1 Formation of the Universe and the Solar System

The learner will…

• Recognize the uniqueness of Earth, being the only planet in

the solar system with properties necessary to support life.
(S11/12ES-Ia-e-3)

Lesson 1: Earth’s Origin

Humankind has always been curious as to what makes up the

universe and how it was created. Countless theories have been put
up to try to answer questions regarding the nature and mysteries of
the cosmos in an attempt to understand how the universe began.
Understanding how the universe began helps in learning Earth, its
beginning, and its processes.

Earth science is an exciting branch of science with many

interesting and practical applications. Chapter l provides an
overview on the origins of the universe and of Earth, and relates how
the unique characteristics of Earth are important in sustaining lite on
the planet,

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DIAGNOSTIC TEST

Cosmology Earth Science Geology

Atmosphere Mesosphere Earthquake
Luster Luminous Diamond
Talc Asthenosphere Tectonic Plate
Igneous Sedimentary Metamorphic
Erosion Deposition Thermosphere
Convergent Divergent Mohorovic discontinuity
Focus Epicenter Hypocenter

Direction: Give the missing word or phrases in each statement.

Choose your answer in the box.
1. The study of the Earth is _____________________.
2. The _________________ is the thin gaseous layer that envelopes
the lithosphere.
3. ________________ is the hottest part of the atmosphere.
4. _____________ is the quality and intensity of reflected light
exhibited by the mineral.
5. The hardest mineral on Earth is _______________.
6. ______________ is the thinnest layer of the Earth.

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7. _____________ rocks that are derived from the cooling and

solidification of magma and lava.
8. _____________ rocks formed at or near the surface of the
earth.
9. _____________ rocks are formed below the surface of the
earth through the process of recrystallization of minerals in
rocks due to changes in pressure and temperature
conditions.
10. ______________ is the transport of one material to another
through place through water.
11. ______________ is the result of the movement of Earth’s crust.
12. _______________ zone is an area where two crustal plates are
separating.
13. _____________________ is a massive, irregularly shaped slab of
solid roc, generally composed of both continental and
oceanic lithospheres.
14. _____________ is the location on Earth’s surface directly above
the earthquake.
15. ______________ is the location within the Earth where the
earthquake occurred.

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Try it!

Are you familiar with the game 4 pics 1 Word? You guess the picture
below using the concept of the game.

Introduction

In this lesson we will be discussing about the different

hypothesis that explains how the universe and solar system originates.
It also includes properties (both physical and chemical) of a planet
that can support life.

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DISCUSSION
1. Big Bang Theory

The most accepted theory about the origin of the universe is

the Big Bang Theory. Georges Lemaître, a Belgian priest, is considered
as the first proponent of the Big Bang Theory. The theory was
supported by other scientists such as Edwin Hubble, Arno Penzias,
and Robert Wilson who presented pieces of evidence to support it.
The Big Bang Theory states that the universe started as a
“singularity”—an area predicted to be in the core of a black hole
with a very high temperature and density, which compressed matter
with its intense gravitational pressure.

Singularity

The presence of the singularity is still a mystery to many

scientists, but they stated that this singularity constantly expands and
cools. The rate of expansion is almost equal to the rate of cooling; at
this moment, there is a build-up of intense heat which leads to the
increase in the expansion of the singularity.

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Nucleosynthesis leads to the formation of chemicals such as

hydrogen and helium. These chemicals then lead to the formation
of the stars and the galaxies. The presence of the stars leads to the
formation of larger matter such as planets, comets, and other
Expanding Universe
• In 1929, Edwin Hubble announced his significant discovery of
the “redshift” (fig. 5) and its interpretation that galaxies are
moving away from each other, hence as evidence for an
expanding universe, just as predicted by Einstein’s Theory of
General Relativity.
• He observed that spectral lines of starlight made to pass
through a prism are shifted toward the red part of the
electromagnetic spectrum, i.e., toward the band of lower
frequency; thus, the inference that the star or galaxy must be
moving away from us.
Cosmic Microwave Background
• There is a pervasive cosmic microwave background (CMB)
radiation in the universe. It’s accidental discovery in 1964 by
Arno Penzias and Robert Woodrow Wilson earned them the
physics Nobel Prize in 1978.
• It can be observed as a strikingly uniform faint glow in the
microwave band coming from all
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celestial bodies. Ever since the Big Bang happened, the universe
continuously expands, and the occurrence of the cosmic
background radiation was suggested to be an aftermath of the
explosion that happened 20 billion years ago.

2. Steady State Theory

The Steady State Theory proposed by Hermann Bondi, Thomas

Gold, and Fred Hoyle, suggests that the universe has always been
there and will always be present. It also conveys that the universe
always looks the same in any time or space but continuously expands
while simultaneously creating matter, maintaining the density of the
universe; hence, the name Steady State.

3. Oscillating Universe Theory

The Oscillating Universe Theory, also referred to as

the Pulsating Theory, discusses that the universe is expanding and will
contract once all the energy after the Big Bang is used up. This theory,
proposed by Richard Tolman, can be described as the combination
of the Big Bang and the Big Crunch.

The Big Crunch occurs when the universe expands and

eventually reverses, then collapses causing a singularity or the
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formation of another Big Bang. The Oscillating Universe Theory

suggests that once the universe reverses and attains the point of
singularity, another universe will be born. This is referred to as the Big
Bounce. Tolman theorized that the universe may be first in the cycle
and could be a result of a previous Big Bounce event.

ORIGIN OF THE SOLAR SYSTEM

Nebular Theory

The nebular theory explains that the solar system originated

from a nebula – a gas cloud made up of hydrogen particles. Before
the nebula is stable, it is believed that a nearby supernova resulted
in the disruption of a nebula. This disruption created areas of high
density, and as these areas were formed, gravity acted, pulling other
materials to it. The denser the nebula became, the more heat it
produced that resulted in the formation of the Sun.

At first, the Sun looked like a disc (imagine a CD), and as it

rotates, most of its mass fused in the center. As the Sun forms, the
remaining particles that were not sucked up by the Sun formed as
rings. These rings of particles rotated and combined to form planets.
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As it forms, the denser materials, such as iron and nickel, sank and the
less dense materials, such as gases, floated to the atmosphere of the
formed planets.

2. Terrestrial and Jovian Planets

Terrestrial planets, including Mercury, Venus, Earth, and Mars,

were formed because only the materials with higher densities and
melting points were able to form near the very high temperature of
the Sun. On the other hand, the Jovian planets composed of Jupiter,
Saturn, Uranus, and Neptune, are huge planets made up of gases
without land surfaces. These planets were formed farther from the
Sun because the temperature away from the Sun was cool enough
for gases to condense, forming these less dense planets.

The origins of the Nebula Theory can be credited to Emmanuel

Swedenborg, Immanuel Kant, and Pierre – Simon Laplace.

3. Encounter Theory

The Encounter Theory proposed by Georges

Leclerc and Comte de Buffon explains that the solar system formed
as a result of a near collision between a passing star and the Sun. As
the star passes near the Sun, the materials of both the Sun and the
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star were drawn out. The interaction from the gravity of the passing
star and the Sun led to the formation of the planets in the solar
system.

4. Protoplanet Theory

The Protoplanet Theory is a modified version of the nebular

hypothesis. Just like the nebular theory, protoplanetary theorists Carl
von Weizsäcker and Gerard Kuiper believed that the solar system
started from a nebula.

An unidentified instability resulted in the pulling of dust particles

toward each other. This led to the formation of the “planetesimals” –
objects made up of dust and rock particles, which is believed to be
the origin of planets. Planetesimals combined with other
planetesimals and formed protoplanets – larger planetesimals. As the
protoplanets formed, like the Sun, they became larger as other
materials condensed with them until the fusion of hydrogen and
helium happened. This fusion led to the production of the heat of the
Sun and resulted to the blasting off of the protoplanets made up of
gases. The smaller protoplanets were attracted by the gravity of the
larger protoplanets and made them larger until they became the
planets as we know it.
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OVERVIEW

• The solar system is located in the Milky Way galaxy a huge disc- and
spiral-shaped aggregation of about at least 100 billion stars and other
bodies (fig. 2);

• Its spiral arms rotate around a globular cluster or bulge of many,

many stars, at the center of which lies a supermassive black hole;

• This galaxy is about 100 million light years across (1 light year =
9.4607 × 1012 km;

• The solar system revolves around the galactic center once in about
240 million years;

• The Milky Way is part of the so-called Local Group of galaxies, which
in turn is part of the Virgo supercluster of galaxies;

• Based on the assumption that they are remnants of the materials

from which they were formed, radioactive dating of meteorites,
suggests that the Earth and solar system are 4.6 billion years old. On
the assumption that they are remnants of the materials from which
they were formed.

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LARGE SCALE FEATURES OF THE SOLAR SYSTEM

• Much of the mass of the Solar System is concentrated at the center

(Sun) while angular momentum is held by the outer planets.

• Orbits of the planets elliptical and are on the same plane.

• All planets revolve around the sun.

• The periods of revolution of the planets increase with increasing

distance from the Sun; the innermost planet moves fastest, the
outermost, the slowest;

• All planets are located at regular intervals from the Sun.

SMALL SCALE FEATURES OF THE SOLAR SYSTEM

• Most planets rotate prograde

• Inner terrestrial planets are made of materials with high melting

points such as silicates, iron, and nickel. They rotate slower, have thin
or no atmosphere, higher densities, and lower contents of volatiles -
hydrogen, helium, and noble gases.

• The outer four planets - Jupiter, Saturn, Uranus and Neptune are
called "gas giants" because of the dominance of gases and their
larger size. They rotate faster, have thick atmosphere, lower densities,

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and fluid interiors rich in hydrogen, helium and ices (water, ammonia,
methane).

Mercury

Mercury is the smallest terrestrial planet in the solar system, about a

third the size of Earth. It has a thin atmosphere, which causes it to
swing between burning and freezing temperatures. Mercury is also a
dense planet, composed mostly of iron and nickel with an iron core.
Its magnetic field is only about 1 percent that of Earth's, and the
planet has no known moons. The surface of Mercury has many deep
craters and is covered by a thin layer of tiny particle silicates. In 2012,
scientists found extensive evidence of organics — the building blocks
of life — as well as water ice in craters shaded from the sun. Mercury's
thin atmosphere and close proximity to the sun mean it's impossible
for the planet to host life as we know it.

Venus

Venus, which is about the same size as Earth, has a thick, toxic
carbon-monoxide-dominated atmosphere that traps heat, making it
the hottest planet in the solar system. Venus has no known moons.
Much of the planet's surface is marked with volcanoes and deep
canyons. The biggest canyon on Venus stretches across the surface
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for 4,000 miles (nearly 6,500 kilometers). And it's possible that at
least some of the planet's volcanoes are still active. Few spacecrafts
have ever penetrated Venus' thick atmosphere and survived. And it's
not just spacecraft that have trouble getting through the
atmosphere — there are fewer crater impacts on Venus than other
planets because only the largest meteors can make it. The planet is
hostile to life as we know it.
Mars

Mars has the largest mountain in the solar system, rising 78,000 feet
(nearly 24 km) above the surface. Much of the surface is very old and
filled with craters, but there are geologically newer areas of the
planet as well. At the Martian poles are polar ice caps that shrink in
size during the Martian spring and summer. Mars is less dense than
Earth and has a smaller magnetic field, which is indicative of a solid
core, rather than a liquid one. While scientists have found no
evidence of life yet, Mars is known to have water ice and organics —
some of the ingredients for living things. Evidence of methane has
also been found in some parts of the surface. Methane is produced
from both living and non-living processes. Mars has two small moons,
Phobos and Deimos. The Red Planet is also a popular destination for

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spacecraft, given that the planet may have been habitable in the
ancient past.

Earth’s Atmosphere

The atmosphere consists of 78.1% nitrogen, 20.9% oxygen, 0.9%

argon, 350 ppm carbon dioxide, and other components.
The table below shows the major components in the atmosphere
and their relative concentrations
(Source: http://www.ucar.edu/communications/gcip/m7sssystem/
m7pdfc3.pdf).
The presence of oxygen and carbon dioxide permits life on
Earth. Carbon dioxide is used by photosynthetic organisms, such as
plants and algae, to convert the energy from the sun to usable
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energy through the process of photosynthesis. The oxygen makes it

livable for living organisms including humans for respiration and for
our cells to function.

Earth’s atmosphere also protects us from the sun’s radiation.

Thirty percent of the radiation is reflected away by the atmosphere,
clouds, and the earth's surface. Another 25% is absorbed by the
atmosphere and clouds, and the remaining 45% is absorbed by the
earth’s surface. Ozone or O3 is composed of three oxygen atoms. In
the stratosphere, O3 is abundant in the form of the ozone layer. This
layer absorbs the ultraviolet wavelengths, and the absorption of this
radiation heats up the air.

Soil and Vegetation

The soil is a mixture of minerals, water, air, organic matter, and

organisms. It is a living medium—a medium for growth of all kinds of
vegetation. The soil promotes growth for plants by providing nutrients,
water, and as a substrate for anchorage of roots. In return,
vegetation produces trees and forests cover, ensures the water and
nutrient cycle, and prevents soil and wind erosion. This mutual
relationship of the soil and vegetation makes our planet livable.

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Earth’s Hydrosphere

The hydrosphere contains all the water on our planet including

ice and vapor. Nearly three-quarters of the earth’s surface is the sea
and the ocean. The ocean houses many species of marine life and
diverse mineral resources. Other forms of water include river, streams,
and lakes. Other than being a water reservoir, these forms of water
are all sources of fish and shellfish that we consume. They also serve
as thermostat and heat reservoir, especially the ocean. They also
serve as ways for transportation.

To sum it all, the widely accepted theory on the origin of the

universe is the Big Bang for it has two concrete evidence. While the
only living planet in our solar system is the Earth. Earth contains all
materials such as water and oxygen necessary for survival. Now,
there are proposal in which to terraform Mars. Terraforming is the
process of altering or changing the planet’s current condition to
make it liveable for humans.

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SEATWORK & REFLECTION

DIRECTION: Answer the following questions in a yellow pad. Copy the

question first then answer it.

Activity # 1
How can we terraform Mars? Write it in essay form that’s
composed of at least 1000 words.
Quiz # 1
What is the humanity’s failure to protect the environment and
life here on Earth?

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References:

Refran, Tolentino, Genuino, Earth and Life Science,

Vibal Textbook

Vengco, Religioso, You and The Natural World: Earth

and Life Science, Phoenix Publishing House

Abon Ph.D., Catherine, et. Al., Teaching Guide for

Senior High School (Earth Science), Quezon: CHED,
2016.

Credits: Mr. JOSHUA R. GABIN

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