Drawing ApparatusQuick View

Drawing Apparatus

Please find attached an introductory lesson in Science for drawing apparatus. Students will come across different pieces of equipment within the lab and have to draw it. A nice introduction for any age and also really adapatable.

By Purepoise

How we draw scientific apparatusQuick View

How we draw scientific apparatus

This is a simple interactive whiteboard activity to introduce year 7 to scientific apparatus and how to draw it. Page 1 shows what the apparatus looks like, move them aside to reveal how they should be drawn. All the pictures can be moved around the board including the pencil and ruler on page 3.

By m.vickery

Common Lab ApparatusQuick View

Common Lab Apparatus

This can either be used as a card sort if prepared in advance or as a cut & stick exercise. A resource intended for Year 7 classes when they are first introduced to practical work. It will help to familiarise them with the names of common pieces of lab apparatus and allow them to compare 3D pictures to their 2D diagram.

By rachelbarker1980

Scientific Apparatus - Card Sort or Flashcards or Wall Display - KS3-General resource for practicalsQuick View

Scientific Apparatus - Card Sort or Flashcards or Wall Display - KS3-General resource for practicals

Approximately 40 photographs and pictures of common science laboratory apparatus used by students in secondary schools at KS3 and KS4. Each picture is accompanied by a separate name plaque. When used as a wall display students can use it as a reference point to use the correct nomenclature for apparatus during practicals. This resource could be used as whole class or paired flash cards or group work card sort. The nature of the resource make it appropriate for KS3 use or use with lower ability KS4. It is a generic resource that helps students to learn the names of lab. equipment in general throughout their course of study. Title plaque - Scientific apparatus Name plaques - beaker splint spatula stirring rod measuring cylinder tripod petri dish boiling tube crucible gauze pippette test-tube Bunsen burner test-tube rack/holder conical flask funnel stopclock tongs round bottom flask thermometer safety goggles microscope scalpel mass/masses slotted masses balance boss clamp stand mortar pestle bung delivery tube gas jar bell jar voltmeter ammeter trough side arm flask Under the national curriculum for England Science KS3 this forms part of 'Working scientifically' subsection 'Experimental skills and investigations' 'use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements'

By ntobi

Distillation Apparatus: Create a Labelled DiagramQuick View

Distillation Apparatus: Create a Labelled Diagram

A differentiated resource for producing a labelled diagram of distillation apparatus. There are two main versions of this activity, but both of them require the information cards. These can be printed out and placed around the room. The first version is an all in one A4 sheet that has the diagram and labels that can be cut out and stuck on. This is better suited to lower ability students, they can find out where the parts are by looking at the information around the room. The second version requires the diagram with no labels. Students have to collect the information from around the room and write it on their diagram. I run this as a memory game, giving students two rules: they can only write on their diagram at their desk, and they cannot move the information sheets.

By ineedtoteachthat

Apparatus Match the PicturesQuick View

Apparatus Match the Pictures

Are you tired of students identifying measuring cylinders as beakers and calling beakers "cups"?? Struggling with students getting names of apparatus wrong in test and in conversations? This is what you have been looking for! THIS is a resource that can be used for all years, particularly Year 7 apparatus identification and induction into secondary science, but also for Applications of Science BTEC course to help ensure students know their pieces of apparatus for their practical examination. The first page has the names of the common apparatus for KS3 and KS4, the second page has the pictures of the apparatus to help students to recognise them. This resource can be used in a number of different ways, depending what you want to do and what your students are familiar with: -A starter or plenary activity -Group work: they're given the cards, separated, and they need to sort and pair as a group. -Pair work: Use the keywords as a question for an opponent to locate the answer. -Give each student a card sort (separated already) as a homework/classwork activity. -Give each student the two pages of cards to stick the words and the symbol back to back to make key idea revision cards to learn for revision. -Choose a few as a starter activity, jumble them up, and pop onto a slide for the beginning of a lesson -Any other use you can think of! Laminate a class set of them if you want to use them repeatedly.

By tlandsberg

AQA GCSE Physics Required Practical 3: Resistance of a WireQuick View

AQA GCSE Physics Required Practical 3: Resistance of a Wire

Resource to support the delivery of Required Practical 3 Investigating the Resistance of a Wire. The focus of the activity includes: AT 1 – use appropriate apparatus to measure and record length accurately. AT 6 – use appropriate apparatus to measure current, potential difference and resistance. Skills developed on the specification include: WS 2.2 – plan experiments or devise procedures to make observations, produce or characterise a substance, test hypotheses, check data or explore phenomena. WS 2.3 – apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment. WS 2.4 – carry out experiments appropriately having due regard for the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations. WS 2.6 – make and record observations and measurements using a range of apparatus and methods. WS 3.1 – present observations and other data using appropriate methods. WS 3.6 – present reasoned explanations including relating data to hypotheses. WS 3.7 – be objective, evaluate data in terms of accuracy, precision, repeatability and reproducibility and identify potential sources of random and systematic error.

By ScienceTeacherXX

AQA GCSE Trilogy Required Practical 15: Resistance of a WireQuick View

AQA GCSE Trilogy Required Practical 15: Resistance of a Wire

Resource to support the delivery of Required Practical 3 Investigating the Resistance of a Wire. The focus of the activity includes: AT 1 – use appropriate apparatus to measure and record length accurately. AT 6 – use appropriate apparatus to measure current, potential difference and resistance. Skills developed on the specification include: WS 2.2 – plan experiments or devise procedures to make observations, produce or characterise a substance, test hypotheses, check data or explore phenomena. WS 2.3 – apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment. WS 2.4 – carry out experiments appropriately having due regard for the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations. WS 2.6 – make and record observations and measurements using a range of apparatus and methods. WS 3.1 – present observations and other data using appropriate methods. WS 3.6 – present reasoned explanations including relating data to hypotheses. WS 3.7 – be objective, evaluate data in terms of accuracy, precision, repeatability and reproducibility and identify potential sources of random and systematic error.

By ScienceTeacherXX

AQA GCSE Trilogy Required Practical 14: Investigating Specific Heat CapacityQuick View

AQA GCSE Trilogy Required Practical 14: Investigating Specific Heat Capacity

Resource to support the delivery of Required Practical 14 in the Trilogy Specification Investigating Specific Heat Capacity. The focus of the activity includes: AT 1 – use appropriate apparatus to make and record measurements of mass, time and temperature accurately. AT 5 – use, in a safe manner, appropriate apparatus to measure energy changes/transfers and associated values such as work done. Skills developed from the specification include: WS 2.2 – plan experiments or devise procedures to make observations. WS 2.3 – apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment. WS 2.6 – make and record observations and measurements using a range of apparatus and methods. WS 3.1 – present observations and other data using appropriate methods. WS 4.3 – use SI units (eg kg, g, mg; km, m, mm; kJ, J) WS 4.6 – use an appropriate number of significant figures in calculation.

By ScienceTeacherXX

AQA GCSE Physics Required Practical 1: Investigating Specific Heat CapacityQuick View

AQA GCSE Physics Required Practical 1: Investigating Specific Heat Capacity

Resource to support the delivery of Required Practical 1 in the Physics Specification Investigating Specific Heat Capacity. The focus of the activity includes: AT 1 – use appropriate apparatus to make and record measurements of mass, time and temperature accurately. AT 5 – use, in a safe manner, appropriate apparatus to measure energy changes/transfers and associated values such as work done. Skills developed from the specification include: WS 2.2 – plan experiments or devise procedures to make observations. WS 2.3 – apply a knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment. WS 2.6 – make and record observations and measurements using a range of apparatus and methods. WS 3.1 – present observations and other data using appropriate methods. WS 4.3 – use SI units (eg kg, g, mg; km, m, mm; kJ, J) WS 4.6 – use an appropriate number of significant figures in calculation.

By ScienceTeacherXX

Conservation of Mass ExperimentQuick View

Conservation of Mass Experiment

A simple and structured scientific report for an experiment where students will investigate what happens when magnesium burns and relate the findings to the law of conservation of mass. Aim, Hypothesis, Risk Assessment, Apparatus, Method, Discussion and Conclusion included and space provided for students to fill in the missing pieces of information. A good experiment to begin with when teaching about Chemical Reactions. The first in a series of Chemical Reaction experiments (others include Combustion, Reaction of Acids and Metals, Reaction of Acids and Carbonates, Corrosion, Precipitation, Neutralisation, and Decomposition).

By ScienceStars

Decomposition ExperimentQuick View

Decomposition Experiment

Step by step experiment investigating decomposition and catalysts. Scientific report includes Aim, Hypothesis, Apparatus, Method, Discussion and Conclusion. Space provided for students to fill out missing information, their results, and answer the discussion questions provided. Aim: To observe a decomposition reaction and name the catalyst in the reaction. Great and simple to follow experiment when learning about chemical reactions. Other experiments in the series of chemical reaction experiments include Corrosion, Combustion, Reaction of Acids and Metals, Measuring pH, Precipitation, Neutralisation, and acids & metals, and acids & carbonates.

By ScienceStars

Lab Apparatus Close UpQuick View

Lab Apparatus Close Up

Students try to identify the apparatus from close up images. Nice puzzle to pass the time - I've used them for students to do when they have finished an end of unit test early.

By AJLaycock

FULL scheme of work for 2016 new AQA GCSE Biology COMBINED & TRILOGY includes HTQuick View

FULL scheme of work for 2016 new AQA GCSE Biology COMBINED & TRILOGY includes HT

The full scheme of work created in Excel containing comprehensive and tangible learning objectives for each individual lesson across the entire AQA Biology specification. It is also linked to the skills development criteria for Working Scientifically, Maths and Apparatus & Techniques. Included are homework ideas, keywords corresponding to each lesson together with information clarifying what is NEW on the curriculum. Empty columns to add textbook page references and to hyperlink your current activities and resources in order to streamline your science department.

By AnnaMalone108

IGCSE_Chemistry_Separation techniques_Mixtures _Criteria for purity_apparatus for measuringQuick View

IGCSE_Chemistry_Separation techniques_Mixtures _Criteria for purity_apparatus for measuring

The resource contains the important instruments and techniques as per IGCSE chemistry. It clearly explains separation techniques and their uses (commonly asked in IGCSE exams theory and ATP papers) along with other objectives such as measurements and criteria for purity. Topics Covered- • Measurement • Pure Substances • Criteria for Purity • Difference between compounds and mixtures • Homogenous mixtures • Heterogenous mixtures • Separation Techniques • Decantation • Filteration • Sublimation • Chromatography • Distillation • Fractional distillation • Crystallisation • Centrifugation

By husain1pipl

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AQA Required Practical 2 Osmosis in Potato Chips - presentation and worksheetQuick View

AQA Required Practical 2 Osmosis in Potato Chips - presentation and worksheet

An easy to follow presentation and worksheet allowing pupils to carry out the required practical on osmosis in potato chips. It includes a worksheet with two tables - one for results and one for making up solutions of salt. I have also included an order sheet for apparatus. The powerpoint takes pupils through the practical and has answers to all questions as well as example data and an example graph. This has worked really well with all of my classes right through year 9-year 11 and all abilities.

By mwyre

Neutralisation ExperimentQuick View

Neutralisation Experiment

Step by step experiment investigating neutralisation reactions. Scientific report includes Aim, Hypothesis, Apparatus, Method, Discussion and Conclusion. Space provided for students to fill out missing information, their results, and answer the discussion questions provided. PART A: Aim: To measure how much antacid is needed to neutralise some hydrochloric acid. PART B: Design a test to compare the effectiveness of several different antacid powders or tablets. Great and simple to follow experiment when learning about chemical reactions. Other experiments in the series of chemical reaction experiments include Corrosion, Combustion, Reaction of Acids and Metals, Measuring pH, Precipitation, Decomposition, and acids & metals, and acids & carbonates.

By ScienceStars

Corrosion First Hand InvestigationQuick View

Corrosion First Hand Investigation

Step by step experiment investigating the corrosion of iron. Scientific report includes Aim, Hypothesis, Apparatus, Method, Discussion and Conclusion. Space provided for students to fill out missing information, their results, and answer the discussion questions provided. PART A: Aim: To investigate what causes the corrosion of iron. PART B: Design an experiment to test whether coating a metal with varnish will help prevent corrosion. Great and simple to follow experiment when learning about chemical reactions. Other experiments in the series of chemical reaction experiments include Combustion, Reaction of Acids and Metals, Reaction of Acids and Carbonates, Measuring pH, Precipitation, Neutralisation, and Decomposition.

By ScienceStars