A Critical Examination of the X-Wind Model for Chondrule and Calcium-rich, Aluminum-rich Inclusion Formation and Radionuclide Production

Meteoritic data, especially regarding chondrules and calcium-rich, aluminum-rich inclusions (CAIs), and isotopic evidence for short-lived radionuclides (SLRs) in the solar nebula, potentially can constrain how planetary systems form. Intepretation of these data demands an astrophysical model, and the "X-wind" model of Shu et al. (1996) and collaborators has been advanced to explain the origin of chondrules, CAIs and SLRs. It posits that chondrules and CAIs were thermally processed < 0.1 AU from the protostar, then flung by a magnetocentrifugal outflow to the 2-3 AU region to be incorporated into chondrites. Here we critically examine key assumptions and predictions of the X-wind model. We find a number of internal inconsistencies: theory and observation show no solid material exists at 0.1 AU; particles at 0.1 AU cannot escape being accreted into the star; particles at 0.1 AU will collide at speeds high enough to destroy them; thermal sputtering will prevent growth of particles; and launching of particles in magnetocentrifugal outflows is not modeled, and may not be possible. We also identify a number of incorrect predictions of the X-wind model: the oxygen fugacity where CAIs form is orders of magnitude too oxidizing; chondrule cooling rates are orders of magnitude lower than those experienced by barred olivine chondrules; chondrule-matrix complementarity is not predicted; and the SLRs are not produced in their observed proportions. We conclude that the X-wind model is not relevant to chondrule and CAI formation and SLR production. We discuss more plausible models for chondrule and CAI formation and SLR production.Comment: Accepted for publication in The Astrophysical Journa

Re-examining the effects of verbal instructional type on early stage motor learning

The present study investigated the differential effects of analogy and explicit instructions on early stage motor learning and movement in a modified high jump task. Participants were randomly assigned to one of three experimental conditions: analogy, explicit light (reduced informational load), or traditional explicit (large informational load). During the two-day learning phase, participants learned a novel high jump technique based on the ‘scissors’ style using the instructions for their respective conditions. For the single-day testing phase, participants completed both a retention test and task-relevant pressure test, the latter of which featured a rising high-jump-bar pressure manipulation. Although analogy learners demonstrated slightly more efficient technique and reported fewer technical rules on average, the differences between the conditions were not statistically significant. There were, however, significant differences in joint variability with respect to instructional type, as variability was lowest for the analogy condition during both the learning and testing phases, and as a function of block, as joint variability decreased for all conditions during the learning phase. Findings suggest that reducing the informational volume of explicit instructions may mitigate the deleterious effects on performance previously associated with explicit learning in the literature