Gravitation & Orbits
One inverse-square law, and every conic section follows from it, including the orbits that escape.
Introduction
The Moon is falling, all the time, and missing: it moves sideways fast enough that the ground curves away beneath it as quickly as it drops.
A satellite orbits 400 km above the Earth. How strong is gravity there compared to at the surface?
Falling and missing
Gravity between two masses follows one inverse-square law:
Circles, ellipses, Kepler's three laws and the length of a year all follow from it. Launch slower than circular speed and the release point becomes the farthest point of an ellipse. Faster, and it becomes the nearest.
Fast close in, slow far out
A planet on an eccentric orbit is moving fastest when it is:
That product is the planet's angular momentum per unit mass. Gravity always points at the star, so it exerts no torque about it, and angular momentum stays fixed. Equal areas in equal times, Kepler's second law, is the previous lesson applied to a planet.
A year, and escape
For a circular orbit, with gives Kepler's third law. It holds for ellipses too, with replaced by the semi-major axis, and the planet's own mass cancels:
A planet circles a star of solar masses at AU. How long is its year? The Earth, at 1 AU from one solar mass, takes 1 year.
What comes next
You turned an ellipse into a circle, stretched it to 2 AU, and found the speed that never returns, all from one inverse-square force. Orbits repeat, and so do springs, pendulums, molecules and bridges; next comes the one equation underneath all of them.
Ideas this lesson took on
Each of these is a common intuition the lesson put to the test. If one still feels right, the section that tests it is worth another look.
- “Orbits are circles”
- “There is no gravity in space”
- “An orbiting body moves at constant speed”
Finished with this lesson?
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Research behind this lesson
- Bar et al. 1997: Gravity is widely believed to require air, or to stop somewhere above the atmosphere: ideas that persist into adulthood and into introductory courses.
- Kavanagh & Sneider 2007: A review of decades of research on how ideas about gravity and falling develop, and how resistant the intermediate stages are to instruction.
- Wieman et al. 2008: Well-designed simulations can teach concepts more effectively than the corresponding real equipment, because they make the invisible visible and remove incidental difficulty.