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The distribution of outermost shell electrons, known as valence electrons, of organic molecules was observed for the first time. As the interactions between atoms are governed by the valence electrons, the findings shine light on the fundamental nature of chemical bonds, with implications for pharmacy and chemical engineering.

Researchers have succeeded in forming metal-organic framework thin films on a substrate while controlling the growth direction of crystals so that they are arranged neatly without gaps. The resulting thin films of unprecedented high quality can be expected for use as optical sensors, optical elements, and transparent gas adsorption sheets.

Researchers have developed an eco-friendly refrigeration device with record-breaking cooling performance in the world, setting to transform industries reliant on cooling and reduce global energy use. With a boost in efficiency of over 48%, the new elastocaloric cooling technology opens a promising avenue for accelerating the commercialization of this disruptive technology and addressing the environmental challenges associated with traditional cooling systems.

A new model accurately represents the airflow around rotors, even under extreme conditions. The first comprehensive model of rotor aerodynamics could improve the way turbine blades and wind farms are designed and how wind turbines are controlled.

The innovative strength of a society depends on the level of academic freedom. An international team has now demonstrated this relationship. The researchers analyzed patent applications and patent citations in a sample from around 160 countries over the 1900--2015 period in relation to indicators used in the Academic Freedom Index. In view of the global decline in academic freedom over the past 10 years, the researchers predict a loss in innovative output.

Lithium iron phosphate is one of the most important materials for batteries in electric cars, stationary energy storage systems and tools. It has a long service life, is comparatively inexpensive and does not tend to spontaneously combust. Energy density is also making progress. However, experts are still puzzled as to why lithium iron phosphate batteries undercut their theoretical electricity storage capacity by up to 25 per cent in practice.

An insect species that evolved 130 million years ago is the inspiration for a new research study to improve navigation systems in drones, robots, and orbiting satellites.

New fusion simulations of the inside of a tokamak reveal the ideal spot for a 'cave' with flowing liquid lithium is near the bottom by the center stack, as the evaporating metal particles should land in just the right spot to dissipate excess heat from the plasma.

New fusion simulations of the inside of a tokamak reveal the ideal spot for a 'cave' with flowing liquid lithium is near the bottom by the center stack, as the evaporating metal particles should land in just the right spot to dissipate excess heat from the plasma.

A recent study shows that climate change may cause many areas in Canada to experience significant droughts by the end of the century. In response, the researchers have introduced an advanced AI-based method to map drought-prone regions.

A team of scientists was recently able to observe how promethium forms chemical bonds when placed in an aqueous solution.

Bioengineers around the world have been working to create plastic-producing microbes that could replace the petroleum-based plastics industry. Now, researchers have overcome a major hurdle: getting bacteria to produce polymers that contain ring-like structures, which make the plastics more rigid and thermally stable. Because these molecules are usually toxic to microorganisms, the researchers had to construct a novel metabolic pathway that would enable the E. coli bacteria to both produce and tolerate the accumulation of the polymer and the building blocks it is composed of. The resulting polymer is biodegradable and has physical properties that could lend it to biomedical applications such as drug delivery, though more research is needed.

Scientists studying the tracks of particles streaming from six billion collisions of atomic nuclei at the Relativistic Heavy Ion Collider (RHIC) -- an 'atom smasher' that recreates the conditions of the early universe -- have discovered a new kind of antimatter nucleus, the heaviest ever detected. Composed of four antimatter particles -- an antiproton, two antineutrons, and one antihyperon -- these exotic antinuclei are known as antihyperhydrogen-4.

Scientists studying the tracks of particles streaming from six billion collisions of atomic nuclei at the Relativistic Heavy Ion Collider (RHIC) -- an 'atom smasher' that recreates the conditions of the early universe -- have discovered a new kind of antimatter nucleus, the heaviest ever detected. Composed of four antimatter particles -- an antiproton, two antineutrons, and one antihyperon -- these exotic antinuclei are known as antihyperhydrogen-4.

Although climate change may bring increased precipitation to many parts of the United States, some areas may face drier conditions and lower streamflow, resulting in decreased hydropower generation.

Physicists have developed a new model that describes how filaments assemble into active foams.

We might be a little late on reporting for this one – the space exploration community is large, and sometimes, it’s hard to keep track of everything happening. But whenever there is a success, it’s worth pointing out. Back in June, two teams successfully completed the latest stage of the Break the Ice Challenge to mine water from the Moon.

The Break, the Ice Challenge is one of NASA’s Centennial Challenges, which aims to tackle technologies useful in later space exploration. The Centennial Challenges have been around in different guises for almost two decades. Still, recently, they have narrowed their focus to three challenges, mainly pertaining to the upcoming Artemis moon missions. However, nearly every year, they have a challenge that pushes the boundaries of known technology closer to the end-use case for a mission.

This year, the competition took place at Alabama A&M’s Agribition Center in Huntsville, near NASA’s Marshall Spaceflight Center. It took place on June 11th and 12th and featured seven teams that had made it to the finals by passing tests in earlier stages.

NASA released a video of the competition at Alabama A&M
Credit – NASA’s Marshall Spaceflight Center YouTube Channel

Break the Ice has been a repeating challenge since 2020; however, it had similar predecessors going back to 2007, when it was known as the Regolith Excavation Challenge. This year’s challenge involved traversing rugged terrain, mining material from lunar regolith simulant, and seemingly dispersing it, as seen in a YouTube video released by NASA.

There must be something about this challenge structure because the team’s lead engineer who won the competition this year, Todd Mendenhall of Terra Engineering, also competed in the 2007 challenge. Almost 20 years later, he and his wife are still working on autonomous lunar excavator technologies and are very successful at it.

Terra Engineering’s rover, Fracture, completed most of the challenges before it, taking home a grand prize of $1 million. Starpath Robotics, a small start-up based near SpaceX’s facility in Hawthorne, California, took second in the competition and $500,000 in award money. Another team from Michigan Technological University completed the group of three that passed enough of the challenges that they were invited to test their rovers in the Thermal Vacuum Chamber at NASA’s Marshall Spaceflight Center.

Terra Engineering’s Fracture Rover completed a 15 day endurance test as part of the challenge, as seen here.
Credit – Terra Engineering YouTube Channel

Testing would be necessary if these rovers ever see adoption into a fully-fledged lunar mission. However, NASA hasn’t been great at pipelining the technologies developed as part of these challenges into actual field-ready hardware. The challenges usually provide a fun engineering task for teams, but further effort to turn it into a real mission concept isn’t forthcoming. Other challenges, ranging from space tether robots to the original regolith challenge participants, have come and gone, with almost none of the technologies they’ve worked on making it through for use in an actual mission.

It’s unclear whether the Break the Ice Challenge participants will suffer the same fate or if the challenge will return again next year. Theoretically, it should be possible to derisk the technology to a point where NASA gets a fully functional autonomous lunar excavator simply by continuing the challenge series for long enough. There hasn’t been an announcement about the next round of competition; however, the impressive displays of engineering from the various teams are viewable on YouTube if you’re interested in seeing how far they’ve come.

Learn More:
NASA – California Teams Win $1.5 Million in NASA’s Break the Ice Lunar Challenge
UT – NASA and HeroX are Looking to Light Up the Moon!
UT – We Could Get Material On The Moon By Shocking It With Lightning
UT – Some Lunar Regolith is Better for Living Off the Land on the Moon

Lead Image:
Valerie and Todd Mendenhall (front) are presented with a $1M check and trophy for winning NASA’s Break the Ice Challenge, supported by executives from Alabama A&M and NASA’s Marshall Space Flight Center.
Credit – NASA

The post The NASA Break the Ice Challenge Awards $1.5M to Two Start-Ups appeared first on Universe Today.

Skip this if you don’t care about science education in New Zealand, but plenty of scientists there are worried about it. And it’s a harbinger of what may happen to science education in the U.S. as science courses add requirements to teach indigenous “ways of knowing” and the curriculum itself pushes out traditional material to make way for content that aligns with ideological and political objectives.

Each faculty at the University of Auckland, for instance, has to have one of these mandatory courses tailored to ideological ends.  The one below, for instance, is being created on a trial basis as a requirement for all science majors. I believe I’ve discussed it before, so click on the headline below to see what’s on tap in science education.

Here is the course overview and the course goals (“learning outcomes”):

Course overview:

Contemporary science is deeply entwined with place, knowledge systems and ethics. This course examines these concepts through the lens of sustainability to demonstrate how they shape research agendas, methodologies, and applications of contemporary science. To address the environmental, social, and economic dimensions of sustainability, science must recognise and navigate the complexities of these interrelated concepts.

Explore the role of place-based knowledge, the importance of embracing diverse knowledge systems for science and the ethical responsibilities inherent in contemporary science in Aotearoa New Zealand. This interdisciplinary course will challenge you to think critically, fostering an awareness of the intricate relationships between science and its broader context, including Te Tiriti o Waitangi.

Learning outcomes:

By the end of this course, students will be able to:

1. 1. Demonstrate how place, and an understanding of Te Tiriti o Waitangi, are significant to your field of study
   2. Critically and constructively engage with knowledge systems, practices and positionality
   3. Employ a reciprocal, values-based approach to collaborating
   4. Communicate ideas clearly, effectively and respectfully
   5. Reflexively engage with the question of ethics in academic practice
   6. Demonstrate a critical understanding of sustainability

Note the worshipful discussion of “Te Tiriti o Waitangi”, the 1840 Treaty of Waitangi that is nearly sacred and almost serves as a constitution for New Zealand, though some of its interpretations are questionable and it was not signed by many Māori leaders on the South Island.  It’s not even a document with hard legal status.

The Treaty did assure the Māori that they’d have the same rights as British citizens and would keep control of their lands and properties, and was written to bring New Zealand into being as a British colony. That means that today Europeans are seen as oppressive “colonizers”. The treaty is now used as a rationale to ensure that Māori or those of Māori ancestry are given equity (not just equal opportunity) in admissions, grants, and so on. The Treaty is also the rationale for the current change in curricula, meant to effect “decolonization,” which in my view means changing modern education to one infused with traditional Māori “ways of knowing.”

The course outline and objectives above are ideological in this way, involving not science per se but a postmodern philosophy of science in which reality is shaped by the scientist and the place where he/she came from.

The emphasis on “ethics” doesn’t belong in a mandatory science course, and I think will serve only to confuse students.

Finally there’s this:

“the importance of embracing diverse knowledge systems for science and the ethical responsibilities inherent in contemporary science in Aotearoa New Zealand”

and this:

“This interdisciplinary course will challenge you to think critically, fostering an awareness of the intricate relationships between science and its broader context, including Te Tiriti o Waitangi.”

I’d be delighted if someone would explain to me why the Treaty of Waitangi should be explicitly discussed in a required science course. Note the emphasis on “diverse knowledge systems”.  I can only guess what that means, but it’s pretty clear.

Now here’s a new course that isn’t required for science majors, but still counts as a science course. Click on the headline below for the course description, even more risible than the one above,

Here is the course prescription, the course overview, and the learning outcomes. Remember, this is a course for which students get science credit:

Course Prescription

Mātauranga is central to the future practice of science in Aotearoa New Zealand. Explores foundational understandings of mātauranga Māori and Kaupapa Māori for scientists. Students will meaningfully and respectfully engage with te ao Māori through place-based relational learning and case studies grounded in whanaungatanga. Students will experience Māori ways of being, knowing, and doing. Course Overview This course welcomes all students who wish to engage with mātauranga in relation to scientific place-based knowledge. Engagement with Indigenous knowledge, including mātauranga, is increasingly important to the practice of science in Aotearoa [New Zealand] and beyond. Pūtaiao, meaning science curriculum that includes mātauranga, is well established in primary and secondary education. This course will further develop the learning of pūtaiao [pūtaiao] into tertiary science education and scientific research. Enhancing understandings of mātauranga and Kaupapa Māori [Māori practice] for scientists will develop skills in critical thinking, reflective and relational practice, and the application of Kaupapa Māori in science.

Learning Outcomes:

By the end of this course, students will be able to:

1. 1. Compare articulations of Kaupapa Māori, mātauranga and science.
   2. Recognise strategies that support, protect, and empower mātauranga in science and the relevance to whānau, hapū and iwi.
   3. Critically explain and communicate understandings of the relationship between Kaupapa Māori, mātauranga and science.
   4. Describe the history of Pūtaiao in science education and relate the development of Pūtaiao to the practice of science in Aotearoa.
   5. Work effectively in a team to develop research skills, including the ability to meaningfully and respectfully engage with te ao Māori.

Note that Kaupapa Māori means the practices of the indigenous people and  Mātauranga Māori comprises Māori “ways of knowing”, including some empirical knowledge gained by trial and error (MM isn’t hypothesis-based), as well as a bunch of superstition, ethics, tradition, myths, lore, legend, and religion.

This course appears one designed to demonstrate that indigenous ways of knowing are not only vital to modern science, but nearly coequal to it, something “central to the future practice of science in Aotearoa New Zealand.”

My answer to that last quote is simply “no it isn’t.” In science classes what should be taught is modern science: the general body of knowledge and tools for knowing as practiced throughout the world today.  Indigenous knowledge may be a part of that, but only a very small one, and likely could be omitted without loss.  If traditional lore and knowledge about when to collect eels or berries is to be taught, it should be in anthropology or sociology class, not a class that gives you science credit.

This course shows that the new curriculum in NZ simply has lost sight of the distinction between science and non-science, and is blurring the boundaries between naturalistic modern science, social science, and ideology.

Note in particular this bit from the second course: “Students will meaningfully and respectfully engage with te ao Māori”. (Te ao Māori is the specifically Māori worldview.) What would people make of the phrase “meaningful and respectful engagement” if used in a science course, where students are encouraged to question everything? What this shows is data being replaced by motivated reasoning that aligns with social justice principles.

If you think this is irrelevant to America, think again. What we’re seeing is fast-forward time travel of DEI carried to its logical limits, with the sacralization of everything indigenous.  While I don’t think for a moment that we’ll have Native American science courses pervading American universities, American teaching of science is becoming increasingly infected with principles of social justice. I’ve gone into this issue many times before and won’t repeat my thoughts, but do spare a thought for the poor science teachers in New Zealand who have to spoon this stuff into the mouths of their students, impeding what should be a real education in science.

After their initial training phase, AI algorithms can’t update and learn from new data, meaning tech companies have to keep training new models from scratch

Smashing gold nuclei together at high speeds billions of times has resulted in 16 particles of antihyperhydrogen-4, a very exotic and heavy form of antimatter