The Role of Deception in Hamlet Essay examples -- GCSE English Literat

The Role of Deception in Hamlet  Ã‚      In the play Hamlet, deception is a major factor in the cause of the deaths of all those who die in the play, including Hamlet himself. The following paragraphs will outline the deception involved in the deaths of various characters including: Polonius, Gertrude, Laertes, Ophelia, Rosencrantz and Guildenstern, and Old Hamlet; as well as the downfall of the antagonist and protagonist: Claudius and Hamlet themselves. Dishonesty is a major factor in the deaths of many characters. "I'll silence me even here. Pray you be round with him." (III, iv, 4-5), is what Polonius says before hiding behind the arras in Gertrude's bedroom, and eavesdropping on Hamlet's conversation with his mother. Much to Polonius' misfortune, he is stabbed by Hamlet, who really intended to kill Claudius, mistaking him for Polonius behind the tapestry. Also, before Gertrude dies, Claudius says, "It is the poisoned cup; it is too late." (V, ii, 270). He is referring to the poisoned wine which he made for Hamlet, but Gertrude drank instead, and died as a result. As well, "The treacherous instrument is in thy hand, / Unbated and envenomed. The foul practice / Hath turned on me. Lo, here I lie, / Never to rise again." (V, ii, 294-297), is what Laertes says to Hamlet before he dies. Laertes tells Hamlet about how his own plan to kill Hamlet has turned on him, how he was blinded by rage over the death of his father, and how Claudius was the one who put him up to it. Other cases in which deceit is the cause of death include the death of Ophelia, given the impression that she is no longer loved, by Hamlet, who is just pretending to be mad and really has feelings for her. Rosencrantz and Guildenstern were killed due to their ... ... Burnett, Mark Thornton. " 'For they are actions that a man might play': Hamlet as Trickster". Smith, Peter J., and Nigel Woods, eds. Hamlet.Buckingham: Open U P, 1996. (24-54). Leverenz, David. "The Inner Hamlet: An Interpersonal View". Schwartz, Murray M. and Coppelia Kahn, eds. Representing Shakespeare: New Psychoanalytic Essays. Baltimore: John Hopkins U P, 1980. Rosenberg, Marvin. "Deception in Hamlet". Thompson, Marvin, and Ruth Thompson, eds. Shakespeare and the Sense of Identity. Newark: U of Delaware P, 1989. Shakespeare, William. The New Cambridge Shakespeare: Hamlet, Prince of Denmark. Ed. Philip Edwards. Cambridge: Cambridge U P, 1985. Thatcher, David. Begging to Differ: Modes of Discrepancy in Shakespeare. New York: Peter Lang, 1999. Vickers, Brian. Appropriating Shakespeare: Contemporary Critical Quarrels. New Haven: Yale U P, 1993

Experimental Confirmation Concerning a Widespread Misconception

Title The Photoelectric Effect – Experimental confirmation concerning a widespread Misconception in the Theory Gao Shenghan 1, Huan Yan Qi 1, Wang Xuezhou 1, Darren Wong 2, Paul Lee 2 and Foong See Kit 2 1 Raffles Institution, One Raffles Institution Lane, Singapore 575954 2 Natural Sciences and Science Education, National Institute of Education, Nanyang Technological University, Singapore 637616 Abstract The photoelectric effect is a well-known and widely taught field in many schools and institutions, yet it has been shown through theoretical arguments that there is a common error in the theory in which this topic is learnt and taught.The common theory is that the energy of the incoming photons must be greater than the work function of the emitter, and also that the difference between the energy of the photon and the work function of the emitter must be greater than the voltage applied between the emitter and collector multiplied by the elementary charge. This paper provides experimental evidence for the correct interpretation of the photoelectric effect in order to correct the misconception.In this paper, it was experimentally determined that both the work functions of the emitter and the collector metals must be taken into account in order for a current to be detected, contrary to conventional theory. Introduction The photoelectric effect is the phenomenon in which electrons are liberated from matter as a result of electromagnetic radiation being shone onto it. Generally, the phenomenon is only investigated in metals as they require lower energy from the radiation. The photoelectric effect was first discovered by Heinrich Hertz in 1887 and was explained by Albert Einstein in 1905.Einstein’s model quantized light as photons, each with energy E=h? where h is the Planck’s constant and ? is the frequency. Einstein also introduced the work function ? of a material, defined as the minimum amount of energy needed in order to liberate an electro n from the material. Through this model, the characteristic photoelectric equation eVs=h? -? can be derived where Vs is the stopping voltage. Eisntein’s explanation and relations of the photoelectric effect, shown below, has been taught in many schools all around the world today and is widely known. Theory In this section we present the derivation of the photoelectric equation eVs=h? ?. From the definition of ? , it follows that once an electron has been liberated, it has a maximum possible kinetic energy of h? -?. This also implies that h? >? for a liberation of electron. When an external voltage V is applied across the metals, there is a potential difference between the plates and thus when the electron needs KE>eV in order to to reach the collector plate. Combining the two relations, we get h? -? >eV. In the equality case, we call the voltage Vs, which is the is the minimum amount of voltage needed to be applied such that no current is recorded. ‘Conventional’ understanding of the photoelectric effect: Alternative’ understanding of the photoelectric effect: The above section uses the work function ? e referred to that of the emitter material, even when the emitter and collector are made of different materials. However, this is incorrect, and the derivation is shown below: When an electron is just emitted from surface of the emitter, it has potential energy ? e above the ground energy state. Conversely, when an electron is just emitted from surface of the collector, it has potential energy ? c. Hence, if ? e c, we note that there will be a potential energy difference of ? c-? e, even if there is no external voltage applied.This is known as the contact potential. ?c ?e ?c-? e Potential Energy Emitter Collector Figure 1: Energy diagram without an external voltage ?c ?e ?c-? e Potential Energy Emitter Collector Figure 1: Energy diagram without an external voltage Once a potential difference of V is applied between the two plates, ther e is an additional potential energy difference of eV. Collector ?e Potential Energy Emitter ?c ?c-? e+eV eV Figure 2: Energy diagram with an external voltage applied Collector ?e Potential Energy Emitter ?c ?c-? e+eV eV Figure 2: Energy diagram with an external voltage appliedHence, in the process of calculation, the difference in potential energy of the two plates is not eV, but instead ? c-? e+eV. Thus, replacing this into the Einstein equation, we get eVs=h? -? c. Hypothesis The two requirements for a current to be detected in a photoelectric effect experiment are: 1. h? >? e 2. h? -? c>eV Instead of the commonly-quoted: 1. h? >? e 2. h? -? e>eV Objective To provide actual experimental confirmation of the proposed model, in addition to the currently-available purely theoretical arguments, in order to determine the correct explanation for the photoelectric effect Apparatus and methodologyOverview The experiment consists of a vacuum chamber with thin Zn and Ni plates placed close t ogether but not touching. UV light was shone onto one of the metal plates and the resulting voltage between the two plates was measured. The materials of the emitter and the collector were changed, as well as the potential difference applied across the two plates. I-V curves were plotted and the results analysed. Experimental setup A cylindrical vacuum chamber at was pressure 1. 5? 10-2 mbars was used. The emitter and collector plate were placed in the vacuum chamber and were held up using polycarbonate discs, rods and metal rods.The metal plates were placed with the surfaces parallel to each other at a fixed distance of 1. 0 cm apart. The surfaces of the plates were sandpapered after each trial. The overall setup of the circuit is shown in Figure 8. Crocodile clips were then used to connect the emitter and collector to the external circuit which can be seen in Figure 9. A window made of sapphire glass was constructed in order to let UV light enter the chamber (Figure 6). This was a ligned with the metal plates such that the emitter received as much light as possible.A UV light source was placed directly outside the sapphire window and shone UV light onto the emitter plate. The measurements from these two voltmeters will then be used to plot an I-V curve for each of the configurations: Zinc-Zinc, Nickel-Nickel, Zinc-Nickel, Nickel-Zinc. In each of the above cases, the emitter is named before the collector. Figure 3: Vacuum chamber 3 4 5 6 Figure 3: Vacuum chamber 3 4 5 6 Figure 6: Sapphire window used to let UV light into the chamber Figure 6: Sapphire window used to let UV light into the chamber Figure 7: UV Light used Figure 7: UV Light used Figure 4: Close-up of polycarbonate disc, rod and metal rodFigure 4: Close-up of polycarbonate disc, rod and metal rod Figure 5: Close-up of the two metal plates Figure 5: Close-up of the two metal plates Figure 8: Overall view of setup Figure 8: Overall view of setup Figure 9: Circuit used for measurement of voltage and current Figure 9: Circuit used for measurement of voltage and current Wangxuezhou Results & Discussion Zn-Zn measurements Figure 10: I-V Graph for the Zn-Zn setup The nonzero photocurrent as measured at 0 V of applied voltage shows that the photon of the UV light has sufficient energy to cause emission of electrons from the Zn plate.Therefore this implies h? >? Zn. In particular, we see that: h? -eVstopping? 6. 63? 10-341. 60? 10-193. 00? 108254? 10-9-1. 10 ? 3. 88eV Zn Ni-Ni measurements The results for this setup produced values of zero photocurrent for all possible applied voltages. This means that the UV photon has less energy than the work function of Ni, in other words, h?

The Relationship of Education and Technology Essay

The Relationship of Education and Technology Todays society seems to be relying more and more on technology. Computers are being placed in almost every machine placed on the market today. That brings to our attention that in the future things arent going to change. Technology will increase as jobs may decrease and as the need for people with degrees in Computer Science and Engineering become most valuable to the labor industry. With all of this technology booming going on, where does education go in the middle of all of this? Does technology hold a position in education? Better yet, does education hold a position in all of this technology? I will answer these questions and more in following pages. The need for better†¦show more content†¦The only down point to this would be the cost of these tools and also the chance of these tools taking over the position that teachers hold. Where technology is increasing educators must stay on top of the newest technology everywhere. If a teacher is not up-to-date then there is no need for that teacher to be there. Some of these tools that are used for education are very helpful. Such as the educational toys from LeapFrog Inc. LeapFrog?s toys are created for all ages of students and made for all learning types. For the earliest age of the first few critical months to the age of 18. They offer tools for spelling, math, reading, geography, ABC?s, numbers, etc. Children are taught to love learning. To have that thirst for knowledge through different toys and tools. Unfortunately some of these tools are at a considerable amount to pay for. Other tools that are used in the classroom are computers, T.V.s, VCRs, DVD players, and many other machines. These many machines are used to help students learn about the materials in the ways that fit them best. If a student is more of a visual learner then a reading learner they are more opted to watch a video or a DVD. If a student is a more hands on learner then a visual learner they are more likely to be a computer type of learner. With these different toolsShow MoreRelatedMobile Phones, Technology and Their Impact on Relationships, Social Movements and Education1228 Words   |  5 PagesMobile Phones, Technology and their Impact on Relationships, Social Movements and Education Mobile phones and technology have come a long way over the years, people’s lives have become more demanding and they rely more and more on technology, it has had a big impact on our everyday life: our relationships, social movements and education. The mobile phone has become one the most widespread and popular pieces of technology of the past few decades. ‘Worldwide there are now over 1.7 billion cell phoneRead MoreWhat Role Do Mobile Phones Play in Society? 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