New
New
Mixtures: equipment diagrams
I can create scientific diagrams of common laboratory equipment, showing how they are used together.
Lesson 3 of 11
New
New
- Year 7
Mixtures: equipment diagrams
I can create scientific diagrams of common laboratory equipment, showing how they are used together.
Lesson details
Key learning points
- Laboratory apparatus are designed for specific uses and choice of apparatus impacts the quality of results
- Equipment can be communicated using 2D drawings/images
- Scientific diagrams illustrate how equipment is used together for practical investigations
Keywords
Apparatus - A piece of equipment that is designed for a particular use.
Scientific drawing - A 2D representation of a piece of apparatus.
Scientific diagram - Use scientific drawings to show how equipment is set up for an investigation.
Common misconception
Pupils either put too much or not enough detail into their drawings = muddled representations
Use the 'less is more' approach, and remind pupils to include labels - **clarity is key**. Allows for less detail and avoids any confusion.
Show pupils equipment not covered in the lesson and challenge them to use the rules to create a representative scientific drawing. Create practical set-ups around the room and challenge pupils to draw the diagrams to represent them.
Teacher tip
Equipment
Licence
This content is © Oak National Academy Limited (2026), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).
Lesson video
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Prior knowledge starter quiz
6 Questions
Q1.Which of the following descriptions best describes a pure material?
Which of the following descriptions best describes a pure material?
Made of two or more types of substances
A type of mixture
Q2.If you needed to measure the volume of a liquid, which apparatus would you use?
If you needed to measure the volume of a liquid, which apparatus would you use?
Balance
Beaker
Ruler
Q3.What unit is commonly used to measure mass in the laboratory?
What unit is commonly used to measure mass in the laboratory?
Q4.When measuring the volume of a liquid, which unit of measurement is typically used?
When measuring the volume of a liquid, which unit of measurement is typically used?
Q5.How might the presence of impurities in a substance affect the accuracy of measurements taken during an experiment?
How might the presence of impurities in a substance affect the accuracy of measurements taken during an experiment?
They increase the cost of the experiment
They make the substance look different
Q6.When measuring the temperature of a liquid, why is it important to ensure the thermometer is not touching the sides or bottom of the container?
When measuring the temperature of a liquid, why is it important to ensure the thermometer is not touching the sides or bottom of the container?
To keep the thermometer clean
To prevent breaking the thermometer
Assessment exit quiz
6 Questions
Q1.Match each piece of scientific apparatus to its drawing.
Match each piece of scientific apparatus to its drawing.
Q2.If a scientific drawing has too many details, how might it affect the understanding of the apparatus?
If a scientific drawing has too many details, how might it affect the understanding of the apparatus?
It makes the drawing more appealing
It increases the accuracy of the experiment
Q3.What is the primary purpose of using labels in a scientific diagram?
What is the primary purpose of using labels in a scientific diagram?
To add aesthetic value to the diagram
To fill empty space on the paper
Q4.In a scientific diagram, each piece of apparatus is drawn as a representation of the apparatus.
In a scientific diagram, each piece of apparatus is drawn as a representation of the apparatus.
Q5.Match the following terms with their definitions
Match the following terms with their definitions
Q6.Which unlabelled scientific diagram correctly shows the apparatus needed to test the boiling point of water?
Which unlabelled scientific diagram correctly shows the apparatus needed to test the boiling point of water?
