Unit 2- Practical Scientific Procedures and Techniques
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BTEC Level 3 National Applied Science, Student Book
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Applied Science 2016 NQF
Unit 2- Practical Scientific Procedures and Techniques
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Name: Malik Ahmed
Unit2: Practical scientific procedures and technique
Title: Practical skills
Learning aim D: Review personal development of scientific skills for laboratory
work
Key skills gained from titration.
P7
Titration:
Many of the previously-acquired knowledge units in unit 2 needed to be
honed. for instance, I had never calibrated devices This will come in handy for
other investigations that I have yet to face. Because most of my classmates had
never titrated before, I preferred to expand on the experience I already had.
After one experiment, I've learned how to weigh things to the gramme.
learning it required a lot of effort I had to use sodium carbonate. You were
unable to precisely measure the powdery form of the powder. to apply the
correct amount of sodium carbonate in increments with a spatula This
research finding provides confidence in the findings can be applied to
subsequent studies.
Establishing danger categories and risks was an area where I made
improvements. One specific example would be, when I had to work around
chemicals that could make me sick. Danger, harm, and precautionary measures
are inextricably connected. Since I learned that hydrochloric acid is a corrosive,
I had to protect myself with gloves and goggles. The facts I've learned in this
experiment would help me with future experiments.
How did I work to appropriate standards and protocols?
By studying the purpose and role of apparatus, I worked against the norms and
protocols. When you understand how the apparatus operates, you will get
correct results in a secure manner. For example, when working with corrosive
liquids like hydrochloric acid, I needed to know what risks were present so that
,I could defend myself. Since hydrochloric acid can irritate the skin and eyes, I
had to go through a series of risk tests to ascertain the potential dangers.
How did I apply safe working practices and behaviours?
To keep myself and my teammates healthy during the titration experiment, I
used safe working procedures. For example, during the experiment, I spilled
the hydrochloric acid on the table by mistake. Since it is a corrosive agent and
can irritate the skin and eyes, this was a significant danger. Since the
hydrochloric acid may have caused harm to a peer, I cleaned up the solution
right away to avoid the problem. This demonstrated that I am capable of
adhering to health and safety regulations and performing the roles of workers
at work.
Did I accept responsibility for my work? Did I own up to my mistakes?
I think I took full responsibility for my work during the titration experiment. I
was able to cultivate the desire to involve myself in studying the techniques,
for example. This additional reading provided me with realistic titration
information that I was able to use in the experiment. Pouring the solution over
the 25cm3 mark was a mistake I made. I admitted my error and removed some
of the solution with a pipette.
Did I take responsibility for completing tasks and procedures?
I accepted responsibility for finishing assignments and processes on schedule. I
was able to do so because the whole process was outlined to us step by step,
allowing us to consider what to expect and the expected result of the realistic.
Since students collaborated in pairs during the titration practical, it was a joint
obligation to know what to do in order to complete the experiment.
It was important that we all understood our positions and the amount of time
we had to complete the experiment. Teamwork was useful to the titration
functional and yielded consistent performance.
Was my communication and cooperation with others good?
I collaborated with a colleague during the titration trial. Looking back on my
coordination and teamwork abilities, I believe I did better while operating in
, pairs. Furthermore, anytime I needed assistance, I could turn to my friends for
assistance and get both constructive and negative feedback. Overall, I believe
my contact and coordination were excellent.
What feedback did my partner give me on my performance?
My peer provided me with helpful positive guidance, which aided my potential
experiment results. One piece of advice I received was to make sure I washed
the stirring rod every time I changed the solution. As a result, the experiment's
efficiency would be improved, and the findings would be more reliable.
Overall, my peer felt I did well in the experiment because I was cooperative.
What feedback did I give my partner on their performance?
I watched my colleague and provided helpful, positive suggestions. For
example, I advised my colleague to align the bottom of the meniscus line with
the intended reading. This improved the accuracy of the data as well as their
overall dependability. Giving and getting input aided in the improvement of
teamwork and encouraged myself and my teammates to work harder.
Was it easy to give feedback?
Giving suggestions to my peers was relatively simple for me. This is due to my
ability to observe my colleagues and have helpful, positive feedback. It was,
however, difficult at times when I needed to concentrate on my job while still
considering input to provide to my peers.
How did I know what my peer did well and what they needed to improve on?
By analyzing the anomalous effects from the titration trial, I was able to
distinguish poor efficiency. My peer, for example, has difficulty using the
volumetric pipette. This is a poor performance because it can jeopardize the
experiment's reliability and lead to unreliable outcomes. By observing how my
peer used the facilities, I was able to recognise successful results. One aspect
of my peer's success that I noticed was how he used the burette. Due to the
proper use of the burette, my peer was able to obtain reliable and detailed
information.
How was me and my peer’s behaviour for safe and effective working in
science?
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