Exercises — Gauss's method for Lambert's problem
Throughout we use canonical units with the gravitational parameter unless stated. Recall the core quantities (all built in the parent note):
- — the two distances from the focus.
- — the transfer angle (change in true anomaly).
- — the chord, straight-line gap between the two points.
- — geometry & time constants.
- — the sector-to-triangle area ratio, the star of the show.
We also refer to the two Gauss relations from the parent note by name:
- Gauss's first equation (geometry ↔ auxiliary variable): .
- Gauss's second equation (time ↔ auxiliary variable): .
Level 1 — Recognition
L1.1 — Name the inputs and outputs
State exactly what data Lambert's problem consumes and what it produces.
Recall Solution
Inputs: two position vectors (measured from the same focus = central body) and the time-of-flight between them. Outputs: the connecting Kepler orbit, delivered concretely as the two velocities (at point 1) and (at point 2). From you can compute every classical orbital element, so the orbit is fully determined.
L1.2 — What does compare?
In one sentence, what two areas does the ratio compare, and what does mean physically?
Recall Solution
formed by the focus and the two position points. means the swept "pie slice" is nearly the same as the flat triangle between the points — the arc barely bulges out, which happens for small transfer angles . Look at the figure: the yellow sector hugs the blue triangle.

L1.3 — Spot the illegal step
A student writes . What is wrong?
Recall Solution
The time-of-flight must enter squared: . Why squared? This is Kepler's-third-law scaling — the parent note packs the time information as . Using linearly is dimensionally and physically wrong.
Level 2 — Application
L2.1 — Chord from the law of cosines
Given , , . Compute the chord .
Recall Solution
What we do: apply the law of cosines to the focus–point–point triangle. Why: is the straight-line distance; everything on the right is already known.
L2.2 — Geometry constant
With the same data, compute .
Recall Solution
, . Denominator , so .
L2.3 — Time constant
Same data, plus , . Compute .
Recall Solution
The cube's base is .
Level 3 — Analysis
L3.1 — First iteration of
Using , , start from and perform one full iteration (compute , then , then the updated ).
Recall Solution
Step A — invert Gauss's first equation to get . The first equation is ; solving it for gives , i.e. Step B — series . Keep two terms: Step C — update via (this is Gauss's second equation divided by , using ):
What it means: the guess was slightly too small; the sector is bigger than the triangle. One more iteration barely moves it.
L3.2 — Second iteration (check convergence)
Continue from . Compute the new and new , and read off the convergence plot below.
Recall Solution
New : . New : . New :
moved from to — a change of only . The map is a contraction near ; another step settles . This is the "3–5 iterations" claim made concrete — trace it on the figure: the blue markers step from toward the green dashed fixed line, each jump smaller than the last.

Level 4 — Synthesis
L4.1 — Recover the orbit (, then )
Take converged , hence (from L3.2). With , compute the semi-latus rectum and the Lagrange coefficients .
Recall Solution
Semi-latus rectum. Using the parent's extraction formula Numerator: . Denominator: ; ; product ; so denominator . Lagrange (parent formulas):
Why these: are the closed-form propagator coefficients (Lagrange f and g functions), so — inverting gives the velocity without re-solving Kepler's equation.
L4.2 — Velocities from
Place the geometry concretely: let and . Using , , , find and .
Recall Solution
. . . Subtract : . These are the connecting orbit's velocities — the output of Lambert's problem.
Level 5 — Mastery
L5.1 — Where Gauss breaks and why
For and , show analytically that and blow up, and state the physical reason and the fix.
Recall Solution
As , , so .
Physical reason: the two points are becoming antipodal (opposite sides of the focus). The transfer plane is no longer uniquely defined by — infinitely many orbital planes contain both points — so the geometry degenerates. Gauss's half-angle parameterization sits exactly on this singularity. Fix: switch to a solver that has no half-angle in the denominator — the Universal variable formulation Lambert solvers (Battin's method, Izzo Lambert solver) stay well-behaved through . Rule of thumb: Gauss is best for –.
L5.2 — Sensitivity to the "short vs long way" flag
Same , but now take the long way: . Compute , , and explain the sign change in and .
Recall Solution
- — unchanged (cosine is even about ). So the chord from the law of cosines is identical! That is why the dot product alone cannot distinguish the branches.
- , — now negative.
Then (negative). Consequences:
- (negative).
What it means: the sign flip encodes the long-way geometry. The iteration and extraction formulas must be run consistently with these signed constants — you cannot mix a short-way with a long-way . This is the mathematical face of the L1 "short vs long" trap.

L5.3 — Connect to the mission picture
In one paragraph, explain why solving this single problem thousands of times produces a Porkchop plot, and which quantity from the solution the plot ultimately colors.
Recall Solution
A porkchop plot fixes a grid of (departure date, arrival date) pairs. Each pair fixes (planet A at departure), (planet B at arrival), and (their date difference) — exactly the three Lambert inputs. Solving Lambert at every grid cell yields ; subtracting the planets' own velocities gives the hyperbolic excess speeds, and (departure energy) is what the contours color. So the plot is literally a millions-fold sweep of Lambert's problem, and Gauss's method (or its robust cousins near ) is the engine underneath.
Wrap-up recall
Recall One-line answers to the whole ladder
- Inputs/outputs? ::: In: . Out: .
- What is ? ::: sector-area ÷ triangle-area, for small .
- Why square ? ::: Kepler-third-law scaling in .
- Where does Gauss die? ::: , , .
- How many iterations? ::: 3–5 iterations to reach accuracy, because near the update map is a contraction.