Purpose
Separately from these designations, nuclear tests are also often categorized by the purpose of the test itself.
- weapons-related tests are designed to garner information about how (and if) the weapons themselves work. Some serve to develop and validate a specific weapon type. Others test experimental concepts or are physics experiments meant to gain fundamental knowledge of the processes and materials involved in nuclear detonations.
- weapons effects tests are designed to gain information about the effects of the weapons on structures, equipment, organisms and the environment. They are mainly used to assess and improve survivability to nuclear explosions in civilian and military contexts, tailor weapons to their targets, and develop the tactics of nuclear warfare.
- safety experiments are designed to study the behavior of weapons in simulated accident scenarios. In particular, they are used to verify that a (significant) nuclear detonation cannot happen by accident. They include one-point safety tests and simulations of storage and transportation accidents.
- nuclear test detection experiments are designed to improve the capabilities to detect, locate, and identify nuclear detonations, in particular to monitor compliance with test-ban treaties.
- Peaceful nuclear explosions are conducted to investigate non-military applications of nuclear explosives.
Aside from these technical considerations, tests have been conducted for political and training purposes. Tests also often serve multiple purposes.
Read more about this topic: Nuclear Weapons Testing
Famous quotes containing the word purpose:
“How still the evening is,
As hushed on purpose to grace harmony!”
—William Shakespeare (1564–1616)
“... my one aim and concentrated purpose shall be and is to show that women can learn, can reason, can compete with men in the grand fields of literature and science ... that a woman can be a woman and a true one without having all her time engrossed by dress and society.”
—M. Carey Thomas (1857–1935)
“But this fully answered John’s purpose toward Betty, for as she did not understand, she highly admired him; and he concluded by again repeating that learning was a fine thing for a man but ‘twas both useless and blameworthy for a woman either to write or read.”
—Sarah Fielding (1710–1768)