Genius_ The Life and Science of Richard Feynman - James Gleick [214]
One day in November he visited Feynman, who was working alone in a Caltech laboratory. McLellan brought his equipment in a large wooden box. He saw Feynman’s eyes glaze; too many cranks had turned up, typically bringing toy automobile engines that they could hold in the palm of a hand. But McLellan opened his box and pulled out a microscope.
“Uh-oh,” Feynman said. He had neglected to make any arrangements for funding the prize. He sent McLellan a personal check.
All His Knowledge
He could not let go of the simple questions. He had spent much of a lifetime assembling a picture of how the world worked, how atoms and forces conjoined to create ice crystals and rainbows. In conjuring a world of miniature machines, he continued to work out possibilities at the level of long-lived molecules, not ephemeral strange particles. He had made himself a member of the community of theoretical physics, and he accepted their goals and their rhetoric: he had told the American Physical Society apologetically that miniaturization was not “fundamental physics (in the sense of, ‘What are the strange particles?’).” Indeed, his community now assigned a kind of intellectual primacy to phenomena that could be observed only in the searing less-than-an-instant of a particle collision. But a part of him still preferred to give fundamental a different definition. “What we are talking about is real and at hand: Nature,” he wrote to a correspondent in India, who had, he thought, spent too much time reading about esoteric phenomena.
Learn by trying to understand simple things in terms of other ideas—always honestly and directly. What keeps the clouds up, why can’t I see stars in the daytime, why do colors appear on oily water, what makes the lines on the surface of water being poured from a pitcher, why does a hanging lamp swing back and forth—and all the innumerable little things you see all around you. Then when you have learned what an explanation really is, you can then go on to more subtle questions.
The first plank in every Caltech undergraduate education was a two-year required course in basic physics. By the 1960s the institute administration recognized a problem. The course had grown stale. Too much ancient pedagogy lingered in it. Bright young freshmen arrived from their high schools around the country, ready to tackle the mysteries of relativity and strange particles, and were plunged into the study of—as Feynman put it—“pith balls and inclined planes.” There was no main lecturer; the course met in sections taught by graduate students. The administration decided in 1961 to revise the course from the bottom up and asked Feynman to take it on for one year. He would have to lecture twice a week.
Caltech was not alone; nor was physics. The pace of change in modern science had accelerated as most college syllabuses had hardened. It was no longer possible, as it had been a generation before, to bring undergraduates up to the live frontier of a field like physics or biology. Yet if quantum mechanics or molecular genetics could not be integrated into undergraduate education, science risked becoming a historical subject. Many first-year physics courses did begin with history: physics in ancient Greece; the pyramids of Egypt and the calendars of Sumeria; medieval physics through nineteenth-century physics. Virtually all began with some form of mechanics. A typical program went:
1. Historical Development of Physical Science
2. Present Status of Physical Science
3. Kinematics: The Study of Motion
4. The Laws of Dynamics
5. Application of the Laws of Motion: Momentum and Energy
6. Elasticity and Simple Harmonic Motion
7. Dynamics of Rigid Bodies
8. Statics of Rigid Bodies
and so on, until in its final weeks the course would reach
26. Atoms and Molecules
in time to touch upon Nuclear Physics and Astrophysics. Caltech was still using a generation-old text by its own luminary, Robert