Republic of the Philippines

Department of Education
Region IV-A (CALABARZON)
Division of Rizal

Francisco P. Felix Memorial National High School

Cainta, Rizal
SY: 2020-2021

Name: _________________________________________________ Grade 10 Section: _____________

Activity 1
Find the Center

Objective: Locate the epicenter of an earthquake using the triangulation method.

Materials: Hypothetical records of earthquake waves

Philippine Map
Drawing compass ruler Calculator

Procedure:
1. Study the data showing the difference in the arrival time of P-wave and S-wave on three (3) seismic
recording stations

Recording Stations Time difference (Td) in the arrival Distance of epicenter from the
time of P-wave and S-wave (in station (in Kilometers)
seconds)
Virac, Catanduanes 19.20
Mamburao, Occidental Mindoro 40.53
Surigao, Surigao Del Norte 42.666

2. Compute for the distance of the epicenter from each of the stations using this formula

Td
d= 8 sec X 100 km
where: d = distance in km
Td = Time difference in the arrival time of P-wave and S-wave (in seconds)
(Note: this formula is suited because 8 seconds is the interval between the time arrival of
the P-wave and S-wave at 100 km.)

3. Choose one of the recording stations and measure the computed distance on the
map scale (the map scale to be use in the map is 1.5 cm: 200 km). Set your drawing
compass for the computed distance.
 4. Repeat steps 3 and 4 for the rest of the stations. You should get three circles that
intersected at one point. This intersection is the epicenter.

In the activity made, kindly answer the following questions

Q1. Where is the epicenter of this hypothetical earthquake?

Q2. What difficulty will you encounter if you only have data from two recording stations/

Additional Activity

In the previous activity, the hypothetical earthquake happened locally, that is why we use
the formula stated in the procedure. But, if the earthquake took place at a greater distance,
seismologists use the distance-time graph similar to the figure below in determining the location
of the epicenter.

The distance-time graph above shows that the S-P interval is about 10 minutes. Use the given figure to
answer the questions
Q3. What is the distance of the epicenter, from the seismic station?
Q4. What do you think is the importance of determining the epicenter of an earthquake?
Q5. Enumerate the correct sequence of determining the epicenter of an earthquake base on the activity.

Conclusion:
 Republic of the Philippines
Department of Education
Region IV-A (CALABARZON)
Division of Rizal

Francisco P. Felix Memorial National High School

Cainta, Rizal
SY: 2020-2021

Name: _________________________________________________ Grade 10 Section: _____________

Activity 2
Let’s Mark the Boundaries

Objectives:
1. Describe the distribution of active volcanoes, earthquake epicenters, and major mountain belts
2. Determine the scientific basis for dividing the lithospheric plates.

Materials:
Figure 1: Map of earthquake distribution
Figure 2: Map of Active Volcanoes around the world
Figure 3: Mountain ranges of the world
3 pieces of plastic sheets used for book cover, same size as a book
3 pentel pens (of different colors)

Figure 1: Map of earthquake distribution (Red, green and blue dots represent earthquake epicenters)
Procedure:
1. Study Fig.1 showing the earthquake distribution around the world. Trace the approximate locations of
several earthquake “clusters” using a marking pen on one of the plastic sheets
Q1. How are earthquake distributed on the map?
Q2. Where are they located?
Q3. Where are there no earthquake?
Q4. Why is it important for us to identify areas which are prone to earthquake?

Figure 2: Map of active volcanoes (Red areas represent presence of volcanoes)

2. Study the map of active volcanoes in Figure 2. Trace on the separate sheet of plastic the distribution of
active volcanoes, use other color of marking pen. Place the earthquake plastic sheet over the volcano
plastic sheet.
Q5. How are volcanoes distributed?

Q6. Where are they located?

Q7. Based on the map, mention a country that is unlikely to experience a volcanic eruption.

Q8. Compare the location of majority of earthquake epicenters with the location of volcanoes around the world
 Figure 3: Map of Mountain ranges in the world

3. Study Figure 3, the orange portion indicates the mountain ranges in the world. Trace the mountain ranges
on the map using another sheet of plastic with other color of pen.
Q9. How will you relate the distribution of mountain ranges with the distribution of earthquake epicenters and
volcanoes?

Now that you have seen the location of volcanoes, mountain ranges and majority of earthquake epicenters in the
maps
Q10. What do you think is the basis of the scientists in dividing earth’s lithosphere into several plates?

Q11. How do you call a region in the world where most active volcanoes and clusters of earthquake epicenters is
located?

Conclusion
 Republic of the Philippines
Department of Education
Region IV-A (CALABARZON)
Division of Rizal

Francisco P. Felix Memorial National High School

Cainta, Rizal
SY: 2020-2021

Name: _________________________________________________ Grade 10 Section: _____________

Activity 3

Head- on Collision
A. Converging Continental Plate and Oceanic Plate

Objective:
1. Explain the processes that occur along convergent plate boundaries
2. Determine the consequences of colliding plates
Procedure
1. Study Figure 1. Showing a cross-sectional diagram of plates that are converging, and answer the questions
that follows.

Q1. What type of plate is Plate A? What about plate B? Why do you say so?

Q2. Describe what happens to Plate A as it collides with Plate B? Why?

Q3. What do you think may happen to the leading edge of plate A as it continues to move downward? Why?

Q4. What do you call this molten material?

Q5. What is formed on top of Plate B?

Q6. As the plates continue to grind against each other, what other geologic events could take place?

Part B. Convergence of Two Oceanic Plates

2. Study Figure 2, showing the cross-section of two converging oceanic plates

Using the knowledge gained from previous activity, identify the geologic events or features resulting from this
collision.
Q7. What are the geologic processes/events that will occur because of this plate movement?

Q8. What geologic feature might form at the surface of Plate A?

Q9. If the edge of Plate A suddenly flicks upward, a large amount of water maybe displaced. What could be formed at
the surface of the ocean?
Part C. Convergence of Two Continental Plates
Materials:
Modeling clay 2 blocks of wood paper or used illustration board
Procedure:
1. On a piece of paper, flatten the modeling clay with the palm of your hand.
2. Cut the clay into four strips; each strip should be 0.5 cm thick, 4 cm wide and 12 cm long.
3. Put 4 strips on top of the other.
4. Place a block of wood at the end of the clay strips and slowly push the two blocks together. Observe what
happens to the clay. Look at the figure below:

clay wood

Q10. What happened to the strips of clay as they were pushed from the opposite ends?

Q11. If the strips of clay represent the Earth’s lithosphere, what do you think is formed in the lithosphere?

Q12. What other geologic events could take place with this type of plate movement aside from your answer in Q11?

Q13. In terms of consequences on the Earth’s lithosphere, how will you differentiate this type of convergent plate
boundary with the other two types?