Description This week you will continue on with your efforts in video analysis,

Description
This week you will continue on with your efforts in video analysis, in a physics context.
Additionally, you will apply these video analysis skills to a moving projectile, or an object thrown
in the air. You may consider asking a friend to help with the video recording, to make the
process go a bit smoother. The recording process should only take 5 minutes, or so. To better
understand a fundamental principle in physics (all objects fall at the same rate on Earth), we will
be fitting the video data with functions to illustrate the mathematical behavior of an everyday
action.
Time Spent on Lab = Approximately three hours, does not need to be done at one sitting
Learning Objectives
● Model projectile motion in multiple forms
● Solve for a projectile’s path given a set of initial conditions
Materials
● Video camera or cell phone camera
● Ball or similar soft object to throw in the air
● Computer with LoggerPro software installed
Pre-Lab Activity
Install and familiarize yourself with the LoggerPro software by Vernier.
● Installing LoggerPro instructions
1. Thinking back to the first lab experiment and your idea for a video project to create a lab
around. Does the video already include vectors in two dimensions? If so, describe this
below.
Answer:
I will give you access.

Write an Internal Assessment in Physics SL for the IB Diploma. Think of a resear

Write an Internal Assessment in Physics SL for the IB Diploma. Think of a research question and do the research afterward. Add an Introduction, Background Information, Research Question, Hypothesis, Variables, Apparatus and materials, Safety, Procedure, Data collection and Presentation, Graphs, Analysis, Conclusion, Evaluation and Bibliography. Do not use any AI or plagarism. In the files below I will send an example of such AI and what the topic is about and my measurements from the experiment(look from N1 to N6).

Appendix: Mathematical Tools and Techniques Introduction: – Importance of Mathem

Appendix: Mathematical Tools and Techniques
Introduction:
– Importance of Mathematical Tools in Physics
– Overview of Mathematical Methods Covered in the Appendix
1. Linear Algebra:
– Vectors and Vector Spaces
– Matrices and Matrix Operations
– Eigenvalues and Eigenvectors
– Diagonalization and Spectral Decomposition
2. Complex Analysis:
– Complex Numbers and Functions
– Analytic Functions and Cauchy-Riemann Equations
– Contour Integration and Residue Theorem
– Applications in Physics: Fourier Transforms, Laplace Transforms
3. Differential Equations:
– Ordinary Differential Equations (ODEs)
– Partial Differential Equations (PDEs)
– Solution Techniques: Separation of Variables, Method of Characteristics, Green’s Functions
– Applications in Physics: Classical Mechanics, Electrodynamics, Quantum Mechanics
4. Calculus of Variations:
– Functionals and Variational Principles
– Euler-Lagrange Equation
– Applications in Physics: Principle of Least Action, Hamilton’s Principle
5. Fourier Analysis:
– Fourier Series and Fourier Transform
– Properties of Fourier Transforms
– Applications in Physics: Signal Processing, Wave Propagation, Quantum Mechanics
6. Group Theory:
– Group Definitions and Properties
– Symmetry Operations and Group Representations
– Applications in Physics: Crystallography, Particle Physics, Quantum Mechanics
7. Tensor Analysis:
– Tensor Definitions and Properties
– Tensor Operations and Transformation Laws
– Applications in Physics: General Relativity, Continuum Mechanics, Electromagnetism
8. Probability and Statistics:
– Probability Distributions: Discrete and Continuous
– Statistical Parameters: Mean, Variance, Standard Deviation
– Statistical Inference: Hypothesis Testing, Confidence Intervals
– Applications in Physics: Statistical Mechanics, Data Analysis
9. Numerical Methods:
– Numerical Integration Techniques: Trapezoidal Rule, Simpson’s Rule, Monte Carlo Integration
– Numerical Solution of Differential Equations: Runge-Kutta Methods, Finite Difference Methods
– Computational Physics: Molecular Dynamics, Monte Carlo Simulations, Finite Element Analysis
Conclusion:
– Summary of Mathematical Tools and Techniques Covered in the Appendix
– Importance of Mathematical Proficiency in Physics Research and Problem-Solving
– Resources for Further Study and Practice Exercises
This appendix provides a comprehensive overview of mathematical tools and techniques commonly used in physics research and problem-solving. It serves as a reference guide for students and researchers to strengthen their mathematical skills and apply them effectively in various areas of physics.

Please write a paper on Nuclear energy in the state of Georgia. Meet all of the

Please write a paper on Nuclear energy in the state of Georgia. Meet all of the following requirements for the paper:
Please write about the nuclear power plants in the state of Georgia, nuclear energy in the state of Georgia as a whole and keep in mind that you need to write about how it currently is and how it can be improved while also including the following that is straight out of the syllabus for the course:
This is the first year that PH241 has been run in the era of generative AI. We do not yet know how much these technologies will impact academic writing tasks such as those of PH241, for their ability to generate readable prose is quite remarkable. However, I am anticipating that the numbers requirement for written submissions in PH241 will be a problem for these technologies because they tend to just make things up and are not competent at numerical analysis. Accordingly I am further strengthening the numbers requirement this year. In the past I merely required each submission to contain at least one number that was important. This year I am actually asking each submission to have at its core a confrontation with numbers. Examples might include The total amount of energy, measured in joules per year, delivered by all the nuclear reactors in Germany at their peak (before the decision to close them) compared to energy delivered by the Nord Stream I pipeline (before it was sabotaged). The total amount of nuclear energy generated in France, measured in Joules per year, compared with the total amount gasoline and diesel consumed in France, measured in the same units. The total mass of unenriched Uranium metal, measured in kg per year, consumed by the world’s commercial nuclear reactors. The market price of unenriched Uranium metal, measured in USD per kg, over the past 2 decades. The total mass of high-level nuclear waste (spent fuel rods), measured in kg per year, generated by the world’s commercial nuclear reactors. The radioactivity, measured in Bq per kg, of spent fuel rods freshly removed from a reactor. Also the heat power, measured in Watts per kg, associated with this radioactivity. The radioactivity, measured in Bq per square meter, in the forests northwest of the Fukushima Daiichi accident. The larger idea behind the numbers requirement is to discourage approaching the task as a rhetoric exercise. The latter means deciding on a thesis first and then selecting facts to support it second. The skill that PH241 is designed to teach is exactly the opposite. One starts by asking a quantitative question that is incisive and then searches out numbers answering this question that are unimpeachably correct, making sure that they are backed up by strong, non-volatile sources so they can be checked by third parties. One then lets these numbers do the talking. This causes the story to grow out of the facts, as opposed to the other way around. Some plain-word explanations are usually required for clarity, but these are in service of the numbers, not the reverse. Authors will not have to guess whether they have satisfied the numbers requirement. Per normal PH241 procedure I will be asking everyone to “clear” topics with me before they begin working on them. This is chiefly to avoid excessive topic overlap, but I will also be using it to check if the 3 of 8 numbers content is adequate. If it isn’t, I will just ask the author to revise/sharpen the topic before proceeding. I will also be checking numbers as editor and flagging those that are nonsense or just made up.
.
Please write a paper that includes all of this and make sure the sources are not volatile meaning that they are journals or trustworthy sources and not websites, it has to be scholarly articles or journals or something of that sort. Include a graph or table with relevant numbers as well.

Please write a paper on Nuclear energy in the state of Georgia. Meet all of the

Please write a paper on Nuclear energy in the state of Georgia. Meet all of the following requirements for the paper:
Please write about the nuclear power plants in the state of Georgia, nuclear energy in the state of Georgia as a whole and keep in mind that you need to write about how it currently is and how it can be improved while also including the following that is straight out of the syllabus for the course:
This is the first year that PH241 has been run in the era of generative AI. We do not yet know how much these technologies will impact academic writing tasks such as those of PH241, for their ability to generate readable prose is quite remarkable. However, I am anticipating that the numbers requirement for written submissions in PH241 will be a problem for these technologies because they tend to just make things up and are not competent at numerical analysis. Accordingly I am further strengthening the numbers requirement this year. In the past I merely required each submission to contain at least one number that was important. This year I am actually asking each submission to have at its core a confrontation with numbers. Examples might include The total amount of energy, measured in joules per year, delivered by all the nuclear reactors in Germany at their peak (before the decision to close them) compared to energy delivered by the Nord Stream I pipeline (before it was sabotaged). The total amount of nuclear energy generated in France, measured in Joules per year, compared with the total amount gasoline and diesel consumed in France, measured in the same units. The total mass of unenriched Uranium metal, measured in kg per year, consumed by the world’s commercial nuclear reactors. The market price of unenriched Uranium metal, measured in USD per kg, over the past 2 decades. The total mass of high-level nuclear waste (spent fuel rods), measured in kg per year, generated by the world’s commercial nuclear reactors. The radioactivity, measured in Bq per kg, of spent fuel rods freshly removed from a reactor. Also the heat power, measured in Watts per kg, associated with this radioactivity. The radioactivity, measured in Bq per square meter, in the forests northwest of the Fukushima Daiichi accident. The larger idea behind the numbers requirement is to discourage approaching the task as a rhetoric exercise. The latter means deciding on a thesis first and then selecting facts to support it second. The skill that PH241 is designed to teach is exactly the opposite. One starts by asking a quantitative question that is incisive and then searches out numbers answering this question that are unimpeachably correct, making sure that they are backed up by strong, non-volatile sources so they can be checked by third parties. One then lets these numbers do the talking. This causes the story to grow out of the facts, as opposed to the other way around. Some plain-word explanations are usually required for clarity, but these are in service of the numbers, not the reverse. Authors will not have to guess whether they have satisfied the numbers requirement. Per normal PH241 procedure I will be asking everyone to “clear” topics with me before they begin working on them. This is chiefly to avoid excessive topic overlap, but I will also be using it to check if the 3 of 8 numbers content is adequate. If it isn’t, I will just ask the author to revise/sharpen the topic before proceeding. I will also be checking numbers as editor and flagging those that are nonsense or just made up.
.
Please write a paper that includes all of this and make sure the sources are not volatile meaning that they are journals or trustworthy sources and not websites, it has to be scholarly articles or journals or something of that sort. Include a graph or table with relevant numbers as well.

lab physics report all the info should be attached down. no AI please. t (s) Po

lab physics report
all the info should be attached down. no AI please.
t (s)
Potential difference (V)
ln(V) (V)
1
0
5.64
1.729884066
2
5
5.56
1.715598108
3
10
5.55
1.713797928
4
15
5.54
1.711994501
5
20
5.53
1.710187816
6
25
5.52
1.70837786
7
30
5.51
1.706564623
8
35
5.50
1.704748092
9
40
5.49
1.702928256
^ For part 1trial
Rtheo (ohms)
Ctheo (F)
1
31×10^3
0.0022×10^-6
2
51×10^3
0.0022×10^-6
3
51×10^3
0.0033×10

Acceleration project Purpose Students will explore acceleration. Theory Accelera

Acceleration project
Purpose
Students will explore acceleration.
Theory
Acceleration happens any time the speed changes. This is its definition—a
time-change in speed: a = dv/dt. Zero
acceleration means the velocity is not changing. Thus it is possible for speed to be zero when acceleration is not (as when a rocket first starts its engines) and for acceleration to be zero when speed is not (as when an elevator is in steady motion).
An accelerometer is a device that detects acceleration. Modern versions use semiconductors in which electrical transmission depends on the internal stresses. Earlier varieties used simple springs, but there is a far easier way.
Procedure
Procure a water bottle and a piece of cord or string. Dental floss can be used, as can a thread pulled from aging cloth. It needs to be four inches or so.
Attach a small weight to the end of the string. It can be a bit of twig or a ball of aluminum foil, but it must float in water when the time comes for that.
The label needs to be peeled off the bottle because the weight will hang in it and needs to be visible. The easiest way to hang the weight in the bottle is simply to screw the cap on, trapping the thread against the rim.
Set the bottle upright on a tabletop or a smooth floor and give it a minute for the hanging weight to stop moving.
Now push the bottle suddenly to away and observe the weight. It responds to the acceleration-in fact its horizontal displacement is pretty much linearly proportional to the acceleration, but note the direction.
5. It should be possible to move the bottle forward at a steady speed along the floor or table (or just carry it) so the weight doesn’t move appreciably.
Quickly stop it and observe the motion of the weight. This event is a negative acceleration—a deceleration.
6. Fill the bottle with water with the weight still in there. Screw the cap on to trap the string again. Turn the bottle upside-down do the weight floats in the middle. Repeat steps 4 and 5.
Analysis
From the outside perspective, the weight swings backward if the bottle accelerates forward because the bottle is trying to leave the weight behind.
From the viewpoint of the bottle, there is an “acceleration force” like the one seeming to push people back in their seats when a car accelerates.
Please answer each of the following in Canvas using complete sentences:
When the bottle moved at a steady speed, what was its acceleration?
If the bottle is left to sit, the weight grows still, but the surface of the earth is going east at 1000 MPH. Why doesn’t the accelerometer respond to this?
Suppose the bottle were hung from the ceiling in a car and the car sped up.
The bottle would swing back in the car.
What would the weight do within the bottle (no water, just air)? Why?
4. Did the weight do something weird when the bottle was accelerated while full of water? What did it do? Why?
——————————————————————
PROBLEM SET 3: Kinematics
1. A movie stuntwoman drops from a helicopter that is 30.0 m above the ground and moving with a constant velocity whose components are 10.0 m/s upward and 15.0 m/s horizontal and toward the south. You can ignore air resistance.
Where on the ground (relative to the position of the helicopter when she drops) should the stuntwoman have placed the foam mats that break her fall?
Draw x-t, y-t, Vx-t, and vy-t graphs of her motion.
2. A water hose is used to fill a large cylindrical storage tank of diameter D and height 2D.
The hose shoots the water at 45° above the horizontal from the same level as the base of the tank and is a distance 6D away (see figure). For what range of launch speeds (vo) will the water enter the tank? Ignore air resistance, and express your answer in terms of D and g.
3. If7 = bt? + ct3j, where b and c are positive constants, when does the velocity vector
make an angle of 45.0° with the x- and y-axes?
4. The earth has a radius of 6380 km and turns around once on its axis in 24 h.
What is the radial acceleration of an object at the earth’s equator? Give your answer in m/s and as a fraction of g.
If arad at the equator is greater than g, objects will fly off the earth’s surface and into space. (We will see the reason for this in Chapter 5.) What would the period of the earth’s rotation have to be for this to occur?
5. According to the Guinness Book of World Records, the longest home run ever measured was hit by Roy “Dizzy” Carlyle in a minor league game. The ball traveled 188 m (618 ft) before landing on the ground outside the ballpark.
Assuming the ball’s initial velocity was in a direction 45° above the horizontal and ignoring air resistance, what did the initial speed of the ball need to be to produce such a home run if the ball was hit at a point 0.9 m (3.0 ft) above ground level? Assume that the ground was perfectly flat.
How far would the ball be above a fence 3.0 m (10 ft) high if the fence was 116 m (380 ft) from home plate?

Two papers need to be wrote . Full page summary notes over powerpoints . 1st pag

Two papers need to be wrote . Full page summary notes over powerpoints . 1st page is about chapters 5/6 ( temperature ) , it’s due tonight ! before 11 pm ! 2nd page is about chapters , it’s due next sunday ! before 11 pm ! I will upload what is needed when I receive it .

Structure and Rubric Title Area & Abstract -Title Area: Identifies Experiment To

Structure and Rubric
Title Area & Abstract -Title Area: Identifies Experiment Topic, Author, Lab Partners, Course-Section, Instructor, Institution Affiliation, Date. Abstract: Summarize the overall paper in 8 sentences or less. State purpose/objective of your work or what research problem was investigated, the overall design and process of your experiment, the major findings and results of your analysis including primary numerical values, and conclusions from your study.
Statement of Purpose – In 4 sentences or less, define the goal or objective of the experiment(s). Define scope of work.
Experimental Methods – In 300 words or less, briefly describe how the experiment(s) was performed. Describe equipment and materials used to perform experiment. Describes methods to operate equipment. Identifies critical procedural steps needed to replicate experiment (setup, alignment, calibration, things to avoid, etc.). Defines variables to be directly measured and how they were measured. State any assumptions made related to materials. Does not repeat/copy lab manual instructions. Results – The bulk of your Lab Summary. To include any Results, Analysis, or Discussion mentioned in the Experiment Manual. Also include any graphs/plots and data tables asked to produce.Analysis of Data – Describe the data analysis and mathematical processes used to manipulate your direct measurements into final results. State any assumptions made related to math or physics theory. Examples: multiple trials averaged together, used Excel, Matlab, or Pasco Capstone for analysis, data removed or excluded and why, negative values are ignored for physical reasons.
Graphical Analysis – Includes Plots/Graphs as asked for in Experiment Manual. Displays data graphically in a clear and logical way. Formats data appropriately in graphs. Formats plots so axes labels, values, units, data points, error bars are easily readable. Gives additional context to graphed data through insightful labels and captions. Demonstrates understanding of graphical analysis technique used (curve fits, outlier data points, trendlines, etc.)
Summary of Experimental Results – Gives principle numerical results of experiment, as well as their uncertainties. Compares numerical results to expected/reference values and/or theoretical predictions by the process discussed in the Experiment Manual (Discrepancy, % Difference, etc.). Interpret if results support physics theory and expectations. Interprets if results are successful, unsuccessful, or inconclusive with respect to Statement of Purpose. Review any assumptions made which now seem invalid or possibly inappropriate.
Conclusions – Take away thoughts of the work you did. What likely impacted your results, and what could be done to improve the work.Discussion of Uncertainties – Identify at least 3 likely sources of uncertainty that you believe affected your results in a non-trivial way. Be specific in the source, what was affected, and how it was affected (+bias, -bias, or +-random, etc.). Discuss how significant you think each source of uncertainty is (does one have a greater effect than others, does one have a small effect, etc.).
Thoughts for Improvement – Thinking back on how you conducted the experiment and analysis, would you perform it the same or would you do something different? Is there other equipment you would want to try or use? Suggest at least 2 practical, non-trivialimprovements you would make. Describe why you think this would improve the experiment and better meet its objectives.
Attribution to Reference Sources – Clearly indicates what information (text, images, values, formulas) is obtained from a reference. At least 1 reference source is clearly used. Citations within report body to reference listings. Bibliography of References List given, formatted correctly. Examples of references include Lab Manual, websites, textbooks, articles, blogs.
Data, Formatting, Other – Things not tied to any specific section or area of the Lab Summary.Data & Data Tables – Displays data in labelled tables clearly and logically. Formats data with correct and uniform decimal precision, significant figures, units. Gives context to data through appropriate use of labels, captions. Gives numerical uncertainties for values.
Overall Formatting – General formatting guidelines are appropriately followed: title area with single column abstract, 2-column report body, additional supporting material contained in labeled Appendix. Text is readable. Figures/Tables appropriately sized, positioned.
Optional Appendices – Any supporting information and documentation you wish to include (or larger versions of graphs and figures) should appear at the end of your Lab Summary in one or more labelled Appendix.
Important instructions:
Lab Summary – Follow the same 2-column format, general guidelines . However, do not include a distinct Theory section or Background/Introduction section; it is not required to include a Calculations Appendix. See expectations below for how to structure a Lab Summary and reference the grading Rubric attached to this assignment. To know what specific content to report on, be sure to follow the instructions in the Experiment Manual for this experiment.You must include all relevant data you recorded in some format as well as any results (graphs, tables, etc.) you were told to produce. “In some format” should be interpreted at your discretion.For Example, Large dataset graphed: If hundreds of data points were taken, placed in a table, and then used to make a plot it makes most sense to include the final plot which is representative of the data. Say you measured the velocity of an object at a sample rate of 60 Hz (every 0.017 seconds) for one minute. For this large of a dataset, the plot would be the easiest way to show and understand the data. You would not need to then also show the huge data table of 3600 data points.
For Example, Small Number of Trials/Runs in a Summarized Data Table: Say you repeat an experiment 5 times and measure 3 variables (mass, velocity, moment of inertia) and calculate 2 results (momentum, kinetic energy) for each trial. It makes most sense to summarize all these numerical values in one or two small tables rather than writing out a bunch of boring, repetitive sentences. You could choose to make one table of 5 rows and 5 columns for all the data, or two tables (one of just the measurements 5×3, and just the calculated results 5×2).
For Example, Fixed Constants: Measurements taken only once or fixed constants like unchanging mass of an object, room air temperature, room pressure, speed of sound/light should always be included at least once somewhere in your document if they were measured or used. If using a reference value for a constant you should cite and reference the source where you obtained it from.

OBJECTIVE This experiment will provide an opportunity to set up and measure seve

OBJECTIVE
This experiment will provide an opportunity to set up and measure several actual force systems and to compare results with calculated vector forces found by graphical methods.
EQUIPMENT Force Table with ring, pin, cord, pulleys and weight hangers
Set of slotted weights
Ruler and protractor
Graph paper INTRODUCTION
A scalar is a physical quantity with only magnitude. (Examples are length, mass and density.) A vector is a physical quantity with both magnitude and direction. (Examples are force, velocity and acceleration.)
A scalar quantity is represented by a single number (including units) giving its size or magnitude. A vector quantity is represented by a number amount and a direction or angle. Graphically, a vector force is represented by an arrow whose direction gives the direction of the vector. The length of the arrow is proportional to the size of the vector. In physics there are many important vectors. For example, a force, which is a push or pull, may be represented by a vector. If a set of two or more forces is balanced with no motion, it is said to be in equilibrium. Vectors may be combined using methods of graphing. When a set of forces is replaced by a single force, the single force is called a resultant, as shown in Figure 2. A force equal and opposite to a resultant is called an equilibrant, which is a single force that will cause a system of forces to be in equilibrium. The process of finding a single vector force to replace several others is called “composition” of vector forces. The process of replacing a single vector force with others is called “resolution” of vector forces.
Several methods may be used to solve vector force problems. In the “graphical” method, vectors are added by connecting the head of the previous vector (A) to the tail of the next vector (B). The resultant (R) is then from the tail of the first to the head of the last (see Figure 2). For more than two vectors, a polygon can be graphically constructed to find a resultant or equilibrant as in Figure 3.
Figure 2 Figure 3
Graphical Method Polygon Method
Analytical methods consist of applying trigonometry to resolve several vectors into right angle components, summing these in the x and y directions, and finding a resultant using the Pythagorean Theorum. For non-right triangles, the Law of Sines or Cosines may be used.
In this experiment, actual force systems will be set up and measured on the force table. Calculated vector forces using graphical and analytical methods will be compared to measured forces found by using the force table.
PROCEDURE
The following was observed when using the Force Table:
Confirmed that the table was leveled “by eye” and that the pulleys spin freely.
The pulley assembly was against the machined edge of the table.
When measuring, the ring was centered on the pin and that the strings extended radially outward from the center pin. The weight of the hangers was determined using a scale and was included as shown below.
The angles were measured counterclockwise and recorded below.
Either the S.I. unit of Newtons or the gram may be used as the force unit as long as consistency is maintained.
The instructor will assign one of the following Assignments to students:
Non-Rectangular Part I
Three concurrent, coplanar forces Part III
#
Component A
Component B
Equilibrant
Force A
Force B
Force C
Equilibrant
5
350g/70˚
402g/195˚
340g/320˚
140g/112˚
170g/345˚ 150g/249˚
90g136.927˚
Part I – Non-Rectangular vector components
1. The two pulleys were placed on the force table at the angles given shown in the above table. The required component weights A and B were added to the pulleys.
2. A third line and pulley with a weight force to balance the first two weight forces was used such that the ring was centered and did not touch the center pin. This is the actual or experimental value of the equilibrant. (A light tap to jog the system minimized friction and assured a correct value.)
3. The equilibrant was record in above Table. (Weight force may be measured in grams (g) or newtons (N). To convert from grams to newtons, multiply grams by 0.0098cm/s.)
Table I
Non-Rectangular Vector Components
Sketch
Weight (g)
Force (N)
Angle (degrees)
Component Vector A
350
3.43
70
Component Vector B 402
3.94
195
Equilibrant (from force table)
340
3.332
320.065
Resultant
340
3.332
140.065
4. Make a vector sketch in the space in Table I for this force system showing the resultant and its components A and B using the graphical method. Using graph paper, make a complete to-scale diagram which should be included in your lab report.
Part II – Rectangular vector components
1. A 300g weight force at 0˚ and a 400 g weight force at 90˚ were suspended. Experimentally found the equilibrant using the force table. The values of the experimental equilibrant were recorded in Table II. 2. Make a vector sketch showing the components and their resultant in the space below. Using graph paper, make a complete to-scale diagram which should be included in your lab report.
Sketch Calculations
3. Calculate the value of the resultant using the given components. Show this calculation above and in Table II below.
Table II
Rectangular Vector Components
Sketch
Weight (g)
Force (N)
Angle (degrees)
Equilibrant (experimental)
505
Resultant (experimental)
Resultant (calculated)
Find the % difference error, in magnitude only, for the experimental resultant using its calculated value as the accepted value. Show this calculation.