CloudLabs

User Guide

Student Guides

ikES – inspiring knowledge Education Software – CloudLabs 1

Contents

1 Limitation of Liability 5
2. Presentation of CloudLabs 6
3. Digital Actuator and Sensor Workbench - Starting and Stopping a Machine 10
3.1 Laboratory equipment 11
3.2 Sequence of implementation 11
3.3 Base program 13
4. Digital Actuator and Sensor Workbench - Forward and reverse motion on a crane
motor 19
4.1 Laboratory equipment 20
4.2 Sequence of implementation 20
4.3 Base program 24
5. Simulator for Angles and Triangles – Suspension bridge 30
5.1 Laboratory equipment 31
5.2 Procedures 31
5.3 Complementary questions 33
5.4 Conceptual questions 34
6. Simulator for Angles and Triangles – Maintenance at Tower Bridge 35
6.1 Laboratory equipment 36
6.2 Procedures 36
6.3 Complementary questions 39
6.4 Conceptual questions 39
7. Simulator for Angles and Triangles – Rescue on Tower Bridge 40
7.1 Laboratory equipment 41
7.2 Procedures 41
7.3 Complementary questions 43
7.4 Conceptual questions 44
8. Free Practice – Areas and Perimeters 45
8.1 Laboratory equipment 46
8.2 Procedures 46
8.3 Equations 48
9. Free Practice – Law of Sines 49
9.1 Laboratory equipment 50
9.2 Procedures 50
9.3 Law of Sines 52
10. Free Practice – Law of Cosines 53
10.1 Laboratory equipment 54
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 10.2 Procedures 54
10.3 Law of Cosines 56
11. Determining the Density of Liquids 57
11.1 Laboratory equipment 58
11.2 Procedures 58
11.3 Evaluation Question Keys 62
11.4 Complementary Questions 62
12. Determining the Density of Solids 63
12.1 Laboratory equipment 64
12.2 Procedures 64
12.3 Evaluation Questions 67
12.4 Complementary Questions 67
13. Adding Vectors 68
13.1 Laboratory equipment 69
13.2 Procedures 69
13.3 Evaluation Questions 72
13.4 Complementary Questions 72
14. Subtracting Vectors (Adding Head-to-Tail) 73
14.1 Laboratory equipment 74
14.2 Procedures 74
14.3 Evaluation Questions 77
14.4 Complementary Questions 77
15. Subtracting Vectors (Free Practice) 78
15.1 Laboratory equipment 79
15.2 Procedures 79
15.3 Evaluation Questions 81
15.4 Complementary Questions 81
16. Resultant of Two Forces (Free Practice) 82
16.1 Laboratory equipment 83
16.2 Procedures 83
16.3 Evaluation Questions 85
16.4 Complementary Questions 85
17. Types of Ecosystems 86
17.1 Laboratory equipment 87
17.2 Procedures 87
17.3 Evaluation Questions 89
17.4 Complementary Questions 89
18. Food Chains 90
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 18.1 Laboratory equipment 91
18.2 Procedures 91
18.3 Evaluation Questions 94
18.4 Complementary Questions 94
19. Balancing an Ecosystem 95
19.1 Laboratory equipment 96
19.2 Procedures 96
19.3 Evaluation Questions 100
19.4 Complementary Questions 100
20. Environmental factors in an Ecosystem 101
20.1 Laboratory equipment 102
20.2 Procedures 102
20.3 Evaluation Questions 105
20.4 Complementary Questions 105
21. Classification of Living Beings 106
21.1 Laboratory equipment 107
21.2 Procedures 107
21.3 Evaluation Questions 110
21.4 Complementary Questions 110

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 1. Limitation of Liability
This document and the software described in it may only be used or copied in
accordance with the terms of the license. Please note that this document is for
information purposes only and has been prepared for the benefit of the end user.
Nevertheless, the information contained herein is subject to change without notice
and is not warranted to be error-free.

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 2. Presentation of CloudLabs

CloudLabs is a virtual platform where it’s possible to access all areas of STEM
education and complete each of the corresponding laboratory practices, without
needing to buy any physical equipment and without risking any accidents by your
students.

CloudLabs focuses on STEM curriculum using laboratory simulators to promote the

best teaching-learning experience for STEM.

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 CloudLabs Dashboard

Click the CloudLabs icon to access the main menu.

1 5
2
7
3
4

1. Apps: Find the virtual laboratories and content associated with natural science.
2. License: View the information regarding the license associated with the device.
3. Announcements: See general messages from the application.
4. Purchase the complete version of CloudLabs.
5. With this option you can change the language to English, Spanish or Portuguese.
6. Expand the contents dashboard.
7. All contents for each category are divided in two parts:

 Activities: These offer the conceptual development and theoretical

foundation of each concept;
 Laboratory practice: The descriptions and step-by-step instructions to
complete the laboratory practices proposed in the simulators. Then go to the
simulator to complete each laboratory practice.

To access the content of each subject, click the icons with the names of content (for
example: Ecosystems - Content).

To access a virtual laboratory, click on the icons with the simulator name (for example:
Ecosystems Simulator). Then you will find a laboratory description where you can
see the laboratory practices that are available.

When you open any content, you can use that content or jump to one of the related
contents / simulators.

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 1

1. Selected content - Click open to access the selected content

2. Related content - This simulator is related with the content and you can use this
menu to access it.

Once in the simulator, you will find a window welcoming you and will find a start of
session page where you can fill in information that will appear at the end of the
laboratory report.

The laboratory reports will be saved wherever you desire at the time that they are
generated. You may view the report by opening the PDF document generated once
the laboratory practice is complete.

To learn more about each individual simulator, please refer to section 3 of this
manual.

Content Activities

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 Any content you open is structured with the same template. This makes it easier to
browse the different contents.

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 3. Digital Actuator and Sensor Workbench - Starting
and Stopping a Machine

Introduction to automata-based programming

In a woodworking shop there is an electric saw for cutting wood and each time it is
going to be used, the operator must press the Start button for it to operate. After it
has been used, the operator must press the Stop button to turn off the machine.
This must be done every time that the machine is used.

Objectives
To learn and understand the different types of PLC programming

Concepts and skills

GRAFCET programming

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 3.1 Laboratory equipment

3.2 Sequence of implementation

Enter the Graphic language block programmer (Grafcet) and record your personal
information.

Identification of laboratory materials

 Blank panel

 Functions
 Tool panel

Assembly of the program

 The program must start at the initial
step (step 0), select it from the top
and drag it to the workspace.
 Then drag a step (step 1) below the
initial step and connect both steps
using a transition. Drag and place
an action to the side of the step.
 In transitions, there are inputs and
internal PLC contacts, which will be
signals used for decision making
within the program. The inputs can
be normally open or normally closed.
The proposed situation will simulate
that the start button is connected to
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 the I0 input of the PLC.
Note: each transition can be named for easy recognition; in the proposed situation, this transition
will be named Button 1 (startup)

 Click on the action of step 1 and

configure an activity for it. For
example, activate the O0 output of
the PLC which in this case
represents the electric saw
described in the situation. (Note that
just like the transitions, each action
may also be named for easy
recognition, in the proposed
situation this action will be named
Saw ON).
 Now the saw has been programmed
to turn on with the start button. Next,
drag and connect a new transition
and a new step.
 Name and configure the second
transition so that it goes with the stop
button, which in this case is
simulated to connect to the I1 input
of the PLC.
 Connect an action to the second
step and configure the activity to be
implemented. In this case, as it is
necessary to turn off the saw
connected to the O0 output of the
PLC, it will be necessary to "deny
this output". This action will turn off
the PLC output that was previously
turned on by the action of step 1.
The action will be named Saw OFF.
 Drag a transition and place it below
step 2, configure it with the same
condition as the first transition.

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  Drag and insert the jump found in the
functions panel, it should be dragged
and connected to the last transition
and it will connect to the first step of
the program.

3.3 Base program

You will now see the complete image of the base program completed in the previous
sequence as well as its verification in practice.

 In order to test the program once it is complete, we must click the compile button
and then click save. Then, we must go to the workbench sensor and digital
actuator simulator.

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  Once in the workbench sensor and digital actuator simulator, we must drag two
normally open push buttons towards the left side of the table.
 Then, we drag a pilot light of any color towards the right side and click the grafcet
button.

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  When programming by blocks or grafcet, we must find the program by clicking
Open and choosing the program that was developed.

 After finding the program, we must click compile (load program on the PLC) and
then click go to the plant.

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  To test the correct operation of the program we must click on the normally open
push button that is connected to the I0 input of the PLC, when performing this
action the pilot light should illuminate (Saw).

 Then we must click on the normally open push button connected to the I1 input
of the PLC or the OFF button, when this action is carried out the pilot light (saw)
will turn off.

 Repeat the testing procedure of the program as many times as necessary.

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  As evidence of learning, we can return to the Grafcet screen and export the
report on the program made by the user. Click on the tab found in the box with
the ‘compile’ button. Once the tab is clicked, we will find the generate report
button. Click this button and a popup window will appear in which we can choose
the folder where we want to save the report.

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ikES – inspiring knowledge Education Software – CloudLabs 18
 4. Digital Actuator and Sensor Workbench - Forward
and reverse motion on a crane motor

Introduction to automata-based programming

As the last step at a bottling plant, it is required to raise boxes full of bottles to the top of
the plant in order to be dispatched by the delivery truck. The operator of the crane
presses the advance and recoil of the engine to operate it. For safety reasons, the
operator must be able to turn off the lift at any time (Emergency stop).

Objectives
To learn and understand the different types of PLC programming

Concepts and skills

GRAFCET programming

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 4.1 Laboratory equipment

4.2 Sequence of implementation

Enter the Graphic language block programmer (Grafcet) and record your personal
information.

Identification of laboratory materials

 Blank panel

 Functions
 Tool panel

Assembly of the program

 The program must start at the initial
step (step 0), select it from the top
and drag it to the workspace.
 Then drag and place two actions at
the side of the initial step.
 Click on the first action of the initial
step and configure an activity for it.
For example, initialize the O0 output at
the low level of the PLC, which in this
case will represent the start-up of the
crane motor in ascending mode. (Note
that just like transitions, each action
can also be named for easy
recognition.) In the proposed situation,
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 this action will be named Ascend OFF.
Note: actions allow for the generation of a system response and show it either physically or
internally.

 Click on the second action of the initial

step and configure an activity for it. For
example, initialize the O1 output at the
low level of the PLC, which in this case
will represent the start-up of the crane
motor in descending mode. In the
proposed situation, this action will be
named Descend OFF.
 Drag a divergence and place it below
the initial step. Then, drag and connect
two transitions to the divergence that
was just placed.
 Configure the divergence.
Note: the divergence allows us to take multiple
routes depending on the process.

 In transitions, there are inputs and

internal PLC contacts, which will be
signals used for decision making within
the program. The inputs can be
normally open or normally closed. The
proposed situation will simulate that the
emergency stop button is connected to
the I0 input of the PLC and that the I1
input is the ascend button. (Note that
each transition can be named for easy
recognition.) in the proposed situation,
this transition will be named Ascend.
Note: transitions represent the conditions that the
system must overcome in order to go on to the
next step.

 Configure the second transition that is

connected to the divergence, the
proposed situation will simulate that the
emergency stop button is connected to
the I0 input of the PLC and that the I2
input of the PLC is the descend button.

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  Drag a step and an action for each of
the transitions (ascend and descend).
 Click on the action for step 1 and
configure an activity for it. For example,
activate the O0 output of the PLC which
in this case represents the crane motor
in ascending mode described in the
situation. (Note that just like transitions,
each action can also be named for easy
recognition.) In the proposed situation,
this action will be named Ascend.
 Click on the action in step 2 and set up
an activity for it. For example, activate
the O1 output of the PLC which in this
case represents the crane motor in
descending mode described in the
situation. (Note that just like transitions,
each action can also be named for easy
recognition.) In the proposed situation,
this action will be named Descend.
 Now, the crane activation has been
programmed in ascending and
descending mode without the
emergency button pressed. Next, drag
and connect two divergences to steps 1
and 2, then configure these divergences.
 Drag and connect transitions to each one
of the branches of the divergences.
 In transitions, there are inputs and
internal PLC contacts, which will be
signals used for decision making within
the program. The inputs can be normally
open and normally closed. The proposed
situation will simulate that the emergency
stop button is connected to the I0 input of
the PLC, that the I1 input of the PLC is the
ascend button and that these buttons are
not pressed. This configuration will be
done in the ascending branch (Note that
each transition can be named for easy
recognition.) In the proposed situation, this
transition will be named Normal restart.
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  Configure the second transition found on
the ascending branch. It will be directly
connected to the emergency stop so that
when the button is pressed, it will cause a
forced restart. For easy recognition, this
transition was named Forced restart.
 Configure the transition. The proposed
situation will simulate that the emergency
stop button is connected to the I0 input of
the PLC, that the I2 input of the PLC is the
descend button and that these buttons are
not pressed. This configuration will be done
in the descending branch (Note that each
transition can be named for easy
recognition). In the proposed situation, this
transition will be named Normal Restart.
 Configure the second transition found on
the ascending branch. It will be directly
connected to the emergency stop so that
when the button is pressed, it will cause a
forced restart. For easy recognition, this
transition was named Forced restart.
 Drag and insert the jump found in the
functions panel This is to be dragged and
connected to all outputs of the previously
configured transitions. All transitions of the
last two divergences must be connected to
the initial block.

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 4.3 Base program

You will now see the complete image of the base program completed in the previous
sequence as well as its verification in practice.

 In order to test the program once it is complete, click the compile button and then
click save. Then, we must go to the workbench sensor and digital actuator
simulator.

 Once in the workbench sensor and digital actuator simulator, we must drag two
normally open push buttons towards the left side of the table.

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  Then, we drag a pilot light of any color towards the right side and click the grafcet
button.

 When programming by blocks or grafcet, we must find the program by clicking

Open and choosing the program that was developed.

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  After finding the program, we must click compile (load program on the PLC) and
then click go to the plant.

 To test the correct operation of the program we must click on the ascend switch
which is connected to the I1 input of the PLC and at any time we should be able
to click the switch connected to the I0 input of the PLC which is the emergency
button. When doing this action, the green pilot light should illuminate.

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  After, we must click the ascend switch, which is connected to the I1 input of the
PLC and at any time it should be possible to click on the switch that is connected
to the I0 input of the PLC which is the emergency button. When performing this
action, the green pilot light should illuminate.

 Repeat the testing procedure of the program as many times as necessary.

 As evidence of learning, we can return to the Grafcet screen and export the
report on the program made by the user. Click on the tab found in the box with
the ‘compile’ button. Once the tab is clicked, we will find the generate report
button. Click this button and a popup window will appear in which we can choose
the folder where we want to save the report.

ikES – inspiring knowledge Education Software – CloudLabs 27

ikES – inspiring knowledge Education Software – CloudLabs 28
ikES – inspiring knowledge Education Software – CloudLabs 29
 5. Simulator for Angles and Triangles – Suspension
bridge

Mathematics – Angles and Triangles

A project for the construction of a suspension bridge is underway, and you have been
made responsible for calculating the amount of steel cable that will be needed for the
suspender cables of the bridge. Additionally, the engineers who will determine the loads
supported by the bridge need to know the angles of inclination of the shortest suspender
cable and the longest suspender cable Θ = greatest angle, β = smallest angle). For the
activity, you have been given a scale drawing of the bridge on a scale of 1:120. You
must take the corresponding measurements using this scale drawing and calculate the
total length of the cable that will be needed for each section of the bridge, taking into
account that a group of 50 steel wires will be used for each cable. Note that the scale
drawing is on a reduced scale, but you will have to record the real measurements.

Objectives
To recognize the importance of the concept of the triangle when solving geometric
problems in various contexts.

Concepts and skills

Pythagoras' theorem, triangle measurements, geometric reasoning.

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 5.1 Laboratory equipment

5.2 Procedures
 Enter the virtual simulator for angles and
triangles, register your personal
information and select the image as
shown.

 Read the situation/challenge and click on

the icon to close the introduction and
access the laboratory.

 During the laboratory, you can click on the

information icon to see the situation,
the procedure or the equations as
necessary. Click on the help icon for
common questions. If you wish to stop the
process in the laboratory and clear the
work station at any time, click on the trash
can icon . Clicking on the pencil icon
will allow you to access the data registry. A
calculator is provided at the work station and can be identified by the icon .
The icon will allow you to answer the complementary questions.

Identification of laboratory materials:

 Diagram of suspension bridge
 Graduated ruler in centimeters for taking
measurements
 Calculator

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 Measurement:
 Click on the diagram to zoom in on one of
the sections of the bridge.
 Note that each suspender cable forms a
right triangle with the tower and the base
of the bridge.
 Drag and drop the ruler onto the catheti of
the triangles formed by each suspender cable.
 Take note of the lengths of the catheti of each triangle formed on the section of
the bridge.
 Register the length of each cathetus on a new page of the laboratory notebook.

Calculations:
 Use the information button “I” to see the
equations related to this laboratory
practice.
 Using Pythagoras’ theorem, calculate the
hypotenuse of each triangle. This
calculation will represent the length of
each suspender cable of the bridge. You
will need to calculate the length of 9
hypotenuses or suspender cables in total.
 Register the length of each hypotenuse
on a new page of the laboratory notebook.

Data registry:
 Note that you will need to enter the
following values into the data registry in
this practice: the amount of cable
necessary for each section of the bridge
in kilometers and angles Θ and β for the
shortest suspender cable and the longest
suspender cable.
 To calculate the amount of cable for each section of the bridge, take into
consideration that each suspender cable is formed of a group of 50 steel wires
and that the diagram is on a reduced scale of 1:120. This means that the
measurements taken in the laboratory are 120 times smaller that those of the
real bridge.
 Once you have entered all of the values required into the data registry, click on
the ‘Verify’ button to see if they are correct.
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 Complementary questions:
 Use the notebook button to answer the
questions it contains.
 Note that there are four complementary
questions to answer and you will need to
use the arrow to go through them.
 The notebook allows you to add a new page or to delete one as necessary by

using the button .

Sending the data to the work team:

 Once the data registry is complete, click on the Report
button to obtain an enlarged view of a telephone with which
to send the data to the work team building the bridge.
 Check the values that will be sent in the message and click
on ‘Send’. Note that the values are automatically taken from
those you entered into the data registry.
 You will receive a message from the work team indicating
the result of the construction according to your calculations.

Evaluation and laboratory report:

 If the values sent are correct, continue with the evaluation
and then go on to generate the laboratory report.

5.3 Complementary questions

1. Can a triangle have 3 equal sides and be a right triangle? Justify your answer.
2. In what other buildings, constructions or works of engineering is it possible to
see examples of the application of Pythagoras’ theorem?
3. Considering the sides and angles, what type of triangle do the suspender cables
form with the base and pillar of the bridge?
4. Can the hypotenuse measure less than any of its catheti? Demonstrate your
answer.

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 5.4 Conceptual questions
Multiple choice questions

Statement: One of the suspender cables of the bridge has moved from C to D, a
total of 2.9 meters, so that the distance of (BA) is equal to the distance of (BD).
Given this information, answer the following questions:

1. What does the angle a measure in degrees?

a. 70°

b. 45°

c. 30°

d. 20°

2. What does the segment 𝐵𝐶̅̅̅̅̅̅̅̅ measure in meters?

a. 2.6 𝑚

b. 5.5 𝑚

c. 3.0 𝑚

d. 4.9 𝑚

3. What does the segment 𝐴𝐷̅̅̅̅̅̅̅̅ measure in meters?

a. 5.5√3 𝑚

b. 5.5√45° 𝑚

c. 5.5√5.5 𝑚

d. 5.5√2 𝑚

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 6. Simulator for Angles and Triangles – Maintenance
at Tower Bridge

Mathematics – Angles and Triangles

A fault has occurred at the famous Tower Bridge as it was being raised to let the river
traffic through. The parts of the bridge that lift stopped moving when the angle of
elevation. As there is a lot of river traffic, you will need to determine the maximum height
and width that the boats may have (at the top) in order to pass under the bridge. You
have been given a scale drawing of the bridge on a scale of 1:150, which you will use
to take the corresponding measurements and calculate the maximum dimensions that
the boats may have in order to pass. Note that the scale drawing is on a reduced scale,
but you must give the real measurements.

Objectives
To recognize the importance of the concept of the triangle when solving geometric
problems in various contexts.

Concepts and skills

Pythagoras' theorem, triangle measurements, geometric reasoning.

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 6.1 Laboratory equipment

6.2 Procedures
 Enter the virtual simulator for angles and
triangles, register your personal
information and select the image as
shown.

 Read the situation/challenge and click on

the icon to close the introduction and
access the laboratory.

 During the laboratory, you can click on the

information icon to see the situation,
the procedure or the equations as
necessary. Click on the help icon for
common questions. If you wish to stop the
process in the laboratory and clear the
work station at any time, click
on the trash can icon . Clicking
on the pencil icon will allow you to
access the data registry. A calculator is
provided at the work station and can be identified by the icon . The icon will
allow you to answer the complementary questions.

Identification of laboratory materials:

 Diagram of Tower Bridge
 Graduated ruler in centimeters for taking
measurements
 Calculator

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 Taking measurements:
 Click on the diagram to zoom in on one of
the sections of the bridge.
 Note that each suspender cable forms a
right triangle with the tower and the base of
the bridge.
 Drag and drop the ruler onto the catheti of
the triangles formed by each suspender cable.
 Take note of the lengths of the catheti of each triangle formed on the section of
the bridge.
 Register the length of each cathetus on a new page of the laboratory notebook.

Calculations:
 Use the information button “i” to see the
equations related to this laboratory
practice.
 To find the data required in the situation,
use the value of the hypotenuses that you
measured and the angle of elevation given
in the situation.
 Take note of the values calculated.

Data registry:
 Note that you will need to enter the
following values into the data registry:
angle of depression in degrees, width and
maximum height of the boat in meters.
 For the data registry, take into
consideration that the diagram is on a
reduced scale of 1:150. This means that
the measurements taken in the laboratory
are 150 times smaller than those of the real bridge.
 Once you have entered all of the values into the data registry, click on the ‘Verify’
button to see if they are correct.

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 Complementary questions:
 Use the notebook button to answer the
questions it contains.
 Note that there are four complementary
questions to answer and you will need to use
the arrow to go through them.
 The notebook allows you to add a new page or to delete one as necessary by

using the button .

Sending the data to the work team:

 Once the data registry is complete, click on the ‘Report’
button and you will get an enlarged view of a telephone with
which to send the data to the bridge maintenance team.
 Check the values to be sent in the message and click on
‘Send’. Note that the values are automatically taken from
those you entered into the data registry.
 You will receive a message from the work team indicating
the result of the maintenance work according to your
calculations.

Evaluation and laboratory report:

 If the values sent are correct, continue with the evaluation
and then go on to generate the laboratory report.

6.3 Complementary questions

1. Considering the sides and angles, what type of triangle do the raised sections of
the bridge form with the river?
2. What type of triangle does the length of the bridge form with the tower when it is
not raised?
3. Can the trigonometric ratio of sine be greater than 1? Justify your answer.
4. Why do you think that the most widely used triangle rulers are 60º – 30º and
45º?

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 6.4 Conceptual questions
Multiple choice questions

Statement: When the sections of Tower Bridge are raised, they form a triangle
with the horizontal of the bridge. The image therefore shows two equivalent
triangles formed by the vertices ABC and DEC, where their hypotenuse is the
section of the bridge that is raised. Given this information, answer the following:

1. What is the ratio?

a.

b. 2

c. √0.5

d. 0.5

2. How much is sin(𝛼)?

a. 0.5

b. 0.3

c. 1

d. √3

3. How much is cos(𝛽)?

a. 0.5

b.

c. 1

d. √2

ikES – inspiring knowledge Education Software – CloudLabs 39

 7. Simulator for Angles and Triangles – Rescue on
Tower Bridge

Mathematics – Angles and Triangles

As the bridge was being lifted, a pet got through the security fences and got onto the
edge of the bridge. The authorities raised the alarm and stopped the motion of the bridge
when it was at an angle of elevation. Due to the height, the animal is not able to get
down on its own. The rescue team will use the upper structure of the bridge (the
pedestrian walkway at a height of 35 m above the crossing of the vehicles) to lower a
basket and get the pet to safety. You will need to support the rescue team by determining
the distance between the point where the pet is and the upper part of the bridge (rescue
distance), along with the angle between the bridge and the rescue basket (rescue
angle). You have a scale drawing of the bridge on a scale of 1:150, which you will use
to take the necessary measurements and calculate the distances that the rescue team
require, taking into account the angle of elevation of the bridge. Note that the scale
drawing is on a reduced scale, but you will have to give the rescue team the real
measurements.

Objectives
To recognize the importance of the concept of the triangle when solving geometric
problems in various contexts.

Concepts and skills

Pythagoras' theorem, triangle measurements, geometric reasoning.

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 7.1 Laboratory equipment

7.2 Procedures
 Enter the virtual simulator for angles and
triangles, register your personal
information and select the image as
shown.

 Read the situation/challenge and click on

the icon to close the introduction and
access the laboratory.

 During the laboratory, you can click on the

information icon to see the situation,
the procedure or the equations as
necessary. Click on the help icon for
common questions. If you wish to stop the
process in the laboratory and clear the
work station at any time, click on
the trash can icon . Clicking on
the pencil icon will allow you to access
the data registry. A calculator is provided
at the work station and can be identified by the icon . The icon will allow you
to answer the complementary questions.

Identification of laboratory materials:

 Diagram of Tower Bridge

 Graduated ruler in centimeters for taking

measurements
 Calculator

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 Taking measurements:
 Click on the diagram to zoom in on the
central section of the bridge.
 Note that when the parts of the bridge are
raised, each one forms a triangle with the
base of the bridge (Figure 4).
 Drag and drop the ruler into place to
measure the length of one of the raised parts of the bridge. This length will
correspond to the hypotenuse of the triangle formed and its value is equal for
both raised parts of the bridge (Figure 5).
 Take note of these values.

Calculations:
 Use the information button “i” to see the
equations related to this laboratory practice.
 To find the data required in the situation,
use the values of the hypotenuses that you
measured, the angle of elevation given in
the situation and the height of the
pedestrian walkway, which is 35 𝑚.
 Take note of the values calculated.

Data registry:
 Note that you will need to enter the following
values into the data registry: rescue angle in
degrees and rescue distance in meters.
 For the data registry, consider that the
diagram is on a reduced scale of 1:150. This
means that the measurements taken in the
laboratory are 150 times smaller than those
of the real bridge.
 Once you have entered all of the values into the data registry, click on the ‘Verify’
button to see if they are correct.

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 Complementary questions:
 Use the notebook button to answer the
questions it contains.
 Note that there are four complementary
questions to answer and you will need to use
the arrow to go through them.
 The notebook allows you to add a new page or to delete one as necessary by

using the button .

Sending the data to the work team:

 Once the data registry is complete, click on the ‘Report’
button and you will obtain an enlarged view of a telephone
with which to send the data to the rescue team.
 Check the values to be sent in the message and click on
‘Send’. Note that the values are automatically taken from
those you entered into the data registry.
 You will receive a message indicating the result of the
rescue operation.

Evaluation and laboratory report:

 If the values sent are correct, continue with the evaluation
and then go on to generate the laboratory report.

7.3 Complementary questions

1. Considering its sides and angles, what type of triangle does the raised section
of the bridge form with the river?
2. What other triangles are formed on the bridge seen in this laboratory?
3. Explain why if two triangles have two equal angles, the third one is also equal,
regardless of the size of the triangles
4. Explain why if two triangles are equivalent, all of their trigonometric ratios are
identical.

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 7.4 Conceptual questions
Multiple choice questions

Statement: There are two triangles, ABC and AED respectively, on which the
right angle has been indicated. Answer the following questions:

1. What is the ratio?

a.

b. 0.5

c. 2

d. √0.5

2. How much is cos(𝛽)?

a.

b. √2

c. 0.5

d. 1

3. How much is sin(𝛼)?

a. 0.5

b. 0.3

c. 1

d. √2

ikES – inspiring knowledge Education Software – CloudLabs 44

 8. Free Practice – Areas and Perimeters

Mathematics – Angles and Triangles

This laboratory practice will allow you to freely modify the shape and dimensions of
triangles, and to measure and calculate different parameters for them.

Objectives
To recognize the importance of the concept of the triangle when solving geometric
problems in various contexts.

Concepts and skills

Pythagoras' theorem, triangle measurements, geometric reasoning.

ikES – inspiring knowledge Education Software – CloudLabs 45

 8.1 Laboratory equipment

8.2 Procedures
 Enter the virtual simulator for angles and
triangles, register your personal
information and select the image as
shown.

 Read the situation/challenge and click on

the icon to close the introduction and
access the laboratory.

 During the laboratory, you can click on the

information icon to see the situation,
the procedure or the equations as
necessary. Click on the help icon for
common questions. If you wish to stop the
process in the laboratory and clear the
work station at any time, click on
the trash can icon . Clicking on the
pencil icon will allow you to access the
data registry. A calculator is provided at
the work station and can be identified by
the icon . The icon will allow you to answer the complementary questions.

Identification of laboratory materials:

 Work table with a clear surface
 Tool for adding and modifying triangles
 Graduated ruler
 Protractor

 Calculator

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 Drawing triangles:
 Click on the + button to add a triangle to the
plane.
 Drag the points at the vertices of the
triangle to modify its shape and size.
 Click on the check button to accept the
configuration of the triangle. If you wish to
delete the triangle and draw a new one,
click on the X button.
 In the window that opens, select the
elements you wish to calculate for the
triangle drawn.

Measurements and calculations:

 Use the information button i to see the
equations related to this laboratory
practice.
 Use the ruler to measure the sides of the
triangle. Note that there will be
restrictions on measuring certain sides of
the triangle, depending on how you have
configured the practice.
 Use the protractor to measure the angles
of the triangle. Note that there will be
restrictions on measuring certain angles of
the triangle, depending on how you have
configured the practice.
 Take note of these values.

 Use the equations provided in the

simulator to find the values of the triangle
that you have selected.

Data registry:
 Remember that for the data registry in this
laboratory practice, you will need to enter
the data in accordance with the selection
you made when you drew the triangle.
 Once you have entered all of the values
into the data registry, click on the ‘Verify’
button to see if they are correct.
ikES – inspiring knowledge Education Software – CloudLabs 47
 Evaluation and laboratory report:

 If the values registered are correct, go on to generate

the laboratory report.

8.3 Equations

Perimeter of a triangle:
𝑃=𝐴+𝐵+𝐶

Heron’s formula:
𝐴=√(𝑆−𝐴)(𝑆−𝐵)(𝑆−𝐶) ; 𝑆=𝑃2

ikES – inspiring knowledge Education Software – CloudLabs 48

 9. Free Practice – Law of Sines

Mathematics – Angles and Triangles

This laboratory practice will allow you to freely modify the shape and dimensions of
triangles, and to measure and calculate different parameters for them.

Objectives
To recognize the importance of the concept of the triangle when solving geometric
problems in various contexts.

Concepts and skills

Pythagoras' theorem, triangle measurements, geometric reasoning.

ikES – inspiring knowledge Education Software – CloudLabs 49

 9.1 Laboratory equipment

9.2 Procedures
 Enter the virtual simulator for angles and
triangles, register your personal
information and select the image as
shown.

 Read the situation/challenge and click on

the icon to close the introduction and
access the laboratory.

 During the laboratory, you can click on the

information icon to see the situation,
the procedure or the equations as
necessary. Click on the help icon for
common questions. If you wish to stop the
process in the laboratory and clear the
work station at any time, click on
the trash can icon . Clicking on the
pencil icon will allow you to access the
data registry. A calculator is provided at
the work station and can be identified by
the icon . The icon will allow you to answer the complementary questions.

Identification of laboratory materials:

 Work table with a clear surface
 Tool for adding and modifying triangles

 Graduated ruler
 Protractor

 Calculator

ikES – inspiring knowledge Education Software – CloudLabs 50

 Drawing triangles:
 Click on the + button to add a triangle to the
plane.
 Drag the points at the vertices of the
triangle to modify its shape and size.
 Click on the check button to accept the
configuration of the triangle. If you wish to
delete the triangle and draw a new one,
click on the X button.
 In the window that opens, select the
elements you wish to calculate for the
triangle drawn.

Measurements and calculations:

 Use the information button i to see the
equations related to this laboratory
practice.
 Use the ruler to measure the sides of the
triangle. Note that there will be
restrictions on measuring certain sides of
the triangle, depending on how you have
configured the practice.
 Use the protractor to measure the angles
of the triangle. Note that there will be
restrictions on measuring certain angles of
the triangle, depending on how you have
configured the practice.
 Take note of these values.

 Use the equations provided in the

simulator to find the values of the triangle
that you have selected.

Data registry:
 Remember that for the data registry in this
laboratory practice, you will need to enter
the data in accordance with the selection
you made when you drew the triangle.
 Once you have entered all of the values
into the data registry, click on the ‘Verify’
button to see if they are correct.
ikES – inspiring knowledge Education Software – CloudLabs 51
 Evaluation and laboratory report:

 If the values registered are correct, go on to generate

the laboratory report.

9.3 Law of Sines

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 10. Free Practice – Law of Cosines

Mathematics – Angles and Triangles

This laboratory practice will allow you to freely modify the shape and dimensions of
triangles, and to measure and calculate different parameters for them.

Objectives
To recognize the importance of the concept of the triangle when solving geometric
problems in various contexts.

Concepts and skills

Pythagoras' theorem, triangle measurements, geometric reasoning.

ikES – inspiring knowledge Education Software – CloudLabs 53

 10.1 Laboratory equipment

10.2 Procedures
 Enter the virtual simulator for angles and
triangles, register your personal
information and select the image as
shown.

 Read the situation/challenge and click on

the icon to close the introduction and
access the laboratory.

 During the laboratory, you can click on the

information icon to see the situation,
the procedure or the equations as
necessary. Click on the help icon for
common questions. If you wish to stop the
process in the laboratory and clear the
work station at any time, click on
the trash can icon . Clicking on the
pencil icon will allow you to access the
data registry. A calculator is provided at
the work station and can be identified by
the icon . The icon will allow you to answer the complementary questions.

Identification of laboratory materials:

 Work table with a clear surface
 Tool for adding and modifying triangles

 Graduated ruler
 Protractor

 Calculator

ikES – inspiring knowledge Education Software – CloudLabs 54

 Drawing triangles:
 Click on the + button to add a triangle to the
plane.
 Drag the points at the vertices of the
triangle to modify its shape and size.
 Click on the check button to accept the
configuration of the triangle. If you wish to
delete the triangle and draw a new one,
click on the X button.
 In the window that opens, select the
elements you wish to calculate for the
triangle drawn.

Measurements and calculations:

 Use the information button i to see the
equations related to this laboratory
practice.
 Use the ruler to measure the sides of the
triangle. Note that there will be
restrictions on measuring certain sides of
the triangle, depending on how you have
configured the practice.
 Use the protractor to measure the angles
of the triangle. Note that there will be
restrictions on measuring certain angles of
the triangle, depending on how you have
configured the practice.
 Take note of these values.

 Use the equations provided in the

simulator to find the values of the triangle
that you have selected.

Data registry:
 Remember that for the data registry in this
laboratory practice, you will need to enter
the data in accordance with the selection
you made when you drew the triangle.
 Once you have entered all of the values
into the data registry, click on the ‘Verify’
button to see if they are correct.
ikES – inspiring knowledge Education Software – CloudLabs 55
 Evaluation and laboratory report:

 If the values registered are correct, go on to generate

the laboratory report.

10.3 Law of Cosines

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 11. Determining the Density of Liquids

Chemistry Matter
In the virtual laboratory is a work table with all the tools necessary to help solve the
challenge for the density of liquids. The liquids are samples from an industry that
produces saline solutions to be used in the manufacturing of serum for health
institutions. The volume of the samples will be found using a pycnometer, which must
be dried in the oven, weighed on the triple beam balance and then used to determine
the density of the solutions available in the laboratory. Remember to record the data and
fill in the data registry with the measurements obtained in the laboratory. At the end,
calculate and record the density of the four saline solutions.

Objectives
Determine the density of liquid saline solutions.

Concepts and skills

Measurement, density, volume, mass, triple beam balance, pycnometer, saline
solutions.

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 11.1 Laboratory equipment

11.2 Procedures
 Enter the virtual simulator for Density,
register your personal information and
select the image as shown.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on
the trash can icon to stop the lab
process and clean the work station.

1. Locate the solutions with unknown densities

and the pycnometer.

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 2. Prepare the pycnometer.

 Click on and drag the pycnometer to the oven.

 Click on the oven door to close it. Wait for the

pycnometer to dry. The elapsed time is
determined by the lab simulator. When the
pycnometer is ready, the oven door will open
automatically.

 Take the prepared pycnometer out of the oven

using the lab tongs and cool in in the desiccator
on the work table. (fig. 7) After the elapsed time,
click on the desiccator to remove the pycnometer
to the work table.

3. Mass the pycnometer.

 Place the pycnometer on the pan of

the triple-beam balance (a highlighted
active zone will appear for proper
placement).

 Click on the rider beams of the balance

to configure the mass by moving the
sliding masses (riders) of the balance
until the points on the two triangles
match up and the balance is in equilibrium.

 The correct value is obtained when the arrows located on the right side of
the balance are aligned and light up.

 Click on the pencil icon to record the

mass for the pycnometer in the data
registry.

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 4. Mass the solution.

 Add solution 1 to the pycnometer: Click and drag the

pycnometer to the highlighted active zone on the
work table.

 Click and drag solution 1 to the pycnometer to fill it.

Click the X to return it to the shelf.

 Place the solution filled pycnometer on

the triple-beam balance.

 Configure the mass the solution filled

pycnometer and record the data in the
data registry.

 Determine the mass of the solution by

subtracting the beginning mass of the pycnometer from the ending mass of
the solution filled pycnometer.

5. Calculate the density of the solution.

 Click on the to see the equation for

density.

 The volume of the solution is determined

by the volume of the pycnometer – see
pycnometer.

 Use the calculator to determine the

density of the sample using the collected
data and the equation.

6. REPEAT steps 1 through 5 for each of the

other 3 samples and record the data and
calculate the density of each solution.

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  To clear the lab for each new sample, click the trash icon .

 Click the CHECK button after entering all the data.

 The data may not be checked until all the data has been entered.

 After completing the required operations

and recording, click the check button. If
there is incorrect data a message will state
to go back and check the data that was
entered. Click OK to return to the main
page.

 Check the data registry to see all incorrect

data. A red ‘X’ appears by the areas
containing incorrect information. (fig. 17)

 Each time the data is checked and new

information is input, an attempt will be
registered.

 If the data is correct you will get a success

notice, click the REPORT button.

 Complete the T/F Evaluation and then click

the FINISH button to generate a lab report
to save as evidence of learning and to turn
into the instructor. Optional guided
questions are part of the lab report.

 The simulator will automatically generate a

grade from 0 to 5 based on the procedures
carried out by the student, the data
registered and the answers to the
evaluation questions. The grade will be
both shown at the end of the practice and
printed in the laboratory report.

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 11.3 Evaluation Question Keys

Answer each statement as true or false.

 The pycnometer is an instrument used to measure volume when calculating

density.

 The density of a solution is 20kg/L. In a liter of this solution there are 20,000g.

 The weight of a solution is 60g. This weight was calculated with a pycnometer of
20mL. The density of the solution is 0.3g/mL.

 To measure the volume of a liquid, a graduated cylinder must be used, because

it allows us to obtain the exact volume of the solution without parallax errors.

 A solution with a density of two tonnes per cubic meter is heavier than another
with 200kg/L.

11.4 Complementary Questions

These questions appear at the end of the lab report.

 To find the density of a solid such as metallic sodium, oil must be used to
indirectly obtain the volume, and not water. Why?

 For the density of a solid to be greater than a unit (one), what must the
relationship be between the weight of the solid and the volume? Explain.

 What would be the density of a solid weighing 25g with a volume of 75mL?

 Name three objects, elements or devices that rely on the concept of density to
function.

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 12. Determining the Density of Solids

Chemistry Matter
In the virtual lab is a work table with all the tools necessary determine the density of
solids. The solids have been gathered from an industry that wishes to carry out a quality
control of its prime materials. First, determine the mass of the solid samples using the
calibrated triple beam balance; then find the volume of the samples using displacement
of liquids in a graduated cylinder. Remember to register the data and fill in the tables
with the measurements. At the end, calculate the density of each one of the materials:
iron (Fe), copper (Cu), aluminum (Al) and metallic sodium (Na).

Objectives
Determine the density of solids using displacement of a liquid.

Concepts and skills

Measurement, density, displacement, volume, mass, triple beam balance, graduated
cylinder, solids (Al, Cu, Fe, Na).

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 12.1 Laboratory equipment

12.2 Procedures
 Enter the virtual simulator for Density,
register your personal information and
select the image as shown.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on
the trash can icon to stop the lab
process and clean the work station.

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 1. Identify the solid samples (aluminum,
copper, iron, and metallic sodium).
2. Mass the solid sample.

 Drag the selected solid to the triple-

beam balance to determine the mass of
the sample.

 Place the sample on the pan of the

triple-beam balance (a highlighted
active zone will appear for proper
placement). Click on the rider beams of
the balance to configure the mass of
the solid.

 Move the sliding masses (riders) of the

balance until the points on the two
triangles match up and the balance is in
equilibrium. The correct value is
obtained when the arrows located on
the right side of the balance are aligned
and light up.

 Click on the pencil icon to record the

mass of the sample as indicated by the
triple-beam balance in the data registry.

3. Find the volume of the sample using

displacement of a liquid.

 Drag the graduated cylinder to the active

zone on the work station (highlighted area).

 Add one of the liquids found in the lab (water

or oil) to the graduated cylinder.

 Click on the cylinder to obtain an enlarged

view of the cylinder scale. (Note the volume)
Add the solid sample to the cylinder
and read the volume of displaced
liquid.

 To determine the volume of the solid,

it is necessary to subtract the
beginning volume in the cylinder from
the ending volume after adding the
solid sample.

 Click on the pencil icon to record the volume in the data registry.

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 4. Calculate the density of the sample.

 Click on the to see the equation

for density.

 Use the calculator to determine the

density of the sample using the
collected data and the equation.

 Click on the pencil icon to record

the data of the sample in the data
registry.

5. REPEAT steps 1 through 4 for each of the other 3 samples and record the
data and calculate the density of each solid.

 To clear the lab for each new sample,

click the trash icon

 Click the CHECK button after

entering all of the data.

 The data may not be checked until all

data has been entered.

 After completing the required operations

and recording, click the check button. If
there is incorrect data a message will state
to go back and check the data that was
entered. Click OK to return to main page.

 Check the data registry to see all incorrect

data. A red ‘X’ appears by the areas
containing incorrect information.

 Each time the data is checked and new

information is input, an attempt will be
registered.

 If the data is correct you will get a success

notice, click the REPORT button.

 Complete the T/F Evaluation and then click

the FINISH button to generate a lab report

ikES – inspiring knowledge Education Software – CloudLabs 66

 to save as evidence of learning and to turn
into the instructor. Optional guided
questions are part of the lab report.

 The simulator will automatically generate a

grade from 0 to 5 based on the procedures
carried out by the student, the data
registered and the answers to the
evaluation questions. The grade will be both
shown at the end of the practice and printed in the
laboratory report.

12.3 Evaluation Questions

Answer each statement as true or false.

 The density of the copper is 7.8g/mL.

 Density is the relation between the mass and volume of a body.

 An aluminum body has a density of 2.7g/mL. It is not as heavy as an aluminum

body which has a density of 2.6kg/L.

 The volume of a body is 50mL, which is equivalent to 0.050L.

 The mass of a solid body is 400g and its volume is 800mL. The value of its
density is 2g/mL.

12.4 Complementary Questions

These questions appear at the end of the lab report.

 To find the density of a solid such as metallic sodium, oil must be used to
indirectly obtain the volume, and not water. Why?

 For the density of a solid to be greater than a unit (one), what must the
relationship be between the weight of the solid and the volume? Explain.

 What would be the density of a solid weighing 25g with a volume of 75mL?

 Name three objects, elements or devices which rely on the concept of density to
function.

ikES – inspiring knowledge Education Software – CloudLabs 67

 13. Adding Vectors

Physics Vectors
A small boat has gone adrift without navigation instruments, but has managed to
communicate with the coastguards by radio. As the pilot of a rescue helicopter,
determine the location of the boat using triangulation. However, the boat is adrift, and is
moving north at 8 km/h, while the wind is blowing towards the northeast (30 degrees),
displacing the boat by 12 km/h. Additionally, determine the helicopter’s flight distance
and the degree of the direction at which it should fly: North (N), South (S), Northeast
(NE), Northwest (NW), Southeast (SE) or Southwest (SW).

Objectives
Use the parallelogram method to plot a resultant vector.

Concepts and skills

Vectors, parallelogram, method resultant vector, adding vectors.

ikES – inspiring knowledge Education Software – CloudLabs 68

 13.1 Laboratory equipment

13.2 Procedures
 Enter the virtual simulator for Vectors,
register your personal information and
select the image as shown.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on
the trash can icon to stop the lab
process and clean the work station and
erase/delete any data collected in the data
registry.

ikES – inspiring knowledge Education Software – CloudLabs 69

 1. Identify the lab materials:

 Locate the draft table with the Cartesian

plane and the set-square.

2. Plot the first vector (A): the magnitude and

direction the boat is traveling.

 Click the information icon to see the

situation.

 Click and drag to draw the first vector

(A) starting at the location of the boat
on the Cartesian plane. A popup will
appear to show the exact magnitude
and the direction (angle) of the vector.
(fig. 5)

 Adjust the vector by clicking it. Four

icons will pop up to allow these
operations: (+) add another vector from the same point of origin, (pencil) edit
the magnitude and angle of the vector, (directional arrows) move the vector,
(trash) delete the vector. If vectors have been deleted and redrawn, the
corresponding letters may not be A and B.

 Click the (pencil) icon to edit the magnitude and direction of the vector. Click
in the boxes provided and type the exact measurement as needed.

3. Plot the second vector (B): the magnitude

and direction of the wind.
 Click on the first vector (A) to access the
edit icons and click on the (+) to add the
second vector (B) from the same point
of origin (the boat).
 Click the approximate position of the
end of the vector.
 Click the second vector (B) to adjust the
magnitude and angle.

4. Use the parallelogram method to

determine the location of the boat.
 Click and drag the set-square to the
table.

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  An operations menu will appear, select
the operation (add) and the vectors to
add (letters representing the two
vectors).
 Directions will appear to guide the
process of drawing the parallels (A and
B) and the resulting vector (fig. 9 &10)
 (A + B). Click and drag along the dotted
line on the set-square to draw.

5. Plot the third vector (C): the trajectory that

the helicopter must follow to reach the boat.
 Click and draw the vector from the
heliport (H) to the boat location as
determined by previous steps.

6. Complete the data registry and check.

 Use the data in the table at the bottom
left of screen under “List of Vectors”.
 Register the magnitude IRI and the
angle ∅of the boat.
 Register the magnitude IRI, the angle∅,
and the direction (N, S, E, W, NE, NW,
SE, or SW) of the helicopter.
 After entering the data, click the check
button.
 If there is incorrect data, a message will
state to go back and check the data that
was entered. (fig. 13)
 To see the incorrect data, click on the
pencil icon, a red X will appear by areas
containing incorrect information.
 Each time an unsuccessful message
appears and the lab is restarted, an attempt will appear in
the lab report.
 If the data is correct, you will get a success notice, click
the report button.
 Complete the T/F Evaluation and then click the finish
button to generate a lab report to save as evidence of

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 learning and to turn into the instructor.
Optional guided questions are part of
the lab report.
 The simulator will automatically
generate a grade from 0 to 5 based on
the procedures carried out by the
student, the data registered and the
answers to the evaluation questions.
The grade will be both shown at the end
of the practice and printed in the
laboratory report.

13.3 Evaluation Questions

Answer each statement as true or false.

 Velocity, force and time are vector quantities.

 The vectors used to solve this situation can be considered fixed.

 The vectors used to solve this situation can be considered collinear.

 Water temperature can be represented with a vector.

13.4 Complementary Questions

These questions appear at the end of the lab report.

1. In this situation, is it possible to include vectors in the Z axis? Please explain.

2. If you had to analyze the rescue time in this situation, could you represent it with
a vector?
3. Besides a number and a direction, what else do you need for representing a
vector quantity?

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 14. Subtracting Vectors (Adding Head-to-Tail)

Physics Vectors
A new hanging bridge is being built in a settlement which has a river running through it.
Calculate the maximum weight tolerated by a section of the bridge by subtracting the
upward force of the structure of the bridge from the downward force applied by the
vehicles crossing the bridge. For the bridge to maintain equilibrium, the result of the
subtraction must equal zero (0). There are 5 vectors with positive (upward) force that
correspond to the bridge’s cables. Add these vectors using the head-to-tail method to
find a resultant vector with negative (downward) force that represents the weight of the
bridge. Keep in mind that the subtraction of the vector with downward force from the 5
vectors with upward force will need to equal zero (0).

Objectives
Use the head-to-tail method to add vectors and subtracting vectors.

Concepts and skills

Vectors, adding (head-to-tail method), subtracting.

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 14.1 Laboratory equipment

14.2 Procedures
 Enter the virtual simulator for Vectors,
register your personal information and
select the image as shown.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on the
trash can icon to stop the lab process
and clean the work station and
erase/delete any data collected in the data
registry.

1. Identify the lab materials:

 Locate the Cartesian plane and the
calculator.

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 2. Add the vectors (A-E) using the head-to-tail
method.
 Use the 5 vectors drawn on the bridge that
represent the force that each cable applies to
the bridge (a positive upward force).
 Click on vector A and an icon menu will appear.
 Click on the (directional arrows) icon to move
the vector to the side of the drawing to allow for
space to place all the vectors stacked head-to-
tail.
 Click on vector B, move it and place the head of the vector B to the tail of
vector A.
 Continue this same procedure until all the vectors have been placed head-to-
tail.
 Avoid erasing the vectors. If this happens, the practice must be restarted by
using the trash icon on the main screen.

3. Plot a vector (F) that represents the downward force on the bridge.

 This is the negative downward force that the

bridge can withstand. It must be subtracted
from the sum of the vectors that represent the
bridge cables to obtain a zero (0).
 Click and drag next to the stacked vectors to
draw a vector (F) that extends the same
distance from the head of the first vector (A)
to the tail of the last vector (E).

4. Record the magnitude of vector (F) and check.

 Refer to the List of Vectors in the bottom
left of screen.
 Record the magnitude IRI of vector (F)
in the data registry.
 After entering the data, click the check
button.

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  If there is incorrect data a message will
state to go back and check the data that
was entered.
 To see the incorrect data, click on the
pencil icon, a red X will appear by areas
containing incorrect information. (fig. 9)
 Each time an unsuccessful message
appears and the lab is restarted, an
attempt will appear in the lab report.
 If the data is correct, you will get a
success notice, click the report button.

 Complete the T/F Evaluation and then click

the (finish) button to generate a lab report
to save as evidence of learning and to turn
into the instructor. Optional complementary
questions are part of the lab report.

 The simulator will automatically generate a

grade from 0 to 5 based on the procedures
carried out by the student, the data
registered and the answers to the evaluation questions.
The grade will be both shown at the end of the practice
and printed in the laboratory report.

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 14.3 Evaluation Questions

Answer each statement as true or false.

 The vectors used to solve this problem can be considered coplanar.

 The vectors used to solve this situation can be considered parallel.

 The mass of a bridge can be represented with a vector.

 The magnitude represented by the vectors in this exercise corresponds to the

mass of the bridge.

14.4 Complementary Questions

These questions appear at the end of the lab report.

1. In this situation, what is the result of a subtraction which gives a negative

number?
2. Is the downward force on the bridge and the weight of the vehicles directly
proportional magnitudes? Please explain.
3. In this situation, what is the sum of all the magnitudes represented on the X axis?

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 15. Subtracting Vectors (Free Practice)

Physics Vectors
In this free practice lab, plot and draw the various types of vectors. This laboratory may
also be used as an interactive space to facilitate and solve class assigned problems.

Objectives
Draw and identify various types of vectors.

Concepts and skills

Cartesian plane, types of vectors (fixed, free, coplanar, collinear, sliding, parallel,
concurrent).

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 15.1 Laboratory equipment

15.2 Procedures
 Enter the virtual simulator for Vectors,
register your personal information and
select the image as shown.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on
the trash can icon to stop the lab
process and clean the work station and
erase/delete any data collected in the data
registry.

1. Identify the lab materials:

 Locate the Cartesian plane, the set
square and the calculator.

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 2. Drawing a vector.

 To draw a vector, click and drag on the

Cartesian plane from where you desire
the point of origin to be located.
 The magnitude is determined by how
long the line is drawn on the plane.
 The direction (angle) is determined by
the direction in which you draw the line.
 As you draw the vector a pop up will appear giving the magnitude and angle
as you draw.
 Once the vector is complete, this information is generated in a table at the left
of the screen (List of Vectors).

3. Editing a drawn vector.

 Click on the vector you wish to edit and a menu
will appear by the vector with the following
operations:
- The(+)allows a vector to be added with the
same point of origin.
- The (pencil) allows the magnitude and angle
to be adjusted by typing in the desired values.
- The (directional arrows) allow the vector to be
moved.
- Use the (trash can) to delete the vector.

4. Practice drawing the following types of vectors:

 Fixed, free, coplanar, collinear, sliding, parallel,

and concurrent.

5. Submit the lab report.

 Click on the pencil icon on the main
screen to generate the lab report.
 The report will contain a snapshot of the
Cartesian plane and any vectors drawn
and the data collected in the List of
Vectors table.
Note: This lab may be used to practice adding vectors (head-to-tail method or the
parallelogram method), subtracting vectors, or to solve problems assigned by the instructor.
See the other lab guides for practices with detailed instructions on the head-to-tail or
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 parallelogram methods.

15.3 Evaluation Questions

There are no evaluation questions for this lab practice.

15.4 Complementary Questions

There are no evaluation questions for this lab practice.

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 16. Resultant of Two Forces (Free Practice)

Physics Vectors
In this free practice lab, draw two vectors that are representative of forces with
magnitudes and direction and determine the resultant vector of the two forces. This
laboratory may also be used as an interactive space to facilitate and solve class
assigned problems.

Objectives
Draw vectors and solve for the resultant vector of two forces.

Concepts and skills

Cartesian plane, set-square, resultant vector.

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 16.1 Laboratory equipment

16.2 Procedures
 Enter the virtual simulator for Vectors,
register your personal information and
select the image as shown.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on
the trash can icon to stop the lab
process and clean the work station and
erase/delete any data collected in the data
registry.

1. Identify the lab materials:

 Locate the Cartesian plane, the set
square and the calculator.

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 2. Drawing a vector.

 To draw a vector, click and drag on the

Cartesian plane from where you desire
the point of origin to be located.
 The magnitude is determined by how
long the line is drawn on the plane.
 The direction (angle) is determined by
the direction in which you draw the line.
 As you draw the vector a pop up will
appear giving the magnitude and angle
as you draw.
 Once the vector is complete, this
information is generated in a table at the
left of the screen (List of Vectors).

3. Editing a drawn vector.

 Click on the vector you wish to edit and a menu
will appear by the vector with the following
operations:
- The(+)allows a vector to be added with the
same point of origin.
- The (pencil) allows the magnitude and angle
to be adjusted by typing in the desired values.
- The (directional arrows) allow the vector to be
moved.
- Use the (trash can) to delete the vector.

4. Draw the vectors for this situation:

A block is being pushed by two forces. The first is on the horizontal plane and
measures 20N, and the second is at 60° and measures 15N.
 Using the directions above draw a
vector with the first measurements.
 Click on this vector to edit, then click the
(+) to add the second vector from the
same point of origin.

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 5. Draw the resultant vector of the two forces.

 Click and drag the set-square (top) to

the table.
 An operations menu will appear, select
the operation (add) and the vectors to
add (letters representing the two
vectors).
 Directions will appear to guide the
process of drawing the parallels of the two vectors and the resulting
vector.Click and drag along the dotted line on the set-square to draw.

6. Submit the lab report.

 Click on the pencil icon on the main
screen to generate the lab report.
 The report will contain a snapshot of the
Cartesian plane and any vectors drawn
and the data collected in the List of
Vectors table.
Note: This lab may be used as directed by the instructor to solve additional problem sets.

16.3 Evaluation Questions

There are no evaluation questions for this lab practice.

16.4 Complementary Questions

There are no evaluation questions for this lab practice.

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 17. Types of Ecosystems

Natural Sciences Ecosystems

In this laboratory build an aquatic ecosystem and a terrestrial ecosystem, identifying the
renewable and non-renewable resources in each one. Specify the roles and
relationships of each species within both ecosystems. In the aquarium and a terrarium
place living species according to the ecosystem that each species belongs. After
configuring the ecosystem, click “Check” to see if the setup is correct. If it is not, the
ecosystem will die and a failed attempt will be recorded in the laboratory report.

Objectives
Identify types of ecosystems (aquatic and terrestrial). Identify renewable and non-
renewable resources.

Concepts and skills

Classification, biomes, ecosystems, terrestrial, aquatic, renewable, nonrenewable,
consumers, producers, decomposers.

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 17.1 Laboratory equipment

17.2 Procedures
 Enter the virtual simulator for Ecosystems,
register your personal information and
select the image as shown.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on
the trash can icon to stop the lab
process and clean the work station.

1. Identify the types of the two ecosystems: A

and B as either aquatic or terrestrial.

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  Identify the types of species found in each type of ecosystem.

 Click on a species and drag and drop it into the appropriate ecosystem

 Some species may belong in both types of ecosystems

 As you place a species, a table will be generated in the digital journal of each
species placed. To view this table, click the digital journal icon.

2. Continue placing all species.

 Continue placing species until each

specie has been placed in an
ecosystem.
 Once a specie has been placed into an
ecosystem, it may not be changed or
removed.
 If an error or mistake is made, click the trash icon to clear ALL previous
selections on the lab table and digital journal. This will not register an attempt.

3. Check lab.
 After placing all the species, click on the
check button on the middle of the lab
table.
 If there is incorrect data, a message will
appear that the species have not been
placed correctly and the ecosystems will
die. Click OK to return to main screen.
 The lab may be redone by clicking the
trash icon. This will result in an attempt.
 If all species are placed correctly, a
success window will appear. Click OK.

 Complete the digital notebook.

- Page 1: Type of ecosystems and their characteristics.
- Page 2: Identify renewable and non-renewable
resources in each type of system.
- Page 3 and 4: Identify each species as either a
producer, a consumer, or a decomposer.

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  After completing click the “report” button
and answer the T/F evaluation questions.
 After answering the questions, click the
FINISH button and save the report as
evidence of learning to turn into the
instructor. Optional guided questions are
part of the lab report.
 The simulator will automatically generate a grade from 0
to 5 based on the procedures carried out by the student,
the data registered and the answers to the evaluation
questions. The grade will be both shown at the end of the
practice and printed in the laboratory report.

17.3 Evaluation Questions

Answer each statement as true or false.

 Ecosystems can be natural or artificial.

 Water is a non-renewable and limited resource.

 There is no difference between a marine ecosystem and a freshwater

ecosystem, because both are aquatic ecosystems.

 A fish tank is considered a biome.

 All elements of an ecosystem are related to each other and if one of them
becomes extinct, the relationship between the remaining species can be
affected.

17.4 Complementary Questions

These questions appear at the end of the lab report.

1. What is the difference between the terms “biocenosis” and “biotope”?

2. What is the relationship between the biotic and abiotic factors in an
ecosystem?
3. Why is there greater availability of light and oxygen and nitrogen sources in a
terrestrial ecosystem?
4. What are the types of terrestrial ecosystems?
5. Explain why an artificial or urban ecosystem depends on the natural
environment that surrounds it.
6. What are the relationships between the species in an ecosystem?

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 18. Food Chains

Natural Sciences Ecosystems

This laboratory has a terrestrial ecosystem and various species which belong to it. Using
the species available, configure food chains that consist of four, five, and six links. After
creating the food chains, each species must be classified according to their role in the
ecosystem and trophic level from decomposer to consumer. In the digital journal, a
diagram must be created showing the relationship of each species in the food chain and
ecosystem.

Objectives
Identify the flow of energy in an ecosystem by creating food chains and classify trophic
levels.

Concepts and skills

Classification, flow of energy, food chains, trophic levels, consumers, producers,
decomposers.

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 18.1 Laboratory equipment

18.2 Procedures
 Enter the virtual simulator for Ecosystems,
register your personal information and
select the image as shown.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on
the trash can icon to stop the lab
process and clean the work station and
may add an attempt.

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 1. Configure a food chain. First Challenge: 4
links.
 Using four of the various species in the
work station, create a food chain with 4
links by dragging each species into the
terrestrial ecosystem.
 After placing 4 species in the terrarium,
click on the cog icon . It will begin flashing
once the required number of species has
been selected.

2. Classify each species by trophic level.

 After clicking the cog, a new window

appears with the roles of the species in
the chain.

 Each of the selected species will be in

the circle at the bottom right corner. Drag
each species to one of the trophic levels
in the diagram as either a decomposer,
producer, or type of consumer. The species on the diagram may be
rearranged as needed.

 Click on the save button to save choices.

3. Repeat steps 1-2 with the second and third

challenge: configuring food chains for 5 and
6 links respectively.

 After complete each link, a new window

appears with new challenge. Click X to
return to the main screen.

4. Repeat steps 1-2 with the second and third

challenge: configuring food chains for 5 and
6 links respectively.

 After completing the last challenge, a new

window appears.

 Use the tools on the right to draw each of

the three food chains configured in the
steps above. Click on the pencil and

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 select a color to connect the species in each food chain. Use a different color
for each chain. To finish, click the continue button.

 Complete the digital journal.

- It will appear automatically, but may

also be accessed at any time in the lab by
clicking on the journal icon

- Page 1: Describe the effects on the

ecosystem of eliminating each of the
trophic levels.

- Page 2: Classify each species in the lab

as a consumer, producer, or decomposer.

 A new window will appear to answer the T/F

evaluation questions. Choose the correct
answer.

 After answering the questions, click the

FINISH button and save the report as
evidence of learning to turn into the
instructor. Optional guided questions are
part of the lab report.

 The simulator will automatically generate a

grade from 0 to 5 based on the procedures
carried out by the student, the data
registered and the answers to the
evaluation questions. The grade will be
both shown at the end of the practice and
printed in the laboratory report.

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 18.3 Evaluation Questions

Answer each statement as true or false.

 Decomposer organisms are photosynthetic organisms.

 If a link in the food chain disappears, the immediately preceding level would
overpopulate because there is no longer a predator.

 A food chain does not have more than 4 levels of organization.

 There is great loss of energy between links in the food chain.

 A heterotrophic organisms photosynthetic.

18.4 Complementary Questions

These questions appear at the end of the lab report.

 What are the levels of a food chain?

 Explain the energy differences that exist in the links of a food chain.

 What is the importance of photosynthesis in a food chain?

 The food chain can be explained as an interdependent relationship. Why?

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 19. Balancing an Ecosystem

Natural Sciences Ecosystems

This laboratory consists of a balanced ecosystem with little pollution and good natural
reserves. The challenge is to maintain the ecosystem balance as the population
increases by monitoring and manipulating the abiotic factors (contamination,
temperature, light, amount of food, and oxygen). Failure to maintain ideal conditions or
equilibrium by altering the variables will cause the ecosystem to die.

Objectives
Identify and manipulate factors (abiotic and biotic) in an ecosystem that affect the
equilibrium.

Concepts and skills

Observation, test/outcome, equilibrium, abiotic and biotic factors.

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 19.1 Laboratory equipment
 An aquarium with variable controls for the following abiotic factors:

1. Temperature

2. Oxygen

3. Light

4. Filter (contamination)

 Variable indicators:

5. Amount of food

6. Amount of light

7. Temperature

8. Oxygen

9. Contamination

10. Population

19.2 Procedures
 Enter the virtual simulator for Ecosystems,
register your personal information and
select the image as shown. Then choose
Situation 2.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on
the trash can icon to stop the lab process
and clean the work station and may add an
attempt.

Note: This lab contains a play/pause button that

may be activated to pause the lab progress at any
point in the lab.

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 1. Identify the ranges for conditions of
equilibrium for the species in the
ecosystem.

As the population in the ecosystem grows,

changes in conditions such as pollution, food,
and oxygen. The temperature and light will
vary randomly during the simulation. Below
are the conditions for equilibrium of the
ecosystem.
 Contamination: Over 60% animals die,
over 90 % plants die.
 Oxygen: Under 80% fish die, under 60%
crustaceans die, under 30% plants die.
 Temperature: Over 30’ and under 15’
fish die, over 40’ and under 10’ coral
dies, under 8’ crustaceans die.
 Food: Under 20% animals gradually begin to die.

 Light: Under 50% plants gradually begin to die and die completely if 0%.

2. Observe and monitor the ecosystem conditions.

 Use the indicators to monitor the

ecosystem conditions.
 The equilibrium should be maintained
based on the acceptable ranges in step
1.

3. Manipulate the variables/conditions of the ecosystem.

 Click on the various instruments to access the variable controls to increase

or decrease individual variables.

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  After clicking on a variable instrument, a
control button for that instrument will
appear to allow the adjustment of the
variable.
 For the variables of light, temperature,
and oxygen, it will allow the variable to be
increased or decreased.
 For contamination, a trash can will
appear allowing the filter to be cleaned.
Note: This lab contains a play/pause button that may be activated to pause the lab progress
at any point in the lab. This may be used during adjustment of variables to momentarily stop
the play action.

4. Monitor the ecosystem of equilibrium and species repopulation.

The goal is to keep the system in balance based on the range conditions for each
species and promote species repopulation (reproduction).

 A warning will appear to notify if the

ecosystem is not in equilibrium; signifying
there are unfavorable conditions and a
variable change is needed.
 Species repopulation can be monitored
by the species indicator.

5. Completing the challenge.

 The challenge is to repopulate the

ecosystem with 20 animal species and
maintain that equilibrium for a minimum
time frame.

 When the 20th species joins the

ecosystem, an indicator with the
remaining time will appear at the top of
the lab.

 Equilibrium must be maintained during

this time frame to successfully complete
the challenge.

 The following window will appear when the challenge has been successfully
completed. Click OK.

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 6. Complete the digital journal.

Enter the journal by clicking on the journal icon.

- Page 1: Name the abiotic and biotic

factors in the ecosystem and describe
the initial and ecosystem conditions.

- Page 2: Describe the final ecosystem conditions, the species affected by the
modifications, name the renewable resources, and alternatives for
conservation.

 Generate the lab report after checking and completing the

journal. Click REPORT.

 A new window will appear to answer the T/F evaluation

questions. Choose the correct answer.

 After answering the questions, click the FINISH button and save
the report as evidence of learning to turn into the instructor.
Optional guided questions are part of the lab
report.

 The simulator will automatically generate a

grade from 0 to 5 based on the procedures
carried out by the student, the data
registered and the answers to the evaluation
questions. The grade will be both shown at
the end of the practice and printed in the
laboratory report.

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 19.3 Evaluation Questions

Answer each statement as true or false.

 Ecological balance is a dynamic state of perfect harmony between living beings

and their environment.

 One of the causes of an imbalance in many natural ecosystems is deforestation

and the indiscriminate hunting of species.

 Environmental factors do not determine the type of ecosystem and promote the
existence of some species.

 The amount of light or solar radiation influences other abiotic factors such as
temperature and the formation of winds.

 Acid rain and phenomena caused by pollution are factors that unbalance the
ecosystem.

19.4 Complementary Questions

These questions appear at the end of the lab report.

 What are the different natural and artificial changes that unbalance ecosystems?

 What are the environmental factors that characterize ecosystems and how do
they relate to each other?

 What are the main causes of the extinction of a species?

 How are the amount of energy available, the environmental conditions and the
interrelationships between species in an ecological balance related?

 How do temperature and precipitation influence the equilibrium of the

ecosystem?

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 20. Environmental factors in an Ecosystem

Natural Sciences Ecosystems

A portion of the sea that had major pollution problems and in which there were no living
species has been cleaned and restored. The challenge is to find the limits in which the
new introduced species can tolerate. In the laboratory is a controlled aquatic ecosystem
in which environmental factors such as oxygen, temperature, and light may be varied.
Each factor should be varied to extremes and its effect on the ecosystem noted. A report
with maximum and minimum limits tolerated by the ecosystem and its species will need
to be generated to determine if the recovered part of the sea can accommodate the
species studied in the lab.

Objectives
Identify and manipulate factors (abiotic and biotic) in an ecosystem that affect the
equilibrium. Determine tolerances of ecosystem species to environmental conditions.

Concepts and skills

Observation, test/outcome, equilibrium, abiotic and biotic factors.

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 20.1 Laboratory equipment
 An aquarium with variable controls for the following abiotic factors:

1. Temperature

2. Oxygen

3. Light

 Variable indicators:

4. Temperature

5. Oxygen

6. Light

20.2 Procedures
 Enter the virtual simulator for Ecosystems,
register your personal information and
select the image as shown. Then choose
Situation 4.

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on
the trash can icon to stop the lab process
and clean the work station and may add an
attempt.

Note: This is an experimental lab to explore the

conditions of the aquarium species as variables in
the ecosystem change.

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 1. Identify the ranges for conditions or variables in the
ecosystem.

Below are the variables that may be manipulated and

the ranges of variations.
 Oxygen: 0% to 100%, default starts at 100%
 Temperature: 0’ to 80’, default starts at 23’
 Light: 0% to 100%, default starts at 100%

2. Observe and monitor the ecosystem conditions.

 Use the indicators for temperature,

oxygen, light, and food to monitor the
ecosystem conditions.
 Observe species in aquarium for
changes.

3. Manipulate a variable or condition of the ecosystem.

To maintain a controlled experiment, manipulate one variable at a time to

observe changes in the ecosystem. Each variable should be taken from the
maximum to minimum and any changes noted.
 Click on the various instruments to access the variable controls to increase
or decrease individual.

 Click on the blue air pump to vary oxygen, the lamps to vary the amount
of light, and the white heater to vary the temperature.
 After clicking on a variable instrument, a control button for that instrument
will appear to allow the adjustment of the variable.

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 4. Monitor and note changes in the
ecosystem and the species as the
environmental factors change.

 A warning will appear to notify if the

environmental factors approach a
critical level for one of the species in
the ecosystem.

 Continue varying the factor, taking note of each change and at what range
the change takes place for one variable at a time.

5. Repeat steps 1- 4 for each of the variables. (One variable at a time).

 Complete the digital journal.

Enter the journal by clicking on the

journal icon.
Page 1:
What happens when excessive and
deficit temperatures exist within this
ecosystem?
What happens when an oxygen deficiency exists within
this ecosystem?
Page 2:
What happens when there is a deficit of light within the
ecosystem?
What environmental factor presented do you consider
as the most critical in the ecosystem and why?

 Generate the lab report after checking

and completing the journal. Click
REPORT.
 A new window will appear to answer
the T/F evaluation questions. Choose
the correct answer.
 After answering the questions, click the
FINISH button and save the report as evidence of
learning to turn into the instructor. Optional guided
questions are part of the lab report.
 The simulator will automatically generate a grade from
0 to 5 based on the procedures carried out by the
student, the data registered and the answers to the
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 evaluation questions. The grade will be both shown at the end of the practice
and printed in the laboratory report.

20.3 Evaluation Questions

Answer each statement as true or false.

 If the level of precipitation in an ecosystem is altered, the photosynthetic

organisms are the only ones affected.

 The amount of light affects the tree species in forest ecosystems.

 Reforestation is a technique used to mitigate the environmental alterations

caused by humans.

 The oxygen dissolved in the water of a pond without agitation or recirculation is

high.

 The altitude and location of an ecosystem determine the feasibility of introducing

a species to an ecosystem.

20.4 Complementary Questions

These questions appear at the end of the lab report.

 What would happen if a species is moved from an ecosystem in a cold climate

to an ecosystem in a warm climate? Please explain your answer.
 What is the characteristic temperature and humidity for the different types of
terrestrial ecosystems?
 What are the physical differences between the surface and the bottom of a
marine ecosystem?
 How does an ecosystem affect a natural phenomenon?
 How is an ecosystem affected if the water cycle is altered?

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 21. Classification of Living Beings

Natural Sciences Ecosystems

The virtual laboratory has various samples of living species. Classify and separate the
samples by the following characteristics: vertebrates, invertebrates, eukaryotes,
prokaryotes, multicellular, unicellular, photosynthetic, non-photosynthetic, autotrophs
and heterotrophs. Living being may belong to several classifications.

Objectives
Classification of organisms by cell type, how they obtain or make energy, etc.

Concepts and skills

Classification, prokaryotes, eukaryotes, heterotrophic, autotrophic, invertebrates,
vertebrates, photosynthetic, unicellular, multicellular.

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 21.1 Laboratory equipment

 Living Beings: (organisms)

Fish, crustacean, algae frog, ants, snake, worm, grasshopper, butterflies, bacteria,
plant grass

 Classification characteristic collection trays:

Prokaryotic, eukaryotic, autotrophic, heterotrophic, multicellular, unicellular,

photosynthetic, non-photosynthetic, vertebrates, invertebrates

21.2 Procedures
 Enter the virtual simulator for Ecosystems,
register your personal information and
select the image as shown..

 Read the situation/challenge and the

procedures, then click on the icon to exit
the introduction and access the laboratory.

 During the laboratory, you can click on the

information icon to read the situation,
procedures, or to access equations as
needed. Click on the help icon for
common questions. At any time, click on

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 the trash can icon to stop the lab
process and clean the work station and
may add an attempt.

1. Identify the organisms and the classification characteristics.

The following living beings / organisms

can be found on the lab table.

 Fish, crustacean, algae frog, ants,

snake, worm, grasshopper,
butterflies, bacteria, plant, grass

The following characteristic trays are

located on the lab table for classification of organisms.

 Prokaryotic, eukaryotic, autotrophic, heterotrophic, multicellular,

unicellular, photosynthetic, non-photosynthetic, vertebrates, invertebrates

2. Classify each organism by one or more traits.

 Click on an organism and drag it to

the appropriate tray based on
whether that organism has that
characteristic.

 An organism may belong to more

than one classification characteristic.

 If an error or mistake is made and an

organism is placed into the wrong
tray, click and drag it back to the shelf. This does not result in an attempt.

3. Check classifications.

 Click on the green CHECK button on

the left side of the table.

 If, there is incorrect data, a message

will state that one or more of the

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 organisms have not been correctly
classified. Click OK to return to main
screen.

 The lab may be redone by clicking

the trash icon. This will register an
attempt.

 If organisms have been identified correctly, a success window will appear.

Click OK.

 Complete the digital journal.

It will appear automatically, but may also be

accessed at any time in the lab by clicking
on the journal icon.

- Page 1: Common characteristics of

vertebrates and invertebrates.

- Page 2: Photosynthetic species, non-photosynthetic

species, and photosynthetic unicellular species.

 Generate the lab report after checking and completing the

journal. Click OK.

 A new window will appear to answer the T/F evaluation

questions. Choose the correct answer.

 After answering the questions, click the

FINISH button and save the report as
evidence of learning to turn into the
instructor. Optional guided questions are
part of the lab report.

 The simulator will automatically generate

a grade from 0 to 5 based on the
procedures carried out by the student, the
data registered and the answers to the
evaluation questions. The grade will be
both shown at the end of the practice and
printed in the laboratory report.

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 21.3 Evaluation Questions

Answer each statement as true or false.

 An organism is classified as heterotrophic or autotrophic.

 An autotrophic organism is always a photosynthetic organism.

 A decomposer organism is always an invertebrate organism.

 All eukaryotic organisms are multicellular vertebrate organisms.

 Some invertebrates are heterotrophic and not photosynthetic.

21.4 Complementary Questions

 Identify an ecosystem in your surroundings and classify the living beings that
inhabit it.

 Why do you think it is important to classify living beings?

 Do you think that the size of living beings has anything to do with whether it is a
vertebrate or invertebrate? Explain.

 Think about your pet or that of a friend and classify it according to the options
given in this laboratory.

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