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@ -13,17 +13,17 @@
\newcommand{\bea}{\begin{eqnarray}} \newcommand{\bea}{\begin{eqnarray}}
\newcommand{\eea}{\end{eqnarray}} \newcommand{\eea}{\end{eqnarray}}
\begin{document} \begin{document}
\title[Don't throw that video away! Reference Frames can fix Video Analysis with a Moving Camera]{Don't throw that video away! Reference Frames can fix Video Analysis with a Moving Camera} \title[Food Energy]{Food Energy}
\author{N T Moore} \author{N T Moore}
\footnote{Present address: \footnote{Present address:
Department of Physics, Winona State University, Winona, MN 55987, USA} Department of Physics, Winona State University, Winona, MN 55987, USA}
\ead{nmoore@winona.edu} \ead{nmoore@winona.edu}
\date{\today} \date{\today}
\begin{abstract} \begin{abstract}
One common source of error in video analysis is camera movement. The paper describes a simple frame of reference correction that students can employ to salvage otherwise corrupted video analysis data. Two examples are provided. Science and Social Policy classes are full of bespoke units and involve many different contexts. Starting the class with a discussion of food energy is a nice way for everyone to start with the same context. In addition, discussion of Food Energy can lead to interesting historical claims.
\end{abstract} \end{abstract}
\noindent{\it Keywords\/}: video analysis, LoggerPro, frames of reference, kinematics \noindent{\it Keywords\/}: Calories, History, Energy, Potato Famine, Aztec Civilization
\submitto{\PED} %\submitto{\PED}
\maketitle \maketitle
\section{Introduction} \section{Introduction}
@ -35,8 +35,24 @@ Everyone eats, maybe not 3000kcals per day, but at least something every day. W
\section{Food Energy} \section{Food Energy}
Calories into body heat
Calories into power
Calories into climbing a hill, bar charts
Conversions: burn butter or oil or natural gas to heat your house
Conversions+bar charts, heat pump
\section{Example: How big could Tenochtitlan have been?} \section{Example: How big could Tenochtitlan have been?}
1917 (A&M) USDA pamphlet
Corn for US - area
If Tenoch was 100k people, how much land area?
\section{Example: Was the Irish Potato Famine a Natural Disaster?} \section{Example: Was the Irish Potato Famine a Natural Disaster?}
\section{Conclusion} \section{Conclusion}
@ -44,13 +60,14 @@ Everyone eats, maybe not 3000kcals per day, but at least something every day. W
%\begin{acknowledgments} %\begin{acknowledgments}
\ack \ack
The work would not have been possible without Mark Hoyoak's excellent videography. Thanks also to Eugenia Etkina for introducing me to video analysis many years ago. Thanks also to Peter Bohacek for his inspiring talks and amazing Direct Motion Video examples. The work was prompted in part by discussions with John Deming, Carl Ferkinhoff, and Sarah Taber.
%\end{acknowledgments} %\end{acknowledgments}
\section*{References} \section*{References}
\begin{thebibliography}{99} \begin{thebibliography}{99}
\bibitem{nature_cat} \bibitem{nature_cat}
Marey M Marey M
1894 1894
@ -59,49 +76,10 @@ Photographs of a Tumbling Cat.
{\bf 51} {\bf 51}
80 80
%https://doi.org/10.1038/051080a0 %https://doi.org/10.1038/051080a0
\bibitem{ISLE_overview}
The ISLE approach to learning physics is described in
Etkina E
2015
Millikan award lecture: Students of physics—Listeners, observers, or collaborative participants in physics scientific practices?
{\it American Journal of Physics}
{\bf 83(8)}
669
%669-679
%DOI: 10.1119/1.4923432
and
Brookes D T and Etkina E
2010
Physical Phenomena in real time
{\it Science}
{\bf 330}
605
%605-606
Here is a pointer to the video archive I'm using \url{http://islevideos.net/} .
\bibitem{ISLE_ball_video_source} \bibitem{Aztec_Cannibalism} for crop productivity
The ball toss video used in the first part of the paper is available for download at \url{http://islevideos.net/experiment.php?topicid=2&exptid=95} .
\bibitem{Bohacek_youtube_intro} \bibitem{USDA_1917_yields}
See the excellent introduction at
\url{https://www.youtube.com/watch?v=QsGMKv8Lrew} .
\bibitem{Bohacek_overview} Peter Bohacek's YouTube channel contains a large number of these videos \url{https://www.youtube.com/user/bohacekphysics}.
A nice overview of the approach he takes is given in \url{https://www.youtube.com/watch?v=QsGMKv8Lrew}.
These videos are available as a commercial curriculum at \url{https://www.pivotinteractives.com/} .
\bibitem{Tracker} Tracker is a free, open-source tool that you can install on your computer or run in a web browser. It is available online at \url{https://physlets.org/tracker/} .
\bibitem{LoggerPro} Vernier's LoggerPro is typically used for lab data acquisition but it contains an excellent video analysis tool that this paper employs.
\url{https://www.vernier.com/product/logger-pro-3/}
\bibitem{calibration_stick} Here is the help page for calibration sticks in Tracker \url{https://physlets.org/tracker/help/frameset.html}. The process in LoggerPro is similar.
\bibitem{bear_video_source}
There are many copies of this video on the web. It seems that the original video was taken by Mark Hoyoak of KPAX News in Montana on September 9, 2003. The clip was subsequently featured on national news and comedy programs. For an overview, see \url{https://www.youtube.com/watch?v=jB47Vucoj2o} .
\bibitem{AccidentRisk}
%https://doi.org/10.1016/j.aap.2009.02.002
Rosén E and Sander U
2009
Pedestrian fatality risk as a function of car impact speed
{\it Accident Analysis and Prevention}
\textbf{41(3)}
536
%536-542
\end{thebibliography} \end{thebibliography}
\end{document} \end{document}