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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. -
Richard G. Hewlett and Jack M. Holl. Atoms
ATOMS PEACE WAR Eisenhower and the Atomic Energy Commission Richard G. Hewlett and lack M. Roll With a Foreword by Richard S. Kirkendall and an Essay on Sources by Roger M. Anders University of California Press Berkeley Los Angeles London Published 1989 by the University of California Press Berkeley and Los Angeles, California University of California Press, Ltd. London, England Prepared by the Atomic Energy Commission; work made for hire. Library of Congress Cataloging-in-Publication Data Hewlett, Richard G. Atoms for peace and war, 1953-1961. (California studies in the history of science) Bibliography: p. Includes index. 1. Nuclear energy—United States—History. 2. U.S. Atomic Energy Commission—History. 3. Eisenhower, Dwight D. (Dwight David), 1890-1969. 4. United States—Politics and government-1953-1961. I. Holl, Jack M. II. Title. III. Series. QC792. 7. H48 1989 333.79'24'0973 88-29578 ISBN 0-520-06018-0 (alk. paper) Printed in the United States of America 1 2 3 4 5 6 7 8 9 CONTENTS List of Illustrations vii List of Figures and Tables ix Foreword by Richard S. Kirkendall xi Preface xix Acknowledgements xxvii 1. A Secret Mission 1 2. The Eisenhower Imprint 17 3. The President and the Bomb 34 4. The Oppenheimer Case 73 5. The Political Arena 113 6. Nuclear Weapons: A New Reality 144 7. Nuclear Power for the Marketplace 183 8. Atoms for Peace: Building American Policy 209 9. Pursuit of the Peaceful Atom 238 10. The Seeds of Anxiety 271 11. Safeguards, EURATOM, and the International Agency 305 12. -
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. -
Revisiting One World Or None
Revisiting One World or None. Sixty years ago, atomic energy was new and the world was still reverberating from the shocks of the atomic bombings of Hiroshima and Nagasaki. Immediately after the end of the Second World War, the first instinct of the administration and Congress was to protect the “secret” of the atomic bomb. The atomic scientists—what today would be called nuclear physicists— who had worked on the Manhattan project to develop atomic bombs recognized that there was no secret, that any technically advanced nation could, with adequate resources, reproduce what they had done. They further believed that when a single aircraft, eventually a single missile, armed with a single bomb could destroy an entire city, no defense system would ever be adequate. Given this combination, the world seemed headed for a period of unprecedented danger. Many of the scientists who had worked on the Manhattan Project felt a special responsibility to encourage a public debate about these new and terrifying products of modern science. They formed an organization, the Federation of Atomic Scientists, dedicated to avoiding the threat of nuclear weapons and nuclear proliferation. Convinced that neither guarding the nuclear “secret” nor any defense could keep the world safe, they encouraged international openness in nuclear physics research and in the expected nuclear power industry as the only way to avoid a disastrous arms race in nuclear weapons. William Higinbotham, the first Chairman of the Association of Los Alamos Scientists and the first Chairman of the Federation of Atomic Scientists, wanted to expand the organization beyond those who had worked on the Manhattan Project, for two reasons. -
Trinity Scientific Firsts
TRINITY SCIENTIFIC FIRSTS THE TRINITY TEST was perhaps the greatest scientifi c experiment ever. Seventy-fi ve years ago, Los Alamos scientists and engineers from the U.S., Britain, and Canada changed the world. July 16, 1945 marks the entry into the Atomic Age. PLUTONIUM: THE BETHE-FEYNMAN FORMULA: Scientists confi rmed the newly discovered 239Pu has attractive nuclear Nobel Laureates Hans Bethe and Richard Feynman developed the physics fi ssion properties for an atomic weapon. They were able to discern which equation used to estimate the yield of a fi ssion weapon, building on earlier production path would be most effective based on nuclear chemistry, and work by Otto Frisch and Rudolf Peierls. The equation elegantly encapsulates separated plutonium from Hanford reactor fuel. essential physics involved in the nuclear explosion process. PRECISION HIGH-EXPLOSIVE IMPLOSION FOUNDATIONAL RADIOCHEMICAL TO CREATE A SUPER-CRITICAL ASSEMBLY: YIELD ANALYSIS: Project Y scientists developed simultaneously-exploding bridgewire detonators Wartime radiochemistry techniques developed and used at Trinity with a pioneering high-explosive lens system to create a symmetrically provide the foundation for subsequent analyses of nuclear detonations, convergent detonation wave to compress the core. both foreign and domestic. ADVANCED IMAGING TECHNIQUES: NEW FRONTIERS IN COMPUTING: Complementary diagnostics were developed to optimize the implosion Human computers and IBM punched-card machines together calculated design, including fl ash x-radiography, the RaLa method, -
Duck and Cover: How Print Media, the U.S. Government, and Entertainment Culture Formedamerica's Understanding of the Atom
DUCK AND COVER: HOW PRINT MEDIA, THE U.S. GOVERNMENT, AND ENTERTAINMENT CULTURE FORMEDAMERICA’S UNDERSTANDING OF THE ATOM BOMB A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts By Daniel Patrick Wright B.A., University of Cincinnati, 2013 2015 Wright State University WRIGHT STATE UNIVERSITY GRADUATE SCHOOL May 5, 2015 I HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION BY Daniel Patrick Wright ENTITLED Duck and Cover: How Print Media, the U.S. Government and Entertainment Culture Formed America’s Understanding of the Atom Bomb BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Master of Arts ________________________________ Jonathan Winkler, Thesis Director ________________________________ Carol Herringer, Chair History Department Committee on College of Liberal Arts Final Examination ________________________________ Drew Swanson, Ph.D. ________________________________ Nancy Garner, Ph.D. ________________________________ Robert E. W. Fyffe, Ph.D. Vice President for Research and Dean of the Graduate School ABSTRACT Wright, Daniel Patrick. M.A. Department of History, Wright State University, 2015. Duck and Cover: How Print Media, the U.S. Government and Entertainment Culture Formed America’s Understanding of the Atom Bomb This research project will explore an overview of the different subsections of American post-war society that contributed to the American “atomic reality” in hopes of revealing how and why the American understanding of atomic weapons did not slowly evolve over the course of a generation, but instead materialize rapidly in the years following the bombing of Hiroshima and Nagasaki. By analyzing government sources and programs, print media sources such as newspapers and magazines, and the American entertainment culture of the 1940s and 1950s, this research project will answer exactly why and how the American public arrived at its understanding of the atom bomb. -
Nuclear Winter and the End of the Age of Agriculture by Dr
Nuclear Winter and the End of the Age of Agriculture By Dr. Lawrence Badash Professor Emeritus of History of Science Department of History University of California Santa Barbara, CA 93106-9410 [email protected] Prepared for The Jeffrey Rubinoff Sculpture Park MAY 2010 COMPANY OF IDEAS FORUM Dr. Lawrence Badash University of California, Santa Barbara Lawrence Badash received a B.S. in physics from Rensselaer Polytechnic Institute in 1956, and a Ph.D. in history of science from Yale University in 1964. He is Professor Emeritus of History of Science at the University of California, Santa Barbara, where he taught for thirty-six years. He has been a NATO Postdoctoral Science Fellow at Cambridge University, a Guggenheim Fellow, Visiting Professor of International Studies at Meiji Gakuin University in Yokohama, Director of the University of California Institute on Global Conflict and Cooperation's Summer Seminar on Global Security and Arms Control, a lecturer on the nuclear arms race at the Inter-University Center of Postgraduate Studies in Dubrovnik, Croatia, a Council member of the History of Science Society, a Member-at-Large of the Section on History and Philosophy of Science of the American Association for the Advancement of Science, and a member of the Executive Committee of the Forum on Physics and Society of the American Physical Society. Badash is a Fellow of the American Physical Society and of the American Association for the Advancement of Science. His research is centered on the physical sciences of the past century, especially the development of radioactivity and nuclear physics; on the role of scientists in the nuclear arms race; and on the interaction of science and society. -
The Laboratory of the Atomic Age
The Laboratory of the Atomic Age Edward Teller ll of us hope that, in the long New Mexico would be an ideal place ongoing liberalism in the old sense run, the energy of the atomic to develop weapons. That remark of the word, that is, an unques- A n nucleus will be used struck me as rather peculiar at the tioned—perhaps even unnoticed— only for peaceful purposes. After a time because it wasn’t until a year tolerance of widely different ideas. half century of nuclear explosives later that Fermi made the final deci- Another remarkable fact about Los and nuclear reactors, the practical sion to emigrate from Fascist Italy Alamos is the uniformity of the effect of the former has been more to the United States. standard of living of its residents. important, both in our thinking and When we arrived in Los Alamos There are no very rich and no very in our expenditures. The existence in late March of 1943, we found a poor. Perhaps this characterization of nuclear weapons has had a decid- striking contrast between the beauti- of Los Alamos sounds too good to ed influence on human affairs. Los ful mountain surroundings and the be true, but I think such praise is Alamos, since its beginnings in dreary, green, barracks-like build- not unfounded. In large part, this March 1943, has been a unique ings in which we were going to live liberal environment is attributable place, distinguished both by its na- and work. Today, nothing is left of to the founder of Los Alamos, ture as a community and its continu- those early structures. -
HISC 111, UCSD, FALL 2011 the Atomic Bomb & the Atomic Age William Clark / [email protected] / Lecture: Tuesdays-Thursdays 5
HISC 111, UCSD, FALL 2011 The Atomic Bomb & the Atomic Age William Clark / [email protected] / Lecture: Tuesdays-Thursdays 5-6:20 PM, Center Hall 113 Office: 2302 HSS, East Wing / Hours: Tues+Thurs 12-1 & 6:30-7:30 P.M. Philip Clements ([email protected]): Sections & Office Hrs. TBA Audrey Lackner ([email protected]): Sections & Office Hrs. TBA There are no requirements or expected prior knowledge to take this class. You are expected to come to lectures. Grading: Class Participation (15+%) + Midterm (30%) + Final (55%). The class participation 15+% is given automatically to each student, but “bad behavior” (see below) will lead to a loss of some of this per cent of the grade. The midterm and final will consist of in-class short answers and essays. Exams will be based on materials presented in lectures and discussed in sections. You will NOT be examined on readings and videos per se, although they will be of great use in acquiring a depth of knowledge to write the essays. Excepting pace-makers, heating aids, and book-lights. all electronic devices are forbidden in class – use of such devices will severely impact your class participation grade! This means no texting etc. in class. The discussion sections are optional. It is absolutely possible to get an A in the class without attending any sections. But the TAs will play a very big role in formulating the midterm and final essay questions, based on discussions in the sections to be set up: we shall begin setting up the days and times of the sections on Thursday, 22 September, based on input from all the students. -
Atomic Engery Education Volume Four.Pdf
~ t a t e of ~ ofua 1952 SCIENTIFIC AND SOCIAL ASPECTS OF ATOMIC ENERGY (A Source Book /or General Use in Colleges) Volume IV The Iowa Plan for Atomic Energy Education Issu ed by the D epartment of Public Instruction J essie M. Parker Superintendent Des Moines, Iowa Published by the State .of Iowa ''The release of atomic energy on a large scale is practical. It is reasonable to anticipate that this new source of energy will cause profound changes in our present way of life." - Quoted from the Copyright 1952 Atomic Energy Act of 1946. by The State of Iowa "Unless the people have the essential facts about atonuc energy, they cannot act wisely nor can they act democratically."-. -David I Lilienthal, formerly chairman of the Atomic Energy Com.mission. IOWA PLAN FOR ATOMIC ENERGY EDUCATION FOREWORD Central Planning Committee About five years ago the Iowa State Department of Public Instruction became impressed with the need for promoting Atomic Energy Education throughout the state. Following a series of Glenn Hohnes, Iowa State Col1ege, Ames, General Chairman conferences, in which responsible educators and laymen shared their views on this problem, Emil C. Miller, Luther College, Decorah plans were made to develop material for use at the elementary, high school, college, and Barton Morgan, Iowa State College, Ames adult education levels. This volume is a resource hook for use with and by college students. M. J. Nelson, Iowa State Teachers College, Cedar Falls Actually, many of the materials in this volume have their origin in the Atomic Energy Day Hew Roberts, State University of Iowa, Iowa City programs which were sponsored by Cornell College and Luther College two or three years L. -
Nuclear Power Standardization
NUCLEAR POWER STANDARDIZATION By Robert Zuppert INTRODUCTION America has not ordered a new nuclear power plant since the 1970s. France, by contrast, has built 58 plants in the same period. And today, France gets more than 78 percent of its electricity from safe, clean nuclear power.1 America’s production of nuclear power plants in the United States has been stagnant for nearly 30 years. On the forefront of the failure of the government and private sector to revitalize the nuclear power industry has been the lack of standardization within the licensing, construction and operation of nuclear power plants. The failure to standardize all facets of nuclear power prevented the industry from being able to continue its licensing process following the nuclear accident at Three Mile Island in 1979. “After Three Mile Island (TMI), plants already designed and built, or partially built, incurred additional costs and delays associated with changes resulting from TMI.”2 Throughout this research paper, I will analyze the history of nuclear power and how the lack of a formal standardization process significantly affected the licensing process of nuclear reactors by the Nuclear Regulatory Commission (NRC). From the early licensing process, I will present why standardization was needed in the nuclear power industry and how the NRC implemented their new standardized licensing process for all nuclear reactors. Following my analysis, I will offer recommendations to help improve the current status of standardization in 1 Bush, George W. “A Secure Energy Future for America.” Nuclear Plant Journal. Vol. 23, Iss. 3 (May/Jun 2005), 42. 2 Blankinship, Steve. -
ABSTRACT Title of Dissertation: the PRINCIPAL UNCERTAINTY: U.S
ABSTRACT Title of Dissertation: THE PRINCIPAL UNCERTAINTY: U.S. ATOMIC INTELLIGENCE, 1942-1949 Vincent Jonathan Houghton, Doctor of Philosophy, 2013 Dissertation directed by: Professor Jon T. Sumida Department of History The subject of this dissertation is the U. S. atomic intelligence effort against both Nazi Germany and the Soviet Union in the period 1942-1949. Both of these intelligence efforts operated within the framework of an entirely new field of intelligence: scientific intelligence. Because of the atomic bomb, for the first time in history a nation’s scientific resources – the abilities of its scientists, the state of its research institutions and laboratories, its scientific educational system – became a key consideration in assessing a potential national security threat. Considering how successfully the United States conducted the atomic intelligence effort against the Germans in the Second World War, why was the United States Government unable to create an effective atomic intelligence apparatus to monitor Soviet scientific and nuclear capabilities? Put another way, why did the effort against the Soviet Union fail so badly, so completely, in all potential metrics – collection, analysis, and dissemination? In addition, did the general assessment of German and Soviet science lead to particular assumptions about their abilities to produce nuclear weapons? How did this assessment affect American presuppositions regarding the German and Soviet strategic threats? Despite extensive historical work on atomic intelligence, the current historiography has not adequately addressed these questions. THE PRINCIPAL UNCERTAINTY: U.S. ATOMIC INTELLIGENCE, 1942-1949 By Vincent Jonathan Houghton Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2013 Advisory Committee: Professor Jon T.