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YOU CAN BUILD AN ATOMIC BOMB! Blueprints Inside! Just Supply Fissionable Material - RI9 Repub
YOU CAN BUILD AN
ATOMIC BOMB!
Blueprints Inside!
Just Supply
Fissionable Material
- RI9 Repub
Originally published September 13, 2005
Quick, tell me what country stands alone as the only nation to drop, not 1, but 2 nuclear weapons on another non-European nation? No, it wasn’t a careless accident. It was done on purpose. Give up? Well let me ask you another question. What nation is always accusing other nations of attempting to construct WMDs? Give up on that one too? Well then, which nation wants to disarm all of its alleged enemies or “Axis of Evil”, while it maintains the largest nuclear arsenal on earth? Come on, you must know the answer to one of these questions. As a matter of fact, the answer to all these questions is the same nation. Still don’t know? Come on now, try harder; you must remember which nation I’m talking about. OK, I’ll give you a hint: the 2 atom bombs, dropped by this nation, were deployed to “save lives”, not destroy them. Still, no answer? It is usually identified by three capital letters. Need another hint? Well, it is situated north of Mexico and south of Canada. Still don’t know? Well then, you must be a conservative. I’m not dumping on conservatives; it’s just that only a conservative could fondly remember slavery while forgetting the answer to my questions.
I’m surprised at you for not knowing the answer to my question. It’s not as if the President, who dropped those 2 atom bombs was a conservative or even a Republican. In fact, he was a Democrat with the initials “H.T.” You are usually so good at blaming everything on the Democrats; I can’t believe you forgot this fact. I’m giving you just one more clue, and that’s it. This President, of the nation we’re talking about, deliberately left these two cities, Hiroshima and Nagasaki, in pristine condition during the regular bombing of this “Axis” power so that when the atomic bomb was ready to go, he could tell exactly how much damage the bomb actually did.
Please note that he did not leave two German cities untouched, just in case he might have to drop his double whammy on that Caucasian European nation instead. Also note that he knew exactly how many atom bombs this nation would produce: 1 test weapon and 2 for target practice. That’s how we know he always intended to drop the “bomb” on the oriental nation and not the Caucasian European country. That would have been a No-No! I guess that explains why the Caucasian European country had to be defeated 1st, before the oriental power. This allowed him to make his excuses seem plausible.
Just as this same nation, we’ve been discussing all along, instituted the Tuskegee experiment on black syphilis victims, instead of treating them, to determine what actually happens to untreated syphilis victims (never mind that Al Capone and countless others already demonstrated this after the discovery of penicillin by Alexander Fleming in 1928), this same nation plotted all along to “test” its new weapon on living yellow people and oriental cities; how else would they ever know just how powerful their atom bomb really was.
See how easy it is to use deductive reasoning to uncover historical truths. Wait until I do my article about the assassination of JFK! And you thought Lee Harvey did it, didn’t you!
HOW TO BUILD AN
ATOMIC BOMB
Yes, direct from the Internet, it's the information on how to build an atomic bomb. Who needs fertilizer when you can have much bigger bangs for your money?
-- courtesy of:
Randolph S. Vance
Locnar@iglou.com
http://www.subgenius.com/updates/X0002_How_to_build_an_ATOM.html
Tabacco: Go to above website for complete details
File courtesy of Outlaw Labs
--------------------------------
===============================================
-------------------------------------------------
- Documentation and Diagrams of the Atomic Bomb -
-------------------------------------------------
===============================================
______________
/ \
<-} DISCLAIMER {->
\______________/
The information contained in this file is strictly for academic use alone. Outlaw Labs will bear no responsibility for any use otherwise. It would be wise to note that the personnel, who design and construct these devices, are skilled physicists and are more knowledgeable in these matters than any layperson can ever hope to be... Should a layperson attempt to build a device, such as this, chances are s/he would probably kill him/herself, not by a nuclear detonation, but rather through radiation exposure. We, here at Outlaw Labs, do not recommend using this file beyond the realm of casual or academic curiosity.
-+ Table of Contents +-
----------------------------
I. The History of the Atomic Bomb
------------------------------
A). Development (The Manhattan Project)
B). Detonation
1). Hiroshima
2). Nagasaki
3). Byproducts of atomic detonations
4). Blast Zones
II. Nuclear Fission/Nuclear Fusion
------------------------------
A). Fission (A-Bomb) & Fusion (H-Bomb)
B). U-235, U-238 and Plutonium
III. The Mechanism of The Bomb
-------------------------
A). Altimeter
B). Air Pressure Detonator
C). Detonating Head(s)
D). Explosive Charge(s)
E). Neutron Deflector
F). Uranium & Plutonium
G). Lead Shield
H). Fuses
IV. The Diagram of The Bomb
-----------------------
A). The Uranium Bomb
B). The Plutonium Bomb
/\
/ \ <---------------------------[1]
/ \
_________________/______\_________________
| : ||: ~ ~ : |
[2]-------> | : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| :______||:_____________________________: |
|/_______||/______________________________\|
\ ~\ | | /
\ |\ | | /
\ | \ | | /
\ | \ | | /
\ |___\ |______________| /
\ | \ |~ \ /
\|_______\|_________________\_/
|_____________________________|
/ \
/ _________________ \
/ _/ \_ \
/ __/ \__ \
/ / \ \
/__ _/ \_ __\
[3]_______________________________ \ _|
/ / \ \ \
/ / \/ \ \
/ / ___________ \ \
| / __/___________\__ \ |
| |_ ___ /=================\ ___ _| |
[4]---------> _||___|====|[[[[[[[|||]]]]]]]|====|___||_ <--------[4]
| | |-----------------| | |
| | |o=o=o=o=o=o=o=o=o| <-------------------[5]
| | \_______________/ | |
| |__ |: :| __| |
| | \______________ |: :| ______________/ | |
| | ________________\|: :|/________________ | |
| |/ |::::|: :|::::| \| |
[6]----------------------> |::::|: :|::::| <---------------------[6]
| | |::::|: :|::::| | |
| | |::==|: :|== <------------------------[9]
| | |::__\: :/__::| | |
| | |:: ~: :~ ::| | |
[7]----------------------------> \_/ ::| | |
| |~\________/~\|:: ~ ::|/~\________/~| |
| | ||:: <-------------------------[8]
| |_/~~~~~~~~\_/|::_ _ _ _ _::|\_/~~~~~~~~\_| |
[9]-------------------------->_=_=_=_=_::| | |
| | :::._______.::: | |
| | .:::| |:::.. | |
| | ..:::::'| |`:::::.. | |
[6]---------------->.::::::' || || `::::::.<---------------[6]
| | .::::::' | || || | `::::::. | |
/| | .::::::' | || || | `::::::. | |
| | | .:::::' | || <-----------------------------[10]
| | |.:::::' | || || | `:::::.| |
| | ||::::' | |`. .'| | `::::|| |
[11]___________________________ ``~'' __________________________[11]
: | | \:: \ / ::/ | |
| | | \:_________|_|\/__ __\/|_|_________:/ | |
/ | | | __________~___:___~__________ | | |
|| | | | | |:::::::| | | | |
[12] /|: | | | | |:::::::| | | | |
|~~~~~ / |: | | | | |:::::::| | | | |
|----> / /|: | | | | |:::::::| <-----------------[10]
| / / |: | | | | |:::::::| | | | |
| / |: | | | | |::::<-----------------------------[13]
| / /|: | | | | |:::::::| | | | |
| / / |: | | | | `:::::::' | | | |
| _/ / /:~: | | | `: ``~'' :' | | |
| | / / ~.. | | |: `: :' :| | |
|->| / / : | | ::: `. .' <----------------[11]
| |/ / ^ ~\| \ ::::. `. .' .:::: / |
| ~ /|\ | \_::::::. `. .' .::::::_/ |
|_______| | \::::::. `. .' .:::<-----------------[6]
|_________\:::::.. `~.....~' ..:::::/_________|
| \::::::::.......::::::::/ |
| ~~~~~~~~~~~~~~~~~~~~~~~ |
`. .'
`. .'
`. .'
`:. .:'
`::. .::'
`::.. ..::'
`:::.. ..:::'
`::::::... ..::::::'
[14]------------------> `:____:::::::::::____:' <-----------------[14]
```::::_____::::'''
~~~~~
===============================================
- Diagram Outline -
---------------------
[1] - Tail Cone
[2] - Stabilizing Tail Fins
[3] - Air Pressure Detonator
[4] - Air Inlet Tube(s)
[5] - Altimeter/Pressure Sensors
[6] - Lead Shield Container
[7] - Detonating Head
[8] - Conventional Explosive Charge
[9] - Packing
[10] - Uranium (U-235) [Plutonium (See other diagram)]
[11] - Neutron Deflector (U-238)
[12] - Telemetry Monitoring Probes
[13] - Receptacle for U-235 upon detonation
to facilitate supercritical mass.
[14] - Fuses (inserted to arm bomb)
===============================================
- Diagram for Plutonium Bomb -
--------------------------------
[Gravity Bomb - Implosion Model]
--------------------------------
-> Cutaway Sections Visible <-
===============================================
/\
/ \ <---------------------------[1]
/ \
_________________/______\_________________
| : ||: ~ ~ : |
[2]-------> | : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| : ||: : |
| :______||:_____________________________: |
|/_______||/______________________________\|
\ ~\ | : |:| /
\ |\ | : |:| /
\ | \ | :__________|:| /
\ |:_\ | :__________\:| /
\ |___\ |______________| /
\ | \ |~ \ /
\|_______\|_________________\_/
|_____________________________|
/ \
/ \
/ \
/ _______________ \
/ ___/ \___ \
/____ __/ \__ ____\
[3]_______________________________ \ ___|
/ __/ \ \__ \
/ / \/ \ \
/ / ___________ \ \
/ / __/___________\__ \ \
./ /__ ___ /=================\ ___ __\ \.
[4]-------> ___||___|====|[[[[[|||||||]]]]]|====|___||___ <------[4]
/ / |=o=o=o=o=o=o=o=o=| <-------------------[5]
.' / \_______ _______/ \ `.
: |___ |*| ___| :
.' | \_________________ |*| _________________/ | `.
: | ___________ ___ \ |*| / ___ ___________ | :
: |__/ \ / \_\\*//_/ \ / \__| :
: |______________:|:____:: **::****:|:********\ <---------[6]
.' /:|||||||||||||'`|;..:::::::::::..;|'`|||||||*|||||:\ `.
[7]----------> ||||||' .:::;~|~~~___~~~|~;:::. `|||||*|| <-------[7]
: |:|||||||||' .::'\ ..:::::::::::.. /`::. `|||*|||||:| :
: |:|||||||' .::' .:::''~~ ~~``:::. `::. `|\***\|:| :
: |:|||||' .::\ .::''\ | [9] | /``::: /::. `|||*|:| :
[8]------------>::' .::' \|_________|/ `::: `::. `|* <-----[6]
`. \:||' .::' ::'\ [9] . . . [9] /::: `::. *|:/ .'
: \:' :::'.::' \ . . / `::.`::: *:/ :
: | .::'.::'____\ [10] . [10] /____`::.`::.*| :
: | :::~::: | . . . | :::~:::*| :
: | ::: :: [9] | . . ..:.. . . | [9] :: :::*| :
: \ ::: :: | . :\_____________________________[11]
`. \`:: ::: ____| . . . |____ ::: ::'/ .'
: \:;~`::. / . [10] [10] . \ .::'~::/ :
`. \:. `::. / . . . \ .::' .:/ .'
: \:. `:::/ [9] _________ [9] \:::' .:/ :
`. \::. `:::. /| |\ .:::' .::/ .'
: ~~\:/ `:::./ | [9] | \.:::' \:/~~ :
`:=========\::. `::::... ...::::' .::/=========:'
`: ~\::./ ```:::::::::''' \.::/~ :'
`. ~~~~~~\| ~~~ |/~~~~~~ .'
`. \:::...:::/ .'
`. ~~~~~~~~~ .'
`. .'
`:. .:'
`::. .::'
`::.. ..::'
`:::.. ..:::'
`::::::... ..::::::'
[12]------------------> `:____:::::::::::____:' <-----------------[12]
```::::_____::::'''
~~~~~
===============================================
- Diagram Outline -
---------------------
[1] - Tail Cone
[2] - Stabilizing Tail Fins
[3] - Air Pressure Detonator
[4] - Air Inlet Tube(s)
[5] - Altimeter/Pressure Sensors
[6] - Electronic Conduits & Fusing Circuits
[7] - Lead Shield Container
[8] - Neutron Deflector (U-238)
[9] - Conventional Explosive Charge(s)
[10] - Plutonium (Pu-239)
[11] - Receptacle for Beryllium/Polonium mixture
to facilitate atomic detonation reaction.
[12] - Fuses (inserted to arm bomb)
http://wiretap.area.com/Gopher/Library/Untech/atomic.bom
http://www.nada.kth.se/~asa/atomic.html
World War II and Atom Bomb
Author: Mrs. Marilyn Elliott
Subjects: Science, Computer Technology, Reading, English, Social Studies
Learning Levels: Middle School, High School, or Adult
Snapshot:
Students learn the scientific makeup of the atomic bomb. The students analyze the aftermath of radiation. The student will be exposed to the opinions of America and Japan about the use of the atomic bomb during World War II.
Abstract/Invitation:
The student will explore on the Internet to understand how nuclear fission works. Then the student decides if an atom bomb was necessary to achieve peace during World War II. The student will critique the situation during World War II and decide if he or she thinks we as the United States made the right decision to use the bomb to save lives. Did America make the correct decision in using the bomb during World War II? Does America want to use nuclear weapons to achieve peace today?
Situations:
This lesson should last five to seven days and might best be taught in science class because of the physics involved; however, the English teacher may be a guide for the debate. Either a lab or classroom with five computers will be needed for both paint and word processing. The computer or art teacher might guide the drawing of the bomb or drawing of nuclear fission. Before the reading of the different web sites, the students may need to have prior knowledge of point of view, such as first person or third person. These sites will be controversial in nature as the people from Japan are speaking with much emotion since they were the ones who were affected by the bomb. Many Americans believe the bombing was necessary for us to win the war and freedom.
Tasks:
The student explores the Internet to understand nuclear fission and radiation.
The student will draw in a painting program nuclear fission or the structure of the atom bomb.
The student will listen to the story or the students will read the story, The Weapon. Working in pairs, the students investigate both Japanese and American web sites and evaluate each viewpoint.
The student takes the pro or con view on using a bomb.
The students will divide into teams of five to debate the pros and cons of nuclear weapons.
Each student will write an editorial in word processing to the local paper to express his or her own feelings.
Interaction:
The students will research on the Internet or use the Grolier or Britannica to understand nuclear fission and the atomic bomb. The students will draw individually.
In cooperative groups, the students will debate. The teacher will act as a facilitator and evaluator during the debates. Individually, each will write his or her opinion in an editorial.
Projects:
Drawing: Have the students to answer the following: 1. How does an atomic bomb work? 2. Who invented the atom bomb?
Choices:
Draw a diagram of nuclear fission using a paint program.
Draw nuclear weapons.
The student will draw either a gun type explosion or implosion-type bomb. The student will show how neutrons strike the uranium container and split the uranium atoms with fission causing the destruction. Basically, the chain reaction should be shown in the painting or diagram.
Read the Short Story: Before the reading of the different web sites, the students may want to learn point of view (such as first person or third person).
If the teacher did not read the short story, “The Weapon,” by Frederic Brown, in the previous lessons, do so at this time because it will help the children understand the controversy, which underlies the use of the atom bomb. The story deals with a visitor, Mr. Neiman, who visits a scientist, Dr. Graham, to persuade him to not make a weapon, which is inferred to be a nuclear one. Then Dr. Graham asks him to leave, but Mr. Neiman gives Graham’s retarded son a loaded weapon. “Only a madman would give a loaded weapon to an idiot,” is the quote used at the end of the story. This story lends itself to dramatic discussions. Ask the following: “Do you believe in the use of the bomb to stop a person like Hitler or like Japan?” One must discuss irony as it relates to the surprise ending. The students could explain what they think happens in the ironic ending of the story, The Weapon, either orally or written in a small paragraph.
Now explore on the Internet to view the emotions of both the Americans and the Japanese feelings about nuclear weapons. This is best done in groups of two or three per computer. Allow discussion. The students must keep good notes and bookmark sites so that they may use this material for supporting details when they debate.
Then set up for a debate by dividing the students in cooperative groups with teams of five according to the pro or con stance. One side will be for nuclear weapons to defend the United States --pro and the other side will be against nuclear warfare-----con. They will debate back and forth giving supporting details for each of their conclusions, which they have drawn from the Internet.
Collectively in a group or each student will write on his or her view of using or not using the atomic bomb in an editorial letter. Using the word processing program and a good English book for form, the students will write a letter either pro or con on nuclear weapons. Send the letters to the local newspapers. The student will use persuasive writing keeping in mind that the newspaper readers will be the targeted audience.
Standards
The standards are from Tennessee Curriculum Framework.
The student will have knowledge of the atom bomb and nuclear fission.
Students will seek answers to questions by making careful observations.
Science will be enhanced through the use of technology.
The student will be able to understand irony.
The student will be able to determine point of view.
The student will be able to determine the outcome with use of one variable.
The student will analyze and collect data.
The student may write for different audiences and different purposes.
Assessment
The student should have been able to answer the questions on the Internet Search about the atomic bomb.
Then the drawings should be evaluated for accuracy and thoroughness of explanation of the electrons’, protons’, and neutrons’ activity and demonstration of how the isotope of uranium is used to start the fission.
The teacher will assess orally if the student understood irony and the moral of the lesson in the story, The Weapon.
The notes from gathering data may be evaluated by peers or the teacher to determine if the pair supported details from both the pro and con view.
The debate could be evaluated with voting on the best teams and their presentations. One might also use the presentation evaluation from the Propaganda Lessons in this unit to judge the debates.
The letter to the editor may be evaluated for both persuasion, clarity of the point of view, business letterform, and the grammar by the teacher and peers.
Tools
Use Grolier Encyclopedia or another encyclopedia to understand nuclear fission. The illustration is very clear in both Britannica and Grolier.
Look at these Web Sites:
http://www.city.Hiroshima.jp/C/City/speech.html
This site explains how the Japanese bombed Pearl Harbor on December 7, 1941, and how eventually, in order for us to save our own troops, we bombed Hiroshima. - Tabacco: In a pig's eye!
In this site, the students will see the devastation and destruction of the people and the city’s death. Many of the people had leukemia or other devastating illnesses. This gives the viewpoint of the people of Japan where other sites will give the viewpoint of the Americans. The viewpoint that the world should be free of nuclear weapons is taken.
http://www.city.hiroshima.jp/c/City/OAWP.html
Japanese viewpoint of the bombing in World War II by America is given.
http://www..coara.or.jp/~ryoji/abomb/e-index.html
Takeharu Terao’s, a Japanese survivor, tells a personal survival story.
http://www.nando.net/newsroom/ntn/world/080895/world714t.html
This tells about memorial tributes and services on August, 1995, when the fiftieth anniversary of the bombing was celebrated.
http://www.basenet.net/~eagle/column/col-8-10.html
This site gives Phyllis Schlafly’s opinion which expresses the need for dropping the bomb by America to save lives of the allied prisoners of war and civilian detainees held by the Japanese. Japan had planned to execute these prisoners in the event of an American invasion. The site quotes Truman as saying that he saved about 250,000 to 500,000 American lives.
http:www.city.hiroshima.jp/C/City/speech.html
Japanese viewpoint is given of the dropping of the bomb on Hiroshima.
http:www.city.hiroshima.jp/C/City/Children.html
This gives the viewpoint of Japanese children today.
http://genchem.chem.wisc.edu/courses/Fall96/108//books/marquard.htm#top
Mr. Ralph Lapp tells about his life with radiation.
http://www.csi.ad.jp/ABOMB/index.html
This museum explains how the atomic bomb was dropped on Hiroshima. Many details are given as the following quote:
"A bright light filled the plane," wrote Lt. Col. Paul Tibbets, the pilot of the Enola Gay, the B-29 that dropped the first atomic bomb.
http://www.sasked.gov.sk.ca/docs/midlsci/wwwboard/wwwboard.html
A good science lesson is given with scientific formulas.
http://www.needham.mec.edu/NPS_Web_docs/High_School/cur/mp/etcetera.html
This site gives an explanation of the Manhattan project. Many projects for a multiple disciplinary situation are shared with ideas for each discipline.
http://tqd.advanced.org/3471/noNetscape/fission.html
A very good explanation of nuclear fission and its history is demonstrated thoroughly.
http://www.iit.edu/~smile/physinde.html
This site produced by Henry Clay Elementary School tells about the radioactive decay curve.
http://www.iit.edu/~smile/ph9495.html
Radioactive decay and half-life is discussed by Sally Fladger.
http://www.csi.ad.jp/ABOMB/children.html
Children of Hiroshima provide art and feelings about the dropping of the bomb and the effects on Japan.
http://www.needham.mec.edu/NPS_Web_docs/High_School/cur/mp/thequiz.html
This site provided a quiz on the atomic bomb and its effects.
http://www.sasked.gov.sk.ca/docs/physics/u8c3phy.html
An advanced lesson on nuclear fission is provided.
http://www.ajsoftware.firsthost.com/Teacher.html
Materials are listed for teaching about radiation.
http://genchem.chem.wisc.edu/courses/Fall96/108//reports.htm
This sites explores the chemical explanation of the atomic bomb and a student book report explaining how brave the Maidens of Hiroshima were.
http://www.clarkson.edu/~aak/ww2/IV.html
This site tells about the Los Alamos Project and the Manhattan Project as well as WWII Technology.
http://genchem.chem.wisc.edu/courses/Fall96/108//books/marquard.htm#top
This tells about Dr. Lapp’s book on radiation.
Good Book -How Things Work by the editors of Consumer Guide published by Beekman House or Publications International, Ltd. A very clear explanation gives details of nuclear fission and atomic bombs.
http://www.scs.k12.tn.us/SCS/grants/gms/htmlpages/4-atom_bomb.html
Documentation and Diagrams of the
Atomic Bomb
NOTICE: TO ALL CONCERNED Certain text files and messages contained on this site deal with activities and devices, which would be in violation of various Federal, State, and local laws if actually carried out or constructed. The webmasters of this site do not advocate the breaking of any law. Our text files and message bases are for informational purposes only. We recommend that you contact your local law enforcement officials before undertaking any project based upon any information obtained from this or any other web site. We do not guarantee that any of the information contained on this system is correct, workable, or factual. We are not responsible for, nor do we assume any liability for, damages resulting from the use of any information on this site.
Documentation and Diagrams of the Atomic Bomb
-----------------------
-+ Table of Contents +-
-----------------------
I. The History of the Atomic Bomb
------------------------------
A). Development (The Manhattan Project)
B). Detonation
1). Hiroshima
2). Nagasaki
3). Byproducts of atomic detonations
4). Blast Zones
II. Nuclear Fission/Nuclear Fusion
------------------------------
A). Fission (A-Bomb) & Fusion (H-Bomb)
B). U-235, U-238 and Plutonium
III. The Mechanism of The Bomb
-------------------------
A). Altimeter
B). Air Pressure Detonator
C). Detonating Head(s)
D). Explosive Charge(s)
E). Neutron Deflector
F). Uranium & Plutonium
G). Lead Shield
H). Fuses
IV. The Diagram of The Bomb
-----------------------
A). The Uranium Bomb
B). The Plutonium Bomb
http://www.totse.com/en/bad_ideas/guns_and_weapons/atomic.html
Documentation and Diagrams
of the Atomic Bomb
File courtesy of Outlaw Labs by way of <tapostma@nuc.berkeley.edu>
Author: J.D. Dyson [jdyson@nyx10.cs.du.edu]
D I S C L A I M E R
The information contained in this file is strictly for academic use alone. Communications From Elsewhere will bear no responsibility for any use otherwise. It would be wise to note that the personnel who design and construct these devices are skilled physicists and are more knowledgeable in these matters than any layperson can ever hope to be... Should a layperson attempt to build a device such as this, chances are s/he would probably kill him/herself not by a nuclear detonation, but through radiation exposure. We here at Elsewhere do not recommend using this file beyond the realm of casual or academic curiosity.
Table of Contents
http://www.elsewhere.org/education/selfdef/nuc.bomb.html
Tabacco: Go to website for detailed instructions
The Atom and
its history
The Basic building blocks of all objects are small particles called atoms and molecules. Inside an atom or molecule are even smaller particles called protons, neutrons, and electrons. 
For example:
If you chopped a piece of copper into tiny particles, you would have … tiny particles of copper.
http://library.thinkquest.org/27917/content/chp3/atom_and_its_history.htm
Documentation and Diagrams
of the Atomic Bomb
Table of Contents
I. The History of the Atomic Bomb
A. Development (The Manhattan Project)
B. Detonation
1. Hiroshima
2. Nagasaki
3. Byproducts of atomic detonations
4. Blast Zones
II. Nuclear Fission/Nuclear Fusion
A. Fission (A-Bomb) & Fusion (H-Bomb)
B. U-235, U-238 and Plutonium
III. The Mechanism of The Bomb
A. Altimeter
B. Air Pressure Detonator
C. Detonating Head(s)
D. Explosive Charge(s)
E. Neutron Deflector
F. Uranium & Plutonium
G. Lead Shield
H. Fuses
IV. The Diagram of The Bomb
A. The Uranium Bomb
B. The Plutonium Bomb 
http://www.thewednesdayreport.com/documentation_and_diagrams_of_the_atomic_bomb.htm#III.E
Documentation and Diagrams
of the Atomic Bomb
File courtesy of Outlaw Labs
Author: J.D. Dyson [jdyson@nyx.net]
DISCLAIMER
The information contained in this file is strictly for academic use alone. UC Berkeley will bear no responsibility for any use otherwise…………
Table of Contents..........
http://www.nuc.berkeley.edu/neutronics/todd/nuc.bomb.html
Documentation and Diagrams
of the Atomic Bomb
Document courtesy of Outlaw Labs
Downloaded from the net 1996-01-02
Put into HTML 1996-09-22
Not copyrighted. May be reproduced freely.
http://www.serendipity.li/more/atomic.html
Last Update: Thursday, June 2, 2005. 6:00am (AEST)
Historians uncover Nazi
nuclear bomb diagram
A pair of German and US historians say they have found the only known diagram for the nuclear bomb that Nazi scientists strived to build during World War II.
The pair says the rough schematic does not imply that the Nazis built or even were close to building a nuclear bomb, but it shows they had progressed farther toward that goal than is conventionally thought.
The article appears in the June issue of the British monthly Physics World.
The 60-year-old document is part of a report that appears to have been produced just after the end of the war in Europe in May 1945.
The schematic diagram for a German atomic bomb was
discovered by Rainer Karlsch early in 2005.
http://www.abc.net.au/news/newsitems/200506/s1382497.htm
America's Next War?
Patrick J Buchanan
August 23, 2004
The United States of America will not permit the world's most dangerous regimes to threaten us with the world's most destructive weapons. This is the heart of the Bush Doctrine from the president's "axis of evil" address to Congress. And the nations that constituted that axis were Iraq, Iran and North Korea.
Under this doctrine, Iraq was invaded, Saddam overthrown and his army disbanded, though we have yet to find any of the "world's most destructive weapons."
With North Korea, the train has left the station. Pyongyang can now produce nuclear weapons and may possess half a dozen. For nations like North Korea and men like Kim Jong Il do not build costly and complex ballistic missiles simply to throw conventional explosives across an ocean.
Which leaves Iran. With Moscow's assistance, Tehran has been constructing a nuclear power plant at Bushehr. Once operational, Bushehr will, like Yongbyon in North Korea, yield plutonium as a byproduct.
Last year, the International Atomic Energy Agency also stumbled on a secret uranium-enrichment plant at Natanz. Its centrifuges were found to contain traces of weapons-grade uranium. Highly enriched uranium, U-235, is a component of atomic bombs. Little Boy, dropped on Hiroshima, had a uranium core. Fat Man, dropped on Nagasaki, had a plutonium core.
Lately, an effort by Russia, France and Germany to have Iran open up its nuclear plants to inspection has been rebuffed by Tehran. Having seen how America dealt summarily with Iraq, but proceeds gingerly with North Korea, Tehran has likely concluded that when a superpower is threatening pre-emptive strikes and preventive war, only nuclear weapons can deter it. Those who do not have such deterrents get the Saddam and Taliban treatment.
So it appears that the decisive test of the Bush Doctrine will come in Iran. And that test is probably not far off.
The Israelis have reportedly practiced strikes on Iran by crossing Turkish airspace and have Special Forces in the Kurdish regions of Iraq. There are rumors Sharon has told the White House that if we do not effect the nuclear castration of Iran, Israel will do the surgery herself, because she cannot live under the cloud of an atomic bomb in the possession of the patrons of Hezbollah.
Enter the "cakewalk" neoconservatives. Though disastrously wrong about Iraq's receptivity to U.S.-imposed democracy, and though they face disgrace and oblivion if Bush loses, they have one last card to play: That is to have America widen her wars with Afghanistan and Iraq with a pre-emptive strike on Iran’s nuclear facilities. For the neoconservatives, Iraq was simply Phase II of "World War IV" for imperial domination of the Middle East and serial destruction of the regimes in Iraq, Syria, Iran and Saudi Arabia, as well as of Hezbollah, Hamas and the Palestinian Authority.
The neocons have not abandoned this imperial project. Nor has Bush removed a single one from power, though they may yet cost him his presidency. And the neoconservative commentariat is again beating the drums for war – this time on Iran.
http://www.theamericancause.org/patamericasnextwar.htm
Tabacco: When you find a hornet’s nest, I’m not sure the best thing to do is “stir it up”. The unfortunate side effect of Bush’s “stirring” is that if the hornets strike back, we all go down with the man, who started this “preemptive stuff” – George W. Bush, quite possibly the last American President.
No, Tabacco is not blaming George W. because these websites exist - the Internet is the last frontier: the only one George W. doesn't control. If he ever gets control of the Internet, you can bet the rent that this blog will be one of the 1st to go!
Shhhhhhhhh! Remember to keep this information very, very secret! We wouldn't want our enemies, the Axis of Evil or Rogue States to find out how easy it is to build NUKES! Mum's the word!
Tabacco: I consider myself both a funnel and a filter. I funnel information, not readily available on the Mass Media, which is ignored and/or suppressed. I filter out the irrelevancies and trivialities to save both the time and effort of my Readers and bring consternation to the enemies of Truth & Fairness! When you read Tabacco, if you don’t learn something NEW, I’ve wasted your time.
In 1981's 'Body Heat', Kathleen Turner said, "Knowledge is power".
T.A.B.A.C.C.O. (Truth About Business And Congressional Crimes Organization) – Think Tank For Other 95% Of World