ScienceKids & Family

SJK Audio Edition

Science Journal for Kids

Listen to our kid-friendly scientific articles. All articles are available to download free on our website sciencejournalforkids.org #read-aloud #text-to-speech

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Yesterday · 10 min
E205: How did the Maya civilization react to climate change? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/cbheEPeWzTk Summary: Scientists found evidence of droughts in ancient human history by looking at the layers in a stalagmite from Mexico. Abstract: Do you choose to do different activities on rainy days and sunny days? Much like we react to the weather day to day, humans also respond to the climate. The climate is the long-term pattern in weather. Changes in climate, such as long droughts, can affect how people live. It can even impact whole civilizations. We wanted to find out whether climate change affected the Classic Maya civilization. This civilization lived in Mesoamerica over a thousand years ago. We studied the layers of a stalagmite pillar from a cave. These layers showed evidence of long, severe droughts. Soon after, the Maya people abandoned their cities in the area. We think the droughts might have forced people to leave and caused their political systems to collapse. 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
September 15 · 8 min
E204: What can bats learn from eavesdropping? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/dYpODn4Q8Go Summary: 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
September 6 · 10 min
E203: What can rocks tell us about the past? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/u64V_AHfE_s Summary: 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
August 25 · 8 min
E202: What if a hummingbird wears a tiny backpack? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/KbvQUJSS298 Summary: 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
August 16 · 9 min
E201: How can swimming be less of a drag? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/kvbw3exNvf0 Summary: 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
August 11 · 10 min
E200: Can living in a multilingual country slow down aging? [SJK Audio Edition]
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-r1iqRc Summary: 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
August 4 · 9 min
E199: Thinking about thinking: how do birds make choices? [SJK Audio Edition]
Read this article at: https://www.sciencejournalforkids.org/articles/thinking-about-thinking-how-do-birds-make-choices/ or watch at: https://youtu.be/SilL7szcPeo Summary: 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
June 30 · 10 min
E198: Why are Arctic rivers turning orange? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/WmpUt1i546U Summary: 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
June 24 · 7 min
E197: How can fish help us deliver medicines? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/K4wcSGpX9dM Summary: 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
June 16 · 9 min
E196: How can blue-green algae remove plastics from our water? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/YUJcgeSNXbo Summary: 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
June 8 · 9 min
E195: How do bats work together? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/lH8tXnDGYQ4 Summary: 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
June 1 · 9 min
E194: How are mountain birds adapting to climate change? [SJK Audio Edition]
Read this article at: or watch at: https://youtu.be/EZ07V85q6FE Summary: 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
May 21 · 9 min
E193: How can we monitor the wildlife trade? [SJK Audio Edition]
Read this article at: https://www.sciencejournalforkids.org/articles/how-can-we-monitor-the-wildlife-trade/ or watch at: https://youtu.be/R7oWnWKMEZE Summary: 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
May 18 · 7 min
E192: Where do whale sharks have their babies? [SJK Audio Edition]
Read this article at: https://www.sciencejournalforkids.org/articles/where-do-whale-sharks-have-their-babies/ or watch at: https://youtu.be/JJHuWMotBgw Summary: 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
May 12 · 9 min
E191: How can viruses wake up sleeping cancer cells? [SJK Audio Edition]
Read this article at: https://www.sciencejournalforkids.org/articles/how-can-viruses-wake-up-sleeping-cancer-cells/ or watch at: https://youtu.be/ksEuNI3AhXQ Summary: 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
May 4 · 9 min
E190: How do we make better food for honeybees? [SJK Audio Edition]
Read this article at: https://www.sciencejournalforkids.org/articles/how-can-we-make-better-food-for-honeybees/ or watch at: https://youtu.be/IRyT-dMDe6c Summary: 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
April 27 · 8 min
E189: Why do treehoppers have such strange body shapes? [SJK Audio Edition]
Read this article at: https://www.sciencejournalforkids.org/articles/why-do-treehoppers-have-such-strange-body-shapes/ or watch at: https://youtu.be/zAqBSz7Mnwg Summary: 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
April 21 · 9 min
E188: How do bacteria protect each other from antibiotics? [SJK Audio Edition]
Read this article at: https://www.sciencejournalforkids.org/articles/how-do-bacteria-protect-each-other-from-antibiotics/ or watch at: https://youtu.be/YEX5ycutefY Summary: 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
April 6 · 10 min
E187: What toxic chemicals are released in lithium-ion battery fires? [SJK Audio Edition]
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_MeN0 Summary: 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
March 30 · 10 min
E186: How has weathering affected Earth? [SJK Audio Edition]
Read this article at: https://www.sciencejournalforkids.org/articles/how-has-weathering-affected-earth/ or watch at: https://youtu.be/_Gh4H-8lm24 Summary: 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

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