Adapted by:
Miguel Jorge
Writer
Alba Mora
WriterAlmost 50 years ago, before the Internet existed and during a time when geopolitics was dominated by the Cold War, an event occurred that raised significant concerns in society. This incident foreshadowed what would later be amplified by the rise of social media platforms: the use of publicly available materials and information to develop weapons. Notably, in this case, the goal was to build an atomic bomb at home.
How to become a legend. In 1977, a lowly Princeton University student shocked the world–and the FBI–with an academic paper on how to build your own atomic bomb. The project detailed, with chilling precision, the steps needed to create a functional nuclear weapon.
John Phillips was a 21-year-old from Connecticut and the son of Greek immigrants. He was a physics major who hadn’t distinguished himself academically. In fact, he had struggled with his courses and was better known for wearing a soccer mascot costume than for any academic achievements. His unexpected rise to international fame stemmed from a unique combination of obsession, determination, research skills, and the desire to impress a well-known professor.
Academic challenge. Phillips faced a final assignment from the renowned physicist Freeman Dyson. The professor was teaching at Princeton after collaborating with notable figures such as Richard Feynman and Hans Bethe on some of the most complex projects of the 20th century. This includes the development of the atomic bomb as part of the Manhattan Project.
Dyson had asked his students to write a paper on nuclear proliferation. In light of his academic struggles, Phillips aimed to stand out with a provocative proposal. He wanted to recreate the design of a bomb similar to the one used in Japan, relying solely on public sources. Dyson was amused by the audacity of the idea and accepted the challenge. He promised an A grade if Phillips succeeded, but also said he would burn the paper after reading it.
An obsession. For weeks, Phillips tirelessly worked between the Princeton library and his bedroom. He gathered information from declassified National Technical Information Service documents, physics textbooks, and government communications. He also consulted with chemical company DuPont on implosion principles.
Without relying on any classified sources, the young student managed to write a 40-page document explaining step-by-step how to make a nuclear bomb. He submitted the paper and received top marks. Unexpectedly, his project began circulating by word of mouth until it reached the attention of professional physicists and the media.
A national celebrity. Phillips’ work attracted experts like Frank Chilton, a physicist specializing in nuclear engineering. Chilton confirmed that Phillips’ design was technically feasible, with access to plutonium being the only obstacle to its realization.
The boy with no academic future became known as “The A-Bomb Kid” by the media. He symbolized both unexpected brilliance and the dangers of unchecked disclosure in the nuclear age. His fame reached a tipping point when several alleged Pakistani scientists approached him, offering money in exchange for his paper. The FBI swiftly intervened, confiscating the document and a model the student had built. It also classified the material as sensitive information.
A contradictory legacy. Rather than leveraging his newfound fame to continue in the academic or scientific world, Phillips coauthored a book titled Mushroom: The True Story of the A-Bomb Kid in 1979. In it, he recounted his experiences and his unusual rise to fame. His awareness of the risks associated with nuclear proliferation eventually led him to become an anti-nuclear activist. In fact, he dedicated years to warning about how easily certain knowledge could end up in the wrong hands.
In an unexpected turn of events, Phillips’ career later shifted toward politics. He ran as a Democratic candidate for the House of Representatives in 1980 and 1982, though he didn’t achieve electoral success. The truth is he never shone as brightly again as he did after he wrote his homemade atomic bomb paper.
A cautionary tale. Phillips’ story is particularly relevant today, as the world seems more unstable than ever. His case established a troubling precedent. A student without access to classified materials managed to design a functional nuclear device using only public sources.
In a global context of increasing technological proliferation, Phillips’ experience continues to serve as a cautionary tale in debates about information security, science education, and ethical boundaries of knowledge.Although he never physically constructed the bomb, his work illustrated that danger doesn’t always originate from professional spies or enemy governments. It can also arise from curious minds with ample time, access to libraries, and a typewriter. Ironically, none of these may be necessary today.
Image | Oscar Ävalos
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