Hello, my name's Mrs. Navin and today we're going to look at mixtures and the equipment that's used to create and investigate them.

Specifically, we're gonna look at how we can represent that equipment that's chosen to make or investigate the mixtures.

And this is gonna help us as we try to answer that big question of how can we explain how substances behave.

By the end of today's lesson, you'll feel more confident about drawing representations of different scientific equipment and more importantly, be able to confidently draw a scientific diagram representing how that apparatus is used together.

This links back to previous learning where we were able to identify different pieces of common laboratory apparatus and will help us move forward as we start to plan scientific investigations together.

The keywords we'll be using in today's lesson include apparatus, scientific drawing, and scientific diagram.

Now the definitions for these keywords will be given in a sentence form on the next slide, and you may find it useful to pause the video here to read through them and maybe make a note of them before continuing on with the lesson.

There'll be two main sections in today's lesson.

The first looking at what the scientific drawing is, and then we'll move on to how we can use those to create a scientific diagram.

So let's get started and look at what a scientific drawing is.

So the great thing about scientific drawings is that they quickly and easily show other scientists what apparatus was chosen and then used in an investigation.

So if we imagine that we were asked to measure how long something takes to do, so we'd use a stopwatch and one of the easiest ways I could do that is to show another person a detailed drawing of the actual equipment I used so I could take this photograph and turn it into a drawing.

I think that's a fairly good representation of it.

What scientists do is slightly different.

We use what's called a scientific drawing.

Now that is a simple 2D representation of the apparatus that was chosen.

So we have here then the progression of what's actually used in the lab in the photograph to the possibility of a detailed drawing to what scientists use, our scientific drawing.

And you may say, wait a second, this looks nothing like the piece of equipment that you have shown in the photograph and you'd be right.

But what this does do is it just clearly shows what looks like the face of a clock and it has buttons on it just like my photograph and detailed drawing do that allows me to start and stop.

So universally this would be known as a stopwatch.

So the great thing about scientific drawings is that they can be interpreted by anyone across the world and for commonly used equipment, we follow some very simple rules to make sure that there's no confusion by anybody who's looking at that drawing.

So what should we do? The first thing you need to do is make sure that you're using a pencil.

That's so that if you make any mistakes, you can very quickly and easily correct them.

If you use a pen, it's more difficult to correct and if you use tip X, it just makes the drawing rather muddled.

The second thing we need to do is make sure that that picture is always shown in 2D, never 3D.

We wanna make sure that that drawing is large enough that it can be clearly interpreted.

So I would recommend that you are creating your drawing that's about a quarter of a page of A5.

If you aim for that, then you should have a drawing that is clearly visible and understood by other people.

The last thing we wanna make sure we're doing is making sure that any straight lines are drawn with a ruler.

Now we know what we need to be doing.

What should we avoid? Well, we said we wanna make sure that these drawings are kept 2D.

So in order to do that, you want to avoid using any colour, any shading and try to avoid adding shadows.

It is tempting because it does make the picture look a little bit more realistic, a little bit more interesting, but it does muddle that picture and takes away from the clarity.

The other thing we need to avoid doing is making sure that any equipment that's normally open, so that's beakers, measuring cylinders, test tubes, boiling tubes, things like that don't accidentally have a line drawn over the top that makes it look like they contain a lid.

So knowing what we do about how a good scientific drawing should look, let's take a look at these two representations of a measuring cylinder.

The one on the left clearly shows that it is drawn in pencil, that it's been done in 2D.

They've obviously used a ruler for all those straight lines.

And because the measuring cylinder is open at the top, it's been left open at the top.

And what I really like at the bottom is that it's showed that wide base as well.

On the right hand side it is a measuring cylinder, but it's not clear and that's what we're looking for.

They've obviously not used a ruler, so it's a little muddled.

They've included shading as well.

Whilst it maybe looks a little bit better in terms of what the lighting might actually make it look like, it's not clear.

So the key here is clarity and 2D.

Okay, time for a quick check to see how you're getting on about scientific drawings.

Which two of the following should be done when creating a scientific drawing? Use pencil, use colour, freehand the straight lines, or keep it 2D? Well done if you said A, use pencil and D, keep it 2D.

Over the next few slides, I'm going to outline what the scientific drawings are for some common apparatus that you might find in a school science lab, specifically looking at that apparatus that you'd be using to create a mixture.

There's quite a lot here.

So at the end of each slide you may find it useful to pause the video and make a quick note to keep track of what the drawing looks like and what piece of apparatus it represents.

So let's get started by looking at the drawings that we would use for measuring apparatus.

First up, we have the balance and this is the apparatus that we use to measure the mass of a material.

It's a little bit more detailed than you might expect, but what it does do is clearly show the front-on view of what a balance would look like and it shows us the display that we would see on an electronic balance.

So we can clearly see the G representing grammes and we know that we're measuring the mass of something.

Next up we have a ruler, which is a lengthwise and we have the different markings on it to show those measurements that we could be taking.

We then have our measuring cylinder.

Notice that it's quite narrow for that body.

It has the lines on there as well to show that it's being used for measuring and it also is open at the top and shows that wide base.

And finally we have our dropping pipette here.

Now you'll notice with the dropping pipette, that even though it's used for measuring, it doesn't have the lines on it like it does for the ruler or the measuring cylinder.

And partly because that might make this particular drawing a little bit more muddled so you don't technically need to put them on a dropping pipette because it's quite clear from that bulb at the top that we are looking at dropping pipette with this drawing.

Let's move on to look at the drawings used for heating apparatus then.

So the first one we have is the Bunsen burner.

And you may be taking a double look at that because it looks nothing like what we've seen previously and that is because it's a little too detailed and it could get quite muddled.

But what we can clearly see with this drawing is that we need an apparatus that is used to heat materials and we can see that the arrow points in the same direction that the flame would point.

So even though it doesn't look like the apparatus we'd use, it clearly outlines its purpose and because of that, we know that it represents a Bunsen burner.

Now you may remember that over a Bunsen burner we could put a tripod that is used to elevate different containers over that Bunsen burner and you might expect a tripod drawing to have three legs on it as the tripod itself actually does from that tri- prefix.

But because we want to keep these drawings 2D and we want to keep them clear, we're not gonna put that third leg on it so that we can represent anything that might be found underneath that tripod because it's used to elevate above.

If you're using a tripod, you might be using a gauze with it.

And if you remember it is a thin metal mesh.

So that is essentially what we're seeing here, just very thin and small.

And then you might have a thermometer.

Now notice with the thermometer it has those markings on it for measuring like we saw with the measuring cylinder and with the ruler.

The red liquid that's shown inside is not necessary, but you could put it in there if you like.

But remember we are trying to keep these drawings clean and clear.

Moving on now to the scientific drawings used for mixing apparatus.

We'll start here with the conical flask.

Now I remember that a conical flask is shaped like this because it looks a little bit like a cone with those sloped sides on here.

The problem I see with this particular drawing is that it has lines on it and whenever I see lines on a drawing, I think it's being used for measuring.

And if we remember, a conical flask is not used for measuring because it's too wide.

It's used instead for mixing.

So the lines representing markings on there are not necessary.

It's the cone shape that's most important here.

A beaker then, again, like the conical flask, has a flat base, but the beaker has straight sides.

And remember on both of these they are open at the top and as well as the conical flask, it doesn't need those little lines on there.

That might make us think that's used for measuring, it is not.

But what we do know is that a conical flask can swirl to mix safely but a beaker cannot.

So if we want to make any chemicals in our beaker, we're going to need a stirring rod.

And the main thing about this stirring rod is that it just looks like a main stick.

You don't always have to have that little bulb at the bottom, but if you want to put that in, some of them look like that.

So it's not necessary.

We're looking for is the thin stick like shape on a stirring rod.

So a stirring rod might also be used if we need to mix things in a boiling tube or in a test tube.

Now these ones obviously look very, very similar, but what we do see here is that it shows the curved base of both of these apparatus.

And the way I can tell the difference between them is a boiling tube is big and a test tube is tiny.

It's not always correct, but it helps me remember the difference between them.

So the thing to remember though, if we're using a boiling tube or a test tube, you're most likely going to need to use a test tube rack to hold those upright whilst you're putting the chemicals in.

Okay, let's have a quick check on how you're getting on with scientific drawings.

Which scientific drawing here shows a beaker? Well done if you said B, that is a beaker.

A is our conical flask and C is showing a test tube or boiling tube.

Let's try another one, which scientific drawing here shows a stirring rod.

Well done if you said C.

These all look very similar in that they're all very thin and long.

But A was a test tube.

B looks like a thermometer.

It has those markings on it, and C then has to be our stirring rod.

You'll notice that B and C both look very, very similar with those little bulbs at the bottom.

But remember that a thermometer always has those lines on it for us to measure the temperature.

Okay, time for our first task.

What I'd like you to do here is to complete the table to show either the name or the drawing for each apparatus.

Pause the video and come back when you're ready to check your answers.

Right.

Let's see how you're going on.

So the gauze should look a little bit like this, which looks like a squiggly little line.

The key here when drawing it though is to keep it not very tall.

Keep it short.

The thermometer is a long thin tube that is closed at both ends and has a bulb at the base.

And the main thing about a thermometer is that it needs to have those measuring lines on it to show where we would measure the temperature on it.

And the drawing that says heat with an arrow pointing upwards is the bunsen burner.

So well done if you managed to get those correct.

It's a good thing Alex asked for some help on his apparatus homework because he appears to have named each of these drawings incorrectly.

The correct answers are the first drawing was a beaker, the second drawing was a test tube or boiling tube, and the last drawing represented a conical flask.

So well done if you were able to recognise that he'd named them correctly and then to fix his mistakes correctly.

So the second part of this task then was for you to come up with some suggestions to help Alex avoid the mistakes that he'd made in the future.

And there were lots of different things that you could have said and they may have included some of these.

So I suggested maybe reminding him that a beaker and a conical flask both have flat bases, but a beaker has straight sides, whereas a conical flask has sloped sides and is shaped a little bit like a cone.

A test tube or a boiling tube tends to be a long thin tube, but also that it has a rounded base.

So I actually think that this third part, having to come up with some suggestions is quite tricky 'cause you have to think very hard about how can I distinguish between these things in the future to try and teach somebody else.

So well done if you were able to come up with even just one suggestion to help Alex in the future.

Well done.

Okay, now that we're feeling pretty confident talking about scientific drawings, let's move on to look at scientific diagrams. The great thing about scientific drawings is that they've been designed in such a way that they could actually be easily combined to show us how apparatus is used together during an investigation.

So if we look at an example here, I've got a boiling tube, a test tube and a test tube rack.

And this clearly shows how we want to have them set up.

So what I could do is use my drawings and combine them together to show this setup so it would look something like this.

This drawing then of combined scientific drawings is actually known as a scientific diagram.

So the diagram is a combination of individual apparatus drawings to show how all of that equipment is used together in an investigation.

Now because our scientific diagrams depend on scientific drawings, the rules for how we draw them are exactly the same.

We'll use a pencil, we'll keep them 2D, we'll use a ruler for straight lines.

We'll avoid making things 3D or closing off things that don't have lids, stuff like that.

Now I also said earlier with the scientific drawings that we wanted to make sure they were large enough to be clear, and sometimes that's difficult to remember to do so if your drawings could be a little bit muddled sometimes, it's actually for added clarity, a great idea to label any apparatus in your diagram, especially if for some reason somebody's forgotten what that drawing actually represents, it's really useful to have them labelled.

So to make my drawing even better, I'm going to go back and label the different pieces of equipment that have been drawn here.

So I've got my boiling tube, I've got my test tube, and I've got my test tube rack.

So if I forgot what one of those drawings means it is labelled and I can go find it easily and quickly.

Let's have a go at drawing some scientific diagrams together.

I'll have a go first and then you can have a try.

The main thing to remember about creating a diagram is that we're gonna take this picture and using our scientific drawings for that common equipment, turn it into a diagram.

So I'm gonna start with the test tube rack and the reason is because it appears that other apparatus are resting inside it.

Once I've done that, I'm gonna start from the bottom up so that I make sure there's enough space and that there's clarity for all the drawings that are resting inside that test tube rack.

So the next thing from the bottom up is the boiling tube, and then I have another piece of apparatus that I'm not familiar of the common drawing for, but I do know that my drawings need to be 2D that they need to be clear straight lines.

And when I look at this piece of equipment a little bit closer, I can see that it's open at the top and bottom.

So I'm going to use those rules of creating a scientific drawing and draw it like that.

Remember as though to make your drawings as clear as possible, we want to label those drawings as well.

So I'll go back and label my boiling tube and my test tube rack and then I asked a friend who told me that that piece of equipment that I drew is actually a funnel.

Okay, what I'd like you to do now is have a go at taking this picture of how the apparatus is set up and turn it into a scientific diagram using those common scientific drawings.

You may wish to pause the video here and come back when you're ready to check your work.

Okay, let's see how you got on.

We can see that there is something resting in that beaker, so we're gonna draw that first and then we'll work our way from the bottom up and put the other apparatus in.

And then when we go back and label it, we've got our beaker and we've got our thermometer, some of the eagle eyed among you may have noticed that this entire setup was actually resting on a mat, the heat proof mat.

Now it was a bit tricky to see in that picture, so don't worry if you missed it, but very well done if you got at least those two out of three.

Great job, guys.

One thing to keep in mind when we are creating a scientific diagram is that we are always trying to keep it as clear as possible, and we've already talked about how we can do that by labelling the apparatus within our diagrams. But one other thing to keep in the back of your head is that anytime you're using apparatus that comes in a variety of sizes like measuring cylinder, a beaker or a conical flask is you can add some clarity by including the size of the apparatus that you're using.

So regardless of what size it looks like in your diagram, it's very clear from the label what size you expect to be using within that setup.

So for instance, with this measuring cylinder, it's not just a measuring cylinder, it's a 25 centimetre cubed measuring cylinder.

This isn't just any old beaker, it's a 50 centimetre cubed beaker, and that's not just the largest conical flask I could find.

It's a 250 centimetre cubed conical flask.

Okay, let's see how you're getting on with interpreting the scientific diagrams. What I'd like you to do here is to label all the apparatus that would be needed in order to recreate this apparatus setup.

You may wish to pause the video here and come back when you're ready to check your work.

Let's check to see how you got on then.

Starting from the top and working our way down, we can see that because we have a sloped sided container, we are looking at a conical flask and that is resting on the gauze that is supporting it as it rests on the tripod and the tripod is elevating all of that over the bunsen burner.

Now that heat with the arrow hasn't been labelled, but it does represent the bunsen burner and all of this is set on a heat proof mat.

So well done if you manage to get all of those correct.

Right, time for our last task.

What I'd like you to do first of all, is to look at the scientific diagram and see if you can find the five errors that are in it.

And once you've found that error, I would like you to correct it.

So you may wish to pause the video now and then come back when you're ready to check your work.

Let's see how you got on in identifying the errors in this scientific diagram.

So the first one is this one.

It's been labelled as a thermometer, but it looks like a stirring rod because it doesn't have any of those lines representing the measuring possibility of our thermometer.

The same thing has happened on this next one.

It's been labelled a beaker, but it has those sloped sides, meaning that it's actually a conical flask.

The gauze here is in a very odd position.

It looks like it is actually inside the conical flask, which it shouldn't be.

It should be supporting that conical flask.

And then we have here the heat represented, the bunsen is in the right location, but the arrow is facing the wrong way.

Remember, the arrow always faces the same direction as the flame which is upwards.

And then finally, and this was a tricky one to find, the tripod and the heatproof mat seem to have a gap between them, which suggests that everything's kind of hovering over that mat and they aren't.

So there shouldn't be any gap between that tripod and the heatproof mat.

Let's then look at how you could have corrected these five errors.

Now, there were two possibilities in the way that you may have corrected this diagram.

The first one would look like this in which you have kept the stirring rod that was drawn, but then we have changed it to a beaker, or perhaps you kept the conical flask and changed the stirring rod for a thermometer.

So any either of these setups would work.

Then what we do is we will move that gauze so that it's between the tripod and that container of either a beaker or conical flask, not on the actual container.

As we move down, the tripod is still being labelled and then the arrow for our Bunsen burner has been fixed, so it's facing upwards.

And then when we move down to the heatproof mat, we can see that both setups are resting comfortably on top of that heatproof mat and the gap has been removed.

It's very well done redrawing and labelling the corrected setup for that incorrect scientific diagram.

Great job, guys.

Okay, so the very last task I'd like you to do for this lesson is I'd like you to convert these three pictures separately into their own scientific diagram.

You'll need to pause the video here and come back to check your work when you're ready.

Okay, let's see how you got on.

So for picture A, I can see I have two pieces of apparatus here and they are this.

Now if I look very closely at that picture, I can see that my conical flask on the left is has a one litre, so that's one L, and I can see that on the picture labelled as the size and the measuring cylinder, then if I take a really close look at that, it is a 50 centimetre cubed measuring cylinder, and I can see that based on the numbers that are listed along the side.

That was quite tricky to get the volumes for those two apparatus.

So if you at least labelled it as a conical flask and a measuring cylinder, you've done an excellent job.

So great job on that one.

Well done.

If we move on then to the second picture here, we can see again that we've got a few different pieces of apparatus, and if you drew it correctly, it should look like this.

And when we label them, we've got a thermometer that is sitting inside of a conical flask and those are resting on a heatproof mat.

Now, like before the heatproof mat might be a little bit tricky for you to identify.

Don't worry if you miss that out.

The main things here are the conical flask and the thermometer.

What I'd like to point out here is that I was able to tell you the volume in picture A for the conical flask, but not the volume for the conical flask in picture B.

And that's because the label on the side is a little tricky to see.

This is also another reason why it's always a good idea to include the size of the conical flask that you are using in your diagrams because sometimes it's not gonna be clear from the pictures that you are using.

Great job on those first two.

Let's have a look at that last picture then.

Now, this last picture was quite the challenge because it's showing something happening in action.

Now, the main thing we need to remember about a scientific diagram is that it's showing us the apparatus that's used.

So if we look at that, we can see we have drops that are being formed.

So we know we have a dropping pipette and we can see clearly from the picture that it's going into a beaker with that flat base and the straight sides and having a spout on one.

Some of you may have wished to try and show the action that's taking place, in which case your drawing may look a little bit like this.

Still, with that dropping pipette and the beaker being labelled.

Either might be acceptable.

I personally prefer the one on the left because it's showing me the equipment that's being used.

It's labelled, it's really nice and clear.

However, C does show the, sorry, not C, the diagram on the right is showing me the action and probably more clearly represents the picture that's shown in front of you.

The main thing here though is that you should have a beaker and a dropping pipette in your picture, and that they should both be labelled appropriately.

Well done on a tricky, tricky task.

Great job, guys.

Okay, let's go through what we've learned in today's lesson.

Today we've learned that the use of 2D scientific drawings is almost like a universal language of practical science because they can clearly and concisely tell other people what specific apparatus was used in an investigation.

The other thing we've learned is that scientists can combine those scientific drawings into a labelled scientific diagram that not only shows scientists what equipment was used, but how it was set up and actually used throughout a practical investigation.

And that can be incredibly useful so that scientists across the world can talk to each other quickly and easily about the equipment that's used in an investigation.

I hope you had a good time learning with me today, and I'll see you again soon.