6 Pages

Incidents in the Life of a Slave Girl opens with an introduction in which the author

Course: HIST 2100, Spring 2008
School: UConn
Rating:
 
 
 
 
 

Word Count: 2809

Document Preview

in Incidents the Life of a Slave Girl opens with an introduction in which the author, Harriet Jacobs, states her reasons for writing an autobiography. Her story is painful, and she would rather have kept it private, but she feels that making it public may help the antislavery movement. A preface by abolitionist Lydia Maria Child makes a similar case for the book and states that the events it records are true....

Register Now

Unformatted Document Excerpt

Coursehero >> Connecticut >> UConn >> HIST 2100

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
in Incidents the Life of a Slave Girl opens with an introduction in which the author, Harriet Jacobs, states her reasons for writing an autobiography. Her story is painful, and she would rather have kept it private, but she feels that making it public may help the antislavery movement. A preface by abolitionist Lydia Maria Child makes a similar case for the book and states that the events it records are true. Jacobs uses the pseudonym Linda Brent to narrate her first-person account. Born into slavery, Linda spends her early years in a happy home with her mother and father, who are relatively well-off slaves. When her mother dies, six-year-old Linda is sent to live with her mother's mistress, who treats her well and teaches her to read. After a few years, this mistress dies and bequeaths Linda to a relative. Her new masters are cruel and neglectful, and Dr. Flint, the father, soon begins pressuring Linda to have a sexual relationship with him. Linda struggles against Flint's overtures for several years. He pressures and threatens her, and she defies and outwits him. Knowing that Flint will eventually get his way, Linda consents to a love affair with a white neighbor, Mr. Sands, saying that she is ashamed of this illicit relationship but finds it preferable to being raped by the loathsome Dr. Flint. With Mr. Sands, she has two children, Benny and Ellen. Linda argues that a powerless slave girl cannot be held to the same standards of morality as a free woman. She also has practical reasons for agreeing to the affair: she hopes that when Flint finds out about it, he will sell her to Sands in disgust. Instead, the vengeful Flint sends Linda to his plantation to be broken in as a field hand. When she discovers that Benny and Ellen are to receive similar treatment, Linda hatches a desperate plan. Escaping to the North with two small children would be impossible. Unwilling to submit to Dr. Flint's abuse, but equally unwilling to abandon her family, she hides in the attic crawl space in the house of her grandmother, Aunt Martha. She hopes that Dr. Flint, under the false impression that she has gone North, will sell her children rather than risk having them disappear as well. Linda is overjoyed when Dr. Flint sells Benny and Ellen to a slave trader who is secretly representing Mr. Sands. Mr. Sands promises to free the children one day and sends them to live with Aunt Martha. But Linda's triumph comes at a high price. The longer she stays in her tiny garret, where she can neither sit nor stand, the more physically debilitated she becomes. Her only pleasure is to watch her children through a tiny peephole, as she cannot risk letting them know where she is. Mr. Sands marries and becomes a congressman. He brings Ellen to Washington, D.C., to look after his newborn daughter, and Linda realizes that Mr. Sands may never free her children. Worried that he will eventually sell them to slave traders, she determines that she must somehow flee with them to the North. However, Dr. Flint continues to hunt for her, and escape remains too risky. After seven years in the attic, Linda finally escapes to the North by boat. Benny remains with Aunt Martha, and Linda is reunited with Ellen, who is now nine years old and living in Brooklyn, New York. Linda is dismayed to find that her daughter is still held in virtual slavery by Mr. Sands's cousin, Mrs. Hobbs. She fears that Mrs. Hobbs will take Ellen back to the South, putting her beyond Linda's reach forever. She finds work as a nursemaid for a New York City family, the Bruces, who treat her very kindly. Dr. Flint continues to pursue Linda, and she flees to Boston. There, she is reunited with Benny. Dr. Flint now claims that the sale of Benny and Ellen was illegitimate, and Linda is terrified that he will reenslave all of them. After a few years, Mrs. Bruce dies, and Linda spends some time living with her children in Boston. She spends a year in England caring for Mr. Bruce's daughter, and for the first time in her life she enjoys freedom from racial prejudice. When Linda returns to Boston, Ellen goes to boarding school and Benny moves to California with Linda's brother William. Mr. Bruce remarries, and Linda takes a position caring for their new baby. Dr. Flint dies, but his daughter, Emily, writes to Linda to claim ownership of her. The Fugitive Slave Act is passed by Congress, making Linda extremely vulnerable to kidnapping and reenslavement. Emily Flint and her husband, Mr. Dodge, arrive in New York to capture Linda. Linda goes into hiding, and the new Mrs. Bruce offers to purchase her freedom. Linda refuses, unwilling to be bought and sold yet again, and makes plans to follow Benny to California. Mrs. Bruce buys Linda anyway. Linda is devastated at being sold and furious with Emily Flint and the whole slave system. However, she says she remains grateful to Mrs. Bruce, who is still her employer when she writes the book. She notes that she still has not yet realized her dream of making a home for herself and her children to share. The book closes with two testimonials to its accuracy, one from Amy Post, a white abolitionist, and the other from George W. Lowther, a black antislavery writer. The Corrupting Power of Slavery Jacobs takes great pains to prove that there can be no good slave masters. She argues that slavery destroys the morality of slave holders, almost without exception. Slave holders such as Dr. Flint become inhumane monsters. With no legal checks on their behavior, they inflict every conceivable kind of torture on their servants. Most slave masters view slaves as little more than animals or objects, never acknowledging their humanity. But even kindly slave holders, such as Mr. Sands, show themselves capable of betraying their slaves when it is convenient or profitable. Mr. Sands promises to free his slave children and may even intend to do so at first. However, in the slave system, such good intentions are easily forgotten. If a slave owner such as Mr. Sands encounters financial problems, he will likely be tempted to sell his own children to get himself out of trouble. Thus, slavery distorts even the most basic emotional instinct: the love of a parent for a child. Slaves also suffer from the influence of the slave system on their moral development. Linda does not condemn slaves for illegal or immoral acts such as theft or adultery, saying that they usually have no choice but to behave this way. However, she also points out that slaves have no reason to develop a strong ethical sense, as they are given no ownership of themselves or final control over their actions. This is not their fault, but the fault of the system that dehumanizes them. Slaves are not evil like their masters, but important parts of their personalities are left undeveloped. Domesticity As Paradise and Prison At the end of Incidents, Linda states that she is still waiting to have her greatest dream fulfilledthat of creating a real home for herself and her children. The desire for a comfortable and safe home runs throughout this book, reflecting the cult of domesticity that would have been familiar to Jacobs's mostly white female readers in the nineteenth century. During Jacobs's time, women were relegated to the domestic sphere and expected to find all of their fulfillment in caring for their homes and children. Women were considered to be housewives by their very natures, unfit for any other kind of life. As a black woman excluded from this value system, unable even to live with her children, Linda's longing for a home is understandable. Jacobs does not always present the domestic sphere as an uncomplicated good. Aunt Martha, the book's representative of domesticity and the only black woman Linda knows who has a real home, is both a positive and a negative character. She is caring and stable, the backbone of her family and a paragon of domestic virtue. Her tidy home is a refuge and a lifeline for Linda from the time her own mother dies. But at times in which Linda needs encouragement in her quest for freedom and independence, Aunt Martha and her house become a discouraging, even confining force. Placing her children's needs above her own, Linda remains a virtual captive in Aunt Martha's home until she is crippled. permanently Hence, home and family are valuable, but they must be balanced with personal freedom. Otherwise, they may overwhelm a woman's individuality. The Psychological Abuses of Slavery Most slave narratives emphasize the physical brutality and deprivation that slaves were forced to endure, presenting gory descriptions of beatings and lynchings to shock the reader. Jacobs does not ignore such issues, but her focus on slaves' mental and spiritual anguish makes an important contribution to the genre. As a slave with a relatively easy life, Linda does not have to endure constant beatings and hard physical labor. However, she and many of the other slaves around her suffer greatly from being denied basic human rights and legal protection. Men and women are not permitted to marry whomever they choose they often are not allowed to marry at all. Women are frequently forced to sleep with the masters they despise. Worst of all, families are torn apart, with children sold to a place far away from their parents. Thus, even slaves who are not beaten or starved are stripped of their humanity. When Linda states that she would rather be a desperately poor English farm laborer than a pampered slave, she underscores the point that slavery's mental cruelty is every bit as devastating as its physical abuses. Motifs Fractured Family Ties There is only one intact black family in this book, and it does not live in the South. The happy Durham family, whom Linda meets in Philadelphia, contrasts starkly with the situation of black families living under slavery. Aunt Martha struggles to keep her family together, but sees nearly all of her children sold. Linda is taken away from her father at age six to live with her mistress. Her mistress acts as a sort of mother to Linda, but she shows how little this relationship means to her when she treats Linda as property in her will. Linda is also denied the right to raise her own children and meets many women who will never see their children again. Slaves are often not allowed to marry, and if they are, husband and wife cannot always live together. White men father children with black women but feel no parental obligation to them, and they abuse them or sell them as if they were unrelated. If a white woman and a black man have a child together, the woman's family will frequently have the infant killed. Even privileged white families do not care for their own children, fostering them out to slave wet nurses. Finally, pseudofamilial ties that develop between white and black half-siblings and foster siblings are broken as soon as the whites deem it appropriate. Normal human relationships simply cannot survive the disruptions of the slave system. Confinement Linda's seven-year imprisonment in Aunt Martha's attic may be the narrative's most spectacular example of confinement, but it is not the only one. Dr. Flint seeks to lock Linda up in an isolated cottage in the woods so he can sleep with her freely. Linda's Uncle Benjamin is jailed for six months before he finally escapes. Dr. Flint imprisons Linda's brother and small children when he finds that she has run away. Linda herself is confined in several places, including under the floorboards of her the house of her white benefactress. She continues to feel circumscribed by slavery even after she reaches New York. After the passage of the Fugitive Slave Act, she becomes a virtual prisoner in her employers' home. The greatest confinements of all, though, may be mental. Masters keep slaves trapped by ignorance: unable to read, they cannot question the pro-slavery claims that the Bible dictates their condition. They know nothing of life beyond their immediate surroundings, and many believe that free blacks in the North are starving in the streets and begging to return to slavery. Graphic Violence Violence is a motif common to all slave narratives, and Incidents is no exception. One of Linda's earliest memories is hearing Dr. Flint brutally whip one of his plantation slaves. She recalls seeing the blood and gore on the walls the next morning. Mrs. Flint, a supposed Christian, orders slaves whipped until they bleed and spits in their food so they will have to go hungry. She forces Aunt Nancy to sleep on the floor outside her room, continuing this practice even when Nancy is pregnant, causing her to give birth to many stillborn babies. Mrs. Flint's treatment of Aunt Nancy, as Linda points out, amounts to murder committed very slowly. Slaves are burned, frozen, and whipped to death. Their wounds are washed with brine for further agonizing torture. Jacobs includes such accounts throughout the book, narrating them in detail to shock the reader into sympathy for slaves and to goad him or her into joining the abolitionist movement. Such stories of violence also counteract the common proslavery claim that most slaves were well cared for and led happy, peaceful lives. Symbols Dr. Flint Dr. Flint is based on Harriet Jacobs's real-life master, and there is no reason to think that she exaggerated his vicious nature. Through historical research, scholars have confirmed that her depiction of him is accurate. However, in addition to his role in the true events of Jacobs's life story, Dr. Flint also functions as the book's main symbol of the slave system. He is monstrously cruel, hypocritical, and conniving, and he never experiences a moment of guilt, selfdoubt, or sympathy for his victims. Given absolute power by the slave system, Flint never questions his right to do whatever he pleases to his slaves. He will accept nothing less than total submission from them. Dr. Flint aptly symbolizes the defining qualities of slavery: lust for power, moral corruption, and brutality. When Linda defies him, she threatens the legitimacy of slavery itselfhence his insistence on mastering her. Aunt Martha Aunt Martha, religious, domestic, and patient, represents ideals of womanhood and femininity that were important in Jacobs's time. She lives for her home and her children and wants only to keep her family intact. She is so humble and pious that she believes that God has ordained her a slave for her own good. All of this is in keeping with a set of sexual stereotypes called the Cult of Domesticity (sometimes called True Womanhood), which dictated that women were essentially pure, submissive, pious, and oriented toward the private realm of home and family. Jacobs presents Aunt Martha as a sympathetic, virtuous figure, but also uses her to question some of the feminine values she represents, particularly as they apply to black women. Her virtue, patience, and piety go unrewarded, as she sees most of her children and grandchildren sold away or escaped to the North. Her last child, Aunt Nancy, is slowly killed by slavery. Aunt Martha's story suggests that if slave women try to adhere to white middle-class ideas of how women should behave, they will be rewarded only with greater suffering. The Loophole of Retreat Linda's attic hideout, a place where she is so restricted that she cannot sit or stand, represents all of the forces that keep her from being free. Conversely, it also represents the space of freedom she creates for herself in her own mind. Like slavery, the attic confines Linda's body in terrible ways. She suffers physically and psychologically, losing her ability to speak and walk and becoming despairing and depressed. Her time in the attic almost kills her, which causes the reader to recall how Dr. Flint had claimed his right, under the laws of slavery, to do so himself. However, the attic is also a prison of Linda's own choosing, and in this regard it differs from the imposed confinement of slavery. By going into hiding, she rejects Dr. Flint's claim to own her soul as well as her body. Just as she decides to have consensual sex with Mr. Sands to avoid forced sex with Dr. Flint, she chooses the tortures of the attic over Flint's luxurious cottage in the woods. She may have replaced one set of physical and emotional hardships with another, but she has claimed her mind and spirit as her own. The loophole, a peephole through which she can watch the outside world, symbolizes the spiritual freedom Linda finds even in seemingly restricted circumstances.
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

UConn - HIST - 2100
Anne Cordeiro MUSI 1004 Gabe Alcorace Section 2 Music: The Universal Language Earlier this year my classmates and I were privileged enough to see a performance from Gideon Ampeire. Gideon is a University of Connecticut student from Uganda who also is part
UConn - HIST - 2100
A nne Cordeiro M USI 1004 Robert Stevens/Gabe A. M usic: The Universal Language Earlier this year my classmates and I were privileged enough to see a performance from Gideon Ampeire. Gideon is a University of Connecticut s tudent from Uganda who also is p
UConn - HIST - 2100
Political culture and the essence of democracy in the United States is exemplified by the individuals right to association. The nineteenth century French scholar Alexis de Tocqueville studied early American society proving this point in his work, Politica
UConn - HIST - 2100
T he Average Political He roA nne Cordeiro April 28, 2009 POLS 1602 V. Moscardelli
UConn - HIST - 2100
1 The Dean Scream. Whether or not you could vote in 2004 you were most likely aware of what happened at the 2004 Iowa Democratic Caucus, where democratic Presidential nominee Howard Dean, former governor of Vermont, no longer became known for his policy b
UConn - HIST - 2100
M usi 1004 P RE-TEST Spring 2009 Robert w. StephensName_Anne Cordeiro_Section_2_ Submit electronically and bring ha rd copy to class Thu rsdayGOAL #1: To understand the diversity of human cultu res Why do different subcultures in world societies have di
UConn - HIST - 2100
ThereadingsthisweekdealtwiththethemeofneocolonialisminLatin America.Brieflyneocolonialismiswhenmoreadvancedcountries, economicallyandpolitically,begintoimparttheirinfluenceoverlesser developedcountries.Itisnotcomparedtoimperialism,forthereisnevera formald
Penn State - ECON - 002
Rebecca Shindell ECON 002 2-25-09 Homework # 3(1) When a third party is adversely affected by the actions of others this is referred to as a negative externality.(2) This is an example of an inframarginal externality because even though the lawnmowers a
Penn State - ECON - 002
Extra Credit Homework #1: Due September 3rd by the end of your scheduled class. Directions: All homework answers MUST be TYPED. No EMAIL SUBMISSIONS. The homework is collected in class. If you cant be in class then send your homework with a friend or turn
Penn State - ECON - 002
Name: Rebecca Shindell PSU User ID (abc5xxx): RHS5021 Extra Credit Homework #2: Due Thursday, September 17th by the end of class. $2,250 Total. Directions: All homework answers MUST be TYPED. No EMAIL SUBMISSIONS. The homework is collected in class. If yo
Johns Hopkins - WSE - ME 530.328
530.328 - Fluid Mechanics II Spring 2009 Homework #1 - review CV linear momentum - Due date: Thursday February 51. Water flowing into a two-dimensional channel of width w=90mm with uniform velocity, U=5 m/s. The channel makes a 90 degree bend to the side
Johns Hopkins - WSE - ME 530.328
530.328 - Fluid Mechanics II, 2008, Midterm Exam 1 Closed books & notes. Time: 15 minutes or less. Develop answers on the available place. (approx 30%) NAME. 1. A plane used to combat forest fires moves at constant velocity V from left to right as shownb
Johns Hopkins - WSE - ME 530.328
Midterm Exam 2 530.328 - Fluid Mechanics II, Spring 2008 Closed Books (40%) 20 minsName : . 1. In two-dimensional incompressible inviscid, irrotational flow (in a horizontal plane), if the streamlines are as follows: Which of the following statements is
Johns Hopkins - WSE - ME 530.328
Midterm Exam 2 530.328 - Fluid Mechanics II, Spring 2007 Closed Books (25%) 10 minsName : . (2 pages, 10 questions)How do you represent the following irrotational, 2D inviscid flows? (indicate types of flows to superpose and sketch streamlines and flow
Johns Hopkins - WSE - ME 530.328
530.328 - Fluid Mechanics II, 2007 Final ExamClosed books, closed notes. Each problem has the same weight. Time: 35 minutes or less. Develop your answers on the available place. (33%) NAME: . 1. A rough pipe is connected to a pressurized vessel (gauge pr
Johns Hopkins - WSE - ME 530.328
530.328 - Fluid Mechanics II Spring 2009 Homework #6 Compressible Flow Due date: Tuesday May 5th before 3pm with Katy in ME office Latrobe 223 Review material in section 12 and 13.1, 13.2 and 13.5 Problems: 12.36 12.48 13.4 13.10 13.18 13.22
Johns Hopkins - WSE - ME 530.328
530.328 - Fluid Mechanics II Spring 2009 Homework #5 Potential Flow - Due date: Thursday April 91. A flow field is formed by combining a clockwise vortex, with strength , located at the origin, and a uniform flow in the negative x direction (right to lef
Johns Hopkins - WSE - ME 530.328
530.328 - Fluid Mechanics II Spring 2009 Homework #4 Potential Flow - Due date: Thursday April 21. Determine whether the Bernoulli equation can be applied between different radii for the vortex flow fields (a) (b) r.2. A plane source, of strength q, is
Johns Hopkins - WSE - ME 530.328
530.328 - Fluid Mechanics II Spring 2009 Homework #3 Angular Momentum - Due date: Thursday March 5th.1. A pump is used to pump water with flow rate 0.1 . The impeller inlet radius is 80 mm and blade width is 40 mm. The impeller outlet radius is 250 mm an
Johns Hopkins - WSE - ME 530.328
530.328 - Fluid Mechanics II Spring 2009 Homework #2 - flow in pipes Due date: Thursday February 12 at/before noon (zero tolerance late policy) in Latrobe 223 ME department office (Ms. Katy Sanderson)1. A pipe flow with water at standard conditions is ge
Loyola Maryland - CS - CS 631
Loyola Colleg e Computer Scien ce Dep t Spring 2006CS631: Computing Fundamentals II Homework - Abstract Data Types Due: Next class period, Feb. 8th Assignment: 1. Page 216, number 9 and 10. I dont need the answer to 10 to be compiled and run, but would a
Loyola Maryland - CS - CS 631
Loyola College Computer S cience D ept Spring 2006CS631: Computing Fundamentals II Homework - Java review and recursion Due: Next class period, Feb. 3rd Assignment: 1. Page 164, number 3 2. Page 164, number 4 3. Page 165, number 5 4. Page 165, number 11
Loyola Maryland - CS - CS 631
Computer S cience D ept. Loyola College Spring 2006CS631: Computer Science II Midterm Spring Solutions I. Short answer 1. Which statement makes the most sense? Circle the answer. CS631 is-a fun class CS631 has-a fun class. is-a makes the most sense since
Loyola Maryland - CS - CS 631
CS631 Homework 10a (bina ry trees) solut ions Page 590, #2a pre, in and postorder trav ersals of tr ee in f igure 11-44 Pre: MGDAHK LTRVU W In : ADHEKLMTRUVW Post: AHDLKGUV RW TM Page 590, #3 Giv en the tree in figure 11-45: a. Which node must have th e i
Loyola Maryland - CS - CS 631
CS631 Homework 9 solutions Page 513, #8 Tr ace inser tion sor t on the fo llow ing data. Und erlined values hav e just been moved ther e. Initial array: 20 80 40 25 60 40 Pass 1: 20 80 40 25 60 40 Pass 2: 20 40 80 25 60 40 Pass 3: 20 25 40 80 60 40 Pass 4
Loyola Maryland - CS - CS 631
CS631 Homework 4 solutions 1. Conver t Linked List class to use object rather than in teger . This is posted to th e class w eb p age under Lab and Examp le Code, Homework folder . The k ey was rep lacing int by Object in the Link edList and n ode classes
UPenn - MATH - Statistics
Homework 4, Stat 541: Due Friday, Oct 16, 2009, 12 noon Linear Algebra and Linear ModelsStudent Name: (replace this with your name) October 6, 2009Instructions: Edit this LaTex le with your solutions and generate a PDF le from it. E-mail the PDF to the
UPenn - MATH - Statistics
Homework 2, Stat 541: Linear Algebra, Due Fri, Sept 25, 2009, 12 NoonYour Name: (replace this with your name) October 5, 2009Instructions: Edit this LaTex le by inserting your solutions after each problem statement. Generate a PDF le from it and e-mail
UPenn - MATH - Statistics
Homework 2, Stat 541: Linear Algebra Due Fri, Sept 25, 2009, 12 NoonYour Name: (replace this with your name) September 22, 2009Instructions: Edit this LaTex le by inserting your solutions after each problem statement. Generate a PDF le from it and e-mai
University of Texas - PHY - Physics 30
The Conditions for EquilibriumExpect static equilibrium whenever acelerationFnet = 0 net = 0a = cfw_ax ; ay ; az and angular acceleration are zero,The first of these equations gives you up to threeconditions (for x, y , and z components); the lower
University of Texas - PHY - Physics 30
Kinetic Variables for RotationAngular position (in radians)Angular displacement == 2 - 1Angular velocity = /t(instantaneous a.v.: t 0)Angular acceleration = /t(instantaneous a.a.: t 0)c L.Frommhold. p.27/27Distance Travelled Along the ArcRotat
University of Texas - PHY - Physics 30
Definition of MomentumThe momentum of a particle is defined asp=mvMomentum is a vector Newton's 2nd law F = m v/t may be rewrittenp F = tprovided mass does not change with time.Actually, this is the correct form of the 2nd lawc L.Frommhold. p.18/1
University of Texas - PHY - Physics 30
Work (in Physics)In Physics Work is defined asW = FA d cos c L.Frommhold . p.21/21No Work, but (Lots of) Sweat ?A person standing at the busstop may get tired, but he is doing no Work,W = FA d cos because d = 0.Even if he were walkinghome, W = 0
University of Texas - PHY - Physics 30
Circular Uniform MotionDistinguish speed v(a scalar) from velocity v (a vector). velocity constant: linear motionUniform motion keepsUniform circular motionkeeps speed constant (circular motion)c L.Frommhold. p.20/14Centripetal AccelerationAccele
University of Texas - PHY - Physics 30
What is Force ?Accordig to Webster, FORCE means many things: strength or energy exerted or brought to bear cause of motion or change active power capacity to persuade or convince legal efficacy (. . . a law still in force. . . ) military strength, etc.
University of Texas - PHY - Physics 30
AnnouncementDue to an accident, Prof. Kleinman will be unable toInstructor: L. Frommhold, RLM 10.324; 471 5100 email: frommhold@physics.utexas.edu office hours: MWF 1111:50 a.m. at RLM 10.324teach this PHY302K course. I have been asked by the Chairman,
UT Arlington - PHYS - PHYS 3313
Chapter 1 Homework ProblemsSection 1. Special Relativity 1. If the speed of light were larger than it really is, would relativistic phenomena be more or less conspicuous than they are now? Why? Section 2. Time Dilation 2. How fast would an athlete have t
UT Arlington - PHYS - PHYS 3313
Chapter 1 Homework Solutions1. All else being equal, relativistic phenomena would be less conspicuous if the speed of light were larger. We would have to obtain an even larger speed than we do now for relativistic effects to manifest themselves.2.t = t
UT Arlington - PHYS - PHYS 3313
Chapter 2 Homework Problems1. If Planck's constant were larger than it is, would quantum phenomena be more or less conspicuous than they are now? 2. (a)A typical AM radio frequency is 1000kHz. What is the energy in eV of photons of this frequency? (b) Wh
UT Arlington - PHYS - PHYS 3313
Chapter 2 Homework Solutions1. Planck's constant gives a measure of the energy at which quantum effects are observed. If Planck's constant had a larger value, while all other physical quantities such as, speed of light, remained the same; quantum effects
UT Arlington - PHYS - PHYS 3313
Chapter 3 Homework Solutions1. (book #3)2. (book #4)3. a) 1 keV is small compared to proton rest energy of ~1 GeV so nonrelativistic is fine. ==h = ph = 2mKEhc 2mc 2 KE1.24 10-6 eV m 2(9.38 106 )(1000)= 9.110-12 mb) 1 GeV is not small compared
UT Arlington - PHYS - PHYS 3313
Chapter 3 Homework Problems1. (book #3)2. (book #4)3. a) Find the de Broglie wavelength of a 1.00 keV proton. Is a relativistic calculation needed? B) Find the de Broglie wavelength of a 1.00 GeV proton. Is a relativistic calculation needed? 4. (book #
UT Arlington - PHYS - PHYS 3313
Chapter 4 Homework1. book #5) 7. A (muon) is in the n=3 state of a muonic atom whose nucleus is a proton. Find the wavelength of the photon emitted when the muonic atom drops to its ground state. In what part of the spectrum is this wavelength? 2. book#
UT Arlington - PHYS - PHYS 3313
Chapter 4 Homework Solutions1. (book #5)2. (book #9)3.1= R(1 1 1 1 - 2 ) = 1.097 107 m -1 ( 2 - 2 ) 2 3 nf ni nf 11 1 = 1.097 107 ( - ) = 1.52 106 m -1 4 9 -7 = 6.58 10 m 1 1 1 n = 1: = 1.097 107 ( - ) = 9.75 106 m -1 1 9 -7 = 1.03 10 m n= 2:4.12
UT Arlington - PHYS - PHYS 3313
Chapter 5 Homework Problems
UT Arlington - PHYS - PHYS 3313
Solutions Chapter 51. Book #22. Book #33. Book #74. Book #9Solutions Chapter 55. Book #106. Book #14Solutions Chapter 57. Book #198. Book# 219. Book# 25Solutions Chapter 510. Book #2911. Book #30
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 2Wednesday August 26, 2009 Dr. Andrew Brandt 1. Special Relativity 2. Galilean Transformations 3. Time Dilation and Length Contraction8/26/20093313 Andrew Brandt1CH. 1 Relativity (Motion) What do we mean by motion? Throw a bal
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 3Monday August 31, 2009 Dr. Andrew Brandt HW1 Assigned due 09/09/09 Relativistic momentum and energy8/31/20093313 Andrew Brandt1Velocity Addition (Appendix) ~Worth reading 1.6 on connection of electricity and magnetism; electr
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 4Wednesday September 2, 2009 Dr. Andrew Brandt 1. 2. 3. 4. 5. 6.9/2/2009Forgot to work Ex. 1.5 Finish Ch. 1 HW 1 still due 09/09/09 Quiz on Ch. 1 Particle Properties of Waves Photoelectric Effect3313 Andrew Brandt1Units Use W
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 5Wednesday September 9, 2009 Dr. Andrew Brandt 1. HW1 Due HW2 Assigned (9/16) 2. Faculty Research Expo Weds 4pm Thurs 3:30 SH101 (extra credit) 3. What is Light? 4. X-Rays 5. Compton Effect 6. Pair Production 3313 Andrew Brandt9/9
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 6Monday September 14, 2009 Dr. Andrew Brandt 1. 2. 3. 4. 5. 6. 7. Finish Ch.2 Pair Production etc. HW CH 2 due weds 9/16 Quiz (review 1, give 2) Wave Properties of Particles de Broglie Waves Matter Waves Wave Equation 3313 Andrew B
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 7Wednesday September 16, 2009 Dr. Andrew Brandt 1. 2. 3. 4. HW2 due and HW3 assigned Phase Velocity Wave Equation Group Velocity9/16/20093313 Andrew Brandt1Phase Velocity How fast do dB waves travel? Might guess wave has same
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 8Monday September 21, 2009 Dr. Andrew Brandt 1. 2. 3. 4. 5. 6.9/21/2009HW 3 due Weds 23rd Diffraction Particle in a Box Uncertainty Principal and Examples The Electron Rutherford Scattering3313 Andrew Brandt1Diffraction: Davis
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 9Wednesday September 23, 2009 Dr. Andrew Brandt 1. 2. 3. 4. HW4 due Weds Sep. 30 Rutherford Experiment Bohr Atom Quantum Mechanics9/23/20093313 Andrew Brandt1Rutherford ScatteringN ( ) = sin 4K KE 22 The actual result was v
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 10Monday September 28, 2009 Dr. Andrew Brandt 1. 2. 3. 4. 5.9/28/2009HW4 due Weds Sep. 30, test on Ch 1-5 Oct. 14 Schrodinger's Equation Wave Function Properties Operators and Expectation Values Eigenfunctions and Eigenvectors33
UT Arlington - PHYS - PHYS 3313
Physics 3313 - Lecture 11Wednesday September 30, 2009 Dr. Andrew Brandt 0. HW 4 due today HW5 due 10/7 Test ch 1-5 10/14 1. Eigenvalues 2. QM Particle in a box 3. Finite Potential Well9/30/20093313 Andrew Brandt1Eigenvalues Solutions for Schrodinger
UT Arlington - PHYS - PHYS 3313
Equations Test 1 PHYS 3313c = 3.0 10 8 m / s m electron = 0 . 511 MeV2-19c2= 9 . 11 10-27- 31kgm proton = 938 MeV c = 1.67 10kg mneutrone = 1.6 10 Coulomb h = 6.63 10 -34 J.s = 4.14 10 -15 eV .s R = 1.097 10 7 m -1 (Work function ) : Platinum
UT Arlington - PHYS - PHYS 5307
UT Arlington - PHYS - PHYS 5307
UT Arlington - PHYS - PHYS 5307