[APPLAUSE]
[APPLAUSE]

MARLYN MCGRATH: Welcome back to Sanders Theatre for this afternoon's show,
MARLYN MCGRATH: Welcome back to Sanders Theatre for this afternoon's show,

"Hold That Thought" show.
"Hold That Thought" show.

I'm Marlyn McGrath from the admissions office accompanied
I'm Marlyn McGrath from the admissions office accompanied

by four stars on our faculty who volunteered
by four stars on our faculty who volunteered

because they're eager to welcome you to Harvard and to entertain you.
because they're eager to welcome you to Harvard and to entertain you.

Some of you-- students, anyway-- might know the wonderful Richard Scarry
Some of you-- students, anyway-- might know the wonderful Richard Scarry

book for toddlers, if you can remember that far back,
book for toddlers, if you can remember that far back,

What Do People Do All Day?
What Do People Do All Day?

This is a version of that.
This is a version of that.

It's also, by the way--
It's also, by the way--

I should note-- a version of the thing that the admissions committee does.
I should note-- a version of the thing that the admissions committee does.

We figure we spend a lot of weeks, months, fall, winter, trying
We figure we spend a lot of weeks, months, fall, winter, trying

to figure out who you are.
to figure out who you are.

Who is this person?
Who is this person?

You get some chance to see who some of the other people at Harvard
You get some chance to see who some of the other people at Harvard

are today-- the faculty who are responsible, really,
are today-- the faculty who are responsible, really,

for the whole program that you would experience if you came.
for the whole program that you would experience if you came.

You already know already, I hope, that no one here-- no one in my staff,
You already know already, I hope, that no one here-- no one in my staff,

no one in our faculty, et cetera, is trying to-- "no one" is a strong word,
no one in our faculty, et cetera, is trying to-- "no one" is a strong word,

but anyway, no one is trying to pressure you into choosing Harvard.
but anyway, no one is trying to pressure you into choosing Harvard.

You've got other great choices.
You've got other great choices.

You're not going to make a mistake.
You're not going to make a mistake.

You never have.
You never have.

You never told us you did.
You never told us you did.

[LAUGHTER]
[LAUGHTER]

This is gravy.
This is gravy.

You're not going to make a mistake.
You're not going to make a mistake.

Harvard's a great place.
Harvard's a great place.

So are a lot of other wonderful places.
So are a lot of other wonderful places.

You would not be thinking about them if they were not.
You would not be thinking about them if they were not.

But of course, we really, really want you to come.
But of course, we really, really want you to come.

And so our strategy for this is what we want
And so our strategy for this is what we want

is for you to want to come to Harvard.
is for you to want to come to Harvard.

That's our-- we think-- much nicer segue into this.
That's our-- we think-- much nicer segue into this.

And what we think that ought to mean is that you
And what we think that ought to mean is that you

would conclude, at the end of the weekend,
would conclude, at the end of the weekend,

that Harvard would be a lot of fun.
that Harvard would be a lot of fun.

And so much talent is represented in this room,
And so much talent is represented in this room,

it's fairly daunting, actually, to stand up here
it's fairly daunting, actually, to stand up here

in front of all of the talented people in this room, who we all
in front of all of the talented people in this room, who we all

hope you'll use those talents in new and unanticipated ways.
hope you'll use those talents in new and unanticipated ways.

Things you have not yet thought about.
Things you have not yet thought about.

Things that won't have occurred to you.
Things that won't have occurred to you.

Things that you might, along the way in college, think of.
Things that you might, along the way in college, think of.

And that means finding out what will give you fun, actually.
And that means finding out what will give you fun, actually.

I can't say that loudly enough, so I won't try, but give you
I can't say that loudly enough, so I won't try, but give you

fun, pleasure, and satisfaction.
fun, pleasure, and satisfaction.

Don't assume you know that now as you enter college, Harvard or otherwise.
Don't assume you know that now as you enter college, Harvard or otherwise.

But both to amuse you and to confuse you,
But both to amuse you and to confuse you,

which is the very, very Harvard thing to do--
which is the very, very Harvard thing to do--

to amuse you and confuse you.
to amuse you and confuse you.

If you like that, Harvard is a great choice for you.
If you like that, Harvard is a great choice for you.

If you don't like amusement and confusion, think.
If you don't like amusement and confusion, think.

You still got time.
You still got time.

[CHUCKLING]
[CHUCKLING]

Our faculty colleagues will can you glimpses anyway
Our faculty colleagues will can you glimpses anyway

of what they do all day.
of what they do all day.

And some glimpses, I think, of who they are anyway.
And some glimpses, I think, of who they are anyway.

And we hope you'll have fun watching them have fun.
And we hope you'll have fun watching them have fun.

So without further ado, I will introduce the first act,
So without further ado, I will introduce the first act,

which would be by Professor Robert Lue, whose
which would be by Professor Robert Lue, whose

talk will be called "Solving Global Challenges Through Collective
talk will be called "Solving Global Challenges Through Collective

Learning."
Learning."

Well, who is he?
Well, who is he?

He is, among other things, professor of the practice
He is, among other things, professor of the practice

of molecular and cellular biology.
of molecular and cellular biology.

He's the faculty director of the Bok Center for Teaching and Learning.
He's the faculty director of the Bok Center for Teaching and Learning.

And he's the faculty director of the Harvard Allston Education Portal.
And he's the faculty director of the Harvard Allston Education Portal.

Hold that thought.
Hold that thought.

HarvardX.
HarvardX.

Lots of online learning.
Lots of online learning.

He went to high school--
He went to high school--

I try to remember high school's for everybody, key thing here--
I try to remember high school's for everybody, key thing here--

at St. George's College in Kingston, Jamaica.
at St. George's College in Kingston, Jamaica.

His PhD is from Harvard, and he's taught our undergraduate courses since 1988.
His PhD is from Harvard, and he's taught our undergraduate courses since 1988.

He's very well-known also--
He's very well-known also--

hold this idea too, because none of these people
hold this idea too, because none of these people

has ever stayed in his or her lane intellectually--
has ever stayed in his or her lane intellectually--

he's also known for his passion for art, and merging that interest
he's also known for his passion for art, and merging that interest

with cellular biology.
with cellular biology.

So without further ado, having said I would not do this without further ado,
So without further ado, having said I would not do this without further ado,

you can now hear from Professor Lue, "Solving Global
you can now hear from Professor Lue, "Solving Global

Challenges Through Collective Learning."
Challenges Through Collective Learning."

[APPLAUSE]
[APPLAUSE]

ROBERT LUE: Thanks, Marlyn.
ROBERT LUE: Thanks, Marlyn.

So let me add my words of welcome.
So let me add my words of welcome.

I'm sure that you have been welcomed more times than you can count.
I'm sure that you have been welcomed more times than you can count.

But I must welcome you to Harvard, and your thinking
But I must welcome you to Harvard, and your thinking

and your experiencing of what a Harvard life might be like.
and your experiencing of what a Harvard life might be like.

But what I'd like to do is perhaps help us think a little bit differently
But what I'd like to do is perhaps help us think a little bit differently

about the kinds of learning experiences that
about the kinds of learning experiences that

is possible in a setting like Harvard, and also, in any setting
is possible in a setting like Harvard, and also, in any setting

that one might imagine.
that one might imagine.

So you've probably heard a lot already about Harvard courses, concentrations,
So you've probably heard a lot already about Harvard courses, concentrations,

things that you will experience here.
things that you will experience here.

But what I would argue is that, without question,
But what I would argue is that, without question,

while what you experience here will be absolutely
while what you experience here will be absolutely

critical to your own learning, we now live in a world where what you learn
critical to your own learning, we now live in a world where what you learn

can indeed be something that can be a major contribution to what someone
can indeed be something that can be a major contribution to what someone

else learns thousands of miles away from you.
else learns thousands of miles away from you.

So I'm a cell biologist.
So I'm a cell biologist.

But for a number of years, I've been very interested in this challenge
But for a number of years, I've been very interested in this challenge

of personalized learning at scale.
of personalized learning at scale.

And what is the role of a university like Harvard in doing this?
And what is the role of a university like Harvard in doing this?

And how can this sort of challenge really change
And how can this sort of challenge really change

how you think about your own time here at an institution like Harvard?
how you think about your own time here at an institution like Harvard?

So as some of you may know, in 2012, 2011,
So as some of you may know, in 2012, 2011,

there was a lot of discussion around what we called MOOCs--
there was a lot of discussion around what we called MOOCs--

massive open online courses.
massive open online courses.

I suspect that some of you have even taken
I suspect that some of you have even taken

some massive open online courses, perhaps from Harvard
some massive open online courses, perhaps from Harvard

as well, from HarvardX.
as well, from HarvardX.

But one of the critical aspects of this is that Harvard partnered with MIT
But one of the critical aspects of this is that Harvard partnered with MIT

to develop a platform called edX.
to develop a platform called edX.

The notion was that we really wanted to share broadly
The notion was that we really wanted to share broadly

with the world learning content from top universities around the world,
with the world learning content from top universities around the world,

but to make it much more accessible.
but to make it much more accessible.

But what did we do?
But what did we do?

We made courses.
We made courses.

Things that were 10 weeks long.
Things that were 10 weeks long.

12 weeks long.
12 weeks long.

8 weeks long.
8 weeks long.

6 weeks long.
6 weeks long.

So we started off with a traditional notion of how you learn,
So we started off with a traditional notion of how you learn,

which is through a course.
which is through a course.

So fast forward to now.
So fast forward to now.

After I founded and built HarvardX, what we now realize
After I founded and built HarvardX, what we now realize

is that, in fact, courses are incredibly important.
is that, in fact, courses are incredibly important.

Don't get me wrong.
Don't get me wrong.

You will have amazing courses here.
You will have amazing courses here.

But there are other ways in which you can learn that give you more agency--
But there are other ways in which you can learn that give you more agency--

the ability to personalize in ways that perhaps we didn't have before.
the ability to personalize in ways that perhaps we didn't have before.

So if we want to make personalized learning more available,
So if we want to make personalized learning more available,

how do we do this?
how do we do this?

What platform do we have?
What platform do we have?

Well, one of the critical aspects of edX compared to any other course platform
Well, one of the critical aspects of edX compared to any other course platform

online is that we're open-source.
online is that we're open-source.

We're free.
We're free.

So what that means is that there's something called Open edX.
So what that means is that there's something called Open edX.

And you see a bunch of numbers and words there.
And you see a bunch of numbers and words there.

Open edX and edX together now accounts for roughly 60 million learners
Open edX and edX together now accounts for roughly 60 million learners

have engaged with the platform around the world.
have engaged with the platform around the world.

There are more than 1,300 organizations, ranging from universities like Harvard
There are more than 1,300 organizations, ranging from universities like Harvard

to Amnesty International, the World Economic Forum, Microsoft, Google.
to Amnesty International, the World Economic Forum, Microsoft, Google.

A whole variety of organizations use the platform.
A whole variety of organizations use the platform.

All countries have been touched and have access to the platform.
All countries have been touched and have access to the platform.

And so what this means is that we are currently
And so what this means is that we are currently

the largest open-source learning platform in the world.
the largest open-source learning platform in the world.

So you're probably thinking, well, I'm trying
So you're probably thinking, well, I'm trying

to figure out how I feel about Harvard.
to figure out how I feel about Harvard.

I'm looking inside.
I'm looking inside.

Well, what I'm going to try to urge you to do
Well, what I'm going to try to urge you to do

is to, at the same time that you're looking inside, look outside as well,
is to, at the same time that you're looking inside, look outside as well,

and what you might be able to do in that regard.
and what you might be able to do in that regard.

So what we have done is that we are now building the next generation of the edX
So what we have done is that we are now building the next generation of the edX

platform--
platform--

once again free, once again open-source--
once again free, once again open-source--

in a project that I'm hearing called LabXchange.
in a project that I'm hearing called LabXchange.

And what makes it next generation is that if you
And what makes it next generation is that if you

think about the amount of learning content out there--
think about the amount of learning content out there--

and I know that you have seen a lot of things--
and I know that you have seen a lot of things--

literally tens of millions of individual assets have been created.
literally tens of millions of individual assets have been created.

Probably hundreds of millions of dollars have been spent.
Probably hundreds of millions of dollars have been spent.

And what you have are a multitude of courses
And what you have are a multitude of courses

that have videos, that have text, infographics, simulations, animations,
that have videos, that have text, infographics, simulations, animations,

all of those things.
all of those things.

But all of them are locked in courses.
But all of them are locked in courses.

And so you need to decide, OK, if this is what I want,
And so you need to decide, OK, if this is what I want,

I need to jump in, somehow find it, take what I want, and then jump back out.
I need to jump in, somehow find it, take what I want, and then jump back out.

Or, do I have time to spend 12 weeks doing something online?
Or, do I have time to spend 12 weeks doing something online?

What LabXchange has done is completely re-architect the core of the edX
What LabXchange has done is completely re-architect the core of the edX

platform so that now everything is combined into a common repository where
platform so that now everything is combined into a common repository where

the course is no longer the unit size, but any learning
the course is no longer the unit size, but any learning

asset can be searched for, found, and utilized for your own purposes.
asset can be searched for, found, and utilized for your own purposes.

So that imagine this remarkable library, and a library where you now
So that imagine this remarkable library, and a library where you now

get to pick what you want from it.
get to pick what you want from it.

From a course at Harvard, a course at MIT, a course at Stanford,
From a course at Harvard, a course at MIT, a course at Stanford,

or some kind of open educational resource from Amnesty International,
or some kind of open educational resource from Amnesty International,

you can now bring it all together and put it together
you can now bring it all together and put it together

in a sequence of your own choosing.
in a sequence of your own choosing.

You can then add your own stuff to it.
You can then add your own stuff to it.

So let's say you're interested in studying the impact of changing water
So let's say you're interested in studying the impact of changing water

quality on a particular organism that's important to you,
quality on a particular organism that's important to you,

or that's local to you.
or that's local to you.

You can take your own research, your own data that you might have gathered,
You can take your own research, your own data that you might have gathered,

and you can add this to what we call a pathway.
and you can add this to what we call a pathway.

Now, just putting stuff together doesn't tell a story.
Now, just putting stuff together doesn't tell a story.

We all know that learning depends on narrative,
We all know that learning depends on narrative,

and being able to tell a story.
and being able to tell a story.

So what the Xchange does is allow you to add sort of interstitial material
So what the Xchange does is allow you to add sort of interstitial material

that lets you tell that story.
that lets you tell that story.

So this allows you to personalize learning experiences for yourself.
So this allows you to personalize learning experiences for yourself.

But this also allows you to personalize learning experiences for others.
But this also allows you to personalize learning experiences for others.

And this is where the collective learning at scale occurs.
And this is where the collective learning at scale occurs.

We are accustomed to sharing the products of our learning at best.
We are accustomed to sharing the products of our learning at best.

We share the outcome of what we have learned.
We share the outcome of what we have learned.

You want to make something, you want to do something, you put things together,
You want to make something, you want to do something, you put things together,

you figure it out--
you figure it out--

I know you've all done this--
I know you've all done this--

and you end up with something at the end.
and you end up with something at the end.

It might be a physical product, an intellectual idea, a proposal-- any
It might be a physical product, an intellectual idea, a proposal-- any

of those things.
of those things.

And if you're lucky, maybe you can share that with the world.
And if you're lucky, maybe you can share that with the world.

But how often do we get to share how we got there?
But how often do we get to share how we got there?

Learning is not just the product.
Learning is not just the product.

Learning is also the process.
Learning is also the process.

So for the first time, what we'll be able to do
So for the first time, what we'll be able to do

is take what you have brought together, take the narrative
is take what you have brought together, take the narrative

that you have created to do something, and now you can share that.
that you have created to do something, and now you can share that.

We all stand on the shoulders of others, and we all hope--
We all stand on the shoulders of others, and we all hope--

I think-- that others will stand on our shoulders
I think-- that others will stand on our shoulders

some day to do something great.
some day to do something great.

Now, there's an opportunity to stand on how
Now, there's an opportunity to stand on how

others have learned to do something.
others have learned to do something.

So it's both the process as well as what the outcome might be.
So it's both the process as well as what the outcome might be.

So what this allows us to do now for the first time is give a platform where
So what this allows us to do now for the first time is give a platform where

individuals that are interested in doing something--
individuals that are interested in doing something--

to make a difference, to build challenges,
to make a difference, to build challenges,

to address challenges in some way--
to address challenges in some way--

can now figure out what materials they need, utilize them, and share
can now figure out what materials they need, utilize them, and share

not just the outcome of their ideas, but what they learned.
not just the outcome of their ideas, but what they learned.

And that these pathways, as we call them,
And that these pathways, as we call them,

are something that an individual can share,
are something that an individual can share,

a high school teacher can share with her class,
a high school teacher can share with her class,

a college professor can share with his or her class.
a college professor can share with his or her class.

It is now a situation where we have opened up and cracked open
It is now a situation where we have opened up and cracked open

the process of getting to where we need to go.
the process of getting to where we need to go.

So the world is a better place now in many ways
So the world is a better place now in many ways

than it was 20 years ago, 50 years ago, 10 years ago.
than it was 20 years ago, 50 years ago, 10 years ago.

But challenges remain, as I don't need to tell you.
But challenges remain, as I don't need to tell you.

This is an opportunity for us to connect individuals across the world
This is an opportunity for us to connect individuals across the world

to allow them to address challenges.
to allow them to address challenges.

So right now, 50 undergraduates are working
So right now, 50 undergraduates are working

with me building LabXchange, building content for LabXchange with another 30
with me building LabXchange, building content for LabXchange with another 30

graduate students.
graduate students.

This is one of those places where we are not only
This is one of those places where we are not only

thinking of students as recipients, but you're
thinking of students as recipients, but you're

agents in building the possibilities that we
agents in building the possibilities that we

hope to make available to the world.
hope to make available to the world.

And the notion is that, in time, every single student that
And the notion is that, in time, every single student that

does a fantastic summer research project in biology, in physics, in visual art,
does a fantastic summer research project in biology, in physics, in visual art,

in government, in economics will have the opportunity
in government, in economics will have the opportunity

to put together how they got there, and to share what they created.
to put together how they got there, and to share what they created.

All tagged, all searchable, all findable so that someone can stand
All tagged, all searchable, all findable so that someone can stand

on your shoulders when the time comes.
on your shoulders when the time comes.

So these nodes, as we sometimes call them, are really important.
So these nodes, as we sometimes call them, are really important.

How do we connect these kinds of things?
How do we connect these kinds of things?

And so one thing we've done is to try to create an example of what
And so one thing we've done is to try to create an example of what

is an innovation node that will take advantage of the platform
is an innovation node that will take advantage of the platform

to share ideas and proposals for a better world with the world?
to share ideas and proposals for a better world with the world?

So there is a summer program that I run in Paris called The Biopolis.
So there is a summer program that I run in Paris called The Biopolis.

It's focused on biology and social innovation.
It's focused on biology and social innovation.

And I won't go into all the details of what it does,
And I won't go into all the details of what it does,

but what it does in part, in its simplest form,
but what it does in part, in its simplest form,

is bring Harvard students and French students
is bring Harvard students and French students

from Sciences Po and the University of Paris
from Sciences Po and the University of Paris

to use Paris as a laboratory to really interrogate ways in which life
to use Paris as a laboratory to really interrogate ways in which life

in an urban setting can be better.
in an urban setting can be better.

The first time I suggested this program, colleagues teased me and said,
The first time I suggested this program, colleagues teased me and said,

you just want to spend a bunch of weeks in Paris.
you just want to spend a bunch of weeks in Paris.

[CHUCKLING]
[CHUCKLING]

I'm like, well, you try having 48 students with you.
I'm like, well, you try having 48 students with you.

That's not exactly a vacation-- even though it
That's not exactly a vacation-- even though it

is remarkably rewarding for everyone involved, I think.
is remarkably rewarding for everyone involved, I think.

But what is important here is that Paris is one of-- in some ways-- the most
But what is important here is that Paris is one of-- in some ways-- the most

contradictory cities.
contradictory cities.

It is a museum city.
It is a museum city.

It is beautiful.
It is beautiful.

It's a tourist destination.
It's a tourist destination.

It is also profoundly unequal.
It is also profoundly unequal.

It is in turmoil.
It is in turmoil.

And I think now we understand, with the yellow vest movement,
And I think now we understand, with the yellow vest movement,

just how in turmoil it is.
just how in turmoil it is.

So it presents a setting that in some ways
So it presents a setting that in some ways

is so contradictory and so complex.
is so contradictory and so complex.

What better laboratory do we have for students to work on making lives better
What better laboratory do we have for students to work on making lives better

in a particular place?
in a particular place?

The version of this in Boston will be launching quite soon
The version of this in Boston will be launching quite soon

with both cities being together.
with both cities being together.

So we have done this now for four years.
So we have done this now for four years.

There are close to 50 design plans.
There are close to 50 design plans.

And many of these plans-- so there are at least eight start-ups
And many of these plans-- so there are at least eight start-ups

have come from this.
have come from this.

And a multitude of awards for the proposals have happened.
And a multitude of awards for the proposals have happened.

One I will talk briefly about is BubbleBox.
One I will talk briefly about is BubbleBox.

BubbleBox was developed by a team of Harvard students and Sciences Po
BubbleBox was developed by a team of Harvard students and Sciences Po

students.
students.

And what BubbleBox does is ask the question, in a city like Paris where
And what BubbleBox does is ask the question, in a city like Paris where

refugee encampments are not allowed, where they are all ad hoc,
refugee encampments are not allowed, where they are all ad hoc,

where they have to move from place to place because they are frequently
where they have to move from place to place because they are frequently

displaced from where they set their tents up, how
displaced from where they set their tents up, how

do you deal with issues of hygiene, showering, laundry, all of that?
do you deal with issues of hygiene, showering, laundry, all of that?

So the team came up with an idea to take a shipping container,
So the team came up with an idea to take a shipping container,

convert it into a truck that's entirely self-contained--
convert it into a truck that's entirely self-contained--

water tanks, solar panels, a shower loop, laundry.
water tanks, solar panels, a shower loop, laundry.

All of it is contained in this box that is self-powered.
All of it is contained in this box that is self-powered.

And instead of thinking about building a center where the refugees go,
And instead of thinking about building a center where the refugees go,

this will go where the need is greatest.
this will go where the need is greatest.

How do you fund this?
How do you fund this?

You fund it by actually renting BubbleBox
You fund it by actually renting BubbleBox

to large music concerts in Europe and elsewhere.
to large music concerts in Europe and elsewhere.

So the government of Jordan is building BubbleBox now,
So the government of Jordan is building BubbleBox now,

and the team won the Paris Talent 2024 international competition
and the team won the Paris Talent 2024 international competition

for innovation.
for innovation.

So they won more than 30,000 euros to actually build this.
So they won more than 30,000 euros to actually build this.

So BubbleBox is in process.
So BubbleBox is in process.

This is the kind of thing where you come here to make a difference,
This is the kind of thing where you come here to make a difference,

to do something like this.
to do something like this.

You have a way of connecting with others to make this happen,
You have a way of connecting with others to make this happen,

and we really want to facilitate that for you as much as possible.
and we really want to facilitate that for you as much as possible.

So the hope is that you will contribute to a growing core of resources
So the hope is that you will contribute to a growing core of resources

to really make the world a better place.
to really make the world a better place.

That The Biopolis focuses, for example, on the Sustainable Development Goals
That The Biopolis focuses, for example, on the Sustainable Development Goals

from the United Nations, particularly good health and well-being, education
from the United Nations, particularly good health and well-being, education

and partnerships.
and partnerships.

But if you haven't looked at the SDGs before, I recommend you do,
But if you haven't looked at the SDGs before, I recommend you do,

because there are 17 of them that articulate key challenges
because there are 17 of them that articulate key challenges

that the world needs to face.
that the world needs to face.

We have a decade to meet these challenges.
We have a decade to meet these challenges.

The goal from the UN is to meet them by 2030 as best as we can.
The goal from the UN is to meet them by 2030 as best as we can.

And our hope is that more and more Harvard students
And our hope is that more and more Harvard students

can partner with others around the world to build new ideas,
can partner with others around the world to build new ideas,

share what they're doing, and bring many more concerned minds into the dialogue
share what they're doing, and bring many more concerned minds into the dialogue

and into the build of what we need to make the world a better place.
and into the build of what we need to make the world a better place.

So in the past, quite often, both individuals and organizations
So in the past, quite often, both individuals and organizations

competed and got ahead based on building the best silo.
competed and got ahead based on building the best silo.

If you had the best knowledge silo, you're more competitive.
If you had the best knowledge silo, you're more competitive.

You'll get ahead.
You'll get ahead.

That is your advantage.
That is your advantage.

Those days are over.
Those days are over.

We no longer live in a world of knowledge silos.
We no longer live in a world of knowledge silos.

What is critical is the flow of knowledge.
What is critical is the flow of knowledge.

It's not holding everything to yourself.
It's not holding everything to yourself.

It's connecting with others where you are, but also across the world.
It's connecting with others where you are, but also across the world.

So our hope for all of you is that we will provide you with the opportunity
So our hope for all of you is that we will provide you with the opportunity

to not just be here, but to connect with the world
to not just be here, but to connect with the world

to do things that is not simply broadcasting to the world,
to do things that is not simply broadcasting to the world,

but is networking and really making a difference,
but is networking and really making a difference,

both in your own development, but also in solutions to make the world
both in your own development, but also in solutions to make the world

a better place.
a better place.

So welcome to Harvard once again, and thank you.
So welcome to Harvard once again, and thank you.

[APPLAUSE]
[APPLAUSE]

MARLYN MCGRATH: Rob, thank you.
MARLYN MCGRATH: Rob, thank you.

In our ongoing variety show, we will now have something completely different.
In our ongoing variety show, we will now have something completely different.

As we always do, one thing is always different from another,
As we always do, one thing is always different from another,

so this is a shift gears, as you'll do each time.
so this is a shift gears, as you'll do each time.

Now I have the pleasure of introducing our colleague Melissa
Now I have the pleasure of introducing our colleague Melissa

Franklin from the physics department, Mallinckrodt Professor of Physics.
Franklin from the physics department, Mallinckrodt Professor of Physics.

She's an experimental particle physicist who
She's an experimental particle physicist who

studies proton-proton collisions produced by the Large Hadron Collider.
studies proton-proton collisions produced by the Large Hadron Collider.

I hope I said that all right.
I hope I said that all right.

I told you that I would try to remind you or tell you who people were
I told you that I would try to remind you or tell you who people were

starting from high school, at least.
starting from high school, at least.

Melissa went to Jarvis Collegiate in Toronto for grade 9.
Melissa went to Jarvis Collegiate in Toronto for grade 9.

Hold that thought too.
Hold that thought too.

She was one of the first 100 students at a free school held in the basement
She was one of the first 100 students at a free school held in the basement

of the YMCA, where she spent a couple of schools before decamping and going
of the YMCA, where she spent a couple of schools before decamping and going

to London to attend the Lycée Francais de Londre.
to London to attend the Lycée Francais de Londre.

She has no high school diploma.
She has no high school diploma.

We don't actually require a high school diploma.
We don't actually require a high school diploma.

It turns out that she has an honorary high school
It turns out that she has an honorary high school

diploma-- as I gather-- from the Science High School in Worcester.
diploma-- as I gather-- from the Science High School in Worcester.

There are many paths to being a particle physicist and many other things.
There are many paths to being a particle physicist and many other things.

She does have a Bachelor of Science from the University
She does have a Bachelor of Science from the University

of Toronto and a doctorate from Stanford,
of Toronto and a doctorate from Stanford,

entirely accredited place in the West Coast.
entirely accredited place in the West Coast.

[LAUGHTER]
[LAUGHTER]

She's worked at Lawrence Berkeley Lab.
She's worked at Lawrence Berkeley Lab.

She's worked at lots of places in an incredible exciting work that always
She's worked at lots of places in an incredible exciting work that always

turns up in the newspaper and we gasp.
turns up in the newspaper and we gasp.

She is the first woman to earn tenure in the Harvard Physics Department.
She is the first woman to earn tenure in the Harvard Physics Department.

I'm sure there are stories there.
I'm sure there are stories there.

This is not the topic of today.
This is not the topic of today.

She was part of the teams that discovered
She was part of the teams that discovered

the top quark at the Fermilab and Higgs boson at CERN.
the top quark at the Fermilab and Higgs boson at CERN.

She will speak to us.
She will speak to us.

Her title-- and you, by the way, also have equipment for this event--
Her title-- and you, by the way, also have equipment for this event--

is "Measuring a Universe with Nothing in It."
is "Measuring a Universe with Nothing in It."

So I give you Melissa.
So I give you Melissa.

[APPLAUSE]
[APPLAUSE]

MELISSA FRANKLIN: Hi.
MELISSA FRANKLIN: Hi.

You know, they don't usually let me up here.
You know, they don't usually let me up here.

[CHUCKLING]
[CHUCKLING]

But when they do, there's people sending paper airplanes at me
But when they do, there's people sending paper airplanes at me

during the Ig Nobel Prize ceremony, which takes place every year,
during the Ig Nobel Prize ceremony, which takes place every year,

and I'm sure some of you will attend.
and I'm sure some of you will attend.

Hi.
Hi.

I can't see you, but I know you're young.
I can't see you, but I know you're young.

[CHUCKLING]
[CHUCKLING]

You have some glasses, and those are sort of diffraction grating glasses.
You have some glasses, and those are sort of diffraction grating glasses.

You don't have to--
You don't have to--

I just want to say, if you get bored with what I'm saying,
I just want to say, if you get bored with what I'm saying,

just start looking up there, because it's really just very, very relaxing.
just start looking up there, because it's really just very, very relaxing.

[CHUCKLING]
[CHUCKLING]

But later, we're going to actually use them for a demo.
But later, we're going to actually use them for a demo.

But to begin with, I just want to tell you, I'm very interested in the vacuum,
But to begin with, I just want to tell you, I'm very interested in the vacuum,

in measuring the universe with nothing in it.
in measuring the universe with nothing in it.

So I guess I should get the clicker.
So I guess I should get the clicker.

So this stuff-- the apple, all that virus, I'm not interested in that
So this stuff-- the apple, all that virus, I'm not interested in that

at all.
at all.

It's stuff.
It's stuff.

I get that out of my universe.
I get that out of my universe.

Now, here's an atom.
Now, here's an atom.

The atom has a nucleus, and it has electrons.
The atom has a nucleus, and it has electrons.

And the nucleus is made up of protons and neutrons, which have quarks inside,
And the nucleus is made up of protons and neutrons, which have quarks inside,

which I'm sure you know.
which I'm sure you know.

And I'm interested in the quarks.
And I'm interested in the quarks.

I really like quarks.
I really like quarks.

But I'd like to have the universe without any atoms in it.
But I'd like to have the universe without any atoms in it.

Here is my world.
Here is my world.

So if you think about me, my name is Melissa.
So if you think about me, my name is Melissa.

You would look at the quarks.
You would look at the quarks.

All the quarks that exist in the universe that make up all the matter,
All the quarks that exist in the universe that make up all the matter,

and all the leptons--
and all the leptons--

electrons, et cetera, the neutrinos--
electrons, et cetera, the neutrinos--

and all the forces that hold all those particles
and all the forces that hold all those particles

together to make matter, and black holes, and stuff.
together to make matter, and black holes, and stuff.

[CHUCKLING]
[CHUCKLING]

Here's what you would find.
Here's what you would find.

And unfortunately, I'm really old, but--
And unfortunately, I'm really old, but--

I was not a part of finding the charm quark, the c quark.
I was not a part of finding the charm quark, the c quark.

And I was not a part of finding the bottom quark, but almost.
And I was not a part of finding the bottom quark, but almost.

But after 25 years of trying, I was on the team that found the last quark.
But after 25 years of trying, I was on the team that found the last quark.

You can't find one.
You can't find one.

It's over.
It's over.

[CHUCKLING]
[CHUCKLING]

There's only six.
There's only six.

So I was on that team.
So I was on that team.

And then I was also on the team recently that discovered the Higgs.
And then I was also on the team recently that discovered the Higgs.

And I wanted to tell you what I'm interested in,
And I wanted to tell you what I'm interested in,

and why we were looking for the Higgs, and what it meant to me.
and why we were looking for the Higgs, and what it meant to me.

So here is what's called the standard model.
So here is what's called the standard model.

Those are all the particles and the forces.
Those are all the particles and the forces.

And if you're a theorist, and you have soft skin and stuff--
And if you're a theorist, and you have soft skin and stuff--

I'm an experimentalist-- you would write this equation down, and you would say,
I'm an experimentalist-- you would write this equation down, and you would say,

this is the standard model, and this describes the universe.
this is the standard model, and this describes the universe.

But people like me don't really--
But people like me don't really--

it doesn't fit inside my head.
it doesn't fit inside my head.

I like reading it aloud.
I like reading it aloud.

When you go home, you could try reading equations aloud.
When you go home, you could try reading equations aloud.

It's fun with friends.
It's fun with friends.

It's very fun.
It's very fun.

There must be a game.
There must be a game.

It's not a drinking game.
It's not a drinking game.

It's more of a just good fun game.
It's more of a just good fun game.

So here's the thing.
So here's the thing.

For each of these terms in this equation--
For each of these terms in this equation--

the way experimentalists like to think about it is a diagram.
the way experimentalists like to think about it is a diagram.

And this is a Feynman diagram.
And this is a Feynman diagram.

There's a guy called Feynman, and this is his diagram.
There's a guy called Feynman, and this is his diagram.

And a diagram takes one of the terms in that equation and says,
And a diagram takes one of the terms in that equation and says,

let's see what it looks like if we're human.
let's see what it looks like if we're human.

And so here, for instance, time is going along to the right.
And so here, for instance, time is going along to the right.

And what it's showing is matter and antimatter electrons come together,
And what it's showing is matter and antimatter electrons come together,

annihilate into light, which then turns into antimatter and matter muons.
annihilate into light, which then turns into antimatter and matter muons.

These are just heavier particles.
These are just heavier particles.

And we say, oh.
And we say, oh.

Ha.
Ha.

I can write this down.
I can write this down.

Can I measure it?
Can I measure it?

So that's sort of my life.
So that's sort of my life.

I can write down every possible diagram like this and try and measure it.
I can write down every possible diagram like this and try and measure it.

Now, for the people interested in archeology,
Now, for the people interested in archeology,

you might want to understand Feynman diagrams, because 1,000 years from now,
you might want to understand Feynman diagrams, because 1,000 years from now,

after everything happens, probably, you'll
after everything happens, probably, you'll

find diagrams like this, just sort of like hieroglyphs.
find diagrams like this, just sort of like hieroglyphs.

And you'll probably understand them.
And you'll probably understand them.

Could be sooner than 1,000 years.
Could be sooner than 1,000 years.

It could be-- OK.
It could be-- OK.

But I'm just saying.
But I'm just saying.

I'm just saying.
I'm just saying.

People who are interested in linguistics or stuff like that, just look at that,
People who are interested in linguistics or stuff like that, just look at that,

and don't just not think about it.
and don't just not think about it.

OK, here is me.
OK, here is me.

When you're in science, you have a lot of thoughts about yourself,
When you're in science, you have a lot of thoughts about yourself,

who you are.
who you are.

Here's the top quark on my shoe.
Here's the top quark on my shoe.

That's me.
That's me.

But as an experimentalist, I can make me a line drawing,
But as an experimentalist, I can make me a line drawing,

and it has just as much information.
and it has just as much information.

So this is the real me on the left, and before children, and the right me.
So this is the real me on the left, and before children, and the right me.

[CHUCKLING]
[CHUCKLING]

The me that-- it's the spiritual.
The me that-- it's the spiritual.

For those interested in religious studies, this is the spiritual me.
For those interested in religious studies, this is the spiritual me.

So I want to describe the vacuum.
So I want to describe the vacuum.

I want to describe the world with nothing in it.
I want to describe the world with nothing in it.

I take everything out.
I take everything out.

Is there something there?
Is there something there?

I'll give you a hint.
I'll give you a hint.

Yes.
Yes.

But it's kind of an interesting idea.
But it's kind of an interesting idea.

And if you're a literature person, you will
And if you're a literature person, you will

see that Samuel Beckett thought about this a lot.
see that Samuel Beckett thought about this a lot.

Samuel Beckett starts with two people and nothing else--
Samuel Beckett starts with two people and nothing else--

Waiting for Godot.
Waiting for Godot.

And then he goes to Murphy, which is just a guy
And then he goes to Murphy, which is just a guy

strapped to a chair sitting alone.
strapped to a chair sitting alone.

And then The Unnameable, which is nobody, really.
And then The Unnameable, which is nobody, really.

So in literature, we discuss this idea of the vacuum.
So in literature, we discuss this idea of the vacuum.

And the Samuel Beckett, if you haven't read him, then you can start tomorrow.
And the Samuel Beckett, if you haven't read him, then you can start tomorrow.

And so if I want to understand the vacuum-- so there's nothing there--
And so if I want to understand the vacuum-- so there's nothing there--

what do I do?
what do I do?

So I want to tell you one thing.
So I want to tell you one thing.

And if this is the only thing that you remember, it's this.
And if this is the only thing that you remember, it's this.

The ground state doesn't talk to us.
The ground state doesn't talk to us.

So what do I mean?
So what do I mean?

The lowest energy state of anything doesn't say anything to us.
The lowest energy state of anything doesn't say anything to us.

It doesn't reveal what it is.
It doesn't reveal what it is.

And I want to do a demo with my friend Daniel Davis to show that.
And I want to do a demo with my friend Daniel Davis to show that.

So do we understand the ground state?
So do we understand the ground state?

The lowest energy state is just there, like a lump sitting on a chair.
The lowest energy state is just there, like a lump sitting on a chair.

And you can't tell anything about that lump.
And you can't tell anything about that lump.

So to begin with, put on your glasses, and pull down the house lights,
So to begin with, put on your glasses, and pull down the house lights,

and rock and roll.
and rock and roll.

So what we're going to show--
So what we're going to show--

so these glasses are diffraction grating glasses, and they will act like a prism
so these glasses are diffraction grating glasses, and they will act like a prism

and separate all the colors that are coming out.
and separate all the colors that are coming out.

So right now, what you should see from an incandescent light
So right now, what you should see from an incandescent light

is a spectrum of the rainbow.
is a spectrum of the rainbow.

Do you guys see it?
Do you guys see it?

Look a little to the right or to the left.
Look a little to the right or to the left.

AUDIENCE: Yes.
AUDIENCE: Yes.

MELISSA FRANKLIN: Yeah?
MELISSA FRANKLIN: Yeah?

OK.
OK.

Now, next to it, we have something which is just hydrogen gas.
Now, next to it, we have something which is just hydrogen gas.

Hydrogen gas, normally, you can't see anything.
Hydrogen gas, normally, you can't see anything.

Now what do you see?
Now what do you see?

Do you see two lines, or three?
Do you see two lines, or three?

AUDIENCE: Three.
AUDIENCE: Three.

MELISSA FRANKLIN: OK.
MELISSA FRANKLIN: OK.

So what we're doing is we're exciting the atom because we're putting
So what we're doing is we're exciting the atom because we're putting

an electrical current through it.
an electrical current through it.

So I'm just saying, I don't want to just look
So I'm just saying, I don't want to just look

at hydrogen. I want to put electrical current through it.
at hydrogen. I want to put electrical current through it.

And then I can see its nature.
And then I can see its nature.

I can see about its structure by looking at those lines.
I can see about its structure by looking at those lines.

And then if I look at the next one down, I'm
And then if I look at the next one down, I'm

going to put an electric current through helium.
going to put an electric current through helium.

Isn't it beautiful?
Isn't it beautiful?

Do you see the lines?
Do you see the lines?

Is anyone thinking, I don't know what you're talking about?
Is anyone thinking, I don't know what you're talking about?

[CHUCKLING]
[CHUCKLING]

No?
No?

So helium is a different atom.
So helium is a different atom.

So you can see the structure of helium by the light it gives off.
So you can see the structure of helium by the light it gives off.

And the final one is neon.
And the final one is neon.

AUDIENCE: Whoa.
AUDIENCE: Whoa.

MELISSA FRANKLIN: [CHUCKLES]
MELISSA FRANKLIN: [CHUCKLES]

I love this.
I love this.

I love demos.
I love demos.

Daniel also loves demos.
Daniel also loves demos.

OK.
OK.

Thank you.
Thank you.

OK.
OK.

So you're saying, what does that got to do with anything?
So you're saying, what does that got to do with anything?

Not really anything.
Not really anything.

Doesn't really have anything.
Doesn't really have anything.

[APPLAUSE]
[APPLAUSE]

OK.
OK.

It doesn't have anything to do with anything, but here's the thing.
It doesn't have anything to do with anything, but here's the thing.

I want to understand the vacuum, but I'm going to have to excite it, OK?
I want to understand the vacuum, but I'm going to have to excite it, OK?

If I want to understand the structure of the vacuum,
If I want to understand the structure of the vacuum,

I'm going to have to excite it.
I'm going to have to excite it.

So there was this guy called--
So there was this guy called--

this is a theorist guy, those are the cute ones--
this is a theorist guy, those are the cute ones--

called Peter Higgs.
called Peter Higgs.

And he solved this theoretical problem.
And he solved this theoretical problem.

And in order to solve the problem, he had
And in order to solve the problem, he had

to introduce something called the Higgs field.
to introduce something called the Higgs field.

So let me just say, this is how we understand the Higgs field.
So let me just say, this is how we understand the Higgs field.

Remember the Lagrangian?
Remember the Lagrangian?

Remember that equation?
Remember that equation?

If to that equation of the standard model
If to that equation of the standard model

you add what I'm going to call a Higgs field, and I'll tell you what it is,
you add what I'm going to call a Higgs field, and I'll tell you what it is,

and you put it through a machine, what you will come out
and you put it through a machine, what you will come out

is a Higgs boson, which is a particle.
is a Higgs boson, which is a particle.

And then all the particles in the universe will have mass,
And then all the particles in the universe will have mass,

and everybody will be happy.
and everybody will be happy.

But the problem is, this is what a theorist would draw,
But the problem is, this is what a theorist would draw,

but I'm the person who has to build that machine.
but I'm the person who has to build that machine.

So that machine takes the Higgs field and puts an electric current
So that machine takes the Higgs field and puts an electric current

through it.
through it.

So what's a field?
So what's a field?

Is this too boring?
Is this too boring?

Are we boring?
Are we boring?

No, we're not boring.
No, we're not boring.

OK.
OK.

So this is a wind map of America.
So this is a wind map of America.

And at every point there, it shows the strength of the wind by how white
And at every point there, it shows the strength of the wind by how white

it is, and the direction.
it is, and the direction.

So at every point in the world, you can imagine a field tells you
So at every point in the world, you can imagine a field tells you

the strength and the direction.
the strength and the direction.

So if it's a gravitational field, it should tell you
So if it's a gravitational field, it should tell you

how fast you should fall, and in what direction.
how fast you should fall, and in what direction.

So imagine that I have--
So imagine that I have--

so let's go back one step.
so let's go back one step.

So this is the wind field.
So this is the wind field.

If I want to excite the wind field somehow,
If I want to excite the wind field somehow,

I would get something like a tornado.
I would get something like a tornado.

So an excitation of the wind field would be an amazing amount of energy in wind,
So an excitation of the wind field would be an amazing amount of energy in wind,

like a tornado.
like a tornado.

So what I want to do is I want to take the Higgs field, which I can't see.
So what I want to do is I want to take the Higgs field, which I can't see.

And the Higgs field has no direction.
And the Higgs field has no direction.

And it has no size, so you cannot feel it in any way.
And it has no size, so you cannot feel it in any way.

I want to take that, and I want to make a tornado.
I want to take that, and I want to make a tornado.

And then I want to--
And then I want to--

that's my whole life.
that's my whole life.

[CHUCKLING]
[CHUCKLING]

Actually, it doesn't seem as important as the last speaker.
Actually, it doesn't seem as important as the last speaker.

So when--
So when--

[CHUCKLING]
[CHUCKLING]

I was thinking, I shouldn't even come up here, really, because--
I was thinking, I shouldn't even come up here, really, because--

but then I thought, OK.
but then I thought, OK.

OK, Melissa, it's going to be fine.
OK, Melissa, it's going to be fine.

And I knew that my friend Daniel was here.
And I knew that my friend Daniel was here.

OK.
OK.

So here's what we want to do.
So here's what we want to do.

In order to make an excitation of this field--
In order to make an excitation of this field--

and I don't even know if it's there--
and I don't even know if it's there--

I just need a whole bunch of energy in a very short amount of time.
I just need a whole bunch of energy in a very short amount of time.

And so what I do is I take a lot of protons,
And so what I do is I take a lot of protons,

and I collide them together at very high energies,
and I collide them together at very high energies,

and I'm putting a huge amount of energy into a tiny little space
and I'm putting a huge amount of energy into a tiny little space

in a tiny little time.
in a tiny little time.

And I use my theory that I learned from going to college--
And I use my theory that I learned from going to college--

I did go to college.
I did go to college.

[CHUCKLING]
[CHUCKLING]

I didn't get a physics degree, though.
I didn't get a physics degree, though.

I just want you to know that.
I just want you to know that.

Although it might say that my CV.
Although it might say that my CV.

[LAUGHTER]
[LAUGHTER]

What I want to do is I want to take that Feynmann dagger,
What I want to do is I want to take that Feynmann dagger,

and I run it right down the diagram that can actually
and I run it right down the diagram that can actually

make a Higgs boson by making all this energy in a really small place.
make a Higgs boson by making all this energy in a really small place.

And I say, oh, yeah, I can draw this, because the theorists say I can.
And I say, oh, yeah, I can draw this, because the theorists say I can.

And then I just have the LHC--
And then I just have the LHC--

the Large Hadron Collider-- and I just push the button, and this happens.
the Large Hadron Collider-- and I just push the button, and this happens.

Protons collide.
Protons collide.

And so what's really happening--
And so what's really happening--

I'm walking around a lot.
I'm walking around a lot.

So what's really happening is that about 100 billion protons hit 100 billion
So what's really happening is that about 100 billion protons hit 100 billion

protons every 25 nanoseconds.
protons every 25 nanoseconds.

So nano is small.
So nano is small.

[CHUCKLING]
[CHUCKLING]

Yeah, it's really small.
Yeah, it's really small.

Every 25 nanoseconds.
Every 25 nanoseconds.

So 25 nanoseconds is like the amount of time it takes light to go 25 feet.
So 25 nanoseconds is like the amount of time it takes light to go 25 feet.

I do that.
I do that.

Protons are going to collide.
Protons are going to collide.

The quarks inside the protons are going to collide.
The quarks inside the protons are going to collide.

I can make my Higgs boson one time out of every 10 to the something or other.
I can make my Higgs boson one time out of every 10 to the something or other.

10 to the 10 trillion.
10 to the 10 trillion.

10 trillion.
10 trillion.

I sound like that guy in the bad, bad movie.
I sound like that guy in the bad, bad movie.

Anyway--
Anyway--

[LAUGHTER]
[LAUGHTER]

If I can do this, and I can do it like for two years,
If I can do this, and I can do it like for two years,

I can probably get enough Higgs bosons that I can say, I excited the field
I can probably get enough Higgs bosons that I can say, I excited the field

and I actually got a boson out.
and I actually got a boson out.

There must be a field there, right?
There must be a field there, right?

And so all I have to do is build a 27-kilometer accelerator
And so all I have to do is build a 27-kilometer accelerator

in Switzerland.
in Switzerland.

And then hire maybe--
And then hire maybe--

I don't know-- 20,000 people.
I don't know-- 20,000 people.

And then I have to build a detector to see what
And then I have to build a detector to see what

comes out of these proton collisions.
comes out of these proton collisions.

And this is the detector.
And this is the detector.

And you'd think those people are really small, but they're French.
And you'd think those people are really small, but they're French.

[CHUCKLING]
[CHUCKLING]

So you have to--
So you have to--

obviously, French people are the same size.
obviously, French people are the same size.

But--
But--

[CHUCKLING]
[CHUCKLING]

--the point is, when you're working on this detector,
--the point is, when you're working on this detector,

you actually sometimes get a little--
you actually sometimes get a little--

you should go to the bathroom first.
you should go to the bathroom first.

Anyway, it's very, very tall.
Anyway, it's very, very tall.

It's very tall, so when you're working up at the top, it's a little scary.
It's very tall, so when you're working up at the top, it's a little scary.

Anyhow, we built this detector very fast.
Anyhow, we built this detector very fast.

Sorry.
Sorry.

I know that-- and this comes out.
I know that-- and this comes out.

All of a sudden, protons, quarks collide.
All of a sudden, protons, quarks collide.

Whole bunch of stuff comes out, and our whole lives for the next five years
Whole bunch of stuff comes out, and our whole lives for the next five years

is just figuring out what happened.
is just figuring out what happened.

What happened?
What happened?

What happened?
What happened?

OK.
OK.

So we waited two years of taking data every 25 nanoseconds.
So we waited two years of taking data every 25 nanoseconds.

And we weren't allowed to look at the data.
And we weren't allowed to look at the data.

And the reason is, if you're going to be studying psychology,
And the reason is, if you're going to be studying psychology,

then you know that [INAUDIBLE] said that humans are very bad at statistics
then you know that [INAUDIBLE] said that humans are very bad at statistics

naturally.
naturally.

So don't trust yourself.
So don't trust yourself.

So what we do is we blind ourselves.
So what we do is we blind ourselves.

We don't actually-- we don't look at anything.
We don't actually-- we don't look at anything.

We don't look at the data for two years.
We don't look at the data for two years.

And then all of a sudden, one day, we make a plot.
And then all of a sudden, one day, we make a plot.

And we make a plot of the mass of the Higgs boson,
And we make a plot of the mass of the Higgs boson,

or what we think it might be, and the number of events,
or what we think it might be, and the number of events,

and we see something-- the red thing there--
and we see something-- the red thing there--

that wouldn't be there if there wasn't the Higgs boson.
that wouldn't be there if there wasn't the Higgs boson.

And we go, wow.
And we go, wow.

This is not exciting.
This is not exciting.

[CHUCKLING]
[CHUCKLING]

OK.
OK.

But you're saying, wow, that's not exciting.
But you're saying, wow, that's not exciting.

OK.
OK.

Let's just talk about this.
Let's just talk about this.

My team is 3,000 people.
My team is 3,000 people.

It's not my team.
It's not my team.

I'm not the boss.
I'm not the boss.

Otherwise, I wouldn't-- yeah.
Otherwise, I wouldn't-- yeah.

[LAUGHTER]
[LAUGHTER]

Yeah.
Yeah.

I'd probably-- yeah.
I'd probably-- yeah.

My team is 3,000.
My team is 3,000.

There's another experiment that's 3000.
There's another experiment that's 3000.

You gotta check each other.
You gotta check each other.

That's about the whole Harvard undergraduate class.
That's about the whole Harvard undergraduate class.

Imagine that everybody in the whole class--
Imagine that everybody in the whole class--

like not just 1, 2, 3, 4, all of you--
like not just 1, 2, 3, 4, all of you--

were all working on the same project.
were all working on the same project.

That would be weird.
That would be weird.

It's a lot of people, so I don't even know who I am, unfortunately.
It's a lot of people, so I don't even know who I am, unfortunately.

And this is how I feel afterwards.
And this is how I feel afterwards.

[CHUCKLING]
[CHUCKLING]

Now I know everywhere in the universe-- everywhere in the universe--
Now I know everywhere in the universe-- everywhere in the universe--

there's a Higgs field that I can't touch.
there's a Higgs field that I can't touch.

But I know it's there intellectually, so I kind of feel weird as I'm walking.
But I know it's there intellectually, so I kind of feel weird as I'm walking.

And a lot of my colleagues feel weird also.
And a lot of my colleagues feel weird also.

So I just wanted to tell you two more things.
So I just wanted to tell you two more things.

Should I stop?
Should I stop?

Because I think-- no?
Because I think-- no?

It's OK?
It's OK?

AUDIENCE: Keep going.
AUDIENCE: Keep going.

MELISSA FRANKLIN: So you're thinking, that's a weird thing to do, Melissa.
MELISSA FRANKLIN: So you're thinking, that's a weird thing to do, Melissa.

It's a weird thing to want to do.
It's a weird thing to want to do.

It's very specific.
It's very specific.

But I kind of wanted to tell you what the whole project was of physics.
But I kind of wanted to tell you what the whole project was of physics.

So it turns out that Harvard has a thing called the Harvard Lampoon.
So it turns out that Harvard has a thing called the Harvard Lampoon.

Has anyone ever heard of it?
Has anyone ever heard of it?

It's the humor magazine, and various other things.
It's the humor magazine, and various other things.

And there was a guy many, many years ago.
And there was a guy many, many years ago.

A guy called O'Donnell.
A guy called O'Donnell.

And he decided that he wanted to write down the laws of cartoon physics.
And he decided that he wanted to write down the laws of cartoon physics.

I thought that was kind of interesting.
I thought that was kind of interesting.

He didn't make them up.
He didn't make them up.

He just wrote them down.
He just wrote them down.

He turned out to end up writing for David Letterman and Saturday Night
He turned out to end up writing for David Letterman and Saturday Night

Live and stuff.
Live and stuff.

But what's interesting to me about his laws of cartoon physics are, what
But what's interesting to me about his laws of cartoon physics are, what

is the overarching idea of physics?
is the overarching idea of physics?

If we put all the things we know together,
If we put all the things we know together,

what do we find as an overarching idea?
what do we find as an overarching idea?

So what is the overarching idea here?
So what is the overarching idea here?

Well, the first law is gravity doesn't work until you look down.
Well, the first law is gravity doesn't work until you look down.

So I'm going to show you three laws, and then we're
So I'm going to show you three laws, and then we're

going to come up with the answer.
going to come up with the answer.

As speed increases, objects can be in more than one place at the same time.
As speed increases, objects can be in more than one place at the same time.

And an anvil always falls more slowly than any person.
And an anvil always falls more slowly than any person.

You guys have watched TV.
You guys have watched TV.

[CHUCKLING]
[CHUCKLING]

A lot of Harvard students haven't, but just pretend you have.
A lot of Harvard students haven't, but just pretend you have.

So what is the idea here?
So what is the idea here?

Why are these funny?
Why are these funny?

And Walt Disney says this.
And Walt Disney says this.

[VIDEO PLAYBACK]
[VIDEO PLAYBACK]

[END PLAYBACK]
[END PLAYBACK]

Oh.
Oh.

Walt Disney.
Walt Disney.

[VIDEO PLAYBACK]
[VIDEO PLAYBACK]

- Impossible cartoon actions will seem plausible
- Impossible cartoon actions will seem plausible

if the viewer feels the action he's watching has some factual basis.
if the viewer feels the action he's watching has some factual basis.

For example, the idea that only the cow's tail
For example, the idea that only the cow's tail

could ring a bell hanging on her neck may seem far-fetched,
could ring a bell hanging on her neck may seem far-fetched,

but it has some basis in fact.
but it has some basis in fact.

There is an anatomical connection between the bell here and the tail
There is an anatomical connection between the bell here and the tail

here.
here.

That is the spinal column.
That is the spinal column.

And so it seems entirely plausible that pulling her tail would ring the bell.
And so it seems entirely plausible that pulling her tail would ring the bell.

[BELL RINGING]
[BELL RINGING]

[END PLAYBACK]
[END PLAYBACK]

MELISSA FRANKLIN: All right.
MELISSA FRANKLIN: All right.

OK.
OK.

So this is really interesting.
So this is really interesting.

So what Walt Disney says is, it has to be plausible but impossible.
So what Walt Disney says is, it has to be plausible but impossible.

And that's what makes it funny.
And that's what makes it funny.

So I was trying to think of physics.
So I was trying to think of physics.

Real physics.
Real physics.

What do real physics, and particularly particle physics do?
What do real physics, and particularly particle physics do?

And so we're more interested in the possible, I'd have to say, in science.
And so we're more interested in the possible, I'd have to say, in science.

But what we do is incredibly implausible.
But what we do is incredibly implausible.

What I just talked about was me describing to you spacetime,
What I just talked about was me describing to you spacetime,

and how we measure what it looks like.
and how we measure what it looks like.

But "particle physics is the unbelievable in pursuit
But "particle physics is the unbelievable in pursuit

of the unimaginable.
of the unimaginable.

To pinpoint the smallest fragments of the universe,
To pinpoint the smallest fragments of the universe,

you have to build the biggest machine in the world.
you have to build the biggest machine in the world.

To recreate the first millionths of a second of creation,
To recreate the first millionths of a second of creation,

you have to focus energy on an awesome scale."
you have to focus energy on an awesome scale."

So we're looking for the implausible possible.
So we're looking for the implausible possible.

And for instance, this summer, five undergraduates are coming to CERN--
And for instance, this summer, five undergraduates are coming to CERN--

which is the place where the Large Hadron Collider is--
which is the place where the Large Hadron Collider is--

to help us figure out the next puzzle.
to help us figure out the next puzzle.

Thanks.
Thanks.

[APPLAUSE]
[APPLAUSE]

MARLYN MCGRATH: Thank you.
MARLYN MCGRATH: Thank you.

In our pursuit of one different thing after another,
In our pursuit of one different thing after another,

here is another different thing.
here is another different thing.

Robin Kelsey is professor of history of art and architecture.
Robin Kelsey is professor of history of art and architecture.

He's the dean of Arts and Humanities, actually, at Harvard.
He's the dean of Arts and Humanities, actually, at Harvard.

He's the Shirley Carter Burden Professor of Photography--
He's the Shirley Carter Burden Professor of Photography--

one of his specialties.
one of his specialties.

And he does a lot of other things.
And he does a lot of other things.

I won't list them.
I won't list them.

But he is, among those other things, a faculty associate
But he is, among those other things, a faculty associate

for the Center for the Environment.
for the Center for the Environment.

A lot of things are connected at Harvard.
A lot of things are connected at Harvard.

I think you're figuring that out.
I think you're figuring that out.

He's also a member of the Kirkland House Senior Common Room.
He's also a member of the Kirkland House Senior Common Room.

He went to Marshall University High School
He went to Marshall University High School

in Minneapolis, which closed in 1982, so today, we
in Minneapolis, which closed in 1982, so today, we

have no new graduates from there, I assume.
have no new graduates from there, I assume.

He has a BA in art history from Yale, another fine accredited place
He has a BA in art history from Yale, another fine accredited place

in Connecticut, and a PhD from Harvard.
in Connecticut, and a PhD from Harvard.

He has a JD from Yale Law School.
He has a JD from Yale Law School.

And I've come to understand that you can never have enough lawyers,
And I've come to understand that you can never have enough lawyers,

and so that's a terrific extra thing.
and so that's a terrific extra thing.

Again, I told you that none of these people has stayed in one lane,
Again, I told you that none of these people has stayed in one lane,

and he has not either.
and he has not either.

He's been on our faculty since 2001.
He's been on our faculty since 2001.

He has a wonderful course called The Art of Looking,
He has a wonderful course called The Art of Looking,

and he teaches lots of other things as well.
and he teaches lots of other things as well.

But that's not the subject of today.
But that's not the subject of today.

The subject of today, he calls it-- remember,
The subject of today, he calls it-- remember,

there's perhaps some distance between titles and talk.
there's perhaps some distance between titles and talk.

No reason why they should correspond exactly.
No reason why they should correspond exactly.

But he wishes to speak about the future of cultural space.
But he wishes to speak about the future of cultural space.

So without any further ado.
So without any further ado.

[APPLAUSE]
[APPLAUSE]

ROBIN KELSEY: Good afternoon.
ROBIN KELSEY: Good afternoon.

Good afternoon!
Good afternoon!

AUDIENCE: Good afternoon.
AUDIENCE: Good afternoon.

ROBIN KELSEY: Thank you.
ROBIN KELSEY: Thank you.

I needed that.
I needed that.

I never teach at 2:00 PM because it's my nap time,
I never teach at 2:00 PM because it's my nap time,

so now you've got me all charged up.
so now you've got me all charged up.

I love Melissa Franklin.
I love Melissa Franklin.

If I were sitting where you are, I would be thinking,
If I were sitting where you are, I would be thinking,

I want to come to Harvard and study physics.
I want to come to Harvard and study physics.

But you can't all study physics because we
But you can't all study physics because we

don't have that many physics faculty.
don't have that many physics faculty.

So some of you are going to have to study the arts and humanities.
So some of you are going to have to study the arts and humanities.

And the arts and humanities aren't as funny as physics.
And the arts and humanities aren't as funny as physics.

[CHUCKLING]
[CHUCKLING]

No, it's true.
No, it's true.

It's really a matter of scale.
It's really a matter of scale.

Things are very funny when they're cosmically scaled,
Things are very funny when they're cosmically scaled,

or when they're really tiny.
or when they're really tiny.

But we sit there at the scale of Samuel Beckett,
But we sit there at the scale of Samuel Beckett,

where things get very deadly serious.
where things get very deadly serious.

So if at any point, I get too serious, just
So if at any point, I get too serious, just

think of one of the hundreds of funny things that Melissa said,
think of one of the hundreds of funny things that Melissa said,

and you can laugh.
and you can laugh.

One of the reasons we're not funny is we have notes.
One of the reasons we're not funny is we have notes.

We use notes which are not funny, but they're very, very precious.
We use notes which are not funny, but they're very, very precious.

So-- [CHUCKLES] yeah.
So-- [CHUCKLES] yeah.

Notes are very precious.
Notes are very precious.

OK.
OK.

So today, I am not going to be offering you any answers to important questions.
So today, I am not going to be offering you any answers to important questions.

In fact, I'm just going to pose a few questions.
In fact, I'm just going to pose a few questions.

Harvard is a great university, in my view,
Harvard is a great university, in my view,

not because it has all the answers, but because the people here
not because it has all the answers, but because the people here

ask important questions, and they work together on coming up with answers.
ask important questions, and they work together on coming up with answers.

And the questions I'm going to pose today
And the questions I'm going to pose today

are about the future of cultural space.
are about the future of cultural space.

Now, what do I mean by cultural space?
Now, what do I mean by cultural space?

I mean the museum, the library, the concert hall, the theater,
I mean the museum, the library, the concert hall, the theater,

the movie theater, the dance center, the public park.
the movie theater, the dance center, the public park.

I mean those spaces in which we gather to experience culture.
I mean those spaces in which we gather to experience culture.

To experience human creativity together.
To experience human creativity together.

These spaces are incredibly important in our civic life.
These spaces are incredibly important in our civic life.

In fact, our governments-- whether local or national--
In fact, our governments-- whether local or national--

situate these spaces in the center of our civic geography.
situate these spaces in the center of our civic geography.

They do that because we are anchored as a people by our culture.
They do that because we are anchored as a people by our culture.

The most well-known and celebrated of our cultural spaces in America--
The most well-known and celebrated of our cultural spaces in America--

spaces such as Lincoln Center, the Metropolitan Museum, the New York
spaces such as Lincoln Center, the Metropolitan Museum, the New York

Public Library, Disney Hall--
Public Library, Disney Hall--

I thought of Disney Hall because of Walt Disney,
I thought of Disney Hall because of Walt Disney,

but I'm not going to make any jokes about Disney Hall--
but I'm not going to make any jokes about Disney Hall--

the Smithsonian, these spaces are touchstones of national identity.
the Smithsonian, these spaces are touchstones of national identity.

But our local movie theater, our town public library
But our local movie theater, our town public library

are no less central to civic life on a smaller scale.
are no less central to civic life on a smaller scale.

These places where we gather and we attend to
These places where we gather and we attend to

and honor human creativity, human efforts
and honor human creativity, human efforts

to find meaning, beauty, empathy, and understanding
to find meaning, beauty, empathy, and understanding

are really essential to our humanity.
are really essential to our humanity.

Now, I'm showing you an example of a cultural space that's important to me.
Now, I'm showing you an example of a cultural space that's important to me.

I grew up in Minneapolis, Minnesota.
I grew up in Minneapolis, Minnesota.

Marshall University High School has a kind of elite ring to it.
Marshall University High School has a kind of elite ring to it.

Don't let that fool you.
Don't let that fool you.

There was no university--
There was no university--

except the University of Minnesota, which was nearby--
except the University of Minnesota, which was nearby--

related to my high school, which was distinctly public.
related to my high school, which was distinctly public.

But I was very, very fortunate in having parents
But I was very, very fortunate in having parents

who took advantage of the cultural riches of Minneapolis and St. Paul,
who took advantage of the cultural riches of Minneapolis and St. Paul,

which are extensive, which is a very fortunate thing.
which are extensive, which is a very fortunate thing.

And in particular, my parents loved to take me to the theater.
And in particular, my parents loved to take me to the theater.

And the theater in Minneapolis, from the flagship Guthrie Theater--
And the theater in Minneapolis, from the flagship Guthrie Theater--

are there any people here from Minnesota?
are there any people here from Minnesota?

AUDIENCE: Woo!
AUDIENCE: Woo!

ROBIN KELSEY: Yeah?
ROBIN KELSEY: Yeah?

All right.
All right.

Good.
Good.

All right.
All right.

Yeah.
Yeah.

The theater in Minneapolis, from the flagship
The theater in Minneapolis, from the flagship

Guthrie Theater, to smaller theaters, such as the Mixed Blood
Guthrie Theater, to smaller theaters, such as the Mixed Blood

Theater in the Cedar Riverside neighborhood,
Theater in the Cedar Riverside neighborhood,

near where I grew up, the Penumbra Theater in St. Paul, really fantastic.
near where I grew up, the Penumbra Theater in St. Paul, really fantastic.

So this is where this issue of cultural space
So this is where this issue of cultural space

has particular significance to me.
has particular significance to me.

Here.
Here.

This is the clicker.
This is the clicker.

Yes?
Yes?

No?
No?

MARLYN MCGRATH: Try the other one.
MARLYN MCGRATH: Try the other one.

ROBIN KELSEY: What other one?
ROBIN KELSEY: What other one?