Science Fare

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormAnd, check out the Science Fare Podcast website! Our guest today is Jan Drgona, who joins us today from Johns Hopkins University. Jan is an associate professor in the department of civil and systems engineering, and is also at the Ralph S O’Connor Sustainable Energy Institute. In this full-length interview, Jan talks with us about the challenges in sustainably heating and cooling buildings, and how physics and scientific machine learning can help. Highlights of the episode:*Susan introduces the Science Fare podcast and frames the idea that a building’s materials play a role in the ubiquitous challenge of fighting the second law of thermodynamics [0:01]; *Susan introduces guest Jan Drgona, an engineering professor at Johns Hopkins University who is studying sustainable energy use in buildings [1:30];                                *Jan shares his “winding” path to becoming a scientist, from wide-ranging interests in science as a kid to knowing he wanted to be a scientist due to a great high school chemistry experience and interests in math and computers [2:29]; *A lucky encounter conversing with another Ph.D. student during the coffee break at a scientific workshop who was working in modeling physical processes in buildings and was looking to collaborate with someone with Jan’s background and skills [5:12]; *Susan reflects on the power of in-person scientist meetings leading to multi-decade collaborations [7:28]; *Jan talks about the fascinating and important interdisciplinary research going on at the Ralph S O’Connor Sustainable Energy Institute [8:30]; *Susan sets up the problem Jan is working on — the difficulty in sustainably heating and cooling buildings — and Jan explains why building energy use is often inefficient and what the problem-solving opportunities are [9:20]; *The hundreds or thousands degrees of freedom in building HVAC — far higher than in driving a car (more like 12 degrees of freedom)! And how one human can’t really manage this in a static rules-based way [12:23]; *Why we often need to wear sweaters in buildings in summer and other problems with the current, more conservative approach to HVAC [14:30]; *Let’s talk about these problems in terms of something high school students are learning — the second law of thermodynamics [15:30]; *Combining thermal mass and thermal resistance of building materials can help make operation more efficient [19:00]; *HVAC type — electrification and coefficient of performance [19:31]; *Susan introduces Next Generation High School Science Standard PS 3-4, which states that students should be able to plan and conduct an investigation to provide evidence that when two components of different temperature are combined within a closed system, transfer of thermal energy results in a more uniform energy distribution among the components in the system — buildings can be a great setting for this kind of investigation! [21:49]; *Jan describes scientific machine learning and how it’s different from regular machine learning and illustrates with a concrete example of a building he worked on [23:30];    *Jan explains that scientific machine learning combines the guarantees of the physics with the adaptability of machine learning [30:16];     *Susan asks what would be the most complicated building to deal with in terms HVAC? One kind, Jan explains, are data centers [31:55];*Jan’s hopes for the near future [34:27];*Susan asks, what do you enjoy most about working in science? Jan says the people and the community, and the chance to live in many different places and countries and meet many different kinds of people. [39:39];*Jan’s advice for high school students interested in science — follow your passion — your path is important! [43:20];       *Closing remarks, listener feedback information, and acknowledgment of the Science Fare team [45:47]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormScience Fare Podcast website Our guest today is Jan Drgona, who joins us today from Johns Hopkins University. Jan is an associate professor in the department of civil and systems engineering, and is also at the Ralph S O’Connor Sustainable Energy Institute. Jan’s research focuses on energy management in buildings and he’s working on developing scientific machine learning methods to model energy management which turns out is very complex. In this mini episode, I ask Jan about what makes a building complicated to heat and cool, and describes the various factors that make temperature control a challenge, and hints at how physics and machine learning can help. Tune in next week for the full-length interview when Jan talks about making energy use in buildings sustainable and how scientific machine learning and problem solving with an engineering approach and mindset can help.

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormAnd, check out the Science Fare Podcast website! In this full-length interview, Baltimore City police officer and education doctorate holder Tris Hann talks about his background in math education and explains how physics is used to investigate motor vehicle crashes.Highlights of the episode:*Susan introduces the Science Fare podcast and frames the idea of “physics world vs. real world” where ideal equations meet messy reality [0:01]; *Susan introduces guest Tris Hahn, a Baltimore City police officer and former math teacher and will tell us about how police officers use physics to investigate motor vehicle crashes [1:34]; *Tris shares his background in education and his transition from teaching math to becoming a police officer and why real-world applications of math and physics were central to his teaching philosophy [2:16]; *A listener question from a physics teacher — he asks about which actual measurements are taken at accident scenes and Tris explains [3:37]; *What investigators measure: area of impact, final rest positions, skid marks, and debris patterns [5:10]; *Why crash reconstruction often relies on calculating minimum speeds, not exact speeds [6:10]; *The equations the police use are essentially the same kinematics equations students learn in high school physics [7:32]; *Deep dive into skid marks: what they reveal about braking, vehicle motion, and driver behavior [8:46]; *A real-world crash example involving extreme speeding and how physics overturned assumptions about fault [13:38]; *Determining area of impact and danger of pedestrian being struck [17:55]; *A student listener question highlights the gap between idealized physics problems and messy real-world conditions [19:49]; *A full worked example: reconstructing a pedestrian crash using physics principles [25:03]; *Comparing outcomes at 66 mph vs. 30 mph—how speed exponentially affects stopping distance [32:44]; *The dangers of distracted driving, including statistics on phone use and crash risk [37:30]; *Closing remarks, listener feedback information, and acknowledgment of the Science Fare team [39:00]

Our guest today is Tris Hann, and we are doing something new on this episode — Tris is not actually a scientist, but, he is a Baltimore City police officer! The reason he is on the show is because police officers use physics to investigate vehicle crashes, and that is what Tris is going to talk to us about today. Highlights of this mini episode: *Susan introduces the Science Fare podcast and explains the mini-episode/full-episode format [~0:30];*Susan introduces guest Tris Hahn, a Baltimore City police officer, and explains how physics is used in crash investigation [~1:10];*A listener question from a physics teacher prompts discussion of real-world accident reconstruction [~1:55];*What measurements are taken at serious crash scenes, including area of impact, final rest positions, and debris fields [~2:30];*Why investigators measure everything—from skid marks to pedestrian travel distance—to reconstruct what happened [~3:10];*How physics helps determine not just what happened, but who may be at fault [~3:45];*The misconception that “right of way” always determines fault in a collision [~4:20];*Introduction to perception-reaction time and its importance in crash analysis [~4:50];*How the brain—not just the eyes—processes roadway information and influences driver decisions [~5:20];*A real crash case: a driver turns onto a roadway and is struck by an oncoming car traveling at an extreme speed [~5:55];*How investigators determined the striking vehicle was traveling over 100 mph based on physical evidence [~6:30];*Why the turning driver was not considered at fault despite not having the right of way [~6:45];*How assumptions about typical driving speeds factor into “reasonable behavior” in physics-based investigations [~6:55];*Episode wrap-up, listener feedback information, and acknowledgment of the Science Fare team [~7:00].

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormAnd, check out the Science Fare Podcast website! Dr. Elizabeth Catania is a neuroscience researcher, assistant professor, Director of Undergraduate Studies and Director of Independent Studies at Vanderbilt University. In this episode, guest host Lucy Pohl, who is the high school intern for the podcast, interviews Dr. Catania talks about her research and path as a scientist. Highlights of the episode: *High school intern Lucy Pohl introduces Dr. Elizabeth Catania of Vanderbilt University and outlines her background in neuroscience and education [~1:20]; *Lucy asks Dr. Catania about how her passion for science originated and how she became interested in neuroscience [2:42]; *Dr. Catania describes starting college as an English major and not discovering her love of science until later [~3:20]; *How an introductory neuroscience course taken “just for fun” changed her academic trajectory and led her to switch majors [~4:05]; *Why students don’t need to “find their thing” in middle school or high school—and why trying new subjects matters [4:58]; *Lucy asks about Dr. Catania’s postdoctoral work at the Vanderbilt Kennedy Center and how working with individuals with autism influenced her approach to neuroscience [~6:20]; *Connecting basic neuroscience research to real people and real-world challenges [7:18]; *Lucy asks Dr. Catania to explain what the nervous system is for students who may not have studied it in depth [~8:05]; *What the nervous system does: how neurons, sensory input, and brain processing allow us to interact with the world [~8:35]; *Dr. Catania discusses comparative neurobiology and how studying different animals helps scientists understand how nervous systems are built and specialized [9:39]; *Lucy asks about technologies that have helped scientists understand the nervous system, including MRI and genetic manipulation [11:55]; *What brain circuitry is and how connections between neurons drive behavior [~13:05]; *How illusions (like the blue/black vs. gold/white dress) reveal how the brain processes sensory information [~14:35]; *Using fMRI to measure connectivity and activity in the brain—and what scientists mean by “higher” or “lower” circuit strength [16:13]; *Why understanding brain circuitry is critical for studying conditions like autism and ADHD [~17:35]; *Connecting neuroscience research to hierarchical systems—from behavior down to genes [~19:05]; *The “cold dog and fireplace” example—moving from behavior to brain regions to cells, proteins, and genes [20:31]; *Discussion of women in STEM: progress made, ongoing challenges, and mentorship as a source of pride [~23:05]; *Field-specific differences in representation of women, including contrasts with engineering [25:01]; *Advice for middle and high school students: follow your interests, don’t fear detours, and allow yourself to change direction [~26:05]; *Incorporating humanities into science education and the importance of communicating science clearly [~28:05]; *Vanderbilt’s first-year core course, “Science, Technology and Value,” and creating a common intellectual experience across disciplines [29:40]; *Why integrating science with humanities benefits both STEM and non-STEM students [32:01]; *Majors that bridge science and humanities, including communication of science and technology and medicine, health, and society [34:17]; Recommended science books for students, including The Beak of the Finch and Why Zebras Don't Get Ulcers[~37:05]; *Advice for students who feel pressured to choose a single academic pathway too early [38:42]; *Current neuroscience research Dr. Catania finds exciting: brain organoids and the future of personalized medicine [~41:05]; *Closing reflections on science, humanities, and intellectual curiosity [43:18]; *Episode wrap-up, listener feedback information, and acknowledgments of the Science Fare intern team [~43:50].

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormScience Fare Podcast website Dr. Elizabeth Catania is a neuroscience researcher, assistant professor, Director of Undergraduate Studies and Director of Independent Studies at Vanderbilt University. Dr. Catania earned her BA in Neuroscience from the University of Delaware, where she originally started as an English major, and earned her PhD in Neuroscience from Vanderbilt University. She also did a post-doctoral fellowship at the Vanderbilt Kennedy Center’s Treatment and Research Institute for Autism Spectrum Disorder. She has researched how brain circuitry relates to social-emotional well-being. She currently teaches courses on nervous system development and endocrinology. In this MINI episode, Dr. Catania talks about her research, being a woman in science today, and her career path. Highlights of the episode:*Susan introduces the Science Fair podcast, its mission, and the mini-episode/full-episode format [0:03];*High school intern Lucy Pohl introduces today’s guest, Dr. Elizabeth Catania of Vanderbilt University, and summarizes her background in neuroscience and education [~0:55];*Lucy asks Dr. Catania about how her passion for science originated and how she became interested in neuroscience [~1:45];*Dr. Catania describes her early interests in the humanities and starting college as an English major [2:23];*How an introductory neuroscience course—taken largely by chance—sparked Dr. Catania’s love of neuroscience and led her to change majors late in college [~4:04];*Lucy asks Dr. Catania to explain what the nervous system is for listeners who may be unfamiliar with it [~4:30];*What the nervous system is and how the brain, spinal cord, and nerves allow organisms to sense and respond to the world [4:47];*Lucy asks about Dr. Catania’s research on the evolution of the nervous system [~5:40];*Introduction to comparative neurobiology and how studying different animals helps scientists understand nervous system structure and function [6:49];*Lucy asks about Dr. Catania’s experiences as a woman in STEM and how the field has changed over time [~7:30];*Progress and remaining challenges for women in science, including leadership and representation, and moments of pride as a mentor [9:03];*Advice for middle and high school students about following interests, changing paths, and not fearing academic detours [~9:15];*Lucy asks about current neuroscience research Dr. Catania finds especially exciting [~10:50];*Brain organoids: growing “mini-brains” from human cells and how they may transform neuroscience research and personalized medicine [11:17];*Lucy reflects on the conversation and thanks Dr. Catania for sharing her story and insights [~13:05];*Closing remarks, listener feedback information, sponsorship details, and acknowledgments of the Science Fare intern team [13:40]

Welcome to Science Fare, Season 4! Episodes every Monday, Feb - May 2026.

Pat Brown talks about his path to becoming a physician and scientist, the importance of a bench-to-bedside-back-to-bench approach in drug development, and targeted cancer therapy. Using his work in leukemia as an example, Pat talks about how changes at the level of DNA sequence change proteins and can lead to the development of cancer, and how scientists can use this knowledge to develop specific cancer treatments. Works cited in this conversation:The Emperor of All Maladies: A Biography of Cancer by Siddhartha MukherjeeJanet Rowley and her work on cancer genetics FLT3 inhibitors: a paradigm for the development of targeted therapeutics for paediatric cancer, in the European Journal of Cancer, March 2004 The biology and targeting of FLT3 in pediatric leukemia, in Frontiers in Oncology, September 2014 Episode highlights:*Susan introduces Pat [1:58];*Pat talks about his journey to becoming a physician and scientist focusing on pediatric leukemia [5:08];*What is leukemia? Pat gives us an overview [8:46];*Why leukemia has been at the forefront of cancer research and treatment [11:58];*Pat’s early research and clinical work in leukemia [13:38];*When, how, and why cancer treatment shifted from a one-size-fits-all approach to something more targeted [15:45];*Some of the specifics of Pat’s work — what is FLT3? Why is it important in leukemia? [21:12];*Pat’s work in developing clinical trials for treatments for children with leukemia — bench to bedside and back again [28:00];*Success with the small molecule lestaurtinib, a first-generation FLT3 inhibitor [30:10];*Pat’s group partnered with another company to produce a monoclonal antibody that could target FLT3 [31:12];*Main challenge with both treatments (and challenge with all cancer therapies) is cancer developing resistance to treatment — people try to prevent resistance with multimodal treatments [32:20];*Leads to the idea of personalized therapy — in each person, what are the genetic characteristics driving the cancer and can those be targeted with a cocktail tailored to that person? [35:40];*Liquid biopsy’s potential in helping us see solid tumor cancers earlier and more comprehensively [36:58];*Pat’s reflections on working in “translational medicine” — as a physician and a scientist — and the importance of bedside to bench as well as bench to bedside [39:21];*How working as a scientist in academia is different from working in industry [43:25];*What Pat is working on now, and his hopes for a decade or two out [50:04];*High school science portion of the episode — Focusing on leukemia as an example, Pat tells us how changes in the DNA sequence of a gene can result in cancer. This connects to one of the Next Generation High School Science Standards in Life Science, which states that students should be able to construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells [55:23];*Pat shares a memory from high school science [1:02:43];*Pat’s advice to high school students today who are interested in science [1:04:05]