The Concept of Good Versus Evil Essay Example for Free

The Concept of Good Versus Evil Essay I think that it is in all of us as humans to do right but, at the same time I think that we all can be evil and have been evil at some point and time in our lives whether it was intentional or unintentional. Immanuel Kant and John Stuart Mill had ideas about good and evil. They both had ideas about how to live your life with having morals. The characters in this movie represent a mix of good, evil, and the grey area in between. Amy is the embodiment of good, as she wants only to live a simple life void of violence. This is until she is met with the choice of watching her husband die or taking action to save him. Through this difficult decision, she breaks her cultures laws to save the one that she loves. This was, by her morals, an evil action, but was portrayed as a good action in the movie. This to a small extreme was a â€Å"Deontologist† action, as Amy felt it was her duty to save her husband regardless of consequence. Prior to this class I have never heard of a movie (Western) called, â€Å"High Noon. † I borrowed the movie from a friend and watched it. After watching this movie I thought that it was almost as good as, â€Å"Shane. † (Western) In watching this movie the theorist that we are studying about, theories can be depicted. Kane was the main actor in this movie. He got married to a nice lady (Amy) who I think was full of morals and on the day he got married Kane turned in his police badge and was preparing to leave town. Kane sentenced a man to a number of years in prison. He was told that this man (Frank Miller) would arrive back in the town at 12 noon on the train to seek revenge against him which made him feel compelled that he had to turn around and face his opponent. He was faced with a difficult decision. He had decided in the beginning to separate from his spouse and, I am thinking not because he didn’t love her but, to protect her and keep her out of harm’s way because of what he had done to Frank Miller. He had no definite intentions on what Frank Miller and his crew was capable of and Kane didn’t want his wife’s life being put in any danger. Kane was looking for the people in the town to back him up because it was four of these men to his one and because he has kept this town protected for so long. Instead of the town standing behind him, they turned their backs on him and tried to convince him to leave town. The people in the town told him that if he left it would be beneficiary to the entire town. I think Kane was full of morals as well. He is such a remarkable character in terms of self-respect, morality and inner strength. Kane still wanted to do his duty as sheriff and protect the people in the town even though he knew it could cost him his marriage as well as his life. I think Kane represents Kant’s theory of, â€Å"Deontological. † Deontology is sometimes described as â€Å"duty†, â€Å"obligation† or â€Å"rule. † Kant feels like if you have a duty in life and/or if there is something for you to do then, it is your moral duty to follow through with it and complete your task as assigned. Some Deontologist believes that whatever some actions are wrong and it doesn’t matter what the consequences are. Deontologists are so absolute. You would also think they were, â€Å"Holy Madonna’s. † Immanuel Kant on the other hand believed the jack opposite. He believes the only time you would be classified as a good person of morals would be if you did a good deed. According to Kant, if you didn’t do a good deed then, you were not of good morals. The people in the entire town, I would refer to them as the, â€Å"Consequentialist,† because the main interest lye in the betterment of the people in that town even though what that thought was good was wrong. The people in the town care about Kane so much, they are willing to help him but, they also think that it would be in his best interest to flee out of town, to avoid being in strife with the people of the town. The people in the town were I think, expecting a favorable solution towards Miller from the Northerners. Their solution is the betterment of the people in the town as far as their thoughts are concerned. Kane turned everywhere looking for men in the town that considered themselves as his friend to help in this battle. He couldn’t find anyone so, he went to the church. Kane thought he’d found some men willing to assist him take on Miller and his friends but, some of the people in the church congregation thought that violence was wrong and, would not help him. They opened the floor up in church for everyone to say something. At the end of all of the conversations, the town concluded again it would be best for Kane to leave town. They thought that if Kane would leave and his presence isn’t there, when the men arrived they would be no need to for the gun down because Kane would not be there and that would probably lead the men to turn around and leave. This is also an example of a consequentialist. He is putting the town’s need before Kane’s by avoiding violence all together and this is not helping Kane. I think that it’s an evil act and very backstabbing. Coopers performance is extremely powerful and he received a thoroughly deserved Oscar for it. After everyone turns their back on Kane, he finally goes to the office and wait. He hears the whistle blowing from the noon day train. He goes and hides out as he awaits and sees Miller and his men pass by. Kane comes from his hiding spot and yells out Miller’s name and they begin shooting. Kane shoots all but Miller and one of his men. Kane hides again in another shop shooting back and forth with Miller and the last standing man. Amy (the virtuous and devoted wife I call her) gets off the train and comes back to help her husband. She shoots the last man with Miller in the back. Violence is against Amy’s religious beliefs but in order to save her husband, she does what a wife is suppose to do morally (I think) when your husband needs help. I would have done the same thing for husband at any cost! Amy does feels sorry after she killed the man. Miller takes Amy hostage at her weak point in exchange for Kane to presence to surface which he did. Amy takes her nails and claws Miller’s face and this is when Kane took advantage of this moment and shot Miller two times. All the people in the town rush out into the streets because they couldn’t believe their eyes. They really thought that Kane wasn’t capable of taking on Miller and his men by himself. Amy his rib (biblical) came out of the wood works, a woman that is and helped her husband conquer this battle. Kane took off his badge and threw it down and had this look of disappointment on his face. He and Amy left for good. This was the end of the movie. After watching this movie, I absolutely loved it. Amy went against her religious beliefs to help her husband as what any devoted wife would do and if this is not the exact epitome of morals then, I don’t know what is. Kane on the other hand, had every opportunity to leave and stay gone but, because he felt it was his duty, â€Å"deontology,† he came back after finding out that Miller and his men would be in on the noon day train. He was determined to face his adversary and he won in the end. What a story! Again, I absolutely loved this story. References Kay, C. K. (1997). Deontology. Retrieved article http://webs. wofford. edu/kaycd/ethics Kant, I. (1781). Sommers, C. Sommers, F. (2010), Vice and Virtue in everyday life: Introductory readings in ethics (8th ed. ), Belmont, CA: Thomson Wadsworth. ISBN: 9780495601616. Mill, J. S. (1863). Sommers, C. Sommers, F. (2010), Vice and Virtue in everyday life: Introductory readings in ethics (8th ed. ), Belmont, CA: Thomson Wadsworth. ISBN: 9780495601616.

The Assassination of John Fitzgerald Kennedy :: JFK Assassination American Presidents Essays

The Assassination of John Fitzgerald Kennedy THE ASSASSINATION of John Fitzgerald Kennedy on November 22, 1963, was a cruel and shocking act of violence directed against a man, a family, a nation, and against all mankind. A young and vigorous leader whose years of public and private life stretched before him was the Victim of the fourth Presidential assassination in the history of a country dedicated to the concepts of reasoned argument and peaceful political change. This Commission was created on November 29, 1963, in recognition of the right of people everywhere to full and truthful knowledge concerning these events. This report endeavors to fulfill that right and to appraise this tragedy by the light of reason and the standard of fairness. It has been prepared with a deep awareness of the Commission's responsibility to present to the American people an objective report of the facts relating to the assassination. -------------------------------------------------------------------------------- Narrative of Events At 11:40 a.m., c.s.t., on Friday, November '22, 1963, President John F. Kennedy, Mrs. Kennedy, and their party arrived at Love Field, Dallas, Tex. Behind them was the first day of a Texas trip planned 5 months before by the President, Vice President Lyndon B. Johnson, and John B. Connally, Jr., Governor of Texas. After leaving the White House on Thursday morning, the President had flown initially to San Antonio where Vice President Lyndon B. Johnson joined the party and the President dedicated new research facilities at the U.S. Air Force School of Aerospace Medicine. Following a testimonial dinner in Houston for U.S. Representative Albert Thomas, the President flew to Fort Worth where he spent the night and spoke at a large breakfast gathering on Friday. Planned for later that day were a motorcade through downtown Dallas, a luncheon speech at the Trade Mart, and a flight to Austin where the President would attend a reception and speak at a Democratic fundraising dinner. From Austin he would proceed to the Texas ranch of the Vice President. Evident on this trip were the varied roles which an American President performs--Head of State, Chief Executive, party leader, and, in this instance, prospective candidate for reelection. The Dallas motorcade, it was hoped, would evoke a demonstration of the President's personal popularity in a city which he had lost in the 1960 election. Once it had been decided that the trip to Texas would span 2 days, those responsible for planning, primarily Governor Connally and Kenneth O'Donnell, a special assistant to the President, agreed that a motorcade through Dallas would be desirable.

Physical Sciene Exam Paper March 2012 Grade 12

GRAAD 12 NATIONAL SENIOR CERTIFICATE GRADE 12 PHYSICAL SCIENCES: PHYSICS (P1) FEBRUARY/MARCH 2012 MARKS: 150 TIME: 3 hours This question paper consists of 16 pages and 3 data sheets. Copyright reserved Please turn over Physical Sciences/P1 2 NSC DBE/Feb. –Mar. 2012 INSTRUCTIONS AND INFORMATION 1. 2. 3. Write your centre number and examination number in the appropriate spaces on the ANSWER BOOK. Answer ALL the questions in the ANSWER BOOK. This question paper consists of TWO sections: SECTION A (25) SECTION B (125) 4. 5. 6. 7. 8. 9. You may use a non-programmable calculator.You may use appropriate mathematical instruments. Number the answers correctly according to the numbering system used in this question paper. YOU ARE ADVISED TO USE THE ATTACHED DATA SHEETS. Give brief motivations, discussions, et cetera where required. Round off your final numerical answers to a minimum of TWO decimal places. Copyright reserved Please turn over Physical Sciences/P1 3 NSC DBE/Feb. –Ma r. 2012 SECTION A QUESTION 1: ONE-WORD ITEMS Give ONE word/term for each of the following descriptions. Write only the word/term next to the question number (1. 1–1. 5) in the ANSWER BOOK. 1. 1 1. 2 1. 3 1. 4 1. The type of energy an object has due to its motion The phenomenon which occurs when two light waves meet at a given point The unit of measurement of electrical resistance The basic principle on which electric generators function The type of line spectrum observed when electrons in an atom move from the excited state to the ground state (1) (1) (1) (1) (1) [5] QUESTION 2: MULTIPLE-CHOICE QUESTIONS Four options are provided as possible answers to the following questions. Each question has only ONE correct answer. Write only the letter (A–D) next to the question number (2. 1–2. 10) in the ANSWER BOOK. 2. A car of mass m collides head-on with a truck of mass 2m. If the car exerts a force of magnitude F on the truck during the collision, the magnitude of the force that the truck exerts on the car is †¦ A B C D 1 F 2 F 2F 4F (2) 2. 2 An object moves in a straight line on a ROUGH horizontal surface. If the net work done on the object is zero, then †¦ A B C D the object has zero kinetic energy. the object moves at constant speed. the object moves at constant acceleration. there is no frictional force acting on the object. (2) Copyright reserved Please turn over Physical Sciences/P1 4 NSC DBE/Feb. –Mar. 2012 2. 3A ball is released from rest from a certain height above the floor and bounces off the floor a number of times. Ignore the effects of air resistance. Which ONE of the following velocity-time graphs best represents the motion of the ball? A velocity (m ·s ) -1 B velocity (m ·s ) -1 time (s) time (s) C velocity (m ·s ) -1 D velocity (m ·s ) -1 time (s) time (s) (2) 2. 4 The diagram below shows plane water waves that spread out after passing through a single slit. barrier with single slit plane water waves The wave phenomenon observed after the water waves pass through the slit is †¦ A B C D reflection. diffraction. efraction. photoelectric effect. (2) Copyright reserved Please turn over Physical Sciences/P1 5 NSC DBE/Feb. –Mar. 2012 2. 5 Monochromatic light from a point source passes through a device X. A pattern is observed on a screen, as shown in the diagram below. Key: Colour band Dark band monochromatic light source X From the observation on the screen, it can be concluded that device X is a †¦ A B C D 2. 6 prism. single slit. double slit. concave lens. (2) In the circuit diagram below, the internal resistance of the battery and the resistance of the conducting wires are negligible. The emf of the battery is E. E A V 2R R SWhen switch S is closed, the reading on voltmeter V, in volts, is †¦ A B C D 0 1 E 3 2 E 3 E screen (2) Copyright reserved Please turn over Physical Sciences/P1 6 NSC DBE/Feb. –Mar. 2012 2. 7 Two identical small metal spheres on insula ted stands carry equal charges and are a distance d apart. Each sphere experiences an electrostatic force of magnitude F. The spheres are now placed a distance 1 2 d apart. The magnitude of the electrostatic force each sphere now experiences is †¦ A B C D 2. 8 1 2 F F 2F 4F (2) A fully charged capacitor is connected in a circuit, as shown below. The capacitor discharges when switch S is closed.R S V Which ONE of the following graphs correctly shows the change in the voltmeter reading with time when switch S is closed? potential difference (V) potential difference (V) A B time (s) time (s) potential difference (V) potential difference (V) C D time (s) time (s) Please turn over (2) Copyright reserved Physical Sciences/P1 7 NSC DBE/Feb. –Mar. 2012 2. 9 When light shines on a metal plate in a photocell, electrons are emitted. The graph below shows the relationship between the kinetic energy of the emitted photoelectrons and the frequency of the incoming light. D kinetic ener gy (J) 0 A B C requency (Hz) Which ONE of the points (A, B, C or D) on the graph represents the threshold frequency? A B C D 2. 10 A B C D (2) Overexposure to sunlight causes damage to plants and crops. Which ONE of the following types of electromagnetic radiation is responsible for this damage? A B C D Ultraviolet rays Radio waves Visible light X-rays (2) [20] TOTAL SECTION A: 25 Copyright reserved Please turn over Physical Sciences/P1 8 NSC DBE/Feb. –Mar. 2012 SECTION B INSTRUCTIONS AND INFORMATION 1. 2. 3. 4. Start EACH question on a NEW page. Leave ONE line between two subquestions, for example between QUESTION 3. and QUESTION 3. 2. Show the formulae and substitutions in ALL calculations. Round off your final numerical answers to a minimum of TWO decimal places. QUESTION 3 (Start on a new page. ) A stone is thrown vertically upward at a velocity of 10 m ·s-1 from the top of a tower of height 50 m. After some time the stone passes the edge of the tower and strikes the gr ound below the tower. Ignore the effects of friction. vi = 10 m ·s-1 1,5 m 50 m y1 3. 1 3. 2 Draw a labelled free-body diagram showing the force(s) acting on the stone during its motion. Calculate the: 3. 2. 1 3. 2. Time taken by the stone to reach its maximum height above the ground Maximum height that the stone reaches above the ground (1) (4) (4) (3) 3. 3 3. 4 USING THE GROUND AS REFERENCE (zero position), sketch a positiontime graph for the entire motion of the stone. On its way down, the stone takes 0,1 s to pass a window of length 1,5 m, as shown in the diagram above. Calculate the distance (y1) from the top of the window to the ground. (7) [19] Copyright reserved Please turn over Physical Sciences/P1 9 NSC DBE/Feb. –Mar. 2012 QUESTION 4 (Start on a new page. ) The bounce of a cricket ball is tested before it is used.The standard test is to drop a ball from a certain height onto a hard surface and then measure how high it bounces. During such a test, a cricket ball of mass 0,15 kg is dropped from rest from a certain height and it strikes the floor at a speed of 6,2 m ·s-1. The ball bounces straight upwards at a velocity of 3,62 m ·s-1 to a height of 0,65 m, as shown in the diagram below. The effects of air friction may be ignored. 0,15 kg 0,65 m 4. 1 4. 2 4. 3 Define the term impulse in words. Calculate the magnitude of the impulse of the net force applied to the ball during its collision with the floor.To meet the requirements, a cricket ball must bounce to one third of the height that it is initially dropped from. Use ENERGY PRINCIPLES to determine whether this ball meets the minimum requirements. (2) (3) (5) [10] Copyright reserved Please turn over Physical Sciences/P1 10 NSC DBE/Feb. –Mar. 2012 QUESTION 5 (Start on a new page. ) A wooden block of mass 2 kg is released from rest at point P and slides down a curved slope from a vertical height of 2 m, as shown in the diagram below. It reaches its lowest position, point Q, at a speed of 5 m ·s-1. P 2 kg 2m 9 kg Q 5. 1 5. 2 5. 3 5. 4Define the term gravitational potential energy. Use the work-energy theorem to calculate the work done by the average frictional force on the wooden block when it reaches point Q. Is mechanical energy conserved while the wooden block slides down the slope? Give a reason for the answer. The wooden block collides with a stationary crate of mass 9 kg at point Q. After the collision, the crate moves to the right at 1 m ·s-1. 5. 4. 1 5. 4. 2 Calculate the magnitude of the velocity of the wooden block immediately after the collision. The total kinetic energy of the system before the collision is 25 J.Use a calculation to show that the collision between the wooden block and the crate is inelastic. (2) (6) (2) (4) (5) [19] QUESTION 6 (Start on a new page. ) An ambulance approaches an accident scene at constant velocity. The siren of the ambulance emits sound waves at a frequency of 980 Hz. A detector at the scene measures the frequency o f the emitted sound waves as 1 050 Hz. 6. 1 6. 2 6. 3 Calculate the speed at which the ambulance approaches the accident scene. Use the speed of sound in air as 340 m ·s-1. Explain why the measured frequency is higher than the frequency of the source.The principle of the Doppler effect is applied in the Doppler flow meter. State ONE positive impact of the use of the Doppler flow meter on humans. (4) (2) (2) [8] Copyright reserved Please turn over Physical Sciences/P1 11 NSC DBE/Feb. –Mar. 2012 QUESTION 7 (Start on a new page. ) Learners investigate the change in the broadness of the central bright band formed when monochromatic light of different wavelengths passes through a single slit. They set up the apparatus, as shown in diagram below, and measure the broadness of the central bright band in the pattern observed on the screen.The width of the slit is 5,6 x 10-7 m. screen first dark band monochromatic light ? midpoint of central bright band 0,033 m first dark band 0,45 m 7. 1 7. 2 7. 3 Write down an investigative question. Which TWO variables are kept constant? In one of their experiments, the distance from the midpoint of the central bright band to the first dark band is measured to be 0,033 m. Calculate the wavelength of the light used in this experiment. (2) (2) (5) 7. 4 How will the broadness of the central bright band of red light compare with that of blue light? Write down only GREATER THAN, SMALLER THAN or EQUAL TO.Give a reason for the answer. (2) [11] Copyright reserved Please turn over Physical Sciences/P1 12 NSC DBE/Feb. –Mar. 2012 QUESTION 8 (Start on a new page. ) Two metal spheres, P and Q, on insulated stands, carrying charges of +5 x 10-9 C and +5 x 10-9 C respectively, are placed with their centres 20 mm apart. X is a point at a distance of 10 mm from sphere Q, as shown below. 20 mm +5 x 10-9 C P 10 mm +5 x 10-9 C Q X 8. 1 8. 2 8. 3 8. 4 Define the term electric field. Sketch the net electric field pattern for the two charge s. Calculate the net electric field at point X due to the presence of P and Q.Use your answer to QUESTION 8. 3 to calculate the magnitude of the electrostatic force that an electron will experience when placed at point X. (2) (3) (6) (3) [14] Copyright reserved Please turn over Physical Sciences/P1 13 NSC DBE/Feb. –Mar. 2012 QUESTION 9 (Start on a new page. ) 9. 1 Learners use Ohm's law to determine which ONE of two resistors A and B has the greater resistance. For each resistor, they measure the current through the resistor for different potential differences across its ends. The graph below shows the results obtained in their investigation. A current (A) B potential difference (V) 9. 1. 1The learners are supplied with the following apparatus: 6 V battery Voltmeter Ammeter Rheostat Resistors A and B Conducting wires Draw a circuit diagram to show how the learners must use the above apparatus to obtain each of the graphs shown above. (4) (1) 9. 1. 2 9. 1. 3 Write down ONE var iable that must be kept constant during this investigation. Which ONE of A or B has the higher resistance? Give an explanation for the answer. (3) Copyright reserved Please turn over Physical Sciences/P1 14 NSC DBE/Feb. –Mar. 2012 9. 2 In the circuit diagram below, the battery has an emf of 12 V and an internal resistance of 0,8 ?.The resistance of the ammeter and connecting wires may be ignored. 12 V 0,8 ? 2? 4? A 8? 8? V Calculate the: 9. 2. 1 9. 2. 2 9. 2. 3 Effective resistance of the circuit Reading on the ammeter Reading on the voltmeter (4) (3) (4) [19] Copyright reserved Please turn over Physical Sciences/P1 15 NSC DBE/Feb. –Mar. 2012 QUESTION 10 (Start on a new page. ) 10. 1 The essential components of a simplified DC motor are shown in the diagram below. coil B C N A D S brushes split-ring commutator When the motor is functioning, the coil rotates in a clockwise direction, as shown. 10. 1. Write down the function of each of the following components: (a) (b) 1 0. 1. 2 Split-ring commutator Brushes (1) (1) What is the direction of the conventional current in the part of the coil labelled AB? Write down only FROM A TO B or FROM B TO A. Will the coil experience a maximum or minimum turning effect (torque) if the coil is in the position as shown in the diagram above? State ONE way in which this turning effect (torque) can be increased. (1) 10. 1. 3 (1) (1) 10. 1. 4 10. 2 Alternating current (AC) is used for the long-distance transmission of electricity. 10. 2. 1 10. 2. Give a reason why AC is preferred over DC for long-distance transmission of electricity. An electric appliance with a power rating of 2 000 W is connected to a 230 V rms household mains supply. Calculate the: (a) (b) Peak (maximum) voltage rms current passing through the appliance (3) (3) [12] Please turn over (1) Copyright reserved Physical Sciences/P1 16 NSC DBE/Feb. –Mar. 2012 QUESTION 11 (Start on a new page. ) In the diagram shown below, electrons are released from a metal plate when light of a certain frequency is shone on its surface. incident light metal surface eA 11. 1 11. 2Name the phenomenon described above. The frequency of the incident light on the metal plate is 6,16 x 1014 Hz and electrons are released with a kinetic energy of 5,6 x 10-20 J. Calculate the: 11. 2. 1 11. 2. 2 Energy of the incident photons Threshold frequency of the metal plate (1) (3) (5) 11. 3 The brightness of the incident light is now increased. What effect will this change have on the following: (Write down only INCREASES, DECREASES or REMAINS THE SAME. ) 11. 3. 1 11. 3. 2 The reading on the ammeter Explain the answer. The kinetic energy of the released photoelectrons Explain the answer. 2) (2) [13] 125 150 TOTAL SECTION B: GRAND TOTAL: Copyright reserved Physical Sciences/P1 1 NSC DBE/Feb. –Mar. 2012 DATA FOR PHYSICAL SCIENCES GRADE 12 PAPER 1 (PHYSICS) GEGEWENS VIR FISIESE WETENSKAPPE GRAAD 12 VRAESTEL 1 (FISIKA) TABLE 1: PHYSICAL CONSTANTS/TABEL 1: FISI ESE KONSTANTES NAME/NAAM Acceleration due to gravity Swaartekragversnelling Speed of light in a vacuum Spoed van lig in ‘n vakuum Planck's constant Planck se konstante Coulomb's constant Coulomb se konstante Charge on electron Lading op elektron Electron mass Elektronmassa Permittivity of free space Permittiwiteit van vry ruimteSYMBOL/SIMBOOL g c h k e me ?0 VALUE/WAARDE 9,8 m ·s-2 3,0 x 108 m ·s-1 6,63 x 10-34 J ·s 9,0 x 109 N ·m2 ·C-2 -1,6 x 10-19 C 9,11 x 10-31 kg 8,85 x 10-12 F ·m-1 Copyright reserved Please turn over Physical Sciences/P1 2 NSC DBE/Feb. –Mar. 2012 TABLE 2: FORMULAE/TABEL 2: FORMULES MOTION/BEWEGING v f = v i + a ? t 1 1 ? x = v i ? t + 2 a? t 2 or/of ? y = v i ? t + 2 a? t 2 2 2 v f = v i + 2a? x or/of v f = v i + 2a? y FORCE/KRAG 2 2 ? v +vf ? ? v +vf ? ?x = ? i ? ?t or/of ? y = ? i ? ?t ? 2 ? ? 2 ? Fnet = ma Fnet ? t = ? p ? p = mv f ? v i p = mv w = mg WORK, ENERGY AND POWER/ARBEID, ENERGIE EN DRYWING W = F? x cos ? 1 or/of K = mv 2 2 P= W ? t Ek = 1 mv 2 2 U = mgh Wnet = ? K ?K = K f ? K i or/of or/of or/of E P = mgh Wnet = ? Ek ?Ek = Ekf ? Eki P = Fv WAVES, SOUND AND LIGHT/GOLWE, KLANK EN LIG v=f? fL = v  ± vL fs v  ± vs or/of fL = v  ± vL fb v  ± vb 1 f E = hf T= E= h c ? E = Wo + Ek sin ? = m? a where/waar 1 E = hf and/en W0 = hf0 and/en Ek = mv 2 2 Copyright reserved Please turn over Physical Sciences/P1 3 NSC DBE/Feb. –Mar. 2012 ELECTROSTATICS/ELEKTROSTATIKA Q 1Q 2 r2 V E= d kQ Q U= 1 2 r Q C= V F= kQ r2 F E= q W V= q ? A C= 0 d E= ELECTRIC CIRCUITS/ELEKTRIESE STROOMBANE V R= I R s = R1 + R 2 + †¦ 1 1 1 = + + †¦ R p R1 R 2 W = Vq W = VI ? t W= I2R ? t V 2 ? t W= R emf ( ? ) = I(R + r) emk ( ? ) = I(R + r) q=I ? t W ? t P= P = VI P = I2R V2 P= R ALTERNATING CURRENT/WISSELSTROOM I rms = I max 2 Vmax 2 / I I wgk = maks 2 Vwgk = Vmaks 2 Paverage = Vrms I rms 2 Paverage = I rms R / / / Pgemiddeld = Vwgk I wgk Pgemiddeld = I 2 R wgk Vrms = / Paverage 2 Vrms = R Pgemiddeld = 2 Vwgk R Copy right reserved

The Socratic Method Essays - 975 Words

From the works of Plato to the views of Socrates, the definition of justice has been argued and disputed by the wisest. Socrates believed that justice was good and discovered a universal good; therefore every man is capable of finding good. Good exists as happiness, determined by what we value most. What lies in the midst of our thoughts, that an â€Å"unexamined life† is acceptable? Through the use of questioning we begin to break down the walls of ignorance and live a life that is worth living. In 399 B.C., three Athenian citizens brought a public charge against Socrates, which is seen throughout the book, The Apology. Like all other Greeks, specifically the Athenians believed that the gods would damn the entire city if people went against†¦show more content†¦The politicians, poets, and artisans were perplexed at his continual questions that they failed to realize that they had no wisdom; they didn’t realize their ignorance. Refusing to stay quiet, even after his conviction, say states that he would rather die than give up philosophy saying that, â€Å"an unexamined life is not worth living.† He could have chosen life in prison or exile – examining the world around him – but without his â€Å"examined life† there is no point. How should we live? What is the goal of living? What is the knowledge we lack? Good things are contributed from happiness. Real wisdom is seen through happiness, in the way we value things. Everything else we value is what we account as good, valuing them because we believe it coincides with happiness. What is an unexamined life? An unexamined life is a life that does not question. A foundation is formed when we begin to question what is seen and see what is virtuous and excellent. Socrates refused to consider living an unexamined life because he wanted to show people the ignorance that foreshadows their mind. The game of illusion – knowledge that is not beneficial, leading to the wrong reality of what is important. The Socratic Method mirrors the questions, leading to reality of what is important. The Socratic Method is not available to mold individuals into conformity, enhancing self-esteem. According to Scott Greenfield, it’s not about wisdom either – we all think of ourselves as wise, butShow MoreRelatedThe Flaws of the Socratic Method1798 Words   |  8 PagesThe Flaws of the Socratic Method In Plato’s Republic, as well as in most of his other works, the philosopher writes dialogues between the character of his mentor, Socrates, and various figures meant to illustrate contradictory positions. He carefully scripts the engagements in a form of discussion now called the Socratic Method, where Socrates critiques the positions of the other characters in order to find flaws in inaccurate arguments. Although this method is prevalent even today, I will makeRead MoreThe Socratic Method And Nietzsche s Objections1390 Words   |  6 Pages The Socratic Method and Nietzsche’s Objections In Plato’s apology, the story is told of how Chaerephon, friend of Socrates, went to the temple at Delphi to ask the oracle a question pertaining to the wisdom of Socrates, and how it compares to the rest of the men on earth. â€Å"He asked if any man was wiser than I, and the Pythian replied that no one was wiser† (Plato). This response was very confusing to Socrates because he recognized that he was not wise at all, and it troubled him for some timeRead MoreSocratic Methods2046 Words   |  9 PagesPlato: The Republic (Book II) Glaucon to Socrates: How do you classify things we call good? 1. Do you think that there are some which we would gladly have, not for their consequences, but because we appreciate them for their own sake; as, for example, enjoyment and those harmless pleasures which produce no further effects beyond the mere pleasurable experience? 2. There are some which we prize both for themselves and for their consequences as, for example, thought and sightRead MoreSocratic Method: a Superior Approach793 Words   |  4 Pageswhich theory is more effective. After analyzing Meno’s theory of examining virtue by discussing its qualities and Anytus’ refusal to discuss ideas like virtue, it is clear that the most efficient method is Socrates’ theory of recollection. Socrates’ theory of recollection, also known as the Socratic Method, is based on the idea that our soul is immortal and has already experienced everything. Because of this we already know everything and the only thing left is to find a way to recollect the informationRead MoreSocratic Method Of Socrates1262 Words   |  6 Pagesconverse with ultimately forcing them to confront their own lack of knowledge through employing various methods of teaching. The first approaches Socrates used when discussing philosophical topics were the Socratic Method, in which he asked his interlocutor questions in order to determine their knowledge of a topic and not allowing them to provide examples but rather a clear definition. His method forced them to explore the topics down to the roots of what they thought they knew until they were forcedRead MorePlato s The Socratic Method2253 Words   |  10 Pageson Socrates Theories, or the Socratic method, while his later works focused on his own la ws and Xenophon s Hiero. Some of Plato s dialogues include the Meno, Symposium, Republic, and the Phaedo. The Socratic method is a form of inquiry and discussion between individuals based on asking and answering questions to stimulate critical thinking and to generate ideas. This paper is going to focus on a few of Plato s earlier works and how they incorporate the Socratic method, versus his later works thatRead MoreAnalysis Of Socrates As A Teacher1053 Words   |  5 PagesI Don’t Always Drink...but When I Do, I Drink Hemlock Shakes (An Analysis Into the Interesting Methods of Socrates as a Teacher) Commonly the most widely renowned teachers in history often are remembered as the most intriguing teachers in history. Scholars often ask, what made their teaching style so different, or what was so unique about this educator? Perhaps the most investigated teachers of the world often left the smallest written mark on the world. No exception to this, is the philosopher,Read MoreEuthyphro, by Plato886 Words   |  4 Pagesmethodologies of attaining this knowledge that makes him so mesmerizing. This methodology is referred to as Socratic irony, in literature. In any case, I will introduce the argument that Platos Euthyphro is extremely indicative of this type of methodology, for the reason being that: Socratess portrays a sense of intellectual humility. I will begin by, imposing the distinction between Socratic irony, and the one that is more familiar. As mentioned in the preceding section. The basic irony is simplyRead MoreAnalysis Of Nineteen Eighty Four By George Orwell1687 Words   |  7 Pagesarranged in a small circle with an outer circle, for this purpose, the class was participating in a Socratic circle. In a more student-based activity for the class period, Ms. Coppola allowed the students a decent amount of control over the discussions’ directions. The students had a â€Å"Do Now† question when they first walked into the door before the Socratic circles began. This was a text based Socratic circle, using the novel Nineteen Eighty-Four by George Orwell. One group went first in the inner circleRead MoreWho Is a True Genius1007 Words   |  5 Pagessoul. Socrates used the dialectic method (now known as the Socratic method) – a way of investigating problems through dialogue discussion wherein a proble m is broken down into series of questions and the answers to those questions would gradually reveal the answer to the problem – to help them examine their respective beliefs and reshape those ideas if found to be in error. Through this method, he would be able to help them help themselves. This Socratic method is one of his legacies to humanity