DETAILED LESSON PLAN IN GENERAL PHYSICS 1

Teachers:
DANDY DMAYAO Teaching Time:
JANLYN FRANCISCO Date:
JENNY MAY SUDAY

I. OBJECTIVES

Competing models of the universe by Eudoxus, Aristotle, Aristarchus, Ptolemy, Copernicus,

A. Content Standards
Brahe, and Kepler

B. Performance The learners knowledgably and skillfully illustrate and apply ideas, utilize equations, and solve
Standards problems in relation to the concepts of Kepler’s laws of planetary motion.

S11/12PS-IVb-45: Apply Kepler’s 3rd law of planetary motion to objects in the solar system.

Learning Objectives: In this lesson, the students will be able to:

C. Learning • Describe how Kepler’s third law contributed to our understanding of how planets move
Competencies/ around the Sun;
Objectives
• Explain the motion characteristics of a planet;
• Demonstrate mastery on use of equations on Kepler’s third law; and
• Create a planetary motion model with the use of recyclable materials.
II. CONTENT Subject Matter: Kepler’s Laws of Planetary Motion

III. LEARNING
RESOURCE
S
A. References
Kepler's Three Laws
https://www.physicsclassroom.com/class/circles/Lesson-4/Kepler-s-Three-Laws

Kepler's Laws
1. Teacher’s Guide https://www.ck12.org/section/kepler%e2%80%99s-laws-::of::-newtons-universal-law-of-gravity-
::of::-ck-12-physics-intermediate-teachers-edition/

M5-S10: Kepler's Laws of Planetary Motion

https://scienceready.com.au/pages/keplers-laws-of-planetary-motion
2. Learner’s Material
B. Other Learning Laptop, TV, carboard, thumbtacks, pencil, yarn.
Resources
IV. PROCEDUR
ES
Preliminaries a. Prayer

b. Greetings
Good morning, class. How are you
today?
Good morning, Sir/Ma’am. We are fine.
That’s good to hear!

c. Checking of attendance
Is your class monitor around?
Yes, Sir/Ma’am.

Can you list those who are not around

for today’s session?
Noted, Sir/Ma’am!
d. Setting of Standards

Before we go any further, I'd like to go

over the classroom rules with everyone
to help you plan your behavior for our
discussion. Please read our class's rules.

Class Rules
 1. listen to your teacher and behave
accordingly.
2. Participate and cooperate during the
activities.
3. Don’t make any unnecessary noise.
4. Respect your teacher and classmates.
(Reading of classroom rules)

Can I expect that from you class?

Yes, Sir/Ma’am.

Now, you are going to observe an activity that

will stimulate your knowledge and
understanding of the subsequent topic.

DIY Gravity Well

Materials:
• Large bowl
 • Stretchy fabric, like a cotton blend t-
shirt Rubber band, big enough to go
around the bowl, or binder clips
• Heavy ball, like a golf ball or something
similar
• Marble, round bead, or something
similar

Instructions:
1. Place the stretchy fabric over the top of
the bowl. Stretch the fabric tightly and
use the rubber band or binder clips to
hold it in place.
2. Place the heavy ball in the center of the
fabric.
3. First place the marble on the side and let
it go. What path does it follow?
4. Next, roll the marble along the side of
the bowl.

Guide questions:

1. What do the heavy ball represent?

The heavy ball represents the sun.
2. How about the smaller ball, what does
it symbolize? Smaller ball serves as the planet.

3. What happen when you place the

heavy ball?
4. In what way the heavy ball affects the
motion of smaller one, as you let it
travel around it?
5. So how does this simulate planetary
orbit?
As I placed the heavy ball in the middle of the
fabric, it bends the cloth.
After putting the smaller ball, it directed to the
center following circular motion. So, when we let
our little marble planet go in the gravity well, the
heavy ball’s gravity is pulling the marble towards
it. In other words, when we gave our marble a
little push, though, it started to orbit the ball in an
elliptical path.
It shows the motion of planets in solar system,
the set-up is on such a small scale, that that
marble quickly collides with the heavy ball, but
on a massive scale, like with a planet and the Sun,
an initial velocity allows the planet to stay
orbiting the Sun.

A. Reviewing Previous To refresh your learnings regarding to our

Lesson or Presenting the previous topic, I will ask several questions for
New Lesson you to answer.

What was the topic of our previous meeting?

Anyone who can recall? Sir/Ma’am, our topic last meeting is about the
models of the universe and how they differ from
each other.

Yes, you’re correct!

What are the models of the universe?

Ptolemaic system, Copernican system, and
Tychonic system.

These are the three model of universe.

 Ptolemaic system

Copernican system

Tychonic system

What distinguishes the Ptolemaic system,

Copernican system, and Tychonic system from In Ptolemaic model, the Earth is the center of the
one another? universe and that everything else revolves around
it. Similarly, the Moon and Sun orbits Earth,
while all of the planets orbit the Sun according to
the Tychonic model. While in Copernican model,
the Sun is at the center of the universe, and the
vast majority of its celestial bodies revolve
around it.
Excellent! You really grasped the information
related to our previous meeting's topic.
A. Establishing a
Purpose for the
Lesson
B. Discussing New Now, let us start the discussion. But before
Concepts & anything else, I will give you a brief history in
Practicing New relation to our topic.
Skills #
A great mathematician named Johannes Kepler
who lived in Graz given an opportunity to work
as an assistant of a famous astronomer Tycho
Brahe. He tasked Kepler with determining the
orbit of the planet Mars, the movement of which
fit problematically into the universe as
described by Aristotle and Ptolemy. It is
believed that part of the motivation for
assigning the Mars problem to Kepler was
Brahe's desire to keep Kepler busy while he
worked to perfect his own theory of the solar
system, which was based on a geocentric model.

As it turned out, Kepler, unlike Brahe, firmly

believed in the Copernican model of the solar
system known as heliocentric, which correctly
placed the Sun at its center. However, Mars'
orbit was problematic because the Copernican
system incorrectly assumed that the planets'
orbits were circular. After much struggling,
Kepler was eventually realized that the orbits of
the planets are not circles, but rather ellipses,
which are elongated or flattened circles. That’s
how Johannes Kepler formulated the three laws
of planetary motion with help of Tycho Brahe’s
data.

Class, is there any moment where you believe

that the planets travelling around the sun in
perfect circular motion?
In my elementary days Sir/Ma’am, I believed it
is in perfect circle. But I’m wrong, the orbital
shape that the planets travel is elliptical.
(Student’s answer may vary)

To gain a deeper understanding of the concept

of planet motion and orbit. Let’s have an
activity called Elliptical Bit.

Activity: Elliptical Bit

Each of you are provided with an improvised

model that will allow you to draw a perfect
ellipse.
Materials used:
• A piece of board
• Thumbtacks
• Sticks
• Yarn
• Pencil/pen

Procedure:
1. All you need is a piece of yarn, two
thumbtacks, some cardboard, and a
pencil.
2. The thumbtacks should be placed at
the foci.
3. Put the cardboard under the paper,
so the thumbtacks stay in place.
4. The pencil pulls the yarn tight and
draw out the ellipse.

Instruction:
With your pen or pencil, draw your ellipse and
observe.

Guide questions:

1. How many foci are there in an ellipse? There are two foci.
2. In what part of the ellipse the sun is The sun is located at one focus of the orbital
positioned? ellipse.

You are right. Kepler’s first law states that the

planets move in an elliptical orbit around the
sun, with the sun at one of the foci of the
elliptical orbit.

In first law the orbital motion is elliptical and

considering the foci where the sun is situated,
what do you think will happen to the areas
covered by a planet when travelling? The area changes as the planet changes its
orbital position.
That’s correct!

If the planet changes its orbital position and it is

closer to the sun’s site, does the velocity of the
planet changes as well?
Yes Sir/Ma’am, depending on how far away
from the Sun a planet is, it will have a different
orbital speed. A planet moves more quickly and
experiences a stronger gravitational pull as it gets
nearer to the Sun.

How about if the planet was closer to the sun? It moves through space more slowly because the
Sun's gravitational pull is weaker the further
away it is from the star.
Yes, planet moves fastest when it is closest to
the sun and slowest when it is furthest from the
sun.

Basing from that concept, what do you think is

the relationship between radius and velocity of
a planet? It shows the relationship of radius and velocity of
a planet travelling around the sun. They are
inversely proportional

𝐺𝑀
Orbital velocity (Vorbital)=√ 𝑟
↓ r=↑Vorbital
↑ r=↓Vorbital

Excellent!

Let us watch this video presenting the concept

of second law.
https://gfycat.com/timelypastelbluejay

Guide questions:

1. What do you observe in the video?

In my observation the area formed when the earth
is closest to the sun can be approximated as wide
but short triangle; while when it is farthest to the
sun, the areas formed can be approximated as
narrow but long triangle. But, despite of its
differences of the formed triangles, it has the
same areas.

2. How about its velocity?

There are parts that the planet travel faster or
slower.
3. What happens to the range of a planet's
swept area from a specific point?
The area is long and narrow when the planet is
farther from the sun. When it is closer, the area is
wider.
4. What do you call the point where that
planet is closest to the sun?
It is called perihelium, when the planet travel 1
month the orbital point that is closest to the sun
it travels faster and will sweeps an area.

5. How about the point where the planet is

farthest to the sun?
That point is called aphelion, when planet travel
1 month in the orbital point farthest to the sun it
travels slower and will sweeps the same amount
of area.
That explain the second law.
Now we are done with the law of equal areas,
let us proceed to the third law.

Third Law: The Law of Harmonies

Unlike Kepler’s first and second law that

describe the motion characteristics of a single
planet, the third law makes a comparison
between the motion characteristics of different
planets. It compares the orbital period and
radius of a planet to those of other planets.
 • Average radius or orbit (r) is directly
proportional to the square of the
planet’s orbital period (T2)
r3=kT2
𝑟 2 𝑘𝑇 2
=
𝑇2 𝑇2
3
𝑟
𝑘=
𝑇2

• The proportionality constant is the same

for objects orbiting a common mass.

• Planets orbiting the same star share the

same value (k).

• If a planet’s orbital motion around its

star is circular:
𝐺𝑀
Then Vorbital=√ 𝑟
is also equal to the
2𝛱𝑟
circular motion velocity that V= 𝑇
.
Hence, Vorbital=V

𝑟 3 𝐺𝑀
=
𝑇 2 4𝛱 2

𝐺𝑀
When 2 is a constant (k) value
4𝛱
G = universal constant of gravitation
6.67x10-11
M = central mass (mass of the sun)
C. Finding Practical This time, to check if you really understood our
Applications of discussion, we will have a problem solving. Get
Concepts and 1 whole sheet of paper for your solution and
Skills in Daily after answering, pass your paper at the front.
Living
Am I clear class?

Problem #1

Assuming the orbital period of earth around the

sun is 365 days. Calculate the average distance
between the earth and the sun.
Use the following information in your
calculations:
Mass of sun = 2.0x1031 kg
Mass of earth = 6.0x1024 kg

365 days = T Derivation:

Days → sec.
𝑟 3 𝐺𝑀
=
𝑇 2 4𝛱 2

𝐺𝑀𝑇 2
𝑟 2= 4𝛱 2

3 𝐺𝑀𝑇 2
r= √
4𝛱 2

3 (6.67𝑥10−11 )(2.0𝑥1030 )(365𝑥24𝑥60𝑥60)2

r= √
4𝛱 2

3
r=√6.721𝑥1033 𝑚3

r=1.88𝑥1011 𝑚

Problem #2
 A satellite orbits the planet xerus in a circular
path with a radius of 4.0𝑥106 𝑚 and orbital of
4 hours.

Calculate the period for a satellite orbiting term

at a radius of 1.5𝑥107 𝑚.
Given
𝑟1 = 4.0𝑥106 𝑚
𝑇1 = 4 hrs
𝑟2 = 1.5𝑥107 𝑚
𝑇2 = ?

𝑟1 3 𝑟 3
𝑇1 2
= 𝑘 = 𝑇2 2
2
𝑇 2𝑟 3
𝑇2 =√ 1𝑟 32
1
(4 ℎ𝑟𝑠)2 𝑥(1.5𝑥107 𝑚)3
𝑇2 =√ (4.0𝑥106 𝑚)3

𝑇2 = 29 hrs.

As we all know, one orbital revolution of the

planet earth is equivalent to a year. On your
ellipse, can you divide the orbit intro 12. Label
each divided part of the orbit with the names of
the months considering the concept of the
second law of Kepler’s planetary motion.

Remember, the earth travels faster on the orbit

closer to the sun, while it travels slower on the
orbit further to the sun.

You can decide the orbital location of the

months.

D. Making It is wonderful that all of you understand the

Generalizations concept of Kepler’s law of planetary motion and
and Abstractions able to relate this to the revolution of the earth.
about the Lesson Its division according to month and in what way
it can be related to second law.

1. What have you observed on months

Dec. to Jan? The months near to the sun have wider
displacement (Dec. to Jan.)

2. How about months June to July? The months farther to the sun have lesser
displacement (June to July).

3. How can velocity affect its area?

Because the earth's velocity near the sun is faster
than the other section, it can sweep a large area,
say from December to January. In June and July,
it sweeps a narrow but long area because the
planet moves slower because it is farther from the
sun. Despite their differences in orientation, they
share the same area.
E. Evaluating Short Quiz
Learning
1. How many focal points are there in an
ellipse?
There are two focal points

2. What is Kepler’s first law known for?

Law of ellipse

3. What is the relationship of orbital

velocity and the radius of the planet?
Inversely proportional

4. Do planets orbiting the same start share

the same constant value?
Yes

5. In Kepler’s third law, what is the

variable that is constant in orbital
velocity equation?
G = universal constant of gravitation
6.67x10-11
or
M = central mass (mass of the sun)

F. Additional Assignment:
Activities for
Application or For your assignment, using available resources
Remediation in your homes, you are required to make your
own modified model of planetary motion. You
may utilized any recyclable materials that are
found on your hosehold. Use your craetivity in
creating your model.

Rubrics

Model Accuracy 40%

Model functionality 40%
Creativity 20%
Total 100%

Are there any questions or clarifications about

your assignment, class? None, Sir/Ma’am.

You understand everything now, so that

concludes our discussion for today. I hope you
had fun with today's conversation.

Thank you! God bless students!

Goodbye and thank you, Sir/Ma’am.

Submitted to:

REYNALD OYANIB
Course Professor
 Prepared by:

DANDY DUMAYAO

JANLYN FRANCISCO

JENNY MAY SUDAY

Bachelor in Science Education with Specialization in Physics IV