SJK Audio Edition

Read this article at: or watch at: https://youtu.be/dYpODn4Q8GoSummary: Fringe-lipped bats get better at identifying frogs and toads by their mating calls as they get older.Abstract: Can you think of a sound that tells you that you’re about to get your favourite food? Maybe a friend opens a bag of chips, or you hear corn popping. Listening helped you get a snack! Some animals are very good at listening, too. If you have a dog or a cat, they’ll probably appear when they hear you pick up their food bowl. Some bats also use sounds to find their favourite things to eat. But we didn’t know how much information they get from listening to their prey. We played sounds from different frogs and toads to see how fringe-lipped bats responded. We found that adult bats reacted more to species that were good to eat. In contrast, juvenile bats responded strongly to some poisonous species of toads. All the bats responded to acoustic signals related to size. Experience seems to help bats learn which sounds to tune into for a chance at a good meal. You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: or watch at: https://youtu.be/u64V_AHfE_sSummary: Researchers used two methods to determine the pressure experienced by rocks in the Grand Canyon to make a more detailed timeline for the area. Abstract: Did you know the Grand Canyon can help us figure out what happened on Earth long ago? As in, 1.7 billion years ago? As we go down into the Grand Canyon, we find older and older rocks. Some of the oldest rocks are in a section of the canyon called the Upper Granite Gorge. These blocks of metamorphic rock formed when older rocks experienced extreme heat and pressure. We wanted to figure out the pressure experienced by four of the blocks. We collected five samples and analyzed them. We used the minerals in the rocks to determine the pressure each block experienced. We learned that the blocks formed under different pressures. We also found out that the blocks that formed at higher temperatures experienced higher pressure than blocks that formed at lower temperatures. The difference in pressure made us realize the blocks formed at different depths. Then they moved when tectonic plates pushed together to form mountains.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  or watch at: https://youtu.be/KbvQUJSS298Summary: Scientists tested whether tiny radio-tag backpacks changed how hummingbirds spent their time flying, feeding, preening, and perching. Abstract: Scientists often use tiny tools to study wild animals. These tools can show where animals go and how they move. But if the tools aren't safe for the animals, then we aren't doing our job properly! We studied Black-throated Mango hummingbirds in Colombia. These birds are small, fast, and full of energy. We wanted to know if wearing a tiny radio backpack changed how they spent their time. Each bird had a tiny ID chip, like a name tag. We tested each bird in two ways. The first time, the bird wore the radio backpack. The second time, it did not. The clearest change in the birds’ behavior was preening. Birds with backpacks used their beaks to touch or pull at the straps more often. Birds with backpacks also flew a little less and ate a little more, but those results were not as consistent. No birds got caught in plants while wearing the backpack. Our study shows that scientists should test tracking tools with great care before using them in the wild.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  or watch at: https://youtu.be/kvbw3exNvf0Summary: Researchers examined the leg movements of shrimp while swimming and found that reducing drag is an important factor in their movement.Abstract: It is important for animals to move around easily. It helps them avoid predators or catch a meal. But the ways animals move depend on the environment they live in. A lot of animals that live in water beat their legs one after another. It is called metachronal swimming. And it is really efficient at propelling animals through the water. We wanted to investigate the other half of the story. Is metachronal swimming also good at reducing drag? We performed experiments on grass shrimp to look at metachronal swimming. We looked at leg flexibility, the patterns of leg movement, and how the water moved around the legs. Then we built a robotic model to measure water flow and force data at the same time. We found that leg flexibility reduced drag up to 75% compared to stiff legs. We also saw that there was less drag when legs grouped together. It caused fewer interactions with wakes from other legs. Hopefully, this information can help us build more efficient underwater vehicles in the future.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/can-living-in-a-multilingual-country-slow-down-aging/ or watch at: https://youtu.be/WQRs-r1iqRcSummary: Researchers wanted to find out if living in a multilingual country can help people stay mentally and physically active as they grow older. Abstract: Have you heard about brain training? That might bring to mind crossword puzzles, Sudoku, or brain teasers. Learning new languages is another powerful way to stimulate the brain. Activities that challenge the brain can help us stay healthy and sharp for longer. So, we wanted to see whether living in multilingual countries is associated with slower aging. We interviewed a large number of people about their cognition, health, and lifestyle. We estimated their age from their answers. Next, we compared their real age to this estimated age. With statistics, we found some interesting things. People who live in countries that speak more than one language tend to be more mentally and physically fit. For people living in monolingual countries, it’s the opposite. They are more likely to age faster. Also, living in a country with more spoken languages offers greater protection against age-related decline over time.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/thinking-about-thinking-how-do-birds-make-choices/ or watch at: https://youtu.be/SilL7szcPeoSummary: Researchers showed how the Eurasian jay uses metacognition to solve tricky puzzles and seek out their favorite food.Abstract: What do you do when you’re asked a tricky question in class? Do you take a guess or wait for an easier question? The capacity to answer this question is called metacognition. It describes the ability to assess what you know and make good decisions from that information. Lots of mammals show metacognition. We wanted to know if birds do, too. We tested Eurasian jays with a food puzzle. We hid their favorite food under one of two cups. Then we moved the cups around once (easy) or three to four times (hard). The jays could take a guess at where the food was. Or they could opt out and choose their second favorite food under a third cup. Some of our jays were very successful in assessing their choices. They only chose the hard task when they knew where the food was. This means that these individuals showed metacognition! In the wild, this is important as it can help them find and store food for the winter. You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  or watch at: https://youtu.be/WmpUt1i546USummary: A team of scientists went on an expedition to a river in Alaska to find out why the river suddenly turned bright orange.Abstract: The Salmon River in Alaska’s Kobuk Valley National Park is wild and scenic. Recently, scientists were surprised to find many of the streams in the park turning a bright, rusty shade of orange. What could cause such a change? One possibility is thawing permafrost. Permafrost is ground that normally stays frozen all year long. When it thaws, water can reach rocks that were inaccessible in the frozen ground for thousands of years. The water reacts with minerals in the rocks, making acid. The acidic groundwater carries certain metals, like iron, to streams. We traveled to the headwaters of the Salmon River and rafted down the river. We took measurements along the way. Our data showed that the water quality has become worse since the streams turned orange. We found toxic levels of iron, aluminum, and cadmium in the water. This may be to blame for the lower numbers of salmon returning to the area in recent years.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  or watch at: https://youtu.be/K4wcSGpX9dMSummary: Scientists created a new device copying the remora fish's natural ability to hitchhike on other animals.Abstract: Have you ever wondered how small animals survive in a giant ocean full of danger? Remora fish attach to sharks, whales, turtles, boats, and even divers to survive. We studied remoras to figure out how they attach themselves using a disc on the top of their head. We wanted to find out if we could copy the disc to make suction devices that can work in other wet environments. Using our findings, we created a device that can attach to a variety of surfaces. It also worked under a variety of conditions. For example, it stayed attached inside the stomach of live animals for almost 3 weeks! This device could help us track conditions and deliver medicine inside the human body. It could also help us track the environment around us.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  or watch at: https://youtu.be/YUJcgeSNXboSummary: Scientists engineered cyanobacteria to remove microplastics and extra nutrients from wastewater.Abstract: Microplastics are tiny pieces of plastic that end up in rivers and oceans. They are hard to remove because they are so small. We wanted a better way to clean them up. We used genetic engineering to change cyanobacteria, a type of algae-like microorganism. We made the cells produce limonene, a natural oily chemical. Limonene made the outside of the cells more water-repellent. Many plastics also repel water. When we put our cyanobacteria in water with microplastics, the plastic stuck to the cells. The cells and plastic formed heavy clumps. The clumps sank to the bottom. We found that our cyanobacteria removed over 91% of the plastic in one hour. We also found a way to turn the leftover cells and plastic into new, useful materials.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  or watch at: https://youtu.be/lH8tXnDGYQ4Summary: Researchers observe spectral bats with a wildlife camera to learn about their parenting and social behaviors. Abstract: Working with others often makes a task easier. Whether at home, at school, or at work, humans collaborate to achieve shared goals. Studies show that other species also collaborate. Many animals work together to defend their territory or care for their babies. We wanted to know how bats work together to raise their young. We collected videos of a family of spectral bats living in a hollow tree in Costa Rica. We watched the videos of the bats. Then we categorized the behaviors we observed as social, feeding, or play. We learned that both parents take care of the pups. We also observed the adult bats bring the pups food. Providing food to the pups helps them transition from drinking milk to eating meat. These observations help us better understand the bats’ cooperative behavior. You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  or watch at: https://youtu.be/EZ07V85q6FESummary: Scientists retraced the steps of an expedition from 30 years ago to see how mountain birds are adapting to climate change.Abstract: What do you do when it’s too hot? Do you sweat and stay where you are? Or do you go looking for somewhere more comfortable, like the shade under a tree? Climate change is making many places on Earth hotter. We wanted to know how birds in mountain forests are adapting to climate change. Are birds staying in the same parts of the forest? Or are they looking for cooler temperatures by moving higher up the mountain? We observed birds in old-growth forests in British Columbia, Canada. Then, we compared our findings to observations from 30 years ago. Most bird species today still live at the same range of elevations as they did before. On average, though, the elevation where birds are most common is getting higher. You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-can-we-monitor-the-wildlife-trade/ or watch at: https://youtu.be/R7oWnWKMEZESummary: Researchers used databases to figure out the extent of wildlife trade and how to make it more sustainable.Abstract: The wildlife trade is a threat to global biodiversity. But we don’t know how much of a threat. That’s because some countries don’t have strict regulations or collect data. And the databases from countries that do collect data about wildlife trading are hard to compare. We wanted to look at the databases to figure out how the data could be better. Could we improve them to help make sure the wildlife trade is sustainable? The United States keeps one of the most comprehensive databases. So we looked there. We also looked at a database that is smaller, but comes from a global authority. We found 29,445 species were traded between 2000 and 2022, with substantial numbers coming from the wild. We think this is an underestimate of the global wildlife trade and its threat to organisms in the wild.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/where-do-whale-sharks-have-their-babies/ or watch at: https://youtu.be/JJHuWMotBgwSummary: Scientists studied where baby whale sharks are found and discovered that they often appear near low-oxygen ocean zones. Abstract: Where do the world’s biggest fish have their babies? This question remains one of the ocean’s greatest mysteries. Adult whale sharks are easy to find. But newborns are not! We looked back over 50 years of sightings to connect the dots of this puzzle. Our team mapped the locations of 33 baby sharks that were discovered by chance. We also looked at the water temperature, food levels, and oxygen in those areas. We found that baby whale sharks do not appear in random areas of the ocean. In fact, most babies appeared near places called oxygen minimum zones. These areas have very little oxygen (which sharks and other fish need to breathe) deep in the water. They can also lead to more food bunched near the surface. These zones may play an important role in where baby whale sharks are found. Learning more about these hidden nurseries could help protect this endangered ocean giant.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-can-viruses-wake-up-sleeping-cancer-cells/ or watch at: https://youtu.be/ksEuNI3AhXQSummary: Researchers discovered that viruses that infect the lungs can reactivate sleeping breast cancer cells Abstract: Have you ever had a virus like the flu or coronavirus? These viruses affect the lungs. They also activate the immune system to try and help you feel better. During the first two years of the COVID-19 pandemic, death rates from cancer rose. No one knew exactly why. We wondered if viral infections could “wake up” cancer cells that had been asleep for years. To find out, we studied mice with dormant breast cancer cells in their lungs. We infected the mice with influenza or a version of the coronavirus that causes COVID-19. We also analyzed data from people in cancer remission who got COVID-19. We found that both viruses can reactivate sleeping breast cancer cells in mice. We also discovered that despite the virus-induced immune response, the growing cancer altered immune cells to prevent them from fighting the cancer. This suggests that viruses may pose extra risks for people who have had cancer.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-can-we-make-better-food-for-honeybees/ or watch at: https://youtu.be/IRyT-dMDe6cSummary: Researchers improve honeybee health by modifying yeast to produce the substances in pollen.Abstract: Honeybees visit flowers to collect food for themselves and their colonies. When bees visit flowers, they also pollinate. Pollination is an important step that causes plants to make fruits. Many fruits that we eat, like apples and blueberries, need bees for pollination. Without bees, our food supplies would be in danger of not producing enough fruit. But human activities have reduced the abundance of flowering plants. That means bee colonies are more likely to starve every year. Beekeepers feed honeybees human-made food. But this food is missing essential nutrients called sterols. Yeasts are genetically engineered by scientists to make all kinds of important compounds, like insulin. We engineered a common yeast using genes from plants to produce the correct sterols that bees need. When we added this modified yeast to the bees’ diet, we found that colonies could continue to produce young bees. If the sterols were not in the diet, the colonies stopped being able to do so. We hope that this innovative solution will be used by beekeepers worldwide to improve bee health. You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/why-do-treehoppers-have-such-strange-body-shapes/ or watch at: https://youtu.be/zAqBSz7MnwgSummary: Scientists discovered that treehoppers can sense electric fields in the air and that their strange body shapes help make these invisible cues easier to detect.Abstract: Some animals can sense tiny electric fields around them. We call this electroreception. Sharks use it underwater. Using it in the air is harder, but some insects can do it. Treehoppers have strange body shapes with a part that can look like a helmet or crazy hat on their backs. We wanted to find out if this helps them use electroreception. We measured how much static electricity is on treehoppers, bees, and wasps. We then watched how treehoppers reacted to small electric fields – like the ones we measured on the insects. We also used computer models to test if their body shape made electric cues stronger around them. We found out that treehoppers, bees and wasps all produce electric fields. Wasps usually produce stronger electric fields than bees. Moreover, treehoppers can sense other insects’ electric fields. These fields can provide information about what is nearby. Strong electric fields – like the ones wasps produce – might warn them about danger. Tiny hairs on their backs help them sense those fields. We also found out that their helmet shape made the fields stronger. So, this rare sense and their unique body shape work together to help them stay safe from danger.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-do-bacteria-protect-each-other-from-antibiotics/ or watch at: https://youtu.be/YEX5ycutefYSummary: Researchers show how bacteria living close together form patterns, share protection, and respond to antibiotics in surprising ways.Abstract: Bacteria do not live alone. They crowd together and form tiny “neighborhoods.” In these neighborhoods, some bacteria can resist antibiotics. They break down the medicine and create “safe zones.” They then protect their sensitive neighbors. We mixed resistant and sensitive bacteria. Then we watched how they grew on plates with different amounts of antibiotics. The two types of bacteria formed many different patterns. Sometimes the resistant ones took over. Other times, the sensitive ones used the safe zones to survive. We also grew the same bacteria in liquid. We found that the same kind of safe zones do not exist in liquid. Instead, the cultures either grew rapidly or died. Our study shows that bacterial survival does not depend on one cell alone. It depends on the whole neighborhood around it.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/what-toxic-chemicals-are-released-in-lithium-ion-battery-fires/ or watch at: https://www.youtube.com/watch?v=AAK3t8_MeN0Summary: Scientists determined how particles released by lithium-ion batteries can affect lung health.Abstract: Portable electronic devices are an essential part of life. Cell phones, laptops, and tablets are just a few that we use on the go. What makes these devices portable? They use lithium-ion batteries! Lithium-ion batteries are rechargeable and last a long time. But when a lithium-ion battery overheats (known as thermal runaway), it can result in fire or even an explosion. This releases small particles that people in the area can inhale. We wanted to know how these inhaled particles affect lung cells. We caused several batteries to experience thermal runaway and examined the particles emitted. We collected these particles on special filters. Then we exposed lung cells to these collected particles. We found that lithium-ion batteries release mixtures of toxic gases and particles that may contain heavy metals. We learned that these mixtures cause cell stress and DNA damage if people are exposed to and inhale them. These exposures and associated effects can potentially cause lung injury.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating -https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-has-weathering-affected-earth/ or watch at: https://youtu.be/_Gh4H-8lm24Summary: Researchers analyzed marine sediments to determine the weathering patterns over the last two billion years.Abstract: Have you ever wondered why the Grand Canyon is so deep? Weathering of rocks creates features like this. Physical and chemical weathering affect the shape and composition of the continents. They also impact the movement of elements between the continents and the ocean. We wanted to better understand these weathering processes. We analyzed samples containing marine sediments up to 2,000 million years old. Marine sediments collect particles weathered from the continents. We looked at the amounts of four elements related to weathering. We saw a shift in weathering about 650 million years ago. Erosion and particle transport dominated weathering processes before that. Afterwards, the chemical weathering of rocks became more important, but not always. The shifting importance of chemical and physical processes related to regular movements of the Earth’s crust and mantle. This information helps us understand more about the impact of weathering on geological history.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/what-makes-some-medicines-too-thick/ or watch at: https://youtu.be/zcofWUPH4nwSummary: Researchers used computer simulation models to investigate why medicines become viscous at high concentrations.Abstract: A lot of thought goes into the creation of a medicine. One important consideration is how the medicine is given. Some medicines can be given in pills or sprays. Others need to be injected using a syringe. Some even require procedures in a medical center. The physical properties of the medicine will determine how it can be given. So, what if we could change those physical properties on demand? We wanted to investigate the physical properties of medicines containing monoclonal antibodies. They are used to treat cancer and autoimmune diseases. They often have to be given intravenously at a medical center because these medicines can get very viscous (thick). We wanted to know why. So we developed several models and ran computer simulations to see what was happening. We found that interactions between the antibodies and charged particles in the solution created temporary clusters. We can use this information to modify medicines and make them more accessible.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  https://www.sciencejournalforkids.org/articles/how-does-your-gut-talk-to-your-brain/ or watch at: https://youtu.be/TyzqiA5L0o4Summary: Scientists found a new gut “sixth sense” that detects bacterial flagellin and tells the brain to stop eating.Abstract: You have heard about the 5 senses, right? We use sight, sound, touch, taste, and smell to understand the world. But did you know your gut has its own sense? It doesn’t notice light or sound, but it can pick up signals from bacteria. We looked at one of these signals, a chemical called flagellin. Almost all bacteria make flagellin to build their tiny tails. Special cells in the gut can sense flagellin. When they do, they release a fast signal that uses the vagus nerve to tell the brain, “You’re full.” In our mouse studies, animals without this sensor ate bigger meals and gained more weight. This shows that the gut can directly sense bacteria to control eating. We call this new pathway the neurobiotic sense.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/freeze-or-run-how-does-a-mouses-brain-react/ or watch at: https://youtu.be/Ab-0692xpL4Summary: Scientists studied why similar species of mice either run or freeze when faced with the same predator. Abstract: What would your first reaction be if you saw a lion in the wild? You might not even think about it before you start to back away. Your response to a lion might be very different from encountering a chimpanzee. So, what controls these different responses? To find out, we used two related species of mice that live in different habitats. We showed the mice a fake predator threat and then watched their behavior. We looked at the activity in a part of the brain called the escape center. Then, we turned the escape center on and off. We saw that one species of mouse froze, but the other ran away when threatened. Our findings traced the origin of these behaviors to a single part of the brain. This area had a different role in causing the behaviors between the two species. These differences may have been the result of natural selection. You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/can-we-make-milk-from-insects/ or watch at: https://youtu.be/6E6xobn21DQSummary: Scientists use insect larvae to make a healthy, sustainable milk alternative and a useful material.Abstract: Did you know that what you eat affects the environment? Meat and dairy products typically come from animals. Raising animals requires a large amount of land, water, and energy. It also contributes to environmental damage. That is why scientists are developing meat and dairy substitutes. Many plant-based substitutes are already available. We explored another option. Insects! We produced milk using lesser mealworm larvae. We also produced a special material from the leftover skeletons. Industries can transform this material into bioplastics and medication. We found that insect-based milk contains as much protein and fat as many plant-based milks. We also found that the material made from the skeletons is like the one made from crustaceans. That means that insects have the potential to be a source for a healthy and sustainable future.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/what-can-we-learn-from-environmental-accidents/  or watch at: https://youtu.be/pqKT4I_AYW0Summary: Researchers summarize findings about the human health effects of a chemical after it was accidentally included in livestock feed.Abstract: Accidents happen, and when they do, it is important to learn from them. Environmental accidents are no different. They teach society about the dangers of a chemical or process. In 1973, a chemical company in Michigan made chemicals called polybrominated biphenyls (PBBs) and a food supplement for farm animals. The company made a mistake and sent the PBBs to mix into animal feed instead of the food supplement. The contaminated feed was sent to farms all over the state. The contamination was discovered a year later, after a farmer spent months investigating why his cows were getting sick. By that time, millions of people in Michigan had eaten food (like meat, dairy, and eggs) contaminated with PBBs.Scientists conducted many studies to figure out the health effects of PBBs. We reviewed these studies and summarized the results. We found that PBBs had some short-term effects on people’s health. They also had many long-term health effects. People exposed in their youth experienced different health effects than the exposed adults. PBBs also negatively affected the children and grandchildren of people who ate food products with PBBs.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/are-there-toxic-chemicals-in-peoples-bodies/  or watch at: https://youtu.be/OA-h9LpBu30Summary: Researchers analyzed blood samples of Glynn County residents to determine their level of exposure to dangerous chemicals from nearby Superfund sites.Abstract: Did you know that some parts of the United States are contaminated with high levels of toxic chemicals? These sites are so dangerous that the government must clean them up. Glynn County, Georgia has many of these sites. We wanted to know if Glynn County residents had toxic chemicals in their bodies. Working with community members, we collected blood samples from one hundred people. We analyzed the samples for chemicals. Then we compared these levels to those found in the general population. We found that people in Glynn County had higher levels of some chemicals in their bodies. Older residents, Black people, and people who fish were more likely to have higher levels of these chemicals. So were people who worked at one of the sites or lived with someone who did.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-does-your-brain-know-which-food-made-you-sick/ or watch at: https://youtu.be/y0ySCVZrZgMSummary: Scientists studied how the brain links new flavors with delayed sickness by replaying flavor memories in the amygdala.Abstract: Sometimes food makes you feel sick long after you eat it. But how does your brain know which food caused the problem? We wanted to find out. We studied this question in mice. First, we gave them a sweet drink with a flavor that was either new or familiar. Then, after a short delay, we caused mild sickness and looked at their brains. The amygdala, a brain area for memory, “replayed” the flavor signal when the stomach sent the sickness signal. This replay made the memory stronger. Mice then avoided the new flavor that made them sick, but not the familiar flavor that hadn’t made them sick in the past. This shows how the brain bridges the gap between eating and later feeling sick.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/whats-on-natures-secret-plant-list/ or watch at: https://youtu.be/MeXwRVLbOpMSummary: Scientists studied thousands of sites worldwide to discover that natural areas are missing many plant species that could live there, a hidden loss they call dark diversity.Abstract: Picture a meadow or forest full of plants. Did you know that even when it looks wild and healthy, there are many plants missing? Scientists call these “missing species” dark diversity. Our team studied more than 5,000 sites in 119 regions across the globe. Each site was about the size of a classroom. We counted the plants that actually grew there. Then we compared them with the plants that could live there. On average, only about one-quarter of the possible plants were present. The rest were gone, even in places that still look natural. Why? Human activities – like building roads, cities, and farms – make it hard for plants to survive or return. We found that the more people shape the land, the fewer plants remain from the full list of potential species. This hidden loss shows that Nature is emptier around us than it appears. That matters for protecting biodiversity.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:   or watch at: https://youtu.be/XIl20eaK31USummary: Researchers wanted to know how fast COVID-19 science research reached decision-makers.Abstract: Do you remember the lockdowns during the COVID-19 pandemic? Leaders had to make fast choices. But how did they know what to do? We looked at the work of a team of scientists from Imperial College London. They helped by sharing reports, news stories, and science papers – fast. We looked at 620 reports they put out between 2020 and 2022. We were curious. What types of reports did they produce? How fast did they share their work? Who used it? What did they study?News stories reached leaders the fastest. About two months faster than normal science papers. That matters when people are getting sick! Reports and preprints were also created by the team. Governments from 41 different countries cited work from the team as they developed policy. The team also changed what they studied as the virus changed. This made their reports more useful for governments. Our study shows something important: sharing science quickly can help develop policy that keeps people safe.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/who-lives-in-the-rainforest-canopy/ or watch at: https://youtu.be/EkO0cYJbMOUSummary: Researchers developed a new eDNA collection system to look at biodiversity in tropical rainforests.Abstract: Can you list all the animals that live at the top of rainforest trees? You might have seen pictures of birds or monkeys living in the rainforest canopy. The tropical rainforest is very biodiverse. But researchers still don’t know about everything that lives there.We wanted to test a new way of finding out what lives in the rainforest canopy. We set up collectors that catch rainwater as it falls down from the trees. We studied environmental DNA from the water to look at biodiversity. We found that hundreds of different organisms live in the rainforest canopy. There is also more biodiversity in areas that are not disturbed by humans. So, the environmental DNA gathered in rainwash is very important. This method can help people learn more about the rainforest ecosystem and conserve its biodiversity.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:   or watch at: https://youtu.be/GBkNur1E_BwSummary: Researchers identified four different camouflage hunting displays in wild broadclub cuttlefish.Abstract: Predators and prey are in conflict with each other. Predators try to catch prey, while prey try to avoid predators. Predators can blend into their surroundings and wait for prey to get close. Or predators can chase their prey. Some predators will even sneak up on their prey before chasing it. Camouflage can help these predators be more successful.One predator that uses camouflage is the cuttlefish. But we don’t know much about how they hunt in the wild. So, we observed broadclub cuttlefish on coral reefs in the Indo-Pacific. We saw four different hunting displays. We also saw individual cuttlefish using multiple displays in different moments. This information can help us better understand predator behavior on coral reefs.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-can-growing-seaweed-help-fight-climate-change/  or watch at: https://youtu.be/Av0AflIv6bYSummary: Researchers compared seaweed farming scenarios to see if seaweed farming could help reduce carbon emissions.Abstract: Why is seaweed important? If you ask a fish, they might say that seaweed helps them hide from predators. A sea lion might say that seaweed forests are great places to find fish to eat! And people all around the world like to eat seaweed.Recently, people have started to talk about seaweed farming as a way to help with the climate crisis. Why? Because farming seaweed doesn’t use very many resources. Growing it may even improve ocean health by providing habitat and food to sea creatures. Seaweed also absorbs carbon dioxide (CO2) as it grows, so it could even help with climate change by reducing the amount of CO2 in the atmosphere. But just because it could help doesn’t mean it will!We studied five different seaweed farming scenarios using a computer simulation. We found that growing and harvesting seaweed can help with climate change. The biggest impact would come from using seaweed products to replace common things that right now take a lot of carbon-intensive energy to make.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:   or watch at: https://youtu.be/JKoJhxkvFYQSummary: Scientists wanted to find out how sea snails were adapting to new habitats in colder waters.Abstract: If you lived in sunny California, would you want to move north? Well, some sea snails are doing exactly that! We were curious about Kellet’s whelks, a type of sea snail. They usually live in the warm waters of Southern California and Mexico. Now, we’re finding them further north in colder water! We collected Kellet’s whelks from the California coast – some from the south and some from the north. We kept them in separate tanks with identical conditions. Then we compared the DNA of their babies.The northern snails had 2,770 genes that were working differently. These differences were so clear that we could tell if a baby snail’s parents came from the south or north just by looking at its DNA. We also found that the northern snails’ genes show some changes that help them survive in the colder water up north! Our findings are helping scientists understand how ocean animals are adapting to a changing climate.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/what-are-good-ways-to-track-melting-glaciers/  or watch at: https://youtu.be/BUo2SaeYdKoSummary: Researchers combined datasets to more accurately measure changes in glacier melt around the world.Abstract: Have you ever watched an ice cube melt on a hot day? Well, that’s happening to glaciers all over the world. Glaciers have important impacts on water resources, runoff, and sea level rise. Keeping track of how glaciers change is important to predict and plan for these downstream impacts. We wanted to create a more recent record of how glaciers have changed from 2000 to 2023. So we compared and combined data about glaciers collected using different methods. We found that glaciers worldwide lost about 5% of their mass in this period. In different regions glaciers lost between 2% and 39% of their mass. We saw slight differences between data collection methods that could add up over time. We expect glacier loss to continue, which will lead to some regions losing their glaciers by 2100. It’s important to use the most accurate and up-to-date information to make predictions about glacier loss in the future. You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/why-is-bird-flu-making-cows-sick/  or watch at: https://youtu.be/Hf7bk_O6LIASummary: Scientists tracked how the bird flu virus spread from birds to dairy cows and other animals.Abstract: Did you know bird flu can affect animals other than birds? Bird flu usually affects wild birds like geese and farm birds like chickens. But sometimes it can “jump” to other animals. This includes cats, cows, and even humans. We wanted to understand this process better.When cows started getting sick from bird flu and stopped producing milk, we examined how this happened. We looked at the amount of virus and where it was present in the cows. We sampled their milk and several other tissues. We found that the virus mainly infected the mammary glands, which produce milk. We studied the genetic changes in the virus’ genetic code. This helped us better understand how it spreads. We discovered that the bird flu virus moved between cows and from cows to other animals in the farms easily. We also learned that the virus moved between farms. It is important to track outbreaks and reduce activities that could spread the bird flu virus. This can help us prevent more animals and humans from getting sick.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-does-climate-change-affect-mental-health/  or watch at: https://youtu.be/Pr2AJ_6sm2ISummary: Researchers develop a way to determine the level of climate change anxiety a person experiences.Abstract: Did you know that climate change affects people’s mental health? Some people experience climate change anxiety. They have extreme worries and fears about the future because of climate change. We wanted to describe the levels of climate change anxiety that people experience more clearly. We used a survey called the Climate Change Anxiety Scale. We also used a survey about stress, anxiety, and depression. We used the results to determine cut-off scores. We found that a total score of 21 means a person has mild to moderate climate change anxiety symptoms. A total score of 23 means a person has severe climate change anxiety symptoms. We also found that many young people have climate change anxiety. Measuring climate change anxiety can help health care professionals provide support. It can also help governments make policies to reduce climate change. These policies should improve people’s mental health.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  https://www.sciencejournalforkids.org/articles/how-do-lizards-find-food-to-eat/ or watch at: https://youtu.be/WzUBIZ_qGjESummary: Scientists watched lizards navigate a maze to learn more about how lizards use their senses to find food.Abstract: What is your hide-and-seek strategy? Maybe you search one area at a time, look for signs of movement, or even listen to see if you can hear your friends. Wild animals use lots of different strategies when they search for food. Guatemalan beaded lizards come from a desert valley surrounded by rugged mountains. They like to eat bird and lizard eggs, as well as insects, baby birds and small mammals. These can be hard to find! We wanted to know what strategies these lizards use when they are hunting for their next meal. We designed a maze experiment to help us figure it out. We placed food in a maze and watched how the lizards navigated the maze. We found that they were good at remembering where they’d already looked. They did best when there was a scent trail for them to follow. They did not do as well when they had to detect airborne scent from a distance. These experiments help us know more about the strategies these lizards use in the wild!You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/what-do-egyptian-mummies-smell-like/  or watch at: https://youtu.be/whGBDdaNJS8Summary: Researchers smelled ancient Egyptian mummified bodies to learn more about mummification materials, decomposition, and preservation practices.Abstract: There are lots of things to see in museums. Some museums even have things you can touch or hear. But not many museums have things you can smell. Smells from museum artifacts can provide a lot of information. They can tell us what artifacts are made of, how they are preserved, and what condition they are in. We wanted to know what ancient Egyptian mummified bodies smelled like. We analyzed air samples from nine ancient Egyptian mummified bodies. We used trained volunteers and chemical analyses to identify smells. We found that mummified bodies smell “woody”, “spicy”, and “sweet”. Smells were more intense for mummified bodies in display cases. We also saw similarities between mummified bodies from the Late Period (664–332 BCE). We can use this technique to help us conserve and preserve museum artifacts in the future.You are one of half a million educators in the U.S. who use our articles and videos in class. All our content is FREE, no paywalls, no need to subscribe. But recent federal cuts have made it hard for us to win grants to fund our mission. We are a small non-profit, and without support, we may not make it.If you enjoy our content, please consider donating - https://www.sciencejournalforkids.org/support-us.html This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-can-rats-help-fight-tuberculosis/  or watch at: https://youtu.be/aQSq5wYeH_4Summary: Researchers compared the ability of African giant pouched rats to identify tuberculosis in adults and children to standard microscope smear tests.Abstract: Can you imagine a rat sniffing out a disease? The African giant pouched rat can! Scientists trained these rats to identify if a person has tuberculosis (TB). TB is a bacterial disease that most commonly affects the lungs. It spreads easily and can be dangerous if untreated. When rats smell samples of mucus a person coughs up, they can smell if it has TB bacteria. We wanted to know if rats are better at identifying cases of TB compared to a standard microscope test. We also wanted to know if rats can better identify TB in children than in adults. We found that rats can identify TB in samples that the microscope test said were negative. We also learned that the rats are more likely to identify TB in children – even when they have low levels of bacteria. Using rats can help more people receive treatment for TB and reduce the spread. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/do-some-dog-breeds-have-a-better-sense-of-smell/  or watch at: https://youtu.be/ydH_4wytXJYSummary: Researchers compared the smelling abilities of dogs across different breeds to see which types of dogs might make the best searchers.Abstract: Have you ever seen a search dog? What breed of dog was it? Search dogs are specially trained to detect explosives, drugs, or diseases. To be good at this job, search dogs must have a sharp sense of smell and the ability to cooperate with humans. Common breeds of search dogs include German and Belgian shepherds, Labradors, and border collies. But are these dogs better at smelling than other breeds? Or is it their training and cooperation that make them good at the job? We wanted to find out whether some dogs are naturally better at smelling than others. So we used a test called the Natural Detection Task to compare how well dogs can find food using their nose without any previous training. We tested all the dogs with the same setup. We then compared specific breed groups and different breeds. We found that some breeds were better at smelling than others. But dog breeds that humans have selectively bred for their ability to smell were not always the better performers. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-does-climate-change-impact-satellites/ or watch at: https://youtu.be/lh3fpn3sIQ8Summary: Researchers used climate scenarios to estimate the future number of satellites that could safely fit in low Earth orbit. Abstract: There are a lot of satellites in low Earth orbit. We use them for things like communication and weather forecasting. Climate change is actually cooling this region of our atmosphere. This changes the density of air there. Changes in climate could impact these satellites. We wanted to know how much.We used a model to estimate air density changes in low Earth orbit in the future. Then we calculated how many satellites the region could safely hold. We did this for three climate change scenarios. We found that by 2100, climate change could reduce the number of satellites low Earth orbit can hold by 50–66%. This means we need to develop strategies to make low Earth orbit a more sustainable resource for the future. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/why-is-a-sense-of-community-so-important-for-our-well-being/  or watch at: https://youtu.be/isK_krpNqkcSummary: Researchers wanted to explore how your way of thinking about time might explain the link between feeling like you belong to a group and your mental health.Abstract: Anxiety, depression, and stress are becoming more common. Psychologists want to understand why. We were curious to find out how feeling like you belong to a group improves mental health. We wondered if how you think about time (past, present, and future) affects this. We asked 352 people to complete surveys. We asked about their stress, anxiety, and depression. We also asked about belonging and how they thought about time. People who felt connected to a group had lower depression, stress, and anxiety. We also found that this relationship was affected by a person's thoughts about time. This supports good mental health! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-do-octopuses-coordinate-their-arms/  or watch at: https://youtu.be/TaEPrsglDkoSummary: Researchers explored the nervous system of octopuses to understand how they coordinate eight arms and hundreds of suckers.Abstract: Have you ever tried patting your head and rubbing your stomach simultaneously? Coordinating two arms at the same time can be difficult. So imagine if you had eight arms, like an octopus! The nervous system helps animals coordinate their movements. It also helps them sense and respond to their environment. Each type of animal has a nervous system that is organized differently. We wanted to know how the octopus's nervous system is organized. To find out, we looked at the nerves inside octopuses’ arms. We found that the main nerve cord in each octopus arm has segments. These segments can communicate with each other. They are also linked to individual suckers. This helps octopuses make large, smooth movements, like swimming. It also helps octopuses make tiny targeted movements, like moving a single sucker. So, the layout of the nerves in the arms tells us how octopuses make such complex movements! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-can-there-be-oxygen-in-the-deep-sea-without-light/ or watch at: https://youtu.be/T1KXbjH6TY8Summary: Researchers explored how oxygen could be produced in the deep sea.Abstract: Have you ever wondered what goes on at the bottom of the ocean? We do! During experiments near the seafloor, we detected oxygen production. It did not make sense. Photosynthesis produces oxygen. But there is no light in the deep sea for photosynthesis! We wanted to know where the oxygen was coming from.So, we went back to do more experiments. We tested multiple hypotheses. We thought that we might have accidentally added oxygen to our experiments. Or that there were organisms in our samples producing the oxygen. We only found one hypothesis with good support. Metallic rocks on the seafloor seem to have produced the oxygen. We need to know a lot more about this process before we can understand how it happens and its impact on the deep ocean community. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/what-can-you-do-with-a-microscopic-robot/  or watch at: https://youtu.be/Vl9UUr90ch0Summary: Scientists built a microscopic robot that can interact with light in useful ways.Abstract: Can you imagine a robot so small that you can’t even see it without a microscope? No, it’s not science fiction! Microscopic robots, or microbots, are tiny machines that are about the same size as a red blood cell. That’s only a few millionths of a meter across, about a tenth of a hair's diameter. Making a robot this small is hard. Controlling a microbot is especially challenging!We developed a new type of microbot that can be controlled remotely using an electromagnet. The basic shape of the robot is simple. They have two sides and bend in the middle like an inchworm. They are covered in special, super tiny magnets. By adjusting a magnetic field, we can make microbots walk, swim, and fold themselves up like origami!  Their tiny size even lets them change how light bounces off a surface. We think these microbots have a lot of potential! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-many-legs-does-it-take-to-escape-a-predator/  or watch at: https://youtu.be/5orR9Vr5BBMSummary: Researchers wanted to learn whether using two legs instead of four helps jumping rodents escape their predatorsAbstract: Why do animals have such different shapes and sizes? Many animals are hunted by predators. Prey animals have features that help them escape these predators. For example, some animals like frogs have two powerful back legs to jump away from predators. Other animals, like deer, have four legs that help them run away to safety. Some rodents use two legs, while many other rodents use four legs. But which ones are better at avoiding predators? We compared the bipedal kangaroo rat with the pocket mouse, woodrat, and ground squirrel. We created fake predator attacks and measured how each rodent responded. We found that pocket mice and kangaroo rats jumped away the fastest. This might be because both are small and have strong back legs. Woodrats and ground squirrels jumped lower and slower. So, rodents jumping with two legs were better at reacting to attacks. This means using two legs may be an advantage for rodents when avoiding predators. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-can-we-predict-extreme-winter-weather/  or watch at: https://youtu.be/aX88S-pYOncSummary: Scientists analyzed data to determine what factors affect the formation of a weak polar vortex.Abstract: Some winter days are so cold and snowy that you feel like you are living at the North Pole. But what causes the weather to be so cold? Freezing temperatures and heavy snow at lower latitudes often follow a weak polar vortex. A polar vortex is a band of strong winds that traps a large mass of cold air above the North and South Poles. When the polar vortex weakens, extreme cold air moves away from the poles. We wanted to work out what factors cause a weak Arctic polar vortex event. We found that warmer ocean temperatures cause air pressure changes. This change in air pressure causes a shift in the polar vortex in the upper atmosphere. Our results can help predict weak polar vortex events in winter. Predicting these events will improve the ability to forecast extreme cold and snow. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-can-rivers-flow-through-the-air/ or watch at: https://youtu.be/_za5Bb3Q9s8Summary: Researchers wanted to know how dense atmospheric river clusters form and how climate change might increase their frequency and intensity.Abstract: In 2022 and 2023, California experienced a series of atmospheric rivers that caused major damage. Atmospheric rivers are huge storms that carry a lot of water through the air. When they hit land, they can cause heavy rain or snow. Atmospheric rivers become extreme events when they are very strong and intense. They can then lead to flooding and landslides. Some happen one after another, forming what's called an atmospheric river cluster. These clusters can be very dangerous because they bring even more rain in a short amount of time. We wanted to look at how these clusters form. We also explored how climate variability could make clusters happen more often. We found that dense clusters (storms that happen close together) bring the most rain. They also cause the most flooding. Changes in temperature and weather patterns might make these intense clusters more frequent. But why do we need to understand more about atmospheric river clusters? So we can better prepare for flooding and extreme weather in the future. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-do-groups-of-ants-make-shared-decisions/  or watch at: https://youtu.be/kvr4f2NfooESummary: Researchers wanted to discover which group decision-making strategy weaver ants used when transporting their prey back to the nest.Abstract: Have you ever noticed that animals living in groups tend to work together? For example, African elephants typically walk in a line for safety and follow the age and experience of the oldest and largest female. This is called “follow the leader” strategy. But what about the humble ant? Ants often work together to transport large food items back to their nest. Since ants can’t talk to each other to make decisions, they must rely on other senses to work as a team. We wanted to find out how weaver ants cooperate to move large items. So, we observed ants in the lab trying to move objects. We discovered that no single ant takes the lead. Instead they pool their opinions to decide on which direction to go. This is known as the “wisdom of the crowd” strategy! This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at:  https://www.sciencejournalforkids.org/articles/how-does-limiting-sugar-early-in-life-affect-adult-health/ or watch at: https://youtu.be/pL6MsH4OHmcSummary: Researchers exploit the end of World War II sugar rationing to examine the link between limited sugar exposure up to age two and health problems as adults.Abstract: What do soda, ice cream, and candy have in common? They all contain lots of added sugar! While sugar makes foods taste great, too much added sugar can negatively impact a person’s health. For instance, studies link high added sugar levels to type 2 diabetes and hypertension. These diseases often occur later in life.Because of World War II, the United Kingdom rationed several foods, including sugar, from 1940 to 1953. In September 1953, sugar rationing ended. This event likely caused diets to be lower in sugar before and higher after that date. We looked at the data and noticed that there was indeed an increase in the amount of sugar people ate right after the sugar rationing ended. We wanted to understand how being in a place with either very little or a lot of sugar early in life affected a person's health as an adult. So, we studied adults born in the UK around the end of sugar rationing who were later diagnosed with type 2 diabetes and hypertension. For this group, we found that restricting sugar until age two decreased the chances of developing type 2 diabetes and hypertension. It also delayed when these diseases started. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com

Read this article at: https://www.sciencejournalforkids.org/articles/how-did-mammals-evolve-to-live-in-the-sea/  or watch at: https://youtu.be/a5DHR61VJOMSummary: Researchers compared neuropeptides in cetacean and land mammal DNA to explore how mammals evolved to live underwater.Abstract: Marine mammals are well adapted to living in the sea. For example, whales and dolphins are excellent divers, hold their breath for long periods, and can sleep underwater. However, this was not always the case. In fact, whales and dolphins (collectively known as cetaceans) evolved from mammals that once lived on land! How did cetaceans develop these abilities to live underwater? A group of chemicals called neuropeptides may hold the answer. These chemicals play important roles in numerous bodily processes including sleep, feeding and the maintenance of blood pressure. We compared the neuropeptides found in cetaceans with those found in land mammals. We wanted to see how they are different. We found that marine mammals have lost the ability to make many of the neuropeptides that land mammals still have. So, differences in neuropeptides may explain how cetaceans adapted to live in a marine environment. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sciencejournalforkids.substack.com