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The Smithsonian and the Enola Gay: the Crew
AFA’s Enola Gay Controversy Archive Collection www.airforcemag.com The Smithsonian and the Enola Gay From the Air Force Association’s Enola Gay Controversy archive collection Online at www.airforcemag.com The Crew The Commander Paul Warfield Tibbets was born in Quincy, Ill., Feb. 23, 1915. He joined the Army in 1937, became an aviation cadet, and earned his wings and commission in 1938. In the early years of World War II, Tibbets was an outstanding B-17 pilot and squadron commander in Europe. He was chosen to be a test pilot for the B-29, then in development. In September 1944, Lt. Col. Tibbets was picked to organize and train a unit to deliver the atomic bomb. He was promoted to colonel in January 1945. In May 1945, Tibbets took his unit, the 509th Composite Group, to Tinian, from where it flew the atomic bomb missions against Japan in August. After the war, Tibbets stayed in the Air Force. One of his assignments was heading the bomber requirements branch at the Pentagon during the development of the B-47 jet bomber. He retired as a brigadier general in 1966. In civilian life, he rose to chairman of the board of Executive Jet Aviation in Columbus, Ohio, retiring from that post in 1986. At the dedication of the National Air and Space Museum’s Udvar- Hazy Center in December 2003, the 88-year-old Tibbets stood in front of the restored Enola Gay, shaking hands and receiving the high regard of visitors. (Col. Paul Tibbets in front of the Enola Gay—US Air Force photo) The Enola Gay Crew Airplane Crew Col. -
The Making of an Atomic Bomb
(Image: Courtesy of United States Government, public domain.) INTRODUCTORY ESSAY "DESTROYER OF WORLDS": THE MAKING OF AN ATOMIC BOMB At 5:29 a.m. (MST), the world’s first atomic bomb detonated in the New Mexican desert, releasing a level of destructive power unknown in the existence of humanity. Emitting as much energy as 21,000 tons of TNT and creating a fireball that measured roughly 2,000 feet in diameter, the first successful test of an atomic bomb, known as the Trinity Test, forever changed the history of the world. The road to Trinity may have begun before the start of World War II, but the war brought the creation of atomic weaponry to fruition. The harnessing of atomic energy may have come as a result of World War II, but it also helped bring the conflict to an end. How did humanity come to construct and wield such a devastating weapon? 1 | THE MANHATTAN PROJECT Models of Fat Man and Little Boy on display at the Bradbury Science Museum. (Image: Courtesy of Los Alamos National Laboratory.) WE WAITED UNTIL THE BLAST HAD PASSED, WALKED OUT OF THE SHELTER AND THEN IT WAS ENTIRELY SOLEMN. WE KNEW THE WORLD WOULD NOT BE THE SAME. A FEW PEOPLE LAUGHED, A FEW PEOPLE CRIED. MOST PEOPLE WERE SILENT. J. ROBERT OPPENHEIMER EARLY NUCLEAR RESEARCH GERMAN DISCOVERY OF FISSION Achieving the monumental goal of splitting the nucleus The 1930s saw further development in the field. Hungarian- of an atom, known as nuclear fission, came through the German physicist Leo Szilard conceived the possibility of self- development of scientific discoveries that stretched over several sustaining nuclear fission reactions, or a nuclear chain reaction, centuries. -
The Manhattan Project and Its Legacy
Transforming the Relationship between Science and Society: The Manhattan Project and Its Legacy Report on the workshop funded by the National Science Foundation held on February 14 and 15, 2013 in Washington, DC Table of Contents Executive Summary iii Introduction 1 The Workshop 2 Two Motifs 4 Core Session Discussions 6 Scientific Responsibility 6 The Culture of Secrecy and the National Security State 9 The Decision to Drop the Bomb 13 Aftermath 15 Next Steps 18 Conclusion 21 Appendix: Participant List and Biographies 22 Copyright © 2013 by the Atomic Heritage Foundation. All rights reserved. No part of this book, either text or illustration, may be reproduced or transmit- ted in any form by any means, electronic or mechanical, including photocopying, reporting, or by any information storage or retrieval system without written persmission from the publisher. Report prepared by Carla Borden. Design and layout by Alexandra Levy. Executive Summary The story of the Manhattan Project—the effort to develop and build the first atomic bomb—is epic, and it continues to unfold. The decision by the United States to use the bomb against Japan in August 1945 to end World War II is still being mythologized, argued, dissected, and researched. The moral responsibility of scientists, then and now, also has remained a live issue. Secrecy and security practices deemed necessary for the Manhattan Project have spread through the govern- ment, sometimes conflicting with notions of democracy. From the Manhattan Project, the scientific enterprise has grown enormously, to include research into the human genome, for example, and what became the Internet. Nuclear power plants provide needed electricity yet are controversial for many people. -
Trivia Questions
TRIVIA QUESTIONS Submitted by: ANS Savannah River - A. Bryson, D. Hanson, B. Lenz, M. Mewborn 1. What was the code name used for the first U.S. test of a dry fuel hydrogen bomb? Castle Bravo 2. What was the name of world’s first artificial nuclear reactor to achieve criticality? Chicago Pile-1 (CP-1), I also seem to recall seeing/hearing them referred to as “number one,” “number two,” etc. 3. How much time elapsed between the first known sustained nuclear chain reaction at the University of Chicago and the _____ Option 1: {first use of this new technology as a weapon} or Option 2: {dropping of the atomic bomb in Hiroshima} A3) First chain reaction = December 2nd 1942, First bomb-drop = August 6th 1945 4. Some sort of question drawing info from the below tables. For example, “what were the names of the other aircraft that accompanied the Enola Gay (one point for each correct aircraft name)?” Another example, “What was the common word in the call sign of the pilots who flew the Japanese bombing missions?” A4) Screenshots of tables from the Wikipedia page “Atomic bombings of Hiroshima and Nagasaki” Savannah River Trivia / Page 1 of 18 5. True or False: Richard Feynman’s name is on the patent for a nuclear powered airplane? (True) 6. What is the Insectary of Bobo-Dioulasso doing to reduce the spread of sleeping sickness and wasting diseases that affect cattle using a nuclear technique? (Sterilizing tsetse flies; IAEA.org) 7. What was the name of the organization that studied that radiological effects on people after the atomic bombings? Atomic Bomb Casualty Commission 8. -
Smithsonian and the Enola
An Air Force Association Special Report The Smithsonian and the Enola Gay The Air Force Association The Air Force Association (AFA) is an independent, nonprofit civilian organiza- tion promoting public understanding of aerospace power and the pivotal role it plays in the security of the nation. AFA publishes Air Force Magazine, sponsors national symposia, and disseminates infor- mation through outreach programs of its affiliate, the Aerospace Education Founda- tion. Learn more about AFA by visiting us on the Web at www.afa.org. The Aerospace Education Foundation The Aerospace Education Foundation (AEF) is dedicated to ensuring America’s aerospace excellence through education, scholarships, grants, awards, and public awareness programs. The Foundation also publishes a series of studies and forums on aerospace and national security. The Eaker Institute is the public policy and research arm of AEF. AEF works through a network of thou- sands of Air Force Association members and more than 200 chapters to distrib- ute educational material to schools and concerned citizens. An example of this includes “Visions of Exploration,” an AEF/USA Today multi-disciplinary sci- ence, math, and social studies program. To find out how you can support aerospace excellence visit us on the Web at www. aef.org. © 2004 The Air Force Association Published 2004 by Aerospace Education Foundation 1501 Lee Highway Arlington VA 22209-1198 Tel: (703) 247-5839 Produced by the staff of Air Force Magazine Fax: (703) 247-5853 Design by Guy Aceto, Art Director An Air Force Association Special Report The Smithsonian and the Enola Gay By John T. Correll April 2004 Front cover: The huge B-29 bomber Enola Gay, which dropped an atomic bomb on Japan, is one of the world’s most famous airplanes. -
Weapon Physics Division
-!! Chapter XV WEAPON PHYSICS DIVISION Introduction 15.1 At the time of its organization in August 1944, the Weapon Physics or G Division (G for gadget, code for weapon) was given a directive to carry out experiments on the critical assembly of active materials, to de- vise methods for the study of the implosion, and to exploit these methods to gain information about the implosion. In April 1945, the G Division directive was extended to fnclude the responsibility for the design and procurement of the hnplosion tamper, as well as the active core. In addition to its primary work with critical assemblies and implosion studies, G Division undertook the design and testing of an implosion initiator and of electric detonators for the high explosive. The Electronics Group was transferred from the Experi- mental Physics Division to G Division, and the Photographic Section of the Ordnance Division became G Divisionts Photographic Group. 15.2 The initial organization of the division, unchanged during the year which this account covers, was as follows: G-1 Critical Assemblies O. R. Frisch G-2 The X-Ray Method L. W. Parratt G-3 The Magnetic Method E. W. McMillan G-4 Electronics W. A. Higginbotham G-5 The Betatron Method S. H. Neddermeyer G-6 The RaLa Method B. ROSSi G-7 Electric Detonators L. W. Alvarez G-8 The Electric Method D. K. Froman G-9 (Absorbed in Group G-1) G-10 Initiator Group C. L. Critchfield G-n Optics J. E. Mack - 228 - 15.3 For the work of G Division a large new laboratory building was constructed, Gamma Building. -
Foundation Document Manhattan Project National Historical Park Tennessee, New Mexico, Washington January 2017 Foundation Document
NATIONAL PARK SERVICE • U.S. DEPARTMENT OF THE INTERIOR Foundation Document Manhattan Project National Historical Park Tennessee, New Mexico, Washington January 2017 Foundation Document MANHATTAN PROJECT NATIONAL HISTORICAL PARK Hanford Washington ! Los Alamos Oak Ridge New Mexico Tennessee ! ! North 0 700 Kilometers 0 700 Miles More detailed maps of each park location are provided in Appendix E. Manhattan Project National Historical Park Contents Mission of the National Park Service 1 Mission of the Department of Energy 2 Introduction 3 Part 1: Core Components 4 Brief Description of the Park. 4 Oak Ridge, Tennessee. 5 Los Alamos, New Mexico . 6 Hanford, Washington. 7 Park Management . 8 Visitor Access. 8 Brief History of the Manhattan Project . 8 Introduction . 8 Neutrons, Fission, and Chain Reactions . 8 The Atomic Bomb and the Manhattan Project . 9 Bomb Design . 11 The Trinity Test . 11 Hiroshima and Nagasaki, Japan . 12 From the Second World War to the Cold War. 13 Legacy . 14 Park Purpose . 15 Park Signifcance . 16 Fundamental Resources and Values . 18 Related Resources . 22 Interpretive Themes . 26 Part 2: Dynamic Components 27 Special Mandates and Administrative Commitments . 27 Special Mandates . 27 Administrative Commitments . 27 Assessment of Planning and Data Needs . 28 Analysis of Fundamental Resources and Values . 28 Identifcation of Key Issues and Associated Planning and Data Needs . 28 Planning and Data Needs . 31 Part 3: Contributors 36 Appendixes 38 Appendix A: Enabling Legislation for Manhattan Project National Historical Park. 38 Appendix B: Inventory of Administrative Commitments . 43 Appendix C: Fundamental Resources and Values Analysis Tables. 48 Appendix D: Traditionally Associated Tribes . 87 Appendix E: Department of Energy Sites within Manhattan Project National Historical Park . -
Activity 7: Can the Bombings of Hiroshima and Nagasaki Be Justified?
Activity 7: Instructions World War II Activity 7: Can the bombings of Hiroshima and Nagasaki be justified? Purpose To examine historic evidence to draw conclusions and reach informed opinions. Curriculum Focus History - Understand the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies, identify and explain change and continuity within and across periods of history identify, select and use a range of historical sources, evaluate the sources used in order to reach reasoned conclusions, present and organise accounts and explanations about the past that are coherent, structured and substantiated, use chronological conventions and historical vocabulary. Communication – Oracy, reading, writing. ICT - Structure, refine and communicate information, produce a presentation. Thinking Skills - Identify the problem and set the questions to resolve it, suggest a range of options as to where and how to find relevant information and ideas, ask probing questions, build on existing skills, knowledge and understanding, evaluate options, use prior knowledge to explain links between cause and effect and justify inferences/ predictions, identify and assess bias and reliability, consider others’ views to inform opinions and decisions, determine success criteria and give some justification for choice. P4C – Feeling empathy. Materials Included in this pack: Activity sheet 7a – Student introduction Activity sheet 7b – Hiroshima before and after the bombing Activity sheet 7c – Detonations of the atomic bombs Activity sheet 7d – The effects of the atomic bombs (Warning: Contains graphic images of survivors of the bombings) Activity sheet 7e – Enola Gay and Bockscar Activity sheet 7f – Statistics Activity sheet 7g – Eyewitness accounts You will also need: Internet access, rope Groupings Whole class, four or five ©Imaginative Minds Ltd. -
Little Boy, the Antichristchild. the Beast in the Nuclear
UTTLE BOY, THE ANTICHRISTCHILD: THE BEAST IN THE NUCLEAR AGE EDDIE TAFO YA University of New México, USA (Resumen) El presente trabajo intenta demostrar cómo el "anticristo" de John Divine está hoy presente en la bomba atómica. La bomba no sólo ha atraido la atención de h'deres y empresas mundiales quienes la cuestionan y se preguntan "¿Quién puede luchar contra ella?" sino que además ejerce un control totalitario sobre el planeta. Al igual que el "corazón" de John, la bomba en un principio devolvió la paz a un mundo caótico, hizo iimumerables promesas y dijo numerosas blasfemias antes de asumir el papel del dios de la era moderna. The Wonum, the Beast and the Voice in the WUdaness In 1964, Robert Mosely stalked, stabbed, raped, and murdered Kitty Genovese on a New York City Street while 38 people listened to her cries and did nothing. Some even puUed chairs up to their windows to watch the horror.' While this is a sad commentary on U.S. culture, it is a paradigm theological moment. It is the Parable of the Good Samaritan transplanted from Luke's Gospel into modern times. On a theological level, the cries were not merely those of Kitty Genovese but the cries of the eternal Other, the person in need. While Christianity smce the time of Constantino has been a tool for the oppressing of gays, women, non-capitalists, and others, there is a persisten! line of thought which advócales that Jesús' message was not as much a matter of orthodoxy as it is a matter of orthopraxies; it is not so much a religión of repentance as it is a religión of divine duty predicated on listening and responding to the voice of the Other. -
A Secret Revealed
LESSON PLAN (Image: US Army/Air Force, public domain.) A SECRET REVEALED GRADE LEVEL: 7-12 TIME REQUIREMENT: 1-2 CLASS PERIODS INTRODUCTION OBJECTIVES After the United States dropped Little Boy on Hiroshima, Japan, In reading different letters about the atomic bomb sent the morning of August 6, 1945, the world learned of the great to and from a worker in the Manhattan Project, students secret behind the Manhattan Project. Even with thousands of should be able to determine how people from various people involved in the construction of atomic bombs, the secrecy backgrounds reacted to the news of its existence and around the manufacture of nuclear weapons remained tightly held. its use in combat. Students should also assess how the Outside of limited cases of espionage, news of the atomic bomb differing perspectives affected the way certain individuals went unnoticed among the general public until after the bombing reacted to the dropping of such bombs on Japanese of Hiroshima, and the dropping of Fat Man three days later on cities. By contrasting the views preserved in these Nagasaki. As knowledge of atomic weapons reached the general primary sources, students will be able to see how limited public, reactions varied widely. In this lesson, students will examine the knowledge of nuclear weapons was in 1945, how primary source materials from The National WWII Museum’s debates on use of the bomb emerged in the aftermath collection in which differing responses to the atomic bomb of the war, and how even those who participated in the appear. Looking at the letters of civilians living near Alamogordo, Manhattan Project had concerns about the existence of New Mexico, of a participant in the Manhattan Project, and of such weapons. -
ATOM for PEACE, NOT for WAR Prof
AUGUST, 2014 ATOM FOR PEACE, NOT FOR WAR Prof. Manashi Goswami ComeAugust,thewhole worldremembers Three otherplanes had left earlierin orderto two frightfuldays ofworld history,August 6th ascertain the weather condition over the and 9th, 1945. The atomic bombings of the possibletargets.On thehookinthe ceiling of cities of Hiroshima and Nagasaki in Japan the plane hung the ten- foot atomic bomb wereconducted onthesedays by theUnited "Little Boy". On 6th August,1945, the first States during the finalstageofWorld WarII. choice target Hiroshima, was having clear These two bombings werethefirst and remain weather.At 8:15(am) localtime, Enola Gay's theonly useofnuclearweapons in warfare. doorsprangopen and itdroppedthe little boy. By August1945, theallied Manhattan project had successfully tested an atomic deviceand had produced weapons based on two alternate designs.Auranium gun type atomic bomb (Little Boy) was dropped on Hiroshima on August 6,1945, followed by a Plutoniumimplosion-type bomb (Fat Man) onthecity ofNagasakionAugust 9. Within thefirsttwo to fourmonths of thebombing, The Mushroom Cloud acute effect killed 90,000 - 166,000 people Thebomb exploded 1,900feet abovethe in Hiroshima and 60,000 - 80,000 in city.The mushroom cloud itself was a Nagasaki. During the following months large number of people died various radiation spectacularsight.Abubbling mass ofpurple- effects and injuries. gray smoke with a hot red burning core estimated to have reached a height of 40,000 On the Day feet.Such was the description of dreadful At 2.45 amonMonday,August 6,1945a devastation that tookplaceon6th August1945 B-29 bomber plane,the Enola Gay tookoff at Hiroshima city. from Tinian, a north pacific island in the Why Hiroshima Marinianas,1500 miles south of Japan. -
DC: {1J( ~ Date -~}~2:L':7
OE'Ii'ICIAL USE ONLY Macklin, Virginia 2005 NETS, LLC National Educational Technology Solutions LLC K-25 Oral History Interview Date: 4/15/05 Interviewee: Virginia Macklin Interviewer: Jennifer Thonhoff an ETTP Derivative Class1f~P-z, ~'·. re-viewed this document for classi.fic;ho.J a~~,: determined the document is UNCLASSH'IEJ:, The review also resulted i<1 a det~matmn the document does not contain UCNIJ-ECI," UFE.,du DC: {1J( ~ Date -~}~2:L':7_ ------------------~I1.? Classification and 1nfonnat1ox1 Cc:r,~(:S (<~~,_, ·-- OFFICIAL USE ONLY -- Page··-1 OFFICIAL -USBtf 0~ OFFICL'\L USE ONLY Macklin, Virginia 2005 NETS, LLC [1:01:08] Thonhoff, J.: Can you state your name and spell it for me, please? Macklin, V.: Virginia Wohls Macklin, M-A-C-K-L-I-N. Thonhoff, J.: And where were you born? Macklin, V.: Nutley, New Jersey. Thonhoff, J.: And where did you live prior to coming to K-25? Macklin, V.: In Newark. That wasn't my residence but that's where I was at school. Thonhoff, J.: Do you want to -- can you give me the progression from when you were born up until -- Macklin, V.: Sure. I left -- I graduated from Oak Ridge High School, went on to a school of nursing at Presbyterian Hospital in Newark, New Jersey, stayed there for three years and after that, I was employed as the assistant to the night supervisor. So I worked nights, and in the daytime I slept and took courses on Monday afternoon at Rutgers University College in Newark where they were starting a school of nursing.