1 00:00:04,430 --> 00:00:07,590 Those of us who live in this amazing world of science 2 00:00:07,590 --> 00:00:11,220 and engineering have got to pay more attention 3 00:00:11,220 --> 00:00:13,210 how to speak to the public. 4 00:00:13,210 --> 00:00:16,860 I am convinced one approach is to embrace 5 00:00:16,860 --> 00:00:20,620 the value of the visual-- that when we find better 6 00:00:20,620 --> 00:00:24,250 vocabularies to express complicated ideas, 7 00:00:24,250 --> 00:00:28,200 there will be less confusion across the globe about how 8 00:00:28,200 --> 00:00:30,950 to make critical decisions that will affect 9 00:00:30,950 --> 00:00:36,440 our health and our planet, to educate all our cultures on how 10 00:00:36,440 --> 00:00:40,600 to distinguish between opinion and fact. 11 00:00:40,600 --> 00:00:45,040 One approach is to engage the public in our conversations. 12 00:00:45,040 --> 00:00:50,040 And we can do that creating honest, accessible, compelling, 13 00:00:50,040 --> 00:00:53,980 even beautiful images of our research 14 00:00:53,980 --> 00:00:57,230 so that our work will become less intimidating, 15 00:00:57,230 --> 00:00:59,480 where your mother or father will not 16 00:00:59,480 --> 00:01:03,000 be embarrassed to ask questions about the images they 17 00:01:03,000 --> 00:01:04,890 see of your work. 18 00:01:04,890 --> 00:01:07,120 That's part of the philosophy of this course, 19 00:01:07,120 --> 00:01:08,970 in case you didn't notice. 20 00:01:08,970 --> 00:01:13,240 But so much of what we do in our labs is difficult to explain. 21 00:01:13,240 --> 00:01:16,260 So first, here's where I'd like to briefly touch 22 00:01:16,260 --> 00:01:19,800 on the potential of visual metaphors. 23 00:01:19,800 --> 00:01:22,150 For example, you've seen this music box 24 00:01:22,150 --> 00:01:24,010 throughout this course. 25 00:01:24,010 --> 00:01:27,130 I made the image for our book "No Small Matter" 26 00:01:27,130 --> 00:01:29,820 to engage the reader to think about the language 27 00:01:29,820 --> 00:01:35,530 of computation, a binary language, either on or off, 28 00:01:35,530 --> 00:01:38,880 as this music box's clever system works. 29 00:01:38,880 --> 00:01:41,280 It's either one or zero. 30 00:01:41,280 --> 00:01:44,240 Take a good look and think about it. 31 00:01:44,240 --> 00:01:46,560 Here's another one of these metaphors 32 00:01:46,560 --> 00:01:50,770 along the same thinking of explaining binary language. 33 00:01:50,770 --> 00:01:54,430 These are small drinking glasses viewed from above. 34 00:01:54,430 --> 00:01:59,000 The ones filled with red (good shiraz, by the way!) 35 00:01:59,000 --> 00:02:02,040 represent one in this binary system. 36 00:02:02,040 --> 00:02:05,110 The empty glasses represent zero. 37 00:02:05,110 --> 00:02:07,710 Again, for the book, "No Small Matter." 38 00:02:07,710 --> 00:02:12,440 The first row across represents 12 in our everyday number 39 00:02:12,440 --> 00:02:13,790 system. 40 00:02:13,790 --> 00:02:20,329 If we add the second row, 22, the result in the third row 41 00:02:20,329 --> 00:02:22,540 is 34. 42 00:02:22,540 --> 00:02:26,170 12 plus 22 equals 34. 43 00:02:26,170 --> 00:02:28,140 Here's another you've seen before. 44 00:02:28,140 --> 00:02:30,640 We call it etching with light, suggesting 45 00:02:30,640 --> 00:02:35,090 how some surfaces we work with in the laboratory can be etched 46 00:02:35,090 --> 00:02:37,440 with various patterns. 47 00:02:37,440 --> 00:02:40,360 And here, this cascade could suggest 48 00:02:40,360 --> 00:02:43,990 how the flow of electrons change from one energy state 49 00:02:43,990 --> 00:02:45,079 to another. 50 00:02:45,079 --> 00:02:47,530 Here's one I think that works quite well. 51 00:02:47,530 --> 00:02:51,210 These graduation chairs are lined up basically 52 00:02:51,210 --> 00:02:53,600 to guide parents where to sit. 53 00:02:53,600 --> 00:02:56,900 It's a metaphor for something called templated 54 00:02:56,900 --> 00:02:59,480 or guided self assembly. 55 00:02:59,480 --> 00:03:03,500 Just as when DNA replicates itself, each of its strands 56 00:03:03,500 --> 00:03:08,550 guides the distribution of bases for the new strand. 57 00:03:08,550 --> 00:03:10,630 Here's one that I did love making, 58 00:03:10,630 --> 00:03:13,370 but maybe it doesn't quite work enough. 59 00:03:13,370 --> 00:03:16,550 I wanted to show the counterintuiveness 60 00:03:16,550 --> 00:03:18,690 of quantum mechanics. 61 00:03:18,690 --> 00:03:21,090 Now, look at the shadow on the right. 62 00:03:21,090 --> 00:03:23,870 It doesn't make sense, right? 63 00:03:23,870 --> 00:03:27,570 In fact, that square shadow is impossible. 64 00:03:27,570 --> 00:03:29,200 I made it with software. 65 00:03:29,200 --> 00:03:32,440 And so it is with quantum mechanics-- so much 66 00:03:32,440 --> 00:03:36,940 of the quantum phenomena simply just makes no sense at all. 67 00:03:36,940 --> 00:03:39,260 Here's one from the Fermilab which 68 00:03:39,260 --> 00:03:41,310 I thought was quite clever. 69 00:03:41,310 --> 00:03:44,910 Take a guess at what this jelly bean jar is metaphorically 70 00:03:44,910 --> 00:03:45,710 representing. 71 00:03:45,710 --> 00:03:47,740 Take a moment. 72 00:03:47,740 --> 00:03:50,840 And the fact that it's from Fermilab is a big hint. 73 00:03:50,840 --> 00:03:56,050 So here's that information in a pie chart-- 74 00:03:56,050 --> 00:03:58,880 of course, more quantitative. 75 00:03:58,880 --> 00:04:03,080 We are seeing the distribution of dark energy, dark matter, 76 00:04:03,080 --> 00:04:05,590 and everything else in the universe. 77 00:04:05,590 --> 00:04:08,510 I think we pay more attention to the jelly bean jar. 78 00:04:08,510 --> 00:04:09,810 Do you? 79 00:04:09,810 --> 00:04:11,510 What do you think? 80 00:04:11,510 --> 00:04:13,710 Now, none of these visual metaphors 81 00:04:13,710 --> 00:04:16,070 work completely on their own. 82 00:04:16,070 --> 00:04:18,540 First, we need some sort of text to help 83 00:04:18,540 --> 00:04:20,910 us look and think about it. 84 00:04:20,910 --> 00:04:23,530 And most important, all metaphors 85 00:04:23,530 --> 00:04:26,030 fall apart at some point. 86 00:04:26,030 --> 00:04:29,700 And that conversation of where they fall apart 87 00:04:29,700 --> 00:04:34,540 can be a powerful place to talk about the science. 88 00:04:34,540 --> 00:04:36,900 I encourage you to start thinking 89 00:04:36,900 --> 00:04:39,840 about creating metaphoric photographs that 90 00:04:39,840 --> 00:04:42,510 teach the non-expert how to start 91 00:04:42,510 --> 00:04:46,390 thinking about various scientific phenomena. 92 00:04:46,390 --> 00:04:46,890 OK. 93 00:04:46,890 --> 00:04:49,520 Let's switch gears and look at just a few 94 00:04:49,520 --> 00:04:53,380 simpler ways to engage the public with our images. 95 00:04:53,380 --> 00:04:56,830 How about using some of your new wonderful images 96 00:04:56,830 --> 00:05:01,850 of your work for cards, or announcements, or posters? 97 00:05:01,850 --> 00:05:04,480 Could be fun thinking about it. 98 00:05:04,480 --> 00:05:07,940 The images you will begin making after this course 99 00:05:07,940 --> 00:05:09,630 will be pretty compelling. 100 00:05:09,630 --> 00:05:11,110 I'm sure of it. 101 00:05:11,110 --> 00:05:14,780 Why not show them off outside the research community? 102 00:05:14,780 --> 00:05:17,420 All I suggest is to think about ways 103 00:05:17,420 --> 00:05:20,880 to incorporate some of your amazing new images 104 00:05:20,880 --> 00:05:23,910 in ways to excite the public. 105 00:05:23,910 --> 00:05:25,320 And who knows? 106 00:05:25,320 --> 00:05:28,410 Someday, you might even get an exhibit 107 00:05:28,410 --> 00:05:30,740 along the Champs-Elysees. 108 00:05:30,740 --> 00:05:32,510 What do you think?