### TL;DR This paper argues that studying the history of science...
The concept of the ether was a cornerstone of 19th-century physics ...
Robert Millikan's oil-drop experiment, conducted in 1909 to measure...
Dyson showed that all three formulations, although conceptually dif...
Luis Alvarez was a prominent figure in the field of particle physic...
David Kaiser's "How the Hippies Saved Physics: Science, Countercult...
James Joule was an English physicist, most famous for his research ...
Just as physics is not a list of facts about the world,
history is not a list of names and dates. It is a way of
thinking that can be powerful and illuminating.
Why should physicists
study history?
S
GALILEO GALILEI
SHOWS THE DOGE
OF VENICE how to
use a telescope in
this 1858 fresco by
Giuseppe Bertini.
Matthew Stanley
05 November 2023 19:01:36
JULY 2016
|
PHYSICS TODAY 39
Matt Stanley is a professor of the history of science at New
York University ’s G allatin School of Individualize d Study in
New York City.
History can help. An entire academic discipline—history of
science—studies the rough edges. We historians of science see
ourselves as illustrating the power of stories. How a commu-
nity tells its history changes the way it thinks about itself. A
historical perspective on science can help physicists under-
stand what is going on when they practice their cra!, and
it provides numerous tools that are useful for physicists
themselves.
Physics is a social endeavor
Research is done by people. And people have likes and dislikes,
egos and prejudices. Physicists, like everyone else, get a"ached
to their favorite ideas and hang on to them perhaps long a!er
they should let them go. A classic case is the electromagnetic
ether, an immensely fruitful concept that dominated physics
for most of the 19th century. Even as it became clear that ether
theory was causing more problems than it solved, physicists
continued to use it as a central explanatory tool—even for
many years a!er Einstein’s 1905 theory of special relativity de-
clared it superfluous. The history of physics is li"ered with
beautiful theories that commanded great loyalty.
People come from places too, and physicists want to protect
their homes as much as anyone else. It is easy to forget that 100
years ago during World War I, British scientists refused to talk
to their German colleagues on the other side of the trenches.
Even a!er the end of the fighting, Germans and their wartime
allies were ocially forbidden from joining international sci-
entific organizations. During World War II, the specter of an
atomic bomb in the hands of Adolf Hitler terrified Allied physi-
cists into opening the Pandora’s box of nuclear weapons. Many
of the scientists involved bemoaned their actions a!erward,
but war and nationalism make for a potent impetus.
Those incidents are not exceptions. Physicists are not disin-
terested figures without political views, philosophical prefer-
ences, and personal feelings. The history of science can help
dismantle the myth of the purely rational genius living outside
the everyday world. It makes physics
more human.
And a more human physics is a
good thing. For starters, it makes
physics more accessible, particularly
for students. Many promising stu-
dents drop out of the sciences because
the material seems disembodied and
disconnected from their lives. Science
education researchers have found
that those lost students “hungered—
all of them—for information about
how the various methods they were
learning had come to be, why physicists and chemists under-
stand nature the way they do, and what were the connections
between what they were learning and the larger world.”
1
Stu-
dents can potentially lose the wonder and curiosity that drew
them to science in the first place. Historical narratives naturally
raise conceptual, philosophical, political, ethical, or social
questions that show the importance of physics for the students’
own lives. A field in which people are acknowledged as people
is much more appealing than one in which they are just calcu-
lating machines.
Understanding the human side of physics will also be"er
prepare students for what physicists actually do. Physicists
work in groups. They need to talk. Physics is a social endeavor.
Ideas and experimental equipment are exchanged constantly.
In the early days of general relativity, it was extremely dicult
to become proficient in the theory without direct contact with
Albert Einstein or his inner circle.
2
And since the Great War was
raging, few physicists could obtain that contact. General rela-
tivity became widely known only a!er Willem de Si"er, in the
neutral Netherlands and in personal contact with Einstein,
passed his relativistic skills on to Arthur Eddington in the UK.
Fortunately, Eddington was a Quaker pacifist and one of the
few British scientists willing to look at a German theory.
3
Physics
works only when people talk to each other, and communica-
tion is not always easy.
Physics isn t obvious
Everything seems obvious in retrospect. Textbooks present ex-
perimental results as being self-evident and theories as need-
ing at most a few pages of math to be proven true. But crystal-
clear expositions conceal the enormous amount of work and
confusion that goes into reaching scientific conclusions. The
history of physics can remind us how dicult it is to justify
ideas—from heliocentrism to atomic theory—that now seem so
obvious.
Complexity, not simplicity, has ruled the practice of science.
ome things about physics aren’t well covered in a physics
education. Those are the messy, rough edges that make
everything difficult: dealing with people, singly or in
groups; misunderstandings; rivals and even allies who won’t
fall in line. Physicists often do not see such issues as contributing
to science itself. But social interactions really do influence what
scientists produce. Often physicists learn that lesson the hard way.
Instead, they could equip themselves for the actual collaborative world,
not the idealized solitary one that has never existed.
S
05 November 2023 19:01:36
40 PHYSICS TODAY
|
JULY 2016
Every discovery has come out of a messy mix of people, ideas,
accidents, and arguments. Generally it takes a great deal of ef-
fort to understand what an observation or theory means. The
Millikan oil drop experiment, for example, appears in text-
books as a model of clear experimental design and immedi-
ately persuasive theoretical interpretation. However, even a
quick look at Robert Millikan’s lab notebooks shows how im-
mensely dicult it was for him to make his experiment work.
(Figure 1 shows a sample notebook page.)
Nature rarely gives a straight answer. So researchers in sci-
ence sometimes follow blind paths and usually need trial and
error and second guessing. Once a robust result has been
achieved, scientists tend to downplay all the hard work that
went into it; simplicity seems more persuasive than complexity.
But the complexity is actually quite reassuring. Students and
young researchers are o!en heartened to learn that physics is
hard work and that it is okay for their own eorts not to look
like a textbook presentation.
4
Messiness is the standard. Mis-
takes are normal. The great advances in sciences are much
more remarkable when coupled with an appreciation that they
came out of struggles and screwups instead of flashes of in-
sight. The results of physics are not self-evident.
Every time physicists disagree on how to interpret a set of
data, they provide fresh proof that physics isn’t obvious. Some
data only have significance from a certain point of view. Arno
Penzias and Robert Wilson saw excess low-frequency noise in
their antenna (shown in figure 2), not the cosmic microwave
background. It was only when they looked at the noise in light
of Big Bang cosmology that it seemed important.
The history of physics suggests that there are usually sev-
eral ways to approach a problem. Quantum electrodynamics
emerged from its predecessors not because it was clearly supe-
rior but because Freeman Dyson showed that the renormaliza-
tion approaches of Richard Feynman, Julian Schwinger, and
Sin-itiro Tomonaga were all equivalent. None of those inde-
pendent approaches were wrong, they just needed to be re-
framed. Even the now-indispensable Feynman diagrams were
not obviously useful when they first appeared. They were con-
fusing, and it was not clear how to use them. Dyson, again, was
instrumental to the acceptance of a new idea: He had to teach
everyone what Feynman diagrams were good for and to evan-
gelize about their importance. Things that now seem essential
and obvious never started out that way.
5
Physics needs many kinds of people
Turning complexity into good physics requires creativity. You
can never tell what weird idea will help clarify a confusing ob-
servation or provide the key to interpreting an equation. His-
tory uncovers the strange stew of concepts
that were necessary for the development of
physics. Consider the second law of ther-
modynamics. Its formulation and inter-
pretation were largely due to Lord Kelvin
(figure 3). But Kelvin did not come to ther-
modynamics as a blank slate. He came to
it as a Victorian obsessed with waste and
engineering eciency. He came to it as a
religious figure who studied the heat death
of the universe because it made sense in
light of Psalm 102, which acknowledges
that the heavens and Earth will all wear
out like a garment.
6
His personal back-
ground gave him the tools he needed to
grapple with the puzzling phenomena
now a"ributed to the second law. You can
see the importance of Kelvin’s particular
point of view when you compare his work
with that of, say, German physicists work-
ing on thermodynamics. They brought
very dierent ideas to the table and came
up with dierent conceptions. The interplay
of various approaches is what brought us
WHY STUDY HISTORY?
FIGURE 1. ROBERT MILLIKAN’S LAB
NOTEBOOKS are filled with pages like this, jam-
packed with data, calculations, corrections, and
occasional comments. Despite the impression
textbook presentations may give, perfecting
the famous oil-drop experiment and obtaining
the charge of the electron was a long, arduous
task. This notebook entry is from 27 February
1912. (Courtesy of the Archives, California
Institute of Technology.)
——
——
05 November 2023 19:01:36
our modern view, which we wouldn’t have if not
for Kelvin’s now-strange ideas.
Strange but ultimately useful perspectives o!en
come from fields and disciplines apparently distant
from the problem at hand. James Clerk Maxwell
learned about statistical variation from historians.
Particle physicist Luis Alvarez brought expertise in
isotopes to his son Walters geological work and
helped solve the mystery of the dinosaurs’ extinc-
tion. The history of science shows how important
it is for scientists across dierent fields to talk to
each other. Conversation among separate groups
is healthy. Apparently isolated problems are o!en
closely tied together, and you never know where
you will find the weird idea that solves your
diculties.
The best strategy for encouraging diverse ideas
is to cultivate a diverse community. Underrepre-
sented groups that oer dierent ways of thinking
are o!en the sources of fresh insights and novel
methods. Numerous striking examples exist, and
they have led to representatives of marginalized
communities becoming visible in the mainstream.
For instance, how Marie"a Blau developed the nu-
clear emulsion technique—critical to the emergence
of the field we now call particle physics—was dis-
tinctive of someone on the periphery. As a Jewish
woman in interwar Austria, Blau, shown in figure 4,
was doubly excluded. Women were o!en refused
entrance to laboratories, sometimes on the grounds
that their hair was too flammable. Jews were rarely
allowed to hold high-ranking positions even before
the rise of the Nazis. Such restrictions meant that
if Blau wanted to study particles, she had to de-
velop cheap, portable detectors that could be made
with commonly available materials. With her tech-
niques from the margins, she created an essential
observational tool that was u"erly surprising to
those in the largely homogenous physics commu-
nity of the time.
7
Underrepresented groups are usually marginal-
ized because of cultural inertia or deliberate deci-
sions made long ago. For that reason, many working to in-
crease diversity in physics see themselves as helping to right a
social wrong. Feynman was denied admission to Columbia
University because someone there decided it had too many
Jewish students—a decision that now seems absurdly wrong-
headed. Surely his alma mater, MIT, benefited from its decision
to accept someone on the margins.
In 2015 John Roberts, chief justice of the US Supreme Court,
was puzzled by the idea that diversity could be helpful in
physics. (See P
HYSICS TODAY, March 2016, page 10.) Roberts’s
remarks were disappointing even if the idea behind them is not
uncommon: The ideal of science as a monolithic enterprise of
pure rationality eectively hides the importance of dierent
perspectives and outlooks. However, that importance is clearly
documented in the history of science, which can help clarify
both why physics is mostly done by white men and why that
can o!en be a limiting factor for future progress. The history
of physics is a fantastic example of the importance of intellec-
tual and institutional diversity. Many dierent ways of think-
ing can be brought to bear on a problem, and they should be
encouraged.
Physics isn t finished
The diversity of ideas and interpretation serves as a reminder
that physics is a work in progress. Knowledge is provisional.
There are always new ways to tackle a problem, and there is
always more to be learned. The history of physics should make
one hesitant to claim that current theories will hold forever.
Some worry that such admissions of uncertainty make sci-
ence less a"ractive. Actually, the opposite is true. If physics is
nearly done, why pursue it? Placing the last few bricks in an
almost-complete wall is not always exciting, but expanding an
unconstrained structure is a thrilling challenge.
8
It is hearten-
ing to know that not everything has been discovered.
Accepting uncertainty would require changes in how physics
and, more generally, science is taught. Physics is typically
JULY 2016
|
PHYSICS TODAY 41
FIGURE 2. ROBERT WILSON (LEFT) AND ARNO PENZIAS
inspect their radio antenna. The two men shared half of the
1978 Nobel Prize in Physics “for their discovery of cosmic
microwave background radiation. What they actually saw,
though, was low-frequency noise from the antenna. Only
with suitable interpretation was the observation worthy of
a Nobel. (Courtesy of the AIP Emilio Segrè Visual Archives,
P
HYSICS TODAY Collection.)
05 November 2023 19:01:36
presented as a list of things that physicists think are true.
We call those lists “textbooks.” They do a terrible job of show-
ing what physicists and other scientists actually do—try to
solve puzzles. Instead of talking about the things physicists
already know, textbooks could emphasize what is still un-
known about a subject. They could talk about how much work
still remains: What are the mysteries yet to be uncovered? What
is the problem that can’t seem to be cracked? Curiosity should
be rewarded, and everyone should be encouraged to ask,
“What else?”
One eect of such a pedagogical shi! would be less of a
focus on proof. Few things can be strictly proven true. In prac-
tice, scientists accumulate evidence for a particular claim. That
evidence provides some level of confidence. Insisting that every
scientific concept meets or even should meet the standard of
proof is dangerous; it makes knowledge easily a"acked, since
virtually every claim has some possible doubt.
If scientists are not explicit and honest about their doubts,
a crisis of confidence arises when that uncertainty is revealed.
That psychological reality is used to great advantage by, for ex-
ample, those opposed to teaching evolution in schools. Talking
about varying levels of evidence and doubt, instead of about
proof or its absence, will actually make science more powerful
in the public sphere.
Physics wasn t always as it is
The flip side of accepting that physics will be dierent in the
future is accepting that it was dierent in the past. Everyone
has a tendency to assume that the way things are now is the
norm. But history makes it clear that things were not always
this way. An understanding of why people used to think dier-
ently is a powerful tool for understanding people today. By
drawing a"ention to older, unspoken assumptions, history
shows us how to start paying a"ention to our own.
No less a personage than Einstein advocated for that histor-
ical method. As a young man, he read Ernst Mach’s writings
on the history of science, and he credited Mach with teaching
him how to think critically about scientific principles: A
knowledge of the historic and philosophical background,”
Einstein once wrote, “gives that kind of independence from
prejudices of his generation from which most scientists are
suering.” (See the article by Don Howard, P
HYSICS TODAY,
December 2005, page 34.) He complained that physicists
tended to regard currently accepted ideas as unalterable
givens. Instead, he suggested, they should study the history of
those ideas and understand the circumstances in which they
were justified and found useful. In that way, a young physicist
on the margins—say, one serving as a patent clerk in 1905—
will feel emboldened to strike out into new areas and oer cre-
ative new suggestions.
History trains you to think critically about received ideas.
History provides evidence of roads not taken. There are many
ways to think about the mysteries of quantum physics. The
ubiquity of the Copenhagen interpretation does not make it the
best one, and it is certainly not the only useful one. Einstein
himself would want physicists to take a critical approach to the
foundations of quantum mechanics.
Historian and philosopher Hasok Chang argues that sci-
ence’s plurality of interpretations can make the history of
science a resource for modern scientific research. He calls his
approach complementary science—recovering forgo"en and
unsolved puzzles from the past. Some earlier ideas and obser-
vations, such as the reflection of cold, were simply abandoned
rather than being investigated thoroughly and dropped for
good reasons.
9
Pu"ing complementary science into practice
demands dicult self-examination. Thinking deeply and crit-
ically about assumptions and accepted knowledge can be hard
to do in professional scientific contexts, but history is a mode
in which it is encouraged.
David Kaisers How the Hippies Saved Physics is a fascinating
example of how that kind of critical thinking can happen.
10
Some physicists in the 1960s and 1970s were dissatisfied with
the “shut up and calculate” culture of the field (four of them
are shown in figure 5). They were interested in the deeper
philosophical meaning behind their equations. To find that
meaning, they engaged with both the mystical counterculture
of the era and the history of quantum physics. Along the way,
they helped to instigate broader interest in Bell’s theorem and
quantum entanglement. The simple realization that people
used to think dierently can be quite powerful.
Physics doesn t have rigid rules
People encountering the history of science for the first time are
o!en shocked that the actual practice of science bears so li"le
resemblance to the step-by-step scientific method they learned
in school. Scientists simply do not follow a rigid, linear prob-
lem-solving system. Sometimes they start with a hypothesis,
sometimes with a strange observation, sometimes with a weird
anomaly in an otherwise straightforward experiment. Einstein
himself reflected late in life that a scientist must be an “unscrupu-
lous opportunist,” adopting and adapting various approaches
as new challenges arise.
11
42 PHYSICS TODAY
|
JULY 2016
WHY STUDY HISTORY?
FIGURE 3. LORD KELVIN (1824–1907) approached
thermodynamics with tools reflecting his religious and
engineering background. This portrait was painted by
Hubert von Herkomer.
05 November 2023 19:01:36
Instead of applying a rigid method, scientists work with
whatever evidence they have and make the best explanation
possible. Consider the claim that theories are disproved by con-
trary observations. In the early 19th century, Uranus’s orbit
seemed incompatible with Newtonian gravity. One reaction
would have been to declare that Newtonian gravity had been
disproved. Of course, very few people did that. The Newtonian
theory of gravity had proven so fruitful that much more than
one anomalous observation would be needed to discard it. An
easier resolution to the problem was that a new planet, Nep-
tune, was hidden in the darkness. So it seemed obvious that a
later discrepancy in Mercury’s orbit should be explained the
same way. To again redeem Newtonian gravity, astronomers
searched for a planet Vulcan hidden in the Sun’s light. Even-
tually, however, Einstein proposed that Mercury’s orbital
anomaly was a good reason to scrap Newton in favor of his
own theory.
12
Sometimes a discrepancy is a good reason to discard a the-
ory, and sometimes it is worth inventing a whole new entity to
save a theory. Dierent situations call for dierent approaches.
Physicists usually have good reasons for making their choices,
but they need to acknowledge the diculty and complexity of
those choices.
The stories told about scientific discoveries ma"er. One can
easily find completely dierent versions of the origin of special
relativity. Was it a straightforward deduction from the results
of the Michelson–Morley experiment? Or did it come from Ein-
stein’s philosophical ponderings of the nature of space and
time? Or, historical origins notwithstanding, should it just be
derived abstractly from Maxwell’s equations? You conceptual-
ize physics in dierent ways depending on which
story you hear. Those who do the telling should
make sure their stories are the ones best supported
by the historical evidence.
One should not get too anxious about work
that seems to endanger the scientific method.
There are many ways to go about doing physics,
and it was probably not fair to a"ack string the-
ory for violating methodological guidelines,
though string theorists might want to heed the
earlier warnings about being overly a"ached to
beautiful theories. Physicists nowadays are typ-
ically not trained in the philosophy of science—
although both Einstein and Niels Bohr were—
and the philosophical principles they invoke are
usually far out of date. Karl Poppers notion that
the mark of science is falsifiability doesn’t do much
work anymore—for example, astrology is perfectly
falsifiable, but it’s not considered science. Even
the currently popular Bayesianism can only take
one so far. The history of science shows how defi-
nitions and standards of science have shi!ed over
time and, hopefully, provides some impetus to
engage with the important work being done today by philoso-
phers of science.
Ideas on their own terms
History teaches that knowledge is not fixed. Historical thinking
involves asking incisive questions: Why did people in the past
think that was true? Why do I think the opposite is true?
Engaging with history will teach you to understand ideas
on their own terms. Aristotle wasn’t a man who was bad at
Newtonian physics, he just had a completely dierent perspec-
tive. People in the past worried about dierent things and tried
to solve their problems in dierent ways. The bugbear of his-
torians is the so-called Whig history that judges everything
in the past by how much it looks like the present. Eschewing
that kind of judgment is an amazing tool for making sense
of the world and its people. If
you can understand why peo-
ple believed heat was a form
of ma"er, you can understand
why your colleague is being in-
tractable in a meeting.
Historical thinking makes
its subject dynamic. It helps you
think about science as a series
of questions rather than a series
of statements. Those questions
JULY 2016
|
PHYSICS TODAY 43
FIGURE 4. MARIETTA BLAU (1894–1970), as a Jewish woman in
interwar Austria, was excluded from the center of physics action.
From the margins, she created the nuclear emulsion technique.
(Photograph, from 1937, courtesy of the AIP Emilio Segrè Visual
Archives, gift of Eva Connors.)
FIGURE 5. THE FUNDAMENTAL
FYSIKS GROUP,founded in
Berkeley, California, in 1975, explored
both mysticism and foundational
quantum physics. Shown here are
four members: Standing, left to
right, are Jack Sarfatti, Saul-Paul
Sirag, and Nick Herbert; seated is
Fred Alan Wolf. (Photograph by
Fred Alan Wolf.)
———
———
05 November 2023 19:01:36
will continue into the
future, and it is help-
ful to know what has
been asked so far.
I would be remiss not to mention that history of science is,
frankly, fun. It is full of fascinating stories that will captivate
you. Who doesn’t want to know more a!er learning that in his
experiments James Joule (figure 6) relied on his expertise in
beer, or that Newton stuck a dagger into his eye to learn more
about colors?
I’ve heard concerns, though, that such stories are a distrac-
tion that take time away from science instruction or quantita-
tive research. A good strategy is to integrate history into teach-
ing and thinking. Doing so will make physics majors and
physicists be"er citizens of the world and help a"ract sharp
students to science careers. Even for nonscience majors, history
of science is an excellent way to increase science literacy and
engagement with scientific ideas.
In the end, history of science exposes scientists to new ways
of thinking and forces them to reexamine what is already
known. Such intellectual flexibility is essential for any disci-
pline, but it is particularly important for fields as influential
and authoritative as physics and other sciences. How do we
know what we know, and how might it be otherwise?
REFERENCES
1.S. Tobias, They’re Not Dumb, They’re Different: Stalking the Second
Tier, Research Corp (1990), p. 81.
2.A. Warwick, Masters of Theory: Cambridge and the Rise of Mathe-
matical Physics, U. Chicago Press (2003).
3.M. Stanley, Isis 94, 57 (2003).
4.X. Lin-Siegler et al., J. Educ. Psychol. 108, 314 (2016).
5.D. Kaiser, Am. Sci. 93, 156 (2005).
6.C. Smith, M. N. Wise, Energy and Empire: A Biographical Study of
Lord Kelvin, Cambridge U. Press (1989).
7.P. Galison, Image and Logic: A Material Culture of Microphysics,
U. Chicago Press (1997).
8.M. Gleiser, The Island of Knowledge: The Limits of Science and the
Search for Meaning, Basic Books (2014).
9.H. Chang, Inventing Temperature: Measurement and Scientific
Progress, Oxford U. Press (2004).
10.D. Kaiser, How the Hippies Saved Physics: Science, Counterculture,
and the Quantum Revival, W. W. Norton (2011).
11.A. Einstein, in Albert Einstein: Philosopher–Scientist, P. A. Schilpp,
ed., Library of Living Philosophers (1949), p. 684.
12.See, for example, T. Levenson, The Hunt for Vulcan . . . and How
Albert Einstein Destroyed a Planet, Discovered Relativity, and Deci-
phered the Universe, Random House (2015).
PT
44 PHYSICS TODAY
|
JULY 2016
FIGURE 6. JAMES JOULE’S
19th-century exploration of
energy conservation was
informed by his expertise in
beer. History of science reveals
such tidbits, which makes
the study of physics more
enjoyable. This etching
of Joule first appeared
in the May 1874 issue
of the Popular Science
Monthly.
WHY STUDY HISTORY?
Some Distinctions of Michael E. Fisher
Wolf Prize in Physics, 1980
Boltzmann Medal, IUPAP Commission on Thermodynamics
and Statistical Mechanics, 1983
Royal Medal, Royal Society of London, 2005
Docteur Honoris Causa, École Normale Supérieure de Lyon, 2012
386pp | Oct 2016
9789813144897 | US$88
9789813144903(pbk) | US$46
Michael Fisher’s talents as a reviewer may be
judged from the selection of best articles
collected in this book including:
Walks, Walls, Wetting and Melting
Molecular Motors: A theorist’s Perspective
Phases and Phase Diagrams:
Gibbss Legacy Today
Renormalization and Ken Wilson as I knew him
Statistical Physics in the Oeuvre of C.N. Yang
05 November 2023 19:01:36

Discussion

Dyson showed that all three formulations, although conceptually different, were mathematically compatible and could be used interchangeably. This was an important synthesis, as it meant that calculations could be performed using the most convenient form from any of the three methods, providing physicists with flexible tools to predict the outcomes of experiments. It validated the renormalization techniques used to deal with infinities that arose in perturbative calculations within the theory. His exposition of QED helped solidify the theory's place as one of the most accurate and predictive physical theories ever developed. Dyson didn't receive a Nobel Prize for his work, which some in the physics community consider an oversight, but his role in developing QED is widely acknowledged and respected. His contributions went beyond unifying the theory; they also extended to clarifying the philosophical implications of quantum mechanics and its impact on our understanding of the physical world. ### TL;DR This paper argues that studying the history of science provides valuable insights into the practice of physics beyond the technical facts. It emphasizes that history can teach physicists about the social dimensions of scientific work, the attachment to certain scientific ideas despite evidence to the contrary, and the influence of wider societal issues like war and nationalism on scientific collaboration and progress. It advocates for a historical perspective as a tool for understanding the collaborative and often messy nature of scientific endeavo The concept of the ether was a cornerstone of 19th-century physics as a supposed medium for light waves to travel through, similar to how sound waves travel through air. Despite extensive efforts, no experimental evidence supported the ether's existence. The most notable failure to detect the ether was the Michelson-Morley experiment in 1887, which found no evidence of the Earth moving through such a medium. Nonetheless, the scientific community continued to hold onto the ether concept because it was deeply embedded in the prevailing physics frameworks of the time. It wasn't until Albert Einstein's theory of special relativity in 1905 that the notion of the ether was challenged decisively. Einstein showed that the speed of light is constant in all frames of reference, negating the need for an ether. However, old theories die hard, and despite Einstein's breakthrough, the ether theory lingered for a while as the scientific community slowly shifted toward the new paradigm that Einstein's theory offered. Robert Millikan's oil-drop experiment, conducted in 1909 to measure the electric charge of a single electron, was a triumph of precision measurement but not without difficulty. The experiment required exacting conditions: observing tiny oil droplets suspended between two electric plates, adjusting the voltage to precisely control their fall speed, and accounting for variables like air pressure and temperature. Millikan's meticulous approach demanded considerable patience and skill, as he had to ensure that the oil droplets were clean, properly illuminated, and observed through a microscope. He also faced practical challenges, such as the need to prevent the oil from evaporating and to account for the effects of air currents. Moreover, the task of calculating the charge of the electron from his observations was arduous due to the complex mathematical corrections required. James Joule was an English physicist, most famous for his research in thermodynamics and for the principle that would later bear his name—the Joule effect. What is less commonly known is that Joule's scientific journey was profoundly influenced by his background in the brewing industry. His family owned a brewery, and it was in managing the brewery's operations that Joule developed a practical interest in the efficiency of engines and the transfer of heat—principles critically relevant to his later experiments and theories. In the context of his brewing work, Joule became fascinated with the potential for improving the efficiency of the steam engines used in brewing. His expertise in this area led him to experiment with the conversion of mechanical energy into heat, which had direct applications for his business in terms of improving processes and saving on fuel costs. Joule's knowledge of beer production meant that he was well-versed in the temperatures and conditions necessary for fermentation, a process that is both influenced by and generates heat. This gave him a practical grounding in the need for precise temperature control and an understanding of how energy moves and transforms—a key concept in his scientific work. The act of brewing, with its combination of chemical and physical processes, provided Joule with a familiar and accessible framework for his studies in physics. His experiments often used equipment adapted from the brewery, and he applied the same careful and innovative approach to his scientific inquiry that he used in his brewing practice. Through careful observation and meticulous experimentation, often conducted with improvised apparatus, Joule was able to quantify the relationship between heat and mechanical work. This relationship, now fundamental to the laws of thermodynamics, was at the time a pioneering insight that challenged the established caloric theory of heat. David Kaiser's "How the Hippies Saved Physics: Science, Counterculture, and the Quantum Revival" is a historical account of the fundamental role that the counterculture movement of the 1970s played in reinvigorating the study of quantum mechanics. The book narrates the story of a group of eccentric physicists in the San Francisco Bay Area who called themselves the "Fundamental Fysiks Group." They were influenced by the freewheeling, psychedelic vibe of the era and were driven by a desire to explore the philosophical underpinnings and weirder implications of quantum theory—topics that had largely fallen out of favor among mainstream physicists by the mid-20th century. Kaiser weaves a narrative around this group, showing how they delved into subjects like Bell's theorem and quantum entanglement, areas not considered particularly worthwhile or promising by their contemporaries. The book illustrates how their unconventional, interdisciplinary approach to physics—encompassing aspects of Eastern philosophy, parapsychology, and even telepathy—eventually contributed to what is known as the "quantum information revolution." Through their informal gatherings, public lectures, and brainstorming sessions, the members of the Fundamental Fysiks Group challenged the status quo, bringing attention back to the foundational issues of quantum mechanics. Their curiosity-driven research laid the groundwork for what would become the hotbeds of quantum computing, cryptography, and teleportation theories. Kaiser points out that, despite the group's initial marginalization, their ideas eventually permeated the academic mainstream. The members of the group, which included notable figures like Jack Sarfatti, Fred Alan Wolf, and Nick Herbert, among others, were instrumental in bringing about a renaissance in quantum theory, which has had lasting implications for modern science and technology. The book also sheds light on the broader social and intellectual currents of the time, offering insight into how shifts in culture can impact scientific development. Kaiser, as a historian of science, uses the story of the Fundamental Fysiks Group to argue for the value of speculative and philosophical approaches in scientific inquiry, particularly when tackling questions as deep and mysterious as those posed by quantum physics. Luis Alvarez was a prominent figure in the field of particle physics and won the Nobel Prize in Physics in 1968 for his work in the discovery of a large number of resonance states, which are high-energy particles. His expertise in detecting and analyzing different isotopes, which are variants of chemical elements with different neutron numbers, led to a collaboration with his son, Walter Alvarez, a geologist. Walter was studying the boundary layer between the Cretaceous and Tertiary geological periods, known as the K-T boundary, which marks a major event in Earth's history approximately 66 million years ago, where a sharp decline in the diversity of fossilized life is observed. This event coincided with the mass extinction of dinosaurs, amongst other species, but the cause of this extinction was a matter of scientific debate and had long puzzled scientists. Luis Alvarez's expertise in isotopes came into play when he and Walter proposed a hypothesis that linked a layer of iridium found in the K-T boundary to an extraterrestrial source. Iridium is relatively scarce in the Earth's crust but is abundant in asteroids and certain types of meteorites. By analyzing the varying levels of iridium concentration across different geological layers, they were able to provide evidence that supported their asteroid impact hypothesis. The father-son team, with chemist Frank Asaro and nuclear physicist Helen Michel, published their findings in 1980, suggesting that a large asteroid had struck the Earth, leading to significant climate changes that were responsible for the mass extinction. The dust and debris thrown up by the impact would have blocked sunlight, leading to a drastic, prolonged cooling and darkening of the Earth—a "nuclear winter" scenario—disrupting photosynthesis-based food chains and climate patterns. The Alvarez hypothesis spurred a revolution in our understanding of Earth's geological history and mass extinctions. The discovery of the Chicxulub crater on the Yucatán Peninsula provided strong evidence in favor of their theory, as the crater's age corresponded to the timing of the extinction event.