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| Category | Assignment (BTEC) | Subject | Science |
|---|---|---|---|
| University | BTEC | Module Title | BTEC Applied Science Level 3 Unit 2 Practical Scientific Procedures and Techniques |
The goal of this unit is to equip the lab with standard laboratory equipment and techniques such as Colorimetry, titration, chromatography, laboratory safety, and calibration procedures. The practical activities within the unit will enable you to become competent in the quantitative analytical methods of titration and colorimetry including the ability to compute the concentration of solutions.
Measurement of temperature will be used to study the cooling curve, and you will be introduced to paper and thin-layer chromatography (TLC). You will also get a chance of calibration equipment and will be motivated to be mindful about the safety side of the provided laboratory procedures and methods.
The discussion and analysis of group results will enable you to know your progress compared to the progress of other students, and also you will know the reliability, repeatability and reproducibility of different procedures and techniques as you acquire your practical competence. You will also apply skills related to problem solving when you do a calorimetry work. Throughout the unit, there is a certain degree of opportunity to consider the skills that you have acquired and the ways in which you can build upon them.
The essential practical abilities, information, and transferable skills, say, organisation, self evaluation, problem solving and data interpretation ability. Everything you write in this uni will bring you confidence when you start to perform more complicated practical techniques in the courses of higher education science like chemistry, biochemistry, environmental science and forensic science.
The training that you would acquire would be invaluable when you start work as a trainee laboratory technician in the various industries like contract analysis, water treatment, biopharmaceuticals and polymers. The employers within these industries will more than welcome your skills to adhere to the written guidelines of science and your wish to become accurate with the help of the techniques to be used and with verifying that their equipment, such as balances, pipettes, pH meters, thermometers and so forth, is calibrated properly and that they have filled out the necessary standard calibration forms.
Note: Do not copy the information from this sample directly into your assignment. There will be bad consequences of this, as you can ask to rewrite your assignment, or even worst can directly given a failure. As this is posted online, and if you use it, this will get caught by the plagiarism detector, so there is no point in using the information present here, as it will only make things harder for you. So, it's better that instead of making things hard for yourself, make them easy by simply seeking help from the professionals of Workingment and that too at affordable prices.
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Pay & Buy Non Plagiarized AssignmentEquipment and glassware used in titration and colorimetry and the importance and processes involved in calibration of measuring equipment.
• Use of pH meters and probes:
o calibration according to the manufacturer’s instructions.
• Use of balances and weighing:
o electronic balances – rough balances (two decimal places), analytical balances
o (four decimal places)
o checking calibration with certified weights
o measurement of mass using increasingly accurate balances
o suitable containers for weighing liquids and solids
o density of water at different temperatures.
• Safe use of volumetric glassware:
o bulb, graduated, automated and teat pipettes
o burettes
o glass and plastic filter funnels
o volumetric flasks
o accurate dilution
o Use of water as a standard for calibrating volumetric glassware.
Processes involved in the preparation and standardisation of solutions using titration.
• Accurate determination of the end-point of titrations from:
o the colour change of a suitable indicator
o plots of pH versus volume
o ∆pH/∆volume versus volume.
o Calculation of concentrations:
• Use of molecular mass from the periodic table.
• Use of primary and secondary titrimetric standards.
Understanding and practical application of Colorimetry techniques.
Answer
Preparation of titration solutions and Colorimetry solutions. Correct preparation and standardisation of solutions requires preparation of the titration solution and colorimetry solution.
Weighing a primary standard (e.g. Sodium Carbonate), dissolving it in distilled water and pipetting it into a 250 cm 3 volumetric flask and filling it to the mark. Standardisation Standardisation is done by titrating against a secondary standard (e.g. HCl) with an indicator, or by titration with a series of dilutions to create a calibration curve in Colorimetry.
1. Weighing: Weigh an electronic balance using an electronic balance that can measure a solid primary standard (e.g. sodium carbonate) to 2 decimal places.
2. Dissolving: Add a beaker of a small volume of distilled water and dissolve the solid in it, transferring all the particles.
3. Transferring: Take the solution and pour it into a volumetric flask, wash the beaker and funnel several times with distilled water.
4. To volume: Place the volumetric flask until it reaches the mark of 250 cm3 volume. A dropping pipette is used to obtain the bottom of the meniscus to reach the volume mark.
5. Homogenising: Since it is necessary to have a uniform concentration, invert the flask several times to achieve this effect.
1. Equipment Prep: Wipe the burette with the titrant (i.e. HCl) and pipette with the solution to be standardised (i.e. Na2CO3).
2. Procedure of Titration: Place 25 cm 3 of the standard solution in a conical flask and add an appropriate indicator (i.e. methyl orange).
3. End Point: Titrate using the titrant in the burette dropwise towards the end point until a permanent change of colour.
4. Repetition: Repeat until concurring results (within 0.10 cm 3) are attained.
Answer
Detection of an unknown solution by titration.
A volumetric form of titration was used to determine the concentration of an unknown solution. The unknown solution was pipetted into a conical flask a measured volume of the unknown solution was pipetted to make sure the accuracy was maintained.
An appropriate indicator was put on the flask to enable the endpoint to be identified. Case A: A standard solution of known concentration was placed in a burette, and the burette was emptied, making sure that no air bubbles were present and that the burette was zeroed properly.
The titration was conducted by the gradual addition of the standard solution to the unknown solution, with the flask swirled. Titration ended at the end-point, which was a permanent colour change. The opening and the closing burette measurements were taken.
The titration was continued until concordant titres were reached. The titre value was obtained as the mean and then used to identify the concentration of the unknown solution when the stoichiometric calculations were done with the help of the molar masses of the periodic table.
Colorimetry Investigation of an unknown solution by colorimetry.
Colorimetry was also applied in obtaining the concentration of an unknown coloured solution. A colourimeter or visible spectrometer was configured using an appropriate filter or wavelength, which was selected to match the colour of the solution under analysis.
A row of known solutions was made by diluting a stock solution with volumetric flasks and volumetric pipettes. The instrument was zeroed using a blank solution, and then measurements were made.
The absorbance of each of the standard solutions was recorded and measured. The absorbance against the concentration was plotted on the graph paper or Microsoft Excel to obtain a calibration curve. Sampling of the unknown solution in the same conditions was then carried out to determine the absorbance of the sample.
The unknown solution was identified with the use of the desired concentration or the equation of the line of best fit as per the Beer-Lambert law, based on the comparison of the unknown solution with the calibration graph.
Accuracy and dependability of findings.
Volumetric glassware was employed to minimise the uncertainty of measurements. The repetitions were done to enhance reliability, and caution was observed to prevent contamination. Titration and colorimetry were used since the concentration of the unknown solution could be determined through both sound analytical methods.
Answer
To illustrate the use of procedures and methods of titration and colorimetry in determining the concentration of the solutions. In the demonstration, the concentration of the unknown solution is determined using titration. Supposing that the known solution is sodium hydroxide and the unknown solution is hydrochloric acid Firstly, prepare the apparatus: burette, a flask, a known volume of sodium hydroxide solution, phenolphthalein indicator and the unknown volume of hydrochloric acid solution then carefully add to the flask a volume of the unknown solution that is 25ml and then add a few drops of phenolphthalein indictor which will turn the solution pink.
Take the known solution, which is the sodium hydroxide solution and pour it into the burette, making sure that it reaches the zero mark. The sodium hydroxide solution should then be added gradually into the flask and the solutions mixed. The sodium hydroxide will then react with the hydrochloric acid, which will cause the solution to change colour after initially being pink. Add the sodium hydroxide solution in droplets until the colour change occurs. This is where it is noted how much sodium hydroxide was added to achieve the final product; we will say 22.5ml.
The sodium hydroxide solution is in the known solution, whose concentration is 0.1molar. Determine the concentration of the hydrochloric acid solution. Considering the reaction between the sodium hydroxide and the hydrochloric acid is one-to-one, then using the following equation:
Molarity of sodium hydroxide x Volume of sodium hydroxide=Molarity of hydrochloric acid x Volume of the hydroxide.
(0.1M) x (22.25ml) = (Molarity of HCI) x (25ml)
Using the equation, the molarity of the hydrochloric acid is solved, and it is found to be 0.09M.
On to colorimetry in order to identify another unknown solution. In this instance, the concentration can be determined by applying a blue dye, by means of a spectrophotometer, which is applied in the determination of absorbance of light at a given wavelength. Dissolving a succession of standard solutions at various concentrations of the blue dye, which are known, that is, between 0.1 and 1.0 units.
Measure the absorbance of the light at a certain wavelength with the help of the spectrophotometer by matching the blue dye with the individual standard solutions. Create a calibrationcurve using the known values of concentration and their respective absorbance values; create a straight line of equation between the concentration and absorbance.
Answer
Accuracy in titration was evaluated.
Titration is the most precise method of analysis, provided that the right procedures are applied, but results obtained rely on the equipment used as well as the operator's method. Volumetric pipettes and burettes were used in this investigation, and these are instruments designed to provide accurate amounts of volume and thus minimise systematic error. Concordant titres were obtained by repeating titrations, and this enhanced the accuracy of the calculated concentration.
In spite of this, there were factors that minimised accuracy. The endpoint is identified by a colour indicator, which is based on human judgement, therefore being subjective. When the titration is put too slowly towards the end-point, the colour change can overrun, resulting in a higher titre and wrong concentration. Moreover, parallax error in reading the base level of the burette may have an impact on the measurement of the volume and directly impact the result obtained.
These limits may cause minor deviations of repeat titre values and any variance of the anticipated concentration.
Improvements
To enhance accuracy, it could be enhanced by:
Measurement of precision in colorimetry.
Colorimetry is a good method of obtaining quantitative data as long as the Beer-Lambert law is observed, especially when the absorbance values are between 01. Blank solution and the calibration of the standard solutions were used in this study, which enhanced the accuracy of the study by eliminating the background absorbance and instrument drift.
The dilution technique may, however, have effects on accuracy and thus result in an inaccurate calibration curve. Cuvette contamination, e.g., fingerprints, scratches, etc., can reduce the light and raise the absorbance values. Also, when the selected wavelength or filter is not near the absorbance peak of the solution, sensitivity and accuracy will be lower.
These problems can result in overestimation and underestimation of the concentration of the unknown solution after reading it in the calibration graph.
Improvements
To enhance accuracy, it could be enhanced by:
• with clean, matched cuvettes and the frosted side.
• designing the maximum wavelength of absorbance of the solution.
• making calibration standards with only volumetric glassware.
• repeating readings on absorbance and determining a mean.
• with a programme like Microsoft Excel to create a linear trend line with the origin.
Titration and colorimetry have both yielded valid results, although each was affected by equipment and human error. The accuracy of titration was primarily influenced by the endpoint detection, and the volume and the accuracy of the colorimetry was influenced by the precision of dilution and the setup of the instrument. With the proposed improvements put in place, the accuracy and the reliability of the results might be boosted dramatically.
Types of thermometers, appropriate use and practical application of measurements of heat.
• The relationship between temperature and heat energy.
• Types of thermometers and how they are used to gain accurate readings:
o electronic thermometers/temperature probes
o liquid-filled thermometers.
• Checking the calibration of thermometers by using ice and boiling water.
• Accuracy of thermometers and temperature probes at different temperatures.
Construction and interpretation of cooling curves:
• temperature as a function of time
• rate of cooling from the gradient of the tangent to the cooling curve
• determination of the melting point from the shape of a curve for a substance freezing
• super cooling
• shape of the curve and rate of cooling in relation to intermolecular forces and the state
• (solid or liquid) of the substance.
Answer:
The cool curves were drawn by establishing the variations of temperature in a substance with time when it cooled to a solid state. The accurate temperature and time data were obtained using different pieces of equipment.
One of the substances was heated up until completely melted. This was then poured into an appropriate container, which could be a boiling tube or beaker and left to cool down naturally. Temperature was measured by placing a thermometer or temperature probe into the liquid, but not against the container sides, so as to avoid recording inaccurate measurements.
Temperature was recorded at regular time intervals, say at 30 seconds or a minute, using a stopwatch to record precise time. The temperature was then measured until the substance was completely solidified and cooled down.
A digital temperature probe attached to a data logger was applied in certain studies. This equipment used a temperature that was recorded automatically at fixed time points, minimised human error and gave a continuous series of data.
All the results were entered into the results table with clear headings and proper units of time (seconds or minutes) and temperature (o C). The data gathered was then plotted to come up with a cooling curve graph whose x-axis is time and whose y-axis is the temperature. The level part of the graph depicted the point at which the substance was transformed, which was the freezing point.
The thermometers, temperature probes, stopwatches, and data loggers enabled one to get the right data and utilise it to build understandable and dependable cooling curves.
Cooling curves were obtained by plots of temperature versus time, and the rate of cooling of substances was calculated from the cooling curve graphs. The cooling curve is an illustration of the way the temperature of a substance reduces with time.
After determining the temperature, two appropriate points were taken on the sloping part of the cooling curve, in which the substance was cooling without any change of state. The temperature difference (T -Tf) between the two points was determined as the difference between the final temperature and the initial temperature. The difference in time (t1 -t2) was obtained by taking the difference between the starting time and the final time.
The cooling rate was then computed with this formula:
Rate of cooling
=
Δ
Temperature (°C)
Δ
Time (s or min)
Rate of cooling=
ΔTime (s or min)
ΔTemperature (°C)
The rate was also given in terms of degrees centigrade per second or degrees centigrade per minute, depending on the time unit to be used. In cases where there was a straight-line portion of the cooling curve, the gradient of the line was taken as the rate of cooling.
The temperature was unchanged during the level part of the cooling curve, where the substance was changing state. The rate of cooling was not calculated under this section, as the energy was being given out as latent heat instead of reducing the temperature.
The rate of cooling of the substance was evaluated accurately by using the cooling curve and determining the gradient of the graph.
Answer:
The cooling curves (e.g. paraffin wax/stearic acid) can be analysed by plotting temperature ( -axis) versus time ( -axis) and determining the gradient ( GradientT/ Gradient t ) to determine the rate of cooling. Slopes that are steeper mean a faster cooling. Plateaus are instances of phase transitions (solidification) in which released energy is equivalent to environmental loss. There is an increased initial cooling rate that precedes solidification.
• Analysis of Cooling Rates
o Methodology: The rate of cooling is determined by determining the gradient at various points on the curve. The steeper the slope, the faster the cooling.
• Initial Cooling (Liquid Phase):
The first, steep slope is used to show that the cooling process is fast since the heat is dissipated over the environment. The temperature difference between the substance and the room is so large that the slope is quite steep.
o Phase Change (Solidification): The plateau will be flat or will have a slight slope, and the liquid will turn solid. The cooling rate is low during this stage as the energy is being given out, and this compensates for the heat loss.
o Final Cooling (Solid Phase): As the entire solid finally solidifies, the curve slopes again; however, typically not as steep as the earlier slope as the solid cools down to room temperature.
o Comparisons: Comparison of cooling rates of various substances (e.g., stearic acid and paraffin wax) by comparing the gradient of the curves of these substances at similar temperatures, comparing differences to such properties as specific heat capacity or thermal conductivity.
• Valid Conclusions
o Melting Points: The plateau directly refers to the melting point/freezing range of the substance.
o Impurity Effects: A flat and sloping plateau normally shows an impure material, whereas a flat and horizontal plateau is a sign of greater purity.
Rate Factors: The rate of cooling is strongly influenced by factors like the ratio of surface area to the volume of the object, temperature difference between the object and the surrounding air and the insulation method, where more rapid cooling (steeper slope) is caused by a large area of the object or low ambient temperatures.
Energy Transfer: The latent heat of fusion of the substance is directly proportional to the period of plateau.
Answer:
The validity of the calorimetry practical work directly influences the credibility of the cooling curve and the inferences made from the cooling curve. Calorimetry is a technique that needs a correct measure of time and temperature, and any mistake in the measure of either the time or temperature influences the shape and gradient of the cooling curve.
The use of temperature probes and digital thermometers as one of the strengths of the practical work gave more accurate and consistent results compared to the analogue thermometers. Measuring temperature at specified time intervals also made the data more reliable and enabled the production of a clear cooling curve. This enhanced the precision of determining the rate of cooling by the gradient of the graph.
Nevertheless, some limitations which led to decreased accuracy existed. One of the major sources of error was heat loss to the surroundings. The heat was lost to the air, and the container, instead of being recorded and this led to a faster decrease in temperature than anticipated. This would cause the cooling curve to become steeper and cause the rate of cooling to be overestimated.
The other weakness was thermal lag between the mass and the temperature sensor. Unless the thermometer or probe was fast enough to pick up the temperature change, the values recorded might not accurately reflect the temperature at that point. This would change the curve of the cooling process, especially at the beginning of the experiment, where the changes in temperature are the fastest.
Moreover, the stirring or movement of the thermometer resulted in an unequal distribution of temperature in the substance, as it was not done consistently. This would give a varying temperature reading, which would lead to the decreasing accuracy of the cooling curve and more uncertainty in analysing the gradient.
All in all, although the calorimetry practical generated a satisfactory cooling curve, the heat loss and the response time of the equipment restricted the accuracy. These were some of the factors that influenced the accuracy of the analysis of the cooling curve and the rate of cooling calculated. Enhancing insulation, maintaining uniform methods of measurement and calibration to digital sensors would serve much to enhance the validity of future calorimetry studies.
Theory, equipment and procedures used in chromatography.
• Terminology:
o mobile and stationary phases
o adsorption.
• Principles of paper chromatography.
• Principles of thin-layer chromatography (TLC):
o nature of a TLC plate – glass, metal or plastic sheet with a solid adsorbent layer.
• Use of capillary tubes to apply mixtures to paper or TLC plates.
• Choice of developing solvent and vessel.
• Preparative methods for samples:
o solvent extraction
o filtration
o concentration by evaporation.
• The use of locating agents.
• Separation of components of a mixture, to include plant pigments extracted from leaves/herbs with propanone (paper chromatography and TLC).
• Identification of unknown mixtures and pure substances using chromatography, to include amino acids (paper chromatography).
• Awareness of other types of chromatography – e.g. gas chromatography, ion-exchange chromatography – and that procedures and chromatogram interpretations are very different.
• Polarity of molecules/intermolecular forces in relation to solubility in the mobile phase.
• Polarity of molecules/intermolecular forces in relation to retention of molecules in the stationary phase.
• Size of molecules in relation to solubility and mobility.
• Calculation of Rf value.
• Interpretation of chromatograms in terms of the number of substances present and the Rf values of components.
• Awareness of common problems in technique resulting in difficulty interpreting a chromatogram, e.g. overloading samples, disturbing the plate/paper during development or contamination of the plate/paper.
Answer:
Correct use of chromatographic methods was applied in separating mixtures and giving clear chromatograms. Paper chromatography was conducted according to good equipment and procedures.
The chromatography paper was drawn with a pencil in order to create a baseline close to the bottom of the paper. A pencil was used as an alternative to ink to avoid its dissolution in the solvent. A capillary tube was used to place small spots of the sample mixture on the baseline by taking care not to overload the spots and to place them between the previous locations.
The chromatography plate was then inserted into the beaker with an ideal solvent, in this case, water or ethanol. The level of the solvent was maintained below the baseline to ensure that the samples did not dissolve in the solvent. To avoid solvent evaporation, the beaker was covered.
The various components of the mixture moved at varying speeds as long as the solvent rose the paper through the capillary force, with the solubility in the solvent and attraction towards the paper as the determining factors. This led to the separation of the components.
When the solvent front had reached almost the top of the paper, the chromatography paper was removed, and the solvent front was immediately marked with a pencil. The chromatogram was left to dry, giving well-formed, separated spots.
The last chromatogram represented the clear spots at various heights, which indicates that chromatographic methods were utilised properly to separate the mixture components.
Answer:
Chromatographic methods are employed in the separation of mixtures into their separate components. This is effective since various substances travel at varying rates using a chromatography system.
Chromatography has two primary components, namely a stationary phase and a mobile phase. The stationary phase can be characterised as a material that remains stationary, like the paper used in chromatography or a layer of silica in a thin layer. The mobile phase is the one in motion within the immobile phase.
After the mixture is laid on the stationary phase and the solvent is added, the solvent flows through the material through the process of capillary flow. The solvent dissolves each substance of the mixture to varying degrees, and is drawn to the stationary phase by varying amounts.
Materials with a higher solubility in the solvent and with a lower affinity to the stationary phase will go higher up the paper or plate. Less soluble or more strongly drawn to the stationary position, materials move more slowly, and they are closer to the starting point. This varying movement makes the mixture separate into separate spots, which results in a chromatogram.
Chromatography finds extensive application in science and industry, e.g. to:
• separate inks and dyes
• Name the food and drink substances.
• drug or chemical test on biological specimens.
In general, chromatographic methods are useful in the separation of mixtures since the methods are based on the solubility and attraction differences between the mixture components, the solvent and the stationary phase.
Answer:
In the course of the practical work, the paper chromatography was used to generate chromatograms and the data were subsequently analysed to assess the effectiveness of the separation.
1. Chromatograms were observed, and notes were made.
The chromatograms indicated that the components of the mixtures were successfully separated by demonstrating clear spots of various heights. The spots were sharp and slightly diffused, touching upon clarity. Mostly, the number of spots was the same as the anticipated number of components in each mixture.
2. Conditions that influence Separation.
Several factors determined the quality of the chromatograms:
• Choice of Solvent: Different components could be separated using an appropriate solvent because of the solubility disparities and affinity with the stationary phase. In cases where the solvent was not ideal, there were spots overlapping or were too near each other, which decreased clarity.
• Concentration and Size of Sample: Small, concentrated spots gave sharp, well-separated spots. Spots that were large and/or too concentrated led to smearing and compromised component identification.
• Baseline and Solvent Front: The maintenance of the baseline at a height of more than the level of the solvent was done to ensure that the sample was not dissolved in the solvent. Immediately after the removal of the solvent front, this ensured that no mistakes were made during the computation of the Rf values.
• Movement and Action of Solvent through a Capillary: It was necessary to allow the solvent to move a long distance to give the components time to separate. Too early removal of the paper resulted in insufficient separation.
3. Analysis of Quality
The distinct division showed that the experimental technique was good and the factors were carefully controlled. Spots that were smudged or overlapped indicated small mistakes in the application of samples or the choice of solvent. On the whole, the chromatograms were good enough to identify and analyse the components and indicate the good use of chromatographic methods.
Chromatographic separation relies on the selection of solvents, applying the sample, positioning the baseline and the movement of the solvents. With great caution regarding these, the obtained results are credible, and the evidence of the mixture components can be seen in chromatograms.
Answer:
The obtained chromatograms had different degrees of separation of the components of the mixtures. The chromatograms in most instances had unique spots of varying heights, which shows that the chromatographic method had been effective in separating the substances. Well-defined spots are clear indications that the separation process was successful and that the obtained results were valid.
The selection of the solvent was one of the factors which had a strong influence on the quality of the chromatograms. In the case of the appropriate solvent, the parts travelled at varying distances, which manifested distinct separation. In case the solvent was not appropriate, some of the components would move at approximately the same distance, and this would lead to more or less close spots. This decreased the correctness of the determination of single substances.
The quality of the results was also influenced by the size of the sample spots. Small concentrated spots gave sharp and clean results, and the bigger spots were dispersed as the solvent rose up through the paper. This led to smearing, and hence identification of components became more difficult, and this decreased the clarity of the chromatogram.
The position of the solvent level and the baseline was also another essential aspect. Maintaining the level of solvent below the baseline made sure that the samples ascended the paper and did not dissolve in the solvent. This enhanced the stability and dependability of the separation.
The quality of the chromatograms was also affected by the movement of the solvent front. This allowed the solvent to move long enough to allow the components sufficient time to completely separate. In case the chromatogram was pulled off prematurely, the separation process was not complete, and the outcome was of low quality.
On the whole, the quality of the chromatograms was based on the careful choice of the experimental factors, including the selection of the solvent, the size of the sample, and its proper arrangement. Once these factors were brought under control, the chromatograms had good separation and accurate results.
Understanding of the personal responsibilities that must be accepted for successful work in science.
• Work to appropriate standards and protocols.
• Application of safe working practices.
• Accept responsibility for the quality of one's own work.
• Take responsibility for completing tasks and procedures as well as using judgment within
• defined parameters.
Understanding and development of skills for effective and efficient working with others:
• communication and co-operation in the scientific working environment
• give and receive constructive feedback
• behaviour for safe and efficient working in science.
Understanding and personal development of standard practices applicable to working as a
professional scientist:
• recognise problems and apply appropriate scientific methods to identify causes and
• achieve solutions
• identify, organise and use resources effectively to complete tasks
• maintain and enhance competence.
The practical work during Unit 2 allowed me to acquire some of the main personal competencies needed to work in science. These include:
1. Precision and Totality to Detail: Titrations, Colorimetry, calorimetry, and chromatography. Carefully measured mass, volume, temperature, and time in titration. To have reliable and valid data, the results were recorded in a systematic way in tables and graphs.
2. Safe Working Practices: Observed risk assessment and lab safety regulations. Wearing used personal protective equipment (PPE): wearing gloves, goggles, and lab coats properly. Moved chemicals, glass and electrical equipment safely and responsibly.
3. Organisation and Time Management: Preplanned experiments and prepared equipment. Recorded positions of cooling curves and chromatography experiments at intervals of time. Arranged results in an organised manner that can be further analysed, good workflow.
4. Problem-Solving and Analytical Skills: Determined experimental data anomalies and errors. Recommendations for methods to improve the results. Plotted graphs like cooling curves and plots of calibration to make valid conclusions.
5. Communication and Teamwork: Clearly presented findings in a table, graphical format and explanations. Sharing equipment was done responsibly, and collaboratively worked with peers. Observations and findings are discussed to aid the understanding and validity.
These skills show the acquisition of effective practical skills, analytical and personal skills that are required in future study or employment in scientific and laboratory-based jobs.
In Unit 2 practical work, I was able to acquire various scientific and personal skills. One can look back and analyse their strengths and weaknesses.
1. Precision and Care to Detail.
Skills Developed:
Caution in measuring mass, volume and temperature during titration, colorimetry and calorimetry.
• Proper capturing of data in tables and graphs that enhanced the accuracy of findings.
• Suggested Improvements:
• Ensure that the readings are checked more regularly to minimise human error.
• When possible, use digital (e.g. electronic balances or data loggers) equipment to make more accurate measurements.
2. Safe Working Practices
Skills Developed:
• Risk assessments and laboratory safety rules are adhered to regularly.
• Proper use of PPE and use of chemicals and glassware.
• Suggested Improvements:
• Have a personal list of safety steps to use during experiments so as not to miss out.
• Before commencing practical work, make sure that the workspace is clean and clear of unnecessary goods to minimise hazards.
3. Organisation and Time Management.
Skills Developed:
• Established and designed experiments effectively.
• Measurement of readings at set intervals and tabulation of the results.
• Suggested Improvements:
• Inconsistent results should be allocated more time to repeat the experiments to enhance reliability.
• Pre-labelling equipment and solutions saves time during the practical as they are already prepared before beginning the practicals.
4. Problem-Solving and Analytical Skills.
Skills Developed:
• Removed anomalies in data and thought of potential reasons why.
• Improvements in the ways to eliminate mistakes are suggested.
• Suggested Improvements:
• Maintain a reflective journal in the course of experiments to make immediate notes and correct mistakes.
• Compare outcomes with theoretical expectations to consider the accuracy more critically
5. Communication and Teamwork
Skills Developed:
• Clear presentation of the findings in forms of graphs, tables and explanations. Cooperated with colleagues, exchanging work materials and communicating findings.
• Suggested Improvements: Practice: Discussing results aloud to be clearer and more comfortable. Obtain peer review on effective methods to apply to find new opportunities for improvement.
The analysis of my capabilities reveals that I have gained good practical, analytical, and organisational skills, whereas with the proposed changes, I will be able to improve and become more accurate, efficient, and reflective in the next scientific practice.
Answer:
Over the course of Unit 2, I gained various practical, analytical, and personal scientific competencies that have good potential for progressing in the future, both in education and in laboratory-based professional careers.
1. Laboratory Practical skills.
• Skills Developed: Correct handling of laboratory equipment, including balances, pipettes, burettes, thermometers and colourimeters. Capability to perform titrations, Colorimetry, calorimetry and chromatography effectively.
• Possibility of Progression: The skills are a good base to later science courses in scientific subjects at higher levels, like A-level Chemistry, Biology, or Applied Science. The expertise in using the lab equipment and other laboratory methods can be directly transferred to jobs based in the laboratory, i.e., a research assistant, a lab technician, or a quality control analyst.
2. Problem-Solving and Problem-Solving Skills.
• Skills Developed: Graph interpretation: Extraction of cooling curves and calibration plots. Determining the source of error and improvement. Computation of concentrations, cooling rates and Rf values correctly.
• Possibility of Progression: These skills facilitate advancement to scientific research, in which one would be able to read and interpret data and enhance experimental design. Analytical skills can be applied in the jobs of forensic science, pharmaceuticals, environmental testing, and chemical engineering.
3. Safety and Competence of the profession.
• Skills Developed: Adhering to the routine of risk analysis and laboratory safety. Proper wearing of personal protective equipment (PPE). The safe and responsible handling of chemicals, glassware and instruments.
• Possibility of Progression: Excellent sense of safety is imperative in any professional laboratory setting. Safe working practices are proven to enhance employability and preparedness to regulated sectors, including healthcare, food science and clinical research.
4. Individual and Interpersonal Skills.
• Skills Developed: Experimental time management and organisation. Clear presentation of the findings in the form of graphs, tables and reports. Cooperation with colleagues and exchange of equipment.
• Possibility of Progression: The skills can enable me to work in groups and to work on my own in further scientific research. Scientific literacy in explaining information has uses in both education and research, as well as industrial practice.
My practical and personal skills acquired during Unit 2 have a high developmental potential in the future. They form a basis of advancement in science and are better in employability of laboratory-based jobs and confidence in planning, executing and analysing experiments. Further development of such competencies, especially in fields such as data analysis and laboratory efficiency, will allow me to succeed in making further steps in other scientific careers or even higher education.
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