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IGCSE · Cambridge (CIE) · 0625

Explain decreasing planetary orbital speeds farther from the Sun

Connect the Sun’s weaker distant field to the broad speed trend for nearly circular planetary orbits.

Solar System pathway · 6.1.2

Extended only (Supplement); Physics 0625, 2026–2028. Use supplied distances, periods and stated orbital models. Drawings are not to scale. Written practice is self-checked.

Before you begin

  • Calculate average orbital speed.
  • Recognise decreasing gravitational field with distance.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

How does the Sun’s field change with increasing Sun distance?

What you will learn

  • Connect the Sun’s weaker distant field to the broad speed trend for nearly circular planetary orbits.
  • Explain the distant-planet speed trend while distinguishing average and local comparisons.
The supplied radius-period pairs give a common-unit speed ratio of one half. This is a cross-orbit average comparison, not a local speed along one ellipse.Farther orbit slower averageModel A: radius 1 · period 1r/T = 1Model B: radius 4 · period 8r/T = 0.5vB/vA = 0.5Farther Sun distance · weaker fieldPeriods and radii use matching units
The supplied radius-period pairs give a common-unit speed ratio of one half. This is a cross-orbit average comparison, not a local speed along one ellipse.

Compare different orbital distances

The Sun’s gravitational field decreases as distance from the Sun increases. In the syllabus’s broad planetary comparison, planets farther away have lower orbital speeds and longer orbital periods. This compares different planetary paths, usually treated as approximately circular for the trend.

A larger orbit has more distance to travel, but it also takes much longer. Its period increase outweighs the radius increase in the average-speed calculation. Do not infer that the outer planet must be faster simply because its circumference is larger.

Distinguish cross-planet trends from one changing orbit

A supplied table can make the comparison explicit: model A at radius 1 unit and period 1 year has a speed factor r/T = 1; model B at radius 4 units and period 8 years has factor 0.5. The common 2π does not change their relative ranking. These are illustrative values chosen for consistent interpretation.

The Sun-distance field trend does not mean every instant of every eccentric orbit can be ranked by average radius alone. A single object in an ellipse changes its local speed along the path; the following energy lesson treats that separate comparison.

Pause and explain

Which broad trend fits nearly circular planetary orbits farther from the Sun?

Put the idea to work

Worked example

Explain why an outer planet’s longer orbital path does not imply a greater average speed.

Show the worked solution
  1. Its orbital period is also longer.
  2. Average speed depends on path length divided by period.
  3. For the planetary trend, the period increase yields lower speed farther from the Sun.

Answer A longer path divided by a sufficiently longer period gives lower speed.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

State the field, orbital-speed and period trends for planets farther from the Sun.

Give me a hint

Treat all three as a comparison across planetary orbital distances.

Compare my reasoning
  1. The Sun’s field is weaker.
  2. Broad planetary orbital speeds decrease.
  3. Orbital periods increase.

Weaker field; lower speed; longer period.

Look for these in your work

  • Identify Sun-relative distance.
  • Include all three trends.
2 · Independent

Compare model A with r/T = 1 unit/year and B with r/T = 0.5 unit/year. Find vB/vA.

Give me a hint

The shared 2π cancels in the average-speed ratio.

Compare my reasoning
  1. v is proportional to r/T.
  2. Divide 0.5 by 1.
  3. The result is 0.5.

vB/vA = 0.5.

Look for these in your work

  • Use the period as well as radius.
  • State a relative average speed.
3 · Transfer

A chart shows larger radius and lower average speed for an outer planet. A learner says this contradicts 2πr/T. Assess it.

Give me a hint

Check the period change before declaring a contradiction.

Compare my reasoning
  1. The circumference rises with radius.
  2. The orbital period can rise more strongly.
  3. The ratio 2πr/T can then fall.

There is no contradiction when the longer period outweighs the radius increase.

Look for these in your work

  • Use both variables.
  • Keep average speed distinct from local speed.

Common mistakes

  • A longer period cannot be ignored.
  • Compare distance from the Sun, not a planet’s own surface.
  • A cross-planet average trend is not one ellipse’s local speed.
Recall without your notes

What can you explain now?

Which broad trend fits nearly circular planetary orbits farther from the Sun?

Compare with the explanation

Lower orbital speed and longer period

Outer planets experience the weaker field and traverse their larger orbits more slowly over longer periods.

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Make it stick

Explain the distant-planet speed trend while distinguishing average and local comparisons.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

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Course scope and assessment

491 sequenced Physics lessons provide 1473 guided, independent and application problems. 58 of 58 syllabus sections have full linked teaching sequences; 0 sections remain pending. Three earlier starter overviews remain available but are not counted as full sequences. The map covers all six subject areas for 2026–2028 and keeps review and assessment limits visible. This is available content, not full programme completion, an exam grade or certified mastery. Written practice is self-checked. Supervised practical experience, cumulative assessment and human subject-teacher review remain pending. Paper method exercises do not demonstrate practical competence or complete either practical-assessment route.

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