E Manhattan Project 65 Years Later by CYNTHIA C
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
A New Effort to Achieve World
Marshall and the Atomic Bomb Marshall and the Atomic Bomb By Frank Settle General George C. Marshall and the Atomic Bomb (Praeger, 2016) provides the first full narrative describing General Marshall’s crucial role in the first decade of nuclear weapons that included the Manhattan Project, the use of the atomic bomb on Japan, and their management during the early years of the Cold War. Marshall is best known today as the architect of the plan for Europe’s recovery in the aftermath of World War II—the Marshall Plan. He also earned acclaim as the master strategist of the Allied victory in World War II. Marshall mobilized and equipped the Army and Air Force under a single command, serving as the primary conduit for information between the Army and the Air Force, as well as the president and secretary of war. As Army Chief of Staff during World War II, he developed a close working relationship with Admiral Earnest King, Chief of Naval Operations; worked with Congress and leaders of industry on funding and producing resources for the war; and developed and implemented the successful strategy the Allies pursued in fighting the war. Last but not least of his responsibilities was the production of the atomic bomb. The Beginnings An early morning phone call to General Marshall and a letter to President Franklin Roosevelt led to Marshall’s little known, nonetheless critical, role in the development and use of the atomic bomb. The call, received at 3:00 a.m. on September 1, 1939, informed Marshall that German dive bombers had attacked Warsaw. -
Unit I Spiral Exam – World War II (75 Points Total) PLEASE DO NO
Mr. Huesken 10th Grade United States History II Unit I Spiral Exam – World War II (75 points total) PLEASE DO NO WRITE ON THIS TEST DIRECTIONS – Please answer the following multiple-choice questions with the best possible answer. No answer will be used more than once. (45 questions @ 1 point each = 45 points) 1) All of the following were leaders of totalitarian governments in the 1930’s and 1940’s except: a. Joseph Stalin b. Francisco Franco. c. Benito Mussolini d. Neville Chamberlain. 2) In what country was the Fascist party and government formed? a. Italy b. Japan c. Spain d. Germany 3) The Battle of Britain forced Germany to do what to their war plans in Europe in 1942? a. Join the Axis powers. b. Fight a three-front war. c. Put off the invasion of Britain. d. Enter into a nonaggression pact with Britain. 4) The Nazis practiced genocide toward Jews, Gypsies, and other “undesirable” peoples in Europe. What does the term “genocide” mean? a. Acting out of anti-Semitic beliefs. b. Deliberate extermination of a specific group of people. c. Terrorizing of the citizens of a nation by a government. d. Killing of people for the express purpose of creating terror. 5) The term “blitzkrieg” was a military strategy that depended on what? a. A system of fortifications. b. Out-waiting the opponent. c. Surprise and quick, overwhelming force. d. The ability to make a long, steady advance. 6) In an effort to avoid a second “world war”, when did the Britain and France adopt a policy of appeasement toward Germany? a. -
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. -
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. -
World War II Europe, Africa and Asia (The Pacific) World War II: an Overview
World War II Europe, Africa and Asia (the Pacific) World War II: an overview War Fought in Europe but also Asia and Africa ‘Allied Powers:’ Britain, France, Poland ‐ supported by African, Indian, Commonwealth (Canadian, Australian, New Zealand, South African) troops ‐ Soviet Union joined 1941 (after initial co‐ operation with Germany) ‐ China also joined 1941 By 1942, ‘direction’ of Allies in hands US, Britain and Soviet Union World War II: an overview War Fought in Europe but also Asia and Africa ‘Axis Powers:’ Germany, Italy, Japan (grew from mid‐1930s Com‐Intern Pact) ‐ included support of several ‘puppet’ states in eastern Europe, Asia ‐ e.g. Japanese Manchukuo, Burma, Philippines, Indochina (Vietnam) ‐ French North/West Africa following fall of France (e.g. Morocco, Tunisia, Algeria ) ‐ Italy’s North African colony, Libya World War II: an overview Overview: German Aggression ‐ 1939: officially ‘War in Europe’ began in when Germany invaded Poland, Britain and France responded by declaring war on Germany ‐1940: Germany attacked, occupied Denmark, Norway, ‐ followed by Belgium, the Netherlands, and finallyFrance ‐ only now did British ground forces engage The Momentum of War April-May 1940 World War II: Fall of France Occupation of France 1940: ‐ French forces backed by British allies fell to Germans in seven weeks (spring) ‐ British forces scrambling to escape: many losses ‐ country divided between Military Occupation (north) and ‘Vichy government’ (south) –1942‐44 whole country occupied ‐ French colonies North/West Africa became by -
Paper Formatting Instructions
RERTR 2019 – 40TH INTERNATIONAL MEETING ON REDUCED ENRICHMENT FOR RESEARCH AND TEST REACTORS OCTOBER 6-9, 2019 THE WESTIN ZAGREB ZAGREB, CROATIA Y-12 Past, Present, and Future Supplying Uranium Brent Wilhoit and Lloyd Jollay Nuclear Material Applications Y-12 National Security Complex Oak Ridge, TN 37831 USA ABSTRACT The Y-12 National Security Complex (Y-12) has a rich history rooted in the Manhattan Project and the early nuclear era which included enriching uranium using the Calutron process. After World War II, Y-12 focused its mission on the production of weapons components. As the cold war ended, Y-12 became heavily involved in the dismantlement of secondary components. The uranium which became excess to national security needs was provided for supply. This highly enriched uranium (HEU) would also be down-blended at Y-12 to produce high assay low enriched uranium (HALEU). These excess materials have been distributed around the world for research reactors. Y-12’s collective skills have assisted the broader nonproliferation mission of converting research reactors from HEU to HALEU. In addition, HEU from around the world has been repatriated to Y-12 for future peaceful uses such as the production of HALEU for research reactors and medical isotope production. Copyright Notice This document has been authored by Consolidated Nuclear Security, LLC, a contractor of the U.S. Government under contract DE‑NA0001942, or a subcontractor thereof. Accordingly, the U.S. Government retains a paid‑up, nonexclusive, irrevocable, worldwide license to publish or reproduce the published form of this contribution, prepare derivative works, distribute copies to the public, and perform publicly and display publicly, or allow others to do so, for U. -
Reflections of War Culture in Silverplate B-29 Nose Art from the 509Th Composite Group by Terri D. Wesemann, Master of Arts Utah State University, 2019
METAL STORYTELLERS: REFLECTIONS OF WAR CULTURE IN SILVERPLATE B-29 NOSE ART FROM THE 509TH COMPOSITE GROUP by Terri D. Wesemann A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE in American Studies Specialization Folklore Approved: ______________________ ____________________ Randy Williams, MS Jeannie Thomas, Ph.D. Committee Chair Committee Member ______________________ ____________________ Susan Grayzel, Ph.D. Richard S. Inouye, Ph.D. Committee Member Vice Provost for Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2019 Copyright © Terri Wesemann 2019 All Rights Reserved ABSTRACT Metal Storytellers: Reflections of War Culture in Silverplate B-29 Nose Art From the 509th Composite Group by Terri D. Wesemann, Master of Arts Utah State University, 2019 Committee Chair: Randy Williams, MS Department: English Most people are familiar with the Enola Gay—the B-29 that dropped Little Boy, the first atomic bomb, over the city of Hiroshima, Japan on August 6, 1945. Less known are the fifteen Silverplate B-29 airplanes that trained for the mission, that were named and later adorned with nose art. However, in recorded history, the atomic mission overshadowed the occupational folklore of this group. Because the abundance of planes were scrapped in the decade after World War II and most WWII veterans have passed on, all that remains of their occupational folklore are photographs, oral and written histories, some books, and two iconic airplanes in museum exhibits. Yet, the public’s infatuation and curiosity with nose art keeps the tradition alive. The purpose of my graduate project and internship with the Hill Aerospace Museum was to collaborate on a 60-foot exhibit that analyzes the humanizing aspects of the Silverplate B-29 nose art from the 509th Composite Group and show how nose art functioned in three ways. -
FIFTY YEARS AFTER HIROSHIMA and NAGASAKI Y. Nishiwaki
XA05C0005 INVITED PRESENTATIONS PROCEEDINGS FIFTY YEARS AFTER HIROSHIMA AND NAGASAKI Y. Nishiwaki Prof. Emeritus, Tokyo Institute of Technology, Tokio, Japan Hon.Prof. der Universität Wien, Institut fir Medizinische Physik, Universität Wien, Wien, Austria Fifty years ago, in 1945, the first three atomic bombs in human history were produced by the United States; one of these bombs was exploded experimentally at the testing ground in the desert 80 km from Alamogordo, New Mexico, on 16 July. The remaining two were used against Japan; the one called "Little Boy", using Uranium 235 was dropped on Hiroshima on 6 August, the other "Fat Man", using Plutonium 239 on Nagasaki on 9 August, 1945. In the early morning, at 1:30 a.m. of 6 August 1945, a United States Army weather observation plane took off from the Tinian air base in one of the Mariana Islands in the Pacific towards Japan. As the plane approached Hiroshima, at an altitude of about 10,000 metres, it sent a message to the B-29 "Enola Gay" loaded with an atomic bomb, which was following it, "fair weather, ready for air raid." The "Enola Gay" took off from Tinian Island at 2:45 a.m. together with two observation planes on both sides, and invaded Hiroshima from the northeast and dropped the atomic bomb at 8:15:17 a.m., (Tinian time 9:15:17 a.m.), at an altitude of 9,600 metres. Records on the time of explosion range from 8:15 to 8:18 a.m., depending on the source of information. However, according to the Hiroshima City, the official time of explosion was announced to have been 8:15 a.m. -
Strategic Logistics and Logistical Strategies: How the Allies
Strategic Logistics and Logistical Strategies: How the Allies Triumphed in Europe Military Historical Society of Massachusetts ROTC Essay Contest 2020 Cadet Kyle Hammalian Detachment 355, Air Force ROTC Boston University 1 April 2020 Contents Introduction 1 The Importance of Logistics in War 4 How American Logistics Changed After the Attack on Pearl Harbor 6 Invading North Africa: Lessons from Planning Operation TORCH 10 The Invasion of Italy: Amphibious Assault, Again 14 The Buildup to France: Operation BOLERO 17 The Invasion of France: Operation OVERLORD 20 Conclusion 26 Notes 30 Bibliography 35 Hammalian 1 Introduction Victory in Europe (V-E) Day celebrates the victorious Allies of World War II and the unconditional surrender of Nazi Germany, which occurred on 8 May 1945. This year marks the 75th anniversary of V-E Day. Victory in Europe was the outcome of many years of sustained human conflict, supported by an unprecedented mobilization of military forces and the movement of massive amounts of materiel. Strategic decisions drove theater logistical requirements. Strategy includes both grand strategy and operational strategy. From a grand strategic perspective, war aims were set by political leaders such as President Franklin D. Roosevelt and Prime Minister Winston Churchill. Operation strategy, which includes planning military campaigns, was determined by military leaders like General George Marshall, General Dwight D. Eisenhower, and theater staff. Successful execution of operations at the tactical level can be attributed to the valor and dedication of Soldiers, Sailors, Marines, Airmen, and Coast Guardsman in battle. Logistical parameters constrained strategy. Leadership could set any strategy, and faithful service members could dedicate themselves to that objective, but no strategy can succeed without accounting for logistical considerations.