Republic of the Philippines

City of Taguig

Taguig City University

Gen. Santos Avenue, Central Bicutan, Taguig City

COLLEGE OF EDUCATION
SEMI-DETAILED LESSON PLAN

SUBJECT CODE: PHYS 6 WEEK: 3

SUBJECT TITLE: ASTRONOMY YEAR LEVEL/SECTION: BSE-SCIENCE A2020
I. OBJECTIVES

The learner can describe how Trycho Brahe, and Johannes

Kepler contributed to our understanding of how the planets
A. CONTENT STANDARD move around the sun and explain Kepler’s three laws of
planetary motion.

The learner is able to compare the orbital characteristics of the

B. PERFORMANCE planets in the solar system and the orbital characteristic of
STANDARD asteroids and comets in the solar system.

C. COMPETENCIES Viewing Comprehension

At the end of the lesson, the learners should be able to:

1. Discuss the significance of orbits and gravity.

D. SPECIFIC OBJECTIVES 2. Interpret the Kepler’s Third Law and Newton’s Laws of
motion.
3. Understand how the planets move around the sun.

II. CONTENT

A. TOPIC The Orbits and Gravity

B. REFERENCES

Learner’s Material: Quarter 1 and 2 Page 69 to 91

https://libribook.com/ebook/9163/astronomy-pdf/?
LEARNER’S MATERIAL
bookid=45368

Orbits and Kepler's Laws | NASA Solar System Exploration

ONLINE REFERENCES Newton’s laws of motion | Definition, Examples, & History |
Britannica
https://www.youtube.com/watch?v=suQDwZcnJdg

Powerpoint Presentation, Colored Cartolina

C. MATERIALS

D. METHOD Lecture, Interactive and Directed Discussion

III. PROCEDURES
A. PRELIMINARY ACTIVITIES
1. GREETINGS
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City of Taguig

Taguig City University

Gen. Santos Avenue, Central Bicutan, Taguig City

COLLEGE OF EDUCATION
The teacher will start the class with short prayer, greetings,
checking of the attendance, and reminders on things they need
to do during the discussion.

2. PRIMING

In this part, the teacher will ask the learners to recall the
previous topic about astronomy, the importance of computing
2.1. REVIEW
scientific notation in light year and the origin of the universe
(Big Bang Theory).

2.2. MOTIVATI
The teacher will visualize gravity by the used of apple.
ON

After the motivation, the teacher will ask the students:

a.) Why the apple drops so fast and didn’t float?

b.) What do you think is the importance of discovering the

2.3. INTRODUC
gravity, especially in our universe
TION
c.) What do you think is the importance of gravity in
orbiting the planet? what if there’s no gravity, can still
the planets move?

B. LESSON PROPER
1. DISCUSSION
The Laws of Planetary Motion

a. At about the time that Galileo was beginning his experiments

with falling bodies, the efforts of two other scientists
dramatically advanced our understanding of the motions of
the planets.

Tycho Brahe’s Observatory

a. Three years after the publication of Copernicus’ De

Revolutionibus, Tycho Brahe was born to a family of Danish
nobility. He developed an early interest in astronomy and, as
a young man, made significant astronomical observations.
Among these was a careful study of what we now know was
an exploding star that flared up to great brilliance in the night
sky.
b. His growing reputation gained him the patronage of the
Danish King Frederick II, and at the age of 30, Brahe was able
to establish a fine astronomical observatory on the North Sea
Island of Hven His growing reputation gained him the
patronage of the Danish King Frederick II, and at the age of
30, Brahe was able to establish a fine astronomical
observatory on the North Sea island of Hven
c. Brahe lost his political base and decided to leave Denmark.
He took up residence in Prague, where he became court
astronomer to Emperor Rudolf of Bohemia. There, in the year
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City of Taguig

Taguig City University

Gen. Santos Avenue, Central Bicutan, Taguig City

COLLEGE OF EDUCATION
before his death, Brahe found a most able young
mathematician, Johannes Kepler, to assist him in analyzing
his extensive planetary data

Johannes Kepler

a. Johannes Kepler was born into a poor family in the German

province of Württemberg and lived much of his life amid the
turmoil of the Thirty Years’ War
b. He attended university at Tubingen and studied for a
theological career. There, he learned the principles of the
Copernican system and became converted to the heliocentric
hypothesis. Eventually, Kepler went to Prague to serve as an
assistant to Brahe, who set him to work trying to find a
satisfactory theory of planetary motion—one that was
compatible with the long series of observations made at
Hven. Brahe was reluctant to provide Kepler with much
material at any one time for fear that Kepler would discover
the secrets of the universal motion by himself, thereby
robbing Brahe of some of the glory. Only after Brahe’s death
in 1601 did Kepler get full possession of the priceless records.
Their study occupied most of Kepler’s time for more than 20
years

The First Two Laws of Planetary Motion

a. The path of an object through space is called its orbit. Kepler

initially assumed that the orbits of planets were circles, but
doing so did not allow him to find orbits that were consistent
with Brahe’s observations. Working with the data for Mars,
he eventually discovered that the orbit of that planet had the
shape of a somewhat flattened circle, or ellipse.
b. These two points inside the ellipse are called its foci (singular:
focus), a word invented for this purpose by Kepler
c. The widest diameter of the ellipse is called its major axis. Half
this distance—that is, the distance from the center of the
ellipse to one end—is the semimajor axis, which is usually
used to specify the size of the ellipse. For example, the
semimajor axis of the orbit of Mars, which is also the planet’s
average distance from the Sun, is 228 million kilometers.

Kepler’s Third Law

a. He wanted to know why the orbits of the planets were

spaced as they are and to find a mathematical pattern in their
movements—a “harmony of the spheres” as he called it. For
many years he worked to discover mathematical
relationships governing planetary spacing and the time each
planet took to go around the Sun
b. In 1619, Kepler discovered a basic relationship to relate the
planets’ orbits to their relative distances from the Sun. We
define a planet’s orbital period, (P), as the time it takes a
planet to travel once around the Sun. Also, recall that a
planet’s semimajor axis, a, is equal to its average distance
from the Sun. The relationship, now known as Kepler’s third
law, says that a planet’s orbital period squared is
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COLLEGE OF EDUCATION
proportional to the semimajor axis of its orbit cubed.
c. For instance, suppose you time how long Mars takes to go
around the Sun (in Earth years). Kepler’s third law can then
be used to calculate Mars’ average distance from the Sun.
Mars’ orbital period (1.88 Earth years) squared, or P2, is
1.882 = 3.53, and according to the equation for Kepler’s third
law, this equals the cube of its semimajor axis, or a3. So what
number must be cubed to give 3.53? The answer is 1.52
(since 1.52 × 1.52 × 1.52 = 3.53). Thus, Mars’ semimajor axis
in astronomical units must be 1.52 AU.

Kepler’s Three laws of planetary motion can be summarized as

follows:

 Kepler’s first law: Each planet moves around the Sun in an

orbit that is an ellipse, with the Sun at one focus of the
ellipse.

 Kepler’s second law: The straight line joining a planet and

the Sun sweeps out equal areas in space in equal intervals of
time

 Kepler’s third law: The square of a planet’s orbital period is

directly proportional to the cube of the semimajor axis of its
orbit

Newton’s Great Synthesis

a. It was the genius of Isaac Newton that found a conceptual

framework that completely explained the observations and
rules assembled by Galileo, Brahe, Kepler, and others.
Newton was born in Lincolnshire, England, in the year after
Galileo’s death
b. Against the advice of his mother, who wanted him to stay
home and help with the family farm, he entered Trinity
College at Cambridge in 1661 and eight years later was
appointed professor of mathematics. Among Newton’s
contemporaries in England were architect Christopher Wren,
authors Aphra Behn and Daniel Defoe, and composer G. F.
Handel

 Newton’s first law: Every object will continue to be in a state

of rest or move at a constant speed in a straight line unless it
is compelled to change by an outside force.

 Newton’s second law: The change of motion of a body is

proportional to and in the direction of the force acting on it.

 Newton’s third law: For every action there is an equal and

opposite reaction (or: the mutual actions of two bodies upon
each other are always equal and act in opposite directions).

Mass, Volume, Density

 The volume of an object is the measure of the physical space

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City of Taguig

Taguig City University

Gen. Santos Avenue, Central Bicutan, Taguig City

COLLEGE OF EDUCATION
it occupies. Volume is measured in cubic units, such as cubic
centimeters or liters. The volume is the “size” of an object. A
penny and an inflated balloon may both have the same mass,
but they have very different volumes
 density is the mass divided by the volume. Note that in
everyday language we often use “heavy” and “light” as
indications of density (rather than weight) as, for instance,
when we say that iron is heavy, or that whipped cream is
light.
 mass, which is a measure of the amount of material within an
object.

Angular Momentum
 A concept that is a bit more complex, but important for
understanding many astronomical objects, is angular
momentum, which is a measure of the rotation of a body as it
revolves around some fixed point (an example is a planet
orbiting the Sun). The angular momentum of an object is
defined as the product of its mass, its velocity, and its
distance from the fixed point around which it revolves.

Newton’s Universal Law of Gravitational

 Newton’s laws of motion show that objects at rest will stay at

rest and those in motion will continue moving uniformly in a
straight line unless acted upon by a force. Thus, it is the
straight line that defines the most natural state of motion.
But the planets move in ellipses, not straight lines; therefore,
some force must be bending their paths. That force, Newton
proposed, was gravity.

Orbits of the Planets

 Today, Newton’s work enables us to calculate and predict the

orbits of the planets with marvelous precision. We know
eight planets, beginning with Mercury closest to the Sun and
extending outward to Neptune.
 All the planets have orbits of rather low eccentricity. The
most eccentric orbit is that of Mercury (0.21); the rest have
eccentricities smaller than 0.1. It is fortunate that among the
rest, Mars has an eccentricity greater than that of many of
the other planets. Otherwise, the pre-telescopic observations
of Brahe would not have been sufficient for Kepler to deduce
that its orbit had the shape of an ellipse rather than a circle.

At this point, the learner can explain and elaborate the

contribution of the following scientist in gravity:

a. Isaac Newton
2. DEVELOPING
b. Johannes Kepler
MASTERY
c. Tycho Brahe

C. GENERALIZATION The teacher will ask the following question:

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City of Taguig

Taguig City University

Gen. Santos Avenue, Central Bicutan, Taguig City

COLLEGE OF EDUCATION
a. What is the importance Isaac’s newton discovery?
b. How the first two law of motion’s affect the study of
orbit outside the universe.
c. What is Newton’s Universal law of gravitational?
d. Explain the first, second and third law of Newton’s
e. What is Angular Momentum?
f. What are the benefits of Isaac Newton’s discovery in
astronomy?
The teacher will ask the following questions and the learners
must answer in a sheet of paper:

1. State Kepler’s three laws in your own words.

2. Why did Kepler’s need Tycho Brahe’s data to formulate
g. EVALUATION
his laws?
3. Compare the Mass, Volume, and Density.
4. Elaborate the Kepler’s Laws of Planetary Motion.
5. Explain Newton’s Universal Law of Gravitational.

The student must answer the question in essay form.

IV. ASSIGNMENT
 How Isaac Newton discovery affect the science today?

Prepared by:

Mr. MICHAEL CLYDE T. GURDIEL

Teaching Intern

Reviewed by:

Prof. JOSHUANIE KRISTINE F. ROSERO-BALISI, LPT

Cooperating Professor