Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

12

GENERAL PHYSICS 2
2nd Semester - Module 2
ELECTRIC POTENTIAL
General Physics 2 - Grade 12 (STEM)
Support Material for Independent Learning Engagement (SMILE)
Module 2: Electric Potential
First Edition, 2021

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Development Team of the Module

Writer: Jeovanny A. Marticion
Editor: Helen M. Ogoc
Reviewers: Helen M. Ogoc, Zyhrine P. Mayormita
Layout Artist: Oliver A. Manalo
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Amelinda D. Montero - Chief Education Supervisor, CID
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Ronillo S. Yarag - Education Program Supervisor, LRMS
Zyhrine P. Mayormita - Education Program Supervisor, Science
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Joselito S. Tizon - Principal, Zambonga del Norte NHS

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 What I Need to Know
This module will help you in understanding the basic concepts of electric
potential and electric potential energy. At the end of this module, you should
be able to:

1. Relate the electric potential with work, potential energy, and

electric field. (STEM_GP12EM-IIIb-15);

2. Determine the electric potential function at any point due to highly

symmetric continuous charge distributions (STEM_GP12EM-IIIc-17);

3. Infer the direction and strength of electric field vector, nature of

the electric field sources, and electrostatic potential surfaces given the
equipotential lines Define the work done by the electric force. (STEM_GP12EM-
IIIc-18);

4. Calculate the electric field in the region given a mathematical

function describing its potential in a region of space (STEM_GP12EM-IIIc-20);
and

5. Solve problems involving electric potential energy and electric

potentials (STEM_GP12EM-IIIc-22)

What's In
The concept of energy in General Physics 1 was useful in studying
mechanics. The motion of the objects can be predicted by utilizing the law of
conservation of energy. For instance, when you lift a book you are changing the
gravitational potential energy. Lifting the object against the gravitational
influence would mean doing work on the ball.
The concept of potential energy can also be associated with electrostatic
behavior. This has been widely used in practical applications such as
televisions, particle accelerators, circuits and particle accelerators.
In this module, the concepts of work and energy will be considered to
electric fields. The work done in moving a test charge across the electric field
allows the charge to gain electric potential energy. This is associated with
another concept called electric potential.

1
Activity 1. Quick Check!
Direction: Let us check what you have learned about electric fields and charges in the
previous lesson. Write T if the statement is correct; otherwise write F in the space
provided.

____ 1. Electromagnetic force is associated with a fundamental property of matter -

electric charge
____ 2. The SI unit of electric charge is the coulomb, symbol C.
____ 3. Electrostatic effects occur when electrical charges are separated.
____ 4. All charge separation involves the expenditure of energy.
____ 5. The magnitude of the electrostatic force between charges increases
as their separation decreases.

What's New
Activity 1: Membrane Potentials
Direction: Study the structure of the cell
membrane and the information provided about it.
Then answer the activity questions that follow.

Living cells maintain a potential difference across

their membrane. The potential difference is
caused by disparities in terms of concentration
and permeability of ions across the membrane. A
membrane has an electrical charge due to the
unequal concentrations of ions. The membrane
potential is responsible for sending messages to
the central nervous system.
The cell membrane's lipid bilayer structure
is important since its lipid-phosphorus head and
fatty acid tail create a hydrophobic and
hydrophilic character of the membrane. This
houses the sodium and potassium ions pump,
ATPase pump, ion transporters, and voltage-
gated channels. It is also responsible for the
regulation of ions getting in and out, which helps
in determining the concentration of specific ions. https://www.google.com/search?q=membrane+potential+infographic&tbm=isch&ved=2
ahUKEwjgu4bP3IHvAhUSS5QKHdLxCsQQ2-
From the text, answer the following questions: cCegQIABAA&oq=membrane+potential+infographic&gs_lcp=CgNpbWcQAzoECAAQE1CT
iBNY7pUTYO2gE2gAcAB4AYABqgaIAZwmkgELMi0yLjMuMy4yLjGYAQCgAQGqAQtnd3
Mtd2l6LWltZ8ABAQ&sclient=img&ei=U9s1YKDGCZKW0QTS46ugDA&bih=479&biw=88
8#imgrc=JQtg2RDMIMd02M

2
Activity Questions:
1. How would you define membrane potential?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2.What are the factors that could affect the ion movement?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3.If the membrane allows only positive charges to get through it, what happens to the
concentration of both sides of the membrane?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

4.From what you have learned in Biology, why is membrane potential essential among
plants and animals?.
_____________________________________________________________________________
_____________________________________________________________________________

What Is It
Electric Potential Energy

We can consider the potential energy of any charge using the gravitational
analogy. Suppose you have a uniform electric field at the left with oppositely charged
plates and Earth's surface where gravitational field is also uniform.

E ag

3
 This time, we place a test charge q in the electric field and a body with mass m
in the gravitational field. Thus, the charge is now acted upon by an electric force and
gravitational force.

E Fe Fg
ag

𝐹𝑒 = 𝑞𝐸 𝐹𝑔 = 𝑚𝑎𝑔
where q is the charge and where m is the mass and
E is the electric field ag is the acceleration due to gravity

If we want to move the test charge to plate B, a force must be applied to push
against the force of the electric field. When a force F is acted on a particle from points
a to b, the work 𝑊𝑎→𝑏 done is given by a line integral.

𝑏 𝑏
𝑊𝑎→𝑏 = ∫ 𝐹𝑑𝑙 = ∫ 𝐹𝑐𝑜𝑠𝜙 𝑑𝑙
𝑎 𝑎

where dl is the infinitesimal displacement along the path and 𝜙 is the angle between
the force and displacement along the path. If the force applied is conservative, the
work done can be expressed as potential energy U. Thus,

𝑊𝑎→𝑏 = 𝑈𝑎 − 𝑈𝑏 = −(𝑈𝑏 − 𝑈𝑎 ) = −∆𝑈

If 𝑊𝑎→𝑏 is positive, 𝑈𝑎 is greater than 𝑈𝑏 , ∆𝑈 is negative, potential energy

decreases. For instance, when mass m falls towards the Earth's surface, gravity does
positive work, but the gravitational potential energy decreases. If the mass was tossed
upward, the gravity does negative work and potential energy increases.

Whether the test charge in the electric field is positive or negative, the potential
energy increases if the test charge moves opposite to the direction of the electric force.
Potential energy decreases if the charge moves in the same direction as the electric
force. Similarly, the gravitational potential energy increases if the body moves upward
or against the direction of gravitational force and decreases if it moves downward or
in same direction with gravitational force.

4
Electric Potential Energy of Two Point Charges

The electric potential energy between two point charges is given as:
1 𝑞𝑞0
𝑈=
4𝜋𝜖0 𝑟

where r is the distance of separation, 𝑞𝑞0 are the values of 2 charges. The
electric potential energy is expressed as Nm or Joules (J).

For electric potential energy with several test charges, this is expressed as:
𝑞0 𝑞1 𝑞2 𝑞3 𝑞0 𝑞𝑖
𝑈= ( + + + ⋯) = ∑
4𝜋𝜖0 𝑟1 𝑟2 𝑟3 4𝜋𝜖0 𝑖 𝑟𝑖

Example 1:
A point charge q1 = +2.80 µC is at origin. How far should the second point
charge of +5.20 µC be placed to have electric potential energy of 0.600 J?

A What is/are given? Q1 = +2.80 x 10-9 C Q2 = +5.20 x 10-6 C

U = 0.600 J
B What is asked? r=?
C Are the units Yes
consistent with the
formula?
D How will you draw 2.80 µC 5.20 µC
the problem?
r
U = 0.600 J
E What strategy must We rearrange the formula and solve for r
be employed? since it is unknown. Then, we plug-in the
values.
F Solution
1 𝑞𝑞0 1 (2.80 𝑥 10−6 𝐶)(5.20 𝑥 10−6 𝐶)
𝑟= =
4𝜋𝜖0 𝑈 4𝜋𝜖0 0.600 𝐽
2 −11 2
𝑁𝑚 1.456 𝑥 10 𝐶
= 9 𝑥 109 2 = 0.2184 𝑚
𝐶 0.600 𝑁𝑚

G What is the Therefore, the second charge must be placed 0.2184 m

conclusion? from charge 1

5
Example 2:
A charge of 4.50 x 10-8 C is placed in a uniform electric field that is directed vertically
upward with a magnitude of 5.00 x 104 N/C. What work is done by the electrical force
when the charge moves 0.450 m to the right? 0.800 m downward? 2.60 m at an angle
of 45 degrees from the horizontal?

A What is/are given? Q = +4.50 x 10-8 C E = 5.00 x 104 N/C

r = 0.450 m, r = 0.800 m and r = 2.60 m, 45°
B What is asked? W=?
C Are the units Yes
consistent with the
formula?
D How will you draw (c)
the problem?

(b) E= 5.00 x 104 N/C

(a)

E What strategy We can use W = Fd cosƟ, where F = qE.

must be
employed?
F Solution
104 N
𝑊 = 𝐹𝑑 = 𝑞𝐸𝑑 = ( 4.50 x 10 −8 C) (5.00 x ) (0.45 m) cos 90 = 0𝐽
C
104 N
𝑊 = 𝐹𝑑 = 𝑞𝐸𝑑 = ( 4.50 x 10 −8 C) (5.00 x ) (0.800 m) cos 0 = −1.8 𝑥 10−3 𝐽
C
since the movement of the charge is opposite the direction of electric field
−8
104 N
(
𝑊 = 𝐹𝑑 = 𝑞𝐸𝑑 = 4.50 x 10 C) (5.00 x ) 2.60 m cos 45 = 4.137 𝑥 10−3 𝐽
C
G What is the Therefore, the work done when the charge is move
conclusion? to the right is 0 J. When it moved downwards, it has
done -1.8 x 10-3 J. Finally, when it is moved 2.60
m at an angle of 45 degrees, it has done work at
4.137 J

6
Electric Potential

The potential energy was associated with a test charge in an electric field. This
time, we will be expressing the potential energy per unit charge leading us to another
concept known as electric potential or simply potential. Potential is expressed as:
𝑈
𝑉=
𝑞0

where U is the electric potential energy and q0 is the charge. The electric
potential is expressed as volt (V).
1 Volt = 1 Joule/Coulomb

When we divide both sides of the equation relating work done by the electric
force from points a to b by q0 to represent it as work per unit charge.
𝑊𝑎→𝑏 𝛥𝑈 𝑈𝑏 𝑈𝑎
=− = − ( − ) = −(𝑉𝑏 − 𝑉2 ) = 𝑉𝑎 − 𝑉𝑏
𝑞0 𝑞0 𝑞0 𝑞0

The difference 𝑉𝑎 − 𝑉𝑏 is known as the potential difference. It is the difference

between the potential at point a and point b. This will be analyzed more in electric
circuits.

To find the electric 1 𝑞 1.The potential at any point

𝑉=
potential V of a single 4𝜋𝜖0 𝑟 is negative if q is negative.
point charge, we can 2.The potential at any point
express this as is positive if q is positive.
3.The potential is zero at
𝑟=∞
To find the electric 1 𝑞 It is the scalar sum of the
𝑉= ∑ 𝑖
potential V of a several 4𝜋𝜖0 𝑟𝑖 fields produced by each
𝑖
point charges, we can charge
express this as
In case there is a 1 𝑑𝑞 𝑑𝑞 = 𝜆𝑑𝑙 (𝑙𝑖𝑛𝑒𝑎𝑟)
𝑉= ∫
continuous distribution 4𝜋𝜖0 𝑟 𝑑𝑞 = 𝜎𝑑𝐴 (𝑠𝑢𝑟𝑎𝑐𝑒 )
of charges along a line, 𝑑𝑞 = 𝜌𝑑𝑉 (𝑣𝑜𝑙𝑢𝑚𝑒 )
over a surface or
through the volume, the
charge is divided into
elements and the sum
becomes an integral

7
Example 3:
A point charge has a charge of 8.00 x 10-11 C. At what distance from the point charge
is the electrical potential (a) 12.0 V? (b) 24.0 V?

A What is/are Q1 = 8.00 x 10-11 C

given? V1 = 12.0 V; V2 = 24.0 V
B What is asked? r=?
C Are the units Yes
consistent with
the formula?
D How will you
draw the 8.00 x 10-11
C 24 V 12 V
problem?

E What strategy We rearrange the formula and solve for r since

must be it is unknown. Then, we plug-in the values.
employed?
F Solution
at 24 V
1 𝑞 1 8.00 x 10−11 C 𝑁𝑚2 𝐶
𝑟= = = 9 𝑥 109 2 (3.33 𝑥 10−12 )
4𝜋𝜖0 𝑉 4𝜋𝜖0 24 𝑉 𝐶 𝐽⁄
𝐶
2
𝑁𝑚 𝐶
= 9 𝑥 109 2 (3.33 𝑥 10−12 ) = 0.03 𝑚
𝐶 𝑁𝑚⁄
𝐶

at 12 V
1 𝑞 1 8.00 x 10−11 C 2
9 𝑁𝑚 −12 𝐶
𝑟= = = 9 𝑥 10 (6.67 𝑥 10 )
4𝜋𝜖0 𝑉 4𝜋𝜖0 12 𝑉 𝐶2 𝐽⁄
𝐶
2
𝑁𝑚 𝐶
= 9 𝑥 109 2 (6.67 𝑥 10−12 ) = 0.06 𝑚
𝐶 𝑁𝑚⁄
𝐶
G What is the Therefore, at 0.03 m the electric potential is 24 V
conclusion? while at 0.06 m, the electric potential is 12 V. Moving
to the same direction of electric field would yield
decreasing potential values. On the other hand,
when r approaches infinity, the potential becomes
zero.

8
Electric Potential from an Electric Field

Determining electric potential from electric field is given by:

𝑏 𝑏 𝑏
𝑉𝑎 − 𝑉𝑏 = ∫ 𝐸𝑑𝑙 = ∫ 𝐸𝑐𝑜𝑠𝜙 𝑑𝑙 = − ∫ 𝐸 𝑑𝑙
𝑎 𝑎 𝑎
𝑉
Hence, 𝐸=
𝑑

where electric field can be expressed as Volt/meter or Newton/Coulomb.

If you move in the direction of electric potential, the electric potential V

decreases. It increases when you move in the direction opposite to the electric field.

V increases V decreases V decreases V increases

Electron Volts

If charge q is the magnitude of the electron charge and the potential difference
is 1V, the change in energy in moving the charge from points a to point is
1.602 𝑥 10−19 𝐽. This quantity of energy is defined to be 1 electron volt (eV)

1 eV = 1.602 𝑥 10−19 𝐽

Equipotential Surfaces

Topographic maps are represented by contour lines drawn through points with
similar elevation. These contour lines represent the curves of constant gravitational
potential energy. When they are very close to each other, the terrain is steep, and
large elevation changes occur. If these are far apart, the terrain is gently sloping.

In analogy, an equipotential surface is a three-dimensional surface where electric

potential V is the same. If a test charge is moved from one point to another point on
a given surface, the electric potential remains the same.

9
Figure 1. Equipotential surfaces of a single positive charge, electric dipole and two equal positive charges
Image Source:
https://www.google.com/search?q=equipotential+surface&sxsrf=ALeKk00jn9NxZmKRUDQ0AAm-
uwak8cHupA:1614097855660&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiSz8aKt4DvAhUdyYsBHdj8Dj4Q_AUoAXoECA8QAw&biw=888&bi
h=536#imgrc=rH7t4FElRZ1UJM

The equipotential surfaces are always perpendicular to the electric field lines.
There is no work when a charge is moved from point to point b within the same
equipotential surface. When charges are at rest, the conductor's surface is an
equipotential surface. Electric fields are always directed perpendicular to the surface.
This also holds true for charges at rest in an entire solid volume of a conductor.

What's More
Activity 2: Qualitative Problems
Direction: Answer the following questions.

(1) The potential energy of a certain system of two charges increases as the charges are
moved farther apart. What does this tell us about the sign of the charges? Why?
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________________

(2) Show that volt per meter is the same as newton per coulomb.
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________________

(3) A student said "electric potential is always proportional to potential energy; why
bother with the concept of potential at all? How would you respond?
___________________________________________________________________________________
___________________________________________________________________________________
________________________________________________________

10
 What I Have Learned

Activity 3: Quantitative Problem

Direction: Solve the problems and write your answers on a separate sheet of
paper. You may also consult your Physics teacher.

An electric dipole consists of point charges, q1 = +12 nC and q2 = -12 nC placed

10.0 cm apart. Compute the electric potentials at points a, b and c.
Hint: use the electric potentials for several point charges

13 cm 13 cm

b a

4 cm 6 cm 4 cm

Scoring Rubric

Criteria 3 2 1 0
Physics The approach is The approach Some of the The solution
Approach appropriate and contains minor concepts and doesn't
complete errors principles are indicate an
missing or approach
inappropriate
Procedure Mathematical Mathematical Most of the All
and logical and logical mathematical procedures
procedures are procedures are and logical are
clear, complete missing/contain procedures incomplete
and connected errors and contain
errors
Description Diagrams and Parts of the Most of the The entire
symbols used diagrams and parts of the visualization
are appropriate symbols contain diagrams and is wrong or
and complete errors symbols are not did not
useful include
visualization.

11
 What I Can Do
Activity 4. Building Concept Map
Direction: Create a concept map out from the things you have learned from this
module. You can use words, terms, phrases, or formulas in connecting these
concepts. Refer to the scoring guide below:

Legible (easy to No (0-1) Yes (2)

read)
Accurate Many inaccuracies A few inaccuracies No inaccuracies
(concepts were (0-2) (3-4) (5)
used accurately)

Complete Limited use of Some use of Sufficient

(sufficient number concepts concepts number of
of relevant (0-2) (3-4) concepts
concepts and (5)
relationships)
Sophisticated Little or Few Some Meaningful
(finding none meaningful meaningful and original
meaningful (0-1) connections connections insights
connections made (2-4) made (5-7) demonstrated
between relevant (8)
concepts)

Mueller's Classroom Concept Rubric

Assessment
Directions: Write the letter of your choice in the space provided.
For Nos. 1-2, refer to this problem: Four positive charges of equal magnitude were
placed in each corner of a square.

_____1. What will be the electric potential at the center of the square?
𝑞 𝑞 𝑞
a. zero b.4𝑘 𝑟 c. 8√2𝑘 𝑟 d. 4√2𝑘 𝑟

_____2. What will be the electric potential at the center of the square if two
charges at the top are replaced with negative charges?
𝑞 𝑞 𝑞
a. zero b.4𝑘 𝑟 c. 8√2𝑘 𝑟 d. 4√2𝑘 𝑟

12
_____3. If the distance between two charges is quadrupled, how would the electric
potential energy change?
a. doubled b. halved c. quadrupled d. quartered

For Nos. 4-8 refer to the diagram at the right

+5 V -5 V
_____4. What is the direction of the electric field at point B?
a. upward c. right B
b. downward d. left A

_____5. What is the direction of the electric field at point A?

a. upward b. downward c. right +10 V 0V -10 V d. left

_____6. Suppose a positive charge was moved from points A to B. What is work done
along the path?
a. increasing c. zero
b. decreasing information d. incomplete

_____7. Suppose a negative charge was moved from points A to B. What is work done
along the path?
a. increasing c. zero
b. decreasing information d. incomplete

_____8. At which point is the electric field does zero work on a

test charge? A
B
a. A and D c. B and C
b. A and B d. D and C D

_____9. At which point has higher potential?

C
a. A b. C c. D d. B

_____10. At which point is the electric field strongest?

a. A b. C c. D d. B

_____11. What is the change in potential energy when a +3.5 C point charge was moved
from a negative plate to a positive plate with a potential difference of 8V?
a. 28 J b. 0.4375 J c. 2.29 J d. 0 J

_____12. What is the magnitude of the electric field between parallel plates with 25 V of
potential difference and placed 25 cm apart?
a. 1 N/m b. 1 V/C c. 1 N/C d. 1Nm/C

_____13. What is the electric potential at point A when q1 = -20 µC

and q2 = +20 µC?
A

10 cm 5 cm

a.8.0 µC b.1.9 µC c.5.5 µC d.2.4 µC

13
_____14. Which of the following are valid units for electric field?
I. N/C II. J/Cm III.V/m

a. I and II only b. II and III only c. I and III only d. I, II and III

_____15. How much work is needed to decreases the distance between a +15 µC charge
and a -20 µC charge from 1 m to 0.25 m?
a.-8.1 J b.8.1 J c.2.7 J d.-2.7 J

Additional Activities
Activity 5. Social Context

The community is a rich source of learning opportunities of electric potential. Choose

one from the following suggested activities in understanding the importance and
utilization of electric potential in our daily lives:

1. In a certain region an electric potential V is present. An unknown charge Q is

moved around this region between points at potential difference ΔV. A physicist
measures the change in the potential energy ΔU as the charge is moved. The table
below shows the data of the measurements. The unit for ΔV are MV (mega-Volts),
the units for ΔU are kJ (kilo-joules).

ΔV 57.1 29.9 16.7 9.97 8.55 8.32 6.52 6.87

ΔU 362.8 157.6 124.3 55.3 48.8 53.9 37.9 47.3

You want to find the value of the unknown charge Q in mC. Since ΔU = QΔV make
the plot 𝑦 = 𝑚𝑥 where 𝑦 = 𝛥𝑈 and 𝑥 = 𝛥𝑉. Use Excel, calculator or whatever you
prefer. From the slope of the plot, calculate Q.

2. Suppose a friend asks you to explain how electric potential relates to potential
energy. Write a brief explanation that you could use to explain this concept to a
friend who does not understand the relationship between two concepts.

3. Conduct simulations on electrostatics, electric fields, Gauss's law using online

sources. From this, write a short reflection. Refer to any sites below:
https://www.edumedia-sciences.com/en/node/81-electric-potential
https://ophysics.com/em4.html

14
Answer Key General Physics 2 Module 2
Activity 1 From 1 to 5 the answer is Activity 3
TRUE 1. They have opposite signs.
Activity 2 Membrane Potentials Justifications may vary.
1. It is the difference of 2. V/m = N/C
concentrations of ions within J/C/m = N/C
the membrane’s region kgm2/s2/C/m = N/C
2. Ion concentrations, like charges kgm2/s2/C = kgm/s2/C
repel and unlike charges attract, 3. Electric potential is expressed as
permeability volts while electric potential
3. The other side of the membrane energy is expressed as Joules
becomes negatively shraged
while the other side becomes Activity 4
a = -900V; b= 1930V; C=0V
positively charged
ASSESSMENT
4. Electron transport chain
1. B 6. D 11. A
necessary for ATP production
2. B 7. A 12. C
3. A 8. D 13. D
4. C 9. C 14. D
5. C 10. C 15. A

15
References
Printed Resources
Sears, F., Zemansky, M. and Young, H. (1992). College Physics 7 th Edition. Addison-Wesley
Publishing Company
Zitzewits, Haase and Harper (2013). PHYSICS Principles and Problems. The MAcGraw-Hill
Companies, Inc.
Online References
Chog, D. (2020). Membrane Potentials. Chemistry Libretexts. Retrieved last February 19, 2021
from
https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/Supplemental_Modules_
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Physics (n.d.). Interactive Physics Simulation for Electric Fields and Potential.
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E1 ELECTRIC FIELDS AND CHARGE - School of Physics.
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Membrane Potentials - Chemistry LibreTexts.
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 Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
Here the breezes gently Blow, Linger with love and care All of them are proud and true
Here the birds sing Merrily, Golden beams of sunrise and sunset Region IX our Eden Land
The liberty forever Stays, Are visions you’ll never forget
Oh! That’s Region IX Region IX
Our..
Here the Badjaos roam the seas Hardworking people Abound, Eden...
Here the Samals live in peace Every valleys and Dale Land...
Here the Tausogs thrive so free Zamboangueños, Tagalogs, Bicolanos,
With the Yakans in unity

My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Let the sun draw the vapors up to the sky,
Pearl of the Orient seas, our Eden lost!, And heavenward in purity bear my tardy protest
Gladly now I go to give thee this faded life's best, Let some kind soul o 'er my untimely fate sigh,
And were it brighter, fresher, or more blest And in the still evening a prayer be lifted on high
Still would I give it thee, nor count the cost. From thee, 0 my country, that in God I may rest.

On the field of battle, 'mid the frenzy of fight, Pray for all those that hapless have died,
Others have given their lives, without doubt or heed; For all who have suffered the unmeasur'd pain;
The place matters not-cypress or laurel or lily white, For our mothers that bitterly their woes have cried,
Scaffold or open plain, combat or martyrdom's plight, For widows and orphans, for captives by torture tried
T is ever the same, to serve our home and country's need. And then for thyself that redemption thou mayst gain

I die just when I see the dawn break, And when the dark night wraps the graveyard around
Through the gloom of night, to herald the day; With only the dead in thei r vigil to see
And if color is lacking my blood thou shalt take, Break not my repose or the mystery profound
Pour'd out at need for thy dear sake And perchance thou mays t hear a sad hym n resound
To dye with its crimson the waking ray. 'T is I, O my country, raising a song unto thee.

My dreams, when life first opened to me, And even my grave is rem embered no more
My dreams, when the hopes of youth beat high, Unmark'd by never a cross nor a s tone
Were to see thy lov'd face, O gem of the Orient sea Let the plow sweep through i t, the spade turn it o'er
From gloom and grief, from care and sorrow free; That my ashes may carpet earthly floor,
No blush on thy brow, no tear in thine eye. Before into nothing ness a t last they are blown.

Dream of my life, my living and burning desire, Then wil l oblivion bring to me no care
All hail ! cries the soul that is now to take flight; As over thy vale s and plai ns I sweep;
All hail ! And sweet it is for thee to expire ; Throbbing and cleansed i n thy space and air
To die for thy sake, that thou mayst aspire; With color and lig ht, wi th song and lament I fare,
And sleep in thy bosom eternity's long night. Ever repeating the fai th that I keep.

If over my grave some day thou seest grow, My Fatherland ador'd, tha t sadness to my sorrow lends
In the grassy sod, a humble flower, Beloved Filipinas, hear now my last good -by!
Draw it to thy lips and kiss my soul so, I give thee all : parents and kindred and friends
While I may feel on my brow in the cold tomb below For I go where no slave be fore the oppressor bends,
The touch of thy tenderness, thy breath's warm power. Where fai th can never kill , and God reigns e'er on high!

Let the moon beam over me soft and serene, Farewell to you all, from my soul torn awa y,
Let the dawn shed over me its radiant flashes, Friends of my childhood i n the home dispossessed!
Let the wind with sad lament over me keen ; Give thanks tha t I rest from the wearisome day!
And if on my cross a bird should be seen, Farewell to thee , too, swe et friend that lightened m y way;
Let it trill there its hymn of peace to my ashes. Beloved creatures all, farewell! I n death there is rest!

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain I am a Filipino, child of the marriage of the East and the West. The
future. As such I must prove equal to a two-fold task–the task of East, with its languor and mysticism, its passivity and endurance,
meeting my responsibility to the past, and the task of performing was my mother, and my sire was the West that came thundering
my obligation to the future. across the seas with the Cross and Sword and the Machine. I am of
I sprung from a hardy race, child many generations removed of the East, an eager participant in its spirit, and in its struggles for
ancient Malayan pioneers. Across the centuries the memory comes liberation from the imperialist yoke. But I also know that the East
rushing back to me: of brown-skinned men putting out to sea in must awake from its centuried sleep, shake off the lethargy that has
ships that were as frail as their hearts were stout. Over the sea I see bound his limbs, and start moving where destiny awaits.
them come, borne upon the billowing wave and the whistling wind, I am a Filipino, and this is my inheritance. What pledge shall I give
carried upon the mighty swell of hope–hope in the free abundance that I may prove worthy of my inheritance? I shall give the pledge
of new land that was to be their home and their children’s forever. that has come ringing down the corridors of the centuries, and it
I am a Filipino. In my blood runs the immortal seed of heroes–seed shall be compounded of the joyous cries of my Malayan forebears
that flowered down the centuries in deeds of courage and defiance. when first they saw the contours of this land loom before their eyes,
In my veins yet pulses the same hot blood that sent Lapulapu to of the battle cries that have resounded in every field of combat from
battle against the first invader of this land, that nerved Lakandula Mactan to Tirad Pass, of the voices of my people when they sing:
in the combat against the alien foe, that drove Diego Silang and “I am a Filipino born to freedom, and I shall not rest until freedom
Dagohoy into rebellion against the foreign oppressor. shall have been added unto my inheritance—for myself and my
The seed I bear within me is an immortal seed. It is the mark of my children and my children’s children—forever.”
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand
years ago, it shall grow and flower and bear fruit again. It is the
insignia of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.
18