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Part III: Learning from Other Worlds
Chapter 7. Our Planetary System
This chapter offers an introduction to our solar system, with an emphasis on giving
students a common background in the essential information about the planets that will
allow a deeper look in coming chapters. We begin by imagining an alien spacecraft
coming in from afar and mapping the broad features of the solar system. Then we focus
in on individual worlds, taking a tour of the Sun and the planets. Finally, we discuss
spacecraft exploration of the solar system.
As always, when you prepare to teach this chapter, be sure you are familiar with the
online quizzes, interactive figures and tutorials, assignable homework, and other
resources available on the MasteringAstronomy Web site.
Additional information on recent discoveries in planetary science can be found at
http://dps.aas.org/education/dpsdisc/ in PowerPoint format suitable for classroom
presentation.
Key Changes for the 7th Edition: For those who have used earlier editions of our
textbook, please note the following significant changes in this chapter:
• We have edited and updated throughout the chapter, including changes to some
illustrations, to improve clarity for students and to make it current with the latest
space missions.
• Note that the last page of the solar system tour now focuses more on dwarf planets
in general and less on Pluto in particular.
• This book has gone to press shortly after Curiosity’s landing on Mars, so we have
incorporated discussion and a figure illustrating its landing sequence, which
replaces the similar discussion and figure of Cassini/Huygens in the prior edition.
Section 7.1
• (p. 191) This question is designed to encourage students to spend some time
exploring the solar system tour. For the specific questions: (1) Students should
notice the composition differences among the planets; (2) The “Earth-like” planets
are the inner four; (3) Students should recognized that the planets naturally group
into two main categories that separate the inner four and outer four planets.
Section 7.3
• (p. 208) No. Because of their differing orbital periods, they no longer have a simple
alignment like they did during the 1980s. In particular, Uranus has caught up with
Neptune by now, so we won’t be able to visit both with a single slingshot from Saturn.
• (p. 209, SIFY) This activity asks students to find planets in the night sky in order to
connect their “book learning” with something they can actually see in the sky. As
instructor, you can really help motivate this activity by bringing it up at the start of
a lecture, mentioning where the planets are and when to look for them. If your
campus has telescopes for public viewing, encourage this activity as well.
Copyright © 2014 Pearson Education, Inc. The Cosmic Perspective, Seventh Edition 151
Solutions to End-of-Chapter Problems (Chapter 7)
Visual Skills Check
1. A = Mercury, B = Mars, C = Venus, D = Earth, E = Neptune, F = Uranus,
G = Saturn, H = Jupiter; Dots to D are the terrestrial planets and E to H are the
jovian planets.
2. The pairs are Mercury and Mars, Venus and Earth, Neptune and Uranus, Saturn
and Jupiter;
3. d
4. a. The exponential plot shows information on low-mass planets that can’t be seen
on the linear plot; b. The linear plot; c. The exponential plot.
Review Questions
1. Comparative planetology is a way of studying the solar system that relies on
comparing the objects in the solar system to each other. The objects do not need to
be planets; moons, rings, asteroids, and comets are all part of the field, for example.
2. If we looked at the solar system with our naked eye from beyond the orbit of
Neptune, we would see points of light for the various planets. The planets would
not appear as much more than bright stars, although if we watched them for a
while, we could see that they orbit the Sun. The four major features providing clues
to solar system formation are (1) planetary motions are mostly orderly: orbits and
rotations are in the same direction and with generally small tilts; (2) there are two
types of planets, jovian and terrestrial, with very different properties and locations;
(3) there are also two classes of “small bodies,” comets and asteroids, also with
distinction properties and locations; (4) despite the “neatness” of the preceding
facts, there are notable exceptions that require explaining.
3. Some possible answers are:
Mercury
• Rotates three times for every two orbits
• Appears to have shrunk early in its life
• The most metal-rich planet
• Has 3-month-long days and nights
• Temperatures varying from extremely hot to extremely cold over the course of
a full solar day
• Has no atmosphere
Venus
• Spins backward compared to its orbit
• Hottest surface temperature of any planet due to its extreme greenhouse effect
• Has a dense atmosphere
• Roughly the same size and mass as Earth
Mars
• Has two tiny moons that might have once been asteroids
• Has volcanoes larger than any on Earth
• Has a canyon that runs one-fifth of the way around the planet
• Has polar ice caps
• Shows signs of once having flowing water
• May have once had life
• Has a thin atmosphere
• Most studied planet apart from Earth
Jupiter
• Largest planet, more than 300 times Earth’s mass and 1000 times Earth’s
volume
• Has no solid surface
• Has dozens of moons and thin rings
• Has three moons that may have subsurface oceans
• Has a moon, Io, that is the most volcanic body in the solar system
Saturn
• Has the most spectacular ring system
• Has many moons
• Has a moon, Titan, that has a dense nitrogen atmosphere
Uranus
• Spins on its side
• Has over a dozen moons
• Looks blue due to methane in its atmosphere
• Has a ring system
Neptune
• Slightly smaller in radius than Uranus, but more massive
• Has rings and many moons
• Has a moon, Triton, which is larger than Pluto and appears to have geysers
• Has a moon, Triton, that is the only large moon to orbit opposite the direction of
its planet
Copyright © 2014 Pearson Education, Inc. The Cosmic Perspective, Seventh Edition 153
Pluto
• Has a semimajor axis larger than Neptune’s, but sometimes comes within
Neptune’s orbit
• The radius of its only moon, Charon, is half that of Pluto’s radius
• Never visited by a spacecraft
• Made of rock and ice, not gas
4. Orderly motions in the solar system are
• Planets all orbit in nearly the same plane and have nearly circular orbits.
• Planets orbit the Sun in the same direction.
• Most planets spin in the same direction as they orbit.
• Most of the large moons in the solar system also orbit in the same sense as the
planets—in nearly circular orbits, generally in nearly the same plane.
5. Terrestrial planets orbit close to the Sun and are tightly spaced together. They are
made mostly of rock and metal and are smaller and denser than jovian planets.
Terrestrial planets tend to have few, if any, moons and none have rings.
In contrast, jovian planets are more distant from the Sun and are separated by much
larger distances. They are made mostly of hydrogen, helium, and hydrogen
compounds. They are much less dense than terrestrial planets. They are also larger
than terrestrial planets. Jovian planets have many moons and have ring systems.
The terrestrial planets are Mercury, Venus, Earth, and Mars. The jovian planets are
Jupiter, Saturn, Uranus, and Neptune. Pluto does not fit into either class.
6. Hydrogen compounds are chemical compounds that use hydrogen and another
common element. The most important hydrogen compounds are water (H 2O),
ammonia (NH3 ), and methane (CH 4 ). Hydrogen compounds are important
ingredients in the jovian planets, Pluto, and comets.
7. Pluto is like a terrestrial planet in that it is small, relatively dense, and solid. It also
includes rock as an important component, a terrestrial planet property. However,
like the jovian planets, hydrogen compounds are also an important ingredient of
Pluto. Furthermore, it has a distant orbit from the Sun like the jovian planets.
Unlike either type of planet, Pluto has an eccentric and inclined orbit and is much
smaller than even the terrestrial planets.
8. Asteroids are rocky or metallic bodies that orbit the Sun, but are much smaller than
the planets. Most asteroids are found between the orbits of Mars and Jupiter in the
“asteroid belt.”
9. Comets are small, icy bodies that orbit the Sun. The difference between comets and
asteroids is composition: While comets are made mostly of ices, asteroids are made
mostly of rock and metals. Also, comets usually spend most or all of their time
much farther from the Sun than asteroids.
10. The Kuiper belt is a disk of comets just past the orbit of Neptune. The Oort cloud is
a spherical cloud of comets that surrounds our solar system much farther from the
Sun. Comets in the Kuiper belt orbit the Sun more or less in the same plane as the
planets and travel around the Sun in the same sense as the planets do. Oort cloud
comets orbit the Sun with tilts of any value and often orbit “backward” relative to
the planets.
Copyright © 2014 Pearson Education, Inc. The Cosmic Perspective, Seventh Edition 155
19. The weather conditions on Mars today are much different than they were in the
distant past. True. Mars was once warmer and wetter.
20. Moons cannot have atmospheres, active volcanoes, or liquid water. False.
21. Saturn is the only planet in the solar system with rings. False—there are many
counterexamples.
22. We could probably learn more about Mars by sending a new spacecraft on a flyby than
by any other method of studying the planet. False. Landers and orbiters are needed.
Quick Quiz
23. b
24. c
25. c
26. b
27. c
28. b
29. a
30. b
31. c
32. c
Process of Science
33. We don’t send probes, landers, or rovers as the first mission to another world for
two reasons. Most importantly, we don’t know in advance what questions we hope
to answer with such a detailed mission—we wouldn’t know what kinds of
instruments to put on the spacecraft. Secondly, we don’t know where to target it on
the surface. Mars offers a good example of how this strategy could have gone
wrong. Much of Mars is heavily cratered with little evidence of the influence of
water we know was once important. If the Mars rovers had landed there, they
would have reported back a much more boring planet. By first mapping the planet
with an orbiter, we knew which regions showed evidence for water, and landed our
rovers there. Furthermore, since we knew from earlier missions that Mars had an
atmosphere, we were able to use that atmosphere to slow down the rover landing
packages.
34. Group Work Exercise (no solution provided)
Quantitative Problems
39. Since we are asked “how many,” this problem seems best approached with ratios.
We will take the ratio of the volume of Jupiter to the volume of Earth, which will
give us the number of Earths that could fit inside Jupiter. Our ratio looks like:
4
π r3
volume of Jupiter 3 Jupiter
=
volume of Earth 4 3
π rEarth
3
We can save ourselves a lot of mistakes in calculating these if we use some algebra
and cancel terms in the numerator and the denominator:
3
volume of Jupiter rJupiter
= 3
volume of Earth rEarth
We can also help ourselves by recalling that a n /b n = (a /b) n , making our final
expression:
3
volume of Jupiter ⎛ rJupiter ⎞
=⎜ ⎟
volume of Earth ⎝ rEarth ⎠
Copyright © 2014 Pearson Education, Inc. The Cosmic Perspective, Seventh Edition 157
This final expression is particularly nice because Appendix E tells us that the radius
of Jupiter is 11.19 Earth radii. In other words, rJupiter /rEarth = 11.19. So we can
compute the ratio quite easily now:
volume of Jupiter
= (11.19)3
volume of Earth
= 1400
This tells us that around 1400 Earths could fit inside of Jupiter.
40. Kepler’s third law tells us:
p 2 = a3
where p is the planet’s period in years and a is its semimajor axis in astronomical
units. So we can solve for the semimajor axis by taking the cube root of both sides
of the equation:
a = p 2/3
We are told that Ceres has a period of 2.77 years. So we can calculate the
semimajor axis:
a = (2.77)2/3
= 1.97 AU
So Ceres orbits with a semimajor axis of 1.97 AU. Looking at Table 7.1, we see
that that puts it between the orbits of Mars and Jupiter.
41. We know that density is defined as mass/volume. So we need the mass, which we
are given, and the volume, which we will have to calculate. Luckily, we recall that
the volume of a sphere is given by the expression:
4
volume = π r3
3
But before we calculate anything, we should convert our radius into centimeters
because we want our density to be in grams per cubic centimeter. So we convert,
first to meters then to centimeters:
1000 m 100 cm
12,800 km × × = 1.28 × 109 cm
1 km 1m
4
volume = π (1.28 × 109 cm)3
3
= 8.78 × 1027 cm3
mass
density =
volume
5.97 × 1028 g
=
8.78 × 1027 cm3
= 6.80 g/cm3
Therefore, the density of the planet is 6.80 grams per cubic centimeter. Such a large
density means that this is almost certainly a terrestrial planet.
42. The first and most obvious trend is that the more massive planets all have higher
escape speeds than the less massive planets. This is not unexpected since escape
speed increases with mass. (It decreases with rising radius, but the masses seem to
jump up faster than the radii do, so the mass wins.) Particularly interesting are
Jupiter and Saturn, which have almost the same radius but are quite different in
mass. Jupiter’s escape speed is much higher, almost twice as large as Saturn’s. This
makes sense for the more massive planet.
Also interesting are Uranus and Neptune. Neptune is somewhat more massive than
Uranus and has a slightly smaller radius. Both of these factors tend to increase the
escape speed. Neptune’s escape speed is higher than Uranus’s, so that makes sense.
43. In Chapter 5, we learned that the expression for weight is:
weight = mass × (surface gravity)
We’re told that our weight here on Earth is 100 pounds. So we can solve for our
mass:
100 lb
mass =
Earth's surface gravity
(Usually, we’d convert into metric units, but this time we won’t need to.) So we
can plug this into the expression for weight to find that:
(Note that the units of surface gravity cancel out. So we are OK leaving the weight
in pounds this time.)
Copyright © 2014 Pearson Education, Inc. The Cosmic Perspective, Seventh Edition 159
Now, this is convenient. In Appendix E, we are given the planet’s surface gravity in
Earth units. So all we have to do for each planet is multiply 100 pounds by the
surface gravity that we are given, and we have the weight. So computing:
44. We will assume that the spacecraft travels in a straight line and that it goes from
Earth’s average distance from the Sun to Pluto’s average distance on the shortest
path possible. So the distance it travels is:
aPluto − aEarth
where the as are the semimajor axes of the two orbits. We know that Earth’s
semimajor axis is 1 AU and Appendix E tells us that Pluto’s is 39.5 AU. So the
distance traveled will be 39.5 AU – 1 AU = 38.5 AU.
We are told that the spacecraft will take 9 years to get to Pluto. So, recalling that
speed is distance divided by time, we can find the speed:
distance
speed =
time
38.5 AU
=
9 yr
= 4.3 AU/yr
We are also asked to find this speed in km/hr, so we need to convert:
1.496 × 108 km 1 yr 1 day
4.3 AU / yr × × × = 73,000 km/hr
1 AU 365.25 days 24 hr
The spacecraft will travel an average speed of 4.3 AU/yr or 73,000 kilometers per
hour.
45. To find the distance to Venus, we use the figure in “Special Topic: How Did We
Learn the Distance to the Planets?” This figure suggests that the parallax we
measure on Earth is the angular size of Earth as seen from Venus. Recall that in
Mathematical Insight 2.1 we learned that distance, angular size, and physical size
are related by the expression:
angular size physical size
=
360° 2π × distance
Copyright © 2014 Pearson Education, Inc. The Cosmic Perspective, Seventh Edition 161
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