Editorials

I recently asked a first-year student what the difference was between a rock and a mineral and he replied, “A rock is like a salad…” His immediate reply started me thinking about using food analogues to teach geological concepts. I subsequently found this approach has been widely studied and proven to be effective. For example, Baker et al. (2004) used the viscosities of common foods as analogues for silicate melts to help teach students about igneous processes.

Last year, I left a terrible carbon footprint. On top of an already travel-packed year, I flew from Berlin to San Francisco for the American Geophysical Union (AGU) Fall meeting. With my >18,000 km round trip to San Francisco, I emitted ~2 tonnes of CO2 to the atmosphere (which alone amounts to the global per capita emissions required by 2050 to meet the 2 °C warming goal, not even counting my energy consumption for everyday life).

In writing an editorial for this issue on mineral resources, I was immediately reminded of The Limits to Growth (Meadows et al. 1972), a book that I read avidly from cover to cover as a young post-doc. For anybody interested in humanity’s effect on the environment and its near-term consequences, it is still a fascinating read. The authors summarised a computer model of the likely effects of sustained economic growth on the Earth and the human population. Based on historical data from 1900 to 1970, they observed exponential growth in total human population, resource consumption, food consumption, industrialisation and environmental pollution.