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Summary BTEC APPLIED SCIENCE UNIT 2 ASSIGNMENT D: REFLECTION LOG (DISTINCTION) $11.98
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Voorbeeld
  2.  
  3. PEARSON (PEARSON)
  4.  
  5. Applied Science 2016 NQF
  6.  
  7. Unit 2- Practical Scientific Procedures and Techniques

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Summary BTEC APPLIED SCIENCE UNIT 2 ASSIGNMENT D: REFLECTION LOG (DISTINCTION)
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  • Vak
  • Unit 2- Practical Scientific Procedures and Techniques
  • Instelling
  • PEARSON (PEARSON)

This coursework is for unit 2 , learning aim D and has awarded distinction criteria. This assignment can be bought as a guideline or as a skeleton to help you aim to get a distinction. Check out my store for other units and for unit bundle at discounts. Please contact me for any help.

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Document informatie

  • 14 juli 2023
  • 13
  • 2022/2023
  • Samenvatting

Onderwerpen

  • btec
  • applied science
  • learning aim d
  • assignment d
  • distinction
  • reflection
  • coursework
  • titration
  • chromatography
  • coolong curve
  • chemistry
  • biology
  • physics

Geschreven voor

  • BTEC
  • PEARSON (PEARSON)
  • Applied Science 2016 NQF
  • Unit 2- Practical Scientific Procedures and Techniques
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Voorbeeld van de inhoud

Unit 2
Learning Aim D
Reflection Log

, Standard solution
Key skills

− Shaking the volumetric flask thoroughly, making certain that the sodium carbonate is properly
dissolved, so the solution is not cloudy
− Pour de-ionized water into the flask until the bottom of the water sits on the meniscus.
− Using the top pan balance and ensuring that accurate measurements of the mass of whatever I weigh
is recorded.
− Using a filter funnel to transfer the solution into the volume
Health and safety
During the experiment a lot of glassware was used, this meant the risk of injuries by shattered glass was
probable. This also meant that all possible risks must be assessed and so we were. I ensured that all glassware
was appropriately placed in the centre of table to avoid knock overs. However, we did have an instance where
glass did in fact fall and shatter, but it was handled appropriately. To avoid damage being done I carefully
stepped back and introduced my teacher to the incident, avoiding contact to the broken glass and therefore
avoiding damage. In addition, the use of sodium carbonate could also be interpreted as a risk as it can lead to
toxicity in humans. Even though the likely hood of severe damage was low I made sure that the risk was
controlled. To control the risk, I made sure to not touch the substance and be incredibly careful when pouring
it. In addition to avoiding the gases released from the substances flowing around I made sure that the lid was
securely closed.
Responsibility and correction
At one point during the experiment, I accidentally overpoured the amount of HCL that we needed. I
immediately identified my error and informed my partner by taking responsibility for it and initiating that the
process needs to be redone. However, in the second instance when I reperformed the procedure, my partner
complimented my precision in contrast with my trial.
Personal encounters with the key skills
During my participation I had the opportunity to strategically shake the volumetric flask to increase the rate of
diffusion in the liquid. It is important to shake the volumetric flask so every bit of the solute mixes with the
solvent to form a solution. While I was performing this my partner suggested that I simultaneously shake the
volumetric flask while pouring the liquid from the burette. This was much more effective than what I was
doing as I held the volumetric flask still every so often. If the volumetric flask was spun continuously the
possibility that excess substance is poured is reduced. This meant that before the feedback was suggested to
me by my peers, the result of the repeats I have done were inaccurate. I therefore took responsibility,
included more repeats, and ignored the false results. In addition, During the experiment I struggled measuring
the exact measurement very much of the pipette, measuring the pipette was very important as if not the

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