Thermal history modeling of the H chondrite parent body

The cooling histories of individual meteorites can be empirically reconstructed by using ages from different radioisotopic chronometers with distinct closure temperatures. For a group of meteorites derived from a single parent body such data permit the reconstruction of the cooling history and properties of that body. Particularly suited are H chondrites because precise radiometric ages over a wide range of closure temperatures are available. A thermal evolution model for the H chondrite parent body is constructed by using all H chondrites for which at least three different radiometric ages are available. Several key parameters determining the thermal evolution of the H chondrite parent body and the unknown burial depths of the H chondrites are varied until an optimal fit is obtained. The fit is performed by an 'evolution algorithm'. Empirical data for eight samples are used for which radiometric ages are available for at least three different closure temperatures. A set of parameters for the H chondrite parent body is found that yields excellent agreement (within error bounds) between the thermal evolution model and empirical data of six of the examined eight chondrites. The new thermal model constrains the radius and formation time of the H chondrite parent body (possibly (6) Hebe), the initial burial depths of the individual H chondrites, the average surface temperature of the body, the average initial porosity of the material the body accreted from, and the initial 60Fe content of the H chondrite parent body.Comment: 16 pages, 7 figure

Computer-based technology and student engagement: a critical review of the literature

Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes. The purpose of this article is to present a critical review of the literature from the past 5 years related to how web-conferencing software, blogs, wikis, social networking sites (Facebook and Twitter), and digital games influence student engagement. We prefaced the findings with a substantive overview of student engagement definitions and indicators, which revealed three types of engagement (behavioral, emotional, and cognitive) that informed how we classified articles. Our findings suggest that digital games provide the most far-reaching influence across different types of student engagement, followed by web-conferencing and Facebook. Findings regarding wikis, blogs, and Twitter are less conclusive and significantly limited in number of studies conducted within the past 5 years. Overall, the findings provide preliminary support that computer-based technology influences student engagement, however, additional research is needed to confirm and build on these findings. We conclude the article by providing a list of recommendations for practice, with the intent of increasing understanding of how computer-based technology may be purposefully implemented to achieve the greatest gains in student engagement. © 2017, The Author(s)