Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

12
Zest for Progress
General Physics Z Peal of artnership

Quarter 2 - Module 2
How Gravity Affects Satellite
and Planetary Motion

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Module How Gravity Affects Satellite
2 and Planetary Motion

What I Need to Know

Have you ever played volleyball, badminton or basketball? Did you ever notice and wonder
why the ball would come down after hitting or throwing them up in the air? How about a ripe
mango fruit from the tree? Have you asked why would it eventually fall down to the ground? How
about up above the sky? What makes the moon revolved around the Earth? Why won’t it fall away
to the space? And the planets, what makes them stay and follow the path of their respective
orbits? The answer to these questions is due to the force you have known already when you are
still in your lower grades. This time with this module, we will thoroughly discuss and uncover the
answers of your questions with the help of mathematical equations.

This module is designed to help you understand about “How Gravity Affects Planetary
Motion” in the simplest way. The coverage of the module uses situations or events that are
common and familiar to you. The language also used in this module are simple terminologies that
are recognizable to every learner like you.

After going through this module, you are expected to:

1. Use Newton’s law of gravitation to infer gravitational force, weight, and acceleration due
to gravity (STEM_GP12G-IIb-16);
2. Discuss the physical significance of gravitational field (STEM_GP12Red-IIb-18);
3. Apply the concept of gravitational potential energy in physics problem (STEM_GP12ReIIb-
19); and
4. Calculate quantities related to planetary or satellite motion (STEM_GP12Red-IIb-20

2
 What’s In

In your grade 8 and grade 9 lessons, your teacher had introduced to you the concepts of
gravity and gravitational potential energy. Let us try to look back and see whether you can still
recall your lessons by answering the activity below.
Score:
Activity 1. Let’s Review!
10

Directions: Read the questions carefully. Encircle the letter of the correct answer. (1 point
each)

1. At which point does the ball has the greatest potential energy?

Source: Gravitational potential energy - Quiz. (n.d.). Quizizz: Free quizzes for every student.
https://quizizz.com/admin/quiz/5ad01b70f99ab7001b998aeb/gravitational-potential-energy

a. A b. C c. E d. G
2. Which would have the least gravitational potential energy?
a. A ball sitting on the ground
b. An airplane flying 30,000 feet above the ground
c. Moon viewed from the Earth
d. A rock sitting on top of Mt. Everest
3. How could you increase the object's gravitational potential energy (GPE) without changing
its distance from the ground (height)?
a. Decrease the object's mass c. Increase the object's height
b. Increase the object's mass d. Decrease the object's height
4. When you are holding a book, energy is stored between the book and Earth; this type of
energy is called ________.
a. Kinetic Energy c. Chemical Energy
b. Gravitational Potential Energy d. Electric Energy
5. Gravitational potential energy depends on the ____ ____ ____ of the object.
a. height and mass c. friction and movement
b. mass and movement d. height and friction

3
6. You throw a ball into the air as shown in the diagram. At what point does the ball have the
most gravitational potential energy?

Source: Gravitational potential energy - Quiz. (n.d.). Quizizz: Free quizzes for every student.
https://quizizz.com/admin/quiz/5ad01b70f99ab7001b998aeb/gravitational-potential-energy

a. W b. X c. Y d. Z

7. At which position does the child on the swing have the most gravitational potential energy?

Source: Gravitational potential energy - Quiz. (n.d.). Quizizz: Free quizzes for every student.
https://quizizz.com/admin/quiz/5ad01b70f99ab7001b998aeb/gravitational-potential-energy

a. W b. X c. Y d. Z
8. Which is the correct unit for expressing gravitational potential energy?

a. Joule b. Newton c. m/𝑠2 d. meter

9. Which of the following is the correct equation for calculating an object's gravitational
potential energy?
a.PE = mgh b. PE = mg + h c. PE = mg / h d. PE = gh
10. What is the value of the Earth's acceleration due to gravity (g)?
a. 9.8 m/𝑠2 b. 100 m/𝑠2 c. 25 m/𝑠2 d. 3.14 m/𝑠 2

4
 What’s New
Since you are refreshed and ready to explore, try to do the activity below!

Study the given concept inside the box and answer the activity that follows.
𝒎𝟏 𝒎𝟐
𝑭𝒈𝒓𝒂𝒗 ∝
𝒅𝟐
Where 𝐹𝑔𝑟𝑎𝑣 represents the force of gravity between two objects
∝ means “proportional to”

𝑚1 represents the mass of object 1

𝑚2 represents the mass of object 2
d represents the distance separating the objects centers
The equation above means if either of m1 or m2 increases, the (Fgrav) gravitational
force also increases.
On the other hand, if the (d) increases, the gravitational force between the two
objects decreases by a factor of 2 since the distance is raised to the second power.

Are you done with the clues? Now, enjoy the activity below.

Score:
Activity 2. TRUE or FALSE
10

Directions: With the information given above, answer the activity below. Write TRUE if
the statement is correct and FALSE if the statement is wrong. Write your answer on the space
provided for in each number. (2 points each)

Consider the illustration below:

Planet A and Planet B are 3,000,000 miles away from each other.

5
____ 1. If Planet A doubles in size, the gravitational force between the 2 planets will also double.

____ 2. If the distance between the 2 planets is decreased by half, the gravitational force between
planets will also decrease.

____ 3. If the distance between the planets is tripled, the gravitational force between them
decreases.

____ 4. If the 2 planets doubled in size, the gravitational force between planets quadrupled.

____ 5. If both planets double in size and the distance between them also double, the gravitational
force between the planets stays the same.

What is it

Now, let us discuss the activities you have taken up above!

What is gravitational force?

Source: Friction & gravity. (n.d.). 8TH GRADE SCIENCE. https://clarkscience8.weebly.com/friction--gravity.html

Figure 1. How gravitational force acts on objects

Gravity is the force with which the earth, moon, or other massively large object attracts
another object towards itself. By definition, this is the weight of the object. All objects upon earth
experience a force of gravity that is directed “downward” towards the center of the earth as in
Figure 1. The force of gravity on earth is always equal to the weight of the object as found by the
equation:

Fgrav = m * g
where g = 9.8 N/kg (on Earth)
and m = mass (in kg)

6
What is Gravitational Potential Energy?

Source: ESchooltoday. (n.d.). What is gravitational and potential energy?

Revision lessons on Science, Environment, and Social Studies for students.
https://eschooltoday.com/energy/kinds-of-energy/what-is-gravitational-energy.html

Figure 2. Gravitational Potential Energy

Gravitational potential energy is the energy stored in an object as the result of its height
of its position. The energy is stored as the result of the gravitational attraction of the Earth for the
object. For instance, the gravitational potential energy of the massive ball of a demolition machine
is dependent on two variables - the mass of the ball and the height to which it is raised (see Figure
2).

• There is a direct relation between gravitational potential energy and the mass of
an object. More massive objects have greater gravitational potential energy.
• There is also a direct relation between gravitational potential energy and the height
of an object as shown in Figure 2. The higher that an object is elevated, the greater
the gravitational potential energy.

These relationships are expressed by the following equation:

PEgrav = mass • g • height

PEgrav = m • g • h

In the above equation, m represents the mass of the object, h represents the height of the
object and g represents the gravitational field strength (9.8 N/kg on Earth) - sometimes referred
to as the acceleration of gravity.

To determine the gravitational potential energy of an object, a zero-height position must

first be arbitrarily assigned. Typically, the ground is considered to be a position of zero height.

Since the gravitational potential energy of an object is directly proportional to its height
above the zero position, a doubling of the height will result in a doubling of the gravitational
potential energy. A tripling of the height will result in a tripling of the gravitational potential energy.

In the beginning of the module it is said that we’re going to find out how gravity affects
satellite or planetary motion. This is now the time to dig through it. This will lead you to understand
more about Activity 2. Enjoy!

7
How did it all started?

In the early 1600's, German mathematician and astronomer Johannes Kepler

mathematically analyzed known astronomical data in order to develop three laws to describe the
motion of planets about the sun. Kepler's three laws emerged from the analysis of data carefully
collected over a span of several years by his Danish predecessor and teacher, Tycho Brahe.
Kepler's three laws of planetary motion can be briefly described as follows:

1. The paths of the planets about the sun are elliptical in shape, with the center of the sun being
located at one focus. (The Law of Ellipses)

2. An imaginary line drawn from the center of the sun to the center of the planet will sweep out
equal areas in equal intervals of time. (The Law of Equal Areas)

3. The ratio of the squares of the periods of any two planets is equal to the ratio of the cubes of
their average distances from the sun. (The Law of Harmonies)

While Kepler's laws provided a suitable framework for describing the motion and paths of
planets about the sun, there was no accepted explanation for why such paths existed. To Kepler,
the planets were somehow "magnetically" driven by the sun to orbit in their elliptical trajectories.
There was however no interaction between the planets themselves.

Newton was troubled by the lack of explanation for the planet's orbits. To Newton, there
must be some cause for such elliptical motion. Even more troubling was the circular motion of the
moon about the earth. Newton knew that there must be some sort of force that governed the
heavens; for the motion of the moon in a circular path and of the planets in an elliptical path
required that there be an inward component of force. Circular and elliptical motion were clearly
departures from the inertial paths (straight-line) of objects. And as such, these celestial motions
required a cause in the form of an unbalanced force.

Upon digging through it, Newton formulated hypotheses.

Newton's reasoning proceeded as follows:

• Suppose a cannonball is fired horizontally from a very high mountain in a region devoid of
air resistance. In the absence of gravity, the cannonball would travel in a straight-line,
tangential path. Yet in the presence of gravity, the cannonball would drop below this
straight-line path and eventually fall to Earth.
• Now suppose that the cannonball is fired horizontally again, yet with a greater speed. In
this case, the cannonball would still fall below its straight-line tangential path and
eventually drop to earth. Only this time, the cannonball would travel further before striking
the ground.
• Now suppose that there is a speed at which the cannonball could be fired such that the
trajectory of the falling cannonball matched the curvature of the earth. If such a speed
could be obtained, then the cannonball would fall around the earth instead of into it. The
cannonball would fall towards the Earth without ever colliding into it and subsequently
become a satellite orbiting in circular motion.

8
 • And then at even greater launch speeds, a cannonball would once more orbit the earth,
but in an elliptical path. The motion of the cannonball orbiting to the earth under the
influence of gravity is analogous to the motion of the moon orbiting the Earth.

Newton's Argument for Gravity Being Universal

Of course, Newton's dilemma was to provide reasonable evidence for the extension of the
force of gravity from earth to the heavens. It was known at the time, that the force of gravity causes
earthbound objects (such as falling apples) to accelerate towards the earth at a rate of 9.8 m/s2.
And it was also known that the moon accelerated towards the earth at a rate of 0.00272 m/s2. If
the same force that causes the acceleration of the apple to the earth also causes the acceleration
of the moon towards the earth, then there must be a plausible explanation for why the acceleration
of the moon is so much smaller than the acceleration of the apple. What is it about the force of
gravity that causes the more distant moon to accelerate at a rate of acceleration that is
approximately 1/3600-th the acceleration of the apple?

Newton knew that the force of gravity must somehow be "diluted" by distance. But how?
What mathematical reality is intrinsic to the force of gravity that causes it to be inversely
dependent upon the distance between the objects?

The riddle is solved by a comparison of the distance from the apple to the center of the
earth with the distance from the moon to the center of the earth. The moon in its orbit about the
earth is approximately 60 times further from the earth's center than the apple is. The mathematical
relationship becomes clear.

→ The force of gravity between the earth and any object is inversely proportional to the
square of the distance that separates that object from the earth's center.

→ The moon, being 60 times further away than the apple, experiences a force of gravity
that is 1/(60) 2 times that of the apple. The force of gravity follows an inverse square law.

→The relationship between the force of gravity (Fgrav) between the earth and any other
object and the distance that separates their centers (d) can be expressed by the following
relationship below:
𝒎𝟏 𝒎𝟐
𝑭𝒈𝒓𝒂𝒗 ∝
𝒅𝟐
Where 𝐹𝑔𝑟𝑎𝑣 represents the force of gravity between two objects
∝ means “proportional to”

𝑚1 represents the mass of object 1

𝑚2 represents the mass of object 2

d represents the distance separating the objects centers

9
 Since the distance d is in the denominator of this relationship, it can be said that the force
of gravity is inversely related to the distance. And since the distance is raised to the second power,
it can be said that the force of gravity is inversely related to the square of the distance.

Altering the separation distance (d) results in an alteration in the force of gravity acting
between the objects. Since the two quantities are inversely proportional, an increase in one
quantity results in a decrease in the value of the other quantity. That is, an increase in the
separation distance causes a decrease in the force of gravity and a decrease in the separation
distance causes an increase in the force of gravity. Furthermore, the factor by which the force of
gravity is changed is the square of the factor by which the separation distance is changed. So, if
the separation distance is doubled (increased by a factor of 2), then the force of gravity is
decreased by a factor of four (2 raised to the second power). And if the separation distance is
tripled (increased by a factor of 3), then the force of gravity is decreased by a factor of nine (3
raised to the second power).

Another means of representing the proportionalities is to express the relationships in the

form of an equation using a constant of proportionality. This equation is shown below:
𝒎𝟏 𝒎𝟐
𝑭𝒈𝒓𝒂𝒗 = 𝑮
𝒅𝟐
Where G represents the universal gravitation constant
The constant of proportionality (G) in the above equation is known as the universal
gravitation constant. The precise value of G was determined experimentally by Henry Cavendish
in the century after Newton's death. The value of G is found to be

G = 6.673 x 10-11 N m2/kg2

The solution of the problem involves substituting known values of G (6.673 x 10-11 N
m2/kg2), m1 (5.98 x 1024 kg), m2 (70 kg) and d (6.38 x 106 m) into the universal gravitation
equation and solving for Fgrav.

Sample Problem #1

Determine the force of gravitational attraction between the earth (m = 5.98 x 1024 kg) and
a 70-kg physics student if the student is standing at sea level, a distance of 6.38 x 106 m from
earth's center.

The solution of the problem involves substituting known values of G (6.673 x 10-11 N
m2/kg2), m1 (5.98 x 1024 kg), m2 (70 kg) and d (6.38 x 106 m) into the universal gravitation
equation and solving for Fgrav. The solution is as follows:

𝟔𝟕𝟑𝒙𝟏𝟎−𝟏𝟏 𝑵𝒎𝟐
(𝟔. 𝟐 ) 𝒙(𝟓. 𝟗𝟖𝒙𝟏𝟎𝟐𝟒 𝒌𝒈)𝒙(𝟕𝟎𝒌𝒈)
𝒌𝒈
𝑭𝒈𝒓𝒂𝒗 =
(𝟔. 𝟑𝟖𝒙𝟏𝟎𝟔 𝒎)𝟐

10
 𝑭𝒈𝒓𝒂𝒗 = 𝟔𝟖𝟔𝑵
The Universality of Gravity

Gravitational interactions do not simply exist between the earth and other objects; and not
simply between the sun and other planets. Gravitational interactions exist between all objects with
an intensity that is directly proportional to the product of their masses. So, as you sit in your seat
in the physics classroom, you are gravitationally attracted to your lab partner, to the desk you are
working at, and even to your physics book. Newton's revolutionary idea was that gravity is
universal - ALL objects attract in proportion to the product of their masses. Gravity is universal.
Of course, most gravitational forces are so minimal to be noticed. Gravitational forces are only
recognizable as the masses of objects become large.

What’s More
Let us apply what you have learned! It’s your turn to solve the problem!
Score:

10
Activity 3. Problem Solving!
Directions: Refer the given sample problem above to solve the problem below. Use the
formula in the box. Write your solution in the space provided. (10 points)

𝒎𝟏 𝒎𝟐
𝑭𝒈𝒓𝒂𝒗 = 𝑮
𝒅𝟐
Where G represents the universal gravitation constant

1. Determine the force of gravitational attraction between the earth (m = 5.98 x 1024 kg)
and a 70-kg physics student if the student is in an airplane at 40000 feet above earth's
surface. This would place the student a distance of 6.39 x 106 m from earth's center.

Answer:

11
 Score:
What I Have Learned
15
Activity 4. Fill in the blanks
Directions: Complete the table below. Write the answer by filling in the missing part. Use
another sheet to do the solving. (5 points each)

Mass of Object 1 Mass of Object 2 Separation Distance Force of Gravity (N)

kg kg (m)
Football player Earth 6.38x106 m
100 kg 5.98x1024 kg (on surface)
Ballerina Earth 6.38x106 m
40 kg 5.98x1024 kg (on surface)
Physics Student Earth 6.60x106 m
70 kg 5.98x1024 kg (low height orbit)

12
 What I Can Do Score:

The force of gravity is universal. Let’s take it home!

45
Activity 5. Apply it!

Directions: Inside your home cite 3 pairs of any objects. Get the following data about them
by filling the table below and solve for the gravitational forces of each pair. (3 points each)

List of Objects

Pair 1: ______________________________________________

Pair 2: ______________________________________________

Pair 3: ______________________________________________

Object 1 Mass Object 2 Mass Distance between Force of gravity

(kg) (kg) Objects (m) (N)

13
 Score:
Assessment
10
Directions: Read the following questions and choose the letter of the best answer.
Encircle the letter of the correct answer. (1 point each)

1. Which of the following below states that "every object in the universe attracts every other
object"?
a. Law of Ellipses c. Law of Equal Areas
b. Law of Universal Gravitation d. Law of Harmonies

2. Which of the following does force of gravity is inversely proportional to?

a. gravitational force c. mass
b. distance d. distance raised to the second power
3. If Earth's mass was cut in half, what would happen to your mass?
a. doubled c. tripled
b. halve d. stays the same
4. Which one below answers the problem given? Calculate the gravitational force between
two objects when they are 0.750m apart. Each object has a mass of 5.00kg.
a. 2.97x10−9 N c. 3.00x106 N
b. 2.22x10 N −6 d. 2.23x10−8 N
5. Two objects are attracted to each other with 36 N of gravitational force. What would the
force between them be if the distance between them were doubled?
a. 9 c. 72
b. 18 d. 144
6. What are the two factors effecting the magnitude of the force of gravity between 2
objects?
a. mass and distance c. mass and matter
b. distance and weight d. weight and mass
7. What is the gravitational force between two identical 50,000 kg asteroids whose centers
of mass are separated by 1000 m?
a. 2500 N c. 3.3 x 10−12 N
−4
b. 1.67 x 10 N d. 1.67 x 10−7 N
8. Which of the following below complete the statement: The farther away two planets are
the _______ the gravitational force between them.
a. more c. lesser
b. same d. does not matter
9. Which configuration will result in the greatest gravitational force?
a. small masses far apart c. large masses far apart
b. small masses close together d. large masses close together
10. Which of the following is the gravitational force of the 2 objects with the following
situation given: Two spherical objects have masses of 8000 kg and 1500 kg. Their
centers are separated by a distance of 1.5 m.
a. 5.4 X 10−4 N c. 1.2 X 107 N
b. 3.56 X 10−4 N d. 5.33 N

14
 15
Activity 4
1. 980 N
2. 392 N
3. 641 N
➢ Activity 1
Activity 5
1. A Activity 2
Answer Varies:
2. A
3. B 1. TRUE Use the formula
4. B 2. FALSE
5. A 3. TRUE
6. B
7. D 4. TRUE
8. B 5. TRUE
9. A
10. A
G = 6.673 x 10-11 N𝑚2 /𝑘𝑔2
Activity 6
Answer varies:
Possible answers:
1. A ball you throw in the air to
comes down again.
2. A glass you drop to falls to the
floor.
3. Your drink rests in the bottom of Activity 3
your glass instead of hovering
near the top of your glass. The solution of the problem
4. An apple falls downward from an involves substituting known
apple tree. values of G (6.673 x 10-11 N
5. Keeps you walking on Earth m2/kg2), m1 (5.98 x 1024 kg), m2
instead of floating away into (70 kg) and d (6.39 x 106 m) into
assessment space. the universal gravitation equation
1. B 6. A pen that rolls off of your study and solving for Fgrav. The
desk falls onto the floor. solution is as follows:
2. D 7. A piece of paper that is blowing in
3. B the wind eventually come back
down to Earth.
4. A
8. A jumping rope comes back to the
5. A ground after you swing it over
6. A your head.
9. Makes your spit to fall down to
7. D the ground.
8. C
9. D
10. B Answer Key
 REFERENCE:
Picture References:

ESchooltoday. (n.d.). What is gravitational and potential energy? Revision lessons on Science, Environment, and Social Studies for students.
https://eschooltoday.com/energy/kinds-of- energy/what-is-gravitational-energy.html
Friction & gravity. (n.d.). 8TH GRADE SCIENCE. https://clarkscience8.weebly.com/friction-- gravity.html
Smiley wink emoticon clip art - Smiley face with thumbs up. (n.d.). NetClipart.com. https://www.netclipart.com/isee/TomwR_smiley-wink-emoticon-
clip-art-smiley-face-with/
Teacher emoticon | Smiley, emoji images, emoticon. (n.d.). Pinterest. https://www.pinterest.ph/pin/127086020711937484/

Book Reference:
Circular motion principles for satellites. (n.d.). The Physics Classroom. https://www.physicsclassroom.com/class/circles/Lesson-4/Circular-Motion-Principles-
for- Satellites

Gravitational potential energy - Quiz. (n.d.). Quizizz: Free quizzes for every student.
https://quizizz.com/admin/quiz/5ad01b70f99ab7001b998aeb/gravitational-potential- energy
Kepler's three laws. (n.d.). The Physics Classroom. https://www.physicsclassroom.com/Class/circles/u6l4a.cfm

Newton's law of universal gravitation. (n.d.). The Physics Classroom. https://www.physicsclassroom.com/class/circles/Lesson-3/Newton-s-Law-of-

Universal- Gravitation
Potential energy. (n.d.). The Physics Classroom. https://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy

The Apple, the moon, and the inverse Square law. (n.d.). The Physics Classroom. https://www.physicsclassroom.com/class/circles/Lesson-3/The-
Apple,-the-Moon,-and- the-Inverse-Square-Law

Universal law of gravitation - Quiz. (n.d.). Quizizz: Free quizzes for every student.
https://quizizz.com/admin/quiz/5eac7568a2284e001b699558/universal-law-of-gravitation

DEVELOPMENT TEAM MI ULTIMO ADIOS

Adiós, Patria adorada, región del sol querida,

Perla del mar de oriente, nuestro perdido Edén!
Writer: MYLA L. MICLAT A darte voy alegre la triste mustia vida,
Y fuera más brillante, más fresca, más florida,
También por ti la diera, la diera por tu bien.
Editors: Margie Lou C. Jacob En campos de batalla, luchando con delirio,
Laarni A. Adonis Otros te dan sus vidas sin dudas, sin pesar;
Kathleen Joy B. Padilla El sitio nada importa, ciprés, laurel o lirio,
Joly C. Baradero Cadalso o campo abierto, combate o cruel martirio,
Lo mismo es si lo piden la patria y el hogar.
Yo muero cuando veo que el cielo se colora
Reviewer: Sandy R. Albarico Y al fin anuncia el día tras lóbrego capuz;
Illustrator: si grana necesitas para teñir tu aurora,
Vierte la sangre mía, derrámala en buen hora
Layout Artist: Y dórela un reflejo de su naciente luz.
Management Team:
Mis sueños cuando apenas muchacho adolescente,
Majarani M. Jacinto, Ed.D., CESO VI Mis sueños cuando joven ya lleno de vigor,
Fueron el verte un día, joya del mar de oriente,
SDS-ZDS Secos los negros ojos, alta la tersa frente,
Sin ceño, sin arrugas, sin manchas de rubor
Visminda Q. Valde, Ed.D.
ASDS Ensueño de mi vida, mi ardiente vivo anhelo,
¡Salud te grita el alma que pronto va a partir!
¡Salud! Ah, que es hermoso caer por darte vuelo,
Raymond M. Salvador, Ed.D. Morir por darte vida, morir bajo tu cielo,
ASDS Y en tu encantada tierra la eternidad dormir.
Si sobre mi sepulcro vieres brotar un día
Juliet A. Magallanes, Ed.D. Entre la espesa yerba sencilla, humilde flor,
CID Chief Acércala a tus labios y besa al alma mía,
Y sienta yo en mi frente bajo la tumba fría,
Florencio R. Caballero, DTE De tu ternura el soplo, de tu hálito el calor.
EPS-LRMDS Deja a la luna verme con luz tranquila y suave,
Deja que el alba envíe su resplandor fugaz,
Sandy R. Albarico Deja gemir al viento con su murmullo grave,
EPS-Science Y si desciende y posa sobre mi cruz un ave,
Deja que el ave entone su cántico de paz.
16
Deja que el sol, ardiendo, las lluvias evapore
Y al cielo tornen puras, con mi clamor en pos;
Deja que un ser amigo mi fin temprano llore
Y en las serenas tardes cuando por mí alguien ore,
¡Ora también, oh Patria, por mi descanso a Dios!
Ora por todos cuantos murieron sin ventura,
Por cuantos padecieron tormentos sin igual,
Por nuestras pobres madres que gimen su amargura;
Por huérfanos y viudas, por presos en tortura
Y ora por ti que veas tu redención final.
Y cuando en noche oscura se envuelva el cementerio
Y solos sólo muertos queden velando allí,
No turbes su reposo, no turbes el misterio,
Tal vez acordes oigas de cítara o salterio,
Soy yo, querida Patria, yo que te canto a ti.
Y cuando ya mi tumba de todos olvidada
No tenga cruz ni piedra que marquen su lugar,
Deja que la are el hombre, la esparza con la azada,
Y mis cenizas, antes que vuelvan a la nada,
El polvo de tu alfombra que vayan a formar.
Entonces nada importa me pongas en olvido.
Tu atmósfera, tu espacio, tus valles cruzaré.
Vibrante y limpia nota seré para tu oído,
Aroma, luz, colores, rumor, canto, gemido,
Constante repitiendo la esencia de mi fe.
Mi patria idolatrada, dolor de mis dolores,
Querida Filipinas, oye el postrer adiós.
Ahí te dejo todo, mis padres, mis amores.
Voy donde no hay esclavos, verdugos ni opresores,
Donde la fe no mata, donde el que reina es Dios.
Adiós, padres y hermanos, trozos del alma mía,
Amigos de la infancia en el perdido hogar,
Dad gracias que descanso del fatigoso día;
Adiós, dulce extranjera, mi amiga, mi alegría,
Adiós, queridos seres, morir es descansar.