Take a trip to a black hole with Stephen Hawking as a guide, watch glowing bioluminescent earthworms wriggle away from predators and discover the fascinating mathematics of origami — all while cuddled up in front of a laptop. That’s the promise of the online streaming service CuriosityStream, which offers hefty doses of science for viewers who prefer fact-based documentaries over reality TV, sports and the political bickering that dominate today’s television programming.

CuriosityStream, which recently celebrated its second birthday, operates much like Netflix. With plans starting at $2.99 per month, users can browse more than 1,700 commercial-free programs covering science, technology, history and the arts. The service works on computers, mobile devices and streaming players such as Roku and Apple TV.
CuriosityStream aims to supplement the media diet of science-starved viewers. “When you look at television … there’s very little science on anymore,” says Steve Burns, CuriosityStream’s chief programming officer. Subscribers, he says, “crave the substance that they’ve been missing on TV for so long.”

Along with a slew of documentaries from the BBC and other public broadcasters, CuriosityStream offers more than 600 original programs that you won’t find anywhere else. One standout is David Attenborough’s Light on Earth, in which the naturalist takes viewers on an engaging survey of bioluminescent life, from flickering fireflies and luminous mushrooms to eerily glowing ocean creatures.

Another enjoyable original is Stephen Hawking’s Favorite Places, in which the famed physicist tours a black hole, exoplanet Gliese 832c, Saturn and other cosmic locales. Computer-generated imagery of the turbulent region around a black hole, for example, provides a brilliant visual background to Hawking’s explanations of relevant research. One episode is currently available, and two new ones are slated to go online later in the year.

Some shows are more engaging than others. Another original, The Hunt for Dark Matter, takes a deep dive into the technology behind the search for the invisible substance thought to pervade the universe. But the show will likely fall flat for many viewers, as its introduction lacks some of the background on the physics of dark matter that is necessary to grasp the relevance of the work.

CuriosityStream provides a wealth of options to choose from, including a variety of shorter shows, each 10 or 15 minutes long. With new programs added regularly, the service should provide enough binge-worthy fodder to keep even the most avid documentary lovers busy

Premature babies, who often develop jaundice because of an excess of bile pigment called bilirubin, can be saved from this dangerous condition by the use of fluorescent light.… The light alters the chemistry of bilirubin so it can be excreted with the bile. Exchange transfusion is the usual treatment when jaundice occurs but this drastic procedure carries a … risk of death. —Science News, June 17, 1967

Update
Preemies aren’t the only babies at risk for jaundice. About 60 percent of full-term infants also develop the condition. Severe cases can cause brain damage if untreated. But today, some researchers warn that light therapy, now widely used, may not work for babies whose bilirubin levels are very high. And studies have begun to suggest a link between the therapy and certain childhood cancers (SN Online: 1/30/15). Though the risk of developing cancer is small, doctors should be cautious about prescribing the treatment, researchers wrote in 2016 in Pediatrics.

On June 18, 4-year-old Bentley Thomas Koch fatally shot himself in the face. A few weeks earlier, Harmony Warfield, age 7, was shot and killed by her 2-year-old cousin. And teens Shadi Najjar and Artem Ziberov, both on the eve of graduating from high school, died in a hail of gunfire. Stories like these of kids dying from gunshot wounds are devastating, but, sadly, they aren’t an anomaly.

The most comprehensive look at fatal and nonfatal firearm injuries among children in the United States makes that abundantly clear. Every day, roughly 19 children die or are medically treated in an emergency department for gun-inflicted wounds, a study published June 19 in Pediatrics finds.

The statistics, based on data from 2002 to 2014, are stark:

Nearly 1,300 children, from birth to age 17, die from gunshot wounds each year on average and another 5,790 kids are wounded;
Of the deaths, 53 percent are homicides, 38 percent are suicides and 6 percent are accidents;
Boys ages 13 to 17 make up the bulk of gunshot victims;
Cause of death varies by race — African-Americans are overwhelmingly more likely to die from homicide than suicide; white kids are nearly three times as likely to die from suicide as from homicide; and for American Indian and Asian-American kids, it’s 50-50.
But this study doesn’t just lay out the numbers. It starts to dig deeper into the whys. And those whys can have important implications, laying the framework for policies that could ultimately lead to a drop in the numbers.

For the numbers, Katherine Fowler, a behavioral scientist at the U.S. Centers for Disease Control and Prevention, and colleagues started with data from the National Vital Statistics System and the National Electronic Injury Surveillance System.

For the whys, her team looked at cases described in the National Violent Death Reporting System, or NVDRS. That let the researchers fill in details like where an incident took place and whether it involved multiple victims — for instance, a homicide followed by suicide or a multiple victim homicide. The database also includes demographic information about the shooter, evidence of alcohol or drugs at the time of death, and whether the incident was gang-related or involved a boyfriend or girlfriend or parents. Clues to whether relationship, financial or school issues were part of the problem also come to light, as does evidence of depression, anxiety, any previous suicide attempt, treatment for mental health problems and physical health problems. Notes about playing with a gun or thinking the gun was a toy, as well as hunting accidents are also included.
This tally of circumstances led Fowler and colleagues to conclude that firearm homicides of younger children, up through age 12, often involve conflict between parents, intimate partners or among family. “This highlights how children can be caught in the cross fire in cases of domestic violence and points to the importance of addressing the intersection of these forms of violence,” she says.

The results also reveal something important about child suicides involving guns. “While mental health factors are important, the findings also show that firearm suicides were also frequently related to situational life stressors and relationship problems with an intimate partner, friend or family member,” Fowler notes.

It’s these kinds of details that can help researchers and lawmakers create more effective policies to prevent such tragic deaths and injuries. It’s worked in other cases. Statistics have shown that tweaks to laws regulating the times of day teens can drive lead to injury prevention. Ditto for access to free swimming lessons when it comes to stopping accidental drownings. But similar data on gun deaths and injuries and the effectiveness of policy to prevent them are harder to come by thanks to lack of funding and political support (SN: 5/14/16, p. 16).

Even so, “we know kids are killing themselves and others with guns,” says David Hemenway, a Harvard University economist and an expert in gun research. When it comes to combatting the problem, “the circumstances help narrow down the policy.”

Fowler says the findings “highlight the need for evidence-based solutions to address this public health problem.” She’s armed with a laundry list of potential policies that could have an impact on the whys of gun violence and make a dent in the stats. School counseling programs could help kids manage their emotions and develop skills to resolve problems in relationships and with peers, she says. Along with therapy, those programs could help to reduce suicidal behavior and youth violence. Street outreach programs may also reduce gang-related violence. Parents and pediatricians talking about storing guns safely — a policy touted by the American Academy of Pediatrics, but one that has met resistance in some states — is another option.

There’s another big need, too: more data.

Despite a better picture of what’s happening when kids get a hold of guns, the data are fragmentary and incomplete, says pediatrician Eliot Nelson of the University of Vermont Children’s Hospital in Burlington. For instance, information from the NVDRS was limited to 17 states, so the numbers aren’t nationally representative. Last year, the database was expanded to 42 states and could eventually be expanded to all 50, but that will take additional funding from Congress.

The way gun injury and death data are coded in databases is another issue. Many unintentional deaths, such as when a child accidentally shoots and kills a sibling or friend, are labeled homicides, Hemenway says. Such misclassifications make it more difficult to create a policy, he says. Take, for instance, encouraging parents to lock up guns in the house. Without correctly coded data to say that younger kids are more likely to be killed by a gun at home while older kids are more likely to be killed by guns at a friend’s house, it’s harder to know how to talk to parents. For parents of young kids, the message might be to lock up their own guns; for parents of older kids, it might be to inquire about guns at the homes of their children’s friends. “We don’t always know who best to target our message to,” Nelson says.

Studies such as Fowler’s are slowly filling in the gaps. But not fast enough for kids like Bentley, Harmony, Shadi and Artem. “We want to keep growing our knowledge to prevent problems,” Nelson says. But, he says, it’s hard to do when money and politics hamper research into the problem. Gun-related deaths ranks third as the leading cause of death in 1- to 17-year-olds in the United States. “Gun death in kids is such a common problem,” Nelson says. “We can’t continue to ignore it.”

BOSTON — If kelp growing in an underwater forest makes a sound, such noises could be used to keep tabs on ocean health.

Listening to how projected sound reverberates through kelp beds allows scientists to eavesdrop on environmental factors such as water temperature and photosynthetic activity, bioacoustician Jean-Pierre Hermand reported June 28 at a meeting of the Acoustical Society of America.

Kelp beds and forests, valuable ecosystems that house all sorts of marine life, may help buffer the effects of warmer and increasingly acidic waters (SN Online: 12/14/16). But such communities are also threatened by invasive species and aren’t immune to the effects of climate change, making monitoring kelp crucial, said Hermand, of the Université libre de Bruxelles in Belgium.
Hermand and colleagues set up microphones in Canoe Bay off Tasmania in Australia. There, Ecklonia radiata, a dominant kelp species in Australia’s reefs, grows thickly. For two weeks, the researchers deployed an underwater device that emitted a chirp every second. The underwater microphones — two in the kelp canopy and two above the canopy — recorded the chirps bouncing off everything in the environment from oxygen bubbles from photosynthesis burbling up from the kelp to the kelp itself to the water’s surface.

More than 20 fixed sensors in the water column, within and above the kelp canopy, collected all kinds of environmental data that might relate to ecosystem health. That data included dissolved oxygen in the water, pH, water temperature, salinity, photosynthetic activity and turbidity. Wind speed, which generates audible bubbles in the surface waters, was also logged.

Then the researchers examined the acoustic data, measured in decibels of energy, alongside the measured environmental variables. Mathematical analyses revealed consistent connections between the recorded sound and the environmental factors, suggesting that eavesdropping could be a good way to monitor the kelp beds, Hermand said.

While the research is preliminary, it could lead to a relatively inexpensive and efficient method for assessing the well-being of kelp beds and other marine ecosystems, says acoustics expert Preston Wilson of the University of Texas at Austin. Current methods, such as using satellite imagery, are expensive and don’t provide much detail, while hand-conducted surveys are time-consuming and labor-intensive, Wilson says, who does related research in kelp and seagrass communities.

Years of research went into learning how to eavesdrop on a sea forest. For example, to tease out what various sound signals might mean, the researchers had to figure out how kelp tissues respond to sound (turns out that it’s highly dependent on alginate content, a gummy cell wall component of kelp). And there’s much work ahead, Hermand said. Rather than relying on a device that chirps and then capturing that sound as it bounces around, the ultimate goal is to be able to learn about the kelp environment from listening alone. “Ambient noise — that’s my dream,” Hermand said.

Ötzi the Iceman’s copper ax was imported.

The mummy’s frozen body and assorted belongings were found in 1991 poking out of an Alpine glacier at Italy’s northern border with Austria. But Ötzi’s ax originated about 500 kilometers to the south in what is now central Italy’s Southern Tuscany region, say geoscientist Gilberto Artioli of the University of Padua in Italy and colleagues. It’s unclear whether Ötzi acquired the Tuscan copper as raw material or as a finished blade, the investigators report July 5 in PLOS ONE.
While mostly copper, the blade contains small concentrations of lead, arsenic, silver and more than a dozen other chemical elements. Researchers previously suspected the copper came from known ore deposits 100 kilometers or less from the site of the Iceman’s demise. But comparing the mix of different forms of lead, or isotopes, in the ax with that in copper ore from present-day deposits across much of Europe indicated that the ancient man’s blade came from Southern Tuscany. Other chemical components identified in the copper implement also point to a Southern Tuscan origin.

Earlier radiocarbon measurements of a wooden shaft, originally found attached to the copper blade by leather straps and birch tar, date the tool to roughly 5,300 years ago. Ötzi’s bone and tissue have yielded comparable radiocarbon age estimates (SN: 5/27/17, p. 13).

Archaeological studies indicate that copper mining and the production of copper items flourished in central Italy when Ötzi was alive, the researchers say. They propose that an extensive trade network funneled copper from Southern Tuscany to the Iceman’s Alpine territory.

In Carl Sagan’s 1985 sci-fi novel Contact, a radio astronomer battles naysayers and funding setbacks to persist in her audacious plan — scanning the skies for signals from aliens. Sagan had real-life inspiration for his book (and the 1997 movie of the same name): astronomer Jill Tarter, who spearheaded the search for extraterrestrial intelligence, or SETI, for decades.

In Sagan’s story, the protagonist, Ellie Arroway, detects mysterious chatter from the cosmos. Tarter had no such luck. But her story, told by journalist Sarah Scoles in Making Contact, still provides insights into what it means to be human in a vast universe potentially harboring other life.
Tarter began her career as a typical radio astronomer, studying mainstream topics like stars and galaxies as a Ph.D. student. But after graduating in 1975, she began to focus on SETI, poring over data from radio telescopes, searching for unnatural blips that could be a sign of an intelligent civilization. SETI researchers typically focus on radio waves because those long wavelengths can travel through our galaxy’s dust without being absorbed.
Writings about SETI are prone to dreamy romanticism, but Making Contact admirably steers clear of excessive sentimentality. As a child gaping at the stars, Tarter wondered if creatures in the heavens were looking in our direction. Of course, Scoles notes, plenty of kids have wondered the same thing. Though Tarter’s childhood musings might seem special in retrospect, they aren’t what make her stand out.

Instead, Scoles — who has clear affection for her subject — highlights Tarter’s tenacity. In the face of numerous obstacles, Tarter pushed the field forward, seemingly by force of will.

In a detailed portrait of how the science sausage gets made, the book follows Tarter as she faced numerous funding woes. The field of SETI, which has at various points in its history received money through NASA, is an easy target for funding cuts, with some politicians deriding it as a wasteful hunt for “little green men.” Tarter, like the fictional Arroway, fought with Congress for taxpayer dollars SETI received, then scrambled for cash from other sources to keep telescopes and other equipment in operation. Wealthy donors kept SETI afloat — and still do. To maximize their ability to accept funding, Tarter and other SETI pioneers founded the nonprofit SETI Institute, in Mountain View, Calif., in 1984.
Throughout, Tarter somehow managed to maintain her passion for a long shot search.

Although it’s a compelling story, the book stumbles in a few places, mainly minor sloppiness with physics facts, which may bother the most astute readers. (Scoles writes, for example, “Light is the only way we can learn about the universe,” neglecting gravitational waves and neutrinos, both of which have revealed secrets of cosmic objects.)

Now retired, Tarter has lost her chance to follow in Arroway’s fictional footsteps — she will never find any alien communiqués. But even if astronomers never hear from E.T., Tarter sees benefits in the search: SETI is an opportunity to make humankind less selfish. Just the thought that other creatures might inhabit the universe can make human squabbles seem less significant.

A strange property of spider silk helps explain how the arachnids avoid twirling wildly at the end of their ropes.

Researchers from China and England harvested silk from two species of golden orb weaver spiders, Nephila edulis and Nephila pilipes, and tested it with a torsion pendulum. The device has a hanging weight that rotates clockwise or counterclockwise, twisting whatever fiber it hangs from. When a typical fiber is twisted, the weight spins back and forth around an equilibrium point, eventually returning to its original orientation.
But unlike several fibers the scientists tested — copper wires, carbon fibers and even human hair — the spider silk deformed when twisted. That distortion changed the silk’s equilibrium point and cut down on the back-and-forth spinning, the scientists report in the July 3 Applied Physics Letters. Eventually, scientists might design spin-resistant ropes for mountain climbers, who, like spiders, should avoid doing the twist.

A new type of soft robot can go under the knife and make a full recovery in about a day.

Researchers fashioned a robotic hand, gripper and muscle from self-healing rubbery material. To test their robots’ resilience, the engineers sliced each with a scalpel, then put them in an oven. After cranking up the heat to 80° Celsius, baking the bots for 40 minutes, then cooling them to room temperature, the researchers found that all three bots’ cuts had completely closed up. Twenty-four hours later, the machines had regained at least 98 percent of their original strength and flexibility, the researchers report online August 16 in Science Robotics.
Incisions broke bonds between two chemical ingredients that make up the material, furan and maleimide. At higher temperatures, these chemical compounds can also split up, as well as move around more easily. So as the researchers cooled the material, the compounds were able to re-bond with those on the other side of an incision.
“This material could heal, in theory, an infinite number of times,” says study coauthor Bram Vanderborght, an engineer at Vrije University Brussels.

The work helps address a major limitation of squishy, flexible robots — which are better suited than their traditional, rigid counterparts for navigating rough terrain and handling fragile objects, but are vulnerable to punctures and tears. Self-healing machines could pave the way for creating more durable, reusable soft bots.

Getting rid of bodily wastes during long space flights is a problem…. A bizarre possible solution … involves whipping the wastes in with some other ingredients to produce the most unusual rocket fuel…. The four ingredients — carbon, ammonium, nitrate and aluminum — and the waste material are just blended together, and they’re ready to go…. [The material] would probably be used to help a spacecraft change position or to nudge a long-life space station occasionally to keep it up in orbit. –Science News, September 2, 1967
Update
Researchers are still trying to figure out how to turn astronaut excrement into something useful. Another process proposed in 2014 would use microbes to convert the waste and other organic material into fuel. But waste might have other uses that would be especially helpful during long-term flights. Synthetic biologists at Clemson University in South Carolina are working with NASA to use algae and genetically modified yeast to turn astronaut urine into 3-D printable plastics and nutritional omega-3 fats.

Sure, students in the classroom have to remember facts, but they also have to apply them. Some research efforts to enhance learning zero in on methods to strengthen memory and recall, while others bolster students’ abilities to stay on task, think more fluidly and mentally track and juggle information.

But there’s a catch. The science behind student learning is so far based on carefully controlled studies, primarily with college students. Do the same approaches work with younger students? Will they work in a classroom of 25 or 30 kids of varying abilities?
These are questions researchers are asking now, says Erin Higgins of the U.S. Department of Education’s National Center for Education Research. Moving from the lab to a classroom, with all its disruptions and distractions, is key for pinning down what works, under what conditions and for whom. In the process of tweaking some of the most promising tools and strategies for classroom use, educators hope to find ways to help low-performing students gain skills that already pay off for their more successful peers. The efforts described here draw on new, innovative training methods to boost learning in K-12 classrooms. Higgins calls them “great examples” of the work under way.

Recall with cues
For college students, “free recall” is one of the most effective ways to make new knowledge stick, says psychologist Jeffrey Karpicke of Purdue University in West Lafayette, Ind. Students who read a passage and then jotted down details they remembered from the material recalled about 50 percent more information a week later than did students who just reviewed the material.
The trick for younger learners, Karpicke found, is to provide cues to help recall, without making the task too easy. After studying lists of unrelated words (banana and football), fourth-graders either restudied the words or practiced retrieving them from memory before taking a free recall test. Findings, published last year in Frontiers in Psychology, show that children at all reading levels remembered at least 25 percent more words when they practiced retrieving with the help of some cues compared with just rereading the lists.

With psychologist Michael Jones of Indiana University Bloomington, Karpicke is creating a computer-based self-test to help kids hone their retrieval skills. Students might have to answer fill-in-the-blank questions or rearrange scrambled words. Teachers will be able to tailor the tests to the curriculum. Parts of the program are being tested in schools in West Lafayette this year. The program gets harder as children succeed but easier if they struggle. “It’s important that students experience success,” Karpicke says, while keeping the task challenging.
Hold that thought

Working memory, which allows a person to hold on to information long enough to use it, is often a weakness in children who struggle with math, says educational psychologist Lynn Fuchs of Vanderbilt University in Nashville.
Handy for remembering a phone number long enough to find a pen to write it down or for multiplying numbers in our heads, working memory can be strengthened through exercises that put progressively tougher demands on it. But general training may not be enough to help struggling math learners, according to a 2015 review of school-based programs, published in the Journal of Educational Psychology.

Fuchs has developed a routine that embeds working memory exercises within math lessons. Designed for second-graders at risk for math difficulties, the program has students focus on key words in a word problem and hold the words in mind while breaking the problem into smaller segments and choosing the right math tools to solve the problem.

Aiming to catch young learners before they fall behind, researchers are testing the program in Nashville classrooms this school year.

Sum of the parts
Researchers typically test one new strategy in isolation, but in real classrooms, educators may try more than one approach at once. Jodi Davenport of WestEd, a San Francisco–based education research and development group, codirected a multi-institutional effort to revise a seventh-grade math curriculum using a handful of promising strategies.
Lessons were spaced out to expose students to key concepts or procedures multiple times and were combined with frequent quizzes. Graphics accompanied examples of how to work a problem, to strengthen the connection between the visual and verbal material. Researchers trained 181 teachers at 114 schools and then tracked 2,465 students in 22 states over a full school year.

Strategies such as showing incorrect examples along with correct ones (to point out common errors) and removing distracting information were especially helpful to underperforming students, Davenport says. Students with lower pretest scores scored higher on posttests in six of eight math units when using the new curriculum versus the traditional materials, the researchers reported in March in Washington, D.C., at the Society for Research on Educational Effectiveness meeting.

Testing the program in so many schools amid teacher turnover and other real-life challenges made control­ling for variance hard, so the data weren’t as robust as researchers had hoped. But there appeared to be improvements, particularly in girls, underrepresented minorities, English-language learners and special education students. The methods work by helping students focus and link related info, Davenport speculates. “Successful students have these skills,” she says. “They’ve developed strategies … to focus their attention and employ problem-solving skills as they work through a problem.” She hopes to help teachers give struggling kids those same skills.

Granting executive powers
Students must learn to stay focused in the face of distraction, to direct actions toward a goal and to hold what they have just seen or heard in mind while they work with it. These abilities are part of a set of cognitive skills called executive function.
There’s strong evidence that well-designed video games can improve executive function among teens and adults, says psychologist Bruce Homer of the City University of New York. “But we need more research to determine if — and how well — these skills transfer to the classroom to … improve academic performance,” he says. With psychologist Richard Mayer of the University of California, Santa Barbara, and Jan Plass of New York University’s game design center, Homer is developing a series of video games for students from middle school to college. Each game targets a specific area of executive function, such as shifting attention or avoiding distractions.

The first of three games is in testing, assigned as homework for 300 kids in Santa Barbara and New York City schools. In the game, students must quickly adapt to rule changes as aliens land on Earth and request help gathering supplies. Preliminary findings show that after eight 30-minute sessions, players of the alien game showed substantially greater improvements in ability to shift strategies in standard cognitive tests compared with students who played a different game. This fall, researchers plan to study whether gains in executive function from game play can improve actual performance in specific academic areas.