General

Physics 1 12
Earth Science – Grade 12
Quarter 2 – Module 4: Newton’s Law of Universal Gravitation
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

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.

Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Mildred S. Cera

Editor: Melvina S. Tarcena
Reviewers: Melvina S. Tarcena
Illustrator:
Layout Artist: Mark Kihm G. Lara
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Revera, CESE
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 General
Biology 1 12
Quarter 2
Self-Learning Module 4
Newton’s Law of Universal Gravitation
Introductory Message
For the facilitator:

Welcome to the General Physics 1 Self-Learning Module 4 on Newton’s Law

of Universal Gravitation

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.
 For the Learner:

Welcome to the General Physics 1 Self-Learning Module 4 on Newton’s Law

of Universal Gravitation

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This measures how much you have learned from the
entire module.
 EXPECTATIONS
This module is about Newton’s Law of Universal Gravitation. After going
through this module, you are expected to:

1. use Newton’s law of gravitation to infer force, weight, and acceleration due to
gravity;
2. determine the net gravitational force on a mass given a system of point masses;
and
3. appreciate the physical significance of the gravitational field.

PRETEST
Multiple Choice: Encircle the letter that corresponds to the correct answer.

1. Which of the following statements best describes the law of universal

gravitation?
A. Two objects pull on each other with a force that is proportional to the
product of their masses and inversely proportional to the distance between
them
B. Two objects push on each other with a force that is proportional to the
product of their masses and inversely proportional to the distance between
them
C. Two objects pull on each other with a force that is inversely proportional to
the product of their masses and proportional to the square of the distance
between them.
D. Two objects push on each other with a force that is proportional to the
square of the distance between them

2. If the distance between two objects is 2.5 meters and is increased to 5 meters,
what happens to the gravitational force between them?
A. it doubles C. it increases by a factor of 4
B. it decreases by half D. it decreases by a factor of 4

3. Object A has a mass of 5 x 10 10 kg and object B has a mass of 9 x 10 10 kg.

If they are 3,000 meters apart, what is the gravitational attraction between
them? (G= 6.67 x 10-11 Nm2/kg2)
A. 33.350 N C. 1.00 x 108 N
B. 33,350 N D. 1.00 x 10-8 N

4. The mass of Venus is 4.873 x 10 24 kg and its radius is 6,052 km. What is the
acceleration due to gravity on the surface of Venus and the weight of 0.5kg rock on
its surface?
A. 0.88 m/s2 ; 0.44 N C. 0.88 m/s2 ; 4.44 N
B. 8.88 m/s2 ; 4.44 N D. 8.88 m/s2 ; 0.44 N
5. Which of the following is NOT an example of the interaction of the gravitational
field of two bodies?
A. the force between two point masses
B. the force between earth and the moon
C. the force between earth and a satellite orbiting it
D. opposite poles of two magnets pulling toward each other

RECAP
Here are 4 pictures, work out what the word is associated with the following
pictures from a set of letters given below:

https://clarkscience8.weebly.com/uploads/2/6/3/7/ https://mikascience.weebly.com/uploads/2/8/0/8
2637711/published/gravity-orbit.jpg?1576691761 /28086939/5106127_orig.gif
B I C R V K P

https://k8schoollessons.com/wp-
content/uploads/2017/12/gravity.jpg
https://www.unilad.co.uk/wp-
content/uploads/2016/02/space.jpg
G T L Z A L Y

What is the word that we are looking for? You are right GRAVITY! But what is
gravity? We know that gravity exerts influence on things such as planets, satellites,
projectiles, or any falling objects. This module covers lessons on the behavior of
gravity as well as its significance.

LESSON

You’ve probably heard this story before about Isaac Newton sitting under an apple
tree on his mother’s farm reflecting on the forces of nature. An apple fell on his
head, and perhaps he looked up through the apple tree branches and noticed the
moon. We do not know the exact account of this story or if this is ever true, what
we know is that this fortunate event caught the attention and interest of Isaac
Newton and set him into thinking why the apple was attracted to the ground in the
first place. Newton developed his ideas further and reasoned that the apple is
attracted to the earth in the same way that earth is attracted to the apple. He
extended this idea on earth’s moon, planets, sun, and for every object in the
universe being attracted by gravity. Newton discovered that gravity was universal
and formulated the law of universal gravitation.
Newton’s law of gravitation states that any two objects in the universe attract one
another with a force proportional to the product of their masses m1 and m2. The
force is inversely proportional to the square of the distance d between them.

F 𝛼 m1 x m2 That is, the greater the masses, the greater the

force of attraction between them.

F𝛼 1 That is, the farther away the objects are from

d2 each other, the less the force of attraction
between them.

If we put all of these into a F 𝛼 m1m2

proportionality, we get d2

where m1 is the mass of one object, m2 is the mass of the other object and d is the
distance between their centers of mass. The bigger the masses m1 and m2, the
bigger the force of gravity between them. The bigger the distance between the
objects, the smaller the force of attraction

Now using proportionality constant is not that convenient in Math, so instead we

turned proportionality into an equation. To do that we have to replace the
proportionality symbol with an equal symbol and that means we have to add a
constant, the universal gravitation constant or G, thus

Eq 1.

In words, to calculate the force of gravity between two objects multiply m1 and m2
divided by the square of the distance between their centers, and then multiply the
result by the constant G.

If we rearrange this equation we will get the equation for universal gravitation
constant, which is equal to the product of the gravitational force and the square of
the distance divided by the product of the masses of the two objects.

G = Fd2
m1m2
This equation helps us to get the SI unit of G, using the units for each of the terms
in the equation, the units for G turns out to be, N.m 2/kg2

Although Newton gave his theory in the 17 th century, it took 150 years to find the
value of G. Finally, the English Physicist Henry Cavendish accomplished this using
a torsion balance and found that G (gravitational constant) has a value of
G= 6.67 x 10-11 N.m2
kg2
The value of G tells us that the force of gravity is very weak.

In your previous lesson, we defined the weight of a body as the attractive

gravitational force exerted on it by the earth. Because of Newton’s law of universal
gravitation, we can extend our definition of weight as the total gravitational force
exerted on a body by all other bodies in the universe.

When the body is near the surface of the earth, we can ignore the gravitational
forces and consider the weight as just the gravitational attraction and is given by:

Substituting for G, RE, and mE, we find that

 
Fg = (6.67 x 10-11 N.m2/kg2) (5.98 x 1024kg) m
(6.38 x 106 m)2

= (9.8 m/s2)

Note that 9.8 m/s2 is the value of g, the earth’s gravitational acceleration, so by
Newton’s second law, w = mg, equating this with Eq (2) and dividing by m, and
canceling m we get,
(1) g = F = G mEm (2) g = GmE
m RE2_ RE2
m

Thus, we can see that the numerical value of g depends on the mass of the earth
and its radius. if the earth had a different mass or radius, g at its surface would
have a different value. If you know the mass and radius of any planet, you can
calculate the acceleration due to gravity at the surface of that planet.
 Let us practice! Gravitational Force
Example 1. Example 1: Solution: Gravitational force is
calculated using Eq. 1
Vince is standing 5 m from Ally. Vince has a Fg = G m1m
mass of 80 kg, while Ally 49 kg. What is the r2
attractive gravitational force between them? Fg = 6.67 x 10-11 N.m2 x 80 kg x 49 kg
kg2
Given: (5m)2
mS = mass of Vince = 80 kg
Multipy G, m1 and m2 divided by r2 and
mA = mass of Ally = 49 kg
cancel the units
r = distance between them = 5m
G = 6.67 x 10-11 N.m2
Fg = 6.67 x 10-11 N.m2 x 80 kg x 49 kg
kg2
kg2
25m2
Fg = 1.05 x 10-8 N
Example 2 Example 2: Solution:
Let us look into the gravitational force between
the earth and the moon. The mass of the earth Fg = G m1m
is 5.98 x 1024 kg, the mass of the moon is 7.35 r2
x 1022 kg, and the earth and the moon are 3.8 Fg = 6.67 x 10-11 N.m2/kg2 x 5.98 x1024kg
x108 m apart. What is the gravitational force x 7.35 x 1022 kg
between the earth and the moon? (3.8 x 108 m)2
Multipy G, m1 and m2 divided by r2 and
Given: cancel the units
ME = mass of Earth = 5.98 x 10 24 kg
Mm = mass of moon = 7.35 x 10 22 kg Fg= 6.67 x 10-11 N.m⁄2/kg⁄2 x 5.98 x 1024 k⁄g
r = distance between them = 3.8 x 10 8 m x 7.35 x 1022 k⁄g
G = 6.67 x 10-11 N.m2
1.44 x 1017 m⁄2
kg2
Fg = 2.04 x 1020 N
Comparing samples 1 and 2 shows that when big masses like that of the earth are
involved, we sense gravitation. However, the force of attraction between you and the
members of your household, though present, is relatively too weak.

Let us Practice! Acceleration due to gravity and weight

Example 3 Calculate the gravitational acceleration on the surface of Jupiter and the weight of
a 0.50kg rock on its surface.
Solution:
(a) The radius of Jupiter is 71,398,000 m and that its mass is 317.89(5.98x10 24kg)= 1.9 x
1026kg. The gravitational acceleration on Venus is calculated using Eq. 3

gJ = G mJ
RJ2
= (6.67x10-11N.m2/kg2)(1.9 x 1027kg)
(71,398,000 m)2
= 24.87 m/s2
(b) The rock’s weight on Jupiter is
wJ =mgJ =(0.50 kg)(24.87 m/s2)= 12.44 N
By comparison, the same rock weighs w = (0.50kg) (9.8m/s2) = 4.9 on the earth’s surface.
 Let us Practice! Calculating net gravitational force

1. Find the magnitude and direction of the net gravitational force on mass A due to mass A due to
masses B and C in fig 1. Mass A is 5.0 kg; mass B 8kg and mass C 6k
C A B

10cm 40cm

To calculate the force between two masses, we use the equation

F = Gm1m2
r2
The direction of the force will always point toward the larger of the two masses. Let’s find
the forces between A& B, and between A & C. If we take forces to the right as a “positive” direction
and forces to the left as “negative” direction, we can find the direction of the net force at the same
time as we find the magnitude.
FA-B = GmAmB
r2A-B
FA-B = (6.67 x 10-11 Nm2/kg2)(2kg)(8kg) FA-B = 6.67 x 10-9N
(0.40 m)2
Between forces A and B, the force will point toward mass B (positive) due to it being the larger
mass. Let’s follow the same calculations between masses A & C.
FA-C = GmAmC
r2A-C
= (6.67 x 10-11 Nm2/kg2)(2kg)(6kg) FA-C = -8.0 x 10-8 N
(0.10m) 2

Because C is the larger of the two masses, the force points to C (negative). Now, let’s add two forces
together to find the total force acting on mass A
ΣF = FA-B + FA-C
ΣF = 6.67 x 10-9N + -8.0 x 10-8 N
ΣF = 6.67 x 10-9N - 8.0 x 10-8 N
ΣF = -7.33 x 10-8
The final answer is negative, this measn the force points to mass C. So the final magnitude and
direction is -7.33 x 10-8 N towards mass C.
Physical Significance of Gravitational Field
Gravitational forces are so small between ordinary household-sized objects but very
valuable between objects that are the size of stars and planets. It is responsible for
keeping the earth together and the planets in orbit around the sun. The mutual
gravitational attraction between the main parts of the sun compresses material at
the sun’s core to very high densities and temperatures, making it possible for the
nuclear sun’s core to produce a tremendous amount of energy. Moreover, Newton's
law on universal gravitation makes a lot of things easy to explain. Here on earth,
the ocean tides are caused by differences in the gravitational pull of the moon and
the sun on opposite sides of the earth. While both the moon and the sun influence
the ocean tides, the moon plays the biggest influence because it is so much closer
to our planet than the sun. The moon’s attraction is stronger on earth’s ocean
nearer the moon and weaker on the opposite ocean farther than the moon. This is
simply because the gravitational force is weaker with increased distance.
 ACTIVITIES
Activity 1: Falling for Gravity
Objective: use Newton’s law of gravitation to infer force, weight, and acceleration
due to gravity

1. Lee Yeong gazed out of the window and saw the full moon rose with more than
ordinary splendor. (A) What force does a full moon exert on Lee Yeong with a mass
of 65 kg when it is directly overhead with its center 378,000 km away. (B) Compare
this force with the force exerted on Lee Yeong by the earth.
G = 6.67 x 10-11 Nm2/kg2
Given Data Solution-(show your solution on a separate
sheet of paper
Variables Value (A) The gravitational force exerted by the
Mass of Lee Yeong (mLee) moon is:

Mass of the moon (mMoon)

(B) The gravitational force exerted by the
Distance between the adult human earth is:
and the center of the moon (r)

2. The mass of planet Mars is 10.7% that of the earth, and its radius is 53.3% that
of the earth. (A) Compute the acceleration due to gravity on the surface of Mars
from these data. (B) If a rock weighs 75.0N on earth, what would it weigh at the
surface of Mars? G = 6.67 x 10-11 Nm2/kg2
Given Data Solution-(show your solution on a separate
sheet of paper
Variables Value A. The acceleration due to gravity
Mass of the earth(mEarth) on the surface of Mars
is____________
Radius of the earth (rEarth)
B. The weight of the rock on the
Mass of Venus (mMars)
surface of Mars is _______
Radius of the Venus (RMars)

3. Calculate the earth’s gravity force on Ally a 55-kg astronaut who is repairing the
Hubble space telescope 600 km above the earth’s surface, and then compare this
value with her weight at the earth’s surface. G = 6.67 x 10-11 Nm2/kg2
Given Data Solution-(show your solution on a separate
sheet of paper
Variables Value The earth’s gravity force on Ally is
_________
Mass of Ally (mAlly)
Her weight on the earth’s surface is
Mass of the earth is (mEarth)
____________
Distance from the center of the earth
to Ally is r
Activity 2: My Love from the Star

Objective: Determine the net gravitational force on a mass given a system of point
masses.

Many stars belong to systems of two or more stars held together by their mutual
gravitational attraction. Figure 1 shows a three-star system at an instant when the
stars are at the vertices of a 45 0 right triangle. Find the total gravitational force
exerted on the small star by the two large ones.
y
5.00 X 1030 kg

2.00 X 1020
m

1.80 X 1030 kg

2.00 X 1020m 5.00 X 10 30 kg

m

Activity 3: TIDAL POWER

g
Objective: Appreciate the physical significance of the gravitational field.
Introduction: Newton’s gravity makes a lot of things easy to explain like tides. It is
the moon’s gravity that pulls the seawater and causes high tides on the side of the
earth facing the moon and low tide on the other side facing away from it. By
turning to ocean tides we can find a source of energy that will not deplete our
existing non-renewable resources.

Task:
Let us say that you were a project engineer of an energy company sent to a
barangay which is a potential tidal energy site. Your task is to create a poster
describing how the energy of ocean tides work as well as the positive effects of tidal
power. How will your poster look like? Create your poster using a separate sheet of
paper

WRAP-UP

QUESTIONS TO PONDER:
1. What does the magnitude of the gravitational force tell us in relation to mass?
What about the 1/d2 factor tell us about the distance and gravitational force?
2. Upon what quantities does the acceleration of gravity on the surfaces of various
planets depend?
3. How do you compute for the net gravitational force exerted by two or more bodies
on a particular body?
4. Why are tides greater at the times of the full and new moon?
 VALUING
Isaac Newton once said “What goes up, must come down” basically it’s
what gravity does to people and things. If we apply this quote in real life, it means
things change, and every experience no matter how good or bad changes. There are
events in our life that will eventually change, like what we are experiencing now
due to COVID-19. In light of the global pandemic, as a student how do you
embrace and manage the changes that come your way? Write your thoughts on
your journal and be ready to share it with your friends, classmates, and family
members.

POSTTEST
Multiple Choice: Encircle the letter that corresponds to the correct answer.
1. What is the force of gravity between a newborn baby of mass 4 kg and the
obstetrician of mass 75 kg, who is 0.3 m from the baby?
A. -6.403 X 10-14 N C. 1.78 x 10-10 N
B. 6.403 x 10-14 N D. -1.78 x 10-10 N

2. Titania, the largest moon of the planet Uranus, has 1/8 the radius of the earth
and 1/1700 the mass of the earth. What is the acceleration due to gravity on the
surface of Titania?
A. 3.69 m/s2 C. 9.8 m/s2
B. 0.369 m/s 2 D. 0.98 m/s2

For questions 3, please refer to the figure below

A B C

5kg 2kg 3kg

15 cm 60 cm

3. What is the magnitude of the net gravitational force on mass B due to masses A
and C?
A. -2.96 x 10-8 N C. -2.85 x 10-8 N
B. 1.11 x 10-9 N D. 2.85 x 10-8 N

4. If the distance between mass B and mass C is reduced by half, what will be the
net gravitational force on mass B due to masses A and C?
A. -2.96 x 10-8 N C. 3.41 x 10-8 N
B. 4.45 x 10-9 N D. -2.52 x 10-8 N
5. Why does the moon play the biggest role in producing ocean tides on earth?
A. because the moon is so much closer to our planet than the sun
B. because the moon’s pull is much stronger than the sun
C. because the moon reflects all the sun’s light
D. because the moon reflects no sunlight

KEY TO CORRECTION
CONCEPT SUMMARY w = Fg = G mEm
1. Newton’s law of gravitation states RE2
that any two objects in the universe (Weight at earth’s surface)

attract one another with a force g = GmE

proportional to the product of their RE2
(acceleration due to gravity on earth’s surface)
masses m1 and m2. The force is inversely
proportional to the square of the 2. When two or more bodies exert
distance d between them. gravitational forces on a particular body,
Fg =Gm1m2 the total gravitational force is the vector
d2 sum of the forces exerted by the other
The greater the masses, the greater the bodies.
force; the greater the distance, the 3. Ocean tides are caused by differences
smaller is the force. The force of gravity
in the gravitational pull of the moon
weakens as the distance squared. (and sun) on opposite sides of the earth.
We have a higher than average high
The weight w of the body is the total tides and lower than average low tides at
gravitational force exerted on it by all the times of a new moon and a full moon
other bodies in the universe Near the when the sun, the earth, and the moon
surface of the earth (mE and radius RE), are all lined up and the tides due to the
the weight is essentially equal to the sun and the moon coincide.
gravitational force of the earth alone.

References
Hewitt, Paul G. Conceptual Physics, 11th Edition San Francisco: Pearson, 2010.

Silverio, Angelina A. Exploring Life Through Science SERIES General Physics 1.Quezon City:
Phoenix Publishing House, 2017.

Van Heuvelen, Alan. Physics: A General Introduction, United States of America: Little, Brown
and Company, 1986.

Young, Hugh D., and Freedman, Roger A. Sears and Zemansky’s University Physics with
Modern Physics, 14th Edition. San Francisco: Pearson, 2016.

https://clarkscience8.weebly.com/uploads/2/6/3/7/2637711/published/gravity-orbit.jpg?1576691761

https://mikascience.weebly.com/uploads/2/8/0/8/28086939/5106127_orig.gif
.
https://k8schoollessons.com/wp-content/uploads/2017/12/gravity.jpg

https://www.unilad.co.uk/wp-content/uploads/2016/02/space.jpg
General
Physics 1 12
Earth Science – Grade 12
Quarter 2 – Module 5: Gravitational Potential Energy, Escape Velocity, and
Satellite Motion!
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

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.

Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Maria Allen B. Secretario

Editor: Melvina S. Tarcena
Reviewer: Melvina S. Tarcena
Illustrator:
Layout Artist: Mark Kihm G. Lara
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Revera, CESE
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 General
Biology 1 12
Quarter 2
Self-Learning Module 5
Gravitational Potential Energy, Escape
Velocity, and Satellite Motion!
Introductory Message
For the facilitator:

Welcome to the General Physics 1 Self-Learning Module 5 on Gravitational

Potential Energy, Escape Velocity, and Satellite Motion!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.
 For the Learner:

Welcome to the General Physics 1 Self-Learning Module 5 on Gravitational

Potential Energy, Escape Velocity, and Satellite Motion!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This measures how much you have learned from the
entire module.
 EXPECTATIONS
This module is about Gravitational Potential Energy, Escape
Velocity, and Satellite Motion: After going through this module, you are expected to:

1. Apply the concept of gravitational potential energy in physics problems; and

2. calculate quantities related to planetary or satellite motion.

PRETEST
Multiple Choice: Encircle the letter that corresponds to the correct answer.
1. Which refers to the energy due to the position of an object relative to the earth’s
surface?
A. Kinetic Energy C. Satellite Motion
B. Escape Velocity D. Gravitational Potential Energy

2. A certain spacecraft with a mass of 500 kg is located 1.87 x 106 km from the
earth and traveling at 1.75 x 104 km/h relative to the earth. What is the potential
energy of the earth-spacecraft system?
A. 1.06 x 108 J C. 3.31 x 1010 J
B. -1.06 x 108 J D. -3.31 x 1010 J

3. Which of the following best describes escape velocity?

A. the minimum speed an object must have to escape Earth’s gravitational field and
not fall back
B. the maximum speed an object must have to escape Earth’s gravitational field
and not fall back
C. the minimum speed an object must have to escape Earth’s gravitational field
and fall back.
D. the maximum speed an object must have to escape Earth’s gravitational field
and fall back.

4. A certain planet has the same surface gravity as the earth, what is its escape
speed?
A. 1.12 x 104 m/s C. 2.11 x 104 m/s
B. -1.12 X 10 m/s
4 D. 2.11 x 104 m/s

5. A satellite is said to be geosynchronous if it has a period of _______

A. one hour c. one month
B. one day d. one year
 RECAP
CROSSWORD PUZZLE
Let’s have a simple activity to refresh your mind on what has been discussed in
Module 4 on Newton’s law of universal gravitation. Have fun with this crossword
puzzle.

DOWN:
1. It states that any two objects with masses m1 and m2, a distance r apart, attract
each other with forces inversely proportional to r 2.
2. It a kind of force field that surrounds massive objects
3. A natural phenomenon caused by differences in the gravitational pull of the
moon on opposite sides of the earth.
4. The measure of the force of gravity exerted by the earth on a body.
6. Its known value here on earth is equivalent to 9.8 m/s 2

ACROSS:
5. He formulated the law of universal gravitation
7. A fundamental physical constant with a symbol G with a value equal to
6.67 x 10-11Nm2/kg2
8. The universal force of attraction acting between all matter
 LESSON

GRAVITATIONAL POTENTIAL ENERGY AND ESCAPE VELOCITY

Basically, gravitational potential energy is equal to the work needed to move an

object to that location from a fixed reference location. We have a specific equation
for this and is given by;

This equation works when the object is close to the earth’s surface where g is
constant and PE is zero at earth’s surface. But when the object moves far from the
earth’s surface you have to use the more general form of the equation and is given
by;

Eq 1
Where GPE Ug is directly proportional to the product of two masses m 1 and m2 and
is inversely proportional to distance r. With this equation, PE is assigned to be zero
when the object is very far from the surface of the earth or at infinity. The
gravitational potential energy depends on the distance r between the body of mass
m and the center of the earth. When distance r increases or when a body moves
farther away from the earth, the gravitational force performs negative work, and U
increases, which means it becomes less negative. When distance r decreases or
when a body moves toward earth, the gravitational force is positive, and the
gravitational potential energy becomes more negative. Therefore, when using
infinity as the reference point, gravitational potential energy is always negative.

ESCAPE VELOCITY
Escape velocity is defined to be the minimum velocity required for an object to
escape completely from the gravitational field of a planet. If we equate the initial
kinetic energy of the moving body to the work needed to overcome gravity at the
surface of the astronomical body, neglecting friction, escape velocity can be
calculated. In symbols,
The distance r is equal to the radius R of the astronomical body with mass M.
Thus, escape velocity equals

Eq 2 is the general equation for escape velocity. Equating , Eq 1 can also be

written as

Eq 3

Eq 3 is only true for celestial objects near Earth. Eq. 2 and Eq. 3 show that the
mass of the object projected does not affect its escape velocity.
Let Us Practice!
1. Jin and Bin went to the moon from a rocket launched at the surface of the earth.
(A) At what minimum speed must a rocket be launched from the surface of the
earth to a height above the earth equal to the earth’s radius R E

(B) At what minimum speed must this rocket be launched from the earth that
would allow it to escape from the earth completely ( the escape speed). Neglect air
resistance, the earth’s rotation, and the gravitational pull of the moon. The earth’s
radius and mass are RE = 6.37 x 106 m and mE = 5.97 x 1024 kg .

Given:
r = radius of the earth RE = 6.37 x 106 m
mass of the earth mE = 5.97 x 1024 kg

Once the rocket is launched only the (conservative) gravitational force does the
work. We use the conservation of mechanical energy to find the speed at which the
rocket must be launched to come to a stop.

The energy conservation equation is:

Then you plug in the values

B. This time r2 is at infinity so Ug2 = 0 and K2 =0. Again, we use conservation of

mechanical energy to find ve

Satellite Motion
An important application of Newton’s law of gravitation and circular motion in our
previous lessons involves satellite motion. A satellite is any object that orbits a
planet or a star. Satellites may be natural or artificial. The moon that orbits Earth
is a natural satellite. The International Space Station is an artificial satellite and is
the largest satellite ever placed in orbit. How do they stay in orbit, and what
determines the properties of their orbit?
Many artificial satellites have nearly circular orbits. Centripetal force must be
present to keep this satellite moving in a circle. The earth’s gravitational force
provides the Centripetal force and keeps the satellite moving in a circle. What we
are going to do now is to derive the equation for the orbital period.
From Newton’s second law;
(1)
But when the object is moving in a curved path, the acceleration of that object is
given by;

(2)

Remember that r must be from the center mass and the height of the object above
the surface of the center mass.

We put (1) and (2) together, and we get centripetal force

(3)

For the gravitational force, we use Newton’s law of universal gravitation

(4)

Remember that centripetal force and gravitational force are equal in magnitude in
opposite direction. Thus, we can set these two equations equal to each other.
Hence;
(5)

We simplify these equations and cancel m and r, and solving for v, we find

(6) a.

b.

Now, we also know that the velocity is equal to

(7)

But for the object moving in a circular path distance and time equals;
(8a)
We can solve for T and substitute v from step 6b

where: T =period of a circular orbit

r= radius of orbit
M= mass of the body about which the satellite orbits
G –gravitational constant equal to 6.67 x 10-11 N.m2/kg2

We can also take these terms (8a) and plug into v2 (6a) and since it is v2 you have
to square all those terms and yields;

(9)

Now, let us solve for T by cross multiplication, and we get;

(10)

Divide both sides of the equation by G and M

which gives; (11)

We don’t want the period squared so take the square root of both sides and that
gives us;

(12)

where: T =period of a circular orbit

r= radius of an orbit
M= mass of the body about which the satellite orbits
G –gravitational constant equal to 6.67 x 10 -11 N.m2/kg2

A synchronous communication satellite, also known as ‘syncom’ is a satellite with

the same period of revolution with the period of rotation of the planet it orbits.
Satellites in synchronous orbit with earth or in geosynchronous orbit, allows us to
watch our favorite events happening in distant places such as in other countries or
“live via satellite. Moreover, it makes one revolution in 24 hours so it appears to
stay directly over a fixed point above Earth’s sky. Satellite dishes or stationary
antennas in our homes can receive signals even without changing orientation from
revolving satellite

Let us Practice!
What should be the distance from the earth an artificial satellite be placed so that
it remains synchronous with the earth?

Given:
M = mass of earth= 5.98 x 10 24 kg
T = 24 hours = 86,400s
G = 6.67 x 10-11N.m2/kg2

Solution: Manipulate the equation for the orbital period to solve for r and
substituting values

Interestingly, our results did not depend on the mass of the satellite. Thus, any
satellite placed at this distance from the earth’s center will remain synchronous
with the earth.

ACTIVITIES
Activity 1
Test Your Love for Physical Quantities

Learning Competencies:
Apply the concept of gravitational potential energy in physics problems and
calculate quantities related to planetary or satellite motion (STEM_GP12Red-IIb-
19-20)

Direction A: Match the term or quantity with its formula/equation. Write the letter
of the best answer before the number.
Materials: Worksheet pen
Activity A
A B

______1. Gravitational Potential Energy a.

______2. escape velocity b.

______3. Newton’s second law of motion c.

______4. Newton’s law of gravitation d.

______5. Kinetic energy e.

______6. Centripetal force f.

______7. Orbital speed g.

______8. Orbital period h.

i.

Direction B:
Rearrange or unscramble the letters to form a word.

Activity B:
1. GernPeaovtriegtnatytiiaonall
-It is the energy stored in an object as the result of its vertical position or height.
2. VsceElaopceity
-the minimum velocity an object must have to escape its gravitational field without
ever falling back.
3. eocyhnGosnrous
- a satellite with an orbital period the same as the earth’s rotation period.
4. Poiertrbailod
- the time a given astronomical object takes to complete one orbit around another
object.
5. einneerKgtyic
- the energy possessed by an object due to its motion
6. seltalites
- an object in space that orbits or circles around a bigger object.
7. rbtOi
- it is a regular, repeating path that one object in space takes around another one.
8. cpentreietfaorlc
-a force that makes a body follow a curved path
9. enermcatsofs
-the point where the mass of an object is concentrated
10. ordbeietpasl
- speed needed to achieve the balance between gravity’s pull on the satellite and the
inertia of the satellite motion.

ACTIVITY 2
DIWATA- Proudly Pinoy Satellite
Part-1
Learning Competencies:
Apply the concept of gravitational potential energy in physics problems and
calculate quantities related to planetary or satellite motion (STEM_GP12Red-IIb-
19-20)
Direction:
Write down every quantity each problem gives you and which quantity you are
trying to find. Find the equation to relate these quantities and show your complete
solution. Use additional sheets of paper if necessary.

Materials: Worksheet pen scientific calculator

Activity:
Diwata is a Philippine Microsatellite, designed and assembled by an all Filipino
team from the University of the Philippines and Department of Science and
Technology with the help of Japanese scientists. Diwata has a mass of 50 kg and
was launched at Cape Canaveral Florida, USA through the Atlas V rocket to the
International Space Station located 350 km above the earth on March 23, 2016.

(A). What would be the minimum speed needed to shoot the Atlas V rocket straight
up to a height of 350 km above the earth?
(B) Let us say that instead of earth, Diwata was launched from a rocket on planet
Mars. What is the minimum speed that would allow the rocket to escape from
planet Mars completely? Neglect air resistance and Mar’s rotation. The mass of
Mars is 6.46 x 1023 kg and radius is 3.39 x 10 6 m

Use the following equations below to solve the problem

G= 6.67 x 10-11 N.m2/kg2

(A) Given Quantities (B) Given Quantities

(A) Unknown Quantity (B) Unknown Quantity
(A) Solution (use additional sheets of (B) Solution (use additional sheets of
paper if necessary paper if necessary)
(A) Final Answer (B) Final Answer
 Activity 3
DIWATA- Proudly Pinoy Satellite
Part-2
Learning Competencies:
Apply the concept of gravitational potential energy in physics problems and
calculate quantities related to planetary or satellite motion (STEM_GP12Red-IIb-
19-20)
Direction:
Write down every quantity each problem gives you and which quantity you are
trying to find. Find the equation to relate these quantities and show your complete
solution. Use additional sheets of paper if necessary.
Materials: Worksheet pen scientific calculator

Activity:
Diwata is a Philippine Microsatellite, designed and assembled by an all Filipino
team from the University of the Philippines and Department of Science and
Technology with the help of Japanese Scientists. Diwata has a mass of 50 kg and
was launched at Cape Canaveral Florida, USA through the Atlas V rocket to the
International Space Station located 350 km above the earth on March 23, 2016.

On April 27, 2016, it was deployed into space and flies 400 km above the earth’s
surface. What (A) speed and (B) period will it have? The earth’s radius and mass
are RE = 6.37 x 106 m and mE = 5.97 x 1024 kg .
Use the following equations below to help you solve the problem.

(A) Given Quantities (B) Given Quantities

(A) Unknown Quantity (B) Unknown Quantity
(A) Solution (use additional sheets of (B) Solution (use additional sheets of
paper if necessary paper if necessary)
(A) Final Answer (B) Final Answer

WRAP-UP

QUESTIONS TO PONDER:
1. How do you use and interpret the generalized expression for gravitational
potential energy?
2. What is escape velocity?
3. What is a satellite?
4. How do you calculate the speed and orbital period in a circular orbit?
 VALUING

Satellites served different purposes including scientific research, weather reporting,

navigations, observing the earth, and most of all in communication.
Communication has always been an important part of life here on earth. Even as
we faced the pandemic keeping in touch with our family members, relatives,
friends, and classmates is very essential to ensure that we all feel supported during
times of uncertainty. How do we communicate with each other? How do we
communicate with people who are close by? How do we communicate with faraway
people? Why don’t you write a keep in touch message to your good friends and let
them know that you care and want to stay connected with them.

POSTTEST
Multiple Choice: Encircle the letter that corresponds to the correct answer.
1. Which of the following describes the gravitational potential energy of bodies very
far from the earth’s surface?
A. It is the energy due to the position of an object relative to the earth’s
surface
B. Infinity is considered as the reference point for zero potential energy
C. When using infinity as the reference point, gravitational potential energy
is always negative.
D. All of the above

2. Which of the following describes the graph of gravitational potential energy as an

object moves away from the surface of the earth?

A. C.

B. D.

3. What is the gravitational potential energy of an object located 790,000m above

the Earth’s Surface?
A. U = −G𝑀𝑚/(790 𝑘𝑚 + RE)
B. U = −G𝑀𝑚/(790,000 𝑘𝑚 + RE)
C. U = −G𝑀𝑚/RE
D. U = −G𝑀𝑚/(RE − 32 𝑘𝑚)
4. A rocket ship is sitting on the surface of a planet with a mass of 1x1027 kg and a
radius of 3.34 x1012 m. What is the planet’s escape velocity?
(A) √200 m/s
(B) 100 m/s
(C)100√2 m/s
(D)50 m/s

5. A satellite is in a circular orbit 800 km above the surface of the earth. What
speed must be given to this satellite and its period of the orbit in hours?
A. 5550 m/s; 1.68 h C. 5550 m/s; 1.58 h
B. 7452 m/s; 1.68 h D. 7452 m/s; 1.58 h

KEY TO CORRECTION
References
Hewitt, Paul G. Conceptual Physics, 11th Edition San Francisco: Pearson, 2010.

Silverio, Angelina A. Exploring Life Through Science SERIES General Physics 1.Quezon City:
Phoenix Publishing House, 2017.

Van Heuvelen, Alan. Physics: A General Introduction, United States of America: Little, Brown
and Company, 1986.

Young, Hugh D., and Freedman, Roger A. Sears and Zemansky’s University Physics with
Modern Physics, 14th Edition. San Francisco: Pearson, 2016.
.
https://en.wikipedia.org/wiki/Gravitational_energy

https://en.wikipedia.org/wiki/Orbital_period#:~:text=The%20orbital%20period%20
is%20the,other%20stars%2C%20or%20binary%20stars.
General
Physics 1 12
Earth Science – Grade 12
Quarter 2 – Module 6: Gravity: Kepler’s laws of planetary motion!
First Edition, 2020

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 General
Biology 1 12
Quarter 2
Self-Learning Module 6
Gravity: Kepler’s laws of planetary
motion!
Introductory Message
For the facilitator:

Welcome to the General Physics 1 Self-Learning Module 6 on Gravity:

Kepler’s laws of planetary motion!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.
 For the Learner:

Welcome to the General Physics 1 Self-Learning Module 6 on Gravity:

Kepler’s laws of planetary motion!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This measures how much you have learned from the
entire module.
 EXPECTATIONS
This module is about Kepler’s laws of planetary motion: After going
through this module, you are expected to:
1. find the relationship of the astronomical data examined;
2. device a gravity well and simulate the planetary motion;
3. relate Kepler’s third law of planetary motion to Newton’s law of gravitation and
centripetal acceleration.

PRETEST
Multiple Choice: Encircle the letter that corresponds to the correct answer.
1. Which of the following statements describes Kepler’s first law?
A. Planets move in elliptical orbits, with the Sun at one focus of the ellipse.
B. An imaginary line between the Sun and a planet sweeps out equal areas in
equal time intervals.
C. The quotient of the square of the period of a planet’s revolution around the
Sun and the cube of the average distance from the Sun is constant and the
same for all planets.
D. The velocity is constant no matter what size the orbit is.

2. What did Kepler say in his second law about the line connecting a planet to the
sun?
A. sweeps out different areas in equal time intervals
B. sweeps out equal areas in equal time intervals
C. sweeps out equal areas in different time intervals
D. the velocity is constant no matter what size the orbit is

3. Which of Kepler’s laws of planetary motion explains a planet that is farther away
from the sun travels the same amount of time as when it is closer to the sun due to
equal areas?
A. ist law C. 3rd law
B. 2nd law D. neither 1st law nor 2nd law

4. Which Kepler’s law stated that the ratio of the squares of the periods T of any
two planets revolving around the sun is equal to the ratio of the cubes of their
mean distance from the sun?
A. 1st law C. 3rd law
B. 2nd law D. neither 2nd nor 3rd law

5. Knowing how long a planet takes to orbit the sun, helps scientists determine the
distance that the planet is from the sun is explained in which Kepler’s law of
planetary motion?
A.1st law C. 3rd law
B. 2 law
nd D. neither 2nd law nor 3rd law
 RECAP
Who’s Who in Astronomy: Identify the astronomer being described. Choose from
the list given below:
Johannes Kepler; Copernicus; Galileo Galilei; Tycho Brahe; Ptolemy

_______________________1. Greek astronomer, wrote a book that combined all the

ancient knowledge of astronomy that he could find.
_______________________2. Polish astronomer, believed that the sun was at the
center.

_______________________3. Danish astronomer, believed the sun and moon revolved

around the Earth, but the other planets revolved around the sun.
_______________________4. German astronomer, stated that all the planets revlve
around the sun in elliptical orbits.

_______________________5. Italian astronomer, discovered four of Jupiter’s moon.

Ptolemy (151-127 B.C.E.) developed the Ptolemaic system for describing the motion
of the planets and the sun. The system is geocentric, that is, the earth is at the
center of the universe. In 1543, Nicholas Copernicus (1473–1543) proposed a
heliocentric system for the universe in which Earth and all of the other planets
revolved around the Sun. However, the Copernican system was rejected by the
clergy because the religious belief system at the time placed humans and Earth at
the center of a physically perfect universe. You probably read about Galileo Galilei
(1564–1642) put on trial for supporting the Copernican system. Have you ever
heard of the Tychonic system? A famous Danish nobleman and astronomer, Tycho
Brahe (1546–1601), proposed a system, that was intermediate between the
Ptolemaic and Copernican systems. In Brahe’s system, Earth is still and is the
center of the universe; the Sun and Moon revolve around Earth, but the other
planets revolve around the Sun. Brahe’s system captured the interest of many
scientists, but never assumed the importance of either the Ptolemaic or Copernican
systems. Nevertheless, Tycho Brahe contributed an extensive amount of
information about astronomy. In this module, we will learn about Kepler’s laws of
planetary motion and how it relates to Newton’s law of gravitation and centripetal
acceleration.
 LESSON
Kepler’s Laws of Planetary Motion
Astronomy began to establish as an exact science with the detailed and accurate
observations of Tycho Brahe. For more than 20 years, Brahe kept detailed records
of the positions of the planets and stars. In 1600, Brahe invited Kepler to be one of
his assistants. The following year, Brahe died suddenly, leaving all of his detailed
data to Kepler. With this abundant resources of astronomical data and his ability
to perform detailed mathematical analyses, by trial and error, Kepler discovered
three empirical relationships that describe the motion of the planets. These
relationships are known today as Kepler’s laws of planetary motion.

KEPLER’S LAWS

1. Planets move in elliptical orbits, with the Sun at one focus of the ellipse.
2. An imaginary line between the Sun and a planet sweeps out equal areas in equal
time intervals.
3. The quotient of the square of the period of a planet’s revolution around the Sun
and the cube of the average distance from the Sun is constant and the same for all
planets
or

Kepler’s first law does not appear to be very great, but he wrestled not only with
scientific observations of the day but also with religious and philosophical views.
For centuries, religious beliefs are inclined on the perfection of “celestial spheres”.
Ellipses were not considered to be “perfect,” so most of the astronomers resisted
the idea of orbit other than a “perfect” circle that fit on the surface of a sphere.
However, since Kepler published his laws, the data for the movement of a satellite,
either natural or artificial, fit well into the idea of an ellipse.

FIGURE 1 AN ELLIPSE LOOKS LIKE A STRETCHED OUT CIRCLE. EVERY POINT ON THE CIRCLE IS THE SAME DISTANCE FROM THE CIRCLE’S
CENTER. HOWEVER, FOR AN ELLIPSE, THE TWO POINTS INSIDE ARE CALLED THE FOCI (SING: FOCUS) AND THE SUM OF THE DISTANCE
BETWEEN THE FOCI AND ANY POINT ON THE ELLIPSE IS CONSTANT. THE CLOSER THE TWO FOCI ARE TO EACH OTHER, THE CLOSER THE
ELLIPSE BECOMES A CIRCLE.
Kepler’s second law is illustrated in Figure 2 Each of the shaded sections of the
ellipse has an equal area. According to Kepler’s second law, therefore, the planet
moves along the arc of each section in an equal period of time. Since the arcs close
to the Sun are longer than the arcs more distant from the Sun, the planet must be
moving more rapidly when it is close to the Sun. According to Kepler’s second law,
the same length of time was needed for a planet to move along each of the arcs at
the ends of the segments of the ellipse. Kepler did not know why planets moved
faster when they were close to the Sun and slowly when they were farther away.

FIGURE 2. HERE, THE PLANET IS TRAVELLING THE SAME AMOUNT OF TIME ALONG IT'S ORBIT (THE CURVED PATH). THE WEDGES ALL
HAVE THE SAME AREA. SO WHAT KEPLER’S 2ND LAW OF PLANETARY MOTION IS SAYING IS THAT A PLANET MOVES FASTER WHEN IT’S
NEARER THE SUN (PERIHELION) AND SLOWER WHEN IT’S FARTHER AWAY (APHELION).

When Kepler's third law was published, he had no idea of the significance of the
constant in the mathematical expression T2/r3 = k except for the fact that data fit
the equation. Kepler had an impression that the Sun was in some way influencing
the motion of the planets, but he did not know how or why this would lead to the
mathematical relationship. The numerical value of the constant in Kepler’s third
law and its relationship to the interaction between the Sun and the planets would
be understood only when Sir Isaac Newton (1642–1727) presented his law of
universal gravitation.

Kepler’s third law states that the ratio T2/r3 is constant and the same for each
planet orbiting the Sun. At first thought, Kepler’s third law would appear to have
little relationship to Newton’s third law of universal gravitation, careful
mathematical analysis shows a relationship. Circular orbits are considered to keep
the mathematics simple, though the math is more complex the final results
obtained by considering elliptical orbits are the same. The following steps below
show how Newton’s law of universal gravitation relates to Kepler’s third law.

1. Write Newton’s law of universal gravitation, using m S for the mass of the Sun
and mp for the mass of the planet.
 2. Since the force of gravity must provide a centripetal force for the planets, set
the gravitational force equal to the required centripetal force.
Simplify the equation

3. Since Kepler’s third law includes the period, T, as a variable, find an

expression for the velocity v, of the planet in terms of its period.
A planet travels a distance equal to the circumference of the orbit during a
time interval equal to its period.

4. Substitute the expression for the velocity of the planet into the above
equation.

5. Multiply each side of the equation by T2/r2.

6. Solve for T2/r3

As you can see, Newton’s law of universal gravitation shows not only that the ratio
T2/r3 is constant, but also that the constant is 4 2/GmS.
All of Kepler’s laws, developed before Newton did his work, support Newton’s law of
universal gravitation. Kepler focused only on the Sun and planets, while Newton
proposed that the laws applied to all types of orbital motion, such as moons around
planets, Today we know that all of the artificial satellites orbiting around Earth,
including our Moon, follow Kepler’s laws.

Let us Practice!
Find the mass of the Sun, using Earth’s orbital radius and period of revolution.

Let’s Develop a Thought on the Problem

• Kepler’s third law, combined with Newton’s law of universal gravitation,
yields an equation that relates the period and orbital radius of a satellite to
the mass of the body around which the satellite is orbiting.
• Earth orbits the Sun once per year
• Let RE represents the radius of Earth’s orbit around the Sun.
Identify the Target
The mass of the Sun, ms

Identify the Variables and Constants

Known:
Sun

Suggested:

days

Unknown:

Develop the Solution

Write Kepler’s third law, using the constant derived from Newton’s law of universal
gravitation.

Solve for the mass of the Sun.

Convert the period into SI units.

Substitute the numerical values into the equation and solve.

The mass of the Sun is approximately 1.97 x 10 30 kg

Check the Solution

The Sun is bigger than any of the planets. The value sounds reasonable.
 ACTIVITIES
Activity 1
Kepler’s Empirical Equations

Learning Competencies:
For circular orbits, relate Kepler’s third law of planetary motion to Newton’s law of
gravitation and centripetal acceleration (STEM_GP12G-IIc-22)
Direction
Examine the astronomical data similar to the data that Kepler used, and look for a
relationship.
Materials: Worksheet pen scientific calculator
Activity:
The following table gives orbital radius and orbital period information for five of
Saturn’s largest satellites. Base your answers to the questions on this information.
Satellite Mean orbital radius R (m) Period T (s) T2/r3
Tethys 2.95 x 108 1.63 x 105
Dione 3.78 x 108 2.36 x 105
Rhea 5.26 x 108 3.90 x 105
Titan 1.221 x 109 1.36 x 106
Iapetus 3.561 x 109 6.85 x 106

1. Determine the T2/r3 ratio for Saturn’s moons.

2. What pattern do you observe in the last column?

3. Which law of Kepler’s does it support?

ACTIVITY 2
DIY Gravity Well
(source: https://www.starhop.com/blog/2020/6/10/at-home-stem-activities-keplers-laws-of-planetary-motion)

Learning Competencies:
For circular orbits, relate Kepler’s third law of planetary motion to Newton’s law of
gravitation and centripetal acceleration (STEM_GP12G-IIc-22)

Direction:
Simulate planetary motion by making your 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
Activity:
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. What path does it follow
now?
5. Explain how it simulates the planetary motion

Activity 3
Kepler’s 3rd law feat Newton’s Law of Universal Gravitation
Learning Competencies:
For circular orbits, relate Kepler’s third law of planetary motion to Newton’s law of
gravitation and centripetal acceleration (STEM_GP12G-IIc-22)
Direction:
Use Kepler’s third law and Newton’s law of universal gravitation to yield an
equation that relates the period and orbital radius of a satellite to the mass of the
body around which the satellite is orbiting. Write down every quantity each
problem gives you and which quantity you are trying to find. Find the equation to
relate these quantities and show your complete solution. Use additional sheets of
paper if necessary.

Materials: Worksheet pen scientific calculator

Activity:
Jupiter’s moon Io orbits Jupiter once every 1.769 days. Its average orbital radius is
4.216 x 108m. what is Jupiter’s mass?

a. Let’s Develop a Thought on the Problem:

b. Identify Target
c. Identify the Variables and Constants
Known: Suggested: Unknown
d. Develop the Solution
e. Check your solution

WRAP-UP

QUESTIONS TO PONDER:
1. State Kepler’s laws
2. Explain how Kepler’s third law supports Newton’s law of universal
gravitation
 VALUING

When the famous German astronomer Johannes Kepler (1571-1630) worked on a

vast amount of detailed astronomical data, he did not know whether a relationship
existed between specific pairs of variables. In addition, Kepler had no calculator-he
had to do all of his calculations by hand. What lessons can we learn from the effort
that he exerted in order to find this relationship? Write your thoughts in your
journal.

POSTTEST
Multiple Choice: Encircle the letter that corresponds to the correct answer.
The figure below shows the orbit of a planet with the sun at one focus. Refer to this
diagram for questions 1-3

1. What is the shape of the planet’s orbit according to Kepler’s 1 st law of planetary
motion?
A. circle C. oblong
B. ellipse D. parabola

2. How does a planet move when it is nearer the sun?

A. faster C. the same
B. slower D. not enough information

3. What do you call the farthest position of a planet to the sun?

A. aphelion C. focus
B. ellipse D. perihelion

4. The mean solar distance of Mercury is 0.387 AU (a unit of distance from the sun
is called an astronomical unit and is abbreviated as AU. One AU is the average
separation of Earth from the sun). What is its period?
A. 88 days D. 86 days
B. 87 days D. 85 days
5. An artificial satellite orbits the Earth at a distance of 1.45×104 km from Earth’s
center. The moon orbits the Earth at a distance of 3.84×105 km once every 27.3 days.
How long does it take the satellite to orbit the Earth?
A. 0.200 days C. 243 days
B. 3.07 days D. 3721

Note: R3 =r3

References
Hewitt, Paul G. Conceptual Physics, 11th Edition San Francisco: Pearson, 2010.

Silverio, Angelina A. Exploring Life Through Science SERIES General Physics 1.Quezon City:
Phoenix Publishing House, 2017.

Van Heuvelen, Alan. Physics: A General Introduction, United States of America: Little, Brown
and Company, 1986.

Young, Hugh D., and Freedman, Roger A. Sears and Zemansky’s University Physics with
Modern Physics, 14th Edition. San Francisco: Pearson, 2016.
.
https://en.wikipedia.org/wiki/Gravitational_energy
https://en.wikipedia.org/wiki/Orbital_period#:~:text=The%20orbital%20period%20
is%20the,other%20stars%2C%20or%20binary%20stars.
https://www.starhop.com/blog/2020/6/10/at-home-stem-activities-keplers-laws-
of-planetary-motion
file:///C:/Users/teacher4249/Downloads/_McGraw-
Hill_Ryerson._High_School_Physics%20(1).pdf