“STEM Discovery Week: Innovative Practices in Inquiry Based Learning” in the Future Classroom Lab, Brussels!

Posted by Teodora Ioan

Dear Go-Lab teacher,

The Go-Lab Project would like to invite you to our next and very special event, the face-to-face Workshop “Innovative Practices in Inquiry Based Learning” in the Future Classroom Lab, Brussels!

Go-Lab workshop in the Future Classroom Lab

The workshop will take place in Brussels in June2016, from Friday 3 (starting time: 19:30) to Sunday 5(end ~14h). Selected teachers will enjoy a free round-trip from the home country to Brussels, free meals and accommodation. Local transport, travel to/from airport, and health insurance are at the participants' expenses.

Do not miss this unique professional development opportunity! The workshop aims to both train teachers in the use of technologies in the classroom with materials and pedagogical strategies developed in several STEM projects, and at the same time to encourage science education stakeholders to work together. This workshop will give teachers a chance to network with science teachers from other projects and exchange their experience and best practices.

The application process has TWO steps:

  1. fill in the application form here.
  2. post your answer below, to the question: Please give us a detailed example of how you have used a laboratory/ILS in your classroom (ILS, theme, activities, outcomes, students' opinion, etc.)” 

! make sure you mention the FULL NAME you used in filling out the form in Step 1.

The deadline to apply is on March 17th, 2016, midnight. Do not forget to login!

We will be selecting 16 teachers from among all applicants, taking into account:

·         Motivation.

·         Go-Lab experience (use of ILS (Inquiry Learning Spaces)/labs).

·         Completion of pre-questionnaires.

·         A fair distribution per country of origin (1 teacher per official Go-Lab country + 1 teacher from a country not included in official Go-Lab countries).

·         Date of request (applications must be submitted before: 13 March 2016, midnight)

Should you have any question, feel free to write us!


Best Regards,

Go-Lab Team

Posted by anna zanotti
Wed, 2016-03-02 19:14

I used the ISL "Synthesis of methylorange in a microreactor"

I firstly engaged students in the topic looking at the video; then I orientate them giving instruction on how to investigate on the net in the role of indicators, the chemistry of colors and acids and bases; students designed their own synthesis, making all calculation ipothesizing results; then we attended the online lab and then we conduct a classroom discussion. 

in addition students, in groups, produced original material to make presentation to the class and to disseminate their experience among peer in the school


Teacher: Anna Zanotti


Posted by Daniela Leone
Wed, 2016-03-02 23:27

I'm Daniela Leone from IC9 Bologna lower secondary school.

My example of GO-LAB activities in progress for this year is in this link and hereafter:


Daniela Leone


In 2015, my school has built up a new classroom with several devices (tablets, panel, IWB, PC) in which GO-LAB and other interactive activities are experimented.


This year my students' GO-LAB activities are still in progress. They are learning some chemistry using the following  labs :




Here are some pictures made last week:

IMG_20160226_091248.jpg IMG_20160226_091336.jpg IMG_20160226_092304.jpg


Their first task was to learn the language used in chemistry to represent elements, compounds and reactions as well as the particle model of matter and the main features of the periodic table.


Next they should choose some real experiences related to reactions simulated by the online labs.

One of the first proposals was presented by a girl:

macchina idrogeno.jpg macchina idrogeno2.jpg macchina idrogeno 3.jpg

My plans are let them experiment these GO-LAB resources and collect their questions, comments and proposals before making an ILS with all contents ordered in a more structured way.


I’ve also planned to use with the same students my ILS called “Soluzioni e misura del pH” in order to let them investigate about acid and base solutions and how the pH measurement is related to the ion concentration.http://www.golabz.eu/spaces/soluzioni-e-misura-del-ph This ILS was made in 2014 before testing students reactions, and it was used by other students without the new classrom facilities, so this new test aims to improve it taking into account the new features.


Posted by Rafal Jakubowski
Thu, 2016-03-03 13:27

Hi, Im Rafal Jakubowski from Poland from Junior High School in Gorzyce Wielkie.

From 5 yeras im looking for efficiernt methodology for developing studens science reasoning. Lei Bao from USA wrote that no school in the world doesent teach this skills clealy, but also is some reasarch which shows that PBL developing this ability. And 2 years ago I found in inetrnet www.golabz.eu where is clearly wrote how to do experiments which developing scientific reasoning. Quickly with my students we did experiment with Archimedes Law in some laboratory in Spain and used my LPA for scientific reasonin developing on my web www.jakubowski.edu.pl 

I think that golabz.eu from EU and http://www.sciencebuddies.org/ from USA are good proposal for students developing scientific reasoning  but we need discuss what is most important for our students. I think that developing odf scientific reasoning is very important for our new generations students.


Posted by kroch
Thu, 2016-03-03 14:51

Hi, I'm Krzysztof Rochowicz from Torun, Poland.

I have created and implemented an ILS "We Are Stardust...or in the Trace of Supernovae" during physics lessons in upper secondary school. We have used robotic Faulkes Telescopes (in Hawaii and Australia) to obtain supernovae images, then used Salsa-J to perform photometry and derive the light curve. Using the Supernova Light Curve Fitting Explorer (http://astro.unl.edu/naap/distance/animations/snCurveExplorer.html) we were able to obtain the distance of the supernova and its parent galaxy.

We perform this activity to discuss broadly, e.g. about the dark matter, stellar nucleosynthesis and the origin of the elements. The Go-Lab project helped me to implement IBSE approach. Thanks to the Summer Schools in Greece I have become more confident and satisfied with the inquiry-based learning.

Some students opinions:

Agnieszka: The basic idea of this activity - that every tiny atom in our bodies came from a star that exploded long before we were born - suggests that we are intimately connected to the natural world.
Piotr: This activity provides opportunity for us to use our imagination and wonder about some big ideas.
Kuba: Before I took part in this exercise, the scientists had seemed to me as a closed group available only to selected, talented and brilliant individuals. Understanding the simple methods of research I have realized how exciting, beautiful and simple can be to learn the truth about the world around us.
Cosmic perspective helps us to understand humans’ origin and feel being the part of the Universe. 



Posted by filepotika
Thu, 2016-03-03 14:53

I am Doina Otilia Filep from Hungary, Megyaszói Mészáros Lőrinc Körzeti Általános Iskola

I am using the GoLab resources about 2 years. The ILS using help the students to identify concepts, tools and terms that are essential on the determination of many concepts and processes from physics and chemistry. It is a very good possibility to work and experimented independently and discover facts, properties from different topics of physics and chemistry.

At our last class activity we lear about mechanical equilibrium.

About the activity:

Learning objective:

State the two conditions of mechanical equilibrium and apply them to elementary system.

We start the activity by showing a video about balancing act and then discussing the theme on the video.

They should come out with ideas about how important to balance things in everyone’s life

(Different playing activities, working, lifting)

I generate a discussion that will lead the classroom to:

·         Predict how objects of various masses can be used to make a plank balance,

·         Predict how changing the positions of the masses on the plank will affect the motion of the plank.

At this point students will discuss, by using the knowledge they’ve learned from watching the video and they previous knowledge about the subject.

The students trying to make rational guesses on the answer: the hypothesis. They like to use a lot the hypothesis tool. This guesses should be tested through experimentation. If is a wrong hypothesis then we should try another "guess" after doing an experiment or some research. 

They test their hypotheses with the:

http://phet.colorado.edu/sims/html/balancing-act/latest/balancing-act_en.html , from GoLab online laboratories:


The Supports allow students to set up a system and make predictions; when the Supports are off, the system will rotate according to the sum of the torques. With this simulation students can move objects on a seesaw to learn about balance and test what they predict.

The next hour we go outside and experiment with balance using a playground seesaw. Sit so that the seesaw goes back and forth evenly. What makes one friend get stuck high in the air? What do you have to do to balance a lightweight child with a heavier friend? Notice that it is not just how much weight is placed on each seesaw arm that determines balance; it is also where that weight is placed. The closer a heavy weight is to the center of the seesaw, the farther from the center the lighter weight must be for the seesaw to be in balance.

It was nice. On both activities (GoLab and outside) we learn a lot and have a lot of fun.


Posted by steffan.tudor
Fri, 2016-03-04 16:48

I have developed materials for year 12 this year in their physics course. They use the on-line quizes to learn new concepts rather than listening to me babble for an hour in fornt of them. Since they can retry any quiz as many times as they like, they learn how to answer by trying. If they are completely stuck, I encourage themn to come and ask me personally or to post amessage on the forum which I respond to as quickly as is possible. I would love to develop this resource further.

I use simulations from Phet and also VPLab which helps the pupils to get a grip on some difficult concepts such as the photoelectric effect or the gas laws.

I also use videos of myself answering exam questions which the pupils can access at anytime. This helps a lot with revision.

Pupils also use simelations from Focus on Science to make investigations into forces and motion. We also use simulations from eChalk to teach about resultant forces, moments and stopping distances in cars. A very useful tool is an interactive quiz the pupils take part in to learn and revise the electromagentic spectrum.


Posted by Ivana Gugic
Wed, 2016-03-09 16:15

 Hi, I'm Ivana Gugic from Croatia. I joined Go-lab project last year and since then I'm using ILSs and labs as much as I can. My students are very satisfied and happy when they have a chance to learn something new or apply their theoretical knowledge using ILS or labs on practical. I'm regulary using ILS that I have created on croatian language for my math and physics classes:

  1. http://www.golabz.eu/spaces/fractions-introduction-uvod-u-razlomke

 and for lesson about waves:



Introduction to a lesson plan

This physical inquiry based learning lesson plan about waves is for students to understand wave phenomenon by relating concepts to their everyday experiences.The demonstrations, simulations and activities aim to provide students with a basic understanding of waves without the mathematical component. Before coming to class and doing activities in this lesson plan, students are asked to explore the main parts of a wave, basic wave behaviors, types of waves using material outside of class, like books, internet, or lecture videos. Class time is used to assimilate that knowledge they got before coming to class, through assignments like problem solving, simulations, discussion or debates.  Students explore at home and in class concepts of waves through an exploration of real world examples of waves, simulations and experiments.

An introduction to waves

Before starting the activities students with use of the notes they made at home, before coming to class, repeat basic knowledge about waves. Each student should prepare a picture of waves. Questions to students should focus on student experience, not scientific terminology. Questions: What kind of waves do you know already? How are waves “made”? Are all waves the same in all ways? Give some examples of waves in everyday life. Do you know where all those waves come from, what causes them? Can we hear and see all waves? What are the characteristics of waves? Students can explore that there are some types of waves and that they have different characteristics. Just like electricity and electric energy has a source, waves also come from sources like water,radios ,light bulb etc. Waves come in many shapes and forms and some of them we can hear and see, for example waves on the surface of the sea, wind creates waves. There are waves everywhere around us!

Activity 1- Students wave

In this activity main objective for students is to demonstrate changing frequency, wavelength, and amplitude as well as transverse and longitudinal waves by doing wave in class with their hands. Students are asked to stand in a big circle and hold hands. One student is source of the wave and he/she starts the wave by moving one of arms up and then down. Student holding hand with the source of the wave raises and lowers his arms when he feels his hand has been raised by the source. This cycle is repeated with next student and so on.

Activity 2 - Slinky wave

In this activity students demonstrate longitudinal and transverse wave, crest and trough and differentiate wave characteristics of the wave using the slinky.

Activity 3 -Circular wave

Assignment for students: Drop a small stone into a pool of still water (or any deep larger bowl ). Questions: What happens? What do you notice? Draw a diagram of the experiment.

Activity 4 - Using the ILS to explain the basic characteristic of waves

Main activity goals:

The students will:  

-use PhET simulation and animation to observe and understand waves and their properties, measure observed wavelengths, amplitudes and frequencies

-experimentally determine the relationship between wavelength, frequency, and velocity; observe models of transverse and longitudinal waves and identify parts of each wave type.

Using an Inquiry Space Valovi“ ( “: http://graasp.eu/ils/5516dd99680bfb937acf3dfc?lang=en)  and PhET simulation Wave on the string“:


 students investigate basic concepts about the nature of waves and waves motion.

Activity 5 - Making a "sweet wave"

Each group of students makes it's own wave and demonstrate basic characteristics of wave.

 - Material: scotch tape, barbecue sticks (or straws), gummy candy.

 - Procedure for making a "sweet wave":

Place the scotch tape on the table and place the barbecue sticks few centimeters apart. On each side of barbecue sticks put a gummy candy. Put the scotch tape over the sticks. Play with „sweet wave“ and show what you have learned about waves.


After doing all exploration activities groups report their observations and findings to other groups using the projector to show PhET simulation. All students participate in disscusions and together they make a conclusions and notes about basic characteristics of wave they have learned and explored in activities in class.

Homework: Ocean waves and tsunamis

At home students watch a short video and read a text about tsunamis and earthquakes and they answer questions given on a worksheet in ILS.

Video 1-Tsunami:           https://www.youtube.com/watch?v=zvVEeSuMorg

Video 2 – Earthquakes: https://www.youtube.com/watch?v=AcH2GP-59ro


Posted by Federica.biglino
Sat, 2016-03-05 15:23

Hi I'm Federica Biglino from Italy. I knew go lab, I think, since three years ago but this year I've joined the 3rd Pilot Project and I'm much more involved in it. 

I've made two ILS:


In this activity pupils have done a first lab checking the density of some liquids: water, oil, alcool and honey. Using the hypothesis app pupils have to give a definition of density, thinking about the proprietis that they have observed.

Investigation 1: Fase 1: using the splash lab pupils explore how mass and volume of a body change when the dencity change. Fase 2: pupils explore "floating and sinking" and have to think on which bodies sink, which float and what is the relation between the body and the liquid dencity. At the end of this investigation they have to make a mind map and create a document with their conclusions.

The second step is investigate what a fluid carries out on a body immeserd in it. Clicking on Archimedes in the splash lab pupils can investigate the relation between mass of the body immersed and mass of the liquid moved by the body, changing the dencity of the body and the liquid.

Clicking on "forces" pupils can investigate the archimede's principle, carring out some misures and keeping data to understand the relation between the buoancy and the weight of the liquid moved by a body immersed in it.

The second ILS is:


This is a simple ILS for young pupils (11). They have to explore the proprieties of matter when it is solid, liquid or gas, carry out their observations on the observations tool (really useful to uderstand their thinking methodology) and create a mind map.

Labs used: The molecolar view of a gas, liquid, solid App. 

The second part of this ILS is to understand what happen to the matter if the attractions between molecules change and how we can make these changes: ginving heat.

labs used: change phase 1 and 2.

These labs are really interesting because pupils can watch what happen to the temperature during the change phase (change phase 1) and the relation between the change phase temperature and pressure (change phase 2).

After doing all the explorations pupils have to put their observations down into the observations tool and the mind map tool and do a final quiz.


Posted by nada
Sun, 2016-03-13 19:48
Hi from Serbia!
My name is Nada Stojičević.
Unfortunately, I still don't have opportunity to use ILS in my classroom, but I have prepared one. This is is about acustic but I'm still working on one in the field of electronics.
I just finished Golab course on  https://www.opencourseworld.de  Using Online Labs in the Classroom. The course was excellent and really had helped me.
I am delighted with the idea of the possibilities that in the ILS you can embed virtual labs, Apps and especially the possibility of monitoring pupils and uploading of works.
I hope that  soon I will be able to apply ILS in my teaching.
In order to engage my students in the field of digital signal processing and to connect the knowledge of acoustics, I show them the first video from the scenario.
This usually gives good results because the music video clips are close to them. On this way involvement of students is greater.
A tool for creating scenarios tool enabled me to those parts, that usually cross the traditional way of learning I can switch to online learning.
The basic idea is that the students themselves, based on the knowledge that possess connect different facts in new concepts.
That's why like impulse, to cause curiosity, I presented them a video that contains a lot of different experiments that are used to create the music video.
The activities that follow within the scenarios are aimed to engage students to explore.
The scenario is designed for students who are 16-18 years old, who studied audio technology and digital sound processing in the field of electrical engineering. 
This means that they are already familiar with some terms of acoustics and audio technology.
Scenario fits into the curriculum of their educational profile and aims to enable students to see practical use and the phenomena that they studied. Their task is to identify these phenomena and explain the experiments.
For this purpose,I have included  the extra tools like GeoGebra and additional video materials.
There, in the area of supplementary materials it is possible to adjust the scenario for  any educational level, for any age if you incorporate suitable materials.
The script can be run with the whole class if it is technically possible, or in groups of 10 students.
In the second part when in the discussion and evaluation of the obtained results , it is best to work with the whole class and include all groups at the same time.



Posted by Bosiljko
Tue, 2016-03-08 09:38


I'm Bosiljko Derek from Croatia.

I used a variety of ISL, to teach mathematics and physics.I want to be as far as possible use simulations in my classroom, sometimes supplementing and sometimes as the only way for research and exploration.
I used eg. ILS which made a colleague Gugić.

My school has only one classroom in which it is possible to use the computers, one computer classroom. It is first necessary to "book" it. :)

Also, I need to prepare the classroom for my work -eg. install Java or similar software, so  to the simulation could work on computers.

I want to say that for any use that classroom had to be a lot of planning and preparation, but the results are impressive. Students definitely better understand the material, they are more interested in science and mathematics and joyfully waiting for such hours. I managed to interest also other colleagues from my school to use Golabz ILS(chemistry, biology..)

Many of my students, after ILS have spoken to me words like:
This is the best math / physics ever.
I finally understand..and similar


Posted by Corieri
Wed, 2016-03-09 20:48


I am Patricia Corieri from Brussels.

I am a newcomers in Go-Lab and I have started to use it.

I am teaching in a complex environment, because it is a school within an hospital, so it is complicate to program our activities.I have been participating in a several of Stem European projects and what I like in this GO-Lab project is the fact that it propose concrete activities in the classroom.

I am extremelly attach to start by doing real experiments with the hands and then as a second step to propose a virtual lab. Because it is similar to the way I was working as  a fluid dynamic engineer, so we where doing experiments, then a numerical model was developped and validated in order to vary the parameters much faster than what you can do with the real experiments.

For the moment I am doing bouyancy/Archimede experiments with some of my students, and I started to show some virtual labs on GO-Lab.

I am really interested to go further by developping ILS for them in French, and I look forward to learn more.


Posted by Teresita Gravina
Thu, 2016-03-10 10:36

My name is Teresita Gravina, I am a science and special needs hish school teacher in Maddaloni (Caserta, Italy). I am involved for the first year in go lab and I design Vulcani e Campi Vulcanici ILS. In addition I used other resource as the laboratory Craters on Earth and Other Planets with my students and for other purpose (Science competition).

I design my ILS focusing on Earth Science, becasuse unfortunately this topics appear less representate in go-lab material. As in my school we have a lot of problems with internet connection I design a lesson which could be used also without internet, but I add also some usel apps for lucky colleagues which works in school more technological. The results of lesson were great. The IBL methodology is useful to engage students, which are more attracted by practical activity based on real data, but in addition it is fundamental to help them to do not only lear some technical definition but thinking on phenomena and really understand their mechanism. 

I am an enthusiatisch science teacher, and my main purpose is to transfer my passion to my students in order to encourage them in STEM study/carrers, but also to be an informed citizen about science. Because in our society technological advances are very fast and scientis and not have to be knowledge about science, in order to be part of an sustainable development and take theri own decision about scientific issues.

During last years I have been envolved in some workshop about use of new resourche to teach STEM disciplines, In italy and Europe. But sometimes when I come back to my school to normal routine It was difficult to continue in usign new strategy. For this reasor I am very happy to be part of a "virtual"community for continue discussing about how to improve my teaching activity.




Posted by Lucian Vladescu
Fri, 2016-03-11 11:05


My name is Constantin Lucian Vladescu and I am Mathematics teacher in a small country school from Romania.

My example of how I have used an in my classroom is „Linear Function” I designed and implemented with my 8th graders.

ILS: http://www.golabz.eu/spaces/linear-function

Theme: Linear Function


 In the orientation phase, I started by showing my students 2 short videos to spark their interest towards linear functions and their importance for the dayly life. Then, I told them to write down the key words they identified in the movies using the Input Box note taking app from Go-Lab apps. After this activity was done, I asked them to give me some of the concepts they identified and I wrote them on the board, trying to group them already by three categories without actually defining the categories yet.

In the conceptualisation phase, I explained to the students that now they will have to refine their concepts and also identify relationships between them. I split them into teams and I told the to use the Hypothesis tool from Go-Lab to create three hypotheses based on some questions, in order to set the ground and also to have a starting point for the structure they need in formulating their research questions. I offered them my support, but I tried to not correct their false assumptions, in order to let them to discover by themselves the answers.

In the investigation stage, I implemented two activitiesin order to help the to check their hypothesis. Activity number one was to use GeoGebra app to plot the graph of a linear function. My students enjoyed this activity very much. In the second activity, I tried to show them an example of the use of linear functions in the real life: my students had to investigate how many cups of lemonade a boy has to sell before he can start making a profit from his own new started lemonade stand.

In the conclusion stage, I asked my pupils to review the initial questions and, by group discussions and using the data collected, to give new answers and to review the assumptions, if needed. I gave them time to draw their conclusions and I had now the opportunity to highlight the mistakes they made in the previous phase, and which they failed to figure out, so as to correct them.

In the discussion phase, I asked my students to present their findings to the rest of the class, justified with arguments. During the whole lesson, I tried to bring my students attention to the link between Mathematics, their future jobs or daily life situations.To make things more interesting, I asked them to  think of creative ways in which they can present their work. I gave them guidance in presenting their findings and using a scientific approach as much as possible.

Outcomes: My students uploaded their team work in the ILS, using the File Drop app. They created a Power Point presentation, graphs, a poster with graphs and an Word file.

Students' opinions:

Maria said „With this lesson, Maths seems not so difficult to me! I searched Internet to find new things about real life and Mathematics. Cool!”

Daniel opinion: „Mathematics is everywhere! I had no idea that in order to sell limonade, it’s related with linear functions! ”

My students were very interested in the inquiry learning pedagogical approach offered by Go-Lab ILS. In the beginning, some students were hesitant to contribute because some are shy and some are afraid of being criticized, so I tried every step to indicate all of them that I am paying attention to them and I repeted to them that all answers are important and valuable. I promoted a positive and cooperative learning environment. I also made sure the working groups were random, with as little gender or social groupings as possible and I visited them all during their discussions in order to encourage all pupils to speak so there to be no monopolies or more confident students overtaking the activities.


I am Jeannet Brouwer, working as a chemistry teacher in the Netherlands. About 2 years ago I encoutered people from TU Twente and became enthousiastic about Go-Lab.
Although there are many opportunities to work with Labs I unfortunately only found time to experiment a little with the Bond-Lab. http://graasp.eu/ils/56683a100fffcc3250f80679/?lang=nl

My main aim at this moment is to assure that my students can practice as much as they like with precipitation reactions. The reactions are positive mainly because they can use it whenever they want to.

For me however there is much to discover in order to assure that I create an educational environment in which Go-Lab can be used.


Posted by Dalibor Todorovic
Sat, 2016-03-12 13:36

The use of ILS/labs completely changed my teaching methods by involving students in project based and Inquiry based learning. I used a sort of ISL - Virtual Labs Electricity DL for teaching  electronics circuits in technical engineering and physics. That is offline computer program facilitated for primary school students. Beside that I used online tools for demonstration electronics circuits for 8th grade students, such is:





I want to promote using simulations in classroom through Project based and Inquiry based learning. My school has enough possibilities for using computers, including one specialized computer classroom.  Technology is changing faster and faster, teachers should have competence how to be adaptable and stay up to date with their students.  I find that ILSs are the most powerful weapon that can change the European education in next decade developing all key competencies, both of students as well as of teachers through collaboration including Project based and Inquiry based learning and exchanging examples of good practices.



Learning objective:  Students should learn one software on formation of electrical and electronic circuits and to familiarize themselves on the method of simulation of circuits.

Tasks:  Students are familiar with the capabilities of simple software for creating technical drawings and diagrams as well as their simulation (eg. Pintar VirtuaLab or Electronics, Electronics WordBench).

Lesson plan (main part)


Part II - (the main part)

With the conclusion that all of explained documents constitute the necessary elements for a complete electro-technical documentation, and to make up the essence of wiring electrical diagrams. All documentation can be formed by hand and using computers. There are specially developed software for the formation of electrical and electronic schemes as eg. :

- Pintar VirtuaLab,

- Electronics, Electronics WordBench (or other software).

There is a need that pupils through a direct demonstration of the formation of circuits, selection components, the use of databases and creating documentation to be introduced direct work on their computer in appropriate software.

In addition to the formation of these circuits, software and simulation allow operation of the circuits. This ability is used for testing circuits, certain functionality checks, and,if there are, some possible correction of circuits. Changing components, using virtual components and otherwise can be performed significant experiments functioning of electronic circuits.

Knowledge gained from the simulation circuit board students will use in the realization of their model at the end of the school year until they acquire other necessary knowledge for successful modeling.

Implementation of an exercise - Using software to create and simulate electrical circuits




Dalibor Todorović


Posted by leoatomix
Sun, 2016-03-13 09:24

My name is Lorena Olaru and I'm currently teaching physics, chemistry and ICT to 11 to 15 year old students. 

I used the resources of Go-Lab from the beginning of the project and I have successfully completed the Massive Open Online Course “Using Online Labs in the Classroom: an introductory course for teachers” organised by the Go-Lab Project from 25.01.2016 to 07.03.2016 at the OpenCourseWorld-platform.

At this link http://www.golabz.eu/spaces/electrizarea-corpurilor is a ILS that a I have created and I intend to be use by students in the near future.

At the beginning of the lesson students are introduced to the main concepts that describe electrified bodies, charging processes and ways of electrostatic interaction. They will be able to formulate specific hypotheses, which will be investigated with virtual labs "Build year Atom", "Balloons and Static Electricity" and “John Travoltage”. Before experiments students will form groups of experts to investigate the structure of atom and the charging by friction, induction, and conduction. After investigation  follow conclusion and  communication phases. This will allow students to share their  findings with teammates and experts in order to exchange knowledge.




Posted by ivande
Sun, 2016-03-13 18:45

Hi from Bosnia and Herzegovina!

My name is Ivan Derek  and I'm physics and ICT teacher in primary school. 

In my teaching I use IBL approach and for doing that ILS is a  great help. 

I have used the Craters on Earth and Other Planets and Impact Calculator http://www.golabz.eu/spaces/craters-earth-and-other-planets to show how the craters are formed and which factors such as velocity, angle, density influence on the craters width and height. Students investigated how the factors influence on the crater, they used Google Earth, connected the knowledge of geography and physics.

Students liked a lot this kind of activity and as a result they were more interested during the class. 


Posted by ilzuks13
Sun, 2016-03-13 19:49


My name is Ilze Šmate. I am a teacher of biology, chemistry and ICT. Students age is 11-15 years old. I teach chemistry to 14-15 years old students, biology - 13-15 y.o. students and ICT-11-13 y.o.students.

I found very interesting GoLab resources in chemistry for my students. We like online labs. 

  • Topic: Structure of substances 8th grade (~14 y.o. students) The one of the first topic in chemistry is about atom. Students try to build atoms. After this they study about chemical elements table. http://www.golabz.eu/lab/build-atom  
  • Topic: Acid, bases and salts. 8th grade 

Acids and bases in everyday life and in laboratory. It includes topic about indicators. In the first lesson – introduction and we have practical laboratory work with three indicators and HCl and NaOH. During the next lesson we work with these resources: https://phet.colorado.edu/sims/html/ph-scale-basics/latest/ph-scale-basics_en.html



  • Topic: Chemical reactions 8th grade It is the first lesson in chemistry about chemical reactions. They have to learn about reactants, products and leftovers. Very useful resource!



Especially, students like a game. GoLab resources are great possibility how to use interesting tools in science. Students are interested and they like resources. 


Posted by Pampos
Sun, 2016-03-13 20:53

Hello. My name is Charalampos Efstathiou from Cyprus. I am a primary school teacher. I teach science to 10-11 years old students.

I am using ILSs and labs whenever is possible for my science lessons in primary school. Students felt that ILSs and labs are easy as compared to analogous procedures they had encountered in the past it their science courses, more interesting and more helpful.

An ILS lesson I am using (on Greek language) for my physics classes is


The ILS addressed the context of relative density and presented a sequence of learning activities arranged in different phases of an inquiry learning cycle.


ILS began with the phase of orientation. Initially, the students were concerned about sinking and floating certain objects in the water. Then, the properties of objects that may relate to the sinking or floating (mass, volume and density) were introduced through a video. Using the virtual laboratory “Density” (you can see the english version in http://go-lab.gw.utwente.nl/production/splash/labs/splash/virtual.html?lang=en), students were asked to investigate how mass and volume affect the density of an object.


At the phase of conceptualization, students were puzzled whether different objects will behave differently if placed in another liquid other than water. Students using the laboratory "Relative density" (you can see the english version in http://go-lab.gw.utwente.nl/production/splash/labs/splash/virtual.html?lang=eninvestigated which liquids float or sink some objects and which objects sink or float in this fluid. Subsequently, their goal was presented: to discover if there is a rule that people can use to determine if an object will float in a liquid, without actually try it and if there is, what is this rule. Then, the students were introduced in the concept of the hypothesis and how to state it. Using the hypothesis tool (you can see the english version in http://go-lab.gw.utwente.nl/production/hypothesis_v1/tools/hypothesis/src/main/webapp/hypothesis_relative_density.html?lang=enstudents were asked to create their own hypothesis which they would like to check what will happen if an object is placed in a liquid. In the tool were given few words to the students which they could use - if they wanted to- but they also had the opportunity to add their own words to create their hypothesis.


In the phase of investigation ILS, students  were asked to design an experiment using the experimental design tool (you can see the english version in http://go-lab.gw.utwente.nl/production/edt/tools/edt/edt_relative.html?lang=ento test their hypothesis. Initially, the tool explained the students about the existence of variables that change (independent variables), constant variables and variables measured or observed (dependent variables). Each student planned his own experiment. The experimental design tool required from students to classify the properties "object density" and "liquid density" and the measures "sinks or floats" in the appropriate column, depending on whether they believed that this property had to change, kept constant or  observed/measured (plan phase). If students didn’t place any variables in every category, the tool didn’t let them go on and a feedback message appeared explaining what the students were doing wrong. Also, if they tried to place the properties "object density" and "liquid density" in observe/measure column or the measures "sinks, floats or floats" in columns "change" and "keep constant", the tool didn’t allow them to go on and a feedback message appeared, explaining to the students what they did wrong and how it could handle the properties and measures they had. Then, the tool asked students to define the values ​​that would like to try in the lab "Relative density" (you can see the english version in http://go-lab.gw.utwente.nl/production/splash/labs/splash/virtual.html?lang=ento check their hypothesis (design phase). The values varied depending on how they had designed the experiment. Subsequently, students using laboratory had checked the values they selected and completed the column "Sink-Float", depending on the result (run phase). Then, they were asked to observe the completed table and try to find some differences between the two tries - the object sinking and the object floating (analyse phase). If all their tries concerned either floating or sinking, the students were able to go back and do more tries.


In the conclusion phase, students were asked to write down the rule which culminated and solve a test about whether an object sinks or floats in different liquids.


At the phase of discussion students were asked to explain why people can float in the Dead Sea leveraged the rule they discovered. Next, a review of the lesson was preceded (description of the steps of finding the rule, recommendation for any changes they would like if they repeated the experiment again). 


Posted by SuzanaDelic
Sun, 2016-03-13 21:16

Dear coleagues,

I am a teacher counsellor of class education in the Primary school Horvati, Zagreb, Croatia and I work with children from first to fourth grade. I am also a qualified teacher of computer science. I have been a teacher  for 25 years now, and I see now that European projects have a great value for my students, my colleagues, my school and myself. Through e-learning, Comenius (Erasmus+)  projects and videoconferences our students can improve their knowledge, meet other countries and gain lots of friends from all over the world, friends who could eventually become their future business partners.

In the last eight years I had many videoconferences with students from all over the world; USA, Canada, China, France, Portugal, UK and much more. Students from 1st to 8th grades are involved in the videoconferences and I am very proud of that. I am eTwinning ambassador, This is our time coordinator for Europe and Go-Lab teacher. I had webinar about Go-Lab for Croatian teachers in February -  coordinated by European Schoolnet.

Why Go-Lab and which part?

Educational programs must be adapted to today’s students. They are completely different from students 5 to 10 years ago. Today students need to explore. Their passion for research should be used in education. They must learn to become knowledge navigators — finding information from different sources, evaluating it and making sense of it. The world has changed and science is so important. My students are very young (6-10) and I thing it  is very important for my students to explore nature from that age.

I am using in my work Online Labs, Inquiry Spaces and apps from http://www.golabz.eu/. Also, I am using Go-Lab resources last 2 years after I was in Greece in Summer School (Marathon). The ILS really helps students especially the younger ones. We used until now ILS about astronomy. (Craters on Earth and Other Planets, Sun4all, Our Night Sky. We are used regulary The Faulkes Telescope as well.

This month my school and CARNet has built up a new classroom with several devices (tablets, WF, apps and VC station)  in which GO-LAB and other interactive activities will be used every day. Because of that this workshop is very important for me.

Short example of my ILS:

Title: Starry night - light pollution

Brief Description: Night sky, from the aspect of environmental protection, is very important. It is a necessary condition to have a clear look to a sky from the Earth, and with increasing light pollution it is severally  jeopardized. Current civilization's trends are veling the look at the one of the most important fundaments of that same civilization. It is well known that the human intelligence is developed due to a trying to understand what is it there above us. From this interaction lot of scientific discoveries are made. By jeopardizing the night we are jeopardizing the connection with our own essence. Too much light pollution has consequences: it washes out starlight in the night sky, interferes with astronomical research, disrupts ecosystems, has adverse health effects and wastes energy. Being able to see thousands of stars was part of everyday life, inspiring artists like Van Gogh or musical composers like Holst or writers like Shakespeare. By allowing artificial lights to wash out our starry night skies, we are losing touch with our cultural heritage (e.g., what has made us who we are). We are also losing touch with what could inspire future generations.

Students will periodicaly observe the visibility of certain constellations, so they could measure the light pollution's quantity in their local communities. We will teach them how to use some scientific protocols and work materials - descriptions and work sheets.Students will learn some antic mithology facts, which gave names to stars and constellations.  Watching the moon and  stars was a method of counting the passing of time (calendar), method of space orientation (navigation - antic GPS), method of climate foreseeing etc. 

By analysing and comparing the data they will increase their digital and all the other litteracies, for which we now that, according Pysa project's results, are rather low.

Subject Domain: Earth, GLOBE, light pollution
Keywords: light pollution, sky, Earth, stars
*Relevant terms and key words in this project will be translated to all languages spoken by participants in this project with adition of latin and submited on line as well as in standard printed paper form.
Language: English
Age Range: 7 – 14 (students from few European countries)
Didactical Hours: 5-10
Educational Objectives (Types of knowledge):
Factual: Learn about light pollution
Conceptual: Learn about light pollution and stars
Procedural: Students will periodicaly observe the visibility of certain constellations, so they could measure the light pollution's quantity in their local communities using of scientific research methods of data collecting, comparing , reading, analysing, exchanging, sharing, concluding, questioning, rethinking... inquiry based learning; language, social skills and presentations skills improving etc. For that purpose we will teach them how to use some scientific protocols and work materials - descriptions and work sheets.
Meta-cognitive:  Familiarize students with the kind of resources they can measure night sky brightness and using videoconferences like method of teaching. They must be trained to observe, to collect data and to study them in order to make conclusions according to scientific was of thinking. For that they must learn to use all the tools which are at disposal.

Video about it

Suzana Delić, teacher






Posted by Tsetsa
Sun, 2016-03-13 21:55


My name is Tsetsa Hristova from Bulgaria. I am senior teacher of physics from computer school in Pravets, affiliated to Technical University - Sofia.

My students like very much virtual labs and I use some of them at my physics and astronomical classes. Stil have no so much experiance how to use ILS with students, but like to learn.

At my physics classes:

In 8th grade (14 year olds) I tested various simulations of PHET associated with the аction of various forces. One of them was Gravity Force Lab ( http://www.golabz.eu/lab/gravity-force-lab )
From the virtual laboratory PHET we tested:

Very interesting virtual lab we tested was Splash: Virtual Buoyancy Laboratory ( http://www.golabz.eu/lab/splash-virtual-buoyancy-laboratory ). Students worked in groups of 4 children and made a film. After the study they said that finally understood  formulas for  buoyancy and Archimedes low. Some of the presentations were uploaded at YOUTUBE and in my blog ( http://ceca-scientix.blogspot.bg/2015/05/blog-post_83.html )

In 9th grade ('15 year olds ) we tested Electrical circuit lab ( http://www.golabz.eu/lab/electrical-circuit-lab ). Studies also made a film  and have uploaded to YOUTUBE and in my blog ( http://ceca-scientix.blogspot.bg/2015/12/blog-post_17.html )
We tested also

In 10th grade ('16 year olds) we use

At my astronomical classes:


I was impressed by "Craters on Earth and other planets" and "Meteorites and their impact on the earth" and tested it with students.

I created "Explorations of solar activity and sunspots" ( http://www.golabz.eu/spaces/sun4all ). We tested it with students at my astronomical classes. Students learn about historical explorations of sunspots and calculate Wolf Number using picturs from Internet or made pictures himself. They made diagram Wolf Number/days and made move using of SalsaJ software. Students measuring sunspot’s diameter using the SalsaJ software and compare the objects of the Solar system using the same software and made diagram to compare the dimention of the objects.

I started ILS : "Movement of planets and planetary configurations", but still needs to be improved. This tutorial aims to study the movement of planets. It includes historical development of ideas about the structure of the solar system and planetary motion. It aims to make research of planetary motion, for different configurations and possibilities for the arrangement of the planets in line. I used virtual lab "Planetary Orbit Simulator", to explore how to get the arrangement of planets by studying with "NAAP planetary orbits Lab": ( http://astro.unl.edu/naap/pos/animations/kepler.html ) and ILS "Planets" ( http://evilfer.github.io/planets)





Posted by mohamed oubella
Sun, 2016-03-13 22:31

Hello everybody!!

 I'm Mohammed Oubella from France,I teach ICT and technology half a time in secondary school and half a time in university. My experience with Go-lab and ILS started last year and since then I’m trying as much as possible to use it regularly.

Involving my students in projects based on Inquiry based learning changed efficiently my approach of teaching. I was inspired by the ILS “How are the lighting at home” I adapted and translate it for my French students.

The challenge of the lesson is to determine how the lights in a house are connected in series or parallel? Their task was to conduct a scientific study to provide sufficient arguments to the appropriate configuration.

The introduction to the topic was with a video to awake their curiosity and to connect the topic to their experiences. Then i asked them to formulate and write the important and key words noticed in the movie by using the Input Box. I used after the smart board to synthesize their ideas and to define the different categories.

In the conceptualization phase they had to identify the variables that are related to the phenomenon that they study are and formulate hypotheses to help them to meet the challenge of the lesson. I helped and guided them without correcting their faults, this way then can find by themselves their fault.

I started the investigation phase by implementing some activities in order to confirm or invalidate their hypothesis. The First group had to use the virtual Electrical Circuit Lab and the second group had to do real experiments by using the real component and the measuring devices such as ohmmeter, voltmeter. The students see this way that the virtual results are close to the actual results

In the concluding phase, they have to argue about the electrical configuration of the lights in a house by answering the following questions witch will help them to formulate a good conclusion:
- How is the electrical installation of lighting devices in a home?

- What are the advantages of this configuration?

- Give enough evidence of your experiences to explain your reasoning.





Posted by maja_videnovic
Sun, 2016-03-13 22:54


my name is Maja Videnovic and I am an ICT teacher in primary school in Skopje, Macedonia. I have a little experience at this topic mainly in the use of the web quests in the classroom. 

In fact, one of the subjects I teach is "Projects with ICT" and during the realization of the curriculum as a way of achieving learning outcomes my students make projects using this method. 

First I make an introduction by which I try to raise students interest and motivation in the given area (ex. During the next month I will make a test with the students from lower grades about parts of the computer. The test should be in Excel and it should automatically count true answers. But I need some help in composing questions. Can you help me?). On this way students feel important, and they can show knowledge and skills in real life situation.

After that they get the task (ex. each of you should make a program - test in Excel from 10 multiple choice questions. For each question there should be four answers, and after the testing students should get true/ false about their answer. At the end the program should count the number of true answers. We will combine your questions to get the final test. What do you think, can you do this?). In this stage students are more clearly introduced with their task and what should be done.

One of the most important part is giving appropriate resources to the students (so they can be sure that the information are reliable), for example: 




After that I give detail explanation of the process (ex. do some reseach on the Internet using above given resources, analyze the information and make the questions. Put the questions with 4 answers for each of them in the document in Excel, use the function If to get the answer true/ false depending on the student's answer and using the funcion Count get the number of true answered question. 

As a conlusion I give them the objectives that they will achieve, with the instrument how their work will be assessed, and I thanks them to the help.

Students always enjoy the work, they want to do something useful in everyday life, at the same time achieving goals set by the curriculum.

I know that this are the first steps in Inquiry Based Learning, and I hope if I will be selected to participate in this workshop to learn more and use it in my everyday practice.



Posted by antonio marinello
Sun, 2016-03-13 23:56

As I have just started using ILSs in my classrooms, I can’t give you detailed examples of how I have used ILSs Lab. Anyway  the ILSs I am trying to use in my classroom is “Solutions and measure of the Ph”. As first step, I divided my students in small groups and I asked them to research information about the topic using Internet sites. In particular, I asked them to find the meaning of the following words: basic, acid and  neutral, ph indicator and to find the main features of the solutions. Then they worked in groups using different apps in order to share their products among the groups. The second step was to ask them to study the way how the PhET interactive app represents solutions using the model of particles. Next step will be that to ask students to “create” different types of solutions using PhET app and submit their observations


Posted by peter kane
Mon, 2016-03-14 00:03

Name: Peter Kane

Country: Ireland

Inquiry Space used: Craters on Earth and Other Planets

Theme: We were covering elements of our Irish Geography and Science Curriculum

Geography Strand/Strand unit: Natural Environments: Physical features of Europe and the world: Rocks and soil, Study of some European/world physical features

Science: Forces: Energy and forces, Materials: Materials and change

We are highly dependent on textbooks in Ireland and I have lab access but I always try to have a hands-on activity and create a Scietific inquiry/discovery element to all my lessons.

My starting point was a lesson from my Irish Discover Science Programme:


The Moon, Craters and Meteorites - developed with ESERO Ireland

Curriculum Strand:

Age Group:

Energy & Forces, Planet Earth & Space (Geography)

Senior, Junior

Click to Launch / Download:

http://www.primaryscience.ie/media/activities/pdf.gif The Moon, Craters and Meteorites PDF (551 KB)

http://www.primaryscience.ie/media/activities/flash.gif The Moon Craters and Meteorites Flash Video (878 B)





I use Discover primary Science materials because DPSM/ESERO Framework for Inquiry.

The DPSM/ESERO Framework for Inquiry has been developed by DPSM facilitators & teachers working with science education specialists and is designed to be used in the planning and teaching of a topic, or theme, on the SESE Science curriculum. The DPSM/ESERO Framework for Inquiry is designed to bring you through the inquiry based teaching and learning process as you plan and teach a particular topic or theme


This is where I decided to use the Go-Lab materials to extend and expand the inquiry possibilities and to enable my pupils to ‘think outside the box’ and to use an Inquiry Learning Space ‘Craters on earth and other planets’ to challenge them further.


Lesson Objective: to investigate what happens when a comet hits the earth

We watched the orientation video in class and looked briefly at recent meteor events ‘Chelyabinsk’ as contained in the ILS. In conceptualisation we looked at the question of a piece of rock hitting the earth-had they seen any such movies and designed a hypothesis.  I used oral questions to stimulate inquiry and this helped in them working in pairs to design a hypothesis.


They then moved on to use the impact calculator ‘Down 2 Earth’ which they used at home to explore and experiment the impact of various comets on their own area.  Highly engrossed and definitely enhanced learning as they worked like scientists in their own lab and personalised the investigation.


This added so much to my Science topic and it really added a real inquiry element to the exploration and experimentation.


I am only learning but I would like to learn more particularly in the area of editing and then publishing my own version of the ILS. I would include more pictures/video links initially to add to the ‘triggering’ of interest.  But I am determined to learn more and more about the teaching/learning possibilities Go-Lab offers through ILS and online labs in particular. The face-to-face workshop will assist me greatly!  Thanks.


                         Thank You, Peter   13/03/2016


Posted by ekoltsakis
Mon, 2016-03-14 20:18

Hi, I am Evangelos Koltsakis from Greece.

I often use selected and appropriate laboratories to support teaching, usually inquiry based learning. From Go-Labs I have used the energy skate park (http://www.golabz.eu/lab/energy-skate-park-basics), the friction (http://www.golabz.eu/lab/friction), the wave on a string (http://www.golabz.eu/lab/wave-string), the color vision (http://www.golabz.eu/lab/color-vision), the travoltage (http://www.golabz.eu/lab/john-travoltage) etc. I also use laboratories from selected depositories.

Students usually work in small groups, using worksheets. Laboratories are used for the detection of students ideas, for visualizing concepts and sizes, for the reconstruction, the discovery and the building of knowledge. Students are motivated and excited, cooperate and have better results.


Posted by lvaquerizo
Mon, 2016-03-14 23:08

Hello. My name is Luis Vaquerizo from Spain.

I started using Go Lab last academic year.

In this on line slide show http://vishub.org/excursions/1556 I explain how my students use the ILS Gears http://www.golabz.eu/spaces/gears

There are several videos in the on line slide show and you can see how students have a positive impact when they follow the activity.

The Lab Gears is really easy to use and they are speechless the first time they find out how simple it is to make and link gears and cogwheels with a chain or mesh up.

I want to explain now how students learn about electricity. So far I didn't assemble the following resources in an ILS

There are introductory videos:

  1. https://www.youtube.com/watch?v=FpUdQopj1Lg
  2. https://www.youtube.com/watch?v=hVqyrEKFkwc
  3. https://www.youtube.com/watch?v=wz4X5umfNkQ

They follow the lesson with some memory games I made: 



Students learn about the colour code on resistors http://vishub.org/excursions/435

And about simple electronics circuits with sensors http://vishub.org/excursions/421

They finally use the electrical circuit lab http://www.golabz.eu/lab/electrical-circuit-lab

The link is available in Moodle and they do the activities at home and in the classroom. Students first solve the circuits with the Ohm's Law and after they check the results with the lab.

In this lab they practice:

  1. The colour code on resistors.
  2. Resistors connected in parallel and series. Calculate and measure the total resistance.
  3. Finally they measure voltage and current.

I include this link http://www.vishub.org/officedocs/9948 where you can get a sample of exercises students do on paper in order to scaffold the learning process.

In the face to face activity I would like to learn  how to make an ILS that can include all these variety of resources.




Posted by profsoares
Mon, 2016-03-14 23:59

Hello, my name is José Soares from Portugal.I try to use Go-lab since last school year but i still learning. Sometimes its not easy to use in the primary school.

I used in my class this lab ¿De qué está hecho? http://www.golabz.eu/spaces/%C2%BFde-qu%C3%A9-est%C3%A1-hecho

Students work in little groups and with the computer they investigate some answers.

In this ages (primary school) they enjoy a lot work in the computer and try new things.

After we study in the class the Water Cycle we contious talk about solids, liquids and gases. This ILS was fantastic to them. They improve is english and learn work better with the internet and computer.

They work in team and they think first before they write the answers.

Sometimes they used google tradutor to learn some words of the vídeos.

When they use the Simulator and discovery new things their eyes change the colour!

They understand better how a big ship can float.









Posted by errolsimpson
Tue, 2016-03-15 01:04

Errol Simpson  U.K.

I teach A-Level Physics.  I use a lot of simulation software and Java applications to have students; explore principles and theory; embed concepts and carry out calculations that confirm taught theory; practice calculations and confirm their results; demonstrate principles for which I do not have the required lab equipment.

I will discuss 2 examples:  1) Explorations of the Principle of Conservation of Momentum in Elastic Collisions and explorations of non-elastic collisions using coeficient of elasticity or restitution.  2) Exploring the Potential Divider Circuit using circuit construction kits so as to make easily visible the measurable results of calculations.


1) The following URL is a WEB site with a large number of Java Simulation Apps;


This URL is for an App that simulates Elastic and Inelastic Collisions.


After introducing the Principles of Conservation of Energy and Momentum and the basic equations;  m1v1 + m2v2 = m'1v'1 + m'2v'2

Students are p.rovided with laptop computers to run the simulation and explore the principles by running the simulation with different parameters of their choosing.

When all students are comfortable with the principles and the simulation application they are requested to provide a number of problems with initial conditions which they have solved mathematically.  They each then set up the problem for the rest of the class providing only the initial conditions and the class are requested to solve the problem mathematically.  When all have a Mathematical solution then the simulation is run and their predictions of the outcomes of the collisions derived Mathematically are tested and confirmed or rejected from the results of the simulations.  The process is also used to diagnose student understanding by discussing their understandings or assumptions that lead to incorrect predictions of the outcome when the simulation is run.

Various other simulations are used which have more extended capabilities allowing the setting of various levels of the coefficient of restitution allowing students to explore the effects of varying values for the Elasticity parameter.  The following link has a good derivation of the restitution coefficient;








2)  Circuit construction kit from PHET;


Construction Kit Simulation;


As with Momentum and Energy; Students set up various circuits in series and parallel with varying values of resistors and explore the various Potential Divider Effects confirming or disputing;

(R1 / R1 +R2)V to find PD across resistances of interest.  The combinations can be made as simple or as complicated as desired using varying values of resistors in varying combinations of series and parallel arrangements and using lamp simulations as resistors investigating the brightness of the lamps in varying configurations as a function of divided potential across different lamps in different combinations.

Students draw circuit diagrams for all combinations explored and then pose their explorations as problems for classmates to solve numerically or to attempt theoretical prediction of brightness of lamps and PD across different lamps in varying combinations.

Student feedback is very positive about both of these excercises.  Students can experience the improvement of their learning and grasp of the material during the session as the process proceeds within a lesson. Their progress is obvious and visible within the lesson as they engage with the use of the virtual labs and with each other and with the material.  Students find the simulations and the ability to investigate the concepts and calculations virtually very engaging and they become very absorbed in the process. It becomes obvious when the "light goes on" for certain students and understanding of the phenomenon dawns as they engage with the explorations using the simulations. Often they will surprise me by coming up with problems and questions arising out of the use of the simulations that I had not even considered.








Posted by mhihi
Tue, 2016-03-15 10:45

Hi, I'm Mehdi Hihi from Lausanne (Switzerland). I'm using Golab in the context of my 2 classes of Science (10th grade - age range : 14 - 15). In this context, I set up 2 different lessons for my students of both classes related to mass, forces and gravity. I've used for this purpose the Gravitation Inquiry Space (in french) proposed by M. Julien Ponard. I've used two different scenarios for the 2 classes to compare the impact and interest of the students to this topic. The final aim is a report that the students will have to send me (there will be an evaluation).


Posted by sdecicco
Tue, 2016-03-15 11:55

My name is Sue De Cicco from the United Kingdom.  I have been using Go-lab for the last year since I attended a workshop at Leicester University.  Since then I have been working with Rob and Matthias to see how the lab can be encorporated into the teaching at the college I work.  I have put together and used quite a complex ILS for the teaching of electrical circuits and their relationship for electrical engineering.  The ILS is designed to be taught over a course of 10 lessons and allows the students to incorporate both class practical work and virtual practical work.  The aim of the ILS is to highlight the problems that working with real circuits can cause, and the fact that the reading obtained from real circuits can never match that which you would expect to get.

In order to teach the go-lab assignment I had to change not only the way the students were approaching the lesson but also the way in which I was teaching the lesson.  I purposely made the ILS more student driven, giving as much detail as I could so that they could work at their own pace and perform an enquiry based learning suited to their own understanding.  The students at first found this strange, but as the lessons progressed they became more and more confident in their ability and use of the ILS.  By the end of the 10 lessons, they were confident with the program and needed very little imput from myself.

The feedback I have gained from the students has been very positive, and it is encouraging me to not only encourage others in the college to use it, but to also develop additonal lesson for its use both inside and outside of the classroom.

A link to the ILS I have produced is: http://graasp.eu/ils/56ab584495c4a25b80e1ec42/?lang=en


Posted by Julieta
Tue, 2016-03-15 19:06

Hello, my name is Julieta Jiménez de Llano García. I started using Golab last year and had a great experience with my students.

I designed one ILS in spanish for my Chemistry class in high school about solubility rules. I used the online lab Bond and specially loved the apps hypothesys tool+observation tool+conclusion tool combined together. I could see a huge motivation among students, it was a kind of game for them and they worked really well.

Here is the link of the ILS:


And this is a small video I made last year explaining our experience:


I also used another ILS for my Physics class. I translated an existing one (Craters on Earth and other planets) into spanish and adapted it to my students.

It's called Cráteres, we are know working in it so I don't have any results yet, but the students loved the idea, the new format. I'm pretty sure it will work well.

This is the ILS:


I would love to attend the workshop in order to network with other STEM teachers and exchange good practices.


Posted by Pilar Gonzalez
Wed, 2016-03-16 00:50

Hello! I'm Pilar Gonzalez from Barcelona, Spain. I teach in a secondary school of Begues, a town near Barcelona.

This course I have used several ILS with my students:

  • The first one is based on a previous ILS (Is Radioactivity always harmful for humans?). I have translated this ILS to Spanish (¿Es la Radioactividad siempre perjudicial para los humanos?) and I have used it with my students of 3th of ESO (Obligatory Secondary School), who are 15 years old. I teach them a subject called "Physics and Chemistry" and I chose this ILS when I was explaining the unit of composition of matter (atoms, isotops and radioactivity). It was the first time they used a remote lab and they were surprised. In a few weeks I'll be using it again with my second group of students. I'm sure they will enjoy it too.


  • I'm using now others ILS's with my younguest sudents. They are 14 years old and I teach them a subject called "Science of Nature", which includes a bit on biology, geology, physics and chemistry. We are dealing with the theme of forces, weight, and Archimedes' Principle. So I've made a new ILS (¿De qué está hecho? ), "What is it made of?". Actually it is in Spanish, but I promise you to translate it to English soon. It uses a virtual lab of PhET (Density and Buoyancy). My students have already complete a pre-test about Archimedes' Principle. They have had their first contact with the ILS this week, and they have to write their report during next week. After this we will use another ILS from Javier Garcia-Zubia, Archimedes I: Floatability using a remote lab. This was algo in English so I translated it to Spanish, Arquímedes I: Flotabilidad con un laboratorio remoto. Here the students will use a virtual lab about buoyancy and density, Splash, and a remote lab from Deusto. We hope the student enjoy it and after all they will do the post-test. It will be interesting to know their opinion about these ILSs and compare the two kinds of labs.

This is the second course that the resources of Go-lab have been used in my school, but it's my first one. I find it really interesting and an amazing way to engage students, motivate them and turn all the planet in a widespread lab.


Posted by tina k
Wed, 2016-03-16 10:08


My name is Tiina Kahara and I am a primary school teacher in Finland. I am new to Go Lab and I have just started to use labs in my class room. Currently I teach 4th grade and my pupils are 10-11 years. At this garde pupils study science 3 lessons a week. Subject "Science" or "Environmental studies" includes biology, geography, chemistry, Physics and Health. Math is taught as a seperate subject.

I have used parts on different ILS´s depending on the theme we have been learning. Especially videos that I have been using have been great and inspiring. For example ILS "Sinking and Floating" was interesting becouse in this ILS students can learn about properties of objects that influence whether an object sinks or floats in the water. They get the assignment to find out which materials they can use to build a raft that floats in order to leave the island they are currently on. By going through all phases of inquiry they will gain knowledge about mass, volume and density, and their relation to each other.







Posted by Carmen Guerra
Wed, 2016-03-16 11:46

Hi, I'm Carmen Guerra from Málaga Spain

I have been using the following online labs  with my 12 years old students when working on the Solar System:

Craters impact: http://education.down2earth.eu/

We used it to work  on these celestial bodies and we could come back to this  when we studied the topic of Biodiversity and extintions.

They have seen the sort of impact that provokes dinosaurs extinction.

Planets: http://www.golabz.eu/lab/planets

Planetary climate: http://www.golabz.eu/lab/planetary-climates-delicate-balance

It help them to uderstand conceps like albedo,  the different radiations on earth . We also came back to these topic when working on climate change to deal with the greehouse effect.


And of course they have really like STELLARIUM. Once they learned to work with them,  they have prepared presentations for the rest of the students in the school during the break time.

We are also going to participate on the "Museums night" that this time is dedicated to stars. We will work with this program and the CROMA to  send pictures of their favourite sky.


I had prepared an ILS dealing with the lab "Our acidifying ocean" :


I veve not published it yet but have used them with my students.

 They have liked the different labs but i had some difficulties with the apps designed ( they found them difficult).

In our school we prepared projects involving differen teachers. For this 2nd term we choose this one.

In my science class I started with he video :


to introduce the topic.

In my science class we work with part one and 2 of the lab and they worked with the Maths teacher part 3. They learned there measuring, calculating media and graphics.

With the English teacher they have worked the Industrial revolution and their relationship with the envirioment. They wath the Opening of the London Olimpic Games where this is quite well represented.


Students are quite happy with their taskas but at this moment I do not have the results. They will be ready for the mmeting and I will be delighted to present them.


Posted by mdiez125
Wed, 2016-03-16 12:14

Hi. I'm Carmen Diez. I teach in Spain.

  1. I work GoLab plattform for years succesfully. It provides dynamic success in STEM learning. It facilitates incorporate the Inquiry process. It helps organize the work sequence. Boosts continue working outside the classroom. It promotes the exchange of material. It allows to improve and update the initial material. Approaching the students to the reality of the experimental simulation and as familiar in technologies. Approaching STEAM families and encourages collaborative work.
  2. ILS "The Colour Language at Universe" incorporates content of Art, Languages ​​and Social Sciences. Also approaches the reality of the diversity of students in the language of symbols (short videos with  oline apps). Diversity of colors in the diversity of people.
Focuses content from Big Ideas of Science and provides universality to ILS:
All the material in the Universe is made of very small particles. Allows light in different wavelengths to look at colored universe.
•  Organisms are Organised on a cellular basis. The cone cells.
 Scientific knowledge to create products Develops technologies to serve human needs 
• Causality is inferred from observation of effect Inevitably That Follows to some action.
It is a proposal of universal work, stimulating multiple intelligences and incorporating evidence of diversity in society (special needs, we are all different as the colors are different).
 Scenarios The language of color in the universe develop interests STEAM:
• Universe looks like in colors. (Geology)
• Colour heritage of culture and emotions. (Traditions. Literature. Arts)
• Visible part of the rem. Colours composition. The color wheel. Filters. (Physics)
• Colours reveal temperature, chemical composition. Acids and bases. (Chemistry)
• The Behaviour of the animal species and the relationship With the plant environment. Colour construction Arises from human biology (Biology)
• Proportions (Maths)
• Industry colors and smart materials (Technology)
 Each scenario is equivalent to 1 hour of work. There is material to expand the contents.
Here you have the worked ILS

3. The inquiry (orientation, conceptualization, research, conclusion, discussion) realization. Scenarios (open space, multimedia classroom, classroom experimentation).   

This short video includes student participation in different scenarios.  https://youtu.be/5QYkVYWlmuY


Target.  To confirm the presence and importance of colours in our daily life on Earth (art, health &colour, science, technology).  Develop STEAM interest working at responding to the needs of the twenty-first century Europe.  Enhancing the creativity to promote the multiple intelligences and use scenarios approximate research and highlight the diversity of students. Plan and conduct research using resources GoLab.   Establishing relationship Companies-School working colour Science and Technology.      Create misconception alert at eyes function, filter activity, primary colours, daily colours.

Methodology of use. We make in value two subjects: a) Inquiry Learning (Inquiry Learning has focussed the work along  of Big Ideas )  b) Working Scenarios

An Italian company (Cromas srl) has collaborated providing meeting new materials (thermochromic paints). He has sent materials to experiment; curious propose that suggested applications (assessing the need for templates with foot tread)

Primary School students (9-12 years old) capture colours of light and do an  inquiry. This lesson runs on different scenarios, students become aware of different skills/abilities/talent, develop multiple intelligences, and  build their own creative productions related with colour However curiosity arouses  different behavior of the animals in the vision of the colours and the multidisciplinary content justifies this proposal work from 9 to 14 years.

The teaching team of Private Foundation Education Dominiques ( Tarragona. Spain) has validated this lesson to Secondary Education (in innovation workshop 2015-2016).

4- Virtual Lab Experimentation scenario: Factory Colors.Experience in virtual laboratories (Colour Vision) and real laboratories (kitchen products , red cabbage extract , introduction of acidity).

Simulating models to explain the results of experimentation builds knowledge of the language of colors in relation to the colors of nebulae, differences in animal species, culture and emotions,  the uniqueness of cone cells, primary components RGB, color change substance related to the acidity, the impact emotional colors, and the extension of the concept color matter in its elemental level (colored quarks). It is suggested to participate in the Global Ghost Particles Opera, or designing a stage of 5 minutes. Also work the constitution of matter particles Color

5- Results
Students feedback includes active participation (watch video)Young asked with enthusiasm. Children from nine to 12 years of age distinguish between psychological causality ( feeling of red colour provides emotional response) and physical causality (prepare a colour equal to red cabbage and express the proportions of the RGB components, experience reactions  with substances of daily live). Modelling work after simulation enhances understanding concepts, also helps to identifying and reducing misconceptions.
Teachers. Adaptation of the scenarios (“The colours language at Universe”) to Dominiques College of Tarragona. Review and adaptation of special needs activities for Dominiques College students. Students in higher grades could do a more extensive work (Colour encoding. Complementary colours. Colour chemistry (indicator acidity) colour quality of quarks).

6. Discussions of the results

As hypothesis suggests the main factors variation determines construction and vision of different colours.  

Simulation was successful. Simulation aroused on smart materials interest, cones work different  in different animal species, importance of encode universal. I suggest approach to ghost particles at universe youn top level.

Interesting Misconception alert: The eye produces no light of its own. Eyes store information objects inverted. Wave length yellow. TV monitor functioning. Filters  in photography allows colour but an ultraviolet filter blocks—or filters out—ultraviolet light. Many students think eye is somehow a source of light, and that this light helps us see. The eye and brain can create the sensation of light.  Stimulates two colour-sensing cones’  cells : red and green (primary colours).


7. Levels building knowledge

Affective domain: Listen the explanation of selected image, the results (reciving phenomena). Gives a presentation, asking new questions and concepts, comment models (responds).  Values the diversity of the student group and plan improve group(valuing) Hability solving problems  and plan improve group. Prioritizes time effectively (organization).  To promote interdisciplinary collaboration through multidisciplinary images, valuing the diversity of students in the context of the diversity of colors, with specific activities, and to mobilize positive emotions about peers with different abilities and talents (internalize values

Phsychomotor domain. To perform independently, skillfully and precisely .Moving between scenes, couples and group activities, interactivity in the computer room, real and virtual laboratory, modeling of color vision.

Cognitive domain . Identify colours contents at different topics, label, list (remember).  Cooperative learning working vocabulary, define and describe and completing PassWord, internet search to complet it , generalize, predict hypothesis (understand).  Get use to Virtual Lab, design and conduct an experiment, manipulate virtual and real, modifie variables, predict (applying). Recognice changes, gather data, compare data, contrast with mates, discriminate errors. identify similar results, analyze from the role of observer and enforcer (analizing). Contrast results, rubric lesson, defend conclusions, summarize (discusse)

8.  I have interest in participating in STEM Discovery Week: Innovative Practices in Inquiry Based Learning” in the Future Classroom Lab, Brussel .......... to share the staging of this ILS and others worked, exchange good practices, aas well as propose collaborative proposals.



I have used ILS „Web 2.0 in teaching“. My students are 10-15 years old. We all have made CV using web 2.0 as explained in ILS. Pupils were excited to learn new tools. Everything was interesting and good implemented in my lessons. 


Wed, 2016-03-16 19:43

Let's work on the issue of evolution taking advantage of the "sexual selection in guppies" ILS created by Leo Siiman, Mario Mäeots, Karolin Margus Mäe and Pedaste and adapted to Castilian by Carlos J. Marti: Is it good to be beautiful?

It is a simulation of the effects of natural selection and sexual on a fish population.

The methodology to be active and participatory. Students will be distributed in groups of two and made reading the background documents. They then pose questions and issue the hypothesis. Once this is done will the virtual lab and see if they come to some conclusion. The work schedule will be: Presentation Conceptualization, Research, Conclusion ..

Finally a discussion will be held to discuss the various conclusions and the validity of the hypo thesis. It will be finished on 19 April.


Posted by xcano
Thu, 2016-03-17 00:04

Dear all,

My name is Xavier Cano, I work as teachr of techonolgy (ICT), infomatics (computer science) in with 16 y.o. students in secondary school and electrotechnnia with 18 y.o. students in high school.

I started using Golab a couple of years ago after a conference of Javier and Olga, from Deusto University, and since then some labs are taken from GOLAB in the technology area.

Students enjoy making experiments or new ways to work with all the stuffs and computers we have available. I use mainly the Ohms's law and the make the students find out the value of the equivalent resistor for parallel and serial connection.

With the high school students we usually use the LHC Game to better understand how electrical charge and magnetics fiels work together.

We use some other interesting tools related to on-line contents to teach computer science and PHUN to make hardware simulations.

A lot of work to do and a lot of ideas to share and start up!!!

Best regards,


Thu, 2016-03-17 14:22

Dear Friends,

My name is Meltem Tunç,I'm a science teacher from Samsun/Turkey. My students are at 11-14 years old. 

Our school is a small school in rural area .In our school we don't have a laboratory but we have smart boards in our classrooms. So I use online sources to make my classes more interesting and rich.

We were told about the Go-Lab project while I was participating an InGenious workshop in Tours ,France on 1-3 March 2013 .I was very excited to use it in my classes. I recently tried to use Robotic arm labarotory, Find my shadow, The color of the light with my 7th grade students.

I clicked on the "investigation" to try the labs. It was a great experience to see the changes of the colors in "the color of the light" lab. The students learnt easily the main colors in science and combination of them.They tried one by one to create their own combination. ıt was easy to use and effective in teaching .

We tried also the "find my shadow " lab. There we noticed how the shadow is changing during the day .The height and direction of the shadow was changing according to the daylight. We found our location and set the date and saw the sun position plot change.

We tried to use the "robotic arm" laboratory ,we inserted the commands but we received an error message saying that the laboratory is occupied. Then we tried again and saw the robotic arm moving according to our commands.

I and my students enjoyed a lot while using these labs,we want to explore more :)

Thanks a lot to the Go-Lab project team!

Thank you Evita :)

Best regards,

Meltem Tunç


Posted by cesarmarques
Thu, 2016-03-17 21:34

The Old Days...
Before September 2014, my classes were a traditional type of class, but with interactive whiteboards and the display of simulations.

The major part of my students responded to that with discussions, talks and sometimes sleep...

Back in those days I tried a lot of different things to make them work and "prepare" them for the future... nothing worked as I wanted and they hated my loved Physics and Chemistry...

The Brand New Days!
I started with IBSE and Go-Lab in September 2014.

I adapted other IBSE worksheets to Go-Lab in order to understand how both (IBSE and Go-Lab) worked.
I stated having debates with my pupils about physics concepts and they began their journey to find anwsers to some starting questions and ideias. Slowly, they stopped feeling afraid of making errors and failing and started assuming their failures as a normal learning process. They started to show their misconceptions and I started to show them where the wrong ideias failed. Discussions in Physics classes became more and more interesting everyday. I started to have happy and curious students who wanted to know the awnsers to the questions. I started to have working students, like these:

From that time till now, I've used Go-Lab and IBSE in all my classes, with real experiments and with virtual/remote labs.

My students started asking to take photos and videos of the experiments and the major part of a class said that they prefered physics class than going to a theater play in school, which was happening at the same time. They started taking photographs of rainbows and light refraction outside classes and bringing them in and... the funniest part is that I never ask them to do that, but they do it because they started looking around themselves.

I've addapted and done, so far, 24 ILSs in Portuguese and I've used most of them. I've adjusted some of them and applied for this year again and the results are similar.

These days I "look" to my Old Days and I feel like I had been talking a strange language... and I feel like this:

95% of my students love the "nowadays" physics and chemistry classes, and now I'm a tired but happier teacher with no sleeping or angry studends.



Posted by Ennio Cantoresi
Thu, 2016-03-17 22:58

Hi, students and me partecipate into the Eratosthenes Experiment. 

We match-up schools at the longitude distance about 200km (125 miles).

We also calculate the circumference of the Earth by ourselves (assuming a virtual school exists on the equator where its stick's shadow is zero) and compare our measurements. 

We go and submit your data afterwards, and don't forget to participate in a contests (http://eratosthenes.ea.gr/en). 

We might be lucky and win a trip (all expenses covered) to a special summer school!!!


Hope the weather is good so students can have lots of fun while running this activity!!! 

We have got some useful tips:

#1. In case of a cloudy weather.

#2. If we perform the measurement on a date other than the 21st of March.



Posted by pnugent
Thu, 2016-03-17 23:33

Hi All

My name is Paul Nugent. I teach physics, science maths and ICT in an all girls Secondary (High School) in Dublin Ireland. I also work with the Institute of Physics http://www.iopireland.org/ as  a Teacher Network Coordinator supporting science teachers by sharing resources and running workshops.

I am a newcomer to Go Lab but I am very impressed and am looking forward to using the resources, ILS’s and the forum.

I have trailed the


with my senior physics students  within the

THEME :Introducing and analysing electric circuits

I adapted the material and we explore the concepts  within the resource.

I am fortunate to have some laptops in the lab so student were  able to make virtual circuits with the simulation software. We used https://phet.colorado.edu/en/simulation/circuit-construction-kit-ac

I am a facilitator and distributer of The Virtual Physics Lab http://www.colpus.me.uk/vplab/

Which has some excellent experiments for electricity which I integrated.

For homework the students completed exam type questions.

These resources promoted Inquiry Based Learning with the students. When they were confident we moved on to building ‘real’ circuits. Students measured, predicted and calculated values.

Feedback from the students was very good with many saying that the mix of real and virtual really helped them to understand the  physics concepts.

Tradition assessment methods showed that the students did indeed accomplish  a high level of achievement.

I would like to explore the ILS’s further with the hope of using them with students. I would like to run a workshop for Irish teachers emphasing the relevance of the resources. I would indeed like to create for some resources which would be relevant to Irish teachers and could be shared with teachers throughout Europe.

I would welcome the chance to meet ‘Face to Face’ with other teachers from across Europe to explore how we could work together on projects.

Many Thanks

Paul Nugent




Posted by Ennio Cantoresi
Thu, 2016-03-17 23:57

And we present results using Piktochart, it's easy!


Posted by antonio marinello
Fri, 2016-03-18 00:24

As I have just started using ILSs in my classrooms, I can’t give you detailed examples of how I have used ILSs Lab. Anyway  the ILSs I am trying to use in my classroom is “Solutions and measure of the Ph”. As first step, I divided my students in small groups and I asked them to research information about the topic using Internet sites. In particular, I asked them to find the meaning of the following words: basic, acid and  neutral, ph indicator and to find the main features of the solutions. Then they worked in groups using different apps in order to share their products among the groups. The second step was to ask them to study the way how the PhET interactive app represents solutions using the model of particles. Next step will be that to ask students to “create” different types of solutions using PhET app and submit their observations. At the end of the ILS "exploration" the students will have to create a lapbook that will be used to assess acquired skills


Tue, 2016-03-22 14:20

my examples consist of lots of motion experiments. We are using "video analysis program". we have 2 main softwares that are called "Tracker and Logger pro". These enable us to analyse all kinds of motions especially in fast motions like momentum or collisions. you can record your video and upload the sofwares and using special tools, you can track (like marking) your video and get various graphs. And also you will work on graphs as area or slope analysis.

Another example is wave string, in this experiment, I am using vernier lab quest products as power amplifier and speaker as vibrator. at the begining ı put on real value on power amplifier as 30hz and students can find linear density of the rope as measuring mass and length. they make 2 hooks at the ends of the roper and one end connected speaker and the other one is to attach various masses. 

by changing mass, they can try to catch fundemental position of the wave so they can draw their raw and derived data table and also they need to derive the formula at the end of the lab, I expect them to draw a graph. With using the slope of the graph, you need to find frequency as an experimental result. Finally they have chance to compare your experimental and actual values and find percentage errors.

in grade 10, I am frequently making experiments almost all kinematic experiments. In G11, they are a little advanced in physics and we are dealing with electricity and magnetism.


Posted by Teodora Ioan
Wed, 2016-04-13 14:17

Dear all, 

We are happy to have received so many applications and to see the wonderful work being done throughout schools with the help of Go-Lab. It is truly inspiring! 

First of all, we apologize for the delay in the selection results. Due to the tragic events which took place in Brussels recently we have had to take several decisions regarding this event, including delaying the selection. Second of all, we have decided that it is best to move this event to June 3rd-5th 2016

It has been a very tough selection process with many great applications. Below you can see the final list of selected participants. We will be in touch shortly with each of them.


César Marques


Ilze Šmate


Daniela Leone


Evangelos Koltsakis


Federica Biglino


Ivana Gugić


Jeannet Brouwer


Krzysztof Rochowicz


Lorena Elena Olaru


Mehdi Mourad Hihi


Patricia Corieri


Peter Kane


Pilar Gonzalez


Susan De Cicco

United Kingdom

Suzana Delić


Tsetsa Hristova


Many thanks to all for your participation!

Please don't forget that you can also participate in the Go-Lab Competition which can offer you a place in the Go-Lab Summer School taking place in Attica, Greece, July 3rd-8th 2016. Deadline for applications is April 30th 2016. More details here


Teodora & the Go-Lab Workshop team.


Posted by Victor Perez
Thu, 2016-04-07 14:41

Talking about the Go-Lab competition:

If you are participating and you want to share your experience with the Go-Lab Community, Stella Magid, an entusiastic Go-Lab teacher, has opened this thread in the forum.



Posted by Fraser Lewis
Sat, 2016-04-09 15:51

Hi Krzystof,

it's great that you and your students are able to use the Faulkes Telescopes especially in conjunction with the Go-Lab resources. We would really like it if you could send us some information about the images and your studies for us to show on our website here

Also, if you have any nice images taken with our telescopes, you may want to look at this competition which features a section for images from robotic telescopes.

Best wishes,