Structure and function of the mammalian middle ear. I: Large middle ears in small desert mammals.

Many species of small desert mammals are known to have expanded auditory bullae. The ears of gerbils and heteromyids have been well described, but much less is known about the middle ear anatomy of other desert mammals. In this study, the middle ears of three gerbils (Meriones, Desmodillus and Gerbillurus), two jerboas (Jaculus) and two sengis (elephant-shrews: Macroscelides and Elephantulus) were examined and compared, using micro-computed tomography and light microscopy. Middle ear cavity expansion has occurred in members of all three groups, apparently in association with an essentially 'freely mobile' ossicular morphology and the development of bony tubes for the middle ear arteries. Cavity expansion can occur in different ways, resulting in different subcavity patterns even between different species of gerbils. Having enlarged middle ear cavities aids low-frequency audition, and several adaptive advantages of low-frequency hearing to small desert mammals have been proposed. However, while Macroscelides was found here to have middle ear cavities so large that together they exceed brain volume, the bullae of Elephantulus are considerably smaller. Why middle ear cavities are enlarged in some desert species but not others remains unclear, but it may relate to microhabitat.This is the author accepted manuscript. The final version is available from Wiley via http://dx.doi.org/10.1111/joa.12313

Structure and function of the mammalian middle ear. II: Inferring function from structure.

Anatomists and zoologists who study middle ear morphology are often interested to know what the structure of an ear can reveal about the auditory acuity and hearing range of the animal in question. This paper represents an introduction to middle ear function targetted towards biological scientists with little experience in the field of auditory acoustics. Simple models of impedance matching are first described, based on the familiar concepts of the area and lever ratios of the middle ear. However, using the Mongolian gerbil Meriones unguiculatus as a test case, it is shown that the predictions made by such 'ideal transformer' models are generally not consistent with measurements derived from recent experimental studies. Electrical analogue models represent a better way to understand some of the complex, frequency-dependent responses of the middle ear: these have been used to model the effects of middle ear subcavities, and the possible function of the auditory ossicles as a transmission line. The concepts behind such models are explained here, again aimed at those with little background knowledge. Functional inferences based on middle ear anatomy are more likely to be valid at low frequencies. Acoustic impedance at low frequencies is dominated by compliance; expanded middle ear cavities, found in small desert mammals including gerbils, jerboas and the sengi Macroscelides, are expected to improve low-frequency sound transmission, as long as the ossicular system is not too stiff.This is the author accepted manuscript. The final version is available from Wiley via http://dx.doi.org/10.1111/joa.1231

Electronic transport in a two-dimensional superlattice engineered via self-assembled nanostructures

Nanoscience offers a unique opportunity to design modern materials from the bottom up, via low-cost, solution processed assembly of nanoscale building blocks. These systems promise electronic band structure engineering using not only the nanoscale structural modulation, but also the mesoscale spatial patterning, although experimental realization of the latter has been challenging. Here we design and fabricate a new type of artificial solid by stacking graphene on a self-assembled, nearly periodic array of nanospheres, and experimentally observe superlattice miniband effects. We find conductance dips at commensurate fillings of charge carriers per superlattice unit cell, which are key features of minibands that are induced by the quasi-periodic deformation of the graphene lattice. These dips become stronger when the lattice strain is larger. Using a tight-binding model, we simulate the effect of lattice deformation as a parameter affecting the inter-atomic hopping integral, and confirm the superlattice transport behavior. This 2D material-nanoparticle heterostructure enables facile band structure engineering via self-assembly, promising for large area electronics and optoelectronics applications

A Convex Polynomial Force-Motion Model for Planar Sliding: Identification and Application

We propose a polynomial force-motion model for planar sliding. The set of generalized friction loads is the 1-sublevel set of a polynomial whose gradient directions correspond to generalized velocities. Additionally, the polynomial is confined to be convex even-degree homogeneous in order to obey the maximum work inequality, symmetry, shape invariance in scale, and fast invertibility. We present a simple and statistically-efficient model identification procedure using a sum-of-squares convex relaxation. Simulation and robotic experiments validate the accuracy and efficiency of our approach. We also show practical applications of our model including stable pushing of objects and free sliding dynamic simulations.Comment: 2016 IEEE International Conference on Robotics and Automation (ICRA

Active Learning in Flipped Classroom and Tutorials: Complementary or Redundant?

Cambridge undergraduates have regular active-learning opportunities in small-group tutorials, in which they solve problems and discuss ideas based on course material. Would they see any value in performing similar tasks in flipped-classroom settings, or would they regard the introduction of a second active-learning modality as redundant? Following the replacement of traditional lectures with flipped teaching within three physiology courses, with tutorials ongoing, questionnaire responses showed that students felt that they learned and understood more, and felt better-prepared for exams. Although similarities were recognised, the context of the active learning evidently made flipped classroom and tutorial teaching feel very different, probably because of the different levels of attention from the instructors. Questionnaire and interview comments suggested a complementarity between the two approaches, in that engaging with problems within a flipped classroom could give students more confidence in tutorials and in essay-writing, while tutorials offered more opportunities for individually-tailored feedback

The use of multilayer network analysis in animal behaviour

Network analysis has driven key developments in research on animal behaviour by providing quantitative methods to study the social structures of animal groups and populations. A recent formalism, known as \emph{multilayer network analysis}, has advanced the study of multifaceted networked systems in many disciplines. It offers novel ways to study and quantify animal behaviour as connected 'layers' of interactions. In this article, we review common questions in animal behaviour that can be studied using a multilayer approach, and we link these questions to specific analyses. We outline the types of behavioural data and questions that may be suitable to study using multilayer network analysis. We detail several multilayer methods, which can provide new insights into questions about animal sociality at individual, group, population, and evolutionary levels of organisation. We give examples for how to implement multilayer methods to demonstrate how taking a multilayer approach can alter inferences about social structure and the positions of individuals within such a structure. Finally, we discuss caveats to undertaking multilayer network analysis in the study of animal social networks, and we call attention to methodological challenges for the application of these approaches. Our aim is to instigate the study of new questions about animal sociality using the new toolbox of multilayer network analysis.Comment: Thoroughly revised; title changed slightl

Active Learning in Flipped Classroom and Tutorials: Complementary or Redundant?

Cambridge undergraduates have regular active-learning opportunities in small-group tutorials, in which they solve problems and discuss ideas based on course material. Would they see any value in performing similar tasks in flipped-classroom settings, or would they regard the introduction of a second active-learning modality as redundant? Following the replacement of traditional lectures with flipped teaching within three physiology courses, with tutorials ongoing, questionnaire responses showed that students felt that they learned and understood more, and felt better-prepared for exams. Although similarities were recognised, the context of the active learning evidently made flipped classroom and tutorial teaching feel very different, probably because of the different levels of attention from the instructors. Questionnaire and interview comments suggested a complementarity between the two approaches, in that engaging with problems within a flipped classroom could give students more confidence in tutorials and in essay-writing, while tutorials offered more opportunities for individually-tailored feedback