A PARADOX IN THE CONCEPT OF ORBITAL PERTURBATION AND SOME THOUGHTS IN THE TEACHING

Orbital perturbation theory is broadly used for predicting and analyzing the evolution of perturbed two-body problem, as well as designing control strategies for orbit corrections. Consequently, orbital perturbation is a core topic in orbital mechanics courses. During our research, we identified a paradox about the concept of orbital perturbation and provided a reasonable explanation after some analyses. This paradox involves the definition of orbital elements and their conversion with the position and velocity vectors. We introduced this paradox into the course instruction, guiding students to engage in critical thinking from unconventional perspectives. This pedagogical approach significantly enhanced their comprehensive grasp of fundamental concepts while cultivating independent thinking capabilities. By elevating the course’s challenge level, the implementation yields substantial improvements in teaching efficacy and student learning outcomes.