Grade by Grade
E. Earth and Space Science: Space Exploration · Space Exploration: The Sun, the Solar System and the Universe

Where Did the Solar System Come From? Evidence and Models

E2.3 A2.3About 70 minutes
Learning goals
  • I can explain how observations led scientists from a geocentric model to a heliocentric model of the solar system.
  • I can describe the nebular theory of how the solar system formed.
  • I can summarize the observational evidence that supports the nebular theory.
  • I can explain how scientific models change when new evidence appears.

Words to know

model
A simplified representation (diagram, physical model, equation or idea) that explains observations and makes predictions.
geocentric model
An old model in which Earth is at the centre and the Sun, Moon, planets and stars move around it.
heliocentric model
A model in which the Sun is at the centre and Earth and the other planets orbit it.
theory
In science, a well-tested explanation supported by a large body of evidence (not just a guess).
nebular theory
The scientific theory that the solar system formed from a spinning cloud of gas and dust (a nebula) about 4.6 billion years ago.
planetesimal
A small solid body, from metres to kilometres across, that formed in the early solar system and built up into planets.
frost line
The distance from the young Sun beyond which it was cold enough for water and other substances to freeze into ice.
radiometric dating
Finding the age of a rock or meteorite by measuring how much of a radioactive element has decayed.

A question to start

No one was there 4.6 billion years ago to watch the solar system form. So how can scientists claim to know how it happened? The answer is the same way a detective solves a case: by collecting clues (evidence) and finding the explanation that fits all of them. In this lesson you will also see that our ideas about the solar system have changed over time as new evidence was found.

Part 1: Changing models of the solar system

The geocentric model. For more than a thousand years, many astronomers in Europe, the Middle East and North Africa used the model of Ptolemy, a scholar who worked in Alexandria (Egypt) around 150 CE. Earth sat still at the centre, and the Sun, Moon, planets and stars moved around it. It matched everyday experience (the ground does not feel like it is moving) and could predict planet positions fairly well, but it needed complicated extra loops to explain why planets sometimes seem to move backward across the sky.

The heliocentric model. In 1543, Nicolaus Copernicus published a model with the Sun at the centre and Earth as one of the planets orbiting it. (Ancient Greek astronomer Aristarchus had suggested a Sun-centred idea much earlier, but it was not widely accepted.) The backward motion of planets became easy to explain: Earth simply passes slower outer planets, like a car passing a truck on the highway.

New evidence. In 1610, Galileo Galilei used one of the first telescopes and observed:

  • four moons orbiting Jupiter, proving that not everything orbits Earth;
  • Venus going through a full set of phases, like the Moon. This can happen only if Venus orbits the Sun.

Around the same time, Johannes Kepler used careful measurements by Tycho Brahe to show that planets move in ellipses (stretched circles), not perfect circles. The heliocentric model with elliptical orbits predicted planet positions much better, and it became the accepted model.

The lesson for science: models are kept as long as they fit the evidence. When better observations appear, models are revised or replaced.

Geocentric (Ptolemy)EarthMoonVenusSunHeliocentric (Copernicus)SunVenusEarthMarsIn the heliocentric model Earth is just one of the planets orbiting the Sun.
Two models of the solar system (not to scale). Galileo's observations of Jupiter's moons and the phases of Venus supported the heliocentric model.

Part 2: The nebular theory

Today's scientific explanation for how the solar system formed is the nebular theory:

  1. About 4.6 billion years ago, a huge cloud of gas (mostly hydrogen and helium) and dust began to collapse under its own gravity. Something may have given it a push, such as the shock wave from a nearby exploding star.
  2. As it collapsed, it spun faster (like a figure skater pulling in their arms) and flattened into a disk.
  3. Most of the material fell to the centre, became very hot and dense, and fusion began: the Sun was born.
  4. In the disk, dust grains stuck together to form pebbles, then boulders, then planetesimals kilometres across. These collided and grew into planets.
  5. Close to the hot young Sun, only rock and metal could stay solid, so the inner planets became small and rocky. Beyond the frost line (roughly between the orbits of Mars and Jupiter), it was cold enough for ices to form too. There was much more solid material, so planets grew big enough to pull in huge amounts of hydrogen and helium gas, becoming the giants.
  6. Leftover pieces became asteroids (in the asteroid belt) and comets (in the Kuiper belt and Oort cloud).
1. A cloud of gasand dust collapses2. It spins faster andflattens; the Sun forms3. Dust clumps intoplanetesimals4. Planets sweep upmaterial in their orbits
The nebular theory in four steps (not to scale): a collapsing cloud becomes a spinning disk with the Sun at the centre; dust clumps into planetesimals, which grow into planets.

Part 3: The evidence

The nebular theory is accepted because it explains many different observations at once. Each row of the table is one clue.

Observation (evidence)How the nebular theory explains it
All planets orbit the Sun in the same direction, and the Sun spins in that direction too.They all formed from one disk that was spinning in one direction.
The planets' orbits lie in nearly the same flat plane.They formed in a flat disk.
Inner planets are rocky and dense; outer planets are giant and low-density.Only rock and metal could be solid near the hot Sun; ices beyond the frost line allowed giant planets to grow.
The oldest meteorites are about 4.6 billion years old (radiometric dating).They are leftover material from the time the solar system formed.
Telescopes see disks of gas and dust around young stars, some with gaps where planets may be forming.We can see other solar systems going through the same process today.
Moons, Mercury and many asteroids are covered in craters.Early on, collisions between leftover bodies were very common.
The nebular theory is accepted because it explains many separate observations at once.

Exceptions that make sense

Some things don't follow the pattern. Venus spins slowly backward, and Uranus is tipped on its side. Scientists think giant collisions in the early solar system could explain these. Earth's Moon is thought to have formed when a body about the size of Mars crashed into the young Earth; Moon rocks brought back by the Apollo astronauts are very similar in composition to Earth's rocky outer layers, which supports this idea.

Canadian clue: some of the oldest rocks known on Earth, the Acasta Gneiss, are found in the Northwest Territories. They are about 4 billion years old, which fits with Earth forming about 4.5 billion years ago.

Worked example

Example 1: Using evidence to support a model

Explain how Galileo's observation of Venus's phases supports the heliocentric model.

  1. Observation: Galileo saw Venus show a full set of phases, from a thin crescent to nearly full, and its size changed too.
  2. Geocentric prediction: if Venus circled Earth and stayed between Earth and the Sun, we would only ever see it as a crescent or new phase, never nearly full.
  3. Heliocentric prediction: if Venus orbits the Sun, it is sometimes on the far side of the Sun (appearing small and nearly full) and sometimes between us and the Sun (appearing large and as a crescent).

The observation matches only the heliocentric model, so it is strong evidence that Venus orbits the Sun.

Worked example

Example 2: Explaining a pattern

Why are Jupiter and Saturn so much bigger than Earth? Use the nebular theory.

  1. Jupiter and Saturn formed beyond the frost line, where it was cold.
  2. There, ices as well as rock could be solid, so much more solid material was available.
  3. Their cores grew large quickly, and their strong gravity pulled in huge amounts of hydrogen and helium gas from the disk.
  4. Near the Sun, only rock and metal were solid, and there was less of it, so Earth stayed small and could not hold on to much hydrogen and helium.

They formed in a cold region with lots of solid material, grew big cores, and captured massive gas atmospheres.

Hands-on activity

Model it: a spinning, flattening cloud

You need: a large bowl, water, a spoon, a pinch of ground pepper or loose tea leaves, and some play dough or a ball of pizza dough (optional).

  1. Fill the bowl with water and sprinkle the pepper or tea on top and through the water.
  2. Stir quickly in one direction for 15 seconds, then take out the spoon and watch.
  3. Observe: Do the particles all move in the same direction? Where do they collect when the water slows down?
  4. Optional: roll a ball of dough, then spin it on your knuckles (or flatten it while turning it on a plate). What happens to its shape?
  5. Connect: match each observation to a step in the nebular theory. What does this model not show? (Hint: gravity, heat, fusion.)

What to look for: all particles swirl the same way, like planets orbiting in the same direction. Tea leaves gather in the centre at the bottom (like material collecting where the Sun formed). Spinning dough flattens into a disk. A good evaluation points out that the bowl model uses stirring and water, not gravity, and it does not show heating, fusion, or planets forming.

Just for fun

Galileo's best telescope magnified things only about 20 times, with blurry lenses and a view so narrow it showed only part of the Moon at once; a beginner's telescope today does far better. With that, he helped change how people saw the entire solar system. Imagine what he could do with your phone camera!

Your turn

1

What is the difference between the geocentric and heliocentric models?

2

Name two observations Galileo made that supported the heliocentric model.

3

About how old is the solar system?

4

Why did the collapsing cloud flatten into a disk?

5

What is the frost line, and why does it matter?

6

Give two pieces of evidence for the nebular theory.

7

In science, what does 'theory' mean?

More practice: warm-up

1

Who published the heliocentric model in 1543?

2

What shape are planet orbits, according to Kepler?

3

What were the two main gases in the solar nebula?

4

What are planetesimals?

5

Where in Canada are the Acasta Gneiss rocks, and about how old are they?

More practice: on your own

1

How does the heliocentric model explain why Mars sometimes appears to move backward across the sky?

2

Why are the asteroids and comets important evidence about the early solar system?

3

Uranus is tipped on its side. Does this disprove the nebular theory? Explain.

4

Why was the geocentric model used for so long?

5

Describe how the giant-impact idea for the Moon is supported by evidence.

Challenge

1

A newly discovered planetary system has a hot, giant gas planet very close to its star. Why is this a puzzle for the nebular theory, and how might scientists revise their ideas?

2

Explain why 'it's just a theory' is a misunderstanding when applied to the nebular theory.

3

Use the idea of the frost line to predict whether a planet forming at 0.5 AU from a young Sun-like star would be rocky or a gas giant. Explain.

Check your understanding

Quiz

1.

Which observation by Galileo showed that not everything orbits Earth?

2.

According to the nebular theory, why are inner planets rocky?

3.

Which is evidence that the solar system formed from a spinning disk?

4.

About how old are the oldest meteorites?

5.

In science, a theory is:

6.

Who showed that planets move in ellipses?

For parents and teachers

Big idea: E2.3 asks students to summarize observational evidence that supports theories about the origin and evolution of the universe and the solar system, considering diverse ways of knowing. This lesson covers the solar system and the history of models; the next lesson covers the universe (the Big Bang), and the one after looks at Indigenous and other ways of knowing the sky. Discussing how science is shaped by its time and place supports A2.3.

Common difficulties:

  • 'Theory' as 'guess'. Emphasize the scientific meaning.
  • Thinking evidence must be direct observation of the event. Scientists use present-day clues (like a detective).
  • Mixing up the formation of the solar system (4.6 billion years ago) with the Big Bang (13.8 billion years ago).

How to help: ask your teen to explain one piece of evidence to you as if they were a lawyer making a case. Ask 'What would we see if the theory were wrong?'