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Lab4U and INACAP join forces for the first time to transform Vocational and Technical Education in Chile

According to a study conducted by the National Commission for Evaluation and Productivity on “STEM Skills Training in Chile” STEM education faces challenges, especially in the vocational and technical modality. Unlike their peers in standard high school education, technical students have limited access to advanced courses in science and mathematics, restricting their preparation in key areas for the future. However, it is precisely in technical education where transformative potential exists, both for students and for various industries in the country. Currently, more than 40% of technical students choose STEM specialties, such as mining, electricity, and technology. However, a gender disparity persists, with over 80% of students in these fields being male. Additionally, while 46% of male graduates in STEM-Technical programs continue their studies in STEM careers, only 23% of females do. This gap not only affects access to higher education but also professional and salary opportunities, limiting the potential of technical education as a driver of development.

This is why Lab4U is proud of the new partnership we have formed with INACAP to develop and implement various initiatives that are redefining technical education. With innovative tools like the AI Resource Generator, we are helping teachers create contextualized educational materials that link learning to the professional world. With Artificial Intelligence as our main ally, we create educational materials tailored to different subjects and majors where they are taught.

This approach recognizes that sciences come to life when connected to the reality of each specialty. It is not the same to study rotational dynamics if you dream of building robots in Automation and Robotics Engineering, than studying rotational dynamics if you imagine exploring the Earth in Mining Engineering. Adapting courses common to different majors to each of these passions and contexts makes it more meaningful and exciting for each student.

In this first stage, the “STEM+Technical Innovation with AI at INACAP” program has been developed in 7 INACAP campuses accross Chile. A total of 249 students and 7 teachers from the Mining Technician, Industrial Maintenance Engineering, Mining Engineering, Industrial Maintenance Technician, and Automation and Robotics Engineering majors actively participated through practical activities, strengthening their technical skills and adaptability to real industry scenarios.

With initiatives like these, we want to change the future for young people in Chile. Technical education is not just an option, but a gateway to a future full of opportunities, where students can be the protagonists of a positive change in key areas for the growth and development of the country.

This is just the beginning of an educational revolution!

Fundación Brillas and Lab4U continue their educational impact in Colombia during 2024

This year, Fundación Brillas and Lab4U continued, for the second year, fulfilling their educational mission in the communities of Villavicencio and Pachaquiaro, Colombia, impacting more than 200 students from two rural schools.

The Experiment in Your School program places technology at the center of learning, using innovative tools to teach science in a practical and engaging way. By integrating educational technologies, Lab4U provides students with the opportunity to explore scientific concepts through dynamic experiences that connect physics, biology, and other sciences with their daily lives. This approach not only reinforces their understanding but also sparks real curiosity, encouraging them to delve deeper into the world of science and imagine a future full of new academic and professional possibilities.

The impact of this program goes beyond teaching. With this effort, we are helping close educational gaps by bringing accessible, relevant, and technology-backed scientific education to young communities. We don’t just teach science: we cultivate values such as critical thinking and curiosity, as well as essential digital skills for the future workforce.

At Lab4U, alongside Fundación Brillas, we remain committed to extending the impact, ensuring that more young people in Colombia have access to transformative educational experiences in STEM, thereby improving their professional development prospects in the context of a growing demand of STEM-related jobs

Promoting the Future of STEM Education in Dalcahue

In 2024, we brought to life what began as a pilot program in 2023. The “STEM Education” program in Dalcahue, in the beautiful southern Los Lagos region, became a reality thanks to our partnership with ENGIE, allowing us to bring innovative technological tools to transform science classes, empower teachers, and motivate students to explore the STEM world in a dynamic, fun, and meaningful way.

With this program, ENGIE and Lab4U’s commitment to STEM education goes beyond teaching science: we aim to create an inclusive space where all students, regardless of gender, can feel like active participants in this world. We know that knowledge is power, and we are here to break barriers, shatter stereotypes, and ensure that everyone has access to the same opportunities.

With this goal in mind, during the year, we held two powerful gender-focused STEM Bootcamps, designed to inspire both teachers and students, encouraging them to approach science with a fresh and transformative perspective on how to incorporate diverse strategies that allow for innovative, inclusive, and equitable practices in the classroom, promoting collaborative learning and the development of key future skills in the STEM field.

With the support of ENGIE, we have been able to bring this program to Dalcahue, planting the seeds of a more diverse future filled with opportunities in the scientific field. We are proud to see how this program is not only fostering an interest in science but is also preparing students to be part of the future workforce in a vital industry for Chile, such as the energy sector. Furthermore, it has allowed us to strengthen the work of the teaching team through training and support, leaving a long-lasting impact and capacity within the communities, to continue advancing in the future of STEM education.

Together, we will keep opening paths: this is just the beginning!

Energizing the Future of STEM Education: Enel at the Don Orione School

In 2024, the Enel at the Don Orione School program made a significant impact on 450 students from 7th to 11th grade in the community of Quintero, marking its second year with a positive and transformative effect. Thanks to the joint efforts of teachers and students, the program has created a space where scientific learning has not only been enriched but has also empowered young students to understand and analyze the world from a scientific perspective, with a focus on the energy industry.

In addition to technical experiences, students participated in gender equality talks, which featured Claudia Escalera, Community Relations Manager at ENEL, as a female role model in the industry. This added a valuable dimension of inclusion and diversity to the program.

Furthermore, ENEL experiments like “Light, Camera, and Saving” and “Efficient Race” allowed students to explore the energy industry through practical experiments, discovering concepts like how a basic circuit works and the principles of the law of conservation of energy.

With a firm belief that scientific education is essential for development, the program continues to open new doors for future generations in Quintero. By offering experiences that combine technical knowledge with values such as equality and social commitment, it is forging a path toward a future where science and technology become engines of transformation, both personally and collectively.

The future of STEM education in Quintero is here to stay!

Changing the Future Through STEM Education in Alto Hospicio

2024 began with great excitement for the “STEM Education” program at the local technical school Alto Hospicio. Lab4U and Collahuasi co-created this STEM program in the north of Chile to provide students with more learning opportunities.

Thanks to Collahuasi’s support, the program transformed science teaching and learning by introducing technological tools that turn every class into a dynamic, fun, and hands-on experience using the Lab4U App on smartphones or tablets. Aimed at empowering both teachers and students, this initiative was able to connect theory with reality, making learning a true adventure.

The program supported 568 students and involved a dedicated team of five teachers who, together with Lab4U, filled the classrooms with creativity, talent, and experiential learning. Through innovative experiments and technological tools, students became increasingly motivated and connected with the STEM world in ways they had never imagined, opening doors to a future filled with opportunities in scientific, technical, and industrial fields.

Not only enriching science classes, this program also strengthened students’ interest and knowledge in STEM in the Tarapacá region, contributing to the retention of talent for the mining industry in the region. Additionally, the program provided support to the teaching team at the school with tools to maximize experimentation spaces, strengthen strategies to address university entrance tests, and use Artificial Intelligence as an educational tool, among others.

The future is in our hands, and science is the key to unlocking it!

 

“STEM Education with MSD” Transforms STEM Teaching in Rancagua

In 2024, we enthusiastically implemented the first program focused on the healthcare industry, “STEM Education with MSD”, at the local technical high school in Rancagua, to strengthen science education with an inclusive and diverse approach. We are deeply happy and grateful to have this partnership with MSD, the global leader in the pharmaceutical industry: MSD was key in providing these teachers innovative tools, not only to improve educational development but also to open new doors to students’ career expectations, giving them a more promising future.

The program promoted active student participation, inspiring them to explore careers in Science, Technology, Engineering, and Mathematics. Teachers transformed their pedagogical practices to incorporate gender perspective and to foster an inclusive environment, guided by Lab4U’s workshops and training sessions. This allowed students to take a leading role in the nursing specialty courses within the vocational and technical high school, focusing on developing key technological skills to meet the demands of the workforce in this field.

Activities like the “Girls in STEM” Bootcamp, aimed at strengthening gender perspective in STEM, made a significant impact on the program’s focus and educational content, and featured Amarilis Surroca, Director of Clinical Research at MSD Chile as a STEM role model. This bootcamp included the MSD-curated Lab4U experience “Immunity Mechanisms”, which deepened their practical learning on the social relevance of immunity. They highlighted the importance of promoting gender equality in science and technology, as well as connecting scientific learning with practical applications and relevant social challenges, inspiring students to envision a future in STEM graduate majors.

We are excited about everything we achieved this year and even more motivated to continue transforming STEM education in 2025!

Shaping the Future with “A Laboratory in Your Pocket” in San Bernardo

In 2024, the A Laboratory in Your Pocket program celebrated its second year with a local school in Santiago, after starting as a pilot in 2023. Thanks to the collaboration between MolymetNos and Lab4U, this project has revolutionized science education in the south of the capital Santiago, connecting students with the molybdenum and rhenium extraction industry while fostering their curiosity and preparing them for a future full of opportunities in science and technology.

The program places particular emphasis on the Industrial Chemistry Technician specialty, which is crucial for the academic and professional development of 11th and 12th grade students. Throughout the year, four passionate teachers guided their students, who explored Lab4U tools and applied their knowledge practically, facing real-world industrial scenarios.

Through the experiment “Relentless Precipitation,” students gain a unique experience of the molybdenum extraction industry processes. This approach not only develops fundamental technical skills but also prepares them to face future challenges with confidence.

All of this is driven by MolymetNos commitment to improve students’ conceptual foundation and enhancing learning around the productive processes and waste management of the industry.

Lab4U and the Alberto Blest Gana School: Transforming Science Education Since 2018

For the last 7 years, Lab4U and the Alberto Blest Gana School have worked together to transform science teaching and learning. In 2024, the program involved six teachers and over 800 students from 7th to 12th grade. The school’s principal, Ricardo Roman, and Komal Dadlani, Lab4U’s CEO and co-founder, share the belief that this innovative way of teaching and learning science makes a real difference. Both have co-written columns advocating for the use of technology in classrooms, which has contributed to a more dynamic and accessible education for all Alberto Blest Gana School students.

Throughout the year, teachers conducted 64 experiments with students, a significant increase from 40 the previous year, demonstrating how technology can enrich STEM learning. The results were encouraging, showing a positive correlation between the use of Lab4U and the development of scientific thinking skills, as well as a growing interest in STEM careers among students.

But beyond the numbers, these results reflect stories of students who, inspired by their experiences, are discovering their potential and confidently envisioning a future in science, thereby improving their professional development expectations.

The collaboration between Lab4U and the Alberto Blest Gana School remains an example of innovation and equity in education. These years of joint work prove that, with commitment and the right tools, it is possible to transform students’ futures, opening doors to new opportunities and ensuring that each one can reach their full potential. 

Here’s to an even greater 2025!

NorTEduca: since 2021 transforming STEM education in northern Chile 🌵👩‍🔬

Over the last four years, the NorTEduca program has been a driving force for change in scientific education in northern Chile. In partnership with SQM Iodine and Fundación Factor de Cambio, Lab4U has brought science learning to the regions of Tarapacá and Antofagasta, benefiting over 6,200 students and 76 teachers from 13 schools. This program has introduced innovative methodologies, interactive experiments, and technological tools, bringing young people closer to science and enabling them to explore new possibilities.

With 75% of jobs projected for 2050 related to STEM fields, preparing future generations is more urgent than ever. This challenge not only guarantees a future with more opportunities but also promotes social equity, as those who graduate in STEM careers have a 7% higher chance of accessing well-paid jobs with higher employment rates. Through NorTEduca, we have connected students with scientific and technological knowledge, preparing them to be part of that future full of opportunities.

The closing event took place at the AIEP Antofagasta campus, and was a true celebration of the impact of NorTEduca. We had the pleasure of having the presence of the Seremi of Science for the Northern Macrozone, Mr. Alonso Fernández, who participated and highlighted the importance of forming public-private partnerships to develop more robust public policies. These partnerships are essential for achieving better education and greater social equity. Alongside SQM Iodine and Fundación Factor de Cambio, we shared the joy of the achievements made in these four years and continue working to transform education and bring science closer to communities.

We are proud to be part of this program and to accompany students on their journey full of possibilities and dreams to be fulfilled, in collaboration with various educational agents united by one mission: to offer a better future to our students.

Thanks to SQM Iodine, Fundación Factor de Cambio, Inacap, AIEP, and all the schools involved in the NorTEduca program for building a great horizon of opportunities for students in northern Chile, alongside Lab4U.

Lab4U and Camanchaca: Expanding Opportunities for Students Through Science Education

The Lab4Sea Program, an innovative collaboration between Lab4U and Camanchaca, has been supporting teachers and students since 2023 at four schools in the south of Chile. This initiative enhances science learning in classrooms by integrating technology as an ally through Lab4U’s educational tools and resources.

This program has marked a turning point in science education in the region, offering students and teachers a transformative learning experience. It strengthens their STEM skills (Science, Technology, Engineering, and Mathematics) while promoting sustainability awareness centered around the fishing industry and its production processes.

Beyond classroom activities, Lab4Sea has played a pivotal role in supporting participating schools during the 2024 Regional Science, Technology, Robotics, and Environment Fair. A highlight of this event was the experiment titled “The Journey of the Mackerel” 🐟, which demonstrated to attendees the relationship between ocean currents and the behavior of the jack mackerel, one of Camanchaca’s most renowned products.

We anticipate future editions pave an inspiring path to continue shaping new generations of young people committed to science and environmental stewardship. From southern Chile to the world! 

EducaSTEM Atacama with Eramet: Transforming Science Education for a Sustainable Future

Science teachers from Diego de Almagro, located in the Atacama Region, are leading a significant educational transformation through the EducaSTEM Atacama program, driven by Eramet and Lab4U.

Through training sessions, planning workshops, and in-classroom visits, the program strives to make STEM education more dynamic, hands-on, and effective with Lab4U tools. By incorporating quizzes, Lab4U experiments, lesson planners, and exit ticket generators—combined with the incredible dedication of teachers—we can continue transforming science classes into true spaces of inspiration and learning.

EducaSTEM Atacama is opening new doors for students, paving the way for a future workforce that drives the development of the entire region 🌟

Through induction sessions, planning workshops, and classroom days, the program strives to make STEM education more dynamic, hands-on, and effective with Lab4U tools. By incorporating quizzes, Lab4U experiments, lesson planners, and exit ticket generators—combined with the incredible dedication of teachers—we can continue transforming science classes into true spaces of inspiration and learning.

EducaSTEM Atacama is opening new doors for students, paving the way for a future workforce that drives the development of the entire region 🌟.

Expanding STEM Horizons: The Impact of Boeing, PADF, and Lab4U in Latin America in 2024

After four years of collaboration between Boeing, PADF, and Lab4U in Mexico, the program expanded to Chile in 2024. With this expansion, we reaffirm our commitment to promoting STEM education in Latin America, providing new opportunities that inspire our youth to explore their potential in science and technology in two schools in Mexico and one in Chile.

The STEM Americas 2024 Program not only supports students but also offers valuable resources and educational tools for teachers, such as premium access to Lab4U platforms to provide aerospace industry experiences from Boeing, and teacher training to make STEM classes more dynamic and effective for their students. We are convinced that with the commitment of educators, this program will continue transforming classrooms in Mexico and Chile to foster student talent.

Since 2021, Boeing and PADF, alongside Lab4U, have supported the development and opportunities for children and youth in Latin America to explore, learn, and become agents of change through the STEM Americas program.

Let’s keep going for more 🚀🇨🇱🇲🇽!

Lab4U and Escondida BHP Launch the 3rd Edition of the STEM+Gender Program

At Lab4U, we are thrilled to share that, alongside with Escondida | BHP, we carried out the third edition of the STEM+Gender Program during 2024. This program has been an incredible opportunity to inspire students to discover science through practical activities and educational experiences, with a special focus on promoting gender equality in STEM fields.

This year, we worked with students from five schools in Antofagasta: we are excited to see how this initiative continues to grow and transform scientific education in the region!

We know the challenge is great: by 2050, according to UN data, 75% of jobs will be linked to STEM fields. That’s why, alongside Escondida | BHP, we work to prepare students today with the tools and skills they need for that future, connecting them with mining and its productive processes.

This program seeks not only to develop local talent but also to build a more equitable and sustainable mining industry. Through adapted content, Lab4U giva students the opportunity to learn, experiment, and experience science in a practical and hands-on way.

Recently, we celebrated the closure of the 2024 edition with an event full of energy and enthusiasm at one of the schools involved in the program, where we gathered with the educational community, teachers, and participating students. We are proud to say that this year we impacted a community of 2,100 students and successfully trained 8 teachers, who have been key players in this process. Over the past three years, we have introduced innovative methodologies, interactive experiments, and technological tools to the classrooms, transforming the way science is taught and learned in Antofagasta.

At Lab4U, we are convinced that science can change lives. Together, we are revolutionizing scientific education and building an inclusive and sustainable labor future for Antofagasta.

Here’s to an amazing 2025! 🚀

ENAP and Lab4U: Transforming STEM Education in Quintero

ENAP’s and Lab4U’s partnership marks a significant improvement in Quintero’s educational community, enhancing the teaching of STEM disciplines (Science, Technology, Engineering, and Mathematics) in five local schools. Through Lab4U’s innovative platform, students have access to hands-on experimentation in the classroom, developing critical thinking and problem-solving skills: with the Enhancing STEM Education Program with ENAP, we empower students to develop these skills, essential for the future workforce.

Additionally, the Enhancing STEM Education Program with ENAP includes a parental skills component, involving parents and guardians in their children’s STEM learning through specialized workshops. This initiative promotes a supportive environment at home that complements classroom education, empowering families to be active participants in students’ academic development and enhancing their performance.

This collaboration between ENAP and Lab4U aims not only to improve education in Quintero but also to create a lasting social impact by providing young people with 21st-century skills and promoting the socio-economic development of the region.

Transforming the Future of Science in Northern Chile: Lab4U and SQM Lithium

At Lab4U, we are excited to share our partnership with SQM Lithium to take science education to the next level in northern Chile. Together, we reacheda local northern school in Toconao with the goal of sparking interest in STEM disciplines (Science, Technology, Engineering, and Mathematics) and creating new opportunities for students from 7th grade to 12th grade.

With our technology, we transformed their smartphones and tablets into learning tools that make science much more dynamic and accessible. Through classroom experiments, interactive quizzes, and hands-on activities, we help students reinforce their knowledge, develop research skills, and, most importantly, get excited about science.

This program also connects students with the local industry, exploring productive processes related to lithium—something very present in their surroundings. Students not only learn science but also see how it applies to real life. We want them to feel inspired to pursue careers in STEM fields, improve their career opportunities, and at the same time, elevate the local talent to the next level.

We recently celebrated the program’s first year with a very special encounter at school. The Lab4U team gathered with the educational community and SQM Lithium to share the achievements we’ve accomplished: nearly 200 students participated in the program this year, and two science teachers were trained and supported with continuous guidance in their planning and selection of Lab4U experiences. It was a day full of energy, where we showcased the evident positive impact of this initiative. Attendees actively participated, emphasizing their support for educational innovation and this project’s growing potential to continue enriching science education in the region.

At Lab4U, alongside SQM Lithium, we believe in a future where the young people of Toconao discover their potential in science and better opportunities present themselves. Since we know that by 2050 7 out of 10 jobs will be related to STEM fields – according to the UN -, we want to make sure they are more than ready to be part of that future! 🚀

🚀 Exploring the Future of Mining: Lab4U and SQM Transforming STEM Learning to Empower 21st Century Talent 🏭

Lab4U and SQM are developing the third edition of the NorTEduca Program, aiming to offer an innovative educational experience by showcasing SQM’s production processes. This opens the doors to the fascinating world of the mining industry, where science and technology converge.

In the regions of Tarapacá and Antofagasta, students from 7 schools can dive into different mining themes and understand how science, technology, and sustainability come together to tackle the challenges of the sector.

These experiences have been specially designed to provide practical and in-depth learning through experimentation, allowing participants to explore firsthand the various processes and stages of mining. There are 5 branded experiments developed by Lab4U, revealing some of the production processes carried out by SQM to obtain its minerals:

Students can learn how solubility relates to the crystallization process used by SQM for mineral purification.

To analyze the flow rate of extracting a brine pulp using a hydraulic pump.

Allows studying the behavior of fluids at different temperatures, simulating the Solar Evaporation Pools of brines used by SQM to obtain lithium.

Did you know? To produce iodine at SQM, caliche is extracted from the desert, transported, and piled up. Then, these piles are sprayed with water in a process called cold leaching, to extract minerals from the caliche. With this experiment, students will analyze factors that can influence fluid mobility.

Nitrate (NO3-) is one of the main compounds in fertilizers and can be naturally produced by extracting it from caliche and brines in the Atacama Desert. This allows Chile, through the work of SQM, to be a world leader in the production of naturally sourced potassium nitrate with the lowest carbon footprint, chlorine-free, and 100% soluble. This enables a more rational use of water for irrigation, increasing the quality and yield of various crops.

We are proud to continue empowering the motivation and learning of over 3,000 students in northern Chile. STEM talent that will become the minds successfully facing the challenges and opportunities of an increasingly technologized and sustainable industry.

We invite you to discover the NorTEduca experience in the voices of our protagonists. How students and teachers are transforming the way of learning and teaching sciences, becoming young leaders… from Chile to the world!

Lab4U and Educational Foundation El Salvador (FEES) Transform STEM Education in El Salvador Mining Camp

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!

Shaping Future Professionals: Lab4U and Brillas Foundation Transform STEM Education in Colombia

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.

Estudiantado viviendo experiencias STEM de la mano de Fundación Brillas y Lab4U

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.

Empowering STEM Education: Lab4U and Colegio Alberto Blest Gana (ABG) Elevate Science Learning

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.

Study Shows Using Lab4U Can Increase Young Women’s Understanding of Physics

The platform also increased interest in physics for both male and female students

This is a brief summary of a research article published in the “International Journal of Science and Mathematics Education” on October 14, 2021. 

At Lab4U, we’re on a mission to not only change how, but who, is thriving in STEM education. Historically, boys have shown a higher interest and confidence in studying STEM subjects than girls; decades on, this preference affects who enters the workforce most prepared to take on certain jobs and opportunities. As a result, industries like engineering and computer science suffer from an underrepresentation of women in the field.

One way we’re working to change that is to get girls more interested in STEM disciplines at an earlier age—and we’re having a positive effect. In a 2021 study titled “Interest in Physics After Experimental Activities with a Mobile Application: Gender Differences,” researchers observed that, after using Lab4Physics to conduct experiments, both male and female students self-reported a higher interest in physics, plus girls self-reported an increase in their understanding of physics.

The study followed 268 students, 43% male and 57% female, from eight schools across six regions of Chile as they interacted with Lab4Physics, undertook various experiments, and answered multiple choice questions on graph comprehension over the course of seven months. Students also completed both a “pretest” and “posttest,” from which the study’s conclusions were drawn.

The study evaluated three hypotheses: after using Lab4Physics, participants will show an increased interest in physics; the effect of the change will be larger for girls than boys; and participants will show a higher level of understanding graphs.

Ultimately, the first two hypotheses held strong. Testing across seven variables ranging from interest in science classes to enjoyment and understanding of physics, the study observed a significant increase in self-reported interest in physics from both male and female students.

In addition, an increase was observed for girls, but not boys, in understanding physics—revealing that Lab4U’s platform is effective at helping new generations of female students engage with STEM topics.

For more details on this graph, see: https://link.springer.com/article/10.1007/s10763-021-10228-4 

In the end, there was no significant change to graph comprehension, based on the results of the multiple-choice questions. Still, the study concludes that “by being provided with challenging mobile inquiry activities aided by guided instruction, students could increase their interest in the topics covered in these activities. Also, this rise in interest could be more evident in female students.”

This study is just one example of how transformative Lab4U’s platform can be for young people when used in tech-embracing educational settings and complemented with guided instruction. For the full study, visit here.



Women in Aeronautics and Astronautics

The aerospace industry has been predominantly male throughout history, but during the recent decades, more and more women have entered this industry and have made significant contributions at all levels. From design and production, to research, development, piloting and astronautics, women are playing a vital role in creating a more sustainable and advanced future for this area.

It is important to note that although aviation and space exploration have historically been dominated by men, women have been present since the beginning of its history. For example, in 1910, French aviator Raymonde de Laroche became the first woman to earn a pilot’s license. Since then, many women have followed her example and have made important contributions to the aviation industry. Additionally, the growing presence of women in this industry is helping to create a more diverse and inclusive future for this industry, which is beneficial to all.

Although there are still barriers to overcome in terms of gender equality, women are showing that they have a decisive role to play in the exploration of air and space. Below are some of the most significant contributions of women in aviation.

Design and Production

Women have played an important role in the design and production of aircraft. Throughout history, many women have worked in production jobs in aircraft factories, helping to build some of the most iconic aircraft in history, such as the Spitfire aircraft used by the Royal Air Force during World War II. In addition, there are also women who have played key roles in designing new technologies in aeronautics, like Hedy Lamarr, an Austrian actress and scientist, who invented a frequency-hopping technique that helped planes avoid interference from enemy radio signals during World War II.

Investigation and development

Women have also contributed significantly to research and development in the aircraft industry. For example, Katherine Johnson was an African-American mathematician who worked at NASA and helped calculate trajectories for the agency’s space travel in the 1960s. There are also many women who work in research and development of new aviation technologies, such as electric planes and drones. In addition, women bring a unique perspective to research and development, which helps improve diversity of thought in the industry.

Piloting And Astronauts

Although women have faced barriers to becoming pilots and astronauts, many have overcome these obstacles and have made significant contributions in these areas. For example, Amelia Earhart was the first woman to fly solo across the Atlantic Ocean in 1932, and Sally Ride was the first American woman in space in 1983.

Sally Ride was known to be a private person and did not publicly discuss her personal life during her lifetime. However, after her death, it was revealed that she was a lesbian and had been in a long-term relationship with her partner, Tam O’Shaughnessy, for 27 years.

Although Ride did not speak publicly about her sexual orientation, she was a strong advocate for diversity and inclusion, and her legacy has been embraced by the LGBTQ+ community. In particular, her pioneering achievements as a woman and as an astronaut have been celebrated as an inspiration to all those who face barriers in pursuing their dreams.

Today, there are many female pilots and astronauts who are leading the way in the aviation and space industry. Additionally, female pilots have a lower accident rate than male pilots, showing that women can be just as competent in this area.

Leadership And Empowerment

In addition to the individual contributions of women in the fields of aeronautics and astronautics, there is also a growing number of women leaders and entrepreneurs in the industry. These women are leading aeronautics and space companies, and are working to create a more diverse and inclusive future for the industry as a whole. Additionally, they are working to inspire the next generation of women in aerospace by proving that anyone, regardless of their gender, can succeed in this industry.

Food for thought:

1. Thinking of Sally Ride, do you think that today it is possible for women to reconcile their professional achievements with their private lives?

2. Why do you think it is important to promote the participation of women in Science and Technology?

3. How could the participation of women in the field of aeronautics and astronautics be promoted?

References:

• National Air and Space Museum. (2020). Women in Aviation and Space History. Retrieved from https://airandspace.si.edu/topics/women-in-aviation-and-space-history

• NASA. (2020). Women at NASA. Retrieved from https://www.nasa.gov/topics/women/index.html

Welcome to the Lab4U Community!

If you are reading this, you are probably a new Lab4U user. Welcome! We want to thank you for joining our science learning platform. We love seeing more people interested in exploring and experimenting with the world around us.

 At Lab4U, we believe that science is an incredibly powerful tool to help us understand and solve the challenges of the modern world. That’s why we created a platform that allows anyone to learn science from anywhere at any time. We have designed a variety of digital resources that allow you to carry out experiments and lab activities in an easy and accessible way, using mobile devices such as smartphones and tablets.

 

A Laboratory in your Pocket

Can you imagine being able to carry out a chemistry, physics or biology experiment from your home without the need for an expensive Lab? With Lab4U, it is possible. We turn the sensors that are integrated into your mobile device into tools that allow you to experience and obtain information from the world around you in real time. On our platforms you will find a diversity of content to explore all the possibilities that STEM Education offers you. There are no limits to what you can learn and discover!

 
 

Lab4U Portal

If you are a teacher, you can find all our content designed by experts in Science Education using the principles of Inquiry-Based Science Teaching on the Lab4U Portal. Access with the same credentials with which you access the Lab4U App or directly from the application.

 

A comprehensive solution

But Lab4U is not just a science learning platform. It is a community of people who are passionate about science and learning. We also work on projects that focus on gender, sustainable development goals, industries, and other fields to revolutionize STEM education. We’re always looking for new ways to innovate and improve our platform, and we’re proud to be at the forefront of the science education revolution. 

We hope you enjoy the Lab4U experience!

7 Women who inspire us

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!

Lab4U on the World Stage: Recapping the 2023 World Economic Forum’s Annual Meeting in Davos

Lab4U was proud to be part of discussions on the future of education and work at the World Economic Forum in January. Represented by Lab4U’s CEO, Komal Dadlani, the company served as an exemplar for the importance of skill- and STEM-based education, how to rethink access to technology in the classroom, and what it means to build an EdTech start-up in Latin America and with a female CEO.

As a 2022 Young Global Leader—a designation given by the WEF to identify exceptional individuals with the vision and drive to change the world—Dadlani was invited to Davos to represent not only her company, but also her country. Out of the 2,700-plus guests from over 100 countries, she was the only female entrepreneur from Chile to attend.

At the forum, Dadlani participated in multiple panels rethinking global approaches to education and employment. One highlight included attending “Skills First: Unlocking Employment for All,” where CEO of Code.org Hadi Partovi spoke about broadening the global talent pipeline by prioritizing skills development over school brands. This perspective mirrors WEF’s Education 4.0 framework for advancing education reform worldwide and resonates deeply with Lab4U’s mission.

Dadlani then presented at a private panel of multiple international leaders, including Guillermo Lasso, president of Ecuador; Raquel Peña Rodríguez de Antuña, vice president of the Dominican Republic; Ilan Goldfain, president of the InterAmerican Bank; Jose Manuel Salazar, executive secretary of the United Nations; Brazil Luna de Souza, executive director of the Institute of Identities; and moderator Andrés Velasco, Dean of the London School of Economics and former minister in Chile; among others. As the conversation’s theme was sustainability in Latin America, Dadlani spoke about Lab4U’s work in the communities along with partners such as BHP, SQM and PADF, and about the importance of investing in STEM education for growing GDP and progressing as a region. And, given her unique position, she pushed the panel by sharing that only 3% of this kind of investment goes to female founders—a poor figure that must be addressed for better equity and inclusion.

After an exciting week engaging with powerful thinkers and expanding Lab4U’s network, Dadlani had three main takeaways: that too many people feel students aren’t properly trained to thrive in tomorrow’s workforce, that schools, particularly in Latin America, need to include computer science and digital skills as part of their core curriculum, and that all education needs to embrace the tenets of creativity, collaboration, and citizenship for perennial impact.

These are exactly the challenges Lab4U solves for, as its phone-based platform increases STEM access and strengthens creative, collaborative, and skills-based learning.

For her part, Dadlani found the entire experience enriching and hopes to return again next year. “It was a privilege to represent Chile, Lab4U, and Lab4U’s clients and to tell the world how together we are transforming STEM education and empowering the future workforce.”

From Mexico to space! The aerospace project that Boeing and PADF promoted together with Lab4U

The STEM Americas program supported more than 200 students from Querétaro, Mexico and involved work with 3 teachers who, during the second semester, developed a scientific project with an aerospace focus

More than 200 students from Querétaro, Mexico, from the CBTIS-118 and Conalep Aeronautic campuses, participated in a new version of the STEM Americas program, developed by Lab4U and supported by The Boeing Company and The Pan American Development Foundation (PADF), who conducted various experimentation sessions in their classrooms thanks to the access offered by the program to the Lab4U applications, the educational material focused on inquiry, and the training and constant support that the teachers received for the development of their science subjects.

The STEM Americas program supported more than 200 students from Querétaro, Mexico and involved work with 3 teachers who, during the second semester, developed a scientific project with an aerospace focus

“We are happy and very proud to have once again carried out the STEM Americas program in alliance with PADF and to receive the support of Boeing to promote and motivate the approach of Mexican students to science. STEM education is essential to train the talent that the 21st century requires, and being able to carry out a program with an aerospace focus helps encourage young people to see an opportunity for professional development in this industry”, Komal Dadlani, Co-founder and CEO at Lab4U.

The STEM Americas program supported more than 200 students from Querétaro, Mexico and involved work with 3 teachers who, during the second semester, developed a scientific project with an aerospace focus

The STEM Americas program focused on the development of experiments in the subject of physics, with unlimited access to the tools and pedagogical material in the Lab4Physics app, which are aligned with the curricula of both educational institutions. Thus, the teachers were able to carry out experimentation sessions to address concepts such as acceleration and velocity, promoting deep, practical and meaningful learning in the student body and thus encourage their approach to science and technology.

In addition to classroom work and teacher development support, the educational communities of CBTIS-118 and Conalep Aeronautic participated on November 10th  in a Science Fair in the city of Querétaro, where students presented more than 50 scientific projects with an aerospace focus, seeking to solve problems in their environment by applying the STEM methodology and the tools and experiments offered by Lab4U.In preparation for the fair, both schools also participated in two days of training bootcamps where these scientific projects originated and they worked on the project presentation methodology, known as “elevator pitch”.

The STEM Americas program supported more than 200 students from Querétaro, Mexico and involved work with 3 teachers who, during the second semester, developed a scientific project with an aerospace focus

And since we know that the next Einstein and/or Marie Curie may be in Mexico… We are happy to announce the continuity of this project in its 2023 version to continue supporting the scientific development of your students!

Training the professionals of the 21st century in Colombia together with Brillas Foundation

Through the Experiment at School Program, the Brillas Foundation together with Lab4U gave access to quality STEM Education to more than 300 students from two establishments in the communities of Villavicencio and Pachaquiaro.

Committed to the training of future professionals, Brillas Foundation, in alliance with Lab4U, works to offer more and better access to scientific education for students from the INEM Luis Lopez de Mesa schools in Villavicencio and the Santa Teresa de Pachaquiaro Educational Institution, in Colombia, through of the Experiment at School  program, which benefits more than 300 students and 4 teachers, with the possibility of accessing the tools and applications of Lab4Physics , Lab4Chemistry and Lab4Biology .

Through the Experiment at School Program, the Brillas Foundation together with Lab4U gave access to quality STEM Education to more than 300 students from two establishments in the communities of Villavicencio and Pachaquiaro.

In this way, both educational communities will be able to promote experimentation by applying the inquiry methodology in the classroom through the participation of their teachers, who will be able to promote the interest and motivation of children and young people to study STEM careers, contributing today to the development of the skills that the 21st century requires, while training Change Agents who will join the work force, having access to more and better job opportunities in the future.

Through the Experiment at School Program, the Brillas Foundation together with Lab4U gave access to quality STEM Education to more than 300 students from two establishments in the communities of Villavicencio and Pachaquiaro.

“For the Brillas Foundation, it has been very satisfying to work with the Lab4U team and launch an innovative proposal in Colombia for the teaching of science in secondary education. We frequently see how students move away from the scientific field for lack of motivation, significant learning or self-confidence. It is inspiring to recognize in the Lab4U proposal a practical and scalable tool, which awakens knowledge but above all the motivation and expectations of young people who are defining their life trajectories and who can find in STEM education an opportunity to shine in society”, says Lina Sanchez, Director at Brillas Foundation.

During the implementation of the program, the students participate in various experimentation sessions in the classroom, to develop skills and scientific research processes, and knowledge around the great ideas of science.

Through the Experiment at School Program, the Brillas Foundation together with Lab4U gave access to quality STEM Education to more than 300 students from two establishments in the communities of Villavicencio and Pachaquiaro.
Through the Experiment at School Program, the Brillas Foundation together with Lab4U gave access to quality STEM Education to more than 300 students from two establishments in the communities of Villavicencio and Pachaquiaro.o

For their part, the participating faculty access continuous support from the Lab4U team, with technical-pedagogical support, training, monitoring, accompaniment and progress reports that allow them to know the progress made by their students.For the CEO and Co-founder at Lab4U, Komal Dadlani, the “Experiment at  School” Project means a tremendous opportunity to generate, for the first time, an impact and a change in education in Colombia. She assures “we hope that young people that experiment with the Lab4U apps are inspired and, in the future, may want to follow careers related to science and technology, since we know that by 2050, 75% of jobs will be related to STEM areas. That is why we are today training the professionals who will solve the great challenges of humanity”.

Through the Experiment at School Program, the Brillas Foundation together with Lab4U gave access to quality STEM Education to more than 300 students from two establishments in the communities of Villavicencio and Pachaquiaro.

If you want to generate an impact in your community through STEM, write to us!

Lab4U, Ashoka and Olivo Foundation transform our young people into Agents of Change through the development of STEM Skills

Three important entities come together to raise awareness and demonstrate that we can all positively impact our community and consequently achieve unexpected goals. The program seeks to give greater access to science and contribute to the development of STEM skills and Agency of Change in school communities.

A Lab4U we allied with the Young Agents of Change Network Ashoka Chile, and together led by Olivo Foundation , this 2022 we developed a new version of the Scientific Education for Change Program, which seeks to give access to science and contribute to the development of STEM and Change Agency skills to students and teachers from seven establishments: Escuela Cabreria G-709, Purísima Concepción School in Pocillas, Pasión de Jesus Bicentennial School in Limache, Santa María de Quilicura Polivalente School, Padre José Kentenich School in Puente Alto, Integral Arturo Prat School in Talagante, and Quellón School in Chiloé.

Impacting more than 1,500 students +20 teachers, the program seeks to motivate students to become “Changemakers”, co-leaders in Chile and worldwide, and thus to impact locally and on a large scale with two main objectives: to guarantee that they recognize their power to change for everyone’s good and to strengthen their own skills for change.

Lab4U, Ashoka and Olivo Foundation transform our young people into Agents of Change through the development of STEM Skills

For which, through Lab4U and our educational and experimental proposal, we promote access to science, which becomes a fundamental engine to encourage young people on this path, putting technology at the service of STEM education, with a strong strategy of teaching accompaniment, promoting scientific inquiry.

We share the transforming look that young people can contribute, not only as recipients of the message but as the motor of social change, with the Ashoka International Foundation, which brings together and cultivates a community of leaders who recognize that in today’s world it is necessary for all of us to be change agents.

“This has to do with understanding science, living science, sharing science to use it for a common good. We at ASHOKA push the vision that everything is used for the greater good to create a positive impact in their communities and this has been a precious experience of making science available for a common good with children who have participated from all parts of Chile. ” , Valentina Valech, Director at ASHOKA Chile Foundation.

Thus, on October 20th of this year we brought together representatives of the schools participating in the project at the Mirador Interactive Museum, MIM, bringing together students and teachers, to connect and present the Social Impact projects that these institutions developed during the year and that they sought to solve local problems.

Lab4U, Ashoka and Olivo Foundation transform our young people into Agents of Change through the development of STEM Skills
Lab4U, Ashoka and Olivo Foundation transform our young people into Agents of Change through the development of STEM Skills

“We have taken this model to different schools along the country and now we invite them to continue experimenting and putting it into practice in a place that is an icon in terms of bringing science closer to citizens, such as the MIM. We believe that it was a nice activity that strongly impacted and motivated the participants”, Komal Dadlani.

Entel once again promotes the development of science and technology learning with the ExperimEntel Program

The program supports and encourages the learning of STEM skills for young people belonging to two schools of the Belén Educa Foundation, bringing science closer through experimentation in the classroom.

Almost 200 students from the San Francisco de Asís School in Santiago and the Juan Luis Undurraga Aninat School in Quilicura, belonging to the network of the Belén Educa Foundation , participated in the second version of the ExperimEntel Program receiving support, access to premium licenses from Lab4U, guidance in didactic and inquiry methodologies to encourage experimentation in the classroom. Addressing contents of the physics subject, the students of the first and second secondary courses were able to learn and deepen the contents related to optics, waves and energy, among others, through various experiments developed byLab4Physics , being able to internalize concepts in a practical way, living the experience of having a laboratory on their cell phones and tablets.

In this 2022 version, Entel reaffirms its commitment to scientific education by continuing a program that seeks to generate social impact through access to experiential learning, providing tools not only to students, but also to teachers who have received constant support and accompaniment during the year for the implementation of their science classes and thus promoting the development of STEM skills and scientific literacy in their educational community.

“At Entel we are super committed to STEM education, which is why we are promoting different initiatives and one of those is Lab4U, and the idea is to be able to promote digitization and education through experiences like these”, Javiera López, Sustainability Analyst and Environment, Entel.

“We celebrate these types of alliances. We celebrate the existence of these applications that allow our students with such simple tools to be able to develop, create and experiment with new technologies”, Pilar Reyes, Head of Institutional Relations, Belén Educa Foundation

On November 21st, we celebrated the closing of the 2022 program at Colegio San Francisco de Asís, with the participation of representatives from Entel and Belén Educa Foundation, in a ceremony that brought together more than 80 students who participated in a motivational talk by Komal Dadlani, co-founder and CEO at Lab4U. Afterwards, they held an experimentation session with the mathematics and physics teacher who led the project inside the establishment, Katherine Sandoval.The optics, Rays and Reflections experiment developed by the students in the 9th grade consisted in the use of the Graph tool, to determine the relationship between the incident and reflected angle of a beam of light, who through the use of a laser and a flat mirror were able to observe the relationship that exists between the incident and reflected rays, and thus reach the conclusion that the angles they form are congruent (of equal measure) with respect to the normal.

Entel potencia nuevamente el desarrollo del aprendizaje de las ciencias y la tecnología con el Programa ExperimEntel

9th grade students from Colegio San Francisco de Asís carrying out the “Rays and Reflections” experiment, which allows them to determine the relationship between the incident and reflected angle of a beam of light.Meanwhile, the students in the 10th Grade carried out the experiment Bouncing the Ball, which would allow them to understand the behavior of kinetic energy, gravitational potential energy and its relationship with mechanical energy in the case of a ball that falls freely and bounces. Thus, through this experience and the use of their cell phone cameras, the students were able to calculate the kinetic, potential and mechanical energy of a ball when it is bouncing, to conclude that its mechanical energy decreases over time and dissipates due to friction with the air, contact with the ground and the noise it generates when bouncing.

Estudiante experimentando en clase con App Lab4U gracias a Entel con el programa Experimentel

10th Grade students at San Francisco de Asís School carrying out the experiment “Bouncing the Ball”, to understand the behavior of kinetic energy, gravitational potential energy, and its relationship with mechanical energy in the case of a ball that falls freely and bounces.

“What we are doing in this ExperimEntel project, together with the Belén Educa Foundation and Entel to promote the Entel education, is to be able to bring experimentation to the classroom and thus, students will have a pocket laboratory to learn science in a different way”, Komal Dadlani, Co-founder and CEO of Lab4U.

We invite you to watch the video of the closing event of the ExperimEntel program and be inspired by the experience lived by more than 80 students who today have more tools to approach science and thus become the talent that the 21st century and digital transformation require.

SQM, Lab4U and Fundación VOA to offer solutions that inspire students, support teachers and transform educational communities with the NorTEduca Program.

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.

SQM, Lab4U and Fundación VOA to offer solutions that inspire students, support teachers and transform educational communities with the NorTEduca Program.

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.

SQM, Lab4U and Fundación VOA to offer solutions that inspire students, support teachers and transform educational communities with the NorTEduca Program.

“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.

SQM, Lab4U and Fundación VOA to offer solutions that inspire students, support teachers and transform educational communities with the NorTEduca Program.

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.

STEM+Gender Program in partnership with Escondida| BHP promotes scientific education in girls and teenagers.

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.

STEM y equidad de género
STEM y equidad de género

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.

STEM y equidad de género
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.

STEM y equidad de género
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]

Boeing and The Pan American Development Fund Back Kids’ STEM Education with Lab4U Partnership

Lab4U could not be more excited to announce a new partnership with The Boeing Company and The Pan American Development Foundation (PADF) in support of science teachers and students in Querétaro, Mexico. Together, the companies will be providing free lab technology, materials, and support across three schools for the 2021-2022 school year.

“STEM education is critical for equipping students with the skills they need to thrive in the 21st century (…) However, in Latin America, up to 88% of schools don’t have science labs, and in those that do, much of the equipment is out of date. It puts those students at a disadvantage from an early age and leaves them uninspired.”

Komal Dadlani, CEO of Lab4U.

Dadlani co-founded Lab4U to help close that gap. The socially-conscious company increases access to quality science education by developing affordable new technologies and teaching methodologies that students can access from anywhere, thanks to their smartphones. Using Lab4U’s app and accessories, a cell phone becomes a pocket laboratory, allowing kids to complete a wide range of science labs in real time.

Lab4U and PADF teachers experimenting with Lab4Chemistry

The Boeing-Lab4U-PADF alliance will provide three Querétaro-based schools with unlimited access to Lab4U’s chemistry and physics applications, plus additional materials, training, and monitoring for science teachers and students in Upper Secondary Education. All tools will support CONALEP and COBAQ curricula; most importantly, they will promote meaningful learning and an increased interest in STEM subjects.

The effort comes at a particularly important time as schools navigate the ongoing shift between in-class and remote learning. Thanks to their portability, Lab4U’s phone-based products allow teachers to create an effective learning experience for their students both in school and at home. As a result, teachers can leverage real-world experiments to help their students to better understand their environment during this particularly challenging time.

Boeing chose Querétaro for the project’s launch, because the state is one of its largest producers of aircraft parts.

“STEM education prepares students to face the challenges of the future. At PADF Mexico, we are very happy to have the STEM Americas program in Querétaro, as it will help stimulate curiosity and an interest in scientific knowledge for the good of our country. Future graduates of the program will enjoy better work opportunities, and it’s an opportunity, also, for Mexico to promote workforce training that engages people with the economy and is rooted in human development and dignity.”

Valeria Uribe, Director of PADF Mexico.

To bolster these skills, Lab4U will be partnering with Boeing to design aerospace-related experiments to inspire students to pursue STEM-related careers. At Lab4U we are happy to join forces with an organization that cares about Education and has been working on it for a long time. For more information on other Education related topics from Boeing, check out the following link: Boeing Educational Resources. 

This year with PADF and Boeing, Lab4U is working in the Querétaro-area schools which are currently invited to apply for the STEM program; three teachers will be chosen to receive the program that includes Lab4U’s implementation and support. The project is also a part of the STEM Americas program, which encourages math and science education across Latin America through strategic partnerships between schools and the private sector. For more information on Boeing’s growth in Mexico, visit here. For more information on PADF, visit here. For more information on Lab4U’s novel approach to science education, visit lab4u.co.

Lab4Chemistry’s brand new category 😱 Chemical Reactions!

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!

References

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.

Lab4U Talks Episode 6: Inspiring Students to Solve Real-World Problems with Martha Styer

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).

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:

Want to make a change in education too? Write us [email protected]

Lab4U Talks Episode 5: Education Technology for the Future of the Workforce

In the previous episode, we talked about how to catalyze STEM education for the next generation of scientists and problem solvers.

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 breakdancerThe 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.

Meet Lab4Chemistry’s new tool: The color Inspector

Our perception of the world depends on what our senses can capture: shapes, textures, sounds, aromas, flavors, and … colors! Colors are perceived by the retina, a sector of the eyeball with the presence of two types of photosensitive cells. Rods are capable of perceiving silhouettes, shapes, and shadows, while cones are responsible for color vision, perceiving wavelengths of greens, reds, and blues. But what are wavelengths?

When electrons jump from a high-energy level to a low-energy level within atoms, the photons released travel at almost 300,000 km/s. Each of these photons generates an electromagnetic field through which waves of different lengths travel. Some of these waves are even smaller than an atom, such as ultraviolet radiation, and others up to kilometers in length, such as radio waves. Our eye is capable of perceiving a single section of this electromagnetic spectrum between the wavelengths of violet and those corresponding to red.

Thus, white light is considered a mixture of all the colors or wavelengths of the visible spectrum. When light falls on the surface of an object, this object is able to absorb or reflect some or all of its lengths. If all the lengths are absorbed, a black object will be observed, while if all are reflected it will appear white. Therefore, if we see an object of green color, it means that it is absorbing all the lengths, except the green one, which is being reflected. This wave reaches our retina and is captured by the green cone, which transforms this energy into a nerve impulse that travels to our brain and is interpreted in the cortex of the occipital lobe.

Why don’t we see all the objects of the same color?

As mentioned above, the color we perceive depends on the wavelength that we receive on our retina. However, this depends on the chromophores present in an object. Chromophores are sectors of a molecule that are sensitive to light and therefore responsible for its color. They can also be defined as a substance that has electrons capable of absorbing energy and becoming excited at different wavelengths. In biochemistry, it is recognized that the basic structure of a chromophore is a pyrrole group which can be presented as open-chain non-metallic pyrroles (such as carotenoids and anthocyanins) or ring pyrroles (porphyrin) with a metal ion in between, such as hemoglobin (with an iron cation) or chlorophyll (with a magnesium cation).

Due to the presence of chromophores in pigments, these are normally used as indicators in different types of reactions. Being sensitive to changes in the environment, such as pH, it is possible to alter the composition of these pyrroles, modifying the color they reflect. Likewise, if they gain or lose electrons (they are reduced or oxidized), a change in their coloration can also be observed, therefore, a color change in the substance will be observed.

Another mechanism for the production of colors in chemistry has to do with the incineration of metals. Each metal has a range of photon emission when its electrons are excited. This idea is used as a basis for the production of fireworks, which are synthesized systems made out of gunpowder and some salt. When the gunpowder explodes, the electrons in the metal of the salt are excited and release photons of a characteristic color, creating beautiful spectacles in the sky.

How does the study of colors affect the teaching of Chemistry?

Theoretically, there are countless chemical reactions and processes that occur on a daily basis, however, many of them require a significant level of abstraction. Johnstone (1991) states that chemical knowledge must be represented at three levels: macroscopic, microscopic, and symbolic. If we think of the states of aggregation of water, at the macroscopic level we think of ice, liquid water, and steam. At the molecular (microscopic) level, we can think about the degree of movement that the water molecules have and the intermolecular interactions that occur among them in the different states, while if we think at the symbolic level we can situate ourselves in the representation by means of an equation of the change from solid to liquid water and from this to gaseous, considering its enthalpy values.

Unfortunately, research in science didactics has shown that the teaching of chemistry has focused on the understanding of the symbolic level, which does not make sense without the representation of the previous levels.

One way to solve this situation is to intend the teaching of chemistry in the observation and description of macroscopic phenomena in order to find their microscopic meaning later, and their symbolic representation. From this point of view, analyzing the color change in a reaction could be a good approach.

Due to all the above, as a company, we have designed the Color Inspector, by Lab4Chemistry, a tool that can detect changes in the color of one or more substances and its intensity over time. Data collection begins with the selection of the number of samples and the time interval in which you want to capture a photograph. Subsequently, the capture of a sequence of photographs takes place over a period of time and, finally, the processing of the captured images. These results are graphed and presented in a data chart that you can export to a file.

With this tool you will have the possibility of proposing microscopic explanations of macroscopic phenomena, considering changes and intermediate states that can be difficult to perceive using only our eye. Likewise, you will be able to modify physicochemical variables capable of altering the course of a reaction, its speed, or equilibrium, measuring several systems simultaneously allowing them to be compared. Immerse yourself with us in the fascinating world of chemical reactions, kinetics, chemical balance and many other topics that you can delve into.

Science education within your hands

SARS-CoV-2 or coronavirus, has been the biggest pandemic in the last 100 years. This has caused great changes in the daily life of people, generating new barriers in the educational field. 

The change in conditions caused by the pandemic has generated the need to stay connected to carry out day-to-day activities. Although this situation is complex, we believe that it is time to consider the impact of science education in these times.

In Lab4U, we are concerned about the access to quality science education for all, supporting teachers and professors who teach science classes to generate meaningful reflection and learning during this contingency.

In this effort, we have implemented Lab4U’s offline mode. This will allow teachers and students to have a pocket lab anywhere and experiment even without an internet connection. These experiments can be downloaded when you have connectivity, being able to access them and use our tools without restrictions, thus providing greater learning opportunities. Try it anytime, anywhere.

If you are a science teacher and you are preparing material to work with your students remotely or improve your methodologies to go back to class. Let us know how we can help you. Our email is [email protected]

Learning science by experimenting from home is becoming more accessible! Don’t let the this pandemic be an obstacle for the next Einstein or Marie Curie.

© Lab4U

Lab4U’s 2020 Impact and more to come in 2021

An unforgettable year in many ways, these unprecedented times have united us as never before, science education has never been more important and our impact is changing paradigms. 

Despite having faced a strange and difficult year, we are proud to share with our community all the good things that have happened at Lab4U.

These are the most outstanding events that we can highlight of 2020: 

Lab4U’s Impact: A year in review 

We are very happy and satisfied with what has been accomplished this year, and we want to share some milestones that have given us conviction to continue working for science education with teachers and students.

We have impacted 13K new students and 4K new teachers during this year, taking science education to places where not much is known about it and empowering teachers and students to enhance their knowledge, tools and skills.

Our community has initiated more than 70,000 new experiments throughout 2020, demonstrating that it is increasingly possible to bring the joy of experimentation and discovery while learning science during a pandemic in a remote environment. 

70K NEW EXPERIMENTS INITIATED DURING 2020 

We are proud to share that we have had more than 20 webinars with 1600 educators: that’s more than 30 hours of sharing!  Thanks for the NPs 94, we continue to work to improve our content and experiences. Thank you for that love and for listening to us as part of your routines in this difficult moment in history. We want to bring science education closer to you!

Relive our main public webinars on YouTube

We have brought you 10 new episodes of Lab4U Talks, generating important conversations about how to face science education in the present moment. Our episodes of Lab4U Talks have been played a total of 1011 times between the English and Spanish podcasts during the year. Relive our best conversations at https://lab4u.co/en/blog/.

We are grateful to our CSR (Corporate Social Responsibility) partners such as CEMEX and the US Embassy in Mexico for sponsoring a  project to impact the future of the workforce in STEM education in Mexico. That means having 40 teachers and 5K students in 5 states of that country. We are very grateful to our partners  for empowering the next generation of STEM professionals, because we know that empowering this type of education is the only tool to change the way science is taught around the world.

Never stopped growing our product 

Growing up in times of crisis, that’s what this summary should be called. Someday, we had to experience that at Lab4U. We grew in content, product, we expanded our audience and we are happy to share with you some of the new experimental tools and new products launched and to be launched… 

This year we have developed more than 25 new experiments between Lab4Physics, Lab4Chemistry, Lab4Brains and Lab4Biology, being the most visited experiments of the year: Moonwalk, Accelerated Learning with Newton and Pirate Ship!

Our good old friend Lab4Physics grew in audience and experiments. Plus we could add a new category of experiment! This year allowed us to continue exploring new tools and possibilities to show students science. Among those tools we have today Lab4Brains, a new collaborative project between Braintoys and Lab4U that becomes the tangible demonstration of the importance of developing skills in these times.

 * Only available in Chile (Mexico and US coming soon)

Lab4Chemistry has new experiments and Marie Curie is happy!

With our patented technology, students can discover colorimetry in exciting new ways using their own mobile devices. Lab4Chemistry uses the power of a smartphone or tablet’s camera to determine color and concentration of chemical solutions. 

Only in Chemistry we have introduced 11 new experiments in 3 categories: Chemical reactions, acid-base and chemical kinetics, besides presenting a new tool: Color Inspector. Thank you CORFO for being a step towards our growth. In 2019 we had 8 experiments and 2 categories. This year we have more than 20 experiments in 5 categories! Marie Curie is happy! 

Because we want teachers to continue learning and developing skills to bring inquiry science education knowledge to thousands more students during 2021, we invite you to review our newly designed Teacher’s Portal with more content and tools. 

And last but not the least … Drumrolls …

By march 2021, Lab4Biology will allow students to explore microscopy using only their smartphone camera with our new tool: Analyscope.

Recognitions & Lab4U in the media 

HundrED to ED Tech Solutions 2020-2021

This year we feel honored to have been awarded with the recognition HundrED to ED Tech Solutions, an award (2020-2021) that congratulated Lab4U because it turns smartphones into pocket labs and empowers educators to teach inspiring science classes based on inquiry and exploration. 

MIT Solve TPrize With great recognition we also took the MIT Solve Tprize, who noted that: “Lab4U is democratizing access to a quality science education in Latin America. By leveraging smartphone technology that millions of students around the world have in their pocket, Lab4U is giving millions of students around the world access to a hands-on science education. Lab4U supports science educators with tools and methodologies to put their students at the center of the learning process”. Thanks!!

LATAM EdTech 100 HolonIQ’s

We also want to share our joy for being considered as part of LATAM EdTech 100 HolonIQ’s annual list of the most innovative EdTech startups across Latin America.

World Economic Forum 

Our CEO and Co-founder was invited to write an  article for  the World Economic Forum, as a part of the Young Global Leaders Annual Summit, where she pointed out that science, technology, engineering and maths (STEM) are crucial to our future.

Our Community and its impact 

ScienceTHON

A big milestone that brings us closer to working with school communities, was that for the first time, students and teachers from all over Latin America gathered in a virtual science hackathon with Lab4U and Colegio Altamira to solve the world’s biggest challenges through science and

technology using an SDG framework. Without a doubt, a great advance in the democratization of science!

World Education Week 

Last November, our CEO and co-founder, Komal Dadlani, participated in the completion of the Science and Technology Week of Alberto Blest Gana School, where she shared with teachers and students, supporting this initiative that is a joint work of this educational institution with instance that help them to promote their technological area, which welcomes students in search of their tools and skills in this area. 

Lab4U 2020 Award

We at Lab4U would like to congratulate Ms. Martha Styer for her exemplary work this year with her students and for her impact on physical education at Cristo Rey High School in Sacramento, California. 

At Lab4U we work with science teachers and educators from across the country and around the world who inspire us as they provide  their students tools to love science and practice it interactively, thus improving learning outcomes. Ms. Styer has gone above and beyond with her and her goals! 

At Lab4U we are extremely grateful to our community of educators, clients, advisors, investors and partners for making the democratization of science education possible for a better world. 

Thank you 2020 for teaching us so much, we look forward to making a bigger difference during 2021 and beyond.

5 Women in Science, you need to know about

Recently, we celebrated the International Day of Women and Girls in Science, so we thought it was the perfect occasion to remind you about the groundbreaking achievements of 5 Women in science throughout history.

The world is still full of amazing female scientists, which would make it impossible for us to mention them all.

However, we still wanted to introduce at least 5 of them who changed the course of history, and we’re inviting you to comment right below this post to let us know which one is your favorite!

1. Marie Curie

Marie-Curie
Marie Curie

Is considered to this day, to be the Mother of Modern Physics. In 1898, together with her husband Pierre, she discovered the elements of polonium and radio for which she received a first Nobel Prize in Physics in 1903.

Later on, in 1911, she also received a Nobel Prize in Chemistry making her the first person in history to win two Nobel prizes in different categories.

A beautiful quote from Madame Curie:

“In life there are no things to fear, there are only things to understand.”

Her Influence Today

In 2018, Google announced that it will expand its global network with new submarine cables in Chile, Denmark and Hong Kong, and to honor one of the greatest scientific influences the world has known, the cable connecting Chile to Los Angeles will be named “Curie”.

Google hopes that once deployed, Curie will become the largest single data pipeline in Chile, and will serve Google users and customers from all Latin American countries.

2. Jane Goodall

Jane-Goodall

Was a Scientist and English activist who spent six decades studying chimpanzees. Throughout her whole life she wrote innumerable publications and books containing all the discoveries and great scientific advances she made.

Her observations covered a wide range of topics, going from relationships between chimpanzees, to their feeding habits, to even the kind of tools they would use in their daily lives.

Goodall received several honours and awards for her research work and activism in favor of animals. In 2002, she was named Messenger of Peace for the United Nations.

Our favorite quote from her:

“There are still many things in the world that are worth fighting for. “

3. María Teresa Ruíz

Maria-Teresa-Ruiz

Is a Chilean astronomer and the first woman to successfully study astronomy at the University of Chile before entering Princeton University to complete a masters in astrophysics.

In 1997, Professor María Teresa Ruíz discovered an unusual celestial body, the first free-floating brown dwarf. Which is thought of as being a failed star or expanded planet.

For this discovery, she became the first woman to receive Chile’s National Science Award.

At last, in 2017, Prof. María Teresa Ruíz also won the L’Oréal Prize for Women in Science for her outstanding contributions and discovery.

4. Françoise Barré-Sinoussi

Francoise-Barre-Sinoussi

Is a French virologist. In 2008, together with Luc Montagnier, she was awarded the Nobel Prize of Medicine for the discovery of the human immunodeficiency virus (HIV).

She is an active member of different science organizations, such as the Pasteur Institute or the National Agency for AIDS Research. She has been fighting against AIDS and collaborating for more than 30 years with multiple countries in Asia and Africa in the prevention, treatment and care of AIDS.

Our favourite citation from Barré-Sinoussi:

“If you want to reach your expectations, you must set high goals, it is the best way to make progress”

5. Katherine Johnson

Katherine-Johnson

She was an African-american mathematician pioneer in space science and computing. Indeed, Johnson calculated the trajectory for Alan Shepard, the first American in space. And was also in charge of assessing the calculations of the mission that sent the first American to orbit the Earth.

Her calculations played a big part in the success of the famous Apollo Moon landing program and the start of the Space Shuttle program, as much as in the United States’ first steps into space (Wikipedia, Katherine Johnson). In 2015, Johnson was awarded the Presidential Medal of Freedom.

In 2016, the three-times Oscar nominee movie Hidden Figures honored her story and her accomplishments internationally, which happened while racial segregation was still very present in the United States.

An anecdote about K. Johnson:

“Her work was so accurate that when NASA switched to using computers. They would call on her to check the computer’s calculations for errors.”

We believe the next Marie Curie or María Teresa Ruíz can be anywhere in the world.

We need your help to inspire girls around the world to become the next generation of Women in Science.

To know more about how few women in science there are today then check out our previous blog.

Want to be inspired by some great videos created by TED-ed Women In STEM? Then check them out here

If you’re interested in making a difference for girls in science education, check out Lab4U’s solutions on our website.

9 Reasons Why you should implement Inquiry-Based learning in your classroom

Why is Lab4U Inquiry-Based Methodology essential for teaching science to the next generation?

There’s a lot of talk about the importance of inquiry-based learning.

Yet in spite of all the hype, there’s often a lack of clarity around what, specifically, inquiry-based learning is.

While there’s no one correct, all-encompassing definition, in general inquiry-based learning refers to a set of active approaches that encourage students to engage with new ideas through curiosity and exploration.

As protagonists of their own learning process, students develop new knowledge and skills while charting their own course. And therefore, develop longer-lasting competencies and key soft skills in the process.

Designing inquiry-based learning experiences for your students isn’t easy, but it’s worth it.

At Lab4U, we’re committed to ensuring that all students, have the opportunity to learn science through inquiry.

Why? Because it improves student outcomes in the short-term, and helps them prepare for happy, healthy, and productive lives in the future.

Indeed, a 2018 Inter-American Bank Development Study found that Lab4U’s inquiry-based solutions for middle and high school physics and chemistry classes increased student outcomes, self-perception, and interest in studying STEM in the future.

Keep reading to find out more about the benefits of inquiry based approaches to teaching and learning that still can inspire you in your own classroom!

laboratorio

1. Inquiry increases rigor and cognitive load

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Inquiry-based learning pushes students beyond simply learning to memorize or remember, and toward applying knowledge in new domains, drawing connections among ideas, evaluating or challenging ideas, and additionally creating something completely new.

2. Inquiry increases engagement and interest

Inquiry-based learning connects a new concept or area of study with students own interests and lived experience. Therefore, this methodology awakens their natural curiosity. This Increasing engagement in learning experiences, hence are more relevant to students’ lives .

3. Inquiry increases intellectual risk-taking

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Inquiry-based learning experiences push students out of their comfort zone. Because it focuses more on exploring environments of varying levels of ambiguity, it lowers the perceived need to “get it right” that would otherwise make students wary of intellectual risk-taking.

Yet we’ve found that students are often enjoying themselves so much they don’t even notice they’re out of their comfort zone, happily exploring uncharted intellectual territory!

4. Inquiry develops key soft skills

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Inquiry-based learning also effectively develops important soft skills that are key for student success in the 21st Century, such as creative problem solving, critical thinking, logical thinking, teamwork, and even written and oral communication.

5. Inquiry is a natural differentiator

With Inquiry-based learning, because they have a degree of autonomy to select how they want to approach a task, students have leeway to select a learning pathway that appeals to their preferred learning style. Students then have the space to learn in a way that makes sense to them.

There are also many possibilities for purposeful differentiation — since inquiry-based learning activities are naturally student-driven and semi-autonomous, teachers are free to circulate and give individualized instruction, small-group support, and extension activities to students who need it most.

6. Inquiry transforms a classroom of students into a classroom of teachers

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Inquiry-based teaching can easily be combined with collaborative groupings. Because that allow students to work and learn as teams.

With clearly set expectations and carefully defined roles, students explore, discuss, and come up with creative ways to approach a complex task, learning more as a team than they would individually.

Often, peer learning is just as effective as teacher-led learning. Indeed, the most meaningful “aha!” moments often come in authentic interactions with peers. Then suddenly, your class is transformed into space where EVERYONE is a teacher!

7. Inquiry creates lifelong learners

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Inquiry-based learning helps students become lifelong learners.

Life is about learning to navigate unfamiliar situations, and coming up with creative solutions in environments of uncertainty will help students find success not only in their current academic careers but will also help them adapt to a workforce and world that will continue to evolve in unexpected ways.

8. Inquiry triggers new approaches to solve a new type of problem

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The global issues that our world is facing today are known as “wicked”. Problems for they’re more complex than any problem our society has ever faced before.

There is no longer any good or bad solution able to solve a wicked problem such as climate change, nor there is any definite set of solutions to end world hunger, or any limit to scientific discoveries and innovations responding to the endless list of challenges humanity is facing.

Therefore, we need to enable the next generation today to face the world of tomorrow with a more dynamic and innovative way of thinking about problems.

And this is what inquiry-based learning teaches them to do by triggering their critical thinking capacities and pushing them to take action instead of learning passively.

9. Inquiry as a source of self-confidence

Inquiry-based learning allows students to embrace and feel comfortable with still with the possibility of making errors. Making it rather an opportunity for improvement.

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Indeed, by challenging them to find solutions based on their own knowledge and experience, this learning approach empowers students to increase their self-confidence, and to freely experiment focusing on the inquiry itself rather than the fear of being “wrong”.

Join us!

At Lab4U we designed tools to enable teachers to implement Iquiry-based methodology in their own classroom. From middle to high schools.

In addition, we love imagining a world in which ALL students have the opportunity to regularly engage in the big ideas of science. All of this Through inquiry, exploration, and discovery.

After that, if you’re interested in learning more about how you can incorporate more learning into your science classes. Then check out Lab4U’s solutions for middle and high schoolers! Visit our website or sign up for a 20 minute informational call.

Join the discussion!

In conclusion, we’d love to hear about how has inquiry-based learning helped improve student interest, motivation, or outcomes in your class? Let us know below, later!

Finally, if you want to find out more about Inquiry-Based Learning methodology, we invite you to visit these website;

https://tessais.org/the-benefits-of-inquiry-based-education/

https://www.topmostblog.com/benefits-of-inquiry-based-learning/

https://www.wabisabilearning.com/blog/inquiry-based-learning-advantages

Lab4U’s Tools to improve science education

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We are here to support YOU!

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Tools to improve science education!

At Lab4U, we know that teaching is rewarding. But it’s also one of the most demanding jobs out there.

Teachers constantly need to be balanced because they need to prepare rigorous learning experiences for their students with the need to attend to the unique academic, social, emotional, and developmental needs of their students. So they need tools who can support their motehod.

But, it’s impossible to do it all. That’s why because we want to help teachers with innovative solutions that make it easier to design and execute inquiry-based learning and teaching experiences!

We’re pleased to welcome you into our global movement of educators looking to transform science education, ¡Congratulations!

We believe that together we can generate impact in your classroom and change the way science is taught!

Thanks to our solutions, Lab4Physics & Lab4Chemistry, you and your students can run engaging physics and chemistry experiments anywhere.  In the classroom, lab, outdoors, or even at home, using simple, everyday materials.

It also allows students to collect, visualize, and analyze data in real time, using their own smartphones as lab instruments, and fosters discussion and collaboration among students.

Professional Development

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This new way of learning science through inquiry, makes science interactive, dynamic and fun, encouraging curiosity and motivation.

Beyond positively impacting students, we aim to make this transition towards new ways of teaching and learning easy for you.

¡That’s why we created the Lab4U Teacher Portal!

In the teacher portal, you’ll find lab reports, class plans, and other resources on how to lead Lab4U’s experiments in classroom.

Resources for science educators

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It will even guide you to know what are the information and results we expect the students to reach.

This material is here to allow you to execute our activities seamlessly, and ensuring students achieve the ambitious goals you’ve set for them!

Finally, we will make sure that throughout the semester, you will be closely followed by our team of experts. Who will frequently reach out to you and answer any of your concerns about the way Lab4U works!

We can’t wait and achievements your students will achieve, and we’re happy to support you in the process.

Help us expand our movement by spreading the word to your fellow teachers, and give the chance to even more students to experience Lab4U!

Thank you for joining our mission, we’re rooting for you!

Happy Experimenting,

The Lab4U Team.

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