Latest News Archive

Please select Category, Year, and then Month to display items
Previous Archive
28 March 2022 | Story Leonie Bolleurs | Photo Sonia Small (Kaleidoscope Studios)
Prof Francis Petersen and Dr Khotso Mokhele
During the signing ceremony, delegates had the opportunity to visit the MAGIC laboratory, which is housed in the Geology Building on the UFS Bloemfontein Campus. From the left, are Prof Francis Petersen and Dr Khotso Mokhele.

Did you know that one can photograph a plant so clearly from a distance that it is likely to detect the health of its leaves? Or can you contemplate the possibility of taking a photograph of three similar-looking rocks, being able to distinguish them from each other due to spectral properties associated with their internal mineral content?

This and other drone-based geological imaging are made possible by the Merensky group for Aerial Geological Image Classification (MAGIC) at the University of the Free State (UFS).

Recently (24 March 2022), the President of the Hans Merensky Foundation (HMF), Dr Khotso Mokhele, signed a R11 million five-year research grant agreement with the UFS. Merensky research projects are currently limited to three South African universities – Stellenbosch University (for forestry research), the University of Pretoria (for avocados), and now the UFS.

Demonstration and application

Dr Mokhele, who is also the former Chancellor of the UFS, states: “When I walked into the MAGIC Lab, I knew that something special was going to happen here. What we are launching today will become a world-class and world-leading facility.”

According to him, Dr Hans Merensky, whose legacy is facilitated by the foundation, was one of the most influential geologists in South Africa. He discovered, among others, deposits of gold, platinum, diamonds, phosphates, and vermiculite. After several decades of operating in the geological sciences and with his knowledge of soil health, Merensky became a conservationist of note and played a key role in the establishment of the country’s agricultural practices.

“The main objective of the Hans Merensky Foundation is to promote and assist in the development of the resources of South Africa and neighbouring territories – particularly such natural resources as soil, water, flora, and fauna – and to promote the health and welfare of the inhabitants; more specifically, through research, experimentation, and demonstration and through the correlation and application of scientific knowledge.” 

“You have to take the knowledge and translate it into demonstration of what that knowledge can do, and then apply it,” says Dr Mokhele.

The grant is also evidence of Dr Merensky’s generosity. He is well quoted saying: “This country has given to me so much, that I am only too happy to be allowed to help it to develop in some way, and I am grateful to be able to give back to it a fraction of what it has given to me.” 

Next generation of scientists

The Rector and Vice-Chancellor of the UFS, Prof Francis Petersen, said at the signing ceremony that this is an exciting project. “For us as a university, research and the development of the next generation of scientists are critical. This is part of our mandate. This project is one of those catalysts for the development of what the mandate is all about – research output, capacity building, and impact through our students and our research in a broader society.”

He thanked Dr Mokhele for facilitating the project and introducing the UFS to the Hans Merensky Foundation, having the confidence that the university has the capacity to deliver.  

“For Dr Mokhele, it is all about the science. To a certain extent, his driving force was to use science to make a difference in the lives of people,” says Prof Petersen. 

He continues: “The institution is highly committed to this project and will make sure that it receives the maximum support to make it a success.”

The grant has been allocated to MAGIC and funds will be used to support research programmes. “This includes student bursaries, staff salaries, capital expenditure acquisitions such as high-performance computers, as well as the drones that the project makes use of,” states Dr Martin Clark, Lecturer in the Department of Geology.

According to him, the group aims to develop drone-based geological imaging in South Africa, with specific attention to mineral and groundwater exploration endeavours.

Dr Martin Clark
(Dr Martin Clark, principal investigator of MAGIC, says what makes him excited about this project is how the research impacts
society. Photo: Sonia Small

Impacting society 
 
“What makes me excited about this project is how the research impacts society.  This includes developing geological imaging capacity in South African geologists with a 4IR skillset, ensuring that they remain competitive in a global market,” says Dr Clark.

He is also of the opinion that many industries will be able to see for themselves how this technology can improve their businesses. “Drone-based geological imaging can be quicker, cheaper, and safer for collecting much of the initial information that informs more expensive exploration processes, such as drilling. Additionally, it is non-invasive, and has little to no impact on the environment during data collection. Drones can also, in terms of safety, collect data from unstable rock walls – historically, geologists would have to take those measurements themselves, with rock falls resulting in a significant number of deaths every year.”

Recent research

Dr Clark says drone-based imaging has supported research initiatives in the Vredefort Dome. “Using drone-collected high-resolution images of meteorite impact melt rocks, along with field observations of how much and where foreign rock components were contained within (clasts), we could make a case for turbulent flow in the migration of impact melt material within the deep crust.”
 
He adds that three papers are currently underway, each predicated on drone imagery that enables new insights into geological processes or the ability to digitally translate geological information inside and outside the classroom.

The growing research group, with Dr Clark as the principal investigator, consists of one PhD student, two master’s students, and two honours students, with several postdoctoral research fellows to follow soon. 

The difference

Although several universities in the country have started using drones, the UFS has significant support to grow drone applications. With assets such as the high-performance computing cluster, very large drone-borne datasets can be resolved in record time.  

“The UFS also has a wealth of world-class researchers focused on topics such as farming and environmental management, who will be able to benefit from the drone infrastructure being established on campus. We are aiming to be the go-to geological drone imaging group in South Africa,” he says. 




About mineral and groundwater exploration


Dr Martin Clark explains that drones can carry several types of cameras, from regular photographic cameras that capture photos as we know it, to thermal cameras showing differences in hot and cold bodies, to spectral cameras capturing beyond what our eyes can see into other portions of the electromagnetic spectrum.  The MAGIC group mainly uses regular and spectral cameras for their applications. 

He says with mineral exploration, a high-resolution understanding of the geometry of rock bodies enables us to better identify where more costly mineral exploration techniques (e.g., drilling) should go.  This process allows for a better understanding of how geological areas have developed from a structural perspective – in essence, from where and how rocks have been displaced and deformed, and by association, the mineral deposits contained within.

“In terms of groundwater exploration, regular cameras are used to understand where rocks are fractured, where specific groundwater-influencing lithological bodies are located, and how they are orientated.” 

Dr Clark continues: “With spectral cameras, we can perceive the level of access that surface plants have to water resources. It is also possible to spot the distribution of plant types associated with, or strongly dependent on, available near-surface groundwater resources.  By using spectral data, which was historically collected from satellites, we can understand how areas of land have been affected by growing, shrinking, or shifting underground bodies of water.”




News Archive

Teachers should deal with diversity in education - Prof. Francis
2010-10-08

At the occasion were, from the left: Prof. Jonathan Jansen, Rector and Vice-Chancellor of the University of the Free State (UFS); Prof. Francis; and Prof. Driekie Hay, Vice-Rector: Teaching and Learning at the UFS.
Photo: Jaco van der Merwe

Prof. Dennis Francis, the Dean of the Faculty of Education at the University of the Free State (UFS), recently delivered his inaugural lecture on Troubling Diversity in South African Education on the Main Campus in Bloemfontein.

He urged teachers to be open to what “diversity” might mean in a particular context and how diversity relates to either inclusion or exclusion.

“An approach that promotes the inclusion of all must be based on an understanding of how exclusion operates in ways that may have typical patterns of oppression, but differ in the specific ways that exclusion is expressed and becomes normalised in that context,” he said.

“The good teacher thus seeks to understand how these forms of exclusion may develop in the school’s context and respond through taking thoughtful action to challenge them. It may require creating a climate that enables the silent to speak and recognising that not all groups communicate in exactly the same ways.”

He said teachers also had to affirm the experiential base of learners and students. He said there was an assumption that students would be more effective practitioners if their own experience were validated and explored.

“It is crucial that the students’ own history is treated as valuable and is a critical part of the data that are reflected,” he said. “Equally important is that such stories and similar activities are intentionally processed to enable students to make the connections between personal experience and relevant theory.”

He also urged them to challenge the ways in which knowledge had been framed through oppression.

“Schools are often characterised by messages that draw on one or another form of oppression. Thus, expectations are subtly or in some cases unsubtly communicated, e.g. that girls are not good at physics, or that, while white learners are strong in abstract thought, African learners have untapped creativity, and so on,” he continued.

“For someone to integrate into their role as educators a commitment against oppression means confronting obstacles that one may previously have shied away from, such as challenging authority, naming privilege, emphasising the power relations that exist between social groups, listening to people one has previously ignored, and risking being seen as deviant, troublesome or unpopular.”

Furthermore, Prof. Francis said dealing with diversity in education was always affectively loaded for both students and teachers. He said in South Africa one injunction from educators was to be “sensitive” and thus avoid risking engagement with the contentious issues around imbalances of power.

“If both students and teachers are to confront issues of oppression and power in any meaningful way, we need to design more purposely for the difficulties they will encounter, for example, creating a classroom environment that promotes safety and trust so that all students are able to confront and deal with prejudice and discrimination. Classroom environments will need to balance the affective and cognitive in addressing issues of diversity and social justice,” he added.

He also said that teachers should recognise the need to complement changing attitudes with attempts to change the structural aspects of oppressions.

“To prevent superficial commitments to change, it is important for students to explore barriers that prevent them from confronting oppressive attitudes and behaviours. In this way students are able to learn and see the structural aspects of oppression,” he said.

“Equally important, however, is to get students to examine the benefits associated with challenging oppression. A fair amount of time must therefore be spent on developing strategies with students which they will be able to use practically in challenging oppression.”

He also advised educators to affirm the capacity of staff and learners to act and learn in ways that do not replicate patterns of oppression.

“Many South African schools have survived both the harsh repression of apartheid and the continuing legacy of oppression of various kinds. Despite that, we are often as educators made aware of the ways in which young people in particular affirm themselves and each other in creative and confident ways,” he concluded.

Media Release
Issued by: Lacea Loader
Director: Strategic Communication (acg)
Tel: 051 401 2584
Cell: 083 645 2454
E-mail: loaderl@ufs.ac.za  
7 October 2010
 

We use cookies to make interactions with our websites and services easy and meaningful. To better understand how they are used, read more about the UFS cookie policy. By continuing to use this site you are giving us your consent to do this.

Accept