How to Calculate Percent Error

How to Calculate Percent Error Percent error or percentage error expresses as a percentage the difference between an approximate or measured value and an exact or known value. It is used in science to report the difference between a measured or experimental value and a true or exact value. Here is how to calculate percent error, with an example calculation. Key Points: Percent Error The purpose of a percent error calculation is to gauge how close a measured value is to a true value.Percent error (percentage error) is the difference between an experimental and theoretical value, divided by the theoretical value, multiplied by 100 to give a percent.In some fields, percent error is always expressed as a positive number. In others, it is correct to have either a positive or negative value. The sign may be kept to determine whether recorded values consistently fall above or below expected values.Percent error is one type of error calculation. Absolute and relative error are two other common calculations. Percent error is part of a comprehensive error analysis.The keys to reporting percent error correctly are to know whether or not to drop the sign (positive or negative) on the calculation and to report the value using the correct number of significant figures. Percent Error Formula Percent error is the difference between a measured and known value, divided by the known value, multiplied by 100%. For many applications, percent error is expressed as a positive value. The absolute value of the error is divided by an accepted value and given as a percent. |accepted value - experimental value| \ accepted value x 100% For chemistry and other sciences, it is customary to keep a negative value. Whether error is positive or negative is important. For example, you would not expect to have positive percent error comparing actual to theoretical yield in a chemical reaction. If a positive value was calculated, this would give clues as to potential problems with the procedure or unaccounted reactions. When keeping the sign for error, the calculation is the experimental or measured value minus the known or theoretical value, divided by the theoretical value and multiplied by 100%. percent error [experimental value - theoretical value] / theoretical value x 100% Percent Error Calculation Steps Subtract one value from another. The order does not matter if you are dropping the sign, but you subtract the theoretical value from the experimental value if you are keeping negative signs. This value is your error.Divide the error by the exact or ideal value (not your experimental or measured value). This will yield a decimal number.Convert the decimal number into a percentage by multiplying it by 100.Add a percent or % symbol to report your percent error value. Percent Error Example Calculation In a lab, you are given a block of aluminum. You measure the dimensions of the block and its displacement in a container of a known volume of water. You calculate the density of the block of aluminum to be 2.68 g/cm3. You look up the density of a block of aluminum at room temperature and find it to be 2.70 g/cm3. Calculate the percent error of your measurement. Subtract one value from the other:2.68 - 2.70 -0.02Depending on what you need, you may discard any negative sign (take the absolute value): 0.02This is the error.Divide the error by the true value:0.02/2.70 0.0074074Multiply  this value by 100% to obtain the percent error:0.0074074 x 100% 0.74% (expressed using 2 significant figures).Significant figures are important in science. If you report an answer using too many or too few, it may be considered incorrect, even if you set up the problem properly. Percent Error Versus Absolute and Relative Error Percent error is related to absolute error and relative error. The difference between an experimental and known value is the absolute error. When you divide that number by the known value you get relative error. Percent error is relative error multiplied by 100%. Sources Bennett, Jeffrey; Briggs, William (2005),  Using and Understanding Mathematics: A Quantitative Reasoning Approach  (3rd ed.), Boston: Pearson.Tà ¶rnqvist, Leo; Vartia, Pentti; Vartia, Yrjà ¶ (1985), How Should Relative Changes Be Measured?,  The American Statistician,  39  (1): 43–46.

Supply Chain Assignment Example | Topics and Well Written Essays - 250 words

Supply Chain - Assignment Example This is due to the fact that all business operations are similar in that they are mostly concerned with the development of a product in the most cost effective way. Lean is hard to implement due to the simple reason that it is a change process just like any other and therefore employees and other players in the organisation may resist this change as it threatens the status quo. This is the main reason why lean has faced various challenges in implementation. In a lean system suppliers are important in that they help coordinate the delivery of raw materials and other inputs used in the production process. Customers on the other hand help the company in terms of suggestions of product enhancement as well as any other improvements that may be needed in order to ensure the success of the product. It is important to note that the lean philosophy is aimed at the maximisation of both the quality and productivity in order to ensure maximum value to the customer. These two therefore go hand in hand in order to ensure that the production process results in products of highest quality. The triple bottom line is also known as people planet and profits and is used to explain the fact that businesses are responsible to stakeholders and not shareholders. In the manufacturing sector, it is used to ensure that companies do not carry out any activities that may pollute the environment. In the service industry, this is used to ensure that any practices do not affect any stakeholders such as the suppliers or customers

European Union Law Essay Example | Topics and Well Written Essays - 2250 words - 7

European Union Law - Essay Example This paper takes a stand that for the EU to achieve success in meeting its objectives, its laws and directives have to be supreme over the laws and directives of member states. The principles of the supremacy of the EU denote that, the laws of the European Union are supreme when compared to the laws of the member states. The European Court of Justice introduced this doctrine in 1964, however, to date; it is still controversial with some states arguing against its adoption. This is because of the concept of sovereignty, which allows member states to have a right of determining their laws, without influence from foreign powers. However, there are a number of reasons given, in support of the principles of the EU law2. One of these principles is that, there would be uneven application of laws, if this principle does not exist. This is unacceptable within the European Union, mainly because it has the capability of threatening and compromising the legal system of the European Union. Another reason is based on the doctrines of the direct effect which was created by the European Union Court of Justice. This doctrine denotes that certain provisions of the European Laws are directly applicable to the national laws of member states, without any other enactments3. This is beneficial to the member states, mainly because it creates uniformity in the application of laws, hence promoting the objectives and mission of the European Union. The concept or principle of the EU supremacy has never been expressly identified in any of the treaties that form the European Union. This concept was developed by the European Court of Justice through a series of very important rulings and judgments. However, the most important case responsible for introducing this concept of supremacy of EU laws is the case of Costa vs. ENEL4. According to this case, the judges denoted that a directly applicable, secondary or primary European law will prevail

Early Childhood Education Essay Example for Free

Early Childhood Education Essay Children are our future. This explains to you, the reader, why I chose to dive into the career path of Early Childhood Education. In this essay I will explain to you what the job of an early Childhood professional is, what training they need and what standards they are expected to maintain. These are all important facts in becoming an Early Childhood professional. First of all, what is the job of an Early Childhood professional? Well, their job is to nourish the growth of children, support families, and work closely with coworkers. Their work with children begins before the first child arrives, and continues until after the last child leaves. Early Childhood educators spend a lot of time with not only the children, but with the families of the children. The book, Who Am I in the Lives of Children states that young children cannot be separated from the context of their homes, so relating to and working with families is an important part of the role of the Early Childhood educator. If your not a people person, this job may not be for you. Educators provide a safe and secure environment for the children, allowing them to grow and blossom into an independent child, with a personality of their own. Early Childhood education may take a number of faces including family childcare providers and nannies, teacher aides or teacher assistants, assistant teachers or assistant care givers, teachers or care givers, master teachers or head teachers and lastly, directors. Members of this field share a mission, commitment and set of values. Also, they have agreed on standards, in the form of a code of ethics. In one single day, an Early Childhood professional may function as a teacher, friend, secretary, parent, colleague, nurse, janitor, counselor, entertainer, and a diplomat. Second of all, what training are Early Childhood professionals expected to have? Well, paraphrasing from the book, Who Am I in the Lives of Children, the training and experience required will be determined by program licensing. Requirements vary from state to state. In some states being in good health and having a diploma are all that is necessary. Most states require that teachers and care givers in center based programs be qualified for their jobs through training, either by having a college degree, or a CDA credential(Child Development Associate). From what I know you need approximately 12 units of ECE training to go into the field of Early Childhood education. Lastly, what standards are Early Childhood professionals expected to maintain? I think the core values of early childhood education are very important to maintain. These core values are: appreciating childhood as a unique a valuable stage of the human life cycle basing our work with children on knowledge of child development appreciating and supporting the close ties between the child and the family recognizing that children are best understood in the context of family, culture and society Respecting the dignity, worth and uniqueness of each individual (child, family member and colleague) Helping children and adults achieve their full potential in the context of relationships that are based on trust, respect and positive reguard. The NAEYC Code of Ethical Conduct is also important is the field of Early Childhood education. (A copy of the code is found in the appendix of, Who Am I in the Lives of Children) These two things are important because young children are vulnerable and lack the power to defend themselves. In conclusion, when people say that you just babysit kids they are wrong. Being an Early Childhood professional is a very important job. You are helping shape and raise our futures leaders.

Subjective Intelligence :: Technology Technological Essays

Subjective Intelligence The human aspiration to create intelligent machines has appeared in myth and literature for thousands of years, from stories of Pygmalion to the tales of the Jewish Golem. After thousands of years of fantasy, the appearance of the digital computer, with its native, human-like ability to process symbols, made it seem that the myth of man-made intelligence could become reality. However, when will we know when we have reached that critical point when a machine becomes a mind? What is it that distinguishes real intelligence from the mere processing of symbols and interpretation of stimuli? When is intelligence achieved? To answer these questions one needs a concrete definition of intelligence in order to formulate the criteria necessary to evaluate the intellectual capability of machines and men. Webster’s dictionary defines intelligence as, â€Å"The ability to learn and understand.†[1] This is a very broad definition and allows for as much interpretation as the concept we are trying to define. Furthermore, this definition fails to account for the full range of cognition that the human brain is capable of. Webster’s definition does not account for the critical aspects of emotion, free will and personality. A second definition given by the Encarta encyclopedia is the â€Å"general mental capability to reason, solve problems, think abstractly, learn and understand new material and profit from past experience.†[2] All of these are traits of the human mind. Therefore it would follow that if a machine does not possess one of these human characteristics it cannot be considered intelligent. Furthermore, it necessitates that an intelligent machine must be human-like. If this is so, a machine could then be described with the same qualifying words we use to describe a human. Is a machine then bright, smart, stupid or clever? If we define intelligence as â€Å"â€Å"a likeness to the human mind,†Ã¢â‚¬  the human characteristics that Webster failed to capture in its definition, are encompassed in a separate humanistic definition of intelligence. However, where Webster and Encarta are too broad, the humanistic definition may be too tight. It is commonly agreed that humans are all intelligent beings, however it does not necessarily follow that humans are the only intelligent beings. Therefore by defining intelligence in such a way one could be ruling out different forms of intelligence that are intelligent by nature, but then not by definition.

Explain Why Trotsky Did Not Become the Leader of the Ussr

Explain why Trotsky did not become the leader of the USSR After Lenin’s death in 1924 the Bolsheviks (although not out rightly stated) were in need of a new leader. The power struggle occurred from 1923-1929 and eventually Stalin effectively became the leader of the USSR due to many reasons, including the weaknesses of Trotsky. Trotsky had not been a Bolshevik initially – he converted from the Menshevik party in 1917. Therefore some of the party members doubted him as 100% trustworthy.Within the Civil War, he had created and led the ‘Red Army’ which was still very strong, and they feared that if he had the power to do so, Trotsky would use the Red Army to begin a violent coup and take over the whole country himself. On top of this, Trotsky himself hadn’t tried to build up support within the party and consequently after Lenin’s death when the party were in debate as to how the country should be run Trotsky had a difficult time trying to put for ward his ideas as many supported Stalin.In fact Trotsky had widely underestimated Stalin as a contender for the party’s leadership. He had regarded him as inferior, which may have been true if looking at intelligence, however Trotsky’s arrogance blinded him as his disregard for anyone less intelligent than himself again lost him support, whilst Stalin was gaining it throughout the judgements he put forward and the allies he was creating. In hindsight it is clear that this self-importance was Trotsky’s major downfall at this time because not only was he disliked but it caused him to make some crucial errors of judgement.Most significantly the decision with Stalin to not publish Lenin’s final testament, in which it was proven that Lenin disliked Stalin and believed he had too much power and couldn’t be trusted. It is clear that had this been publicised at the time Stalin would have struggled enormously to become the leader with the criticism of a pop ular leader before hand. However it condemned Trotsky as well and although his would’ve most likely had minor effect, he chose to keep his pride.This may have been partly because Trotsky wasn’t as driven as the other leaders in wanting to take over the party as he believed that as a Jew there would be prejudice against him as a leader due to anti-Semitism in Russia. Therefore he didn’t push himself forward. Overall Trotsky did not become the leader of the USSR because he didn’t have much support within the party and his lack of tactics and drive didn’t make him a strong contender. Both of these weaknesses were highly influenced by his self absorbed personality.

The Women of Brewster Place Essay - 1449 Words

Who are the women of Brewster Place? Mattie, Ciel, Etta Mae, Kiswana, Cora Lee, Lorraine, and Theresa. Each of these women will tell their experience while living in Brewster Place, a big brownstone blocked by a brick wall on a dead end street. Mattie is the mother figure in the apartment building. Mattie grew up in Tennessee , where she lived a sheltered life with her mother and over protective father. One day Mattie and Butch Fuller, a man her father despised, went to pick sugar cane. Butch seduces Mattie with his sweet charm and good looks. Mattie becomes pregnant with Butch’s child. She leaves Tennessee to escape her father and ends up in New York where she meets Ms. Eva and her granddaughter Ciel. Ms. Eva gives Mattie and her son†¦show more content†¦Eugene is constantly in and out of Ciel and their daughters live. Even though he treats Ciel this way all she hopes for is for him to love her. Ciel becomes pregnant with their second child and Eugene gets her to have an abortion. While Ciel and Eugene are fighting their daughter Serena, in another room is electrocuted and killed by sticking a fork into an electrical socket. Ciel is devastated by this tragedy and nearly dies from grief. Mattie try her best to comfort Ciel while she is grieving over her daughter’s death. However, the next morning, Mattie wakes to see Ciel is no longer there. Cora Lee had many children. As a child she was obsessed with baby dolls. Every Christmas she would get a new baby doll. Until she was 13, when her father said she was too old. Beginning in her sophomore year of high school, she started having babies one after another. Cora Lee neglects her children as they get older since she can only take care of them while they’re babies. Kiswana catches one of Cora Lee’s children eating out of a trash can and takes him to his mom to tell on him. Kiswana then see how filthy Cora Lee’s apartment is. Kiswana offers her to come and bring the children to a play. 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