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food_energy.tex
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@ -21,6 +21,7 @@ Department of Physics, Winona State University, Winona, MN 55987, USA}
\date{\today} \date{\today}
\begin{abstract} \begin{abstract}
One of the main difficulties in a class on Sources of Energy and Social Policy is the wide variety of units used by different technologists (BTU's, Barrels of oil, Quads, kWh, etc). As every student eats, I think some of this confusion can be resolved by starting and grounding the class with a discussion of food and food production. A general outline for this introduction is provided and two interesting historical cultural examples, Tenichtitlan and the Irish Potato Famine, are provided. One of the main difficulties in a class on Sources of Energy and Social Policy is the wide variety of units used by different technologists (BTU's, Barrels of oil, Quads, kWh, etc). As every student eats, I think some of this confusion can be resolved by starting and grounding the class with a discussion of food and food production. A general outline for this introduction is provided and two interesting historical cultural examples, Tenichtitlan and the Irish Potato Famine, 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\/}: Energy, Social Policy, kcals, Tenochtitlan, Irish Potato Famine, History, self-reliance \noindent{\it Keywords\/}: Energy, Social Policy, kcals, Tenochtitlan, Irish Potato Famine, History, self-reliance
\submitto{\PED} \submitto{\PED}
@ -61,8 +62,15 @@ Grow your own food, possible?
Grow your own food, how far apart (urban life?) Grow your own food, how far apart (urban life?)
\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}
@ -70,13 +78,14 @@ Grow your own food, how far apart (urban life?)
%\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
@ -85,49 +94,10 @@ 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 \bibitem{Aztec_Cannibalism} for crop productivity
Etkina E
2015 \bibitem{USDA_1917_yields}
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}
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}
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}