Remote lab activities for your classroom

• Elektronik - Hive
• 45 min
• Sekundarstufe, 14–16 Jahre
• de

Verhalten sich LEDs verschiedener Farben gleich?

Vergleiche LEDs in drei Farben bei gleichem Widerstandswert und zwei Versorgungsspannungen.

• Elektrische Messwerte von LEDs in drei Farben unter gleichen nominellen Bedingungen vergleichen.
• Die LED-Spannung aus eingestellter Versorgungsspannung und gemessener Widerstandsspannung abschätzen und die Einschränkung benennen.

Includes student questions and response prompts.

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• Điện tử - Hive
• 30 min
• Cuối trung học cơ sở và đầu trung học phổ thông, 14–16 tuổi
• Tiếng Việt

Vì sao LED cần điện trở?

So sánh hai mạch LED đỏ có bảo vệ ở cùng điện áp và giải thích việc hạn chế dòng điện.

• So sánh dòng điện tính từ điện áp đo trên điện trở 1 kΩ và 10 kΩ.
• Dùng bằng chứng để giải thích vì sao cần hạn chế dòng điện LED.

Includes student questions and response prompts.

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• Động học
• 20 min
• Đầu cấp trung học cơ sở, 12–15 tuổi
• Tiếng Việt

Viên bi có đang nhanh dần không?

Dùng ba số đọc cảm biến từ một lượt bi lăn để so sánh thời gian đi hai quãng đường bằng nhau.

• Phân biệt thời gian tính từ lúc bắt đầu đến một cảm biến với thời gian đi giữa hai cảm biến.
• Lấy hiệu hai thời gian tính từ lúc bắt đầu để tìm thời gian đi một đoạn đường.

Includes student questions and response prompts.

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• Pendels
• 23 min
• Senare delen av grundskolans tidigare år / början av högstadiet, 9–13 år
• sv

Vilken pendel svänger snabbare?

Räkna svängningarna och mät tiden för två riktiga pendlar för att se om den kortare blir klar snabbare.

• Känna igen en hel svängning som en rörelse fram och tillbaka.
• Jämföra tiden för samma antal svängningar med två pendelinställningar.

Includes student questions and response prompts.

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• Arduino Board (visual)
• 50 min
• Secondary (ages 14–15)
• English

Visual programming with a real Arduino (1/4): first visual program

Students use Blockly with a real Arduino to turn an LED on, wait, and connect block order with observable board behavior.

• Create a visual program with one output and a wait.
• Connect instruction order with observable behavior.

Includes student questions and response prompts.

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• Arduino Board (visual)
• 55 min
• Secondary (ages 14–15)
• English

Visual programming with a real Arduino (2/4): sequences and loops

Students build LED sequences with visual blocks, replace repeated copies with loops, and test timing on a real Arduino board.

• Create a light pattern with a clear sequence.
• Use a loop to reduce repetition.

Includes student questions and response prompts.

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• Arduino Board (visual)
• 55 min
• Secondary (ages 14–15)
• English

Visual programming with a real Arduino (3/4): inputs and decisions

Students use visual blocks to read an input, make a decision with a threshold, and verify LED behavior on a real Arduino board.

• Read an input and confirm it changes before deciding an output.
• Use an `if / else` condition with a comparison and a threshold.

Includes student questions and response prompts.

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• Arduino Board (visual)
• 60 min
• Secondary (ages 14–15)
• English

Visual programming with a real Arduino (4/4): mini-controller

Students combine visual-programming inputs, decisions, and outputs to build a mini-controller and document real-board test evidence.

• Design a mini-controller with input, decision and output.
• Test the program with two defined cases.

Includes student questions and response prompts.

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• Elektronica - Hive
• 30 min
• Voortgezet onderwijs, 14–16 jaar
• nl

Waarom heeft een led een weerstand nodig?

Vergelijk twee beschermde schakelingen met een rode led bij dezelfde spanning en verklaar de stroombegrenzing.

• De uit weerstandsspanningen berekende stromen bij 1 kΩ en 10 kΩ vergelijken.
• Met meetgegevens uitleggen waarom de stroom door een led begrensd moet worden.

Includes student questions and response prompts.

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• Elektronik - Hive
• 35 min
• Sekundarstufe, 14–16 Jahre
• de

Wann leuchtet eine LED?

Verändere die Spannung, beobachte eine echte grüne LED und untersuche den Strom mithilfe von Spannungsmessungen am Widerstand.

• Anhand von sechs Messungen den Zusammenhang zwischen Versorgungsspannung und berechnetem LED-Strom untersuchen.
• Kamerabeobachtungen, elektrische Messungen und Schätzungen unterscheiden.

Includes student questions and response prompts.

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• Elektronica - Hive
• 35 min
• Voortgezet onderwijs, 14–16 jaar
• nl

Wanneer gaat een led branden?

Verander de spanning, bekijk een echte groene led en onderzoek de stroom met spanningsmetingen over de weerstand.

• Met zes metingen het verband onderzoeken tussen veranderingen in de voedingsspanning en de berekende stroom door de led.
• Een camerawaarneming onderscheiden van een elektrische meting en een schatting.

Includes student questions and response prompts.

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• Elektronik - Hive
• 30 min
• Sekundarstufe, 14–16 Jahre
• de

Warum braucht eine LED einen Widerstand?

Vergleiche zwei geschützte Schaltungen mit roten LEDs bei gleicher Spannung und erkläre die Strombegrenzung.

• Aus gemessenen Widerstandsspannungen berechnete Stromstärken bei 1 kΩ und 10 kΩ vergleichen.
• Anhand der Ergebnisse erklären, warum der Strom durch eine LED begrenzt werden muss.

Includes student questions and response prompts.

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• Pendel
• 23 min
• Ende der Grundschule / Beginn der Sekundarstufe, 9–13 Jahre
• de

Welches Pendel schwingt schneller?

Zähle die Schwingungen zweier echter Pendel und miss ihre Dauer, um herauszufinden, ob das kürzere früher fertig ist.

• Eine vollständige Schwingung als Hin- und Rückweg erkennen.
• Die Zeit für dieselbe Anzahl von Schwingungen bei zwei Pendelkonfigurationen vergleichen.

Includes student questions and response prompts.

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• Slinger
• 23 min
• Bovenbouw basisschool / begin middelbare school, 9–13 jaar
• nl

Welke slinger slingert sneller?

Tel en meet de tijd van twee echte slingers om te ontdekken of de kortere eerder klaar is met zijn slingeringen.

• Een volledige slingering herkennen als een beweging heen en terug.
• De tijd voor hetzelfde aantal slingeringen bij twee slingeropstellingen vergelijken.

Includes student questions and response prompts.

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• Electronics - Hive
• 35 min
• Secondary, ages 14–16
• English

When does an LED light up?

Change voltage, observe a real green LED and use resistor measurements to investigate current.

• Relate supply changes to calculated LED current using six readings.
• Distinguish a camera observation from an electrical measurement and an estimate.

Includes student questions and response prompts.

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• Free Fall
• 35 min
• Primary education (ages 10-12)
• English

Which falls first, the heavy ball or the light one?

Students use the Free Fall remote lab to predict, observe, and compare whether a heavy ball reaches the floor much sooner than a light ball.

• Predict which of two balls you think will reach the floor first.
• Observe and record the fall time shown by the lab for each ball.

Includes student questions and response prompts.

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• Pendulum
• 23 min
• Upper primary / early secondary, ages 9–13
• English

Which pendulum swings faster?

Count and time two real pendulums to find out whether the shorter one completes its swings sooner.

• Recognize one complete swing as a journey out and back.
• Compare the time for the same number of swings in two pendulum configurations.

Includes student questions and response prompts.

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• Kinematics
• 15 min
• Upper primary, ages 9–12
• English

Which ramp gets the ball there sooner?

Compare two ramp angles using a real ball and the same finish sensor.

• Read the ball's travel time at the same sensor for two ramp angles.
• Use the two times to decide which run reached that sensor sooner.

Includes student questions and response prompts.

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• Electronics - Hive
• 30 min
• Secondary, ages 14–16
• English

Why does an LED need a resistor?

Compare two protected red-LED circuits at the same voltage and explain current limiting.

• Compare currents calculated from measured resistor voltages with 1 kΩ and 10 kΩ.
• Use evidence to explain why an LED needs current limiting.

Includes student questions and response prompts.

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• Buoyancy
• 40 min
• Upper primary science
• English

Will it float?

Primary students predict, test, and explain whether real objects float or sink in the Buoyancy remote lab.

• Predict whether selected objects will float or sink.
• Use the remote lab to test predictions by moving each object down into water.

Includes student questions and response prompts.

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• Kinematik
• 20 min
• Untere Sekundarstufe, 12–15 Jahre
• de

Wird die Kugel schneller?

Vergleiche mit drei Sensorwerten aus einem Rampenversuch die Zeiten für zwei gleich lange Strecken.

• Die seit dem Start vergangene Zeit bis zu einem Sensor von der Laufzeit zwischen zwei Sensoren unterscheiden.
• Zwei Zeitablesungen voneinander abziehen, um die Zeit für einen Streckenabschnitt zu finden.

Includes student questions and response prompts.

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• Jatuh Bebas
• 35 min
• Sains sekolah rendah tahap dua
• Bahasa Melayu

Yang manakah jatuh dahulu, bola berat atau bola ringan?

Murid menggunakan makmal Jatuh Bebas jarak jauh untuk meramal, memerhati, dan membandingkan sama ada bola berat sampai ke lantai jauh lebih awal daripada bola ringan.

• Meramal bola yang akan sampai dahulu ke lantai.
• Memerhati dan mencatat masa jatuh yang ditunjukkan oleh makmal bagi setiap bola.

Includes student questions and response prompts.

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• Kinematika
• 15 min
• Lehen Hezkuntzako azken urteak, 9–12 urte
• eu

Zein arrapalatan iristen da lehenago bola?

Konparatu arrapala baten bi angelu, benetako bola batekin eta helmugako sentsore berarekin.

• Bola sentsore berera iristeko behar den denbora irakurtzea arrapalaren bi angelurekin.
• Bi denborak erabiltzea bola zein saiotan iritsi den lehenago sentsore horretara erabakitzeko.

Includes student questions and response prompts.

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• Erorketa Askea
• 35 min
• Lehen Hezkuntzako 5.–6. mailak
• eu

Zein iristen da lehenago lurrera: bola astuna ala arina?

Erorketa askeko urruneko laborategian, ikasleek aurreikuspen bat egin, bi bolen erorketa behatu eta denborak alderatuko dituzte, bola astuna arina baino askoz lehenago iristen den jakiteko.

• Bi boletatik zein iritsiko den lehenago lurrera aurreikustea.
• Laborategiak bola bakoitzerako erakusten duen erorketa-denbora behatzea eta idaztea.

Includes student questions and response prompts.

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