what does nebular hypothesis mean in science

Advertisement

Nebular Theory Might Explain How Our Solar System Formed

• Share Content on Facebook
• Share Content on LinkedIn
• Share Content on Flipboard
• Share Content on Reddit
• Share Content via Email

Our solar system contains the sun, inner rocky planets, the gas giants , or the outer planets, and other celestial bodies, but how they all formed is something that scientists have debated over time.

The nebular theory , also known as nebular hypothesis , presents one explanation of how the solar system formed. Pierre-Simon, Marquis de Laplace proposed the theory in 1796, stating that solar systems originate from vast clouds of gas and dust, known as solar nebula, within interstellar space.

Learn more about this solar system formation theory and some of the criticism it faced.

What Is the Nebular Theory?

Criticisms of the nebular theory, solar nebular disk model.

Laplace said the material from which the solar system and Earth derived was once a slowly rotating cloud, or nebula, of extremely hot gas. The gas cooled and the nebula began to shrink. As the nebula became smaller, it rotated more rapidly, becoming somewhat flattened at the poles.

A combination of centrifugal force, produced by the nebula's rotation, and gravitational force, from the mass of the nebula, left behind rings of gas as the nebula shrank. These rings condensed into planets and their satellites, while the remaining part of the nebula formed the sun.

The planet formation hypothesis, widely accepted for about a hundred years, has several serious flaws. The most serious concern is the speed of rotation of the sun.

When calculated mathematically on the basis of the known orbital momentum, of the planets, the nebular hypothesis predicts that the sun must rotate about 50 times more rapidly than it actually does. There is also some doubt that the rings pictured by Laplace would ever condense into planets.

In the early 20th century, scientists rejected the nebular hypothesis for the planetesimal hypothesis, which proposes that planets formed from material drawn out of the sun. This theory, too, proved unsatisfactory.

Later theories have revived the concept of a nebular origin for the planets. An educational NASA website states: "You might have heard before that a cloud of gas and dust in space is also called a 'nebula,' so the scientific theory for how stars and planets form from molecular clouds is also sometimes called the Nebular Theory. Nebular Theory tells us that a process known as 'gravitational contraction' occurred, causing parts of the cloud to clump together, which would allow for the Sun and planets to form from it."

Victor Safronov , a Russian astronomer, helped lay the groundwork for the modern understanding of the Solar Nebular Disk Model. His work, particularly in the 1960s and 1970s, was instrumental in shaping our comprehension of how planets form from a protoplanetary disk.

At a time when others did not want to focus on the planetary formation process, Safronov used math to try to explain how the giant planets, inner planets and more came to be. A decade after his research, he published a book presenting his work.

George Wetherill's research also contributed to this area, specifically on the dynamics of planetesimal growth and planetary accretion.

This article was updated in conjunction with AI technology, then fact-checked and edited by a HowStuffWorks editor.

Please copy/paste the following text to properly cite this HowStuffWorks.com article:

• To save this word, you'll need to log in. Log In

nebular hypothesis

Definition of nebular hypothesis

Examples of nebular hypothesis in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'nebular hypothesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1833, in the meaning defined above

Dictionary Entries Near nebular hypothesis

Cite this entry.

“Nebular hypothesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/nebular%20hypothesis. Accessed 7 Apr. 2024.

Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free!

Can you solve 4 words at once?

Word of the day.

See Definitions and Examples »

Get Word of the Day daily email!

Popular in Grammar & Usage

The tangled history of 'it's' and 'its', more commonly misspelled words, why does english have so many silent letters, your vs. you're: how to use them correctly, every letter is silent, sometimes: a-z list of examples, popular in wordplay, the words of the week - apr. 5, 12 bird names that sound like compliments, 10 scrabble words without any vowels, 12 more bird names that sound like insults (and sometimes are), 8 uncommon words related to love, games & quizzes.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

7.6: The Nebular Theory

• Last updated
• Save as PDF
• Page ID 64119

A protostar is an object in which no nuclear fusion has occurred, unlike a star that is undergoing nuclear fusion. A protostar becomes a star when nuclear fusion begins. Most likely the next step was that the nebula flattened into a disk called the Protoplanetary Disk ; planets eventually formed from and in this disk.

Three processes occurred with the nebular collapse:

• The orderly motions of the solar system today are a direct result of the solar system’s beginnings in a spinning, flattened cloud of gas and dust.
• Provided by : Florida State College at Jacksonville. License : CC BY: Attribution

Historical Geology

A free online textbook for Historical Geology courses

Nebular theory and the formation of the solar system

In the beginning….

How and when does the story of Earth begin? A logical place to start is with the formation of the planet, but as you’ll soon see, the formation of the planet is part of a larger story, and that story implies some backstory before the story, too. The purpose of this case study is to present our best scientific understanding of the formation of our solar system from a presolar nebula, and to put that nebula in context too.

Nebular theory

The prevailing scientific explanation for the origin of the Earth does a good job of not only explaining the Earth’s formation, but the Sun and all the other planets too. Really, it’s not “the Earth’s origin story” alone so much as it is the origin story of the whole solar system . Not only that, but our Sun is but one star among a hundred million in our galaxy, and our galaxy is one of perhaps a hundred million in the universe. So the lessons we learn by studying our own solar system can likely be applied more generally to the formation of other solar systems elsewhere, including those long ago, in galaxies far, far away. The vice versa is also true: Our understanding of our own solar system’s origin story is being refined as we learn more about exoplanets, some of which defy what we see in our own system; “ hot Jupiters ” and “ super-Earths ,” for instance, are features we see in other star systems but not our own.

When we use powerful telescopes to stare out into the galaxy, we observe plenty of other stars, but we observe other things too, including fuzzy looking features called nebulae. A nebula is a big cloud of gas and dust in space. It’s not as bright as a star because it’s not undergoing thermonuclear fusion, with the tremendous release of energy that accompanies that process. An example of a nebula that you are likely to be able to see is in the constellation Orion. Orion’s “belt,” three stars in a row, is a readily identifiable feature in the northern hemisphere’s night sky in winter. A smaller trio of light spots “dangle” from the belt; this is Orion’s sword scabbard. A cheap pair of binoculars will let you examine these objects for yourself; you will discover that the middle point of light in this smaller trio is not a star. It is a nebula called Messier 42.

Nebulae like Messier 42 are common features of the galaxy, but not as common as stars. Nebulae appear to be short-lived features, as matter is often attracted to other matter. All that stuff distributed in that tremendous volume of space is not as stable as it would be if it were all to be drawn together into a few big clumps. Particles pull together with their neighboring particles under the influence of various forces, including “static cling” or electrostatic attraction. This is the same force that makes tiny dust motes clump up into dust bunnies under your couch!

Now, electrostatic force is quite strong for pulling together small particles over small distances, but if you want to make big things like planets and stars out from a nebula, you’re going to need gravity to take over at some point. Gravity is a rather weak force. After all: every time you take a step, you’ve overcoming the gravitational pull of the entire Earth. But gravity can work very efficiently over distance, if the masses involved are large enough. So static cling was the initial organizer, until the “space dust bunnies” got large enough, then gravity was able to take over, attracting mass to mass. The net result is that the gajillions of tiny pieces of the nebula were drawn together, swirling into a denser and denser amalgamation. The nebula began to spin, flattening out from top to bottom, and flattening out into a spinning disk, something between a Frisbee and a fried egg in shape:

Once a star forms in the center, astronomers call the ring of debris around it a protoplanetary disk. Two important processes that helped organize the protoplanetary disk further were condensation and accretion.

Condensation is the process where gaseous matter sticks together to make liquid or solid matter. We have evidence of condensation in the form of small spherical objects with internal layering, kind of like “space hailstones.” These are chondrules, and they represent the earliest objects formed in our solar system. (Occasionally, we are lucky enough to find chondrules that have survived until the present day, entombed inside certain meteorites of the variety called chondrites.)

Chondrules glommed onto other chondrules, and stuck themselves together into primordial “rocks,” building up larger and larger objects. Eventually, these objects got to be big enough to pull their mass into an round shape, and we would be justified to dub them “planetesimals.” Planetesimals gobbled up nearby asteroids, and smashed into other planetesimals, merging and growing through time through the process of accretion. The kinetic force of these collisions heated the rocky and metallic material of the planetesimals, and their temperature also went up as radioactive decay heated them from within. Once warm, denser material could sink to their middles, and lighter-weight elements and compounds rose up to their surface. So not only were they maturing into spheroidal shapes, but they were also differentiating internally, separating into layers organized by density.

Meteorites that show metallic compositions represent “core” material from these planetesimals; core material that we would never get to glimpse had not their surrounding rocky material been blasted off. Iron meteorites such as the Canyon Diablo meteorite below (responsible for Arizona’s celebrated Meteor Crater) therefore are evidence of differentiation of planetesimals into layered bodies, followed by disaggregation: a polite way of saying they were later violently ripped apart by energetic collisions.

If you were to somehow weigh the nebula before condensation and accretion, and again 4.6 billion years later, we’d find the mass to be the same. Rather than being dispersed in a diffuse cloud of uncountable atoms, the condensation and accretion of the nebula resulted in exactly the same amount of stuff, but organized into a smaller and smaller number of bigger and bigger objects. The biggest of these was the Sun, comprising about 99.86% of all the mass in the solar system. Four-fifths of the remaining 0.14% makes up the planet Jupiter.  Saturn, Neptune, and Uranus are huge gas giants as well. The inner rocky planets (including Earth) make up a tiny, tiny fraction of the total mass of the whole solar system – but of course, just because they are relatively small, that doesn’t mean they are unimportant!

The process of accretion continues into the present day, though at a slower pace than the earliest days of the solar system. One place you can observe this is in the asteroid belt, where there are certain asteroids that are basically nothing more than a big 3D pile of space rocks, held together under their own gravity. Consider the asteroid called Itokawa 25143, for instance:

Only about half a kilometer long, and only a few hundred meters wide, Itokawa doesn’t even have enough gravity to pull itself into a sphere. If you were to land on the surface of Itokawa and kick a soccer-ball-sized boulder, it would readily fly off into space, as the force of your kick would be much higher than the force of gravity causing it to stay put.

Another example of accretion continuing to this day is meteorite impacts. Every time a chunk of rock in space intersects the Earth, its mass is added to that of the planet. In that instant, the solar system gets a little bit cleaner (fewer leftover bits rattling around) and the planet gets a little more massive. A spectacular example of this occurred in 1994 with Comet Shoemaker-Levy 9, a  comet which had only been discovered the previous year. Jupiter’s immense gravity broke the comet into chunks, and then swallowed them up one after another. Astronomers on Earth watched with fascination as the comet chunks, some more than a kilometer across, slammed into Jupiter’s atmosphere at 60 km/second (~134,000 mph), creating a 23,700°C fireball and enormous impact scars that were as large as the entire Earth. These scars lasted for months.

This incredibly dramatic event perhaps raises the hair on our necks, seeing the violence and power of cosmic collisions. It’s a reminder that Earthlings are not safe from accretionary impacts even today – as the dinosaurs found out. For the purposes of our current discussion, though, bear in mind that the collision was really a merger between the masses of Comet Shoemaker-Levy 9 and the planet Jupiter, and after the dust settled, the solar system had one fewer object left off by itself, and Jupiter gained a bit more mass. This is the overall trend of the accretion of our solar system from the presolar nebula: under gravity’s influence, the available mass becomes more and more concentrated through time.

Did I get it?

Your answer:

Correct answer:

Your Answers

A star is born

Because the Sun is so massive, it is able to achieve tremendous pressures in its interior. These pressures are so high, they can actually force two atoms into the same space , overcoming their immense repulsion for one another, and causing their two nuclei to merge. As two atoms combine to make one more massive atom, energy is released. This process is thermonuclear fusion. Once it begins, stars begin to give off light.

The ability of stars to make big atoms from small ones is key to understanding the history of our solar system and our planet. Planet Earth is made of a wide variety of chemical elements, both lightweight and heavy. All of these elements must have been present in the nebula, in order for them to be included in Earth’s “starting mixture.” Elements formed in the Sun today stay in the Sun, fusing low-weight atoms into heavier atoms. So all the elements on Earth today came from a pre-Sun star. We can go outside on a spring day and enjoy the Sun’s warmth, but the carbon that makes up the skin that basks in that warmth was forged in the heart of another star, a star that’s gone now, a star that blew up.

This exploding star was the source of the nebula where we began this case study: it’s the backstory that occurred before the opening scene. Our solar system is like a “haunted house,” where billions of years ago, there was a vibrant, healthy main-sequence star right here, in this part of the galaxy. Perhaps it had planets orbiting it. Perhaps some of those planets harbored life. We’ll never know: the explosion wiped the slate clean, and “reset” the solar system for the iteration in which we live. The ghostly remnants of this time before our own still linger, in the very stuff we’re made from. This long-dead star fused hydrogen to build the carbon in our bodies, the iron in our blood, the oxygen we breathe, and the silicon in the rocks of our planet.

This is an incredible realization to embrace: everything you know, everything you trust, everything you are , is stardust.

Age of the solar system

So just when did all this happen? An estimate for the age of the solar system can be made using isotopes of the element lead (Pb). There are several isotopes of lead, but for the purposes of figuring out the age of the solar system, consider these four: 208 Pb, 207 Pb, 206 Pb, and 204 Pb.

208 Pb, 207 Pb, 206 Pb are all radiogenic: that is to say, they stable “daughter” isotopes that are produced from the radioactive “parent” isotopes. Each is produced from a different parent, at a different rate:

204 Pb is, as far as we know, non-radiogenic. It’s relevant to this discussion because it can serve as a ‘standard’ that can allow us to compare the other lead isotopes to one another. Just as if we wanted to compare the currencies of Namibia, Indonesia, and Chile, we might reference all three to the U.S. dollar. The dollar would serve as a standard of comparison, allowing us to better see the value of the Namibian currency relative to the Indonesian currency and the Chilean currency. That’s what 204 Pb is doing for us here.

This is a plot showing the modeled evolution of our three radiogenic lead isotopes relative to 204 Pb. It is constrained by terrestrial lead samples at the young end, and projected back in time in accordance with our measurements of how quickly these three isotopes of lead are produced by their radioactive parents. Of course, if we go back far enough in time, we run out of samples to evaluate. The Earth’s rock cycle has destroyed all its earliest rocks. They’ve been metamorphosed, or weathered, or melted – perhaps many times over! What would be really nice is to find some rocks from the early end of these curves – some samples that could verify these projections back in time are accurate.

Such samples do exist! But they are not from the Earth so much as “from the Earth’s starting materials.” If the nebular theory is correct, then a few leftover scraps of the planet’s starting materials are found in the solar system’s asteroids. Every now and again, bits of these space rocks fall to earth, and if they survive their passage through the atmosphere, we may be lucky enough to collect them, and analyze them. We call these space rocks “meteors” as they streak through the atmosphere, heating through friction and oxidizing as they fall. Those that make it all the way to Earth’s surface are known as “meteorites.” They can be often be distinguished by their scalloped fusion crust, as with this sample:

Meteorites come in several varieties, including rocky and metallic versions. It is very satisfying that when measurements of these meteorites’ lead isotopes are added to the plot above, they all fall exactly where our understanding of lead isotope production would have them: at the start of each of these model evolution curves. Each lead isotope system tells the same answer for the age of the Earth, acting like three independent witnesses corroborating one another’s testimony. And the answer they all give is 4.6 billion years ago (4.6 Ga). That’s what 208 Pb says. That’s what 207 Pb says. And that’s what 206 Pb says. They all agree, and they agree with the predicted curves based on terrestrial (Earth rock) measurements. This agreement gives us great confidence in this number. The Earth, and meteorites (former asteroids), and the solar system of which they are all a part, began about 4.6 billion years ago…

…But what came before that?

The implications of meteorites

In 1969, a meteorite fell through Earth’s atmosphere and broke up over Mexico. A great many pieces of this meteorite were recovered and made available for scientific analysis. It turned out to be a carbonaceous chondrite, the largest of its kind ever documented. It was named the Allende ( “eye-YEN-day” ) meteorite, for the tiny Chihuahuan village closest to the center of the area over which its fragments were scattered.

One of the materials making up Allende’s chondrules was the calcium feldspar called anorthite. Anorthite is an extraordinarily common mineral in Earth’s crust, but the Allende anorthite was different. For some reason, it has a large amount of magnesium in it. When geochemists determined what kind of magnesium this was, they were surprised to find that it was mostly 26 Mg, an uncommon isotope. The abundances of 25 Mg and 24 Mg were found to be about the same level as Earth rocks, but 26 Mg was elevated by about 1.3%.  And after all, magnesium doesn’t even “belong” in a feldspar. The chemical formula of anorthite is CaAl 2 Si 2 O 8 – there’s no “Mg” spot in there. Why was this odd 26 Mg in this chondritic anorthite?

One way to make 26 Mg is the break-down of radioactive 26 Al. The problem with this idea is that there is no 26 Al around today . It’s an example of an extinct isotope: an atom of aluminum so unstable that it falls apart extremely rapidly. The half-life is only 717,000 years. But because these chondrules condensed in the earliest days of the solar system, there may well have been plenty of 26 Al around at that point for them to incorporate. And Al, of course, is a key part of anorthite’s Ca Al 2 Si 2 O 8 crystal structure.

So the idea is that weird extra 26 Mg in the chondrule’s anorthite could be explained by suggesting it wasn’t always 26 Mg: Instead, it started off as 26 Al ,and it belonged in that crystal’s structure. However, over a short amount of time, it all fell apart, and that left the 26 Mg behind to mark where it had once been. If this interpretation is true, it has shocking implications for the story of our solar system.

To understand why, we first need to ask, what came before the nebula? What was the ‘pre-nebula’ situation? Where did the nebula come from, anyhow?

It turns out that nebulae are generated when old stars of a certain size explode.

These explosions are called supernovae (the plural of supernova). The “nova” part of the name comes from the fact that they are very bright in the night sky – an indication of how energetic the explosion is. They look like “new” stars to the casual observer. Supernovae occur when a star has exhausted its supply of lightweight fuel, and it runs out of small atoms that can be fused together under normal conditions. The outward-directed force ceases, and gravitationally-driven inward-directed forces suddenly dominate, collapsing the star in upon itself. This jacks up the pressures to unbelievably high levels, and is responsible for the nuclear fusion of big atoms – every atom heavier than iron is made instantaneously in the fires of the supernova.

That suite of freshly-minted atoms included a bunch of unstable isotopes, including 26 Al.

And here’s the kicker: If the 26 Al was made in a supernova, started decaying immediately, and yet enough was around that a significant portion of it could be woven into the Allende chondrules’ anorthite, that implies a very short amount of time between the obliteration of our Sun’s predecessor, and the first moments of our own. Specifically, the 717,000 year half-life of 26 Al suggests that this “transition between solar systems” played out in less than 5 million years, conceivably in only 2 million years.

That is very, very quickly.

In summary, the planet Earth is part of a solar system centered on the Sun. This solar system, with its star, its classical planets, its dwarf planets, and its “leftover” comets and asteroids, formed from a nebula full of elements in the form of gas and dust. Over time, these many very small pieces stuck together to make bigger concentrations of mass, eventually culminating in a star and a bunch of planets that orbit it. Asteroids (and asteroids that fall to Earth, called meteorites), are leftovers from this process. The starting nebula itself formed from the destruction of a previous star that had exploded in a supernova. The transition from the pre-Sun star to our solar system took place shockingly rapidly.

Further reading

Marcia Bjornerud’s book Reading the Rocks . Basic Books, 2005: 226 pages.

Jennifer A. Johnson (2019), “ Populating the periodic table: Nucleosynthesis of the elements ,” Science. 01 Feb 2019 : 474-478.

Lee, T., D. A. Papanastassiou, and G. J. Wasserburg (1976), Demonstration of 26 Mg excess in Allende and evidence for 26 Al , Geophysical Research Letters , 3(1), 41-44.

______________

PDF of this page

Chapter Contents

• 1 In the beginning…
• 2 Nebular theory
• 3 A star is born
• 4 Age of the solar system
• 5 The implications of meteorites
• 7 Further reading

• Search Menu
• Browse content in Arts and Humanities
• Browse content in Archaeology
• Anglo-Saxon and Medieval Archaeology
• Archaeological Methodology and Techniques
• Archaeology by Region
• Archaeology of Religion
• Archaeology of Trade and Exchange
• Biblical Archaeology
• Contemporary and Public Archaeology
• Environmental Archaeology
• Historical Archaeology
• History and Theory of Archaeology
• Industrial Archaeology
• Landscape Archaeology
• Mortuary Archaeology
• Prehistoric Archaeology
• Underwater Archaeology
• Urban Archaeology
• Zooarchaeology
• Browse content in Architecture
• Architectural Structure and Design
• History of Architecture
• Residential and Domestic Buildings
• Theory of Architecture
• Browse content in Art
• Art Subjects and Themes
• History of Art
• Industrial and Commercial Art
• Theory of Art
• Biographical Studies
• Byzantine Studies
• Browse content in Classical Studies
• Classical History
• Classical Philosophy
• Classical Mythology
• Classical Literature
• Classical Reception
• Classical Art and Architecture
• Classical Oratory and Rhetoric
• Greek and Roman Papyrology
• Greek and Roman Epigraphy
• Greek and Roman Law
• Greek and Roman Archaeology
• Late Antiquity
• Religion in the Ancient World
• Digital Humanities
• Browse content in History
• Colonialism and Imperialism
• Diplomatic History
• Environmental History
• Genealogy, Heraldry, Names, and Honours
• Genocide and Ethnic Cleansing
• Historical Geography
• History by Period
• History of Emotions
• History of Agriculture
• History of Education
• History of Gender and Sexuality
• Industrial History
• Intellectual History
• International History
• Labour History
• Legal and Constitutional History
• Local and Family History
• Maritime History
• Military History
• National Liberation and Post-Colonialism
• Oral History
• Political History
• Public History
• Regional and National History
• Revolutions and Rebellions
• Slavery and Abolition of Slavery
• Social and Cultural History
• Theory, Methods, and Historiography
• Urban History
• World History
• Browse content in Language Teaching and Learning
• Language Learning (Specific Skills)
• Language Teaching Theory and Methods
• Browse content in Linguistics
• Applied Linguistics
• Cognitive Linguistics
• Computational Linguistics
• Forensic Linguistics
• Grammar, Syntax and Morphology
• Historical and Diachronic Linguistics
• History of English
• Language Evolution
• Language Reference
• Language Acquisition
• Language Variation
• Language Families
• Lexicography
• Linguistic Anthropology
• Linguistic Theories
• Linguistic Typology
• Phonetics and Phonology
• Psycholinguistics
• Sociolinguistics
• Translation and Interpretation
• Writing Systems
• Browse content in Literature
• Bibliography
• Children's Literature Studies
• Literary Studies (Romanticism)
• Literary Studies (American)
• Literary Studies (Asian)
• Literary Studies (European)
• Literary Studies (Eco-criticism)
• Literary Studies (Modernism)
• Literary Studies - World
• Literary Studies (1500 to 1800)
• Literary Studies (19th Century)
• Literary Studies (20th Century onwards)
• Literary Studies (African American Literature)
• Literary Studies (British and Irish)
• Literary Studies (Early and Medieval)
• Literary Studies (Fiction, Novelists, and Prose Writers)
• Literary Studies (Gender Studies)
• Literary Studies (Graphic Novels)
• Literary Studies (History of the Book)
• Literary Studies (Plays and Playwrights)
• Literary Studies (Poetry and Poets)
• Literary Studies (Postcolonial Literature)
• Literary Studies (Queer Studies)
• Literary Studies (Science Fiction)
• Literary Studies (Travel Literature)
• Literary Studies (War Literature)
• Literary Studies (Women's Writing)
• Literary Theory and Cultural Studies
• Mythology and Folklore
• Shakespeare Studies and Criticism
• Browse content in Media Studies
• Browse content in Music
• Applied Music
• Dance and Music
• Ethics in Music
• Ethnomusicology
• Gender and Sexuality in Music
• Medicine and Music
• Music Cultures
• Music and Media
• Music and Religion
• Music and Culture
• Music Education and Pedagogy
• Music Theory and Analysis
• Musical Scores, Lyrics, and Libretti
• Musical Structures, Styles, and Techniques
• Musicology and Music History
• Performance Practice and Studies
• Race and Ethnicity in Music
• Sound Studies
• Browse content in Performing Arts
• Browse content in Philosophy
• Aesthetics and Philosophy of Art
• Epistemology
• Feminist Philosophy
• History of Western Philosophy
• Metaphysics
• Moral Philosophy
• Non-Western Philosophy
• Philosophy of Language
• Philosophy of Mind
• Philosophy of Perception
• Philosophy of Science
• Philosophy of Action
• Philosophy of Law
• Philosophy of Religion
• Philosophy of Mathematics and Logic
• Practical Ethics
• Social and Political Philosophy
• Browse content in Religion
• Biblical Studies
• Christianity
• East Asian Religions
• History of Religion
• Judaism and Jewish Studies
• Qumran Studies
• Religion and Education
• Religion and Health
• Religion and Politics
• Religion and Science
• Religion and Law
• Religion and Art, Literature, and Music
• Religious Studies
• Browse content in Society and Culture
• Cookery, Food, and Drink
• Cultural Studies
• Customs and Traditions
• Ethical Issues and Debates
• Hobbies, Games, Arts and Crafts
• Lifestyle, Home, and Garden
• Natural world, Country Life, and Pets
• Popular Beliefs and Controversial Knowledge
• Sports and Outdoor Recreation
• Technology and Society
• Travel and Holiday
• Visual Culture
• Browse content in Law
• Arbitration
• Browse content in Company and Commercial Law
• Commercial Law
• Company Law
• Browse content in Comparative Law
• Systems of Law
• Competition Law
• Browse content in Constitutional and Administrative Law
• Government Powers
• Judicial Review
• Local Government Law
• Military and Defence Law
• Parliamentary and Legislative Practice
• Construction Law
• Contract Law
• Browse content in Criminal Law
• Criminal Procedure
• Criminal Evidence Law
• Sentencing and Punishment
• Employment and Labour Law
• Environment and Energy Law
• Browse content in Financial Law
• Banking Law
• Insolvency Law
• History of Law
• Human Rights and Immigration
• Intellectual Property Law
• Browse content in International Law
• Private International Law and Conflict of Laws
• Public International Law
• IT and Communications Law
• Jurisprudence and Philosophy of Law
• Law and Politics
• Law and Society
• Browse content in Legal System and Practice
• Courts and Procedure
• Legal Skills and Practice
• Primary Sources of Law
• Regulation of Legal Profession
• Medical and Healthcare Law
• Browse content in Policing
• Criminal Investigation and Detection
• Police and Security Services
• Police Procedure and Law
• Police Regional Planning
• Browse content in Property Law
• Personal Property Law
• Study and Revision
• Terrorism and National Security Law
• Browse content in Trusts Law
• Wills and Probate or Succession
• Browse content in Medicine and Health
• Browse content in Allied Health Professions
• Arts Therapies
• Clinical Science
• Dietetics and Nutrition
• Occupational Therapy
• Operating Department Practice
• Physiotherapy
• Radiography
• Speech and Language Therapy
• Browse content in Anaesthetics
• General Anaesthesia
• Neuroanaesthesia
• Clinical Neuroscience
• Browse content in Clinical Medicine
• Acute Medicine
• Cardiovascular Medicine
• Clinical Genetics
• Clinical Pharmacology and Therapeutics
• Dermatology
• Endocrinology and Diabetes
• Gastroenterology
• Genito-urinary Medicine
• Geriatric Medicine
• Infectious Diseases
• Medical Toxicology
• Medical Oncology
• Pain Medicine
• Palliative Medicine
• Rehabilitation Medicine
• Respiratory Medicine and Pulmonology
• Rheumatology
• Sleep Medicine
• Sports and Exercise Medicine
• Community Medical Services
• Critical Care
• Emergency Medicine
• Forensic Medicine
• Haematology
• History of Medicine
• Browse content in Medical Skills
• Clinical Skills
• Communication Skills
• Nursing Skills
• Surgical Skills
• Browse content in Medical Dentistry
• Oral and Maxillofacial Surgery
• Paediatric Dentistry
• Restorative Dentistry and Orthodontics
• Surgical Dentistry
• Medical Ethics
• Medical Statistics and Methodology
• Browse content in Neurology
• Clinical Neurophysiology
• Neuropathology
• Nursing Studies
• Browse content in Obstetrics and Gynaecology
• Gynaecology
• Occupational Medicine
• Ophthalmology
• Otolaryngology (ENT)
• Browse content in Paediatrics
• Neonatology
• Browse content in Pathology
• Chemical Pathology
• Clinical Cytogenetics and Molecular Genetics
• Histopathology
• Medical Microbiology and Virology
• Patient Education and Information
• Browse content in Pharmacology
• Psychopharmacology
• Browse content in Popular Health
• Caring for Others
• Complementary and Alternative Medicine
• Self-help and Personal Development
• Browse content in Preclinical Medicine
• Cell Biology
• Molecular Biology and Genetics
• Reproduction, Growth and Development
• Primary Care
• Professional Development in Medicine
• Browse content in Psychiatry
• Addiction Medicine
• Child and Adolescent Psychiatry
• Forensic Psychiatry
• Learning Disabilities
• Old Age Psychiatry
• Psychotherapy
• Browse content in Public Health and Epidemiology
• Epidemiology
• Public Health
• Browse content in Radiology
• Clinical Radiology
• Interventional Radiology
• Nuclear Medicine
• Radiation Oncology
• Reproductive Medicine
• Browse content in Surgery
• Cardiothoracic Surgery
• Gastro-intestinal and Colorectal Surgery
• General Surgery
• Neurosurgery
• Paediatric Surgery
• Peri-operative Care
• Plastic and Reconstructive Surgery
• Surgical Oncology
• Transplant Surgery
• Trauma and Orthopaedic Surgery
• Vascular Surgery
• Browse content in Science and Mathematics
• Browse content in Biological Sciences
• Aquatic Biology
• Biochemistry
• Bioinformatics and Computational Biology
• Developmental Biology
• Ecology and Conservation
• Evolutionary Biology
• Genetics and Genomics
• Microbiology
• Molecular and Cell Biology
• Natural History
• Plant Sciences and Forestry
• Research Methods in Life Sciences
• Structural Biology
• Systems Biology
• Zoology and Animal Sciences
• Browse content in Chemistry
• Analytical Chemistry
• Computational Chemistry
• Crystallography
• Environmental Chemistry
• Industrial Chemistry
• Inorganic Chemistry
• Materials Chemistry
• Medicinal Chemistry
• Mineralogy and Gems
• Organic Chemistry
• Physical Chemistry
• Polymer Chemistry
• Study and Communication Skills in Chemistry
• Theoretical Chemistry
• Browse content in Computer Science
• Artificial Intelligence
• Computer Architecture and Logic Design
• Game Studies
• Human-Computer Interaction
• Mathematical Theory of Computation
• Programming Languages
• Software Engineering
• Systems Analysis and Design
• Virtual Reality
• Browse content in Computing
• Business Applications
• Computer Security
• Computer Games
• Computer Networking and Communications
• Digital Lifestyle
• Graphical and Digital Media Applications
• Operating Systems
• Browse content in Earth Sciences and Geography
• Atmospheric Sciences
• Environmental Geography
• Geology and the Lithosphere
• Maps and Map-making
• Meteorology and Climatology
• Oceanography and Hydrology
• Palaeontology
• Physical Geography and Topography
• Regional Geography
• Soil Science
• Urban Geography
• Browse content in Engineering and Technology
• Agriculture and Farming
• Biological Engineering
• Civil Engineering, Surveying, and Building
• Electronics and Communications Engineering
• Energy Technology
• Engineering (General)
• Environmental Science, Engineering, and Technology
• History of Engineering and Technology
• Mechanical Engineering and Materials
• Technology of Industrial Chemistry
• Transport Technology and Trades
• Browse content in Environmental Science
• Applied Ecology (Environmental Science)
• Conservation of the Environment (Environmental Science)
• Environmental Sustainability
• Environmentalist Thought and Ideology (Environmental Science)
• Management of Land and Natural Resources (Environmental Science)
• Natural Disasters (Environmental Science)
• Nuclear Issues (Environmental Science)
• Pollution and Threats to the Environment (Environmental Science)
• Social Impact of Environmental Issues (Environmental Science)
• History of Science and Technology
• Browse content in Materials Science
• Ceramics and Glasses
• Composite Materials
• Metals, Alloying, and Corrosion
• Nanotechnology
• Browse content in Mathematics
• Applied Mathematics
• Biomathematics and Statistics
• History of Mathematics
• Mathematical Education
• Mathematical Finance
• Mathematical Analysis
• Numerical and Computational Mathematics
• Probability and Statistics
• Pure Mathematics
• Browse content in Neuroscience
• Cognition and Behavioural Neuroscience
• Development of the Nervous System
• Disorders of the Nervous System
• History of Neuroscience
• Invertebrate Neurobiology
• Molecular and Cellular Systems
• Neuroendocrinology and Autonomic Nervous System
• Neuroscientific Techniques
• Sensory and Motor Systems
• Browse content in Physics
• Astronomy and Astrophysics
• Atomic, Molecular, and Optical Physics
• Biological and Medical Physics
• Classical Mechanics
• Computational Physics
• Condensed Matter Physics
• Electromagnetism, Optics, and Acoustics
• History of Physics
• Mathematical and Statistical Physics
• Measurement Science
• Nuclear Physics
• Particles and Fields
• Plasma Physics
• Quantum Physics
• Relativity and Gravitation
• Semiconductor and Mesoscopic Physics
• Browse content in Psychology
• Affective Sciences
• Clinical Psychology
• Cognitive Psychology
• Cognitive Neuroscience
• Criminal and Forensic Psychology
• Developmental Psychology
• Educational Psychology
• Evolutionary Psychology
• Health Psychology
• History and Systems in Psychology
• Music Psychology
• Neuropsychology
• Organizational Psychology
• Psychological Assessment and Testing
• Psychology of Human-Technology Interaction
• Psychology Professional Development and Training
• Research Methods in Psychology
• Social Psychology
• Browse content in Social Sciences
• Browse content in Anthropology
• Anthropology of Religion
• Human Evolution
• Medical Anthropology
• Physical Anthropology
• Regional Anthropology
• Social and Cultural Anthropology
• Theory and Practice of Anthropology
• Browse content in Business and Management
• Business Ethics
• Business Strategy
• Business History
• Business and Technology
• Business and Government
• Business and the Environment
• Comparative Management
• Corporate Governance
• Corporate Social Responsibility
• Entrepreneurship
• Health Management
• Human Resource Management
• Industrial and Employment Relations
• Industry Studies
• Information and Communication Technologies
• International Business
• Knowledge Management
• Management and Management Techniques
• Operations Management
• Organizational Theory and Behaviour
• Pensions and Pension Management
• Public and Nonprofit Management
• Strategic Management
• Supply Chain Management
• Browse content in Criminology and Criminal Justice
• Criminal Justice
• Criminology
• Forms of Crime
• International and Comparative Criminology
• Youth Violence and Juvenile Justice
• Development Studies
• Browse content in Economics
• Agricultural, Environmental, and Natural Resource Economics
• Asian Economics
• Behavioural Finance
• Behavioural Economics and Neuroeconomics
• Econometrics and Mathematical Economics
• Economic History
• Economic Systems
• Economic Methodology
• Economic Development and Growth
• Financial Markets
• Financial Institutions and Services
• General Economics and Teaching
• Health, Education, and Welfare
• History of Economic Thought
• International Economics
• Labour and Demographic Economics
• Law and Economics
• Macroeconomics and Monetary Economics
• Microeconomics
• Public Economics
• Urban, Rural, and Regional Economics
• Welfare Economics
• Browse content in Education
• Adult Education and Continuous Learning
• Care and Counselling of Students
• Early Childhood and Elementary Education
• Educational Equipment and Technology
• Educational Strategies and Policy
• Higher and Further Education
• Organization and Management of Education
• Philosophy and Theory of Education
• Schools Studies
• Secondary Education
• Teaching of a Specific Subject
• Teaching of Specific Groups and Special Educational Needs
• Teaching Skills and Techniques
• Browse content in Environment
• Applied Ecology (Social Science)
• Climate Change
• Conservation of the Environment (Social Science)
• Environmentalist Thought and Ideology (Social Science)
• Natural Disasters (Environment)
• Social Impact of Environmental Issues (Social Science)
• Browse content in Human Geography
• Cultural Geography
• Economic Geography
• Political Geography
• Browse content in Interdisciplinary Studies
• Communication Studies
• Museums, Libraries, and Information Sciences
• Browse content in Politics
• African Politics
• Asian Politics
• Chinese Politics
• Comparative Politics
• Conflict Politics
• Elections and Electoral Studies
• Environmental Politics
• European Union
• Foreign Policy
• Gender and Politics
• Human Rights and Politics
• Indian Politics
• International Relations
• International Organization (Politics)
• International Political Economy
• Irish Politics
• Latin American Politics
• Middle Eastern Politics
• Political Behaviour
• Political Economy
• Political Institutions
• Political Methodology
• Political Communication
• Political Philosophy
• Political Sociology
• Political Theory
• Politics and Law
• Public Policy
• Public Administration
• Quantitative Political Methodology
• Regional Political Studies
• Russian Politics
• Security Studies
• State and Local Government
• UK Politics
• US Politics
• Browse content in Regional and Area Studies
• African Studies
• Asian Studies
• East Asian Studies
• Japanese Studies
• Latin American Studies
• Middle Eastern Studies
• Native American Studies
• Scottish Studies
• Browse content in Research and Information
• Research Methods
• Browse content in Social Work
• Addictions and Substance Misuse
• Adoption and Fostering
• Care of the Elderly
• Child and Adolescent Social Work
• Couple and Family Social Work
• Developmental and Physical Disabilities Social Work
• Direct Practice and Clinical Social Work
• Emergency Services
• Human Behaviour and the Social Environment
• International and Global Issues in Social Work
• Mental and Behavioural Health
• Social Justice and Human Rights
• Social Policy and Advocacy
• Social Work and Crime and Justice
• Social Work Macro Practice
• Social Work Practice Settings
• Social Work Research and Evidence-based Practice
• Welfare and Benefit Systems
• Browse content in Sociology
• Childhood Studies
• Community Development
• Comparative and Historical Sociology
• Economic Sociology
• Gender and Sexuality
• Gerontology and Ageing
• Health, Illness, and Medicine
• Marriage and the Family
• Migration Studies
• Occupations, Professions, and Work
• Organizations
• Population and Demography
• Race and Ethnicity
• Social Theory
• Social Movements and Social Change
• Social Research and Statistics
• Social Stratification, Inequality, and Mobility
• Sociology of Religion
• Sociology of Education
• Sport and Leisure
• Urban and Rural Studies
• Browse content in Warfare and Defence
• Defence Strategy, Planning, and Research
• Land Forces and Warfare
• Military Administration
• Military Life and Institutions
• Naval Forces and Warfare
• Other Warfare and Defence Issues
• Peace Studies and Conflict Resolution
• Weapons and Equipment

• < Previous chapter
• Next chapter >

8 The Rise and Fall of the Nebular Hypothesis

• Published: August 2023
• Cite Icon Cite
• Permissions Icon Permissions

The first to explain the origin of the planets and moons was Pierre-Simon Laplace in his 1796 book, Exposition for the System of the World . His theory would dominate science throughout the next century and come to be accepted as a given. He held that the solar system had begun as a hot, rotating gas cloud. As it spun, centrifugal force threw off blobs of gas that coagulated into planets. The planets then repeated the process to create their moons. By the last few decades of the eighteenth century, enough evidence had come to light to call the nebular hypothesis into question, if not to falsify it. This opened the way for three different theories for the origin of the Moon. The fission theory resembled the nebular hypothesis in holding that the gravity of the Sun had pulled off a bulge in the proto-Earth which became the Moon. The co-accretion theory held that the Moon and the Earth had formed near each other and thus were like sister planets. The capture theory imagined that the Moon had started out in some distant region of the solar system but drew near enough to be captured into orbit by the Earth’s gravity.

Signed in as

Institutional accounts.

• Google Scholar Indexing
• GoogleCrawler [DO NOT DELETE]

Personal account

• Sign in with email/username & password
• Get email alerts
• Save searches
• Purchase content
• Activate your purchase/trial code

Institutional access

• Sign in with a library card Sign in with username/password Recommend to your librarian
• Institutional account management
• Get help with access

Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:

IP based access

Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.

Sign in through your institution

Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.

• Click Sign in through your institution.
• Select your institution from the list provided, which will take you to your institution's website to sign in.
• When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
• Following successful sign in, you will be returned to Oxford Academic.

If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.

Sign in with a library card

Enter your library card number to sign in. If you cannot sign in, please contact your librarian.

Society Members

Society member access to a journal is achieved in one of the following ways:

Sign in through society site

Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:

• Click Sign in through society site.
• When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.

If you do not have a society account or have forgotten your username or password, please contact your society.

Sign in using a personal account

Some societies use Oxford Academic personal accounts to provide access to their members. See below.

A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.

Some societies use Oxford Academic personal accounts to provide access to their members.

Viewing your signed in accounts

Click the account icon in the top right to:

• View your signed in personal account and access account management features.
• View the institutional accounts that are providing access.

Signed in but can't access content

Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.

For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.

Our books are available by subscription or purchase to libraries and institutions.

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Rights and permissions
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

Words and phrases

Personal account.

• Access or purchase personal subscriptions
• Get our newsletter
• Save searches
• Set display preferences

Institutional access

Sign in with library card

Sign in with username / password

Recommend to your librarian

Institutional account management

Sign in as administrator on Oxford Academic

nebular hypothesis noun

• Hide all quotations

What does the noun nebular hypothesis mean?

There is one meaning in OED's entry for the noun nebular hypothesis . See ‘Meaning & use’ for definition, usage, and quotation evidence.

How common is the noun nebular hypothesis ?

Where does the noun nebular hypothesis come from.

Earliest known use

The earliest known use of the noun nebular hypothesis is in the 1830s.

nebular hypothesis is formed within English, by compounding.

Etymons: nebular adj. , hypothesis n.

Nearby entries

• neb-neb, n. 1839–
• Nebraskan, adj. & n. 1853–
• nebris, n. 1776–
• nebshaft, n. c1225–1390
• nebsy, adj. 1825–
• Nebuchadnezzar, n. 1913–
• nebuhaler, n. 1982–
• nebula, n. 1655–
• nebula hypothesis, n. 1892–
• nebular, adj. 1833–
• nebular hypothesis, n. 1833–
• nebularine, n. 1946–
• nebularization, n. a1892–
• nebular theory, n. 1846–
• nebulate, v. 1753–1874
• nebulated, adj. 1486–1688
• nebule, n.¹ c1450–
• nebule, n.² 1823–
• nebuliferous, adj. 1857
• nebulist, n. 1836–48
• nebulium, n. 1898–

Thank you for visiting Oxford English Dictionary

To continue reading, please sign in below or purchase a subscription. After purchasing, please sign in below to access the content.

Meaning & use

Entry history for nebular hypothesis, n..

Originally published as part of the entry for nebular, adj.

nebular, adj. was revised in June 2003.

oed.com is a living text, updated every three months. Modifications may include:

• further revisions to definitions, pronunciation, etymology, headwords, variant spellings, quotations, and dates;
• new senses, phrases, and quotations.

Earlier versions of this entry were published in:

OED First Edition (1906)

• Find out more

OED Second Edition (1989)

• View nebular, a. in OED Second Edition

Please submit your feedback for nebular hypothesis, n.

Please include your email address if you are happy to be contacted about your feedback. OUP will not use this email address for any other purpose.

Citation details

Factsheet for nebular hypothesis, n., browse entry.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

44 The Nebular Theory

A protostar is an object in which no nuclear fusion has occurred, unlike a star that is undergoing nuclear fusion. A protostar becomes a star when nuclear fusion begins. Most likely the next step was that the nebula flattened into a disk called the  Protoplanetary Disk  ; planets eventually formed from and in this disk.

Three processes occurred with the nebular collapse:

• Temperatures continued to increase
• The solar nebula spun faster and faster
• The solar nebula disk flattened

The orderly motions of the solar system today are a direct result of the solar system’s beginnings in a spinning, flattened cloud of gas and dust.

Introduction to Astronomy Copyright © by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Share This Book

May 25, 1872

The Nebular Hypothesis

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

10.02: Origin of the Solar System—The Nebular Hypothesis

• Last updated
• Save as PDF
• Page ID 15788

• Chris Johnson, Matthew D. Affolter, Paul Inkenbrandt, & Cam Mosher
• Salt Lake Community College via OpenGeology

Our solar system formed at the same time as our Sun as described in the nebular hypothesis. The nebular hypothesis is the idea that a spinning cloud of dust made of mostly light elements, called a nebula, flattened into a protoplanetary disk, and became a solar system consisting of a star with orbiting planets [ 12 ]. The spinning nebula collected the vast majority of material in its center, which is why the sun Accounts for over 99% of the mass in our solar system.

Planet Arrangement and Segregation

As our solar system formed, the nebular cloud of dispersed particles developed distinct temperature zones. Temperatures were very high close to the center, only allowing condensation of metals and silicate minerals with high melting points. Farther from the Sun, the temperatures were lower, allowing the condensation of lighter gaseous molecules such as methane, ammonia, carbon dioxide, and water [ 13 ]. This temperature differentiation resulted in the inner four planets of the solar system becoming rocky, and the outer four planets becoming gas giants.

Both rocky and gaseous planets have a similar growth model. Particles of dust, floating in the disc were attracted to each other by static charges and eventually, gravity. As the clumps of dust became bigger, they interacted with each other—colliding, sticking, and forming proto-planets. The planets continued to grow over the course of many thousands or millions of years, as material from the protoplanetary disc was added. Both rocky and gaseous planets started with a solid core. Rocky planets built more rock on that core, while gas planets added gas and ice. Ice giants formed later and on the furthest edges of the disc, accumulating less gas and more ice. That is why the gas-giant planets Jupiter and Saturn are composed of mostly hydrogen and helium gas, more than 90%. The ice giants Uranus and Neptune are composed of mostly methane ices and only about 20% hydrogen and helium gases.

The planetary composition of the gas giants is clearly different from the rocky planets. Their size is also dramatically different for two reasons: First, the original planetary nebula contained more gases and ices than metals and rocks. There was abundant hydrogen, carbon, oxygen, nitrogen, and less silicon and iron, giving the outer planets more building material. Second, the stronger gravitational pull of these giant planets allowed them to collect large quantities of hydrogen and helium, which could not be collected by the weaker gravity of the smaller planets.

Jupiter’s massive gravity further shaped the solar system and growth of the inner rocky planets. As the nebula started to coalesce into planets, Jupiter’s gravity accelerated the movement of nearby materials, generating destructive collisions rather than constructively gluing material together [ 14 ]. These collisions created the asteroid belt, an unfinished planet, located between Mars and Jupiter. This asteroid belt is the source of most meteorites that currently impact the Earth. Study of asteroids and meteorites help geologist to determine the age of Earth and the composition of its core, mantle, and crust. Jupiter’s gravity may also explain Mars’ smaller mass, with the larger planet consuming material as it migrated from the inner to the outer edge of the solar system [ 15 ].

Pluto and Planet Definition

The outermost part of the solar system is known as the Kuiper belt, which is a scattering of rocky and icy bodies. Beyond that is the Oort cloud, a zone filled with small and dispersed ice traces. These two locations are where most comets form and continue to orbit, and objects found here have relatively irregular orbits compared to the rest of the solar system. Pluto, formerly the ninth planet, is located in this region of space. The XXVIth General Assembly of the International Astronomical Union (IAU) stripped Pluto of planetary status in 2006 because scientists discovered an object more massive than Pluto, which they named Eris. The IAU decided against including Eris as a planet, and therefore, excluded Pluto as well. The IAU narrowed the definition of a planet to three criteria:

• Enough mass to have gravitational forces that force it to be rounded
• Not massive enough to create a fusion
• Large enough to be in a cleared orbit, free of other planetesimals that should have been incorporated at the time the planet formed. Pluto passed the first two parts of the definition, but not the third. Pluto and Eris are currently classified as dwarf planets

12. Montmerle T, Augereau J-C, Chaussidon M, et al (2006) Solar System Formation and Early Evolution: the First 100 Million Years. In: From Suns to Life: A Chronological Approach to the History of Life on Earth. Springer New York, pp 39–95

13. Martin RG, Livio M (2012) On the evolution of the snow line in protoplanetary discs. Mon Not R Aston Soc Lett 425:L6–L9

14. Petit J-M, Morbidelli A, Chambers J (2001) The Primordial Excitation and Clearing of the Asteroid Belt. Icarus 153:338–347. https://doi.org/10.1006/icar.2001.6702

15. Walsh KJ, Morbidelli A, Raymond SN, et al (2011) A low mass for Mars from Jupiter’s early gas-driven migration. Nature 475:206–209

What Is a Nebula?

Watch this video to learn all about nebulae! Click here to download this video (1920x1080, 334 MB, video/mp4).

A nebula is a giant cloud of dust and gas in space. Some nebulae (more than one nebula) come from the gas and dust thrown out by the explosion of a dying star, such as a supernova . Other nebulae are regions where new stars are beginning to form. For this reason, some nebulae are called "star nurseries."

These towers of cosmic dust and gas make up part of the Eagle Nebula. These so-called Pillars of Creation are part of an active star-forming region within the nebula. Credits: NASA, ESA and the Hubble Heritage Team (STScI/AURA)

How do stars form in a nebula?

Nebulae are made of dust and gases—mostly hydrogen and helium. The dust and gases in a nebula are very spread out, but gravity can slowly begin to pull together clumps of dust and gas. As these clumps get bigger and bigger, their gravity gets stronger and stronger.

This landscape of "mountains" and "valleys" speckled with glittering stars is actually the edge of a nearby, young, star-forming region called NGC 3324 in the Carina Nebula. Captured in infrared light by NASA's James Webb Space Telescope, this image reveals for the first time previously invisible areas of star birth. Credits: NASA, ESA, CSA, and STScI

Eventually, the clump of dust and gas gets so big that it collapses from its own gravity. The collapse causes the material at the center of the cloud to heat up-and this hot core is the beginning of a star.

Where are nebulae?

Nebulae exist in the space between the stars—also known as interstellar space . The closest known nebula to Earth is called the Helix Nebula. It is the remnant of a dying star—possibly one like the Sun. It is approximately 700 light-years away from Earth. That means even if you could travel at the speed of light, it would still take you 700 years to get there!

This image might look like a creepy eyeball, but it's actually a nebula! NASA's Spitzer Space Telescope captured this image of the Helix Nebula, which is located in the constellation Aquarius-about 700 light-years away from Earth. Credit: NASA/JPL-Caltech/Univ. of Arizona

How do we know what nebulae look like?

Astronomers use very powerful telescopes to take pictures of faraway nebulae. Space telescopes such as NASA's Spitzer Space Telescope and Hubble Space Telescope have captured many images of faraway nebulae.

Related Resources for Educators

ViewSpace | Star Formation: Eagle Nebula

If you liked this, you may like: