H.
BTEC L3 EXTENDED DIPLOMA IN APPLIED SCIENCE
Unit 6: Investigative Project
Assignment 6C + D: Undertake the project, collecting,
analysing, and presenting the results; review the
investigative project using correct scientific principles
Skills
The key skills developed from this project are:
- Research
- Decision-making
- Communication
- Technical
- Data collection and presentation
- Laboratory safety and procedures
- Statistics
- Time management
- Scientific report writing
Research skills were developed as many hours as possible of independent
research contributed to the investigative work carried out. For example, for the
literature review, research had to be carried out to review secondary sources
that investigated the concentration of sugar in ripening bananas. Moreover, the
credibility of sources had to be considered which further developed this skill
when writing up the literature review in section A.
Decision-making skills were also developed as feedback from technicians and
teachers regarding the practical method had to be adjusted so important
decisions had to be made to implement feedback. Decisions made considered
different scientific opinions of teachers and technicians to ensure the final
decision made had a minimal negative effect on results. For example, a
technician explained how quantitative Benedicts should be used instead of
qualitative Benedict’s so this had to be confirmed by other technicians and
teachers to ensure this modification to the experiment is effective at producing
more accurate results. Moreover, decisions had to be made on whether a result
had to be repeated by comparing to other results and the trend of the data.
Communication skills were a key skill developed from this project as it ensured
the practical investigation ran as smoothly as possible. Communication between
technicians and teachers was crucial since the correct quantity and type of
equipment had to be double-checked before the experiment so that there was
minimal disruption to the investigation. Effective communication also developed
independence skills as the practical was carried out independently with minimal
assistance from the assessor.
Technical skills are another skill developed from this project as technical
equipment was used in the experiment, e.g., a colourimeter, and light
microscope. The use of technical equipment provided hands-on experience as
the colourimeter required calibrating and the light microscope required
adjusting.
, H.
BTEC L3 EXTENDED DIPLOMA IN APPLIED SCIENCE
Unit 6: Investigative Project
Data collection and presentation skills were evident in this project as Excel was
used to present data on a graph with standard deviation bars. The standard
deviation bars had to be added to graphs to identify whether there was any
overlap between data, so it was important to be able to add these standard
deviation bars. At the same time, this developed statistical skills. Research on
Excel guidance had to be carried out when presenting data produced on graphs
as at times it was challenging to add trendlines/labelling axis. Using Excel for
presenting data enhanced data collection and presentation skills as more
experience was gained as a result. The graphs produced using Excel were
presented on a PowerPoint presentation which had to be presented to the
assessor and peers. This helped develop data collection and presentation skills
as all the data and information produced by this project had to be summarised
and explained.
A separate skill developed during this project was laboratory safety and
procedures as preliminary trials and experiments were performed that involved
the use of these skills. For example, before conducting preliminaries, a risk
assessment was performed to be made aware of any hazards and precautions to
take whilst performing procedures. In addition to this, a contingency plan was
put in place for the experiment performed to ensure that unexpected scenarios
could be managed well. For example, if resources had run out, there would be
communication with the assessor and technician while the experiment would be
paused until all resources were available. This helped to develop laboratory
safety as there was increased awareness of steps needed to be taken to enable
the investigation to be performed safely. Multiple procedures were performed
during the experiment, including preparation of serial dilution, testing of serial
dilution with Benedict’s solution, iodine test, etc. These helped to expand
laboratory procedure skills as a range of chemicals and techniques were used to
reach the aim of the project.
Statistical skills were another skill developed in this project as standard deviation
and T-tests had to be carried out on the data produced to analyse data and
interpret it. The standard deviation performed on the data helped to develop
statistical skills as they enabled standard deviations bars on graphs to be
displayed and interpreted. For example, when analysing standard deviation bars,
it was found that they did not overlap which meant they may have a statistical
difference. A T-test was a statistical test performed on the data to make an
overall conclusion on the statistical significance of the data. Numerous T-tests
were carried out between data sets to compare data and determine whether
they were statistically different. By performing multiple T-tests, statistical skills
were enhanced as they helped to analyse the data produced and form a valid
conclusion.
Time management was a major skill that was developed within this project as
there were deadlines that had to be met and timeframes were provided to
complete the experiment. For example, sections in this unit had to be handed to
the assessor updated with modifications and improvements on a paper and
digital copy. When undertaking the experiment, it had to be completed in one
day with all results recorded in a logbook, signed off by the assessor. The
preliminary trials aided in the development of time management skills as each
procedure was timed to provide an estimation of how long the entire experiment
BTEC L3 EXTENDED DIPLOMA IN APPLIED SCIENCE
Unit 6: Investigative Project
Assignment 6C + D: Undertake the project, collecting,
analysing, and presenting the results; review the
investigative project using correct scientific principles
Skills
The key skills developed from this project are:
- Research
- Decision-making
- Communication
- Technical
- Data collection and presentation
- Laboratory safety and procedures
- Statistics
- Time management
- Scientific report writing
Research skills were developed as many hours as possible of independent
research contributed to the investigative work carried out. For example, for the
literature review, research had to be carried out to review secondary sources
that investigated the concentration of sugar in ripening bananas. Moreover, the
credibility of sources had to be considered which further developed this skill
when writing up the literature review in section A.
Decision-making skills were also developed as feedback from technicians and
teachers regarding the practical method had to be adjusted so important
decisions had to be made to implement feedback. Decisions made considered
different scientific opinions of teachers and technicians to ensure the final
decision made had a minimal negative effect on results. For example, a
technician explained how quantitative Benedicts should be used instead of
qualitative Benedict’s so this had to be confirmed by other technicians and
teachers to ensure this modification to the experiment is effective at producing
more accurate results. Moreover, decisions had to be made on whether a result
had to be repeated by comparing to other results and the trend of the data.
Communication skills were a key skill developed from this project as it ensured
the practical investigation ran as smoothly as possible. Communication between
technicians and teachers was crucial since the correct quantity and type of
equipment had to be double-checked before the experiment so that there was
minimal disruption to the investigation. Effective communication also developed
independence skills as the practical was carried out independently with minimal
assistance from the assessor.
Technical skills are another skill developed from this project as technical
equipment was used in the experiment, e.g., a colourimeter, and light
microscope. The use of technical equipment provided hands-on experience as
the colourimeter required calibrating and the light microscope required
adjusting.
, H.
BTEC L3 EXTENDED DIPLOMA IN APPLIED SCIENCE
Unit 6: Investigative Project
Data collection and presentation skills were evident in this project as Excel was
used to present data on a graph with standard deviation bars. The standard
deviation bars had to be added to graphs to identify whether there was any
overlap between data, so it was important to be able to add these standard
deviation bars. At the same time, this developed statistical skills. Research on
Excel guidance had to be carried out when presenting data produced on graphs
as at times it was challenging to add trendlines/labelling axis. Using Excel for
presenting data enhanced data collection and presentation skills as more
experience was gained as a result. The graphs produced using Excel were
presented on a PowerPoint presentation which had to be presented to the
assessor and peers. This helped develop data collection and presentation skills
as all the data and information produced by this project had to be summarised
and explained.
A separate skill developed during this project was laboratory safety and
procedures as preliminary trials and experiments were performed that involved
the use of these skills. For example, before conducting preliminaries, a risk
assessment was performed to be made aware of any hazards and precautions to
take whilst performing procedures. In addition to this, a contingency plan was
put in place for the experiment performed to ensure that unexpected scenarios
could be managed well. For example, if resources had run out, there would be
communication with the assessor and technician while the experiment would be
paused until all resources were available. This helped to develop laboratory
safety as there was increased awareness of steps needed to be taken to enable
the investigation to be performed safely. Multiple procedures were performed
during the experiment, including preparation of serial dilution, testing of serial
dilution with Benedict’s solution, iodine test, etc. These helped to expand
laboratory procedure skills as a range of chemicals and techniques were used to
reach the aim of the project.
Statistical skills were another skill developed in this project as standard deviation
and T-tests had to be carried out on the data produced to analyse data and
interpret it. The standard deviation performed on the data helped to develop
statistical skills as they enabled standard deviations bars on graphs to be
displayed and interpreted. For example, when analysing standard deviation bars,
it was found that they did not overlap which meant they may have a statistical
difference. A T-test was a statistical test performed on the data to make an
overall conclusion on the statistical significance of the data. Numerous T-tests
were carried out between data sets to compare data and determine whether
they were statistically different. By performing multiple T-tests, statistical skills
were enhanced as they helped to analyse the data produced and form a valid
conclusion.
Time management was a major skill that was developed within this project as
there were deadlines that had to be met and timeframes were provided to
complete the experiment. For example, sections in this unit had to be handed to
the assessor updated with modifications and improvements on a paper and
digital copy. When undertaking the experiment, it had to be completed in one
day with all results recorded in a logbook, signed off by the assessor. The
preliminary trials aided in the development of time management skills as each
procedure was timed to provide an estimation of how long the entire experiment
