This lab report summarizes an experiment comparing the Biuret and UV methods for determining protein concentration. The Biuret method involves adding copper ions to protein samples, forming a complex with a proportional color change. The UV method measures protein absorption of UV light due to amino acids. Bovine serum albumin (BSA) standards and an unknown sample X were analyzed in triplicate using both methods. Accuracy, precision, and sensitivity were assessed by comparing mean values, standard deviations, and coefficients of variation between methods. Statistical analysis of the results was performed to calculate concentrations of sample X and quality controls. The hypothesis was that the Biuret method would provide more accurate, precise, and sensitive measurements than the UV method.
Topical Fluorides- Professionally applied & Self appliedDrSusmita Shah
An overview of Topical Fluorides. Includes mechanism of action of topical application of fluorides- professionally and self applied. Recommendations of use of Fluorides in pediatric dentistry.
Child's First Dental visit ,First Dental Visit By First Birthday , Kids Dent...Dr. Rajat Sachdeva
It is generally recommended that a child be seen by a dentist by the age of 1 or within 6 months after his or her first tooth comes in.This visit gives your child an opportunity to meet the dentist in a non-threatening and friendly way. In this visit dentist will look for any potential problems with the teeth gums, jaw, and oral tissues.
For more information contact :-
Dr Sachdeva's Dental Aesthetic And Implant Institute,
I 101, Ashok Vihar Phase 1, Delhi- 110052
Contact us at
• Phone : +919818894041,01142464041
• Our Websites:
• www.sachdevadentalcare.com
• www.dentalclinicindelhi.com
• www.dentalimplantindia.co.in
• www.dentalcoursesdelhi.com
• www.facialaestheticsdelhi.com
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DECAYED,MISSING,FILLED TOOTH INDEX.pptxHaritha B R
DMFT is the sum of the number of Decayed, Missing due to caries and Filled teeth in the permanent dentition. The mean number of DMFT is the sum of individual DMFT values divided by the sum of the population.
Topical Fluorides- Professionally applied & Self appliedDrSusmita Shah
An overview of Topical Fluorides. Includes mechanism of action of topical application of fluorides- professionally and self applied. Recommendations of use of Fluorides in pediatric dentistry.
Child's First Dental visit ,First Dental Visit By First Birthday , Kids Dent...Dr. Rajat Sachdeva
It is generally recommended that a child be seen by a dentist by the age of 1 or within 6 months after his or her first tooth comes in.This visit gives your child an opportunity to meet the dentist in a non-threatening and friendly way. In this visit dentist will look for any potential problems with the teeth gums, jaw, and oral tissues.
For more information contact :-
Dr Sachdeva's Dental Aesthetic And Implant Institute,
I 101, Ashok Vihar Phase 1, Delhi- 110052
Contact us at
• Phone : +919818894041,01142464041
• Our Websites:
• www.sachdevadentalcare.com
• www.dentalclinicindelhi.com
• www.dentalimplantindia.co.in
• www.dentalcoursesdelhi.com
• www.facialaestheticsdelhi.com
• Google+ link: https://goo.gl/vqAmvr
• Facebook link: https://goo.gl/tui98A
• Youtube link: https://goo.gl/mk7jfm
• Linkedin link: https://goo.gl/PrPgpB
• Slideshare link : http://goo.gl/0HY6ep
• Twitter Page : https://goo.gl/tohkcI
• Instagram page : https://goo.gl/OOGVig
DECAYED,MISSING,FILLED TOOTH INDEX.pptxHaritha B R
DMFT is the sum of the number of Decayed, Missing due to caries and Filled teeth in the permanent dentition. The mean number of DMFT is the sum of individual DMFT values divided by the sum of the population.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Task· This is an individual task. · The task focuses on areas .docxlillie234567
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
Task· This is an individual task. · The task focuses on areas .docxlillie234567
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docxrichardnorman90310
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
Module 1: Master's Prepared Nurse Interview Guide
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
80%
88%
92%
100%
Content – 70%
Introduction
5%
Introduction lacks any discernible overall purpose or organizing claim.
Introduction is insufficiently developed and/or vague. Purpose is not clear.
Introduction is clear, forecasting development of the paper.
Introduction is comprehensive; purpose of the paper is present.
Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis.
Career
Overview
15%
Omits major elements and is disorganized.
Describes but fails to paint a clear picture of the nurse's career and/or progression in a logical order.
Addresses most of the primary elements of the individual's career in a logical fashion.
Addresses the primary elements. Reader can easily see purpose.
Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
Graduate
Education
15%
Omits major elements; is disorganized; and has no depth or detail.
Describes but fails to address some of the elements; lacks depth and detail.
Addresses the same elements but lacks depth and detail.
Necessary elements are present and clearly presented. Decision-making process is evident to the reader.
Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth.
Present
Position (includes pearls of wisdom)
20%
Omits major elements; information is tangential and disorganized.
Describes but fails to address most of the primary elements in any depth.
Addresses most of the primary elements of the present position with recognition of competencies but lacks detail.
All key elements are presented with clarity.
Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights.
Conclusion
15%
Conclusion lacks any discernible purpose.
Conclusion is insufficiently developed and/or vague.
Conclusion is clear and identifies key points of interview but fails to draw inferences.
Conclusion is clearly evident to the reader. Career opportunities are present.
Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation.
Organization and Effectiveness – 20%
Thesis Development and Purpose
7%
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are com ...
SLA Laboratory Report Grading Rubric
Criterion 0 11 (F) 13 (D) 15 (C) 17 (B) 20 (A)
1. INTRODUCTION-
HYPOTHESIS -states
the concept to be
examined, the specific
question asked and
expected outcome. May
include abstract and/or
background concepts
No
report
or
section
missing
1. Experiment topic
missing.
2. Hypothesis missing or
erroneous.
3. No prediction or
expected outcomes
4. No abstract present
where required.
1. Experiment topic poorly
stated or missing.
2. Hypothesis poorly stated or
erroneous.
3. Expected outcome not
related to hypothesis.
4. Inadequate abstract where
required.
1. Experiment topic stated at an
elementary level.
2. Hypothesis clearly stated.
3. Expected outcome supports
hypothesis.
4. Basic abstract present if
required.
1. Experimental concept clearly
stated with some background
support.
2. Hypotheses adequately stated
and related to experimental
concept.
3. Expected outcome logically &
clearly supports hypothesis.
4. Adequate & complete abstract
if required.
1. Experimental concept
clearly stated, logically
related to background
support.
2. Hypothesis clearly,
completely & precisely
stated, related to experimental
concept.
3. Outcome related to
hypothesis
4. Complete, correct abstract
if required.
2. MATERIALS &
METHODS- materials
needed and procedure
followed are accurate,
complete, and organized
sufficient to replicate
the experiment.
No
report
or
section
missing
1. Significant errors
and/or omissions in
materials and/or methods.
2. Cannot replicate with
this information.
1. Some materials or
procedural information
missing.
2. Little or no clear
organization.
3. Cannot replicate with this
information
1. Materials and procedures
accurate and complete.
2. Poorly organized, difficult to
follow.
3. Minimal information present
needed to possibly replicate.
1. Materials and procedure
complete & accurate.
2. Coherent and logical
organization.
3.Replication possible
1. Materials and procedures
complete & accurate.
2. Information is well
organized, gives clear,
accurate and complete steps
to follow.
3. Exact replication is
unambiguous.
3. RESULTS- Data and
analyses presented are
accurate and complete
including explanations
that demonstrate
understanding.
No
report
or
section
missing
Data are not accurate or
are incomplete.
No mathematical analysis
or explanation.
Data incomplete or incorrect.
Mathematical analyses and/or
explanations lack
demonstration of basic
understanding.
Raw data complete and well
organized.
Mathematical analyses and
explanations attempted.
Evidence of basic understanding.
Raw data complete and well
organized.
Mathematical analyses and
explanations are clear and show
adequate understanding of all of
the results.
Raw data complete and well
organized.
Directions essay 3 Write a post-session summary based on the com.docxmariona83
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
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Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
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Business Solutions with .NET Development in Quantum Computing.pdfQServices Inc.
Unlock the power of quantum computing with QServices. Our .NET experts deliver cutting-edge solutions to drive your business forward. Experience the future of computing and gain a competitive edge today.
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Protein determination FLR - Feedback.docx
1. Professional and Scientific Practice 1:Labs
Department of Biosciences & Chemistry
L4 FLR Formative Assessment
Instructions:
1) Complete your name.
2) Save file as: surname_FLR_form_2019-20.docx e.g. Campbell_S_FLR _form_2019-20.docx
3) Insert your work on the final page so that the feedback forms are at the front.
4) Submit your work to Blackboard submission tool on the Blackboard site and Turnitin as a Word-
compatible file (not a pdf).
Student Name: AdinaGeorgianaDorobantu
Number: 30019475
Learning contract? Insert details if applicable here.
Marker: Tanya Klymenko
Grade: 75
Strengths:
Good introduction to the experiment. Very nicely presented graphs and tables with good figure legends.
Clearly states aims of the experiment and hypothesis. All sections present. Some good attempt to discuss all
results and draw a conclusion. Overall excellent first attempt at a report.
Areas to improve:
Try to refine your writing style to be a bit more scientific. You can look at published work to help. Try to
fully describe your results in text in the results section and try to avoid repetition in description of results.
Use APA style in your referencing.
Student comments for feed-forward
how will you use this feedback to improve your future work?:
2. Indicator
First
(High)
First Upper Second
Lower Second Third Fail Fail
Introduction
(Hypothesis
and aims
only)
10%
Exceptional knowledge and
understanding of the subject and
its underlying concepts
Hypothesis is relevant and
clearly stated. Concise and
appropriate aims and objectives
for experiment outlined. All
elements of report introduced in
a correct, clear, concise manner.
No errors.
Excellent knowledge of the subject
beyond what was taught.
Hypothesis is relevant and clearly
stated. Concise and appropriate
aims and objectives for experiment
outlined. All elements of report
introduced in a correct, clear,
concise manner. Very minor errors.
A very good breadth of knowledge
and understanding relating facts
and concepts together. Hypothesis
is relevant and clearly stated.
Concise and appropriate aims and
objectives for experiment outlined.
All elements of report introduced in
a scientifically correct manner.
Minor errors.
A good breadth of knowledge and
understanding. Hypothesis is
stated, but may be unclear. Aims
and objectives stated, but may be
unclear or limited. All areas of the
report introduced, but lack of
understanding shown in some
areas.
Knowledge and understanding is
sufficient to deal with terminology,
basic facts and concepts. Hypothesis
is stated, but may be unclear or
incomplete. Aims and objectives
stated, but may be unclear, limited or
incomplete. Most areas of report
introduced, may show lack of
understanding.
Insufficient knowledge and
understanding of the subject
and its underlying concepts.
Hypothesis absent. Statement
of aims unclear, limited or
incomplete. Introduction
incomplete and contains major
errors in understanding.
Highlyinsufficient or
no evidence of
knowledge or
understanding of the
subject. No statement
of aims or hypothesis.
Introduction missing,
irrelevant or inaccurate
in the most part.
Materials
and Methods
30%
Clear methods, in past
impersonal tense and in
paragraphs. Updates from
modifications from the lab script
given. Correct format and details
of statistical analysis. No errors.
Clear methods, in past impersonal
tense and in paragraphs. Updates
from modifications from the lab
script given. Correct format and
details of statistical analysis. Very
minor errors.
Clear methods, in past impersonal
tense and in paragraphs. Updates
from modifications from the lab
script given. Correct format and
details of statistical analysis. Minor
errors.
Methods provided in past
impersonal tense and in
paragraphs but changes may not
have been incorporated and some
errors in style.
Some information given on
statistics, but may be incomplete or
inaccurate.
Lab script re-worded but may lack full
consistency to style of past tense/
paragraphs. i.e. may use bullet points.
No details of statistical analysis.
Some attempt to re-word lab
script but not in past tense or in
paragraphs.
Bullets from lab script.
Results
40%
Data presentation is exceptional.
Clear well labeled graphs (to
include title, axis titles and
units). Figures with correct
annotations and clear legends
(including figure numbers).
Correct statistics provided. Well
written logical description of
results, to make the data
understandable to the reader.
No errors.
Data presentation excellent. Clearly
labeled graphs (to include title, axis
titles and units). Figures with
correct annotations and clear
legends (including figure numbers).
Correct statistics provided. Well
written logical description of results,
to make the data understandable to
the reader. Very minor errors.
Data presentation is very good.
Clear well labeled graphs (to
include title, axis titles and units).
Figures with correct annotations
and clear legends (including figure
numbers). Correct statistics
provided. Well written logical
description of results, to make the
data understandable to the reader.
Minor errors.
Graphs and tables are good but
may be incorrectly labelled. Limited
written description of result. Figure
legends limited. Statistical analysis
contains errors.
Graphs and tables are sufficient.
Maybe incorrectly labelled, some may
be absent. No written description of
result. Figure legends absent. Data
analysis contains errors
Graphs and tables insufficient.
Incorrectly labelled, some may
be absent. No written description
of result. Figure legends absent.
No data analysis.
Limited results, some
graphs or raw data
given.
Discussion
10%
Discussion shows critical
evaluation of whether the aims
of the experiment were
achieved. Aims of lab or
hypothesis referred to. All key
findings and results
summarised.. No errors.
Discussion goes beyond what has
been taught. Aims of lab or
hypothesis referred to. All key
findings and results summarised.
Full discussion of whether the aims
of the experiment were achieved.
Very minor errors.
Discussion able to relate
facts/concepts together. Aims of lab
or hypothesis referred to. All key
findings and results summarised.
Full discussion of whether the aims
of the experiment were achieved..
Minor errors.
Discussion balanced towards the
descriptive rather than analytical.
Summary of results given but
limited discussion of whether aims
were achieved.
Discussion deals with terminology,
basic facts and concepts. Summary of
some results, limited link to aims or
hypothesis.
Discussion is descriptive.
Summary of some results, no
link to aims or hypothesis.
Inaccurate and irrelevant
content
Formatting,
referencing
and
scientific
presentation
10%
Excellent communication skills
beyond expectation of the level.
Exception use of relevant
scientific language throughout.
No errors present.
Strong communication skills. Clear,
informative title. Report is written
clearly, concisely, in the appropriate
tense and impersonal style.
Excellent use of relevant scientific
language. Very minor error present.
Section content is correct
Very good demonstration of
communication skills. Clear,
informative title. Report is, written
clearly, concisely, in the appropriate
tense and correct use of scientific
language. Minor errors present.
Section content is correct. correct
and thorough.
Good demonstration of
communication skills. Title is basic
and not informative.
May be errors in use of tense and
style. Mistakes in use of scientific
English.
Section content is correct.
Communication/presentation is
generally competent but with some
weaknesses. Title is sufficient and but
not informative. Many errors in use of
tense and style. Mistakes in use of
scientific English may not be
appropriate. Some confusion over
section content.
Title is insufficient. English,
language may not be appropriate
errors in tense and or style.
Much confusion over section
content.
No title. Report not word
processed. English is
generally confused and
inappropriate. Section
content
not adhered to fully. N
3. Class CG% General Characteristics L4
FIRST
96
Exceptional knowledge and understanding of the subject and its underlying concepts; critical evaluation/synthesis/analysis and of
reading/research; evidence of breadth and depth of reading/research to inform development of work; exceptional demonstration of
relevant skills; excellent communication; performance in some, if not all, areas deemed beyond expectation of the level.
89
81 Excellent knowledge of thesubjectasthestudent istypically able togobeyond what hasbeentaught (particularly forahigh 1st
); evidence of
breadth of reading/research to inform development of work; excellent demonstration of relevant skills; demonstrates strong
communication skills.
74
UPPER SECOND
68 As below but very good work characterised by evidence of wider understandingof the subjectas the student is typically able to relate
facts/concepts together with some ability to apply to known/taught contexts; identification and selection of material to informdevelopment
of work; very good demonstration of relevantskills;demonstrates good communication skills.
65
62
LOWER SECOND
58 Agood breadth of knowledge and understanding of thetaughtcontent although balanced towards the descriptive rather than analytical; uses
set material to inform development of work; addresses all aspects ofthe given brief; good demonstration of relevant taught skills,
though may be limited in range; communication shows clarity but structure may lack coherence.
55
52
THIRD
48 Knowledgeandunderstanding issufficient todealwithterminology,basicfactsandconceptsbutfailstomakemeaningful synthesis;relies on set
material to informdevelopment of work; generally addresses mostof the requirements of the given brief; adequate demonstration of
relevant skills over a limited range; communication/presentation is generally competent but with some weaknesses.
45
42
FAIL
35
Insufficient knowledge and understanding of the subject and its underlying concepts; some ability to evaluate given reading/research
however work is more generally descriptive; naively follows or may ignore set material in development of work; given brief may be only
tangentially addressed or may ignore key aspects of the brief; demonstration of relevant skills over areduced range; communication shows
limited clarity, poor presentation, structure may not be coherent.
25
15 Highly insufficientor no evidence of knowledge or understandingof the subject; understanding of taught concepts is typically at the word
levelwithfacts beingreproducedin adisjointed or decontextualised manner; ignores setmaterial in developmentof work;failsto address most
or all of the requirements of the brief;failsto demonstrate relevant skills;lacks basic communication skills.
5
ZERO 0 Work of no merit OR absent, work not submitted, penalty in some misconductcases.
4. Comparing the Biuret method and UV method for protein determination
Report by Adina Georgiana Dorobantu
Experiment conducted by Adina Georgiana Dorobantu
Introduction
The level of protein content in the human body plays an important role in maintaining
homeostasis, allowing for physiological processes to occur in normal conditions and the general state of
health. In this experiment, Bovine serum albumin (BSA) was used, which is a serum albumin protein
derived from cows with many biochemical applications (Bovine Serum Albumins – Albumin, Sigma-
Aldrich, 2020).
This experiment was conducted in order to understand the differences between two important
protein assays, the Biuret method and UV method, and to determine the protein concentration of an
unknown sample X.
The Biuret method is considered to be a reference method for protein determination of biological
fluids, due to its high accuracy and precision, but also because of its simplicity, rapidity and reliability.
The biuret reaction takes place by the addition of copper II ions to peptide protein bonds in an alkaline
solution which forms a blue-violet complex that reflects a proportional relation of concentration by color.
The UV method represents the quantification of ultraviolet absorption by proteins, being greatly
influenced by the presence of certain amino acids such as tryptophan and tyrosine which because of their
chemical structures, strongly absorb light while analyzed in the spectrophotometer. The advantages of the
UV method are its simplicity and the fact that no reagent addition to the protein is necessary for analysis,
which makes the sample recoverable (Noble, 2014).
The aim of this formal lab report is to assess the Biuret method and UV method used, based on 3
different principles. The accuracy of the method showed the closeness of the results produced to the
actual value of the samples. The two methods were also analyzed in order to determine the precision,
which showed which method gave the least variation in replicate measurements. Analyses was also
conducted by assessing the sensitivity of both methods, to determine which method can reliably detect the
smallest amount of protein in a sample.
The hypothesis of this experiment was that the concentration values generated using the Biuret
method were more accurate, precise and sensitive compared to the concentration values obtained using
the UV method.
5. Methods
Prepare standards for standard curve
A 30 g/L stock solution of BSA was prepared. Using the stock solution (30 g/L albumin), a series
of standards of known increasing concentrations were prepared.
Biuret Method for Protein Determination
Biuret reagent (4.5 mL) was added to the series of standards containing 0.5 mL of BSA (30 g/L).
The experiment was carried out in triplicates for sample X, QC samples (2 g/L) and QC samples (25 g/L).
Biuret reagent (4.5 mL) was added to 0.5 mL of sample X triplicates, 0.5 mL of QC triplicates sample (2
g/L) and 0.5 mL of QC triplicates sample (25 g/L). The standards, X, QC (2 g/L) and QC (25 g/L)
samples were left to incubate at room temperature for 10 minutes. Then the absorbance was quantified
using a spectrophotometer at 610 nm.
UV Method for Protein Determination
Distilled water (4.5 mL) was added to the series of standards containing 0.5 mL of BSA (30 g/L).
The experiment was carried out in triplicates for sample X, QC (2 g/L) samples and QC (25 g/L) samples.
Distilled water (4.5 mL) was added to 0.5 mL of sample X triplicates, 0.5 mL of QC (2 g/L) triplicates
and QC (25 g/L) triplicates. Then the absorbance was quantified using a spectrophotometer at 295 nm.
Statistical Analysis
The absorbance and concentration values of the standard dilution series were plotted into a
calibration graph using Excel. The equation for the line and R2 were deducted from the calibration graph
using Excel. Then the equation for the line was used to determine the concentration of the X, QC (2 g/L)
and QC (25 g/L) triplicates samples. Using the concentration values, the mean, standard deviation (SD)
and the co-efficient of variation (CD) were calculated for the X sample, QC (2 g/L) and QC (25 g/L)
triplicates using Excel.
For example, the calculations produced for sample X are done as follows:
y= absorbance of sample X
x= concentration (g/L) of sample X
y= 0.0246*x
Replicate 1 sample X
x= y/0.0246
y= 0.377 A
x= 0.377/0.0246
x= 15.325 g/L
Replicate 2 sample X
x= y/0.0246
y= 0.377 A
x= 0.377/0.0246
x= 15.325 g/L
Replicate 3 sample X
x= y/0.0246
y= 0.383 A
x= 0.383/0.0246
x= 15.569 g/L
7. Results
Figure 1: Standard curve for BSA using the Biuret method of protein determination. A range of BSA samples
were measured at an absorbance of 610 nm. The graph was generated using Excel and a linear trendline was
added to allow the equation for the line and R² to be generated.
To measure the protein concentration of an unknown BSA sample, a standard curve using known
concentrations of BSA (1-30 g/L) was generated. The standard curve is shown in Figure 1 and indicates that as
the concentration of BSA increases there is a proportional increase in absorbance values, for example the 6 g/L
gave an absorbance value of 0.142 A while the 12 g/L gave a value of 0.298 A.
Figure 2: Standard curve for BSA using the UV method of protein determination. A range of BSA samples
were measured at an absorbance of 295 nm. The graph was generated using Excel and a linear trendline was
added to allow the equation for the line and R² to be generated.
To measure the protein concentration of an unknown BSA sample, a standard curve using known
concentrations of BSA (1-30 g/L) was generated. The standard curve is shown in Figure 2 and indicates that as
the concentration of BSA increases there is a proportional increase in absorbance values, for example the 12 g/L
gave an absorbance value of 0.489 A while the 18 g/L gave a value of 0.566 A.
8. Biuret Methodconcentrationvalues for unknown X, QC (2 g/L) and QC (25 g/L) samples
Concentration (g/L)
1. 2. 3. Mean SD CV
X sample 15.325 15.325 15.569 15.406 0.141 0.914
QC (2 g/L) 1.951 1.951 2.032 1.978 0.047 2.364
QC (25 g/L) 24.308 24.349 24.552 24.403 0.131 0.535
Figure 3: Concentration (g/L), mean, standard deviation (SD) and coefficient of variation (CV) for X, QC (2
g/L) and QC (25 g/L) samples using the Biuret method of protein determination. Three replicates were
produced for each type of sample and measured at an absorbance of 610 nm. The table was produced using
Excel and the mean, SD and CV values were also generated in Excel and included.
The concentration values were generated for each set of samples using the equation for the line deducted
from the BSA standard curve for Biuret method and were registered in a table, shown in Figure 3, which
indicates that replicates of the same sample vary in value and produce different concentrations for each reading.
For example, Replicate 1. of QC (25 g/L) sample gave a concentration value of 24.308 g/L, while Replicate 3.
of the same QC (25 g/L) sample gave a concentration value of 24.552 g/L.
UV Methodconcentrationvalues for unknown X, QC (2 g/L) and QC (25 g/L) samples
Concentration (g/L)
1. 2. 3. Mean SD CV
X sample 16.089 17.637 17.427 17.051 0.830 4.925
QC (2 g/L) 2.152 1.732 1.706 1.863 0.250 13.435
QC (25 g/L) 28.136 28.136 27.742 28.005 0.227 0.812
Figure 4: Concentration (g/L), mean, standard deviation (SD) and coefficient of variation (CV) for X, QC (2
g/L) and QC (25 g/L) samples using the UV method of protein determination. Three replicates were produced
for each type of sample and measured at an absorbance of 295 nm. The table was produced using Excel and the
mean, SD and CV values were also generated in Excel and included.
The concentration (g/L) values were generated for each set of samples using the equation for the line
deducted from the BSA standard curve for UV method and registered in a table, shown in Figure 4, which
indicates that replicates of the same sample vary in value and produce different concentrations for each reading.
For example, Replicate 1. of X sample gave a concentration value of 16.089 g/L, while Replicate 3. of the same
X sample gave a concentration value of 17.427 g/L.
9. Discussion
The concentration of sample X generated by using the Biuret method (15.406 g/L) and the concentration
generated by using the UV method (17.051 g/L) showed that the Biuret method was more accurate than the UV
method, with the value produced being closer to the true concentration of the unknown sample X (15 g/L). The
Biuret method was also more accurate in generating concentrations for QC (2 g/L) samples (1.978 g/L) and QC
(25 g/L) samples (24.308 g/L), compared to concentrations obtained using the UV method for QC (2 g/L)
samples (1.863 g/L) and QC (25 g/L) samples (28.005 g/L).
The variation in concentration values of each set of replicates using the Biuret method was more precise,
than the concentration values obtained using the UV method. For example, Biuret method generated
concentrations of the triplicate set of 15.325 g/L, 15.325 g/L and 15.569 g/L for sample X, which were more
precise to the true concentration, while UV method gave concentrations of 16.089 g/L, 17.637 g/L and 17.427
g/L for sample X, less precise than the true concentration. The Biuret method also showed more precision in
determining the concentrations of QC (2g /L) sample replicates and of QC (25 g/L) sample replicates, compared
to the concentrations obtained using the UV method.
The Biuret method showed a bigger sensitivity when measuring QC (2 g/L) sample concentration, with a
mean value of 1.978 g/L, rather than the UV method for QC (2 g/L) sample concentration, which gave a mean
value of 1.863 g/L, that was less sensitive.
References
Sigma-Aldrich, Bovine Serum Albumins – Albumin (2020), Merck, https://www.sigmaaldrich.com/life-
science/biochemicals/biochemical-products.html?TablePage=103994915, date of access: 3/12/2020 13:40
Noble E. James, Quantification of Protein Concentration Using UV Absorbance and Coomassie Dyes, Methods
in Enzymology (2014) PubMed.gov, DOI: 10.1016/b978-0-12-420070-8.00002-7, date of access:
3/12/2020,15:00