A first look at the SuperCam RMI images aboard Perseverance

<p>Starting in February 2021, the <strong>Perseverance rover</strong> will characterize a new landing site, the Jezero crater on Mars, and assemble a returnable cache of samples [1]. Among the remote sensing instruments, SuperCam combines chemical, mineralogical and organic spectroscopy, sound recording and imaging [2, 3, 4]. SuperCam’s <strong>RMI (Remote Micro-Imager)</strong> provides pictures for local context and site imaging at high-resolution.</p><p><br>The 110-mm SuperCam telescope with a focal length of 563 mm allows to take color images of 2048x2048 pixels with a CMOS camera on a bandwidth from ~375 to ~655 nm. The images will be divided by a reference flat-field to correct the attenuation factor of ~5 due to vignetting. The diameter of the circular field-of-view is ~18.8 mrad. The angular size of the RMI pixels is slightly less than 10 microrads, and the effective image resolution is better than 80 microrads, which represents 0.24 mm at 3 m.</p><p><br>Images will be taken at the start and end of the SuperCam raster observations [3] and assembled into annotated mosaics, which will provide information on the nature of the targets at the scale of the SuperCam investigation. Images will also be taken to study remote outcrops. At the time of the conference, Perseverance will have been on Mars for 2 months. Although the first images of the RMI will be used to check the health of the instrument, we also hope to have a first view of the landing site by then.</p><p><br><strong>References:</strong> [1] Farley K.A. et al. (2020) SSR, 216, 142. [2] Maurice S. et al. (in revision) SSR. [3] Wiens R.C. et al. (2021) SSR, 217, 4. [4] Maurice S. et al. (this issue). </p>

Chemical messages in 170-year-old champagne bottles from the Baltic Sea: Revealing tastes from the past

Archaeochemistry as the application of the most recent analytical techniques to ancient samples now provides an unprecedented understanding of human culture throughout history. In this paper, we report on a multiplatform analytical investigation of 170-y-old champagne bottles found in a shipwreck at the bottom of the Baltic Sea, which provides insight into winemaking practices used at the time. Organic spectroscopy-based nontargeted metabolomics and metallomics give access to the detailed composition of these wines, revealing, for instance, unexpected chemical characteristics in terms of small ion, sugar, and acid contents as well as markers of barrel aging and Maillard reaction products. The distinct aroma composition of these ancient champagne samples, first revealed during tasting sessions, was later confirmed using state-of-the-art aroma analysis techniques. After 170 y of deep sea aging in close-to-perfect conditions, these sleeping champagne bottles awoke to tell us a chapter of the story of winemaking and to reveal their extraordinary archaeometabolome and elemental diversity in the form of chemical signatures related to each individual step of champagne production.

Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French

Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17–420 students) were “flipped” in 2013–2014. In the flipped course, content traditionally delivered in lectures is moved online; class time is dedicated to focused learning activities. The three large courses were taught in English, the small one in French. To structure the courses, each course's intended learning outcomes (ILOs) were analyzed to decide which course components would be delivered online and which would be addressed in class. Short (2–15 min), specific videos were created to replace lectures. Online and in-class learning activities were created in alignment with the ILOs; assessment was also aligned with the ILOs. A learning evaluation was undertaken to determine the impact of the new course structure, using Guskey's evaluation model. Analysis of students' grades, withdrawal rates, and failure rates were made between courses that had a flipped model and courses taught in previous years in a lecture format. The results showed a statistically significant improvement in students' grades and decreased withdrawal and failure rates, although a causal link to the new flipped class format cannot be concluded. Student surveys and course evaluations revealed high student satisfaction; this author also had a very positive experience teaching in the new model. The courses' overall design and evaluation method could readily be adapted to other chemistry, science and other courses, including the use of learning outcomes, the weekly course structure, online learning management system design, and instructional strategies for large and small classes.