Part of my work, as you kind of alluded to back in my academia days was working with the Chicago Field Museum, they have been doing a lot of research into understanding the monarch population and how the population is changing over time. Part of the reason why that population is currently declining, is because of a loss of habitat. Monarch butterflies specifically rely on common milkweed as a source of not only nectar, but that's where the female monarchs will lay their eggs that turn into caterpillars and become the butterflies again. So as the milkweed has been declining, so has the monarch population. So the Field Museum started this project with US Fish and Wildlife, to really start to investigate an Illinois what's happening to our milkweed when you look at the data and the map, it's really hard to see where it is, they're milkweed in Illinois, there was no good database to go to for that. So they started this amazing project, looking at Chicago first and kind of seeing where in Chicago is their milkweed? And then where could we plant milkweed. And then they brought that project down to Central Illinois that Mike collaborated on with them looking at kinda like the same question, just instead of Chicago now looking at Central Illinois, where could be plant milkweed. And part of that conversation is that you can't just throw milkweed seeds out into the field, you want them to be able to germinate be successful, to make sure that they grow. So part of it is also looking at how milkweed seeds change what makes a successful germination, you know, I could go out to my backyard right now and throw some seeds out there, doesn't mean they're gonna grow. So it's some fun questions of why aren't they growing everywhere, too. So a lot of work just kind of looking into the monarch habitat, to hopefully understand if we can figure out what's going on with their habitat that might explain some of their changes in the population number. So we do a lot of really fun experiments with students at Challenger Learning Center, looking at plants as what we call like a model organism. So to understand how a system works like plant germination, we typically first pick a model organism, a model organism tends to be pretty robust, pretty easy to go pretty easy to work with easy to find lots of them. So they're not rare. They're common in a population. So then with the students, we always encourage them to experiment. And that's where that competence piece comes back in. So we want them to experiment and kind of see what changes the germination of a seed. germination of a seed happens when a seed takes in water, it starts to grow on the inside, and eventually it bursts out of its seed. So we always encourage students to walk through one of our experiments that we have for them is thinking, How do seeds germinate in space? How does that vary? So we let them pick variables, change the settings, change the parameters, and that's where that competence really starts to build with them. Because they get to be in that immersive scientific experience, where they are changing a variable, see what happened, and then have a conversation about it. And we always advocate and tell them, there is no wrong answer in science. So we have some cases where students will find their seeds didn't germinate, and they get really upset, and they're like, it didn't work and I failed or like, that is the best result ever, when something doesn't work. Because that's a huge piece of the puzzle, like you just solved a really big piece. That variable is not what's changing germination. That's one off the list, I can think of like 1000 more variables, we got to test till. And this is what our scientists at NASA are faced with as well, too. They go through all these different experiments, and you do so much work. And then there are so many times where you find there was no effect, there was no change, there is no difference. Those are not the stories that get published, obviously, because that's not like the really fun news headline. But then that's a really hard lesson for kids to understand when they're doing science experiments. The most common result we get is what's called a null where there is no effect. But from the scientist perspective, that's one of the most exciting ones. Because now I know for sure what's going on better with that puzzle piece. Again, with challenger. It's great that they can come in and we've got everything set up for them. And they get to be the scientists, they get to really see what is it like and get that confidence of I can do STEM. It was really fun. It's really exciting. I want to go do this at home now.