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Researchers show that for the first time they have achieved atomic-scale observations of grain rotation in polycrystalline materials. Using state-of-the-art microscopy tools, the scientists were able to heat samples of platinum nanocrystalline thin films and observe the mechanism driving grain rotation in unprecedented detail.

Researchers show that for the first time they have achieved atomic-scale observations of grain rotation in polycrystalline materials. Using state-of-the-art microscopy tools, the scientists were able to heat samples of platinum nanocrystalline thin films and observe the mechanism driving grain rotation in unprecedented detail.

A research team describes how they engineered an efficient new enzyme that can produce a synthetic genetic material called threose nucleic acid. The ability to synthesize artificial chains of TNA, which is inherently more stable than DNA, advances the discovery of potentially more powerful, precise therapeutic options to treat cancer and autoimmune, metabolic and infectious diseases.

Engineers have worked out how to give robots complex instructions without electricity, which could free up more space in the robotic 'brain' for them to 'think'. Mimicking how some parts of the human body work, researchers have transmitted a series of commands to devices with a new kind of compact circuit, using variations in pressure from a fluid inside it.

Engineers have worked out how to give robots complex instructions without electricity, which could free up more space in the robotic 'brain' for them to 'think'. Mimicking how some parts of the human body work, researchers have transmitted a series of commands to devices with a new kind of compact circuit, using variations in pressure from a fluid inside it.

An army of tadpoles and a stretching lynx are just some of the incredible photos winning accolades at the annual competition

A long time ago, the Milky Way Galaxy was busy being a prodigious star-formation engine. In those times, it turned out dozens or hundreds of stars per year. These days, it’s rather more quiescent, cranking out only a few per year. Astronomers want to understand the Milky Way’s star-birth history, so they focus on some of the more recent star litters to study. One of them is Westerlund 1, a young so-called “super star cluster” that looks compact and contains a diverse array of older stars. It was part of a burst of star creation around 4 to 5 million years ago.

Several observatories have looked at Westerlund 1, including the James Webb Space Telescope. Its observation is part of a project called the Extended Westerlund 1 and 2 Open Clusters survey (EWOCS) using the near-infrared camera on the telescope. Why use NIRCam to look at bright stars in an open cluster? It’s because Westerlund 1 is challenging to observe. It lies (from our point of view) behind an obscuring cloud of gas and dust that absorbs or scatters most of the visible light coming from the cluster. Infrared light gets right through, however, so that made it easier to study and characterize the stars in this cluster. It’s also observable in X-rays, allowing astronomers to pinpoint energetic sources in the cluster.

The Webb view reveals the full range of stars in Westerlund 1, making it easier to spot the various stellar types. In addition, the NIRCam image shows patches of reddish gas in and around the cluster.

A view of Westerlund 1 from the VLT Survey Telescope (VST) at ESO’s Paranal Observatory. One of its stars (called W26) is a red supergiant seems to be surrounded by clouds of hydrogen gas. It’s the first ionized nebula to be seen around a red supergiant star. Courtesy European Southern Observatory. About Westerlund 1

This collection of stars may be the most massive known cluster of its kind in the Milky Way Galaxy. Astronomers estimate it contains up to 100,000 times the mass of the Sun. Its population consists almost entirely of red supergiants, yellow hypergiants, and at least one luminous blue variable, in addition to other types of giants. There’s also an X-ray pulsar in the cluster and a magnetar that formed from a supernova explosion. The whole collection occupies a region less than six light-years across.

Westerlund 1 in visible and x-ray light. Arrows point to a magnetar discovered in this super star cluster. Courtesy NASA/CXC/UCLA/M.Muno et al

Westerlund 1 probably formed about 4 to 5 million years ago in one massive burst of star formation. Its age makes it an infant in stellar “years” and many of its massive, giant-type stars have short lifetimes. Compared to the Sun’s projected 10-billion-year lifetime, just one of those supergiant stars will live only about 20 million years at the most. Then, it will explode as a supernova, scattering its remains across space.

Astronomers estimated the age of Westerlund 1 based on a comparison of older, more evolved stars to well-understood models of stellar evolution. Those models suggest typical ages of stars of varying masses. This cluster pushes the boundaries of the models, with its red and yellow supergiants, as well as Wolf-Rayet stars (highly evolved and massive). The red supergiants, for example, don’t typically get to that stage for a least 4 million years. Wolf-Rayet stars, which are extremely bright and hot, don’t live very long. Due to their brief lifetimes, these weird old stars are also quite rare.

Living with this Cluster

Westerlund 1 provides important clues about the origin and evolution of young, massive stars in clusters. The different populations there tell a story about this cluster’s formation and effect on its nearby neighborhood. First, the diverse mix of stars gives clues to its “initial mass function”. That describes the distribution of stellar masses in a cluster—that is, how many stars of different masses formed from the original star-birth crèche.

What’s equally interesting is what this cluster’s stars will do in the future. Since there are so many massive stars and so few supernovae remnants there, it’s only a matter of time before the stellar fireworks begin. Over 40 million years, more than 1,500 supernovae will occur, making Westerlund 1 a brilliant spectacle for study.

In the long term, Westerlund 1 will likely evolve from an open cluster into a spherically shaped conglomeration of stars called a globular cluster. For now, this cluster presents an extreme environment in which stars and planets (if there are any) can form. Plus, it’s rare. Only a few like it still exist in our galaxy, offering clues to that earlier era in Milky Way history when most of its stars formed. That’s why it’s considered a “laboratory” where astronomers can study the evolution of high-mass stars.

For More Information

The Exotic Stellar Population of Westerlund 1
Westerlund under the Ligh tof GAIA EDR3: Distance, Isolation, Extent, and a Hidden Population

The post The Open Star Cluster Westerlund 1, Seen by Webb appeared first on Universe Today.

Researchers introduces the first toroidal, light-driven micro-robot that can move autonomously in viscous liquids, such as mucus. This innovation marks a major step forward in developing micro-robots capable of navigating complex environments, with promising applications in fields such as medicine and environmental monitoring.

Researchers introduces the first toroidal, light-driven micro-robot that can move autonomously in viscous liquids, such as mucus. This innovation marks a major step forward in developing micro-robots capable of navigating complex environments, with promising applications in fields such as medicine and environmental monitoring.

New research has identified a novel series of SARS-CoV-2 Mpro inhibitors that may lead to potential new COVID-19 treatments that, according to preclinical testing, effectively inhibits COVID-19 and synergizes with existing anti-COVID therapies.

Brain scans of people tasting squirts of hot sauce have revealed how positive and negative expectations can influence brain activity patterns for pleasure and pain

It is thought that humans can only maintain relationships with around 150 people, a figure known as Dunbar's number, but it seems that AI models can outstrip this and reach consensus in far bigger groups

https://traffic.libsyn.com/secure/sciencesalon/mss475_Michael_Bernstein_2024_10_08.mp3 Download MP3

Can beliefs make you sick? Consider “The June Bug” incident from a U.S. textile factory in the early 1960s. Many employees began to feel dizzy, had an upset stomach, and vomited. Some were even hospitalized. The illness was attributed to a mysterious bug biting workers. However, when the CDC investigated this outbreak, no bugs or any other cause of the illnesses could be identified. Instead, it appears to be an illness caused by the mind — that is, sickness due to expectation.

The June Bug story is one of many striking examples of the nocebo effect, a phenomenon best summarized as the occurrence of a harmful event that stems from expecting it. The nocebo effect plays a role in side effects for some of the most commonly prescribed medications. It provides a lens for understanding how sensationalized media reports that sound alarm about public health might even become a self-fulfilling prophecy. It might even explain the mysterious symptoms associated with Havana Syndrome, during which dozens of US government employees fell ill after reportedly being exposed to an unidentified sound wave in Cuba.

We are just discovering the power behind this effect and how it can be ethically mitigated. Enlightening and startling, The Nocebo Effect is the first book dedicated to investigating this fascinating phenomenon by the foremost experts in the field.

Michael Bernstein, Ph.D., is an experimental psychologist and an Assistant Professor in The Department of Diagnostic Imaging at Brown University’s Warren Alpert Medical School. His work is focused on harnessing the placebo effect to reduce opioid use among pain patients. He is Director of the Medical Expectations Lab at Brown. He is the co-author of the new book The Nocebo Effect: When Words Make You Sick, with Charlotte Blease, Cosima Locher, and Walter Brown. https://MichaelHBernstein.com/ Twitter/X: @mh_bernstein

Shermer and Bernstein discuss:

• Placebo
• Nocebo
• Nocebo and brain imaging
• Voodoo deaths and hexes
• The psychology of placebo and nocebo effects
• The biology of placebo and nocebo effects
• The ethics of placebo and nocebo effects
• Nocebo and Covid-19
• Alternative and Complementary Medicine
• Pain, anxiety, depression and other subjective effects
• Anticipatory nausea and learning
• Risk assessment: expected dread associated + how much is known about the risk
• When Psychotherapy harms
• Cognitive Behavioral Therapy (CBT)
• Side effects
• Patient-clinician interactions
• Mesmerism and Benjamin Franklin’s test
• Psychogenic illness
• Havana Syndrome.

If you enjoy the podcast, please show your support by making a $5 or $10 monthly donation.

Researchers have just described the existence of the paradoxical Mpemba effect within quantum systems. Initially investigating out of pure curiosity, the discovery has bridged the gap between Aristotle's observations two millennia ago and modern-day understanding, and opened the door to a whole host of 'cool' -- and 'cooling' -- implications.

Researchers have just described the existence of the paradoxical Mpemba effect within quantum systems. Initially investigating out of pure curiosity, the discovery has bridged the gap between Aristotle's observations two millennia ago and modern-day understanding, and opened the door to a whole host of 'cool' -- and 'cooling' -- implications.

Using ammonia is regarded as a promising method of transporting hydrogen. However, an efficient process is also needed to convert it back into hydrogen and nitrogen.

Researchers have developed a novel method of 3D printing that uses acoustic holograms. The process is called holographic direct sound printing (HDSP). It builds on a method introduced in 2022 that described how sonochemical reactions in microscopic cavitations regions -- tiny bubbles -- create extremely high temperatures and pressure for trillionths of a second to harden resin into complex patterns. Now, by embedding the technique in acoustic holograms that contain cross-sectional images of a particular design, polymerization occurs much more quickly. It can create objects simultaneously rather than voxel-by-voxel.

Over a year ago I read this article in the Journal of Chemical Education and found it ideologically biased and deeply problematic.

Here’s the article’s abstract:

This article presents an argument on the importance of teaching science with a feminist framework and defines it by acknowledging that all knowledge is historically situated and is influenced by social power and politics. This article presents a pedagogical model for implementing a special topic class on science and feminism for chemistry students at East Carolina University, a rural serving university in North Carolina. We provide the context of developing this class, a curricular model that is presently used (including reading lists, assignments, and student learning outcomes), and qualitative data analysis from online student surveys. The student survey data analysis shows curiosity about the applicability of feminism in science and the development of critical race and gender consciousness and their interaction with science. We present this work as an example of a transformative pedagogical model to dismantle White supremacy in Chemistry.

I read the paper and then wrote the post below about it. I wasn’t keen on the paper, to say the least. You can read my critique for yourself—though you may be tired of the ideological camel sticking its nose into the tent of science. I’ll quote my review very briefly.

Click to read my post (there’s another post that mentions this paper critically, as one of many science-and-ideology tirades, in a WSJ op-ed by Lawrence Krauss).

Below, indented quotes from my piece. Quotes from the Reyes et al paper are doubly indented:

The abstract gives an idea of the purpose of the course: to indoctrinate students in the authors’ brand of feminism, CRT, and other aspects of woke ideology.  It wants to rid chemistry of White Supremacy, for the unquestioned assumption is that chemistry education is riddled with white supremacy. If you read the authors seriously, you’d think that all chemistry teachers put on white robes and burned crosses after school. . .

. . . .At the outset they get off on the wrong foot: by asserting that sex is not binary (all bolding is mine):

When scientifically established facts, such as the nonbinary nature of both sex and gender are seen by students of science as a belief, one might ask: Are we being true to scientific knowledge? We use this student comment as a reflection of the subjectivity of how the pedagogical decisions are made in teaching “true science” vs what existing scientific knowledge tells us. This has resulted in the propagation of scientific miseducation for generations.

. . . .Besides the reading assignments, there are essays in which students are expected to parrot back the woke pabulum they’ve been fed:

The final assignment was a full paper with an intervention plan that might be implemented in their own institution/department which will enable students to create a STEM identity which acknowledges and respects their personal identity. For 2021 and 2022 classes, the intervention topics that students wrote about were as follows: the importance of all-gender bathrooms in STEM buildings, the importance of teaching how race, gender, sexuality, etc. are created and pathologized by STEM as a medical college course, how to increase accessibility of STEM as a discipline without erasing the lived experiences of URM students, and how the American STEM identity can incorporate the immigrant student/scholar experience.

At this point I wondered if this course had anything to do with science beyond using the “field” (excuse me) as an example of racism and white supremacy. I don’t think so. It’s ideological propaganda, pure and simple, and even worse than the forms dished out in “studies” courses. ‘

They also confused the Tuskegee airmen, a band of brave black pilots in WWII, with the Tuskegee Syphilis Study, a misguided and racist study of syphilis that’s an exemplar of how not to do medical studies on ethnic groups. This kind of confusion bespeaks a deep ignorance by Reyes et al, for nearly everyone knows the difference, and they could have looked it up. (There were NINE authors!)]

Here’s my conclusion:

The Upshot: This is without doubt the most annoying, misguided, and misplaced paper on science education I’ve read in the last five years. The American Chemical Society should be ashamed of itself.

Now two authors from Florida International University have written a short but trenchant critique of the first article, replete with references. Click below to read it, or you can find the pdf here .

Here are the three errors that, the authors say, dominate the paper. I’ll put them in bold and also indent some Landrum and Lichter quotes that support their critique:

In this commentary, we provide criticism of this work based on the following three points:

(1) the authors claim this course can “dismantle White Supremacy in Chemistry” yet fail to provide valid evidence for “White Supremacy.”

Nowhere within the text is the phrase “White supremacy in Chemistry” again found, nor is the term White supremacy again mentioned. The authors cannot be unaware of how the term White supremacy is often received. (3,28,29) This term is historically pejorative having arisen etymologically from the 19th century racist screeds of John H. Van Evrie and subsequently becoming identified with Jim Crowism and the racial violence of the Ku Klux Klan. (30) To suggest a connection exists between such historical racism and the contemporary nature of the discipline of chemistry and chemists is disingenuous. (28−30) The authors eschew discussion of “White supremacy” and instead fixate on the lesser known neologism “dysconscious racism”, apparently expecting readers to uncritically overlook this equivocation. It is our opinion that the choice in interchanging “dysconscious racism” and “white supremacy” within this paper, without demonstrable and valid evidence of either, is poor scholarship and delegitamizes the claimed course objective.

(2) the paucity of content directly related to chemistry and the evangelical presentation of a sociological and politically charged perspective producing a course more identifiable as political indoctrination than chemistry education.

Most of the topics of Reyes et al.’s course, 8 are listed in Table 2 of ref (1), have little to do with chemistry and more to do with medical or STEM-related historical events dealing with racial and gender inequality. Content appears to have been selected to advocate the authors’ sociopolitical preconceptions, and there is a noted absence of balance. We identified two topics as having connection to the history of (bio)chemistry: “HeLa cells” and “DNA and Rosalind Franklin”. The 6 other topics seem completely unrelated to chemistry: “Perfecting the C-section”? “Social Darwinism”? “Tuskegee Airmen”? It seems, referring to the latter, the authors have mistakenly written Tuskegee Airmen when referring to the Tuskegee Syphilis study. These are different historical events, and both are unrelated to chemistry or chemists. . . .

(3) the evaluation of the course which is both flawed and statistically meaningless.

The sample size is pathetically small, some evaluations were omitted without giving a reason, and there are no statistical tests (Reyes admit this in their rebuttal below)

Reyes et al. (1) evaluated their course using an online qualitative, four-question free response survey. A subset of 6 of 8 responses collected were included in the Supporting Information; no explanation is given to explain the exclusion of the 2 unreported responses. Of these 8 students, only four students had completed the course. A separate group of four students who had not taken the course also submitted responses. The authors appear to suggest the latter group’s responses might represent a valid control group.

 

The authors report comparison of the responses of 3 students who had not taken the course to those of 3 students who had completed the course. It is unclear why the authors did not include and compare two responses, one from each group. The longer-length responses given by those who completed the course is claimed by the authors to be a measure of student mastery of the course objectives. This conclusion amounts to conjecture and speculation.

Finally, Reyes and one co-author (why not the rest?) wrote a response to the critique above; you can see it by clicking on the link below, or find the pdf  here.

It’s tiring to have to deal with the two authors’ (non)reply, but I’ll summarize how they respond to the accusations. Their quotes are indented; mine are flush left.

White Supremacy

Scores of research articles published in peer-reviewed and well reputed journals have documented white supremacy in Chemistry and other STEM departments in US Universities and linked the above-mentioned negative outcomes to white supremacist practices. (19−30) As such, we are not the first one to claim white supremacy in STEM/Chemistry based on just one or two personal experiences, but we grounded the pedagogy for this class in well researched observations. (31) Given the presence of white supremacy in STEM, (19−30) it is wrong to not provide ALL students an opportunity to engage with these ideas in an honest conversation as it robs them from crucial professional development training on working with a diverse work force. Our class is one example of such an effort, and although one class does not ensure systemic changes, it does try to create a more unified society in Chemistry/STEM. In fact, like us, other scholars have also suggested teaching history and consequences of bias in STEM as a strategy to dismantle white supremacy and other forms of systemic discriminations in STEM. (30−32)

I suggest looking at references 19-30 to see if they really do document “white supremacy in STEM”. Of the first nine references I looked at, only two even mention “white supremacy”.  That is, of course, different from racism.  And a lack of opportunity for minority chemistry students is not necessarily due to white supremacy.

Paucity of chemistry content.  The authors argue that this is irrelevant because this was a special topics course in chemistry that didn’t affect whether a student could or could not graduate with a chemistry major. Instead, they say, “with the changing demographic of STEM/Chemistry higher education disciplines and the continued observation that students of color feel alienated in STEM/Chemistry fields, this class intended to provide all students with training on how to engage with identity and its influence on one’s ability to learn. Students chose this class from the list of all available classes, further reinforcing the idea that there was student interest in learning about intersectional feminism and its connection to STEM/Chemistry.”  In other words, this wasn’t really a chemistry course, but an ideology course (though they loudly decry that there was an ideology involved, yet cite bell hooks, who is not a chemist but an ideologue).

The vacuous nature of the claim that this course was successful.  Here’s the response, though note that the class “is not offered at present”:

We agree that the survey data presented in the original article is not statistically significant (and because of that reason we did not make any overarching generalization or provide any statistical analysis). However, the open-response (qualitative data) nature of this survey allowed us to gather rich data which could be analyzed for thematic analysis using standard protocols (coding, thematic analysis) as described in the original article. (1) Due to institutional changes and restrictions nationally, (33−35) this class is not offered at present which makes it impossible to gather further data. We suggest any interested reader to consult a review that compiles the potential application of critical race theory (CRT) in physics which might be useful in designing similar classes in STEM.

This is word salad; and yes, they do make generalizations. Here’s one from the first paper:

 Analysis of the survey from students who took this class appreciated that the historical situatedness of knowledge and knowledge production and could explain the benefits that those can provide to one’s professional success as well as the society at large. This being the overarching learning objective for this class, the authors argue that students gained the ability to analyze information presented to them and express those using both scientific and feminist language.

But please, read for yourself (take these articles, please!).  It’s a paradigm of how authors can infuse science with ideology and then, when called out on it, wriggle and waffle in trying to deny the accusations.

Discoveries from the genomes of the last Neanderthals are rewriting the story of how our own species came to replace them

Key climate indicators from greenhouse gas levels to ice loss have reached record levels this year in what researchers call a “critical and unpredictable new phase of the climate crisis”