Astronomy and the RenaissanceAstronomy and the RenaissanceAstronomy and the RenaissanceAstronomy and the Renaissance
Lesson OverviewLesson OverviewLesson OverviewLesson Overview
Copernicus and the Sun-Centered ModelCopernicus and the Sun-Centered Model Kepler’s Laws of Planetary MotionKepler’s Laws of Planetary Motion
Chapter 1, Lesson 2
Quick WriteQuick WriteQuick WriteQuick Write
If you were Tycho, how would you have If you were Tycho, how would you have argued for the kind of observatory you argued for the kind of observatory you
wanted from the king?wanted from the king?
(Note to teacher: Use “Pick a Student” button in CPS)(Note to teacher: Use “Pick a Student” button in CPS)
Chapter 1, Lesson 2
Copernicus and the Copernicus and the Sun-Centered ModelSun-Centered ModelCopernicus and the Copernicus and the Sun-Centered ModelSun-Centered Model
Chapter 1, Lesson 2 © Image Select/Art Resource
Why Copernicus Searched for a Why Copernicus Searched for a Better ModelBetter Model
Why Copernicus Searched for a Why Copernicus Searched for a Better ModelBetter Model
Ptolemy’s predictions were offPtolemy’s predictions were off
More accurate data for the Roman Catholic More accurate data for the Roman Catholic
Church calendar Church calendar
Theory of epicycles didn’t adequately Theory of epicycles didn’t adequately
explain changes in Mars’ brightnessexplain changes in Mars’ brightness
Chapter 1, Lesson 2
Copernicus’ Heliocentric Copernicus’ Heliocentric SystemSystem
Copernicus’ Heliocentric Copernicus’ Heliocentric SystemSystem
Earth, one of several planets revolving around the Sun Plane of Earth’s equator tilted
Chapter 1, Lesson 2
Copernicus’ Heliocentric Copernicus’ Heliocentric System, cont.System, cont.
Copernicus’ Heliocentric Copernicus’ Heliocentric System, cont.System, cont.
Moon revolves around EarthMoon revolves around Earth Included relative distances of planets from Included relative distances of planets from
Sun Sun Earth’s atmosphere simply follows Earth Earth’s atmosphere simply follows Earth
as it rotates as it rotates
Chapter 1, Lesson 2
Comparing the Copernican Comparing the Copernican Model With the Ptolemaic Model With the Ptolemaic
Comparing the Copernican Comparing the Copernican Model With the Ptolemaic Model With the Ptolemaic
Ptolemy Copernicus
Accuracy of Data
Predictive Power
Simplicity
Chapter 1, Lesson 2
Kepler’s Laws of Planetary Kepler’s Laws of Planetary Motion Motion
Kepler’s Laws of Planetary Kepler’s Laws of Planetary Motion Motion
Tycho Brahe’s Observations Tycho’s observations didn’t
confirm the more recent Copernican model, however
If the Earth orbited the Sun, then the nearby stars would show parallax
Chapter 1, Lesson 2© Photos.com
Kepler’s Laws of Planetary Kepler’s Laws of Planetary Motion, cont.Motion, cont.
Kepler’s Laws of Planetary Kepler’s Laws of Planetary Motion, cont.Motion, cont.
Tycho’s model put Earth at the center of Sun’s orbit Other planets orbiting
Sun
Wrong conclusion for a good reason
Chapter 1, Lesson 2 © Detlev van Ravenswaay/Photo Researchers, Inc.
Kepler’s First Law: Kepler’s First Law: The Significance of the Ellipse The Significance of the Ellipse
Kepler’s First Law: Kepler’s First Law: The Significance of the Ellipse The Significance of the Ellipse
Ellipse – a geometrical shape of which every point is same total distance from two fixed points
Each planet’s path around the Sun is an ellipse
Chapter 1, Lesson 2
Kepler’s Second Law: Kepler’s Second Law: The Planets’ Changing Speeds The Planets’ Changing Speeds
Kepler’s Second Law: Kepler’s Second Law: The Planets’ Changing Speeds The Planets’ Changing Speeds
A planet speeds up when it is closer to the Sun, and slows down when it is farther away
Chapter 1, Lesson 2
How Kepler’s Third Law How Kepler’s Third Law Implied the Force of Gravity Implied the Force of Gravity
How Kepler’s Third Law How Kepler’s Third Law Implied the Force of Gravity Implied the Force of Gravity
Kepler hypothesized that a force held the planets near the Sun—gravity
Harmonic Law: expresses a relationship between the time a planet takes to orbit the Sun and its distance from the Sun
Chapter 1, Lesson 2 Courtesy of National Library of Medicine
Activity 1: Astronomy and Activity 1: Astronomy and The RenaissanceThe Renaissance
Activity 1: Astronomy and Activity 1: Astronomy and The RenaissanceThe Renaissance
Use your textbook to identify the terms Use your textbook to identify the terms and people to complete the sentence or and people to complete the sentence or answer the question provided using answer the question provided using complete sentences.complete sentences.
Chapter 1, Lesson 2
Activity 2: Activity 2: Drawing EllipsesDrawing EllipsesActivity 2: Activity 2: Drawing EllipsesDrawing Ellipses
1.1. Tie each end of the string around a tack Tie each end of the string around a tack
2.2. Push the thumb tacks into the cardboard Push the thumb tacks into the cardboard approximately 8 inches apartapproximately 8 inches apart
3.3. Stretch the string taut and insert the tip of a Stretch the string taut and insert the tip of a pen/pencil into the angle of the string pen/pencil into the angle of the string
4.4. Mark an ellipse on the cardboard by dragging Mark an ellipse on the cardboard by dragging the pen/pencil around the cardboardthe pen/pencil around the cardboard
5.5. Complete the worksheet together as a teamComplete the worksheet together as a team
Chapter 1, Lesson 2
Activity 3: Your Own Activity 3: Your Own Ancient ObservatoryAncient ObservatoryActivity 3: Your Own Activity 3: Your Own Ancient ObservatoryAncient Observatory
Your worksheet lists some of the tools you Your worksheet lists some of the tools you would probably find in an observatory would probably find in an observatory todaytoday
At the time of the Renaissance, these At the time of the Renaissance, these tools had not been invented yet tools had not been invented yet
What tools would you use instead, since What tools would you use instead, since these were not available? these were not available?
Chapter 1, Lesson 2
Technology Enrichment: Technology Enrichment: The Earth’s SeasonsThe Earth’s Seasons
Technology Enrichment: Technology Enrichment: The Earth’s SeasonsThe Earth’s Seasons
Watch the video clips and answer the Watch the video clips and answer the questions on the worksheetquestions on the worksheet
Write a brief script, as if for your own Write a brief script, as if for your own
video, about why the Earth’s seasons video, about why the Earth’s seasons
changechange
Chapter 1, Lesson 2
ReviewReviewReviewReview
Copernicus’s Heliocentric system put Earth as Copernicus’s Heliocentric system put Earth as just one of several planets revolving around the just one of several planets revolving around the Sun Sun
Tycho’s observations didn’t confirm the more Tycho’s observations didn’t confirm the more recent Copernican model, however recent Copernican model, however
Kepler’s First Law of Planetary Motion holds that Kepler’s First Law of Planetary Motion holds that each planet’s path around the Sun is an ellipse each planet’s path around the Sun is an ellipse
Kepler’s second law tells us about a planet’s Kepler’s second law tells us about a planet’s speed as it moves around the Sun speed as it moves around the Sun
Kepler’s third law implied the force of gravity Kepler’s third law implied the force of gravity
Chapter 1, Lesson 2
SummarySummarySummarySummary
Copernicus and the Sun-Centered ModelCopernicus and the Sun-Centered Model Kepler’s Laws of Planetary MotionKepler’s Laws of Planetary Motion
Chapter 1, Lesson 2