Science Fare

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Kelly Knudson. This episode is an edited version of an episode released during Season One of the podcast. Kelly is a professor of Anthropology in the School of Human Evolution and Social Change at Arizona State University, and director of the Center for Bioarchaeological Research and the Archaeological Chemistry Laboratory.In this full-length interview, Kelly talks about what led her to pursue archaeological chemistry and shares how chemistry data helped her team reconstruct what happened at a 2,000-year-old site in Peru. She talks about how isotopes and the periodicity of atomic radii make this work possible. She then gives some advice to high school students interested in science. Resources:Center for Bioarchaeological Research at ASU Kelly’s paper in PNAS entitled “Feasting and the evolution of cooperative social organizations circa 2300 B.P. in Paracas culture, southern PeruThe Periodic Table on the NIST website Radium Girls by Kate Moore Highlights of the episode:*Susan introduces Kelly [1:15];*The field school in Chile that led Kelly to study archaeological chemistry at the University of Wisconsin-Madison and pursue archaeological chemistry as a career at Arizona State University [1:55];*How a summer program can have such an impact on one’s trajectory [6:10];*What Kelly’s job is like — directing the archaeological chemistry laboratory and teaching both undergraduates, graduate students, and post-doctoral scholars in the classroom and lab [6:50];*How one learns to run a lab [9:20];*Discussing Kelly’s paper in PNAS on feasting and social cooperation in Peru 2,000 years ago — how Strontium isotopes helped her team understand what happened at this archaeological site [10:40];*What Kelly and her team found based on the archaeological and isotopic evidence [16:58];*How to make strontium isotope maps of an area — in Peru, guinea pigs are an ideal way to do this [20:38];*How the archaeological and chemical evidence complemented each other in this study [29:00];*Why looting at archaeological sites is so problematic [31:14];*What happens when the archaeological and chemical evidence are at odds with each other? [31:40];*How archaeological chemistry as a field has changed during Kelly’s career [36:05];*What excites Kelly the most about his work [37:08];*Susan asks about the Arizona state high school chemistry standard that asks students to explain how the structure of atoms relates to patterns and properties seen in the periodic table [38:27];*Kelly explains that since strontium has a similar atomic radius as calcium because they are both in the same column of the periodic table — periodic trends! — strontium can substitute for calcium in bones [39:03];*Kelly’s advice for high school students interested in science, and especially something specific, like for example, archaeological chemistry [42:40]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Kelly Knudson. This episode is an edited version of an episode released during Season One of the podcast. Kelly is a professor of Anthropology in the School of Human Evolution and Social Change at Arizona State University, and director of the Center for Bioarchaeological Research and the Archaeological Chemistry Laboratory.In this MINI episode, Kelly talks to us about how archaeologists use strontium isotopes to determine where things found at an archaeological site are from, and draws on the concept of periodic trends, specifically atomic radius, to talk about how strontium isotopes can substitute for calcium in bone. Tune in on Thursday for the full-length interview!Highlights of the episode:*Susan introduces Kelly and today’s topic [0:56];*Susan gives a quick overview of isotopes [2:20];*Kelly talks about how strontium isotopes help archaeologists determine where things at an archaeological site are from [4:00]; *Susan asks about the Arizona state high school chemistry standard that asks students to explain how the structure of atoms relates to patterns and properties seen in the periodic table [9:22];*Kelly explains that since strontium has a similar atomic radius as calcium because they are both in the same column of the periodic table — periodic trends! — strontium can substitute for calcium in bones [9:50]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Richard Edden Richard is a professor in the department of Neuroradiology at Johns Hopkins University. He uses a tool — a technology, a method— called Magnetic Resonance Spectroscopy (MRS) to study the brain. Richard’s group focuses on both method development — how can they make MRS better? More informative? — and also what the specific findings mean for brain health. Resources:Edden Research Group Web PagePubmedPubmed Central Healthy Brain and Child Development Study Highlights of the episode:*Susan introduces Richard and today’s topic [1:20];*Richard talks about his path to becoming a scientist, starting with growing up in Hampshire, England [2:18];*On how a postdoc is a chance to go to the edge of what are qualified to do — go sideways — [15:30];*What it’s like to work in a big lab [17:56];*How interpreting an NMR spectrum is like solving a puzzle [18:50];*How electronegativity is fundamental to NMR spectroscopy [24:12];*Richard’s group has worked on interpreting magnetic resonance spectra taken on brain tissue [36:33];*Magnetic resonance spectrum peaks — in brain tissue, one of the strongest peaks is from creatine [39:00];*Richard began to ask, what can we do about some of those weaker signals in the spectra? [42:17]:*Improving methods for looking at GABA, an inhibitory neurotransmitter, in the brain [42:30];*Richard’s primary interest in the methods vs the neuroscience led to a a funny thing that happened at a conference [46:20];*How do changes between people in the amount of GABA relate to people’s ability to do particular tasks? [48:43];*The approach Richard’s group has taken with Hadamard encoding (subtraction editing) to amplify the GABA signal [51:13];*We made the experiment twice as fast because we eliminated waste in the old way of doing things [59:00];*How Richard had the idea for Hadamard encoding years before putting it in practice with GABA in the brain [1:01:42];*It’s always better to be doing something than not doing something, but doing starts you thinking and generating more ideas [1:03:45];*These methods are being used in many studies, including the Healthy Brain and Childhood Development study - national level, 25 universities - recruiting pregnant mothers to study brains of thousands of babies during the first five years of life [1:04:15];*Listener question from Lucy Pohl, an 11th grader at Nightingale-Bamford school in Manhattan: What issues in science have become more significant to you as a result of your research? [1:09:01];*Richard gives advice to students interested in a career in science [1:12:34];*Resources for listeners to learn more about Richard’s work [1:20:12]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Richard Edden. Richard is a professor in the department of Neuroradiology at Johns Hopkins University. He uses a tool — a technology, a method— called Magnetic Resonance Spectroscopy (MRS) to study the brain. Richard’s group focuses on both method development — how can they make MRS better? More informative? — and also what the specific findings mean for brain health. In this MINI episode, Richard talks to us about spectroscopy and a particular kind of spectroscopy: nuclear magnetic resonance spectroscopy, also known as NMR (and more familiarly, MRI.) Richard talks about why electronegativity, a concept taught in high school and early college chemistry, is essential to how NMR works.  Tune in on Thursday for the full-length interview!Highlights of the episode:*Susan introduces Richard and today’s topic [0:56];*Susan explains electronegativity and phrases the question to Richard [1:45];*Richard answers, beginning with an explanation of spectroscopy, starting with the visible light spectrum [3:12];*Richard describes NMR and how electronegativity influences it [4:23];*Richard talks about the features of molecules in our body and how NMR can help distinguish them [8:44]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Stephen Steiner: President, CEO, and founder of Aerogel Technologies. Stephen has a PhD from the Massachusetts Institute of Technology in Materials Chemistry and Engineering which he completed in the Department of Aeronautics and Astronautics, and a Master’s Degree in Materials Science and Engineering, also from MIT. Stephen has such an interesting story of really falling in love with science at a young age and doing so many interesting things on both the discovery side and the business side of science, really focused on aerogels. Resources mentioned in this episode:Stephen’s Aerogel Website Photo of an aerogel - looks holographicAerogel Protects Chocolate from Blowtorch videoSearch “Supercritical Magic Carpet” on Youtube Search “World’s Lightest Solid” on Youtube Highlights of the episode:*Susan introduces Stephen and today’s topic [1:24];*Stephen tells us what aerogels are [3:20];*Stephen talks about his middle school science fair projects which he did for extra credit, not because he liked science — at first! [4:27];*Stephen’s high school science fair projects, now that he liked science! [6:09];*Stephen’s foray into competitive science seminar with a teacher who taught him the algorithm for creativity [9:30];*Things to consider when picking a research topic [12:23];*Stephen’s first foray into making an aerogel [15:28]; *Removing a liquid from a gel while preserving the gel-like structure in a process called supercritical drying [21:10];*Stephen decides to make an autoclave for supercritical drying [24:58];*After FORTY tries, Stephen makes his first aerogel in his basement, at age 17! [30:00];*Having a do-it-yourself attitude and persistence [35:14];*Stephen’s experience with normal science classes while he was conducting real research in his basement in middle and high school [37:05];*Undergrad institutions and what it takes to get in [45:04];*Stephen applying to graduate programs and getting into MIT [49:05];*Senior, established scientists like to help younger people who reach out for help [52:52];*Stephen’s commitment to sharing knowledge and making knowledge accessible [53:22];*Aerogels and their interesting properties [1:01:32];*Why aerogels are such good insulators — the Knudsen effect [1:04:52];*How do properties of elements perpetuate in aerogels made out of those elements? [1:10:27];*How aerogels were first invented [1:15:29];*Why making aerogels ends up breaking the ideal gas law [1:18:35];*What does it mean when PV no longer equals nRT? [1:20:53];*What is the critical point? Liquid and the gas become the same! [1:25:12];*Properties of supercritical fluids and the magic in watching them form [1:29:12];*Applications of aerogels kicked off by a listener question from Riley, a junior from the Chapin School, about aerogels and space travel [1:33:07];*The challenging problem of insulating cryogenic tanks for rockets and potential for polyimide aerogels to solve this [1:37:07];*What advice does Stephen have for students interested in science? Spoiler: Thorium! [1:45:40]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Stephen Steiner. Stephen is President, CEO, and founder of Aerogel Technologies, a company based outside of Boston. Stephen has a PhD from the Massachusetts Institute of Technology in Materials Chemistry and Engineering which he completed in the Department of Aeronautics and Astronautics, and a Master’s Degree in Materials Science and Engineering, also from MIT. And prior to graduate school, Stephen got his Bachelor’s degree in Chemistry at the University of Wisconsin in Madison, and that is actually how I know Stephen! I was in the graduate program in chemistry and a lab teaching assistant one summer — I think it was the summer of 2001 — and Stephen was working at the stockroom window where undergrads needed to get various supplies for completing their lab projects.Stephen has such an interesting story of really falling in love with science at a young age and doing so many interesting things on both the discovery side and the business side of science, focused on aerogels. In this MINI episode, Stephen talks to us about the invention of aerogels, and how the process of making them defies the ideal gas law, PV = nRT, and how we see that by the formation of a critical fluid. Tune in on Thursday for the full-length interview!Highlights of the episode:*Susan introduces Stephen and today’s topic [0:56];*Stephen tells us what aerogels are [3:02];*Stephen describes the invention of aerogels [3:38];*Stephen talks about why the ideal gas law no longer holds in the formation of aerogels [6:26].

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Jodi Schottenfeld-Roames. We also have guests hosts — Serena Bunkin and Riley McManus. Serena and Riley are juniors at The Chapin School and are co-hosts of the Bio Break podcast. Jodi is a lecturer in the Molecular Biology department at Princeton University. She teaches a research course for molecular biology majors in their junior year, she co-teaches a biology course for non-majors, and teaches in the Freshman Scholars Institute. Jodi’s research explores the genetic and cell biological requirements to form a branched tubular organ system, like our circulatory system for example. Links to resources or topics mentioned in this episode:Higher Educating — an article featuring Jodi’s teaching, written by Susan Keatley for the Princeton Alumni Weekly magazine Learn.Genetics: Genetic Science Learning Center (University of Utah)HHMI Biointeractive iBiology Highlights of the episode:*Susan introduces Jodi, Serena, and Riley and today’s topic [1:31];*Riley asks what led Jodi to pursue a career in science [2:55];*Serena asks Jodi about integrating research and teaching [10:30];*Jodi talks about the fall research course she teaches for junior molecular biology majors at Princeton [11:17];*Learning to be a scientist — going from learning the basics in introductory courses to asking questions and designing experiments to push science forward [13:45];*Susan asks about how Jodi eases this transition of learning to be a scientist for students [15:32];*Jodi describes genotypes and phenotypes, and talks about the work her students do to better understand this relationship in the fruit fly tracheal system [18:10];*Jodi shares some results from this work [24:45];*The amazing and beautiful shapes of cells [25:43];*Model systems — what are they? How are they helpful in biology? [28:20];*Riley comments on model systems and Jodi adds more — model systems help us get basic research done so we can do applied work (e.g., develop medicines) in humans [32:56];*Serena comments and talks about learning style and hands-on learning methods, then she asks how Jodi’s teaching has pushed her research forward and vice versa [36:13];*Jodi shares how research affects her teaching — the nature of a research class helps Jodi get to know each student deeply and understand what each student needs to learn, and also talks about how teaching impacts research [37:33];*Riley asks about teaching students who are not science majors [43:40];*Jodi talks about the importance of teaching science to non-majors and gives examples of when this knowledge could be useful like serving on a jury or facing a difficult diagnosis [44:20];*Susan asks Jodi about advice she would give to students interested in science - Jodi talks about free outreach events at nearby colleges [49:52];*Jodi recommends a few online resources for anyone wanting to learn more about biology (these are listed as links above in the show notes) [52:41]

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormOur guest today is Jodi Schottenfeld-Roames. We also have guests hosts — Serena Bunkin and Riley McManus. Serena and Riley are juniors at The Chapin School and are co-hosts of the Bio Break podcast. Jodi is lecturer in the Molecular Biology department at Princeton University. She teaches a research course for molecular biology majors in their junior year, she co-teaches a biology course for non-majors, and teaches in the Freshman Scholars Institute. Jodi’s research explores the genetic and cell biological requirements to form a branched tubular organ system, like our circulatory system for example. In this MINI episode, Jodi talks about the relationship between genotype and phenotype, and how her lab conducts research to learn more about this connection in the fruit fly tracheal system. Tune in on Thursday for the full-length interview!Highlights of the episode:*Susan introduces Jodi, Serena, and Riley and today’s topic [0:56];*Jodi explains the terms genotype and phenotype and how they relate to each other [2:42];*Jodi describes the research she and her students do to better understand the genotype-phenotype connection in the fruit fly tracheal system [6:47];*What this works suggests about cell shape [9:22];

Please click below to fill out the survey for this episode:Science Fare Podcast Feedback FormElizabeth is the leader of the Metric Program at the National Institute of Standards and Technology, also known as NIST, in Gaithersburg, Maryland. In this role, Elizabeth serves as the national advocate for the International System of Units, known as the SI, in the United States. Our timing could also not be better, as this episode will air during Metric Week in the United States! October 5 - 11. Links to resources or topics mentioned in this episode:National Institute of Standards and Technology (NIST)NIST Metric Program Beyond Measure Redefining the the SI in 2018Kibble balance including video DIY Kibble balance video SI Teacher Kits from NISTTop 10 Tips for Teaching the Metric SystemUS Metric Association Science Fair Award Program US Metric Association National Metric Awards NIST Summer Undergraduate Research Fellowship (SURF)NIST Professional Research Experience Program (PREP)NIST International and Academic Affairs Office Highlights of the episode:*Susan introduces Elizabeth and today’s topic [1:43];*What led Elizabeth to pursue a career in metrology [3:06];*Origins of the metric system [12:15];*Metric system prefixes over the last 150 years [15:12];*Structure of the metric system — the units, constants, and prefixes [17:26];*Replacing the final physical objects of the metric system in 2018 [19:24];*Conventional versus the Kibble balance and impact on measurement accuracy [21:33];*The Metric Program and everything Elizabeth does as leader [26:55];*Metric system misconceptions [30:09];*Examples of the metric system in everyday life [33:40];*Visualizing volume with the metric system [37:27];*Science literacy and the metric system [39:08];*Importance of standardization in science and measurement [41:30];*Resources for students and teachers [43:50];*US Metric Association awards [48:56]; *NIST internships and professional development programs for middle school teachers [51:30]