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Learning objectives

By the end of this section, you will be able to:

  • Describe the motion, chemical, and age constraints that must be met by any theory of solar system formation
  • Summarize the physical and chemical changes during the solar nebula stage of solar system formation
  • Explain the formation process of the terrestrial and giant planets
  • Describe the main events of the further evolution of the solar system

As we have seen, the comets , asteroids , and meteorites are surviving remnants from the processes that formed the solar system. The planets, moons, and the Sun, of course, also are the products of the formation process, although the material in them has undergone a wide range of changes. We are now ready to put together the information from all these objects to discuss what is known about the origin of the solar system.

Observational constraints

There are certain basic properties of the planetary system that any theory of its formation must explain. These may be summarized under three categories: motion constraints, chemical constraints, and age constraints. We call them constraints because they place restrictions on our theories; unless a theory can explain the observed facts, it will not survive in the competitive marketplace of ideas that characterizes the endeavor of science. Let’s take a look at these constraints one by one.

There are many regularities to the motions in the solar system. We saw that the planets all revolve around the Sun in the same direction and approximately in the plane of the Sun’s own rotation. In addition, most of the planets rotate in the same direction as they revolve, and most of the moons also move in counterclockwise orbits (when seen from the north). With the exception of the comets and other trans-neptunian objects, the motions of the system members define a disk or Frisbee shape. Nevertheless, a full theory must also be prepared to deal with the exceptions to these trends, such as the retrograde rotation (not revolution) of Venus.

In the realm of chemistry, we saw that Jupiter and Saturn have approximately the same composition—dominated by hydrogen and helium. These are the two largest planets, with sufficient gravity to hold on to any gas present when and where they formed; thus, we might expect them to be representative of the original material out of which the solar system formed. Each of the other members of the planetary system is, to some degree, lacking in the light elements. A careful examination of the composition of solid solar-system objects shows a striking progression from the metal-rich inner planets, through those made predominantly of rocky materials, out to objects with ice-dominated compositions in the outer solar system. The comets in the Oort cloud and the trans-neptunian objects in the Kuiper belt are also icy objects, whereas the asteroids represent a transitional rocky composition with abundant dark, carbon-rich material.

As we saw in Other Worlds: An Introduction to the Solar System , this general chemical pattern can be interpreted as a temperature sequence: hot near the Sun and cooler as we move outward. The inner parts of the system are generally missing those materials that could not condense (form a solid) at the high temperatures found near the Sun. However, there are (again) important exceptions to the general pattern. For example, it is difficult to explain the presence of water on Earth and Mars if these planets formed in a region where the temperature was too hot for ice to condense, unless the ice or water was brought in later from cooler regions. The extreme example is the observation that there are polar deposits of ice on both Mercury and the Moon; these are almost certainly formed and maintained by occasional comet impacts.

Questions & Answers

what does preconceived mean
sammie Reply
physiological Psychology
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Amanyire Reply
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Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
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miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
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Wekolamo
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ARC
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Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
war
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nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
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I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
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interpersonal relationships
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Source:  OpenStax, Astronomy. OpenStax CNX. Apr 12, 2017 Download for free at http://cnx.org/content/col11992/1.13
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