Concept Summary: Batesville High School Physics

Concept Summary
Batesville High School Physics

Early Astronomy
 As far as we know, humans have
always been interested in the motions of
objects in the sky.
 Not only did early humans navigate by
means of the sky, but the motions of
objects in the sky predicted the
changing of the seasons, etc.
Early Astronomy
 There were many early attempts both to
describe and explain the motions of
stars and planets in the sky.
 All were unsatisfactory, for one reason
or another.
The Earth-Centered Universe
 A geocentric(Earth-centered) solar
system is often credited to Ptolemy, an
Alexandrian Greek, although the idea is
very old.
Image from: http://abyss.uoregon.edu/~js/ast123/lectures/lec02.html

Ptolemy’s Solar System
 Ptolemy’s solar system could be made
to fit the observational data pretty well,
but only by becoming very complicated.

Copernicus’ Solar System
 ThePolish cleric Copernicus proposed
a heliocentric (Sun centered) solar
system in the 1500’s.

Objections to Copernicus
 Howcould Earth be moving at enormous
speeds when we don’t feel it?
 (Copernicus didn’t know about inertia.)
 Why can’t we detect Earth’s motion
against the background stars (stellar
parallax)?
 Copernicus’ model did not

fit the
observational data very well.
Galileo & Copernicus
 Galileo became convinced that Copernicus
was correct by observations of the Sun,
Venus, and the moons of Jupiter using the
newly-invented telescope.
 Perhaps Galileo was motivated to understand
inertia by his desire to understand and defend
Copernicus’ ideas.
Tycho and Kepler
 In the late 1500’s, a Danish nobleman
named Tycho Brahe set out to make
the most accurate measurements of
planetary motions to date, in order to
validate his own ideas of planetary
motion.
Tycho and Kepler
 Tycho’s data was successfully
interpreted by the German
mathematician and scientist Johannes
Kepler in the early 1600’s.
Kepler’s Laws
 Keplerdetermined that the orbits of the
planets were not perfect circles, but
ellipses, with the Sun at one focus.
Planet
Sun
Kepler’s Second Law
 Kepler determined that a planet moves
faster when near the Sun, and slower
when far from the Sun.
Planet
Sun Slower
Faster
Why?
 Kepler’sLaws provided a complete
kinematical description of planetary
motion (including the motion of
planetary satellites, like the Moon) - but
why did the planets move like that?
The Apple & the Moon
 Isaac Newton realized that the motion of
a falling apple and the motion of the
Moon were both actually the same
motion, caused by the same force -
the gravitational force.
Universal Gravitation
 Newton’sidea was that gravity was a
universal force acting between any
two objects.
At the Earth’s Surface
 Newton knew that the gravitational
force on the apple equals the apple’s
weight, mg, where g = 9.8 m/s2.
W = mg
Weight of the Moon
 Newton reasoned that the centripetal
force on the moon was also supplied by
the Earth’s gravitational force.
?
Fc = mg
Weight of the Moon
 Newton’s calculations showed that the
centripetal force needed for the Moon’s
motion was about 1/3600th of Mg,
however, where M is the mass of the
Moon.
Weight of the Moon
 Newton knew, though, that the Moon
was about 60 times farther from the
center of the Earth than the apple.
 And 602 = 3600
 From this, Newton reasoned that the
strength of the gravitational force is not
constant, in fact, the magnitude of the
force is inversely proportional to the
square of the distance between the
objects.
 Newton concluded that the gravitational
force is:
 Directlyproportional to the masses of
both objects.
 Inversely proportional to the distance
between the objects.
Law of Universal Gravitation
 Insymbols, Newton’s Law of
Universal Gravitation is:
 Fgrav = G Mm
r2
 Where G is a constant of proportionality.

 G = 6.67 x 10-11 N m2/kg2
Inverse Square Law
 Newton’s Law of Universal Gravitation
is often called an inverse square law,
since the force is inversely proportional
to the square of the distance.
An Inverse-Square Force
Experimental Evidence
 The Law of Universal Gravitation
allowed extremely accurate predictions
of planetary orbits.
 Cavendish measured gravitational
forces between human-scale objects
before 1800. His experiments were
later simplified and improved by von
Jolly.
Action at a Distance
 In Newton’s time, there was much
discussion about HOW gravity worked -
how does the Sun, for instance, reach
across empty space, with no actual
contact at all, to exert a force on the
Earth?
 This spooky notion was called “action at
a distance.”
The Gravitational Field
 During the 19th century, the notion of
the “field” entered physics (via Michael
Faraday).
 Objects with mass create an invisible
disturbance in the space around
them that is felt by other massive
objects - this is a gravitational field.
The Gravitational Field
 So,since the Sun is very massive, it
creates an intense gravitational field
around it, and the Earth responds to
the field. No more “action at a
distance.”
Gravitational Field Strength
 To measure the strength of the
gravitational field at any point, measure
the gravitational force, F, exerted on
any “test mass”, m.
 Gravitational Field Strength, g = F/m
Gravitational Field Strength
 Near the surface of the Earth, g = F/m =
9.8 N/kg = 9.8 m/s2.
 In general, g = GM/r2, where M is the
mass of the object creating the field, r is
the distance from the object’s center,
and G = 6.67 x10-11 Nm2/kg2.
Gravitational Force
 If g is the strength of the gravitational
field at some point, then the
gravitational force on an object of mass
m at that point is Fgrav = mg.
 If g is the gravitational field strength at
some point (in N/kg), then the free fall
acceleration at that point is also g (in
m/s2).
Gravitational Field Inside a
Planet
 Ifyou are located a distance r from the
center of a planet:
 all of the planet’s mass inside a sphere of
radius r pulls you toward the center of the
planet.
 All of the planet’s mass outside a sphere of
radius r exerts no net gravitational force on
you.
Planet
 The blue-shaded part
of the planet pulls you
toward point C.
 The grey-shaded part
of the planet does
not pull you at all.
Planet
 Half way to the center of the planet, g
has one-half of its surface value.
 At the center of the planet, g = 0 N/kg.
Black Holes
 When a very massive star gets old and
runs out of fusionable material,
gravitational forces may cause it to
collapse to a mathematical point - a
singularity. All normal matter is crushed
out of existence. This is a black hole.
Black Hole Gravitational Force
Black Hole Gravitational Force
 The black hole’s gravity is the same as
the original star’s at distances greater
than the star’s original radius.
 Black hole’s don’t magically “suck
things in.”
 The black hole’s gravity is intense
because you can get really, really close
to it!
Earth’s Tides
 There are 2 high tides and 2 low tides
per day.
 The tides follow the Moon.
Why Two Tides?
 Tides are caused by the stretching of a
planet.
 Stretching is caused by a difference in forces
on the two sides of an object.
 Since gravitational force depends on
distance, there is more gravitational force on
the side of Earth closest to the Moon and less
gravitational force on the side of Earth farther
from the Moon.
Why Two Tides?
 Remember that
Why the Moon?
 The Sun’s gravitational pull on Earth is
much larger than the Moon’s
gravitational pull on Earth. So why do
the tides follow the Moon and not the
Sun?
Why the Moon?
 Since the Sun is much farther from
Earth than the Moon, the difference in
distance across Earth is much less
significant for the Sun than the Moon,
therefore the difference in gravitational
force on the two sides of Earth is less
for the Sun than for the Moon (even
though the Sun’s force on Earth is
more).
Why the Moon?
 The Sun does have a small effect on
Earth’s tides, but the major effect is due
to the Moon.
The End

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Batesville High School Physics

Image from: http://abyss.uoregon.edu/~js/ast123/lectures/lec02.html

Image from: http://abyss.uoregon.edu/~js/ast123/lectures/lec02.html

Image from: http://abyss.uoregon.edu/~js/ast123/lectures/lec02.html

 Copernicus’ model did not

 Where G is a constant of proportionality.

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