UV/Vis Spectroscopy
- Page ID
- 292500
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Classroom Exercise #6: Work-Up of UV-Vis data
There is an Excel spreadsheet from the platereader that accompanies this exercise. You will need to use your computer to do the statistics to complete the questions.
UV-Vis
In this exercise, to test their skills to make a solution, each person in a class made a UV-Vis solution of a blue dye. The TAs and professor also made the same solution. The UV-Vis absorbance of each solution was collected with a platereader at 630 nm after the students pipetted 300 uL of their solution in a 96 well plate. Data are shown in the accompanying spreadsheet.
The class data is below, with 3 replicates per student (horizontally i.e. A 1&2&3 are the same person, A 4-6 are the same person, B1&2&3 are the same person, etc). The TA/prof data is in a column below the class data. I give you the average and s.d.
- Calculate the mean absorbance value for each person in the class.
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- What is the mean and standard deviation of the student data? Use the per person data for this calculation.
- Whose standard deviation is higher, the students or the TAs? Why?
- What is the mean and standard deviation of the student data? Use the per person data for this calculation.
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- What percentage of student values are within 1 standard deviation of the TA/prof value?
Within 2 standard deviations?
What percentage were outside 3 standard deviations?
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If the data sampled the same normalized distribution, what percentage of values should have been within 1 standard deviation?
Within 2 standard deviations?
- What percentage of student values are within 1 standard deviation of the TA/prof value?
- Assume the TA/prof average value is the true value. Calculate the percent error for each person.
- Use the Q-test formula: can you throw out either the highest or the lowest student value? Why do think you can/cannot throw it out?
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- What are the likely sources of error for those within 1 standard deviations of the TA/prof value?
- What are the likely sources of error for those within 2 standard deviations of the TA/prof value?
- What are the likely sources of error for those outside 3 standard deviations of the TA/prof value?
- What are the likely sources of error for those within 1 standard deviations of the TA/prof value?
Contributors and Attributions
- Jill Venton, University of Virginia (bjv2n@eservices.virginia.edu)
- Sourced from the Analytical Sciences Digital Library