The Modified Pharaoh Approach: Stingless bees mummify beetle parasites alive

Social insect colonies usually live in nests, which are often invaded by parasitic species^1^. Workers from these colonies use different defence strategies to combat invaders^1^. Nevertheless, some parasitic species are able to bypass primary colony defences due to their morphology and behaviour^1-3^. In particular, some beetle nest invaders cannot be killed or removed by workers of social bees^2-5^, thus creating the need for alternative social defence strategies to ensure colony survival. Here we show, using Diagnostic Radioentomology^6^, that stingless bee workers _Trigona carbonaria_, immediately mummify invading destructive nest parasites _Aethina tumida_ alive, with a mixture of resin, wax and mud, thereby preventing severe damage to the colony. In sharp contrast to the responses of honeybee^7^ and bumblebee colonies^8^, the rapid live mummification strategy of _T. carbonaria_ effectively prevents beetle parasite advancements and removes their ability to reproduce. The convergent evolution of live mummification by stingless bees and social encapsulation by honeybees^3^ suggests that colonies of social bees generally rely on, secondary defence mechanisms when harmful nest intruders cannot be killed or ejected easily. This process is analogous to immune responses in animals

The Initial State of Students Taking an Introductory Physics MOOC

As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a laboratory component. Students completed a demographic survey and the Force and Motion Conceptual Evaluation at the beginning of the course. While the course is still actively running, we have tracked student participation over the first five weeks of the eleven-week course.Comment: Accepted to PERC Proceedings 201

Peer Evaluation of Video Lab Reports in a Blended Introductory Physics Course

The Georgia Tech blended introductory calculus-based mechanics course emphasizes scientific communication as one of its learning goals, and to that end, we gave our students a series of four peer-evaluation assignments intended to develop their abilities to present and evaluate scientific arguments. Within these assignments, we also assessed students' evaluation abilities by comparing their evaluations to a set of expert evaluations. We summarize our development efforts and describe the changes we observed in student evaluation behavior.Comment: 4 pages, 1 table, 2 figures, submitted to Summer 2014 PERC Proceeding

mTORC2 sustains thermogenesis via Akt-induced glucose uptake and glycolysis in brown adipose tissue

Activation of non-shivering thermogenesis (NST) in brown adipose tissue (BAT) has been proposed as an anti-obesity treatment. Moreover, cold-induced glucose uptake could normalize blood glucose levels in insulin-resistant patients. It is therefore important to identify novel regulators of NST and cold-induced glucose uptake. Mammalian target of rapamycin complex 2 (mTORC2) mediates insulin-stimulated glucose uptake in metabolic tissues, but its role in NST is unknown. We show that mTORC2 is activated in brown adipocytes upon β-adrenergic stimulation. Furthermore, mice lacking mTORC2 specifically in adipose tissue (AdRiKO mice) are hypothermic, display increased sensitivity to cold, and show impaired cold-induced glucose uptake and glycolysis. Restoration of glucose uptake in BAT by overexpression of hexokinase II or activated Akt2 was sufficient to increase body temperature and improve cold tolerance in AdRiKO mice. Thus, mTORC2 in BAT mediates temperature homeostasis via regulation of cold-induced glucose uptake. Our findings demonstrate the importance of glucose metabolism in temperature regulation

Data Reduction Pipeline for the CHARIS Integral-Field Spectrograph I: Detector Readout Calibration and Data Cube Extraction

We present the data reduction pipeline for CHARIS, a high-contrast integral-field spectrograph for the Subaru Telescope. The pipeline constructs a ramp from the raw reads using the measured nonlinear pixel response, and reconstructs the data cube using one of three extraction algorithms: aperture photometry, optimal extraction, or $\chi^2$ fitting. We measure and apply both a detector flatfield and a lenslet flatfield and reconstruct the wavelength- and position-dependent lenslet point-spread function (PSF) from images taken with a tunable laser. We use these measured PSFs to implement a $\chi^2$-based extraction of the data cube, with typical residuals of ~5% due to imperfect models of the undersampled lenslet PSFs. The full two-dimensional residual of the $\chi^2$ extraction allows us to model and remove correlated read noise, dramatically improving CHARIS' performance. The $\chi^2$ extraction produces a data cube that has been deconvolved with the line-spread function, and never performs any interpolations of either the data or the individual lenslet spectra. The extracted data cube also includes uncertainties for each spatial and spectral measurement. CHARIS' software is parallelized, written in Python and Cython, and freely available on github with a separate documentation page. Astrometric and spectrophotometric calibrations of the data cubes and PSF subtraction will be treated in a forthcoming paper.Comment: 18 pages, 15 figures, 3 tables, replaced with JATIS accepted version (emulateapj formatted here). Software at https://github.com/PrincetonUniversity/charis-dep and documentation at http://princetonuniversity.github.io/charis-de

Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course

In the Fall of 2013, Georgia Tech offered a 'flipped' calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom through pre-recorded, lecture videos. Video lectures constituted students' initial introduction to course material. We analyze how students engaged with online lecture videos via 'clickstream' data, consisting of time-stamped interactions (plays, pauses, seeks, etc.) with the online video player. Analysis of these events has shown that students may be focusing on elements of the video that facilitate a 'correct' solution.Comment: 4 pages, Physics Education Research Conference Proceedings 201