Talk in Boulder, Colorado (original) (raw)

Originally the user arrived at a home page with a brief introduction, linked to concise summaries of various parts, and from there the detailed files could be accessed. Experience has shown that rather than helping, this slowed down and deterred the user. In the final version, the user starts from a "home page" linked to all other files, essentially a table of contents.

The material is completely self-contained, and requires no previous familiarity with science, and no math, because none is used. But it does require time and patience because, as one quickly finds out, there is a lot of ground to cover.

History

In all subjects we tried to start with the basics. Avoiding technical jargon, we try to define clearly (though often in an intuitive way) concepts such as magnetic fields, field lines, electromagnetic waves, energy and so forth.

And history is used as the general framework. Many files have attached "history files" that tell a more full story, and a tabulated chronology is also provided. Or rather, two tabulated chronologies--one covering the scientific subjects covered in "Exploration," the other embedding the scientific benchmarks in a chronology of society and technology, to clarify the connection between the two sequences.

History is not only important as a framework, it is also where the stories are, adding interest to the exposition. In particular, telling how discoveries came about helps give the non-scientist some of the flavor of the scientist's work, and make clear that a scientist's view of nature is based on careful deduction, not on arbitrary guesswork.

Style

In writing this exposition I tried to emulate two role models. One was Frank Oppenheimer, the founder of the Exploratorium in San Francisco. Oppenheimer's creed was that there was nothing mystical or arcane about science, that a scientist used mainly common sense, just as a farmer would, or a rancher (which Oppenheimer himself was for a while). I know there is a lot of sophistication in the way we use it, but basically that's what science is --applied common sense, bolstered by math.

And the other was Isaac Asimov, the most accomplished popularizer of our era. His popular science books remain eminently readable, and you will find that he always stressed clarity and employed a lot of history.

Intended Audience

Next question--for whom is this material intended? Early on we decided not to aim it at the average citizen, who among other things probably does not have a computer with an internet account. Instead, the material was aimed at the technically inclined and motivated members of society. That is a much smaller group, but they can act as interpreters and pass the word to "casual bystanders" far better than we can.

They include:

-- Engineers, technicians and others with links to science and technology.
-- Scientists in non-space fields.
-- Teachers, especially those of science.
-- Newspaper writers, members of congress (perhaps!).
-- People with broad interests that include science and technology, space buffs, science amateurs.
-- Young people, especially those intrigued by technical subjects. This exposition is not aimed at space scientists, though they might enjoy it, too, perhaps even learn a thing or two. It could help them explain their work to outsiders--including their spouses and children!

Messages

In addition to the material, there are several messages we wanted to get across.

The main one, of course, is that interesting discoveries have been made in space by unmanned satellites, that a whole new world has opened up in the magnetosphere, a whole new range of phenomena.

We want to tell the users that here is one of the frontiers of human knowledge, and it contains many as yet unsolved mysteries. To the extent people are interested in science--and not everyone is, one must admit that--it is this feature which seems to attract them--the novelty, the exploration of the unknown. There is a little bit of the explorer in every one of us, which is why this web document was titled "Exploration of the Magnetosphere."

Another message is that although space physics seems exotic, it is just an application of the same science one learns in school. Science teachers ought to find new relevance for their material, and engineers or technicians may also relate to it.

For example, to illustrate what a plasma is, the operation of a fluorescent tube is described, and later the ballast coil of such a tube is given as an example for storage of energy by a magnetic field.

Still another message is that the exploration of space is an international effort, an adventure shared by all of mankind. Not just Americans but also Swedes, Britons, Norwegians, Japanese, Russians, Germans and others have been deeply involved, and we have tried to give credit to all of them.

Let me conclude. Nothing I state here can describe "The Exploration of the Magnetosphere" as well as the web document itself, and I encourage you to log on and see for yourselves. It is still incomplete, it certainly needs more polishing and there may even be a few bugs left. By simplifying the lay-out and limiting the illustrations, we made sure that it will load quickly.

And we plan a disk version, perhaps as an add-on freebie on CD-ROMs of space data which have unused disk space. And as noted before, it may also become a book of 150 pages or so.

Let us Hear from You!

What I ask you here, after you have logged on and seen the material (and it may take several sessions!)--please, let us hear from you. Become participants in this project! We need your feedback, we need you to tell us what is good, what is weak, what is missing, what should be cited, and how the material can be made more attractive and useful. Our E-mail addresses are at the end of each web page. Let us hear from you and perhaps, with your help, the word will get out to the wider public.