We want to change the face of scientific education in El Salvador! Alongside the Educational Foundation El Salvador, we have developed the program “STEM in El Salvador Mining Camp” to enrich the educational experience of over 400 1st-year students from Liceo Diego de Almeida.
The work during 2023 of “STEM in El Salvador Mining Camp” focused on Biology, Chemistry, and Physics experiments, leveraging unlimited access to Lab4U tools and pedagogical materials aligned with the school’s curriculum. Through experimentation sessions, teachers facilitated deep, practical, and meaningful learning experiences, fostering interest and participation of students in science and technology.
In this first version of the “STEM in El Salvador Mining Camp” program, students from Liceo Diego de Almeida actively participated in numerous real-time practical experimentation sessions. The program, supported by the Educational Foundation El Salvador, provided access to educational materials centered around inquiry-based learning, and participating teachers received ongoing training, support, and guidance, ensuring a seamless integration of these resources into their class planning.
“We are very excited to reach the third region of Chile with the STEM in El Salvador Mining Camp Program, in collaboration with the Educational Foundation El Salvador. This initiative plays a crucial role in motivating Chilean students to explore the wonders of science and mining. STEM education is essential for cultivating the necessary talent in the 21st century, and this program undoubtedly encourages young minds to envision professional opportunities within the mining industry, which holds great prominence in northern Chile and, particularly, in the Copiapó area, being the last city-camp in Chile.”
We are committed to continuing to inspire passion for science and technology, paving the way for each student to explore new frontiers, thus becoming innovators and creators in the fascinating world of STEM.
El Salvador, the next epicenter of scientific exploration!
For the second consecutive year in collaboration with the Brillas Foundation, Lab4U has opened doors to quality STEM education for over 300 students in Villavicencio and Pachaquiaro through the Experiment at School Program “Experimenta en tu Colegio” in Colombia.
Dedicated to nurturing future professionals, the Brillas Foundation, partnering with Lab4U, strives to enhance access to scientific education for students at the INEM Luis Lopez de Mesa schools and the Santa Teresa de Pachaquiaro Educational Institution. This initiative benefits more than 300 students and 6 teachers, providing access to Physics, Chemistry and Biology laboratories, tools and educational content.
This program empowers both educational communities to foster experimentation using the inquiry methodology. Teachers actively engage in inspiring children and young people to pursue STEM careers, contributing to the development of skills required in the 21st century. It shapes change agents who will enter the workforce with enhanced opportunities.
“After 18 months of implementation, we want to highlight the impact of Lab4U on participating teachers, who’ve felt motivated to step out of their comfort zones and apply Lab4U’s innovative structure and tools to improve their labs. This undoubtedly eases the transition between the traditional way of teaching sciences and the way we envision sciences could be learned.”, Lina Sánchez, Director of the Brillas Foundation.
In implementing the program, students participate in diverse experimentation sessions, honing skills, scientific research processes, and knowledge around key scientific concepts. The participating faculty receive ongoing support from the Lab4U team, including technical-pedagogical assistance, training, monitoring, accompaniment, and progress reports.
Komal Dadlani, CEO and Co-founder at Lab4U, sees the “Experiment at School” Project as a groundbreaking opportunity to impact and change education in Colombia. She hopes that students experimenting with Lab4U apps will be inspired to pursue careers in science and technology, given the increasing demand in STEM-related fields by 2050.
Lab4U, in collaboration with Colegio Alberto Blest Gana (ABG), has been at the forefront of revolutionizing classroom education for the past seven years. The ABG, with five participating teachers in physics, chemistry, and biology, boasts over 800 students ranging from 7th grade to IV year.
Since 2013, Lab4U has been reshaping classroom teaching with a technological proposal that transforms any smartphone or tablet into a portable laboratory. This innovative approach caters to students’ needs in an engaging and modern way, utilizing the built-in sensors of mobile devices to convert them into powerful scientific tools.
Komal Dadlani, Co-founder of Lab4U, emphasized the importance of promoting scientific education in meeting future professional demands. According to the UN’s estimation, by 2050, 75% of jobs will be related to STEM fields. However, current figures indicate that only 20% of students choose STEM careers, with a mere 7% of undergraduate STEM students being women in Chile. Dadlani highlighted the urgency to bridge this gap to meet industry demand, avoid gender disparities, and keep pace with more developed countries in the field.
Dadlani emphasized the need to expand the reach of programs like the one conducted with Colegio Alberto Blest Gana to include more institutions. “Experimentation is key to acquiring deep and lasting knowledge in sciences. This partnership aligned from the start with the educational objectives of ABG, working as partners to revolutionize teaching and learning. We’ve seen excellent results. The aim is to make STEM careers accessible to all,” she stated.
As part of a comprehensive solution, Lab4U provides a portal where teachers can access experimental content aligned with the educational curriculum, focusing on industry and workforce needs for the coming decades. They are actively developing new pedagogical resources, including assessments, exercises, and skill-building for scientific research through Artificial Intelligence to enhance the development of students participating in their programs across Chile and Latin America.
In collaboration with 3M, Lab4U has opened doors to quality STEM education for over 150 students at the Colegio Quellón in Chiloé.
Committed to developing future professionals, 3M strives to improve access to scientific education for students at Colegio Quellón through the Lab4U program. This initiative benefits over 150 students and 2 teachers, providing them with access to Physics, Chemistry, and Biology laboratories, tools, and educational content.
Throughout 2023, the program has fostered scientific learning through inquiry-based methodology and experimentation. Teachers actively engage in inspiring children and young people to pursue STEM careers, contributing to the development of skills required in the 21st century. Forming change agents who will enter the workforce with enhanced opportunities is essential for our students to access more and better.
Empowering change agents to enter the workforce with enhanced opportunities is crucial for our students to access more and better professional prospects. We provide them with STEM skills and an innovative mindset, preparing them to face future challenges and lead transformations in society. This approach not only benefits individuals but also drives technological advancements and creative solutions to global problems, contributing to a more inclusive and dynamic job market locally and internationally.
Komal Dadlani, CEO and Co-founder of Lab4U, sees the project as an innovative opportunity to impact and change education in the city of Quellón, Chiloé, Chile. “Bringing science to isolated communities is crucial to democratize access to more opportunities and empower local talent, connecting Chiloé with the world of STEM. We are forging paths that allow every student to venture into uncharted territories, overcome challenges, and evolve as creative and innovative minds within the captivating universe of STEM.”
In implementing the program, students participate in various experimentation sessions, refining skills, scientific research processes, and knowledge around key scientific concepts. Participating faculty receive ongoing support from the Lab4U team, including technical-pedagogical assistance, training, monitoring, accompaniment, and progress reports.
Join Lab4U in building a bright STEM future! Drive change and innovation by supporting educational programs focused on forming change agents. Discover how you can contribute to improving opportunities for our students and their future careers, and be part of the STEM revolution.
In the ever-evolving landscape of educational technology, Lab4U makes a difference by transforming conventional classrooms into dynamic scientific laboratories. Over the past three years, the fruitful collaboration with Lincoln International Academy has not only revolutionized teaching methods but has also positioned the institution as a benchmark for STEM education in Chile.
The partnership with Lincoln International Academy involves the implementation of Lab4U tools for in-class experimentation, coupled with comprehensive support for the teaching team. This year, during the Science Week, a joint activity took center stage: a project to build propeller cars. Students competed to construct the fastest car, integrating Lab4U’s speedometer to reinforce physics concepts.
Throughout three years, the collaboration has extended its impact to both campuses of Lincoln International Academy in Lo Barnechea and Chicureo. With eight and twelve courses benefiting from the program respectively, a total of ten teachers actively participated in shaping the scientific landscape for students.
John Seaquist, Director of Lincoln International Academy, emphasizes the significant improvements observed by incorporating Lab4U’s educational solution into the institution. “As an establishment, we consider it fundamental to enhance science learning among students; it’s part of our purpose. That’s why we value the work done with Lab4U on this path. The initiative has driven us to expand interest in scientific knowledge and strengthen our offering in line with the Chilean curriculum, always with active participation from students and faculty,” he comments.
As part of a comprehensive solution, Lab4U provides a portal where teachers can access experimental content aligned with the educational curriculum, along with new pedagogical resources, including assessments, exercises, and the development of scientific research skills through Artificial Intelligence. The goal is to empower and motivate students in their approach to the sciences.
For Komal Dadlani, Co-founder of Lab4U, “Experimentation is key to acquiring deep and lasting knowledge in sciences. Moreover, this alliance aligned from the start with the educational objectives of Lincoln International Academy, and we worked as partners to revolutionize teaching and learning. We achieved excellent results, and in the future, we hope to replicate it in more institutions to disseminate STEM industries and themes,” she says.
The collaborative STEM Americas initiative, championed by Boeing and PADF in partnership with Lab4U, enriched the educational experience of over 400 students from Querétaro and Baja California, Mexico. Across the whole 2023, five dedicated teachers from five schools, spearheaded a scientific project with a special focus on aerospace studies.
In this third version of the STEM Americas program, students from CBTIS-278, CECYTEBC Plantel Las Águilas, CECYTEBC Plantel Ensenada, CECYTEBC Plantel Compuertas and Escuela de Bachilleres UAQ Plantel Sur actively engaged in numerous hands-on experimentation sessions facilitated by Lab4U applications. The program, generously supported by Boeing and PADF, provided access to educational materials centered around inquiry-based learning. Teachers received ongoing training and support, ensuring a seamless integration of these resources into their science curriculum.
Expressing delight and pride, Komal Dadlani, Co-founder and CEO at Lab4U, remarked, ‘We are thrilled to once again execute the STEM Americas program in collaboration with PADF and with the support of Boeing. This initiative plays a crucial role in motivating Mexican students to explore the wonders of science. STEM education is paramount for cultivating the talent required in the 21st century, and a program with an aerospace emphasis encourages young minds to envision professional opportunities within this industry.’
The STEM Americas curriculum focused on Physics experiments, leveraging unlimited access to Lab4U App tools and pedagogical materials in alignment with the educational institutions’ curricula. Through experimentation sessions teachers facilitated profound, practical, and meaningful learning experiences, fostering students’ interest and involvement in science and technology.
Beyond the classroom, 33 of the students participated in a Science Fair in Querétaro and Baja California during November. They showcased 10 aerospace-themed scientific projects, applying STEM methodology and Lab4U tools to address local challenges. In preparation for the fair, both schools engaged in training bootcamps, originating and refining scientific projects and perfecting the art of the ‘elevator pitch’ for project presentations.
Anticipating the emergence of future trailblazers akin to Einstein or Marie Curie from Mexico, we are overjoyed to witness the profound impact of this initiative on students’ scientific development!
Lab4U and Camanchaca are revolutionizing science education for four schools in the south of Chile by offering exciting experiments that allow students to dive in and learn about various aspects of the fishing industry.
Education is an ever-evolving field, and in a world that’s rapidly shifting towards a science, technology, engineering, and mathematics (STEM)-driven economy. According to the United Nations’ projections, 75% of jobs will be STEM-related by 2050. Therefore, it’s crucial to equip the next generation with the skills that will be required by the 4.0 industry.
In this context, Lab4U and Camanchaca have come together to provide an innovative and transformative educational experience with the Lab4Sea program. It will support the California and Gabriela Mistral schools in Tomé, as well as the Víctor Domingo Silva school and the Liceo Yobilo in Coronel. The program includes teacher training in subjects like Science Assessment, Inquiry Methodology, Scientific Research Skills, and Female Empowerment in the Field of Sciences.
To complement the educator support, Lab4U has developed a series of four “Branded Experiments,” in collaboration with Camanchaca, that aim to introduce students and teachers to the fascinating world of the fishing industry. Through these experiences, students can explore various industry aspects and processes while gaining practical and valuable knowledge. It’s an immersion in science, technology, and sustainability; plus, it’s a look at how these elements combine to address sector challenges.
One of the experiments, “Mussels and Climate Change,” utilizes the students’ mobile device cameras to observe the impact of ocean acidification on marine biodiversity. This exercise not only educates, but raises awareness of, the challenges faced by marine species like the Chilean mussel. Furthermore, it aligns with Camanchaca’s commitment to the United Nations’ Sustainable Development Goals (SDGs). Camanchaca has received the Aquaculture Stewardship Council (ASC) certification, which recognizes measurable, positive change in global seafood farming.
Next, the “Nutrient Colors” experiment invites students to investigate the nutritional characteristics of crustaceans like shrimp, a resource distributed by Camanchaca in Chile. Through Lab4U’s logbook, students can explore the presence of pigments, like carotenoids, in these animals, offering a valuable lesson about the importance of a healthy diet.
To delve deeper into the salmon industry, the “Salmon Farming” experiment provides a unique opportunity to explore the factors influencing salmon reproduction and embryonic development. The investigation uses salmon as a model of study, offering practical insights into one of Chile’s most significant industries.
Lastly, “The Journey of Jack Mackerel” takes students into the ocean’s currents, explaining how they influence the availability of the jack mackerel, a nutritious food source. It’s a high-protein, preservative-free, Omega-3-rich product from a sustainable fishing industry with ASC certification.
One of the experiments, “Mussels and Climate Change,” utilizes the students’ mobile device cameras to observe the impact of ocean acidification on marine biodiversity. This exercise not only educates, but raises awareness of, the challenges faced by marine species like the Chilean mussel. Furthermore, it aligns with Camanchaca’s commitment to the United Nations’ Sustainable Development Goals (SDGs). Camanchaca has received the Aquaculture Stewardship Council (ASC) certification, which recognizes measurable, positive change in global seafood farming.
Next, the “Nutrient Colors” experiment invites students to investigate the nutritional characteristics of crustaceans like shrimp, a resource distributed by Camanchaca in Chile. Through Lab4U’s logbook, students can explore the presence of pigments, like carotenoids, in these animals, offering a valuable lesson about the importance of a healthy diet.
To delve deeper into the salmon industry, the “Salmon Farming” experiment provides a unique opportunity to explore the factors influencing salmon reproduction and embryonic development. The investigation uses salmon as a model of study, offering practical insights into one of Chile’s most significant industries.
Lastly, “The Journey of Jack Mackerel” takes students into the ocean’s currents, explaining how they influence the availability of the jack mackerel, a nutritious food source. It’s a high-protein, preservative-free, Omega-3-rich product from a sustainable fishing industry with ASC certification.
Taken in sum, the Lab4Sea program is more than just an opportunity to learn about the fishing industry; it is also a deep, hands-on experience that prepares students for a STEM-based future and helps them identify the challenges of building a more environmentally conscious world. Using Lab4Sea, both teachers and students benefit from Lab4U and Camanchaca’s unique partnership, which promotes quality education and raises awareness about sustainability in the Chilean fishing industry.
Join this exciting learning journey!
Taken in sum, the Lab4Sea program is more than just an opportunity to learn about the fishing industry; it is also a deep, hands-on experience that prepares students for a STEM-based future and helps them identify the challenges of building a more environmentally conscious world. Using Lab4Sea, both teachers and students benefit from Lab4U and Camanchaca’s unique partnership, which promotes quality education and raises awareness about sustainability in the Chilean fishing industry.
At Lab4U, we’ve launched our new Exercise feature. Test your knowledge with quizzes as many times as you want, and aspire to be the next Marie Curie or Albert Einstein. Learning requires dedication and effective strategies. One of the best strategies for understanding scientific concepts and facts is constant practice. Here are some benefits:
Practical Application of Knowledge: Answering questions means more than just remembering information; it involves effective application. Questions come in various formats, challenging you to think critically and adapt your knowledge to diverse situations. This prepares you for complex scientific challenges and real-time problem-solving.
Identifying Knowledge Gaps: When you can’t answer questions successfully, it’s a clear sign of gaps in your understanding. These gaps are learning opportunities. Identify where you struggle to focus your study efforts on those areas, optimizing your study time.
Boosting Confidence: Confidence is vital in learning. Constantly facing and correctly answering questions boosts your confidence in your abilities. This confidence motivates continued study and a positive, proactive approach to scientific content.
Preparation for Assessments: Ultimately, learning scientific content aims to demonstrate knowledge in assessments and exams. Regular question practice equips you with tools for better test preparation. In Chile, the PAES (Test for Access to Higher Education) is essential, and our app includes questions in a similar format to help you practice. That’s why at Lab4U, we’ve introduced the Exercise section in our app. It allows you to practice your knowledge as much as you like. Here, you’ll find quizzes with general knowledge questions about experimental sciences (Physics, Biology, and Chemistry) and scientific research skills. Regular question practice is an essential strategy for tackling scientific content effectively. It strengthens memory, enhances knowledge application, and prepares you for future challenges. Additionally, each quiz question comes with feedback, complementing your study. By integrating this strategy into your study routine, you’ll be on the path to mastering scientific content with confidence and success.
Bibliography
Roediger III, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20-27.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444.
Throughout history women have made significant contributions to science, yet many of their achievements have been ignored or overshadowed by their male counterparts, with some of these women even having to pose as men making contributions under male pseudonyms.
Luckily, during the recent years, it has been possible to make visible the relevant work that many women have done in scientific matters. This is why, we will highlight seven contemporary women who have made innovative contributions in their respective fields, demonstrating with their work that there are female referents in STEM issues that have been able to contribute and make a difference, and that today, it is imperative to highlight in order to inspire the new generations.
Jennifer Doudna is a biochemist and winner of the 2020 Nobel Prize in Chemistry, her contributions as co-inventor of the revolutionary CRISPR-Cas9 gene editing technology. This breakthrough has the potential to revolutionize medicine and agriculture by allowing scientists to edit genes with unprecedented precision. Doudna’s work has given her numerous awards, including the Breakthrough Prize in Life Sciences and the Japan Prize.
What disease would you like to cure by applying Jennifer Doudna’s invention?
Katie Bouman is a computer scientist whose work was instrumental in capturing the first image of a black hole. Bouman developed an algorithm that allowed the image to be created using data collected by telescopes around the world. Her contributions were crucial to the success of the project and have opened new avenues for the study of the universe.
In the past, women around the world were prevented from accessing formal education. However, this situation still occurs today in some places. What effect do you think it could have for the advancement of science the fact that many women cannot access education yet?
May-Britt Moser is a neuroscientist who, together with Edvard Moser, discovered grid cells, specialized neurons that help us know our position in space. Thanks to her work, new findings have been revealed about how the brain processes spatial information, which has important implications for the understanding of cognitive disorders such as Alzheimer’s disease. Moser’s contributions to neuroscience have earned her numerous awards, including the 2014 Nobel Prize in Physiology or Medicine.
Do you think May-Britt Moser’s contributions are less relevant than those of her research partner? How do you think people would have answered the above question in the 19th century?
Tu Youyou is a Chinese pharmaceutical chemist who discovered artemisinin, a drug that has saved millions of lives by treating malaria. Youyou’s work has been credited with significantly reducing the death rates from this deadly disease. Her contributions to medicine earned her the 2015 Nobel Prize in Physiology or Medicine.
Youyou did it through medicine. And you, in what way or in what area do you imagine yourself influencing other people’s lives? How would you face the obstacles that might arise in order to achieve that dream?
Fabiola Gianotti is a particle physicist who, in 2012, was the spokesperson for the team that discovered the Higgs boson, a fundamental particle that helps explain the origins of mass in the universe. Her work at CERN, the world’s largest particle physics laboratory, has been instrumental in advancing our understanding of the universe.
Fabiola had the role of communicating the results of the research she carried out together with her team. How many times have you taken and/or been assigned a similar role in a work team? How did you feel when representing your team in public?
María Teresa Ruiz is a Chilean astronomer who has carried out important research in the field of star and planet formation; discovering, among other things, a supernova at the moment of exploding. In 1984, she became the first woman to earn a Ph.D. in astronomy from Princeton University.
In addition to her work as a researcher, Ruiz has been an active advocate for science education and gender equality in her country. She has received many awards and recognitions for her work, including the Chilean National Exact Science Award in 1997 and the L’Oréal-UNESCO Award for Women in Science in 2017.
Cecilia Hidalgo is a Chilean biochemist who has been recognized for her work in the investigation of signal transmission in cells and its relationship with diseases such as Alzheimer’s. She is the first Chilean woman to obtain a Doctor of Science degree from the University in 1970. Since then, she has worked in research and teaching at her alma mater and at other universities in Chile and abroad.
Hidalgo has received numerous awards and recognitions for her work, including the Chilean National Natural Science Award in 2006 and the “Poncela” International Award for Research in Aging in 2019. In addition to her work as a researcher, Hidalgo has also been a leader in the promotion of education and gender equality in science in Chile.
How would you describe the contribution of these Chileans to local and international science?
These seven women are just a few examples of the many important contributions that women have made to science in recent years. Their groundbreaking work has advanced our understanding of the universe, revolutionized medicine, and paved the way for future generations of women in science. It is important that we continue to recognize and celebrate the achievements of women in science and work to remove the barriers and gaps that have historically prevented them from fully participating in scientific research.
At Lab4U we believe that you, the girl, teenager or woman reading this, can be the next scientist to revolutionize science or technology!
The NorTEduca Program was sponsored by SQM and tried to promote the use of educational technology, innovative methodologies, training, materials, didactic strategies, and support for parents and teachers in the field by creating a learning community that seeks to promote in male and female students, the benefits of studying STEM (science, technology, engineering and mathematics) careers.
Thanks to NorTEduca we were able to impact more than a thousand families from 7 schools: William Taylor Bicentennial Methodist High School, Sergio González Gutiérrez Mayor High School, La Tirana Elementary School, Oscar Bonilla High School, D-133 Arturo Pérez Canto de María Elena School, Diego Portales High School and the Carlos Condell de Tocopilla School; and included two stages: “Grow by Doing”, oriented to Preschool and Elementary Education and executed by the VOA Foundation and a second phase implemented by Lab4U.
The first stage, “Grow by Doing”, implemented by Fundación VOA, promoted the learning and development of reading skills in pre-school students, and the development of mathematical thinking skills, from 1st to 4th grade.
During the Lab4U stage, we carried out different activities with a practical approach, where the students were able to use the Lab4Physics, Lab4Chemistry and Lab4Biology apps from Lab4U to do scientific experiments and learn more deeply about science in the classroom.
“We are very happy with the results obtained by the NorTEduca Program, which through the strategic alliance between our company, Lab4U and VOA and the town administrations which are close to our operation facilitites in the north of the country, allowed us to collaboratively promote an innovative methodology of learning whose main attribute involves the entire educational community. This initiative, which is in line with our commitment to contribute to education, seeks to contribute, from an early age and at different levels, to a more equitable education and with a focus on the development of critical thinking that allows students to be interested in the math, science, technology, and research”. Pablo Pisani, SQM North Zone Nitrates Iodine and Public Affairs Manager of Communities.
“In addition, and to reinforce the practical activities, SQM donated 14 tablets to the Oscar Bonilla high school, equipment that allowed the students of this institution to experiment with the Lab4U apps.“We trust that NorTEduca is the beginning of a great change that we want to generate to increase student interest and performance in science and technology. Today in many industries and countries these are some of the most demanded specialties, which is why it is important that we help promote 21st century skills and position them as an attractive alternative for future generations. It is essential to promote the generation of talent in the north of our country, both for the mining industry and for the rest of the industries that will demand complete professionals and greater specialization in scientific issues”, Komal Dadlani, CEO and co-founder of Lab4U.
Thanks to the work of Lab4U, the students and teachers participating in the program were able to get closer to technology and science with innovative methodologies, training, materials and teaching strategies. Thus, young people learned about the benefits of opting for STEM careers (science, technology, engineering and mathematics) and we were able to impact their expectations and future professional development.
The initiative seeks to promote gender equality, the development of STEM skills (science, technology, engineering and mathematics) and the use of technological tools among students.
Today only 15% of women in the world take careers in technology or science. The figure is even more discouraging in Chile, where the female representation is only 7%.
That is why the STEM+Gender Program that Lab4U carries out in partnership with Escondida | BHP seeks to transform science learning in children and adolescents, encouraging the development of future scientists, men and women, engineers, and STEM change agents in our society, achieving a direct impact on the future workforce, mainly of female students from Antofagasta. Hence, increasing, empowering and inspiring them in their science and technology learning, with the aim of contributing to the reduction of the existing gender gap in the various industries.
Thus, both institutions work in collaboration after identifying great coincidences in their social purposes: Escondida | BHP aims to encourage the participation of women in STEM areas and thus achieving a representation of 50% of women within the company before 2025. Meanwhile, Lab4U seeks to promote STEM education for girls and boys to break down learning and gender gaps in the schools, society and the future of work.
During the development of the program, the children participate in specialized instances on equity and empowerment of women in STEM with various face-to-face activities that address conversations and instances of empowerment, invitation of collaborators from Escondida | BHP, field trips and STEM experiments or challenges.
Liceo Bicentenario Marta Narea Díaz
In terms of figures, in addition to the 150 benefited girls, we expect to impact more than 300 students will in favor of raising awareness of women in STEM; girls will have access to 45 face-to-face hours in STEM areas and the 3 selected teachers from the Liceo Bicentenario Marta Narea Díaz, The Antofagasta Baptist College and the Mario Bahamondes Silva High School, will have hours of training for teachers in experimentation and gender perspective.
The Antofagasta Baptist College
Mira este video de nuestra visita en Antofagasta:
As a result, the STEM + Gender Program seeks to achieve a direct impact on the greater motivation and interest of girls to pursue STEM careers in local Antofagasta institutions, in the teachers who will have training and empowerment to train their students using didactic, technological and peer strategies; and in the community, which will strengthen the relation with Escondida | BHP creating a STEM education guarantee seal.
Mario Bahamondes Silva
“As a company we promote this program that in a playful way seeks to attract the attention of many young people who are looking for their future profession. It is an invitation to break paradigms to advance gender equality and dare to discover careers that are a source of innovation, sustainability and leadership in the world of work”, says Elizabeth Cameron
Corporate Affairs Specialist, Escondida | BHP.
To learn more about this program, we invite you to visit our Instagram, where you will find an audiovisual record of the different instances of this initiative. If you want to generate an impact in your community through STEM, write to us! [email protected]
Both companies are proud to announce the launch of “ExperimEntel,” a pilot project to promote STEM skill development in young people across four Belén Educa Foundation schools.
Entel and Lab4U are two companies famous for their innovation and commitment to social impact through education. Therefore, this partnership is a natural one of aligned values for the future. The program will share Lab4Physics, Lab4Chemistry, and Lab4Biology with more than 400 students and six teachers across the San Francisco de Asís, Lorenzo Sazié, Arzobispo Crescente Errázuriz and Cardinal Raúl Silva Henríquez schools, all of which are part of the Belén Educa Foundation. Students and teachers can then use the tools to facilitate on-site and at-home experimentation. Each Lab4U exercise promotes a methodological approach to inquiry, which in turn positively affects student learning, as proven by the IDB.
Students of Colegio Arzobispo Crescente Errazuriz conducting the experiment “New Year Lights”
In recent years, the paradigm of how science is taught and learned has changed. With this project, Entel and Lab4U will address the importance of promoting STEM skill development in young people and, by extension, will grow scientific literacy in our educational communities. As a result, the pilot project “ExperimEntel” will also foster a more widespread development of 21st-century skills that will be critical for finding solutions to the challenges of the future.
“It’s important to support and promote initiatives that encourage science and technology education, especially for young people, as they are strengths that will be crucial to further technological advancements. The good news is that children are showing a lot of interest in expanding their knowledge in these disciplines, because they understand they are an important part of the future”.
Jimena del Valle, Director of sustainability at Entel
To commemorate ExperimEntel’s launch, Lorenzo Sazié School held the “Let’s Live Science” event on Thursday, October 28. Attendees included four of the school’s teachers and twenty students, as well as the Entel, Lab4U, and Fundación Belén Educa teams, including all 16 Belén Educa professors from various institutions.
During the event, participants were split into two groups: in the first, Professor Javier Baeza from Lab4U led the students and Belén Educa teachers in a “Measure and See Science” activity; in the second, Professor Katherinne Rojas taught Lab4U’s camera tool and colorimeter to the remaining teachers. In the end, all participants reunited for a final reflection and to give a few words of thanks.
Teachers of Fundación Belén Educa performing the activity “Measure and See Science.”
Students from Colegio San Francisco de Asís using the Lab4Chemistry’s Colorimeter tool
“At Lab4U, we are proud to partner with Entel’s talented team, which regularly supports the training of young people and teachers at Belén Educa Foundation. Together, we hope to continue to inspire future agents of change through innovation, science, and technology in our country”.
CEO & Co-founder Lab4U, Komal Dadlani
We invite you to join us in making access to STEM education universal and take an active role in transforming our society for the better.
Food decomposition, glucose formation in plants, engine combustion, metals oxidizing⏤these are just some of the countless examples of chemical reactions we encounter every day. Technically speaking, a chemical reaction involves the transformation of one substance into another. During the conversion process, bonds may form or break and molecules may rearrange, but no atom is created or destroyed.
This concept is central to our understanding of the world. It has allowed scientists to better comprehend the behavior of matter, which has resulted in substantial leaps forward in technological and industrial development in recent centuries. The food, cosmetic, pharmacological, mining, and energy industries, among others, all owe a great deal to chemistry.
We also should acknowledge chemistry’s significant contribution to environmental causes as well as economic ones. For instance, the behavior of chlorofluorocarbons (CFCs), their interaction with the ozone layer, and the effects of greenhouse gases are all phenomena better understood through the lens of chemical reactions.
A third, equally important branch of study is biochemistry. By investigating how chemical reactions work within living beings, we have been able to make impressive breakthroughs in medicine by harnessing the power of plant, chemical, and other material resources.
Of course, chemical reactions can also be fascinating and illuminating on an instructional level. Learning about chemical processes is a good entry point for analyzing Socio-scientific Issues (SSI), studying the Nature of Science and the History of Science (NOS and HOS), and promoting experimentation within investigative experiences.
The team at Lab4U has been similarly inspired by chemical reactions. As a result, we have developed three categories to help teachers and students further their studies with hands-on experiences. The first is a general category, which introduces phenomena that involve chemical changes and the stoichiometric relationships that form between reactants and products. The second and third are more specific, covering the physicochemical parameters of chemical reactions and acid-base balances (we’ll discuss them in more detail in our next Blog).
As of now, we have three engaging experiences for students in our chemical reactions category. In the first, they generate chemical reactions and observe the ways in which a reaction manifests itself (including the production of light, changes in the temperature of the system, effervescence, formation of a precipitate, color change, or release of a gas). Along the way, students will also get a feel for methodology and processes, a fundamental skill in the study of chemistry.
The second experience explores how the study of a chemical reaction can impact a person’s lifestyle. By examining the consumption of starch in their diets, students will learn about how scientific knowledge can help them make better informed health decisions. These types of objectives are part of the third level of critical scientific literacy proposed by Sjöström (2014). In his article, he explains that a body of scientific knowledge is at its highest level, the emancipatory critical focus, when it helps citizens develop critical, reflective thinking skills and make informed decisions on social and personal issues.
The third experience is a small stoichiometry research project, where students are presented with a mystery they must solve. It isbased on a semi-structured inquiry (Vergara & Cofré, 2012), where a problem is posed and it is up to the students to design an experiment to address it. Therefore, it can be a helpful tool for exploring the Nature of Sciences (NOS) in parallel, as there is no single “scientific method.”
We invite all our readers to dig into the new Lab4U experiences and experiment with Lab4Chemistry. The next Einstein or Marie Curie could be at your school!
Sjöstrom, J; Stenborg, E. (2014) Science education research and education for sustainable development, 37-46, Shaker, Aachen, Germany
Vergara, C., Cofré, H. L. (2012). La indagación científica: un concepto esquivo, pero necesario. Revista chilena de educación científica, 11(1), 30-38.
In our last episode, Komal chatted with Sylvain about how our approach to education is vital to shaping a robust future workforce. Today, we’re excited to dive further into that educational piece with Martha Vargas Styer, a celebrated engineer and high school physics teacher based in Sacramento, California.
Martha spent 30 years as an electrical engineer working for the California Department of Transportation. An expert in her field, she was asked by the Federal Highway Administration to travel to other U.S. states and train engineers on fiber optic design for high-bandwidth demand technology, such as CCTV. She also served on a national panel for the Advanced Traffic Controller.
Her most recent stop, however, has been the physics lab at Cristo Rey High School, where Mrs. Martha is the Physics Teacher. There, she’s encouraging the next generation of budding scientists, engineers, and mathematicians to consider how what they learn in the classroom (or, during the pandemic, in their own homes) can make a real difference in the world.
In this episode, Komal and Martha discuss her transition to teaching, how to prepare students for success no matter which path they choose, and the importance of discovery in and out of the classroom.
Episode’s outline:
How Martha learned “what I want to be when I grow up” (7:18)
Why it’s imperative to inspire a diverse group of future engineers (9:00)
How the pandemic brought Martha to Lab4U (12:28)
Why making mistakes is exciting (22:20)
The good that can come from remote lab work (31:10)
Example discussed by Mrs. Styer and Komal about how students can measure and analyze intensity and frequency with Lab4Physics with a musical instrument (or digital instrument in case you don’t have one).
Students learning through hands-on experiments at home during the pandemic using built-in smartphone sensors and easy-to-access materials. Check out Lab4Physics “Skatepark” experiment to learn more about it.
Students experimenting with their phones using Lab4Physics. "Hooke's Law" Lab.
On Expertise and Education
Martha’s work as an engineer meant finding effective solutions for problems that might not always be apparent but that shape our everyday lives. She discusses how foundational STEM techniques like data collecting and testing were crucial to finding solutions to real challenges.
Still, she surprised herself when she became a high school physics teacher. While she had considered becoming a math teacher upon retirement, physics was not originally on her radar—until she realized it was a way to use math to wow kids, thanks to the field’s interesting labs and real-world applications.
On Diversity in Engineering
Enrollment of female engineers in educational programs is dropping. Martha talks about how when she was in school, the numbers were low, but they’re even lower now.
“Initially [I began teaching] to see if I could engage more female students into engineering. Then being at Cristo Rey, I realized there aren’t any latinos either, so I said, we need more Latinx.”
Mrs. Martha Styer, Physics Teacher at Cristo Rey High School, Sacramento, California
Martha discusses the opportunity to empower a new generation of Latinx engineers. She stresses that it’s not that kids aren’t smart enough to learn, but that they need to be prepared to succeed. By creating a classroom environment that encourages hands-on learning, kids gain the confidence required to continue along the STEM path in college and beyond.
Lab Work and the Realities of Distance Learning
In this image, one can appreciate how a creative student is taking a picture of a moving object.
When Mrs. Styer asked about their at home lab experience, a student (the one in the left image) replied:
“The most challenging part of this lab was positioning my camera in a way that I could press the start button and also be able to roll the ball at the same time. The best part of this lab was when I figured out how to do both things at the same time and was able to finally see how the data all came together.”
It is easier to captivate students in a classroom, where you can set up engaging experiments and demand their full attention. However, when the pandemic hit, Martha had to find a new way to provide her students with the same quality of education. A Google search led her to Lab4U, which has helped her recreate labs in her students’ homes. Now, entire families might get involved in making something work. Students also are required to share selfies of themselves completing the labs, which keeps them accountable but also allows them to see how they are participating in a collective experiment (and experience).
The Importance of Making Mistakes
Martha gets excited when her students make mistakes because each one is a gifted opportunity to learn something unexpected and new. Komal and Martha then discuss how testing, practice, and error are all critical parts of the scientific process.
A Silver Lining
While it has been a difficult year for both educators and students, Martha reflects on how distance learning, particularly in physics, has provided a huge growth opportunity for her students. Whereas before some students might have been able to get by on group work when completing labs, now each person has to take responsibility for each step of the process. They have learned focus and discipline, two skills that will serve them well in college and are applicable to any area of life.
If you want to check out our conversation at Youtube:
It is critically important for Lab4U to foster conversations about how to improve science education and what tools we will harness to empower science-minded students to ask questions and gain better science skills to solve the next decades’ problems.
In this fifth episode, Komal talks to Sylvain Kalache, co-founder of Holberton, an education company providing tools, curricula, and teaching methodology training the next generation of digital talent at scale. Their two-year software engineering school’s mission is to prepare the next generation of software developers through 100% hands-on learning.
Don’t miss this important conversation about how, through the development of skills you can learn how to learn.
Episode outline:
Education: the one thing that hasn’t changed 2:27
Holberton School’s inspiration 3:30
Talent is universal, but opportunities are not – Democratizing education in Holberton School 6:33
Learning by making mistakes: knowledge is not enough, we need to develop skills for the future of the workforce 10:32
The importance of students diversity at Holberton School 14:38
We must rethink education: Reducing the gaps we see in education today. 16:14
Education: the one thing that hasn’t changed
Education is one of the few things that has not changed in centuries. However, when you help someone at school it is called “cheating”, but when you become a professional and have been part of the corporate world, collaboration is essential, which shows us how the educational system is obsolete.
Holbertons Inspiration
Sylvain’s inspiration to create Holberton was based on the observation of the lack of digital talent. In the last 5 years, Holberton has focused on creating digital talents by training Silicon Valley-grade developers in 9 countries. Sylvain affirms that “There is a lot of talent, but not quality education” since nowadays talent makes education. However, we are going at a very fast pace, and “These are great times to be in education today.” Their first product, Holberton School, is present today in 9 countries and seeks to get the raw talent of the people who attend it. In some way, the COVID-19 pandemic has accelerated the way you teach today, and we must take advantage of this instance to rethink education in times that have already changed. The company also partners with other players, such as Pearson where they created a web developer online program offered in Brazil, or with Anahuac University with a DevOps MOOC course.
Democratizing education at Holberton
A few years ago it was imperative to have an academic degree to be part of the workforce. Today, this is fading, skills matter more than the degree you have. Companies are looking for talent to have the knowledge and know-how. If we go back a few centuries, the key to learning was to go to the monasteries to listen to monks give classes. With the Internet access to knowledge is no longer an issue. According to Sylvain, the key today is learning to learn, which will make you a highly desirable professional for companies.
Learning by making mistakes: knowledge is not enough, we need to develop skills
Sylvain made a very interesting comparison to show us that you not only need the knowledge, but also the skills to carry out whatever it is you are doing, taking bread baking as an example. Reading the best baker’s recipe will not allow you to bake a tasty bread on your first try. Practicing, over and over will lead you to good results. Learning by doing, is key to any field, from baking bread to writing software.
Holberton School learning methodology has proven to be working across cultures, in Europe, Africa, North America, and Latin America.
The importance of Student Diversity
Holberton School students are very diverse: 30% women and 50% people of color, aging from 17 to 58 years old, coming from all walks of life, from former delivery person at Rappi to breakdancer. The school does not require any degree of specific knowledge to apply. Blind and automated, the admission process is looking for talent and motivation, betting on the student future, rather than their academic past.
We must rethink education: Reducing the gaps we see in education today
Sylvain thinks that social skills are very important and that communication is critical for students’ and workers. Sylvain thinks that learning to learn, critical thinking, and creativity, as well as not putting the teacher as the only source of knowledge shall be key to education, at any age.
We are happy to support and walk you into this new school year as we welcome you to Lab4U! We want to start this new adventure together, making sure you don’t encounter any obstacles to implementing Lab4U in your classroom.
If you’ve already downloaded one of the Lab4U apps, we congratulate you on joining our mission to reinvent education!
Now, in order to facilitate the process of downloading and using our applications with your class, we provided you with a few steps to follow!
First for your students to be able to use Lab4U’s application in your classroom, ideally you will need them to have access to the Internet.
We would recommend that you speak with the person in charge of IT at your school. And request a network that allows your students to download the App.
However, we’re aware that some schools’ internet connection is not powerful enough to support an entire class’s activity.
If this is the case for you don’t worry!
You can ask your students to download the application and the necessary experiments priorly to coming to class. Because our apps can also function offline!
Installing The App
Once they have internet access, your students should go to the online store on their device — either Play Store (Android), or App Store (iOS). There, they can search for “Lab4Physics” or “Lab4Chemistry”, select the application with the red or the purple icon, and download it.
Done? Good! Now once they open it up, the screen will display a short tutorial explaining them in 4 very simple steps how the app works.
How to create an account?
If they haven’t been given a username and password from Lab4U’s team, we suggest that your students go to
“Create Account”
Select “Student”
And register using their Facebook account, Google account, or their own email address.
How to sign in with an institutional account?
If your students were already given a username and password from the Lab4U team already, they can select “Begin Session” and enter the user credentials assigned to them.
Once they’ve registered, they’ll be able to enter the app and start playing with the experiments and tools!
How to activate your 14 days free-trial?
To discover more experiments and explore a wider variety of tools you can activate a 14-day free trial, where you have access to all the features of the downloaded app.
To activate the free trial, go to the menu, select “Try Free Demo” and click on the button “Try Premium. (For 14 days)”. After the trial period, you can buy the Premium version of the app. This will allow you to continue to use unlimitedly all the tools and experiments during 180 days!
Last recommendations
If your school doesn’t have internet access and your students have to download the application from somewhere else, make sure to clearly emphasize on the following points before they start downloading the app:
Application names: Lab4Physics & Lab4Chemistry.
Select the red icon for Lab4Physics or the purple icon for Lab4Chemistry.
They must make sure they can access all of the necessary experiments and tools before coming to class.
we also suggest that you select one student from each group, who will be responsible for reminding his or her classmates to download the applicatio. Before every session you’ve designated for conducting the experiments.
Now you´ll be ready to start this year and make your science class a source of inspiration for your students!
At Lab4U we work everyday with the goal and desire to democratize science and make it into an equal field whereby everyone has the same chance to innovate and to succeed, regardless of their sociocultural background.
So, this is why we strongly believe in the importance of increasing the number of Women In Science. And closing the important gender gap that persists within this field today.
Today, we want to bring up the challenges that we still have to fight.
We know for a fact that a “Leaky Pipeline” in STEM Education makes it less likely for a woman to pursue a higher-paying career such as Physics, Engineering or Computer Science, leading to the presence of relatively few Women in STEM jobs today.
A lot has been said and debated regarding this leaking pipeline, but the facts are clear, only 29% of the world’s researchers are women. While a growing number of women are enrolling in university today. Only a few of them aim to reach for the higher academic levels that are required for STEM or research careers (UNESCO, 2015).
The World Needs More Women in Science
As the global challenges that our world is facing today are becoming increasingly complex to understand and to untie, science is in need for a more diverse group of people who can bring divergent visions and skills to enrich the research field.
Diversity has become the key to the future of science and this is why we must be willing to leverage all human capital and potential that we can. Starting by including more women to work into these fields.
Inspired by initiatives seeking to improve conditions for women in society. Lab4U is also looking for strategies to motivate more girls to be interested in science early in their education.
We truly believe that by including them, we will inspire them to become the next greatest physicists of this world.
During the study, they tested out 5 different hypotheses and observed which one would have the biggest impact on women’s physical science career interest.
Teaching physics in a single-sex class
Having a class taught by a physics female teacher
Inviting female guest speakers in physics class
Discussing the work of female scientists in physics class
Discussed the underrepresentation of women in physics class.
They found at the end of the study, that the 5th solution was the one that had the most impact.
As women became more aware about these gender disparities and about the power they held over them, they started considering a career in the scientific field more.
What this insightful work shows us, is that to close this persistent gender gap in the scientific field. We first need to address the problem by recognizing it and bringing it to light.
We believe the next Marie Curie or Maria Teresa Ruiz can be anywhere in the world. Therefore this is why we need your help to put an end to this Leaky Pipeline and to inspire more little girls to take over the next generation of Women in Science!
To find out more about how you can motivate your own students’ interest for science. Thanks to Lab4U’s solutions and how you can implement them in your own classroom. Then, we invite you to visit our website and contact us!
After that, we have all the materials teachers need to easily implement physics experiments in their classrooms. So Visit our Teacher Portal for more information.
Finally, If you’re interested in learning more about Lab4U, send us a message here
