LabsLand Teach lessons

• Materials
• 75 min
• Introductory university
• English

Tensile Testing: strength and ductility from a real materials lab

Students use the Materials remote lab to observe a tensile test, interpret force-displacement evidence, identify elastic and plastic regions, and compare strength and ductility without inventing unsupported material data.

• Explain what a tensile test measures and what it does not measure by itself.
• Identify elastic response, plastic deformation, maximum force, and fracture from lab evidence.

Includes student questions and response prompts.

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• Snell's Law (II)
• 32 min
• Upper primary to lower secondary
• English

The Mystery of the Broken Straw

Solve an everyday mystery by comparing how light passes through water at 0° and 60° in the remote lab.

• Visually predict which path light will follow when it enters water.
• Qualitatively compare the beam in water at 0° and at 60°.

Includes student questions and response prompts.

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• Acid Base Titration II
• 30 min
• Ages 11–13
• English

The Perfect Pink Challenge

A 25–35 minute mission: use a chemical alarm and stop a titration using visual evidence.

• Explain why a liquid's appearance is not enough to identify its chemical properties.
• Use an indicator colour change as the signal to stop the drops.

Includes student questions and response prompts.

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• Boyle's Law
• 35 min
• middle to upper secondary science
• English

The PV constant challenge

Use five real pressure-volume pairs to decide whether one multiplication rule remains consistent throughout a full syringe compression.

• Collect five selected pressure-volume pairs from the 60 mL run.
• Calculate PV in consistent units for each selected pair.

Includes student questions and response prompts.

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• Thermographic Camera
• 22 min
• Upper primary / early secondary
• English

The thermal camera's hidden clue

Look at real computer equipment through a thermal camera, find a warmer-looking area, and explain what the image reveals.

• Compare two areas in one thermal image using its displayed scale.
• Identify a thermal image as a temperature-related picture, not the objects' visible colours.

Includes student questions and response prompts.

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• Thermal Expansion
• 55 min
• High school physics / chemistry
• English

Thermal Expansion: comparing metals with real video evidence

Students use the Thermal Expansion remote lab to compare aluminum, copper, and brass, then separate direct observations from model-based claims.

• Use the linear expansion model to predict how materials should compare.
• Use the remote lab to observe at least two material runs.

Includes student questions and response prompts.

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• Acid Base Titration III
• 60 min
• High school chemistry / upper secondary science
• English

Titration III: find the concentration of an unknown HCl solution

Students run the Acid Base Titration III remote lab hands-on — controlling the titrant flow, watching pH and colour respond, and judging the endpoint themselves — then read the burette and use the 1:1 reaction to find an unknown hydrochloric acid concentration, with attention to uncertainty.

• Explain what a titration measures and why catching the endpoint is the key skill.
• Run the remote titration hands-on: add the titrant with the faucet and drop-by-drop controls and watch pH and colour respond.

Includes student questions and response prompts.

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• Acid-Base Titration I
• 60 min
• High school chemistry / upper secondary science
• English

Titration: endpoint, stoichiometry, and uncertainty

Students use the Acid-Base Titration remote lab to estimate an endpoint, calculate titratable/equivalent acidity with the guide's 1:1 model, and justify uncertainty from real pH-volume data.

• Identify titrant, analyte, indicator, endpoint, and equivalence-point evidence in a titration.
• Use the remote lab to collect or cite pH-volume rows around the endpoint.

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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• 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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• 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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