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_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