Christopher Nichols, The Ohio State University

Curious Kids is a series for children of all ages. If you have a question you’d like an expert to answer, send it to [email protected].

What is most likely going on in Area 51? – Griffin, age 10, South Lyon, Michigan

One of the reasons people can never be entirely sure about what is going on at Area 51 is that it is a highly classified secret military facility. It was not until 2013 that the U.S. government even acknowledged the existence and name “Area 51.”

This information came out as part of a broader set of documents released through a Freedom of Information Act request, which is something regular citizens and groups can do to ask the U.S. government to provide details about government activities. In this case, the request made public formerly classified CIA information regarding the historical development and testing of the U-2 spy plane. The information also revealed where it was tested: Area 51!

As a national security historian, I know there’s a long history of secrets at Area 51. I also know that none of those secrets have anything to do with space aliens.

The place

The base commonly referred to as Area 51 is located in a remote area of southern Nevada, roughly 100 miles (161 kilometers) from Las Vegas. It is in the middle of a federally protected area of the U.S. Air Force’s Nevada Test and Training Range, now known as the Nevada National Security Site, which is inside the larger Nellis Air Force Range.

Area 51 is the name on maps for the area within the Nevada National Security Site where the government carried out secret operations. The airfield at Area 51 is called Homey Airport, and the overall facility is often referred to as Groom Lake. Groom Lake is a salt flat, or dried-out lake, adjacent to the airport.

The history

In the early years of the Cold War between the United States and the Soviet Union, both nations sought new technological developments that might give one country more power than the other. A great amount of information about scientific achievements, such as on rockets or weapons – but also even on ways to grow more food or make fuel more efficient – was kept secret as an issue of national security.

A key part of not fighting another world war was, and still is, developing technologies to see what the other side is doing – that is, surveillance technologies that can spy on the enemy. The information gathered by new and improved surveillance technologies about new innovations with planes and weapons was very important to governments.

This meant that both the surveillance information and the technology to get it were closely held national security secrets. Very few people in the governments of the U.S. and Soviet Union knew about the secrets from the 1940s all the way up until the end of the Cold War in 1991.

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Central to all this was the U.S.’s U-2 spy plane. It could fly higher than other airplanes and was made to travel over targets all around the world to take high-resolution photographs and measurements. Area 51 was selected in 1955 to test the U-2 in part because its remote location could help keep the plane secret.

Area 51 became the test site for other secret new aircraft. This included the A-12, which, like the U-2, was a fast-flying reconnaissance plane. The A-12 was first test flown at Homey Airport in 1962. It had a bulging disc-like center to carry additional fuel. Its shape and shiny titanium body could well have been responsible for some people’s reports about seeing spherical ships, also known as flying saucers.

Another important – and odd-shaped – aircraft first tested at Area 51 was the stealth fighter known as the F-117. It first flew at Homey Airport in 1981.

Secrets and speculation

“More Flying Objects Seen in Clark Sky,” read the June 17, 1959, headline in the Reno Evening Gazette newspaper. Reports like this of unidentified flying objects in the 1950s and 1960s fueled controversy and attention for Area 51. This was for three main reasons:

1. Area 51 was highly secret and not publicly accessible.
2. The area was home to test flights of secret new airplanes that moved fast and in different ways than expected.
3. The Cold War was an era of political tension, and there were many movies and TV shows about space aliens at the time.

When the government does not tell the public the full truth, no matter the reasons, secrets can lead to wild speculation. Secrecy can leave room for conspiracy theories to develop.

Area 51 remains off-limits to civilian and regular military air traffic, a decade after the government acknowledged its existence. The 68 years of government secrecy has helped to amplify suspicions, speculation and conspiracy theories. These conspiracy theories include crashed alien spaceships, space aliens being experimented on, and even space aliens working at Area 51.

There are much simpler explanations for what witnesses have seen near Area 51. After all, the public now knows about what was being tested at Area 51, and when. For example, as U-2 and A-12 flights increased in the 1950s and 1960s, so did local sightings of UFOs. As balloons and planes crashed, and secret testing of new technologies as well as captured Soviet equipment continued, so did reports of UFO crashes and landings.

In fact, many UFO sightings match almost exactly with dates and times of flights of then-classified experimental aircraft. We also know that prototype drones and more recent versions have been tested at the site.

In the end, there is no reason to think that anything other than earthly technologies have been behind the strange sights and sounds at Area 51.

This article has been updated to correct the descriptions of the name Area 51 and the U2 spy plane’s capabilities.

Hello, curious kids! Do you have a question you’d like an expert to answer? Ask an adult to send your question to [email protected]. Please tell us your name, age and the city where you live.

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And since curiosity has no age limit – adults, let us know what you’re wondering, too. We won’t be able to answer every question, but we will do our best.

Christopher Nichols, Professor of History, The Ohio State University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

The science section of our news blog STM Daily News provides readers with captivating and up-to-date information on the latest scientific discoveries, breakthroughs, and innovations across various fields. We offer engaging and accessible content, ensuring that readers with different levels of scientific knowledge can stay informed. Whether it’s exploring advancements in medicine, astronomy, technology, or environmental sciences, our science section strives to shed light on the intriguing world of scientific exploration and its profound impact on our daily lives. From thought-provoking articles to informative interviews with experts in the field, STM Daily News Science offers a harmonious blend of factual reporting, analysis, and exploration, making it a go-to source for science enthusiasts and curious minds alike. https://stmdailynews.com/category/science/

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Lisa Bosman, Purdue University

Diversifying the science, technology, engineering and math fields has long been a top priority of many universities and tech companies. It’s also a goal of the National Science Foundation, the biggest funder of university-led research and development in the U.S.

But in the field of engineering, at least, there hasn’t been a lot of progress in diversifying the academic pipeline beyond white men.

The share of engineering bachelor’s degrees awarded to Black students has barely budged over the past decade. Women and Hispanic students fared better, but their respective percentages are still well below their shares of the population as a whole. The shares of engineering professors who are Black or Hispanic are also little changed and remain in the low single digits.

Many reasons have been cited for this lack of progress, including stereotypes, lack of exposure, limited role models and the recent backlash against so-called woke policies that emphasize diverse hiring policies. But, as a scholar of STEM education accessibility, I believe there’s another culprit: poorly prepared professors. Unlike the other challenges, it happens to be a much easier problem for universities themselves to remedy.

Some progress – but not a lot

A quick look at the numbers shows there hasn’t been much to show for all the efforts to improve diversity of the engineering field.

For example, in 2011, 4.2% of engineering bachelor’s degrees were awarded to African American students. A decade later, 4.7% of degrees went to African American students.

Progress was better for women and Hispanic students, but the numbers are still far from proportional to demographics. In 2011, Hispanic students earned 8.5% of engineering degrees. That rose to 13.6% in 2021 – versus the group’s 20% share of the U.S. population.

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Women similarly saw gains over the years, going from 18% to 24%. But 6 percentage points in 10 years doesn’t look as good when you consider that women make up over half of the population.

The situation is worse when you look at the share who become professors. In 2020, 2.5% of engineering professors were African American, the same share as 10 years earlier. The share of Hispanic engineering professors edged up to 3.9% from 3.7%.

Women fared slightly better, rising to 18.6% from 13.8%, but as noted, that’s still a pretty poor result from all those efforts to diversity the academy.

More broadly, there’s a deeper problem in engineering schools. Just 56% of engineering students complete their bachelor’s degree in six years, according to a 2021 report by the American Society for Engineering Education. That compares with 64% for all fields. A National Science Foundation survey from the same year found that only 65% of science and engineering college graduates were working in a field related to their degree.

In other words, roughly a third of engineering students aren’t getting their degrees, and among those who do, around a third are switching careers – despite investing a lot of money on their education. While there’s limited data available on women or specific racial groups, I don’t think I’m going out on a limb to argue that the numbers for them look even worse.

Engineering teachers lack much teacher training

Among the reasons cited for this, I believe that the roles of teaching and learning haven’t received enough attention.

A growing body of research suggests that the quality of teaching needs to improve to reverse trends of lower graduation rates and properly teach an increasingly diverse student body. And I believe this is especially true in STEM disciplines like engineering.

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Engineering professors commonly have training in advanced technical areas, but few receive training in teaching and learning. This challenge of poor teaching preparedness is not limited to the engineering discipline, but the consequences are much worse, especially given the push to diversify STEM.

Effective teaching enhances retention and completion rates by promoting better understanding of the material and creating more student involvement in the learning process. When students are actively engaged, supported and motivated to learn, they are more likely to persist and complete their educational goals.

Teacher training for universities is starkly different than K-12 training. Most school districts require that teachers have a four-year bachelor’s degree in teacher education. The focus is less on content and more on implementing effective teaching practices. K-12 training includes lesson planning, differentiated instruction and best practices for classroom management. There is also often a strong emphasis on social, emotional and behavioral well-being.

Although some engineering doctoral students might gain teaching exposure through a graduate teaching assistantship, this experience is commonly limited to grading assignments and rarely includes course design and development.

To teach as a professor in colleges and universities, most accreditation boards simply require a minimum of 18 graduate credits – or about two semesters – in the topic area. Here, the focus is strictly on research content. No prior teaching experience or training is required.

As a result, newly minted doctoral graduates are thrown into the lion’s den of teaching unprepared. If they are lucky, they are provided with the latest available syllabus. However, new professors are typically unprepared to accommodate students with disabilities, teach Black and Hispanic students, work with remedial students or navigate sensitive topics. They are generally anxious about teaching.

The field of K-12 teacher education has strategies to deal with these challenges. Continuing education and ongoing professional development keep both experienced and inexperienced teachers up to date on inclusive teaching practices. These can include sharing gender pronouns, ensuring media is accessible, using inclusive language and offering diverse perspectives in teaching resources. And yet, keeping up with these changes can be daunting for new professors.

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Teaching teachers to teach

But there is a solution: treating college-level teaching as a professional development opportunity.

Most colleges and universities offer professional development training for professors and other instructors who want to opt in to teacher training, but the programs often have limited scope and responsibility at a level to make a substantial positive impact on student learning and engagement.

One way to change this is to invest in Scholarship of Teaching and Learning programs. This is a scholarly approach in which educators systematically study their teaching practices, student learning outcomes and the effectiveness of various teaching methods and strategies.

At Purdue University, we created a Scholarship of Teaching and Learning Accelerator program to help engineering graduate students around the world improve their teaching methods and share what they learned with others. In 2024, we published a peer-reviewed article that reports the process and what we learned.

By providing comprehensive professional development opportunities tailored to the needs of engineering instructors, institutions can support their ongoing growth and development as effective educators, ultimately enhancing the quality of engineering education and preparing students for success in their future career.

And in turn, better-trained teachers will be better equipped to support students from diverse backgrounds and help those traditionally underrepresented in STEM.

Lisa Bosman, Associate Professor of Technology Leadership and Innovation, Purdue University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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The Bridge is a section of the STM Daily News Blog meant for diversity, offering real news stories about bona fide community efforts to perpetuate a greater good. The purpose of The Bridge is to connect the divides that separate us, fostering understanding and empathy among different groups. By highlighting positive initiatives and inspirational actions, The Bridge aims to create a sense of unity and shared purpose. This section brings to light stories of individuals and organizations working tirelessly to promote inclusivity, equality, and mutual respect. Through these narratives, readers are encouraged to appreciate the richness of diverse perspectives and to participate actively in building stronger, more cohesive communities.

https://stmdailynews.com/the-bridge

Matt Kasson, West Virginia University

Curious Kids is a series for children of all ages. If you have a question you’d like an expert to answer, send it to [email protected].

Is a zombie apocalypse caused by fungi, like the Cordyceps from “The Last of Us,” something that could realistically happen? – Jupiter, age 15, Ithaca, New York

Zombies strike fear into our hearts – and if they’re persistent, eventually they get inside our heads. Animals taken over by zombies no longer control their own bodies or behaviors. Instead, they serve the interests of a master, whether it’s a virus, fungus or some other harmful agent.

The term “zombi” comes from Vodou, a religion that evolved in the Caribbean nation of Haiti. But the idea of armies of undead, brain-eating human zombies comes from movies, such as “Night of the Living Dead,” television shows like “The Walking Dead” and video games like Resident Evil.

Those all are fictional. Nature is where we can find real examples of zombification – one organism controlling another organism’s behavior.

I study fungi, a huge biological kingdom that includes molds, mildews, yeasts, mushrooms and zombifying fungi. Don’t worry – these “brain-eating organisms” tend to target insects.

The fungus Ophiocordyceps unilateralis infects and kills ants. Over time, they can diminish the local ant population.

Insect body snatchers

One of the most famous examples is the zombie ant fungus, Ophiocordyceps unilateralis, which is part of a larger group known as Cordyceps fungi. This fungus inspired the video game and HBO series “The Last of Us,” in which a widespread fungal infection turns people into zombie-like creatures and causes society to collapse.

In the real world, ants usually come into contact with this fungus when spores – pollen-size reproductive particles that the fungus makes – fall onto the ant from a tree or plant overhead. The spores penetrate the ant’s body without killing it.

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Once inside, the fungus spreads in the form of a yeast. The ant stops communicating with nestmates and staggers around aimlessly. Eventually it becomes hyperactive.

Finally, the fungus causes the ant to climb up a plant and lock onto a leaf or a stem with its jaws – a behavior called summiting. The fungus changes into a new phase and consumes the ant’s organs, including its brain. A stalk erupts from the dead insect’s head and produces spores, which fall onto healthy ants below, starting the cycle again.

Scientists have described countless species of Ophiocordyceps. Each one is tiny, with a very specialized lifestyle. Some live only in specific areas: for example, Ophiocordyceps salganeicola, a parasite of social cockroaches, is found only in Japan’s Ryukyu Islands. I expect that there are many more species around the world awaiting discovery.

The zombie cicada fungus, Massospora cicadina, has also received a lot of attention in recent years. It infects and controls periodical cicadas, which are cicadas that live underground and emerge briefly to mate on 13- or 17-year cycles.

The fungus keeps the cicadas energized and flying around, even as it consumes and replaces their rear ends and abdomens. This prolonged “active host” behavior is rare in fungi that invade insects. Massospora has family members that target flies, moths, millipedes and soldier beetles, but they cause their hosts to summit and die, like ants affected by Ophiocordyceps.

The real fungal threats

These diverse morbid partnerships – relationships that lead to death – were formed and refined over millions of years of evolutionary time. A fungus that specializes in infecting and controlling ants or cicadas would have to evolve vastly new tools over millions more years to be able to infect even another insect, even one that’s closely related, let alone a human.

In my research, I’ve collected and handled hundreds of living and dead zombie cicadas, as well as countless fungus-infected insects, spiders and millipedes. I’ve dissected hundreds of specimens and uncovered fascinating aspects of their biology. Despite this prolonged exposure, I still control my own behavior.

Some fungi do threaten human health. Examples include Aspergillus fumigatus and Cryptococcus neoformans, both of which can invade people’s lungs and cause serious pneumonia-like symptoms. Cryptococcus neoformans can spread outside the lungs into the central nervous system and cause symptoms such as neck stiffness, vomiting and sensitivity to light.

Invasive fungal diseases are on the rise worldwide. So are common fungal infections, such as athlete’s foot – a rash between your toes – and ringworm, a rash that despite its name is caused by a fungus.

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Fungi thrive in perpetually warm and wet environments. You can protect yourself against many of them by showering after you get sweaty or dirty and not sharing sports gear or towels with other people.

Not all fungi are scary, and even the alarming ones won’t turn you into the walking dead. The closest you’re likely to come to a zombifying fungus is through watching scary movies or playing video games.

If you’re lucky, you might find a zombie ant or fly in your own neighborhood. And if you think they’re cool, you could become a scientist like me and spend your life seeking them out.

Hello, curious kids! Do you have a question you’d like an expert to answer? Ask an adult to send your question to [email protected]. Please tell us your name, age and the city where you live.

And since curiosity has no age limit – adults, let us know what you’re wondering, too. We won’t be able to answer every question, but we will do our best.

Matt Kasson, Associate Professor of Mycology and Plant Pathology, West Virginia University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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The science section of our news blog STM Daily News provides readers with captivating and up-to-date information on the latest scientific discoveries, breakthroughs, and innovations across various fields. We offer engaging and accessible content, ensuring that readers with different levels of scientific knowledge can stay informed. Whether it’s exploring advancements in medicine, astronomy, technology, or environmental sciences, our science section strives to shed light on the intriguing world of scientific exploration and its profound impact on our daily lives. From thought-provoking articles to informative interviews with experts in the field, STM Daily News Science offers a harmonious blend of factual reporting, analysis, and exploration, making it a go-to source for science enthusiasts and curious minds alike. https://stmdailynews.com/category/science/