The Knowledge
The Great American Soda Divide: How Geography Shapes What We Call Our Fizzy Drinks
Last Updated on June 28, 2025 by Daily News Staff
Two smiling young women standing and drinking soda outdoors
Ever wonder why your friend from Chicago calls it “pop” while your cousin in California says “soda”? Or why someone from Atlanta might ask for a “Coke” when they actually want a Sprite? Welcome to one of America’s most fascinating linguistic divides – the regional terminology for carbonated soft drinks.
The Big Three: Soda, Pop, and Coke
Across the United States, three main terms dominate the carbonated beverage conversation, each with its own distinct geographical footprint and cultural identity.
“Soda” – The Coastal Choice
Where it’s used: Northeast, West Coast (especially California), most of Florida, and pockets around Milwaukee and St. Louis
The term “soda” has its roots in “soda water” and represents the more formal, urban approach to naming carbonated beverages. This terminology dominates in major metropolitan areas and coastal regions, reflecting the historical influence of early soda fountains and urban development patterns.
Demographics: Typically used in densely populated urban areas, college towns, and regions with higher levels of formal education. The Northeast corridor from Boston to Washington D.C. is solidly “soda” territory.
“Pop” – The Heartland Standard
Where it’s used: Midwest (Illinois, Michigan, Ohio, Minnesota, Pennsylvania), Mountain West, and Pacific Northwest
“Pop” gets its name from the distinctive sound a bottle makes when opened – that satisfying “pop!” This term reflects the more casual, down-to-earth culture of America’s heartland and has strong ties to working-class communities and rural areas.
Demographics: Predominantly used in smaller cities, rural communities, and blue-collar neighborhoods. The Great Lakes region is the epicenter of “pop” usage, where it’s not just preferred – it’s practically mandatory.
“Coke” – The Southern Phenomenon
Where it’s used: Throughout the American South, with strongest concentration in Georgia, Alabama, Mississippi, and parts of Texas
Perhaps the most unique of the three, “Coke” represents a fascinating linguistic phenomenon where a brand name becomes the generic term for an entire category. In the South, you might hear someone say, “I’ll have a Coke,” followed by “What kind?” – leading to responses like “Dr Pepper Coke” or “Sprite Coke.”
Demographics: This usage spans across all socioeconomic levels in the South but is particularly strong in rural areas and among older generations who remember when Coca-Cola truly dominated the regional market.
The Cultural Stories Behind the Words
These regional differences aren’t just random – they tell the story of American migration, industrialization, and cultural identity.
Historical Migration Patterns: The soda/pop divide often follows the paths of 19th-century migration. German and Scandinavian immigrants who settled the Midwest brought linguistic patterns that favored “pop,” while the more formal “soda” took hold in established Eastern cities.
Industrial Influence: The dominance of “Coke” in the South directly reflects Coca-Cola’s Atlanta headquarters and the company’s early marketing dominance in the region. The brand became so synonymous with carbonated drinks that it absorbed the entire category.
Urban vs. Rural Dynamics: “Soda” tends to cluster around major metropolitan areas, while “pop” dominates in smaller cities and rural areas. This reflects broader cultural patterns about formality, tradition, and regional identity.
The Demographics Tell a Story
Recent linguistic studies reveal interesting demographic patterns:
- Age Factor: Older Americans are more likely to use regionally traditional terms, while younger generations show more mixing due to increased mobility and social media influence.
- Education and Income: Higher education levels correlate with “soda” usage, even in traditionally “pop” regions, possibly due to exposure to more diverse linguistic communities.
- Urban Migration: People who move from rural to urban areas often switch from “pop” to “soda,” while the reverse is less common.
Cheerful young man holding bottle of soda nad showing thumbs up over blue background
Modern Mixing and Future Trends
Today’s America is more mobile than ever, and these linguistic boundaries are becoming more fluid. College campuses often become melting pots where students from different regions negotiate these differences. Social media and national advertising campaigns using terms like “soft drinks” or “beverages” are also creating more neutral ground.
However, regional pride keeps these terms alive. Many people view their soda terminology as a badge of regional identity – something that connects them to their hometown and cultural roots.
Why This Matters
This linguistic divide represents something deeper than just word choice. It reflects how geography, history, and culture shape our daily language in ways we rarely notice. Whether you say “soda,” “pop,” or “Coke,” you’re participating in a rich tradition of American regional identity.
The next time you’re traveling and hear someone use a different term, remember – you’re witnessing American linguistic diversity in action. And maybe, just maybe, you’ll appreciate how something as simple as ordering a fizzy drink can connect us to the fascinating tapestry of American culture.
What do you call it in your region? The great American soda debate continues, one fizzy drink at a time.
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The Knowledge
Artemis II’s long countdown – a space historian explains why it has taken over 50 years to return to the Moon
Why has it taken 50+ years to return to the Moon? A space historian explains the technical, political, and financial complexities behind Artemis II’s long journey.
Last Updated on April 10, 2026 by Daily News Staff
Emily A. Margolis, Smithsonian Institution
While I was leading a tour of the National Air and Space Museum in January 2026, a visitor posed this insightful question: “Why has it taken so long to return to the Moon?”
After all, NASA had the know-how and technology to send humans to the lunar surface more than 50 years ago as part of the Apollo program. And, as another tour guest reminded us, computers today can do so much more than they could back then, as evidenced by the smartphones most of us carry in our pockets. Shouldn’t it be easier to get to the Moon than ever before?
The truth is that sending humans into space safely continues to be difficult, especially as missions increase in complexity.
New technologies require years of study, development and testing before they can be certified for flight. And even then, systems and materials can behave in ways that surprise and worry engineers and mission planners; look no further than Boeing’s Starliner CFT mission or the performance of the Orion heat shield on Artemis I.
Issues with Starliner’s thrusters led NASA to return the spacecraft from the International Space Station without its crew. Unanticipated chipping of the Orion heat shield resulted in years of research, culminating in NASA altering the atmospheric reentry plans for the Artemis II mission.
NASA’s programs also require sustained political will and financial support across multiple presidential administrations, Congresses and fiscal years. As a historian of human spaceflight, I have studied the space agency’s efforts to engage the broader public to convince American taxpayers that their programs hold value for the nation.
NASA is now on the eve of the first crewed flight to the Moon since the Apollo era: Artemis II. A crew of four will conduct a lunar flyby, laying the groundwork, the agency hopes, for a landing on the Artemis IV mission.
The story of NASA’s effort to return humans to the Moon is long and winding, demonstrating the complexities of turning grand ambitions into real missions.
Post-Apollo
In early 1970, with two successful Moon landings on the books, President Richard Nixon sought to reduce NASA’s budget to better align with his administration’s priorities. This decision put the space agency in a difficult position, which ultimately led to the cancellation of three planned Apollo missions to conserve funding for its plans for long-term human activity in low Earth orbit.
NASA repurposed the third stage of a Saturn V rocket to create the first U.S. space station, Skylab, which operated from 1973 to 1974. The space agency used leftover Saturn IB rockets and Apollo command and service modules to send crews to the station.
Over the next three decades, NASA developed and operated the space shuttle. The fleet of space shuttle orbiters supported satellite deployment and microgravity research on orbital missions of up to 17 days. This work was meant to enable future long-duration human missions and provide benefits to people on Earth. For example, data from protein crystal growth experiments have informed the development of medicines.
The space shuttle program facilitated the construction, maintenance and staffing of a continuously inhabited research platform in orbit, the International Space Station. The first modules launched in late 1998.
Where to next?
As the new millennium approached, the Clinton administration tasked NASA to think beyond the space station. What could robots and humans do next in space? And where could they do it? Notably, the White House expressed an interest in locations beyond low Earth orbit.
NASA, it turned out, was well positioned to meet the administration’s request. NASA Administrator Daniel Goldin was already thinking about preparing proposals for the next presidential administration and had recently sponsored a human lunar return study. In 1999, he established a team to investigate new technologies, missions and destinations for the 21st century.
This work took on new significance following the tragic loss of the space shuttle Columbia crew in February 2003. Many people, including those in the new George W. Bush White House, wondered whether the human spaceflight program should continue – and, if so, how.
Administration discussions culminated in Bush’s Vision for Space Exploration in 2004, which directed NASA to retire the space shuttle after the completion of the space station. It called for returning humans to the Moon on a crew exploration vehicle designed for destinations beyond low Earth orbit.
It also called for continuing robotic exploration of Mars and engaging companies and international partners in space. Fifteen years earlier, President George H. W. Bush had also announced a Moon and Mars exploration program, but congressional concerns about cost kept space travelers close to home.
The Constellation program’s legacy
In December 2004, NASA began the process of finding a manufacturer for the crew exploration vehicle. By August 2006, the space agency awarded Lockheed Martin the contract to build the capsule, which it had named Orion – the same Orion planned to carry Artemis astronauts to the Moon.
Years of research, development and testing followed for Orion as well as the Ares I crew and Ares V cargo launch vehicles. Together, these technologies made up the Constellation program.
Constellation had two primary objectives: in the near term, to help transport crew to and from the space station after the space shuttle program ended; in the long term, to enable human lunar exploration.
Building systems that could work in both Earth orbit and around the Moon was supposed to save the time and cost of developing two vehicles. Similarly, adapting space shuttle program hardware could supposedly cut costs.
During the first months of Barack Obama’s presidency in 2009, the administration initiated an independent review of NASA’s human spaceflight plans. The Augustine Committee, chaired by retired aerospace executive Norman Augustine, found that the agency’s ambitions outstripped its limited budget, leading to significant delays. The first Orion spacecraft was likely to arrive after the space station ceased operations.
The committee proposed several paths forward at the current funding level, which prioritized space shuttle and space station programs. An additional annual investment of US$3 billion would allow for human exploration beyond low Earth orbit.
Ultimately, the Obama administration canceled Constellation, but two of its technologies lived on, thanks to U.S. senators from states that would have been affected by cuts.
The NASA Authorization Act of 2010 funded Orion’s continued development, shifting responsibility for space station crew transportation to commercial vehicles. It also directed NASA to develop the space launch system, a redesigned Ares V heavy booster, to send Orion to the Moon. The technical strategy had political benefits, too, preserving jobs in numerous congressional districts by providing continuity for aerospace contractors.
In December 2014, a Delta IV heavy rocket launched the first Orion capsule on a test flight, providing engineers with data on spacecraft systems and the heat shield. By October 2015, the space launch system had completed a critical design review, the last step before manufacturing could begin.
Introducing Artemis
In December 2017, the new Trump administration issued a policy directive shifting the focus of NASA’s human spaceflight program back to the Moon. The space agency would use Orion and the space launch system in a race to meet an ambitious 2024 landing date. NASA officially named the program Artemis in May 2019.
The 25-day Artemis I mission, launched in November 2022, was a major milestone for the program. This uncrewed flight was the first flight of the space launch system and the first to integrate SLS and Orion. It laid the groundwork for Artemis II, which will be the first crewed flight of the SLS.
Over more than 50 years, each new presidential administration has reassessed the place of spaceflight among its priorities, either encouraging or curtailing NASA’s efforts to return humans to the lunar surface.
Each crewed flight requires the alignment of technical expertise, political will and financial support over years if not decades. For the space fans who plan to watch the Artemis II launch, the wait for countdown may feel long. But it’s just a blink in NASA’s long journey back to the Moon.
Emily A. Margolis, Curator of Contemporary Spaceflight, National Air and Space Museum, Smithsonian Institution
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Dive into “The Knowledge,” where curiosity meets clarity. This playlist, in collaboration with STMDailyNews.com, is designed for viewers who value historical accuracy and insightful learning. Our short videos, ranging from 30 seconds to a minute and a half, make complex subjects easy to grasp in no time. Covering everything from historical events to contemporary processes and entertainment, “The Knowledge” bridges the past with the present. In a world where information is abundant yet often misused, our series aims to guide you through the noise, preserving vital knowledge and truths that shape our lives today. Perfect for curious minds eager to discover the ‘why’ and ‘how’ of everything around us. Subscribe and join in as we explore the facts that matter. https://stmdailynews.com/the-knowledge/
Artemis II Astronauts Capture First Moon Flyby Images from Lunar Far Side
April 7, 2026 — NASA has released the first breathtaking images from the historic Artemis II mission, offering humanity a rare look at the Moon’s far side—including views never before seen by human eyes.
Captured during a seven-hour lunar flyby on April 6, the images were taken by astronauts aboard the Orion spacecraft as part of NASA’s first crewed mission to the Moon in more than 50 years.
🌕 A Historic View of the Moon
The newly released images reveal stunning details of the lunar surface, including impact craters, ancient lava flows, and fractured terrain that scientists will use to better understand the Moon’s geologic history.
Among the most remarkable visuals is a rare solar eclipse seen from space, where the Moon passes in front of the Sun, revealing the Sun’s outer corona. The images also captured an “earthset” and “earthrise”—moments where Earth appears to set and rise over the Moon’s horizon.
In one striking image, the Moon is backlit by the Sun, with Earth glowing at its edge, while distant planets like Saturn and Mars appear as bright points in the background.
📸 Thousands of Images, New Discoveries
The Artemis II crew—Reid Wiseman, Victor Glover, Christina Koch, and Canadian astronaut Jeremy Hansen—used a range of cameras to capture thousands of high-resolution images during the flyby.
In addition to photography, the astronauts reported observing six meteoroid impact flashes on the Moon’s surface, offering scientists a rare opportunity to study active lunar events in real time.
Researchers are now analyzing the images, audio, and telemetry data to refine their understanding of the Moon’s surface and compare findings with observations from Earth-based astronomers.
🔬 Science That Shapes the Future
According to NASA officials, the data collected during Artemis II will play a critical role in shaping future missions, including plans to establish a long-term human presence on the Moon.
“These images are not only visually stunning, but they are brimming with scientific value that will inspire generations to come,” said Dr. Nicky Fox, associate administrator for NASA’s Science Mission Directorate.
The mission also provides astronauts with a unique advantage—human observation. With four trained sets of eyes, the crew is able to analyze subtle differences in color, brightness, and texture across the lunar surface in ways robotic systems cannot.
🚀 More Than Halfway Home
Now more than halfway through its 10-day journey, Artemis II is heading back toward Earth. NASA is targeting a splashdown at 8:07 p.m. EDT on April 10 off the coast of San Diego.
Live coverage of the return will begin at 6:30 p.m. EDT on NASA+, with recovery teams ready to retrieve the crew and spacecraft following reentry.
🌍 A New Era of Exploration
The Artemis II mission marks a major step forward in NASA’s long-term vision of returning humans to the Moon and eventually sending astronauts to Mars.
With each image and data point sent back to Earth, the mission is not only rewriting the record books—but also expanding humanity’s understanding of our closest celestial neighbor.
Official Artemis II images are available through NASA’s digital platforms, including the Artemis Image Gallery and NASA Image and Video Library.
🔗 Related External Links
Explore official NASA resources and view the latest Artemis II Moon flyby images:
- NASA: Artemis II Mission Overview
- NASA Artemis Program (Return to the Moon)
- NASA Image and Video Library (Artemis II Photos)
- Artemis Image Gallery
- Orion Spacecraft Details
- Apollo 13 Mission History (Previous Distance Record)
Source: NASA Official Release – Artemis II Moon Flyby Images
Dive into “The Knowledge,” where curiosity meets clarity. This playlist, in collaboration with STMDailyNews.com, is designed for viewers who value historical accuracy and insightful learning. Our short videos, ranging from 30 seconds to a minute and a half, make complex subjects easy to grasp in no time. Covering everything from historical events to contemporary processes and entertainment, “The Knowledge” bridges the past with the present. In a world where information is abundant yet often misused, our series aims to guide you through the noise, preserving vital knowledge and truths that shape our lives today. Perfect for curious minds eager to discover the ‘why’ and ‘how’ of everything around us. Subscribe and join in as we explore the facts that matter. https://stmdailynews.com/the-knowledge/
News
Children can be systematic problem-solvers at younger ages than psychologists had thought – new research
Child psychologists: Celeste Kidd’s research challenges long-standing ideas from Jean Piaget about children’s problem-solving abilities. Her findings show that children as young as four can independently utilize algorithmic strategies to solve complex tasks, contradicting the belief that systematic logical thinking develops only after age seven. This insight highlights the importance of nurturing algorithmic thinking in early education.
Last Updated on March 16, 2026 by Daily News Staff
Celeste Kidd, University of California, Berkeley
I’m in a coffee shop when a young child dumps out his mother’s bag in search of fruit snacks. The contents spill onto the table, bench and floor. It’s a chaotic – but functional – solution to the problem.
Children have a penchant for unconventional thinking that, at first glance, can look disordered. This kind of apparently chaotic behavior served as the inspiration for developmental psychologist Jean Piaget’s best-known theory: that children construct their knowledge through experience and must pass through four sequential stages, the first two of which lack the ability to use structured logic.
Piaget remains the GOAT of developmental psychology. He fundamentally and forever changed the world’s view of children by showing that kids do not enter the world with the same conceptual building blocks as adults, but must construct them through experience. No one before or since has amassed such a catalog of quirky child behaviors that researchers even today can replicate within individual children.
While Piaget was certainly correct in observing that children engage in a host of unusual behaviors, my lab recently uncovered evidence that upends some long-standing assumptions about the limits of children’s logical capabilities that originated with his work. Our new paper in the journal Nature Human Behaviour describes how young children are capable of finding systematic solutions to complex problems without any instruction. https://www.youtube.com/embed/Qb4TPj1pxzQ?wmode=transparent&start=0 Jean Piaget describes how children of different ages tackle a sorting task, with varying success.
Putting things in order
Throughout the 1960s, Piaget observed that young children rely on clunky trial-and-error methods rather than systematic strategies when attempting to order objects according to some continuous quantitative dimension, like length. For instance, a 4-year-old child asked to organize sticks from shortest to longest will move them around randomly and usually not achieve the desired final order.
Psychologists have interpreted young children’s inefficient behavior in this kind of ordering task – what we call a seriation task – as an indicator that kids can’t use systematic strategies in problem-solving until at least age 7.
Somewhat counterintuitively, my colleagues and I found that increasing the difficulty and cognitive demands of the seriation task actually prompted young children to discover and use algorithmic solutions to solve it.
Piaget’s classic study asked children to put some visible items like wooden sticks in order by height. Huiwen Alex Yang, a psychology Ph.D. candidate who works on computational models of learning in my lab, cranked up the difficulty for our version of the task. With advice from our collaborator Bill Thompson, Yang designed a computer game that required children to use feedback clues to infer the height order of items hidden behind a wall, .
The game asked children to order bunnylike creatures from shortest to tallest by clicking on their sneakers to swap their places. The creatures only changed places if they were in the wrong order; otherwise they stayed put. Because they could only see the bunnies’ shoes and not their heights, children had to rely on logical inference rather than direct observation to solve the task. Yang tested 123 children between the ages of 4 and 10. https://www.youtube.com/embed/GlsbcE6nOxk?wmode=transparent&start=0 Researcher Huiwen Alex Yang tests 8-year-old Miro on the bunny sorting task. The bunnies are hidden behind a wall with only their sneakers visible. Miro’s selections exemplify use of selection sort, a classic efficient sorting algorithm from computer science. Kidd Lab at UC Berkeley.
Figuring out a strategy
We found that children independently discovered and applied at least two well-known sorting algorithms. These strategies – called selection sort and shaker sort – are typically studied in computer science.
More than half the children we tested demonstrated evidence of structured algorithmic thinking, and at ages as young as 4 years old. While older kids were more likely to use algorithmic strategies, our finding contrasts with Piaget’s belief that children were incapable of this kind of systematic strategizing before 7 years of age. He thought kids needed to reach what he called the concrete operational stage of development first.
Our results suggest that children are actually capable of spontaneous logical strategy discovery much earlier when circumstances require it. In our task, a trial-and-error strategy could not work because the objects to be ordered were not directly observable; children could not rely on perceptual feedback.
Explaining our results requires a more nuanced interpretation of Piaget’s original data. While children may still favor apparently less logical solutions to problems during the first two Piagetian stages, it’s not because they are incapable of doing otherwise if the situation requires it.
A systematic approach to life
Algorithmic thinking is crucial not only in high-level math classes, but also in everyday life. Imagine that you need to bake two dozen cookies, but your go-to recipe yields only one. You could go through all the steps of making the recipe twice, washing the bowl in between, but you’d never do that because you know that would be inefficient. Instead, you’d double the ingredients and perform each step only once. Algorithmic thinking allows you to identify a systematic way of approaching the need for twice as many cookies that improves the efficiency of your baking.
Algorithmic thinking is an important capacity that’s useful to children as they learn to move and operate in the world – and we now know they have access to these abilities far earlier than psychologists had believed.
That children can engage with algorithmic thinking before formal instruction has important implications for STEM – science, technology, engineering and math –education. Caregivers and educators now need to reconsider when and how they give children the opportunity to tackle more abstract problems and concepts. Knowing that children’s minds are ready for structured problems as early as preschool means we can nurture these abilities earlier in support of stronger math and computational skills.
And have some patience next time you encounter children interacting with the world in ways that are perhaps not super convenient. As you pick up your belongings from a café floor, remember that it’s all part of how children construct their knowledge. Those seemingly chaotic kids are on their way to more obviously logical behavior soon.
Celeste Kidd, Professor of Psychology, University of California, Berkeley
This article is republished from The Conversation under a Creative Commons license. Read the original article.
Dive into “The Knowledge,” where curiosity meets clarity. This playlist, in collaboration with STMDailyNews.com, is designed for viewers who value historical accuracy and insightful learning. Our short videos, ranging from 30 seconds to a minute and a half, make complex subjects easy to grasp in no time. Covering everything from historical events to contemporary processes and entertainment, “The Knowledge” bridges the past with the present. In a world where information is abundant yet often misused, our series aims to guide you through the noise, preserving vital knowledge and truths that shape our lives today. Perfect for curious minds eager to discover the ‘why’ and ‘how’ of everything around us. Subscribe and join in as we explore the facts that matter. https://stmdailynews.com/the-knowledge/
