Media releases

  • Rocks on Mars providing insight into planet’s history, says Brock scientist

    MEDIA RELEASE: 24 August 2022 – R0092

    Mariek Schmidt is among a team of scientists from around the world examining rocks on Mars in hopes of learning more about the Red Planet’s history.

    A Participating Scientist in NASA’s Mars Perseverance rover mission, the Brock University Earth Sciences Professor played a key role in a research study released Thursday, Aug. 25 that outlined one of the first investigations of its kind conducted after the rover landed at Jezero Crater in February 2021. Also assisting on the study, which was led by Yang Liu at NASA’s Jet Propulsion Lab, was Brock post-doctoral fellow Tanya Kizovski.

    As part of the Mars mission, Schmidt worked with fellow scientists to help guide use of the rover’s instruments for research and data collection. Her focus was on the Planetary Instrument for X-Ray Lithochemistry (PIXL), an X-ray fluorescence spectrometer used to determine the fine-scale elemental composition of Martian surface materials.

    “One of the big unknowns when we landed in Jezero Crater was the origin of a particular rock unit,” says Schmidt, describing a huge mass of rock detectable from orbit that covers about 70,000 square kilometres on the planet’s surface. “It wasn’t until PIXL was able to analyze it that we were able to determine its origin.”

    The rock contains a significant amount of olivine — a mineral rich in iron and magnesium — as well as carbonate, a carbon-bearing compound that “may have some biosignature potential,” Schmidt says.

    Using the PIXL, researchers determined the olivine was likely formed deep underground from slowly cooling magma — or molten rock — before being exposed over time by erosion. They were also able to see how the various minerals within the igneous rock related to one another.

    The olivine minerals, for example, were well-formed crystals that hadn’t been eroded by wind or water, Schmidt says. Because olivine is dense, the crystals settled downward, collecting at the floor of a magma chamber or lava flow. A second mineral arrived at a later time that was also high temperature and filled the spaces around the olivine.

    Schmidt called the discovery “eye-opening.”

    “That’s a view we’ve never had before on Mars to be able to do those kinds of tests,” she says. “We were able to show that, at least in this particular place, the widespread unit is an igneous rock.”

    The rock type, she adds, is similar to that of a Martian meteorite found on Earth called a chassignite.

    “We’re able to take a lot of pictures from orbit of Mars but ground truthing (validating data on the ground) is really critical for being able to understand the planet’s geology, and this demonstrates that,” Schmidt says. “We’re not finding a rock where life once existed, but we think this is an important rock unit for understanding the history of Mars.”

    Samples from the rock unit examined in the study were collected on Mars, with the goal of seeing them return to Earth by an estimated 2034.

    “It’s amazing to be a part of this discovery — to see rocks and interpret rocks that have never been seen previously,” Schmidt says. “Fundamentally as a scientist, it’s gratifying to be able to see a rock that no one else has seen before and to say, ‘I know exactly what that is.’”

    The research team’s study, “An olivine cumulate outcrop on the floor of Jezero crater, Mars,” was one of a series of research papers released Thursday in relation to the Perseverance mission.

    For more information or for assistance arranging interviews:

    * Doug Hunt, Communications and Media Relations Specialist, Brock University dhunt2@brocku.ca or 905-941-6209

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    Categories: Media releases

  • Brock expert shares tips to build children’s language skills before return to school

    EXPERT ADVISORY: 24 August 2022 – R0091

    As families gear up to start a new school year, Brock University expert Lynn Dempsey says it isn’t too late to use fun daily activities to set everyone up for success this fall.

    “Supporting language and literacy over the summer does not necessarily mean sitting down with workbooks,” says the Chair and Associate Professor of Brock’s Department of Applied Linguistics. “Kids learn a lot through everyday activities — routine parts of daily life as well as the extra fun activities that might be part of your summer — so learning can be embedded in what you do as a family.”

    Back-to-school challenges for children can range from getting used to being back in a structured learning environment to meeting new demands around literacy and language in a new grade level.

    But kids also need to adjust overall to the academic nature of classroom talk, which Dempsey says can be quite different from social speaking.

    “In school, children have the challenge of mastering the type of language and vocabulary used in textbooks, assignments, presentations and so on,” she says. “Academic language contains more complex sentences and talk that is decontextualized, or not about what is happening here and now.”

    Here are some tips from Dempsey for parents and caregivers aiming to ease the transition back to school:

    • Prepare for classroom focus: “School requires sustained cognitive attention, so in the final weeks of summer, caregivers can incorporate activities that require longer engagement, from doing puzzles or crafts to listening to a story.”
    • Highlight print: “Print is a big focus in school no matter what the subject, so caregivers can bring print back into the family routine — especially if it slipped a bit earlier in the summer — by re-instituting the bedtime story, encouraging journal writing and highlighting environmental print like street signs and cereal boxes.”
    • Encourage reading: “Set aside some family reading time during the day. If you’re enjoying the summer weather, do it outside on the grass. Parents can read to kids, older kids can read independently and reluctant readers can be encouraged by modelling, like when they see you choosing to read a book for pleasure on the beach. Reward systems, such as a small prize for every five books read, are also terrific.”
    • Encourage writing: “Journals get kids writing in a low-pressure way. Take everyone shopping for a fun notebook and have each child record a brief account of their day. Little ones can add drawings. You don’t have to correct spelling and punctuation — provide only the help requested.”
    • Practise new vocabulary: “Caregivers can provide opportunities to reinforce new vocabulary children have picked up from experiences over the summer. For example, a child who went on a boat might have heard new words like propeller, ferry, mast, sail, tide and coast. Make a photo album of the trip together to provide lots of opportunities to use the new words or re-enact the adventure using the new words by playing ‘boat trip’ with dolls or stuffed animals.”
    • Practise verbal sequencing: “Storytelling is great for developing sequencing skills and gives children practice using the past tense. Many families already share stories about their day around the dinner table, and summertime is a good time for reminiscing. Shared storytelling takes the pressure off young children because everybody can contribute and help fill in details and funny moments. You can say things like, ‘On Monday, we got up and ate our breakfast at the hotel. What did we have again? And after that, we…. Next, we….’”

    Dempsey emphasizes that making storytelling, reading and writing part of your family’s everyday activities not only helps build skills for the year to come but also helps kids associate them with enjoyment and relaxing — not just school.

    Lynn Dempsey, Chair and Associate Professor of Brock University’s Department of Applied Linguistics, is available for media interviews on the topic.

    For more information or for assistance arranging interviews:

    * Doug Hunt, Communications and Media Relations Specialist, Brock University dhunt2@brocku.ca or 905-941-6209

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    Categories: Media releases