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NQF BTEC Level 3 National in

Applied Science

First teaching September 2016

Sample Marked Learner Work

Subject: Applied Science

Unit 2: Practical Scientific Procedures and Techniques

Learning Aim D – Review personal development of scientific skills for

laboratory work

Merit level

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Contents

1. Assignment Brief 4

2. Introduction to Learner Work 7

3. Learner work 9

4. Learner Assessment Submission and Declaration Sheet 13

5. Assessment Record Sheet 14

You will need to refer to the appropriate specification alongside these sample materials.

Unit 4 from the Level 3 BTEC Nationals in Applied Science can be found by typing the

following into your web browser (Google Chrome).

http://qualifications.pearson.com/en/qualifications/btec-nationals/applied-science-2016.html

In preparation for the first teaching from September 2016 and as a part of the

on-going support that we offer to our centres, we have been developing

Note:

The Authorised Assignment Brief (AAB) used for generating this

learner work is the same as the one provided by Pearson. Centres are

expected to get the AAB fully internally verified prior to being issued

to the learners.

The learner work generated is an exemplar of standard for a particular

Learning Aim(s) and grade(s), and NOT a response to the entire task

detailed in the Authorised Assignment Briefs. We therefore expect

centres to use this resource to exemplify how to structure a response

to a task. We also encourage centres to use this work to standardise

their Assessment teams and demonstrate to learners the level of work

expected to achieve the different targeted grades outcome.

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support materials to help you better understand the application of Nationals

BTEC Level 3 qualification.

The following learner work has been prepared to demonstrate indicative

standards at Pass, Merit and Distinction level across a unit.

Did you know?...

BTEC Nationals provide work-related learning across a range of

sectors. Delivering the knowledge, skills and under need to

preparor their chosen career, BTEC Nationals offer progression

to higher education, employment or further study.

BTEC Nationals use a combination of assessment styles to give your

students confidence they can apply their knowledge to succeed in the

workplace – and have the study skills to continue learning on higher

education courses and throughout their career. This range of vocational

assessments, both practical and written, mean students can showcase

their learning and achievements to best effect when they take their next

step, whether that’s supporting applications to higher education courses

or potential employers.

They provide a more practical, real-world way of learning

and their value is widely recognised by teaching

professionals, employers, higher education and students

and can be studied full- or part-time.

Each programme of study covers a number of

units, for which students must present evidence

based on their work and studies to demonstrate

the knowledge and skills they’ve developed on

the course.

BTEC Nationals are highly

regarded by universities,

further education colleges and

employers. On successful

completion of a BTEC National

qualification, learners can

progress to or within

employment or continue their

learning within the same or

related areas of study, in higher

education, degree and

professional development

programmes.

We’ve worked closely with over 5,000 employers, universities, teaching

professionals and trainers to develop the new BTEC Nationals. That

means teacher and tutors can be confident their new BTEC courses contain

the knowledge and employability skills students need to succeed at higher

level study and in their chosen career.

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BTEC Assignment Brief

Qualification

Pearson BTEC Level 3 National Certificate in Applied

Science

Pearson BTEC Level 3 National Extended Certificate in

Applied Science

Pearson BTEC Level 3 National Foundation Diploma in

Applied Science

Pearson BTEC Level 3 National Diploma in Applied Science

Pearson BTEC Level 3 National Extended Diploma in

Applied Science

Unit number and title

Unit 2: Practical Scientific Procedures

and Techniques

Learning aim(s) (For

NQF only)

D: Review personal development of scientific skills for

laboratory work.

Assignment title How am I doing?

Assessor

Issue date

Hand in deadline

Vocational Scenario or

Context

You are a newly appointed technical assistant at a large chemical

plant, Chemcalequip.

In order to complete your induction period and progress

within the company you have to review and evaluate your

performance of the procedures and techniques that you

have been involved in using so far (titration, colorimetry,

calorimetry and chromatography.) You need to identify the

key practical and personal competencies you have shown

whilst developing and using these skills. You must evaluate

your own performance, interpersonal skills and professional

practice. The report you produce will be assessed by a

senior technician.

Task 1

Draw on feedback from peers and teachers and

industry to analyse and evaluate the strengths and

weaknesses in your performance and skills in relation

to your potential for future progression.

Produce a report summarising and evaluating your

performance and skill development across all the practical

work in this unit including

drawing on examples of skills developed in

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colorimetry, titration, calorimetry and

chromatography in this unit and how they can be

transferred for use in other units.

working to appropriate standards and protocols

• applying safe working practices and behaviour

• accepting responsibility for the quality of own work

• taking responsibility for completing tasks and

procedures as well as using judgements within

defined parameters

• communicating and cooperating with others in the

workplace

• giving and receiving effective feedback on your

performance in relation to peers and your future

progression goals

• behaviour for safe and effective working in science

• recognising problems and applying appropriate

scientific methods to identify causes and achieve

solutions

• identifying, organising and using resources

effectively to complete tasks

• maintaining and enhancing your competence.

Checklist of evidence

required

A report which focuses on the evaluation of your

performance and skill development across all scientific

procedures and techniques carried out in learning aims A, B

and C. To evaluate your strengths and weaknesses in each

key area you could include photographic or video evidence

of your skills, observation reports from your tutor and peer

review of your abilities and results in your report.

Criteria covered by this task:

Unit/Criteria

reference To achieve the criteria you must show that you are able to:

D.D4 Evaluate scientific skills developed in terms of potential for future

progression.

D.M4 Analyse skills developed and suggest improvements to own practice.

D.P7 Summarise key personal competencies developed in relation to

scientific skills undertaken.

Sources of information

to support you with

this Assignment

http://www.virtlab.com/

http://www.chemguide.co.uk/analysis/chromatography/thin

layer.html#top

Above are some examples of websites. Further

useful resources may be found at:

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http://qualifications.pearson.com/en/

support/published-

resources.html#step1

Other assessment

materials attached to

this Assignment Brief

eg, work sheets, risk assessments, case study

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Introduction to Learner work

The learner work that follows has been assessed accurately to national standards. This is

one example of Merit grade achievement for Learning Aim D on an internally assessed

unit.

The learner is in Year 12 and is completing the Pearson BTEC Level 3 National Certificate

in Applied Science at the Sixth from college alongside other qualifications.

The learner has submitted Assignment How am I doing?, Learning Aim D and it has

been assessed as Merit standard.

Commentary

The learner has submitted Assignment How am I doing? to cover Learning Aim D:

Review personal development of scientific skills for laboratory work.

To achieve Learning Aim D D.D4 learners must critically evaluate their own skills,

reflecting on their strengths and weaknesses during practical work. Feedback from

peers, teachers and industry must be used to evaluate their own performance and skill

development in relation to future progression in their chosen career.

To achieve Learning Aim D, D.M4 learners must analyse the skills they have developed

and suggest improvements to their own practice. Learners also need to make

judgements on their skill development and level in relation to their peer group and

recognise the improvements they need make and the steps they will take in order to

achieve them.

The assessment criteria for Learning Aim D, D.P7 requires learners to summarise key

personal competencies developed in relation to scientific skills

undertaken. They must then draw on scientific skills developed across other units to

illustrate the transferability of skills.

When assessing learners’ work, the assessor must firstly consider whether the

requirements of each of the assessment criterion have been fully met. Following this,

the assessor must check that the evidence produced also meets the requirements of

the assessment guidance and unit content detailed in the specification. The assessor’s

grade decisions must be justified by the evidence produced by the learner. It is

essential that the evidence submitted by the learner is produced through their

individual effort and that their work can be validated as authentic. The work submitted

by this learner has demonstrated adherence to these requirements.

Detailed feedback

The achievement of D.D4 requires the learner to evaluate the scientific skills

developed in terms of potential for future progression. The evaluation must include a

critical reflection of the strengths and weaknesses of their own performance and skills

development in all areas of the practical work carried out. This must be related to

feedback received from others in regard to targets and goals for future progression.

Whilst the learner has attempted to evaluate her skills development and has identified

some strengths and weaknesses; the evaluation lacks detail and does not draw on

feedback from teachers, industry colleagues or peers. The assessor’s decision is

accurate as there is insufficient evidence to justify the award of D.D4.

The evidence submitted for grading criterion D.M4 demonstrates the skills the learner

has developed through a detailed analysis of her own performance in carrying out

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various laboratory practical techniques. The learner has made sound judgements of

their own performance against expected outcomes and the performance of others in

their peer group and has suggested how she could improve and further develop her

own practices. Good examples are given e.g. the use of data loggers to record

temperature and multi-dimensional chromatography techniques. The evidence

provided by this learner satisfies the assessment criterion D.M4 and the associated

‘essential information for assessment decisions’. The assessor has accurately awarded

C. M4.

For D.P5 the learner has produced a table of information and a written summary

detailing how their personal competencies and scientific skills have been acquired and

developed through the study of Unit 2, Practical Scientific Procedures and Techniques.

The learner has included a good range of laboratory skills in relation to practical

investigations into titrations, calorimetry, chromatography, colorimetry. The

development of key skills in using a range of scientific equipment to weigh and

measure liquids and solids the use of specialist equipment such colorimeters and thin-

layer chromatography have been summarised. Good consideration has also been given

to the importance of developing skills relating to planning investigations, working

collaboratively and assessing risks. The learner demonstrates an understanding of the

transferability of acquired skills to further education and employment. There is

sufficient, valid evidence to justify the award of D. P5.

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Learner work

Review personal development of scientific skills for laboratory work

I have completed a lot of research and a large number of practical investigations in order

to successfully complete Unit 2, Practical Scientific Procedures and Techniques. These

techniques will stand me in good stead for when I apply to University and will give me

more confidence and independence in my laboratory work. Employers in the Science

industry will have a basic expectation that people who apply for scientific jobs will

possess a good level of investigative and practical ability prior to entering employment

and I feel I have made good progress in building the necessary skills.

In studying Practical Scientific Procedures and Techniques, I investigated Colorimetry,

Titrations, Calorimetry and Chromatography techniques all of which required me to

develop competence in personal and practical laboratory skills. When I began to evaluate

my performances and the skills I have developed, I realised that I have gained several

very useful new skills and have improved my practical techniques significantly. These

skills will assist me in the successful completion of other units of this course. The skills

learned from Unit 2 are transferrable to Unit 3 which require me to be able to select and

justify the use of equipment, techniques and standard procedures for quantitative and/or

qualitative investigations and identify the strengths and weaknesses of the methods

used. In Unit 4, I can apply my good understanding of the risks and hazards involved in

scientific investigations. I will also be able to compare primary and secondary data and

again, this is a skill that I will be using throughout my science education and in the exam

sections of this qualification.

Looking back to my starting point when I began the course, I have drawn up a table to

help me consider how my skills have developed.

Skill when I started the

course

Skill gained after

completing unit 2

Skills to develop further

Weighing to a full gram

Weighing to 3 decimal

places

Weighing liquids

Dissolve solids Dissolve exact amounts to

make a standard solution

Dissolve to make serial

standard solutions

Carry out titrations using

an indicator solution

Carry out titrations using a

pH meter

Carry out titrations using

more than 1 type of probe,

e.g. temperature probe

Make dilutions following

instructions

Do my own calculations for

making serial dilutions

Make serial dilutions from a

starting solution other than

1M

Use a Pasteur pipette to

transfer liquids

Use a graduated pipette to

transfer measured

amounts of liquids

Use a micro pipette to

measure out determined

small amounts of liquid.

Use an auto pipette

Perform colorimetry under

close instruction and with

support.

To complete colorimetry

after preparing my own

dilutions

To perform colorimetry

with filters rather than light

of a specific wavelength

Making a simple paper

chromatogram

Complete thin-layer

chromatography and

calculate Rf values to

identify components.

Selecting appropriate

solvents to get best results

Measuring distances with a

ruler

Using Vernier callipers Learn to use a Micrometer

for precision

measurements

Measuring temperature Using digital thermometers Learn to use data loggers

Part D.P7

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using a liquid thermometer and temperature probes and infrared thermometers

Knowing basic Personal

Protective Equipment (PPE)

Using a range of PPE

correctly

Understanding chemical

hazards and knowing

emergency procedures and

treatments.

Work under supervision

and with support of a

teacher

Work independently with

minimal guidance

Work independently with

confidence in my skills and

knowledge.

There are a number of skills in which I have really improved, however I have found from

doing research and talking to my teacher and the science technicians that there are

many more areas where I could develop better/new skills. Unfortunately, at school we

do not always have the necessary equipment for me to develop further but I hope to

gain additional skills through work experience.

A good example of this is the fact that before I started this assignment I had only ever

carried out simple paper chromatography. In order to complete assignment B I had to

learn new techniques to carry out thin-layer chromatography successfully. It was

interesting to see the effects of poor technique in carrying out thin-layer

chromatography. Some of my classmates didn’t realise how important it was to avoid

touching the surface of the TLC plate and consequently, the sample was contaminated

by oils on their hands. This would badly affect the results if amino acids are being

separated as amino acids could be transferred from the skin to the TLC plate and

confuse the results. Following instructions carefully was very important in this practical,

some students placed the chromatography paper too low in the solvent; this dissolved

the sample into the solvent and no results were produced. My own technique could be

improved by following the guidance given in books and websites. In particular, I now

realise how important it is to exclude the external atmosphere as far as possible by fully

enclosing the chromatogram while it is developing. Through talking to the science

technician I have found out about multi-dimensional chromatography which is used in

Biomedical and Biochemical industries to carry out separation of complex mixtures, this

would be a fascinating technique to observe or perform.

Another skill I have developed is the skill to use a colorimeter to record the absorbance

values of solutions with different concentrations and to draw a calibration graph and use

this to calculate the concentrations of unknown samples. I could further develop my skills

in this area by learning to calculate concentrations using Beer-Lambert law.

Another example of a skill I have improved in is the use of pipettes. I was confident in

the use of Pasteur pipettes before I started this unit however I am now confident in the

use of graduated pipettes so can complete investigations with far more accuracy. I would

like to extend my skills further and learn to use a micro pipette that can measure tiny

amounts of liquids (from 1 µL) with more confidence. I have used these when

performing gel electrophoresis but feel I could become more skillful. Occasionally, I

made errors by depressing the plunger to the second stop before aspirating the sample,

this would affect the volume aspirated. With practice I learned to hold the pipette

upright, depress the plunger to the first stop, aspirate and then dispense the sample into

the receiving vessel by depressing the plunger to the first, then second (purge) stop. I

would like to move on to use an automated pipette; these are very effective in saving

time and eliminating procedural errors. From carrying out titrations, I am now confident

using the bottom of the meniscus to make solutions up, fill a pipette and fill a burette. I

now fully understand the need for having the line on the glassware at eye level. This was

something that I understood in theory, but with having to do it many times whilst

practicing and completing the assignment, I now understand how this can affect

accuracy. When it comes to using the burette I now find that I do not have to think

about the basics such as making sure the funnel is removed from the top of the burette

D.P7

D.M4

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or ensuring that the tap is closed before I fill it. These techniques have become

automatic. When it comes to using a pipette I am now confident in using a pipette filler.

At first this was really difficult and I found that between removing the pipette from the

liquid and placing it over the flask I would often lose some of the liquid in the pipette,

now I am able to keep a good seal between the pipette and the filler meaning that the

correct volume of liquid goes into the flask and I obtain more accurate results.

Other basic skills I have improved through preparing standard solutions include being

able to use a balance that is accurate to 3 decimal places rather than a basic balance as

used in lower school. This was a key skill in preparing standard solutions for titration.

With using the balance regularly, I have become much more confident in my abilities to

weigh to a number of decimal places. At the start I was very slow but now I am much

more confident and can add the solid quickly until I am within 1 or 2 grams, then I tap

the spatula to add the solid a fraction of a gram at a time. Throughout school, I have

used a range of balances and scales including ‘spring scales’, ‘beam balances’ and ‘digital

platform scales ‘. My skills now include understanding the effect that the surroundings

can have on a sensitive balance. For example, a draught, leaning on the work bench or

someone walking past can affect the reading. In future, I would like to use the really

sensitive scientific analytical precision balances that are kept in small cabinets and lock

the display if the door is opened so that the external factors do not cause the readings to

fluctuate.

Linked into bettering my skills in using a balance is my increased ability to make up

solutions with a good degree of accuracy. In the past I have followed instructions given

by the teacher to make up solutions. I now know that to make a molar solution I need to

calculate the molecular weight of the compound from the atomic weights of the

individual elements and then dissolve the exact amount in grams in exactly 1 litre of

distilled deionised water. I learned that it is important not to use tap water as this

contains ions e.g. Na+

which will affect the results. From this if I needed to, I could make serial molar solutions

e.g. 2M or 3M or dilutions e.g.0.5M or 0.1M. Once I had prepared a 1M solution I can

now determine how to make serial dilutions. As with making solutions, in the early

stages of the course I could competently follow instructions, I can now work out for

myself how to make the dilutions accurately.

When carrying out calorimetry, it was very important to accurately calibrate the

thermometers used so that starting point, temperature changes and end temperatures

measured would be as accurate as possible. It was quite difficult to decide if the liquid or

digital thermometer would be more accurate because there was a potential for ‘reading

errors’ to be made with the liquid thermometer and the digital thermometer readings

fluctuated. Others in my group experienced the same difficulties. Temperature readings

are likely to be more accurate using a data logger or scientific temperature probe. I

would particularly like to build my skills in using a data logger or an infra-red

thermometer which can be used in the health services for measuring the temperature of

patients without the need for direct contact with them.

I have improved my skills when it comes to carrying out titrations. Prior to this I had

carried out basic titrations using an indicator to show when neutralisation had occurred.

As my skills improved, I was able to be more precise in controlling the tap on the burette

so that I didn’t over-run the end point (equivalence point) of the reaction. Now I can also

use a pH probe efficiently to determine the equivalence point with much greater

accuracy. If the opportunity arose I would like to use titrations and probes to investigate

the enthalpy of neutralisation in exothermic and endothermic reactions.

In lower school I was quite willing to share my results with other students and even use

combined results. Having studied for this assignment, I realise that I need to work

D.M4

D.M4

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independently, trust my own results and repeat experiments so that I can average the

results obtained to ensure validity and the best possible degree of accuracy. I am now

much more confident in the accuracy and reliability of my results. If I use results

obtained from other people, I can’t know for sure that their preparation techniques were

up to the correct standard. I do however realise that if I worked in a laboratory I may be

part of a team where my role involves only one part of a sequence. In that event I would

have to trust that the other people involved were competent professionals and could do

their part accurately in the same way as they would have to trust me.

I have developed confidence in my ability to plan and prepare prior to carrying out an

investigation. Along with this, based especially on the chromatography investigation, I

am now fully aware of the need to record results accurately and promptly. In some

instances, the results may not be available for long as when recording the solvent front

in chromatography. The course required results to be recorded in table form and I have

learnt to follow scientific convention by ensuring that units of measurement are included

in the table heading. I have also practiced drawing graphs from my results of the

calorimetry investigations; this involved drawing a tangent line and calculating the

gradient to work out the rate of cooling. This improved my skills in mathematics.

Apart from practical skills, one of the main things that I have learnt from this unit is how

much can be learned from others. I have learnt from discussions with my teacher who

used to work in a scientific industry using equipment such as burettes every day. I have

learnt from listening to and watching a science technician who previously worked in

microbiology and is an expert in using a variety of pipettes and inoculation loops.

Maintaining Health and Safety is important in all scientific work; when working with

pathogenic organisms is critically important to avoid becoming infected with live

samples. I have learnt from my peers when we have been discussing and comparing

techniques and methods. Importantly, I have learnt from my mistakes when I was

practicing prior to completing assignment work, this enabled me to avoid repeating the

mistakes in the assessment.

Something that I really had not fully understood the importance of before, is the need to

keep my work area clean and tidy. It is only through using numerous pieces of

glassware, chemicals and delicate balances all in the same area that I have fully

appreciated just how important this is and the implications for the Health and Safety of

myself and others. This of course will be vital if I were working in a professional

laboratory. If equipment is not put away it can be broken or become misplaced, this

hinders everyone’s progress and could lead to poor relationships within the work place.

Failure to take the proper precautions when using chemicals is not only dangerous but

could lead to contamination of samples and inaccurate results.

When I first started to carry out science practicals, I didn’t really pay much attention to

Health and Safety, I just trusted the teacher to make sure we were safe. However, I

have now learnt to consider Health and Safety for myself because I have had to do my

own risk assessments. This has made me much more careful in the way I work because I

realise the potential hazards from broken glass, Bunsen burners and the individual

hazards in using chemicals. This has made me more careful to use personal protective

equipment (PPE) properly. I realise that goggles will protect my eyesight; lab coats

protect my skin and clothes; gloves prevent staining or irritation of my skin. I know how

to use a fume cupboard properly to protect myself and others from hazardous fumes. I

can look up the risks in using different chemicals using a website showing Material

Safety Data sheets. These not only give the risks but also show the first aid measures

needed in case of an accident.

In completing this unit, I now feel that I have improved my existing skills and gained a

wide range of new scientific skills making me much better prepared for university study

in the future.

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Learner Assessment Submission and Declaration

This sheet must be completed by the learner and provided for work submitted

for assessment.

Learner name: Charlotte G

Assessor name: Nicola D

Date issued: 18/01/2016

Completion date: 08/02/2016

Submitted on: 08/02/2016

Qualification: BTEC Level 3 National Foundation Diploma in Applied Science

Assessment reference and title: Unit: 2: Practical Scientific Procedures & Techniques

Please list the evidence submitted for each task. Indicate the page numbers where the

evidence can be found or describe the nature of the evidence (e.g. video, illustration).

Task ref. Evidence submitted Page numbers or

description

D. D4 Report evaluating scientific skills

developed. 10/12

D. M4 Report analysing skills developed and

suggesting ways to improve practice. 10/12

D.P7 Table and report summarising key personal

competencies developed in relation to

scientific skills undertaken.

9/10

Comments for note by the Assessor:

Learner declaration

I certify that the work submitted for this assignment is my own. I have clearly referenced

any sources used in the work. I understand that false declaration is a form of malpractice.

Learner signature: Charlotte G Date: 08/02/2016

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ASSESSMENT RECORD SHEET

Programme BTEC Level 3 National Foundation Diploma in

Applied Science Learner name Alex Wood

Assignment title How am I doing? Assessor name D Jeffreys

Unit no. & title 2: Practical Scientific Procedures & Techniques Targeted assessment criteria D.D4, D.M4, D.P7

Issue date 18.01.2016 Submission deadline 08.02.2016

First submission /

resubmission?*

First submission Date submitted

08.02.2016

Resubmission

authorisation

by Lead Internal Verifier*

Not applicable Date

Targeted

criteria

Criteria

achieved?

(Yes / No)

Assessment comments

D.D4 NO Good attempt but unfortunately the evaluation lacks detail and does not draw on feedback from teachers, or

peers.

D.M4 YES You have produced a good analysis of the skills you have developed throughout this unit and made good

suggestions as to how you could improve your own practices.

D.P7 YES You have produced a detailed summary of key personal competencies you have developed in relation to scientific

skills you have undertaken.

General comments

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You managed your time well and submitted the assignment by the deadline date. You made good use of your lab note book to gather information

to include in your work. In future assignment work, try to include more detail in your evaluations as you have the ability to achieve higher

grades; be sure to address all parts of the assignment tasks. Your next target will be to further develop your use of scientific language.

Assessor declaration I certify that the evidence submitted for this assignment is the learner’s own. The learner has clearly referenced any

sources used in the work. I understand that false declaration is a form of malpractice.

Assessor signature Nicola D Date

15th February 2016

Learner comments

I found this assignment quite hard to complete but using my lab notes reminded me of all the skills I have learned.

Learner signature

Charlotte G Date

29/02/16