Atomic Bomb Research Presentation Planning Worksheet Assignment- Due 2/24/19

In the course of research preparation, I have learned a lot. First, a research project is a process where a researcher works from a broader perspective and narrows down until he or she focuses on interest enough to explore precisely the topic. I have realized that narrowing down involves reading more about a subject and concentrating on what is essential. Also, narrowing research question is important because it makes research more precise and guides researchers on what they should do.

I could not help to notice that there is a big difference between primary and secondary sources. The latter provides a firsthand account of events. In respect to the bombing of Japan, the sources report events and factors that motivated the bombing of Japan. Indifferently, secondary journals evaluate primary sources. For example, the article by Szilard (1945) emphasizes the issue of atomic bombs in respect to the power of commander-in-chief. These sources provided an understanding of WWII and the reasons behind the bombing of Japan. In a nutshell, they provide a broader perspective of the war. Based on what I have learned from secondary sources, politics influenced science.

In the context of the period discussed here the world was going through multiple transitions. In the era of science, different nations invested in weapons to showcase their military power. Also, there were constant conflicts between nations both from economic and political standpoints. These are some of the factors that led to world wars. Nations accumulated wealth in the expenses of other nations. From a political point of view, governments invested in science in fear of exploitation by other nations. Therefore, this brought a sense of motivation that eventually motivated nations to create toxic and deadly weapons such as the atomic bomb and radioactive weapons.

References Szilard, L. (1945, July 17). Leo Szilard's petition to the president of the United States. Retrieved from http://teachinghistory.org/history-content/beyond-the-textbook/25484