For example, for sub-unit 2A, I learnt many skills that came into play when I was carrying out the titration standardisations. These skills involved calibrating a balance, a glass pipette and a pH meter – this skill meant my titration would then be more accurate and reliable as the equipment was of a good quality as it provided accurate results during the calibration. For sub-unit 2B, I learnt how to calibrate the two different thermometers as well as learning how to accurately draw a cooling curve. These two skills meant that my work was accurate and that it could be analysed easily when it came to writing up the assignment. In sub-unit 2C, I learnt how to extract plant pigment and how to carry out different types of chromatography, both of these skills meant I could carry out my practical out properly as I had taken the necessary steps before.
I was also responsible for not only taking my own notes when it came down to method instructions or the amount of a substance we needed to use but I was also responsible for keeping the notes in a place where I could…show more content… Throughout the sub-units, I made a lot of mistakes – especially in the actual writing up of the method, evaluation and results. As I made it through unit 2, I made less mistakes because I learnt from the previous ones and compared to them too to make sure I didn’t make the same mistakes again. This was especially useful when it came to making the results tables for the sub-units – at first, my tables lacked the appropriate titles as I forgot units etc. and then there was the fact that it was not set out properly. However, through feedback from my teacher in lesson, I learned how to solve these issues and did not repeat them. The feedback also allowed me to take into the account the skills I have developed and the skills that aren’t as developed – it has also shown me just how far my skill set has
