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A Guide to Writing a Scientific Paper: A Focus on High School Through Graduate Level Student Research

Renee a. hesselbach.

1 NIEHS Children's Environmental Health Sciences Core Center, University of Wisconsin—Milwaukee, Milwaukee, Wisconsin.

David H. Petering

2 Department of Chemistry and Biochemistry, University of Wisconsin—Milwaukee, Milwaukee, Wisconsin.

Craig A. Berg

3 Curriculum and Instruction, University of Wisconsin—Milwaukee, Milwaukee, Wisconsin.

Henry Tomasiewicz

Daniel weber.

This article presents a detailed guide for high school through graduate level instructors that leads students to write effective and well-organized scientific papers. Interesting research emerges from the ability to ask questions, define problems, design experiments, analyze and interpret data, and make critical connections. This process is incomplete, unless new results are communicated to others because science fundamentally requires peer review and criticism to validate or discard proposed new knowledge. Thus, a concise and clearly written research paper is a critical step in the scientific process and is important for young researchers as they are mastering how to express scientific concepts and understanding. Moreover, learning to write a research paper provides a tool to improve science literacy as indicated in the National Research Council's National Science Education Standards (1996), and A Framework for K–12 Science Education (2011), the underlying foundation for the Next Generation Science Standards currently being developed. Background information explains the importance of peer review and communicating results, along with details of each critical component, the Abstract, Introduction, Methods, Results , and Discussion . Specific steps essential to helping students write clear and coherent research papers that follow a logical format, use effective communication, and develop scientific inquiry are described.

Introduction

A key part of the scientific process is communication of original results to others so that one's discoveries are passed along to the scientific community and the public for awareness and scrutiny. 1 – 3 Communication to other scientists ensures that new findings become part of a growing body of publicly available knowledge that informs how we understand the world around us. 2 It is also what fuels further research as other scientists incorporate novel findings into their thinking and experiments.

Depending upon the researcher's position, intent, and needs, communication can take different forms. The gold standard is writing scientific papers that describe original research in such a way that other scientists will be able to repeat it or to use it as a basis for their studies. 1 For some, it is expected that such articles will be published in scientific journals after they have been peer reviewed and accepted for publication. Scientists must submit their articles for examination by other scientists familiar with the area of research, who decide whether the work was conducted properly and whether the results add to the knowledge base and are conveyed well enough to merit publication. 2 If a manuscript passes the scrutiny of peer-review, it has the potential to be published. 1 For others, such as for high school or undergraduate students, publishing a research paper may not be the ultimate goal. However, regardless of whether an article is to be submitted for publication, peer review is an important step in this process. For student researchers, writing a well-organized research paper is a key step in learning how to express understanding, make critical connections, summarize data, and effectively communicate results, which are important goals for improving science literacy of the National Research Council's National Science Education Standards, 4 and A Framework for K–12 Science Education, 5 and the Next Generation Science Standards 6 currently being developed and described in The NSTA Reader's Guide to A Framework for K–12 Science Education. 7 Table 1 depicts the key skills students should develop as part of the Science as Inquiry Content Standard. Table 2 illustrates the central goals of A Framework for K–12 Science Education Scientific and Engineering Practices Dimension.

Key Skills of the Science as Inquiry National Science Education Content Standard

National Research Council (1996).

Important Practices of A Framework for K–12 Science Education Scientific and Engineering Practices Dimension

National Research Council (2011).

Scientific papers based on experimentation typically include five predominant sections: Abstract, Introduction, Methods, Results, and Discussion . This structure is a widely accepted approach to writing a research paper, and has specific sections that parallel the scientific method. Following this structure allows the scientist to tell a clear, coherent story in a logical format, essential to effective communication. 1 , 2 In addition, using a standardized format allows the reader to find specific information quickly and easily. While readers may not have time to read the entire research paper, the predictable format allows them to focus on specific sections such as the Abstract , Introduction , and Discussion sections. Therefore, it is critical that information be placed in the appropriate and logical section of the report. 3

Guidelines for Writing a Primary Research Article

The Title sends an important message to the reader about the purpose of the paper. For example, Ethanol Effects on the Developing Zebrafish: Neurobehavior and Skeletal Morphogenesis 8 tells the reader key information about the content of the research paper. Also, an appropriate and descriptive title captures the attention of the reader. When composing the Title , students should include either the aim or conclusion of the research, the subject, and possibly the independent or dependent variables. Often, the title is created after the body of the article has been written, so that it accurately reflects the purpose and content of the article. 1 , 3

The Abstract provides a short, concise summary of the research described in the body of the article and should be able to stand alone. It provides readers with a quick overview that helps them decide whether the article may be interesting to read. Included in the Abstract are the purpose or primary objectives of the experiment and why they are important, a brief description of the methods and approach used, key findings and the significance of the results, and how this work is different from the work of others. It is important to note that the Abstract briefly explains the implications of the findings, but does not evaluate the conclusions. 1 , 3 Just as with the Title , this section needs to be written carefully and succinctly. Often this section is written last to ensure it accurately reflects the content of the paper. Generally, the optimal length of the Abstract is one paragraph between 200 and 300 words, and does not contain references or abbreviations.

All new research can be categorized by field (e.g., biology, chemistry, physics, geology) and by area within the field (e.g., biology: evolution, ecology, cell biology, anatomy, environmental health). Many areas already contain a large volume of published research. The role of the Introduction is to place the new research within the context of previous studies in the particular field and area, thereby introducing the audience to the research and motivating the audience to continue reading. 1

Usually, the writer begins by describing what is known in the area that directly relates to the subject of the article's research. Clearly, this must be done judiciously; usually there is not room to describe every bit of information that is known. Each statement needs one or more references from the scientific literature that supports its validity. Students must be reminded to cite all references to eliminate the risk of plagiarism. 2 Out of this context, the author then explains what is not known and, therefore, what the article's research seeks to find out. In doing so, the scientist provides the rationale for the research and further develops why this research is important. The final statement in the Introduction should be a clearly worded hypothesis or thesis statement, as well as a brief summary of the findings as they relate to the stated hypothesis. Keep in mind that the details of the experimental findings are presented in the Results section and are aimed at filling the void in our knowledge base that has been pointed out in the Introduction .

Materials and Methods

Research utilizes various accepted methods to obtain the results that are to be shared with others in the scientific community. The quality of the results, therefore, depends completely upon the quality of the methods that are employed and the care with which they are applied. The reader will refer to the Methods section: (a) to become confident that the experiments have been properly done, (b) as the guide for repeating the experiments, and (c) to learn how to do new methods.

It is particularly important to keep in mind item (b). Since science deals with the objective properties of the physical and biological world, it is a basic axiom that these properties are independent of the scientist who reported them. Everyone should be able to measure or observe the same properties within error, if they do the same experiment using the same materials and procedures. In science, one does the same experiment by exactly repeating the experiment that has been described in the Methods section. Therefore, someone can only repeat an experiment accurately if all the relevant details of the experimental methods are clearly described. 1 , 3

The following information is important to include under illustrative headings, and is generally presented in narrative form. A detailed list of all the materials used in the experiments and, if important, their source should be described. These include biological agents (e.g., zebrafish, brine shrimp), chemicals and their concentrations (e.g., 0.20 mg/mL nicotine), and physical equipment (e.g., four 10-gallon aquariums, one light timer, one 10-well falcon dish). The reader needs to know as much as necessary about each of the materials; however, it is important not to include extraneous information. For example, consider an experiment involving zebrafish. The type and characteristics of the zebrafish used must be clearly described so another scientist could accurately replicate the experiment, such as 4–6-month-old male and female zebrafish, the type of zebrafish used (e.g., Golden), and where they were obtained (e.g., the NIEHS Children's Environmental Health Sciences Core Center in the WATER Institute of the University of Wisconsin—Milwaukee). In addition to describing the physical set-up of the experiment, it may be helpful to include photographs or diagrams in the report to further illustrate the experimental design.

A thorough description of each procedure done in the reported experiment, and justification as to why a particular method was chosen to most effectively answer the research question should also be included. For example, if the scientist was using zebrafish to study developmental effects of nicotine, the reader needs to know details about how and when the zebrafish were exposed to the nicotine (e.g., maternal exposure, embryo injection of nicotine, exposure of developing embryo to nicotine in the water for a particular length of time during development), duration of the exposure (e.g., a certain concentration for 10 minutes at the two-cell stage, then the embryos were washed), how many were exposed, and why that method was chosen. The reader would also need to know the concentrations to which the zebrafish were exposed, how the scientist observed the effects of the chemical exposure (e.g., microscopic changes in structure, changes in swimming behavior), relevant safety and toxicity concerns, how outcomes were measured, and how the scientist determined whether the data/results were significantly different in experimental and unexposed control animals (statistical methods).

Students must take great care and effort to write a good Methods section because it is an essential component of the effective communication of scientific findings.

The Results section describes in detail the actual experiments that were undertaken in a clear and well-organized narrative. The information found in the Methods section serves as background for understanding these descriptions and does not need to be repeated. For each different experiment, the author may wish to provide a subtitle and, in addition, one or more introductory sentences that explains the reason for doing the experiment. In a sense, this information is an extension of the Introduction in that it makes the argument to the reader why it is important to do the experiment. The Introduction is more general; this text is more specific.

Once the reader understands the focus of the experiment, the writer should restate the hypothesis to be tested or the information sought in the experiment. For example, “Atrazine is routinely used as a crop pesticide. It is important to understand whether it affects organisms that are normally found in soil. We decided to use worms as a test organism because they are important members of the soil community. Because atrazine damages nerve cells, we hypothesized that exposure to atrazine will inhibit the ability of worms to do locomotor activities. In the first experiment, we tested the effect of the chemical on burrowing action.”

Then, the experiments to be done are described and the results entered. In reporting on experimental design, it is important to identify the dependent and independent variables clearly, as well as the controls. The results must be shown in a way that can be reproduced by the reader, but do not include more details than needed for an effective analysis. Generally, meaningful and significant data are gathered together into tables and figures that summarize relevant information, and appropriate statistical analyses are completed based on the data gathered. Besides presenting each of these data sources, the author also provides a written narrative of the contents of the figures and tables, as well as an analysis of the statistical significance. In the narrative, the writer also connects the results to the aims of the experiment as described above. Did the results support the initial hypothesis? Do they provide the information that was sought? Were there problems in the experiment that compromised the results? Be careful not to include an interpretation of the results; that is reserved for the Discussion section.

The writer then moves on to the next experiment. Again, the first paragraph is developed as above, except this experiment is seen in the context of the first experiment. In other words, a story is being developed. So, one commonly refers to the results of the first experiment as part of the basis for undertaking the second experiment. “In the first experiment we observed that atrazine altered burrowing activity. In order to understand how that might occur, we decided to study its impact on the basic biology of locomotion. Our hypothesis was that atrazine affected neuromuscular junctions. So, we did the following experiment..”

The Results section includes a focused critical analysis of each experiment undertaken. A hallmark of the scientist is a deep skepticism about results and conclusions. “Convince me! And then convince me again with even better experiments.” That is the constant challenge. Without this basic attitude of doubt and willingness to criticize one's own work, scientists do not get to the level of concern about experimental methods and results that is needed to ensure that the best experiments are being done and the most reproducible results are being acquired. Thus, it is important for students to state any limitations or weaknesses in their research approach and explain assumptions made upfront in this section so the validity of the research can be assessed.

The Discussion section is the where the author takes an overall view of the work presented in the article. First, the main results from the various experiments are gathered in one place to highlight the significant results so the reader can see how they fit together and successfully test the original hypotheses of the experiment. Logical connections and trends in the data are presented, as are discussions of error and other possible explanations for the findings, including an analysis of whether the experimental design was adequate. Remember, results should not be restated in the Discussion section, except insofar as it is absolutely necessary to make a point.

Second, the task is to help the reader link the present work with the larger body of knowledge that was portrayed in the Introduction . How do the results advance the field, and what are the implications? What does the research results mean? What is the relevance? 1 , 3

Lastly, the author may suggest further work that needs to be done based on the new knowledge gained from the research.

Supporting Documentation and Writing Skills

Tables and figures are included to support the content of the research paper. These provide the reader with a graphic display of information presented. Tables and figures must have illustrative and descriptive titles, legends, interval markers, and axis labels, as appropriate; should be numbered in the order that they appear in the report; and include explanations of any unusual abbreviations.

The final section of the scientific article is the Reference section. When citing sources, it is important to follow an accepted standardized format, such as CSE (Council of Science Editors), APA (American Psychological Association), MLA (Modern Language Association), or CMS (Chicago Manual of Style). References should be listed in alphabetical order and original authors cited. All sources cited in the text must be included in the Reference section. 1

When writing a scientific paper, the importance of writing concisely and accurately to clearly communicate the message should be emphasized to students. 1 – 3 Students should avoid slang and repetition, as well as abbreviations that may not be well known. 1 If an abbreviation must be used, identify the word with the abbreviation in parentheses the first time the term is used. Using appropriate and correct grammar and spelling throughout are essential elements of a well-written report. 1 , 3 Finally, when the article has been organized and formatted properly, students are encouraged to peer review to obtain constructive criticism and then to revise the manuscript appropriately. Good scientific writing, like any kind of writing, is a process that requires careful editing and revision. 1

A key dimension of NRC's A Framework for K–12 Science Education , Scientific and Engineering Practices, and the developing Next Generation Science Standards emphasizes the importance of students being able to ask questions, define problems, design experiments, analyze and interpret data, draw conclusions, and communicate results. 5 , 6 In the Science Education Partnership Award (SEPA) program at the University of Wisconsin—Milwaukee, we found the guidelines presented in this article useful for high school science students because this group of students (and probably most undergraduates) often lack in understanding of, and skills to develop and write, the various components of an effective scientific paper. Students routinely need to focus more on the data collected and analyze what the results indicated in relation to the research question/hypothesis, as well as develop a detailed discussion of what they learned. Consequently, teaching students how to effectively organize and write a research report is a critical component when engaging students in scientific inquiry.

Acknowledgments

This article was supported by a Science Education Partnership Award (SEPA) grant (Award Number R25RR026299) from the National Institute of Environmental Health Sciences of the National Institutes of Health. The SEPA program at the University of Wisconsin—Milwaukee is part of the Children's Environmental Health Sciences Core Center, Community Outreach and Education Core, funded by the National Institute of Environmental Health Sciences (Award Number P30ES004184). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or the National Institute of Environmental Health Sciences.

Disclosure Statement

No competing financial interests exist.

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EDITORIAL article

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Women in Biogeochemical Dynamics Research: 2022

Editorial Frontiers in Environmental Science "Women in Biogeochemical Dynamics Research" Provisionally Accepted

• 1 Université de Reims Champagne-Ardenne, France
• 2 Institute of Marine Sciences, Spanish National Research Council (CSIC), Spain

The final, formatted version of the article will be published soon.

At present, less than 30% of researchers worldwide are women. Long-standing biases and gender stereotypes are discouraging girls and women away from science-related fields, and STEM research in particular. Science and gender equality are, however, essential to ensure sustainable development as highlighted by UNESCO. In order to change traditional mindsets, gender equality must be promoted, stereotypes defeated, and girls and women should be encouraged to pursue STEM careers.Therefore, we are proud to offer this platform in Frontiers in Environmental Science to promote the work of women scientists. To be considered for this collection, the first, last, or corresponding author should be a researcher who identifies as a woman The papers presented here highlight the diversity of research performed across the entire breadth of Biogeochemical Dynamics research and the advances in theory, experiment, and methodology with applications to compelling problems. Contributions to this journal showcase the breadth and depth of investigations aimed at understanding and mitigating human impacts on our planet.One significant study by Chua and Fulweiler (2023) highlights the importance of hightemporal-resolution gas concentration measurements in capturing the rapid response of sediments to low-oxygen conditions. This research sheds light on the dynamic nature of sedimentary processes and underscores the necessity of precise monitoring techniques in studying environmental phenomena.In another investigation, Forsyth et al. (2023) delve into the bioconcentration and translocation of rare earth elements in plants from legacy mine sites in Portugal. Their findings not only contribute to our understanding of plant-metal interactions but also have implications for environmental management strategies in areas affected by mining activities.Meanwhile, Ismail and Al-Shehhi (2023) offer a comprehensive review of biogeochemical models' applications in various marine environments. By synthesizing existing knowledge, the authors provide valuable insights into the role of these models in elucidating complex biogeochemical processes and guiding sustainable marine resource management practices. Lavergne et al. (2024) draw attention to the importance of conserving microorganisms in terrestrial ecosystems, focusing on soil microbial diversity in Chile and the Antarctic Peninsula. Their work underscores the need for heightened awareness and proactive conservation efforts to safeguard these essential components of ecosystem functioning.In a study with implications for land management practices, Rissanen et al. (2023) investigate the vegetation impacts on methane emissions from boreal forestry-drained peatlands. Their findings highlight the role of moss cover in modulating emissions and emphasize the importance of considering vegetation dynamics in peatland management strategies.Addressing the pervasive issue of plastic pollution in marine environments, Romera-Castillo et al. ( 2022) quantify the leaching of dissolved organic matter from aged plastic and its impact on microbial activity. This research underscores the urgent need to mitigate plastic pollution and its cascading effects on marine ecosystems. Furthermore, Santos et al. (2022) employ leaf wax biomarkers to reconstruct environmental conditions in a high-mountain lake area in western Iberia. Their work illustrates the utility of biomarker analysis in paleoenvironmental reconstructions and contributes to our understanding of past environmental changes. Sun et al. (2023) investigate the release of inorganic mercury and subsequent methylmercury production in boreal peatlands due to ground warming. Their findings underscore the complex interactions between climate change and mercury cycling in peatland ecosystems, highlighting the need for integrated approaches to mitigate mercury pollution.Lastly, Vila-Costa et al. (2023) data represent a significant step forward in unraveling the intricate interactions between pelagic marine bacteria and organic pollutants. By conducting comprehensive field studies in the tropical Pacific and subtropical Atlantic Oceans, the researchers provide invaluable insights into the responses of these bacteria to various pollutants.Collectively, these studies exemplify the diverse and interdisciplinary nature of research featured by women in Environmental Science. By advancing our understanding of environmental processes and informing evidence-based management strategies, these contributions play a crucial role in addressing the myriad challenges facing our planet. As we navigate the complexities of the Anthropocene, women scientists are at the forefront of fostering dialogue and innovation to promote environmental sustainability and stewardship. In the realm of biogeochemical dynamics research, women scientists have long been making significant contributions, yet their achievements and perspectives are sometimes overlooked or underrepresented. As we strive for inclusivity and diversity in the scientific community, it's imperative to shine a spotlight on the invaluable work of women researchers in this field. It's essential to amplify their voices, recognize their contributions, and support their career advancement. By fostering an inclusive and supportive environment that values diversity, we can harness the full potential of women scientists and unlock new insights into the complex dynamics of our planet's biogeochemical cycles. In conclusion, women scientists are driving innovation, discovery, and progress in biogeochemical dynamics research. Their expertise, leadership, and dedication are indispensable assets in tackling the environmental challenges of the 21st century. Let us continue to celebrate and uplift the contributions of women in science, paving the way for a more equitable and sustainable future.

Keywords: women in STEM, environmental science, Biogeochemical Dynamics Research, Gender Equality, Diversity in Science

Received: 09 Apr 2024; Accepted: 11 Apr 2024.

Copyright: © 2024 Cosio, Bravo and Sebastian. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Mx. Claudia Cosio, Université de Reims Champagne-Ardenne, Reims, France

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Title: jamba: a hybrid transformer-mamba language model.

Abstract: We present Jamba, a new base large language model based on a novel hybrid Transformer-Mamba mixture-of-experts (MoE) architecture. Specifically, Jamba interleaves blocks of Transformer and Mamba layers, enjoying the benefits of both model families. MoE is added in some of these layers to increase model capacity while keeping active parameter usage manageable. This flexible architecture allows resource- and objective-specific configurations. In the particular configuration we have implemented, we end up with a powerful model that fits in a single 80GB GPU. Built at large scale, Jamba provides high throughput and small memory footprint compared to vanilla Transformers, and at the same time state-of-the-art performance on standard language model benchmarks and long-context evaluations. Remarkably, the model presents strong results for up to 256K tokens context length. We study various architectural decisions, such as how to combine Transformer and Mamba layers, and how to mix experts, and show that some of them are crucial in large scale modeling. We also describe several interesting properties of these architectures which the training and evaluation of Jamba have revealed, and plan to release checkpoints from various ablation runs, to encourage further exploration of this novel architecture. We make the weights of our implementation of Jamba publicly available under a permissive license.

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A Solar Eclipse Means Big Science

By Katrina Miller April 1, 2024

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On April 8, cameras all over North America will make a “megamovie” of the sun’s corona, like this one from the 2017 eclipse. The time lapse will help scientists track the behavior of jets and plumes on the sun’s surface.

There’s more science happening along the path of totality →

An app named SunSketcher will help the public take pictures of the eclipse with their phones.

Scientists will use these images to study deviations in the shape of the solar surface , which will help them understand the sun’s churning behavior below.

The sun right now is approaching peak activity. More than 40 telescope stations along the eclipse’s path will record totality.

By comparing these videos to what was captured in 2017 — when the sun was at a lull — researchers can learn how the sun’s magnetism drives the solar wind, or particles that stream through the solar system.

Students will launch giant balloons equipped with cameras and sensors along the eclipse’s path.

Their measurements may improve weather forecasting , and also produce a bird’s eye view of the moon’s shadow moving across the Earth.

Ham radio operators will send signals to each other across the path of totality to study how the density of electrons in Earth’s upper atmosphere changes .

This can help quantify how space weather produced by the sun disrupts radar communication systems.

(Animation by Dr. Joseph Huba, Syntek Technologies; HamSCI Project, Dr. Nathaniel Frissell, the University of Scranton, NSF and NASA.)

NASA is also studying Earth’s atmosphere, but far from the path of totality.

In Virginia, the agency will launch rockets during the eclipse to measure how local drops in sunlight cause ripple effects hundreds of miles away . The data will clarify how eclipses and other solar events affect satellite communications, including GPS.

Biologists in San Antonio plan to stash recording devices in beehives to study how bees orient themselves using sunlight , and how the insects respond to the sudden atmospheric changes during a total eclipse.

Two researchers in southern Illinois will analyze social media posts to understand tourism patterns in remote towns , including when visitors arrive, where they come from and what they do during their visits.

Results can help bolster infrastructure to support large events in rural areas.

Read more about the eclipse:

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Using pulp and paper waste to scrub carbon from emissions

Researchers at McGill University have come up with an innovative approach to improve the energy efficiency of carbon conversion, using waste material from pulp and paper production.

The technique they've pioneered using the Canadian Light Source at the University of Saskatchewan not only reduces the energy required to convert carbon into useful products, but also reduces overall waste in the environment.

"We are one of the first groups to combine biomass recycling or utilization with CO 2 capture," said Ali Seifitokaldani, Assistant Professor in the Department of Chemical Engineering and Canada Research Chair (Tier II) in Electrocatalysis for Renewable Energy Production and Conversion. The research team, from McGill's Electrocatalysis Lab, published their findings in the journal RSC Sustainability .

Capturing carbon emissions is one of the most exciting emerging tools to fight climate change. The biggest challenge is figuring out what to do with the carbon once the emissions have been removed, especially since capturing CO 2 can be expensive. The next hurdle is that transforming CO 2 into useful products takes energy. Researchers want to make the conversion process as efficient and profitable as possible.

• Energy and Resources
• Energy Technology
• Energy and the Environment
• Environmental Science
• Renewable Energy
• Global Warming
• Hazardous waste
• Photosynthesis
• Climate change mitigation
• Radioactive waste
• Carbon cycle
• Carbon dioxide

Story Source:

Materials provided by McGill University . Note: Content may be edited for style and length.

Journal Reference :

• Roger Lin, Haoyan Yang, Hanyu Zheng, Mahdi Salehi, Amirhossein Farzi, Poojan Patel, Xiao Wang, Jiaxun Guo, Kefang Liu, Zhengyuan Gao, Xiaojia Li, Ali Seifitokaldani. Efficient integration of carbon dioxide reduction and 5-hydroxymethylfurfural oxidation at high current density . RSC Sustainability , 2024; 2 (2): 445 DOI: 10.1039/D3SU00379E

Cite This Page :

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Watch your garden glow with new genetically modified bioluminescent petunias

Sasa Woodruff

A long exposure photo of Firefly petunias, which are genetically modified to produce their own light through bioluminescence Sasa Woodruff/Boise State Public Radio hide caption

A long exposure photo of Firefly petunias, which are genetically modified to produce their own light through bioluminescence

Keith Wood, Ph.D. spent most of his career in pharmaceutical research in molecular and chemical biology, using his work with bioluminescence to understand how molecules interacted with diseases. His work started as a graduate student when the team he was on inserted a firefly gene into a tobacco plant.

It was a small plant and couldn't sustain light without the addition of a substrate. It wasn't something a consumer would buy, but it was good for understanding pathways within an organism.

Now, about 40 years after that first plant, Wood and his company in Ketchum, Light Bio, are marketing a garden petunia with a twist: it glows in the dark.

View this post on Instagram A post shared by Alexandra L. Woodruff (@trowelandfork)

"People don't think about science as just bringing joy to our lives," Wood said, "We thought we could do something really special here. We could create a kind of decorative plant that was really just enjoyment, just bringing a kind of magic into our lives."

Scientist Keith Wood stands in his Ketchum home with a photo of a tobacco plant modified with a firefly gene Sasa Woodruff/Boise State Public Radio hide caption

Scientist Keith Wood stands in his Ketchum home with a photo of a tobacco plant modified with a firefly gene

The petunia with bright, white flowers looks like something you'd buy in spring at a garden nursery. But, when the lights are turned out, the petals slowly start lighting up with a greenish, white glow. The plant is always glowing, it's just our eyes that need to adjust to see the light. The newest buds are the brightest and punctuate the glowing flowers.

"That's why we call it the Firefly Petunia. Because these bright buds resemble fireflies sitting on top of the plant.," Wood explained.

And despite its name, this plant doesn't have any firefly genes, rather four genes from a bioluminescent mushroom and a fifth from a fungi.

"The first gene takes a metabolite and turns it into an intermediate," Wood explained, "The second gene takes the intermediate and turns it into the actual fuel for the bioluminescence. The third gene is what actually makes the light. And then the last gene takes the product from the light reaction and recycles it back to the starting point."

This cycle is self-sustaining, which means it shines brightly and doesn't need an extra chemical like the tobacco plant did to light up.

"The [firefly] gene was functional, but it didn't connect seamlessly into the natural metabolic processes," Wood said.

"You've got glow, but it was a weak glow. Not satisfying at all."

Petunia approval paperwork

It took about 10 years to go from development to approval from the U.S. Department of Agriculture last fall.

The plants went on sale online in February and the first ones were shipped out this week.

Diane Blazek, the executive director of the National Garden Bureau, an educational nonprofit, says customers are always looking for the next new plant and petunias are a guaranteed bestseller.

"Grandma grew petunias, but oh, look, now I've got a petunia that glows in the dark. So, this is really cool," Blazek said.

The Firefly Petunia emanates light because it's been modified with genes from a bioluminescent mushroom Sasa Woodruff/Boise State Public Radio hide caption

The Firefly Petunia emanates light because it's been modified with genes from a bioluminescent mushroom

She doesn't think that the fact that it's genetically modified will affect customers buying it because there's a precedent.

Seven years ago, an orange petunia modified with a maize gene showed up in gardens and nurseries in Europe and the U.S. The plant was never supposed to leave a closed lab but somehow ended up in lots of gardens. Regulators eventually asked people to destroy the plants and seeds.

"Overwhelmingly, the response was, wait a minute, it's a petunia. We're not eating it. The orange gene came from maize. Why? Why can't we plant this?" Blazek remembered.

Eventually, regulators approved the plants in the U.S.

Chris Beytes, at Ball Publishing, who oversees several horticulture publications, said the Firefly Petunia could open up gardening to new customers.

"If you buy your first plant because it glows in the dark or it's dyed pink, your second and third and 100th plant may be the traditional stuff. You never know," Beytes said. "Anything that creates excitement around flowers and plants. I'm all for it."

The Firefly Petunia may not have practical implications for things like drug advances or crop production, but for Wood this petunia is transcendent.

"There's something magical about seeing this living presence, this glowing vitality coming from a living plant that in person gives a kind of magical experience that you just can't see in a photograph.

And this summer, that magic could be sitting on the patio watching your garden glow from the light of a petunia.

Princeton University

Princeton engineering, grad alum avi wigderson wins turing award for groundbreaking insights in computer science.

By Scott Lyon

April 10, 2024

Avi Wigderson has won the 2023 Turing Award from the Association for Computing Machinery. Photos by Andrea Kane, courtesy of the Institute for Advanced Study

Princeton graduate alumnus Avi Wigderson has won the 2023 A.M. Turing Award from the Association for Computing Machinery (ACM), recognizing his profound contributions to the mathematical underpinnings of computation.

The Turing Award is considered the highest honor in computer science, often called the “Nobel Prize of Computing.”

Wigderson, the Herbert H. Maass Professor in the Institute for Advanced Study ’s School of Mathematics, earned his Ph.D. from Princeton in 1983 in what was then the Department of Electrical Engineering and Computer Science.

In addition to the Turing Award, he is also the recipient of the 2021 Abel Prize , considered the highest honor in mathematics, from the Norwegian Academy of Science and Letters. He is the only person ever to have won both the Abel Prize and the Turing Award.

“Mathematics is foundational to computer science and Wigderson’s work has connected a wide range of mathematical sub-areas to theoretical computer science,” ACM President Yannis Ioannidis said in a statement released by the organization.

“Avi Wigderson is a giant in the field of theoretical computer science, bringing fundamental insights to deep questions about what can — or cannot — be computed efficiently,” said Jennifer Rexford , Princeton’s provost and Gordon Y.S. Wu Professor of Engineering . “He is also a wonderful colleague and a longtime friend of the University.”

Wigderson is best known for his work on computational complexity theory, especially the role of randomness in computation. Namely, in a series of highly influential works from the 1990s, Wigderson and colleagues proved that computation can be efficient without randomness, shaping algorithm design ever since. He has also established important ideas in several other areas, including protocol design and cryptography, which enables much of today’s digital infrastructure.

While his work is primarily mathematical, the notions he is trying to understand through that work are computational, Wigderson said in a video released by the Institute for Advanced Study (IAS). That approach has earned him a reputation as one of the most versatile minds in either discipline.

“He is one of the most central people in theoretical computer science, generally,” said Ran Raz , a professor of computer science at Princeton, who was Wigderson’s graduate student at the Hebrew University in Jerusalem.

Wigderson has influenced countless students and thinkers, having mentored more than 100 postdocs and collaborated with an unusually broad range of scholars. “He is always able to make connections between things,” Raz said.

“He’s an inspiration,” said Pravesh Kothari , an assistant professor of computer science at Princeton and a former postdoctoral advisee of Wigderson’s at IAS. “He’s a role model. If I could become 10 percent of the researcher he is, it would be a fantastic success for my career.” Kothari also said Wigderson implores young researchers to view the entire endeavor as one field. And that approach shows up in all of his work, connecting disparate problems from sub-disciplines that are normally seen as unrelated.

His research has “set the agenda in theoretical computer science” for decades, Google Senior Vice President Jeff Dean said in the ACM press release. His work has also found its way directly into everyday life.

In a series of findings at the intersection of mathematics and computer science, Wigderson cemented what is known as the zero-knowledge proof, critical in cryptography and digital security. The technique has found purchase in modern applications of privacy, compliance, identity verification and blockchain technology.

Raz said he was amazed at how far Wigderson’s ideas had traveled, from the depths of mathematics to the technologies that enable global enterprise to the everyday lives of billions of people. “It’s quite amazing that these things can be made practical,” Raz said.

Szymon Rusinkiewicz , the David M. Siegel ’83 Professor of Computer Science and department chair, added that Wigderson has been a great friend to Princeton’s computer science community, including to students and young scholars. “He has had a great influence throughout the world of computer science, and we especially feel that at Princeton, where he has been a great mentor and collaborator.”

Wigderson is the recipient of numerous other awards, including the 1994 IMU Abacus Medal, the 2009 Gödel Prize and the 2019 Donald E. Knuth Prize. He is currently a Fellow of the ACM, a member of the American Academy of Arts and Sciences and a member of the National Academy of Sciences.

At Princeton, in addition to his Ph.D., he earned an M.S.E. in 1981, an M.A. in 1982, and he later served on Princeton’s computer science faculty from 1990 to 1992. He joined IAS in 1999, where he established the program in Computer Science and Discrete Mathematics.

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