur?
 What is the relationship between
earthquakes and faults?

What is a fault?
Activity 1: A Fault-y Setup

What is a fault?
Objectives:
After performing this activity, you should be able to:
1. describe the appearance of a fault; and
2. explain how a fault forms.

What is a fault?
Materials Needed:
two sheets of cardboard (or folder)
fine sand
ruler
newspaper (or plastic sheet ) as wide as a
newspaper page

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).

Procedure:
3. Pour sand along the boundary of the two sheets (Figure 2).

Procedure:
4. With the ruler, flatten the top of the sand and make two parallel lines.

Procedure:
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?

http://www.geerassociation.org/GEER_Post%20EQ%20Reports
/Duzce_1999/kaynasli1.htm

Aerial Photo of Wallace Creek and San Andreas Fault (Copyright by David
Lynch)
http://epod.usra.edu/blog/2006/12/aerial-photo-of-wallace-creek-and-san-andreas-fault.html

http://www.iris.edu/gifs/animations/faults.htm
Fault Motion
These animations are very elementary examples of
fault motion intended for simple demonstrations.
For more about faults see the NOAA slide show and
information page - a rich source of images and
textual information.

1] DIP-SLIP FAULTS
a) Normal Fault
In a normal fault, the block
above the fault moves down
relative to the block below the
fault. This fault motion is caused
by tensional forces and results
in extension. [Other names:
normal-slip fault, tensional fault
or gravity fault]

b) Reverse Fault
In a reverse fault, the block above
the fault moves up relative to the
block below the fault. This fault
motion is caused by compressional
forces and results in shortening. A
reverse fault is called a thrust fault
if the dip of the fault plane is small.
[Other names: thrust fault, reverse-
slip fault or compressional fault]

2] STRIKE-SLIP FAULT
In a strike-slip fault, the movement of
blocks along a fault is horizontal. If the
block on the far side of the fault moves
to the left, as shown in this animation,
the fault is called left-lateral. If the block
on the far side moves to the right, the
fault is called right-lateral. The fault
motion of a strike-slip fault is caused by
shearing forces. [Other names:
transcurrent fault, lateral fault, tear fault
or wrench fault]

3] OBLIQUE-SLIP FAULT
Oblique-slip faulting suggests
both dip-slip faulting and strike-
slip faulting. It is caused by a
combination of shearing and
tension of compressional forces.

http://www.srh.noaa.gov/jetstream/tsunami
/plates.htm

http://www.iris.washington.edu/gifs/slides/faults
/slideshow/pages/slide5.htm
Right-Lateral Strike-Slip Fault
5. Drain offset produced by seismic creep along the San Andreas fault at the Almaden Winery in central
California. The winery is also experiencing offset walls, bent and broken pipes, etc., due to seismic
creep. Motion along the fault is mostly strike-slip.
[Photo credit: University of California, Berkeley.]

Normal Fault
14. This section of the normal fault scarp was produced by the earthquake of October 28, 1983, at Borah
Peak, Idaho. It is 678.7 m northwest of the alluvial fan head on Rock Creek. Nearly vertical slickensides
on the fault surface are visible on the lower half of the scarp. The scarp is 2.5 m high at this location. The
earthquake killed two children in Challis, Idaho, and caused $12.5 million in property damage.
[Photo credit: R.C. Bucknam, U.S. Geological Survey]

http://geology.csupo
mona.edu/janourse/
TectonicsFieldTrips.
htm

http://geomaps.wr.usgs.gov/archive/socal/geolog
y/inland_empire/socal_faults.html

Reverse Fault
18. A view of the French reverse fault in a roadcut on the west side of French Gulch just south of the Sun
River in Lewis and Clark County, Montana, as it appeared in 1966. This reverse fault places the lower
beds of the Castle Reef Dolomite (light gray) onto the Flood Shale member of the Blackleaf Formation
(dark gray). The fault dips 60° W, and the overlaying strata dip about 50° W. The black shales beneath the
fault are badly crumbled, whereas the carbonate beds above it are undisturbed.
[Photo credit: M.R. Mudge, U.S. Geological Survey]

How do faults produce earthquakes?
Activity 2: Stick ‘n’ Slip

Focus and Epicenter
Demo 3: Fault Model

How strong is the earthquake?
Intensity Magnitude
effects on
people/surroundings
energy released
Roman numerals Hindu-Arabic numerals
Philippine Earthquake
Intensity Scale (PHIVOLCS)
Richter scale

Do you live near an active fault?

Earthquakes and Tsunamis
Activity 2: Tsunami!

Unit 2 earth & space

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