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BTEC applied science units 2 assignment D
- Module
- Unit 2
- Institution
- PEARSON (PEARSON)
BTEC Applied science unit 2 assignment d. Got a D
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Madeha Ahmed Assignment 2D Year 1 Group 4How Am I Doing?
Aim
Review personal development of scientific skills for laboratory work
How Am I Doing?
Throughout the year, I studied and developed a variety of skills and techniques through actual
experimentation. I had never used a colorimeter machine before the course. Many of my peers had
never used one before, so it was a new skill that we all learned.
Using suitable software, I was able to effectively reference my work while avoiding plagiarism. I have
also learnt how to thoroughly assess scientific techniques. Peer reviews, judgments, evaluations, and
improvements, for example.
I used to do chromatography and titration experiments in high school. I was able to apply my
knowledge to the unit 2 practicals.
I had issues measuring correct amounts of solution at the start of the course. However, as the course
progressed, I was able to enhance my skills, allowing my results to become more precise. I was also
substantially better than some of my friends at creating tables and graphs, which proved to be an
advantage because it is a necessary ability for this subject. This ability will be beneficial in the future
for upcoming practical research and can be expanded further.
2A Part 1: Titrations
Key Skills Gained from Titration
Many earlier abilities from secondary school were transferred during unit 2 assignment A (titration),
but there were many more qualities that I needed to enhance. For contrast, I had never calibrated
apparatus previously; it was a significant and vital ability that I learnt; it is also an ability that will be
valuable in future practical research. Since few of my colleagues had previously conducted a titration
experiment, I was more secure in building on what I already understood rather than learning it for
the first time.
Another thing I have discovered is how to quantify materials to the full gram. This technique
required a lot of tolerance, which I had to acquire as well. I needed to utilize a scale to weigh sodium
carbonate powder. It was challenging to quantify sodium carbonate to the precise gramme due to it
being in powder form. To address this, I developed the tolerance needed to add the sodium
carbonate in moderate quantities with a spatula to achieve the desired weight. This type of ability is
,extremely useful because it ensures accuracy in the outcomes and is transferable to subsequent
trials.
One final skill that I mastered and built on was recognising hazards and risks for the experiment. For
example, when using with hazardous compounds, I had to identify all the precautions I took to avoid
the risk. Furthermore, I discovered that the terms danger, risk, and control measure all relate to
setting up safety precautions. I discovered that hydrochloric acid is a corrosive liquid that can cause
skin irritation and to the eyes; I had to learn to avoid the risk by using goggles and lab coats. This
talent that I have gained will be extremely useful to me in future experiments because it is a critical
skill that can alter the accuracy of an experiment.
How Did I Work to Appropriate Standards and Protocols?
By knowing the intent of apparatus, I worked toward the criteria and protocols. You can achieve
correct findings safely if you understand how the device operates. For contrast, when I performed
with corrosive compounds like hydrochloric acid, I had to recognise what hazards were inherent to
keep myself protected. Since hydrochloric acid can irritate the skin and eyes, I had to conduct many
risk assessments to analyse the potential threats.
How Did I Apply Safe Working Practices and Behaviours?
To keep myself and my colleagues safe during the titration experiment, I used safe working practises.
For example, during the experiment, I spilled the hydrochloric acid over the table by accident. This
posed a significant risk because it is a corrosive material that can irritate the skin and eyes. As the
hydrochloric acid may have harmed a colleague, I promptly cleaned up the solution to eliminate the
risk. This proved that I could follow health and safety regulations and execute employee tasks at
work.
Did I Accept Responsibility for My Work? Did I Own Up to My
Mistakes?
I accepted complete accountability for my actions throughout the titration experiment. For example,
I was able to prove the ability to actively engage in studying the approaches. This additional reading
provided me with understanding of the titration practical, which I was able to use in the experiment.
I made the error of pouring the solution above the 25cm3 mark. I admitted my error and extracted
part of the fluid with a pipette.
Did I Take Responsibility for Completing Tasks and Procedures?
I accepted responsibility for performing duties and processes on schedule. I was able to carry out
this because we were given the entire approach detailed step by step, which assisted us grasp what
to anticipate and the conclusion of the practical. Students worked in couples throughout the
titration practical, thus understanding what to do to conduct the experiment was a shared duty.
, It was critical that we all understood our roles and how much time we had to complete the
experiment. Teamwork proved helpful for the practical titration and resulted in trustworthy results.
Was My Communication and Cooperation with Others Good Enough?
I collaborated with a peer during the titration experiment. Looking back on my communication and
cooperation abilities, I fared well working in pairs. Furthermore, when I needed assistance, I was
able to approach my peers for assistance and receive both good and negative feedback. Overall, my
communication and collaboration were excellent.
What Feedback Did My Partner Give Me on My Performance?
My peer provided positive input that aided my upcoming achievement in experiments. One piece of
advice I received was to make sure I cleaned the stirring rod every time I changed the solution. This
would increase the experiment's reliability and yield more correct results. Overall, my peer thought I
did well in the experiment since I was helpful.
What Feedback Did I Give My Partner on Their Performance?
I observed my colleague and provided helpful, constructive input. For example, I instructed my
colleague to align the bottom of the meniscus line with the required reading. This enhanced the
precision and entire dependability of the outcomes. Providing and hearing comments improved
teamwork and inspired myself and my peers to work more.
Was It Easy to Give Feedback?
It was simple to provide comments to my colleagues. This is due to my ability to observe my
classmates and provide valuable, constructive criticism. However, it was difficult at times when I
needed to concentrate on my job while also considering feedback to give to my peers.
How Did I Know What My Peer Did Well and What They Needed to
Improve On?
By analysing the aberrant results from the titration experiment, I was able to discover deficient
performance. My colleague, for example, has difficulty using the volumetric pipette. This was
classified as deficient performance since it could jeopardise the experiment's reliability and lead to
erroneous results.
By seeing how my colleague uses the equipment, I was able to determine satisfactory performance.
One example of reliable performance was how my peer used the burette. Due to the general
appropriate usage of the burette, my colleague was able to obtain accurate and precise findings.
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