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Revolutionizing Product Development: Quantum Leaps in Speed, Efficiency and Quality, by Steven C. Wheelwright

Revolutionizing Product Development: Quantum Leaps in Speed, Efficiency and Quality, by Steven C. Wheelwright



Revolutionizing Product Development: Quantum Leaps in Speed, Efficiency and Quality, by Steven C. Wheelwright

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Revolutionizing Product Development: Quantum Leaps in Speed, Efficiency and Quality, by Steven C. Wheelwright

Today, a company's capability to conceive and design quality prototypes and bring a variety of superior products to market quicker than its competitors is increasingly the focal point of competition, contend leading product development experts Steven Wheelwright and Kim Clark. Drawing on six years of in-depth, systematic, worldwide research, they present proven principles for developing the critical capabilities for speed, efficiency, and quality that have worked again and again in scores of successful Japanese, American, and European fast-cycle firms.

The authors argue that to survive, let alone succeed, today's companies must construct a new "platform" -- with new methodologies -- on which they can compete. Using their model for development strategies, Wheelwright and Clark show that firms can create a solid architecture for the integration of marketing, manufacturing, and design functions for problem solving and fast action -- particularly during the critical design-build-test cycles of prototype creation.

They demonstrate further how successful firms such as Honda in automobiles, Compaq in personal computers, Applied Materials in semi-conductors, Sony in audio equipment, The Limited in apparel, and Hill-Rom in hospital beds have employed recent methodologies to bring new products to market at break-neck speed. Such innovations include design for manufacturability, quality function deployment, computer-aided design, and computer-aided engineering.

Finally, Wheelwright and Clark emphasize the importance of learning in the organization. Companies that consistently "design it right the first time" and follow a path of continuous improvement in product and process development have a formidable edge in the crucial race to market.

  • Sales Rank: #1095948 in Books
  • Published on: 2011-11-22
  • Released on: 2011-11-22
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.25" h x 1.40" w x 6.12" l, .95 pounds
  • Binding: Paperback
  • 392 pages

Review
Jack W. Shilling Vice President, Technical Center, Allegheny Ludlum Corporation A must for managers dealing with new product and process development. I recommend it highly.

James A. Elsner Vice President, Engineering Systems & Capital Improvements, Campbell Soup Company Powerful! Wheelwright and Clark provide tools and solutions for the critical task of product/process/package development. I will provide copies to all my key people.

H. Kent Bowen Ford Professor of Engineering, Massachusetts Institute of Technology Brings together the elements of best practice but also creates a complete conceptual model for the product development process valid for years to come. The numerous product examples, methods, exhibits, and tables will facilitate the book's use by educators, practitioners, and managers who will welcome the combination of broad concepts with specifics and how-to's.

Warren L. Batts Chairman and CEO, Premark International, Inc. Captures and clarifies the nuances of the product development process. Their abundant use of real world examples, with ample charts and tables of realistic data, provides an all encompassing perspective. Whether we're seeking incrementals, platforms, or breakthroughs, we can reshape our approaches to be far more effective in our diverse businesses by using the insights provided by their work.

John Sculley Chairman and CEO, Apple Computer, Inc. A truly seminal work leaving no stone unturned. The magic is in the details and insights of creating systemic business advantage and superior new products when time to market, quality, and flexibility really count.

About the Author
Steven C. Wheelwright is the Class of 1949 Professor of Business Administration at the Harvard Business School.

Wheelwright and Clark are co-authors with Robert H. Hayes of the best-selling Dynamic Manufacturing (Free Press, 1988).

Excerpt. © Reprinted by permission. All rights reserved.
Chapter 1: Competing Through Development Capability

In a competitive environment that is global, intense, and dynamic, the development of new products and processes increasingly is a focal point of competition. Firms that get to market faster and more efficiently with products that are well matched to the needs and expectations of target customers create significant competitive leverage. Firms that are slow to market with products that match neither customer expectations nor the products of their rivals are destined to see their market position erode and financial performance falter. In a turbulent environment, doing product and process development well has become a requirement for being a player in the competitive game; doing development extraordinarily well has become a competitive advantage.

The New Industrial Competition: Driving Forces and Development Realities

The importance of product and process development is not limited to industries or businesses built around new scientific findings, with significant levels of R&D spending, or where new products have traditionally accounted for a major fraction of annual sales. The forces driving development are far more general. Three are particularly critical:

* Intense international competition. In business after business, the number of competitors capable of competing at a world-class level has grown at the same time that those competitors have become more aggressive. As world trade has expanded and international markets have become more accessible, the list of one's toughest competitors now includes firms that may have grown up in very different environments in North America, Europe, and Asia. The effect has been to make competition more intense, demanding, and rigorous, creating a less forgiving environment.

* Fragmented, demanding markets. Customers have grown more sophisticated and demanding. Previously unheard of levels of performance and reliability are today the expected standard. Increasing sophistication means that customers are more sensitive to nuances and differences in a product, and are attracted to products that provide solutions to their particular problems and needs. Yet they expect these solutions in easy-to-use forms.

* Diverse and rapidly changing technologies. The growing breadth and depth of technological and scientific knowledge has created new options for meeting the needs of an increasingly diverse and demanding market. The development of novel technologies and a new understanding of existing technologies increases the variety of possible solutions available to engineers and marketers in their search for new products. Furthermore, the new solutions are not only diverse, but also potentially transforming. New technologies in areas such as materials, electronics, and biology have the capacity to change fundamentally the character of a business and the nature of competition.

These forces are at work across a wide range of industries. They are central to competition in young, technically dynamic industries, but also affect mature industries where life cycles historically were relatively long, technologies mature, and demands stable. In the world auto industry, for example, the growing intensity of international competition, exploding product variety, and diversity in technology have created a turbulent environment. The number of world-scale competitors has grown from less than five in the early 1960s to more than twenty today. But perhaps more importantly, those twenty competitors come from very different environments and possess a level of capability far exceeding the standard prevailing twenty-five years ago. Much the same is true of customers. Levels of product quality once considered extraordinary are now a minimum requirement for doing business. As customers have grown more sophisticated and demanding, the variety of products has increased dramatically. In the mid 1960s, for example, the largest selling automobile in the United States was the Chevrolet Impala. The platform on which it was based sold approximately 1.5 million units per year. In 1991, the largest selling automobile in the United States was the Honda Accord, which sold about 400,000 units. Thus, in a market that is today larger than it was in 1965, the volume per model has dropped by a factor of four. Currently over 600 different automobile models are offered for sale on the U.S. market.

Similarly, technological change has had dramatic consequences. In 1970, one basic engine-drive train technology (a V8 engine, longitudinally mounted, water cooled, carbureted, hooked up to a three-speed automatic transmission with rear wheel drive) accounted for close to 80 percent of all automobile production in the United States. Indeed, there were only five engine-drive train technologies in production. By the early 1980s that number had grown to thirty-three. The growing importance of electronics, new materials, and new design concepts in engines, transmissions, suspensions, and body technologies has accelerated the pace and diversity of technological change in the 1980s. Simply keeping up with those technologies is a challenge, but an often straightforward one in comparison with having to integrate them in development efforts.

Similar forces have been at work in other traditional, mature industries. In textiles and apparel, for example, firms such as Benetton and The Limited have used information technology to create a production and distribution network which links retail outlets directly to distribution centers and back into factories and suppliers in the chain of production from fiber to finished product. The thrust of these networks is the ability to respond quickly to changing customer demands at relatively low cost. Fueled in part by availability and in part by growing demands for differentiated products, product variety has expanded significantly. In plant after plant, one finds vast increases in the number of styles produced and a sharp decline in the length of production runs. These are not changes of 10 or 20 percent; in the 1980s, it was common for apparel plants to experience a four- to fivefold increase in the number of styles produced. These increases in garment variety have pushed back into the textile plants as well. For example, the average lot size for dying at Greenwood Mills, a U.S. textile firm, declined in the 1980s from 120,000 to 11,000 yards.

Changes in markets and technologies for automobile and textile firms have accentuated the importance of speed and variety in product development. But changes in competition, customer demand, and technology have also had dramatic effects on newer, less mature industries in which product innovation has always been an important part of competition. In industries such as computer disk drives and medical equipment, already short life cycles have shrunk further and product variety has increased. In addition, competition has placed increased pressure on product reliability and product cost. In disk drives, for example, the market for Winchester-technology hard disks has expanded from a base in high-end systems for mainframe computers to include a spectrum of applications ranging from notebook personal computers to large-scale supercomputers. Even within an application segment, the number of sizes, capacities, access times, and features has increased sharply. In addition to this explosion of variety, firms in the hard disk drive industry have had to meet demands for dramatic increases in reliability (tenfold in five years) and decreases in cost (5 percent to 8 percent quarterly). These have been met in part by incremental improvements in established technologies and in part through the introduction of new design concepts, production technologies, materials, and software.

Much the same has been true in the market for new medical devices. Innovation has always been important in the creation of new medical devices, but by the 1980s success required the ability to follow an innovative product with sustained improvements in performance, application to new segments, improved reliability, and lower cost. In the case of devices for angioplasty (a procedure using a balloon on a small wire to expand clogged arteries), the initial innovation was followed by a variety of developments that offered the physician greater control of a smaller device, making access easier and creating additional applications. In concert with process changes that substantially improved or reduced variability of performance characteristics, changes in the product have opened up new applications and treatment of a more diverse set of clinical problems and patients, worldwide.

The Competitive Imperatives

Rigorous international competition, the explosion of market segments and niches, and accelerating technological change have created a set of competitive imperatives for the development of new products and processes in industries as diverse as medical instruments and automobiles, textiles, and high-end disk drives. Exhibit 1-1 identifies three of these imperatives -- speed, efficiency, and quality -- and suggests some of their implications. To succeed, firms must be responsive to changing customer demands and the moves of their competitors. This means that they must be fast. The ability to identify opportunities, mount the requisite development effort, and bring to market new products and processes quickly is critical to effective competition. But firms also must bring new products and processes to market efficiently. Because the number of new products and new process technologies has increased while model lives and life cycles have shrunk, firms must mount more development projects than has traditionally been the case utilizing substantially fewer resources per project. In the U.S. automobile market, for example, the growth of models and market segments over the last twenty-five years has meant that an auto firm must mount close to four times as many development projects simply to maintain its market share position. But smaller volumes per model and shorter design lives mean resource requirements must drop dramatically. Effective competition requires highly efficient engineering, design, and development activities.

Being fast and efficient is essential but not enough. The products and processes that a firm introduces must also meet demands in the market for value, reliability, and distinctive performance. Demanding customers and capable competitors mean that the ante keeps going up -- requirements of performance, reliability, ease of use, and total value increase with each product introduction. When competition is intense firms must attract and satisfy customers in a very crowded market. More and more this means offering a product that is distinctive; that not only satisfies, but also surprises and delights a customer. Moreover, attention to the total product experience and thus to total product quality is critical.

The Opportunity and the Challenge

Firms that step up to the challenge and meet these competitive imperatives enjoy a significant advantage in the market place. The development of outstanding products not only opens new markets and attracts new customers, but also leverages existing assets and builds new capability in the organization. Getting a succession of distinctive new disk drives or a string of new medical devices to market quickly and consistently requires the solution of technical problems that builds know-how. Moreover, it stimulates the creation of greater capability in problem solving, prototype construction, and testing that can be applied in future projects. All of these skills and capabilities enhance a firm's ability to compete. But there is more. Successful new products also unleash a virtuous cycle in reputation and enthusiasm within and outside the organization. Inside, successful new products energize the organization; confidence, pride, and morale grow. The best employees remain challenged and enthused. Outside, outstanding new products create broad interest in the firm and its products, enhance the firm's ability to recruit new employees, and facilitate the building of relationships with other organizations. The organization's momentum builds and reinforces itself.

While the potential opportunities to be realized in developing new products and processes are exciting, making them happen is a demanding challenge. New product or process development entails a complex set of activities that cuts across most functions in a business, as suggested by Exhibit 1-2, which lays out the phases of activity in a typical development project -- a new product. In the first two phases -- concept development and product planning -- information about market opportunities, competitive moves, technical possibilities, and production requirements must be combined to lay down the architecture of the new product. This includes its conceptual design, target market, desired level of performance, investment requirements, and financial impact. Before a new product development program is approved, firms also attempt to prove out the concept through small-scale testing, the construction of models, and, often, discussions with potential customers.

Once approved, a new product project moves into detailed engineering. The primary activity in this phase of development is the design and construction of working prototypes and the development of tools and equipment to be used in commerical production. At the heart of detailed product and process engineering is the "design-build-test" cycle. Both products and processes are laid out in concept, captured in a working model (which may exist on a computer or in physical form), and then subjected to tests that simulate product use. If the model fails to deliver the desired performance characteristics, engineers search for design changes that will close the gap and the design-build-test cycle is repeated. The conclusion of the detailed engineering phase of development is marked by an engineering "release" or "sign off" that signifies that the final design meets requirements.

At this time the firm typically moves development into a pilot manufacturing phase, during which the individual components, built and tested on production equipment, are assembled and tested as a system in the factory. During pilot production many units of the product are produced and the ability of the new or modified manufacturing process to execute at a commerical level is tested. At this stage all commercial tooling and equipment should be in place and all parts suppliers should be geared up and ready for volume production. This is the point in development at which the total system -- design, detailed engineering, tools and equipment, parts, assembly sequences, production supervisors, operators, and technicians -- comes together.

The final phase of development is ramp-up. The process has been refined and debugged, but has yet to operate at a sustained level of high-yield, volume production. In ramp-up the firm starts commerical production at a relatively low level of volume; as the organization develops confidence in its (and its suppliers') abilities to execute production consistently and marketing's abilities to sell the product, the volume increases. At the conclusion of the ramp-up phase, the production system has achieved its target levels of volume, cost, and quality. In this phase, the firm produces units for commercial sale and, hopefully, brings the volume of production up to its targeted level.

An obstacle to achieving rapid, efficient, high-quality development is the complexity and uncertainty that confronts engineers, marketers, and manufacturers. At a fundamental level the development process creates the future, and that future is often several years away. Consider, for example, the case of a new automobile. The very best companies in the world in 1990 could develop a new car in three to three and a half years. At the outset of a new car development program, therefore, designers, engineers, and marketers must conceive of a product that will attract customers three years into the future. But that product must also survive in the marketplace for at least another four to five years beyond that. Thus the challenge is to design and develop a product whose basic architecture will continue to be effective in the marketplace seven to eight years after it has been conceived.

The problems that uncertainty creates -- e.g., different views on the appropriate course of action, new circumstances that change the validity of basic assumptions, and unforeseen problems -- are compounded by the complexity of the product and the production process. A product such as a small copier, for example, may have hundreds of parts that must work together with a high degree of precision. Other products, such as the handle of Gillette's Sensor razor, appear to be fairly simple devices but, because of very demanding performance requirements, are complex in design and come out of a manufacturing process involving sophisticated equipment and a large number of operations. Moreover, products may be evaluated across a number of criteria by potential customers. Thus the market itself may be relatively complex with a variety of customers who value different product attributes in different ways. This means that the firm typically draws on a number of people with a variety of specialized skills to achieve desired, yet hard to specify, levels of cost and functionality. To work effectively, these skills and perspectives must be integrated to form an effective whole. It is not enough to have a great idea, superior conceptual design, an excellent prototype facility, or capable tooling engineers; the whole product -- its design system, production process, and interaction with customers -- must be created, integrated, and made operational in the development process.

But an individual development project is not an island unto itself. It interacts with other development projects and must fit with the operating organization to be effective. Projects may share critical components and use the same support groups (e.g., model shops, testing labs). Additionally, products may require compatability in design and function: models of computers use the same operating system, and different industrial control products conform to the same standards for safety. These interactions create another level of complexity in design and development. Critical links also exist with the operating organization. A new design requires the development of new tools and equipment and uses the skills and capability of operators and technicians in the manufacturing plant. Further, it must be sold by the sales group and serviced by the field organization. Of course, new products often require new skills and capabilities, but, whether relying on new or old, the success of the new product depends in part on how well it fits with the operating units and their chosen capabilities. Thus, effective development means designing and developing many elements that fit and work well as a total system.

Assessing the Promise and Reality: The Al4 Stereo Project

The uncertainty and complexity that characterizes the development of new products and processes means that managing any development effort is difficult; managing major development activities effectively is very difficult. Thus, while the promise of a new development project is often bright and exciting, the reality is often quite different. The following story, based on a composite of several situations we have encountered, illustrates typical problems in product development.

In September 1989, Marta Sorensen, product manager for mid-range stereo systems at Northern Electronics Company, a large consumer electronics firm, laid out a plan for a new compact stereo system utilizing advanced technology and providing superior sound quality. Sorenson's marketing group at Northern felt that the company needed to respond quickly to the expected introduction of a new compact system by one of its toughest competitors. The plan Sorenson presented at the beginning of the concept investigation stage called for a development cycle time of one year, with volume production commencing in September 1990. (See Exhibit 1-3 for the initial schedule and subsequent changes.) This would give the factory time to fill distribution and retail channels for the all-important Christmas season in late 1990.

As the exhibit suggests, the schedule began to slip almost immediately. Because of problems in freeing up resources and scheduling meetings, and disagreements about desired product features, the concept investigation stage was not completed until November 1989, six weeks later than originally planned. At that point, no change was made to the schedule for commerical introduction or start of pilot production, but two months were added to the prototype build and test schedule. This additional time was needed as a result of the selection of a new speaker technology that the engineering group had lobbied for during the concept development stage. It was assumed that the time originally allowed for pilot production could somehow be overlapped and/or compressed.

By February 1990 new design problems had emerged. The compact size of the product created unexpected difficulties in fitting the components into a small space while maintaining sound quality. Furthermore, delays with a chip supplier and the speaker technology supplier set back the project schedule several weeks. A revised schedule, established in February 1990, called for completion of the design in April and completion of the prototype-build-test cycle by June. However, no changes were made to the schedule for pilot production or ramp-up. This meant a significant compression of the time between completion of prototype testing to commerical production; process engineering and manufacturing groups were asked to begin preparing the process for production even though the design was still incomplete.

Design engineers worked hard to solve problems with product size, and cost and completed the design in May 1990. By that time, however, new problems had emerged with the prototypes and with the production process. Part of the delay in prototyping reflected late deliveries of parts from suppliers, overambitious testing schedules, and problems in scheduling meetings for milestone reviews. But part of the delay also reflected technical problems with the introduction of surface mount technology in the printed circuit boards for the product. Moreover, process engineering had experienced difficulties with production tooling. There had been a significant number of engineering changes to accommodate changes in exterior appearance as well as performance problems with the product. As a result, the completion of prototype testing was rescheduled for August and pilot production and ramp-up were scheduled to occur in rapid fire succession thereafter.

Even the new schedule proved optimistic. As the fall months wore on and the project continued to slip, Sorenson and her marketing team realized that they would not meet the critical Christmas season deadline. Much of the latest delay had been caused by interaction between the product design and new automated assembly equipment that the manufacturing organization had installed. In order to meet product cost targets, manufacturing had chosen to move to an automated assembly system that would significantly reduce variable cost on the product. However, while design engineering was aware of the manufacturing plan, there were many subtle details of product design that conflicted with the capabilities of the automated equipment. These conflicts only surfaced late in 1990 as attempts were made to run full prototype units on the automated equipment. These problems required additional product redesign and slowed the completion of prototype testing.

Engineers eventually corrected the problems and prototype testing was completed in February 1991. While compression of the schedule had made product and process engineering operate in parallel, the completion of prototype testing did not mark the end of design changes nor the alleviation of production problems in pilot production.

Although Sorenson and the marketing group were happy to see the product make it through prototype testing, the fact that it was almost a year late had serious consequences for its potential attractiveness in the market. Sound quality and features were adequate and the cost and pricing were in line with expectations, but some of the product's aesthetics were out of synch with recent market developments. Thus, during the spring and summer of 1991 marketing pushed through a redesign of the product's exterior package to make it more attractive and contemporary. This caused some delays as engineering put through a crash program for new tooling and testing, but the redesigned exterior was put into production during the early fall. While the design of the new exterior was being developed, the manufacturing organization struggled to debug the new equipment and achieve consistent levels of quality. By September the plant had solved most of its major process problems and attention was shifted to increasing volume and filling channels for the 1991 Christmas season.

Market acceptance of the new product was satisfactory, but did not meet the projections originally laid out in 1989. Further, the engineering and manufacturing organizations soon found themselves confronted by a large number of field-identified quality problems. Exhibit 1-4 documents the engineering change history of the product from the beginning of pilot production to its post-Christmas sales period. As the exhibit suggests, there was a flurry of engineering change activity shortly after the product went into commerical production and the manufacturing organization struggled to achieve target levels of yield and volume. Many of these engineering changes were intended to improve manufacturability. The significant peak in March 1992 reflected consumer experience with the product following the Christmas season. In February and March of 1992 design engineering launched a crash program to solve several field problems with product reliability.

The Characteristics of Effective Development

The experience of Northern Electronics with the Al4 stereo system is not a pathological example. It reflects experience that is all too common in the world of product and process development. The failure of the Al4 project to meet its original potential and expectations was not due to a lack of creative people, management desire, technical skills, or market understanding. The company had excellent marketing information, good relationships with its dealers and customers, recognized competence in engineering and design, and was known for its technical expertise. The A14's problems were rooted far more in the inability of the organization to bring together its insight and understanding and the expertise of its people in a coherent and effective way. In short, the Al4 had problems because Northern lacked critical capabilities for integration.

Column 1 of Exhibit 1-5 summarizes typical characteristics of problematic projects like the A14, and column 2 identifies some of their implications. Problems on the A14 were rooted in the nature of the development process and its organization and the absence of a coherent and shared cross-functional plan for competing in the compact stereo market. Different functional groups (e.g., marketing and engineering) had different agendas and there was no organizational process to resolve issues before they surfaced throughout the phases of the A14 development effort. This led to delays and miscommunications throughout.

The development process itself contributed to delay and poor design. The many late engineering changes reflected in part a poorly organized and executed prototyping process. Some prototype parts came from suppliers unfamiliar with the commerical production environment at Northern and were late and poorly built. Delays getting into manufacturing were caused by a narrow focus on product performance in design choices (no design for manufacturability) and barriers to communications between engineering and manufacturing. Management treated the development of new products as the responsibility of the engineering group. Manufacturing was not of primary concern, at least not until problems with the new automated process began to surface. Without strong leadership, problems in the project went undiscovered, surfaced late, and were difficult to resolve.

In contrast to the A14 experience, column 3 in Exhibit 1-5 lays out selected themes in an outstanding development project. Objectives and accountability are clear and widely shared and stem from a concept development and product planning process that brings marketing, engineering, and manufacturing together. Moreover, early-stage development builds on clear strategies in the organization for the product line and major functions. In effect, the outstanding organization starts development projects with concept development on a firm foundation.

Once the concept has been developed and plans for the product have been laid out, execution in outstanding programs has a distinctive character. Guided by strong leadership, engineers with broad skills work in a coherent team with skilled people from marketing and manufacturing. "Integrated" describes day-to-day problem solving across departments and functional groups fight down at the working level. Strong, collaborative relationships across departments are rooted in intensive communication, a shared responsibility for product performance, and an appreciation of the value to be added by each group. In this context an excellent engineering design is one that not only achieves outstanding performance but also is manufacturable and comes to market rapidly.

Indeed, time-to-market is such a critical dimension of performance in the outstanding project that all of the processes, systems, and activities in development are geared to fast action. This is particularly true for the critical design-build-test cycles that are at the heart of problem solving in development. Thus, the outstanding project has a prototyping process that creates representative components, subassemblies, and complete units of high quality. These prototypes in turn come out of a design process in which careful and simultaneous attention to the details and behavior of the product as a system catches numerous problems and identifies important opportunities early in the process. In this setup, engineers concentrate on eliminating redesigns caused by mistakes, poor communication, and lack of process understanding, and maximizing product performance and distinctiveness for its target market. "Design it fight the first time" is critical because it creates products of high quality and saves valuable time.

Outstanding projects of this kind are not possible without leadership. In contrast to problematic projects where direction is lacking and responsibility diffuse, the excellent project has a project leader who gives conceptual direction and stimulates and nurtures working-level integration. Moreover, that leadership extends to linkages with critical suppliers, customers, and the market. The outstanding project leader fosters internal integration and integrates customer needs into the details of design. Effective product development is not the result of a single individual, but strong leadership makes a difference.

The Fast-Cycle Competitor

The themes that characterize outstanding development projects -- clarity of objectives, focus on time to market, integration inside and out, high-quality prototypes, and strong leadership, to name a few -- reflect capabilities that lead to rapid, efficient development of attractive products and manufacturing processes. The power of such capabilities lies in the competitive leverage they provide. A firm that develops high-quality products rapidly has several competitive options it may pursue. It may start a new product development project at the same time as the competitors, but introduce the product to the market much sooner. Alternatively, it may delay the beginning of a new development project in order to acquire better information about market developments, customer requirements, or critical technologies, introducing its product at the same time as its competitors but bringing to market a product much better suited to the needs of its customers. Furthermore, if it also has achieved speed and quality in an efficient way, it may use its resources to develop additional focused products that more closely meet the demands of specific customer niches and segments. Whatever the mix of customer targeting, speed to market, and product breadth the firm chooses to pursue, its advantages in fundamental capabilities give it a competitive edge.

For a firm like Northern -- with slipping development schedules, late design changes, and problems with field failures -- competing against a firm capable of rapid but effective product development can be a bewildering, discouraging, and ultimately unprofitable experience. Exhibit 1-6A illustrates just such an episode in Northern's history. Consider first Panel A, which graphs the price, cost, and product generation experience of Northern and its principal competitor, Southern Electronics Company, from 1978 until 1985.

Until 1985, both Northern and Southern followed standard industry cycles in new product development, pricing, and manufacturing costs. With a product development cycle of eighteen to twenty months, both firms introduced new generations of product every two years. Between major generational changes in products there were frequent model upgrades and price declines as the cost of key components and manufacturing fell with increasing volume. Thus, until the mid 1980s, both Southern and Northern had prices and costs that tracked each other closely, and both mirrored industry averages.

Improvement Efforts at Southern Electronics

In the early 1980s, changes in Southern laid the foundation for a significant change in the nature of competition in the industry. Stimulated by the efforts of Greg Jones, the new vice president of engineering, Southern embarked on a concerted effort to reduce its product development lead time. Without compromising quality, Jones and the entire organization began to develop the characteristics sketched out in column 3 of Exhibit 1-5. Stronger leadership, more effective cross-functional integration, greater attention to issues of manufacturability and design, more effective prototyping, and a revamped, development process gradually led to a reduction in development lead time from eighteen to twelve months. By 1986 Southern could develop a comparable compact stereo system about six months faster than Northern.

As Panel B of Exhibit 1-6B suggests, Southern began to use its new development capability in early 1986. At that point it broke with industry tradition and introduced its next generation of stereo product about six months sooner than expected. With a more advanced system and superior performance, Southern was able to achieve a premium price in the marketplace. Although Northern followed six months later on a standard cycle, its next generation stereo was unable to command its traditional market share. As a result, Northern's volume increased more slowly than expected and its cost position began to erode slightly relative to Southern.

Southern Electronics introduced its next generation product eighteen months later in the fall of 1987. Once again the product achieved a premium price in the market. However, Southern did not fully exploit its premium pricing opportunity. Instead, it lowered prices somewhat to increase further its market share. At that point, not only was Northern behind in product features and technology, but Southern's aggressive pricing posture put even more pressure on Northern's sales volume and margins. Although Northern fought back with price discounts, increased advertising, and promotions to dealers, it was unable to stem the erosion of its historical market position. The result was an even greater disparity in the cost positions of Northern and Southern Electronics.

Northern's Competitive Reaction

In late 1988, Northern introduced its next generation stereo system, the A12. Developed under the motto "beat Southern," Northern's executives felt that the A12 would be the product to regain their former competitive position in the market. Much to their surprise, however, the rollout of the A12 in early 1989 was met by Southern's introduction of its next generation stereo system: Southern had moved to a twelve-month product introduction cycle in late 1988. At that point Northern was a full generation of technology behind Southern in its market offerings. Northern's management determined that the only course of action open was to accelerate development of the next generation system, the A13. They thus embarked on a crash development effort to bring the A13 to market in early 1990. At the same time Sorenson and her colleagues began development on the A14, which they targeted for the Christmas 1990 selling season. The A14 was to get them back into the competitive ball game on solid footing -- a "close the gap" strategy.

While Northern's strategic intent was to catch up to Southern with accelerated product development, the reality was much different. Northern brought the A13 to market in early 1990; but the development process was so hectic and the ramp-up in manufacturing so strained that the company effectively lost control of its costs. The product came to market but was much more expensive and less effective than the company had planned. Because of its many problems, scarce development resources that were to have been moved to the A14 in early 1990 were focused instead on correcting problems and cleaning up the A13's design. To make matters worse, Southern continued to follow its twelvemonth introduction cycle and actually beat Northern to the market with its next generation product. The result for Northern was a further erosion in margins and market position.

Without making fundamental changes in its development process, which management considered neither necessary nor within the charter of Sorenson and those working on the A14, Northern's attempt to push ahead with the A14 for the 1990 Christmas season was a dismal failure. The A14 product had so many problems in the field and was so expensive to manufacture that the product line became a serious financial drain on the company.

The Sources of Advantage

The key to Southern's success in the compact stereo market was its consistent ability to bring excellent products to market before its competitors. This ability was rooted in fundamental changes that Jones and others had made in its development process. These included obtaining broad-based organizational and individual buy-in to key project goals, at the onset, and empowering and encouraging development teams to modify the development process while developing the needed products. In addition it harnessed that capability to a marketing and pricing strategy that was well targeted at Northern's weaknesses. In effect, Southern changed the nature of competition in the industry; Northern was forced to play a game for which it was ill suited -- a game Northern never fully comprehended until it was years behind in capability.

Southern Electronics' ability to bring a competitive product to market more rapidly than its chief rivals created significant competitive opportunities. How Southern chose to exploit those opportunities depended on the nature of its competition and its own strategy. But the ability to move quickly in product development created at least three potential sources of advantage:

* Quality of design. Because Southern had a twelve-month development cycle, it could begin the development of a new product closer to the market introduction date than its competitors. Whereas Northern had to begin eighteen to twenty months before market introduction, Southern's designers and marketers could gather and refine an additional six months of information before setting out to design a new product. In a turbulent environment, designers face a high degree of uncertainty in the early stages of development about which set of product characteristics will be most attractive to target customers. Additional time to secure feedback on the most recently introduced generation and to learn about market developments and emerging customer preferences may mean the difference between winning and mediocre products. Although the product may use the same basic technologies, additional market information may yield a much better configuration. The product's features and aesthetics may be fresher, more up-to-date, and more closely matched to customer expectations. Thus, Southern could exploit its lead time advantage by waiting to launch its development effort until more and better market information became available. Even though its product would arrive on the market at the same time as its competitors, its product would offer the customer a superior experience.

* Product performance. A much faster development cycle gave Southern Electronics the opportunity to launch a new product program well in advance of its competitors. It could use that lead to introduce the next generation of product technology. In this case, the advantage of speed lay not in superior market or customer intelligence, but rather in the ability to exploit technological developments and bring them to market faster than its competitors. The gap in performance this created is depicted in Exhibit 1-7 for a single product generation. As illustrated in the exhibit, a six-month jump on competitors in a market accustomed to eighteen- to twenty-four-month design lives can translate into as much as three times the profit over the market life of the design. Conversely, being late to market with a new product can lead to break-even results and zero profit. This provided Southern with the leverage to control not only their own profits and returns, but also those of their chief competitor, Northern. Putting a sequence of such developments together further widens the competitive gap, as depicted in Exhibit 1-8. The slow-cycle competitor brings new technology to market every two years. The fast-cycle competitor, in contrast, achieves the same performance improvement every twelve months. While the initial advantage of the fast-cycle competitor is relatively small, the ability to move quickly to market eventually creates a significant performance gap. To the extent that customers can discern the difference in performance and to the extent that the gap offers them valuable improvements, a faster time to market creates a superior product.

* Market share and cost. A better product design and superior product performance gave Southern the opportunity to achieve premium prices in the market. However, a firm may also choose to price its product to create superior value for its customers, thereby translating advantage in design and performance into increases in market share. Where lower costs are driven by growth and increases in volume, increases in market share may translate into improved cost position for the fast-cycle operator. Thus, even if two competitors operate on the same learning curve, the fast-cycle competitor will achieve a cost advantage. However, it may also be the case that the capabilities which underlie fast development cycles create a steeper learning curve. Speed in development is rooted in the ability to solve problems quickly and to integrate insight and understanding from engineering with critical pieces of knowledge in manufacturing. This set of capabilities likewise is critical in achieving cost reductions in established products. Thus, when costs are sensitive to volume and fast-cycle capability enhances a firm's overall learning capacity, the fast-cycle competitor enjoys double leverage in improving its manufacturing costs.

How a fast-cycle competitor chooses to exploit the potential advantages in design, product performance, and manufacturing cost will depend on the competitive environment and the firm's strategy. In the case of Southern Electronics, all three dimensions of advantage were important. Initially, Southern used its six-month advantage in lead time to obtain better market information and still introduced its 1986 compact stereo about six months before its competition. In the second generation, however, Southern accelerated its model introduction and began to exploit its development capacity to achieve superior product performance. By 1990, Southern was a generation ahead of its competitors in product technology. It used its superior design and performance to achieve some price premium in the market, but it did not raise prices as much as its performance advantage warranted. The result was a superior value for customers, increases in market share, and steeper slopes on its manufacturing learning curve. Thus, Southern used its advantage in performance and cost both to expand its market share and increase its margins.

But perhaps the most powerful effect of Southern's fast-cycle capability was its ability to change the nature of competition. By improving its development productivity and shortening the time between product generations, Southern forced Northern to play a competitive game that Northern was not prepared to play. Northern would have faced competitive difficulties no matter how it responded to the Southern challenge, but it compounded its problems by failing to change fundamentally its approach to product development. By attempting accelerated development in the context of its traditional systems, Northern created internal confusion, strained its resources, and actually reduced the effectiveness of its development organization. In addition, previously enthusiastic, capable, and hard-working product managers such as Sorenson became frustrated and disappointed. Thus, at the start of the 1990s, Northern Electronics faced the challenge of undertaking a major overhaul of its development process while its margins were eroding, market position was slipping, and morale among some of its best development people was declining. Southern's fast-cycle capability had clearly put Northern and its other major competitors at a significant competitive disadvantage while generating additional enthusiasm and competence among people such as Jones and individual project contributors. Southern was continuing to build momentum as Northern and other competitors continued to lose it.

Achieving competitive advantage through effective development capability is not just a theory. Effective fast-cycle competitors have emerged in a wide range of industries. Firms such as Honda in automobiles, Applied Materials in semiconductor production equipment, ACS in angioplasty, Sony in audio products, Matsushita in VCRs, The Limited in apparel, Philips in computer monitors, Hill-Rom in hospital beds, and Quantum in disk drives have made the ability to bring outstanding products to market rapidly a central feature of their competitive strategy. Once achieved, and subsequently maintained as the organization grows, an advantage built around fast-cycle capability seems to be strong and enduring. In the first place, the advantage is based on capabilities -- human and organizational skills, processes and systems, and know-how -- that are difficult to copy. Moreover, effective, rapid development creates superior products and offers customers superior value. It therefore helps to create a market franchise and brand equity. A real product advantage rooted in difficult-to-copy capabilities and a translation of that product advantage into a fundamental market franchise that reinforces its own momentum is a powerful combination. Although product development is difficult, doing it well confers significant advantage. Furthermore, the more challenging the development requirements, the more dramatic the potential impact.

The Plan for the Book

In this book we lay out concepts for the effective organization and management of product and process development. Each chapter frames a particular problem or issue in development, provides a set of ideas for effective management, and illustrates those ideas and their application with several examples. The cases accompanying each chapter in the College version provide an opportunity to apply and develop the concepts and ideas in a practical context.

The first part of the book focuses on the front end of the development process. In Chapters 2 through 5 we discuss the concept of development strategy, the use of maps and mapping to chart an organization's path through the development terrain, the creation of an aggregate project plan to guide a portfolio of development efforts, and the challenge of creating an overall development process that effectively initiates and selects projects and focuses the organization's resources to bring the most attractive projects to market rapidly and efficiently. The thrust of these chapters is laying the foundation for effective development efforts. While the actual development project is a natural locus of attention and effort in organizations, individually effective development projects depend on a strong foundation in strategy, a shared understanding across functional organizations, and an overall process that effectively allocates and concentrates time, energy, attention, and resources on the most attractive opportunities.

Chapters 6 through 10 focus on the management of individual development projects. We first work through an overall framework for evaluating development efforts, including identification of the important phases of development, the measurement of performance, and the critical areas of leverage and choice for managing projects. We then examine the problems of cross-functional integration. A central theme in this part of the book is the power of integrated problem solving. Chapter 8 deals with the problem of organizing development projects. Our emphasis is on the organizational structure, the processes the organization uses to carry out development, and the impact of development leadership. We lay out four contrasting approaches to development project organization and focus particular attention on what we call heavyweight project teams.

The challenge of integration applies not only to large functional organizations like marketing, manufacturing, and engineering, but also at the working level within those organizations and across departments and work groups with different disciplines, tasks, and experiences. Chapter 9 focuses on recent developments in systematic methods and tools for product (and process) development. Concepts such as quality function deployment, design for manufacturability, computer-aided design, and computer-aided engineering represent new design and development methodologies. Much of the thrust of these methodologies is the creation of more effective integration in the development process. In Chapter 10 we examine prototyping, testing, and convergence to a final design. Much of development is a sequence of design-build-test cycles in which prototyping and testing play a central role. Effective management of prototyping is therefore a critical element of effective development capability.

In the final chapters of the book, we shift our attention from the planning and execution of specific projects to the problem of managing the improvement of the development organization and its processes. In Chapter 11 we examine the problem of learning from individual development experiences. This involves not only capturing the insight and understanding that come from current experience, but also capturing that experience in the form of changes in the development process. In addition, learning from experience involves building resources and capabilities to conduct development efforts more effectively in the future. Thus the major focus of Chapter 11 is on mastery of the building blocks for superior development capability and the associated investment in people, skills, tools, and systems.

The book concludes with a chapter on making it happen. We examine alternative improvement paths and focus on the peculiar nature of the development process and consequent issues that managers must examine in pursuing an overall improvement plan. A central theme in this final chapter -- and, indeed, throughout the entire book -- is the importance of learning by achieving consistency and balance across a wide range of development activities. There are no "three easy steps" to effective development performance. The capabilities that allow an organization to move quickly and efficiently to the market are rooted in people and their skills, organizational structure and procedures, strategies and tactics, tools and methodologies, and managerial processes. This is what makes it so difficult for organizations to improve -- and why they acquire such a strong competitive advantage when they do.

Copyright © 1992 by Steven C. Wheelwright and Kim B. Clark

Most helpful customer reviews

24 of 24 people found the following review helpful.
An excellent book on product development
By J. Groen
This book, written in 1992, started a whole revolution in looking at the management of product development. Concepts like: the funnel to focus the organization on the right projects, an aggregate project plan, and the best two pages on project management that I have ever read are in this book. If you are planning to change your new product processes, this book is a necessity. Steven Wheelwright is a genius and you can read his brillance in this book.

11 of 11 people found the following review helpful.
Master piece, but nothing is perfect
By Adán López Miranda
Excellent book, it describes the management principles for the whole new product development (NPD) process. The graphical frameworks provide a valuable synthesis of knowledge. The practical examples are the right complement to their conceptual postulates. The book is highly advisable for all actors involved in the NPD process. However, it must be a "compulsory" reading for general managers and executives within manufacturing plants, because of its strategic orientation.
Specially delicious are the chapters about aggregate project plans (Ch. 4) and Structuring the Development funnel (Ch.5). They contain the basic principles to halt those managers that want to tackle all the projects with the same limited resources.
The only gap in the book is the unclear link between the "pre-project" stages of the development (Development goals and objectives, and Aggregate project plan), and the project management phase. The authors fail to clearly establish where the project leader and teams joint into the development. More specifically, project definition is missed on exhibit 2-11.

7 of 9 people found the following review helpful.
Yesterday's News
By Fiasco
I did not find much value in this book, aside from the chapter on teams. I think this book is valued because it was one of the first books written on the subject of new product development (NPD). But the theories and insights are out of date. Instead, read Dr. Cooper's Winning at New Products, New Products Management by Crawford, and the PDMA Handbook.

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Facing Reality is an introduction to philosophy which examines central issues in philosophy from an interdisciplinary, multicultural and applied manner. It covers the traditional areas of philosophy such as the nature of knowledge, ethics, free will, the existence of God, life after death, the nature of science and political philosophy. In addition, it covers topics usually not found in introductory texts such as obstacles to rationality, theories of happiness, world religions and the meaning of life. Each chapter has a summary, questions for review, recommended films, suggested readings and dilemmas for discussion. There are also sections entitled "Philosophy in Life" where philosophical ideas are applied to current issues and debates.

  • Sales Rank: #8990749 in Books
  • Published on: 2009-10-07
  • Original language: English
  • Number of items: 1
  • Dimensions: 11.00" h x 1.11" w x 8.00" l, 2.41 pounds
  • Binding: Paperback
  • 492 pages

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  • Published on: 2004
  • Binding: Hardcover

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For the Love of Physics: From the End of the Rainbow to the Edge Of Time - A Journey Through the Wonders of Physics, by Walter Lewin

Beloved MIT professor Walter Lewin, whose riveting physics lectures have made him a YouTube super-star, offers a mind-opening and delightful journey through the most intriguing discoveries in physics. A wonderful raconteur, Lewin takes readers on a marvellous journey with him in For the Love of Physics, opening our eyes as never before to the amazing beauty and power of all that physics can reveal to us. He describes the coolest, weirdest facets of the tiniest bits of matter, the wonders of our everyday lives-such as the mysteries of why lighting strikes and what makes musical harmony happen-and the most awesome features of the outer reaches of the universe. Whether explaining why the air smells so fresh after a lightning storm or showing us that a flea is strong enough to pull a heavy book across a table, Lewin always entertains as he edifies. For the Love of Physics is a rare gem that will change the way readers see the world.

  • Sales Rank: #249301 in Books
  • Published on: 2011-05-03
  • Released on: 2011-05-03
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x 1.10" w x 6.00" l, 1.10 pounds
  • Binding: Hardcover
  • 320 pages

Review
"MIT's Lewin is deservedly popular for his memorable physics lectures (both live and on MIT's Open Course Web site and YouTube), and this quick-paced autobiography-cum-physics intro fully captures his candor and lively teaching style...joyful...[this text] glows with energy and should please a wide range of readers."--"Publishers Weekly" (starred review)

About the Author
Walter Lewin taught the three core classes in physics at MIT for more than thirty years and made major discoveries in the area of X-ray astronomy. His physics lectures have been the subject of great acclaim, including a 60 Minutes feature, stories in the New York Times, Washington Post, Boston Globe, Newsweek and US News and World Report. They have also been top draws on YouTube and iTunes University. He was awarded three prizes for excellence in undergraduate teaching. He has published more than 450 scientific articles, and his honors and awards include the NASA Award for Exceptional Scientific Achievement, the Alexander von Humboldt Award, and a Guggenheim Fellowship. He became a corresponding member of the Royal Netherlands Academy of Arts and Sciences and Fellow of the American Physical Society in 1993. He lives in Cambridge, Massachusetts.

Warren Goldstein is a professor of history and chair of the History Department at the University of Hartford. A prizewinning historian, essayist, and journalist, he has had a lifelong fascination with physics. His writing has appeared in the New York Times, Washington Post, Boston Globe, Chicago Tribune and many other national periodicals. His prior books include Playing for Keeps: A History of Early Baseball and William Sloane Coffin, Jr.: A Holy Impatience.

Excerpt. © Reprinted by permission. All rights reserved.
For the Love of Physics CHAPTER 1


From the Nucleus to Deep Space

It’s amazing, really. My mother’s father was illiterate, a custodian. Two generations later I’m a full professor at MIT. I owe a lot to the Dutch educational system. I went to graduate school at the Delft University of Technology in the Netherlands, and killed three birds with one stone.

Right from the start, I began teaching physics. To pay for school I had to take out a loan from the Dutch government, and if I taught full time, at least twenty hours a week, each year the government would forgive one-fifth of my loan. Another advantage of teaching was that I wouldn’t have to serve in the army. The military would have been the worst, an absolute disaster for me. I’m allergic to all forms of authority—it’s just in my personality—and I knew I would have ended up mouthing off and scrubbing floors. So I taught math and physics full time, twenty-two contact hours per week, at the Libanon Lyceum in Rotterdam, to sixteen-and seventeen-year-olds. I avoided the army, did not have to pay back my loan, and was getting my PhD, all at the same time.

I also learned to teach. For me, teaching high school students, being able to change the minds of young people in a positive way, that was thrilling. I always tried to make classes interesting but also fun for the students, even though the school itself was quite strict. The classroom doors had transom windows at the top, and one of the headmasters would sometimes climb up on a chair and spy on teachers through the transom. Can you believe it?

I wasn’t caught up in the school culture, and being in graduate school, I was boiling over with enthusiasm. My goal was to impart that enthusiasm to my students, to help them see the beauty of the world all around them in a new way, to change them so that they would see the world of physics as beautiful, and would understand that physics is everywhere, that it permeates our lives. What counts, I found, is not what you cover, but what you uncover. Covering subjects in a class can be a boring exercise, and students feel it. Uncovering the laws of physics and making them see through the equations, on the other hand, demonstrates the process of discovery, with all its newness and excitement, and students love being part of it.

I got to do this also in a different way far outside the classroom. Every year the school sponsored a week-long vacation when a teacher would take the kids on a trip to a fairly remote and primitive campsite. My wife, Huibertha, and I did it once and loved it. We all cooked together and slept in tents. Then, since we were so far from city lights, we woke all the kids up in the middle of one night, gave them hot chocolate, and took them out to look at the stars. We identified constellations and planets and they got to see the Milky Way in its full glory.

I wasn’t studying or even teaching astrophysics—in fact, I was designing experiments to detect some of the smallest particles in the universe—but I’d always been fascinated by astronomy. The truth is that just about every physicist who walks the Earth has a love for astronomy. Many physicists I know built their own telescopes when they were in high school. My longtime friend and MIT colleague George Clark ground and polished a 6-inch mirror for a telescope when he was in high school. Why do physicists love astronomy so much? For one thing, many advances in physics—theories of orbital motion, for instance—have resulted from astronomical questions, observations, and theories. But also, astronomy is physics, writ large across the night sky: eclipses, comets, shooting stars, globular clusters, neutron stars, gamma-ray bursts, jets, planetary nebulae, supernovae, clusters of galaxies, black holes.

Just look up in the sky and ask yourself some obvious questions: Why is the sky blue, why are sunsets red, why are clouds white? Physics has the answers! The light of the Sun is composed of all the colors of the rainbow. But as it makes its way through the atmosphere it scatters in all directions off air molecules and very tiny dust particles (much smaller than a micron, which is 1/250,000 of an inch). This is called Rayleigh scattering. Blue light scatters the most of all colors, about five times more than red light. Thus when you look at the sky during the day in any direction*, blue dominates, which is why the sky is blue. If you look at the sky from the surface of the Moon (you may have seen pictures), the sky is not blue—it’s black, like our sky at night. Why? Because the Moon has no atmosphere.

Why are sunsets red? For exactly the same reason that the sky is blue. When the Sun is at the horizon, its rays have to travel through more atmosphere, and the green, blue, and violet light get scattered the most—filtered out of the light, basically. By the time the light reaches our eyes—and the clouds above us—it’s made up largely of yellow, orange, and especially red. That’s why the sky sometimes almost appears to be on fire at sunset and sunrise.

Why are clouds white? The water drops in clouds are much larger than the tiny particles that make our sky blue, and when light scatters off these much larger particles, all the colors in it scatter equally. This causes the light to stay white. But if a cloud is very thick with moisture, or if it is in the shadow of another cloud, then not much light will get through, and the cloud will turn dark.

One of the demonstrations I love to do is to create a patch of “blue sky” in my classes. I turn all the lights off and aim a very bright spotlight of white light at the ceiling of the classroom near my blackboard. The spotlight is carefully shielded. Then I light a few cigarettes and hold them in the light beam. The smoke particles are small enough to produce Rayleigh scattering, and because blue light scatters the most, the students see blue smoke. I then carry this demonstration one step further. I inhale the smoke and keep it in my lungs for a minute or so—this is not always easy, but science occasionally requires sacrifices. I then let go and exhale the smoke into the light beam. The students now see white smoke—I have created a white cloud! The tiny smoke particles have grown in my lungs, as there is a lot of water vapor there. So now all the colors scatter equally, and the scattered light is white. The color change from blue light to white light is truly amazing!

With this demonstration, I’m able to answer two questions at once: Why is the sky blue, and why are clouds white? Actually, there is also a third very interesting question, having to do with the polarization of light. I’ll get to this in chapter 5.

Out in the country with my students I could show them the Andromeda galaxy, the only one you can see with the naked eye, around 2.5 million light-years away (15 million trillion miles), which is next door as far as astronomical distances go. It’s made up of about 200 billion stars. Imagine that—200 billion stars, and we could just make it out as a faint fuzzy patch. We also spotted lots of meteorites—most people call them shooting stars. If you were patient, you’d see one about every four or five minutes. In those days there were no satellites, but now you’d see a host of those as well. There are more than two thousand now orbiting Earth, and if you can hold your gaze for five minutes you’ll almost surely see one, especially within a few hours after sunset or before sunrise, when the Sun hasn’t yet set or risen on the satellite itself and sunlight still reflects off it to your eyes. The more distant the satellite, and therefore the greater the difference in time between sunset on Earth and at the satellite, the later you can see it at night. You recognize satellites because they move faster than anything else in the sky (except meteors); if it blinks, believe me, it’s an airplane.

I have always especially liked to point out Mercury to people when we’re stargazing. As the planet closest to the Sun, it’s very difficult to see it with the naked eye. The conditions are best only about two dozen evenings and mornings a year. Mercury orbits the Sun in just eighty-eight days, which is why it was named for the fleet-footed Roman messenger god; and the reason it’s so hard to see is that its orbit is so close to the Sun. It’s never more than about 25 degrees away from the Sun when we look at it from Earth—that’s smaller than the angle between the two hands of a watch at eleven o’clock. You can only see it shortly after sunset and before sunrise, and when it’s farthest from the Sun as seen from Earth. In the United States it’s always close to the horizon; you almost have to be in the countryside to see it. How wonderful it is when you actually find it!

Stargazing connects us to the vastness of the universe. If we keep staring up at the night sky, and let our eyes adjust long enough, we can see the superstructure of the farther reaches of our own Milky Way galaxy quite beautifully—some 100 billion to 200 billion stars, clustered as if woven into a diaphanous fabric, so delightfully delicate. The size of the universe is incomprehensible, but you can begin to grasp it by first considering the Milky Way.

Our current estimate is that there may be as many galaxies in the universe as there are stars in our own galaxy. In fact, whenever a telescope observes deep space, what it sees is mostly galaxies—it’s impossible to distinguish single stars at truly great distances—and each contains billions of stars. Or consider the recent discovery of the single largest structure in the known universe, the Great Wall of galaxies, mapped by the Sloan Digital Sky Survey, a major project that has combined the efforts of more than three hundred astronomers and engineers and twenty-five universities and research institutions. The dedicated Sloan telescope is observing every night; it went into operation in the year 2000 and will continue till at least the year 2014. The Great Wall is more than a billion light-years long. Is your head spinning? If not, then consider that the observable universe (not the entire universe, just the part we can observe) is roughly 90 billion light-years across.

This is the power of physics; it can tell us that our observable universe is made up of some 100 billion galaxies. It can also tell us that of all the matter in our visible universe, only about 4 percent is ordinary matter, of which stars and galaxies (and you and I) are made. About 23 percent is what’s called dark matter (it’s invisible). We know it exists, but we don’t know what it is. The remaining 73 percent, which is the bulk of the energy in our universe, is called dark energy, which is also invisible. No one has a clue what that is either. The bottom line is that we’re ignorant about 96 percent of the mass/energy in our universe. Physics has explained so much, but we still have many mysteries to solve, which I find very inspiring.

Physics explores unimaginable immensity, but at the same time it can dig down into the very smallest realms, to the very bits of matter such as neutrinos, as small as a tiny fraction of a proton. That is where I was spending most of my time in my early days in the field, in the realms of the very small, measuring and mapping the release of particles and radiation from radioactive nuclei. This was nuclear physics, but not the bomb-making variety. I was studying what made matter tick at a really basic level.

You probably know that almost all the matter you can see and touch is made up of elements, such as hydrogen, oxygen, and carbon combined into molecules, and that the smallest unit of an element is an atom, made up of a nucleus and electrons. A nucleus, recall, consists of protons and neutrons. The lightest and most plentiful element in the universe, hydrogen, has one proton and one electron. But there is a form of hydrogen that has a neutron as well as a proton in its nucleus. That is an isotope of hydrogen, a different form of the same element; it’s called deuterium. There’s even a third isotope of hydrogen, with two neutrons joining the proton in the nucleus; that’s called tritium. All isotopes of a given element have the same number of protons, but a different number of neutrons, and elements have different numbers of isotopes. There are thirteen isotopes of oxygen, for instance, and thirty-six isotopes of gold.

Now, many of these isotopes are stable—that is, they can last more or less forever. But most are unstable, which is another way of saying they’re radioactive, and radioactive isotopes decay: that is to say, sooner or later they transform themselves into other elements. Some of the elements they transform into are stable, and then the radioactive decay stops, but others are unstable, and then the decay continues until a stable state is reached. Of the three isotopes of hydrogen, only one, tritium, is radioactive—it decays into a stable isotope of helium. Of the thirteen isotopes of oxygen, three are stable; of gold’s thirty-six isotopes, only one is stable.

You will probably remember that we measure how quickly radioactive isotopes decay by their “half-life”—which can range from a microsecond (one-millionth of a second) to billions of years. If we say that tritium has a half-life of about twelve years, we mean that in a given sample of tritium, half of the isotopes will decay in twelve years (only one-quarter will remain after twenty-four years). Nuclear decay is one of the most important processes by which many different elements are transformed and created. It’s not alchemy. In fact, during my PhD research, I was often watching radioactive gold isotopes decay into mercury rather than the other way around, as the medieval alchemists would have liked. There are, however, many isotopes of mercury, and also of platinum, that decay into gold. But only one platinum isotope and only one mercury isotope decay into stable gold, the kind you can wear on your finger.

The work was immensely exciting; I would have radioactive isotopes literally decaying in my hands. And it was very intense. The isotopes I was working with typically had half-lives of only a day or a few days. Gold-198, for instance, has a half-life of a little over two and a half days, so I had to work fast. I would drive from Delft to Amsterdam, where they used a cyclotron to make these isotopes, and rush back to the lab at Delft. There I would dissolve the isotopes in an acid to get them into liquid form, put them on very thin film, and place them into detectors.

I was trying to verify a theory about nuclear decay, one that predicted the ratio of gamma ray to electron emissions from the nuclei, and my work required precise measurements. This work had already been done for many radioactive isotopes, but some recent measurements had come out that were different from what the theory predicted. My supervisor, Professor Aaldert Wapstra, suggested I try to determine whether it was the theory or the measurements that were at fault. It was enormously satisfying, like working on a fantastically intricate puzzle. The challenge was that my measurements had to be much more precise than the ones those other researchers had come up with before me.

Electrons are so small that some say they have no effective size—they’re less than a thousand-trillionth of a centimeter across—and gamma rays have a wavelength of less than a billionth of a centimeter. And yet physics had provided me with the means to detect and to count them. That’s yet another thing that I love about experimental physics; it lets us “touch” the invisible.

To get the measurements I needed, I had to milk the sample as long as I could, because the more counts I had, the greater my precision would be. I’d frequently be working for something like 60 hours straight, often without sleeping. I became a little obsessed.

For an experimental physicist, precision is key in everything. The accuracy is the only thing that matters, and a measurement that doesn’t also indicate its degree of accuracy is meaningless. This simple, powerful, totally fundamental idea is almost always ignored in college books about physics. Knowing degrees of accuracy is critical to so many things in our lives.

In my work with radioactive isotopes, attaining the degree of accuracy I had to achieve was very challenging, but over three or four years I got better and better at the measurements. After I improved some of the detectors, they turned out to be extremely accurate. I was confirming the theory, and publishing my results, and this work ended up being my PhD thesis. What was especially satisfying to me was that my results were rather conclusive, which doesn’t happen very often. Many times in physics, and in science generally, results are not always clear-cut. I was fortunate to arrive at a firm conclusion. I had solved a puzzle and established myself as a physicist, and I had helped to chart the unknown territory of the subatomic world. I was twenty-nine years old, and I was thrilled to be making a solid contribution. Not all of us are destined to make gigantic fundamental discoveries like Newton and Einstein did, but there’s an awful lot of territory that is still ripe for exploration.

I was also fortunate that at the time I got my degree, a whole new era of discovery about the nature of the universe was getting under way. Astronomers were making discoveries at an amazing pace. Some were examining the atmospheres of Mars and Venus, searching for water vapor. Some had discovered the belts of charged particles circling the Earth’s magnetic field lines, which we now call the Van Allen belts. Others had discovered huge, powerful sources of radio waves known as quasars (quasi-stellar radio sources). The cosmic microwave background (CMB) radiation was discovered in 1965—the traces of the energy released by the big bang, powerful evidence for the big bang theory of the universe’s origin, which had been controversial. Shortly after, in 1967, astronomers would discover a new category of stars, which came to be called pulsars.

I might have continued working in nuclear physics, as there was a great deal of discovery going on there as well. This work was mostly in the hunt for and discovery of a rapidly growing zoo of subatomic particles, most importantly those called quarks, which turned out to be the building blocks of protons and neutrons. Quarks are so odd in their range of behaviors that in order to classify them, physicists assigned them what they called flavors: up, down, strange, charm, top, and bottom. The discovery of quarks was one of those beautiful moments in science when a purely theoretical idea is confirmed. Theorists had predicted quarks, and then experimentalists managed to find them. And how exotic they were, revealing that matter was so much more complicated in its foundations than we had known. For instance, we now know that protons consist of two up quarks and one down quark, held together by the strong nuclear force, in the form of other strange particles called gluons. Some theoreticians have recently calculated that the up quark seems to have a mass of about 0.2 percent of that of a proton, while the down quark has a mass of about 0.5 percent of the mass of a proton. This was not your grandfather’s nucleus anymore. The particle zoo would have been a fascinating area of research to go into, I’m sure, but by a happy accident, the skills I’d learned for measuring radiation emitted from the nucleus turned out to be extremely useful for probing the universe. In 1965, I received an invitation from Professor Bruno Rossi at MIT to work on X-ray astronomy, which was an entirely new field, really just a few years old at the time—Rossi had initiated it in 1959.

MIT was the best thing that could ever have happened to me. Rossi’s work on cosmic rays was already legendary. He’d headed a department at Los Alamos during the war and pioneered in the measurements of solar wind, also called interplanetary plasma—a stream of charged particles ejected by the Sun that causes our aurora borealis and “blows” comet tails away from the Sun. Now he had the idea to search the cosmos for X-rays. It was completely exploratory work; he had no idea whether he’d find them or not.

Anything went at that time at MIT. Any idea you had, if you could convince people that it was doable, you could work on it. What a difference from the Netherlands! At Delft, there was a rigid hierarchy, and the graduate students were treated like a lower class. The professors were given keys to the front door of my building, but as a graduate student you only got a key to the door in the basement, where the bicycles were kept. Each time you entered the building you had to pick your way through the bicycle storage rooms and be reminded of the fact that you were nothing.

If you wanted to work after five o’clock you had to fill out a form, every day, by four p.m., justifying why you had to stay late, which I had to do almost all the time. The bureaucracy was a real nuisance.

The three professors in charge of my institute had reserved parking places close to the front door. One of them, my own supervisor, worked in Amsterdam and came to Delft only once a week on Tuesdays. I asked him one day, “When you are not here, would you mind if I used your parking space?” He said, “Of course not,” but then the very first day I parked there I was called on the public intercom and instructed in the strongest terms possible that I was to remove my car. Here’s another one. Since I had to go to Amsterdam to pick up my isotopes, I was allowed 25 cents for a cup of coffee, and 1.25 guilders for lunch (1.25 guilders was about one-third of a U.S. dollar at the time), but I had to submit separate receipts for each. So I asked if I could add the 25 cents to the lunch receipt and only submit one receipt for 1.50 guilders. The department chair, Professor Blaisse, wrote me a letter that stated that if I wanted to have gourmet meals I could do so—at my own expense.

So what a joy it was to get to MIT and be free from all of that; I felt reborn. Everything was done to encourage you. I got a key to the front door and could work in my office day or night just as I wanted. To me, that key to the building was like a key to everything. The head of the Physics Department offered me a faculty position six months after my arrival, in June of 1966. I accepted and I’ve never left.

Arriving at MIT was also so exhilarating because I had lived through the devastation of World War II. The Nazis had murdered half of my family, a tragedy that I haven’t really digested yet. I do talk about it sometimes, but very rarely because it’s so very difficult for me—it is more than sixty-five years ago, and it’s still overwhelming. When my sister Bea and I talk about it, we almost always cry.

I was born in 1936, and I was just four years old when the Germans attacked the Netherlands on May 10, 1940. One of my earliest memories is all of us, my mother’s parents, my mother and father and sister and I, hiding in the bathroom of our house (at the Amandelstraat 61 in The Hague) as the Nazi troops entered my country. We were holding wet handkerchiefs over our noses, as there had been warnings that there would be gas attacks.

The Dutch police snatched my Jewish grandparents, Gustav Lewin and Emma Lewin Gottfeld, from their house in 1942. At about the same time they hauled out my father’s sister Julia, her husband Jacob (called Jenno), and her three children—Otto, Rudi, and Emmie—and put them all on trucks, with their suitcases, and sent them to Westerbork, the transshipment camp in Holland. More than a hundred thousand Jews passed through Westerbork, on their way to other camps. The Nazis quickly sent my grandparents to Auschwitz and murdered them—gassed them—the day they arrived, November 19, 1942. My grandfather was seventy-five and my grandmother sixty-nine, so they wouldn’t have been candidates for labor camps. Westerbork, by contrast, was so strange; it was made to look like a resort for Jews. There were ballet performances and shops. My mother would often bake potato pancakes that she would then send by mail to our family in Westerbork.

Because my uncle Jenno was what the Dutch call “statenloos,” or stateless—he had no nationality—he was able to drag his feet and stay at Westerbork with his family for fifteen months before the Nazis split up the family and shipped them to different camps. They sent my aunt Julia and my cousins Emmie and Rudi first to the women’s concentration camp Ravensbrück in Germany and then to Bergen-Belsen, also in Germany, where they were imprisoned until the war ended. My aunt Julia died ten days after the camp’s liberation by the Allies, but my cousins survived. My cousin Otto, the oldest, had also been sent to Ravensbrück, to the men’s camp there, and near the end of the war ended up in the concentration camp in Sachsenhausen; he survived the Sachsenhausen death march in April 1945. Uncle Jenno they sent directly to Buchenwald, where they murdered him—along with more than 55,000 others.

Whenever I see a movie about the Holocaust, which I would not do for a really long time, I project it immediately onto my own family. That’s why I felt the movie Life Is Beautiful was terribly difficult to watch, even objectionable. I just couldn’t imagine joking about something that was so serious. I still have recurring nightmares about being chased by Nazis, and I wake up sometimes absolutely terrified. I even once in my dreams witnessed my own execution by the Nazis.

Some day I would like to take the walk, my paternal grandparents’ last walk, from the train station to the gas chambers at Auschwitz. I don’t know if I’ll ever do it, but it seems to me like one way to memorialize them. Against such a monstrosity, maybe small gestures are all that we have. That, and our refusal to forget: I never talk about my family members having “died” in concentration camps. I always use the word murdered, so we do not let language hide the reality.

My father was Jewish but my mother was not, and as a Jew married to a non-Jewish woman, he was not immediately a target. But he became a target soon enough, in 1943. I remember that he had to wear the yellow star. Not my mother, or sister, or I, but he did. We didn’t pay much attention to it, at least not at first. He had it hidden a little bit, under his clothes, which was forbidden. What was really frightening was the way he gradually accommodated to the Nazi restrictions, which just kept getting worse. First, he was not allowed on public transportation. Then, he wasn’t allowed in public parks. Then he wasn’t allowed in restaurants; he became persona non grata in places he had frequented for years! And the incredible thing is the ability of people to adjust.

When he could no longer take public transportation, he would say, “Well, how often do I make use of public transportation?” When he wasn’t allowed in public parks anymore, he would say, “Well, how often do I go to public parks?” Then, when he could not go to a restaurant, he would say, “Well, how often do I go to restaurants?” He tried to make these awful things seem trivial, like a minor inconvenience, perhaps for his children’s sake, and perhaps also for his own peace of mind. I don’t know.

It’s still one of the hardest things for me to talk about. Why this ability to slowly see the water rise but not recognize that it will drown you? How could they see it and not see it at the same time? That’s something that I cannot cope with. Of course, in a sense it’s completely understandable; perhaps that’s the only way you can survive, for as long as you are able to fool yourself.

Though the Nazis made public parks off-limits to Jews, my father was allowed to walk in cemeteries. Even now, I recall many walks with him at a nearby cemetery. We fantasized about how and why family members died—sometimes four had died on the same day. I still do that nowadays when I walk in Cambridge’s famous Mount Auburn Cemetery.

The most dramatic thing that happened to me growing up was that all of a sudden my father disappeared. I vividly remember the day he left. I came home from school and sensed somehow that he was gone. My mother was not home, so I asked our nanny, Lenie, “Where’s Dad?” and I got an answer of some sort, meant to be reassuring, but somehow I knew that my father had left.

Bea saw him leaving, but she never told me until many years later. The four of us slept in the same bedroom for security, and at four in the morning, she saw him get up and put some clothes in a bag. Then he kissed my mother and left. My mother didn’t know where he was going; that knowledge would have been very dangerous, because the Germans might have tortured her to find out where my father was and she would have told them. We now know that the Resistance hid him, and eventually we got some messages from him through the Resistance, but at the time it was absolutely terrible not knowing where he was or even if he was alive.

I was too young to understand how profoundly his absence affected my mother. My parents ran a school out of our home—which no doubt had a strong influence on my love of teaching—and she struggled to carry on without him. She had a tendency toward depression anyway, but now her husband was gone, and she worried that we children might be sent to a concentration camp. She must have been truly terrified for us because—as she told me fifty-five years later—one night she said to Bea and me that we should sleep in the kitchen, and she stuffed curtains and blankets and towels under the doors so that no air could escape. She was intending to put the gas on and let us sleep ourselves into death, but she didn’t go through with it. Who can blame her for thinking of it—I know that Bea and I don’t.

I was afraid a lot. And I know it sounds ridiculous, but I was the only male, so I sort of became the man of the house, even at age seven and eight. In The Hague, where we lived, there were many broken-down houses on the coast, half-destroyed by the Germans who were building bunkers on our beaches. I would go there and steal wood—I was going to say “collect,” but it was stealing—from those houses so that we had some fuel for cooking and for heat.

To try to stay warm in the winters we wore this rough, scratchy, poor-quality wool. And I still cannot stand wool to this day. My skin is so sensitive that I sleep on eight-hundred-thread-count cotton sheets. That’s also why I order very fine cotton shirts—ones that do not irritate my skin. My daughter Pauline tells me that if I see her wearing wool, I still turn away; such is the effect the war still has on me.

My father returned while the war was still going on, in the fall of 1944. People in my family disagree about just how this happened, but as near as I can tell it seems that my wonderful aunt Lauk, my mother’s sister, was in Amsterdam one day, about 30 miles away from The Hague, and she caught sight of my father! She followed him from a distance and saw him go into a house. Later she went back and discovered that he was living with a woman.

My aunt told my mother, who at first got even more depressed and upset, but I’m told that she collected herself and took the boat to Amsterdam (trains were no longer operating), marched right up to the house, and rang the bell. Out came the woman, and my mother said, “I want to speak to my husband.” The woman replied, “I am the wife of Mr. Lewin.” But my mother insisted: “I want my husband.” My father came to the door, and she said, “I’ll give you five minutes to pack up and come back with me or else you can get a divorce and you’ll never see your children again.” In three minutes he came back downstairs with his things and returned with her.

In some ways it was much worse when he was back, because people knew that my father, whose name was also Walter Lewin, was a Jew. The Resistance had given him false identification papers, under the name of Jaap Horstman, and my sister and I were instructed to call him Uncle Jaap. It’s a total miracle, and doesn’t make any sense to Bea and me to this very day, but no one turned him in. A carpenter made a hatch in the ground floor of our house. We could lift it up and my father could go down and hide in the crawl space. Remarkably, my father managed to avoid capture.

He was probably at home eight months or so before the war ended, including the worst time of the war for us, the winter of 1944 famine, the hongerwinter. People starved to death—nearly twenty thousand died. For heat we crawled under the house and pulled out every other floor joist—the large beams that supported the ground floor—for firewood. In the hunger winter we ate tulip bulbs, and even bark. People could have turned my father in for food. The Germans would also pay money (I believe it was fifty guilders, which was about fifteen dollars at the time) for every Jew they turned in.

The Germans did come to our house one day. It turned out that they were collecting typewriters, and they looked at ours, the ones we used to teach typing, but they thought they were too old. The Germans in their own way were pretty stupid; if you’re being told to collect typewriters, you don’t collect Jews. It sounds like a movie, I know. But it really happened.

After all of the trauma of the war, I suppose the amazing thing is that I had a more or less normal childhood. My parents kept running their school—the Haagsch Studiehuis—which they’d done before and during the war, teaching typing, shorthand, languages, and business skills. I too was a teacher there while I was in college.

My parents patronized the arts, and I began to learn about art. I had an academically and socially wonderful time in college. I got married in 1959, started graduate school in January 1960, and my first daughter, Pauline, was born later that year. My son Emanuel (who is now called Chuck) was born two years after that, and our second daughter, Emma, came in 1965. Our second son, Jakob, was born in the United States in 1967.

When I arrived at MIT, luck was on my side; I found myself right in the middle of the explosion of discoveries going on at that time. The expertise I had to offer was perfect for Bruno Rossi’s pioneering X-ray astronomy team, even though I didn’t know anything about space research.

V-2 rockets had broken the bounds of the Earth’s atmosphere, and a whole new vista of opportunity for discoveries had been opened up. Ironically, the V-2 had been designed by Wernher von Braun, who was a Nazi. He developed the rockets during World War II to kill Allied civilians, and they were terribly destructive. In Peenemünde and in the notorious underground Mittelwerk plant in Germany, slave laborers from concentration camps built them, and some twenty thousand died in the process. The rockets themselves killed more than seven thousand civilians, mostly in London. There was a launch site about a mile from my mother’s parents’ house close to The Hague. I recall a sizzling noise as the rockets were being fueled and the roaring noise at launch. In one bombing raid the Allies tried to destroy V-2 equipment, but they missed and killed five hundred Dutch civilians instead. After the war the Americans brought von Braun to the United States and he became a hero. That has always baffled me. He was a war criminal!

For fifteen years von Braun worked with the U.S. Army to build the V-2’s descendants, the Redstone and Jupiter missiles, which carried nuclear warheads. In 1960 he joined NASA and directed the Marshall Space Flight Center in Alabama, where he developed the Saturn rockets that sent astronauts to the Moon. Descendants of his rockets launched the field of X-ray astronomy, so while rockets began as weapons, at least they also got used for a great deal of science. In the late 1950s and early 1960s they opened new windows on the world—no, on the universe!—giving us the chance to peek outside of the Earth’s atmosphere and look around for things we couldn’t see otherwise.

To discover X-rays from outer space, Rossi had played a hunch. In 1959 he went to an ex-student of his named Martin Annis, who then headed a research firm in Cambridge called American Science and Engineering, and said, “Let’s just see if there are X-rays out there.” The ASE team, headed by future Nobelist Riccardo Giacconi, put three Geiger-Müller counters in a rocket that they launched on June 18, 1962. It spent just six minutes above 80 kilometers (about 50 miles), to get beyond the Earth’s atmosphere—a necessity, since the atmosphere absorbs X-rays.

Sure enough, they detected X-rays, and even more important, they were able to establish that the X-rays came from a source outside the solar system. It was a bombshell that changed all of astronomy. No one expected it, and no one could think of plausible reasons why they were there; no one really understood the finding. Rossi had been throwing an idea at the wall to see if it would stick. These are the kinds of hunches that make a great scientist.

I remember the exact date I arrived at MIT, January 11, 1966, because one of our kids got the mumps and we had to delay going to Boston; the KLM wouldn’t let us fly, as the mumps is contagious. On my first day I met Bruno Rossi and also George Clark, who in 1964 had been the first to fly a balloon at a very high altitude—about 140,000 feet—to search for X-ray sources that emitted very high energy X-rays, the kind that could penetrate down to that altitude. George said, “If you want to join my group that would be great.” I was at exactly the right place at the right time.

If you’re the first to do something, you’re bound to be successful, and our team made one discovery after another. George was very generous; after two years he turned the group completely over to me. To be on the cutting edge of the newest wave in astrophysics was just remarkable.

I was incredibly fortunate to find myself right in the thick of the most exciting work going on in astrophysics at that time, but the truth is that all areas of physics are amazing; all are filled with intriguing delights and are revealing astonishing new discoveries all the time. While we were finding new X-ray sources, particle physicists were finding ever more fundamental building blocks of the nucleus, solving the mystery of what holds nuclei together, discovering the W and Z bosons, which carry the “weak” nuclear interactions, and quarks and gluons, which carry the “strong” interactions.

Physics has allowed us to see far back in time, to the very edges of the universe, and to make the astonishing image known as the Hubble Ultra Deep Field, revealing what seems an infinity of galaxies. You should not finish this chapter without looking up the Ultra Deep Field online. I have friends who’ve made this image their screen saver!

The universe is about 13.7 billion years old. However, due to the fact that space itself has expanded enormously since the big bang, we are currently observing galaxies that were formed some 400 to 800 million years after the big bang and that are now considerably farther away than 13.7 billion light-years. Astronomers now estimate that the edge of the observable universe is about 47 billion light-years away from us in every direction. Because of the expansion of space, many faraway galaxies are currently moving away from us faster than the speed of light. This may sound shocking, even impossible, to those of you raised on the notion that, as Einstein postulated in his theory of special relativity, nothing can go faster than the speed of light. However, according to Einstein’s theory of general relativity, there are no limits on the speed between two galaxies when space itself is expanding. There are good reasons why scientists now think that we are living in the golden age of cosmology—the study of the origin and evolution of the entire universe.

Physics has explained the beauty and fragility of rainbows, the existence of black holes, why the planets move the way they do, what goes on when a star explodes, why a spinning ice skater speeds up when she draws in her arms, why astronauts are weightless in space, how elements were formed in the universe, when our universe began, how a flute makes music, how we generate electricity that drives our bodies as well as our economy, and what the big bang sounded like. It has charted the smallest reaches of subatomic space and the farthest reaches of the universe.

My friend and colleague Victor Weisskopf, who was already an elder statesman when I arrived at MIT, wrote a book called The Privilege of Being a Physicist. That wonderful title captures the feelings I’ve had being smack in the middle of one of the most exciting periods of astronomical and astrophysical discovery since men and women started looking carefully at the night sky. The people I’ve worked alongside at MIT, sometimes right across the hall from me, have devised astonishingly creative and sophisticated techniques to hammer away at the most fundamental questions in all of science. And it’s been my own privilege both to help extend humankind’s collective knowledge of the stars and the universe and to bring several generations of young people to an appreciation and love for this magnificent field.

Ever since those early days of holding decaying isotopes in the palm of my hand, I have never ceased to be delighted by the discoveries of physics, both old and new; by its rich history and ever-moving frontiers; and by the way it has opened my eyes to unexpected wonders of the world all around me. For me physics is a way of seeing—the spectacular and the mundane, the immense and the minute—as a beautiful, thrillingly interwoven whole.

That is the way I’ve always tried to make physics come alive for my students. I believe it’s much more important for them to remember the beauty of the discoveries than to focus on the complicated math—after all, most of them aren’t going to become physicists. I have done my utmost to help them see the world in a different way; to ask questions they’ve never thought to ask before; to allow them to see rainbows in a way they have never seen before; and to focus on the exquisite beauty of physics, rather than on the minutiae of the mathematics. That is also the intention of this book, to help open your eyes to the remarkable ways in which physics illuminates the workings of our world and its astonishing elegance and beauty.

Most helpful customer reviews

3 of 3 people found the following review helpful.
The Second Book on Physics You Should Read
By Jesse Rorabaugh
When people decide they should learn about physics they typically do one of two things, if they are trying to teach themselves they go to a book by someone like Stephen Hawking or Brian Greene or if they are in a class they go to a book like Serway's introductory physics text. Both are a mistake. In the case of Steven Hawking or Brian Greene they will spend too much time trying to puzzle out the meaning of physics new enough it will likely be proven wrong anyways. They are likely to leave understanding little about physics but the fact that it is complicated. In the case of Serway they are likely to spend too much time doing math that while important, is likely to chase them away from physics before they have any real understanding.

This book should come before any of those. Explanations of common every day events like rainbows or pendulums with only minimal math. The only reason I say it is the second book on physics you should read is that Surely You're Joking Mr. Feynman is a better place to start. It gives little real explanation of physics but does a better job of changing your perception of physics. That book will give you enough excitement about learning physics to push you through the more complicated parts of this book then maybe even some of the more advanced texts on the subject.

3 of 3 people found the following review helpful.
Thank You Dr. Lewin for such an Incredible Gift for all of us!!!
By JK
I can't remember having so much fun, feeling so excited and learning as much as I did reading this book!! Walter Lewin's enthusiasm for physics leaps off every page. I could sense his excitement, passion and energy with every page, and I love the feel of his Dutch accent; it made the book even more intimate and engaging. However, no reader will be simply engaged, but completely and wholly sucked in and feeling like someone just shared with you all the secrets of the universe (which Dr. Lewin actually does!). Of course you will learn a tremendous amount about physics, the world around you and the answers to a whole host of "why" questions, but I also found his enthusiasm rubbing off on me and I finished this book with a renewed sense of being more enthusiastic about life in general and vowed to look at everything with such marvel and wonder.

My 9-year old son absolutely loved this book as well. Young or old, this is a wonderful book on so many levels; taking a topic many find intimidating and making it accessible for anyone, it is Dr. Lewin speaking from the heart and sharing something truly wonderful with all of us. If you really want to see this book come alive, watch any of his lectures on MIT's website. Everyone should have a chance to experience a teacher like Dr. Lewin.

1 of 1 people found the following review helpful.
It's not a matter of understanding physics, it's a matter of falling in love with it!
By Book Shark
For the Love of Physics: From the End of the Rainbow to the Edge of Time, A Journey Through the Wonders of Physics by Walter Lewin

"For the Love of Physics" is the wonderful, educational book that enlightens the layperson to physics. Professor Lewin's passion for physics shines throughout the book as he takes readers on a journey from the tiniest particles to the utter vastness of our universe. Acclaimed MIT professor Walter Lewin, helps us see the world through the eyes of physics. This book is in essence a two-part book, in the first part Lewin focuses on the basics of physics. The second part has to do with his area of expertise, X-Ray Astronomy. An enjoyable, instructive read that is perfect for the layperson who wants to learn about physics through a practical lens versus a mathematical one. This 320-page book is composed of the following fifteen chapters: 1. From the Nucleus to Deep Space, 2. Measurements, Uncertainties, and the Stars, 3. Bodies in Motion, 4. The Magic of Drinking, 5. Over and Under, Outside and Inside, the Rainbow, 6. The Harmonies of Strings and Winds, 7. The Wonders of Electricity, 8. The Mysteries of Magnetism, 9. Energy Conservation - Plus ca change..., 10. X-rays from Outer Space!, 11. X-ray Ballooning, the Early Days, 12. Cosmic Catastrophes, Neutron Stars, and Black Holes, 13. Celestial Ballet, 14. X-ray Bursters! And. 15. Ways of Seeing.

Positives:
1. A well-written book about physics that focuses on the beauty of it rather than the details.
2. Well-researched book that is accessible to the masses.
3. Professor Lewin's goal are to educate and to exude excitement over his topics...mission accomplished. As a reader and reviewer, I appreciate the passion
4. An inside look at the world of a physicist. The love for astronomy...Interesting.
5. One of the great strengths of this book is how Lewin educates his students on physics. By using everyday experiences, he is able to convey complex topics in an understandable and hands on way.
6. There are some heart-warming and tragedy behind Professor Lewin's fascinating life and he is kind and brave enough to share them with the readers.
7. The wonderful world of optics. One of the most fascinating optical phenomena...glories.
8. Newton's three laws of motion.
9. The gravity of the situation. Mass vs. weight.
10. Does a wonderful job of properly attributing discoveries to their discoverers.
11. Answers a lot of everyday questions through physics: why is the sky blue, what causes rainbows, how do planes fly, etc....
12. The basics of sound waves. Myths debunked along the way.
13. Electricity in a whole new light. Magnetism. The physics of lightning. The great Maxwell.
14. How energy works. The various types and applications.
15. The second part of the book, the author concentrates in his area of expertise X-ray astronomy. A tour deluxe of the x-ray universe. The author goes in more depth and takes you out of the classroom. It feels like a memoir of sorts.
16. A lot of amusing tales regarding his days in the field.
17. Neutron stars, supernovae, black holes, neutrinos, pulsars..oh my!
18. Some of the most amazing facts you will ever read, "A teaspoon of neutron star matter would weigh 100 million tons on Earth".
19. X-ray bursts!
20. Stellar spectroscopy...the most powerful tool in astrophysics.
21. The golden age of cosmology.
22. Find out about Professor Lewin's "other" love.
23. Links, very helpful links that add depth to the topics discussed.

Negatives:
1. The Kindle version omits the picture inserts unless you count the links for the Kindle Fire.
2. This book is intended for the masses so those in the field of physics will find it too basic.
3. Let's face it, it pains me to say it but a lot of people just can't handle science even at its most accessible.

In summary, after reading this educational book the quote that best summarizes it, " A woman does not want to be understood, she wants to be loved". I apologize for not properly attributing the quote but I feel it captures the essence of this book. Professor Lewis wants you to learn about physics but his focus is for you to fall in love with physics. The love for physics will drive one's innate curiosity toward learning physics. It's a wonderful philosophy to have and this book emanates rays of wisdom. If you are a layperson and want to see the world in a different light by all means pick up this book!

Further suggestions: "Physics of the Future: How Science Will Shape Human Destiny and Our Daily Lives by the Year 2100" by Michio Kaku, "The Physics Book: From the Big Bang to Quantum Resurrection, 250 Milestones in the History of Physics (Sterling Milestones)" by Clifford A. Pickover, "Death from the Skies!: These Are the Ways the World Will End . . ." by Phillip C. Plait, "Death by Black Hole: And Other Cosmic Quandaries" by Neil deGrasse Tyson, "A Universe from Nothing: Why There Is Something Rather than Nothing" by Lawrence Krauss, "Knocking on Heaven's Door: How Physics and Scientific Thinking Illuminate the Universe and the Modern World" by Lisa Randall, "Wonders of the Universe" and "Why Does E=mc2? (And Why Should We Care?)" by Brian Cox, "Big Bang: The Origin of the Universe (P.S.)" by Simon Singh, and "The Grand Design" by Stephen Hawking.

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