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Organic food and farming

Organic food

“People got in their head, well, if it’s man-made somehow it’s potentially dangerous, but if it’s natural, it isn’t. That doesn’t really fit with anything we know about toxicology. When we understand how animals are resistant to chemicals, the mechanisms are all independent of whether it’s natural or synthetic. And in fact, when you look at natural chemicals, half of those tested came out positive [for toxicity in humans].” –Bruce Ames

Organic food is food produced by organic farming, a set of techniques that mixes scientific knowledge of soil depletion and enrichment with anti-scientific beliefs and myths about nature and the natural.

A key belief of groups like the International Federation of Organic Agriculture Movements (IFOAM) and the Soil Association, which oppose conventional farming in favor of organic farming, is that pesticides and fertilizers are so harmful that they should be avoided unless they are “natural.”

This belief is contradicted by the vast majority of scientific studies that have been done on these subjects (Morris and Bate 1999Taverne 2006NCPA study). The United States Department of Agriculture (USDA) has put in place a set of national standards that food labeled “organic” must meet, whether it is grown in the United States or imported from other countries.

“USDA makes no claims that organically produced food is safer or more nutritious than conventionally produced food. Organic food differs from conventionally produced food in the way it is grown, handled, and processed.”*

Harm from bacterial contamination is a much greater possibility from natural fertilizers (Stossel 2005: 194). (For those of you who hate John Stossel, read the newspaper. The most dangerous bacteria in America’s food supply is E. coli, which is found in abundance in cattle manure, a favorite “natural” fertilizer of organic farming.)

The residues from pesticides on food, natural or synthetic, are not likely to cause harm to consumers because they occur in minute quantities.* (This fact does not make either kind of pesticide safe for those who work with them and are exposed to large quantities on a regular basis. I refer to residues on foods you and I are likely to find on fruits and vegetable we buy at the store or market.)

Using natural biological controls rather than synthetic pesticides is more dangerous to the environment (Morris and Bate 1999). The amounts of pesticide residue produced by plants themselves or introduced by organic farmers are significantly greater than the amounts of synthetic pesticide residues.

Almost all of the pesticides we ingest in food are naturally produced by plants to defend themselves against insects, fungi, and animal predators (Ames and Gold 1997). The bottom line is that fresh fruits and vegetables are good for you and it doesn’t matter whether they’re organic.

Over 30 separate investigations of about 500,000 people have shown that farmers, millers, pesticide-users, and foresters, occupationally exposed to much higher levels of pesticide than the general public, have much lower rates of cancer overall (Taverne 2006: 73.)

Groups like IFOAM refer to synthetic pesticides as “toxic,” even though the amount of pesticides people are likely to ingest through food are always in non-toxic amounts.

Many toxic substances occur naturally in foods, e.g.,arsenic in meat, poultry, dairy products, cereals, fish, and shellfish, but usually in doses so small as not to be worthy of concern. On the IFOAM website you will find the following message:

Although IFOAM has no official position on the quality of organic food, it’s easy to conclude that the overall nutritional and health-promoting value of food is compromised by farming methods that utilize synthetic fertilizers and toxic pesticides.

It’s easy to conclude—as long as you ignore the bulk of the scientific evidence that is available.

the myth of organic superiority

The evidence for the superiority of organic food is mostly anecdotal and based more on irrational assumptions and wishful thinking than on hard scientific evidence. There is no significant difference between a natural molecule and one created in the laboratory. Being natural or organic does not make a substance safe* nor does being synthetic make a substance unsafe. 

Organic food does not offer special protection against cancer or any other disease. Organic food is not “healthier” than food produced by conventional farming, using synthetic pesticides and herbicides. Organic farming is not necessarily better for the environment than conventional farming. There is scant scientific evidence that most people can tell the difference in taste between organic and conventional foods. The bottom line is: fresher is better. Organic produce that travels thousands of miles to market is generally inferior to the same produce from local farmers, organic or not.

Is there any difference between organic and conventional fruits and vegetables? According to one scientific paper, there are several differences:

Based on the results of our literature review and experiment we conclude that there are substantial differences between organic and conventional fruits and vegetables. They differ with respect to production method, labeling, marketing, price and potentially other parameters.

You don’t need to do a scientific study to know that organic foods are produced differently from conventionally farmed foods. Anyone who has been to the market knows that you will pay substantially more for food labeled “organic.”

The aforementioned scientific study did find that the literature provides evidence for one nutritional difference between organic and conventional foods: vitamin C was found to be higher for organic food.

coddling by the media

The way the media treat “green” issues accounts for one reason that the organic-is-better myth is pervasive. Here’s an example from BBC News:

Growing apples organically is not only better for the environment than other methods but makes them taste better than normal apples, US scientists say.

The study is among the first to give scientific credence to the claim that organic farming really is the better option.

The researchers found organic cultivation was more sustainable than either conventional or integrated farming, which cuts the use of chemicals.

The scientists, from Washington State University in Pullman, found the organic apples were rated highest for sweetness by amateur tasting panels.

They reported: “Escalating production costs, heavy reliance on non-renewable resources, reduced biodiversity, water contamination, chemical residues in food, soil degradation and health risks to farm workers handling pesticides all bring into question the sustainability of conventional farming systems.”

The headline for the story reads: Organic apples tickle tastebuds.

Most people might stop reading the story after five paragraphs of nothing but positive statements about organic farming and the mention of a number of problems ahead for conventional farming. For those who persevere, however, the following bits of information are also provided:

…organic farming systems were “less efficient, pose greater health risks and produce half the yields of conventional farming”.

…the tests “found no differences among organic, conventional and integrated apples in texture or overall acceptance”.

…Growers of more sustainable systems may be unable to maintain profitable enterprises without economic incentives, such as price premiums or subsidies for organic and integrated products.

Apparently, the measure used to determine that organic farming was “better for the environment” was based on physical, chemical, and biological soil properties. The scientists created their own index and found that organic was better mainly because of the addition of compost and mulch.

Certainly, there are going to be some organic farms that use methods of composting and mulching that improve growing conditions. But there are also methods conventional farmers can use to accomplish the same thing.

Finally, there are some organic farmers who used methods of composting and mulching that don’t improve anything except the chances of bacterial infection. Only a “green” journalist or scientist could turn being less efficient, posing greater health risks, no different in texture or appearance, and producing half the yields of conventional farming into “better than conventional farming.”

I’ll provide just one more example of how the media and scientists with agendas distort the results of scientific studies that compare organic with conventional agricultural practices. In 2003, Alyson Mitchell, Ph.D., a food scientist at the University of California, Davis, co-authored a paper with the formidable title of “Comparison of the Total Phenolic and Ascorbic Acid Content of Freeze-Dried and Air-Dried Marionberry, Strawberry, and Corn Grown Using Conventional, Organic, and Sustainable Agricultural Practices.”

The article was published in the Journal of Agricultural and Food Chemistry, a peer-reviewed journal of the American Chemical Society. The article got some good press from “green” journalists, who proclaimed that the study showed that organic foods have significantly higher levels of antioxidants than conventional foods. 

(Examples of glowing press reports can be found here and here.) There is a strong belief among promoters of organic foods that there is good scientific support for the claim that diets rich in antioxidants contribute to significantly lower cancer rates. 

The data, however, do not support this belief. “Study after study has shown no benefit of antioxidants for heart disease, cancer, Parkinson’s disease, Alzheimer’s disease, or longevity” (Hall 2011).

The study compared total phenolic metabolites and ascorbic acid in only two crops, marionberries and corn. Both crops were grown organically and conventionally on different farms. The organic berries were grown on land that had been used for growing berries for four years; the conventional berries were grown on land that had been used to grow conventional berries for 21-22 years.

The crops were grown on different soil types: the organic soil was “sandy, clay, loam”; the conventional was “sandy, Ritzville loam.” The soil for the conventional corn had been used before for wheat; the soil for the organic corn had been used for green beans. The conventional farm used well water; the organic farm used a combination of well and creek water. (I don’t mention the strawberry listed in the title of the article because no organic strawberries were tested.)

As you can tell from the title of the article, the metabolites measured were not taken from fresh berries or corn but from samples that had been freeze-dried and air-dried. Though not mentioned in the title, the scientists also compared samples that were simply frozen.

The data provided by the authors in their published study shows clearly that there was not enough measurable ascorbic acid (AA) in either of the marionberry samples to compare the organic to the conventional. As already noted, no organic strawberries were studied. There was not enough measurable AA for the freeze-dried or air-dried corn to be compared.

So, the only data on AA is for the frozen corn: organic had a value of 3.2 and conventional had a value of 2.1. You can read the study yourself to find out what these numbers represent, but whatever they represent they do not merit the conclusion drawn by the authors of the study: “Levels of AA in organically grown … samples were consistently higher than the levels for the conventionally grown crops.”

The study also compared what it calls “sustainable agricultural practices” to organic and conventional practices. Sustainable practices in this study included the use of synthetic fertilizers.

“Our results indicate,” the authors write, “that TPs [total phenolics] were highest in the crops grown by sustainable agricultural methods as compared to organic methods.” Dr. Mitchell is quoted in the press as saying that their study “helps explain why the level of antioxidants is so much higher in organically grown food.” Yet, her study clearly states that the evidence for this claim is anecdotal. In fact, the authors write of the comparative studies that have been done:

These data demonstrate inconsistent differences in the nutritional quality of conventionally and organically produced vegetables with the exception of nitrate and ascorbic acid (AA) in vegetables.

distortion of evidence by scientists

One thing these “green” advocates are good at is distorting data to make lead appear to be gold. Another study led by Mitchell claims that organic tomatoes have “statistically higher levels (P < 0.05) of quercetin and kaempferol aglycones” than conventional tomatoes. The increase of these flavonoids corresponds “with reduced manure application rates once soils in the organic systems had reached equilibrium levels of organic matter.”

In fact, the study suggests that it is the nitrogen “in the organic and conventional systems that most strongly influence these differences.” The authors suggest that “overfertilization (conventional or organic) might reduce health benefits from tomatoes.” The argument is that the flavonoids are a protective response by the plants and one of the things they respond to is the amount of nitrogen in the soil.

In any case, the thrust of these and similar studies is that both organic and conventional crops can be manipulated to yield higher levels of antioxidants. At least one study has found “organic food products have a higher total antioxidant activity and bioactivity than the conventional foods.”* That study, however, involved only ten Italian men, aged 30-65 years.

I have to say that I am underwhelmed by the studies I have reviewed that claim to have found organic foods are more nourishing or healthy than conventional fruits and vegetables. At present, there is no strong body of scientific evidence that supports the contention that organic fruits and vegetables are superior to conventional produce.

A best case scenario for the organic folks would be that to achieve the recommended nutrients from five helpings a day of fruits or vegetables you might have to eat four or five more conventionally grown strawberries or two or three more baby carrots to get the same amount of vitamins, minerals, or antioxidants as provided by organic fruits and vegetables. But I’m not sure the evidence supports even that weak position.

History of the term “organic”

The term ‘organic’ as a descriptor for certain sustainable agriculture systems appears to have been used first by Lord Northbourn in his book Look to the Land (1940).

“Northbourn used the term to describe farming systems that focused on the farm as a dynamic, living, balanced, organic whole, or an organism.”* T

he term ‘organic’ was first widely used in the U.S. by J. I. Rodale, founder of Rodale Press, in the 1950s. “Rodale failed to convince scientists of the validity of his approach because of his reliance on what were perceived to be outrageous unscientific claims of organic farming’s benefits.”*

The USDA standards for organic food state:

Organic food is produced without using most conventional pesticides; fertilizers made with synthetic ingredients or sewage sludge; bioengineering; or ionizing radiation.

These standards capture the essence of the organic mythology:

  1. Conventional pesticides should be avoided.

  2. Synthetic fertilizers should be avoided.

  3. Food should not be genetically altered.

  4. Food should not be subjected to ionizing radiation.

The bit about sewage sludge is there because some organic farmers follow the “law of return” as proposed by Sir Albert Howard (1873-1947), a founder and pioneer of the organic movement. He advocated recycling  all organic waste materials, including sewage sludge, in farmland compost. The practice of adding human and animal feces to the soil is an ancient practice found in many cultures even today.

The fact that these cultures developed their practices without benefit of modern knowledge of such things as bacteria or heavy metals is trumped by the romantic notion that farm life was idyllic in those times and places when life expectancy was half that of today.

Rudolf Steiner, the founder of a set of superstitious agricultural practices known as biodynamics, also advocated using manure as fertilizer but it had to be prepared according to a magical formula based on his belief that cosmic forces entered animals through their horns. Steiner also romanticized farming. Commenting on some peasants stirring up manure, he said:

“I have always had the opinion … that [the peasants’] alleged stupidity or foolishness is wisdom before God [sic], that is to say, before the Spirit. I have always considered what the peasants and farmers thought about their things far wiser than what the scientists were thinking.”* 

Steiner gave lectures on farming, but did no scientific research to test his ideas.

A central concept of these lectures was to “individualize” the farm by bringing no or few outside materials onto the farm, but producing all needed materials such as manure and animal feed from within what he called the “farm organism.”

Other aspects of biodynamic farming inspired by Steiner’s lectures include timing activities such as planting in relation to the movement patterns of the moon and planets and applying “preparations,” which consist of natural materials which have been processed in specific ways, to soil, compost piles, and plants with the intention of engaging non-physical beings and elemental forces. Steiner, in his lectures, encouraged his listeners to verify his suggestions scientifically, as he had not yet done.*

Steiner opposed the use of synthetic fertilizers and pesticides, not on scientific grounds but on spiritual grounds. He claimed there were “spiritual shortcomings in the whole chemical approach to farming.”* He had a mystical idea of the farm as an organism, “a closed self-nourishing system.”*

This article has been excerpted from The Skeptic’s Dictionary,  http://skepdic.com/organic.html

Evolution of cereals and grasses

What are cereals and grains, and where do they come from?

A cereal is any grass – yes you read that correctly, grass – cultivated for the edible components of its grain.

Common grasses that produce these wonderful grains are wheat, rye, millet, oat, barley, rice, and corn.

Types of Grains found on Recipematic

Wheat is the most common grain producing grass.

(botanically, a type of fruit called a caryopsis), composed of the endosperm, germ, and bran.

The term may also refer to the resulting grain itself (specifically “cereal grain”).

Cereal grain crops are grown in greater quantities and provide more food energy worldwide than any other type of crop[1] and are therefore staple crops. Edible grains from other plant families, such as buckwheat, quinoa and chia, are referred to as pseudocereals.

From the Health happens at Home website

All of the grains that we eat have been genetically modified by thousands of years of artificial selection. This includes all wheat, barley, rye, spelt and oats.

Paper 1: “Wheat: The Big Picture”, The Bristol Wheat Genomics site, School of Biological Sciences, University of Bristol

Wheat: The Big Picture – the evolution of wheat

Evolution wheat barley sorghum rice

Figure 2. Phylogenetic tree showing the evolutionary relationship between some of the major cereal grasses. Brachypodium is a small grass species that is often used in genetic studies because of its small and relatively simple genome.

Paper 2: Increased understanding of the cereal phytase complement for better mineral bio-availability and resource management

Article (PDF Available) in Journal of Cereal Science 59(3) · January 2013 with 244 Reads
DOI: 10.1016/j.jcs.2013.10.003

Fig-1-Phylogenetic tree of cereals selected grasses PAPhy gene copy numbers

Fig. 1. Phylogenetic tree of cereals and selected grasses. PAPhy gene copy numbers are given for each species and key evolutionary events are indicated.

Paper 2
Genome-wide characterization of the biggest grass, bamboo, based on 10,608 putative full-length cDNA sequences.
Peng Z, Lu T, Li L, Liu X, Gao Z, Hu T, Yang X, Feng Q, Guan J, Weng Q, Fan D, Zhu C, Lu Y, Han B, Jiang Z – BMC Plant Biol. (2010)

Phylogeny of grasses inferred from concatenated alignment of 43 putative orthologous cDNA sequences

Figure 2: Phylogeny of grasses inferred from concatenated alignment of 43 putative orthologous cDNA sequences. (A) Tree inferred from maximal likelihood method. Bayes inference yielded the same topology. (B) Tree inferred from neighbor joining method. Branch length is proportional to estimated sequence divergence measured by scale bars. Numbers associated with branches are bootstrap percentages. Arabidopsis was used as outgroup. Subfamily affiliation of the grasses is indicated at right.

Paper 3 Evolution of corn

The evolution of maize (corn)

Figure 1: The evolutionary stages of domestication and diversification.
From Evolution of crop species: genetics of domestication and diversification, Rachel S. Meyer & Michael D. Purugganan, Nature Reviews Genetics 14, 840–852 (2013) doi:10.1038/nrg3605

http://www.nature.com/nrg/journal/v14/n12/fig_tab/nrg3605_F1.html

Paper 4 text

Brachypodium distachyon: making hay with a wild grass, Magdalena Opanowicz, Philippe Vain, John Draper, David Parker, John H. Doonan
DOI: http://dx.doi.org/10.1016/j.tplants.2008.01.007

Phylogenetic Brachypodium and cereals

This next image is from Setaria viridis as a Model System to Advance Millet Genetics and Genomics.

By Huang, Pu & Shyu, Christine & Coelho, Carla & Cao, Yingying & Brutnell, Thomas. (2016) Frontiers in Plant Science. 7. 10.3389/fpls.2016.01781.

Cladogram phylogenetic rice wheat teff millet corn sorghum

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Schrödinger’s cat

Schrödinger’s cat is a thought experiment, sometimes described as a paradox, devised by Austrian physicist Erwin Schrödinger in 1935.

It illustrates what he saw as the problem of the Copenhagen interpretation of quantum mechanics when applied to everyday objects.

Cat static balloons

Here is how the Schrödinger’s cat thought experiment works:

Acat, a flask of poison, and a radioactive source are placed in a sealed box.

If an internal monitor detects radioactivity (i.e., a single atom decaying), the flask is shattered, releasing the poison, which kills the cat.

The Copenhagen interpretation of quantum mechanics implies that after a while, the cat is simultaneously alive and dead.

Yet, when one looks in the box, one sees the cat either alive or dead, not both alive and dead.

schrodingers-cat-experiment

This poses the question of when exactly quantum superposition ends and reality collapses into one possibility or the other.

The Copenhagen interpretation implies that the cat remains both alive and dead – until the state is observed.

Schrödinger did not wish to promote the idea of dead-and-alive cats as a serious possibility.

On the contrary, he intended the example to illustrate the absurdity of the existing view of quantum mechanics

schrodingers-cat

Since Schrödinger’s time, other interpretations of quantum mechanics have been proposed that give different answers to the questions posed by Schrödinger’s cat of how long superpositions last and when (or whether) they collapse.

This introduction has been adapted from “Schrödinger’s cat.” Wikipedia, The Free Encyclopedia, 5 Feb. 2017.

Many-worlds interpretation and consistent histories

In 1957, Hugh Everett formulated the many-worlds interpretation of quantum mechanics, which does not single out observation as a special process.

In the many-worlds interpretation, both alive and dead states of the cat persist after the box is opened, but are decoherent from each other.

schroedingers-cat-many-world-svg

In other words, when the box is opened, the observer and the possibly-dead cat split into an observer looking at a box with a dead cat, and an observer looking at a box with a live cat.

But since the dead and alive states are decoherent, there is no effective communication or interaction between them. We have created parallel universes!

Decoherence interpretation

When opening the box, the observer becomes entangled with the cat.

Therefore “observer states” corresponding to the cat’s being alive and dead are formed; each observer state is entangled or linked with the cat so that the “observation of the cat’s state” and the “cat’s state” correspond with each other.

Quantum decoherence ensures that the different outcomes have no interaction with each other. The same mechanism of quantum decoherence is also important for the interpretation in terms of consistent histories.

Only the “dead cat” or the “alive cat” can be a part of a consistent history in this interpretation.

cat-quantum-meme

External resources

https://www.newscientist.com/article/2097199-seven-ways-to-skin-schrodingers-cat/

 

Learning Standards

SAT Subject Test: Physics

Quantum phenomena, such as photons and photoelectric effect
Atomic, such as the Rutherford and Bohr models, atomic energy levels, and atomic spectra
Nuclear and particle physics, such as radioactivity, nuclear reactions, and fundamental particles
Relativity, such as time dilation, length contraction, and mass-energy equivalence

AP Physics Curriculum Framework
Essential Knowledge 1.D.1: Objects classically thought of as particles can exhibit properties of waves.
a. This wavelike behavior of particles has been observed, e.g., in a double-slit experiment using elementary particles.
b. The classical models of objects do not describe their wave nature. These models break down when observing objects in small dimensions.

Learning Objective 1.D.1.1:
The student is able to explain why classical mechanics cannot describe all properties of objects by articulating the reasons that classical mechanics must be refined and an alternative explanation developed when classical particles display wave properties.

Essential Knowledge 1.D.2: Certain phenomena classically thought of as waves can exhibit properties of particles.
a. The classical models of waves do not describe the nature of a photon.
b. Momentum and energy of a photon can be related to its frequency and wavelength.

Content Connection: This essential knowledge does not produce a specific learning objective but serves as a foundation for other learning objectives in the course.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012)

Electromagnetic radiation can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. Quantum theory relates the two models…. Knowledge of quantum physics enabled the development of semiconductors, computer chips, and lasers, all of which are now essential components of modern imaging, communications, and information technologies

Internal reflection

Physics is a deeply conceptual class. It’s not like English or History, where everyone already knows vast amounts of content before even entering. Students entering high school already knowing what a story is, what characters are, what a theme is, and what a moral is.

The human themes discussed by Shakespeare or Homer are universal. They are intuitively understood by even the least prepared of readers. Students may not know much about Elizabethan England, or ancient Greece, but they know what it means to be happy, sad, angry, or jealous. They know what it means for a character to fall in love, or to flee from their home.

When they read about a King entering a castle, and making a pronouncement to the citizens, students get it right away. Does any student ever erroneously think that “the pronouncement” is a person? That “the King” is a large object built out of wood and stone that someone lives in? That “the Castle” is a letter to be read? Of course not.

This is not so, however, with concepts in physics. Student entering a physics class often have no meaningful understanding of conservation laws, or Newton’s laws of motion. Most don’t understand why it is essential to differentiate between conservation of energy and conservation of momentum. When someone doesn’t know if a problem requires conservation of energy concepts, or kinematic equation concepts to solve a problem, that’s a like a person not knowing the difference between a King and a Castle. It is that basic.

Outside of AP Physics we usually are teaching from the ground level upwards.

No teaching method, homework assignment, or pedagogical technique has much effect on student performance – unless that student takes time to engage in internal mental reflection.

When students review at home what we learned in class,

When students think about what happened, and why it happened,

When students compare their preconceptions to what they have observed

only they are engaging in internal mental reflection.

If a student chooses not do this, then there is little a teacher can add. We can explain it for you, but we can’t understand it for you.

This is one reason why some students struggle. Doing classwork has only limited usefulness, unless one internally reflects on the subject.

How to be a good student

Chapter 12. Learning Through Reflection, by Arthur L. Costa and Bena Kallick

Learning Through Reflection

Google Scholar Search

Scholar.google.com Learning internal reflection

Scholar Google: Mental reflection

Math is the language of physics

 

Mathematics is the language of physics

Natural philosophy [i.e., physics] is written in this grand book – I mean the universe – which stands continually open to our gaze, but it cannot be understood unless one first learns to comprehend the language and interpret the characters in which it is written.

[The universe] cannot be read until we have learned the language and become familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles, circles and other geometrical figures, without which means it is humanly impossible to comprehend a single word.

  • Galileo, Opere Il Saggiatore p. 171

Mathematics is the language of physics. Physical principles and laws, which would take two or even three pages to write in words, can be expressed in a single line using mathematical equations. Such equations, in turn, make physical laws more transparent, interpretation of physical laws easier, and further predictions based on the laws straightforward.

  • Mesfin Woldeyohannes, Assistant Professor, Western Carolina University

ἀεὶ ὁ θεὸς γεωμετρεῖ – Aei ho theos geōmetreî. God always geometrizes.

  • Plato, 400 BCE, classical Greece, as quoted by Plutarch in his The Moralia, Quaestiones convivales. (circa 100 CE)

Math is so useful in the real world that it’s eerie

There is a classic paper, The Unreasonable Effectiveness of Mathematics in the Natural Sciences, that it should be read even by high school students.

Wigner begins his paper with the belief, common among those familiar with mathematics, that mathematical concepts have applicability far beyond the context in which they were originally developed.

Based on his experience, he says “it is important to point out that the mathematical formulation of the physicist’s often crude experience leads in an uncanny number of cases to an amazingly accurate description of a large class of phenomena.”

Wigner then invokes the fundamental law of gravitation as an example. Originally used to model freely falling bodies on the surface of the earth, this law was extended on the basis of what Wigner terms “very scanty observations” to describe the motion of the planets, where it “has proved accurate beyond all reasonable expectations”.

Another oft-cited example is Maxwell’s equations, derived to model the elementary electrical and magnetic phenomena known as of the mid 19th century. These equations also describe radio waves, discovered by David Edward Hughes in 1879, around the time of James Clerk Maxwell’s death.

Wigner sums up his argument by saying that “the enormous usefulness of mathematics in the natural sciences is something bordering on the mysterious and that there is no rational explanation for it”. He concludes his paper with the same question with which he began:

The miracle of the appropriateness of the language of mathematics for the formulation of the laws of physics is a wonderful gift which we neither understand nor deserve. We should be grateful for it and hope that it will remain valid in future research and that it will extend, for better or for worse, to our pleasure, even though perhaps also to our bafflement, to wide branches of learning.

  • The Unreasonable Effectiveness of Mathematics in the Natural Sciences. (2016, September 11). In Wikipedia, The Free Encyclopedia

The Unreasonable Effectiveness of Mathematics in the Natural Sciences

Math is different from physics

Mathematics does not need to bother itself with real-world observations. It exists independently of any and all real-world measurements. It exists in a mental space of axioms, operators and rules.

Physics depends on real-world observations. Any physics theory could be overturned by a real-world measurement.

None of maths can be overturned by a real-world measurement. None of geometry can be.

Physics starts from what could be described as a romantic or optimistic notion: that the universe can be usefully described in mathematical terms; and that humans have the mental ability to assemble, and even interpret, that mathematical description.

Maths need not concern itself with how the universe actually works. Perhaps there are no real numbers, one might think it is likely that there is only a countable number of possible measurements in this universe, and nothing can form a perfect triangle or point.

Maths, including geometry, is a perfect abstraction that need bear no relation to the universe as it is.
Physics, to have any meaning, must bear some sort of correspondence to the universe as it is.

Why-is-geometry-mathematics-and-not-physics? Physics StackExchange, by EnergyNumbers

Related articles

What is mathematics, really? Is it made by humans or a feature of the universe? Math in art & poetry.

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Thanks for reading. While you’re here see our articles on astronomybiologychemistryEarth sciencephysicsthe scientific method, and making connections to science through reading, books, TV and movies.

Ancient mesopotamian science

Here we examine the development of astronomy, math, and science in ancient Mesopotamian science.

Akkadian era – 3000 – 2000 BCE.

Sumerian city-state kings fought over land from 3000 to 2000 B.C.

Sargon of Akkad was powerful leader, creator of worldʼs first empire – took over northern and southern Mesopotamia around 2350 B.C. – empire—many different peoples, lands controlled by one ruler (emperor) The Akkadian Empire

Sargonʼs empire was called the Akkadian Empire. This included the Fertile Crescent—lands from Mediterranean Sea to Persian Gulf
Known for rich soil, water, and good farming

Sargonʼs conquests spread Akkadian ideas, culture, writing system.  Empires encourage trade and may bring peace to their peoples. Peoples of several cultures share ideas, technology, customs.

Babylonian mathematics

As early as 2000 BCE, Babylonians used pre-calculated tables to assist with arithmetic such as:

This became useful for their early astronomy.

Babylonians developed advanced forms of geometry, some of which was used in astronomy.

Info above  comes from Houghton Mifflin Historical-Social Science: World History: Ancient Civilizations: Eduplace Social studies review: LS_6_04_01. This historical overview is brief, and by necessity, highly simplified.

 

Metallurgy

Chemistry connections

http://www.anvilfire.com/21centbs/stories/rsmith/mesopotamia_1.htm

“[People in ancient mesopotamia] made substantial advances in crafting higher quality bronze tools and weapons. It took trade to relatively distant places – because tin ore caches are sparse – to create tin-alloy bronze. This was the standard to aim for in the ancient world – and also prevented metal-smiths from developing limps and dying of gradual arsenic poisoning. (not joking)”

– https://www.quora.com/What-were-some-of-the-achievements-of-the-Akkadian-Empire-Which-have-lasted-in-modern-times

Babylonian era

First Babylonian dynasty – Amorite Dynasty, 1894–1595 BCE

Early Iron Age – Native Rule, Second Dynasty of Isin, 1155–1026 BCE

Assyrian rule, 911–619 BCE

Let’s look at this same area. in its larger geographical context:

This empire was very similar to the Akkadians. 1792-1749 BCE.

King Hammurabi of Babylon is a major figure.

• Akkadian Empire lasted about 200 years

• Amorites invaded Sumer about 2000 B.C., chose Babylon as capital

• Hammurabi—powerful Amorite king who ruled from 1792 to 1750 B.C.

– extended empire across Mesopotamia, Fertile Crescent

– appointed governors, tax collectors, judges to control lands

– watched over agriculture, trade, construction

Babylonians recognize that astronomical phenomena are periodic (e.g. the annual cycle of the Earth-Sun system)

The motion of the moon, and tides, are more examples of periodic phenomenon

Tide Lunar animation
Although they did not know the physical reasons why such patterns existed, they discovered the mathematical periodicity of both lunar and solar eclipses.

Centuries of Babylonian observations of celestial phenomena are recorded in the series of cuneiform tablets known as the Enûma Anu Enlil

Astronomical studies of the planet Venus

Writing of the “Mul Apin” clay tablets, catalogs of stars and constellations, heliacal rising dates of stars, constellations and planets

Babylonian cosmology

They developed a view of the universe in which our Earth was essentially flat, with several layers of heavens above, and several layers of underworlds below.

This diagram roughly shows their view of the universe – but note that this image is not meant to be geocentric. They didn’t imply that our world is the center of the universe; this was just what the universe was imagined to be like, locally.

The idea that our Earth is literally the center of the entire universe (geocentrism) didn’t develop until the later Greek era, circa the time of Aristotle.

babylonian-cosmology

“A six-level universe consisting of three heavens and three earths:
two heavens above the sky, the heaven of the stars, the earth, the underground of the Apsu, and the underworld of the dead.
The Earth was created by the god Marduk as a raft floating on fresh water (Apsu), surrounded by a vastly larger body of salt water (Tiamat).
The gods were divided into two pantheons, one occupying the heavens and the other in the underworld. ”
– History of cosmology, from Astronomy 123: Galaxies and the Expanding Universe

Assyrian empire 850 – 609 BCE

• Assyrian Empire replaced Babylonian Empire

• Located in hilly northern Mesopotamia
– built powerful horse and chariot army to protect lands
– soldiers were the only ones in the area to use iron swords, spear tips
– used battering rams, ladders, tunnels to get past city walls

• Assyrians were cruel to defeated peoples

• Enemies who surrendered were allowed to choose a leader.
Enemies who resisted were taken captive, and killed or enslaved.

• Enemy leaders were killed, cities burned

• Captured peoples were sent into exile

• Assyrian Empire fell in 609 B.C.
– defeated by combined forces of the Medes and Chaldeans
– victors burned the Assyrian capital city of Nineveh

Science

Astronomers of their day discovered a repeating 18-year Saros cycle of lunar eclipses

periodicity-and-recurrence-of-solar-eclipses-gif

(data for this GIF is from http://eclipse.gsfc.nasa.gov/SEsaros/SEsaros101.html)

Chaldean Empire/Neo-Babylonian empire 625 – 539 BCE

• Chaldeans ruled much of former Assyrian Empire
– sometimes called New Babylonians because Babylon was capital

• Chaldean empire peaked from 605 to 562 B.C. under Nebuchadnezzar II
– took Mediterranean trading cities, drove Egyptians out of Syria

• Nebuchadnezzar seized Jerusalem when the Hebrews rebelled in 598 B.C.
– destroyed the Jewish people’s Temple in Jerusalem, and held many captive in Babylon for about 50 years. (Many Jews returned to their homeland under Cyrus the Great.)
At the height of their wealth and power, the Chaldeans:

• Nebuchadnezzar built Babylonʼs Ishtar Gate, Tower of Babel ziggurat

• Built the Hanging Gardens of Babylon, one of Seven Wonders of the World
– an artificial mountain covered with trees, plants
The Empire Fades

• Weak rulers followed Nebuchadnezzar II

• Internal conflicts over religion divided Chaldean people
– made it easy for Cyrus The Great, King of Persia to conquer land

Post-Chaldean Babylonians

Jesse Emspak, in the Smithsonian, “Babylonians Were Using Geometry Centuries Earlier Than Thought” 1/28/16

As one of the brightest objects in the night sky, the planet Jupiter has been a source of fascination since the dawn of astronomy.

Now a cuneiform tablet dating to between 350 and 50 B.C. shows that Babylonians not only tracked Jupiter, they were taking the first steps from geometry toward calculus to figure out the distance it moved across the sky.

Obliquity of the Nine Planets

Obliquity of the Nine Planets http://solarviews.com/eng/solarsys.htm

Mathieu Ossendrijver of Humboldt University in Berlin found the tablet while combing through the collections at the British Museum.

The written record gives instructions for estimating the area under a curve by finding the area of trapezoids drawn underneath.

Using those calculations, the tablet shows how to find the distance Jupiter has traveled in a given interval of time.

distance-travelled-by-jupiter-babylonian-tablet

 

The distance travelled by Jupiter after 60 days, 10º45′,
computed as the area of the trapezoid whose top left corner is Jupiter’s velocity over the course of the first day, in distance per day, and its top right corner is Jupiter’s velocity on the 60th day.
In a second calculation, the trapezoid is divided into two smaller ones,
with equal area to find the time in which Jupiter covers half this distance.

Photo credit: Trustees of the British Museum/Mathieu Ossendrijver
http://www.space.com/31765-ancient-babylonians-tracked-jupiter-with-math.html

Until now, this kind of use of trapezoids wasn’t known to exist before the 14th century.

“What they are doing is applying it to astronomy in a totally new way,” Ossendrijver says. “The trapezoid figure is not in real space and doesn’t describe a field or a garden, it describes an object in mathematical space—velocity against time.”

Scholars already knew that Babylonians could find the area of a trapezoid, and that they were quite familiar with the motions of planets and the moon. Previous records show that they used basic arithmetic—addition, subtraction, multiplication and division—to track these celestial bodies.

By 400 B.C. Babylonian astronomers had worked out a coordinate system using the ecliptic, the region of the sky the sun and planets move through, Ossendrijver says. They even invented the use of degrees as 360 fractions of a circle based on their sexagesimal, or base 60, counting system. What wasn’t clear was whether the Babylonians had a concept of objects in abstract mathematical space.

The trapezoid method involves learning the rate at which Jupiter moves and then plotting the planet’s speed against a set number of days on an x-y graph. The result should be a curve on the graph. Figuring out the area of trapezoids under this curve gives a reasonable approximation of how many degrees the planet has moved in a given period.

Babylonians Were Using Geometry Centuries Earlier Than Thought, Smithsonian Magazine

External references

https://en.wikipedia.org/wiki/Babylonian_astronomy

Learning Standards

2016 Massachusetts Science and Technology/Engineering Curriculum Framework

Understandings about the Nature of Science:  Science knowledge has a history that includes the refinement of, and changes to, theories, ideas, and beliefs over time.

Science Is a Human Endeavor:  Scientific knowledge is a result of human endeavor,
imagination, and creativity. Individuals and teams from many nations and cultures have contributed to science and to advances in engineering.

Massachusetts History and Social Science Curriculum Framework

Mesopotamia: Site of several ancient river civilizations circa 3500–1200 BCE
7.10 Describe the important achievements of Mesopotamian civilization.

Next Generation Science Standards

HS-ESS1 Earth’s Place in the Universe

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS1-2)
Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. (HS-ESS1-6)

Engaging in Argument from Evidence: Use appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

Connections to Nature of Science:
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena.
A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment, and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, then the theory is generally modified in light of this new evidence. (HS-ESS1-2),(HS-ESS1-6)

massachusetts-dese-learning-standards

Next Gen Science Standards

 

 

The nature of reality

What is the ultimate nature of reality? This the core questions of physics, as well as of classical, rationalist philosophy. We now know that this question relates to interpretations of quantum mechanics.

“Those are the kind of questions in play when a physicist tackles the dry-sounding issue of, “what is the correct interpretation of quantum mechanics?” About 80 years after the original flowering of quantum theory, physicists still don’t agree on an answer. Although quantum mechanics is primarily the physics of the very small – of atoms, electrons, photons and other such particles – the world is made up of those particles. If their individual reality is radically different from what we imagine then surely so too is the reality of the pebbles, people and planets that they make up.”

The Many Interpretations of Quantum Mechanics, Graham P. Collins, Scientific American, November 19, 2007

To what can we compare our knowledge of the universe?

The allegory of Plato’s cave

The Allegory of the Cave was presented by the Greek philosopher Plato the Republic (380 BCE) He retells an analogy created by Socrates, about people who think that they know the true nature of reality – however, as the analogy progresses, we find that they have no idea what the real world is like at all.

The idea is that most people don’t actually understand our own real world – and that we never will without philosophical and scientific inquiry.

Socrates says to imagine a cave where people have been imprisoned from childhood. They are chained so that their legs and necks are fixed, forcing them to gaze at the wall in front of them, and not look around at the cave, each other, or themselves

Behind the prisoners is a fire, and between the fire and the prisoners is a raised walkway with a low wall, behind which people walk carrying objects or puppets “of men and other living things”

The masters walk behind the wall – so their bodies do not cast shadows for the prisoners to see. But the objects they carry cast shadows. The prisoners can’t see anything behind them : they only able see the shadows cast on the cave wall in front of them. The sounds of people talking echo off the wall, so the prisoners falsely believe these sounds come from the shadows.

The shadows constitute reality for the prisoners – because they have never seen anything else. They do not realize that what they see are shadows of objects in front of a fire, much less that these objects are inspired by real living things outside the cave

The philosopher (or scientist) is like a prisoner who is freed from the cave and comes to understand that the shadows on the wall do not make up reality at all, for he can perceive the true form of reality – rather than the mere shadows seen by the prisoners.

Plato then supposes that one prisoner is freed: he turns to see the fire. The light would hurt his eyes and make it hard for him to see the objects that are casting the shadows. If he is told that what he saw before was not real but instead that the objects he is now struggling to see are, he would not believe it. In his pain the freed prisoner would turn away and run back to what he is accustomed to, the shadows of the carried objects. 

Plato continues: “suppose…that someone should drag him…by force, up the rough ascent, the steep way up, and never stop until he could drag him out into the light of the sun.”  The prisoner would be angry and in pain, and this would only worsen when the light of the sun overwhelms his eyes and blinds him.” The sunlight represents the new knowledge that the freed prisoner is experiencing.

Slowly, his eyes adjust to the light of the sun. First he can only see shadows. Gradually he can see reflections of people and things in water, and then later see the people and things themselves. Eventually he is able to look at the stars and moon at night until finally he can look upon the sun itself (516a). Only after he can look straight at the sun “is he able to reason about it” and what it is.

  • adapted from “Allegory of the Cave.” Wikipedia, The Free Encyclopedia. 29 May. 2016. Web. 3 Jun. 2016

Another illustration of Plato’s cave.

 

Are the laws of physics really absolute?

One of the major goals of physics is to emerge from the relative ignorance of the cave, and venture out into an understanding of the real world – how our universe really works.

We have made remarkable progress in doing so – everything we have learned in classical physics over the last two millennia is part of the human adventure.

What we have learned is, in an important sense, “real.” Physics lets us ask specific questions and then use math to make specific answers. We then compare our predictions to the way that universe really works.

Yet we need to be careful – we could make the mistake of using physics equations as if they are absolutely true. Yes, they certainly are true in the sense that they work. But are these math equations the absolute truth themselves – or are they really emerging from a deeper phenomenon? See The laws of physics are emergent phenomenon.

Is nature a simulation?

The simulation hypothesis proposes that our reality is actually some kind of super detailed computer simulation. This hypothesis relies on the development of a simulated reality, a proposed technology that would seem realistic enough to convince its inhabitants. The hypothesis has been a central plot device of many science fiction stories and films.

Simulation hypothesis (Wikipedia)

Video Why Elon Musk says we’re living in a simulation: YouTube, Vox

Elon Musk thinks we’re characters in a computer simulation. He might be right. 

Is the Universe a Simulation? Scientists Debate

Nick Bostrom: Are you living in a computer simulation?

Is the universe a hologram?

The holographic principle is a principle of string theories and a supposed property of quantum gravity that states that the description of a volume of space can be thought of as encoded on a lower-dimensional boundary to the region—preferably a light-like boundary like a gravitational horizon.

First proposed by Gerard ‘t Hooft, it was given a precise string-theory interpretation by Leonard Susskind who combined his ideas with previous ones of ‘t Hooft and Charles Thorn.

As pointed out by Raphael Bousso, Thorn observed in 1978 that string theory admits a lower-dimensional description in which gravity emerges from it in what would now be called a holographic way. In a larger sense, the theory suggests that the entire universe can be seen as two-dimensional information on the cosmological horizon. – Wikipedia

Our Universe May Be a Giant Hologram

Study reveals substantial evidence of holographic universe

Space’The Holy Grail for Physicists’: First Evidence Universe is a Hologram Uncovered

 

To learn more about quantum mechanics

The Cosmic Code: Quantum Physics as the Language of Nature, Heinz R. Pagels

One of the best books on quantum mechanics for general readers. Heinz Pagels, an eminent physicist and science writer, discusses the core concepts without resorting to complicated mathematics. He covers the development of quantum physics. And although this is an intellectually challenging topics, he is one of the few popular physics writers to discuss the development and meaning of Bell’s theorem.

The Cosmic Code

Quantum Reality: Beyond the New Physics, Nick Herbert

Herbert brings us from the “we’ve almost solved all of physics!” era of the early 1900s through the unexpected experiments which forced us to develop a new and bizarre model of the universe, quantum mechanics. He starts with unexpected results, such as the “ultraviolet catastrophe,” and then brings us on a tour of the various ways that modern physicists developed quantum mechanics.

And note that there isn’t just one QM theory – there are several! Werner Heisenberg initially developed QM using a type of math called matrix mechanics, while Erwin Schrödinger created an entirely different way of explaining things using wave mechanics. Yet despite their totally different math languages – we soon discovered that both ways of looking at the world were logically equivalent, and made the same predictions. Herbert discussed the ways that Paul Dirac and Richard Feynman saw QM, and he describes eight very different interpretations of quantum mechanics, all of which nonetheless are consistent with observation…

Quantum Reality Nick Herbert

In Search of Schrödinger’s Cat: Quantum Physics and Reality, John Gribbon

“John Gribbin takes us step by step into an ever more bizarre and fascinating place, requiring only that we approach it with an open mind. He introduces the scientists who developed quantum theory. He investigates the atom, radiation, time travel, the birth of the universe, superconductors and life itself. And in a world full of its own delights, mysteries and surprises, he searches for Schrodinger’s Cat – a search for quantum reality – as he brings every reader to a clear understanding of the most important area of scientific study today – quantum physics.”

John Gribbon

External links

The Many Interpretations of Quantum Mechanics, Scientific American

Tom’s Top 10 interpretations of quantum mechanics

Learning Standards

SAT Subject Test: Physics

Quantum phenomena, such as photons and photoelectric effect – Atomic, such as the Rutherford and Bohr models, atomic energy levels, and atomic spectra. Nuclear and particle physics, such as radioactivity, nuclear reactions, and fundamental particles.

AP Physics Curriculum Framework
Essential Knowledge 1.D.1: Objects classically thought of as particles can exhibit properties of waves.
a. This wavelike behavior of particles has been observed, e.g., in a double-slit experiment using elementary particles.
b. The classical models of objects do not describe their wave nature. These models break down when observing objects in small dimensions.

Learning Objective 1.D.1.1:
The student is able to explain why classical mechanics cannot describe all properties of objects by articulating the reasons that classical mechanics must be refined and an alternative explanation developed when classical particles display wave properties.

Essential Knowledge 1.D.2: Certain phenomena classically thought of as waves can exhibit properties of particles.
a. The classical models of waves do not describe the nature of a photon.
b. Momentum and energy of a photon can be related to its frequency and wavelength.

Content Connection: This essential knowledge does not produce a specific learning objective but serves as a foundation for other learning objectives in the course.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012)

Electromagnetic radiation can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. Quantum theory relates the two models…. Knowledge of quantum physics enabled the development of semiconductors, computer chips, and lasers, all of which are now essential components of modern imaging, communications, and information technologies