Name of Learner: ___________________________
Grade & Section: ___________________________
Name of School: ___________________________
Republic of the Philippines
Department of Education
Regional Office IX, Zamboanga Peninsula
SCIENCE
Quarter 3 - Module 2
ACCELERATED MOTION
Science – Grade 7
Support Material for Independent Learning Engagement (SMILE) Quarter 3 – Module 2: Accelerated Motion
First Edition, 2021
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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.
Printed in the Philippines by
Department of Education – Region IX – Dipolog City Schools Division Office Address: Purok Farmer Center, Olingan Dipolog City
Zamboanga del Norte, 7100
Telefax: (065) 212-6986 and (065) 212-5818 E-mail Address: dipolog.city@deped.gov.ph
Development Team of the Module Writer: Charmalou P. Ogarte
Editor: Zyhrine P. Mayormita Reviewer: Lani U. dela Cruz
Layout Artists: Chris Raymund M. Bermudo, Renzmark L. Ruiz
Management Team: Virgilio P. Batan Jr. - Schools Division Superintendent Lourma I. Poculan - Asst. Schools Division Superintendent
Amelinda D. Montero - Chief Education Supervisor, CID Nur N. Hussien - Chief Education Supervisor, SGOD Ronillo S. Yarag - Education Program Supervisor, LRMS Zyhrine P. Mayormita - Education Program Supervisor, Science Leo Martinno O. Alejo - Project Development Officer II, LRMS Janette A. Zamoras - Public Schools District Supervisor
1
What I Need to Know
This module is designed and written in a way that suits your understanding and needs. It is here to help you master describing the motion of objects in terms of distance and displacement, speed and velocity, and acceleration (S7FE-IIIa-1).
The scope of this module permits it to be used in many different learning situations. Specifically, after completing the lessons of this module, you are expected to: 1. define acceleration;
2. differentiate uniform acceleration from non – uniform acceleration; 3. calculate the acceleration of an object in given scenarios and 4. determine the acceleration values from velocity-time data.
What’s In
Activity 1: WHAT AM I?
Directions: Identify the correct term being described below. Write your answer on
a separate sheet of paper.
Image : Blob 6 panel comic strip.jpg. Created January 6, 2021 from https://www. canva.com
1. the rate at which
an object moves 2. speed with a direction 3. the shortest distance between two object’s position
4.refers to the length of the entire path that the object travelled
5. a quantity that has both magnitude and direction
Congratulations! You still remember our previous lesson!
2 00:00 s 00:05 s sss 00:10 s 20 m 5 m 0 m
Image : circulartrack .jpg. Retrieved January 7, 2021 from www.nsta.org
I am a planet revolving around the Sun.
What’s New
Activity 2: SPOT WHAT IS CHANGED IN ME
Directions: Study the given pictures below. Identify what is being changed in each scenario. Write:
A – if speed changes but the direction remains the same B - if speed remains the same but direction changes C - if both speed and direction change
D - if both speed and direction do not change 1.
2. 3.
Image : skatetrack.jpg. Retrieved January 7, 2021 from www.phet.colorado.edu.ph
Activity 3: AM I CHANGING VELOCITY OR NOT?
Direction: Read the following statements below and identify whether the object’s velocity is changing or not. Write Yes if the velocity is changing; No, if not.
1. 3. 2. 4. 5. I am a dog chasing my tail. I am a car moving along Rizal Avenue and increasing my speed from 40 m/s to 60 m/s. I am an airplane that moves at a constant speed of 500 miles per hour in a straight line. I am a downward falling parachutist who pulls the chord and slows down.
3
What is It
Velocity, being a vector quantity has both magnitude and direction. It is speed with a direction. If either the speed or the direction (or both ) is changing , then the velocity
is changing.
When the velocity of an object changes, it is said to be accelerating. Accelerating objects are objects that are changing their velocities.
This means that when an object gets faster, its velocity is changing, so it is accelerating. When it gets slower, it is also changing its velocity, so it is accelerating. When it changes its direction, it is changing its velocity, so it is accelerating.
Remember:
No matter how fast an object is going, if it is not changing its speed or direction, it is not changing its velocity, then it is not accelerating.
You may ask how a vehicle changes its velocity.
A vehicle has three controls that allow it to change its velocity. These are the gas pedal, brake pedal, and steering wheel.
The gas pedal allows the driver
to speed up a car. The brake pedal makes the car slow down or stop. The steering wheel allows the driver to change the car’s direction.
The rate at which an object’s velocity changes is known as acceleration. It refers to how fast or how quickly an object changes its velocity. It is a vector quantity.
If a car has high acceleration, it means that it can rapidly or quickly change its speed or direction. Take this car as an example:
Car, A moving in a straight line, increases its speed from 50 km/hr to 65 km/hr in 10 seconds while Car B changes its speed from 50 km/hr to 65 km/hr in 5 seconds. Which car has a greater acceleration? Which car increases its speed more quickly?
Yes, you got it right! It is Car B which has a greater acceleration because it changes its speed from 50 km/hr to 65 km/hr in 5 seconds. It is faster or quicker to change its speed compared to Car A which changes its speed from 50 km/hr to 65 km/hr in 10 seconds.
Image : car controls.jpg. Retrieved January 7, 2021 from https://www.canva.com
WHAT IS ACCELERATION?
Car A
Image : red car.jpg. Retrieved January 7, 2021 from https://www.canva .com
Car B
Image : blue car.jpg. Retrieved January 7, 2021 from https ://www.canva .com
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UNIFORM ACCELERATION AND NON – UNIFORM ACCELERATION
Consider the diagram and the table below, which shows the magnitude of the speed of a car traveling in a straight horizontal line at equal interval of time:
1.What is the speed of the car after 1s? after 2s? after 3s? ________________________________________________________ ________________________________________________________ 2. Does the velocity change by the same amount each second? By how much?
________________________________________________________ ________________________________________________________ Consider another illustration
at the right, which shows an object being dropped from a certain height.
1. What is the speed of the object after 1s? after 2s? after 3s? _______________________________ ____________________________ 2. Does the velocity change by the
same amount each second? By how much?
____________________________ ____________________________
The car and the falling object are examples of objects that are in uniform acceleration. The velocity is changing by the same amount in every second.
Car A changes its velocity by 4 m/s after every second while the falling object changes its velocity by 9.8m/s after every second. Are these two objects accelerating?
YES. Looking at the diagram and the table, the speed of both objects are increased after one second. Even if the change in speed is the same or constant, the fact that the speed is changing, so velocity is changing, therefore these objects are accelerating. This type of motion is called uniform acceleration which is also termed as uniformly accelerated motion which will be discussed deeper when you go to Grade IX.
Table 1. Velocity-Time Data of the Car v ( m/s) t (s) 0 0 4 1 8 2 12 3 Table 2. Velocity –
Time Data of the Dropped Object v (m/s) t (s) 0 0 9.8 1 19.6 2 29.4 3 V1 = 0 m/s V2 = 4 m/s V3 = 8 m/s V1 = 12 m/s
Image : purple car. jpg. Retrieved January 7, 2021 from https://www. canva. com
Image : freefall.jpg. Retrieved January 7, 2021 from https://www.physicsclassroom.com v(m/s) t (s) 0 0 9.8 1 19.6 2 29.4 3
5 Now, let us take a look at another diagram .
Consider the diagram and the table below which shows the magnitude of the speed of a ball that travels in a straight horizontal line at equal interval of time :
1.What is the object’s speed after 1 s?
after 2 s? after 3s? ________________________________
2.Does the velocity change by the same
amount each second? _____________________________
The ball changes its speed at varying amount after every second. After 1 s, it travels at a speed of 2 m/s. After another second, it speeds up and moves at a speed of 12 m/s. It slows down and moves at a speed of 4 m/s after another second (t= 3 s ). The amount of change in velocity is not constant. This is an example of a non – uniform acceleration.
Now, consider another diagram which shows an airplane moving at a constant speed in a straight line.
1.What is the airplane’s speed after 1 hour? 2 hours?
3 hours? _________________________________________
________________________________________
2. Did the velocity change? ________________________ ________________________________________
3. Is the airplane accelerating? _____________________
The airplane in the example maintains a constant speed of 500 miles per hour. Its velocity does not change, so it is not accelerating. Its acceleration is zero.
HOW TO CALCULATE THE ACCELERATION OF AN OBJECT To calculate the acceleration of an object, use the following equation:
a = change in velocity = vf - vi time t Units where: a = acceleration m/s2, km/hr2 vf = final velocity m/s, km/hr vi = initial velocity m/s, km/hr t = time s , hr
Table 3. Velocity-Time Data
of the Ball v (m/s) t (s) 0 0 2 1 12 2 4 3 Table 4. Velocity-Time Data of an Airplane v (mi/hr) t (hr) 0 0 500 1 500 2 500 3
Image : tennis ball . jpg. Retrieved January 7, 2021 from https://www.canva.com
Vi = 0 m/s V2= 2 m/s V3 = 12 m/s vf = 4 m/s
Image : airplane .jpg. Retrieved January 7, 2021 from https:// www. canva.com
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This magic formula triangle allows you to rearrange a formula. Cover the quantity that you are trying to work out, which will then give the rearranged formula needed for the calculation.
Remember the units to be used: If velocity is
expressed in…
time is expressed in… Then , unit for acceleration is…
m/s s m/s2
km/hr hr km/hr2
mi/hr hr mi/hr2
km/hr s km/hr/s
Since acceleration is a vector quantity, it has magnitude and direction. The formula has been given already to determine its magnitude. To fully describe the acceleration of an object, we need to describe the direction of the acceleration vector. Now, how are we going to determine its direction?
A general rule of thumb is that if an object is moving in a straight line and is
speeding up, the direction of the acceleration is the same as the direction of the object’s motion. If an object is moving in a straight line and is slowing down, the direction of the acceleration is opposite to the direction of the object’s motion.
This rule is also applied whether the object is moving in the positive ( + ) or negative ( – ) direction.
Are you ready to solve some problems?
1. A car moving to the East speeds up from rest to 8 m/s in 2 s. What is its acceleration?
Given : vi = 0 ( from rest )
vf = 8 m/s E t = 2 s Unknown : a Formula : a = vf – vi t Solution : a = 8 m/s – 0 2 s a = 4 m/s/s Answer : a = 4 m/s2 East
An acceleration of 4 m/s/s or 4 m/s2 means that the velocity of the car changes by
4 m/s every 1 second of travel.
Since the car is speeding up, the direction of the acceleration is the same as the direction of the object’s motion. So, it’s acceleration is 4 m/s2 East.
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Given the following velocity – time data, let us try to determine the acceleration value of the object.
Sample Exercises :
Based on the acceleration values, what type of acceleration is shown by the object being dropped?
Yes, you got it right! It is uniform acceleration. The kind of object’s motion is in a free fall.
In such a motion, the only force acting on the body is the gravitational pull of the earth which is also called the earth’s gravity. For an object in freefall, the
acceleration is a constant popularly known as gravitational acceleration or acceleration due to gravity which is also directed downward.On the earth’s surface, at sea level , the exact magnitude is 9.8 m/s2. This means that the velocity of an object in a free fall is
changed by 9.8 m/s every second of fall.
A deeper discussion of free fall will be done in Grade IX. v ( m/s ) t ( s) 0 0 9.8 1 19.6 2 29.4 3
1. Calculate the acceleration of the object time interval ( t= 1s and t = 2 s ). Given: v1 = 9.8 m/s down v2 = 19. 6 m/s down t1 = 1 s t2 = 2 s Unknown: a Formula : a = vf-vi t Solution: a = 19. 6 m/s – 9.8m/s 2 s – 1 s = 9.8 m/s 1 s Answer : a = 9.8 m/s2 downward
2. Now, let us try to calculate the
acceleration at time interval, t = 2 s and t= 3 s. Given : v1 = 19.6 m/s down v2 = 29.4 m/s down t1 = 2 s t2 = 3 s Unknown: a Formula : a = vf-vi t Solution: a = 29. 4 m/s – 19.6 m/s 3 s – 2 s = 9.8 m/s 1 s Answer : a = 9.8 m/s2 downward
Image : freefall( (.jpg Photo). January 8, 2021. Retrieved from https://www.physicsclassroom.com
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1
a broom falling from a high building2
Ken’s car moves East from rest
to 60 mph in 4.3 s. Wow!
3
A racing bike that travels Eastward slows down.What’s More
Activity 4: SOLVE ME, MOTION BUDDY!Directions: Solve for the acceleration of objects in the given problems below. Write your answers in the numbered part of the maze.
Image: Maze.jpg. Created January 7, 2021 from www. mazegenerator.net
What I Have Learned
Activity 5: ACCELERATING OR NOT?
Directions: Write A if the situation shows an accelerated motion, then indicate the direction (up, down, east, west, north, south). Write NA if it is not an accelerated motion.
1
3
2
9
4
A Sporty Mio motorcycle runs at a constant speed in a straight line5
a driver going North steps on the brake pedal upon seeing anold woman crossing the street
What I Can Do
Time to change speed from 0 mi/hr to 60 mi/hr in seconds for several 2002 car models
Source: How Things Work (PHYS1055) Revealing the Magic in Everyday Life (PHYS0612.January 7, 2021. Retrieved from (hku.hk)
Suppose your friend’s father would like to buy a car, what vehicle will you recommend to him and why? Relate your explanation to what you have learned from this module.
________________________________________________________________________________ ________________________________________________________________________________
Types of Vehicles Model Time (sec)
Family sedans Ford Focus ZTS 9.6 Hyundai XG300 8.9 Honda Accord EX V-6 7.6 Sport sedans Ford Thunderbird 7.0 Porsche 911 GT2 4.1 Mercedes-Benz E430 6.3 SUVs Ford Explorer 8.0 Jeep Liberty 10.0 Toyota Highlander 8.3 One of the typical measures of the power of a car
is its ability to accelerate, specifically, how quick it is to change its speed from 0 mph to 60 mph.
The table below shows the time taken for several 2002 cars to accelerate from 0 to 60 mph.
Image: Teacher.pngcartoon. Retrieved January 7, 2021 from www.clipart.library.com
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Assessment
Direction: Answer each item below. Circle the letter of the best answer. 1. This term refers to how fast or how quick an object changes its velocity.
a. speed c. acceleration
b. displacement d. displacement
2. Which of the following exhibits acceleration?
a. a body at rest c. a body with uniform velocity
b. a body at uniform speed d. a body moving with constant speed in a circle 3. A car travels from 20 km/hr to 40 km/hr in 1 hour. What is its acceleration?
a. 2 km /hr2 c. 20 km/hr
b. -2 km /hr2 d. 2 km/hr
4. Given the table of speed and time data below, what can you say about the motion of the car?
a. It is accelerating. c. It is travelling at a constant speed.
b. It is at rest. d. It is travelling equal distances at equal intervals of time.
5. A northbound car skids to a stop to avoid a reckless driver. What is the direction of the acceleration vector?
a. South c. East
b. North d. West
6. Suppose an object is in free fall. The object falls each second .
a. with the same average speed c. with the same instantaneous speed b. with the same change in velocity d. with the same distance as in the second
7. Which of the following is true about the motion of objects?
a. If an object changes its position at a given time interval, then it is at rest or its speed is zero or not accelerating.
b. If an object covers equal distance at equal intervals of time, then it is moving at constant speed and is accelerating.
c. If an object covers varying distances at equal intervals of time, then it is moving with changing speed or velocity. It means that the object is accelerating.
d. If an object covers equal distances at equal intervals of time, then it is moving with changing speed or velocity. It means that the object is accelerating.
8. The following are the ways to accelerate a car except one: a. speeding up c. changing directions
b. slowing down d. maintaining its speed and direction
t (s) v (m/s) 0 0 1 2 2 4 3 6 4 8 5 10
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9. What control of the car that allow it to change its direction? a. steering wheel c. brake pedal
b. gas pedal d. speedometer
10. Car A changes its speed from 40 km/hr to 80 km/hr in 2 hours while Car B changes its speed from 40 km/hr to 20 km/hr in 1 hour. Which car has a higher acceleration? a. Car A c. Car A and B have the same acceleration. b. Car B d. Both cars have zero acceleration.
Additional Activity
GOAL Create any of the following: storybook/cartoon/poster /animation/screen shots displaying uniform and accelerated motion.
ROLE Story writer / comic strip creator/comic book artist/ graphic novel artist or comic book illustrator
AUDIENCE Netizens
SITUATION Your barangay organizes a Story Writing /Comic Strip Making Contest. PRODUCT Storybook /cartoon /poster/animation or screen shots displaying at least two different motions with constant velocity and at least two
different scenarios showing accelerated motion.
Score Turned In Motions Story Plot Illustration Care/Creativity
3 On Time Present 4 Motions Clear and understandable plot Illustration is clear and displays something relevant to the plot.
Care was clearly put into the project.
(EXTRA SPECIAL project +2 Extra Credit. BE
CREATIVE!!!)
2 1 day
Late Present Only 3 motions
Inconsistent plot illustration Only is clear, but
sloppy.
Some creativity/care, but did not attempt to “think
outside the box”
1 2 Days
Late Present Only 2 motions Plot is confusing and disorganized Not clear what the illustration is displaying. Project is “Bare-boned.” 0 Very Late Present Less than 2 motions
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Answer Key Gr7Q3 Module 2
What’s In What I Have Learned
Activity 1 Activity 5
1. speed 1.A, down
2. velocity 2. A, E
3. displacement 3. A, W
4. distance 4. NA
5. vector quantity 5. A, S
What’s New What I Can Do
Activity 2
1. A Answer : I will choose Porsche 911 GT2 2. C because it has the highest ability to 3. B accelerate. It can change its speed from
0 to 60 miles per hour in the shortest period of time. What’s New Activity 3 1. Yes ASSESSMENT 2. Yes 3. Yes 1. c 4. No 2. d 5. Yes 3. a 4. a What is It 5. a Table 1 Answers 6. b 7. c 1. 4 m/s 8. d 8 m/s 9. a 12 m/s 10. c 2. Yes, 4 m/s/s Table 2 Answers 1. 9.8 m/s 19.6 m/s 29.4 m/s 2. Yes, 9.8 m/s/s Table 3 Answers 1. 2 m/s 12 m/s 4 m/s 2. No Table 4 Answers 1. 500 mi/hr 500 mi/hr 500 mi/hr 2. No 3. No What’s More Activity 4 1. 20 km/.hr2 E 2 -5 m/s2 E 3. 3 m/s2 S
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References
Printed Resources
Cohen, M. (1992). Discover science. Metro Manila: Academe Publishing House.
DepEd. (2013). Science 7. Learner’s Material.
Electronic Sources
Acceleration . January 7, 2021. Retrieved from https://www.physicsclassroom.com> Acceleration . January 7, 2021. Retrieved from
https://phet.colorado.edu/en/simulations/filter?subjects=physics>
How Things Work (PHYS1055) / Revealing the Magic in Everyday Life (PHYS0612). January 7, 2021. Retrieved from https:// hku.hk)
PDF File
Private Education Assistance Committee (PEAC). (2017). Learning Module Science Grade 7 Quarter 1 Force, Motion and Energy [PDF File]
Images
Airplane.jpg. January 7, 2021. Retrieved from https://www.canva.com/media Blob 6 panel comic strip.jpg. January 6, 2021. Created from
https://www.canva.com/media
Car controls. jpg. January 7, 2021. Retrieved from https://www.canva.com/media Circular track .jpg. January 7,2021 .Retrieved from www.nsta.org
Maze .jpg. January 7, 2021. Created from www. mazegenerator. net
Purple Car. jpg. January 7, 2021. Retrieved from https://www.canva.com/media Red Car. jpg. January 7, 2021. Retrieved from https://www.canva.com/media Skatepark .jpg. January 7, 2021. Retrieved from https://phet.colorado.edu.ph Teacher [.png Cartoon]. January 7, 2021. Retrieved from https: //clipart.library.com Tennis ball. jpg. January 7, 2021. Retrieved from https://www.canva.com/media
Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Here the breezes gently Blow, Here the birds sing Merrily, The liberty forever Stays, Here the Badjaos roam the seas Here the Samals live in peace Here the Tausogs thrive so free With the Yakans in unity
Gallant men And Ladies fair Linger with love and care
Golden beams of sunrise and sunset Are visions you’ll never forget Oh! That’s Region IX
Hardworking people Abound, Every valleys and Dale
Zamboangueños, Tagalogs, Bicolanos,
Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos, All of them are proud and true
Region IX our Eden Land Region IX
Our.. Eden... Land...
My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Pearl of the Orient seas, our Eden lost!,
Gladly now I go to give thee this faded life's best, And were it brighter, fresher, or more blest Still would I give it thee, nor count the cost. On the field of battle, 'mid the frenzy of fight, Others have given their lives, without doubt or heed; The place matters not-cypress or laurel or lily white, Scaffold or open plain, combat or martyrdom's plight, T is ever the same, to serve our home and country's need. I die just when I see the dawn break,
Through the gloom of night, to herald the day; And if color is lacking my blood thou shalt take, Pour'd out at need for thy dear sake
To dye with its crimson the waking ray. My dreams, when life first opened to me, My dreams, when the hopes of youth beat high, Were to see thy lov'd face, O gem of the Orient sea From gloom and grief, from care and sorrow free; No blush on thy brow, no tear in thine eye. Dream of my life, my living and burning desire, All hail ! cries the soul that is now to take flight; All hail ! And sweet it is for thee to expire ; To die for thy sake, that thou mayst aspire; And sleep in thy bosom eternity's long night. If over my grave some day thou seest grow, In the grassy sod, a humble flower, Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below The touch of thy tenderness, thy breath's warm power. Let the moon beam over me soft and serene,
Let the dawn shed over me its radiant flashes, Let the wind with sad lament over me keen ; And if on my cross a bird should be seen, Let it trill there its hymn of peace to my ashes.
Let the sun draw the vapors up to the sky, And heavenward in purity bear my tardy protest Let some kind soul o 'er my untimely fate sigh, And in the still evening a prayer be lifted on high From thee, 0 my country, that in God I may rest.
Pray for all those that hapless have died, For all who have suffered the unmeasur'd pain; For our mothers that bitterly their woes have cried, For widows and orphans, for captives by torture tried And then for thyself that redemption thou mayst gain
An d when the dark night wraps the graveyar d ar oun d With only the dead in their vigil to see
Break n ot my repose or the m ystery prof oun d
An d perch ance thou m ayst hear a sad hy mn resoun d 'T i s I, O m y country, raising a song unt o thee. An d even my grave i s rem em ber ed n o m ore Unmar k'd by never a cr oss nor a ston e
Let the pl ow sw eep through it, the spade turn it o'er That m y ash es m ay carpet earthly fl oor,
Bef ore int o nothi ngness at l ast they ar e bl own. Then will oblivi on brin g to m e no care
As over thy vales an d plai ns I sweep;
Throbbing an d cleansed in thy space an d air With col or an d light, with song an d l ament I fare, Ever repeating the faith that I keep.
My F atherlan d ador'd, that sadn ess to m y sorrow len ds Bel oved Fili pin as, h ear now my last good -by!
I give thee all: par ents an d kin dred an d frien ds For I g o wher e no slave bef ore the oppr essor ben ds, Where faith can never kill, an d God reign s e'er on hi gh! Farew ell to y ou all, from my soul torn away,
Frien ds of my chi ldh ood in the h om e di spossessed! Give than ks that I rest from th e weari some day!
Farew ell t o thee, t oo, sweet frien d that lig htened my way; Bel oved creatur es al l, farewell ! In death ther e is rest !
I Am a Filipino, by Carlos P. Romulo I am a Filipino–inheritor of a glorious past, hostage to the uncertain
future. As such I must prove equal to a two-fold task–the task of meeting my responsibility to the past, and the task of performing my obligation to the future.
I sprung from a hardy race, child many generations removed of ancient Malayan pioneers. Across the centuries the memory comes rushing back to me: of brown-skinned men putting out to sea in ships that were as frail as their hearts were stout. Over the sea I see them come, borne upon the billowing wave and the whistling wind, carried upon the mighty swell of hope–hope in the free abundance of new land that was to be their home and their children’s forever. I am a Filipino. In my blood runs the immortal seed of heroes–seed that flowered down the centuries in deeds of courage and defiance. In my veins yet pulses the same hot blood that sent Lapulapu to battle against the first invader of this land, that nerved Lakandula in the combat against the alien foe, that drove Diego Silang and Dagohoy into rebellion against the foreign oppressor.
The seed I bear within me is an immortal seed. It is the mark of my 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.
I am a Filipino, child of the marriage of the East and the West. The East, with its languor and mysticism, its passivity and endurance, was my mother, and my sire was the West that came thundering across the seas with the Cross and Sword and the Machine. I am of the East, an eager participant in its spirit, and in its struggles for liberation from the imperialist yoke. But I also know that the East must awake from its centuried sleep, shake off the lethargy that has bound his limbs, and start moving where destiny awaits.
I am a Filipino, and this is my inheritance. What pledge shall I give that I may prove worthy of my inheritance? I shall give the pledge that has come ringing down the corridors of the centuries, and it shall be compounded of the joyous cries of my Malayan forebears when first they saw the contours of this land loom before their eyes, of the battle cries that have resounded in every field of combat from Mactan to Tirad Pass, of the voices of my people when they sing: “I am a Filipino born to freedom, and I shall not rest until freedom shall have been added unto my inheritance—for myself and my children and my children’s children—forever.”
