Genetic engineering and industrial biotechnology
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Genetic engineering and industrial biotechnology
Genetic engineering and industrial biotechnology are two fields that have revolutionized the way we produce and manufacture goods. Both fields rely on the use of living organisms, such as bacteria and yeast, to produce valuable products, but they differ in their objectives, methodologies, and applications.
Genetic engineering is the process of manipulating the genetic material of an organism to introduce new traits or eliminate unwanted ones. The technique involves cutting and splicing DNA sequences using restriction enzymes and ligases, respectively. Genetic engineering has a wide range of applications, including biopharmaceutical production, gene therapy, and agricultural biotechnology. In industrial biotechnology, genetic engineering is used to create microorganisms that can produce valuable products, such as enzymes, proteins, and chemicals. For example, genetically modified bacteria can be used to produce insulin for the treatment of diabetes, while genetically modified yeast can be used to produce biofuels from plant biomass.
Industrial biotechnology, on the other hand, is the use of living organisms, such as bacteria, yeast, and fungi, to produce valuable products and materials. The field of industrial biotechnology emerged in response to the growing demand for sustainable and renewable sources of energy and materials. Industrial biotechnology techniques include fermentation, bioconversion, and metabolic engineering, among others. Some of the major applications of industrial biotechnology include the production of biofuels, bioplastics, and biopharmaceuticals.
While genetic engineering and industrial biotechnology are two distinct fields, they are closely related and often used together. Genetic engineering can be used to create microorganisms with specific properties, such as increased productivity or resistance to harsh conditions. Industrial biotechnology can then be used to scale up the production of these microorganisms and to optimize the fermentation or bioconversion processes. For example, genetically modified bacteria can be used to produce enzymes that can be used in the production of biofuels, while genetically modified yeast can be used to produce flavors and fragrances for the food and cosmetic industries.
The use of genetic engineering and industrial biotechnology has raised ethical and safety concerns. Critics argue that genetic engineering may lead to unintended consequences, such as the spread of genetically modified organisms in the environment or the creation of new diseases. Additionally, the use of genetically modified crops has raised concerns about the potential impact on human health and the environment. Similarly, the use of industrial biotechnology for the production of biofuels raises concerns about the sustainability and efficiency of these processes.
In conclusion, genetic engineering and industrial biotechnology are two fields that have revolutionized the way we produce and manufacture goods. While both fields rely on the use of living organisms, they differ in their objectives, methodologies, and applications. The use of genetic engineering and industrial biotechnology has raised ethical and safety concerns, highlighting the need for careful consideration and regulation of these technologies. Nevertheless, these fields hold great promise for the development of sustainable and renewable sources of energy and materials, as well as for the production of new and valuable products with novel properties and applications.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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Genetic engineering and industrial biotechnology
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